Academy of Humanities Year at a Glance: Grade 10 Unit Focus UNIT 1: Community 5-7 weeks What are defining characteristics of various communities? What happens to dissenters when individuals don't conform? How do authors highlight opposing forces within various communities through structural and stylistic devices?
Unit 2: Traditions and Values 5-7 weeks How do authors effectively capture the traditions and values that shape individuals, families, and communities? Which values shape and guide your decisions and actions?
Unit 3: Interpretation of Justice 5-7 weeks How is justice interpreted, conceived, and enforced? How do authors develop complex ideas throughout a text in relation to justice?
Common Core State Standards
Reading Literature 9-10.1 (Spiraled throughout every unit) 9-10.3, 9-10.4, 9-10.6 9-10.10 (Spiraled throughout every unit) Reading Informational Text 9-10.1(Spiraled throughout every unit) 9-10.3, 9-10.4, 9-10.6, 9-10.10 (Spiraled throughout every unit) *Depending on similarity some skills relate to both RL and RI standards Writing 9-10.2, 9-10.4 (Spiraled throughout every unit), 9-10.9 9-10.10 (Spiraled throughout every unit)
Reading Literature 9-10.1, 9-10.2, 9-10.4, 9-10.5, 9-10.6, 9-10.10 Reading Informational Text 9-10.1, 9-10.2, 9-10.4, 9-10.5, 9-10.6, 9-10.10 Writing 9-10.1, 9-10.3, 9-10.4, 9-10.5, 9-10.9, 9-10.10
Reading Literature 9-10.1, 9-10.2, 9-10.4, 9-10.5, 9-10.9, 9-10.10 Reading Informational Text 9-10.1, 9-10.4, 9-10.5, 9-10.6, 9-10.8, 9-10.9 Writing 9-10.1, 9-10.4, 9-10.5, 9-10.6, 9-10.7, 9-10.8, 9-10.10
SPS ELA CCSS Scope & Sequence for Grade 10 – Aligned to Academy of Humanities at Franklin H.S. 2015-2016
1
UNIT 4: Conflicting Ideologies 5-7 weeks Reading Literature What happens to communities and cultures when ideologies clash? How do authors develop and challenge characters cultures and ideologies within various 9-10.1, 9-10.3, 9-10.5, 9-10.6, 9-10.7, 9-10.10 Reading Informational Text texts? 9-10.1, 9-10.3, 9-10.6, 9-10.7, 9-10.8, 9-10.9, 9-10.10 Writing 9-10.1, 9-10.4, 9-10.5, 9-10.6, 9-10.7, 9-10.8, 9-10.10 Unit 5: Power Constructs Across Cultures 5-7 weeks Reading Literature How dominate power/normative bodies shape experiences within a text? 9-10.1, 9-10.3, 9-10.5, 9-10.10 How do dominate power/normative bodies open or close doors to opportunity? Reading Informational Text How do constructions dominate power/normative bodies differ across cultures within 9-10.1, 9-10.2, 9-10.5, 9-10.10 a variety of texts? Writing 9-10.2, 9-10.4, 9-10.5, 9-10.6, 9-10.7, 9-10.8, 9-10.10 Unit 6: Moral Ambiguity 5-7 weeks Reading Literature How are good and bad defined? 9-10.1, 9-10.3, 9-10.4, 9-10.7, 9-10.10 How do authors explore the notion of what is right and wrong? Reading Informational Text What happens when morals and ethics don't align? 9-10.1, 9-10.3, 9-10.4, 9-10.7, 9-10.10 Writing 9-10.1, 9-10.3, 9-10.4, 9-10.5, 9-10.6, 9-10.7, 9-10.8, 9-10.10 NOTE: Bolded standards are considered “emphasized” standards
SPS ELA CCSS Scope & Sequence for Grade 10 – Aligned to Academy of Humanities at Franklin H.S. 2015-2016
2
10th Grade Scope and Sequence: CCSS Standards Overview KEY: E emphasized standard √ addressed standard standard not emphasized NA standard not applicable to literature Unit
Reading Informational Text RI1
1 Community
2 Traditions and Values 3 Interpretation of Justice 4 Conflicting Ideologies 5 Power Constructs Across Cultures 6 Moral Ambiguity
RI2
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√
RI3
RI4
RI5
E
E
RL1
E
√
√
E
√
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√
E
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E
E
E
√
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√
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√
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√
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RI7
E
RI8
E
√
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Reading Literary Text RI10
E
RI6
√
√
√
√
RI9
RL2
RL3
RL4
E
E
RL5
E
RL6
RL7
RL10
W1
NA
√
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NA
√
√
√
NA
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NA
√
NA
√
NA
E
√
√
Writing RL9
E
√
√
RL8
√
E
SPS ELA CCSS Scope & Sequence for Grade 10 – Aligned to Academy of Humanities at Franklin H.S. 2015-2016
W2
W3
E
W4
W5
W6
W7
W8
E
√
W9
W10
E
√
√
√
√
√
E
E
E
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√
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√
√
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E
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E
3
Selected Mentor Texts Unit 1: Community
Unit 2: Trad. & Values
Unit 3: Intrp .of Justice
Unit 4: Conf. Ideologies
Unit 5: Pwr Con. Across Cult.
Unit 6: Moral Ambiguity
Anchor Texts: Selections from: The Iliad, Homer Fables, Aesop
Anchor Texts: Lay of the Were-Wolf, Marie de France Selections from Le Morte d’Arthur, Sir Thomas a Malory
Anchor Texts: Selections from: Don Quixote, Miguel de Cervantes Macbeth, William Shakespeare
Anchor Texts: Emma, Jane Austen or Pride and Prejudice, Jane Austen
Anchor Texts: The Importance of Being Earnest, Oscar Wilde Selections from the Adventures of Sherlock Holmes, Sir Arthur Conan Doyle
Anchor Texts: Lord of the Flies, William Golding
Short Stories: Running in the Family (excerpts) by Michael Ondaatje Under The Red Flag (collection of short stories) Ha Jin Ward No.6 Anton Chekhov Teaching Chess, and Life Carlos Capellan Snow, Julia Alvarez
Short Stories/Essays: Who Said We All Have to Talk Alike, Wilma Elizabeth McDaniel Civil Peace and Marriage is a Private Affair, Chinua Achebe The Lottery, Shirley Jackson Chee’s Daughter, Juanita Platero and Siyowin Miller On Seeing England for the First Time, Jamiaca Kincaid Eleven, Sandra Cisneros The Stories of Eva Luna, Isabel Allende Strange Tales from a Chinese Studio (selections) Pu Songling Informational Texts: Child marriage could become law in Iraq this week, but it's a global scourge, Gordon Brown A Tattoo to Remember , Uri Seni (audio) Children And Grandchildren Of Auschwitz Survivors Are
Short Stories: The Moment Before the Gun Went Off by Nadine Gordimer Saving Sourdi, Maylee-Chai The Secret Miracle, Jorge Luis Borges One of these Days, Gabriel Garcia Marquez No One Writes to the Colonel by Gabriel García Márquez
Short Stories: Two Friends, Duy de Maupassant Cranes, Hwang Sunwon Liberty, Julia Alvarez
Short Stories: A Sorrowful Woman, Gail Godwin Fiesta, Junot Diaz Boys, Rick Moody Eveline, James Joyce The Story of the Good Little Boy, Mark Twain About Men, Gretel Ehrlich Being a Man, Paul Theroux The Necklace, Guy de Maupassant How to Eat a Guava, Esmeralda Santiago
Short Stories:
Informational Texts:
Informational Texts:
The Awful Truth Behind The Gender Pay Gap, Lisa M. Maatz Low-Wage Workers Are Finding Poverty Harder to Escape, Steven Greenhouse “Girls Will Be Girls,” Peggy Orenstein
Informational Texts: Danger of a Single Story, Chimamanda Adichie The Three Sisters, Avenged: A Dominican Drama, Larry Rohter A Museum of Repression Aims to Shock the Conscience,
Poems:
I Wandered Lonely as a Cloud, William Wordsworth She Walks in Beauty, Lord Byron The Tyger, William Blake When I Have Fears I May Cease to Be, John Keats This Lime Tree Bower, My Prison, Samuel Taylor Coleridge Ozymandias, Percy Byshee Shelley
Informational Texts:
Informational Texts:
What Is It Like To Be A Child Bride? Nel Hedayat http://www.bbc.co m/news/magazine15082550 The End of Apartheid, US
Excerpts from: The United Nations Universal Declaration of Human Rights Excerpts from: The United States Constitution
SPS ELA CCSS Scope & Sequence for Grade 10 – Aligned to Academy of Humanities at Franklin H.S. 2015-2016
“The Monkey’s Paw,” W.W. Jacobs “Killings,” Andre Dubus “How to Tell a True War Story,” Tim O’Brien “Barn Burning,” William Faulkner “The Outpost of Progress,” Joseph Conrad
“The Kite Runner: A Servant’s Son” “No News from Auschwitz,” A.M. Rosenthal “Glory and Hope,” Nelson Mandela o Full text o Video
4
Randal C. Archibold 1979: Iran's Islamic Revolution, Roger Cohen Going to War: Part 1, Second Lt. Kelley Victor Gasper Going to War: Part 2, Second Lt. Kelley Victor Gasper Thura’s Diary: A Young Girl's Life in War-Torn Baghdad (excerpts) Thura Al-Windawi A Long Walk to Freedom (excerpts) Nelson Mandela Extract w/Questions
Memorializing The Darkest Days Of History On Their Own Bodies, Jodi Rudoren
Department of State 20 Years Since Apartheid: What's Changed In South Africa, And What Hasn't, Erin ConwaySmith
Why Chinese Mothers Are Superior, Amy Chua ‘Tiger Mothers’ Leave Lifelong Scars By Lac Su Noor Inayat Khan: The Indian princess who spied for Britain By Samantha Dalton Children of the Camps (documentary)
SPS ELA CCSS Scope & Sequence for Grade 10 – Aligned to Academy of Humanities at Franklin H.S. 2015-2016
Keep Memory Alive Elie Wiesel “The Holocaust Just Got More Shocking” By Eric Lichtblau
5
Grade
Unit Title
Length of Time
Essential Questions
What are defining characteristics of various communities? What happens to dissenters when individuals don't conform? How do authors highlight opposing forces within various communities through structural and stylistic devices? Enduring Understandings and Supporting Skills Suggested Supporting Materials Readers understand and analyze how individual (s)/character (s) development highlights complexities and conflict Anchor Texts: Selections from: within communities. 10
Unit 1: Community
5 - 7 weeks
Cite strong and thorough textual evidence to support analysis and inferences (Spiraled throughout every unit RL/RI 9-10.1). Analyze the individual’s/character’s effect on advancement of the plot or development of theme to illustrate motives and complex ideas (RL/RI 9-10.3). Analyze how individual’s/character’s beliefs and values influence interactions with other characters/individuals (RL/RI 9-10.3). Analyze how an individual/character approaches conflict within their community and/or communities supports the advancement of plot or series of events (RL/RI 9-10.3).
Authors use intentional and figurative language in the text to communicate larger themes, ideas, or messages to the audience.
Determine the meaning of specific words and phrases that impact the meaning and tone of the text as a whole (RL/RI 9-10.4). Determine the author’s point of view and how this impacts the overall messages to the audience (RI 9-10.6). Analyze an author uses point of view as a symbol of the cultural/historical experiences/conflicts (RL 9-10.6). By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 910 text complexity band independently and proficiently (RL 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 (RI 9-10.10).
Writers are able to convey complex ideas through introducing and sustaining a specific topic using relevant structural devices.
Introduce a topic about community and/or dissenters that can be supported by text based details (W 9-10.2 A). Organize complex ideas and make important connections between individuals and their communities (W 9-10.2 B). Use specific language to communicate complexities and conflicts within ideas (W 9-10.2 D). Use an objective tone while maintaining a formal style true to the mode of writing (W 9-10.2 E). Write a conclusion which articulates the topic’s significance (9-10.2 F) Choose relevant and meaningful evidence that supports analysis of complex ideas within the text (W 9-10.9). Develop and organize ideas and concepts through the use of effective and varied transitions (W 9-10.4). 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 (W.9-10.10). 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.9-10.4).
SPS ELA CCSS Scope & Sequence for Grade 10 – Aligned to Academy of Humanities at Franklin H.S. 2015-2016
The Iliad, Homer Fables, Aesop
Short Stories: Under The Red Flag (collection of short stories) Ha Jin Ward No.6 Anton Chekhov Teaching Chess, and Life Carlos Capellan Snow, Julia Alvarez
Informational Texts: Danger of a Single Story, Chimamanda Adichie The Three Sisters, Avenged: A Dominican Drama, Larry Rohter A Museum of Repression Aims to Shock the Conscience, Randal C. Archibold 1979: Iran's Islamic Revolution, Roger Cohen Going to War: Part 1, Second Lt. Kelley Victor Gasper Going to War: Part 2, Second Lt. Kelley Victor Gasper A Long Walk to Freedom (excerpts) Nelson Mandela Extract w/Questions Thura’s Diary: A Young Girl's Life in War-Torn Baghdad (excerpts) Thura AlWindawi
6
Reading Literature 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. 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. L9-10.4 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). 9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 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.
Common Core State Standards: 10th Grade, Unit 1 Reading Informational Text
Writing
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.
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.
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.
9-10.2.a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
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). 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. 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.
9-10.2.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. 9-10.2.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. 9-10.2.d Use precise language and domain-specific vocabulary to manage the complexity of the topic. 9-10.2.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. 9-10.2.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). 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. 9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 9-10.9.a Apply grades 9-10 Reading standards to literature (e.g., "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]"). 9-10.9.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"). 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.
SPS ELA CCSS Scope & Sequence for Grade 10 – Aligned to Academy of Humanities at Franklin H.S. 2015-2016
7
Grade
Unit Title
Length of Time
Essential Questions
10
Unit 2: Traditions and Values
5 - 7 weeks
How do authors effectively capture the traditions and values that shape individuals, families, and communities? Which values shape and guide your decisions and actions?
Enduring Understandings and Supporting Skills Readers can analyze how individuals are shaped and influenced by their families and communities.
Understand and evaluate how individuals and characters are influenced and shaped by their culture in relation to the development of the theme/central idea of a text (RL/RI 9-10.2). Determine the impact of how environmental and cultural influences shape the decisions of individuals (RL/RI 9-10.2). Cite strong and thorough textual evidence to support analysis and inferences (Spiraled through every unit RL/RI 9-10.1).
Authors make specific structural choices to convey or evaluate traditions and values in various cultural contexts.
Determine the meaning of words and phrases that convey connotative and figurative interpretations of various cultural contexts (RL/RI 9-10.4). Analyze the author’s choices in structuring events/plot details to provide various effects (RL/RI 9-10.5). Analyze a point of view taking into account cultural experiences of a character/individual (RL/RI 9-10.6).
Writers develop arguments to evaluate the strengths and limitations of capturing and depicting traditions and values.
Write narratives to develop the ways cultural values shape and guide the actions of individuals using well-chosen details, and well-structured event sequences. (W 9-10.3 A-C). Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters (W 9-10.3 D). Provide a conclusion that resolves and reflects the experience (W 9-10.3 E). Write an argument to support a claim (thesis) (W 9-10.1). Introduce a substantive topic in which a precise claim can be constructed in response to the author’s effectiveness in defining cultural traditions and values (W 9-10.1 A). Organize sufficient evidence that aligns to the precise claim to establish a clear relationship to the audience (W 9-10.1 B, C). Produce clear and coherent writing that is appropriate to the task, purpose and writing (W 9-10.4). Use revision and editing strategies that focus on what is most significant for the purpose and audience (W 9-10.5). Draw evidence from literary or informational text to support analysis, reflection or research (W 9-10.9). 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 (W.9-10.10).
SPS ELA CCSS Scope & Sequence for Grade 10 – Aligned to Academy of Humanities at Franklin H.S. 2015-2016
Suggested Supporting Materials Anchor Texts:
Lay of the Were-Wolf, Marie de France Selections from Le Morte d’Arthur, Sir Thomas a Malory
Short Stories/Essays: Who Said We All Have to Talk Alike, Wilma Elizabeth McDaniel Civil Peace and Marriage is a Private Affair, Chinua Achebe The Lottery, Shirley Jackson A Very Old Man with Enormous Wings, Gabriel Garcia Marquez Chee’s Daughter, Juanita Platero and Siyowin Miller On Seeing England for the First Time, Jamiaca Kincaid Eleven, Sandra Cisneros The Stories of Eva Luna, Isabel Allende Strange Tales from a Chinese Studio (selections) Pu Songling, ed. Informational: Child marriage could become law in Iraq this week, but it's a global scourge, Gordon Brown A Tattoo to Remember , Uri Seni (audio) Children And Grandchildren Of Auschwitz Survivors Are Memorializing The Darkest Days Of History On Their Own Bodies, Jodi Rudoren
8
Reading Literature
Common Core State Standards: 10th Grade, Unit 2 Reading Informational Text
Writing
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.
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.
9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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.
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.
9-10.1.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.
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) 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. 9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 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
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). 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. 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.
9-10.1.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.
9-10.1.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. 9-10.1.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. 9-10.1.e Provide a concluding statement or section that follows from and supports the argument presented. 9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 9-10.3.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. 9-10.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. 9-10.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. 9-10.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. 9-10.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. 9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 9-10.9.a Apply grades 9-10 Reading standards to literature (e.g., "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]"). 9-10.9.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"). 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.
SPS ELA CCSS Scope & Sequence for Grade 10 – Aligned to Academy of Humanities at Franklin H.S. 2015-2016
9
Grade
Unit Title
Length of Time
Essential Questions
10
Unit 3: Interpretations of Justice
5-7 weeks
How is justice interpreted, conceived, and enforced? How do authors develop complex ideas throughout a text in relation to justice?
Enduring Understandings and Supporting Skills Readers can analyze how the complexities of justice are explored and shaped throughout the text. Analyze how the author structures a text to order events that highlight the complexities of the enforcement of justice (RL/RI 9-10.5). Analyze the author’s point of view and conceptualization of justice while taking into account various cultural perspectives (RL/RI 9-10.6). Determine how the text is developed to highlight the ways justice is enforced to shape the central theme (RL/RI 9-10.2). Delineate the specific claim to assess the validity of information in relation to the complexities of justice within a text (RI 910.8). Identify false reasoning and statements (RI 9-10.8).
Authors use specific language to convey a deeper understanding of the central ideas within the text. Analyze how author’s reference seminal documents to reinforce and/or depict related themes and concepts (RI9-10.9). Evaluate how author’s reference seminal documents to reinforce and/or depict relevant literary information related to the theme of the novel (RL 9-10.9). Determine the meaning of specific words and phrases to understand the literal and/or connotative meanings within a text (RL/RI 9-10.4). Analyze the author’s use of specific literary devices to elicit a deeper understanding of the central ideas developed over time throughout the text (RL/RI 9-10.4).
Writers present an argument/claim that is supported by sufficient evidence and intentionally uses specific language to convince audience. Develop a well-organized essay that has a precise claim evaluating the enforcement of justice that it is supported by relevant evidence (W910.1 A & B). Establish a clear distinction between the claim and counterclaim through the use of transitions in order to strengthen argument and increase cohesion (W9-10.1 C). Intentional use of language that creates an objective tone and attends to norms and conventions of the subject area in which they are writing (W9-10.1 D). 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.9-10.4). Use revision and editing strategies that are focused on the most significant analysis of interpretations of justice and enforcement (W 910.5). Use technology to publish and update individual writing products (W 9-10.6). Conduct a sustain research project that evaluates and compares arguments from a variety of sources around how justice is interpreted and enforced (W 9-10.7). Find and evaluate authoritative information from print and digital sources relating to the research question (W 9-10.8). Integrate information into the text to maintain a flow of ideas (W 9-10.8). Avoid plagiarism by using correct citations and following a standard format including a bibliography (W 9-10.8). 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 (W.9-10.10).
SPS ELA CCSS Scope & Sequence for Grade 10 – Aligned to Academy of Humanities at Franklin H.S. 2015-2016
Suggested Supporting Materials Anchor Texts: Selections from: Don Quixote, Miguel de Cervantes Macbeth, William Shakespeare
Short Stories: The Moment Before the Gun Went Off by Nadine Gordimer Saving Sourdi, May-lee-Chai The Secret Miracle, Jorge Luis Borges Informational Texts: What Is It Like To Be A Child Bride? Nel Hedayat http://www.bbc.com/news/magazin e-15082550 The End of Apartheid, US Department of State 20 Years Since Apartheid: What's Changed In South Africa, And What Hasn't, Erin Conway-Smith
10
Reading Literature
Common Core State Standards : 10th Grade, Unit 3 Reading Informational Text
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.
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.
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.
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).
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). 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). 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.
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. 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
Writing
9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 9-10.1.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. 9-10.1.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. 9-10.1.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. 9-10.1.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. 9-10.1.e Provide a concluding statement or section that follows from and supports the argument presented. 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. 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. 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; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 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 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.
SPS ELA CCSS Scope & Sequence for Grade 10 – Aligned to Academy of Humanities at Franklin H.S. 2015-2016
11
Grade 10
Unit Title Unit 4: Conflicting Ideologies
Length of Time 5-7 weeks
Essential Questions What happens to communities and cultures when ideologies clash? How do authors develop and challenge characters cultures and ideologies within various texts? Enduring Understandings and Supporting Skills Suggested Supporting Materials Anchor Texts: Readers analyze the significance of multiple cultural ideologies through reading multiple text types. Evaluate how authors depict characters being challenged within their culture and value systems to develop advancement of plot and themes (RL/RI 9-10.3). Analyze the author’s intentional development of conflicting cultural ideologies through plot structure and characterization (RL910.5). Interpret the representation of a subject within two different text types (RL 9-10.7). Compare and contrast from two different mediums in order to determine the cultural ideologies that are emphasized (RI 9-10.7)
Authors use stylistic features and point of view to consciously construct a text. Analyze a point of view taking into account the various cultural experiences of a character/individual (RL/RI 9-10.6). Compare and contrast the representation of cultural ideologies within two different text types (RL/RI 9-10.7). Delineate the author’s point of view/claim to determine the validity of information on various cultural ideologies presented (RI 910.8). Analyze significant historical and literary documents that relate to the concepts and themes around cultural ideologies, including those outside the United States (RL/RI 9-10.9)
Writers develop arguments to evaluate the strengths and limitations of capturing and depicting conflicting cultural ideologies. Evaluate the ways in which characters/individuals challenge ideologies and generate an arguable precise claim (W 9-10.1 A). Use evidence that supports analysis of the author’s effectiveness in developing characters that are challenged by their circumstances supported by textual evidence (W 9-10.1 B). Analyze the limitations of an author’s ability to depict complex ideas with a clear counterclaim (W 9-10.1 B). Develop a well-organized essay using transitions, words and phrases that create cohesion between claims, evidence and counterclaim (W9-10.1 C). 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.9-10.4). Use revision and editing strategies that are focused on the most significant analysis pertaining to themes related to conflicting cultural ideologies (W 9-10.5). Use technology to publish and update individual writing products (W 9-10.6). Conduct a sustain research project addressing the research question relating to cultural ideologies (W 9-10.7). Synthesize information from a variety of sources to demonstrate understanding of subject by solving a problem or answering a question (W 9-10.7). Demonstrate understanding of how to evaluate the limitations and multiple arguments around how cultural ideologies are presented within a text (W 9-10.7). Find and evaluate authoritative information from print and digital sources relating to the research question (W 9-10.8). Integrate information into the text to maintain a flow of ideas (W 9-10.8). Avoid plagiarism by using correct citations and following a standard format including a bibliography (W 9-10.8).
SPS ELA CCSS Scope & Sequence for Grade 10 – Aligned to Academy of Humanities at Franklin H.S. 2015-2016
Emma, Jane Austen ….or…. Pride and Prejudice, Jane Austen
Poems:
I Wandered Lonely as a Cloud, William Wordsworth She Walks in Beauty, Lord Byron The Tyger, William Blake When I Have Fears I May Cease to Be, John Keats This Lime Tree Bower, My Prison, Samuel Taylor Coleridge Ozymandias, Percy Byshee Shelley
Short Stories: Two Friends, Duy de Maupassant Cranes, Hwang Sun-won Liberty, Julia Alvarez Informational Texts: Excerpts from: The United Nations Universal Declaration of Human Rights Excerpts from: The United States Constitution Why Chinese Mothers Are Superior, Amy Chua ‘Tiger Mothers’ Leave Lifelong Scars By Lac Su Noor Inayat Khan: The Indian princess who spied for Britain By Samantha Dalton Children of the Camps (documentary) 12
Reading Literature 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. 9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). 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.
Common Core State Standards: 10th Grade, Unit 4 Reading Informational Text 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. 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. 9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. 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. 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. 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.
Writing
9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 9-10.1.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. 9-10.1.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. 9-10.1.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. 9-10.1.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. 9-10.1.e Provide a concluding statement or section that follows from and supports the argument presented. 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. 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; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 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. 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.
SPS ELA CCSS Scope & Sequence for Grade 10 – Aligned to Academy of Humanities at Franklin H.S. 2015-2016
13
Grade
Unit Title
Length of Time
10
Unit 5: Power Constructs Across Cultures
5-7 weeks
Essential Questions How do dominate power/normative bodies shape experiences within a text? How do dominate power/normative bodies shape open or close doors to opportunity? How do constructions of dominate power/normative bodies shape differ across cultures within a variety of texts?
Enduring Understandings and Supporting Skills Readers reflect on and interpret how dominate power/normative bodies influences different life experiences. Analyze the texts ability to develop the ways complex characters are influenced by their perceived/granted social power and different life experiences (RL 9-10.3). Analyze and discuss how characters adapt and change based on their construction of identity in relation to their environment (RL 910.3). Analyze how authors structure texts (order of events, plot structures and manipulation of time) to deepen understanding of a text (RL 910.5).
Author’s intentional structural choices impact the development of complex ideas and themes of the text.
Determine the author’s purpose for the development of the central ideas/themes of the text (RI 9-10.2). Evaluate the intentional text structures and how these choices impact the interpretation of the text (RL 910.5). Determine the words and meanings within a text including, figurative, connotative and technical meanings (RI 9-10.4). Analyze an author’s development of claims and ideas centered on gender identity constructs (RI 9-10.5). Compare and contrast the representation of gender identity across cultures within two different text types (RI 9-10.7). Delineate the author’s point of view/claim to determine the validity of information on various gender identity constructs presented (RI 910.8).
Writers are able to transmit complex ideas and concepts through effective organization and analysis of a specific topic. Introduce a topic and organize complex ideas relating to gender identity across different cultures (W 9-10.2 A). Use concrete details that support analysis of the author’s effectiveness in developing characters that are challenged by their identity in relation to gender and cultural constructs (W 9-10.2 B). Choose sufficient facts, extended definitions, etc. appropriate to audience’s knowledge of topic (W 9-10.2 B). Develop and organize ideas and concepts through the use of precise language and effective transitions (W 9-10.2 C). Establish a style and tone of writing that is appropriate to the task which maintains the transmission of accurate information (W 9-10.2 D). 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.9-10.4). Use revision and editing strategies that are focused on the most significant analysis pertaining to themes related to identity constructs (W 9-10.5). Use technology to publish and update individual writing products (W 9-10.6). Conduct a sustain research project addressing the research question relating to gender identity constructs (W 9-10.7). Synthesize information from a variety of sources to demonstrate understanding of subject by solving a problem or answering a question (W 9-10.7). Demonstrate understanding of how to evaluate the limitations and multiple arguments around how gender constructs across cultures are presented within a text (W 9-10.7). Find and evaluate authoritative information from print and digital sources relating to the research question (W 9-10.8). Integrate information into the text to maintain a flow of ideas (W 9-10.8).
SPS ELA CCSS Scope & Sequence for Grade 10 – Aligned to Academy of Humanities at Franklin H.S. 2015-2016
Suggested Supporting Materials Anchor Texts: The Importance of Being Earnest, Oscar Wilde Selections from the Adventures of Sherlock Holmes, Sir Arthur Conan Doyle Short Stories: A Sorrowful Woman, Gail Godwin Fiesta, Junot Diaz Boys, Rick Moody Eveline, James Joyce The Story of the Good Little Boy, Mark Twain About Men, Gretel Ehrlich Being a Man, Paul Theroux The Necklace, Guy de Maupassant How to Eat a Guava, Esmeralda Santiago Poems: Girl, Jamaica Kincaid Boy Jim Heynen Barbie Doll, Marge Piercy Informational Texts: The Awful Truth Behind The Gender Pay Gap, Lisa M. Maatz Low-Wage Workers Are Finding Poverty Harder to Escape, Steven Greenhouse “Girls Will Be Girls,” Peggy Orenstein
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Reading Literature 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. 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. 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. 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. 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.
Common Core State Standards: 10th Grade, Unit 5 Reading Informational Text
Writing
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.
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.
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.
9-10.2.a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
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). 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.
9-10.2.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. 9-10.2.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. 9-10.2.d Use precise language and domain-specific vocabulary to manage the complexity of the topic. 9-10.2.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. 9-10.2.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). 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. 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. 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; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 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 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.
SPS ELA CCSS Scope & Sequence for Grade 10 – Aligned to Academy of Humanities at Franklin H.S. 2015-2016
15
Grade 10
Essential Questions How are good and bad defined? How do authors explore the notion of what is right and wrong? What happens when morals and ethics don't align? Enduring Understandings and Supporting Skills Suggested Supporting Materials Readers analyze the significance of how moral ambiguity is examined and emphasized by the author through the Anchor Texts: Lord of the Flies, William Golding depiction of characters/individuals.
Unit Title Unit 6: Moral Ambiguity
Length of Time 5-7 weeks
Examine the ways complex characters are portrayed in relation to dealing with a moral conflict (RL 9-10.3). Analyze the complexities of individuals and their actions in relation to the theme of the text (RI 9-10.3). Evaluate the ways in which author’s interject conflicts between opposing beliefs (RL 9-10.3). Analyze the structure of the text and the order of events presented in relation to moral conflict (RI 9-10.3). Compare and contrast the representation of moral ambiguity between two mediums (RL/RI 9-10.7). Analyze various accounts to determine which details are emphasized (RI 9-10.7).
Authors make structural choices that highlight complex character development over the course of the text through the use of figurative language.
Determine the meaning of words and phrases including figurative and connotative meanings (RL 9-10.4). Analyze the author’s impact on various meanings through specific word choices (RL/RI 9-10.4). Evaluate the author’s use of figurative and connotative meanings throughout a text (RL/RI 9-10.4).
Writers synthesize credible information to develop arguments that are supported with clearly articulated analysis and include an opposing claim. Write a narrative engaging the reader in establishing the conflict of what happens when moral and ethics don’t align (W 910.3 A). Establish points of views and create a smooth progression between experiences and events (W 9-10.3 A-C). Use precise words and vivid details to create a clear picture, setting, and characters (W 9-10.3 D). Provide a conclusion that resolves and reflects the experience (W 9-10.3 E). Analyze the author’s development of an individual’s reaction when morals and ethics are challenged and generate a claim (W 9-10.1). Supply relevant evidence that address the limitations through a well-developed counterclaim (W 9-10.1 B). Analyze the limitations of an author’s ability to depict complex ideas with a clear counterclaim (W 9-10.1 B). Develop a well-organized essay using transitions, words and phrases that create cohesion between claims, evidence and counterclaim (W9-10.1 C). 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.9-10.4). Strengthen writing through revising and editing focusing on what is most significant for purpose and audience (W 9-10.5). Use technology to publish and update individual writing products (W 9-10.6). Conduct a sustain research project addressing the research question relating to moral ambiguity (W 9-10.7). Find and evaluate authoritative information from print and digital sources relating to the research question (W 9-10.8).
SPS ELA CCSS Scope & Sequence for Grade 10 – Aligned to Academy of Humanities at Franklin H.S. 2015-2016
Short Stories: “The Monkey’s Paw,” W.W. Jacobs “Killings,” Andre Dubus “How to Tell a True War Story,” Tim O’Brien “Barn Burning,” William Faulkner “The Outpost of Progress,” Joseph Conrad Informational Texts: “The Kite Runner: A Servant’s Son” “No News from Auschwitz,” A.M. Rosenthal “Glory and Hope,” Nelson Mandela o Full text o Video Keep Memory Alive - Elie Wiesel “The Holocaust Just Got More Shocking” By Eric Lichtblau
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Reading Literature 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. 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. 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). 9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). 9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Common Core State Standards: 10th Grade, Unit 6 Reading Informational Text
Writing
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.
9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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.
9-10.1.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.
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). 9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. 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.
9-10.1.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.
9-10.1.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. 9-10.1.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. 9-10.1.e Provide a concluding statement or section that follows from and supports the argument presented. 9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 9-10.3.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. 9-10.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. 9-10.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. 9-10.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. 9-10.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. 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. 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; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 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. 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.
SPS ELA CCSS Scope & Sequence for Grade 10 – Aligned to Academy of Humanities at Franklin H.S. 2015-2016
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SPS ELA CCSS Scope & Sequence for Grade 10 – Aligned to Academy of Humanities at Franklin H.S. 2015-2016
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