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Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

▪ 80% of our students will graduate from high school college or career ready

▪ 90% of students will graduate on time

▪ 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRS) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

How to Use the Literacy Curriculum Maps

Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

| The TNCore Literacy Standards |

|The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): |Teachers can access the TNCore standards, which are featured throughout this curriculum map and |

| |represent college and career ready student learning at each respective grade level. |

|Shift 1: Regular Practice with Complex Text and its Academic Language |

|Student Achievement Partners Text Complexity Collection: |Teachers can learn more about how to select complex texts (using quantitative, qualitative, and |

| |reader/task measures) using the resources in this collection. |

|Student Achievement Partners Academic Work Finder: |Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 |

| |academic vocabulary contained within the text. |

|Links to Support Vocabulary Instruction & Development | |

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| | |

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|Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text |

|Student Achievement Partners Text-Dependent Questions Resources: |Teachers can use the resources in this set of resources to craft their own text-dependent questions |

| |based on their qualitative and reader/task measures text complexity analysis. |

|Shift 3: Building Knowledge through Content-Rich Non-fiction |

|Student Achievement Partners Text Set Projects Sequenced: |Teachers can use this resource to learn about how to sequence texts into “expert packs” to build |

| |student knowledge of the world. |

Using the Curriculum Maps

• Begin by examining the text(s) selected for each quarter. Read the selections becoming familiar with both the text(s) and the “big idea.”

• Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.

• Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.

• Plan your weekly and daily objectives, using the evidence statements to help.

• Study the suggested writing prompts/performance tasks and match them to your objectives.

• Plan the questions you will ask each day using the Fisher/ Frye Pyramid. Be sure that the questions you ask will lead students to success on your selected performance assessments.

• Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.

• Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for teacher-led small group instruction and literacy stations.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Quarter 1 At-a-Glance

Adhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. During Quarter 1, students will learn from three modules and a culminating mini-research project. Week 2 through Week 8 comprises two units and two writing workshops on the topic of Age Differences. Please review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 1.

|English II, Quarter 1 |

| |Texts |Recommendations |

|Week 1 |The Looking Glass |Instruction will routinely focus on close reading, annotation, modes of writing, critical thinking, Accountable Talk, and POW+TIDE. Use |

| |How Reading Transforms Us |the starter texts on the left to model your expectations for students. |

|Week 2 |John Vidal, “The Sumatran Rainforest Will Mostly Disappear |At the beginning of week 2, distribute “The Sumatran Rainforest....” text, with prompt (these texts have been provided to your school). |

| |Within 20 Years” |Ask each class to read the text and respond to the prompt. This is your first data point to score what your students know and are able |

|And | |to do. This will be helpful as you plan for the Instructional Design (GRRM). |

| | |For the remainder of week two and three, plan for students to read both texts. Follow the recommendations in the Curriculum Map. The |

|Week 3 |Ian Sample, “Amazon’s Doomed Species Set to Pay |topic is environmental issues, and the central idea is the negative consequences resulting from the loss of forests. |

| |Deforestation’s ‘Extinction Price’” | |

|Week 4 |Writing Workshop |Task: After reading the two texts about deforestation, students will write an essay that argues which of these two texts more |

| | |effectively describes the consequences of deforestation, based on the reasoning and evidence in the texts, including an explanation of |

| | |the specific claims of both texts and citing strong and thorough evidence from both texts to support their argument. Follow the |

| | |conventions of standard written English. [RI.2] [R.I.6] |

|Week 5 |“Early Autumn” by Langston Hughes and |Close Read for Analysis of Text |

| |“The Threads of Time” by C. Cherryh | |

|Week 6 |A Visit to Grandmother ” |Connecting Literature to Informational Text – The Great Migration |

|Week 7 |A Problem |Connecting to the Module 3 topic |

|Week 8 |Writing Workshop |Task: After reading the texts for this unit, select two and write an argumentative essay that compares and contrasts the authors’ use of|

| | |methods of characterization. Analyze the author’s choices regarding how the characters are introduced and developed, and how this impacts|

| | |the way the reader is able to connect to the character, the character’s background, and the overall meaning of the text. Be sure to cite |

| | |evidence from both stories to support your argument. Follow the conventions of standard written English. [R.L.3] |

|Week 9 |Mini-Research Project |The Great Migration |

|Quarter 1 |

| |

|Performance Task: After reading, “The Looking Glass” by Anton Chekhov, write an essay in which you analyze how Nellie’s character develops over the course of the text. Consider Nellie’s interactions with the dream |

|sequence, the characters within the dream sequence, and her thoughts before and after, and analyze how the author’s choices concerning the sequence of events and the presentation of Nellie’s character, work to develop |

|the theme. Cite textual evidence to support your claims. [RL.3][RL.5] |

| |TN DOE Standards |Evidence Statements |Content |

| | | | |

| |RL/RI.9-10.2: Determine a theme or central ideas of a |Provides strong and thorough textual evidence to support |Text: “How Reading Transforms Us”, Keith Oatley |

|Building Knowledge through |text and analyze its development over the course of the |analysis of what the text says explicitly and/or |Text: “The Looking Glass” Chekhov |

|Content-rich Nonfiction |text, including how it emerges and is shaped and refined |inferences drawn from the text. RL.1 | |

| |by specific details; provide an objective summary of the | |Anticipation: |

|and |text. |Provides a statement of a theme or central idea of a text.|Ask students to share their own reading experiences. Guide students to |

| | |RL.2 |examine the ways in which reading has influenced or changed their outlook |

|Reading Complex Texts |RL: 9-10.3: Analyze how complex characters develop of the| |on various life situations. |

| |course of a text, interact with other characters, and |Provides an analysis of how a theme or central idea | |

| |advance the plot or develop the theme. |emerges and is shaped and refined by specific details over|Read: |

| | |the course of the text. RL.2 |Read the informational text by Keith Oatley. As you read ask students to |

| | | |note the main idea and supporting details. Ask students to write an |

| |RL.9-10.5: Analyze how an author's choices concerning how|Provides an objective summary of a text. RL.2 |objective summary. |

| |to structure a text, order events with it and manipulate | | |

| |time create such effects as mystery, tension, or |Provides an analysis of how complex characters (those with|Read: |

| |surprise. |multiple or conflicting motivations) develop over the |Read the short story by Chekhov. |

| | |course of a text. RL.3 | |

| |RL.9-10.6: Analyze a particular point of view or cultural| |Overview (I do, Mini Lesson): in introducing students to complex |

| |experience. |Provides an analysis of how complex characters (those with|literature, review the following terms: |

| | |multiple or conflicting motivations) interact with other |Setting (Including how setting creates tone) |

| | |characters over the course of the text. RL.3 |Symbolism and Motif |

| |RL. 9-10.1: Cite strong and thorough textual evidence to | |Theme |

| |support analysis of what the text says explicitly as well|Provides an analysis of how complex characters (those with|Figurative Language (Metaphor, Simile, Personification/Pathetic Fallacy, |

| |as inferences drawn from the text. |multiple or conflicting motivations) advance the plot over|Assonance, Alliteration, Repetition, Paradox, etc.) |

| | |the course of the text. RL.3 |Irony |

| | | |Characterization (direct and indirect, static and dynamic characters) |

| | |Provides an analysis of how an author’s choices concerning|Plot (Exposition, Turning Points, Rising Action, Climax, Falling Action, |

| | |how to structure a text, order events within it (e.g., |Resolution) |

| | |parallel plots), and manipulate time (e.g., pacing, | |

| | |flashbacks) create such effects as mystery, tension, or |(We do, They do) Explore these in relation to the short story. After |

| | |surprise. RL.5 |reviewing these terms, teachers might choose to “jig saw” this activity for|

| | | |student groups. Each group would be responsible for analyzing the story |

| | |Provides an analysis of a particular point of view or |according to one of these concepts (using chart paper) and then would |

| | |cultural experience reflected in a work of literature from|present or teach their findings to the group. |

| | |outside the United States. RL.6 | |

| | | |Text Dependent Questions: |

| | | |Describe Nellie’s physical appearance. (Key details) |

| | | |What does the grey sea that “now and then” flares “crimson” represent? |

| | | |(Inferences/Author’s Purpose/Opinions, Arguments, and Intertextual |

| | | |Connections) |

| | | |Why is the mention of death and disease significant? What might it suggest |

| | | |about dreams versus reality? About 19th century marriage? |

| | | |(Inferences/Author’s Purpose/Opinions, Arguments, and Intertextual |

| | | |Connections) |

| | | |What kind of wife is the woman that Nellie dreams about? How do you know? |

| | | |(Key Details/Inferences) |

| | | |What is ironic about the doctor’s condition? Why is this important? |

| | | |(Inferences/Author’s Purpose/Opinions, Arguments, and Intertextual |

| | | |Connections) |

| | | |How does the possibility of the husband’s death play into the dream |

| | | |sequence? What does this suggest about the role of the husband in a |

| | | |marriage? (Vocab and Text Structure/Author’s Purpose/Opinions, Arguments, |

| | | |and Intertextual Connections) |

| | | |At the end of the story, there are two looking glasses. One on the floor |

| | | |and one on the table. Why might this be significant to the overall theme of|

| | | |the story? (Inferences/Author’s Purpose/Opinions, Arguments, and |

| | | |Intertextual Connections) |

| | | |When Nellie looks into the glass, she sees “no grey background” only her |

| | | |“pale, tear-stained face”. What does this suggest about her character now |

| | | |compared to the beginning of the story? Why is this significant? (Vocab and|

| | | |Text Structure/Author’s Purpose/Opinions, Arguments, and Intertextual |

| | | |Connections) |

|Regular Practice with |CCR Language – Vocabulary |Tier 3 Vocabulary |Tier 2 Vocabulary |

|Complex Text and Its | | | |

|Academic Language |L.10.4 Determine the meaning of words and phrases as they|Plot |Vista |

| |are used in the text, including figurative and |Symbol |Undulating |

| |connotative meanings; analyze the impact of specific word|Characterization |Crimson |

| |choices on meaning and tone, including words with |Protagonist |Implore |

| |multiple meanings or language that is particularly fresh,|Antagonist |Haste |

| |engaging, or beautiful. (Include Shakespeare as well as |Summary |Egoism |

| |other authors.) |Tragedy |Tact |

| | |Participle | |

| |CCR Language |Gerund | |

| |L.10.1.A: Apply the understanding that usage is a matter |Anticipate | |

| |of convention, can change over time, and is sometimes |Background | |

| |contested. |Bias | |

| | |Distortion | |

| |L.10.2: Demonstrate command of the conventions of |Individual | |

| |standard English capitalization, punctuation, and |Insight | |

| |spelling when writing. |Interpretation | |

| | |Manipulate | |

| |L.10.3: Apply knowledge of language to understand how |perspective | |

| |language functions in different contexts, to make | | |

| |effective choices for meaning or style, and to comprehend|Demonstrates the ability to determine the meaning of words| |

| |more fully when reading or listening. |and phrases as they are used in a text (e.g., figurative, | |

| | |connotative) and/or provides an analysis of the impact of | |

| | |specific word choice on meaning and/or tone. L.4 | |

| | | | |

| | |Demonstrates the ability to determine the meaning of words| |

| | |and phrases as they are used in a text (e.g., figurative, | |

| | |connotative, technical) and/or provides an analysis of the| |

| | |impact of specific word choice on meaning and/or tone. | |

| | |L.4 | |

| | | | |

| | |Provides a statement demonstrating accurate meaning and | |

| | |use of grade-appropriate general academic words and | |

| | |phrases. L.6 | |

|Writing to Texts |CCR Writing |CCR Writing |Writing Fundamentals |

| | | | |

| |W.9-10. 2 Write informative/explanatory texts to examine |Written Expression Evidence Statements |Cite strong and thorough textual evidence |

| |and convey complex ideas, concepts and information | |Select and integrate quotations, details, and examples |

| |clearly and accurately through the effective selection, |Development of Ideas: |Use appropriate organizational pattern |

| |organization and analysis of content. |The student response addresses the prompt and provides |Write strong thesis statements |

| |Introduce a topic; organize complex ideas, concepts and |effective and comprehensive development of the claim, |Plan, draft, revise, edit, and rewrite |

| |information to make important connections and |topic and/or narrative elements by using clear and |Use appropriate style and tone for purpose |

| |distinctions; include formatting (e.g., headings), |convincing reasoning, details, text-based evidence, and/or| |

| |graphics (e.g., figures, tables) and multimedia when |description; the development is consistently appropriate |Routine Writing: |

| |useful to aiding comprehension. |to the task, purpose, and audience. |Write an objective summary of Oatley’s article. |

| |Develop the topic with well-chosen, relevant and | | |

| |sufficient facts, extended definitions, concrete details,|Organization: |Routine Writing: |

| |quotations, or other information and examples appropriate|The student response demonstrates purposeful coherence, |Draw and label a plot diagram for Chekhov’s story. Describe how each plot |

| |to the audience’s knowledge of the topic. |clarity, and cohesion5 and includes a strong introduction,|event works to further develop Nellie’s character. [R.L.3] [R.L.6] |

| |Use appropriate and varied transitions to link the major |conclusion, and a logical, well-executed progression of | |

| |sections of the text, create cohesion and clarify the |ideas, making it easy to follow the writer’s progression |Analysis Writing: |

| |relationships among complex ideas and concepts. |of ideas. |Analyze the symbolism of the Mirror in Chekhov’s story. How does the |

| |Use precise language and domain-specific vocabulary to | |symbolism of the mirror support the author’s choice of a “dream “ sequence |

| |manage the complexity of the topic. |The student response establishes and maintains an |to reveal the conflict between fantasy and reality? Cite evidence to |

| |Establish and maintain a formal style and objective tone |effective style, while attending to the norms and |support your claim. [R.L.6] |

| |while attending to the norms and conventions of the |conventions of the discipline. | |

| |discipline in which they are writing. | |Analysis Writing: |

| |Provide a concluding statement or section that follows |The response uses precise language consistently, including|After reading, “The Looking Glass” by Anton Chekhov, write an essay in |

| |from and supports the information or explanation |descriptive words and phrases, sensory details, linking |which you analyze how Nellie’s character develops over the course of the |

| |presented (e.g., articulating implications or the |and transitional words, words to indicate tone6, and/or |text. Consider Nellie’s interactions with the dream sequence, the |

| |significance of the topic. |domain-specific vocabulary. |characters within the dream sequence, and her thoughts before and after, |

| | | |and analyze how the author’s choices concerning the sequence of events and |

| | |Knowledge of Language and Conventions: The student |the presentation of Nellie’s character, work to develop the theme. Cite |

| | |response demonstrates command of the conventions of |textual evidence to support your claims. [R.L.3][R.L.6] |

| | |standard English consistent with effectively edited | |

| | |writing. Though there may be a few minor errors in grammar| |

| | |and usage. | |

| |Speaking and Listening |Speaking and Listening |Speaking and Listening |

|Reading, Writing and | | | |

|Speaking Grounded in |SL.9-10.1. Initiate and participate effectively in a |Students will be able to effectively participate in |Accountable Talk |

|Evidence from Text, Both |range of collaborative discussions (one-on-one, in |collaborative discussions (we do, they do). |Accountable Talk is conversation that works in the classroom. This |

|Literary and Informational |groups, and teacher-led) with diverse partners on grades | |academic talk helps students to achieve at higher levels using standards |

| |9-10 topics, texts, and issues, building on others’ ideas|Students will be able to refer to textual evidence as |and targeted effort. Clear expectations will allow students the |

| |and expressing their own clearly and persuasively. |ideas are exchanged. Students will be able to question |opportunity for continual growth. “The "accountable" in Accountable |

| |Come to discussions prepared, having read and researched |posed ideas and themes when agreeing and/or disagreeing |Talk comes from its three dimensions: Accountability to the Learning |

| |material under study; explicitly draw on that preparation|with text summaries. SL. 1 |Community, Accountability to Accurate Knowledge, and Accountability to |

| |by referring to evidence from texts and other research on| |Rigorous Thinkin |

| |the topic or issue to stimulate a thoughtful, |Students will be able to evaluate a speaker’s evidence and|g.” To get started with Accountable Talk, go to: |

| |well-reasoned exchange of ideas. |reasoning. SL.1 | |

| |Work with peers to set rules for collegial discussions | | |

| |and decision-making (e.g., informal consensus, taking |Students will build speaking and listening skills through | |

| |votes on key issues, presentation of alternative views), |Accountable Talk toward peer-led Socratic Seminars. SL.3 | |

| |clear goals and deadlines, and individual roles as | | |

| |needed. | | |

| |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. | | |

| |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 source. | | |

| | | | |

| |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. | | |

| | | | |

|WEEKS 2-3 |

|Topic: Environmental Issues |

|Module 2 – Deforestation |

| |

|Text 1: “The Sumatran Rainforest Will Mostly Disappear Within 20 Years” by John Vidal (1440L) |

|Text 2: “Amazon’s Doomed Species Set to Pay Deforestation’s ‘Extinction Price’” by Ian Sample (1590L) |

|Performance Task: Read “The Sumatran Rainforest Will Mostly Disappear Within 20 Years” by John Vidal and “Amazon’s Doomed Species Set to Pay Deforestation’s ‘Extinction Debt’” by Ian Sample, two articles about |

|deforestation, then write an essay that argues which of these two texts more effectively describes the consequences of deforestation, based on the reasoning and evidence in the texts. Include an explanation of the |

|specific claims of both texts and cite strong and thorough evidence from both texts to support your argument. Follow the conventions of standard written English. [R.I.2] [R.I.6] |

| |TN DOE Standards |Evidence Statements |Literature- Reading Selections and Content |

|Building Knowledge through | | | |

|Content-rich Nonfiction |RI.10.1 Cite strong and thorough textual evidence to |Provides strong and thorough textual evidence to support analysis|Week Two |

| |support analysis of what the text says explicitly as well|of what the text says explicitly and/or inferences drawn from the| |

|and |as inferences drawn from the text, including determining |text. 10.1 |Text: “The Sumatran Rainforest Will Mostly Disappear Within 20 Years”|

| |where the text leaves matters uncertain. | |by John Vidal |

|Reading Complex Texts | |Provides a statement of central idea(s) of a text. 10.2 | |

| |RI.10.2 Determine a theme or central idea of a text and | |Teacher Actions (I do) |

| |analyze in detail its development over the course of the |Provides an analysis of the development of central idea(s) over |Connect to Prior Knowledge: Explore what students already know about |

| |text, including how it emerges and is shaped and refined |the course of the text, including how the central idea emerges |the topic. |

| |by specific details; provide an objective summary of the |and is shaped and refined by specific details. 10.2 |Model Annotation strategies |

| |text | |Model how to complete SOAPSTone and POW TIDE analyses |

| |. |Provides an objective summary of a text. 10.2 |Model the “how to” of an Analytic Summary |

| |RI. 10. 3 Analyze how the author unfolds an analysis or | | |

| |series of ideas or events, including the order in which |Provides an analysis of how the author unfolds an analysis or |Note that the analytic summary is intended to give the student the |

| |the points are made, how they are introduced and |series of ideas or events, including the order in which points |opportunity to identify the speaker’s purpose for the given speech |

| |developed, and the connections that are drawn between |are made. 10.3 |and how that purpose is conveyed through the use of rhetoric. |

| |them. | | |

| | |Provides an analysis of how the author unfolds an analysis or | |

| |RI 10. 5 Analyze in detail how an author’s ideas or |series of ideas or events, including how they are introduced and | |

| |claims are developed and refined by particular sentences,|developed. 10.3 |Student Actions (we do, they do) |

| |paragraphs, or larger portions of a text (e.g., a section|Provides an analysis of how the author unfolds an analysis or |Overview: |

| |or chapter). |series of ideas or events, including the connections that are |Students answer generic text dependent questions. Encourage students |

| | |drawn between them. 10.3 |to answer these questions for each practice text. |

| |RI 10.6 Determine an author’s point of view or purpose | | |

| |in a text and analyze how an author uses rhetoric to |Provides a detailed analysis of how an author’s ideas or claims |Model Questions: |

| |advance that point of view or purpose. |are developed and refined by particular sentences, paragraphs, or|What is the claim and what textual evidence is cited about the claim?|

| | |larger portions of a text (e.g., a section or chapter). 10.5 |(Key Details/Authors Purpose) |

| |RI 10. 7 Analyze various accounts of a subject told in | |How is the text structured to show explicit meaning (in relationship |

| |different mediums (e.g., a person’s life story in both |Provides a statement of an author’s point of view in a text. 10.6|to the claim)? (Vocabulary and Text Structure) |

| |print and multimedia), determining which details are | |What is the author’s purpose? What evidence do you have of this? |

| |emphasized in each account. |Provides a statement of an author’s purpose in a text. 10.6 |(Author’s Purpose) |

| | | |How does the author’s tone help communicate the author’s purpose? |

| |RI 10. 8 Delineate and evaluate the argument and |Provides an analysis of how the author uses rhetoric to advance |(Author’s Purpose) |

| |specific claims in a text, assessing whether the |his or her point of view or purpose. 10.6 |How are rhetorical devices (ethos, pathos, logos, repetition, irony, |

| |reasoning is valid and the evidence is relevant and | |etc.) used to present and support the claim? (Vocabulary and text |

| |sufficient; identify false statements and fallacious |Provides a delineation of the argument and specific claims in a |structure) |

| |reasoning. |text. 10.8 | |

| | | |Pre-writing/Charts |

| | |Provides an assessment of whether the reasoning in the argument |Students prepare to write by completing a “what, how, and why” |

| | |is valid. 10.8 |analysis. What is the claim? How does the author develop the claim |

| | | |(using rhetoric)? Why does the author choose to communicate the claim|

| | |Provides an assessment of whether the evidence is relevant and |in this way? |

| | |sufficient to support the claims. 10.8 | |

| | | | |

| | |Provides identification of false statements and fallacious | |

| | |reasoning. 10.8 |Week Three |

| | | | |

| | | |Text: “Amazon’s Doomed Species Set to Pay Deforestation’s |

| | | |‘Extinction Price’” by Ian Sample |

| | | | |

| | | |Teacher Actions |

| | | |Bridge: Make connections between text selections |

| | | |Model Annotation strategies |

| | | |Model how to complete SOAPSTone and POW TIDE analyses |

| | | |SModel the “how to” of an Analytic Summary |

| | | | |

| | | |Note that the analytic summary is intended to give the student the |

| | | |opportunity to identify the speaker’s purpose for the given speech |

| | | |and how that purpose is conveyed through the use of rhetoric. |

| | | | |

| | | |Student Actions (we do, they do) |

| | | |Overview: Students answer generic text dependent questions. Encourage|

| | | |students to answer these questions for each practice text. |

| | | | |

| | | |Model Questions: |

| | | |What is the claim and what textual evidence is cited about the claim?|

| | | |(Key Details/Authors Purpose) |

| | | |How is the text structured to show explicit meaning (in relationship |

| | | |to the claim)? (Vocabulary and Text Structure) |

| | | |What is the author’s purpose? What evidence do you have of this? |

| | | |(Author’s Purpose) |

| | | |How does the author’s tone help communicate the author’s purpose? |

| | | |(Author’s Purpose) |

| | | |How are rhetorical devices (ethos, pathos, logos, repetition, irony, |

| | | |etc.) used to present and support the claim? (Vocabulary and text |

| | | |structure) |

| | | | |

| | | |Pre-writing/Charts |

| | | |Students prepare to write by completing a “what, how, and why” |

| | | |analysis. What is the claim? How does the author develop the claim |

| | | |(using rhetoric)? Why does the author choose to communicate the claim|

| | | |in this way? |

| | | | |

| | | |Synthesizing Information |

| | | |Once students have analyzed each text, encourage students to discuss |

| | | |and consider which one is more effective at describing the effects of|

| | | |deforestation. Begin by exploring what makes a good argument. |

|Regular Practice with |CCR Language – Vocabulary |Tier 3 Vocabulary |Tier 2 Vocabulary |

|Complex Text and Its | | | |

|Academic Language |L.10.4 Determine the meaning of words and phrases as they|Acquire and Use Academic Vocabulary |Review of: |

| |are used in the text, including figurative and |Academic vocabulary is the language you encounter in textbooks’ |Writing skills |

| |connotative meanings; analyze the impact of specific word|and on standardized tests. Review the word list below. Some |Vocabulary |

| |choices on meaning and tone, including words with |students may need to use |Quote incorporation |

| |multiple meanings or language that is particularly fresh,|Summary |Organization |

| |engaging, or beautiful. (Include Shakespeare as well as |Participle | |

| |other authors.) |Gerund |Tier 2 Words |

| | |Anticipate | |

| |CCR Language |Background |Text 1: |

| | |Bias |Vast |

| |L.10.1.A: Apply the understanding that usage is a matter |Distortion |Dissected |

| |of convention, can change over time, and is sometimes |Individual |Distraught |

| |contested. |Insight |Fragmented |

| | |Interpretation |Corruption |

| |L.10.2: Demonstrate command of the conventions of |Manipulate |Legacy |

| |standard English capitalization, punctuation, and |Perspective | |

| |spelling when writing. |Thesis |Text 2: |

| | |Expository |Casualty |

| |L.10.3: Apply knowledge of language to understand how |Narrative |Habitat |

| |language functions in different contexts, to make |Argument |Halted |

| |effective choices for meaning or style, and to comprehend|Persuasive |Optimistic |

| |more fully when reading or listening. |Ethos |Extinction |

| | |Pathos |Vital |

| | |Logos | |

| | |Claim | |

| | |Counterclaim | |

| | | | |

| | |Demonstrates the ability to determine the meaning of words and | |

| | |phrases as they are used in a text (e.g., figurative, | |

| | |connotative) and/or provides an analysis of the impact of | |

| | |specific word choice on meaning and/or tone. L.4 | |

| | | | |

| | |Provides a statement demonstrating accurate meaning and use of | |

| | |grade-appropriate general academic words and phrases. L.6 | |

|Writing to Texts |CCR Writing |CCR Writing |Writing Fundamentals |

| | | | |

| |W.9-10. 2 Write informative/explanatory texts to examine |Written Expression Evidence Statements |Cite strong and thorough textual evidence |

| |and convey complex ideas, concepts and information | |Select and integrate quotations, details, and examples |

| |clearly and accurately through the effective selection, |Development of Ideas: |Use appropriate organizational pattern |

| |organization and analysis of content. |The student response addresses the prompt and provides effective |Write strong thesis statements |

| |a. Introduce a topic; organize complex ideas, concepts |and comprehensive development of the claim, topic and/or |Plan, draft, revise, edit, and rewrite |

| |and information to make important connections and |narrative elements4 by using clear and convincing reasoning, |Use appropriate style and tone for purpose |

| |distinctions; include formatting (e.g., headings), |details, text-based evidence, and/or description; the development| |

| |graphics (e.g., figures, tables) and multimedia when |is consistently appropriate to the task, purpose, and audience. |Argumentative Rubric |

| |useful to aiding comprehension. | |Narrative Rubric |

| |b. Develop the topic with well-chosen, relevant and | |Informational Rubric |

| |sufficient facts, extended definitions, concrete details,|Organization: | |

| |quotations, or other information and examples appropriate|The student response demonstrates purposeful coherence, clarity, |(Find the writing rubrics on the TN DOE website – see below: ) |

| |to the audience’s knowledge of the topic. |and cohesion5 and includes a strong introduction, conclusion, and| |

| |c. Use appropriate and varied transitions to link the |a logical, well-executed progression of ideas, making it easy to | |

| |major sections of the text, create cohesion and clarify |follow the writer’s progression of ideas. | |

| |the relationships among complex ideas and concepts. | |Analysis Writing: |

| |d. Use precise language and domain-specific vocabulary to|The student response establishes and maintains an effective |In “The Sumatran Rainforest” the writer develops several central |

| |manage the complexity of the topic. |style, while attending to the norms and conventions of the |ideas. Determine one central idea from the text and write an essay |

| |e. Establish and maintain a formal style and objective |discipline. The response uses precise language consistently, |that summarizes and analyzes how that central idea is developed over |

| |tone while attending to the norms and conventions of the |including descriptive words and phrases, sensory details, linking|the course of the text, including how it emerges and is shaped and |

| |discipline in which they are writing. |and transitional words, words to indicate tone6, and/or |refined by particular details. Cite strong and thorough evidence from|

| |f. Provide a concluding statement or section that follows|domain-specific vocabulary. |the text to support your analysis. Follow the conventions of standard|

| |from and supports the information or explanation | |written English. [R.I.2.] |

| |presented (e.g., articulating implications or the |Knowledge of Language and Conventions: | |

| |significance of the topic. |The student response demonstrates command of the conventions of |Analysis Writing: |

| | |standard English consistent with effectively edited writing. |In “Amazon’s Doomed Species”, the writer develops several central |

| | |Though there may be a few minor errors in grammar and usage. |ideas. Determine one central idea from the text and write an essay |

| | | |that summarizes and analyzes how that central idea is developed over |

| | | |the course of the text, including how it emerges and is shaped and |

| | | |refined by particular details. Cite strong and thorough evidence from|

| | | |the text to support your analysis. Follow the conventions of standard|

| | | |written English. [R.I.2] |

| | | | |

| | | |Routine Writing: |

| | | |Identify one rhetorical device and analyze how it helps further the |

| | | |author’s rhetorical purpose and develops the central claim. Cite |

| | | |evidence to support your claims. |

| | | |[R.I. 6] |

|Reading, Writing and |Speaking and Listening |Speaking and Listening |Speaking and Listening |

|Speaking Grounded in | | | |

|Evidence from Text, Both |SL.9-10.1. Initiate and participate effectively in a |Students will be able to effectively participate in collaborative|Using Accountable Talk ask students to discuss the author’s point of |

|Literary and Informational |range of collaborative discussions (one-on-one, in |discussions (we do, they do) Students will be able to refer to |view or purpose in a text, and analyze how an author uses rhetoric to|

| |groups, and teacher-led) with diverse partners on grades |textual evidence as ideas are exchanged. Students will be able to|advance that point of view or purpose, including which of the two |

| |9-10 topics, texts, and issues, building on others’ ideas|question posed ideas and themes when agreeing and/or disagreeing |authors is more effective. |

| |and expressing their own clearly and persuasively. |with text summaries. SL. 1 | |

| |Come to discussions prepared, having read and researched | | |

| |material under study; explicitly draw on that preparation|Students will be able to evaluate a speaker’s evidence and | |

| |by referring to evidence from texts and other research on|reasoning. SL.1 | |

| |the topic or issue to stimulate a thoughtful, | | |

| |well-reasoned exchange of ideas. |Students will build speaking and listening skills through | |

| |Work with peers to set rules for collegial discussions |Accountable Talk toward peer-led Socratic Seminars. SL.3 | |

| |and decision-making (e.g., informal consensus, taking | | |

| |votes on key issues, presentation of alternative views), | | |

| |clear goals and deadlines, and individual roles as | | |

| |needed. | | |

| |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. | | |

| |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 source. | | |

| | | | |

| |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. | | |

| |English Language Development Standard 1 |English language learners communicate for Social and |Social and Instructional language |

|W | |Instructional purposes within the school setting | |

|I | | | |

|D | | | |

|A | | | |

| |English Language Development Standard 2 |English language learners communicate information, ideas and |The language of Language Arts |

| | |concepts necessary for academic success in the content area of | |

| | |Language Arts | |

| |Standard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across instructional settings. |

| |Standards 2 address the language of the content-driven classroom and of textbooks, which typically is characterized by a more formal register and a specific way of communicating (e.g., academic|

| |vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions). |

|WEEK 4 | | | |

|Writing Workshop |CCR Writing |CCR Writing |Overview: |

| | | |The writing workshop is designed to give students adequate practice |

| |W.9-10.1 Write arguments to support claims in an analysis|Written Expression Evidence Statements |with the writing process. Students should collect their writings from|

| |of substantive topics or texts, using valid reasoning and| |weeks two and three in preparation for responding to the performance |

| |relevant and sufficient evidence. |Development of Ideas: |task. |

| |Introduce precise claim(s), distinguish the claim(s) from|The student response addresses the prompt and provides effective | |

| |alternate or opposing claims and create an organization |and comprehensive development of the claim, topic and/or |Task: |

| |that establishes clear relationships among claim(s), |narrative elements4 by using clear and convincing reasoning, |Read “The Sumatran Rainforest Will Mostly Disappear Within 20 Years” |

| |counterclaims, reasons and evidence. |details, text-based evidence, and/or description; the development|by John Vidal and “Amazon’s Doomed Species Set to Pay Deforestation’s|

| |Develop claim(s) and counter claims fairly, supplying |is consistently appropriate to the task, purpose, and audience. |‘Extinction Debt’” by Ian Sample, two articles about deforestation, |

| |evidence for each while pointing out the strengths and | |then write an essay that argues which of these two texts more |

| |limitations of both in a manner that anticipates the |Organization: |effectively describes the consequences of deforestation, based on the|

| |audience’s knowledge level and concerns. |The student response demonstrates purposeful coherence, clarity, |reasoning and evidence in the texts. Include an explanation of the |

| |Use words, phrases and clauses to link the major sections|and cohesion5 and includes a strong introduction, conclusion, and|specific claims of both texts and cite strong and thorough evidence |

| |of the text, create cohesion and clarify the |a logical, well-executed progression of ideas, making it easy to |from both texts to support your argument. Follow the conventions of |

| |relationships between claim(s) and reasons, between |follow the writer’s progression of ideas. |standard written English. [R.I.2] [R.I.6] |

| |reasons and evidence, and between claim(s) and |The student response establishes and maintains an effective | |

| |counterclaims. |style, while attending to the norms and conventions of the |Day 1: Preparing to write: spend time annotating the prompt and |

| |Establish and maintain a formal style and objective tone |discipline. The response uses precise language consistently, |rubric. Have student create a checklist for what should be included |

| |while attending to the norms and conventions of the |including descriptive words and phrases, sensory details, linking|in their essays. Review each piece and engage students with the what,|

| |discipline in which they are writing. |and transitional words, words to indicate tone6, and/or |how, and why questions. |

| |Provide a concluding statement or section that follows |domain-specific vocabulary. | |

| |from and supports the argument presented. | |Day 2: Thesis Workshop: The teacher should provide some sample |

| | |Knowledge of Language and Conventions: |introductory paragraphs to correspond to rubric scores of 2, 3, and 4|

| |W.9-10. 4 Write informative/explanatory texts to examine |The student response demonstrates command of the conventions of |and discuss with students the strengths and challenges of each one. |

| |and convey complex ideas, concepts and information |standard English consistent with effectively edited writing. |Then, using their notes from the Accountable Talk discussion in week |

| |clearly and accurately through the effective selection, |Though there may be a few minor errors in grammar and usage |2, students formulate their argument and craft an introductory |

| |organization and analysis of content. | |paragraph. Engage students (and ask students to provide feedback to |

| |Introduce a topic; organize complex ideas, concepts and | |one another) to ensure that students are able to support their claims|

| |information to make important connections and | |(verbally and in writing) with evidence from both texts. |

| |distinctions; include formatting (e.g., headings), | |Whole group review of student writing might also be included to allow|

| |graphics (e.g., figures, tables) and multimedia when | |for student modeling. |

| |useful to aiding comprehension. | | |

| |Develop the topic with well-chosen, relevant and | |Day 3: Outlining and Synthesizing: students pull their work together |

| |sufficient facts, extended definitions, concrete details,| |so that they can extract and analyze appropriate evidence in support |

| |quotations, or other information and examples appropriate| |of their claims. The teacher should model the thought process |

| |to the audience’s knowledge of the topic. | |involved in this action (using think aloud) so that students are able|

| |Use appropriate and varied transitions to link the major | |to distinguish between relevant and irrelevant information. It is |

| |sections of the text, create cohesion and clarify the | |also necessary to model (and teach) paraphrasing, quoting and citing,|

| |relationships among complex ideas and concepts. | |how to integrate quotes effectively, and how to analyze quotes in a |

| |Use precise language and domain-specific vocabulary to | |way that supports a thesis. Following this, students should begin to |

| |manage the complexity of the topic. | |organize their thoughts into a cohesive outline. |

| |Establish and maintain a formal style and objective tone | | |

| |while attending to the norms and conventions of the | |*Note: it is important to communicate to students that there is no |

| |discipline in which they are writing. | |set “required” number of paragraphs for this type of essay. Teachers |

| |f. Provide a concluding statement or section that follows| |may wish to offer students an essay structure formula that they can |

| |from and supports the information or explanation | |recreate in testing situations. For example: introductory paragraph |

| |presented (e.g., articulating implications or the | |and thesis, summary of claim in Text 1 (what, how, and why |

| |significance of the topic. | |-abbreviated analytic summary), summary of claim in Text 2 (what, |

| | | |how, and why-abbreviated analytic summary), discussion of why Text 1 |

| | | |or Text 2 is more effective at describing the consequences (with |

| | | |reference to both texts), conclusion. |

| | | | |

| | | |Day 4 and Day 5: writing the essay. Allow students adequate time to |

| | | |write the full essay. If time permits, engage students in peer review|

| | | |and discussion. |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|WEEKS 5-7 |

|Topic: Age differences |

|Module: 3 |

|“Early Autumn” by Langston Hughes (pg.229) (Exemplar) |

|“The Threads of Time” by C. Cherryh (pg. 231) (870 L) |

|“A Visit to Grandmother” by William Melvin Kelley (pg. 242) (700L) |

|“A Problem” (pg. 256) (800L) |

|Performance Task: After reading the texts for this unit, select two and write an argumentative essay that compares and contrasts the authors’ use of methods of characterization. Analyze the author’s choices regarding |

|how the characters are introduced and developed, and how this impacts the way the reader is able to connect to the character, the character’s background, and the overall meaning of the text. Be sure to cite evidence from|

|both stories to support your argument. Follow the conventions of standard written English. [R.L.3] |

|Building Knowledge through |RL.9-10.2: Determine a theme or central ideas of a text |Provides strong and thorough textual evidence to support analysis|Prentice Hall Literature – Reading Selections |

|Content-rich Nonfiction |and analyze its development over the course of the text, |of what the text says explicitly and/or inferences drawn from the| |

| |including how it emerges and is shaped and refined by |text. RL.1 |Week 5 |

|and |specific details; provide an objective summary of the | | |

| |text. |Provides a statement of a theme or central idea of a text. RL.2 |Overview: Students will review the following elements relating to |

|Reading Complex Texts | | |story structure and character development: |

| |RL: 9-10.3: Analyze how complex characters develop of the|Provides an analysis of how a theme or central idea emerges and | |

| |course of a text, interact with other characters, and |is shaped and refined by specific details over the course of the |Theme / Central Idea |

| |advance the plot or develop the theme. |text. RL.2 |What are the themes/central ideas of the text? |

| | | |How do the themes/central ideas interact or build on each other? |

| |RL.9-10.5: Analyze how an author's choices concerning how|Provides an objective summary of a text. RL.2 | |

| |to structure a text, order events with it and manipulate | |Setting |

| |time create such effects as mystery, tension, or |Provides an analysis of how complex characters (those with |What details describe the physical setting? |

| |surprise. |multiple or conflicting motivations) develop over the course of a|What problems are caused by the setting? |

| | |text. RL.3 | |

| |RL.9-10.6: Analyze a particular point of view or cultural| |Conflict and Plot |

| |experience. |Provides an analysis of how complex characters (those with |How does the setting, order of events, and/or characters impact the |

| | |multiple or conflicting motivations) interact with other |story or drama? |

| | |characters over the course of the text. RL.3 |How do key elements interact and change over the course of the text? |

| |RL. 9-10.1: Cite strong and thorough textual evidence to | |How is the conflict established, intensified, and resolved? |

| |support analysis of what the text says explicitly as well|Provides an analysis of how complex characters (those with | |

| |as inferences drawn from the text, |multiple or conflicting motivations) advance the plot over the |Characterization |

| | |course of the text. RL.3 |How does the author develop the character through narrative |

| | | |structure? (direct and indirect characterization) |

| | |Provides an analysis of how an author’s choices concerning how to|How does the author establish character motivations? How does this |

| | |structure a text, order events within it (e.g., parallel plots), |support the development of conflict in the story? |

| | |and manipulate time (e.g., pacing, flashbacks) create such |How do the characters develop or change over the course of the text? |

| | |effects as mystery, tension, or surprise. RL.5 | |

| | | |Teacher Actions: (I do, we do) |

| | |Provides an analysis of a particular point of view or cultural |Review the annotation Model on page 229 using think aloud. |

| | |experience reflected in a work of literature from outside the |Review story elements with students |

| | |United States. RL.6 | |

| | | |Student Actions (we do, they do) |

| | | |Consider the following text dependent questions: |

| | | |What does Hughes reveal about how age difference plays itself out |

| | | |over time? (Key Details) |

| | | |How does the imagery of the leaves falling “slowly” affect the pacing|

| | | |of the story? (Vocabulary and Text Structure) |

| | | |What does the phrase “a little frown came quickly between his eyes” |

| | | |suggest about Bill? (Vocabulary and Text Structure/Inferences) |

| | | |What images does the setting of early autumn suggest? (Inferences) |

| | | |How would you describe the effect of Bill’s actions and words on |

| | | |Mary’s feelings about herself during their chance meeting? |

| | | |(Inferences) |

| | | |Given Bill’s apparent happiness, what might Mary’s reawakened |

| | | |motivation provoke in the reader? (Inferences) |

| | | |Why do you think Hughes doesn’t tell the “not very important” thing |

| | | |that came between the lovers? (Opinions, Arguments, and intertextual |

| | | |Connections) |

| | | | |

| | | |Review the independent practice task on page 231 and annotate in |

| | | |groups. |

| | | | |

| | | |Consider the following Text Dependent Questions: |

| | | |Which clues in the opening paragraph suggest when and where this |

| | | |story takes place? (Key details) |

| | | |What internal conflict does the qhal experience? (Key details) |

| | | |What information about the past/future do the flashbacks provide? |

| | | |(Key details) |

| | | |Describe the characters of Harrh and his wife. What key details |

| | | |reveal information about them? (Key details) |

| | | |What conflict exists between Harrh and the time-menders? How do we |

| | | |know? (Key details) |

| | | |How do the short, one-line paragraphs affect the pacing of the story?|

| | | |(Vocabulary and Text Structure) |

| | | |What is unusual about the way time and events are ordered in the |

| | | |story? (Vocabulary and Text Structure?) |

| | | |How do the varied lengths of paragraphs and sentences enforce the |

| | | |sense of displacement in time that the story describes? (Vocabulary |

| | | |and Text Structure) |

| | | |How has the experience of time travel changed Harrh? Why is this |

| | | |important to the development of his character? (Inferences) |

| | | |What effect does Alhir’s sudden disappearance have on the reader? |

| | | |(Athor’s purpose) |

| | | |How has the loss of memories affected Harrh? What insight into the |

| | | |relationship between memory and identity does this provide? (Author’s|

| | | |purpose) |

| | | | |

| | | |Week 6 |

| | | | |

| | | |Introduction: Prepare students for reading with an Anticipation |

| | | |Guide. You might include the following statements: Parents love all |

| | | |their children equally; Sibling rivalry is a natural accompaniment to|

| | | |having brothers and sisters; Every family has a family member who |

| | | |brings disgrace; It’s never too late to right a wrong. Students |

| | | |should respond in agreement or disagreement and explain why. Revisit |

| | | |this guide at the end of the week and use as a guide for writing. |

| | | | |

| | | |Teacher Actions: (I do, we do) |

| | | |Engage students in a discussion about conflict and how it might |

| | | |determine the success or failure of their relationship |

| | | |View the Critical Viewing piece on page 242. Predict what the |

| | | |grandmother will be like. |

| | | |Model Literary Analysis skills |

| | | | |

| | | |Student Actions (they do, you do) |

| | | |Give examples of indirect characterization using a chart like the one|

| | | |on pg. 253. |

| | | |Address details regarding Theme, Setting, Plot and Conflict, and |

| | | |Characterization (see week 5). |

| | | |Answer Text Dependent Questions |

| | | |What can you infer about Chig’s father’s uneasiness from the way he |

| | | |describes his mother? (Inferences) |

| | | |How is GL described? What does this suggest about him? (Key |

| | | |details/Inferences) |

| | | |What feelings does the grandmother have upon seeing her son? Which |

| | | |details support this? (Key details/Inferences) |

| | | |What does the conversation between Chig and his grandmother on page |

| | | |245 reveal about her character? What character traits does she |

| | | |possess? (Inferences/Author’s Purpose) |

| | | |What does the story about GL on page 248 indirectly reveal about his |

| | | |character? Why do you think emphasis is placed on his “meager |

| | | |strength” (250) (Inferences/Vocabulary and text Structure) |

| | | |What evidence from the story supports the idea that living in the |

| | | |North has made Charles different from family members who stayed in |

| | | |the South? (Key Details) |

| | | |Look at the details on page 251. What new information helps develop |

| | | |Charles’ character? (Key Details) Why is it significant that the |

| | | |horse was “gained by fraud”? (Vocabulary and Text Structure) |

| | | |What reason does Charles give for leaving home? (Key Details) |

| | | |In what way does Charles’ reaction to the story about GL contrast to |

| | | |the way his mother feels about the story? Why do you think Charles is|

| | | |so deeply affected by the story? (Inferences) |

| | | |By confronting his mother about his feelings, has Chig’s father made |

| | | |progress in repairing his relationship with his family? What does |

| | | |this suggest about conflict in relationships? (Author’s Purpose) |

| | | |Having read the whole story, what might be some additional reasons |

| | | |why Charles left home? (Opinions and Arguments) |

| | | | |

| | | |Week 7 |

| | | | |

| | | |Overview: Guide students in thinking about the big question: can |

| | | |progress be made without conflict? Draw connections with the previous|

| | | |readings. Reintroduce students to the author; recall details from the|

| | | |text read in week 1. Prepare students with an Anticipation Guide. You|

| | | |might include the following statements: Adults are responsible for |

| | | |taking care of young people; One should not have to bear |

| | | |responsibility for all one’s actions; All actions have consequences; |

| | | |If you “spare the rod” you “spoil the child.” Engage students in |

| | | |discussion of these concepts. Revisit this guide at the end of the |

| | | |week and use these discussion notes for a writing assignment. |

| | | | |

| | | |Teacher Actions (I do, We do) |

| | | |Review concepts of “debt” and how debt features in society |

| | | |Based on the painting page 256, what do you expect the mood of the |

| | | |story will be? |

| | | |Model for students how to complete a literary analysis. |

| | | | |

| | | |Student Actions (they do, you do) |

| | | |Give examples of indirect characterization using a chart like the one|

| | | |on pg. 253. |

| | | |Address details regarding Theme, Setting, Plot and Conflict, and |

| | | |Characterization (see week 5). |

| | | |Answer Text Dependent Questions: |

| | | |Why does Markowitch want to help Sasha? (General understanding) |

| | | |Contrast the Colonel’s position with Ivan Markowitch’s. What does |

| | | |this contrast indirectly reveal about the two? (Key Details) |

| | | |In what way does Sasha’s character develop by the end of the story? |

| | | |(Key Details) |

| | | |What does the description of the Colonel’s |

| | | |Intelligence as “lofty” (page 258) suggest about his character? |

| | | |(Vocab and Text Structure) |

| | | |At what point in the story do the readers suddenly become aware of |

| | | |the conflict between Sasha and the Colonel? (Vocabulary and Text |

| | | |Structure) |

| | | |Why do you think the Wife, her sister and the |

| | | |governess all have to keep up a “pretense” of “knowing nothing”? |

| | | |(Inferences) |

| | | |Based on Ivan’s response on page 262, and your own knowledge of |

| | | |families, make an inference about the uncles’ feelings for Sasha’s |

| | | |mother. (Inferences) |

| | | |What can we infer about Sasha based on his thoughts on pages 259-260?|

| | | |How does this compare to your own opinions about him? |

| | | |(Inferences/Opinions, Arguments, and Intertextual Connections) |

| | | |Do you think Ivan made progress with the other uncles in his fight |

| | | |for Sasha? Why or why not? (Inferences/Opinions, Arguments, and |

| | | |Intertextual Connections) |

| | | |Did Sasha learn his lesson? Explain why you think this. |

| | | |(Inferences/Opinions, Arguments, and Intertextual Connections) |

|Regular Practice with |CCR Language – Vocabulary |Tier 3 Academic Vocabulary |CCR Language – Tier 2 Vocabulary |

|Complex Text and Its | | | |

|Academic Language |L.10.4 Determine the meaning of words and phrases as they|Acquire and Use Academic Vocabulary |Week 5 |

| |are used in the text, including figurative and |Academic vocabulary is the language you encounter in textbooks’ |Coherence |

| |connotative meanings; analyze the impact of specific word|and on standardized tests. Review the word list below. Some |Initiate |

| |choices on meaning and tone, including words with |students may need to use |Venture |

| |multiple meanings or language that is particularly fresh,|Plot |Tamper |

| |engaging, or beautiful. (Include Shakespeare as well as |Symbol |Ancestor |

| |other authors.) |Characterization |Erode |

| | |Protagonist |Contradict |

| |CCR Language |Antagonist | |

| | | |Week 6 |

| |L.10.1.A: Apply the understanding that usage is a matter |Summary |Indulgence |

| |of convention, can change over time, and is sometimes |Tragedy |Grimacing |

| |contested. |Participle |Meager |

| | |Gerund |Trace |

| |L.10.2: Demonstrate command of the conventions of |Anticipate |Fraud |

| |standard English capitalization, punctuation, and |Background |Engaging |

| |spelling when writing. |Bias | |

| | |Distortion |Week 7 |

| |L.10.3: Apply knowledge of language to understand how |Individual |Pretense |

| |language functions in different contexts, to make |Insight |Candid |

| |effective choices for meaning or style, and to comprehend|Interpretation |Lofty |

| |more fully when reading or listening. |Manipulate |Detestable |

| | |perspective |Subdued |

| | | |Edifying |

| | |Demonstrates the ability to determine the meaning of words and | |

| | |phrases as they are used in a text (e.g., figurative, | |

| | |connotative) and/or provides an analysis of the impact of | |

| | |specific word choice on meaning and/or tone. L.4 | |

| | | | |

| | |Demonstrates the ability to determine the meaning of words and | |

| | |phrases as they are used in a text (e.g., figurative, | |

| | |connotative, technical) and/or provides an analysis of the impact| |

| | |of specific word choice on meaning and/or tone. L.4 | |

| | | | |

| | |Provides a statement demonstrating accurate meaning and use of | |

| | |grade-appropriate general academic words and phrases. L.6 | |

| | | | |

| | | | |

| | | | |

| | | | |

|Writing to Texts |CCR Writing |CCR Writing |Writing Fundamentals |

| | | |Cite strong and thorough textual evidence |

| |W.9-10. 2 Write informative/explanatory texts to examine |Written Expression Evidence Statements |Select and integrate quotations, details, and examples |

| |and convey complex ideas, concepts and information | |Use appropriate organizational pattern |

| |clearly and accurately through the effective selection, |Development of Ideas: |Write strong thesis statements |

| |organization and analysis of content. |The student response addresses the prompt and provides effective |Plan, draft, revise, edit, and rewrite |

| |Introduce a topic; organize complex ideas, concepts and |and comprehensive development of the claim, topic and/or |Use appropriate style and tone for purpose |

| |information to make important connections and |narrative elements4 by using clear and convincing reasoning, | |

| |distinctions; include formatting (e.g., headings), |details, text-based evidence, and/or description; the development|Week 5 |

| |graphics (e.g., figures, tables) and multimedia when |is consistently appropriate to the task, purpose, and audience. |Routine Writing: write an objective summary [R.L.2] |

| |useful to aiding comprehension. | | |

| |Develop the topic with well-chosen, relevant and |Organization: | |

| |sufficient facts, extended definitions, concrete details,|The student response demonstrates purposeful coherence, clarity, |Week 6 |

| |quotations, or other information and examples appropriate|and cohesion5 and includes a strong introduction, conclusion, and|Routine Writing: write an objective summary. [R.L.2] |

| |to the audience’s knowledge of the topic. |a logical, well-executed progression of ideas, making it easy to |Routine Writing: write a response that outlines the ways a person can|

| |Use appropriate and varied transitions to link the major |follow the writer’s progression of ideas. |help a loved one make an important change in their lives. [W.10] |

| |sections of the text, create cohesion and clarify the | |Argument writing: select one of the statements from the anticipation |

| |relationships among complex ideas and concepts. |The student response establishes and maintains an effective |guide. Then write an essay in which you argue for or against the |

| |Use precise language and domain-specific vocabulary to |style, while attending to the norms and conventions of the |claim, citing evidence from the text to support your argument. |

| |manage the complexity of the topic. |discipline. The response uses precise language consistently, |[W.1.] |

| |Establish and maintain a formal style and objective tone |including descriptive words and phrases, sensory details, linking|Narrative Writing: choose two characters, then retell the story from |

| |while attending to the norms and conventions of the |and transitional words, words to indicate tone6, and/or |each person’s perspective. Be sure to include specific details to |

| |discipline in which they are writing. |domain-specific vocabulary. |help distinguish one perspective from another. [W.3.b] [R.L.6] |

| |f. Provide a concluding statement or section that follows| | |

| |from and supports the information or explanation |Knowledge of Language and Conventions: |Week 7 |

| |presented (e.g., articulating implications or the |The student response demonstrates command of the conventions of |Routine Writing: Write an objective summary. [R.L.2] |

| |significance of the topic. |standard English consistent with effectively edited writing. |Analysis Writing: Select two texts and compare how each author’s |

| | |Though there may be a few minor errors in grammar and usage. |choices concerning how to structure the text supports the development|

| | | |of character. Cite evidence to support your claim. [R.L.1][R.L.5] |

| | | |Argument writing: select one of the statements from the anticipation |

| | | |guide. Then write an essay in which you argue for or against the |

| | | |claim, citing evidence from the text to support your argument. [W.1] |

| | | |Narrative Writing: Select one character from one of the selections |

| | | |we’ve read. Identify that character’s main character trait (or flaw) |

| | | |and use that as a model for a protagonist for your own short story. |

| | | |Write a description of your character and the primary conflict |

| | | |associated with that character. [W.3.b] [R.L.3] |

|Reading, Writing and |Speaking and Listening |Speaking and Listening |Speaking and Listening |

|Speaking Grounded in | | | |

|Evidence from Text, Both |SL.9-10.1. Initiate and participate effectively in a |Students will be able to effectively participate in collaborative|Before a teacher begins a Speaking and Listening component, the |

|Literary and Informational |range of collaborative discussions (one-on-one, in |discussions (we do, they do) Students will be able to refer to |teacher should adhere to classroom routines and responsibilities. |

| |groups, and teacher-led) with diverse partners on grades |textual evidence as ideas are exchanged. Students will be able to|Students need to know their roles and responsibilities; likewise for |

| |9-10 topics, texts, and issues, building on others’ ideas|question posed ideas and themes when agreeing and/or disagreeing |groups (what is the expectation for Group roles and responsibilities.|

| |and expressing their own clearly and persuasively. |with text summaries. SL. 1 | |

| |Come to discussions prepared, having read and researched | | |

| |material under study; explicitly draw on that preparation| |For example: |

| |by referring to evidence from texts and other research on| |Discuss why people have difficulty changing old habits. |

| |the topic or issue to stimulate a thoughtful, | |Discuss new habits of mind – classroom expectations for the GRRM |

| |well-reasoned exchange of ideas. |Students will be able to evaluate a speaker’s evidence and |Instructional Design |

| |Work with peers to set rules for collegial discussions |reasoning. SL.1 |Discussion of Anticipation Guide Statements |

| |and decision-making (e.g., informal consensus, taking | |Accountable Talk (the teacher may want to use Accountable Talk |

| |votes on key issues, presentation of alternative views), |Students will build speaking and listening skills through |“stems” to help direct students to the routine of forming and asking |

| |clear goals and deadlines, and individual roles as |Accountable Talk toward peer-led Socratic Seminars. SL.3 |appropriate questions or giving appropriate answers. |

| |needed. | | |

| |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. | | |

| |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 source. | | |

| | | | |

| |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. | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|WEEK 8 | | | |

|Writing Workshop |CCR Writing |CCR Writing |Writing Fundamentals |

| | | |Cite strong and thorough textual evidence |

| |W.9-10.1 Write arguments to support claims in an analysis|Written Expression Evidence Statements |Select and integrate quotations, details, and examples |

| |of substantive topics or texts, using valid reasoning and| |Use appropriate organizational pattern |

| |relevant and sufficient evidence. |Development of Ideas: |Write strong thesis statements |

| |Introduce precise claim(s), distinguish the claim(s) from|The student response addresses the prompt and provides effective |Plan, draft, revise, edit, and rewrite |

| |alternate or opposing claims and create an organization |and comprehensive development of the claim, topic and/or |Use appropriate style and tone for purpose |

| |that establishes clear relationships among claim(s), |narrative elements4 by using clear and convincing reasoning, | |

| |counterclaims, reasons and evidence. |details, text-based evidence, and/or description; the development|Skills Focus: |

| |Develop claim(s) and counter claims fairly, supplying |is consistently appropriate to the task, purpose, and audience. |Metacognition (thinking about how you think), peer review, |

| |evidence for each while pointing out the strengths and | |teacher/student conferences, and revising content and structure of |

| |limitations of both in a manner that anticipates the |Organization: |essay. |

| |audience’s knowledge level and concerns. |The student response demonstrates purposeful coherence, clarity, | |

| |Use words, phrases and clauses to link the major sections|and cohesion5 and includes a strong introduction, conclusion, and|Responding to the Performance Task: |

| |of the text, create cohesion and clarify the |a logical, well-executed progression of ideas, making it easy to |After reading the texts for this unit, select two and write an |

| |relationships between claim(s) and reasons, between |follow the writer’s progression of ideas. |argumentative essay that compares and contrasts the authors’ use of |

| |reasons and evidence, and between claim(s) and | |methods of characterization. Analyze the author’s choices regarding |

| |counterclaims. |The student response establishes and maintains an effective |how the characters are introduced and developed, and how this impacts|

| |Establish and maintain a formal style and objective tone |style, while attending to the norms and conventions of the |the way the reader is able to connect to the character, the |

| |while attending to the norms and conventions of the |discipline. The response uses precise language consistently, |character’s background, and the overall meaning of the text. Be sure |

| |discipline in which they are writing. |including descriptive words and phrases, sensory details, linking|to cite evidence from both stories to support your argument. Follow |

| |Provide a concluding statement or section that follows |and transitional words, words to indicate tone6, and/or |the conventions of standard written English. [RL.3] |

| |from and supports the argument presented. |domain-specific vocabulary. | |

| | | | |

| |W.9-10. 4 Write informative/explanatory texts to examine |Knowledge of Language and Conventions: | |

| |and convey complex ideas, concepts and information |The student response demonstrates command of the conventions of | |

| |clearly and accurately through the effective selection, |standard English consistent with effectively edited writing. | |

| |organization and analysis of content. |Though there may be a few minor errors in grammar and usage | |

| |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. | | |

| |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. | | |

| |Use appropriate and varied transitions to link the major | | |

| |sections of the text, create cohesion and clarify the | | |

| |relationships among complex ideas and concepts. | | |

| |Use precise language and domain-specific vocabulary to | | |

| |manage the complexity of the topic. | | |

| |Establish and maintain a formal style and objective tone | | |

| |while attending to the norms and conventions of the | | |

| |discipline in which they are writing. | | |

| |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. | | |

|WEEK 9 | | | |

|Comprehensive Assessment |Complete a mini Research Report on Great Migration from the Rural South [W.7-9] |

| | |

| |Focus topics might include: |

| |The relationship between the Great Migration and Blues Music: |

| |Chicago and the Great Migration |

| |The Great Migration and Art |

| |The Role of WWII in Migration and Immigration in America |

| | |

| |Find 3 or 4 sources of varied types (use the school library, online search engines and databases, and the TEL) |

| |Evaluate the reliability of each source |

| |Cite each source in a Works Cited page |

| | |

| |Related Readings: |

| |The African American Great Migration, Tolnay: |

| |Primary Source Readings: |

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