SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
Grade 10, 1st Quarter, Unit 1
Reading and Responding to Literary Text
Overview
Number of Instructional Days: 15-20 (1 day = 40 minutes)
Students will read literature and cite 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 and theme of the text(s), including how it emerges and is
shaped by details. They will write and discuss concise summaries of the text(s). Additionally, students
will analyze how complex characters develop over the course of the text(s), interact with other
characters and advance the plot or develop the theme.
When working in collaborative small groups, students will come to discussions prepared, follow rules for
collegial discussions, pose and respond to questions that propel conversations, and respond thoughtfully
to diverse perspectives.
While reading, students will choose flexibly from a range of strategies to determine or clarify the
meaning of unknown or multiple meaning words, as well as interpreting and analyzing figures of speech
and nuances.
In response to literature, 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. Furthermore, they will develop and
strengthen their writing by planning, revising, editing, rewriting, or trying a new approach, as well as
drawing evidence from literary text(s) to support analysis and reflection.
CONCEPTS TO BE USED AND SKILLS TO BE LEARNED
•
•
•
•
•
•
WRITE informative/explanatory texts to convey complex ideas.
INTRODUCE a topic; ORGANIZE content.
DEVELOP the topic through appropriate support.
USE appropriate and varied transitions.
USE precise language and domain specific vocabulary.
MAINTAIN a formal style and objective tone.
Grade 10, 1st Quarter, Unit 1
August 2013
1
SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
•
•
•
•
•
•
•
•
•
•
•
•
•
•
PROVIDE a concluding statement or section.
PRODUCE clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
DEVELOP and STRENGTHEN writing as needed by planning, revising, editing, and rewriting.
DRAW evidence from literary text to SUPPORT analysis, reflection, and research.
CITE strong evidence to support analysis of what the text says explicitly, as well as inferences.
DETERMINE a text’s theme and ANALYZE its development throughout the text.
ANALYZE character development.
DETERMINE meaning of words and phrases including connotative and denotative meaning.
USE context as a clue to the meaning of a word or phrase.
IDENTIFY and correctly USE patterns of word changes that indicate different meanings or parts
of speech.
CONSULT general and specialized reference materials to find the pronunciation of a word,
DETERMINE or CLARIFY its precise meaning, its part of speech, or its etymology.
VERIFY the preliminary determination of the meaning of a word or phrase.
DEMONSTRATE understanding of figurative language, word relationships, and nuances in word
meanings.
INITIATE and PARTICIPATE effectively in a range of collaborative discussions with diverse
partners, BUILDING on others’ ideas, and EXPRESSING their own clearly and persuasively.
ESSENTIAL QUESTIONS
•
•
•
•
•
•
How does knowledge of language and word meanings aid reading comprehension?
How do you use textual evidence to support theme?
How does the use of complex characters help to advance plot or develop theme?
How do you participate effectively in literature based discussions? How do you present
information effectively when speaking in order to facilitate listener understanding?
Why are the steps of the writing process so important in creating clear, coherent, and organized
writing?
How is the informative/explanatory genre of writing used effectively when responding to
literature? How does this form of writing enhance your ability to communicate effectively in
class discussions?
Written Curriculum
The following standards are the focus of the unit of study:
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
Grade 10, 1st Quarter, Unit 1
August 2013
2
SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
as well as inferences drawn from the text.
RL.9-10.2. 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.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme.
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.)
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.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on
and transforms source material in a specific work [e.g. how Shakespeare treats a theme
Grade 10, 1st Quarter, Unit 1
August 2013
3
SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare”).“
SL.9-10.1. 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.
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.
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.
Grade 10, 1st Quarter, Unit 1
August 2013
4
SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
b. Analyze nuances in the meaning of words with similar denotations.
The following standards Reinforce the Unit of Study Focus Standards:
RL.9-10.4. 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).
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.
RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature.
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.
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.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to writing or presentations.
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.
c. Spell correctly.
L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to
Grade 10, 1st Quarter, Unit 1
August 2013
5
SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
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.
L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
The following standards Recur through many/all of the Units of Study:
RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and
poems, 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 literature, including stories, dramas, and poems, 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
RL-RL.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.
RL.9-10.2 In grade 8, students determine the theme or 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, there will be a significant
Grade 10, 1st Quarter, Unit 1
August 2013
6
SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
increase in the expectation of the skill; students will determine two or more central ideas, analyze their
development, and complete a complex analysis on how each builds on the other.
RL.9-10.3. In grade 8, students needed to analyze how particular lines of dialogue or incidents in a story
or drama propel the action, reveal aspects of a character, or provoke a decision. In grade 9, students
will learn how to analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop the
theme. In grade 10, they are expected to demonstrate the same proficiency but with more complex
texts. In grade 11, they will analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed).
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 11-12,
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.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
Grade 10, 1st Quarter, Unit 1
August 2013
7
SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
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.
L-L.9-10.4 In grade 8, students will determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. In
grades 9-10, students continue to use these strategies based on grades 9-10 reading and content,
while adding attention to patterns of word changes that indicate parts of speech and consulting
reference materials to verify a word’s etymology. In grades 11-12, students continue to use these
strategies based on grades 11-12 reading and content, while adding attention to consulting reference
materials to verify a word’s standard usage.
L.9-10.5. In grade 8, students learned how to demonstrate understanding of figurative language, word
relationships, and nuances in word meanings by interpreting figures of speech in context using the
relationship between particular words to better understand each of the words and distinguish among
the connotations (associations) of words with similar denotations (definitions). In high school, students
will demonstrate the same understanding as well as analyze figurative language’s role in the text.
Grade 10, 1st Quarter, Unit 1
August 2013
8
SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
Resources
Text Exemplars
Novels and Novellas
•
Fahrenheit 451 by Ray Bradbury
•
To Kill a Mockingbird by Harper Lee
•
The Book Thief by Marcus Zusac
•
From Things Fall Apart by Chinua Achebe
Short Stories
•
“The Gift of the Magi” by O. Henry
•
“The Secret Life of Walter Mitty” by James Thurber
Grade 10, 1st Quarter, Unit 1
August 2013
9
SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
•
“Harrison Bergeron” by Ray Bradbury
•
“Everyday Use” by Alice Walker
Poems
•
“A Dreamed Deferred” by Langston Hughes
•
“We Are Many” by Pablo Neruda
•
“On Turning Ten” by Billy Collins
•
“Mirror” by Sylvia Plath
•
“The Raven” by Edgar Allen Poe
Informational Text
•
In Cold Blood by Truman Capote
•
The Joy Luck Club by Amy Tan
•
“Why I Write” by George Orwell
•
“Nobel Lecture: Two Worlds” by V.S. Naipaul
•
“Are You Doing Any Poetry with Them?” by Seamus Heaney
•
“The Truth of Fiction” by Chinua Achebe
Grade 10, 1st Quarter, Unit 1
August 2013
10