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Unit 1 for Grade 10: The Dead

(8/22/11 to 10/5/11 – 32 instructional Days)

|Unit Focus |Students focus on the role of death in literature, contrasting the dead as plot element with death or the threat of death as complication to propel a plot forward. Students compare and |

| |contrast the ways dealing with death and dying are experienced around the world. Evidence based writing will focus on how different people and characters react to and cope with the threat |

| |of and/or the event of death. |

|Essential Questions |What issues arise with death? |

| |How do people and characters deal with the dead? |

|Possible Unit Summative |Two-Part Essay Exam: |

|Assessment |Part 1: Read – Students independently re-read a familiar set of text excerpts from the unit. Students use before-during-after reading strategies practiced in this unit to collect and |

| |organize evidence and plan their written response to the essential questions. |

|(Integrates multiple standards |Part 2: Write – Students write well-developed evidence-based essays responding to the essential questions; they demonstrate both comprehension of the texts and writing skills acquired |

|and skills) |and/or practiced in this unit. Grading criteria are known in advance. This process takes two days. |

| | |

| |OR |

| | |

| |Students write a narrative of a real or imagined experience or event involving death. |

|Focus Standards for This Unit |Reading Standards for Literature |

| |RL.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. |

|*Note that RL.10.1 and RI.10.1 |RL.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. |

|are addressed in every unit. |RL.10.5: Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise. |

| |Reading Standards for Informational Text |

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

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

| |objective summary of the text. |

| |RI.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. |

| |Writing Standards |

| |W.10.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. |

| |Speaking and Listening Standards |

| |SL.10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grade 10 topics, texts, and issues, building on other’s ideas and expressing |

| |their own clearly and persuasively. |

| |Language Standards |

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

|Suggested Works |Informational Texts |

| |Essay |

|Each unit includes: |“Brutus’s Funeral Speech” (Phyllis Goldenberg) (Holt) |

|Close analysis of 3-5 short |Capital Punishment: The Death Penalty Debate (Ted Gottfried) |

|complex texts |Memoir |

|In-depth study of one complex |Death Be Not Proud (John Gunther) |

|extended text (anchor text for | |

|unit) |Literary Texts |

|Practice of oral reading fluency |Drama |

|through partner reading, small |Brutus’s speech to the Romans, Act III, Scene 2 of Julius Caesar (William Shakespeare) (Holt) |

|group reading, or teacher small |Our Town (Thornton Wilder) |

|group reading |The Tragedy of Julius Caesar (William Shakespeare) (Holt) (EA) |

|Ongoing in-depth comparisons of |The Tragedy of MacBeth (William Shakespeare) (Holt- Fifth Course) (E) |

|complex texts |Novels and Stories |

|Write to complex texts studied, |A Lesson Before Dying (Ernest J. Gaines) |

|including 3-5 informative, |“An Occurrence at Owl Creek Bridge” (Ambrose Pierce) |

|narrative and/or opinion pieces |As I Lay Dying (William Faulkner) (E, 11-12) |

| |“The Book of the Dead” (Edwidge Danticat) (Holt- Fifth Course) |

| |The Book Thief (Marcus Zusak) (E) |

| |Chronicle of a Death Foretold (Gabriel Garcia Marquez) |

| |“Contents of the Dead Man’s Pocket” (Jack Finney) (Holt) |

| |“The Dead” (James Joyce) |

| |The Death of Ivan Ilych (Leo Tolstoy) |

| |“The Feather Pillow” (Horacio Quiroga) (Holt-Fifth Course) |

| |“Goin Fishing” (Chris Crutcher) |

| |“The Handsomest Drowned Man in the World” (Gabriel Garcia Marquez) (Holt- Fifth Course) |

| |In the Time of the Butterflies (Julia Alvarez) (E) |

| |“Of Clay We Are Created” (Isabel Allende) |

| |“Shaving” (Leslie Norris) |

| |“Snows of Kilimanjaro” (Ernest Hemingway) (EA) |

| |The Things They Carried (Tim O’Brien) |

| |Poetry |

| |“Do Not Go Gentle Into That Good Night” (Dylan Thomas) |

| |“Holy Sonnet X” (John Donne) (EA) |

| |“Out, Out…” (Robert Frost) (EA) |

| |“To An Athlete Dying Young” (A.E. Housman) |

| |“What Do You Feel Underground?” (Gabriela Mistral) (Holt- Fifth Course) |

|Possible Key Terminology and | | | | |

|Academic Language |explicit |inference |parallel structure |summary |

| |flashback |manipulation of time |plot structure |textual evidence |

|In addition to these terms: |flash-forward |objective |subjective |theme |

|*5-10 terms per reading should |implicit | | | |

|be selected for each short | | | | |

|complex text | | | | |

|*5-10 words per week should be | | | | |

|selected for extended complex | | | | |

|text | | | | |

Copyright 2011 District of Columbia Government

Parts of this document were adapted from and are used with permission of .

|PLANNING WORKSHEET: Use the additional space in this tool to further develop the plan for instruction. |

|ELA Standard |Critical Sub-skills | Possible Teaching and Learning Tasks |

| |(Knowledge that students should understand and |*Tasks may be accomplished over multiple literacy block periods or repeated for emphasis over several periods. |

| |skills they should demonstrate) |*Some tasks address multiple standards and more than one knowledge or skill item. |

| | |*Tasks that may apply to more than one ELA standard are cited in multiple rows. |

|RL.10.1 |Distinguish strong textual evidence from weak |Given an accurate analysis statement, students identify textual evidence that supports it. Then, students rank the evidence from |

|RI.10.1 |textual evidence. |weakest to strongest, and explain the strength of the most convincing evidence. |

| |Distinguish thorough textual evidence from scanty |Given two examples of evidence-based writing, students evaluate the breadth of the evidence to identify which example has thorough |

| |textual evidence. |evidence and which has scanty evidence. Partners compare conclusions and reasoning, then the whole class clarifies. |

| |Formulate analysis statement based on textual |After examining a question about a text, students form an accurate statement analyzing the text according to what the text says, in |

| |evidence. |relation to the question. Then, students collect textual evidence to support that statement. |

| | |Differentiation: Focus on forming explicit analytic statements until the process of finding textual evidence to form such statements is|

| | |clear and familiar. Then introduce implicit analytic statements. Use the cue “I can put my finger on it” for explicit, and “I have to|

| | |put my mind on it” for implicit. |

| | | |

|RL.10.3 |Identify how a character changes over the course of |Using focused, two-column tracking notes, students reread to collect textual evidence (including page #) to show how a character is |

| |a text. |changing over the course of the text. Examples of foci: evidence of feelings, specific words spoken, decisive actions, physical |

| |Cite and interpret specific examples of how two |appearance… |

| |characters interact with each other. |After rereading a designated passage, students cite or paraphrase an interaction between two characters; students go on to explain what|

| |Trace how a character’s thoughts, words and actions |new information is learned from this interaction, and how this contributes to plot development. |

| |propel the plot forward. |Differentiation: Students sketch simple graphics to track which category of note they are taking: for example, a hand = character |

| | |actions, a light bulb =character’s thinking, a heart = character’s feelings, etc. |

|RL.10.5 |Clarify sequence of events, then ascribe author’s |During initial reading, students note key events in the order in which they occur, including page number, in left-hand column. While |

| |intentions and describe reader’s reactions. |rereading, students speculate on author’s intentions (i.e. why is it sequenced like this?) in center column. While rereading, they |

| |Clarify sequence of events and how they created |describe reader’s reactions to the different events, in the right-hand column. Finally, partners compare notes, discuss, and prepare |

| |surprise in the reader. |statements or questions for whole class clarification. |

| | |Sample prompt: While reading “The Handsomest Drowned Man in the World,” stop and jot whenever you are surprised by a turn of events: |

| | |record the exact language, page #, and how or why you are surprised. During and after reading, clarify events. Finally, retrace how |

| | |Gabriel Garcia Marquez’s sequencing decisions surprised readers. |

| | |Differentiation: Provide text cues, such as page and paragraph numbers, to direct students to key events to record and analyze. |

|RI.10.2 |Trace how a central idea develops over the course of|Identify a central idea, and summarize at the top of the page. Then, reread selected text and/or excerpts to locate when that idea or |

| |the text. |position first became evident; record the page #, paragraph # and cite exact language. Then, restate what this language reveals about |

| |Make connections among supporting ideas and a |the central idea. Repeat to collect 3-5 examples, thus tracing how this central idea developed over the course of the book. |

| |central idea. |Small groups chart a central idea; then identify and record ideas which support the big idea. Students draw lines between the |

| |Contrast an objective summary with a subjective |different ideas, and write explanations of how they are connected along the lines. Charts can be posted and/or presented. |

| |summary. |Provide students with three examples of summaries. One is objective and two are subjective. Have partners read all three and decide |

| | |which is objective. Partners prepare notes to compare, contrast, and define objective and subjective. Partners join partners to form |

| | |small groups to share their decisions and reasoning. Whole class clarifies by eliciting definitions and elaborations from small |

| | |groups. |

| | |Differentiation: Shared read the three examples of summaries and have students mark text to identify subjective and objective words. |

| | | |

|RI.10.4 |Compare and contrast literal and figurative |Identify and select literal and figurative words and phrases from the text under study; after collecting several, identify how they are|

| |language. |the same. Then identify how figurative language builds meaning differently from literal language. |

| |Compare and contrast connotative and denotative |Define and demonstrate connotative and denotative language. Then, identify examples of each in the text currently under study. |

| |language. |Explain how each builds meaning, and how they build meaning differently. |

| |Use word substitution exercises to analyze the |Isolate specific sentences from a text under study. For each, replace key words with blanks. Provide a list of alternative words. |

| |impact of specific words on meaning or tone. |Partners or groups fill in the blanks with new words, read aloud, and identify how meaning or tone changed. They can collect favorite |

| | |examples to share with the class. |

| | |Differentiation: Provide more explicit instruction defining denotation and connotation with multiple examples. Then release to |

| | |classify with examples from text currently under study. |

| | | |

|W.10.3 |Elaborate real event into imagined event. |Students recall or research and record actual event involving death, that could be from personal life or the death of a famous person. |

| |Use parallel plot structure to converge two |Then they imagine or create details beyond the facts. Students plan sequence of events and descriptive details to use in narration. |

| |characters’ storyline. |Students plan an interaction between two characters, such as an unexpected encounter or a routine transaction. They plan their actions|

| | |prior to the interaction and write brief narratives, sequencing events for each character leading up to the interaction. Then, they |

| | |combine the two narratives to create a parallel plot structure leading to the interaction. |

| | |Differentiation: Provide model to emulate. Students “write like” the model, but change details to match their memory or imagination. |

| | | |

|SL.10.1 |Use turn and talk protocol proficiently and |The teacher establishes the turn and talk protocol for students: students turn and talk to designated partners according to a |

| |effectively, using textual evidence to support |text-based cue or question, then they stop and return to text or task according to teacher’s cue; students routinely use textual |

| |assertions. |evidence during talk. |

| |Structured small group talk based on cue or |Students are trained to paraphrase the previous speaker’s point, then either “agree and expand” with additional evidence or “differ and|

| |question, using textual evidence. |defend” with textual evidence. Students are taught that both agreeing and differing are natural and desirable intellectual events, and|

| |Agree and expand or differ and defend using textual |differing should not be viewed as conflict. |

| |evidence, after paraphrasing previous speaker. |Sample prompt for small group discussion: While rereading a designated story, gather textual evidence of events or moments that create |

| | |mystery, tension or surprise. Partners compare and discuss. Then pairs of partners form a small group. The group’s task is to |

| | |combine thoughts and evidence into a group product which is submitted for assessment. |

| | | |

|L.10.4 |Self monitor to identify words that block meaning. |During a first read, students are trained to record/mark words that block their understanding. Prior to any further clarification, the|

| |Record word location in a text accurately, so the |teacher “calls for words” and uses a variety of strategies to elicit understanding of the meaning of the words. |

| |word can be accessed readily. |Students routinely collect words in a multi-column organizer. They record the text title, page #, paragraph #, word, and phrase with |

| |Use classroom resources to investigate and determine|the word in it, underlining the word inside the phrase. In the next column they record a guess of what the word might mean, based on |

| |meaning of new word. |context clues. Finally, they use the Internet, a dictionary or human resources to determine and record the correct meaning of the word|

| | |as it is used in the text. These individualized word collections are used for a variety of purposes throughout the unit. (Allows for |

| | |differentiation) |

| | |Differentiation: All personal word lists are differentiated. |

| | | |

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E = Exemplar text from Common Core State Standards

EA = Author included in Common Core State Standards text exemplars

Holt = Text that appears in this grade level version of the Holt Elements of Literature Series

*Citation will include grade level if text is a Common Core State Standards exemplar for a different grade

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