Grade 10 Unit One: Personal Identity Estimated Days: Approximately 4-­6 weeks Big Ideas/Essential Questions (How does this unit apply to a student’s life?) How does personal identity influence the way one views the world? Personal Identity: A working definition Includes personality, character traits, racial identity, gender identity, sexual identity, group identity, socio-­
economic identity, values/beliefs, motives, goals, thoughts/feelings, and experiences/actions. Summatively Assessed Standards(s): RL. 1 -­ Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL. 2 -­ Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL. 4 -­ Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). L. 1a -­‐ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use parallel structure. Additional Standards Addressed: W3 Write narratives to develop real or imagined experiences or events using effective technique, well-­‐chosen details, and well-­‐structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. W4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-­‐specific expectations for writing types are defined in standards 1–3 above.) Content (students need to know): Skills (students need to do): Reading: • Theme • Identify/analyze how word choice impacts tone • Central idea • Identify/analyze theme using textual evidence • Tone (i.e. word choice, plot, characterization, point of • Sensory details view, etc.) • Figurative language • Interpret inferential information presented in • Dialogue texts. • Parallel structure • Interpret words based on their context and • Implication/Inference synthesize the composite effect of selected • Evidence words. Summative Assessment(s) (evidence of learning): Reading Literature Assessment using Smarter Balanced Assessment Rubrics: “Two Kinds” (Lit. Anthology, 94). * A school PLC may choose a different text to use for this assessment. Formative Assessments (evidence of progress) • See rubrics for the RL standards (theme and tone). • Narrative writing – THESE PROMPTS ARE FOR ANTICIPATORY SETS AND GUIDED PRACTICE, QUICK WRITES, JOURNALS, ETC. THIS IS NOT A FORMAL PAPER. (See unit 5 for culmination of this work.) o Write a narrative describing what factors in your life have contributed to the development of your personal identity. o Write about a time in your life when you tried very hard to fit in or when you really stood out. What was the result and was it worth it? o How would you apply what you’ve learned in your life to make decisions about your future? o Compare and contrast your experiences to the experiences of the character in the story. • Based on visual art, students can make clear inferences and explain what evidence supports them. • Students categorize a list of given words based on their tone. • Students identify words and phrases that contribute to tone. • Given examples of direct vs. indirect characterization, students can classify them. • Students gather evidence of direct and indirect characterization and write a statement describing the character in their own words. • Students write summary statements on various works (e.g., songs, articles, fairy tales, historical events). • Students identify parallel structure and can correct improper parallel structure in texts. • Students can correct improper grammar and conventions in texts. List words or phrases that suggest time and place List words or phrases that suggest the author’s attitude toward a character’s personal identity List words that create vivid images Identify examples of figurative language Short answer questions (Same as above, practiced on other texts) Resources: Suggested Texts: •
“Hair” -­‐ Malcolm X p. 345 •
“Everyday Use” -­‐ Alice Walker p. 70 •
“The Bass the River and Sheila Mant” -­‐ WD Wetherell p. 35 •
“Boys and Girls” -­‐ Alice Monroe p. 54 •
“Two Kinds” or Joy Luck Club -­‐ Amy Tan p. 95 •
“Distillation” -­‐ Hugo Martinez-­‐Serros p. 133 •
Ricochet River -­‐ Robin Cody •
The House on Mango Street -­‐ Sandra Cisneros •
Flight -­‐ Sherman Alexie •
“By Any Other Name” -­‐ Santha Rama Rau p. 321 •
Bean Trees -­‐ Barbara Kingsolver •
Their Eyes Were Watching God -­‐ Zora Neale Hurston •
“The Magic Happened” – John Steinbeck p. 954 •
“Where I Find My Heroes” – Oliver Stone p. 968 •
“The Pedestrian” – Ray Bradbury p. 172 •
Ted Talk Videos Resources Needed: Fifth Chinese Daughter-­ Jade Snow Wong