GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Welcome to Credit Recovery
This is how it works:
There are no letter grades awarded for credit recovery-only pass or fail.
Each quarter equals .25 credit.
You can receive the credit in two ways:
1) Pass the pre-test with at least 80% correct or higher. This test is optional. You will be
required to show ID to the credit recovery test administrator or teacher to take this
test. You may also take this test as a diagnostic so that you know what you need to
learn as you go through the module.
2) If you don't pass the pre-test with at least 80% correct or higher, you will work through
the course, hand in all assignments to your credit recovery teacher, then pass the posttest with 60% correct or higher. You will be required to show ID to take this test.
To earn .25 credits for 10th grade Quarter 2 - English Language Arts, you need to complete:
Section 1: Reading Literature
Section 2: Reading Informational Texts
Section 3: Writing
Section 4: Speaking and Listening
Section 5: Language
You must complete all of the work. All learning activities are either graded as complete or incomplete. If
you get an incomplete, the teacher will let you know what needs to be fixed and you can submit again
after you have improved your work.
You must also:
Pass the final assessment at 60% correct or higher
When you are reviewing for the post-test, you may revisit and/or redo any of the assignments and review resources as many times as you would like.
1 - Revised 2/25/2015
GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Instructions for this module:
1. Reading and other referenced materials are either included in the packet or from an open source that
can be accessed from the given URL address. Instructions and URLs will be given with each assignment.
2. Check off each assignment as you finish it and it is marked as complete by the teacher. Keep the assignments – you must turn them in at the end of the packet to receive credit.
3. You will need internet access for some of the work.
a. If you are working from the module/packet as a PDF, web sites are linked directly to the web page.
Move the cursor over the web address and click. If the link does not work, type in or copy and paste
the web site into the address bar of your browser.
b. If you are working from paper, you will need to type the web site into the address
bar of your browser.
c. If you are sure you have typed in the address or linked correctly and the web site is unavailable, see
your instructor for solutions or suggestions.
4. There are 5 sections in this module. Work through each section. If you need to redo sections or practice any of the pieces more than once to prepare for the final, you may.
*A Note about English: The content for English is the skill expected as determined by the Utah State
Core. For example, “identify the author’s tone” is a skill. but understanding any particular text is not.
The skills that will be focused on for each quarter are expressed through the “I Can” statements. The
texts for the pre-test, module work, and post-test are different. That way it is the skill— not the text—
that is being tested and learned.
Pre-assessment
Take the 10th grade quarter 2 pre-assessment test.
If you score 80% or higher –
You do not have to complete the packet.
Your credit recovery teacher will verify your score and help arrange for credit.
If you score 79% or lower –
Complete the packet.
Turn in all work.
Pass the final assessment at 60% or higher.
2 - Revised 2/25/2015
GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
KEY VOCABULARY
As you study this unit, you will be using the following key vocabulary words:
Make sure you know their definitions and how to use them correctly. Even if there are no specific exercises practicing these terms, you will be responsible for knowing them.
Academic vocabulary
advocacy
advocate
alternate claim
citation
claim
coherent
counterclaims
editing
formal
integrate
line of reasoning
MLS style
multiple plot lines
opposing claim
parallel plots
style manual
relevant evidence
substance
revising
valid reasoning
rhetoric
seminal (documents)
I Can Statements for 10th Grade Quarter 2
(What you are expected to know and be able to do.)
Language
I can use correct formatting in a variety of disciplines and writing types. (L.9-10.3)
I can use language (academic and domain specific) effectively. (L.9-10.6)
Reading Literature
I can cite textual evidence. (RL.9-10.1)
I can analyze character development. (RL.9-10.3)
I can analyze how words impact meaning. (RL.9-10.4)
I can analyze how an author uses source material. (RL.910.9)
Reading Informational Text
I can evaluate an argument for validity. (RI.9-10.8)
I can analyze U.S. documents for literary significance. (RI.9-10.9)
Writing
I can write clear, well supported arguments using claims, evidence, and counterclaims. (W.9-10.1)
I can conduct task appropriate research and synthesize information from multiple sources. (W.9-10.7)
I can evaluate and use research effectively and ethically. (W.9-10.8)
I can draw evidence from texts to support analysis, reflection, and research. (W.9-10.9)
I can write appropriate to a range of tasks. (W.9-10.10)
Speaking/Listening
I can present information orally that is clear and logical to task. (SL.9-10.4)
I can use appropriate language in both formal and informal circumstances. (SL.9-10.6)
3 - Revised 2/25/2015
GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Unit 1—Language
(Make sure you show evidence to the teacher that all assignments have been completed and have the teacher check
it off even when there is not a paper to be turned in. Most of the time, you will be using your own paper. When a
specific organizer or worksheet is required, ask the Credit Recovery teacher to get you a copy. Be sure to keep all of
your work to be handed in, scored , and recorded. The Assignment Record is found at the end of this module /
packet.)
Lesson 1 - Formatting
I can use correct formatting in a variety of disciplines and writing types. (L.9-10.3)
*Throughout this module you will be expected to demonstrate the ability to use standard English punctuation,
grammar, and spelling.
Section 1-1: What Does “Formatting” Mean?
In this instance we are talking about the language functions in different context. It includes making effective choices
for meaning and determining the style that is appropriate to the audience and purpose. By understanding and using
these choices, we understand better when reading and help our readers understand when we are writing. Basically,
there are rules to structure that can vary depending on the area in which you are writing. Knowing where to find and
use different style guides is an important part of this process, and no one needs to “memorize” these varying rules.
Being smart means knowing where and how to look up the information needed.
Assignment 1-1a - Why?
Go to “ELA.CCSS.ELA-Literacy.L.9-10.3” at http://www.shmoop.com/common-core-standards/ccss-ela-literacy-l-9-103.html. Read the information from Shmoop, and answer the following questions.
1. What is plagiarism?
2. In addition to being illegal and carrying a fine or jail time, what can happen if you plagiarize?
3. What is almost “as bad as plagiarism”?
4. What two things does “making stuff up” imply about the writer?
5. What does citing sources indicate?
6. Why is it important to understand that there are different citation styles for different fields of study?
7. What are five main style guides, and what are their uses?
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GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 1-1b - Different Style Guides
There are many guides. 5 were mentioned in the previous assignment. It is good to know that each area you read and
write in has its own method. Now, let’s take a quick look at the three main ones that you will use most often. Watch
two of the three videos offered for each guide. Each video is only a small piece of what each contains. Take notes on
each video you watch noting things that catch your eye. Remember, the goal is to know where to find information —
not to memorize it.
The MLA Handbook - Used for all/most English and Humanities work
 How to (MLA) Format a Document Using Microsoft Word (Spring 2014)In Text Citations MLA style at
https://www.youtube.com/watch?v=kKr-vUUKjJQ
 MLA Format Argumentative Essay at https://www.youtube.com/watch?v=HfRwt8pDbNk
 MLA Format at https://www.youtube.com/watch?v=doCBOttt_Qw
Publication Handbook of the American Psychological Association (APA) - Used in most subjects outside of English and
Humanities
 How to Format a Paper in APA Style Using Microsoft Word 2010 and Word 2013 for Windows at
https://www.youtube.com/watch?v=o4L3WaqBttk
 APA and Google Docs at https://www.youtube.com/watch?v=_foEirVOB0Q
 APA Style Tutorial: Body Paragraphs at https://www.youtube.com/watch?v=E5fUdosTpHs
The Chicago manual of Style (Turabian or CMS)
 Chicago manual of Style Tutorial at https://www.youtube.com/watch?v=CqE4BoB1I3E
 Microsoft Word—Chicago Manual Style Word Document Tutorial at
https://www.youtube.com/watch?v=VAeb_4e3Ue8
 Completed Paper Formatted in Chicago Manual of Style at https://www.youtube.com/watch?v=Dn8Mbvd9uh0
Assignment 1-1c - What Else Is in a Style Guide?
There is also punctuation, grammar, and other information in some of the style guides such as The Chicago Manual of
Style. That is a great help, but only if you have the book or the subscription for some of them. Here are a few free
online sources for grammar, punctuation, and formatting answers that you should keep in mind and use when needed.
Practice them by answering the questions and telling which resource you used.
Purdue OWL—an authoritative resource that has MLA, APA, and CMS rules all in one spot at
https://owl.english.purdue.edu/owl/section/2/
Grammar Girl—a resource for just about any grammar or punctuation question at
http://www.quickanddirtytips.com/grammar-girl
The Punctuation Guide - a quick reference for using proper punctuation/conventions at
http://www.thepunctuationguide.com
Purdue OWL - another section to help with grammar at https://owl.english.purdue.edu/owl/section/1/5/
1.
2.
3.
4.
5.
Define the term “mass noun” and give some examples.
When do you use a comma with the word “too”?
Give an example of when it is proper to use an exclamation point in the middle of a sentence.
What is an appositive?
Give an example of a noun preceded by “a” and a noun preceded by “an.”
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GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Section 1-2: A Little Practice
Assignment 1-2a - Sample
Here is a “how to” article from wikihow.org. After the excerpt, you can find the information about the article that is
needed for doing both in-text citations and a Works Cited page. Read the excerpt and information to become familiar with it and to use in answering the questions in Assignment 1-2b.
How to Analyze Poetry
Do you feel that reading and analyzing poetry is like trying to decipher an ancient, lost language? Well never fear! By
following these steps, you can learn how to properly understand a poem by figuring out what the poem means, and
identifying what tools the poet uses to make that meaning clear and understandable.
First—
Read the poem once silently to yourself slowly. The first time you read through a poem, record any “gut reactions” you have to the poem: any emotional connections you have with what the author is saying, reminders of personal detailed experiences, things you like or dislike, etc. Think in terms of, “How do I feel about this? Why? Why
not?” These reactions can help you focus on the type of response the poet is looking for in a reader.
For example, [while reading] Bliss Carmen’s “The Vagabond Song” your first impressions may be
ones of brightly colored leaves, edged in frost, or summer turning to fall. It may call up memories of
time spent in the woods when the leaves are all changing.
*Article information - (some information is created for the purposes of this assignment)
Source: wikiHow
Article: How to Analyze Poetry
Author: Jones
URL: http://www.wikihow.com/Analyze-Poetry
Pages: 1
Date updated: May 2014
Date Accessed: 1/21/2015
Assignment 1-2b - Which Style?
Look at the different ways of citing information from the excerpt. Identify the style by looking at the resources given in the other assignments. (APA, MLA, or CMS)
In-text Citations
1. According to Jones (2014), “Read the poem silently to yourself slowly” (p. 1).
2. “Read the poem silently to yourself slowly” ((Jones, 2014, p, 1).
3. Jones states that you should “Read the poem silently to yourself slowly” (1).
4. “Read the poem silently to yourself slowly” (Jones 1).
5. “Read the poem silently to yourself slowly” (Jones 2014, 1)
Assignment 1-2c - Making It Really Easy - MLA
Follow the steps to see just how easy it is to do both in-text citations and Works Cited pages for MLA in Word. You
will have a properly cited paragraph and Works Cited page in MLA when finished with 1-2c.
1. Open up a new Word document.
2. Copy the following short paragraph into your Word document:
In the article “Universe” from Wikipedia, the universe is defined as “the Totality of everything that exists,
has existed, and ever will exist.” In The Restaurant at the End of the Universe Douglas Adams says “In the beginning
the universe was created. This has made a lot of people very angry and been widely regarded as a bad move.” The
two statements together lead to interesting thoughts about our own existence.
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GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
3. Click References.
4. Under Style, choose MLA Seventh Edition or higher. (Always use the most recent edition since the rules change
often.)
5. Click Manage Sources.
6. Click New.
7. Choose the type of Source. (In this first example it is a book.)
8. Fill in the appropriate blanks with the information from a source.
*Info for this example sources:
Type of source: Book
Author: Douglas Adams
Title: The Restaurant at the End of the Universe
Year: 1980
City: London
Publisher: Pan Books ltd.
Medium:
9. Click OK.
10. Repeat step 6 through 9 for each source.
*Follow steps for this example source:
Type of Source: Document in Website
Author: (none listed for this article—leave blank)
Name of Web Page: Universe
Name of Web Site: Wikipedia
Year: 2015 (This is about when it was last updated and is usually at the very bottom of the page.)
Month: January
Day: 18
Year Accessed: 2015
Month Accessed: January
Day Accessed: 21
*Note that most styles no longer ask for the URL address.
11. Close when done with all of the sources.
In-text Citation 12. Find exist.” in your copied paragraph. Remove the period. Place the curser after the quotation mark. It should
look like this — exist”
13. Choose Insert Citation from the References tab.
14. Choose the “Universe” article by clicking on it to highlight it.
15. You should now see a citation within the body of the paragraph where the curser was. Put a period after the parenthesis. It will look like this— (Universe).
16. Find move.” in your copied paragraph. Remove the period. Place the curser after the quotation mark.
17. Choose Insert Citation from the References tab.
18. Choose the Douglas Adams reference clicking on it to highlight it. Put a period after the citation.
You now have proper in-text citation for your paragraph. After you have used this for a very short while you will see
how easy this is.
Works Cited Page
This would normally be on a separate page, but for this practice just put a few spaces after your paragraph.
19. Click Bibliography from the References tab.
20. Click on Works Cited.
Done!
Note: You want all of the sources from your current work to be on the current list. Anything else in your sources available list should stay
there for when you need it. You move sources to the current list by highlighting the source and clicking the Copy button. You remove an item
from the current list by highlighting it and clicking delete.
7 - Revised 2/25/2015
GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 1-2d - Making It Really Easy - APA
Once your sources are in, you can change format style easily.
1. Copy the paragraph again without the in-text citations.
2. In the References tab click the down arrow and choose APA. Sixth Edition (or whichever is the most current
version).
3. Follow steps 12-18 in the previous assignment to create the in-text citations in APA Style formatting.
4. Follow steps 19-20 to create a Works Cited page in APA Style formatting.
Assignment 1-2e - Making It Really Easy - Your choice
Once your sources are in, you can change format style easily.
1. Copy the paragraph again without the in-text citations.
2. In the References tab click the down arrow and choose any of the other styles you choose
3. Follow steps 12-18 in the previous assignment to create the in-text citations in another style.
4. Follow steps 19-20 to create a Works Cited page in another style.
Assignment 1-2f - Reflection
Write a 1-2 paragraph reflection on what you have learned and practiced in this lesson. Be thorough. Address
avoiding plagiarism and the importance of understanding the requirements of different types of formatting,
where to find the information, etc., as well as your personal thoughts.
“Know where to find the
information and how to
use it—That’s the secret
of success.”
- Albert Einstein
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GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Lesson 2 - Vocabulary
I can use language (academic and domain specific) effectively. (L.9-10.6)
Section 2-1: Academic Vocabulary Words
There are certain words you are required to know for language arts. The list on page three under “Key Vocabulary”
relates to the second quarter.
Assignment 2-1a - Learn
List and define the words on page three under “Key Vocabulary.” These words are the academic vocabulary for
quarter two. You may make a copy of the organizer below or simply make a list. Remember that definitions apply to
language arts and specific applications to reading literature, reading informational text, writing, language (grammar,
etc.), and speaking/listening.
Here are a two sources for finding definitions. You may use others that you find. Make sure the definitions you find
apply specifically to the use of the word in the study of English.
www.vocabulary.com
Glossary of literary terms at http://www2.uncp.edu/home/canada/work/allam/general/glossary.htm#p
Word
Definition
academic vocabulary
advocacy
advocate
alternate claim
citation
claim
coherent
counterclaim
editing
formal
integrate
line of reasoning
MLA style
multiple plot lines
opposing claim
parallel plots
relevant evidence
revising
rhetoric
seminal document
style manual
substance
valid reasoning
9 - Revised 2/25/2015
GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 2-1b - Practice
First, see how much you can do without looking. Then. Look to fill in any answers.
Each of items below is an example of one of the terms from the vocabulary in Assignment 2-1a. Match the examples with the academic word from the list.
1. “It is often assumed that one should answer truthfully” instead of “I think people shouldn’t lie.”
_________________________________________________________________________________________
2. According to Jones, the most reliable research shows that 90% of children between 5 and 15 are involved (15).
__________________________________________________________________________________________________
3. APA, MLS, or the Chicago
_________________________________________________________________________________________
4. Changing the organization and proofs in multiple drafts of an essay.
_________________________________________________________________________________________
5. For English class = claim, rhetoric, style manual, etc.
________________________________________________________________________________________
6. In Revenge of the Sith Grievous is partly removed from a mechanical suit and Anakin is put into a mechanical suit.
________________________________________________________________________________________________
7. Some will try to prove that students younger than 18 do not need to drive. However, . . .
_______________________________________________________________________________________
8. The “Declaration of Independence”
_______________________________________________________________________________________
9. The information in the government publication on birds used in a research report on migration.
_______________________________________________________________________________________
10. The sentence, “i thot that you was never goin to get hear” needs a lot of this.
______________________________________________________________________________________
11. The TV show follows the lives of three different couples and their adventures.
_______________________________________________________________________________________________
12. Violence in video games can negatively affect young players.
_______________________________________________________________________________________
Section 2-2 Domain Specific Vocabulary Words
Assignment 2-2a - Definition
Read this definition from ASCD:
“Domain-specific academic vocabulary consists of relatively low-frequency, content-specific words that appear in
textbooks and other instructional materials; for example, apex in math, escarpment in geography, and isobar in
science.”
Since domain specific words vary according to the content area or topic, it is impossible to give a list. You need
to be willing to discover the meaning of words and terms for the area with which you are working. It means using all of the strategies for understanding vocabulary. It also means to be aware that the same word may have
different meanings for different subjects. A good example might be the word “parallel.” in math parallel means
two lines that are in the same plane and never intersect. In English, parallel is used for sentences that are grammatically the same or plots that have similar elements.
The best way to learn these is just to practice, so let’s practice a few strategies with domain specific words.
10 - Revised 2/25/2015
GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 2-2b - Practice 1 - Science
Read this excerpt. Use the organizer to determine the meaning of each underlined domain specific word as it applies to this area of science. You will need to make a copy of the organizer to fill in for each word. This organizer is
an excellent strategy for learning any vocabulary. Feel free to use it any time.
From Wikipedia, the free encyclopedia
Charonosaurus is a very large lambeosaurine hadrosaur (estimated around 10 m (33 ft) long), known from a partial
skull . . . found in the Late Maastrichtian Yuliangze Formation, west of Jiayin village, Heilongjiang Province, northeastern China. Adult and juvenile hadrosaur remains discovered in the same area and formation likely represent the
same taxon and supply information on most of the postcranial skeleton; the femur length was up to 1.35 m. (4.5 ft).
The partial skull resembles that of Parasaurolophus and probably had a similar long, backward-projecting hollow
crest, indicated by the highly modified dorsal surface of the frontal bones. Charonosaurus is one of the largest
hadrosaurs currently known from Asia . . .
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GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 2-2c - Practice 2 - Music
Read this excerpt. Use the organizer to determine the meaning of each underlined domain specific word as it
applies to the subject of music. You will need to make a copy of the organizer to fill in for each word. This organizer is an excellent strategy for learning any vocabulary. Feel free to use it any time.
Music is an art form whose medium is sound. Its common elements are pitch (which governs melody and harmony), rhythm (and its associated concepts tempo, meter, and articulation), dynamics, and the sonic qualities of
timbre and texture. The word derives from Greek. In its most general form the activities describing music as an
art form include the production of works of music, the criticism of music, the study of the history of music, and
the aesthetic dissemination of music.
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GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Unit 2 - Reading Literature
(Make sure you show evidence to the teacher that all assignments have been completed and have the teacher
check it off even when there is not a paper to be turned in. Most of the time, you will be using your own paper.
When a specific organizer or worksheet is required, ask the Credit Recovery teacher to get you a copy. Be sure to
keep all of your work to be handed in, scored , and recorded. The Assignment record is found at the end of this
module /packet.)
Lesson 1—Citing Evidence
I can cite textual evidence. (RL.9-10.1)
Section 1-1: Citing Evidence Review
Assignment 1-1a - Watch and Review
Watch “Cite Evidence from the Text in your Own Words” at https://learnzillion.com/lessons/669-cite-evidencefrom-the-text-in-your-own-words.
TO SUMMARIZE: When you cite textual evidence, you support your answers with proof from the text. You need to
include where you found the evidence (location) and what is says (quote/paraphrase).
Section 1-2: How to Cite Textual Evidence
Assignment 1-2a - Read
Read the short story “Vanka” by Anton P. Chekhov
Adapted from Guttenberg.org
VANKA
BY ANTON P. CHEKHOV
(Russia—late 1800s)
“Nine-year-old Vanka Zhukov, who had been apprentice to the shoemaker Aliakhin for three months, did
not go to bed the night before Christmas. He waited till the master and mistress and the assistants had gone out to
an early church-service, to procure from his employer's cupboard a small phial of ink and a penholder with a rusty
nib; then, spreading a crumpled sheet of paper in front of him, he began to write.
Before, however, deciding to make the first letter, he looked furtively at the door and at the window,
glanced several times at the somber icon, on either side of which stretched shelves full of lasts, and heaved a heartrending sigh. The sheet of paper was spread on a bench, and he himself was on his knees in front of it.
"Dear Grandfather Konstantin Makarych," he wrote, "I am writing you a letter. I wish you a Happy Christmas and all
God's holy best. I have no mamma or papa, you are all I have."
Vanka gave a look towards the window in which shone the reflection of his candle, and vividly pictured to
himself his grandfather, Konstantin Makarych, who was a night-watchman at an rich person’s estate. He was a
small, lean, unusually lively and active old man of sixty-five, always smiling and blear-eyed. All day he slept in the
servants' kitchen or chatted with the cooks. At night, enveloped in an ample sheep-skin coat, he strayed round the
domain tapping with his cudgel. Behind him, each hanging its head, walked the old dog Kashtanka and the dog Viun,
so named because of his black coat and long body and his resemblance to a fish. Viun was an unusually civil and
friendly dog, looking as kindly at a stranger as at his masters, but he was not to be trusted. Beneath his deference
and humbleness was hid the most inquisitorial maliciousness. No one knew better than he how to sneak up and
take a bite at a leg, or slip into the larder or steal a chicken.
At this moment, for certain, Vanka's grandfather must be standing at the gate, blinking his eyes at the bright
13 - Revised 2/25/2015
GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
red windows of the village church, stamping his feet in their high-felt boots, and jesting with the people in the yard.
"It is glorious weather, not a breath of wind, clear, and frosty; it is a dark eight, but the whole village, its white
roofs and streaks of smoke from the chimneys, the trees silvered with hoar-frost, and the snowdrifts, you can see it all.
The sky scintillates with bright twinkling stars, and the Milky Way stands out so clearly that it looks as if it had been polished and rubbed over with snow for the holidays…
Vanka sighs, dips his pen in the ink, and continues to write:
"Last night I got a thrashing, my master dragged me by my hair into the yard, and belaboured me with a shoemaker's stirrup, because, while I was rocking his brat in its cradle, I unfortunately fell asleep. And during the week, my
mistress told me to clean a herring, and I began by its tail, so she took the herring and stuck its snout into my face. The
assistants tease me, send me to the tavern, make me steal the master's cucumbers, and the master beats me with
whatever is handy. Food there is none; in the morning it's bread, at mid-day gruel, and in the evening bread again. As
for tea or sour-cabbage soup, the master and the mistress themselves guzzle that. They make me sleep in the vestibule, and when their brat cries, I don't sleep at all, but have to rock the cradle. Dear Grandpapa, for Heaven's sake, take
me away from here, home to our village, I can't bear this any more… take me from here or I shall die…"
The corners of Vanka's mouth went down, he rubbed his eyes with his dirty fist, and sobbed.
"I'll grate your tobacco for you," he continued, "I'll pray to God for you, and if there is anything wrong, then
flog me like the grey goat. And if you really think I shan't find work, then I'll ask the manager to let me clean the boots,
or I'll go instead of Fedya as underherdsman. Dear Grandpapa, I can't bear this any more, it'll kill me… I wanted to run
away to our village, but I have no boots, and I was afraid of the frost, and when I grow up I'll look after you, no one
shall harm you, and when you die I'll pray for the repose of your soul, just like I do for mamma Pelagueya.
"As for Moscow, it is a large town, there are all gentlemen's houses, lots of horses, no sheep, and the dogs are
not vicious. The children don't come round at Christmas with a star, no one is allowed to sing in the choir, and once I
saw in a shop window hooks on a line and fishing rods, all for sale, and for every kind of fish, awfully convenient. And
there was one hook which would catch a sheat-fish weighing a pound. And there are shops with guns, like the master's,
and I am sure they must cost 100 rubles each. And in the meat-shops there are woodcocks, partridges, and hares, but
who shot them or where they come from, the shopman won't say.
Vanka sighed convulsively, and again stared at the window. He remembered that his grandfather always went
to the forest for the Christmas tree, and took his grandson with him. What happy times! The frost crackled, his grandfather crackled, and as they both did, Vanka did the same. Then before cutting down the Christmas tree his grandfather
smoked his pipe and teased poor frozen little Vanka… The young fir trees, wrapped in hoar-frost, stood motionless,
waiting for which of them would die. Suddenly a hare springing from somewhere would dart over the snowdrift… His
grandfather could not help shouting:
"Catch it, catch it, catch it! Ah, short-tailed devil!"
When the tree was down, his grandfather dragged it to the master's house, and there they set about decorating it. The young lady, Olga, Vanka's great friend, busied herself most about it. When little Vanka's mother, Pelagueya, was still alive, and was servant-woman in the house, Olga used to stuff him with sugar-candy, and, having nothing to do, taught him to read, write, count up to one hundred, and even to dance the quadrille. When Pelagueya died,
they placed the orphan Vanka in the kitchen with his grandfather, and from the kitchen he was sent to Moscow to Aliakhin, the shoemaker.
"Come quick, dear Grandpapa," continued Vanka, "I beseech you to take me from here. Have pity on a poor
orphan, for here they beat me, and I am frightfully hungry, and so sad that I can't tell you, I cry all the time. My life is a
misfortune, worse than any dog's… I send greetings to Aliona, to one-eyed Tegor, and the coachman, and don't let any
one have my mouth-organ. I remain, your grandson, Ivan Zhukov, dear Grandpapa, do come."
Vanka folded his sheet of paper in four, and put it into an envelope purchased the night before for a kopek. He
thought a little, dipped the pen into the ink, and wrote the address:
"The village, to my grandfather." He then scratched his head, thought again, and added: "Konstantin Makarych." Pleased at not having been interfered with in his writing, he put on his cap, and, without putting on his sheep-skin
coat, ran out in his shirt-sleeves into the street.
The shopman at the poulterer's, from whom he had inquired the night before, had told him that letters were to
be put into post-boxes, and from there they were conveyed over the whole earth in mail troikas by drunken post-boys
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and to the sound of bells. Vanka ran to the first post-box and slipped his precious letter into the slit.
An hour afterwards, lulled by hope, he was sleeping soundly. In his dreams he saw a stove, by the stove his
grandfather sitting with his legs dangling down, barefooted, and reading a letter to the cooks, and Viun walking round
the stove wagging his tail.
Assignment 1-2b - Questions
Answer the questions about “Vanka.” Cite specific evidence from the text to support your answers. Use proper in-text
citation methods and format.
1. The fears, conflicts, or needs that drive a character are called motivation. What motivates Vanka?
2. What evidence is there that Vanka must write his letter in secret?
3. Why is Vanka writing to his grandfather instead of someone else for help?
4. Why does he call the master’s child a “brat”?
5. In what ways has Vanka’s life changed since his mother died?
6. Is Vanka a believable character? Why or why not?
7. What is the tone (author’s attitude)?
8. After Vanka writes the letter, how does he feel?
9. How does Vanka feel about his memories of his grandfather?
10. Think of either yourself at 9 or any 9 year old. How were you and your circumstances different and the same? Be
specific.
Lesson 2 - Character Development
I can analyze character development. (RL.9-10.3)
Section 2-1: Analyzing Characters
Assignment 2-1a - Conflicting Emotion/Motivation
From shmoop.com
“Real people often have conflicting emotions/motivations, which pull a person in two directions. For instance: Sure, it’d
be great to go to prom with the captain of the football team - but are you doing it because he’s an awesome person, or
to get back at a former friend who has a crush on him? And is it more important to be seen on the arm of the most
popular person in school, or to go to prom with the person you’re really in love with even though nobody would look
twice in that geek’s direction?
Some literary characters also have multiple or conflicting motivations. The ones who do are by far the most interesting
and are in the best stories. The third Common Core Standard for Literature challenges readers to figure out how characters are thinking and feeling - what they want, what they’re afraid of, and what they won’t admit even to themselves.”
Example: The following sentence shows the character as having conflicting emotions:
As her friends streamed out the school’s doors for the last time, Terra followed with a big grin. But for a moment, she looked back, hardly able to believe that she would never re-enter the school as a student again.
Explanation: The grin indicates a happiness at graduating and that her friends are sharing in this wonderful time, also.
The word “but,” the pause (separation into two sentences), and looking back all indicate a sadness at leaving the past
behind and being at an end of that stage of her life. This shows a conflict in emotion.
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Assignment 2-1b - Protagonist and Antagonist
Watch Analyzing Characters Part I at https://www.youtube.com/watch?v=0cTMK_GVpOs. Take notes and answer
the questions from the video as you watch. Note: Even though the video indicates otherwise, there can be more
than one main character, their can be several major character in a story. A short story Like “Vanka” will have only
one because there is only time to develop one character. Longer works will often show the changes and development
of several characters. Harry Potter may be a main character, but he wouldn’t get very far without Hermione, Ron,
Ginny and others who change and grow.
Assignment 2-1c - Characterization
Watch Analyzing Characters Part II at https://www.youtube.com/watch?v=Dt0-WaILOP0. Take notes and answer any
questions from the video as you watch.
Assignment 2-1d - Putting It All Together
We have discussed conflicting emotions, antagonist vs. protagonist, and other elements of characterization. Let’s see
if we can put it all together.
Reread the story “Vanka” by Chekhov concentrating specifically on the character and how the author creates this
character. Respond to the questions. Some of the answers may directly relate to your responses from Assignment 12b. Feel free to use and refine the original responses to make them fit the questions on characterization.
Questions:
Remember to give proof to your answers. Include where you get your answer (this can be direct or indirect/inferred)
for each question.
1. Vanka is the protagonist. Who or what is the antagonist?
2. What conflicting emotions does Vanka have?
3. Give two examples of direct characterization and explain what this tells you about Vanka.
4. Give two examples of indirect characterization and explain what this tells you about Vanka.
Assignment 2-1e - Character Analysis
A character analysis is taking all of the information about a character from studying the story, the elements, the
changes the character goes through in the story and writing an essay about how and why the character makes the
changes he/she does. The best way to see how this works is to read an example of a character analysis. Here is one
about the main character from “Unexpected Lesson” at teacherweb.com. Read the analysis paying attention to how
the author gives the characterization and analyzes why the elements prove what is being said.
Unexpected Lesson
When great teachers are mentioned, most people think of biology instructors, football coaches, Girl Scout
leaders, and others in similar positions. However, some of the greatest teachers may be individuals not normally classified as teachers. Roger, a character in the short story “Thank You, M’am” by Langston Hughes, encounters such an
unusual teacher on a city sidewalk. Because she is a fearless, trustful, and generous woman, Mrs. Jones teaches Roger
a lesson he will remember.
Roger is a would-be thief. At about eleven o’clock one night, he runs up behind Mrs. Jones and tries to snatch
her purse. When he falls down on the sidewalk, Mrs. Jones “simply turned around and kicked him right square in his
blue jeaned sitter” (78). While some women would have avoided confrontation with a stranger under similar circumstances, Mrs. Jones does not. She shook Roger “until his teeth rattled” and then demanded, “Pick up my pocketbook
boy, and give it here” (78). Mrs. Jones shows no fear in her encounter with Roger.
Not only does Mrs. Jones display courage, but she also proves to be a trusting person. She decides that Roger
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needs to wash and to eat and that she will take him to her home in order to do so. “I got a great mind to wash your
face for you,” (78) she tells Roger. “You ought to be my son. I would teach you right from wrong. Least I can do right
now is to wash your face. Are you hungry?” (78). In just a few words, she assumes the role of a teacher and a mother
substitute. She not only takes Roger home but she also continues to display a trusting nature once they arrive. When
she gets up to prepare supper, Mrs. Jones “did not watch the boy to see if he was going to run now, nor did she watch
her purse which she left behind her on the daybed” (79). Roger begins to respond to Mrs. Jones in a positive way.
Hughes tells the readers that Roger “did not want to be mistrusted now” (79). Her trust in Roger is beginning to create
a relationship between them.
Mrs. Jones’s generosity to Roger extends beyond her sharing a meal with him. Roger tells her that he tried to
steal her purse in order to get money for a pair of blue suede shoes. Mrs. Jones then does a remarkable thing. She
takes money from her purse and says, “Now here, take this ten dollars and buy yourself some blue suede shoes. And
next time, do not make the mistake of latching onto my pocketbook nor nobody else’s—because shoes come by devilish like that will burn your feet” (78). She bids him goodnight, and Roger wants to express his gratitude but cannot find
words more eloquent than a simple “thank you.” However, Hughes leaves the readers with the definite impression that
Roger has been profoundly touched by the generosity of Mrs. Jones.
Some teachers are brilliant instructors due to their superior education. Others make excellent teachers because they are adept as communicators. Mrs. Luella Bates Washington Jones emerges not from a university but rather
from a hotel beauty shop to become Roger’s teacher. Her courage, trust, and generosity communicate more to Roger
than mere words ever could.
Assignment 2 –1f - Your Turn
Choose a book or movie that you know well. Write a character analysis of one of the major characters. Be detailed
and thorough in your analysis - 500 words minimum. Be sure to provide proof—both direct and indirect—of your
analysis.
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Lesson 3 - Words and Meaning
I can analyze how words impact meaning. (RL.9-10.4)
Section 3-1: Comparing Word Impact
Assignment 3-1a - Poem 1
Read the poem and answer the questions.
Note: Rudyard Kipling 1865-1936 Kipling was born in India to British parents, but spent much of his childhood at
school in England before returning to India in his teens.
The American Rebellion
Rudyard Kipling
‘Twas not while England’s sword unsheathed
Put half a world to flight,
Nor while their new-built cities breathed
Secure behind her might;
Not while she poured from Pole to Line
Treasure and ships and menThese worshippers at Freedoms shrine
They did not quit her then!
Not till their foes were driven forth
By England o’er the mainNot till the Frenchmen from the North
Had gone with shattered Spain;
Not till the clean-swept oceans showed
No hostile flag unrolled,
Did they remember that they owed
To Freedom - and were bold!
1. What is meant by the first two lines of the poem?
a. England ruled the colonies in an overly militant manner.
b. England did not aid the colonies in defending themselves from their enemies.
c. It was not England that killed or drove out the Native Americans.
d. England’s military defended the colonies against their enemies.
2. Which word might Kipling use to describe America following its decision to rebel?
a. Noble
b. Ungrateful
c. Hopeless
d. Strong
3. In the first stanza, to whom or what does the pronoun “her” refer?
4. In two to three sentences, discuss what you think may have been the meaning behind Kipling’s choice of pronouns
in reference to each nation.
5. In your own words, summarize the main idea of the poem using supporting evidence from the text.
6. What connotation does the word “freedom” take in this poem.
7. What is the tone of the poem? What words and phrases help to create this tone? How?
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Assignment 3-1b - Poem 2
Read the poem and answer the questions.
Note: Thomas Paine 1737-1809 Thomas Paine was an American writer who influenced the American Revolution
and helped pave the way for the Declaration of Independence.
Background: The first, famous Liberty Tree stood on the Boston Common, an American Elm with a political history. The elm was a commons tree in the pre-Norman ‘English borough’ tradition: A place for the people of the shire
to gather on their own terms and for their own purposes.
In the decade of agitation that fed into the American Revolution, Boston radicals rallied beneath the tree’s
canopy, speaking against imperial authorities and calling for home rule in the colonies.
After the speeches, the people marched. In one case, hundreds of marchers ended their protest at the
docks, where they cheered on scores of activists as they dumped East Indies Trading Company tea into the harbor. In another case, the march ended in a volley fired from imperial rifles, martyring Crispus Attucks and four others as the first casualties of the dawning revolution.
In the first months of the Revolutionary War, imperial troops occupied Boston, and cut the elm to the
ground. Yet the Liberty Tree lived on. In hundreds of towns, and in every colony, the revolutionaries consecrated
new Liberty Trees and Liberty Poles, and flew their likenesses on their flags.
Thomas Paine wrote of the Liberty Tree in poetry and prose, and soon the tree was an international symbol.
Liberty Tree
Thomas Payne
(1)n a chariot of light from the regions of day,
(2)The Goddess of Liberty came;
(3)Ten thousand celestials directed the way
(4)And hither conducted the dame.
(5)A fair budding branch from the gardens above,
(6)Where millions with millions agree,
(7)She brought in her hand as a pledge of her love,
(8)And the plant she named Liberty Tree.
(9)The celestial exotic struck deep in the ground,
(10)Like a native it flourished and bore;
(11)The fame of its fruit drew the nations around,
(12)To seek out this peaceable shore.
(13)Unmindful of names or distinction they came,
(14)For freemen like brothers agree;
(15)With one spirit endued, they one friendship pursued,
(16)And their temple was Liberty Tree.
(17)Beneath this fair tree, like the patriarchs of old,
(18)Their bread in contentment they ate,
(19)Unvexed with the troubles of silver and gold,
(20)The cares of the grand and the great.
(21)With timber and tar they Old England supplied,
(22)And supported her power on the sea;
(23)Her battles they fought, without getting a groat,
(24)For the honor of Liberty Tree.
(25)But hear, O ye swains, 'tis a tale most profane,
(26)How all the tyrannical powers,
(27)Kings, Commons, and Lords, are uniting amain
(28)To cut down this guardian of ours;
(29)From the east to the west blow the trumpet to arms
(30)Through the land let the sound of it flee,
(31)Let the far and the near, all unite with a cheer,
(32)In defence of our Liberty Tree.
1. What do the first 10 lines of the poem describe?
a. Where Elm trees first were discovered
b. The bringing to the colonies of the first Liberty Tree
c. The first child born in the American colonies
d. The beauty of the ship that carried the first settlers
2. Which word might Paine use to describe England’s act
as described in lines 25-28?
a. Cowardly
b. Courageous
c. Helpful
d. Grateful
3. Find three examples of figurative language and tell
how they impact the meaning of the poem. (For a
review of figurative language, go to https://
www.youtube.com/watch?v=6QbV81Ilq0I.
4. In two to three sentences, discuss what you think may
have been the meaning behind Paine’s choice of personifying the Liberty Tree.
5. In your own words, summarize the main idea of the
poem using supporting evidence from the text.
6. List 10 words with either a positive or negative connotation; identify whether they (individually) are positive or negative, and how the choice of these words
impacts the meaning of the poem.
7. What is the tone of the poem? What words and
phrases help to create this tone? How?
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Lesson 4 - Source Material
I can analyze how an author uses source material. (RL.9-10.9)
Section 4-1: Example
From Shmoop.com
“Just as there are no new literary devices or ways to arrange a story (see Question 5), there are no new stories. Yes,
that’s right—we just said that. There weren’t even any new stories four hundred years ago, when Shakespeare was
repackaging used goods for the amusement of King James’s court. The good news is that the “old” stories provide
endless ways to rearrange their parts, plots, and themes so as to create new work. This Standard takes a closer look
at how borrowing turns old news into new art.”
Authors are always borrowing ideas. This is called source material. Shakespeare used ideas from earlier plays and
from mythology. Modern authors are still borrowing from Shakespeare as well as mythology, history, the Bible,
and any other source that can be made into a new tale. Isaac Asimov (a scientist who wrote over 580 books including a 10,000 year future history in the form of science fiction) said, “There are no new ideas, only new treatment of
old ones.”
Let’s look at Shakespeare’s comedy The Taming of the Shrew as our example.
Assignment - 4-1a - Taming of the Shrew Summary
Read the summary from www.sparknotes.com.
In the Italian city of Padua, a rich young man named Lucentio arrives with his servants, Tranio and Biondello, to attend
the local university. Lucentio is excited to begin his studies, but his priorities change when he sees Bianca, a beautiful, mild
young woman with whom Lucentio instantly falls in love. There are two problems: first, Bianca already has two suitors, Gremio
and Hortensio; second, Bianca’s father, a wealthy old man named Baptista Minola, has declared that no one may court Bianca
until first her older sister, the vicious, ill-tempered Katherine, is married. Lucentio decides to overcome this problem by disguising himself as Bianca’s Latin tutor to gain an excuse to be in her company. Hortensio disguises himself as her music teacher for
the same reason. While Lucentio pretends to be Bianca’s tutor, Tranio dresses up as Lucentio and begins to confer with Baptista about the possibility of marrying his daughter.
The Katherine problem is solved for Bianca’s suitors when Hortensio’s friend Petruchio, a brash young man from Verona, arrives in Padua to find a wife. He intends to marry a rich woman, and does not care what she is like as long as she will
bring him a fortune. He agrees to marry Katherine sight unseen. The next day, he goes to Baptista’s house to meet her, and
they have a tremendous duel of words. As Katherine insults Petruchio repeatedly, Petruchio tells her that he will marry her
whether she agrees or not. He tells Baptista, falsely, that Katherine has consented to marry him on Sunday. Hearing this claim,
Katherine is strangely silent, and the wedding is set.
On Sunday, Petruchio is late to his own wedding, leaving Katherine to fear she will become an old maid. When
Petruchio arrives, he is dressed in a ridiculous outfit and rides on a broken-down horse. After the wedding, Petruchio forces
Katherine to leave for his country house before the feast, telling all in earshot that she is now his property and that he may do
with her as he pleases. Once they reach his country house, Petruchio continues the process of “taming” Katherine by keeping
her from eating or sleeping for several days—he pretends that he loves her so much he cannot allow her to eat his inferior food
or to sleep in his poorly made bed.
In Padua, Lucentio wins Bianca’s heart by wooing her with a Latin translation that declares his love. Hortensio makes
the same attempt with a music lesson, but Bianca loves Lucentio, and Hortensio resolves to marry a wealthy widow. Tranio
secures Baptista’s approval for Lucentio to marry Bianca by proposing a huge sum of money to lavish on her. Baptista agrees
but says that he must have this sum confirmed by Lucentio’s father before the marriage can take place. Tranio and Lucentio,
still in their respective disguises, feel there is nothing left to do but find an old man to play the role of Lucentio’s father. Tranio
enlists the help of an old pedant, or schoolmaster, but as the pedant speaks to Baptista, Lucentio and Bianca decide to circumvent the complex situation by eloping.
Katherine and Petruchio soon return to Padua to visit Baptista. On the way, Petruchio forces Katherine to say that the
sun is the moon and that an old man is really a beautiful young maiden. Since Katherine’s willfulness is dissipating, she agrees
that all is as her husband says. On the road, the couple meets Lucentio’s father, Vincentio, who is on his way to Padua to see
his son. In Padua, Vincentio is shocked to find Tranio masquerading as Lucentio. At last, Bianca and Lucentio arrive to spread
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the news of their marriage. Both Vincentio and Baptista finally agree to the marriage.
At the banquet following Hortensio’s wedding to the widow, the other characters are shocked to see that Katherine
seems to have been “tamed”—she obeys everything that Petruchio says and gives a long speech advocating the loyalty of wives to
their husbands. When the three new husbands stage a contest to see which of their wives will obey first when summoned, everyone expects Lucentio to win. Bianca, however, sends a message back refusing to obey, while Katherine comes immediately. The
others acknowledge that Petruchio has won an astonishing victory, and the happy Katherine and Petruchio leave the banquet to
go to bed.
Assignment 4-1b - Video
A play is meant to be seen. Watch the following scenes from the play. These scenes are taken from the 1967 movie
starring Richard Burton and Elizabeth Taylor.
Act 1 Scene 1 - An introduction to Kate and Bianca—https://www.youtube.com/watch?v=PK-5TeQAeM8
Petruchio meets Kate after receiving her father’s permission to woo and wed her. A verbal and physical battle ensues. Watch just the “roll in the wool” section. The rest are in backwards order to the plot.
http://www.tcm.com/mediaroom/video/413724/Taming-Of-The-Shrew-The-Movie-Clip-No-Man-But-Me.html
Kate’s final speech. (The three husbands have made a large bet about whether or not their new wives would come
at their calling. Petruchio was laughed at for making the bet because of Kate’s “shrewish” reputation. The widow
and the “sweet” Bianca both refuse the request from their husbands. When Kate receives her request, she goes
immediately and drags the other two with her. This is her speech.)
https://www.youtube.com/watch?v=4xQnL9jep7A
Assignment 4-1c - 10 Things I Hate About You
Now let’s look at a new story whose source material (ideas, etc.) are drawn from Shakespeare’s Taming of the Shrew.
Watch the trailer for 10 Things I Hate about You at http://www.moviesoundclips.net/trailer.php?id=211. Look for the
similarities and differences between this movie and Shakespeare's play.
Assignment 4-1d - Compare and Contrast
Create a T-Chart to compare and contrast as much as possible, then answer the question.
Sample T-Chart
Similarities
Differences
Example: Bianca is the most popular person in town/
school.
Shrew is set in ancient Italy/10 things is set in modern
America.
Questions 1. How did the author of 10 Things I Hate about You create a new story by using the source material?
2. What keeps it from being just a repeat of the original story?
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Section 4-2: Your Turn
Assignment 4-2a - On Your Own
Choose one of the following sets or one of your own to show how a modern book or film has made use of source
material. Create a T-Chart like the one in the previous assignment showing the similarities and differences. Many
of the originals can be found at www.gutenberg.org.
Possible choices:
Source: Grimm’s Briar Rose (Sleeping Beauty)
Source: Greek and Roman Mythology
Source: Shakespeare’s Hamlet
Source: Grimm's Fairy Tales
Source: Grimm’s Briar Rose (Sleeping Beauty)
Source: Grimm’s Ashputtel (Cinderella)
Source: Snow White
Any others that fit the requirement and you are familiar with.
New:
New:
New:
New:
New:
New:
New:
Maleficent
Percy Jackson Story
The Lion King
TV Series—Grimm
Shrek
Ella Enchanted/Ever After
The Hunter
Assignment 4-2b - Write
Write a one to three paragraph analysis of how the author of the modern story used the source material and how
effective the new story is.
Unit 3- Reading Informational Text
(Make sure you show evidence to the teacher that all assignments have been completed and have the teacher
check it off even when there is not a paper to be turned in. Most of the time, you will be using your own paper.
When a specific organizer or worksheet is required, ask the Credit Recovery teacher to get you a copy. Be sure to
keep all of your work to be handed in, scored , and recorded. The Assignment record is found at the end of this
module /packet.)
Lesson 1 - Evaluate an Argument
I can evaluate an argument for validity (RI.9-10.8).
Section 1-1: What is a Valid Argument?
Vocabulary.com defines valid argument as “one that is well-grounded in fact, law or logic.” Determining validity of
an argument takes close reading and thinking.
From shmoop.com
It’s CSI for English! Crime novels, thrillers, and detective stories have been a societal obsession for centuries
because we love solving puzzles and looking for clues. So, think of this standard as a chance to hone your sleuth
skills!
The goal is to look for faulty arguments or unsupported claims. You’ll usually stumble across these types of
logical problems when authors get too bold with their claims. Look out for words like: all, completely, definitely,
none, without a doubt, and so on.
The Power and Art of Critique
Being a critic or detective means to determine the validity of what you are critiquing. Whether you are analyzing
food, a movie, a toy, or the proofs in an essay, you must dig deeply to figure out the points of evidence and their
validity. Ask these three questions when critiquing:
 What convinced you and what didn’t? Explain.
 Where were the claims too big for the evidence? (Faulty evidence, words like “all,” Completely,” “none,” etc. )
 Which piece of evidence or example was the strongest? Why?
 What is missing or not addressed?
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Assignment 1-1a - Practice
Read the excerpt from “President Lincoln's Second Inaugural Address” and answer the questions that follow:
“At this second appearing to take the oath of the presidential office, there is less occasion for an extended
address than there was at the first. Then a statement, somewhat in detail, of a course to be pursued, seemed fitting
and proper. Now, at the expiration of four years, during which public declarations have been constantly called forth
on every point and phase of the great contest which still absorbs the attention, and engrosses the energies of the
nation, little that is new could be presented. The progress of our arms, upon which all else chiefly depends, is as well
known to the public as to myself; and it is, I trust, reasonably satisfactory and encouraging to all. With high hope for
the future, no prediction in regard to it is ventured.
On the occasion corresponding to this four years ago, all thoughts were anxiously directed to an impending
civil war. All dreaded it--all sought to avert it. While the inaugural address was being delivered from this place, devoted altogether to saving the Union without war, insurgent agents were in the city seeking to destroy it without war seeking to dissolve the Union, and divide effects, by negotiation. Both parties deprecated war; but one of them
would make war rather than let the nation survive; and the other would accept war rather than let it perish. And the
war came.”
Questions:
 What convinced you and what didn’t? Explain.
(What had proper evidence? How did it prove the claims?)
 Where were the claims too big for the evidence? Explain.
(What didn’t have evidence? Where were the unprovable words all, completely, definitely, etc. )
 Which piece of evidence or example was the strongest? Why?
 What is missing or not addressed?
(Did it have counterclaims, was there proper evidence, etc.)
Assignment 1-1b - Visual Argument - Example
A written speech or essay is not the only type of “text” in which you will find valid or invalid argument. You must
play the detective with visual text also. With visual text, you
must first determine the claim. Then you can answer the
questions for validity.
Example with possible answers:
1. What is the claim?
The WMF knife is the sharpest.
1. What is the evidence?
Not just the carrot, but also the cutting board is sliced
through.
1. What convinced you and what didn’t?
At first glance, the slices are convincing. The longer you
think about it, the less convincing it is. That the board could
be sliced exactly and with ease.
1. Where were the claims too big for the evidence?
Line from poster: “Sharper than you think. The WMF
It is possible for a knife to cut wood, but the cuts in the board Grand Gourmet knife with Dumasteel Blade.”
seem too big for the proof offered. Since we didn’t actually
see the knife cut it.
1. Which piece of evidence or example was the strongest? Why?
The words “sharper than you think” at the bottom of the poster is effective in getting you to rethink whether or not
you believe the ad.
1. What is missing or not addressed?
Any counterclaim (most ads don’t have one) is missing . Also, any statistical or reasonable proof that the knife will
actually do this.
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Assignment 1-1c - Your Turn 1
Study the poster ad. Answer the questions.
1.What is the claim?
2.What is the evidence?
3.What convinced you and what didn’t?
4.Where were the claims too big for the evidence?
5.Which piece of evidence or example was the strongest? Why?
6.What is missing or not addressed?
Assignment 1-1d - Your Turn 2
Now try it with video. Find a commercial of your choice from one of these sights or one of your choosing. Answer
the questions. Include the visual or a link to it for your credit recovery teacher to have while correcting the assignment.
http://www.ispot.tv/browse http://www.superbowl-commercials.org/ - Super Bowl Commercials
http://commercialnuts.com/
1.What is the claim?
2.What is the evidence?
3.What convinced you and what didn’t?
4.Where were the claims too big for the evidence?
5.Which piece of evidence or example was the strongest? Why?
6.What is missing or not addressed?
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Lesson 2 - Literary Non-Fiction
I can analyze U.S. documents for literary significance. (RI.910.9)
Section 2-1: Seminal Documents with Literary Significance
Assignment 2-1a - Review Definitions
Read and understand the following:
Seminal Document sem·i·nal adjective \ˈse-mə-nəl\: having a strong influence on ideas, works, events, etc., that come later : very important and influential
A seminal document is a document that is very important and influential
Examples of a seminal document are Abraham Lincoln’s “Gettysburg Address” and Martin Luther King Jr.’s “I
Have a Dream” speech.
Literary nonfiction A type of prose that employs the literary techniques usually associated with fiction or poetry. These techniques
would include but not be limited to all forms of figurative language. Any nonfiction writing—biography, science
writing, travel writing, nature writing, sports writing, etc. –can be literary nonfiction.
Examples of literary nonfiction are John Steinbeck’s Travels with Charley and Maya Angelou’s I Know why the
Caged Bird Sings. Lincoln’s and King’s writing are also literary nonfiction.
Literary significance Refers to a piece of writing that has a lasting quality and historical importance
All of the examples listed so far have literary significance.
Source Material - From Section 4-1: Example
“Author’s are always borrowing ideas. This is called source material. Shakespeare used ideas from earlier plays and
from mythology. Modern author’s are still borrowing from Shakespeare as well as mythology, history, the Bible, and
any other source that can be made into a new tale. Isaac Asimov (a scientist wrote over 580 books including a
10,000 year future history in the forma of science fiction) said, “There are no new ideas, only new treatment of old
ones.”
Assignment 2-1b - Actively Read
Just as with fiction, non-fiction often draws on other works to affect impact and importance. Read the two documents starting on the next page—”The Declaration of Independence: and “Declaration of Sentiments and Resolution.”. Have them printed out so that you can annotate them and read actively. Use a different color of pen or highlighter to mark the papers as you read. Record the color that you are using for each item so that you and your credit
recovery teacher will know what the colors represent.
1. Highlight the similarities including structure and organization.
2. Highlight the differences including structure and organization.
3. Mark figurative language. (Review with the video the “Language Arts Figurative Language Tutorial” by
wrynne10 at https://www.youtube.com/watch?v=6QbV81Ilq0I.)
4. Highlight words that have positive or negative connotations. (Review with “Teaching Connotation and Denotation” at https://www.youtube.com/watch?v=XZ3LE5hD96A to help understand connotation.)
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Declaration of Independence
From Gutenberg.org
IN CONGRESS, July 4, 1776
The unanimous Declaration of the thirteen united States of America
When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have
connected them with another, and to assume, among the Powers of the earth, the separate and equal station to
which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires
that they should declare the causes which impel them to the separation.
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with
certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness. That to secure these
rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, That
whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to
abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such
form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath
shown, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing
the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the
same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off
such Government, and to provide new Guards for their future security. --Such has been the patient sufferance of
these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government.
The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct
object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid
world.
He has refused his Assent to Laws, the most wholesome and necessary for the public good.
He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.
He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only.
He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their
Public Records, for the sole purpose of fatiguing them into compliance with his measures.
He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of
the people.
He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the Legislative Powers,
incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean
time exposed to all the dangers of invasion from without, and convulsions within.
He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws of Naturalization of Foreigners; refusing to pass others to encourage their migration hither, and raising the conditions of new Appropriations of Lands.
He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary Powers.
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He has made judges dependent on his Will alone, for the tenure of their offices, and the amount and payment of
their salaries.
He has erected a multitude of New Offices, and sent hither swarms of Officers to harass our People, and eat out
their substance.
He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.
He has affected to render the Military independent of and superior to the Civil Power.
He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our
laws; giving his Assent to their Acts of pretended legislation:
For quartering large bodies of armed troops among us:
For protecting them, by a mock Trial, from Punishment for any Murders which they should commit on the Inhabitants of these States:
For cutting off our Trade with all parts of the world:
For imposing taxes on us without our Consent:
For depriving us, in many cases, of the benefits of Trial by Jury:
For transporting us beyond Seas to be tried for pretended offences:
For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the
same absolute rule into these Colonies:
For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments:
For suspending our own Legislatures, and declaring themselves invested with Power to legislate for us in all cases
whatsoever.
He has abdicated Government here, by declaring us out of his Protection and waging War against us.
He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people.
He is at this time transporting large armies of foreign mercenaries to compleat the works of death, desolation and
tyranny, already begun with circumstances of Cruelty & perfidy scarcely paralleled in the most barbarous ages, and
totally unworthy of the Head of a civilized nation.
He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands.
He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages, whose known rule of warfare, is an undistinguished destruction of all ages, sexes
and conditions.
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In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince, whose character is thus marked by every act which
may define a Tyrant, is unfit to be the ruler of a free People.
Nor have We been wanting in attention to our Brittish brethren. We have warned them from time to time of
attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and
we have conjured them by the ties of our common kindred to disavow these usurpations, which would inevitably
interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the
rest of mankind, Enemies in War, in Peace Friends.
We, therefore, the Representatives of the United States of America, in General Congress, Assembled, appealing to
the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by the Authority of the
good People of these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought to
be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free
and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce,
and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the Protection of Divine Providence, we mutually pledge to each other our Lives, our
Fortunes and our sacred Honor.
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Declaration of Rights and Sentiments
From Wikipedia.com
Note: The Declaration of Sentiments is a document signed in 1848 by 68 women and 32 men—100 out of some 300
attendees at the first women's rights convention to be organized by women. The convention was held in Seneca
Falls, New York, now. At a time when traditional roles were still very much in place, the Declaration caused much
controversy.
——————————————————When, in the course of human events, it becomes necessary for one portion of the family of man to assume among
the people of the earth a position different from that which they have hitherto occupied, but one to which the laws
of nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should
declare the causes that impel them to such a course.
We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by their
Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness; that to secure
these rights governments are instituted, deriving their just powers from the consent of the governed. Whenever any
form of Government becomes destructive of these ends, it is the right of those who suffer from it to refuse allegiance
to it, and to insist upon the institution of a new government, laying its foundation on such principles, and organizing
its powers in such form as to them shall seem most likely to effect their safety and happiness.
Prudence, indeed, will dictate that governments long established should not be changed for light and transient causes; and accordingly, all experience hath shown that mankind are more disposed to suffer, while evils are sufferable,
than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and
usurpations, pursuing invariably the same object, evinces a design to reduce them under absolute despotism, it is
their duty to throw off such government, and to provide new guards for their future security. Such has been the patient sufferance of the women under this government, and such is now the necessity which constrains them to demand the equal station to which they are entitled.
The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having in
direct object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to a candid
world.
He has never permitted her to exercise her inalienable right to the elective franchise.
He has compelled her to submit to laws, in the formation of which she had no voice.
He has withheld from her rights which are given to the most ignorant and degraded men—both natives and foreigners.
Having deprived her of this first right of a citizen, the elective franchise, thereby leaving her without representation
in the halls of legislation, he has oppressed her on all sides.
He has made her, if married, in the eye of the law, civilly dead.4
He has taken from her all right in property, even to the wages she earns.5
He has made her, morally, an irresponsible being, as she can commit many crimes with impunity, provided they be
done in the presence of her husband. In the covenant of marriage, she is compelled to promise obedience to her
husband, he becoming, to all intents and purposes, her master—the law giving him power to deprive her of her liber29 - Revised 2/25/2015
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ty, and to administer chastisement.
He has so framed the laws of divorce, as to what shall be the proper causes of divorce; in case of separation, to whom
the guardianship of the children shall be given; as to be wholly regardless of the happiness of women—the law, in all
cases, going upon the false supposition of the supremacy of man, and giving all power into his hands.
When, in the course of human events, it becomes necessary for one portion of the family of man to assume among
the people of the earth a position different from that which they have hitherto occupied, but one to which the laws of
nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes that impel them to such a course.
We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by their
Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness; that to secure
these rights governments are instituted, deriving their just powers from the consent of the governed. Whenever any
form of Government becomes destructive of these ends, it is the right of those who suffer from it to refuse allegiance
to it, and to insist upon the institution of a new government, laying its foundation on such principles, and organizing
its powers in such form as to them shall seem most likely to effect their safety and happiness.
Prudence, indeed, will dictate that governments long established should not be changed for light and transient causes;
and accordingly, all experience hath shown that mankind are more disposed to suffer, while evils are sufferable, than
to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same object, evinces a design to reduce them under absolute despotism, it is their
duty to throw off such government, and to provide new guards for their future security. Such has been the patient
sufferance of the women under this government, and such is now the necessity which constrains them to demand the
equal station to which they are entitled.
The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having in
direct object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to a candid
world.
He has never permitted her to exercise her inalienable right to the elective franchise.
He has compelled her to submit to laws, in the formation of which she had no voice.
He has withheld from her rights which are given to the most ignorant and degraded men—both natives and foreigners.
Having deprived her of this first right of a citizen, the elective franchise, thereby leaving her without representation in
the halls of legislation, he has oppressed her on all sides.
He has made her, if married, in the eye of the law, civilly dead.4
He has taken from her all right in property, even to the wages she earns.5
He has made her, morally, an irresponsible being, as she can commit many crimes with impunity, provided they be
done in the presence of her husband. In the covenant of marriage, she is compelled to promise obedience to her husband, he becoming, to all intents and purposes, her master—the law giving him power to deprive her of her liberty,
and to administer chastisement.
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He has so framed the laws of divorce, as to what shall be the proper causes of divorce; in case of separation, to
whom the guardianship of the children shall be given; as to be wholly regardless of the happiness of women—the
law, in all cases, going upon the false supposition of the supremacy of man, and giving all power into his hands.
After depriving her of all rights as a married woman, if single and the owner of property, he has taxed her to support a government which recognizes her only when her property can be made profitable to it.
He has monopolized nearly all the profitable employments, and from those she is permitted to follow, she receives
but a scanty remuneration.
He closes against her all the avenues to wealth and distinction, which he considers most honorable to himself. As a
teacher of theology, medicine, or law, she is not known.
He has denied her the facilities for obtaining a thorough education—all colleges being closed against her.
He allows her in Church as well as State, but a subordinate position, claiming Apostolic authority for her exclusion
from the ministry, and, with some exceptions, from any public participation in the affairs of the Church.
He has created a false public sentiment, by giving to the world a different code of morals for men and women, by
which moral delinquencies which exclude women from society, are not only tolerated but deemed of little account
in man.
He has usurped the prerogative of Jehovah himself, claiming it as his right to assign for her a sphere of action, when
that belongs to her conscience and her God.
He has endeavored, in every way that he could to destroy her confidence in her own powers, to lessen her selfrespect, and to make her willing to lead a dependent and abject life.
Now, in view of this entire disfranchisement of one-half the people of this country, their social and religious degradation,—in view of the unjust laws above mentioned, and because women do feel themselves aggrieved, oppressed, and fraudulently deprived of their most sacred rights, we insist that they have immediate admission to all
the rights and privileges which belong to them as citizens of these United States.
In entering upon the great work before us, we anticipate no small amount of misconception, misrepresentation,
and ridicule; but we shall use every instrumentality within our power to effect our object. We shall employ agents,
circulate tracts, petition the State and national Legislatures, and endeavor to enlist the pulpit and the press in our
behalf. We hope this Convention will be followed by a series of Conventions, embracing every part of the country.
Firmly relying upon the final triumph of the Right and the True, we do this day affix our signatures to this declaration.
After depriving her of all rights as a married woman, if single and the owner of property, he has taxed her to support a government which recognizes her only when her property can be made profitable to it.
He has monopolized nearly all the profitable employments, and from those she is permitted to follow, she receives
but a scanty remuneration.
He closes against her all the avenues to wealth and distinction, which he considers most honorable to himself. As a
teacher of theology, medicine, or law, she is not known.
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He has denied her the facilities for obtaining a thorough education—all colleges being closed against her.
He allows her in Church as well as State, but a subordinate position, claiming Apostolic authority for her exclusion
from the ministry, and, with some exceptions, from any public participation in the affairs of the Church.
He has created a false public sentiment, by giving to the world a different code of morals for men and women, by
which moral delinquencies which exclude women from society, are not only tolerated but deemed of little account in
man.
He has usurped the prerogative of Jehovah himself, claiming it as his right to assign for her a sphere of action, when
that belongs to her conscience and her God.
He has endeavored, in every way that he could to destroy her confidence in her own powers, to lessen her selfrespect, and to make her willing to lead a dependent and abject life.
Now, in view of this entire disfranchisement of one-half the people of this country, their social and religious degradation,—in view of the unjust laws above mentioned, and because women do feel themselves aggrieved, oppressed,
and fraudulently deprived of their most sacred rights, we insist that they have immediate admission to all the rights
and privileges which belong to them as citizens of these United States.
In entering upon the great work before us, we anticipate no small amount of misconception, misrepresentation, and
ridicule; but we shall use every instrumentality within our power to effect our object. We shall employ agents, circulate tracts, petition the State and national Legislatures, and endeavor to enlist the pulpit and the press in our behalf.
We hope this Convention will be followed by a series of Conventions, embracing every part of the country.
Firmly relying upon the final triumph of the Right and the True, we do this day affix our signatures to this declaration.
Assignment 2-1c - Compare and Contrast 1
Don’t forget to use evidence from the texts to prove your points.
1. Write 1-3 paragraphs detailing some of the important similarities. How did the “Declaration of Rights and Sentiments” make use of the “Declaration of Independence” as its source? Compare not only text but also organization and structure.
Assignment 2-1d - Compare and Contrast 2
Don’t forget to use evidence from the texts to prove your points.
1. Write a paragraph . Why did the “Declaration of Rights and Sentiments” use the “Declaration of Independence”
as its source? What is the effect of using this source? Does it work? Why or why not?
Assignment 2-1e - Compare and Contrast 3
Print or recreate the chart on the next page. Try to find at least 5 examples
1. Make a list of any literary devices from the “Declaration of Independence” and what effect it had on the whole.
Include whether or not a similar device is used in “Declaration of Rights and Sentiments” and the example.
(Figurative language—hyperbole, personification, idiom, metaphor, etc. , connotation, denotation, etc.)
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Chart for assignment 2-1e -
Literary Device with type
Effect on the text
Example of how used in
“Declaration of Rights and Sentiments”
Example: political bands—
metaphor
Creates the idea that Britain and
America are tied closely together.
Also carries the connotation of
tight and restrictive
Family of man/a position different—metaphor
Creates the idea of member of a
family having disagreement.
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Unit 4 - Writing
{Make sure you show evidence to the teacher that all assignments have been completed and have the teacher
check it off even when there is not a paper to be turned in. Most of the time, you will be using your own paper.
When a specific organizer or worksheet is required, ask the Credit Recovery teacher to get you a copy. Be sure to
keep all of your work to be handed in, scored , and recorded. The Assignment Record is found at the end of this
module /packet.)
Lesson 1 - Effective Argument
I can write clear, well supported arguments using claims, evidence, and counterclaims. (W.9-10.1).
I can draw evidence from texts to support analysis, reflection, and research. (W.9-10.9) .
Section 1-1: Review of Argument
Everything from reading informational text and understanding argument applies when writing.
Assignment 1-1a - Review the Argument
Read and understand the points made about argument in the following PowerPoint slides. Try to answer questions on
your own before the answer is given:
1
4
2
5
3
6
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11
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13
10
14
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Section 1-2: Write an Argument
Assignment 1-2a - Watch and Review
Watch “Cite Evidence from the Text in your Own Words” at https://learnzillion.com/lessons/669-cite-evidence-from
-the-text-in-your-own-words.
TO SUMMARIZE: When you cite textual evidence, you support your answers with proof from the text. You need to
include where you found the evidence (location) and what is says (quote/paraphrase).
Assignment 1-2b - Literary Argument - Analyze
Respond to the questions to prepare yourself to write an argument paper:
1. Re-read the two poems on pages 18-19 - “The American Rebellion” and “Liberty Tree.”
2. Decide which poem you think is the most effective poem. Which is better at portraying its purpose to the reader? Which one do you like better? Your claim will be to make a statement about this poem being the better poem.
3. List words and phrases from the poem that are effective and why. This will include figurative language and words
that evoke positive or negative emotions in the reader. List as many as you can. You may create (and expand)) a
chart similar than the one below or make a list or organizer of your own.
WORD OR PHRASE
WHY
Example:
Chariot indicate a power and movement. Light brings hope
and brightness . This metaphor combined with coming from
the east with like the dawn shows a new beginning.
In a chariot of light from the regions of day,
4. Look carefully at the other poem and determine a reason why some may choose it over the one you have chosen. This will be what you base your counterclaim on.
5. Decide on evidence from or about your poem that will make a good rebuttal to the counterclaim from question
4.
Assignment 1-2c - Organize
Make a copy of and fill in the organizational outline on the next page using your answers to the questions in the assignment 1-2b You may use more than three reasons, so expand the organizer as needed.
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http://www.holbrook.k12.az.us/schools/hhs/gnovell/home/Forms/ArgumentGraphicOrganizer.pdf
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Assignment 1-2d - Write
Take your organizer and create a 5 or more paragraph essay about the poems proving that the one you prefer is the
better poem. Be sure to include and properly cite evidence directly from both texts. You will be graded on:
 A solid and proper claim
 An Introduction that catches the reader
 Three or more pieces of evidence that support your claim
 An explanation as to why and how the evidence supports your claim (warrant)
 A counterclaim with reasoning
 A rebuttal of the counterclaim
 A proper conclusion
 Proper in-text citation of your evidence
 Logical order
 Good transitions
 Proper use of the English language, words, spelling, grammar, etc. (If you aren’t sure, look it up.)
Lesson 2 - Research
I can conduct task appropriate research and synthesize information from multiple sources (W.9-10.7).
I can evaluate and use research effectively and ethically (W.9-10.8).
Section 2-1: Conducting Research
Assignment 2-1a - Choose a Topic
Choose a topic to research from the following:
Why do we sleep?
Did anybody ever escape Alcatraz?
What was life like for a gladiator?
What may have occurred during the Roswell UFO incident of 1947?
How is bulletproof clothing made?
How was the skateboard invented and how has it changed over the years?
What is the curse of the pharaohs?
What makes the platypus a unique and interesting mammal?
How do computer viruses spread and in what ways do they affect computers.
What do historians know about ninjas?
Assignment 2-1b - Research
Find three different sources for your subject. Take notes. Record where you got the information. Here is one possible note form that you can duplicate (and expand).
Source
Notes
Additional Information
Title: Oh, Yuck: The Encyclopedia of
Everything Nasty
Author: Joy Masoff
Copyright: 2000
Publisher Workman publishing Company, Inc.
Where: new York, NY
Article Title: “Acne”
At puberty the body releases androgens.
Page 1
.Androgens cause the sebaceous glands to
be over active.
Page 1
An oil plug in your skin is called a comedo.
Page 2
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GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 2-1c - Evaluate Sources
Read “Tips for Evaluating Sources” at http://bcs.bedfordstmartins.com/resdoc5e/tips-for-evaluating-sources.htm.
Use the information to evaluate each of your sources. Record for each—
1. Was the source reliable?
2. If it is a reliable source, what factors does it have to make it reliable?
3. If it is not a reliable source, what is it missing or what factors make it unreliable?
Assignment 2-1d - Synthesizing—Informative Essay
Synthesize the information from all three sources into a single 3-5 paragraph essay. You will be graded on—
Use of all three sources
Using the information in a logical order
Proper in-text citation
Works Cited Page
Proper use of spelling, grammar, and other language expectations
Lesson 3 - Task Appropriate Writing
I can write appropriate to a range of tasks. (W.9-10.10) .
Section 3-1: Determining Appropriate Elements
To determine what is appropriate, you must be able to identify the requirements of the task. You need to determine
purpose, audience, and task.
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GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 3-1a - Analyze the Prompts
For each of the sample assignments answer—
1. What is the task? (What form will your writing take?)
2. What is the purpose?
3. What /who is the audience?
4. Does is require a formal or informal style?
Example:
Prompt - You have recently moved away to college. Right a letter to your little brother telling him all about your first
week away.
1.Write a letter
2.Explain and describe
3.Brother
4.Informal
A. Investigate the current or recent bills presented at your state legislature. Write a letter to your representative in
support or opposition of one of those bills.
B. You are a writer for a teen magazine. Write a research article about the current fashion trends.
C. You have just read The Taming of the Shrew by Shakespeare for English class. Write a poem dedicated to any of
the characters.
D. Your are a well known children's author. Your new project is to write a picture book about unusual animals.
E. You have been studying the French Revolution. You are assigned to write a comparison essay between the French
and American revolutions.
F. Choose a current event that you have a strong opinion about. Write an editorial in an effort to persuade the readers of your school or local newspaper to your opinion.
Unit 5 - Speaking and Listening
{Make sure you show evidence to the teacher that all assignments have been completed and have the teacher
check it off even when there is not a paper to be turned in. Most of the time, you will be using your own paper.
When a specific organizer or worksheet is required, ask the Credit Recovery teacher to get you a copy. Be sure to
keep all of your work to be handed in, scored , and recorded. The Assignment Record is found at the end of this
module /packet.)
Lesson 1 - Presentation
I can present information orally that is clear and logical to task. (SL.9-10.4)
Section 1-1: The Presentation
Assignment 1-1a - Choose a Tool
You will be making your argument essay into a presentation. First, choose what tool to use:
Prezi
PowerPoint
YouTube
iMovie or other movie maker
Educreation
Other method
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GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 1-1b - Plan
You will be creating a presentation using your topic and research. You will also be orally presenting and
discussing. You will be using Writing Lesson 2 starting on page 40. You should always start a presentation
by planning. This often takes the form of a storyboard. Use the organizer below. Each box represents a
slide in your presentation. Add as many boxes as needed to make an interesting and informative presentation.
Basic rules for any presentation method.  Slides are to summarize. You will expand and discuss each slide during your presentation.
 Minimize the amount of text per slide. Use more slides rather than put too much text per slide.
 Do not read the slides. The visuals should catch the audience attention and help focus on what you are
saying.
 Font = large enough to be seen.
 Font = Yellow can seldom be seen properly.
 Graphics should make a statement and have meaning.
 Charts should also have meaning.
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GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 1-1c - Create
Create your presentation Have fun with this. Expectations—
1) Show complete research on the topic
2) Be logical and complete
3) Be interesting and focused
4) Show an understanding of good presentation method
5) Show that you can answer questions about the topic
5) Has no to few grammatical, spelling, or other language errors
6) Includes a voice recording if posted instead of given as a live presentation
7) is your best effort
Assignment 1-1d - Present
Post or present your work.
Lesson 2 - Formal and Informal Language
I can use appropriate language in both formal and informal circumstances (SL.9-10.6) .
Section 2-1: Formal and Informal Language
From shmoop.com
“Communication is a two-way street. Speakers hope the audience will understand them, and the audience hopes to
understand the speakers. One way that speakers can improve these chances is to speak in the same basic idiom or dialect that the audience uses. Vocabulary, inflection, and even entire parts of speech change when a speaker moves
from one group - say, his or her peers - to another, such as a courtroom. Knowing when to adapt speech to the people
one is talking to, and when to use standard English, is an important part of being understood and taken seriously in
college or a career.”
Formal Language— Language appropriate to as school class, a job interview, giving directions, a written essay, or any circumstance where communication or writing must be understood by a large and varied audience. Contractions are avoided.
Informal Language— Language appropriate for casual conversation, some narrative writing, familial or
friendly communication.
Assignment 2-1a - Recognizing Formal and Informal Language
Read the following samples and determine if they are formal or informal. Check your answers before going
to the next assignment.
1. Hello, how are you today?
2. LOL
3. They didn’t know that thing.
4. They were not aware of the circumstances.
5. Hey, wassup?
6. Dear Sir,
7. I dunno.
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GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 2-1b - Practice
Write a 1-3 paragraph note about your typical day. Write it twice using appropriate language.
Letter 1 = Your audience is formal—teacher, parents, principal, part of a resume, etc..
Letter 2 = Same information—Your audience is informal - friend, younger student, classmate, etc.
STOP!
CHECKLIST - Gather and turn in all of the following for credit. Mark each assignment you have done and/or included. Attach this check-off sheet to the
front of your work:
Pre-assessment Score _____________
Unit 1 – Language
Lesson 1 – Formatting
Section 1-1: What Does “Formatting” Mean?
_____Assignment 1-1a - Why?
_____Assignment 1-1b - Different Style Guides
_____Assignment 1-1c - What Else is in a Style Guide?
Section 1-2: A Little Practice
_____Assignment 1-2a - Sample
_____Assignment 1-2b - Which Style?
_____Assignment 1-2c - Making it Really Easy - MLA
_____Assignment 1-2d - Making it Really Easy - APA
_____Assignment 1-2e - Making it Really Easy – your Choice
_____Assignment 1-2f - Reflection
Lesson 2 - Vocabulary
Section 2-1: Academic Vocabulary Words
_____Assignment 2-1a - Learn
_____Assignment 2-1b - Practice
Section 2-2: Domain Specific Vocabulary Words
_____Assignment 2-2a - Definition
_____Assignment 2-2b - Practice 1 – Science
_____Assignment 2-2c - Practice 2 - Music
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GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
Unit 2 - Reading Literature
Lesson 1 - Citing Evidence
Section 1-1: Citing Evidence Review
_____Assignment 1-1a - Watch and Review
Section 1-2: How to Cite Textual Evidence
_____Assignment 1-2a - Read
_____Assignment 1-2b - Questions
Lesson 2 - Character Development
Section 2-1: Analyzing
_____Assignment 2-1a - Conflicting Emotion/Motivation
_____Assignment 2-1b - Protagonist and Antagonist
_____Assignment 2-1c - Characterization
_____Assignment 2-1d - Putting it All Together
_____Assignment 2-1e - Character Analysis
_____Assignment 2-1f - Your Turn
Lesson 3 - Words and Meaning
Section 3-1: Comparing Word Impact
_____Assignment 3-1a - Poem 1
_____Assignment 3-1b - Poem 2
Lesson 4 - Source Material
Section 4-1: Example
_____Assignment 4-1a - Taming of the Shrew Summary
_____Assignment 4-1b - Video
_____Assignment 4-1c - 10 Things I Hate About You
_____Assignment 4-1d - Compare and Contrast
Section 4-2: Your Turn
_____Assignment 4-2a - On Your Own
_____Assignment 4-2b - Write
Unit 3 - Reading Informational Text
Lesson 1 - Evaluate Argument
Section 1-1: What Is a Valid Argument?
_____Assignment 1-1a - Practice
_____Assignment 1-1b - Visual Argument - Example
_____Assignment 1-1c - Your Turn 1
_____Assignment 1-1d - Your Turn 2
Lesson 2 - Literary Non-Fiction
Section 2-1: Seminal Documents with Literary Significance
_____Assignment 2-1a - Review Definitions
_____Assignment 2-1b - Actively Read
_____Assignment 2-1c - Compare and Contrast 1
_____Assignment 2-1d - Compare and Contrast 2
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GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 2 Module
Credit Recovery
Aligned to Utah ELA Standards
_____Assignment 2-1e - Compare and Contrast 3
Unit 4 - Writing
Lesson 1 - Effective Writing
Section 1-1: Review of Argument
_____Assignment 1-1a - Review the Argument
Section 1-2: Write an Argument
_____Assignment 1-2a - Watch and Review
_____Assignment 1-2b - Literary Argument - Analyze
_____Assignment 1-2c - Organize
_____Assignment 1-2d - Write
Lesson 2 - Research
Section 2-1: Conducting Research
_____Assignment 2-1a - Choose a Topic
_____Assignment 2-1b - Research
_____Assignment 2-1c - Evaluate Sources
_____Assignment 2-1d - Synthesizing - Informative Essay
Lesson 3 - Task Appropriate Writing
Section 3-1: Determining Appropriate Elements
_____Assignment 3-1a - Analyze the Prompts
Unit 5 - Speaking and Listening
Lesson 1 - Presentation
Section 1-1: The Presentation
_____Assignment 1-1a - Choose a Tool
_____Assignment 1-1b - Plan
_____Assignment 1-1c - Create
_____Assignment 1-1d - Present
Lesson 2 - formal and Informal language
Section 2-1: Formal and Informal Language
_____Assignment 2-1a - Recognizing Formal and Informal language
_____Assignment 2-1b - Practice
Now, you must also:
Pass the final assessment
*NOTE: You must pass off all the work for each section. You must
also pass the end-of-module assessment at 60% or higher.
Post-Assessment Score _____
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