Reading and Responding to Literary Text

SORICO ELA: Grade Ten

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Grade 10 English Language Arts, Quarter 1, Unit 1

Reading and Responding to Literary Text

Overview

Number of Instructional Days: 30-40 (1 day = 40 minutes)

Students will read a variety of literature and cite strong and thorough textual evidence to support analysis of what the texts say as well as inferences drawn from the texts. Individually and in small groups, students will determine the central idea and theme of the texts, including how it emerges and is shaped by details. They will write and orally present concise summaries of the texts. In terms of author’s craft, students analyze characterization (speaker/listener in poetry) and the complexity of character/speaker. Understanding of figurative language, word relationships and nuances in word meaning are reviewed and scaffolded. In responses to literature, students will introduce a topic, develops a topic through an objective tone while attending the norms and conventions of the discipline in which they are writing.

CONCEPTS TO BE USED AND SKILLS TO BE LEARNED

• WRITE informative/explanatory texts to convey complex ideas. • INTRODUCE a topic; ORGANIZE content. • DEVELOP the topic through appropriate support. • MAINTAIN a formal style and objective tone. • CITE evidence to ANALYZE a text’s explicit content and implications. • DETERMINE a text’s theme and ANALYZE its development throughout the text. • ANALYZE character development. • UNDERSTAND figurative language and nuances of words. • INTERPRET figures of speech and ANALYZE their role in the text. • ANALYZE nuances in the meaning of words with similar denotations. • DETERMINE meaning of words and phrases including connotative and denotative

meaning. • ANALYZE impact of word choice. • PROVIDE a concluding statement. • PRESENT information, findings and supporting evidence. • DEMONSTRATE command of conventions of standard English. • UNDERSTAND and DEMONSTRATE appropriate use of active and passive voice. • PRODUCE clear and coherent writing in which the development and organization are

appropriate to task, purpose, and audience.


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• DEVELOP and STRENGTHEN writing by PLANNING, REVISING, and EDITING.

ESSENTIAL QUESTIONS

• How does a reader use textual evidence to support theme? • How does an author create meaning in a fictional text or poetry? • What techniques, including characterization does the author use to reveal the central

idea in fiction and poetry? • How does diction (including figurative language and connotative meaning) affect the

meaning and tone of text? • How does a student writer develop a thesis?

Written Curriculum

The following standards are the focus of this unit of study:

Reading Standards for Literature

Key Ideas and Details

RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Writing Standards

Text Types and Purposes

W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information to make important


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connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Language Standards

Vocabulary Acquisition and Use

L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

The following standards reinforce the unit of study focus standards:


Craft and Structure

RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Reading Standards for Informational Text


RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Craft and Structure

RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including


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figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Speaking and Listening Standards

Presentation of Knowledge and Ideas

SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Language Standards

Conventions of Standard English

L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

b. Use a colon to introduce a list or quotation.

c. Spell correctly.


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Knowledge of Language

L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.


L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Clarifying the Standards

RL-RL.9-10.1 In grade 8, students cited textual evidence that most strongly supports an analysis of what the text said explicitly as well as inference drawn from the text. In grade 9, students provided strong and thorough evidence. This skill does not change in grade 10, but students are expected to increase their proficiency with increasingly complex texts. In grade 11,


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students will be expected to extend this skill by determining where the text leaves matters uncertain.

RL.9-10.2 In grade 8, students determine the theme or central idea of a text, analyzed its development, and provided an objective summary of the text. In grade 9, students analyzed how the theme or central idea emerged and was defined by specific detail. This skill does not change in grade 10, but students are expected to be able to analyze increasingly complex texts. In grade 11, there will be a significant increase in the expectation of the skill; students will determine two or more central ideas, analyze their development, and complete a complex analysis on how each builds on the other.

RL.9-10.3. In grade 8, students needed to analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. In grade 9, students will learn how to analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. In grade 10, they are expected to demonstrate the same proficiency but with more complex texts. In grade 11, they will analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). W-W.9-10.2. In grade 8, Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. By grades 9 and 10, students will convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content as well as maintaining an objective tone while attending to the norms and conventions of the discipline they are writing. In grade 11, only the most significant and relevant facts are selected to develop the topic.

L-L.9-10.5. In grade 8, students learned how to demonstrate understanding of figurative language, word relationships, and nuances in word meanings by interpreting figures of speech in context using the relationship between particular words to better understand each of the words and distinguish among the connotations (associations) of words with similar denotations (definitions). In high school, students will demonstrate the same understanding as well as analyze figurative language’s role in the text.


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Resources

Text Exemplars

Novels and Novellas

• Fahrenheit 451 by Ray Bradbury

• To Kill a Mockingbird by Harper Lee

• The Book Thief by Marcus Zusac

• From Things Fall Apart by Chinua Achebe

Short Stories

• “The Gift of the Magi” by O. Henry

• “The Secret Life of Walter Mitty” by James Thurber


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• “Harrison Bergeron” by Ray Bradbury

• “Everyday Use” by Alice Walker

Poems

• “A Dreamed Deferred” by Langston Hughes

• “We Are Many” by Pablo Neruda

• “On Turning Ten” by Billy Collins

• “Mirror” by Sylvia Plath

• “The Raven” by Edgar Allen Poe

Informational Text

• In Cold Blood by Truman Capote

• The Joy Luck Club by Amy Tan

• “Why I Write” by George Orwell

• “Nobel Lecture: Two Worlds” by V.S. Naipaul

• “Are You Doing Any Poetry with Them?” by Seamus Heaney

• “The Truth of Fiction” by Chinua Achebe


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Grade 10 English Language Arts, Quarter 2, Unit 2.1

Reading and Understanding Informational Text to Expand Literature

Overview


Students will read and understand a variety of informational texts and cite strong and thorough textual evidence to support analysis of what the texts says. Students will individually and in small groups determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details and provide an objective summary of the text. They will also be asked to participate in small group informal presentations that will be formatively assessed for future instructions. Students will analyze how the author unfolds a series of ideas or events, including the order in which the points are drawn between them. Students will determine the author’s purpose and use of rhetoric to advance the point of view or purpose. Students will demonstrate command of the use of parallel structure.


• CITE evidence to ANALYZE a text’s explicit content and implications. • DETERMINE a text’s central idea and ANALYZE its development throughout the text. • DETERMINE purpose and ANALYZE author’s use of rhetoric. • UNDERSTAND figurative language and nuances of words. • INTERPRET figures of speech and ANALYZE their role in the text. • ANALYZE nuances in the meaning of words with similar denotations • DETERMINE meaning of words and phrases including connotative and denotative meaning • ANALYZE impact of word choice • PRESENT information, findings and supporting evidence • DEMONSTRATE command of conventions of standard English • UNDERSTAND and DEMONSTRATE use of parallel structure • PRODUCE clear and coherent writing in which the development and organization are

appropriate to task, purpose, and audience • DEVELOP and STRENGTHEN writing by PLANNING, REVISING, and EDITING • ANALYZE historical documents


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• ANALYZE author’s craft • CONDUCT research • DRAW evidence for support • INITIATE and PARTICIPATE in discussions

ESSENTIAL QUESTIONS

• How does a student writer use evidence to support analysis of informational text? • How does a reader effectively determine the central idea of an informational text? • How do authors organize and develop ideas in an informational text? • How does an author use rhetoric to advance a point of view or purpose? • How does the use of parallel structure impact the text’s meaning? • How can summarizing and paraphrasing in writing help the reader understand complex text?

Written Curriculum





RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them

Craft and Structure

RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.


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Language Standards


• L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use parallel structure.*

The following standards are the reinforcing of this unit of study:


Integration of Knowledge and Ideas

RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).


Craft and Structure

RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).


RI.9-10.9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

Writing Standards

Production and Distribution of Writing

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations


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for writing types are defined in standards 1–3 above.)

W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate

W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”)


Comprehension and Collaboration

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.


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c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Presentation of Knowledge and Idea


SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

Language Standards







c. Spell correctly.



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The following standards are the recurring of this unit of study:

RL.9-10.10. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

RI.9-10.10. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

W.9-10.10. Write routinely over extended time frames (time for research, reflection,


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and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


RI-9-10.1 In grade 8, students cited textual evidence that most strongly supports an analysis of what the text said explicitly as well as inference drawn from the text. In grade 9, students provided strong and thorough evidence. This skill does not change in grade 10, but students are expected to increase their proficiency with increasingly complex texts. In grade 11, students will be expected to extend this skill by determining where the text leaves matters uncertain.

RI.9-10.2 In grade 8, students determined central idea of a text, analyzed its development, and provided an objective summary of the text. In grade 9, students analyzed how the theme or central idea emerged and was defined by specific detail. This skill does not change in grade 10, but students are expected to be able to analyze increasingly complex texts. In grade 11, students will determine two or more central ideas, analyze their development, and complete a complex analysis on how each builds on the other.

RI.9-10.3. In grade 8, students needed to analyze connections among individuals, ideas, or events, through comparisons, ideas, or categories. In grade 9, analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. This skill does not change in grade 10, but students are expected to be able to analyze increasingly complex texts. In grade 11, students will analyze more complex ideas or sequence of events and how they interact and develop over the course of the text. RI.9-10.6. In grade 8, students, Students determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. In 9th grade, students determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view. This skill does not change in grade 10, but students are expected to be able to analyze increasingly complex texts. In 11th grade, students determine an author’s point of view or


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purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, beauty of the text. L-9-10.1. In grade 8, students mastered the conventions of capitalization, punctuation, spelling when writing. They used punctuation to indicate a pause or a break, an ellipsis to indicate an omission, and correct spelling. In grades 9 and 10 students continued to demonstrate a command of capitalization, punctuation and spelling when writing, the main focus in this unit being the use of semicolon to link two or more closely related independent clauses and use a colon to introduce a list or quotation. All of these skills will continue in grade 11. Students will also learn to observe hyphenation conventions.

Resources

Text Exemplars

Fiction:

Excerpts from Black Boy by Richard Wright

Excerpts from Invisible Man by Ralph Ellison


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Non-fiction:

“Letters from Birmingham Jail” by Martin Luther King, Jr.

Resources from The Library of Congress

The History of Jim Crow

Scottsboro Trials

Brother, Can You Spare a Dime? The Great Depression of 1929-1933 by Milton Meltzer

Essays by Thoreau or Emerson

Only Yesterday by Frederick Lewis Allen (excerpts, e.g., Chapters XII through XIV)

First Inaugural Speech, March 4, 1933 (Franklin D. Roosevelt)

Works by Sherman Alexie


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Analyzing Author’s Craft and Structure

Overview


Students apply the knowledge of literary elements explored in the first quarter unit to a focused unit based on a specific literary form-the novel or play. Determining themes and analyzing how an author develops themes are highlighted skills. Identifying and analyzing the author’s choices concerning narrative structure and how it creates mood will be assessed when students craft their own narrative. Students will write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.


• DETERMINE a text’s theme and ANALYZE its development throughout the text. • ANALYZE author’s choices concerning structure creates mood. • WRITE a narrative to develop real/imagined events by incorporating all narrative elements. • WRITE an objective summary about elements of the novel. • ANALYZE how an author draws on and transforms source material. • USE technology appropriately to produce, publish and share writing products. • EXTRACT evidence from texts to support analysis, reflection and research. • PRTICIPATE effectively in collaborative discussions. • PRESENT information, findings and supporting evidence. • UNDERSTAND figurative language and nuances of words. • INTERPRET figures of speech and ANALYZE their role in the text. • ANALYZE nuances in the meaning of words with similar denotations. • DETERMINE meaning of words and phrases including connotative and denotative meaning. • ANALYZE impact of word choice. • DEMONSTRATE command of conventions of standard English. • UNDERSTAND and DEMONSTRATE appropriate use of verb tense. • PRODUCE clear and coherent writing in which the development and organization are

appropriate to task, purpose, and audience. • DEVELOP and STRENGTHEN writing by PLANNING, REVISING, and EDITING.


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ESSENTIAL QUESTIONS

• How is a story’s themes revealed? How do the literary elements of (title) contribute to and reveal the theme?

• How does a story’s structure and style contribute to the overall meaning? • How are fictional texts products of or indicative of the time in which they were written? • How does a student writer convey a personal or imaginary experience effectively?

Written Curriculum





Craft and Structure

RL. 9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Writing Standards


W.9-10.5. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a

narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a

vivid picture of the experiences, events, setting, and/or characters.


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e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

The following standards reinforce the unit of study focus standards:

Writing Standards


W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.9-10.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 53.)

W.9-10.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.



b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).




a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts


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and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.





RL-RL.9-10.2 In grade 8, students determined the theme or central idea of a text, analyzed its development, and provided an objective summary of the text. In grade 9, students analyzed how the theme or central idea emerged and was defined by specific detail. This skill does not change in grade 10, but students are expected to be able to analyze increasingly complex texts. In grade 11, there will be a significant increase in the expectation of the skill; students will determine two or more central ideas, analyze their development, and complete a complex analysis on how each builds on the other.

RL.9-10.5 In grade 8, students compared and contrasted the structure of two or more texts and analyzed how the differing structure of each text contributes to its meaning and style. By grades 9 and 10, the focus shifts to analyzing how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. In grade 11, the same skill becomes more finite fr students will have to analyze author’s choices concerning how to structure specific parts of a text (e.g., the choice of


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where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

W-W.9-10.3. In grade 8, students wrote narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences by engaging and orienting the reader by establishing a context and point of view and introducing a narrator and/or characters; organizing an event sequence that unfolds naturally and logically. They used narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters, a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events, precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events and provide a conclusion that follows from and reflects on the narrated experiences or events. By grades 9 and 10, students will use well-chosen details, establish one or more multiple points of view and multiple plot lines, use more sophisticated techniques to create unity and precise and sensory language to not only convey the experience/event, but also the setting and characters. In grade 11 and 12, the most significant narrative element is for students to structure a narrative to build towards a particular tone and outcome.

Resources


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Narrative Writing Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense. In history/social studies, students write narrative accounts about individuals. They also construct event models of what happened, selecting from their sources only the most relevant information. In science, students write narrative descriptions of the step-by-step procedures they follow in their investigations so that others can replicate their procedures and (perhaps) reach the same results. With practice, students expand their repertoire and control of different narrative strategies.

Text Exemplars

Novels and Novellas

• Of Mice and Men by John Steinbeck


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• To Kill a Mockingbird by Harper Lee

• Black Boy by Richard Wright

• A Separate Peace by John Knowles

• Catcher in the Rye by John Salinger

• The Absolutely True Diary of a Part-Time Indian by Sherman Alexie

• The Adventures of Huckleberry Finn by Mark Twain

Drama

• Raisin in the Sun by Lorraine Hansberry

• The Night Thoreau Spent in Jail by Robert E. Lee and Jerome Lawrence

• Our Town by Thorton Wilder

• Antigone by Sophocles

Informational Text

• Into the Wild by Jon Krakauer

• The Things They Carried by Tim O’Brien

• The Joy Luck Club by Amy Tan

• I Know Why the Caged Bird Sings by Maya Angelou


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Analyze Literary and Informational Text

Compare/Contrast

Overview

Number of Instructional Days: 20 (1 day = 40 minutes)

Students will read and understand a variety of informational texts and cite strong and thorough textual evidence to support analysis of what the texts says. Students will individually and in small groups determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details and provide an objective summary of the text. Students will analyze how the author unfolds a series of ideas or events, including the order in which the points are drawn between them. Students will determine the author’s purpose and use of rhetoric to advance the point of view or purpose. Students will write formal and on-demand compare and contrast responses to literature and informational texts. Students will demonstrate command of the use of parallel structure.


• CITE evidence to ANALYZE a text’s explicit content and implications. • DETERMINE a text’s central idea and ANALYZE its development throughout the text. • DETERMINE purpose and ANALYZE author’s use of rhetoric. • UNDERSTAND figurative language and nuances of words. • INTERPRET figures of speech and ANALYZE their role in the text. • ANALYZE nuances in the meaning of words with similar denotations • DETERMINE meaning of words and phrases including connotative and denotative meaning • ANALYZE impact of word choice • PRESENT information, findings and supporting evidence • DEMONSTRATE command of conventions of standard English • UNDERSTAND and DEMONSTRATE use of parallel structure • PRODUCE clear and coherent writing in which the development and organization are

appropriate to task, purpose, and audience • DEVELOP and STRENGTHEN writing by PLANNING, REVISING, and EDITING • ANALYZE historical documents • ANALYZE author’s craft • CONDUCT research • DRAW evidence for support


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• INITIATE and PARTICIPATE in discussions

ESSENTIAL QUESTIONS

• How does a student writer use evidence to support analysis of informational and literary text? • How does a reader effectively determine the central idea of an informational and literary text? • How do authors organize and develop ideas in an informational text? • How does an author use rhetoric to advance a point of view or purpose? • How does the use of parallel structure clarify the text’s meaning? • How does a student clearly and effectively convey ideas through timed writing? • How do student writers modify what they know about process writing for a timed writing

situation?

Written Curriculum





RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them

Craft and Structure



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Language Standards


• L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.





RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).


Craft and Structure




Writing Standards


W.9-10.4. Produce clear and coherent writing in which the development, organization,


28

and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.





b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”)




a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of


29

alternate views), clear goals and deadlines, and individual roles as needed.





SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

Language Standards







c. Spell correctly.


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W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


RI-9-10.1 In grade 8, students cited textual evidence that most strongly supports an analysis of what the text said explicitly as well as inference drawn from the text. In grade 9, students provided strong and thorough evidence. This skill does not change in grade 10, but students are expected to increase their proficiency with increasingly complex texts. In grade 11, students will be expected to extend this skill by determining where the text leaves matters uncertain.

RI.9-10.2 In grade 8, students determined central idea of a text, analyzed its development, and provided an objective summary of the text. In grade 9, students analyzed how the theme or central idea emerged and was defined by specific detail. This skill does not change in grade 10, but students are expected to be able to analyze increasingly complex texts. In grade 11, students will determine two or more central ideas, analyze their development, and complete a complex analysis on how each builds on the other.

RI.9-10.3. In grade 8, students needed to analyze connections among individuals, ideas, or events, through comparisons, ideas, or categories. In grade 9, analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. This skill does not change in grade 10, but students are expected to be able to analyze increasingly complex texts. In grade 11, students will analyze more complex ideas or sequence of events and how they interact and develop over the course of the text. RI.9-10.6. In grade 8, students, Students determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. In 9th grade, students determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view. This skill does not change in grade 10, but students are expected to be able to analyze increasingly complex texts. In 11th grade, students determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, beauty of the text.


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L-9-10.1. In grade 8, students mastered the conventions of capitalization, punctuation, spelling when writing. They used punctuation to indicate a pause or a break, an ellipsis to indicate an omission, and correct spelling. In grades 9 and 10 students continued to demonstrate a command of capitalization, punctuation and spelling when writing, the main focus in this unit being the use of semicolon to link two or more closely related independent clauses and use a colon to introduce a list or quotation. All of these skills will continue in grade 11. Students will also learn to observe hyphenation conventions.

Resources:

References to Appendices A-C and other Resources:

Appendix A: Research Supporting Key Elements of the Standards and Glossary

of Key Terms

Informational/explanatory Writing

Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. To produce this kind of writing, students draw from what they


33

already know and from primary and secondary sources. Students will be able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; etc. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and résumés. As students advance through the grades, they expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and domains.

Appendix B: Text Exemplars

Novels and Novellas

Things Fall Apart Chinua Achebe

Brother can You Spare a Dime Milton Meltzer

Drama

Othello William Shakespeare

Taming of the Shrew William Shakespeare

Julius Caesar William Shakespeare

Short Stories

• "Passing" by Langston Hughes

• "Guests in the Promised Land" by Kristin Hunter

• "Nineteen Fifty-Five" Alice Walker

• "Everyday Use" Alice Walker

Informational Text

• “Eulogy for a Fallen Leader – Yitzhak Rabin” Noa Ben Artzi-Pelossof (use with Julius Caesar


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• FDR Declaration of war after the Pearl Harbor attack and Bush Declaration of war after the 9/11 attacks

Terminology

Analysis - The process and method of studying the nature of something or of determining its essential features and their relationships. It can also include examining the parts of something ( such as a text, topic, etc.) to come to a more thorough understanding of the whole. Argument - The setting forth of reasons together with a conclusion drawn from them, based on validated evidence. Characterization- portrayal; description: the actor's characterization of a politician. The creation and convincing representation of fictitious characters. Claim - An assertion of something as a fact: He made no claims to originality. Conjunctive - serving to connect; serving to connect two clauses or sentences, as however Connotation - Refers to the association that are connected to a certain word or the emotional suggestions related to that word. Counter Claim - A claim made to offset another claim Craft - An art, trade, or occupation requiring special skill. Author;s craft is the style and techniques a writer uses to create an interesting piece. Delineate - To portray in words; describe or outline with precision Denotation - The explicit or direct meaning or set of meanings of a word or expression, as distinguished from the ideas or meanings associated with it or suggested by it; the association or set of associations that a word usually elicits for most speakers of a language, as distinguished from those elicited for any individual speaker because of personal experience. Compare connotation. Diction - Style of speaking or writing as dependent upon choice of words: good diction.

http://dictionary.reference.com/browse/character

http://dictionary.reference.com/browse/sentences

http://dictionary.reference.com/browse/claim


http://dictionary.reference.com/browse/art

http://dictionary.reference.com/browse/set

http://dictionary.reference.com/browse/word

http://dictionary.reference.com/browse/expression

http://dictionary.reference.com/browse/language

http://dictionary.reference.com/browse/connotation


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The accent, inflection, intonation, and speech-sound quality manifested by an individual speaker, usually judged in terms of prevailing standards of acceptability; enunciation. Evaluate - To judge or determine the significance, worth, or quality of; assess Evidence - Facts, figures, details, quotations, or other sources of data and information that provides support for claims or an analysis and that can be evaluated by others; should appear in a form and be derived from a source widely accepted as appropriate to a particular discipline. Figurative language - Language used to create a special effect or feeling. It is characterized by language that compares (simile/metaphor) exaggerates (hyperbole), and means something other than what it first appears to mean. Other figurative language techniques are personification, alliteration, onomatopoeia, idioms, etc. Formal Style - Speech or writing marked by precise use of language. Contrast with informal style. Imagery - the formation of mental images, figures, or likenesses of things, or of such images collectively: the dim imagery of a dream. Informal Style - Speech or writing marked by casual, familiar, and sometimes colloquial (slang) use of language. Informational Text - Text designed to convey factual information rather than tell a story. Informational text may employ techniques such as lists, comparing/contrasting, cause and effect, graphs and charts. Literary Text - Text designed to convey imaginative information and perhaps tell a story. Point of View - The perspective from which a speaker or writer recounts a narrative or presents information. Reflection - Careful thought or consideration. Rhetoric - The art of speaking and writing effectively. Structure - Anything composed of parts arranged together in some way; an organization; The relationship or organization of the component parts of a work of art or literature: the structure of a poem.

http://dictionary.reference.com/browse/image


http://dictionary.reference.com/browse/dream



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Subjunctive - Noting or pertaining to a mood or mode of the verb that may be used for subjective, doubtful, hypothetical, or grammatically subordinate statements or questions, as the mood of be in if this be treason. Summarize - To state or express in a concise form. Syntax - The study of rules for the formation of grammatical sentences in a language. The study of the patterns of formation of sentences and phrases from words. Synthesize - To form a new idea from many parts or elements ( opposed to analyze): to synthesize a statement. Theme - A central idea, concern, or purpose in a literary work. Verbals - A word, particularly a noun or adjective, derived from a verb. Voice - The literary term used to describe the individual writing style of an author. Voice was generally considered to be a combination of a writer's use of syntax, diction, punctuation, character development, dialogue, etc.,

http://dictionary.reference.com/browse/verb

http://dictionary.reference.com/browse/analyze

http://dictionary.reference.com/browse/noun

http://dictionary.reference.com/browse/adjective


http://en.wikipedia.org/wiki/Author

http://en.wikipedia.org/wiki/Syntax

http://en.wikipedia.org/wiki/Diction

http://en.wikipedia.org/wiki/Punctuation

http://en.wikipedia.org/wiki/Characterization

http://en.wikipedia.org/wiki/Dialogue_(fiction)


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Researching and Constructing Arguments

Overview

Number of Instructional Days: 20 (1 day = 40 minutes)

Students will analyze the diction and structure of a variety of texts and how each author developed an idea or claim. Examination of an author’s point of view and analysis of rhetoric will be focused on to determine whether the argument or claim is valid, evidence is relevant and sufficient, and to identify any false reasoning. Students will apply these reading skills in crafting their own arguments to support their claims. Arguments will support a precise claim using valid reasoning and relevant and sufficient evidence.


• ANALYZE author’s style and structure • DETERMINE purpose and ANALYZE author’s use of rhetoric. • EVALUATE author’s argument and specific claims in a text. • ASSESS whether author’s reasoning is valid and evidence is relevant and sufficient. • IDENTIFY an author’s false statements and fallacious reasoning. • INTERPRET figures of speech and ANALYZE their role in the text. • ANALYZE impact of word choice. • WRITE arguments to support precise claims. • DEVELOP claims and counter-claims fairly. • PROVIDE a conclusion that supports the arguments presented. • USE transitional techniques to link major sections of their argument to create cohesion and

clarity. • PRESENT information, findings and supporting evidence. • DEMONSTRATE command of conventions of standard English • UNDERSTAND and DEMONSTRATE use of parallel structure. • PRODUCE clear and coherent writing in which the development and organization are

appropriate to task, purpose, and audience. • ESTABLISH and MAINTAIN a formal style and objective tone in their writing and oral

presentations. • DEVELOP and STRENGTHEN writing by PLANNING, REVISING, and EDITING. • ANALYZE historical documents. • CONDUCT research. • DRAW evidence for support. • INITIATE and PARTICIPATE in discussions. • USE technology appropriately and effectively.


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ESSENTIAL QUESTIONS

• What rhetorical devices does an author/speaker use to effectively convey a point of view? • What rhetorical devices can be used together to persuade an audience? • What is arrangement, and why is it important in analyzing and constructing arguments? • What determines the accuracy, validity and readability of information?

Written Curriculum



Craft and Structure

RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).



RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Writing Standards


W.9-10.1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.


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

Research to Build and Present Knowledge W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.





Writing Standards


W. 9-10.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose


40

and audience.




SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.



Language Standards









41












RI.9-10.5 In grade 8, students analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. In grade 10, the skill becomes more rigorous because students look at larger portions of texts. In grade 11, students determine whether the structure makes points clear, convincing and engaging.


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RI.9-10.6. In grade 8, students determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. In 9th grade, students determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view. This skill does not change in grade 10, but students are expected to be able to analyze increasingly complex texts. In 11th grade, students determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, and beauty of the text. RI.9-10.8. In grade 8, students delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. In grade 10 the students will have to determine if the reasoning is valid as well as identify false statements and fallacious reasoning. In Grade 11, these skills are used specifically in reading seminal U.S texts, including the application of constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy. W.9-10.1. In grade 8, students write arguments to support claims with clear reasons and relevant evidence. In grade 10, they write to analyze substantive topics or texts using valid reasoning and sufficient evidence. In Grade 11, they create an organization that logically sequences their claims as well as anticipates the values and possible biases of their audience. W.9-10.8. In grade 8, students gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. In grade 10, they gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source; integrate information into the text selectively to maintain the flow of ideas. In grade 11, students will assess the strengths and limitations of each source in terms of the task, purpose, and audience avoiding overreliance on any one source.

Resources


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Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms

Argument Writing (Adapted from p.23) [Note: The excerpt below contains the CCSS definition of argument writing. In this unit students use argument writing to apply skills acquired from analyzing informational text. The expectations is that they produce a formal piece of writing.] Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about. In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation. In science, students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims. Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository structures are steps on the road to


44

argument. In grades K–5, the term “opinion” is used to refer to this developing form of argument.

Appendix B: Text Exemplars

Non-fiction

“The Perils of Indifference” of Elie Weisel

“The Gettysburg Address” by Abraham Lincoln

“Spanish Armada” speech by Elizabeth I

“The Axis of Evil” by GW Bush

“Ain’t I a Woman” by Sojourner Truth

From the “The End of Imagination” by Arundhati Roy

“The Strength to Go Forward” by Sheila Watt-Cloutier

“Inaugural Address” by John F. Kennedy

“Style” by Maya Angelou

Fiction to supplement unit

From To Kill a Mockingbird by Harper Lee, Atticus’ speech in Chapter 20

Antigone by Sophocles, In scene III, Creon’s ship of state analogy

“Argument” and “Persuasion” When writing to persuade, writers employ a variety of persuasive strategies. One common strategy is an appeal to the credibility, character, or authority of the writer (or speaker). When writers establish that they are knowledgeable and trustworthy, audiences are more likely to believe what they say. Another is an appeal to the audience’s self-interest, sense of identity, or emotions, any of which can sway an audience. A logical argument, on the other hand, convinces the audience because of the perceived merit and reasonableness of the claims and proofs offered rather than either the emotions the writing evokes in the audience or the character or credentials of the writer. The Standards place special emphasis on writing logical arguments as a particularly important form of college- and career-ready writing.


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Speech and Presentation

Overview


Students will transform argument written in unit 3.2 into speech format. Focus will be placed on anticipating audience’s knowledge level and concerns. Careful attention will be used when choosing words, phrases and clauses in order to create cohesion among claims and reasons and between reasons and evidence. Students will present information clearly using diverse media to enhance understanding being sure to demonstrate a command of formal English when appropriate.


• WRITE arguments to SUPPORT claims • WRITE narratives to DEVELOP real or imagined experiences or events • DETERMINE purpose and ANALYZE author’s use of rhetoric. • UNDERSTAND figurative language and nuances of words. • ANALYZE development of author’s claims • PRESENT information, findings and supporting evidence • INTEGRATE multiple sources • MAKE strategic USE of digital media • DEMONSTRATE command of conventions of standard English • PRODUCE clear and coherent writing in which the development and organization are

appropriate to task, purpose, and audience • DEVELOP and STRENGTHEN writing by PLANNING, REVISING, and EDITING • CONDUCT research • DETERMINE relevance of sources • DRAW evidence for support • AVOID plagiarism • FOLLOW a standard format for citation


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ESSENTIAL QUESTIONS

• How does one effectively plan, present, and critique information in argument writing? • What skills are necessary to give and seek information in oral presentations? • How does one effectively plan, present, and critique the oral delivery of arguments? • How does a speaker use rhetorical devices? • How do writers use the writing process to create an argument in a way that is clear, logical, and

convincing? • How do speakers use technology to aid in their delivery of an argument? • How can appropriate use of grammar and mechanics help or hinder an audience in

understanding an argument?

Written Curriculum


Writing Standards

TEXT TYPES AND PURPOSES

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

• Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

• Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.


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Speaking and Language Standards


SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.



SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.



Craft and Structure


RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).



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Writing Standards



W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.



SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Language Standards





L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when


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reading or listening.






RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.


The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.




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W.9-10.1 In grade 8 students gathered relevant information from print and digital sources, assessing the credibility of each source. Students used evidence, both direct quotes and paraphrasing the information of others, avoiding plagiarism by properly citing using a standard format. In 10th grade, students will write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. In grade 11, students will write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, maintaining a formal style and objective tone.

SL.9-10.2 In grade 8, students analyzed the purpose of information presented in diverse media formats and evaluated the motives behind the presentations. In grade 10, students integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source. In grade 11, will integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SL.9-10.4 In grade 8, students presented claims and findings, emphasizing salient points in a focused coherent manner with relevant, sound and valid reasoning. They will use appropriate eye contact, volume, and clear pronunciation. In grade 10, students present information, findings and supporting evidence to convey a clear perspective that can be followed easily be the audience. Opposing perspective are addressed and the organization is appropriate to purpose. Grade 11 will continue to develop skills from grade 10. In addition, they will focus on development, substance, and style that is appropriate to purpose, audience and a range of formal and informal tasks.


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SL.9-10.5 In grade 8, students integrated multimedia and visual displays into presentations to clarify information, strengthen claims and evidence. In grade 10, students make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and add interest. In grade 11, this standard does not change.

SL.9-10.6 In grade 8, students adapted speech to a variety of contexts and tasks. They demonstrated a command of formal English when indicated and appropriate. In grade 10, this standard does not change. In grade 11, this standard does not change.

Resources

References to Appendicies A-C and other Resources:

Argument Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In English language arts,


52

students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about. In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation. In science, students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims. Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository structures are steps on the road to argument. In grades K–5, the term “opinion” is used to refer to this developing form of argument.

Terminology

Analysis - The process and method of studying the nature of something or of determining its essential features and their relationships. It can also include examining the parts of something ( such as a text, topic, etc.) to come to a more thorough understanding of the whole. Argument - The setting forth of reasons together with a conclusion drawn from them, based on validated evidence. Characterization- portrayal; description: the actor's characterization of a politician. The creation and convincing representation of fictitious characters. Claim - An assertion of something as a fact: He made no claims to originality. Conjunctive - serving to connect; serving to connect two clauses or sentences, as however Connotation - Refers to the association that are connected to a certain word or the emotional suggestions related to that word. Counter Claim - A claim made to offset another claim Craft - An art, trade, or occupation requiring special skill. Author;s craft is the style and techniques a writer uses to create an interesting piece. Delineate - To portray in words; describe or outline with precision

http://dictionary.reference.com/browse/character

http://dictionary.reference.com/browse/sentences





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Denotation - The explicit or direct meaning or set of meanings of a word or expression, as distinguished from the ideas or meanings associated with it or suggested by it; the association or set of associations that a word usually elicits for most speakers of a language, as distinguished from those elicited for any individual speaker because of personal experience. Compare connotation. Diction - Style of speaking or writing as dependent upon choice of words: good diction. The accent, inflection, intonation, and speech-sound quality manifested by an individual speaker, usually judged in terms of prevailing standards of acceptability; enunciation. Evaluate - To judge or determine the significance, worth, or quality of; assess Evidence - Facts, figures, details, quotations, or other sources of data and information that provides support for claims or an analysis and that can be evaluated by others; should appear in a form and be derived from a source widely accepted as appropriate to a particular discipline. Figurative language - Language used to create a special effect or feeling. It is characterized by language that compares (simile/metaphor) exaggerates (hyperbole), and means something other than what it first appears to mean. Other figurative language techniques are personification, alliteration, onomatopoeia, idioms, etc. Formal Style - Speech or writing marked by precise use of language. Contrast with informal style. Imagery - the formation of mental images, figures, or likenesses of things, or of such images collectively: the dim imagery of a dream. Informal Style - Speech or writing marked by casual, familiar, and sometimes colloquial (slang) use of language. Informational Text - Text designed to convey factual information rather than tell a story. Informational text may employ techniques such as lists, comparing/contrasting, cause and effect, graphs and charts. Literary Text - Text designed to convey imaginative information and perhaps tell a story. Point of View - The perspective from which a speaker or writer recounts a narrative or presents information. Reflection - Careful thought or consideration. Rhetoric - The art of speaking and writing effectively.

http://dictionary.reference.com/browse/set

http://dictionary.reference.com/browse/word

http://dictionary.reference.com/browse/expression

http://dictionary.reference.com/browse/language

http://dictionary.reference.com/browse/connotation



http://dictionary.reference.com/browse/dream


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Structure - Anything composed of parts arranged together in some way; an organization; The relationship or organization of the component parts of a work of art or literature: the structure of a poem. Subjunctive - Noting or pertaining to a mood or mode of the verb that may be used for subjective, doubtful, hypothetical, or grammatically subordinate statements or questions, as the mood of be in if this be treason. Summarize - To state or express in a concise form. Syntax - The study of rules for the formation of grammatical sentences in a language. The study of the patterns of formation of sentences and phrases from words. Synthesize - To form a new idea from many parts or elements ( opposed to analyze): to synthesize a statement. Theme - A central idea, concern, or purpose in a literary work. Verbals - A word, particularly a noun or adjective, derived from a verb. Voice - The literary term used to describe the individual writing style of an author. Voice was generally considered to be a combination of a writer's use of syntax, diction, punctuation, character development, dialogue, etc.,



http://dictionary.reference.com/browse/analyze

http://dictionary.reference.com/browse/noun

http://dictionary.reference.com/browse/adjective


http://en.wikipedia.org/wiki/Author

http://en.wikipedia.org/wiki/Syntax

http://en.wikipedia.org/wiki/Diction

http://en.wikipedia.org/wiki/Punctuation

http://en.wikipedia.org/wiki/Characterization

http://en.wikipedia.org/wiki/Dialogue_(fiction)


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Responding to Text Through Collaboration

Overview


This culminating unit takes all the reading and speaking and listening standards students learned in grades 9 and 10 and asks them to participate in a literate community. Through research and analysis, students will prepare and discuss inferences and arguments about topics from the texts assigned and self-selected. They will have to initiate and participate in a range of collaborative and collegial discussions, such as a Socratic Seminar, with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.


• INTRODUCE a topic and ORGANIZE content of ideas/concepts/information through writing and/or oral presentation

• PRESENT topic and content clearly and logically so audience can follow line of reasoning • DEVELOP the topic through appropriate support. • MAINTAIN a formal style and objective tone • CITE evidence to ANALYZE a text’s explicit content and implications. • EVALUATE an argument and specific claims from a text as well as from peers • ASSESS whether the reasoning is valid and evidence is relevant and sufficient • IDENTIFY false statements and fallacious reasoning • PRESENT information, findings and supporting evidence in a style appropriate to purpose,

audience and task • INITIATE AND PARTICIPATE in a collaborative discussion with a variety of groups • PREPARE for discussions beforehand • SET group norms before discussion • RESPOND to others’ ideas, building upon those ideas in a respectful manner • DETERMINE a text’s theme and ANALYZE its development throughout the text. • UNDERSTAND figurative language and nuances of words. • INTERPRET figures of speech and ANALYZE their role in the text. • ANALYZE nuances in the meaning of words with similar denotations • DETERMINE meaning of words and phrases including connotative and denotative meaning • ANALYZE impact of word choice • PROVIDE a concluding statement • DEMONSTRATE command of conventions of standard English


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ESSENTIAL QUESTIONS

• What organizational strategies are most effective when presenting evidence from a text to an audience?

• What norms are appropriate when working with diverse partners? • How do listeners take a speaker’s ideas and build upon those ideas to broader themes and

ideas? • How can talking about ideas clarify our thinking? • How does effective discussion differ from stating our opinions? • How can we effectively yet appropriately argue a point for which there is more than one valid

opinion? • How do public speakers effectively present their arguments to an audience?

Written Curriculum




RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.




a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from


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texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.







Writing Standards


W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.



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Language Standards







c. Spell correctly.




Range of Reading and Level of Text Complexity


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Range of Writing



RL-RL.9-10.1 In grade 8, students cited textual evidence that most strongly supports an analysis of what the text said explicitly as well as inference drawn from the text. In grade 9, students provided strong and thorough evidence. This skill does not change in grade 10, but students are expected to increase their proficiency with increasingly complex texts. In grade 11, students will be expected to extend this skill by determining where the text leaves matters uncertain.

RI.9-10.8. In grade 8, students delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. In grade 10 the students will have to determine if the reasoning is valid as well as identify false statements and fallacious reasoning. In Grade 11, these skills are used specifically in reading seminal U.S texts, including the application of constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy.

SL.9-10.1. In grade 8 students engage in a range of discussions on grade 8 topics. In grade 10, they initiate and participate effectively in a range of collaborative discussions on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. They refer to other research and propel conversations by responding thoughtfully to diverse perspectives. They also summarize, justify their own views, and make new connections in light of evidence and reasoning presented. In grade 11 students work with peers to promote civil, democratic discussions and decision-making. They synthesize comments, claims, and


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evidence made on all sides of an issue, resolve contradictions and determine what additional information or research is required to deepen the investigation or complete the task.

RESOURCES

References to Appendices A-C and other Resources:

Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms

Documents

Reading and Responding to Literary Text