Grade 10 Unit Two: Estimated Days: Perspectives and Perceptions Big Ideas/Essential Questions (How does this unit apply to a student’s life?) How are our perspectives and perceptions shaped by our experiences? What are the results when perspectives clash? How can we acknowledge and reconcile these disparate perspectives to form our own opinions? Summatively Assessed Standard(s): 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. W. 2 -­ Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W. 2.a -­‐ Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. W.2.c -­‐ Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. W. 2.d -­‐ Use precise language and domain-­‐specific vocabulary to manage the complexity of the topic. W. 2.f -­‐ Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Additional Standards Assessed: SL. 1. – Initiate and participate effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐led) with diverse partners on grades 9-­‐10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.1.b – Work with peers to set rules for collegial discussions and decision-­‐making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. SL. 1.d – Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. L. 3. -­‐ Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. NCSD ELA 10th –Grade Instructional Guide Working Draft Aug. 2012 Content (students need to know): • Perspective • Perception • Central idea • Tone • Inference • Interpretation Skills (students need to do): Writing: • Respond logically to the prompt • Develop a clear and relevant controlling idea (thesis) • Organize information according to an informative essay outline • Provide specific textual evidence to support claims • Use appropriate and varied transitions • Use precise and domain-­‐specific vocabulary • Use standard conventions correctly Reading: ● Analyze literature to determine character and author perceptions ● Analyze literature to determine how character and author perceptions develop theme Summative Assessment(s): Writing (Informative) Consider the following prompts for To Kill a Mockingbird and Lord of the Flies (if teachers are not using either of these texts, building PLCs can choose a different text with a similar prompt. We chose these texts to stay in line with the essential question of the unit): 1. To Kill a Mockingbird Summative Assessment (RL-­2, W-­2) At the end of To Kill a Mockingbird, Scout stands on Boo Radley’s porch and sees the community of Maycomb, and the world as a whole, through his eyes. She “puts herself in his shoes,” as Atticus would say. In a well-­‐written essay, use evidence from the novel to explain several other instances where we the reader see Scout’s perspective change because of her experiences. Then, explain how this theme is addressed in two other works from the unit. *Within the prompt, the teacher should provide all supplemental sources taught with this unit, and any added at the teacher’s discretion. 2. Lord of the Flies Summative Assessment (RL-­2, W-­2) When the boys crash land on the island, they are everyday school kids that do everyday things with childlike innocence. As the novel progress, and conflicts arise, boys like Ralph, Jack, and Piggy all demonstrate different perspectives on how these conflicts should be solved. In a well-­‐
written essay, explain the conflicting perspectives of two main characters, and use specific evidence from the text to support your explanation. Then in the final paragraph, use at least one of the unit readings to explain how human nature might have contributed to these conflicts between characters. *Within the prompt, the teacher should provide all supplemental sources taught with this unit, and any added at the teacher’s discretion. NCSD ELA 10th –Grade Instructional Guide Working Draft Aug. 2012 Formative Assessments (evidence of progress) ● Same reading and writing questions used with practice texts. ● Socratic Seminar ● Reading Sample “Powder” (Lit. Anthology, 141) Words or phrases that suggest time and place Words or phrases that suggest formal or informal word choice Words or phrases that suggest the author’s attitude toward the various perspectives Words that create vivid images Identify examples of figurative language Identify passages that support an interpretation of the text’s theme • How does the author develop and reveal the characters’ perspectives and perceptions through direct statement? Support with textual evidence. • How does the author develop and reveal the characters’ perspectives and perceptions through implication? Support with textual evidence. • Which character perspectives does the author endorse (identify tone)? What words or phrases led you to this conclusion? • What is the theme or central idea of the text? How do you know this? What if students don’t get it? What if students do get it? Resources to be taught in conjunction with To Kill a Mockingbird: •
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“Mending Wall” – p. 526 “Mother to Son” – p. 508 1960 Southern Reaction video and transcript • http://www.teachersdomain.org/resource/am12.ela.rv.text.reaction/ selections from Taming of the Shrew -­‐ Shakespeare “When Will White People Stop Making Films Like Avatar?” • http://io9.com/5422666/when-­‐will-­‐white-­‐people-­‐stop-­‐making-­‐movies-­‐like-­‐avatar Resources to be taught in conjunction with Lord of the Flies: • “Courage” – p. 512 • “Those Winter Sundays” – p. 678 • “War, Peace, and the Role of Power in Sharif’s Robber’s Cave Experiment” • “Acting your Age” – New York Times, Christopher Aceto NCSD ELA 10th –Grade Instructional Guide Working Draft Aug. 2012 Resources to be taught in conjunction with To Kill a Mockingbird: •
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“Mending Wall” – p. 526 “Mother to Son” – p. 508 1960 Southern Reaction video and transcript • http://www.teachersdomain.org/resource/am12.ela.rv.text.reaction/ selections from Taming of the Shrew -­‐ Shakespeare “When Will White People Stop Making Films Like Avatar?” • http://io9.com/5422666/when-­‐will-­‐white-­‐people-­‐stop-­‐making-­‐movies-­‐like-­‐avatar Resources to be taught in conjunction with Lord of the Flies: • “Courage” – p. 512 • “Those Winter Sundays” – p. 678 • “War, Peace, and the Role of Power in Sharif’s Robber’s Cave Experiment” • “Acting your Age” – New York Times, Christopher Aceto • http://learning.blogs.nytimes.com/2009/11/17/acting-­‐your-­‐age-­‐considering-­‐the-­‐age-­‐of-­‐
responsibility/ Resources Needed: NCSD ELA 10th –Grade Instructional Guide Working Draft Aug. 2012