SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
Grade 10, 1st Quarter, Unit 2
Reading and Responding to Informational Text
Overview
Number of Instructional Days: 15-20 (1 day = 40 minutes)
Unit 1.2 builds on similar skills developed in Unit 1.1, while addressing informational reading
standards as opposed to literature.
Students will read informational text/literary nonfiction, citing strong and thorough textual
evidence to support analysis of what the text says, as well as inferences drawn from the text.
Individually and in collaborative small groups, students will determine the central idea of the
text(s), including how it emerges and is shaped and refined by specific details. They will write
and discuss concise summaries of the text(s). Additionally, students will analyze seminal U.S.
documents of historical and literary significance, including how they address related themes
and concepts.
When working in collaborative small groups, students will continue to come to discussions
prepared, follow rules for collegial discussions, pose and respond to questions that propel
conversations, and respond thoughtfully to diverse perspectives. Additionally, students will
present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and
style are appropriate to purpose, audience, and task.
In response to informational text(s), students will write informative/explanatory texts to
examine and convey complex ideas, concepts, and information clearly and accurately through
the effective selection, organization, and analysis of the content. They will introduce and
develop a topic with relevant and sufficient facts, using appropriate and varied transitions, clear
organization, and precise language. They will maintain a formal style, and provide an adequate
conclusion. They will continue to develop and strengthen their writing by planning, revising,
editing, rewriting, or trying a new approach, as well as drawing evidence from informational
text(s) to support analysis and reflection.
In their writing, students will demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing, specifically using a semicolon to link two
or more closely related independent clauses, using a colon to introduce a list or quotation, and
spelling correctly.
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SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
CONCEPTS TO BE USED AND SKILLS TO BE LEARNED
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WRITE informative/explanatory texts to convey complex ideas.
INTRODUCE a topic; ORGANIZE content.
DEVELOP the topic through appropriate support.
USE appropriate and varied transitions to link major sections of the text
USE precise language and domain specific vocabulary
ESTABLISH and MAINTAIN a formal style and objective tone.
PROVIDE a concluding statement
CITE evidence to ANALYZE a text’s explicit content and implications.
DETERMINE a text’s theme and ANALYZE its development throughout the text.
ANALYZE character development.
UNDERSTAND figurative language and nuances of words.
INTERPRET figures of speech and ANALYZE their role in the text.
ANALYZE nuances in the meaning of words with similar denotations.
DETERMINE meaning of words and phrases including connotative and denotative meaning.
ANALYZE impact of word choice.
PROVIDE a concluding statement.
PRESENT information, findings and supporting evidence.
DEMONSTRATE command of conventions of standard English.
USE a semicolon to link two or more closely related independent clauses
USE a colon to introduce a list or quotation.
SPELL correctly.
PRODUCE clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
DEVELOP and STRENGTHEN writing by PLANNING, REVISING, and EDITING.
DELINEATE and EVALUATE the argument and claims in a specific text.
ESSENTIAL QUESTIONS
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How do you determine the central idea of a text?
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How does an author’s organization in an informational text affect our ability to determine the
central idea?
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How does command of the conventions of standard English help us to better understand author
intent when reading and to clarify our own ideas when writing?
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How does the correct usage of citation styles facilitate reader understanding?
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How is the informative/explanatory genre of writing used effectively when responding to
informational text?
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SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
Written Curriculum
The following standards are the focus of the unit of study:
RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.9-10.2. 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.9-10.9. Analyze seminal U.S. documents of historical and literary significance (e.g.,
Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech,
King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
W.9-10.2. 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.
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.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the
audience’s knowledge of the topic.
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.
d. Use precise language and domain-specific vocabulary to manage the complexity of the
topic.
e. Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
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).
W.9-10.4. Produce 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.)
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SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience.
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and
evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning”).
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-onone, 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.
a. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange
of ideas.
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.
c. Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions.
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
L.9-10.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely
related independent clauses.
b. Use a colon to introduce a list or quotation.
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SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
c. Spell correctly.
L.9-10.3. 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.
a. Write and edit work so that it conforms to the guidelines in a style manual
(e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the
discipline and writing type.
Standards that Reinforce the Unit of Study Focus Standards:
SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning, its part of speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze
their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
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SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
Standards that Recur through many/all of the Units of Study:
RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10
text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades
9–10 text complexity band independently and proficiently.
W.9-10.10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
Clarifying the Standards
RI-RI.9-10.1 In grade 8, students cited textual evidence that most strongly supports an analysis
of what the text said explicitly as well as inference drawn from the text. In grade 9, students
provided strong and thorough evidence. This skill does not change in grade 10, but students
are expected to increase their proficiency with increasingly complex texts. In grade 11,
students will be expected to extend this skill by determining where the text leaves matters
uncertain.
RI.9-10.2 In grade 8, students determined central idea of a text, analyzed its development, and
provided an objective summary of the text. In grade 9, students analyzed how the theme or
central idea emerged and was defined by specific detail. This skill does not change in grade 10,
but students are expected to be able to analyze increasingly complex texts. In grade 11,
students will determine two or more central ideas, analyze their development, and complete a
complex analysis on how each builds on the other.
RI.9-10.9 In grade 8, students will analyze a case in which two or more texts provide conflicting
information on the same topic and identify where the text disagree on matters of fact or interpretation.
In grades 9-10, analyze seminal U.S. documents of historical and literary significance including how
they address related themes and concepts. Students in grades 11-12 will analyze seventeenth-,
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SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance
for their themes, purposes, and rhetorical features.
W-W.9-10.2. In grade 8, Write informative/explanatory texts to examine a topic and convey
ideas, concepts, and information through the selection, organization, and analysis of relevant
content. By grades 9 and 10, students will convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content as
well as maintaining an objective tone while attending to the norms and conventions of the
discipline they are writing. In grade 11, only the most significant and relevant facts are
selected to develop the topic.
W.9-10.4 In grade 8, students produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. In grades 9-10 and 1112, students continue to develop these skills.
W.9-10.5 In grade 8, with some guidance and support from peers and adults, students develop
and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience have been addressed. In grades 9-10
and 11-12, students continue to do this independently.
W.9-10.9 In grade 8, students will draw evidence from literary or informational text to support analysis,
reflection, and research. In grades 9-10 they will continue to do the same. In grades 11-12, they will
still continue to do the same.
SL. SL.9-10.1 In grade 8 students engage in a range of discussions on grade 8 topics. In grade 10, they
initiate and participate effectively in a range of collaborative discussions on grades 9–10 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and persuasively. They refer to
other research and propel conversations by responding thoughtfully to diverse perspectives. They also
summarize, justify their own views, and make new connections in light of evidence and reasoning
presented. In grade 11 students work with peers to promote civil, democratic discussions and decisionmaking. They synthesize comments, claims, and evidence made on all sides of an issue, resolve
contradictions and determine what additional information or research is required to deepen the
investigation or complete the task.
SL.9-10.4 In grade 8, students presented claims and findings, emphasizing salient points in a focused
coherent manner with relevant, sound and valid reasoning. They will use appropriate eye contact,
volume, and clear pronunciation. In grade 10, students present information, findings and supporting
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SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
evidence to convey a clear perspective that can be followed easily be the audience. Opposing
perspective are addressed and the organization is appropriate to purpose. Grade 11 will continue to
develop skills from grade 10. In addition, they will focus on development, substance, and style that is
appropriate to purpose, audience and a range of formal and informal tasks.
L-L.9-10.2 In grade 8 students are expected to demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing. Students should use punctuation
(comma, ellipsis, dash) to indicate a pause or break. Lastly, students should use an ellipsis to indicate an
omission. In grades 9-10, students will use a semicolon (and perhaps a conjunctive adverb) to link two
or more closely related independent clauses. The will use a colon to introduce a list or quotation. In
grades 11-12 students will observe hyphenation conventions.
L.9-10.3 In grade 8 students used knowledge of language and its conventions when writing, speaking,
reading, or listening. In grades 9-10 students will 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. In grades 11-12 the skill will be developed through
different contexts and increased comprehension.
Resources
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SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
Text Exemplars
Novels and Novellas
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Fahrenheit 451 by Ray Bradbury
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To Kill a Mockingbird by Harper Lee
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The Book Thief by Marcus Zusac
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From Things Fall Apart by Chinua Achebe
Short Stories
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“The Gift of the Magi” by O. Henry
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“The Secret Life of Walter Mitty” by James Thurber
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“Harrison Bergeron” by Ray Bradbury
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“Everyday Use” by Alice Walker
Poems
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“A Dreamed Deferred” by Langston Hughes
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“We Are Many” by Pablo Neruda
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“On Turning Ten” by Billy Collins
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“Mirror” by Sylvia Plath
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“The Raven” by Edgar Allen Poe
Informational Text
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In Cold Blood by Truman Capote
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The Joy Luck Club by Amy Tan
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“Why I Write” by George Orwell
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“Nobel Lecture: Two Worlds” by V.S. Naipaul
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“Are You Doing Any Poetry with Them?” by Seamus Heaney
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“The Truth of Fiction” by Chinua Achebe
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