CREC Subject Curriculum

Grade 10 The Power of Voice

CREC 2014-15 8/1/15

Grade 10 - The Power of Voice
Course Description
The emergence of voice is integral in understanding the power, authority, and social advancements within societies.
Power is gained, maintained, and often restricted through language and the expression of individual and collective voices.
Along with the power of voice comes responsibility: the obligation to act justly and the spirit to better the world around.
When used properly, strong voices have given rise to leadership, activism, empowerment, and liberation. Unfortunately,
the responsibilities of voice are not always fulfilled. Often, voice and the associated power are corrupted, leading to
oppression and injustice. Students will write and create their own works to help discover and develop their own voices
and unleash the inherent power to better the world around them. The ultimate goal of the course is to heighten the
students understanding of the powers, dangers, and endless possibilities of voice.

Units of Study
Required Units: Teachers must teach all four units. Each unit is designed to take approximately one academic quarter to
complete (9-10 weeks).

Unit 1 Voices in Society Responsibilities and Rights
Unit 2 Voices from Within Ambition, Action, and Consequence
Unit 3 - Voices of Protest Speaking Out, Speaking Up
Unit 4 Voices of Satire The Critical Tongue

Additional Information:
Teachers must use a variety of literary and informational texts in each unit. Texts should be of appropriate and
increasing complexity throughout each unit.
Teachers should incorporate both print texts and non-print texts (media, works of art) in each unit.
Students must complete one drafted, polished process piece of writing per quarter.
Students should complete pieces in each of the three writing modes argumentative, informational, and
narrative/creative within each unit. These anchor activities are guaranteed experiences every student must
have. Provided prompts are for example purposes.
Students should complete a range of response types in each
Students should engage in the types of formative assessments that will lead them towards mastery of skills
assessed in each units summative assessments.
While teachers are free to shift the thematic sequence of units, skills sequences should be followed in the order
in which they are prescribed in each unit.

Overall Course Goals (Umbrella Standards)
Reading
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
Writing
CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.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.
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CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection,
and research.
CCSS.ELA-LITERACY.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.
Language
CCSS.ELA-LITERACY.L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
CCSS.ELA-LITERACY.L.9-10.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS.ELA-LITERACY.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.
Speaking and Listening
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.SL.9-10.1.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.
CCSS.ELA-LITERACY.SL.9-10.1.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.
CCSS.ELA-LITERACY.SL.9-10.1.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.
CCSS.ELA-LITERACY.SL.9-10.1.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.
CCSS.ELA-LITERACY.SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.








CREC Subject Curriculum
Grade 10 The Power of Voice


CREC 2014-15 8/1/15

Unit 1: Voices in Society Responsibilities and Rights

Pacing: 9-10 weeks

Stage 1 Desired Results
Unit Overview
Thematic Focus (suggested): In this opening unit, students will work to understand the relationship between
individual voice and collective voice, considering ideas of conformity, rebellion, community, and isolation.
Students will read and analyze texts in which the collective voice of many yields both positive and negative
outcomes for the group and individual. Students will develop arguments about the weight and worth of their
own voices within the greater collective context and assess their own abilities to be agents of change within
their community.
Reading Focus: In response to a broad range of increasingly complex literary and informational texts, students
will analyze and evaluate authors uses of texts to develop and communicate ideas both explicitly and implicitly.
Students will develop skills of drawing conclusions and inferences about text and supporting such ideas with
relevant, important, specific details. Students will also develop important skills for summarizing and
paraphrasing what they read. Additionally, students will consider how and why authors deliberately structure
text to both suit their purposes and achieve intended effects. Finally, in analyzing text-driven arguments,
students will become critical evaluators of what authors are trying to claim and the effectiveness with which
they develop and communicate their intended positions.

Writing Focus: Building on grade 9 skills, students will work on structural aspects of writing, improving their
abilities to introduce, develop, support, and conclude their thoughts for a variety of purposes, audiences, and
tasks. Students will produce original pieces in a variety of modes argumentative, informative, and
narrative/creative. As students become skilled evaluators of author craft particular to unit standards, they
should attempt to employ the techniques about which they are learning into their own writing.

Language Focus: Building on grade 9 skills, students will further solidify their knowledge of basic grammar rules
and conventions in order to avoid mistakes such as misspellings, incomplete sentences, and inconsistent verb
tense. Students will learn how to use context clues to approach, process, and understand challenging words
encountered in text. Students will also work to develop a writing process that will help them to strengthen their
own work.

Speaking and Listening Focus: Building on grade 9 skills, students will develop skills that will enable them to
produce dynamic, structured, logical presentations that appeal to their audiences needs and which suit the
purposes and tasks for which they are presenting.

Thematic Essential Questions Corresponding Thematic Big Ideas
What is the importance of having a voice and
being heard?
What are the responsibilities that come with
having a voice?
A persons voice both reflects and solidifies
his or her identity.
By exercising his or her voice, a person can
advocate for and defend themselves against
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Content Standards
Reading:
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.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



What are the advantages and disadvantages of
conformity?
the views and wills of others.
Each person has a responsibility to use their
voice towards greater good for others.
By conforming, an individuals place and
protections within a community are made
increasingly secure.
By conforming, individuals may sacrifice their
own identity and principles for those of the
collective community.
Skill-based Essential Questions Corresponding Skill-Based Big Ideas
Reading:
How do readers find meaning a text?
How do readers support their interpretations,
opinions, and ideas about a text?


Writing:
How and why do writers organize text?
What is a good argument?
How do writers create good stories?





Speaking and Listening:
What is a good presentation?



Language:
Why is it important to edit and revise writing?


Reading:
Readers closely examine a text for what it
says and what it suggests.
Good readers support their interpretations
about a text with relevant evidence.

Writing:
Writers use structure and sequence organize
text so that readers can follow their ideas.
Good arguments include strong claim
supported with sufficient evidence and
counter-claim.
Writers use specific techniques to create
memorable stories.

Speaking and Listening:
A good presentation has organized evidence
that appeals to the knowledge and needs of
the audience

Language:
Good writers strengthen their writing
through editing and revising.
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Grade 10 The Power of Voice


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specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.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:
CCSS.ELA-LITERACY.W.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.
CCSS.ELA-LITERACY.W.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.
CCSS.ELA-LITERACY.W.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.

CCSS.ELA-LITERACY.W.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.
CCSS.ELA-LITERACY.W.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.
CCSS.ELA-LITERACY.W.9-10.3.B: Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or characters.

CCSS.ELA-LITERACY.W.9-10.1.E: Provide a concluding statement or section that follows from and
supports the argument presented.
CCSS.ELA-LITERACY.W.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).
CCSS.ELA-LITERACY.W.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.

Language:
CCSS.ELA-LITERACY.L.9-10.1: Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.

CCSS.ELA-LITERACY.L.9-10.4.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.

Speaking and Listening:
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Grade 10 The Power of Voice


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CCSS.ELA-LITERACY.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.

Integrated Standards





Skills
(students need to be able to do)
Knowledge
(students need to know)

Reading Skills:
Effectively annotate a text.
Differentiate between implied and explicit
information in a text.
Make credible inferences and draw supportable
conclusions about a text.
Select and cite relevant details to support my
inferences and conclusions.
Use explicit information to support implied ideas
in a text.
Analyze a text in order to determine the theme
or central idea.
Explain how specific details in a text contribute
to its theme or central idea.
Objectively summarize a text.
Paraphrase significant parts or details from a
text.
Identify an argument and its claims.
Make and support judgments about the validity
of an argument.
Explain whether an author provides effective
evidence (relevant, sufficient) to support an
argument.
Recognize an illogical point and/or logical fallacy
and explain its flaws.

Writing Skills:
Format a paper with appropriate headings,
graphics, and multimedia when useful and/or
required.
Write an effective introduction in which the
Reader Knowledge of
Annotation
Inferences
Conclusions
Implicit vs. explicit information
Relevant, appropriate information
Citation techniques and rules
Theme and central idea
Argument
Claim
Validity
Logical and illogical points
Paraphrase
Summary






Writer Knowledge of
Proper paper format (MLA)
Visual and informational enhancements
Writing types as relates to purpose, task,
and audience
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Grade 10 The Power of Voice


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student
o Answers important, immediate
questions for the reader (who, what,
why, when, where, how, etc.).
o Presents a topic, problem, situation, or
cause.
o Defines a point(s) of view or
perspective.
o Establishes purpose, premise, or central
claim.
o Distinguishes his or her claim(s) from
alternate or opposing claims.
o Introduces a narrator and/or important
characters (narrative).
o Orders ideas and details in a smooth,
sequential, and logical manner.
Develop a piece of writing in which the student
o Anticipates and accommodates the
audiences knowledge of the topic.
o Gives balanced coverage to his or her
claim(s) and counterclaims and/or his or
her perspectives and other perspectives.
o Points out the strengths and limitations
of his or her position and other
positions.
o Provides relevant and sufficient
evidence (facts, statistics, quotes,
definitions, examples, etc.) to support
his or her purpose and/or claim.
o Uses narrative elements effectively (i.e.
dialogue, pacing, description, reflection,
and plot lines) to tell and enhance a
story.
Write an effective conclusion in which the
student
o Provides a summary of his or her central
and supporting claims and/or key pieces
of information covered earlier in the
piece.
o Supports the argument and/or
information presented previously in the
piece.
o Logically concludes a story by offering
resolution and/or reflection.
o Explicitly articulates or implicitly
suggests the implications or significance
Effective organization and development,
including
o introduction purposes and
techniques
o body paragraph purposes and
techniques
o conclusion purposes and
techniques
o appropriate text evidence to
support claim(s)
Appropriate or necessary vocabulary
complexity
Proper grammar conventions
Proper revision and editing techniques




























CREC Subject Curriculum
Grade 10 The Power of Voice


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of the topic, argument, or story.

Speaking and Listening skills:
Craft and deliver a presentation appropriate to
my purpose and/or task.
Account for and accommodate the audiences
knowledge of the topic.
Present work in such a way that the audience
can follow along.
Present in organized, concise, and logical ways.

Language Skills:
Use increasingly complex vocabulary correctly
according to its part of speech and definition.
Avoid fragments and run-on sentences by
demonstrating an understanding of dependent
and independent clauses.
Write increasingly complex sentences in which
student uses and demonstrates understanding
of direct and indirect objects.
Use context clues such as surrounding language,
word position, and word function to
comprehend and include new and complex
vocabulary.
Establish and maintain an appropriate and
consistent verb tense in writing.
Avoid misspelling words in writing, including
both complex and commonly misspelled words.
Recognize, edit, and revise texts, including
students own, wherein grammatical and usage
errors or weaknesses are present.

Presenter knowledge of
Audience, task, and purpose
Effective presentation techniques
Organization
Clarity
Conciseness



Language knowledge of
Parts of speech
Complex vocabulary
Fragments and run-on sentences
Dependent and independent clauses
Complex sentences (direct and indirect
objects)
Context clues
Consistent verb tense
Correct spelling, esp. commonly misspelled
words
Appropriate grammar conventions
Proper revision and editing techniques


Content and Academic Vocabulary


Stage 2- Assessment Evidence
Summative Assessments
Performance Tasks
1. Particular to unit themes and/or texts, produce and self-assess a drafted, polished piece of writing.
Students must select a new type of writing to polish each quarter (quarters 1-3).

CREC Subject Curriculum
Grade 10 The Power of Voice


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2. Particular to unit themes and/or texts, participate in a presentation in which students will:
gather evidence through research.
craft an effective presentation with audience in mind.
present an informational topic or argument.
provide specific evidence to support claims.
use technology to strengthen presentation, when appropriate.
formally reflect as an individual on the presentation and process.
Options - Whole class or small group presentation, student-teacher conference, gallery walk,
Socratic seminar, online writing group, debate.

Unit Assessment
1. CREC District Quarterly Assessment

Formative Assessments
Through these assessments, students will demonstrate mastery of the learning objectives. Teachers will assess and provide feedback to students about
the following:
Each student will select a short news article of personal interest and produce both a paraphrase and objective
summary of the article, attending to differences particular to each type of writing.

Students will be given copies of two short argument pieces (editorial, essay, manifesto, etc.). Students will be
divided into two teams for debate. One team will defend the argument arguments validity and strengths. The
other team will dispute the arguments validity and effectiveness. Teams will switch sides and debate the
second article.

Working in groups of 2-3, students will select a challenging poem or set of song lyrics and work to answer the
question What does this piece really mean? Students will create a poster on which they record important
lyrics from the piece and record their inferences and conclusions. Once their analysis is complete, each group
will draw and record an overall thematic conclusion in response the assignments central question. Students
will share their work when finished.

CREC Essential Skills for Student Success
*Identify the essential skills demonstrated by students through the assessment evidence.
Critical Thinking &
Problem Solving
Communication &
Collaboration
Creativity & Innovation Self-Direction&
Resourcefulness



*All units do not have to include a unit assessment in addition to a performance tasks.
CREC Subject Curriculum
Grade 10 The Power of Voice


CREC 2014-15 8/1/15

Stage 3 Learning Plan and Resources
Anchor Activities
(guaranteed experiences, include scaffolding and enrichment)
1. Argumentative writing
Focus: Students definition of abstract idea (i.e. friendship, justice, freedom, heroism, etc); Developing
an argument; Citing evidence
o Ex: How would you define citizenship? Highlight at least two examples from one or more class
readings and one example from texts you have read or researched independently that support
your proposed definition. Be sure to address opposing viewpoints or counterclaims to your
argument.
2. Informational writing
Focus: Analyzing development of theme; citing evidence
o Ex: What are two important themes Golding suggests in Lord of the Flies? Analyze how the
author uses specific details, events, and dialogue to develop each theme.
3. Narrative/creative writing
Focus: Developing a theme; Creating a plot structure; character development
o Ex: Write a short story with multiple characters and plot lines through which you develop a
significant, implied theme.
Resources
(specific to the unit anchor activities, additional strategies or supplemental resources)
Texts
Novels/Plays
Lord of the Flies William Golding
Short Stories
Gift of the Magi O. Henry
Link: https://www.auburn.edu/~vestmon/Gift_of_the_Magi.html
The Most Dangerous Game Richard Connell
Link: https://archive.org/stream/TheMostDangerousGame_129/danger.txt
A Good Man is Hard to Find Flannery OConnor
https://pegasus.cc.ucf.edu/~surette/goodman.html
Poetry
Mending Wall Robert Frost
Link: http://www.poets.org/poetsorg/poem/mending-wall
The Second Coming William Butler Yeats
CREC Subject Curriculum
Grade 10 The Power of Voice


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Link: http://www.potw.org/archive/potw351.html
Enemies J. Lawrence
Enemies J
Lawrence.docx

Non-Fiction/Informational
Excerpts from The Social Contract Jean-Jacques Rousseau
Link (full text): http://www.earlymoderntexts.com/pdfs/rousseau1762.pdf
The Survivor: Breaking the Ultimate Taboo to Live Martin Bashir
The Survivor.doc

Plane Crash Survivor Stuns Crowd with Tale Nicole B. Urken
Plane Crash Survivor
Stuns Crowd With Tale.doc

Author [William Golding]Whose Works Defy Normal Labeling Anatole Broyard (NYT)
Link: http://www.nytimes.com/1983/10/07/books/83nobel2.html
William Golding: Universal Pessimist, Cosmic Optimist Interview by MaryLynn Scott
Link: http://aurora.icaap.org/index.php/aurora/article/view/50/63
Ten Commandments Article Series New York Times
Link: http://www.nytimes.com/ref/nyregion/commandments-index.html
For the Worst of Us, the Diagnosis May Be Evil Benedict Carey (NYT)
Link: http://www.nytimes.com/2005/02/08/health/psychology/08evil.html
Antaeus in Manhattan Lewis Thomas
Link: http://www.visakanv.com/blog/2014/04/lewis-thomas-antaeus-in-manhattan/
Art, Music, and Media
William Goldings Nobel Prize Lecture (audio)
Link: http://www.nobelprize.org/nobel_prizes/literature/laureates/1983/golding-lecture.html
I Shot an Arrow Into the Air - Twilight Zone Episode
Link: http://www.imdb.com/video/hulu/vi131901209/?ref_=tt_ov_vi
Sympathy for the Devil The Rolling Stones
Sympathy for the
Devil Lyrics.doc

Link to audio: https://www.youtube.com/watch?v=vBecM3CQVD8&safe=active

CREC Subject Curriculum
Grade 10 The Power of Voice


CREC 2014-15 8/1/15

CREC Essential Skills for Student Success
*Identify the essential skills demonstrated by students during anchor activities.
Critical Thinking &
Problem Solving
Communication &
Collaboration
Creativity & Innovation Self-Direction&
Resourcefulness























CREC Subject Curriculum
Grade 10 The Power of Voice


CREC 2014-15 8/1/15

Unit 2: Voices from Within Ambition, Action, and Consequence

Pacing: 9-10 weeks

Stage 1 Desired Results
Unit Overview
Thematic Focus (suggested): In this unit, students will consider the individuals internal voice as cause for action
and the consequences that arise from listening or not listening to oneself. Students will analyze the role that
ambition plays in a persons choices and how ones actions can carry consequences that reflect back upon that
individual. Students will consider the weight and worth of motive as a determining factor upon which actions
are judged and how ones voice can or cannot always be trusted to lead one to success. Students will formally
analyze instances wherein characters or public figures listen to and act on an inner voice and, as a result,
experience positive or negative outcomes.
Reading Focus: In response to a broad range of increasingly complex literary and non-fiction texts, students will
analyze and evaluate some of the specific techniques authors use to organize and develop writing. Within
literary texts, students will analyze how authors use specific details and sections of text to develop both
characters and themes. In informational texts, students will analyze how authors use specific details and
sections of text to develop or suggest a perspective as well as to advance a central idea or claim. Additionally
students will consider work in which authors manipulate time and sequence to create such effects as mystery,
tension, and surprise.

Writing Focus: Building on grade 9 and unit 1 skills, students will continue to work on structural aspects of
writing, improving their abilities to introduce, develop, support, and conclude their thoughts for a variety of
purposes, audiences, and tasks. Students will produce original pieces in a variety of modes argumentative,
informative, and narrative/creative. As students become skilled evaluators of author craft particular to unit
standards, they should attempt to employ the techniques about which they are learning into their own writing.

Language Focus: Building on grade 9 skills and through knowledge of dependent and independent clauses,
students will learn to avoid writing fragments and run-on sentences. Students will enhance the quality and
specificity of their sentences by using infinitive and prepositional phrases. They will demonstrate understanding
of conventional rules for capitalizing, quoting, and italicizing as well as how to appropriately use varied
punctuation, including semicolons, colons, apostrophes, and commas. Students will learn how word endings
change parts of speech and word meaning and will continue to develop a writing process that will help them to
strengthen their own work.

Speaking and Listening Focus: Building on grade 9 skills and as both audience members and presenters,
students will learn to evaluate and employ the use of rhetoric, reasoning, and evidence to support a position.

Thematic Essential Questions Corresponding Thematic Big Ideas
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Grade 10 The Power of Voice


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Content Standards
Reading:
CCSS.ELA-LITERACY.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.
What is conscience and how is it shaped?
How are individuals affected by personal
motivations?
What are the consequences of pride and/or
ambition?
What can a persons actions tell about him or
her?

Conscience is the inner voice within each
person that informs his or her sense of
morality, justice, and desire.
Conscience is shaped by a persons beliefs,
experiences, and surroundings.
Individuals are guided to act by a
combination of their own motives and the
needs/demands of others around them.
Pride and ambition can have both positive
and negative consequences.
A persons actions indicate their character
and reflect their conscience.
Skill-based Essential Questions Corresponding Skill-Based Big Ideas
Reading:
How does character development occur
throughout a text?
How does authors craft impact the audience?



Writing:
How and why do writers organize text?
What is a good argument?
How do writers create good stories?




Language:
Why is it important to edit and revise writing?



Speaking and Listening:
What is a good presentation?

Reading:
Good readers identify and explain how a
character develops throughout the course of
a text.
Good readers can identify relevance of
authors craft.

Writing:
Writers use structure and sequence organize
text so that readers can follow their ideas.
Good arguments include strong claim,
sufficient evidence and counter-claim
Writers use specific techniques to create
memorable stories.

Language:
Good readers/writers identify and use proper
grammar and appropriate grade level
vocabulary.

Speaking and Listening:
A good presentation has organized evidence
that appeals to the knowledge and needs of
the audience.

CREC Subject Curriculum
Grade 10 The Power of Voice


CREC 2014-15 8/1/15

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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).

Writing:
CCSS.ELA-LITERACY.W.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.
CCSS.ELA-LITERACY.W.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.
CCSS.ELA-LITERACY.W.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.

CCSS.ELA-LITERACY.W.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.
CCSS.ELA-LITERACY.W.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.
CCSS.ELA-LITERACY.W.9-10.3.B: Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or characters.

CCSS.ELA-LITERACY.W.9-10.1.E: Provide a concluding statement or section that follows from and
supports the argument presented.
CCSS.ELA-LITERACY.W.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).
CCSS.ELA-LITERACY.W.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.

CCSS.ELA-LITERACY.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.

Language:
CCSS.ELA-LITERACY.L.9-10.1: Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
CREC Subject Curriculum
Grade 10 The Power of Voice


CREC 2014-15 8/1/15

CCSS.ELA-LITERACY.L.9-10.2: Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.9-10.4.B: Identify and correctly use patterns of word changes that indicate
different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

Speaking and Listening:
CCSS.ELA-LITERACY.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.

Integrated Standards





Skills
(students need to be able to do)
Knowledge
(students need to know)

Reading Skills:
Explain how and why a character develops and
changes over the course of a text (conflict,
motivation).
Discuss the significance of characterizing details
in a text as they advance the plot and/or
develop character(s) and/or theme(s).
Explain how and why a text is organized.
Explain how ideas connect to one another in a
text.
Explain how an author uses structure (time and
order of events) to affect the reader (incl.
mystery, tension, surprise).
Explain the importance of a part of text in
relation to the texts central ideas, claims, or
themes.

Writing Skills:
Format a paper with appropriate headings,
graphics, and multimedia when useful and/or
required.
Write an effective introduction in which the
student
o Answers important, immediate
questions for the reader (who, what,
Reader Knowledge of
Close reading skills
Character development
Characterization
Theme(s)
Text organization/structure
Effects of text organization/structure
Plot development









Writer Knowledge of
Proper paper format (MLA)
Visual and informational enhancements
Writing types as relates to purpose,
task, and audience
Effective organization and
development, including
o introduction purposes and
CREC Subject Curriculum
Grade 10 The Power of Voice


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why, when, where, how, etc.).
o Presents a topic, problem, situation, or
cause.
o Defines a point(s) of view or
perspective.
o Establishes purpose, premise, or
central claim.
o Distinguishes his or her claim(s) from
alternate or opposing claims.
o Introduces a narrator and/or important
characters (narrative).
o Orders ideas and details in a smooth,
sequential, and logical manner.
Develop a piece of writing in which the student
o Anticipates and accommodates the
audiences knowledge of the topic.
o Gives balanced coverage to his or her
claim(s) and counterclaims and/or his
or her perspectives and other
perspectives.
o Points out the strengths and limitations
of his or her position and other
positions.
o Provides relevant and sufficient
evidence (facts, statistics, quotes,
definitions, examples, etc.) to support
his or her purpose and/or claim.
o Uses narrative elements effectively (i.e.
dialogue, pacing, description,
reflection, and plot lines) to tell and
enhance a story.
Write an effective conclusion in which the
student
o Provides a summary of his or her
central and supporting claims and/or
key pieces of information covered
earlier in the piece.
o Supports the argument and/or
information presented previously in the
piece.
o Logically concludes a story by offering
resolution and/or reflection.
o Explicitly articulates or implicitly
suggests the implications or
significance of the topic, argument, or
story.
techniques
o body paragraph purposes and
techniques
o conclusion purposes and
techniques
o appropriate text evidence to
support claim(s)
Appropriate or necessary vocabulary
complexity
Proper grammar conventions
Proper revision and editing techniques
































CREC Subject Curriculum
Grade 10 The Power of Voice


CREC 2014-15 8/1/15

Use technology to
o Produce, update, and share writing
pieces.
o Publish my writing.
o Enhance my writing and to connect my
own writing to the larger world of
information and ideas.

Language Skills:
Use increasingly complex vocabulary
correctly according to its part of speech and
definition.
Avoid fragments and run-on sentences by
demonstrating an understanding of
dependent and independent clauses.
Write increasingly complex sentences in
which the student uses and demonstrates
understandings of infinitive and prepositional
phrases.
Follow conventional rules for capitalization,
quotations, and italicization.
Employ appropriate and varied punctuation,
including semi-colons, colons, apostrophes,
and commas.
Use and identify variations of words as to
demonstrate understanding of word endings,
parts of speech, and differences in meaning.
Recognize, edit, and revise texts, including
students own, wherein grammatical and
usage errors or weaknesses are present.

Speaking and Listening skills:
Analyze and evaluate a speakers position.
Identify and critique a speakers use of
rhetoric, reasoning, and evidence.









Language knowledge of
Parts of speech
Complex vocabulary
Fragments and run-on sentences
Dependent and independent clauses
Complex sentences
Infinitive phrases
Prepositional phrases
Capitalization rules
Quotation rules
Italicization purposes and rules
Semi-colon usage rules
Colon usage rules
Apostrophe usage rules
Comma usage rules
Word endings and their effects
Proper revision and editing techniques






Presenter knowledge of
Audience, task, and purpose
Effective presentation techniques
Organization
Clarity
Conciseness

Content and Academic Vocabulary


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Stage 2- Assessment Evidence
Summative Assessments
Performance Tasks
Particular to unit themes and/or texts, produce and self-assess a polished, drafted piece of writing.
Step 1 - After seeking out feedback, revise and polish a piece of writing.
Step 2 - Reflect on work and the writing and presentation processes. Students should:
o Discuss or reflect on choices as an author particular to unit standards/skills.
o Discuss use of peer feedback to enhance writing process and pieces.
Students must select a new type of writing to polish each quarter (quarters 1-3).

2. Student-Teacher Conference - Students provide a reflection about their growth as a writer on one or
more polished pieces of writing of students choosing.
o Student discusses specific ways in which they have grown particular to curriculum-based
standards and learning targets for the specific piece
o Student discusses how they will continue to grow particular to curriculum-based standards
and learning targets.
o Student points to specific examples from their polished piece and rough draft of the piece
that demonstrate specific growth and room for continued improvement.

Unit Assessment
1. CREC District Quarterly Assessment
Formative Assessments
Through these assessments, students will demonstrate mastery of the learning objectives. Teachers will assess and provide feedback to students about
the following:
Students will read Shelleys Ozymandias and connect what the poets assertions about power and ambition
are to Macbeth and Lady Macbeths development in Macbeth. Students will debate whether Macbeth and
Lady Macbeth are more corrupt, less corrupt, or equally corrupt to the king of kings referred to in the poem.
Students will read a short story such as Poes Cask of Amontillado and create a sequence map on which they
record details from the story related to time and space/setting and their feelings with each time/location
shift. Students will draw conclusions about how the authors manipulation of time and location in the story
creates certain effects for the reader.
Students will read an essay about human nature such as Norman Cousins A Game of Cards, analyzing the
authors implied claims about human nature, morality, ambition, and integrity. Students will find a particular
idea of the authors (explicit or implied) with which they particularly agree or disagree. Students will find and
present a current news story/article that supports their position in regards to the authors idea they have
selected.
CREC Subject Curriculum
Grade 10 The Power of Voice


CREC 2014-15 8/1/15

CREC Essential Skills for Student Success
*Identify the essential skills demonstrated by students through the assessment evidence.
Critical Thinking &
Problem Solving
Communication &
Collaboration
Creativity & Innovation Self-Direction&
Resourcefulness



*All units do not have to include a unit assessment in addition to a performance tasks.
Stage 3 Learning Plan and Resources
Anchor Activities
(guaranteed experiences, include scaffolding and enrichment)
1. Argumentative writing
Focus: Character development and change; Developing an argument; Citing evidence
o Ex: Through research, select an important quote related to the concepts weve been studying
ambition, power, motive, conscience, etc. Craft an argument in which you take a position in
response to your selected quote. Provide specific evidence from Macbeth and one other text
to support your position. Be sure to address opposing viewpoints or counterclaims to your
arguments.
2. Informational writing
Focus: Author manipulation of time and setting; Citing evidence
o Ex: Analyze Shakespeares use of time and sequence in Macbeth. How does he create specific
effects such as tension, mystery, or surprise based on the order and timing with which events
of the play occur? Use specific details from the play to support your thoughts.
3. Narrative or Creative writing
Focus: Using structure for effect; Developing a theme
o Ex: Write a narrative poem or story in which you deliberately use structure for effect (i.e. to
create mystery, tension, surprise) and imply an important theme about human nature. Write a
short reflection on your structural choices and intended effects.

Resources
(specific to the unit anchor activities, additional strategies or supplemental resources)
CREC Subject Curriculum
Grade 10 The Power of Voice


CREC 2014-15 8/1/15

Novels/Plays
Macbeth William Shakespeare
Short Stories
Lady Macbeth, Prickly Pear Queen Jane Avrich
Link: Google books link to "Lady Macbeth, Prickly Pear Queen"
Cask of Amontillado Edgar Allen Poe
The Cask of
Amontillado Story.doc

Poetry
Ozymandias Percy Bysshe Shelley
Link: http://www.poets.org/poetsorg/poem/ozymandias
George Gray Edgar Lee Masters
Link: http://www.poets.org/poetsorg/poem/george-gray
Fisherman Kurt Brown
Link: http://www.poets.org/poetsorg/poem/fisherman
If Rudyard Kipling
Link: http://www.poets.org/poetsorg/poem/if%E2%80%94
Non-Fiction/Informational
On the Divine Right of Kings James I
Link: http://faculty.history.wisc.edu/sommerville/351/Jamesdrk.htm
Top Guns Tailspin Evan Thomas (Newsweek)
Link: http://www.newsweek.com/top-guns-tailspin-113811
A Game of Cards Norman Cousins
Link with Audio - http://www.npr.org/templates/story/story.php?storyId=4544547
Poetry Pairing Song of the Witches Shannon Doyne (NYT)
Link: http://learning.blogs.nytimes.com/2012/10/25/poetry-pairing-song-of-the-witches/
The Hearts Ambition Travis Mitchell (NYT)
Link: http://thegraduates.blogs.nytimes.com/2007/04/15/the-hearts-ambition/
Art, Music, and Media
Still Life, An Allegory of the Vanities of Human Life Harmen Steenwyck

Harmen Steenwyck
Painting Activity.docx

Paintings based on Macbeth by Fuseli, Blake, and others.
Links page: http://www.english.emory.edu/classes/Shakespeare_Illustrated/MacbethPaintings.html
The Desperate Man Gustave Courbet
Link: http://www.wikiart.org/en/gustave-courbet/the-desperate-man-self-portrait-1845
Dan Gilbert: The Surprising Science of Happiness (TED talk)
CREC Subject Curriculum
Grade 10 The Power of Voice


CREC 2014-15 8/1/15

Link: http://www.ted.com/talks/dan_gilbert_asks_why_are_we_happy
Derek Sivers:Keep your Goals to Yourself (TED talk)
Link: http://www.ted.com/talks/derek_sivers_keep_your_goals_to_yourself
CREC Essential Skills for Student Success
*Identify the essential skills demonstrated by students during anchor activities.
Critical Thinking &
Problem Solving
Communication &
Collaboration
Creativity & Innovation Self-Direction&
Resourcefulness