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

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1 Cycle 1 Basics of Close Reading; Writing an Informative Essay August 17 September 18 text HMH Collection 1: Ourselves and Others Skill/Content Focus LAFS Instructional Resource Formative Assessment Initiate and participate effectively in collaborative discussions. HMH Digital Dashboard: Interactive Listening and Speaking Lessons p. 8 Collaborative Discussion Introduction ; Preparing for Discussion Analyze what literary texts say explicitly. Explicit word meanings from context Analyze what informative texts say explicitly. Explicit word meanings from context Draw inferences from and analyze literary texts. Inferred meaning from figurative and connotative words and phrases SL.1.1 L.3.4 RI.2.4 L.3.4 L.3.5 pp. 3-8 What, of This Goldfish, Would You Wish? pp. 3-8 What, of This Goldfish, Would You Wish? pp from Texas v. Johnson Majority Opinion and American Flag Stands for Tolerance Court Opinion; Newspaper Editorial pp. 3-8 What, of This Goldfish, Would You Wish? p. 6 Analyze Character F p. 10 Speaking Activity: Discussion p. 11 Vocabulary Activity: Context Clues p. 16 Analyze Seminal U.S. Documents C p. 22 Writing Activity: Analysis p. 23 Critical Vocabulary PBPA Informative #1 August p. 5 Analyze Character D p. 10 Analyzing the Text: #1 1

2 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.2.4 L.3.5 pp from Texas v. Johnson Majority Opinion and American Flag Stands for Tolerance Court Opinion; Newspaper Editorial p. 15 Analyze Seminal U.S. Documents A p. 20 Cite Evidence D p.17 Analyzing the Text: #4, 5 Analyze how the author s choice of form and structure contribute to meaning. Parallel plots Time (pacing, flashback) Genre RL.1.3 RL.2.5 pp. 3-8 What, of This Goldfish, Would You Wish? p. 22 Analyzing the Text: #1, 2 p. 10 Analyzing the Text: #2, 6 Analyze the development of a literary text. How complex characters advance plot and develop theme RL.1.2 RL.1.3 pp. 3-8 What, of This Goldfish, Would You Wish? 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.1.3 RI.2.5 pp from Texas v. Johnson Majority Opinion and American Flag Stands for Tolerance Court Opinion; Newspaper Editorial p.17 Analyzing the Text: #3, 5 p. 22 Analyzing the Text: #3, 5 Provide an objective summary of an informative text. Provide an objective summary of a literary text. RI.1.2 RI.1.3 W.1.2 RL.1.2 RL.1.2 W.1.2 pp. 24b-24d Close Reader from the Universal Declaration of Human Rights Public Document pp. 3-8 What, of This Goldfish, Would You Wish? 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?). 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?). 2

3 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.1.2 L.3.5 RL.2.5 pp. 3-8 What, of This Goldfish, Would You Wish? 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.1.2 RI.2.4 L.3.5, RI.2.5 pp from Texas v. Johnson Majority Opinion and American Flag Stands for Tolerance Court Opinion; Newspaper Editorial p.17 Analyzing the Text #3, #4 p. 22 Analyzing the Text #2, #3 Gather relevant information from multiple authoritative sources to answer research questions. Assess sources for effectiveness Selectively integrate while avoiding plagiarism W.3.8 Lesson 2 Choosing a Topic and Developing Research Lesson 4 Finding Sources pp. 3-8 What, of This Goldfish, Would You Wish? FL Standards Quiz GR10_ELA_U1_FSQ1 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* 3

4 Cycle 1 Basics of Close Reading; Writing an Informative Essay Write an effective introductory paragraph HMH Digital Dashboard: Interactive Lessons for an informative essay. Writing Informative Texts Introduction Lesson 9 Taking Notes and Developing a Thesis Lesson 11 Organizing Ideas Lesson 9 Taking Notes and Developing a Thesis Lesson 11 Organizing Ideas Handouts pp Performance Task A: Present a Speech** W.1.2 W.2.4 pp. 3-8 What, of This Goldfish, Would You Wish? pp 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 Performance Task A: Present a Speech** Plan ; Produce ; Present 4

5 Cycle 1 Basics of Close Reading; Writing an Informative Essay Write an effective closing paragraph for an HMH Digital Dashboard: Interactive Lessons informative essay articulating topic Writing Informative Texts significance. Introductions and Conclusions pp Performance Task A: Present a Speech** pp. 3-8 What, of This Goldfish, Would You Wish? W.1.2 W.2.4 pp 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 Performance Task A: Present a Speech** Plan ; Produce ; Present 5

6 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 W.1.2 Develop topic with sufficient facts, W.2.4 extended definitions appropriate to the audiences knowledge of the topic Use transitions to link the major sections of the text, create cohesion, RI.2.4 and clarify relationships among L.1.1 complex ideas L.1.2 Use precise language to manage the L.2.3 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 Edit and revise an informative essay. Address what is most significant for a specific purpose and audience W.2.5 L.1.1 L.1.2 HMH Digital Dashboard: Interactive Lessons Writing Informative Texts Developing a Topic ; Organizing Ideas ; Elaboration pp. 3-8 What, of This Goldfish, Would You Wish? pp 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 Performance Task A: Present a Speech** Plan ; Produce ; Present HMH Digital Dashboard: Interactive Lessons Writing Informative Texts Developing a Topic ; Organizing Ideas ; Elaboration Lesson 12 Drafting and Revising pp Performance Task A: Present a Speech** Lesson 12 Drafting and Revising Handouts pp Performance Task A: Present a Speech** pp Performance Task A: Present a Speech** Plan ; Produce ; Present 6

7 Cycle 1 Basics of Close Reading; Writing an Informative Essay Use a semicolon and colon correctly. HMH Digital Dashboard : Teacher Resources GrammarNotes L.1.2 Lesson 20 Using Semicolons Lesson 21 Using Colons Use technology to publish an informative essay. Update writing products Link writing products to other information electronically W.2.6 pp Performance Task A: Present a Speech** HMH Digital Dashboard : Teacher Resources GrammarNotes Lesson 20 Using Semicolons Lesson 21 Using Colons Handouts 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. 7

8 Cycle 2 Close Reading an ative Text; Writing an ative Essay September 21 October 22 text HMH Collection 6: Hard-Won Liberty Skill/Content Focus LAFS Instructional Resource Formative Assessment 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.2.5 RI.3.7 pp from Letter to Viceroy, Lord Irwin p. 359 from Gandhi: The Rise to Fame Documentary Film p. 352 Analyze B p. 353 Analyze and Rhetoric D p. 357 Analyzing the Text: #2, #3 Analyze the structure/ organization of argumentative texts. How the author s claims are developed RI.2.5 p Letter from Birmingham Jail p. 360 Analyzing the Text #2, #3 PBPA ative #1 October 1-7 p. 321 Analyze D p. 327 Analyze in a Seminal Document L 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.2.6 RI.2.4 RI.2.5 RI.3.7 pp from Letter to Viceroy, Lord Irwin p. 359 from Gandhi: The Rise to Fame Documentary Film p. 338 Analyzing the Text #2, #7 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 8

9 Cycle 2 Close Reading an ative Text; Writing an ative Essay Skill/Content Focus LAFS Instructional Resource Determine author s purpose or point of p view in an argumentative text. Letter from Birmingham Jail Determine meaning of figurative, connotative and technical words RI.2.6 Identify cumulative impact of word RI.2.4 choice on meaning/tone RI.2.5 Formative Assessment p. 322 Analyze Rhetoric E p. 323 Analyze Rhetoric F p. 330 & Analyze Rhetoric P 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.2.6 RL.1.2 pp The Briefcase p. 331 Analyze Rhetoric Q 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.3.8 RI.2.5 SL.1.3 p Letter from Birmingham Jail Martin Luther King, Jr. s Speech in NYC to Commemorate the Emancipation Proclamation* p. 320 Analyze in a Seminal Document B p. 325 Analyze in a Seminal Document H, I p. 334 Analyze in a Seminal Document U p. 338 Analyzing the Text #1-7 FL Standards Quiz GR10_ELA_U2_FSQ1 9

10 Cycle 2 Close Reading an ative Text; Writing an ative Essay Skill/Content Focus LAFS Instructional Resource Analyze seminal U.S. documents of pp historical and literary significance, Letter from Birmingham Jail including how they address related themes and concepts. Delineate and evaluate the development of the author s position in argumentative texts. RI.3.9 Summarize texts RI.3.8 Determine central idea of a text RI.1.2 analyze its development, including RI.1.3 how it emerges and is shaped and RI.2.4 refined by specific details RI.2.5 Identify development of ideas or RI.2.6 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 Formative Assessment p. 326 Analyze in a Seminal Document J p. 329 Analyze in a Seminal Document O p. 332 Analyze in a Seminal Document R p. 338 Analyzing the Text #1-7 10

11 Cycle 2 Close Reading an ative Text; Writing an ative Essay Write an effective introductory paragraph for an argumentative essay. Introduce precise claim(s), distinguish the claim(s) from alternate and opposing claims. pp Performance Task: Write an pp Performance Task: Write an Draft Your Essay pp Performance Task: Write an pp Letter from Birmingham Jail W.1.1 W.2.4 Martin Luther King, Jr. s Speech in NYC to Commemorate the Emancipation Proclamation* pp from Letter to Viceroy, Lord Irwin p. 359 from Gandhi: The Rise to Fame Documentary Film pp The Briefcase 11

12 Cycle 2 Close Reading an ative Text; Writing an ative Essay Write an effective closing paragraph for an argumentative essay. Provide a concluding statement or section that follows from and supports the argument presented pp Performance Task: Write an pp Performance Task: Write an Draft Your Essay pp Performance Task: Write an pp Letter from Birmingham Jail W.1.1 W.2.4 Martin Luther King, Jr. s Speech in NYC to Commemorate the Emancipation Proclamation* pp from Letter to Viceroy, Lord Irwin p. 359 from Gandhi: The Rise to Fame Documentary Film 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. pp The Briefcase pp Performance Task: Write an Gather Evidence ; Get Organized pp Performance Task: Write an 12

13 Cycle 2 Close Reading an ative Text; Writing an ative Essay Write arguments to support claims in an pp analysis of substantive topics or texts. Letter from Birmingham Jail Use valid reasoning and relevant and sufficient evidence Create an organization that W.1.1 Martin Luther King, Jr. s Speech in NYC to establishes clear relationships among W.2.4 Commemorate the Emancipation Proclamation* claim(s), counterclaims, reasons, and W evidence pp Develop claim(s) and counterclaims from Letter to Viceroy, Lord Irwin fairly Supply evidence for each: point out RI.2.4 strengths and limitations in a manner L.1.1 p. 359 that anticipates audience s L.1.2 from Gandhi: The Rise to Fame knowledge level L.2.3 Documentary Film pp Performance Task: Write an Edit and revise an argumentative essay. Address what is most significant for a specific purpose and audience pp The Briefcase pp Letter from Birmingham Jail pp Performance Task: Write an W.2.5 L.1.1 L.1.2 Martin Luther King, Jr. s Speech in NYC to Commemorate the Emancipation Proclamation* pp from Letter to Viceroy, Lord Irwin p. 359 from Gandhi: The Rise to Fame Documentary Film pp The Briefcase 13

14 Cycle 2 Close Reading an ative Text; Writing an ative Essay Use parallel structure Grammar Notes Lesson 27 Writing with Concord: Parallel Structure L.1.1 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 information electronically W.2.6 pp. R44-R45 Resources: Grammar #9 The Structure of Sentences pp Performance Task: Write an pp Performance Task: Write an mywritesmart Unit Standards Assessment GR10_ELA_U2_USA *The most relevant section can be found 9:53-12:16. 14

15 Cycle 3 Informative Essay Comparing Literary Elements across Literary Texts October 26 December 11 text HMH Collection 3: Responses to Change Skill/Content Focus LAFS Instructional Resource Formative Assessment Level Up Tutorials Drop-down List: Analyzing Literature Figurative Language 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 pp from Simplexity * Science Writing 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 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.2.5 L.3.4 L.3.5 pp from The Metamorphosis Novella pp 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 p. 96 Analyze Word Choice G p. 98 Analyze Impact of Word Choice: Tone K PBPA ative #2 November

16 Cycle 3 Informative Essay Comparing Literary Elements across Literary Texts Skill/Content Focus LAFS Instructional Resource Analyze complex characters pp Development over the course of a from The Metamorphosis text Graphic novel RL.1.3 Interaction with other characters Advancement of the plot or RL.2.5 develop the theme 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. 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.2.6 RL.1.2 RL.3.9 RL.1.3 RL.2.6 pp from The Metamorphosis Novella pp from The Metamorphosis Graphic novel Formative Assessment p. 109 Support Inferences About Character D p.112 Analyze Word Choice J p. 121 Analyze Characters C2 p.101 Analyze Point of View: Cultural Background Q p.106 Analyzing the Text: #4 FL Standards Quiz GR10_ELA_U3_FSQ1 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 16

17 Cycle 3 Informative Essay Comparing Literary Elements across Literary Texts Skill/Content Focus LAFS Instructional Resource 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. W.3.8 Follow a standard format for citation 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 from The Metamorphosis Novella Formative Assessment 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 pp from The Metamorphosis Graphic novel 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 17

18 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 RL.3.9 Develop topic with sufficient facts, RL.1.3 extended definitions appropriate to pp the audience s knowledge RL.2.6 from The Metamorphosis Use transitions to line the major Novella sections of the text, create cohesion, W.1.2 and clarify relationships among W.2.4 complex ideas W.2.5 pp Introduce the topic and develop the W.3.8 from The Metamorphosis organizational structure to follow in Graphic novel 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 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.). 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.). 18

19 Cycle 3 Informative Essay Comparing Literary Elements across Literary Texts Skill/Content Focus LAFS Instructional Resource Edit and revise a literary analysis essay. W.2.5 L.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 from The Metamorphosis Novella Formative Assessment 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 from The Metamorphosis (graphic novel) Use technology to publish a literary analysis essay. Update writing products Link writing products to other information electronically W.2.6 Lesson 15 Publishing Your Research Lesson 15 Publishing Your Research Handouts mywritesmart Unit Standards Assessment GR10_ELA_U3_USA * Teacher may choose to introduce the Collection theme and concepts through this text. 19

20 Skill/Content Focus 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 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 Cycle 4 Higher-Level Applications of Close Reading and Writing January 5 February 26 text HMH Collection 5: Absolute Power LAFS Instructional Resource Formative Assessment PBPA Informative #2 January 5-13 pp p. 294 The Tragedy of Macbeth Analyzing the Media #1-3* Play RL.3.7 RL.3.9 SL.1.2 RL.1.2 RL.1.3 RL.2.5 RL.3.7 RL.3.9 RL.1.2 p. 293 from Macbeth on the Estate Modern version Macbeth BBC Production pp The Tragedy of Macbeth Play p. 293 from Macbeth on the Estate Modern version Macbeth BBC Production p. 294 Performance Task Speaking Activity: 20

21 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 RI.3.7 Introduce precise claim and RI.3.8 distinguish the claim from alternate or L.2.3 opposing claims RI.1.2 Create an organization that establishes clear relationships among W.1.1 claim(s), counterclaims, reasons, and W.2.4 evidence W.2.5 Develop claim(s) and counterclaims W.2.6 fairly W.3.8 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. 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 Why Read Shakespeare? pp The Tragedy of Macbeth Play p. 293 from Macbeth on the Estate Modern version Macbeth BBC Production 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 21

22 Cycle 4 Higher-Level Applications of Close Reading and Writing Skill/Content Focus LAFS 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.2.6 Instructional Resource pp Why Read Shakespeare? Formative Assessment p. 203 Analyze and Rhetoric A p. 206 Analyze and Rhetoric F p. 207 Analyze and Rhetoric G 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.3.7 RL.2.5 pp The Tragedy of Macbeth Play p. 293 from Macbeth on the Estate Modern version Online video Macbeth BBC Production p. 208 Analyzing the Text #3, 4 FL Standards Quiz GR10_ELA_U4_FSQ1 p. 219 Analyze Character I p. 220 Analyze Character L p. 227 Analyze Character Y p. 228 Analyze Character Z Use parallel structure L.1.1 HMH Digital Dashboard : Teacher Resources GrammarNotes Lesson 27 Writing with Concord: Parallel Structure p. 294 Analyzing the Media #1-3* HMH Digital Dashboard : Teacher Resources GrammarNotes Lesson 27 Writing with Concord: Parallel Structure Handouts 22

23 Cycle 4 Higher-Level Applications of Close Reading and Writing Skill/Content Focus 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 LAFS RL.3.7 RL.1.2 RL.2.5 W.1.2 W.2.4 W.2.5 W.2.6 W.3.8 Instructional Resource pp Performance Task: Write an Analytical Essay Plan: Analyze the Texts, Get Organized Produce: Draft Your Essay Revise: Exchange Essays Present: Share Your Essay pp The Tragedy of Macbeth Play p. 293 from Macbeth on the Estate Modern version Macbeth BBC Production Formative Assessment pp Performance Task: Write an Analytical Essay mywritesmart Unit Standards Assessment GR10_ELA_U4_USA *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. 23

24 Skill/Content Focus Analyze how complex characters develop over the course of a text Interact with other characters Advance the plot or develop the theme Cycle 5 Narrative Techniques/Narrative Writing February 29 April 8 text HMH Collection 4: How We See Things LAFS Instructional Resource pp The Night Face Up * RL.1.3 RL.2.5 W.3.9 p. 172 Cite Textual Evidence D Formative Assessment p. 173 Analyze Author s Choices: Parallel Plots and Tension E, F p. 181 Analyzing the Text #1, 2, 5 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.2.5 W.3.9 pp The Night Face Up p. 181 Writing Activity: Analysis 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 Analyze the cumulative impact of word choice on meaning and tone. W.3.9 pp The Night Face Up p. 181 Analyzing the Text #1, 6 p. 174 Analyze Author s Choices: Parallel Plots H p. 182 Critical Vocabulary #1-5 24

25 Cycle 5 Narrative Techniques/Narrative Writing 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 Use appropriate narrative techniques. Dialogue Pacing Reflection Multiple plot lines Sequence of events Telling details and sensory language W.1.3 W.2.4 W.1.3 W.2.4 pp Performance Task B: Write a Short Story** Plan: Identify Narrative Techniques, Have a Group Discussion, Brainstorm, Get Organized Produce: Draft Your Story pp The Night Face Up HMH Digital Dashboard: Interactive Writing Narratives pp Performance Task B: Write a Short Story** Produce: Draft Your Story pp The Night Face Up FL Standards Quiz GR10_ELA_U5_FSQ1 pp Performance Task B: Write a Short Story** pp Performance Task B: Write a Short Story** Edit and revise a narrative. W.1.3 W.2.5 L.1.1 L.1.2 pp Performance Task B: Write a Short Story** Revise: Improve Your Draft pp Performance Task B: Write a Short Story** pp The Night Face Up Unit Standards Assessment GR10_ELA_U5_USA *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. 25

26 Skill/Content Focus 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 Cycle 6 Conducting a Research Project/Presenting Research Findings April 11 May 20 HMH Collection 2: The Natural World LAFS Instructional Resource Formative Assessment Lesson 3 Considering Audience, Purpose, and Publication Lesson 4 Finding Sources W.3.8 RI.1.2 RI.3.7 pp Performance Task A: Write a Research Report Plan: Analyze the Texts, Research, Get Organized p Called Out Science essay pp from Hope for Animals and Their World 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 pp My Life as a Bat What s Killing the Bats? Smithsonian.com video p. 74 Determine Theme H p. 76 Analyzing the Text #2, 4, 5 26

27 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 p Following a standard format for Called Out citation; cite strong and thorough W.3.7 Science essay textual evidence from multiple authoritative print and digital RI.3.7 sources to support analysis Lesson 5 Evaluating Sources pp Performance Task A: Write a Research Report Plan: Analyze the Texts, Research, Get Organized pp from Hope for Animals and Their World Lesson 5 Evaluating Sources Handouts pp Performance Task A: Write a Research Report** pp My Life as a Bat Present information. Cite strong and thorough supporting evidence clearly, concisely, and logically SL.2.4 W.2.4 What s Killing the Bats? Smithsonian.com video APA Style: A Guide to Citing Sources MLA Style: A Guide to Citing Sources pp Performance Task A: Write a Research Report Present: Present Your Report FL Standards Quiz GR10_ELA_U6_FSQ1 APA Style: A Guide to Citing Sources MLA Style: A Guide to Citing Sources Handouts pp Performance Task A: Write a Research Report** 27

28 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 SL.2.5 answer a question or solve a W.3.7 problem. MediaScope The Human Condition * National Geographic: EarthPulse pp Performance Task A: Write a Research Report** 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.2.4 SL.2.5 SL.2.6 W.3.7 W.2.4 RI.1.2 RI,1,3 RI.3.7 Meet the (newest known) Beetles! * Scientific American podcast pp Performance Task A: Write a Research Report Present: Present Your Report HMH Digital Dashboard: Interactive Speaking & Listening Delivering Your Presentation p Called Out Science essay pp from Hope for Animals and Their World pp My Life as a Bat What s Killing the Bats? Smithsonian.com video pp Performance Task A: Write a Research Report** Unit Standards Assessment GR10_ELA_U6_USA *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. 28