10th Grade English/Language Arts
Third Six Weeks: Week 1
Writer: Jeannie Istre
Reading Focus: Nonfiction
Informational Text
TEKS:
6, 8, 9A,
10A, 15B,
24B, Fig.
19B
UNIT Objectives:
 The students will
 be introduced to the Unit 3, its genre, theme, big question, and short overview of
material.
 be involved in word learning through talking, comparing, analyzing, and using
target words
 be provided multiple opportunities for exposure to meaningful information about
each word.
 make inferences about and draw conclusions from the types of nonfiction.
 develop a deeper understanding of features and characteristics of non-fiction
writing.
 evaluate the role of diction and the effect of tone.
 analyze the controlling idea of the passage and the textual elements that support
and elaborate it.
 make complex inferences about text and use textual evidence to support
understanding. (Expository)
 summarize text.
 develop skills for working productively with others in teams/groups.
 use elements of the writing process to compose text.
 use comprehension skills to listen attentively.
 understand and apply new vocabulary in reading and writing.
Overview:
Unit 3 focuses on the genre of nonfiction essays, speeches, and short stories. Literary Nonfiction essays, speeches,
and short stories are the selections presented in the text.
The Academic Purpose is to develop a deeper understanding of the
• Features of literary nonfiction and characteristics of well-written story.
• Advancing plot, establishing setting, and its influence on mood and conflict.
• First person, third person, and omniscient point of view and how writers use point of view to influence reader
reaction.
Major Concepts
• Working productively with others in teams
• Using comprehension skills listen attentively to others
• Understanding and using new vocabulary when reading and writing
• Comprehending theme and genre in literary texts
• Comprehending structure and elements of literary genre: fiction
• Comprehending how author’s sensory language creates imagery in literary text
• Analyzing how words, images, graphics, and sound work together to impact meaning
• Writing expository texts
• Using elements of the writing process to compose text
Throughout this unit students will, read, talk, write about and write like the essays, speeches, and short stories they
read. Teachers will model tasks to apprentice learners in the discipline of language arts. During the unit, students
will use their new understanding about what makes an effective speech, essay, or short story to develop their own
persuasive letter as a culminating project. Other projects may be developed by the instructor or suggested by the
students. Ideas from first six weeks may also be adapted for this unit and six weeks.
The Unit 3 theme focuses on one main question to be continually revisited throughout the six weeks possibly at the
end of each selection.
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The Big Question for Unit 3:
What kind of knowledge changes our lives?
Essential Questions:
What do we learn from these texts about reading and writing? What are these stories about on a literal/deeper level?
What must we do in order to understand why a story affects us as it does?
How does syntax, diction and style affect the essay and the reader?
How does the setting affect the development of a narrative(plot, conflict, characters, mood)
Essential Academic Vocabulary:
Instinct customarily distinct tactile formidable evoking - “The Spider and the Wasp”
lavished subordinate rejuvenation convalesce cajoling succinct- “The Sun Parlor”
Essential Literary Terms:
tone setting dramatic irony
mood setting plot theme symbolism
allegory drawing conclusions
Freytag’s Pyramid: Stages in Plot Development
style diction syntax
purpose perspective
Narrative essay
descriptive essay
expository essay
persuasive essay
reflective essay
Address
talk
oration lecture
1. Students should select a nonfiction work for independent or home reading and document reading through
various means such as: reading logs, book report, or dialectical journal which is to be turned in at the end of
the six weeks.
2. Introduce Academic Vocabulary and The Big Question using a quick write, Explain What You Know, or
Write What You Think on page 443.
3. Mini-Lesson to introduce Nonfiction and types of Nonfiction on pages 444-447.
4. “The Sun Parlor” –Dorothy West. Page 490-497 or “The Spider and the Wasp”-Alexander
Petrunkevitch Pages 463-471.
5. Journal Topic for “The Sun Parlor”: Understanding what is truly important in life is valuable because
___________________________________.
6. Journal Topic for “The Spider and the Wasp”: An example of a situation in which it would be important
to adapt or revise a behavior based on instinct and gut reaction is_____________________________________________.
7. Develop a Mini-Lesson to introduce the selection’s vocabulary.
8. Complete either orally or as a graded assignment Vocabulary Graphic Organizer for the appropriate lesson
or the Vocabulary Warm-Up Exercise.
9. Read from The Reader’s Notebook (if included in this resource to answer questions while reading.
10. Introduce the essay with the author’s biography and ascertain prior knowledge.
11. Read (aloud or silently) for comprehension, stopping periodically to check for understanding.
Read to comprehend. Students will read “The Sun Parlor” to see what small lessons and morals were taught
and learned in the parlor; a place reserved for family members to visit with guests or each other. Students
will read “The Spider and the Wasp” to understand the distinction between instinct and intelligence.
You might wish to create a chart or graphic organizer to answer questions below to aid in comprehension
of the text and its main idea.
Post the following comprehension questions for either story: What is happening? How do you know?
Who are the characters? What do you know about them? How do you know? Explain to the students
that stopping periodically to answer these questions while reading of the text will assist in providing a
better understanding of the story.
Analyze point of view. Ask: From what point of view is the story told? Who is telling the story? What
is the effect on you as a reader?
Ask the students to read either essay a second time if time permits and identify what they think is
significant moments or sentences. These moments may be related to the tone, diction, characters, conflicts,
settings, lessons learned, key plot events, etc.
or
The student can be divided into groups to read the selection.
Differentiation/Intervention: Struggling readers may read, listen attentively and take notes, read along
with a peer pal or with online assistance or with the CD recorded selection.
Ask students to take notes on a section of a graphic organizer shaped T, and share the notes from their
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section of the text with other groups.
12. Suggested After Reading Activities:
Selection Support
Reading: Graphic Organizer
Literary Analysis: Graphic Organizer
Integrated Language Skills
Open Book Test for Assessment
Vocabulary Warm-Up Exercise Vocabulary Builder
13. Develop a Mini-Lesson for Conventions: Subject complements and writing a brief memoir. Pgs 508-509.
or
14. Complete Integrated Language Skill Practice on page 484 Direct and Indirect Objects and the Writing
lesson on page 485; writing a business letter. (Complete the Work in Progress in order to assist
students with competing a persuasive letter to the editor the end of the unit.)
15. Review the story and complete Writing, page 485.
16. Have the students analyze and apply The Big Question to the selection read.
17. Administer Open Book Test/Assessment as need for comprehension.
18. Reteach as needed.
Suggested Assessment:
Open Book Test
Vocabulary Warm-up Exercise
Reading: Graphic Organizer
Selection Support
Integrated Language Skills
Literary Analysis: Graphic Organizer
Two column or T Chart
Writing of Business Letter
Resources:
Prentice Hall Literature Textbook
Other diagnostic material in ancillaries
Ancillary quizzes
PHLitOnline
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10th Grade English/Language Arts
Third Six Weeks: Week 2
Writer: Jeannie Istre
Reading Focus: Reflective Essay
Objective: The student will:
 evaluate the effect of imagery on a literary essay.
 write literary text to express ideas about real people, events, and ideas.
 listen responsively to a speaker by taking notes that summarize or highlight the speaker’s
ideas for critical reflection and by asking questions related to the content for clarification
and elaboration.
 understand new vocabulary and use it when reading and writing.
 participate productively in teams, building on the ideas of others, contributing relevant
information, developing a plan for consensus-building and setting ground rules for
decision-making. ELAR 10.26
 make inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding. ELAR 10.5, 10.2
 analyze isolated scenes and their contribution to the success of the plot as a whole in a
variety of works of fiction. ELAR 10.5A
 Relate the figurative language of a literary work to its historical and cultural setting.
ELAR 10.2C
 Analyze isolated scenes and their contribution to the success of the plot as a whole in a
variety of works of fiction. ELAR 10.5A
 Edit drafts for grammar, mechanics, and spelling. ELAR 10.13D
TEKS:
2A, 5A, 6,
10A, 13D,
14, 24A, , 26
Essential Questions:
What is the topic of the essay?
What is the main point being made?
Which details support that point?
Essential Academic Vocabulary
Infinite inherent paradox dilapidated enthralls poignant
Essential Literary Terms
Paradox Reflective essay imagery main idea author’s purpose inference
Suggested Lesson Ideas:
Before reading:
1. Journal suggestion: In addition to books and libraries, ___________________________________ may influence a
person’s desire to learn new things because _____________________________________________________.
2. Read “In Commemoration: One Million Volumes” – Rudolfo Anaya pg. 499
3. Introduce the vocabulary for the selection and complete Vocabulary Warm-up or Vocabulary Builder.
4. Develop a Mini-Lesson for the selection’s vocabulary.
5. Review main idea and reflective essay using the Reading Warm-up.
6. Discuss background for the story to actuate prior knowledge and cultural connections.
7. Introduce the author.
8. Read silently the story using the GIST Strategy to build reading stamina for STAAR.
9. Use the Reader’s Notebook to answer questions to check comprehension while students read.
10. Use the Before You Read; Analyzing Main Idea and Supporting Details or other Reading: Graphic Organizer
to reinforce main idea and supporting details.
11. Develop a Mini-Lesson for Predicate Nominative and Predicate Adjectives if not taught prior week.
12. Analyze and apply the Unit’s Big Question for this selection.
13. Administer Selection Test Assessment as needed.
14. Re-teach as needed.
15. Have students complete a Vocabulary Project (Personal Dictionary). Students should use half sheets of
paper 5 ½ by 8 ¼ or notecards bound with ring clasp where they are responsible for a creative display of
each vocabulary word, its definition, part of speech, a sentence, and a graphic. The dictionary should be in
alphabetical order and must be bound with a creative cover bearing the student’s name. Inform the
students that this will be an ongoing assignment so the binding should be removable like a ring or brad.
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This could be extended and considered a form of project based learning. Students may use an optional
number of vocabulary words to complete an essay using the words in correct context.
16. Have students complete Work in Progress on page 509 in order to assist students with completing a
persuasive letter to the editor the end of the unit.
17. Complete Texas Test Preparation Workshop, pages 510 – 511.
18. Differentiation/Intervention: Struggling readers may read listen attentively and take notes, read along
with the online assistance or with the CD recorded selection.
Suggested Assessment:
Selection Tests
Vocabulary Warm-ups
Vocabulary Builder
Reading Graphic Organizer
Literary Analysis: Graphic Organizer
Integrated Language Skills
Resources:
Prentice Hall Literature Textbook
Prentice Hall Reader’s Notebook
Ancillary quizzes
Teacher developed material
PHLitOnline
5
10th Grade English/Language Arts
Third Six Weeks: Weeks 3-4
Writer: Jeannie Istre
Writing Focus: Expository
Reading Focus: Comparing Literary Works
Objective:
 Understand new vocabulary and use it when reading and writing.
 Write literary text to express ideas about real people, events, and ideas.
 Use rhetorical techniques that demonstrate understanding of the writer’s purpose and
audience.
 Edit drafts for grammar, mechanics, and spelling. ELAR 10.13D
 Use correct punctuation marks. ELAR 10.18B (RS)
 Use a variety of correctly structured sentences. ELAR 10.17C
 Use effective reading strategies to determine written work’s purpose and intended
audience. ELAR 10: 2A
 Students analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence from the text
to support their understanding. ELAR 10.2
 Analyze the controlling idea and specific purpose of a passage and the textual elements that
support and elaborate it, including both the most important details and the less import
details. ELAR 10.8A
 Use correct punctuation marks. ELAR 10.18B B
 Use elements of the writing process to compose text and revise drafts to improve style ELAR
10.13C, D (A- E)
 Write an interpretive response to an expository or a literary text (e.g., essay or review) that:
extends beyond a summary and literal analysis; addresses the writing skills for an analytical
essay and provides evidence from the text using embedded quotations; and analyzes the aesthetic
effects of an author’s use of stylistic and rhetorical devices. ELAR 10.15C(i, ii, iii)
Essential Questions:
What do we learn from these texts about reading and writing?
What are these stories about on a literal/deeper level?
What must we do in order to understand why a story affects us as it does?
How can we use our understanding to recreate our own effective expository writing?
How does the setting affect the development of a narrative (plot, conflict, characters, mood).
What do we learn about informational text that differentiates it from other forms?
What are the steps in writing an analytical essay?
Essential Academic Vocabulary
Sumptuous vagaries - “A Toast to the Oldest Inhabitant: The Weather of New England”
Incredulity irascible - ”The Dog That Bit People”
Essential Literary Terms
Humorous writing hyperbole compare contrast context clues
inference satire contrast
understatement irony absurdity digression personification
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TEKS:
6, 11A, 11B,
13B, 15C
Suggested Lesson Ideas:
1. Develop Mini-Lesson for Informational Text or discuss and complete pages 512-517 to introduce and
review procedural texts.
2. Complete the Timed Writing of a Persuasive Letter.
3. Use the 5-minute planner on page 517 to assist in pre-writing.
4. Develop a rubric for grading the persuasive letter that is “student friendly “or use the rubric provided for
an in-depth method of evaluation.
5. After completing the letter writing, have students turn and read their letter aloud to a peer. Then have the
student correct his/her own mistakes. Afterward, have the peer partners exchange papers and again peeredit the persuasive letter using the rubric. Have the students return the papers and re-write the letter
before turning it in for grading. (Oral reading will allow students to hear and correct their errors. Peer
editing will allow them to see and correct the mistakes of others and build their skill base and apply their
knowledge.)
6. Develop a Mini-Lesson for Comparing Literary Works using the chart on page 518 for assistance.
7. “A Toast to the Oldest Inhabitant: The Weather of New England” – Mark Twain and”The Dog That Bit
People” – James Thurber. (This is a paired reading)
8. Introduce the selection by discussing Writing About the Big Question on page 519: “What kind of
knowledge changes our lives?”
9. Journal topic: When I need to adapt to a bad situation, I try to remember
___________________________________________________________________________________________________________
10. Introduce the authors as well as the literary elements: humor, satire, understatement, and hyperbole.
11. During reading, complete the graphic organizer on page 518 also at www.PHLitOnline.com.
12. During reading, other useful graphic organizers can be found at www.PHLitOnline.com.
13. After reading, complete Comparing Humorous Writing Pg 531.
14. Texas Writing Workshop Page 532 – 537.
15. Use the Rubric on page 537 to assess writing assignment.
Suggested Assessment:
Texas Test Preparation Workshop
Selection Tests
Analytical Essay
Critical Thinking
Persuasive Letter
Resources:
www.PHLitOnline.com
Prentice Hall Literature Textbook
Teacher created material
Unit Resources
Written Composition Criteria Rubric
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10th Grade English/Language Arts
Third Six Weeks: Week 5
Writer: Jeannie Istre
Reading Focus: Persuasive Essay TEKS:
6, 10, 13B,
15c(i), 25, 26,
RC-10B,
Fig. 19B
Objective:
The students will
 Evaluate the role of syntax on a speech. ELAR 6
 Analyze, make inferences, and draw conclusions about persuasive text. ELAR 10
 Develop drafts in open-ended situations that include rhetorical devices used to convey
meaning. ELAR 13B
 Write an interpretive response that extends beyond a summary and literal analysis. ELAR
15C
 Use textual evidence to support understanding. ELAR 10B
 Understand new vocabulary and use it when reading and writing.
 Use and understand the function of the parts of speech in the context of reading, writing,
and speaking.
 Use effective reading strategies to determine a written work’s purpose and intended
audience.
 Use effective reading strategies to determine written work’s purpose and intended
audience. ELAR 10: 2A
 Analyze the controlling idea and specific purpose of a passage and the textual elements that
support and elaborate it, including both the most important details and the less import
details. ELAR 10.8A
 Distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to
support conclusions and arguments in texts. (10.9B) ELAR 10.9B B
 Analyze, make inferences and draw conclusions about theme and genre in different
cultural, historical, and contemporary contexts and provide evidence from the text to
support their understanding. ELAR 10.2
 Summarize text and distinguish between a summary and critique and identify non-essential
information . ELAR 10.9A B
 Students analyze, make inferences and draw conclusions about persuasive text and provide
evidence form text to support their analysis. ELAR 10.10
 Use correct punctuation marks. ELAR 10.18B B
 Use elements of the writing process to compose text and revise drafts to improve style ELAR
10.13C, D (A- E)
Essential Questions
What do you know about the Holocaust?
Why must we keep the memory of the Holocaust alive?
Essential Academic Vocabulary
Transcends presumptuous accomplices
Essential Literary Terms
Rhetorical Devices
parallelism
repetition
slogans and saws
rhetorical questions
Suggested Lesson Ideas:
1. Introduce the rhetorical devices; repetition, parallelism, slogans and saws, and rhetorical questions.
2. Develop Mini-Lesson; Vocabulary.
3. Complete from for the selection using Unit 3: Resources Vocabulary/Fluency/Prior Knowledge, Vocabulary
Builder, or Vocabulary Warm Ups.
Before Reading
4. “Keeping Memory Alive” – Elie Wiesel or “from Nobel Literature” – Alexander Solzhenitsyn.
5. Assess Background Knowledge of the Holocaust and Historical Connection.
6. Introduce the author.
7. Read the selection using guided questions developed by the teacher or use the Reader’s Notebook to document
answers as students read. (Guided questions can also be used effectively in groups). Critical Thinking Questions
may also be used to assess comprehension.
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After Reading
After reading, discuss Skill Development Extensions which reinforces Connection to Art.
Complete Selection Support: After You Read Graphic Organizer and Literary Analysis: Persuasive Writing and
Rhetorical Devices from Skills Development/Extensions or After You Read.
10. Develop and teach a Mini-Lesson: Degrees of Adverbs.
11. Complete Integrated Language Skills page 554 to reinforce Mini-Lesson.
12. Develop and administer additional exercises as needed for mastery.
13. Complete the Integrated Language Skills Pages 554-555.
14. Further instruction and practice of degrees of adverbs can be found in the Grammar Handbook or teacher may
use other applicable resources.
Suggested Assessment:
Critical Thinking
Selection Test
Vocabulary
Unit Resources
Resources:
Prentice Hall Literature Textbook
Prentice Hall Grammar Textbook
Teacher created material
Reader’s Notebook
8.
9.
9
10th Grade English/Language Arts
Reading Focus: Analytical/Interpretive
Third Six Weeks: Week 6
Writing Focus: Persuasive
Writer: Jeannie Istre
Objective:
 Make inferences, and draw conclusions about persuasive text. ELAR 10
 Determine the meaning of on level technical academic English words in multiple content
areas derived from Latin and Greek affixes. ELAR 1A
 Write work related documents that include organized and accurately conveyed
information: and reader-friendly formatted techniques. ELAR 15B
 Distinguish among different kinds of evidence used to support conclusions and arguments.
ELAR 9B
 Develop drafts in open-ended situations that include rhetorical devices used to convey
meaning. ELAR 13B
 Write an interpretive response that extends beyond a summary and literal analysis. ELAR
15C
 Use textual evidence to support understanding. ELAR 10B
 Participate productively in teams, building on the ideas of others, contributing relevant
information, developing a plan for consensus-building and setting ground rules for
decision-making. ELAR 10. 26A (CCRS lll A1, A2) CCSS SL10.1b
 Plan a first draft by selecting the correct genre for conveying the intended meaning to
multiple audiences, determining appropriate topics through a range of strategies (e.g.,
discussion, background reading, personal interests, interviews), and developing a thesis or
controlling idea. ELAR 10.13A
 Revise drafts to improve styles, word choice, figurative language, sentence variety, and
subtlety of meaning after rethinking how well questions of purpose, audience, and genre
have been addressed. ELAR 10.13C (CCRS lA 4) B
 Edit drafts for grammar, mechanics, and spelling. ELAR 10.13D (ELPS 5D) B
 Revise final draft in response to feedback from peers and teacher and publish written work
for appropriate audiences. ELAR 10.13E
 Use correct punctuation marks. ELAR 10.18B B
 Use elements of the writing process to compose text and revise drafts to improve style ELAR
10.13 (A-E)
 Write an interpretive response to an expository or a literary text (e.g., essay or review) that:
extends beyond a summary and literal analysis; addresses the writing skills for an analytical
essay and provides evidence from the text using embedded quotations; and analyzes the aesthetic
effects of an author’s use of stylistic and rhetorical devices. ELAR 10.15C(i, ii, iii)
TEKS:
1A, 9B, 15B,
15C, 10B,
13A, 13C,
13D, 18B,
Fig. 19B
Essential Questions:
Have you mastered the objectives in Unit 3 this six weeks?
How will you display mastery?
Essential Academic Vocabulary:
Embodied emigrants successive subversion
Suggested Lesson Ideas:
Before Reading
1. “The American Idea” – Theodore White or “What Makes a Degas a Degas?” – Richard Muhlberger.
2. Develop a Mini-Lesson Vocabulary.
3. Assign Vocabulary Warm-Ups or Vocabulary Builder or other Unit 3 Resources.
4. Discuss and review Reading Skill: Evaluate Conclusions and Arguments.
5. Introduce using a Mini-Lesson Evidence and Appeals.
6. Use the Selection Support Graphic Organizer to reinforce evidence and appeals while reading the selection.
During Reading
7. Use GIST Strategy or Multi-draft Reading Strategy when reading the selection.
8. Use Reader’s Notebook document comprehension as the students read.
9. Assess student comprehension by using Reading Check/Skill questions as well as Critical Thinking.
After Reading
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11. Develop Mini-Lesson: Degrees of Adjectives.
12. Complete Integrated Language Skills page 574 as reinforcement. Use additional exercises as needed.
Culminating Project:
Using the brown bag technique. Secure a brown lunch bag. Toss in items from your classroom, home, etc. that will
be used as details and clues in a story, essay, or speech. Remove the items one at a time and allow students to
choose the items to be included in their writing. Students should use at least five of the items from the brown bag.
Have the students write an essay, speech or short story using the items from the brown bag in some way. Their
story should be illustrated with a picture and plenty of description, rhetorical devices, humor, satire and other
literary/rhetorical devices learned this six weeks.
 Provide in class time for students to gather ideas, plan, and begin the process.
 Remind students of the characteristics of high quality writing and work.
 Develop example rubrics for the culminating projects or collaborate with students to develop a rubric using
their criteria as its components.
 Review the timeline for completing the project. Remind students to review the culminating project
description and use the criteria they have helped to develop to guide their work.
 Allow students to select partners or group members according to the difficulty level of each project.
 Have students draw for presentation.
13. Assign Cumulative Review (pages 618-622) if time permits.
 Retrospective StepBack. Ask students to reflect on their learning. Ask What have you learned about
essays, speeches, and stories from the study in this unit? What helped you learn? What have you
learned about collaborative work?
 Allow student to submit their Reading Logs from their independent reading. Use the Reading Logs as a
major grade to reinforce the need to read.
 Teachers should begin semester review.
14. Administer Benchmark #6 from Unit Resources pages 227-235 or create a Semester Exam.
15. Review data from Benchmark and re-teach skills based on student performance.
Suggested Assessment:
Critical Thinking
Selection Test/Open Book Test
Vocabulary
Unit Resources
Integrated Language Skills
Culminating Project
Reading Check/Skill
Selection Support
Skill Development
Benchmark #6
Resources:
Prentice Hall Literature Textbook
Prentice Hall Teacher Resources
Reader’s Notebook
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