English 2 (1001340) English Honors 2* (1001350) 2017-2018 ... · Writing Activity: Personal Letter ... LAFS.910.L.1.1b Speaking Activity: Discussion ... Provide a concluding statement

Grade 10 1 *In Honors courses students will explore a theme in more depth or breadth than regular courses.

English 2 (1001340) English Honors 2* (1001350)

2017-2018 Instructional Sequence Calendar

Timeline Quarter One 8/14-10/13

Quarter Two 10/16-12/22

Quarter Three Part One

1/8-1/30

Quarter Three Part Two

1/31-2/23

Quarter Three Part Three

2/26-3/9

Quarter Four 3/19-5/31

Recursive Standards

LAFS.910.RL.1.1, LAFS.910.RI.1.1, LAFS.910.RL.2.4, LAFS.910.RI.2.4, LAFS.910.RL.4.10, LAFS.910.RI.4.10

Collection Collection 6: Hard-Won Liberty

Collection 5: Absolute Power

Collection 1: Ourselves and Others

Collection 3: Responses to Change

Collection 1: Ourselves and Others

Collection 4: How We See Things

Text Titles

“Letter from Birmingham Jail” “Four Freedoms” “Speech at the March on Washington” “from Letter to Viceroy, Lord Irwin” “from Gandhi: The Rise to Fame” “The Briefcase” “Cloudy Day”

“from Why Read Shakespeare?” “The Tragedy of Macbeth” “from Macbeth on the Estate” “from Holinshed’s Chronicles” “The Macbeth Murder Mystery”

“from Texas v. Johnson Majority Opinion” “American Flag Stands for Tolerance” “from the Universal Declaration of Human Rights” Trailer for “My So-Called Enemy”

“from The Metamorphosis” “Life After People” “Teenage brains in the digital world”

“The Lottery” “Without Title” “When I Heard the Learn’d Astronomer” “Carry”

“We grow accustomed to the Dark” “Before I got my eye put out” “The Trouble with Poetry” “Today” “Coming to Our Senses” “Every Second Counts” The Night Face Up” “The Math Instinct” “Whale Sharks Use Geometry to Avoid Sinking” “Musée des Beaux Arts” “Landscape with the Fall of Icarus”

Standards Addressed

RL 1.2, 1.3, 2.5 RI 1.2, 1.3, 2.5, 2.5, 3.7, 3.8, 3.9 SL 1.1 L 1.1, 1.2, 3.4, 3.5 W 1.1, 1.2, 2.4, 2.5, 2.6, 3.8, 3.9, 4.10

RL 1.2, 1.3, 2.5, 2.6, 3.7, 3.9 RI 1.2, 1.3, 2.5, 2.6, 3.8, 3.9 SL 1.1, 2.4, 2.6 L 1.1, 1.2, 2.3 W 1.1, 1.2, 1.3, 2.4, 2.5, 2.6, 3.8, 3.9, 4.10

RI 1.2, 1.3, 2.5, 2.6, 3.8, 3.9 SL 2.4 L 1.1, 3.4 W 1.1, 1.2, 2.4, 3.7, 3.9, 4.10

RL 1.2, 1.3, 2.5 RI 1.2, 1.3 SL 1.1, 2.5 L 1.1, 3.4 W 1.1, 2.4, 3.8, 3.9, 4.10

RL 1.2, 1.3, 2.5 L 2.3 W 1.1, 4.10

RL 1.2, 1.3, 2.5, 2.6, 3.7 RI 1.2, 1.3, 2.5 SL 2.4 L 1.1, 1.2, 3.4 W 1.1, 1.3, 2.4, 2.5, 3.7, 3.9, 4.10

Performance Task

Argumentative Essay Informative/

Explanatory Essay Informative/

Explanatory Essay Argumentative Essay

FSA Writing Assessment

Narrative/ Research Project

Writing Standard

W.1.1 W.1.2 W.1.2 W.1.1 W.1.3/W.3.7

Grade 10 2

English 2 (1001340) English Honors 2* (1001350)

2017-2018 Instructional Sequence Calendar

Quarter 1 – August 14 – October 13

Collection 6: Hard-Won Liberty Collection Description: This collection travels around the world to explore how people win their freedom from oppression.

Collection 6 Academic Vocabulary: comprehensive, equivalent,

incentive, innovate, media

Aligned Novel (optional): “In the Time of Butterflies”

Collection Performance Task: Write an Argument

LAFS.910.W.1.1a-e, LAFS.910.W.3.9a-b, LAFS.910.W.4.10 Write an essay in which you take a position on what constitutes true freedom. Use the information from the texts in this collection to support your points. (adapted from text)

Recursive Standards (addressed in every text): LAFS.910.RLRI.1.1, LAFS.910.RLRI.2.4, LAFS.910.RLRI.4.10

Anticipated Time Frame

Must-Teach Texts for Standards-Based Instruction

LAFS Vocabulary Strategy (Critical Vocabulary)

Language Conventions

Selection Performance Task

4-5 90-minute

periods OR

8-10 45-minute

periods

ANCHOR TEXT: ARGUMENT

“Letter from Birmingham Jail” by Martin Luther King Jr.

SPEECH

“Four Freedoms” by Franklin Roosevelt (pair with text for RI.3.9 coverage) **Textual support pieces for Performance Task

Monitored: LAFS.910.RI.3.8 LAFS.910.RI.3.9

Strategy: Context Clues* LAFS.910.L.3.4a (*assessed under RI.2.4)

LAFS.910.RI.2.4 (address the analysis of

the cumulative impact of specific word choice on tone)

Critical Vocabulary: cognizant, moratorium, retaliate, precipitate, complacency, manifest, mores, provocation

Repetition and Parallelism LAFS.910.W.2.5 LAFS.910.L.1.1a

Writing Activity: Comparison LAFS.910.RI.3.9 LAFS.910.W.3.9b LAFS.910.W.4.10

Supporting: LAFS.910.RI.1.2 LAFS.910.RI.2.5 LAFS.910.RI.2.6

2-3 90-minute

periods OR 4-6

45-minute periods

CLOSE READER: SPEECH

“Speech at the March on Washington” by Josephine Baker **Textual support piece for Performance Task


N/A

N/A N/A

Supporting: LAFS.910.RI.3.9

Grade 10 3






3

90-minute periods

OR 5

45-minute periods

COMPARE TEXT AND MEDIA

“from Letter to Viceroy, Lord Irwin” by Mohandes K. Gandhi **Textual support piece for Performance Task

“from Gandhi: The Rise to Fame” by BBC **Support piece for Performance Task


Strategy: Denotations and Connotations* LAFS.910.RI.2.4 LAFS.910.L.3.5b (*assessed under RL.2.4) Critical Vocabulary: unpalatable, unadulterated, humility, iniquitous, peremptory

N/A Text: Writing Activity: Analysis LAFS.910.W.1.2 LAFS.910.W.3.9 LAFS.910.W.4.10

Text and Media: Speaking Activity: Debate LAFS.910.SL.1.1

Supporting: LAFS.910.RI.1.3 LAFS.910.RI.2.5 LAFS.910.RI.3.8

2

90-minute periods

OR 4

45-minute periods

SHORT STORY

“The Briefcase” by Rebecca Makkai **Textual support piece for Performance Task

Monitored: LAFS.910.RL.1.3 LAFS.910.RL.2.5

Strategy: LAFS.910.RL.2.4 (address the analysis of

the cumulative impact of specific word choice on tone) Critical Vocabulary: flail, inversion, equidistant, transpire, flagrantly, havoc

Semicolons LAFS.910.L.1.2a

Writing Activity: Personal Letter LAFS.910.W.2.4 LAFS.910.W.4.10

Supporting: LAFS.910.RL.1.2

1 90-minute

periods OR 2

45-minute periods

POEM

“Cloudy Day” by Jimmy Santiago Baca


N/A Prepositional Phrases LAFS.910.L.1.1b

Speaking Activity: Discussion LAFS.910.SL.1.1a


*Time permitting, grade-level appropriate supplemental materials and additional collection texts may be utilized to enrich/reinforce concepts and standards taught within this

collection.

Grade 10 4

Collection Performance Task: Write an essay in which you take a position on what constitutes true freedom. Use the information from the texts in this collection to support your points. (adapted from text)


Performance Task Skill/Content Focus LAFS Suggested Instructional Resource

4-5 90-minute

periods OR

8-10 45-minute

periods

Write arguments to support claims.

Support claims with relevant evidence

Clarify relationships among claims

LAFS.910.W.1.1 LAFS.910.W.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Arguments – Creating a Coherent Argument/Persuasive Techniques

Performance Task: Write an Argument pgs. 377-379

Support argumentative points with clear reasons and relevant evidence.

LAFS.910.W.1.1 LAFS.910.W.3.9 LAFS.910.W.4.10 LAFS.910.RL.1.1 LAFS.910.RI.1.1

HMH Digital Dashboard: Interactive Writing Lessons Writing Arguments – Support: Reasons and Evidence/Building Effective Support

“Letter from Birmingham Jail” “Four Freedoms” “Speech at the March on Washington” “from Letter to Viceroy, Lord Irwin” “from Gandhi” The Rise to Fame” “The Briefcase”


Cite textual evidence with author’s name and or the title of the source work in order to avoid plagiarism.

LAFS.910.W.3.8 HMH Digital Dashboard: Interactive Writing Lessons Using Textual Evidence



Write an effective introductory paragraph for the argumentative essay performance task.

Introduce precise claim(s), distinguish the claim(s) from alternate and opposing claims.

LAFS.910.W.1.1 LAFS.910.W.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Arguments – What is a Claim?



Grade 10 5

Write an effective closing paragraph for the argumentative essay performance task.

Provide a concluding statement or section that follows from and supports the argument presented.

LAFS.910.W.1.1 LAFS.910.W.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Arguments – Concluding Your Argument



Write the argumentative essay performance task.

Use valid reasoning and relevant and sufficient evidence

Create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence

Develop claim(s) and counterclaims fairly

Supply evidence for each; point out strengths and limitations in a manner that anticipates audience’s knowledge level

LAFS.910.W.1.1 LAFS.910.W.2.4 LAFS.910.W.3.8 LAFS.910.RL.1.1 LAFS.910.RI.1.1 LAFS.910.RL.2.4 LAFS.910.RI.2.4 LAFS.910.L.1.1 LAFS.910.L.1.2 LAFS.910.L.2.3

HMH Digital Dashboard: Interactive Writing Lessons Writing Arguments – Formal Style “Letter from Birmingham Jail” “Four Freedoms” “Speech at the March on Washington” “from Letter to Viceroy, Lord Irwin” “from Gandhi” The Rise to Fame” “The Briefcase” Performance Task: Write an Argument pgs. 377-379

Edit and revise the argumentative essay performance task.

Address what is most significant for a specific purpose and audience

LAFS.910.W.2.5 LAFS.910.W.4.10 LAFS.910.L.1.1 LAFS.910.L.1.2



Use technology to publish the argumentative essay performance task (as available).

LAFS.910.W.2.6 Performance Task: Write an Argument pgs. 377-379

Grade 10 6

Quarter 2 – October 16 – December 22

Collection 5: Absolute Power Collection Description: Human ambition is timeless, and its fruits are fleeting.

Collection 5 Academic Vocabulary: comprise, incidence, priority,

thesis, ultimate

Aligned LBQ (optional): “Macbeth: Who’s in Control?” (Volume 1)

Collection Performance Task: Write an Analytical Essay LAFS.910.W.1.2a-f, LAFS.910.W.2.4, LAFS.910.W.2.5, LAFS.910.W.3.8, LAFS.910.W.4.10 After reading from Why Read Shakespeare?, The Tragedy of Macbeth, and other texts in this collection, write an essay in which you explain how one aspect (trait) of a character’s personality develops over the course of a text and advances the plot. (adapted from text)







1

90-minute periods

OR 2

45-minute periods

ARGUMENT

“from Why Read Shakespeare?” by Michael Mack **Textual support piece for Performance Task


Strategy: Rhetorical Questions LAFS.910.L.2.3 LAFS.910.RL.2.4 (address the

determination of the meaning of words and phrases as they are used in the text, including figurative language)

Critical Vocabulary: truncate, contemporary, phantasmagoric, vicarious

N/A Speaking Activity: Argument LAFS.910.W.1.1 LAFS.910.SL.2.4


Grade 10 7






8-9 90-minute

periods OR

18-20 45-minute

periods

ANCHOR TEXT: PLAY

“The Tragedy of Macbeth” by William Shakespeare **Textual support piece for Performance Task

Monitored: LAFS.910.RL.1.2 LAFS.910.RL.1.3 LAFS.910.RL.2.6

Elizabethan Words to Know: anon, durst, ere, fly, hark, hie, issue, naught, nigh, perchance, prithee, thence, thine, thither, ‘twixt, whence, wherefore, whither, withal

Inverted Sentence Structure LAFS.910.L.2.3

Act I: Writing Activity: Analysis LAFS.910.W.1.2 LAFS.910.W.4.10 LAFS.910.RL.1.3

Act II: Speaking Activity: Discussion LAFS.910.SL.1.1 LAFS.910.W.2.4

Act III: Writing Activity: Analysis LAFS.910.RL.2.5 LAFS.910.W.1.2 LAFS.910.W.4.10

Act IV: Speaking Activity: Debate LAFS.910.SL.1.1a-d

Act V: Writing Activity: Argument LAFS.910.W.1.1 LAFS.910.W.4.10

Supporting: LAFS.910.RL.2.5 LAFS.910.RL.3.7

1 90-minute

periods OR 1-2

45-minute periods

MEDIA

“from Macbeth on the Estate” directed by Penny Woolcock **Support piece for Performance Task

Monitored: LAFS.910.RL.3.7

N/A

N/A Speaking Activity:

Argument LAFS.910.SL.2.4 LAFS.910.SL.2.6


Grade 10 8






2

90-minute periods

OR 4-5

45-minute periods

HISTORY

“from Holinshed’s Chronicles” by Raphael Holinshed **Textual support piece for Performance Task

Monitored: LAFS.910.RL.3.9 LAFS.910.RI.2.6

Strategy: Archaic Language* LAFS.910.RI.2.4 LAFS.910.L.2.3 LAFS.910.L.3.4 (*assessed under RI.2.4)

Critical Vocabulary: usurp, predecessor, admonition

Absolute Phrases LAFS.910.L.1.1b

Speaking Activity: Discussion LAFS.910.RI.1.1 LAFS.910.RI.1.3 LAFS.910.RL.3.9 LAFS.910.SL.1.1

Supporting: LAFS.910.RL.2.6 LAFS.910.RI.1.2 LAFS.910.RI.1.3 LAFS.910.RI.2.5 LAFS.910.RI.3.9

1-2

90-minute periods

OR 2-4

45-minute periods

SHORT STORY

“The Macbeth Murder Mystery” by James Thurber

**Textual support piece for Performance Task


Strategy: Words from Latin LAFS.910.L.3.4b LAFS.910.L.3.4c

Writing Activity: Narrative LAFS.910.W.1.3

Supporting:


collection.

Grade 10 9

Collection Performance Task: After reading from Why Read Shakespeare?, The Tragedy of Macbeth, and other texts in this collection, write an essay in which you explain how one aspect (trait) of a character’s personality develops over the course of a text and advances the plot. (adapted from text)



3-4 90-minute

periods OR 7-9

45-minute periods

Determine an appropriate, purposeful organization for the informative/explanatory essay performance task.

Effective Transitions

LAFS.910.W.1.2 LAFS.910.W.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Informative Texts – Organizing Ideas/Formal Style

Performance Task: Write an Analytical Essay pgs. 313-315

Support informative/explanatory points with relevant facts, details, and quotes.

LAFS.910.W.1.2 LAFS.910.W.3.9 LAFS.910.W.4.10 LAFS.910.RL.1.1 LAFS.910.RI.1.1

HMH Digital Dashboard: Interactive Writing Lessons Writing Informative Texts – Developing a Topic/Elaboration



Cite textual evidence with author’s name and or the title of the source work in order to avoid plagiarism.

LAFS.910.W.3.8 HMH Digital Dashboard: Interactive Writing Lessons Using Textual Evidence



Write an effective introductory paragraph for the informative/explanatory essay performance task.

LAFS.910.W.1.2 LAFS.910.W.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Informative Texts – Introductions and Conclusions



Grade 10 10

Write an effective closing paragraph for the informative/explanatory essay performance task.

LAFS.910.W.1.2 LAFS.910.W.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Informative Texts – Introductions and Conclusions



Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through effective selection, organization, and analysis.

Introduce a topic; organize complex ideas to make important connections and distinctions

Develop topic with sufficient facts, extended definitions appropriate to the audience’s knowledge of the topic

Use transitions to link the major sections of the text, create cohesion, and clarify relationships among complex ideas

Use precise language to manage the complexity of the topic

Establish and maintain a formal style and objective tone; attend to the norms and conventions of the discipline

Provide a concluding statement that follows from and supports the information or explanation presented

LAFS.910.W.1.2 LAFS.910.W.2.4 LAFS.910.RL.1.1 LAFS.910.RI.1.1 LAFS.910.RL.2.4 LAFS.910.RI.2.4 LAFS.910.L.1.1 LAFS.910.L.1.2 LAFS.910.L.2.3

HMH Digital Dashboard: Interactive Writing Lessons Writing Informative Texts – Precise Language and Vocabulary


Grade 10 11

Edit and revise the informative/explanatory essay performance task.

LAFS.910.W.2.5 LAFS.910.W.4.10 LAFS.910.L.1.1 LAFS.910.L.1.2



Use technology to publish the informative/explanatory essay performance task (as available).

LAFS.910.W.2.6 HMH Digital Dashboard: Interactive Writing Lessons Producing and Publishing with Technology


Grade 10 12

Quarter 3/Part 1 – January 8 – January 30

Collection 1: Ourselves and Others Collection Description: This collections explores how we interact with other people – family, enemies, neighbors, strangers, and those with whom we disagree.

Collection 1 Academic Vocabulary: discriminate, divers, inhibit,

intervene, rational

Collection Performance Task: Write an Analytical Essay

LAFS.910.W.1.2, LAFS.910.W.3.9, LAFS.910.W.4.10 This collection focuses on the way people relate to and interact with others, both individuals and groups. Using information from the texts, write an essay in which you explain the idea of promoting tolerance of others. (adapted from text)







2-3 90-minute

periods OR 4-6

45-minute periods

ANCHOR TEXT: COURT OPINION

“from Texas v. Johnson Majority Opinion” by William J. Brennan

ANCHOR TEXT: NEWSPAPER EDITORIAL

“American Flag Stands for Tolerance” by Ronald J. Allen

**Textual support pieces for Performance Task


Strategy: Words from Latin* LAFS.910.L.3.4b (*assessed under RI.2.4) Critical Vocabulary: compulsion, implicit, reaffirmation, resilience, orthodoxy, sanctity, dogma, dissenter

Noun Clauses LAFS.910.L.1.1b

Writing Activity: Analysis LAFS.910.W.3.7 LAFS.910.W.4.10 Supporting:

LAFS.910.RI.1.2 LAFS.910.RI.3.8

Grade 10 13






1 90-minute

periods OR 2

45-minute periods

CLOSE READER: PUBLIC DOCUMENT

“from the Universal Declaration of Human Rights” by the UN Commission on Human Rights **Textual support piece for Performance Task

Monitored: LAFS.910.RI.3.9

N/A N/A N/A


1 90-minute

periods OR 2

45-minute periods

MEDIA ANALYSIS: FILM

Trailer for “My So-Called Enemy” directed by Lisa Gossels **Support piece for Performance Task


N/A N/A Speaking Activity: Argument LAFS.910.W.1.1 LAFS.910.SL.2.4



collection.

Collection Performance Task: This collection focuses on the way people relate to and interact with others, both individuals and groups. Using information from the texts, write an essay in which you explain the idea of promoting tolerance of others. (adapted from text)



2-3 90-minute

periods OR 4-6

45-minute periods

Write the informative/explanatory essay performance task.

Effective transitions

Domain-specific vocabulary and language appropriate to topic

Style and tone appropriate to informative/explanatory essay

Citations

Conventions

Vary sentence structure

Edit and revise

Publish with technology (as available)

LAFS.910.W.1.2 LAFS.910.W.2.4 LAFS.910.W.4.10 LAFS.910.RI.1.1 LAFS.910.RI.2.4 LAFS.910.L.1.1 LAFS.910.L.1.2 LAFS.910.L.2.3

HMH Digital Dashboard: Interactive Writing Lessons Writing Informative Texts Using Textual Evidence “from Texas v. Johnson Majority Opinion” “American Flag Stands for Tolerance” “from the Universal Declaration of Human Rights” Trailer for “My So-Called Enemy

Performance Task: Write an Analytical Essay pgs. 45-47 (adapted from text)

Grade 10 14

Quarter 3/Part 2 – January 31 – February 23

Collection 3: Responses to Change Collection Description: Change is inevitable; how we respond to it reveals who we are.

Collection 3 Academic Vocabulary: abstract, evolve, explicit,

facilitate, infer

Collection Performance Task: Write an Argument

LAFS.910.W.1.1a-e, LAFS.910.W.3.9a-b, LAFS.910.W.4.10 This text set focus on change and responses to it. Write an essay in which you take a position on whether change is mostly positive or negative. Use the information from the texts in this collection to support your points. (adapted from text)







2-3 90-minute

periods OR 4-6

45-minute periods

ANCHOR TEXT: GRAPHIC NOVEL

“from The Metamorphosis” by Peter Kuper **Textual support piece for Performance Task


Strategy: Verifying Word Meanings LAFS.910.L.3.4d LAFS.910.RL.2.4 (address the

determination of the meaning of words and phrases as they are used in the text, including figurative meanings) Critical Vocabulary: vermin, subordinate, plaintively, enunciate

Adjectival, and Adverbial Phrases LAFS.910.W.2.4 LAFS.910.SL.1.1 LAFS.910.L.1.1b

N/A


1 90-minute

periods OR 2

45-minute periods

CLOSE READER: SCIENCE WRITING

“Life After People” by Dolores Vasquez **Textual support piece for Performance Task


N/A N/A N/A

Supporting:

Grade 10 15






1

90-minute periods

OR 2

45-minute periods

ONLINE ARTICLE

“Teenage brains in the digital world” posted by Laura Boness

http://scienceillustrated.com.au/blog/features/teenage-brains-in-the-digital-world/ **Textual support piece for Performance Task


N/A N/A N/A

Supporting:


collection.

http://scienceillustrated.com.au/blog/features/teenage-brains-in-the-digital-world/



Grade 10 16

Collection Performance Task: This text set focus on change and responses to it. Write an essay in which you take a position on whether change is mostly positive or negative. Use the information from the texts in this collection to support your points. (adapted from text)



2-3 90-minute

periods OR 4-6

45-minute periods

Write the argumentative essay performance task.

Clear selection of a side in relation to the issue presented


Domain-specific vocabulary and language appropriate to topic

Style and tone appropriate to argumentative essay

Citations

Conventions

Vary sentence structure

Edit and revise

Publish with technology (as available)

LAFS.910.W.1.1 LAFS.910.W.2.4 LAFS.910.W.3.8 LAFS.910.W.4.10 LAFS.910.RL.1.1 LAFS.910.RI.1.1 LAFS.910.RL.2.4 LAFS.910.RI.2.4 LAFS.910.L.1.1 LAFS.910.L.1.2 LAFS.910.L.2.3

HMH Digital Dashboard: Interactive Writing Lessons Writing Informative Texts Using Textual Evidence “from The Metamorphosis” “Life After People” “Teenage brains in the digital world”

Performance Task: Write an Argument pgs. 149-151 (adapted from text)

Grade 10 17

Quarter 3/Part 3 – February 26—March 9

Collection 1: Ourselves and Others Collection Description: This collections explores how we interact with other people – family, enemies, neighbors, strangers, and those with whom we disagree.

Collection 1 Academic Vocabulary: discriminate, divers, inhibit, intervene, rational







2-3 90-minute

periods OR 4-6

45-minute periods

SHORT STORY

“The Lottery” by Shirley Jackson


Strategy: Denotation and Connotation* LAFS.910.L.3.5b (*assessed under RL.2.4) Critical Vocabulary: profusely, perfunctory, petulantly, defiantly

Colloquialisms LAFS.910.L.2.3

Writing Activity: Letter LAFS.910.W.1.1 LAFS.910.W.4.10 Supporting:

LAFS.910.RL.1.2

2 90-minute

periods OR 4

45-minute periods

POEMS

“Without Title” by Diane Glancy

“When I Heard the Learn’d Astronomer” by Walt Whitman (from Collection 2 pgs. 59-60)

“Carry” by Linda Hogan (from Collection 3 pgs. 79-80)


N/A N/A N/A



collection.

Grade 10 18

Quarter 4 – March 19 – May 31

Collection 4: How We See Things Collection Description: Our view of the world depends not only on our five senses but also on technology and surprising insights.

Collection 4 Academic Vocabulary: differentiate, incorporate,

mode, orient, perspective

Aligned Novel (optional): “Siddharta”

Collection Performance Task: Write a Short Story LAFS.910.W.1.3a-e, LAFS.910.W.2.4, LAFS.910.W.4.10 The texts in this collection focus on how individuals see things, both from a scientific viewpoint and from a more subjective, emotional perspective. Synthesize your ideas about them by writing a suspenseful or surprising short story. AND Conduct a Research Project LAFS.910.W.3.7 (topic of teacher’s choice)







1-2 90-minute

periods OR 2-3

45-minute periods

ANCHOR TEXT: POEMS

“We grow accustomed to the Dark” by Emily Dickinson “Before I got my eye put out” by Emily Dickinson


N/A Writing Conventions LAFS.910.L.1.1 LAFS.910.L.1.2

Writing Activity: Essay LAFS.910.RL.1.1 LAFS.910.RL.2.4 LAFS.910.W.1.1 LAFS.910.W.4.10

Supporting:

1-2 90-minute

periods OR 2-3

45-minute periods

CLOSE READER: POEMS

“The Trouble with Poetry” by Billy Collins “Today” by Billy Collins


N/A N/A N/A

Supporting:

Grade 10 19






2-3 90-minute

periods OR 4-5

45-minute periods

ANCHOR TEXT: SCIENCE ESSAY

“Coming to Our Senses” by Neil deGrasse Tyson


Strategy: Using Reference Sources LAFS.910.L.3.4a LAFS.910.L.3.4c

Critical Vocabulary: acuity, stimuli, propensity, transcend, precarious

Parallel Structure LAFS.910.W.2.5 LAFS.910.L.1.1a

Speaking Activity: Discussion LAFS.910.SL.1.1a

Supporting: LAFS.910.RI.2.5 LAFS.910.RI.2.6

2-3 90-minute

periods OR 4-5

45-minute periods

CLOSE READER: BOOK REVIEW

“Every Second Counts” by Matilda Battersby


N/A N/A N/A

Supporting:

3-5 90-minute

periods OR

6-10 45-minute

periods

SHORT STORY

“The Night Face Up” by Julio Cortázar


Strategy: Adverbial Clauses LAFS.910.L.1.1b

Critical Vocabulary: solace, lucid, beneficent, consecrate, translucent

N/A Writing Activity: Analysis LAFS.910.RL.1.1 LAFS.910.RL.1.3 LAFS.910.RL.2.4 LAFS.910.RL.2.5 LAFS.910.RL.2.6 LAFS.910.W.1.1 LAFS.910.W.4.10 LAFS.910.L.3.4


2-3 90-minute

periods OR 4-5

45-minute periods

ANCHOR TEXT: MATH ESSAY

“The Math Instinct” by Keith Devlin


Strategy: Prefixes LAFS.910.L.3.4b Critical Vocabulary: obliterate, impetus, repertoire

N/A Writing Activity: Research LAFS.910.W.3.7 LAFS.910.W.4.10

Supporting: LAFS.910.RI.1.2 LAFS.910.RI.1.3

Grade 10 20






2-3 90-minute

periods OR 4-5

45-minute periods

CLOSE READER: SCIENCE WRITING

“Whale Sharks Use Geometry to Avoid Sinking” from Science Daily


N/A N/A N/A


1 90-minute

periods OR 2

45-minute periods

COMPARE TEXT AND MEDIA

“Musée des Beaux Arts” by W.H. Auden

“Landscape with the Fall of Icarus” by Pieter Breughel the Elder


N/A N/A Speaking Activity: Comparison LAFS.910.W.3.9 LAFS.910.SL.2.4



collection.

Grade 10 21

Collection Performance Task: The texts in this collection focus on how individuals see things, both from a scientific viewpoint and from a more subjective, emotional perspective. Synthesize your ideas about them by writing a suspenseful or surprising short story.



3-4 90-minute

periods OR 6-8

45-minute periods

Determine an appropriate, purposeful organization for the narrative performance task.


LAFS.910.W.1.3 LAFS.910.W.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Narratives – Narrative Structure

Performance Task B: Write a Short Story pgs. 197-199

Develop narrative writing using appropriate techniques.

Dialogue

Pacing

Description

Reflection

Multiple plot lines

Sequence of events

Telling details and sensory language

LAFS.910.W.1.3 LAFS.910.W.2.4 LAFS.910.W.4.10 LAFS.910.RL.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Narratives – Narrative Context/Point of View and Characters Performance Task B: Write a Short Story pgs. 197-199

Use descriptive language appropriate to narrative writing.

LAFS.910.W.1.3 LAFS.910.W.2.4 LAFS.910.RL.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Narratives – The Language of Narrative


Write the narrative performance task.

Set out a problem, situation, or observation

Establish one or multiple points of view

Introduce a narrator and/or characters

Create a smooth progression of experiences or events

Reflect on what is experienced, observed or resolved over the course of the narrative

LAFS.910.W.1.3 LAFS.910.W.2.4 LAFS.910.RL.1.1 LAFS.910.RL.2.4 LAFS.910.L.1.1 LAFS.910.L.1.2 LAFS.910.L.2.3

HMH Digital Dashboard: Interactive Writing Lessons Writing Narratives – Narrative Techniques “We grow accustomed to the Dark” “Before I got my eye put out” “The Trouble with Poetry” “Today” The Night Face Up”


Edit and revise the narrative performance task. LAFS.910.W.2.5 LAFS.910.W.4.10 LAFS.910.L.1.1 LAFS.910.L.1.2


Use technology to publish the narrative performance task (as available).

LAFS.910.W.2.6 Performance Task B: Write a Short Story pgs. 197-199

Grade 10 22


Research Project LAFS Suggested Instructional Resource

2-3 90-minute

periods OR 5

45-minute periods

Topic based on Collection 4 theme: How We See Things

Monitored: LAFS.910.W.3.7

HMH Teacher Resources: Writing and Research in a Digital Age https://my.hrw.com/la_2010/na_lit/nsmedia/website/wrda/html/l1/home.html

https://my.hrw.com/la_2010/na_lit/nsmedia/website/wrda/html/l1/home.html

https://my.hrw.com/la_2010/na_lit/nsmedia/website/wrda/html/l1/home.html

Documents

English 2 (1001340) English Honors 2* (1001350) 2017-2018 ... · Writing Activity: Personal Letter ... LAFS.910.L.1.1b Speaking Activity: Discussion ... Provide a concluding statement