Eng. II Map

Scope and Sequence
Required Learning
Experiences
Curriculum
Novels
Standard Class
Honors Class
Follow the CMS curriculum guides for this grade level.
Follow the CMS curriculum guides for this grade level.
*Texts are chosen at the discretion of the teacher and aligned to CCSS
complexity and rigor requirements.
*Texts are chosen at the discretion of the teacher and aligned to CCSS
complexity and rigor requirements.
At least one common novel, chosen from the novel list for this At least one common novel, chosen from the novel list for
grade level or classic novels.
this grade level, or one of the classic novels.
*Novel list located in the appendix.
One novel self-selected by the student for independent
reading. *Follow guidelines for selecting independent novels in the
appendix.
CCSS
R1/R10
CCSS
W1, W2
Five per unit of study or novel: R1/R10 * student work from novel
Three per unit of study or novel: R1/R10* student work from
study could be evidence of meeting these standards.
novel study could be evidence of meeting these standards.

One culminating project per novel *See appendix for examples
One W1, One W2

Three small scaffolded tasks that build up to the W1 or W2
assignment
One W1, One W2

Three- five tasks that build up to the W1 or W2 assignment
*See Aligned Learning Experiences in appendix for suggested tasks to

support these standards.
Speaking/
Listening
Graduation
Project
(all grade levels)
*See Aligned Learning Experiences in appendix for suggested tasks to

support these standards.
Participate in class discussions about writers craft.

Make text to world connections.
Evaluate a speakers presentation.
Answer extemporaneous questions.
Participate in class discussions about writers craft.

Make text to world connections.
Evaluate a speakers presentation. Ask questions and
critique.
One three- five minute oral presentation in class related to

W1 or W2 task.
Grade appropriate research tasks.*See curriculum guide.
One five- seven minute oral presentation in class related to

W1 or W2 task.
Grade appropriate research tasks.*See curriculum guide.
Keep student evidence of these required learning experiences. Daybooks, Interactive Notebooks, or other portfolios are a great way to
document student understanding and mastery of the standards and should be labeled to match CCSS standards.
English 10th Grade

Unit 1
Unit 1- Literary Elements
Unit Overview
In this unit, students will read, discuss, and write about classical and contemporary literature.
Through this global literature study, students will explore literary elements, analyzing how an
author employs them to shape narrative for specific purposes. They will produce written texts
that introduce a claim and offer evidence to support it. Students will have the opportunity to
analyze and evaluate U.S. documents, non-literary texts, and a Shakespearean work that had a
global impact on world literature and events.
Common Core Standards

READING
INFORMATIONAL
READING
LITERATURE
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.
RL.9-10.1 Cite strong and

from the text.
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.
RL.9-10.3 Analyze how

complex characters
develop over the course of
a text, interact with other
characters, and advance
the plot or develop the
theme.
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.
RI.9-10.4 Determine the
meaning of words and
phrases as they are used
in a text, including
figurative, connotative,
and technical meanings;
analyze the cumulative
impact of specific word
choices on meaning and
tone.
RI.9-10.5 Analyze in
detail how an authors
ideas or claims are
developed and refined by
particular sentences,
RL.9-10.4 Determine the

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.
RL.9-10.5 Analyze how an
authors choices
concerning how to
structure a text, order
events within it, and
manipulate time to create
such effects as mystery,
tension, or surprise.
RL.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.
RL.9-10.10 By the end of
WRITING
SPEAKING and
LISTENING
W.9-10.1 Write
arguments to support
claims in an analysis of
substantive topics or texts,
using valid reasoning and
relevant sufficient
evidence.
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
W.9-10.2 Write
informative/ explanatory
texts to examine and
convey complex ideas,
concepts, and information
clearly and accurately
through the effective
selection, organization, and
analysis of content.
others ideas and

expressing their own
clearly persuasively.
W.9-10.2b Develop the

topic with well-chosen,
relevant, and sufficient
facts, extended definitions,
concrete details,
quotations, or other
information and examples
appropriate to the
audiences knowledge of
the topic.
W.9-10.3 Write
narratives to develop real
or imagined experiences or
events using effective
technique, well-chosen
details, and well-structured
event sequences.
W.9-10.4 Produce clear
and coherent writing in
which the development,
organization, and style are
appropriate to task,
purpose, and audience.
English Curriculum Support Documents 2013-2014
grades 9-10 topics, texts,

and issues, building on
SL.9-10.1c 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.
SL.9-10.1d 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.
SL.9-10.2 Integrate
multiple sources of
information presented in
diverse media or formats
(e.g., visually,
quantitatively, orally)
evaluating the credibility
and accuracy of each
LANGUAGE
L.9-10.1 Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking.
L.9-10.1b Use various
types of phrases (noun,
verb, adjectival, adverbial,
participial, prepositional,
absolute) and clauses
(independent, dependent;
noun, relative, adverbial)
to convey specific
meanings and add variety
and interest to writing or
presentations.
command of the
English capitalization,
punctuation, and spelling
when writing.
L.9-10.2c Spell correctly.
L.9-10.3 Apply
knowledge of language to
understand how language
functions in different
contexts, to make effective
choices for meaning or
style, and to comprehend
more fully when reading or
listening.
L.9-10.4 Determine or
clarify the meaning of
unknown and multiplemeaning words and
phrases based on grades
9-10 reading and content,
English 10th Grade

Unit 1
paragraphs, or larger
portions of a text.
RI.9-10.6 Determine an
authors point of view or
purpose in a text and
analyze how an author
uses rhetoric to advance
that point of view or
purpose.
grade 10, read and

comprehend literature,
including stories, dramas,
and poems, at the high
end of the grades 9-10 text
complexity band
independently and
proficiently.
RI.9-10.7 Analyze
various accounts of a
subject told in different
mediums, determining
which details are
emphasized in each
account.
W.9-10.5 Develop and

strengthen writing as
needed by planning,
revising, editing, rewriting,
or trying a new approach,
focusing on addressing
what is most significant for
a specific purpose and
audience.
W.9-10.9a 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]).
source.
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.
SL.9-10.6 Adapt speech
to a variety of contexts and
tasks, demonstrating
command of formal English
when indicated or
appropriate.
W.9-10.9b 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).
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.
Unit Essential Questions
How do authors use literary elements to drive the plot of the narrative?
What makes something valuable?
Should humans trust instincts to make decisions?
How does cultural identify cause internal conflict?
choosing flexibly from a

range of strategies.
L.9-10.4a Use context
(e.g., the overall meaning
of a sentence, paragraph,
or text; a words position
or function in a sentence)
as a clue to the meaning of
a word or phrase.
L.9-10.4c Consult general
and specialized reference
materials (e.g.,
dictionaries, glossaries,
thesauruses), both print
and digital, to find the
pronunciation of a word or
determine or clarify its
precise meaning, its part of
speech, or its etymology.
understanding of figurative
language, word
relationships, and nuances
in word meanings.
L.9-10.5b Analyze
nuances in the meaning of
words with similar
denotations.
L.9-10.6 Acquire and use
accurately general
academic and domainspecific 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.
English 10th Grade

Unit 1
Lesson Essential Questions

1.
2.
3.
4.
5.
6.
7.
How do authors elicit readers interest in a story?

How is the theme of a story revealed in different ways by a character or the narrator?
What choices did the author make in structuring this work?
How does specific word choice improve this work?
What literary element(s) does the author rely on to convey the theme?
How does this work compare in style to the previous ones we have studied?
How do readers analyze the cumulative impact of narrative devices on meaning and
tone?
8. How does the author set up the character to achieve the impossible?
9. What point of view is used and for what effect?
10. How does the author reveal the characters motivation?
11. Is there a shift in the text? To what effect?
12. How does the author reveal the central theme of the work?
13. How does the author connect the characters to an enduring aspect of human nature?
14. How does the authors keen eye for detail enhance the readers experience?
15. What effect does the change in the character have on the story?
16. How are the character and the theme of the work connected?
Discipline Specific Vocabulary

Exposition
Mood
Archetype
Resolution
Figurative Language
Irony
Point of View
Theme
Imagery
Diction
Logic
Characters
Juxtaposition
Tone
Syntax
Conflict
Rising action / Falling
action
Unit Vocabulary
Static
Motivation
Foreshadowing
Coherence (text structure)
Setting
Dynamic Characterization (direct, indirect)
Dialogue
Inference
Flashback
Special Note: The vocabulary lists above are suggestions. The expectation is that
teachers will identify vocabulary in context and teach students words that help them access and
make meaning of texts. See appendix for vocabulary instruction support.
English 10th Grade

Unit 1
Unit 1- Goals
What do students need to KNOW?
What do students need to be able to DO?
Text structure
Determine authors purpose
Literary devices: foreshadowing, irony,

characterization
Identify narrative techniques and their impact on a

text
Claim and evidence
Cite evidence to make inferences
Tone and mood
Determine effect of authors choices
Greek and Latin roots
Cultural bias
Make meaning of unfamiliar words and phrases using

context clues
Make connections to global issues and ideals
Make a claim and provide evidence to support it
Write clearly and precisely to a specific audience
I Can Statements
(RI 1-1, RL 1-1) I can cite strong and thorough textual evidence that supports my inferences and
analysis of the text.
(RI 2-1) I can determine a central idea in a text, and analyze how its development and how it
emerges and is shaped through details.
(RI 3-1) I can analyze how an author unfolds an analysis or series of events.
(RL 2-1) I can determine the theme of a text.
(RL 2-2) I can analyze the development of the theme throughout a text, including how it is shaped
(RI 2-2, RL 2-3) I can give an objective summary of a text.
(RL 3-1) I can analyze how complex characters develop through the text, interact with other
characters, advance the plot, or develop the theme.
(RI 10-1, RL 10-1) I can read and comprehend literature at the nine-ten grade span; reading
literature appropriate to my grade level and skill.
(W 1-1) I can write arguments to support claims of substantive topics or texts, using valid
reasoning, relevant, and sufficient evidence.
(W 2-1) I can write an informative piece, which examines and conveys complex ideas/information
through effective selection, organization, and analysis of content.
(W 4-1) I can produce clear, coherent writing in which the development, organization, and style are
appropriate for tenth grade tasks, purposes, and audiences.
(W 10-1) I can write for a range of time, tasks, purposes, and audiences.
(SL 1a-1) I can prepare for a class discussion and participate by referring to my findings during
discussion.
(SL 1c-1) I can propel a conversation by asking questions, incorporating others into a discussion,
and clarifying or challenging the ideas of others.
English 10th Grade

Unit 1
(SL 1d-1) I can respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and justify or change my own views in light of new ideas and information.
(SL 4-1) I can clearly and concisely present important findings and supporting evidence so listeners
can follow the line of reasoning.
(L 1b-1) I can use various types of phrases and clauses to convey meaning and add variety and
interest to my writing.
(L 2c-1) I can spell correctly.
(L 5a-1) I can interpret figures of speech in context.
(L 6-1) I can use vocabulary appropriate to tenth grade context.
Unit 1- Assessment Options:

W1- Literacy Common Core Power Standard: Writing Arguments
After reading several texts from the same genre or multiple works by the same author,
write a review for a particular work or the author. Consider the audience and the
publication site for the review. Provide textual evidence to support your point of view.
After reading a selected text, students should create an advertisement for a film version
of this particular work. Attached to this advertisement should be a persuasive essay
convincing a person of the effectiveness of the authors development of a particular
theme. Students should also be evaluated in such a way that they are also required to
present sufficient evidence of how a major character of the work contributes to this
themes development.
W2- Literacy Common Core Power Standard: Writing Informative Texts
Select a character from __________ and explain the specific techniques the author uses
to develop that character in the way that he or she chooses. Explain how the existence
of this character impacts the texts.
Select a theme that impacts two or more texts from this unit. Explain its development
throughout each text and draw conclusions about how each author uses the theme
differently.
R1/R10- Literacy Common Core Power Standard: Reading Closely Over Time with a
Variety of Texts
The suggested texts can be utilized to provide students with contemporary examples of
the literary devices used by authors. More than one text should be provided so students
have the adequate material with which to conduct a close and comprehensive
examination of the ways in which various authors use such devices to develop the
narrative.
Using the Concept Bundles strategy, discuss in class a piece of text and the literary
elements found within. Students should create a sentence that explains a literary
element in context of the work, then choose two elements and connect them within the
context of the work.
Using the Iceberg of Culture strategy, students can make inferences about the culture
presented using evidence in the text. As an extension, they can compare our culture to
the one being studied and make relevant inferences.
English 10th Grade

Unit 1
Suggested Texts:
Special Note: This list of texts is not comprehensive. Unit questions and objectives are aligned to
standards, not specific texts, and can be tailored to any appropriate text.
Text
Author
Genre
Page No
Lexile
Harrison Bergeron
Kurt Vonnegut, Jr.
Short Story
31
840
Everyday Use
Alice Walker
Short Story
48
810
To Build a Fire
Jack London
Short Story
78
970
The Possibility of Evil
Shirley Jackson
Short Story
202
1110
1357
The Teacher Who Changed My Life
Nicholas Gage
Essay
226
The Marriage Proposal
Anton Chekhov
Drama
258
By the Waters of Babylon
Stephen Vincent Benet
Short Story
308
800
The Will Come Soft Rains
Ray Bradbury
Short Story
324
910
The Dolls House
Katherine Mansfield
Short Story
342
760
The Man in the Water
Roger Rosenblatt
Essay
374
950
English 10th Grade

Unit 2
Unit 2- A World of Ideas
Unit Overview
In this unit, students will explore how an author develops a theme and incorporates world
events to highlight common human experiences. They will identify rhetorical modes and
evaluate the clarity of informational texts. Students will participate in academic discussions and
make informed claims about the world based on their readings.

READING
INFORMATIONAL
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
text.
RI.9-10.3 Analyze how
the author unfolds an
analysis or series of ideas
or events, including the
order in which the points
are made, how they are
RI.9-10.4 Determine the
figurative, connotative,
and technical meanings;
analyze the cumulative
impact of specific word
choices on meaning and
tone.
RI.9-10.5 Analyze in
detail how an authors
ideas or claims are
developed and refined by
particular sentences,
paragraphs, or larger
portions of a text.
RI.9-10.6 Determine an
authors point of views or
purpose.
Unit 2
READING
LITERATURE
RL.9-10.1 Cite strong and
from the text.
RL.9-10.2 Determine a
theme or central idea of a
text and analyze in detail
its develipment over the
course of a text, including
how it emerges and is
shaped and refined by
specific details; provide an
text.
RL.9-10.3 Analyze how
complex characters
develop over the course of
a text, interact with other
characters, and advance
the plot or develop the
theme.
RL.9-10.4 Determine the
in the text, including
meaning and tone.
RL.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.
RL.9-10.10 By the end
of grade 10, read and
WRITING
W.9-10.1 Write
arguments to support
claims in an analysis of
substantive topics or texts,
relevant and sufficient
evidence.
W.9-10.2 Write
informative/explanatory
selection, organization,
and analysis of content.
W.9-10.4 Produce clear
and coherent writing in
which the development,
W.9-10.5 Develop and
strengthen writing as
needed by planning,
revising, editing, rewriting,
or trying a new approach,
focusing on addressing
what is most significant for
a specific purpose and
audience.
W.9-10.7 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
A World of Ideas
SPEAKING and
LISTENING
SL.9-10.1 Initiate and
participate in a range of
collaborative discussions
grade 10 topics, texts, and
issues, building on others'
ideas and expressing their
own clearly and
persuasively.
SL.9-10.2 Integrate
multiple sources of
information presented in
diverse media or formats
(e.g., visually,
quantitatively, orally)
evaluating the credibility
and accuracy of each
source.
SL.9-10.3 Evaluate a
speakers point of view,
reasoning, and use of
evidence and rhetoric,
identifying any fallacious
reasoning or exaggerated
or distorted evidence.
LANGUAGE
command of the
English grammar and
speaking.
command of the
when writing.
L.9-10.3 Apply
knowledge of langrage to
understand how language
functions in different
contexts, to make effective
choices for meaning or
style, and to comprehend
more fully when reading or
listening.
L.9-10.4 Determine or
clarify the meaning of
unknown and multiplemeaning words and
phrases based on grades
9-10 reading and content,

choosing flexibly from a
range of strategies.
language, word
in word meanings.
L.9-10.6 Acquire and
use accurately general
reading, writing, speaking,
English 10th Grade

Unit 2
RI.9-10.7
RL.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.

and poems, at the high
end of the grades 9-10
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.
investigation.
W.9-10.8 Gather
relevant information from
multiple authoritative print
and digital resources,
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.
knowledge when
phrase important to
comprehension or
expression.
W.9-10.9 Draw
evidence from literary or
informational texts to
support analysis,
reflection, and research.
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.
Is knowledge always worth the price paid to attain it?

What makes someone a hero?
How much do we owe others?
How much of self-worth is measured by others opinions?

1. When does the text shift? Is there a turning point in the plot? In the characters?
2. What influence does the main character have on their community?
3. What influences the main character to change? Why is this important to the text as a
whole?
4. What choices did the author make in selecting particular words to create the tone of the
piece?
5. When the minor characters enter the story, what do they add? Why?
6. Whose voice is heard most in this piece? Why?
7. Whose voice is not heard? Why not?
8. How do societys values impact the individuals sense of self-worth?
9. When does pride turn from positive to negative? Cite textual evidence.
Unit 2
A World of Ideas
English 10th Grade

Unit 2
10. At what point do the individuals values impact their society and create change? Cite textual
evidence.
11. What structure choices did the author make, and to what effect?
12. How did the author employ literary devices to showcase the theme?
13. How does this work compare to one of the same genre? What similarities do the texts
have?
14. How does this author compare to one we have studied previously?
15. What universal theme is presented in this text? In which text have you seen it before?

Theme
Mood
Imagery
Genre
Rhetoric: Pathos / Logos / Ethos
Authors purpose: entertain, inform, persuade
Inference
Symbol
Setting
Diction
Unit Vocabulary
Patterns of Organization: chronological, cause/effect, inductive/deductive, compare/contrast,
Problem/solution, sequential, spatial
Counterclaim: argument/refutation
Fact/Opinion
Claim
Evidence
Bias
Fallacy
Speaker
Repetition
Tone
Special Note: The vocabulary lists above are suggestions. The expectation is that teachers will identify vocabulary
in context and teach students words that help them access and make meaning of texts. See appendix for vocabulary
instruction tip
Unit 2
A World of Ideas
English 10th Grade

Unit 2
Unit 2- Goals
Heroic Archetypes
Identify and interpret symbols
Story Structure
Compare/Contrast genres
Genre Structure
Identify shifts in texts
Making text-based predictions
Evaluate authors style
Making meaning from context clues
Identify authors purpose
Pride v. Self-esteem
Use appropriate reading strategies for the genre
Purpose of textual shifts
Use language to inform, both orally and in writing
Literary devices: Irony, symbolism, rhetoric
Revise writing for clarity and preciseness
I Can Statements
(RI 5-1) I can analyze how an authors ideas or claims are developed or refined by specific parts
of the text.
(RI 6-1) I can determine the authors point of view in a text.
(RI 6-2) I can determine the authors purpose for writing a text.
(RI 6-3) I can analyze how an author uses rhetoric to advance his point of view or purpose.
(RL 2-1) I can determine the theme of a text.
(RL 2-2) I can analyze the development of the theme throughout a text, including how it is
shaped by specific details/events.
(RL 6-1) I can analyze a point of view or cultural experience as reflected in a work from outside
the US.
(RI 10-1, RL 10-1) I can read and comprehend literature at the nine-ten grade span; reading
literature appropriate to my grade level and skill.
(W 1-1) I can write arguments to support claims of substantive topics or texts, using valid
reasoning, relevant, and sufficient evidence.
(W 2-1) I can write an informative piece, which examines and conveys complex
ideas/information through effective selection, organization, and analysis of content.
(W 9a-1) I can use evidence from literature to support analysis, reflection, and research in my
writing.
(W 9b-1) I can use evidence from informational text to support analysis, reflection, and
research in my writing.
Unit 2
A World of Ideas
English 10th Grade

Unit 2
(SL 1a-1) I can prepare for a class discussion and participate by referring to my findings during
discussion.
(SL 1c-1) I can propel a conversation by asking questions, incorporating others into a
discussion, and clarifying or challenging the ideas of others.
(SL 1d-1) I can respond thoughtfully to diverse perspectives, summarize points of agreement
and disagreement, and justify or change my own views in light of new ideas and information.
(SL 3-1) I can evaluate a speakers point of view, reasoning, or use of evidence.
(L 4a-1) I can use context clues to figure out word meanings.
(L 6-1) I can use vocabulary appropriate to ninth and tenth grade topics.

Does every piece of artistic expression have a specific purpose?

After viewing, hearing, or reading several texts, make a claim about the creator/authors
purpose, citing evidence from the texts to support your stance. Be sure to address the
issue of style choices made for specific effect.
Take two informational texts and compare their presentation of argument. Determine
which text presents its argument more effectively, and justify your answer with textual
evidence.
Using a text about a culture outside of the United States and analyze its use of point of
view, diction, and tone to draw conclusions about the authors attitude toward that
culture. Be sure to defend your claim with specific text evidence.
Identify key symbols from the text that we have just read. Then, design a graphic
organizer, chart, or text that explains how these symbols are used by the author to
establish certain ideas or themes in his or her work. Be sure to use specific evidence
from the text that not only identifies the symbols of your choice, but that also
demonstrate a connection of these symbols to the movement of the plot of the text.
Choose one scene from any text that depicts a specific culture. Rewrite that scene
keeping the characters the same and changing the plot, diction, and tone to fit a
different culture. Be thoughtful about the changes you make and ensure that they reflect
the new culture.
R1/R10- Literacy Common Core Power Standard: Reading Closely Over Time
with a Variety of Texts
Unit 2
The suggested texts can be utilized to provide students with contemporary examples of
the literary devices used by authors. More than one text should be provided so students
have adequate material with which to conduct a close and comprehensive examination of
the ways in which various authors use such devices to develop the narrative.
A World of Ideas
English 10th Grade

Unit 2
Using the SODAS strategy, students can examine issues with global implications as
discussed in the texts, uncover advantages and disadvantages of options, and propose
solutions. This can precede an argumentative task.
Using the Diction Analysis strategy, students can closely examine a text to discover an
authors specific word choices and how they affect the work as a whole.
Using the Citing Textual Evidence strategy, students can examine an excerpt of the text
that showcases the authors style.
Using the Bracket Busters strategy, students can examine several techniques of narrative
style or pieces of literature and decide which is most important to the central question.
This process of elimination will give students practice with argumentation skills and can
precede a larger argumentative task.
Suggested Texts:
Text
Author
Genre
Page No
Lexile
The Interlopers
Saki
Short Story
426
1230
When Mr. Pirzada Came to Dine
Jhumpa Lahiri
Short Story
452
1170
Do not weep, maiden for war is
Stephen Crane/
Poems
476, 480
kind/The sonnet-ballad
Gwendolyn Brooks
The Plot Against People
Russell Baker
Humorous Essay
532
1250
Why Leaves Turn Color in the Fall
Diane Ackerman
Essay
538
1150
Textbook diagrams,
Functional document
548
940
1330
How a Leaf Works/ Tree Planting

Guide
And of Clay We Are Created
Isabel Allende
Girl Trapped in Water for 55 Hours,
Short Story
584
News article
599
Persuasive essay
640
1170
Dies Despite Rescue Attempts

Doing Nothing is Doing Something
Anna Quindlen
I Acknowledge Mine
Jane Goodall
Essay
664
1110
Use of Animals for Medical Research
American Medical
Association
Leo Tolstoy
Position paper
678
1380
Short Story
716
1110
Political ads
738
n/a
How Much Land Does a Man Need?

Daisy/Americas Back
Unit 2
A World of Ideas
English 10th Grade

Unit 3
Unit 3- The Authors Craft
Unit Overview
In this unit, students will identify key techniques of writing by studying mentor texts and
exploring various works by authors around the world. Students will craft an argument through a
study of global issues presented through those various literary works, apply appropriate
argumentation techniques in their own speaking and writing, and be able to critique other
arguments for validity and effectiveness. They will develop their own writing style through
editing and revision.

READING
INFORMATIONAL
RI1- Cite strong and
from the text.
RI3 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
RI5 Analyze in detail
how an authors ideas or
claims are developed and
refined by particular
sentences, paragraphs, or
larger portions of a text
RI6 Determine an
purpose.
RI8 Delineate and
reasoning.
READING
LITERATURE
WRITING
RL1 Cite strong and

from the text.
RL2 Determine a
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.
RL4 Determine the
meaning and tone.
RL5 Analyze how an
authors choices
concerning how to
events within and
manipulate time create
W1 Write arguments to
support claims in an
analysis of substantive
topics or texts, using valid
reasoning and relevant and
sufficient evidence.
W2 Write
W4 Produce clear and
coherent writing in which
the development,
W9 Draw evidence from
literary or informational
texts to support analysis,
SPEAKING and
LISTENING
SL1 Initiate and
discussions (one on one, in
others ideas and
clearly and persuasively.
SL2 Integrate multiple
sources of information
presented in diverse media
or formats evaluating the
credibility and accuracy of
each source.
SL5 Make strategic use
of digital media in
presentations to enhance
understanding of findings,
reasoning, and evidence to
add interest.
SL6 Adapt speech to a
variety of contexts and
command of formal
English when indicated or
appropriate.
LANGUAGE
L1 Demonstrate
command of the
English grammar and
speaking.
L2 Demonstrate
command of the
when writing.
when reading or listening.
L4 Determine or clarify
the meaning of unknown
and multiple-meaning
words and phrases based
on grades 9-10 reading
and content, choosing
flexibly from a range of
strategies.
L6 Acquire and use
accurately general
knowledge when
phrase important to
comprehension or
expression.
English 10th Grade

Unit 3
How do readers analyze and evaluate authors craft?
Does literature have a lasting impact on social change?
Which issues are common to all humanity?
What makes a piece of literature universal, transcending time and place?
Can humanity triumph over evil?
1. How do style choices affect a readers interpretation of a poem?
2. What are the key elements of an authors unique style?
3. How is an authors point of view and cultural experience reflected in a work of literature?
4. What choices did the author make in structuring this work?
5. How does specific word choice improve this work?
6. What literary element(s) does the author rely on to convey the theme?
7. How does this work compare in style to the previous ones we have studied?
8. What point of view is used and for what effect?
9. How does the author reveal the universal human condition?
10. Is there a shift in the text? To what effect?
11. What influence does the main character have on their community?
12. What choices did the author make in selecting particular words to create the tone of the
piece?

Denotation
Connotation
Allusion
Anecdote
Imagery
Oxymoron
Simile
Metaphor
Symbolism
Euphemism
Diction
Inference
Paraphrase
Analogy
Prefix
Suffix
Parallelism
Clause: Main,
Subordinate
Appositive
Unit Vocabulary
Diction
Tone
Understatement
Authors Purpose
Clich
Imagery
Style
Aut Perspective
Simile
Metaphor
Alliteration
Hyperbole
Fact / Opinion
Personification
Theme
Onomatopoeia
Special Note: The vocabulary lists above are suggestions. The expectation is that teachers will identify vocabulary in
context and teach students words that help them access and make meaning of texts. See appendix for vocabulary
instruction tips.
English 10th Grade

Unit 3
Unit 3- Goals
Poetic devices
Identify and analyze different poetic forms
Poetic forms
Evaluate authors structural choices
Context clues
Decode imagery for effect
Socio-political factors of context
Identify and analyze imagery and prosody
Writers style
Make meaning from unknown words and phrases
Inference
Identify authors purpose
Affixes to determine meaning of unknown words
Incorporate quotations in writing
Differentiate writers style
I Can Statements
I Can
RI1
Make specific references to passages and events from a text to prove what the text says directly as well as the
meaning I can infer indirectly.
RI3
Examine how the author introduces and develops his main points
RI5
Identify an authors ideas and claims
Analyze how an author uses particular sentences, paragraphs, or larger portions of the text to develop his ideas and
claims
RI6
Show how the author uses his arguments to develop his point of view or purpose.
RI8
Delineate the argument and specific claims of a text.
Evaluate the argument and specific claims in terms of 1) reasoning and evidence (is it valid and sufficient?), and 2)
false statements and fallacious reasoning.
RL1
RL2
Determine a theme and explain its development throughout the text using specific details.
Objectively summarize a text.

RL4
Figure out the meaning of words and phrases as they are used in context.
Figure out the meaning of figurative words and phrases as they are used in the text.
Analyze the use of word choice including figurative words and words with strong connotation and its effect on
meaning and tone.
RL5
Figure out the structure of the text and the order of events.
Show how the author manipulates time.
Show how the order of events and manipulation of time create mystery, tension, or surprise.
W1
Analyze a substantive topic or text

Introduce a precise claim
Provide reasons and substantive evidence to support claim
Identify and distinguish counterclaims
Develop claims and counterclaims fairly
Organize reasons and evidence in a logical manner
Analyze and address audience considerations
Determine relevance of evidence
Utilize credible sources
Utilize transitional expressions to establish relationships among claims and reasons
English 10th Grade

Unit 3
Understand how to maintain a formal style and objective tone
Provide an effective conclusion.

W2
W4
Understand and use various organizational structures

Utilize formatting, graphics, and multimedia
Introduce a topic/thesis statement and preview what is to follow Use facts, concrete details, quotations, examples to
develop the topic
Utilize various transitional expressions to establish cohesion among ideas and concepts
Understand and use precise vocabulary
Incorporate definitions of terms
Understand and use domain-specific vocabulary
Understand and use a formal style and objective tone
Provide an effective conclusion
W9
Understand various writing text types and their organizational structures

Identify and understand the writing task
Identify and understand the writing purpose
Determine and address the audience appropriately
Understand and utilize appropriate style
Analyze literary or informational texts

Assess soundness of reasoning and relevance of evidence
Utilize evidence to support analysis/research
Recognize and understand organizational structures
SL1
Prepare for discussion by reading and researching topic

Make reference to the evidence discovered during reading and researching
During group discussions come to consensus, make decisions, set goals and define individual roles Pose questions
designed to move the discussion forward
Include everyone in the discussion and build on their ideas as well as challenging them
Consider & respond to diverse perspectives
Justify your views and make new connections if necessary when presented with new evidence.
SL2
Present information using a variety of media or formats
Integrate multiple sources of information including visual, quantitative and oral Evaluate the credibility of each
source
Evaluate the accuracy of each source
SL5
SL6
Know and use a variety of digital media formats (i.e.; textual, graphical, audio, visual, and interactive elements)
Strategically use digital media to emphasize key points, or findings
Understand the effect of each element on your audience
Use media to convey your reasoning and evidence used to support your point of view.
Identify audience
Identify context or situation
Adapt speech delivery to audience and purpose
Understand concepts of parallelism ( i.e.; repeated grammatical patterns, types of phrases, and types of clauses)
Understand the differences between a phrase and a clause
Identify and use various types of phrases Identify and use various types of clauses Know various sentence variety
patterns
Understand how sentence variety (use of clauses and phrases) affects meaning and interest
L1
L2
Understand and correctly use English conventions
Use context clues to derive word meaning

Use Greek and Latin affixes and roots to derive word meaning
Trace the etymology of words
Verify word meaning
Know spelling conventions of standard English

L4
English 10th Grade

Unit 3
L6
Identify, understand, and use general academic terms

Identify, understand, and use domain-specific terms
Independently build vocabulary

After viewing and reading several fiction and non-fiction texts that share a common theme, choose an
author you feel is most effective in their treatment of the theme.
Write a review that states you claim. Support your choice with examples from the texts you have
studied.
What political, economic, or social commentary may be underlying in the overall message of this
authors work?
Write an essay discussing how an author responded to certain social, economic, political, or cultural
factors. Be sure to provide specific evidence from the text that connect to these possible outside
influences.
Suggested Texts:
There Will Come Soft Rains/ Meeting at Night/ The Sound of Night
Sonnet 18/Sonnet XXX/ Of Fatal Interview
Lord Randall/Balada/ Midwinter Blues
The Pit and the Pendulum/ The Lake
Birches and Mending Wall
Only Daughter and from Caramelo
From Farewell to Manzanar
Eulogy for Dr. Martin Luther King, Jr.
Marriage is a Private Affair
778-785
810-815
816-823
856, 874
886, 890
900, 906
952 1010
980 1220
984 830
English 10th Grade

Unit 4
Unit 4 - WORLD CLASSICS

Unit Overview
In this unit, students will read from multiple genres and identify literary elements that
are common throughout the selections. They will develop strategies for reading
different types of texts, and be able to adjust their own writing to suit the format that is
most effective for conveying their message. They will make informed style choices that
combine elements from mentor authors.

READING
INFORMATIONAL
RI1- Cite strong and
from the text.
RI3 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
RI5 Analyze in detail
how an authors ideas or
claims are developed and
refined by particular
sentences, paragraphs, or
larger portions of a text
RI6 Determine an
purpose.
RI8 Delineate and
reasoning.
READING
LITERATURE
RL1 Cite strong and

from the text.
RL2 Determine a
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.
RL4 Determine the
meaning and tone.
RL5 Analyze how an
authors choices
concerning how to
events within and
manipulate time create
RL10 By the end of
grade 9, read and
and poems, in the grades
9-10 text complexity band
proficiently, with
scaffolding as needed at
the high end of the range.
WRITING
W1 Write arguments to
support claims in an
analysis of substantive
topics or texts, using valid
reasoning and relevant and
sufficient evidence.
W2 Write
W4 Produce clear and
coherent writing in which
the development,
W9 Draw evidence from
literary or informational
texts to support analysis,
SPEAKING and
LISTENING
LANGUAGE
SL1 Initiate and

discussions (one on one, in
others ideas and
clearly and persuasively.
SL2 Integrate multiple
presented in diverse media
or formats evaluating the
credibility and accuracy of
each source.
SL3 Evaluate a
speakers point of view,
reasoning, and use of
evidence and rhetoric,
identifying any fallacious
reasoning or exaggerated
or distorted evidence.
SL4 Present information,
findings, and supporting
evidence clearly, concisely,
and logically such that
listeners can follow the line
of reasoning and the
audience, and task.
SL5 Make strategic use
of digital media in
presentations to enhance
understanding of findings,
reasoning, and evidence to
add interest.
SL6 Adapt speech to a
command of formal
English when indicated or
appropriate.
L1 Demonstrate
command of the
English grammar and
speaking.
L2 Demonstrate
command of the
when writing.
L3 Apply knowledge of
language to understand
how language functions in
different contexts, to make
effective choices for
meaning or style, and to
comprehend more fully
when reading or listening.
L4 Determine or clarify
the meaning of unknown
and multiple-meaning
words and phrases based
on grades 9-10 reading
and content, choosing
flexibly from a range of
strategies.
L5 Demonstrate
language, word
in word meanings.
L6 Acquire and use
accurately general
knowledge when
phrase important to
comprehension or
expression.
English 10th Grade

Unit 4
How do authors from various locations treat common ideas / themes through a cultural
lens?
Why do some quests live on in history and legend?
How important is it for someone to have one or more personal quests in his or her
lifetime?
When does ambition lead to tragedy?
1. How do authors across cultures choose to structure texts, order events, and manipulate
time to revel cultural identity?
2. How does a reader identify the authors craft in a drama?
3. What elements make drama timeless in presentation and interpretation?
4. To what extent are tragic heroes responsible for what happens to them?
5. What lessons about loyalty are taught through the actions, successes, and failures of the
characters?
6. How do the elements of medieval romance, such as noble characters, larger-than-life
behavior, supernatural elements, and magical settings, ensure that these stories remain
long-lasting and popular?
st
7. Why does the idea of the dreamer remain a popular one even in the 21 century?
8. When can listening to your conscience lead you into a tragic situation?
9. How does one determine whether a conscience choice will or will not become a tragic
one?
10. How do ones tragic flaws hinder a person from making wise decisions?
11. Does the character undergo a significant change? How does this illustrate a main theme
of the work?
12. What characteristics are common in human nature? How does the author use those
characteristics to either prove or disprove an archetype?

Denotation
Connotation
Allusion
Anecdote
Imagery
Oxymoron
Simile
Appositive
Metaphor
Symbolism
Euphemism
Diction
Inference
Paraphrase
Analogy
Prefix
Suffix
Parallelism
Clause: Main,
Subordinate
English 10th Grade

Unit 4
Unit Vocabulary
Soliloquy
Blank Verse
Fate
Aside
Iambic Pentameter
Repetition
Chorus
Special Note: The vocabulary lists above are suggestions. The expectation is that teachers will identify
vocabulary in context and teach students words that help them access and make meaning of texts. See appendix
for vocabulary instruction tips.
Unit 4 - Goals
Dramatic irony and rhetorical devices

Tragic hero and tragic flaw
Archetypes and motifs
Parody and satire
Text Structure: Drama, Epic Poem
Context
Argumentation strategies
Reading strategies
Make inferences; cite evidence

Read and comprehend drama
Draw conclusions; cite textual evidence
Analyze a theater review
Analyze and evaluate style
Use a variety of phrases and clauses
Create an effective argument
Use evidence from text to support claim
I Can Statements
RI1
RI3
Examine how the author introduces and develops his main points
RI5
Identify an authors ideas and claims
Analyze how an author uses particular sentences, paragraphs, or larger portions of the text to develop his ideas and
claims
RI6
Show how the author uses his arguments to develop his point of view or purpose.
RI8
Delineate the argument and specific claims of a text.
Evaluate the argument and specific claims in terms of 1) reasoning and evidence (is it valid and sufficient?), and 2)
false statements and fallacious reasoning.
RL1
RL2
Determine a theme and explain its development throughout the text using specific details.
Objectively summarize a text.

RL4
Figure out the meaning of words and phrases as they are used in context.
English 10th Grade

Unit 4
Figure out the meaning of figurative words and phrases as they are used in the text.
Analyze the use of word choice including figurative words and words with strong connotation and its effect on
meaning and tone.
RL5
Figure out the structure of the text and the order of events.
Show how the author manipulates time.
Show how the order of events and manipulation of time create mystery, tension, or surprise.
W1
W2
Analyze a substantive topic or text

Introduce a precise claim
Provide reasons and substantive evidence to support claim
Identify and distinguish counterclaims
Develop claims and counterclaims fairly
Organize reasons and evidence in a logical manner
Analyze and address audience considerations
Determine relevance of evidence
Utilize credible sources
Utilize transitional expressions to establish relationships among claims and reasons
Understand how to maintain a formal style and objective tone
Provide an effective conclusion.
Understand and use various organizational structures

Utilize formatting, graphics, and multimedia
Introduce a topic/thesis statement and preview what is to follow Use facts, concrete details, quotations, examples to
develop the topic
Utilize various transitional expressions to establish cohesion among ideas and concepts
Understand and use precise vocabulary
Incorporate definitions of terms
Understand and use domain-specific vocabulary
Understand and use a formal style and objective tone
Provide an effective conclusion
W4
Understand various writing text types and their organizational structures

Identify and understand the writing task
Identify and understand the writing purpose
Determine and address the audience appropriately
Understand and utilize appropriate style
W9
Analyze literary or informational texts

Assess soundness of reasoning and relevance of evidence
Utilize evidence to support analysis/research
Recognize and understand organizational structures
SL1
Prepare for discussion by reading and researching topic
Make reference to the evidence discovered during reading and researching
During group discussions come to consensus, make decisions, set goals and define individual roles Pose questions
designed to move the discussion forward
Include everyone in the discussion and build on their ideas as well as challenging them
Consider & respond to diverse perspectives
Justify your views and make new connections if necessary when presented with new evidence.
SL2
Present information using a variety of media or formats

Integrate multiple sources of information including visual, quantitative and oral Evaluate the credibility of each
source
Evaluate the accuracy of each source
SL3
SL4
Identify the speakers point of view

Determine if the speaker's reasoning is sound
Know rhetorical devices (i.e.; parallelism, restatement, analogy )
Identify faulty logic, or reasoning based on misleading statements
Identify distorted or exaggerated evidence
English 10th Grade

Unit 4
Present information clearly, concisely, and logically

Present evidence in support of a thesis
Draw information from primary and secondary sources and provide a conclusion
Present a recitation
Know and use a variety of digital media formats (i.e.; textual, graphical, audio, visual, and interactive elements)
Strategically use digital media to emphasize key points, or findings
Understand the effect of each element on your audience
Use media to convey your reasoning and evidence used to support your point of view.
Identify audience
Identify context or situation
Adapt speech delivery to audience and purpose
Understand concepts of parallelism ( i.e.; repeated grammatical patterns, types of phrases, and types of clauses)
Understand the differences between a phrase and a clause
Identify and use various types of phrases Identify and use various types of clauses Know various sentence variety
patterns
Understand how sentence variety (use of clauses and phrases) affects meaning and interest
SL5
SL6
L1
L2
Understand and correctly use English conventions
Identify the context and the appropriate language choice

Identify and have knowledge of various style guidelines
Consult reference materials (style manuals) for guidelines appropriate to the discipline
Know standard English grammar, punctuation, and capitalization
Know standard format for citing reference sources in a bibliography or Works Cited page
Know spelling conventions of standard English

L3
L4
L5
Use context clues to derive word meaning

Use Greek and Latin affixes and roots to derive word meaning
Trace the etymology of words
Verify word meaning
Understand figurative language ( simile, metaphor personification, euphemism, oxymoron)
Identify, understand, and use general academic terms

Identify, understand, and use domain-specific terms
Independently build vocabulary
Understand denotation and connotations

L6

How are universal themes presented across place and time?
After viewing and reading several texts that share a common theme, both fiction and non-fiction,
make a claim about what role place and time have in the treatment of the theme. Use evidence from
the texts that support your position.
Identify a prominent feeling that a reader is intended to get when reading ________ (could be a whole
work or excerpt from a text). Explain how specific literary elements may contribute to this feeling as
well as why the author may have chosen to include these elements in his or her work.
English 10th Grade

Unit 4
The suggested texts can be utilized to provide students with contemporary examples of the
literary devices used by authors. More than one text should be provided so students have
adequate material with which to conduct a close and comprehensive examination of the ways in
which various authors use such devices to develop the narrative.
Using the SODAS strategy, students can examine issues with global implications as
discussed in the texts, uncover advantages and disadvantages of options, and propose
solutions. This can precede an argumentative task.
Using the Diction Analysis strategy, students can closely examine a text to discover an
authors specific word choices and how they affect the work as a whole.
Using the Citing Textual Evidence strategy, students can examine an excerpt of the text
that showcases the authors style.
Using the Bracket Busters strategy, students can examine several techniques of narrative
style or pieces of literature and decide which is most important to the central question.
This process of elimination will give students practice with argumentation skills and can
precede a larger argumentative task.
Using the Thanks, MAAM strategy, students can produce short, constructed responses to
text-based questions. This strategy will give students practice in making a claim and
using text evidence to support their statement. This is also good practice for answering
constructed response questions on common exams.
Suggested Texts:
Antigone
From Le Morte dArthur
From Don Quixote/ from Man of LaMancha
The Tragedy of Julius Caesar (all acts)
1066
1110
1144
1198
(Lexile) 1130
1130
Ninth Grade:
Tenth Grade:
Eleventh Grade:
Twelfth Grade:
Vertically Aligned Assignments for Research
Paraphrase the text. Use these three questions: What does it say? What does it mean? Why does it matter?
Use transitions in class writings. Keep an interactive notebook with writing notes and drafts.
Create an annotated bibliography of 3 texts read to answer an essential question.
Create note cards from texts to use for in-text citations in a short writing exercise.
Complete the Yes, MAAM activity to create short constructed responses to essential questions
Make and use note cards in an oral presentation in class.
Create a technologically enhanced visual display of your understanding of a concept or theme from your readings. Cite
references to text. Use Glogster, Wordle, or Zapd.
Make an outline of a short paper that includes an opening, thesis, elaboration, and conclusion.
Write a one-two page research paper to answer an essential question. Follow MLA format for in-text citations and works
cited.
Write a three paragraph constructed response answer to an essential question that makes clear your claim. Provide quotes
from the text to support your claim.
Relate a current event to some concept you are studying and present in 3-5 minutes to the class. Answer questions with
support from the texts.
Research a topic related to texts studied in class. Write a two-three page paper making a claim and supporting that claim
with evidence from at least 3 sources.
Work with a group to present understanding of a major concept in the reading by creating a short animated video using
Vimeo, Animoto, Teacher Tube, Closed Youtube, or other online site. Cite your sources and text references.
Graduation Project:
Identify topic and narrow research
Begin documentation for research: Keep portfolio with research notes, process logs, obtain signatures
Complete rough and final drafts of 6-8 page research paper, following MLA format with complete Works Cited page
Graduation Project:
Create a visual display of researched information
Present findings to a panel of judges. Answer extemporaneous questions.
Complete portfolio with documentation of all aspects of project and reflective writings.
Research/ Inquiry Unit: English I- IV

Common Core Standards:
READING
INFORMATIONAL
RI 1: Cite strong and
from the text, including
determining where the text
leaves matters uncertain.
RI5 : Analyze and
evaluate the effectiveness
of the structure an author
uses in his or her
exposition or argument,
including whether the
structure makes points
clear, convincing, and
engaging.
RI 8: Delineate and
reasoning.
READING
LITERATURE
RL 1: Cite strong and
from the text, including
determining where the text
leaves matters uncertain.
WRITING
W 1: Write arguments to
support claims in an analysis
of substantive topics or texts,
relevant and sufficient
evidence.
W 2: Write
texts to examine and convey
complex ideas, concepts, and
information clearly and
accurately through the
effective selection,
organization, and analysis of
content.
W 4: Produce a clear and
coherent writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
W 5: Develop and strengthen
writing as needed by
planning, revising, editing,
rewriting, or trying a new
approach, focusing on
addressing what is most
significant for a specific
purpose and audience.
W 6: Use technology,
including the Internet, to
produce, publish, and update
individual or shared writing
products in response to
ongoing feedback, including
new arguments.
W7: 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.
W8: Gather relevant
information from multiple
authoritative print and digital
sources, using advanced
searches effectively; assess
the strengths and limitations
of each source in terms of the
task, purpose, and audience;
integrate information into
the text selectively to
maintain the flow of ideas,
avoiding plagiarism and
overreliance on any one
source and following a
standard format for citation.
W9: Draw evidence from
literary or informational texts
to support analysis,
reflection, and research
SPEAKING and
LISTENING
SL 2: Integrate multiple
presented in diverse
formats and media (e.g.,
visually, quantitatively,
orally) in order to make
informed decisions and
solve problems, evaluating
the credibility and accuracy
of each source and noting
any discrepancies among
the data.
SL 3: Evaluate a speakers
point of view, reasoning,
and use of evidence and
rhetoric, assessing the
stance, premises, links
among ideas, word choice,
points of emphasis, and
tone used.
SL 4: Present information,
findings, and supporting
evidence, conveying a
clear and distinct
perspective, such that
listeners can follow the line
of reasoning, alternative or
opposing perspectives are
addressed, and the
audience, and a range of
formal and informal tasks.
SL 5: Make strategic use
of digital media (e.g.,
textual, graphical, audio,
visual, and interactive
elements) in presentations
to enhance understanding
of findings, reasoning, and
evidence and to add
interest.
SL 6: Adapt speech to a
tasks, demonstrating a
command of formal English
when indicated or
appropriate.
LANGUAGE
L1: Demonstrate
command of the
English grammar and
speaking.
L 2: Demonstrate
command of the
punctuation, and
spelling when writing.
L 3: Apply knowledge
of language to
understand how
language functions in
different contexts, to
make effective choices
for meaning or style,
and to comprehend
more fully when reading
or listening.
L6: Acquire and use
accurately general
reading, writing,
speaking, and listening
at the college and
career readiness level;
demonstrate
independence in
gathering vocabulary
knowledge when
phrase important to
comprehension or
expression.

Unit Overview
* Special Note: This unit is designed to be used in conjunction with other units in the curriculum guides. Teachers may choose which
standards and objectives should be addressed as students need instruction. Research skills should be a focus of every level of
English curriculum instruction. Tasks should be scaffolded throughout high school to culminate with the Graduation Project.
In this unit, students will narrow a topic and conduct research using various texts, including multimedia
presentations and technologically enhanced texts. Students may present their findings in various ways which
could include written forms, visual formats, and spoken word. Students will practice argumentation skills, such
as stating a claim, supporting that claim with text-based evidence, and providing warrants that strengthen the
argument.
Essential Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Why do research?
How is an argument created and supported so that it matters?
How does a researcher develop a thesis?
How do researchers find quality source material and document it properly?
How do researchers organize their ideas and information effectively?
How do researchers differentiate their ideas from the ideas of others?
How can an audience benefit from reading about a certain topic?
How can awareness of an issue prevent or decrease a problem?
What is the danger of plagiarism?
What makes a source reliable?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What are the main points of the argument? Cite specific passages to support your answer.
What is the primary purpose of this work? Cite specific passages that make the authors purpose clear.
What purpose does the use of rhetorical devices serve in this work?
What effect does the author achieve with the use of literary devices? Cite specific examples.
What inferences can you draw from this text? Support your answer with text evidence.
How does the author/speaker develop the main points of the argument?
How successful was the argument for its time, and how well does it transfer to today?
What point of view is being privileged? What POV is being dismissed or played down? Why?
What evidence does the author/speaker leave out of their argument? For what reason?
How well does the author clearly state the incident that prompted the development of this argument? If
not, why not?
Does the reasoning lack essential details and specifics? Does the author rely on generalities?
How do the words chosen by the author create the tone of the piece?
How does the author/speaker order their ideas?
How does the author/speaker transition between ideas?
How does this excerpt develop the main idea of the work?
How does the author use an appeal to make the argument more persuasive?
What assumptions does the author make about their audience? About the topic?
Does the work reflect all aspects of the issues in an equitable manner?
How is a sources credibility established?
In my own argument, is my purpose clearly stated and have I supported it well?
In my own writing, do I need to narrow or broaden my focus?
How do I refine/ narrow a topic and still include relevant information?
How do I represent differing opinions in my research?
What is the best way to evaluate resources?
Have I utilized primary sources appropriately?
Have I presented all sides of the argument effectively?
What is the difference between MLA and APA formats?
Which format is most appropriate to use with my topic?
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.

Unit Vocabulary:
Reference
Primary Source
Outline
Citation
Work Cited
Supporting Detail
Evidence
Rhetoric
Unit Goals
Document
Draft
Editing/Revision
Plagiarism
Database
Claim
Warrant
Argument format
Rhetorical modes
Fact v. opinion
MLA and APA format
Public speaking skills
Source Credibility
Primary/ Secondary Sources
Make a claim
Support the claim with textual evidence
Provide warrants to enhance argument
Determine credibility of source
Use appropriate language for task
Make considered choices in content
Evaluate sources for bias
Narrow a topic
Gather relevant information from a variety of
sources
I Can Statements
RI 1
I can make specific references to passages and events from a text to prove what the text says directly as well as the
RI 5
I can identify an authors ideas and claims
RI 8
I can delineate the argument and specific claims of a text.
I can evaluate the argument and specific claims in terms of 1) reasoning and evidence (is it valid and sufficient?), and
2) false statements and fallacious reasoning.
I can make specific references to passages and events from a text to prove what the text says directly as well as the
RL 1
RL 9
I can figure out how an author uses and transforms source material in his work.
W1
I
I
I
I
I
I
can
can
can
can
can
can
write arguments to support claims of substantive topics or texts.

use valid reasoning, relevant, and sufficient evidence.
introduce precise, knowledgeable claims.
establish the significance of claims.
distinguish my claims from opposing claims.
create an organization that logically sequences claims, counterclaims, and evidence.
W2
I can write an informative piece, which examines and conveys complex ideas and information.
I can understand and use various organizational structures.

W4
I
I
I
I
I
can
can
can
can
can
understand various writing text types and their organizational structures.

identify and understand the writing task.
identify and understand the writing purpose..
determine and address the audience appropriately
understand and utilize appropriate style.
I
I
I
I
I
I
can
can
can
can
can
can
understand and focus on purpose and audience.

develop and use planning templates.
understand and utilize revision techniques.
identify and edit text-problems.
understand and use multiple writing approaches.
receive and provide writing guidance.
I
I
I
I
I
I
can
can
can
can
can
can
understand steps of an investigation.

develop an inquiry question..
conduct research drawing on multiple sources Refocus inquiry/generate additional questions when appropriate
broaden or narrow an inquiry.
synthesize and summarize information.
cite a variety of sources.
I
I
I
I
I
I
I
can
can
can
can
can
can
can
gather print and digital information (research).

assess relevance and usefulness of information.
assess credibility and accuracy of sources.
utilize quotes.
paraphrase correctly.
cite sources correctly within my writing.
create a works cited page.
I can present information using a variety of media or formats.

I can integrate multiple sources of information including visual, quantitative and oral Evaluate the credibility of each
source.
I can evaluate the accuracy of each source
I
I
I
I
I
can
can
can
can
can
identify the speakers point of view.

determine if the speaker's reasoning is sound.
use rhetorical devices (i.e.; parallelism, restatement, analogy).
identify faulty logic, or reasoning based on misleading statements.
identify distorted or exaggerated evidence.
I
I
I
I
can
can
can
can
present information clearly, concisely, and logically.

present evidence in support of a thesis.
draw information from primary and secondary sources and provide a conclusion.
present a recitation.
I
I
I
I
can
can
can
can
use a variety of digital media formats (i.e.; textual, graphical, audio, visual, and interactive elements)
strategically use digital media to emphasize key points, or findings
understand the effect of each element on your audience
use media to convey your reasoning and evidence used to support your point of view.
I can use a variety of digital media formats (i.e.; textual, graphical, audio, visual, and interactive elements)
I can strategically use digital media to emphasize key points, or findings
I can understand the effect of each element on your audience
W5
W7
W8
SL 2
SL 3
SL 4
SL 5
SL 6
I can use media to convey your reasoning and evidence used to support your point of view.
I can understand concepts of parallelism (i.e.; repeated grammatical patterns, types of phrases, and types of clauses).
L1
I can understand the differences between a phrase and a clause.
I can identify and use various types of phrases Identify and use various types of clauses Know various sentence variety
patterns.
I can understand how sentence variety (use of clauses and phrases) affects meaning and interest.
L2
I can understand and correctly use English conventions.
I can understand and correctly use/punctuate multiple independent clauses.
I can identify and use conjunctive adverbs.
I can identify the context and the appropriate language choice.
L3
I can identify and have knowledge of various style guidelines.
I can consult reference materials (style manuals) for guidelines appropriate to the discipline.
I can use standard English grammar, punctuation, and capitalization.
I can use standard format for citing reference sources in a bibliography or Works Cited page.
L6
I can identify, understand, and use general academic terms.
I can identify, understand, and use domain-specific terms.
I can independently build vocabulary.
Unit Assessment: Sample Tasks

*For more ideas, reference the Inquiry Projects suggestions included in the Research Unit folder
After reading, viewing, or hearing (list of texts) that address basic human rights with global
viewpoints, write an essay that makes a claim in which you take a stance about global human
rights. Provide evidence from the texts to support your claim.
Identify a global issue and narrow the focus to how this issue impacts your own community.
Research possible solutions to the issue and present the most viable one in a letter to the mayor.
Make sure you include how you will implement the solution. Your argument should include your
rationale for choosing this solution.
Analyze several sources for reliability. Determine the authors credibility and the scope of their
argument. Complete a graphic organizer that ranks each source in terms of reliability.
Listen to a speaker to create an outline of their argument. Determine what pieces are missing,
what needs support, and where the speaker used rhetorical devices to influence the audience.
Research a topic, narrow the scope, and present your findings to an audience either in writing,
orally, or visually. Make sure you cite your sources and make connections among the texts and the
real world.
W2: Writing Informative/Explanatory Texts
Read an informative article about a current event drawing government action for how it is affecting
the local community, a community drawing news coverage, or the nation at large. In a brief essay
(can be tailored for length and formality), summarize why the government is choosing its
action/inaction. The writing should include at least three reasons citing specific evidence from the

article.
Using the Internet, students research a current topic of their choice. After finding AT LEAST three
relevant sources, students create a RAFTS prompt for their topic. Students can then trade
(teacher can decide if trading is by choice, by topic interest, topic difficulty, random, etc.) sources
and RAFTS and each write a response to the one given.
R1, R7, R10: Reading Closely Over Time with a Variety of Texts
Gather many texts that relate to the topic and select quotes from each one that express the best
thoughts of the author.
Complete the Citing Textual Evidence as you read a text.
Complete the SODAS activity as you consider a researched solution to a problem.
Use various sources to research a common topic while evaluating each source for reliability and
validity.
SL2-6: Presenting Information and Findings to Others and Critiquing Information Presented by Others
Using information gleaned from research in above assignments, students present findings. This can
be done many ways:
o Small group presentations to class
o Individuals present within small groups (groups can be assigned or formed by teacher
discretion)
o Individual presentations to whole class
o Presentations to community members
o Culminating activity: Senior Graduation Project Presentations
Students critique presentations by others and provide constructive feedback

*Students will need instruction on how to evaluate presentations and provide formative
feedback----suggestion: provide a rubric/checklist with specific criteria related to the
standards:
speakers effective integration of multiple sources of information in diverse
formats (SL2)
speakers point of view, tone, reason, evidence, word choice, etc. (SL3)
speakers ability to present findings clearly and coherently (SL4)
speakers strategic use of digital media to enhance findings (SL5)
speakers command of formal English (SL6)
L3,6: Language Skills and Application
These standards are covered during student presentations described above.

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Scope and Sequence

Follow the CMS curriculum guides for this grade level.

Follow the CMS curriculum guides for this grade level.

Three per unit of study or novel: R1/R10* student work from

study could be evidence of meeting these standards.

novel study could be evidence of meeting these standards.

One W1, One W2

One W1, One W2

*See Aligned Learning Experiences in appendix for suggested tasks to

*See Aligned Learning Experiences in appendix for suggested tasks to

Participate in class discussions about writers craft.

Participate in class discussions about writers craft.

One three- five minute oral presentation in class related to

One five- seven minute oral presentation in class related to

English 10th Grade

Common Core Standards

RI.9-10.1 Cite strong and

RL.9-10.1 Cite strong and

RL.9-10.3 Analyze how

RI.9-10.3 Analyze how

RL.9-10.4 Determine the

SL.9-10.1 Initiate and

others ideas and

W.9-10.2b Develop the

English Curriculum Support Documents 2013-2014

grades 9-10 topics, texts,

9-10 reading and content,

English 10th Grade

grade 10, read and

W.9-10.5 Develop and

W.9-10.9b Apply grades

Unit Essential Questions

English Curriculum Support Documents 2013-2014

choosing flexibly from a

English 10th Grade

Lesson Essential Questions

How do authors elicit readers interest in a story?

Discipline Specific Vocabulary

English 10th Grade

What do students need to be able to DO?

Determine authors purpose

Literary devices: foreshadowing, irony,

Identify narrative techniques and their impact on a

Claim and evidence

Cite evidence to make inferences

Tone and mood

Determine effect of authors choices

Greek and Latin roots

Make meaning of unfamiliar words and phrases using

Make connections to global issues and ideals

Make a claim and provide evidence to support it

Write clearly and precisely to a specific audience

English Curriculum Support Documents 2013-2014

English 10th Grade

Unit 1- Assessment Options:

W2- Literacy Common Core Power Standard: Writing Informative Texts

English 10th Grade

Kurt Vonnegut, Jr.

The Possibility of Evil

The Teacher Who Changed My Life

The Marriage Proposal

By the Waters of Babylon

Stephen Vincent Benet

The Will Come Soft Rains