10 Grade ELA Scope & Sequence – FY16 ELA Scope & Sequence ... W.2.6 pp. 41-43 Performance Task A: Present a ... Close Reading an Argumentative Text; Writing an Argumentative Essay

10th Grade ELA Scope & Sequence – FY16

Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education 1

Cycle 1 – Basics of Close Reading; Writing an Informative Essay August 17—September 18 Suggested text – HMH Collection 1: “Ourselves and Others”

Skill/Content Focus LAFS Suggested Instructional Resource

Suggested Formative Assessment

Initiate and participate effectively in collaborative discussions.

SL.1.1

HMH Digital Dashboard: Interactive Listening and Speaking Lessons “Introduction”; “Preparing for Discussion” pp. 3-8 “What, of This Goldfish, Would You Wish?” Short story

p. 8 Collaborative Discussion

Analyze what literary texts say explicitly. • Explicit word meanings from

context RL.1.1RL.2.4L.3.4

pp. 3-8 “What, of This Goldfish, Would You Wish?” Short story

p. 6 Analyze Character—F p. 10 Speaking Activity: Discussion p. 11 Vocabulary Activity: Context Clues

Analyze what informative texts say explicitly. • Explicit word meanings from

context RI.1.1RI.2.4L.3.4

pp. 15-20 from “Texas v. Johnson Majority Opinion” and “American Flag Stands for Tolerance” Court Opinion; Newspaper Editorial

p. 16 Analyze Seminal U.S. Documents—C p. 22 Writing Activity: Analysis p. 23 Critical Vocabulary

PBPA – Informative #1 – August 24-28 Draw inferences from and analyze literary texts. • Inferred meaning from figurative

and connotative words and phrases

RL.1.1RL.2.4L.3.5


p. 5 Analyze Character—D p. 10 Analyzing the Text: #1



Cycle 1 – Basics of Close Reading; Writing an Informative Essay Draw inferences from and analyze informative texts. • Inferred meaning from figurative,

connotative, and technical words and phrases RI.1.1

RI.2.4L.3.5


p. 15 Analyze Seminal U.S. Documents—A p. 20 Cite Evidence—D p.17 Analyzing the Text: #4, 5 p. 22 Analyzing the Text: #1, 2

Analyze how the author’s choice of form and structure contribute to meaning. • Parallel plots • Time (pacing, flashback) • Genre

RL.1.3RL.2.5RL.1.1


p. 10 Analyzing the Text: #2, 6

Analyze the development of a literary text. • How complex characters advance

plot and develop theme RL.1.2RL.1.3RL.1.1


p. 10 Analyzing the Text: #1, 2, 4, 5

Analyze how the author unfolds an analysis or a series of ideas or events. • Order and development of events • Connections and claims developed

RI.1.3RI.2.5RI.1.1


p.17 Analyzing the Text: #3, 5 p. 22 Analyzing the Text: #3, 5

Provide an objective summary of an informative text.

RI.1.2RI.1.3RI.1.1W.1.2

pp. 24b-24d Close Reader from the “Universal Declaration of Human Rights” Public Document

Teacher may create an informative prompt that asks the students to provide an objective summary of the text(s) (e.g., How are human rights ordered and why was that structure chosen?).

Provide an objective summary of a literary text.

RL.1.2RL.1.2RL.1.1W.1.2


Teacher may create an informative prompt that asks the students to provide an objective summary of the text(s) (e.g., How is the Lottery process revealed over the course of the text?).



Cycle 1 – Basics of Close Reading; Writing an Informative Essay Determine the central idea or theme of a literary text and analyze its development. • Cumulative impact of word choice • Impact of specific word choice on

meaning/ tone • Interpret figures of speech • Analyze nuances

RL.1.2RL.2.4L.3.5 RL.2.5RL.1.1


p. 4 Point of View—C p. 10 Analyzing the Text—#2

Determine central idea of an informative text and analyze its development. • Impact of word choice • Impact of specific word choice on

meaning/tone

RI.1.2RI.2.4L.3.5, RI.2.5RI.1.1


p.17 Analyzing the Text—#3, #4 p. 22 Analyzing the Text—#2, #3

FL Standards Quiz – GR10_ELA_U1_FSQ1 Gather relevant information from multiple authoritative sources to answer research questions. • Assess sources for effectiveness • Selectively integrate while avoiding

plagiarism W.3.8

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 2—Choosing a Topic and Developing Research” “Lesson 4—Finding Sources” pp. 3-8 “What, of This Goldfish, Would You Wish?” Short story

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 2—Choosing a Topic and Developing Research” “Lesson 4—Finding Sources” Handouts Teacher may assign a form of note taking to record information (i.e., double-entry journal, Cornell notes, and note cards). p. 10 Speaking Activity: Discussion*



Cycle 1 – Basics of Close Reading; Writing an Informative Essay Write an effective introductory paragraph for an informative essay.

W.1.2W.2.4

HMH Digital Dashboard: Interactive Lessons Writing Informative Texts “Introduction” HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 9—Taking Notes and Developing a Thesis” “Lesson 11—Organizing Ideas” pp. 3-8 “What, of This Goldfish, Would You Wish?” Short story pp. 15-20 from “Texas v. Johnson Majority Opinion” and “American Flag Stands for Tolerance” Court Opinion; Newspaper Editorial pp. 24b-24d Close Reader from the “Universal Declaration of Human Rights” Public Document pp. 41-43 Performance Task A: Present a Speech** “Plan”; “Produce”; “Present”

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 9—Taking Notes and Developing a Thesis” “Lesson 11—Organizing Ideas” Handouts pp. 41-43 Performance Task A: Present a Speech**



Cycle 1 – Basics of Close Reading; Writing an Informative Essay Write an effective closing paragraph for an informative essay articulating topic significance.

W.1.2W.2.4

HMH Digital Dashboard: Interactive Lessons Writing Informative Texts “Introductions and Conclusions” pp. 3-8 “What, of This Goldfish, Would You Wish?” Short story pp. 15-20 from “Texas v. Johnson Majority Opinion” and “American Flag Stands for Tolerance” Court Opinion; Newspaper Editorial pp. 24b-24d Close Reader from the “Universal Declaration of Human Rights” Public Document pp. 41-43 Performance Task A: Present a Speech** “Plan”; “Produce”; “Present”

pp. 41-43 Performance Task A: Present a Speech**



Cycle 1 – Basics of Close Reading; Writing an Informative Essay Write informative texts to examine and convey complex ideas, concepts and information clearly and accurately through effective selection, organization, and analysis. • Organize complex ideas to make

important connections and distinctions

• Develop topic with sufficient facts, extended definitions appropriate to the audiences knowledge of the topic

• Use transitions to link the major sections of the text, create cohesion, and clarify relationships among complex ideas

• Use precise language to manage the complexity of the topic

• Establish and maintain a formal style and objective tone; attend to the norms and conventions of the discipline

• Provide a concluding statement that follows from and supports the information or explanation presented

W.1.2W.2.4RL.1.1RI.1.1RL.2.4RI.2.4L.1.1 L.1.2 L.2.3

HMH Digital Dashboard: Interactive Lessons Writing Informative Texts Developing a Topic”; “Organizing Ideas”; “Elaboration” pp. 3-8 “What, of This Goldfish, Would You Wish?” Short story pp. 15-20 from “Texas v. Johnson Majority Opinion” and “American Flag Stands for Tolerance” Court Opinion; Newspaper Editorial pp. 24b-24d Close Reader from the “Universal Declaration of Human Rights” Public Document pp. 41-43 Performance Task A: Present a Speech** “Plan”; “Produce”; “Present”


Edit and revise an informative essay. Address what is most significant for a specific purpose and audience

W.2.5L.1.1 L.1.2

HMH Digital Dashboard: Interactive Lessons Writing Informative Texts “Developing a Topic”; “Organizing Ideas”; “Elaboration” HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 12—Drafting and Revising” pp. 41-43 Performance Task A: Present a Speech** “Plan”; “Produce”; “Present”

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 12—Drafting and Revising” Handouts pp. 41-43 Performance Task A: Present a Speech**



Cycle 1 – Basics of Close Reading; Writing an Informative Essay Use a semicolon and colon correctly.

L.1.2

HMH Digital Dashboard : Teacher Resources GrammarNotes “Lesson 20—Using Semicolons” “Lesson 21—Using Colons”

HMH Digital Dashboard : Teacher Resources GrammarNotes “Lesson 20—Using Semicolons” “Lesson 21—Using Colons” Handouts

Use technology to publish an informative essay. • Update writing products • Link writing products to other

information electronically

W.2.6


myWriteSmart

Unit Standards Assessment – GR10_ELA_U1_USA *Teacher may choose to craft an informative writing prompt in order to allow students to incorporate research into writing. ** Although this Performance Task is designed as a speech, the teacher may choose to assign it as an informative essay prompt in preparation

for the speech, or remove the speech component and focus on the essay writing. They teacher may also choose have the students incorporate their readings of informative and literary text into their essays.



Cycle 2 – Close Reading an Argumentative Text; Writing an Argumentative Essay September 21—October 22 Suggested text – HMH Collection 6: “Hard-Won Liberty”



Analyze the structure/ organization of informative texts.

• How the author’s ideas are developed

• Analyze various accounts of a subject told in different mediums

RI.2.5RI.3.7 RI.1.1

pp. 352-355 from “Letter to Viceroy, Lord Irwin” Argument p. 359 from “Gandhi: The Rise to Fame” Documentary Film

p. 352 Analyze Argument—B p. 353 Analyze Argument and Rhetoric—D p. 357 Analyzing the Text: #2, #3 p. 360 Analyzing the Text—#2, #3

PBPA – Argumentative #1 – October 1-7 Analyze the structure/ organization of argumentative texts. • How the author’s claims are

developed RI.2.5RI.1.1

p. 319-336 “Letter from Birmingham Jail” Argument

p. 321 Analyze Argument—D p. 327 Analyze Argument in a Seminal Document—L p. 338 Analyzing the Text—#2, #7

Determine author’s purpose or point of view in an informative text. • Determine meaning of figurative,

connotative and technical words • Identify cumulative impact of word

choice on meaning/tone • Analyze various accounts of a

subject told in different mediums

RI.2.6RI.2.4RI.2.5 RI.3.7RI.1.1

pp. 352-355 from “Letter to Viceroy, Lord Irwin” Argument p. 359 from “Gandhi: The Rise to Fame” Documentary Film

p. 352 Analyze Rhetoric—B p. 353 Analyze Rhetoric—C p. 354 Analyze Rhetoric—E p. 355 Analyze Rhetoric—G p. 359 Analyze Accounts in Different Mediums—A, B



Cycle 2 – Close Reading an Argumentative Text; Writing an Argumentative Essay



Determine author’s purpose or point of view in an argumentative text. • Determine meaning of figurative,

connotative and technical words • Identify cumulative impact of word

choice on meaning/tone

RI.2.6RI.2.4RI.2.5RI.1.1

p. 319-336 “Letter from Birmingham Jail” Argument

p. 322 Analyze Rhetoric—E p. 323 Analyze Rhetoric—F p. 330 & Analyze Rhetoric—P p. 331 Analyze Rhetoric—Q

Analyze the author’s point of view or cultural experience in literary texts. • Determine theme or central idea • Analyze in detail its development

over the course of the text • Cumulative impact of specific words

and phrases on meaning/tone.

RL.2.6RL.1.2RL.2.4RL.1.1

pp. 361-369 “The Briefcase” Short story

p. 362 Analyze Character and Theme—E p. 367 Analyze Character and Theme—P

Analyze how an author’s claims are developed and refined. • Identify impact of particular

sentences, paragraphs, or larger portions of text

• Analyze validity of claims • Identify false statement and

fallacious reasoning

RI.3.8RI.2.5RI.1.1SL.1.3

p. 319-336 “Letter from Birmingham Jail” Argument Martin Luther King, Jr.’s Speech in NYC to Commemorate the Emancipation Proclamation* http://l.sdpbc.net/adnil

p. 320 Analyze Argument in a Seminal Document—B p. 325 Analyze Argument in a Seminal Document—H, I p. 334 Analyze Argument in a Seminal Document—U p. 338 Analyzing the Text—#1-7

FL Standards Quiz – GR10_ELA_U2_FSQ1

http://l.sdpbc.net/adnil



Cycle 2 – Close Reading an Argumentative Text; Writing an Argumentative Essay



Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts. • Delineate and evaluate the

development of the author’s position in argumentative texts.

• Summarize texts • Determine central idea of a text

analyze its development, including how it emerges and is shaped and refined by specific details

• Identify development of ideas or claims through texts

• Identify cumulative impact of word choice, particular sentences, paragraphs or larger portions on meaning/tone

• Identify impact of the author’s use of rhetoric

RI.3.9RI.3.8RI.1.2RI.1.3RI.2.4RI.2.5RI.2.6 RI.1.1

pp. 319-336 “Letter from Birmingham Jail” Argument

p. 326 Analyze Argument in a Seminal Document—J p. 329 Analyze Argument in a Seminal Document—O p. 332 Analyze Argument in a Seminal Document—R p. 338 Analyzing the Text—#1-7



Cycle 2 – Close Reading an Argumentative Text; Writing an Argumentative Essay Write an effective introductory paragraph for an argumentative essay. • Introduce precise claim(s),

distinguish the claim(s) from alternate and opposing claims.

W.1.1W.2.4

pp. 377-380 Performance Task: Write an Argument pp. 377-380 Performance Task: Write an Argument “Draft Your Essay” pp. 319-336 “Letter from Birmingham Jail” Argument Martin Luther King, Jr.’s Speech in NYC to Commemorate the Emancipation Proclamation* http://l.sdpbc.net/adnil pp. 352-355 from “Letter to Viceroy, Lord Irwin” Argument p. 359 from “Gandhi: The Rise to Fame” Documentary Film pp. 361-369 “The Briefcase” Short story

pp. 377-380 Performance Task: Write an Argument




Cycle 2 – Close Reading an Argumentative Text; Writing an Argumentative Essay Write an effective closing paragraph for an argumentative essay. • Provide a concluding statement or

section that follows from and supports the argument presented

W.1.1 W.2.4

pp. 377-380 Performance Task: Write an Argument pp. 377-380 Performance Task: Write an Argument “Draft Your Essay” pp. 319-336 “Letter from Birmingham Jail” Argument Martin Luther King, Jr.’s Speech in NYC to Commemorate the Emancipation Proclamation* http://l.sdpbc.net/adnil pp. 352-355 from “Letter to Viceroy, Lord Irwin” Argument p. 359 from “Gandhi: The Rise to Fame” Documentary Film pp. 361-369 “The Briefcase” Short story


Gather relevant information from multiple authoritative print and digital sources.

• Use advanced searches effectively

• Assess the usefulness of each source in answering the research question

• Selectively integrate information to maintain the flow of ideas while avoiding plagiarism

• Follow a standard format for citation

W.3.8 RI.3. RI.1.1

pp. 377-380 Performance Task: Write an Argument “Gather Evidence”; “Get Organized”





Cycle 2 – Close Reading an Argumentative Text; Writing an Argumentative Essay Write arguments to support claims in an analysis of substantive topics or texts. • Use valid reasoning and relevant and

sufficient evidence • Create an organization that

establishes clear relationships among claim(s), counterclaims, reasons, and evidence

• Develop claim(s) and counterclaims fairly

• Supply evidence for each: point out strengths and limitations in a manner that anticipates audience’s knowledge level

W.1.1W.2.4W.3.8RL.1.1RI.1.1RL.2.4RI.2.4L.1.1 L.1.2 L.2.3

pp. 319-336 “Letter from Birmingham Jail” Argument Martin Luther King, Jr.’s Speech in NYC to Commemorate the Emancipation Proclamation* http://l.sdpbc.net/adnil pp. 352-355 from “Letter to Viceroy, Lord Irwin” Argument p. 359 from “Gandhi: The Rise to Fame” Documentary Film pp. 361-369 “The Briefcase” Short story


Edit and revise an argumentative essay. • Address what is most significant for

a specific purpose and audience

W.2.5L.1.1 L.1.2

pp. 319-336 “Letter from Birmingham Jail” Argument Martin Luther King, Jr.’s Speech in NYC to Commemorate the Emancipation Proclamation* http://l.sdpbc.net/adnil pp. 352-355 from “Letter to Viceroy, Lord Irwin” Argument p. 359 from “Gandhi: The Rise to Fame” Documentary Film pp. 361-369 “The Briefcase” Short story






*The most relevant section can be found 9:53-12:16.

Cycle 2 – Close Reading an Argumentative Text; Writing an Argumentative Essay • Use parallel structure

L.1.1

HMH Digital Dashboard: Teacher Resources Grammar Notes “Lesson 27—Writing with Concord: Parallel Structure” pp. R44-R45 Resources: Grammar “#9—The Structure of Sentences”

HMH Digital Dashboard: Teacher Resources Grammar Notes “Lesson 27—Writing with Concord: Parallel Structure” Handouts

Use technology to publish an argumentative essay. • Update writing products • Link writing products to other


W.2.6


pp. 377-380 Performance Task: Write an Argument myWriteSmart

Unit Standards Assessment – GR10_ELA_U2_USA



Cycle 3 – Informative Essay Comparing Literary Elements across Literary Texts October 26—December 11 Suggested text – HMH Collection 3: “Responses to Change”



Demonstrate understanding of figurative language, word relationships, and nuances in word meanings • Interpret figures of speech and

analyze their role in the text • Analyze nuances in the meaning of

words with similar denotations

L.3.5

HMH Digital Dashboard: Teacher Resources Level Up Tutorials Drop-down List: Analyzing Literature “Figurative Language” pp. 129-132 from “Simplexity”* Science Writing

HMH Digital Dashboard: Teacher Resources Level Up Tutorials Drop-down List: Analyzing Literature “Figurative Language” Practice: #1-11 p. 135 Vocabulary Strategy: Figurative Meanings

Analyze how an author’s choices concerning how to structure a text • Order events within it • Manipulate time • Create such effects as mystery,

tension, or surprise

RL.2.5RL.1.1

pp. 93-105 from “The Metamorphosis” Novella

p. 95 Analyze Author’s Choice: Tension and Surprise—F p. 98 Analyze Author’s Choice: Tension and Surprise—J p. 106 Analyzing the Text: #1

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative text • Analyze the cumulative impact of

specific word choices on meaning and tone

• Identify and correctly use patterns of word changes that indicate different meanings or parts of speech

• Consult general and specialized reference materials to determine word etymology

RL.2.4L.3.4 L.3.5 RL.1.1


p. 96 Analyze Word Choice—G p. 98 Analyze Impact of Word Choice: Tone—K

PBPA – Argumentative #2 – November 9-13



Cycle 3 – Informative Essay Comparing Literary Elements across Literary Texts



Analyze complex characters • Development over the course of a

text • Interaction with other characters • Advancement of the plot or

develop the theme

RL.1.3RL.2.4RL.2.5

pp. 107-125 from “The Metamorphosis” Graphic novel

p. 109 Support Inferences About Character—D p.112 Analyze Word Choice—J p. 121 Analyze Characters—C2

Analyze the author’s point of view or cultural experience, drawing on a wide reading of world literature. • Determine theme or central idea • Analyze in detail its development

over the course of the text • Cumulative impact of specific words

and phrases on meaning/tone.

RL.2.6RL.1.2RL.2.4RL.1.1


p.101 Analyze Point of View: Cultural Background—Q p.106 Analyzing the Text: #4

FL Standards Quiz – GR10_ELA_U3_FSQ1 Analyze how an author draws on and transforms source material in a specific work • Analyze how complex characters

develop over the course of a text • Analyze the cumulative impact of

specific word choices on meaning and tone

• Analyze a particular point of view or cultural experience reflected in world literature

RL.3.9RL.1.3RL.2.4RL.2.6RL.1.1

pp. 107-125 from “The Metamorphosis” Graphic novel

p. 108 Analyze How an Author Draws on Source Material—B p. 125 Analyze How an Author Draws on Source Material—H2 P. 126 Analyzing the Text: #2






Gather relevant information from multiple authoritative print and digital sources. • Use advanced searches effectively • Assess the usefulness of each

source in answering the research question

• Selectively integrate information to maintain the flow of ideas while avoiding plagiarism.

• Follow a standard format for citation

W.3.8

The teacher may create an analysis prompt (e.g., Analyze how the author of the graphic novel “The Metamorphosis” transformed the source work, “The Metamorphosis” by Kafka, and the varied depictions of the way in which people adapt to a major change. Use text evidence from each piece to support your analysis.). “Plan” pp. 93-105 from “The Metamorphosis” Novella pp. 107-125 from “The Metamorphosis Graphic novel

The teacher may create an analysis prompt (e.g., Analyze how the author of the graphic novel “The Metamorphosis” transformed the source work, “The Metamorphosis” by Kafka, and the varied depictions of the way in which people adapt to a major change. Use text evidence from each piece to support your analysis.).

Use parallel structure

L.1.1

HMH Digital Dashboard : Teacher Resources GrammarNotes “Lesson 27—Writing with Concord: Parallel Structure”

HMH Digital Dashboard : Teacher Resources GrammarNotes “Lesson 27—Writing with Concord: Parallel Structure” Handouts



Cycle 3 – Informative Essay Comparing Literary Elements across Literary Texts Write an essay that analyzes a literary work, specifically how an author draws on or transforms source material in a specific work. • Analyze how complex characters

develop over the course of a text • Analyze the cumulative impact

specific word choices have on meaning and tone

• Analyze a particular point of view or cultural experience from a wide reading of world literature

• Organize complex ideas to make important connections and distinctions

• Develop topic with sufficient facts, extended definitions appropriate to the audience’s knowledge

• Use transitions to line the major sections of the text, create cohesion, and clarify relationships among complex ideas

• Introduce the topic and develop the organizational structure to follow in the analysis

• Use precise language to manage the complexity of the topic

• Establish and maintain a formal style and objective tone; attend to the norms and conventions

• Provide a concluding statement that follows from and supports the information or explanation presented

• Cite strong and thorough textual evidence to support analysis

RL.3.9RL.1.3RL.2.4RL.2.6RL.1.1W.1.2W.2.4W.2.5W.3.8

HMH Digital Dashboard: Teacher Resources Level Up Tutorials Drop-down List: Analyzing Literature “Author’s Style” “Author’s Purpose” “Author’s Perspective” The teacher may create an analysis prompt (e.g., Analyze how the author of the graphic novel “The Metamorphosis” transformed the source work, “The Metamorphosis” by Kafka, and the varied depictions of the way in which people adapt to a major change. Use text evidence from each piece to support your analysis.). pp. 93-105 from “The Metamorphosis” Novella pp. 107-125 from “The Metamorphosis” Graphic novel




* Teacher may choose to introduce the Collection theme and concepts through this text.




Edit and revise a literary analysis essay.

W.2.5L.1.1 L.1.2

The teacher may create an analysis prompt (e.g., Analyze how the author of the graphic novel “The Metamorphosis” transformed the source work, “The Metamorphosis” by Kafka, and the varied depictions of the way in which people adapt to a major change. Use text evidence from each piece to support your analysis.). “Produce”; “Revise” pp. 93-105 from “The Metamorphosis” Novella pp. 107-125 from “The Metamorphosis” (graphic novel)


Use technology to publish a literary analysis essay. • Update writing products • Link writing products to other


W.2.6

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 15—Publishing Your Research”

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 15—Publishing Your Research” Handouts myWriteSmart




Cycle 4 – Higher-Level Applications of Close Reading and Writing January 5—February 26 Suggested text – HMH Collection 5: “Absolute Power”



PBPA – Informative #2 – January 5-13 Analyze various accounts of a story told in different mediums, determining which details are emphasized in each account. • Integrate multiple versions of a

presented in diverse media or formats

• Evaluate the credibility and accuracy of each source

• Determine the theme of a text and analyze its development, including how it emerges and is shaped and refined by specific details

• Analyze how author creates such effects as mystery, tension, or surprise

• Analyze how author draws on and transforms source material in a specific work

RL.3.7 RL.3.9 SL.1.2RL.1.2RL.1.3RL.2.5RL.1.1

pp. 214-289 “The Tragedy of Macbeth” Play p. 293 from “Macbeth on the Estate” Modern version “Macbeth” BBC Production http://l.sdpbc.net/nm77s

p. 294 Analyzing the Media—#1-3*

Analyze various accounts of a story told in different mediums. • Determine which details are

emphasized in each account • Determine a central idea of a text

and analyze its development, including how it emerges and is shaped and refined by specific details

RL.3.7RL.3.9RL.1.2RL.1.1

pp. 214-289 “The Tragedy of Macbeth” Play p. 293 from “Macbeth on the Estate” Modern version “Macbeth” BBC Production http://l.sdpbc.net/nm77s

p. 294 Performance Task Speaking Activity: Argument

http://l.sdpbc.net/nm77s




Cycle 4 – Higher-Level Applications of Close Reading and Writing Write an argumentative essay, analyzing various accounts of a subject told in different mediums. • Delineate and evaluate the arguments

and specific claims in the text • Apply knowledge of language to make

effective choices for meaning and or style

• Following a standard format for citation, cite strong and thorough textual evidence from multiple authoritative print and digital sources to support analysis

• Introduce precise claim and distinguish the claim from alternate or opposing claims

• Create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence

• Develop claim(s) and counterclaims fairly

• Supply evidence for each claim: point out strengths and limitations in each claim in a manner that anticipates audience’s knowledge level

• Maintain an objective tone while attending to norms and conventions

• Provide a supporting concluding statement or section

• Edit and revise an argumentative essay

• Use technology to publish an argumentative essay.

RI.3.7RI.3.8L.2.3 RI.1.2RI.1.1W.1.1W.2.4W.2.5W.2.6W.3.8

Teacher may create an argumentative prompt based on the various versions of Macbeth (e.g., Macbeth changed from a hero who served his king to a villain who would kill to become king. Was this change part of the growth of his natural personality, or was he coerced into his change of character by the witches and his wife? Consider the question, state an opinion and support your argument through evidence from the various versions of Macbeth.). “Plan”; “Produce”; “Present” pp. 203-207 “Why Read Shakespeare?” Argument pp. 214-289 “The Tragedy of Macbeth” Play p. 293 from “Macbeth on the Estate” Modern version “Macbeth” BBC Production http://l.sdpbc.net/nm77s

Teacher may create an argumentative prompt based on the various versions of Macbeth (e.g., Macbeth changed from a hero who served his king to a villain who would kill to become king. Was this change part of the growth of his natural personality, or was he coerced into his change of character by the witches and his wife? Consider the question, state an opinion and support your argument through evidence from the various versions of Macbeth.). MyWriteSmart




Cycle 4 – Higher-Level Applications of Close Reading and Writing



Analyze how an author’s choices concerning how to structure a text • Order events within it • Manipulate time • Organization of an argument RI.2.5

RI.1.1RI.2.6

pp. 203-207 “Why Read Shakespeare?” Argument

p. 203 Analyze Argument and Rhetoric—A p. 206 Analyze Argument and Rhetoric—F p. 207 Analyze Argument and Rhetoric—G p. 208 Analyzing the Text—#3, 4

FL Standards Quiz – GR10_ELA_U4_FSQ1 Analyze the representation of a subject or a key scene in two different artistic mediums. • Include what is emphasized or

absent in each treatment • Analyze the cumulative impact of

word choice on meaning and tone • Analyze how an author’s choices

concerning how to structure a text, order events within it to create mystery, tension, or surprise

RL.3.7RL.2.4RL.2.5RL.1.1

pp. 214-289 “The Tragedy of Macbeth” Play p. 293 from “Macbeth on the Estate” Modern version Online video “Macbeth” BBC Production http://l.sdpbc.net/nm77s

p. 219 Analyze Character—I p. 220 Analyze Character—L p. 227 Analyze Character—Y p. 228 Analyze Character—Z p. 294 Analyzing the Media—#1-3*

Use parallel structure

L.1.1

HMH Digital Dashboard : Teacher Resources GrammarNotes “Lesson 27—Writing with Concord: Parallel Structure”

HMH Digital Dashboard : Teacher Resources GrammarNotes “Lesson 27—Writing with Concord: Parallel Structure” Handouts




*These examples of formative assessments appear in the text with Act 1. Similar options will appear throughout the play. ** Teacher may choose to use just one of the filmed versions of Macbeth in order to meet the standard.

Cycle 4 – Higher-Level Applications of Close Reading and Writing



Write informative texts to analyze the representation of a subject or a key scene in two different artistic mediums • Include what is emphasized or absent in

each treatment • Determine a theme or central idea of

the text and analyze in detail how it is shaped and refined by specific details

• Analyze the cumulative impact of specific word choices on meaning/tone

• Analyze how an author’s choices concerning structuring a text and ordering events within it create mystery, tension, or surprise

• Gather relevant information from multiple authoritative print and digital sources; integrate information into the text to maintain the flow of ideas

• Organize complex ideas to make important connections and distinctions

• Develop topic with sufficient facts and appropriate to the audience

• Use transitions to link sections of the text, create cohesion, and clarify relationships among complex ideas

• Use precise language • Establish and maintain a formal style

and objective tone and conventions • Provide a concluding statement that

supports the information presented • Follow standard format for citation • Use technology to publish

RL.3.7RL.1.2RL.2.4RL.2.5W.1.2W.2.4W.2.5W.2.6W.3.8

pp. 313-315 Performance Task: Write an Analytical Essay “Plan: Analyze the Texts, Get Organized” “Produce: Draft Your Essay” “Revise: Exchange Essays” “Present: Share Your Essay” pp. 214-289 “The Tragedy of Macbeth” Play p. 293 from “Macbeth on the Estate” Modern version “Macbeth” BBC Production http://l.sdpbc.net/nm77s

pp. 313-315 Performance Task: Write an Analytical Essay myWriteSmart





Cycle 5 – Narrative Techniques/Narrative Writing February 29—April 8 Suggested text – HMH Collection 4: “How We See Things”



Analyze how complex characters develop over the course of a text • Interact with other characters • Advance the plot or develop the

theme RL.1.3RL.2.5W.3.9RL.1.1

pp. 171-179 “The Night Face Up”* Short story

p. 172 Cite Textual Evidence—D p. 173 Analyze Author’s Choices: Parallel Plots and Tension—E, F p. 181 Analyzing the Text—#1, 2, 5 p. 181 Writing Activity: Analysis

Analyze how an author’s choices concerning how to structure a text • Order events within it • Manipulate time • Create such effects as mystery,

tension, or surprise RL.2.5RL.2.4W.3.9RL.1.1

pp. 171-179 “The Night Face Up” Short story

p. 172 Analyze Author’s Choices: Parallel Plots and Tension—C p. 173 Analyze Author’s Choices: Parallel Plots and Tension—E p. 175 Analyze Author’s Choices: Tension—I p. 177 Analyze Author’s Choices: Tension—L p. 181 Analyzing the Text—#1, 6

Analyze the cumulative impact of word choice on meaning and tone. RL.2.4

W.3.9RL.1.1

pp. 171-179 “The Night Face Up” Short story

p. 174 Analyze Author’s Choices: Parallel Plots—H p. 182 Critical Vocabulary—#1-5



*The teacher may choose to additionally have student read “Coming to Our Senses” (addressed in Performance Task). **The teacher may choose to modify the prompt and instruct the students to use “The Night Face Up” and/or other selected short stories as the models for their written narratives.

Cycle 5 – Narrative Techniques/Narrative Writing FL Standards Quiz – GR10_ELA_U5_FSQ1 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences • Set out a problem, situation, or

observation • Establish one or multiple points of

view • Introduce a narrator and/or

characters • Create a smooth progression of

experiences or events • Reflect on what is experienced,

observed or resolved over the course of the narrative

W.1.3W.2.4

pp. 197-199 Performance Task B: Write a Short Story** “Plan: Identify Narrative Techniques, Have a Group Discussion, Brainstorm, Get Organized” “Produce: Draft Your Story” pp. 171-179 “The Night Face Up” Short story HMH Digital Dashboard: Interactive Writing Narratives

pp. 197-199 Performance Task B: Write a Short Story**

Use appropriate narrative techniques. • Dialogue • Pacing • Reflection • Multiple plot lines • Sequence of events • Telling details and sensory language

W.1.3W.2.4RL.2.4

pp. 197-199 Performance Task B: Write a Short Story** “Produce: Draft Your Story” pp. 171-179 “The Night Face Up” Short story


Edit and revise a narrative.

W.1.3W.2.5L.1.1 L.1.2

pp. 197-199 Performance Task B: Write a Short Story** “Revise: Improve Your Draft” pp. 171-179 “The Night Face Up” Short story





Cycle 6 – Conducting a Research Project/Presenting Research Findings April 11—May 20 HMH Collection 2: “The Natural World”



Gather relevant information from multiple authoritative sources to answer research questions. • Assess sources for effectiveness • Selectively integrate while avoiding

plagiarism • Analyze various accounts of a

subject told in different mediums determining which details are emphasized in each account

• Following a standard format for citation; cite strong and thorough textual evidence from multiple authoritative print and digital sources to support analysis

W.3.8RI.1.1 RI.1.2RI.3.7

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 3—Considering Audience, Purpose, and Publication” “Lesson 4—Finding Sources” pp. 83-85 Performance Task A: Write a Research Report “Plan: Analyze the Texts, Research, Get Organized” p. 51-54 “Called Out” Science essay pp. 61-66 from “Hope for Animals and Their World” Argument pp. 71-74 “My Life as a Bat” Short story “What’s Killing the Bats?” Smithsonian.com video http://l.sdpbc.net/es5tf

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 3—Considering Audience, Purpose, and Publication” “Lesson 4—Finding Sources” Handouts p. 51 Determine Central Idea—A p. 52 Determine Central Idea—C p. 54 Determine Central Idea—G p. 68 Analyzing the Text—#1, 5, 7 p. 74 Determine Theme—H p. 76 Analyzing the Text—#2, 4, 5

http://l.sdpbc.net/es5tf



Cycle 6 – Conducting a Research Project/Presenting Research Findings Conduct short as well as more sustained research projects to answer a question or solve a problem. • Narrow or broaden the inquiry when

appropriate • Synthesize multiple sources on the

subject • Demonstrate understanding of the

subject under investigation • Following a standard format for

citation; cite strong and thorough textual evidence from multiple authoritative print and digital sources to support analysis

W.3.7RI.1.1RI.3.7

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 5—Evaluating Sources” pp. 83-85 Performance Task A: Write a Research Report “Plan: Analyze the Texts, Research, Get Organized” p. 51-54 “Called Out” Science essay pp. 61-66 from “Hope for Animals and Their World” Argument pp. 71-74 “My Life as a Bat” Short story “What’s Killing the Bats?” Smithsonian.com video http://l.sdpbc.net/es5tf

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 5—Evaluating Sources” Handouts pp. 83-85 Performance Task A: Write a Research Report**

FL Standards Quiz – GR10_ELA_U6_FSQ1 Present information. • Cite strong and thorough

supporting evidence clearly, concisely, and logically SL.2.4

W.2.4RI.1.1

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “APA Style: A Guide to Citing Sources” “MLA Style: A Guide to Citing Sources” pp. 83-85 Performance Task A: Write a Research Report “Present: Present Your Report”

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “APA Style: A Guide to Citing Sources” “MLA Style: A Guide to Citing Sources” Handouts pp. 83-85 Performance Task A: Write a Research Report**




*The teacher may use these web resources concerning relationship between humans and nature. ** The teacher may choose to place greater emphasis on the outside research and presentation elements of this performance task in order to better address the content of the associated standards.

Cycle 6 – Conducting a Research Project/Presenting Research Findings Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. • Conduct short as well as more

sustained research projects to answer a question or solve a problem.

SL.2.5W.3.7

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age HMH Digital Dashboard: Teacher Resources MediaScope “The Human Condition”* National Geographic: EarthPulse http://l.sdpbc.net/hj5tt “Meet the (newest known) Beetles!” * Scientific American podcast http://l.sdpbc.net/tmx7d

pp. 83-85 Performance Task A: Write a Research Report** HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age Handouts

Give an effective research-based presentation analyzing various accounts of a subject told in different mediums. • Conduct short and more sustained

research projects to answer a question or solve a problem.

• Present information, findings, and citing strong and thorough supporting evidence clearly, concisely, and logically

• Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest

• Adapt speech to a variety of context and tasks, demonstrating command of formal English when indicated or appropriate

• Cite strong and thorough textual evidence to support analysis

SL.2.4SL.2.5SL.2.6W.3.7W.2.4RI.1.1 RI.1.2RI,1,3RI.3.7

pp. 83-85 Performance Task A: Write a Research Report “Present: Present Your Report”

HMH Digital Dashboard: Interactive Speaking & Listening Delivering Your Presentation

p. 51-54 “Called Out” Science essay

pp. 61-66 from “Hope for Animals and Their World” Argument

pp. 71-74 “My Life as a Bat” Short story

“What’s Killing the Bats?” Smithsonian.com video http://l.sdpbc.net/es5tf

pp. 83-85 Performance Task A: Write a Research Report**


http://l.sdpbc.net/hj5tt

http://l.sdpbc.net/tmx7d
