Grade 10 Unit 6: How Has My Generation Made a Lasting Impression?

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Grade 10 Unit 6: How Has My Generation Made a Lasting Impression?

HCCHS Curriculum Map Grade 10 – Unit 6: How has my generation made a lasting impression?

OVERVIEW In this final unit, students will explore ways in which their generation has made a lasting impression. Teachers have a choice in the major text/text type for students to read. In writing, teachers also have a choice in what students write but it is recommended that students complete a technology-based project. The ACT Quality Core priority standards for this unit are: Knowledge of Literary and Non-Literary Forms (3.b and 3d), Author’s Voice and Method (5.a, and f), Persuasive Language and Logic (6.a, c, and d) and Literary Criticism (7.a and c). These standards will need to be assessed both formatively and summatively. Assessment should include a constructed response (CR) component that addresses the following ACT Quality Core writing standards: Modes of Writing for Different Purposes and Audiences (2.d) and Organization, Unity, and Coherence (3.b, c, d, and e). In addition, you will want to continue working with students to prepare them for the EOC 10th grade and On Demand Writing assessments they will take at the end of the year

In all activities, teachers should focus on teaching the Standards using close reading through texts at the appropriate text complexity and there should be a shift toward integrating more informational text throughout the unit.

You should also note that it would be impossible for a teacher to adequately address all of the learning targets listed below. As the teacher, you will need to make decisions regarding what learning targets are appropriate for your students.

PRIORITY STANDARDS AND LEARNING TARGETS

QUALITY CORE READING KNOWLEDGE OF LITERARY AND I can … NONLITERARY FORMS QC A3. b: Describe how the choice of form affects the * identify various literary forms. presentation of a work’s theme or topic. * describe how form affects a work’s theme or topic. QC A3. d: Identify and interpret works in various poetic * identify various poetic forms. forms and explain how meaning is conveyed through * interpret various poetic forms. features of poetry, including sound, structure, graphic * identify features of poetry such as sound (rhythm, elements, and poetic devices. repetition, alliteration), structure (meter, rhyme scheme), graphic elements (punctuation, line length, word position), and poetic devices (metaphor, imagery, personification, tone, symbolism). * explain how meaning is conveyed through various features of poetry. AUTHOR’S VOICE AND METHOD I can . . . QC A5a: Use organization or structure of a text and * define and recognize various text structures: writer’s techniques to aide comprehension of increasingly compare/contrast, problem/solution, cause/effect, etc. challenging texts. * identify various writers’ techniques: repetition, syntax, word choice, etc. * recognize/explain how text structure and writer’s

Grade 10 Unit 6 Page 1 techniques can help me understand the meaning of a text. * use text structure and writer’s techniques to help me understand the meaning of a text. QC A5f: Analyze an author’s implicit and explicit * identify an author’s argument, perspective or argument, perspective, or viewpoint in a text. viewpoint in a text, even when it is implicit. * analyze an author’s argument, perspective or viewpoint in a text. PERSUASIVE LANGUAGE and LOGIC I can… QC A6a: Identify, analyze, and evaluate the * identify persuasive techniques (appeals to emotion, effectiveness of persuasive techniques and the presence reason, or authority; stereotyping). of bias in literature, film, advertising, and/or speeches. *analyze and evaluate the effectiveness of persuasive techniques. * identify the presence of bias in literature, film, advertising, and/or speeches. QC A6c: Locate important details and facts that support * locate details and facts that support ideas, arguments, ideas, arguments, or inferences in increasingly or inferences in a text. challenging texts, and substantiate analyses with textual * support my analysis of a text with textual evidence examples that may be in widely separated sections of the from various sections of the same text and/or in other text or in other sources. sources.

QC A6d: Distinguish between fact and opinion, basing *tell the difference between fact and opinion, using judgments on evidence and reasoning. evidence to support my reasoning. LITERARY CRITICISM I can… QC A.7 a: Learn appropriate literary terms and apply *define theme/universal idea, ballad, sonnet, ode, them to increasingly challenging texts (e.g., using the rhythm, abstract, concrete, rhyme scheme, and meter terms symbol and allusion appropriately in a discussion and apply them to the appropriate text. of Alice Walker’s poem “Women.”) QC A.7 c: Read literary criticism, with assistance, to *read and analyze literary criticism. increase comprehension of increasingly challenging literary texts. QUALITY CORE WRITING MODES OF WRITING FOR DIFFERENT I can . . . PURPOSES AND AUDIENCES QC B2. d: Craft first and final drafts of responses to * * *write a first draft of a response to literature with a clear literature that organize an insightful interpretation around purpose/focus, idea development. several clear ideas, premises, or images and support judgments with specific references to the original text and to other texts or authors. Organization, Unity and Coherence I can . . . QC B3. a: Establish and develop a clear thesis statement *explain a thesis statement. for informational writing or a clear plan or outline for *identify the thesis statement in informational writing narrative writing. *craft a thesis statement.

Grade 10 Unit 6 Page 2 *develop a clear plan or outline to include narrative in informational writings. QC B3. b: Organize writing to create a coherent whole *effectively use the writing process to create various with effective, fully developed paragraphs, similar ideas writing pieces. grouped together for unity, and paragraphs arranged in a *use writing strategies to create unity with writing. logical sequence. QC B3. c: Add important information and delete *use revision strategies to create a clearly established irrelevant information to more clearly establish a central central idea. idea. QC B3. d: Rearrange words, sentences, and/or *use editing and revision strategies. paragraphs and add transitional words and phrases to clarify meaning and maintain consistent style, tone, and voice. QC B3. e: Write an introduction that engages the reader *write an engaging lead using effective writing and a conclusion that summarizes extends, or elaborates strategies. points or ideas in the writing. *write an effective conclusion that summarizes major points or ideas. KCAS WRITING TEXT TYPE AND PURPOSE RESEARCH TO BUILD AND PRESENT I can... KNOWLEDGE W-9-10.4: Produce clear and coherent writing in which *identify the writing style (argument, informative/ the development, organization, and style are appropriate explanatory, or narrative) that best fits my task, to task, purpose, and audience. purpose, and audience. *use organizational/formatting structures (graphic organizers) to develop my writing ideas. *compose a clear and logical piece of writing that demonstrates my understanding of a specific writing style. W-9-10.5: Develop and strengthen writing as needed by *use prewriting strategies to formulate ideas (e.g., planning, revising, editing, rewriting or trying a new graphic organizers, brainstorming, lists). approach, focusing on addressing what is most *recognize that a well-developed piece of writing significant for a specific purpose and audience. (Editing requires more than one draft. for conventions should demonstrate command of *apply revision strategies (e.g., reading aloud, checking Language standards 1-3 up to and including grades 9-10) for misunderstandings, adding and deleting details) with the help of others. *can edit my writing by checking for errors in c capitalization, punctuation, grammar, spelling, etc. *analyze my writing to determine if my purpose and audience have been fully addressed and revise when necessary. *prepare multiple drafts using revisions and edits to develop and strengthen my writing.

Grade 10 Unit 6 Page 3 *recognize when revising, editing, and rewriting are not enough, and I need to try a new approach. W-9-10.6: Use technology, including the Internet, to *can identify technology (e.g. Word, Publisher, produce, publish, and update individual or shared writing PowerPoint, wiki blog) that will help me produce, products, taking advantage of technology’s capacity to publish, and update my individual or shared writing link to other information and to display information products. flexibly and dynamically. *can determine the most efficient technology medium to complete my writing task. *use technology to enhance my writing product by linking it to other information and/or displaying information flexibly and dynamically. SPEAKING AND LISTENING COMPREHENSION AND COLLABORATION I can . . . SL.9-10.3: Evaluate a speaker’s point of view, reasoning, *define point of view. and use of evidence and rhetoric, identifying any *determine a speaker’s point of view. fallacious reasoning or exaggerated or distorted evidence. *define rhetoric (a technique used to persuade a listener to consider a topic from a different perspective). *identify when a speaker uses evidence and/or rhetoric and analyze how these techniques strengthen his/her point of view or purpose. *recognize when a speaker introduces distorted evidence (unjust interpretation) and/or fallacious reasoning (incorrect reasoning – People who sneeze have allergies. Katy sneezed, so she must be allergic to something.) to his/her argument. SL-9-10.4: Present information, findings, and supporting *present information, findings, and/or supporting evidence clearly, concisely, and logically such that evidence clearly, concisely, and logically. listeners can follow the line of reasoning and the *present my information in a sequence that allows the organization, development, substance, and style are listener to follow my line of reasoning. appropriate to purpose, audience, and task. *prepare a presentation with organization, development, substance, and style that are appropriate to purpose, task, and audience. SL-9-10.6: Adapt speech to a variety of context and *identify various reasons for speaking (e.g., tasks, demonstrating command of formal English when informational, descriptive, formal, informal). indicated or appropriate. *determine speaking tasks that will require a formal structure. LANGUAGE CONVENTIONS OF STANDARD ENGLISH Continue to refine and reinforce language standards and skills based on student need.

ONGOING STANDARDS

Grade 10 Unit 6 Page 4 9-10 Ongoing KCAS Standards and Target s

DECONSTRUCTED STANDARDS

For all the KDE deconstructed standards, click on the link below: http://www.education.ky.gov/NR/rdonlyres/5657C5F5-9427-44E8-A136-385923BB77C9/0/NinthTenthGradeELA.pdf SUGGESTED WORKS (*) indicates a KCAS exemplar text

LITERARY TEXTS

Advanced Honors Teacher’s Discretion Teacher’s Discretion

Poems (3-4 recommended per unit)  Tell all the Truth but tell it slant - Emily Dickenson http://www.poemhunter.com/poem/tell-all-the-truth-but-tell-it-slant/  I Dwell in Possibility – Emily Dickenson http://www.poetryfoundation.org/poem/182904  blessing the boats (at St. Mary’s) by Lucille Clifton http://www.poets.org/viewmedia.php/prmMID/16489  Generation to Generation - Antonie de Saint-Exupery http://www.poemhunter.com/poem/generation-to-generation/

Short Stories (1-2 recommended per unit) Teacher choice based on student need

Informational (3-5 recommended per unit)

 The peak, the Man and the Mission – Haluk Akay. The article presents information on Greg Mortenson prior to the controversy surrounding his humanitarian work. Lexile 1180 http://www.google.com/search?q=the+peak %2C+the+man+and+the+mission%2C+haluk+akay&rls=com.microsoft:en-us:IE-SearchBox&ie=UTF- 8&oe=UTF-8&sourceid=ie7&rlz=1I7ADRA_enUS450 (You will need to click on the first item in the list – it opens in word)  Shattered Faith. Newsweek. The article discusses Greg Mortenson and the questions about the truthfulness of his claims. Lexile: 1170 http://www.thedailybeast.com/newsweek/2011/04/24/shattered-faith.html  Making a Difference – Mary Lord. Chicago business students volunteer to make a difference in local schools. Lexile 1200 http://www.usnews.com/usnews/biztech/articles/950320/archive_011048_2.htm  Growing Up – Saiyuri Pillay. This personal narrative is written by a teenager about her personal involvement in peace activism. Lexile 1220

Grade 10 Unit 6 Page 5 http://web.ebscohost.com/ehost/detail?sid=74474fd4-a61f-41d6-9bf2- ee3faa525f77%40sessionmgr14&vid=1&hid=104&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d %3d#db=f5h&AN=54977682  Teens Making a Difference article http://www.columbusparent.com/content/stories/2010/01/31/teens-making-a- difference.html  A teen writes about community service. http://teenink.com/hot_topics/community_service/article/313592/Making-a-Difference/  Hope for the Hungry – Jane Fowler. This article focuses on the charity program, “Blessings in a Backpack.” http://www.blessingsinabackpack.org/assets/1565/blessings.pdf

Art, Music, and Media (3-5 recommended per unit) Note: It is not suggested that students view full length films or documentaries, but that teachers pull excerpts from these media to enhance and use for analysis during instruction.  Two Interwoven Hands - Todd Davidson (painting) http://www.agefotostock.com/en/Stock-Images/Royalty-Free/WR0364175  Interwoven Hands - Todd Davidson (painting) http://www.illustrationsource.com/stock/image/23907/interwoven-hands/? &results_per_page=1&detail=TRUE&page=1  Pay It Forward image http://www.google.com/imgres? q=pay+it+forward+image&hl=en&biw=1187&bih=564&gbv=2&tbm=isch&tbnid=vv1Sg_bb1tjNfM:&imgrefu rl=http://dkidiscussion.blogspot.com/2011/12/pay-it- forward.html&docid=GuZb50USRD1BLM&imgurl=http://1.bp.blogspot.com/- jaG3XzDSjCg/TubVDo2Y4gI/AAAAAAAAAQo/UqBa_Ayvnmk/s1600/PayItForward.jpg&w=1024&h=768& ei=NgheT_CZCcaXtweMkpjBAQ&zoom=1&iact=hc&vpx=698&vpy=252&dur=593&hovh=194&hovw=259 &tx=136&ty=115&sig=108316310558236031065&page=1&tbnh=112&tbnw=149&start=0&ndsp=24&ved=1t :429,r:13,s:0  The Rest of Your Life illustration http://www.google.com/imgres? q=pictures+people+helping+other+people&hl=en&sa=X&rls=com.microsoft:en-us:IE- SearchBox&rlz=1I7ADRA_enUS450&biw=1187&bih=564&tbm=isch&prmd=imvns&tbnid=6F3mD3Pw2lCm 8M:&imgrefurl=http://localism.com/neighbor/gaylen%3Fpage%3D4&docid=cDgRafytegTm- M&imgurl=http://localism.com/image_store/uploads/8/8/3/1/1/ar125250868411388.jpg&w=314&h=283&ei=p AZeT9vmBJOJtwfq1Y2IDA&zoom=1&iact=hc&vpx=261&vpy=232&dur=110&hovh=213&hovw=237&tx=1 45&ty=146&sig=108316310558236031065&page=5&tbnh=176&tbnw=195&start=64&ndsp=15&ved=1t:429, r:11,s:64  The 60 minutes expose’ on the work of Greg Mortenson. 15 minutes. http://www.cbsnews.com/video/watch/?id=7363068n  Invisible Children (documentary and website) Three young filmmakers traveled to Africa in search of a story. What started out as a filmmaking adventure became much more. They produced the documentary titled Invisible Children. It wasn’t long before millions of people had seen the documentary and knew about the “invisible children.” http://www.invisiblechildren.com/programs.html

Grade 10 Unit 6 Page 6  Website created by four teenage girls who wanted to make a difference in the world. Includes ideas for volunteering and blogs of their journey. Ultimately, they hope to inspire other teens like to do the same. www.fourfriendsforadifference.com  Me to We transforms consumers into world changers, one transaction at a time and sells socially conscious and environmentally friendly clothes, books and music – as well as life-changing experiences. Me to We measures the bottom line, not by dollars earned, but by number of lives changed and the positive social and environmental impact they make. www.metowe.com  This is the Three Cups of Tea official website that includes author information as well as hundreds of articles (under the heading of Media and Press). www.threecupsoftea.com  Pennies for Peace is an international service-learning program with tens of thousands of participants around the globe. www.penniesforpeace.org  Teens Make a Difference. Teens across America are making a difference in their communities. Getting involved is easy, see how these three groups of youth activists made a positive differencehttp://www.youtube.com/watch?v=VsUTxlTlHak  You Tube - There are a variety of clips available of teens making a difference.  In a time of great concern about the safety of our food sources, rising obesity and diabetes rates, as well as the cultural disconnection between our food and the earth, the Food Literacy Project offers education programs that foster healthier children and communities. www.foodliteracyproject.org  The Social Network (movie)  Pay it Forward (movie)  Man in the Mirror lyrics by Michael Jackson, http://www.seeklyrics.com/lyrics/Michael-Jackson/Man-In-The-Mirror.html

SAMPLE ACTIVITIES AND FORMATIVE ASSESSMENTS Note: If sample activities and formative assessments are specific to a particular text that you are not using, consider how you could modify the activity or assessment to the text you are using. (*) indicates a KCAS performance task (**) indicates LDC template task

Reading  An analysis of Dickenson’s poem Tell all the Truth but tell it slant - http://www.gradesaver.com/emily- dickinsons-collected-poems/study-guide/section13/  Questions to accompany Dickenson’s poem: What does Dickenson mean by telling the truth “slant?” Possible answer: She means that the truth may

have to be worded carefully or adapted.

Grade 10 Unit 6 Page 7 Have students consider the many kinds of half-truths and white lies that people tell. Would it be

possible to avoid these for a day? Have students identify and interpret the form and explain how meaning is conveyed through the

features, including sound (e.g., rhythm, repetition, alliteration), structure (e.g., meter, rhyme scheme), graphic elements (e.g., punctuation, line length, word position), and poetic devices (e.g., metaphor, imagery, personification, tone, symbolism). (QC A.3.d) Consider how Dickenson’s poem compares to Three Cups of Tea. Where does the truth lie?

 An analysis of Dickenson’s poem I Dwell in Possibility http://www.gradesaver.com/emily-dickinsons-collected-poems/study-guide/section23/  Strategies and questions to accompany Dickenson’s poem: Review with students the meanings of figurative language and the different types (similes and

metaphors). As you and/or students read Dickenson’s poem, have them identify how she uses figurative language? You might even have them keep a chart to track the figurative language. One possible answer: not literally a house of possibility. Follow up by asking the type of figurative language Dickenson uses and discuss what is really being conveyed. Have students make a list of what they “notice” about the poem (dashes, random capitalization, lack of

periods, commas, unusual diction). Discuss the use of dashes, random capitalization, lack of punctuation, and unusual diction and how those stylistic choices support the writer’s message and impact the poem’s meaning. Have students paraphrase Dickenson’s poem by “translating” her unusual diction into more modern

language.

Grade 10 Unit 6 Page 8 Have students identify and interpret the form and explain how meaning is conveyed through the

features, including sound (e.g., rhythm, repetition, alliteration), structure (e.g., meter, rhyme scheme), graphic elements (e.g., punctuation, line length, word position), and poetic devices (e.g., metaphor, imagery, personification, tone, symbolism). (QC A.3.d) After reading and analyzing the poem, have students discuss how the poem could be connected to the

essential question for this unit.  As you read blessing the boats Have students make a list of what they notice about the poem (figurative language, lack of punctuation,

repetition of “may you,” use of 2nd person, etc.). Help students understand that the speaker is trying to convey that overcoming fear is necessary for

opening up to opportunities and that any and every thing is possible. Have students identify and interpret the form and explain how meaning is conveyed through the

features, including sound (e.g., rhythm, repetition, alliteration), structure (e.g., meter, rhyme scheme), graphic elements (e.g., punctuation, line length, word position), and poetic devices (e.g., metaphor, imagery, personification, tone, symbolism). (QC A.3.d) Help students connect the meaning of this poem with both the essential question of the unit and Three

Cups of Tea.  As you read Three Cups of Tea have students do close reading and make sure questions are text-based and grounded in evidence.  Focus on the organization and structure of text (cause/effect, problem/solution). (QC A.5.a)  When reading any text, have students identify, analyze, and evaluate the effectiveness of the persuasive techniques used in the writer’s argument and the presence of bias. (QC A.6.a)

Grade 10 Unit 6 Page 9  Have students identify and locate details and facts that support ideas, arguments and inferences, and substantiate analyses with textual examples that may be in widely separated sections of the text or in other sources. (QC A.6.c)  Texts and Lessons for Content Area Reading - Daniels and Steineke. Text Set Lesson 6.

Writing

 ** “How can my generation make a lasting impression on others?” After reading Three Cups of Tea, write an essay that addresses the question and support your position with evidence from the text. Be sure to acknowledge competing views. Give examples from past or current events or issues ot illustrate and clarify your position.  Journal Prompts – Make a list of things you’d want to accomplish if success were assured.

What types of things have you done to make a difference in the lives of others?

What is something someone has done for you to make a positive impact on your life?

Do you think teens are more or less likely now to have a positive impact on others? Support your claim

with evidence. What can you do, big or small, alone or with others, to make an impact in the lives of others?

 A very user-friendly website with information on writing a proposal. http://class.georgiasouthern.edu/writling/professional/TechWrite/2-1/glisson/index.html  Allow students to paraphrase and summarize various informational articles (recommended), as well as to write about them in light of the essential question.  *Write a close literary analysis of a poem (perhaps use one from the 10th grade ACT Quality Core bank), with attention to its form, figurative language, symbolism, and meaning. Be sure to include any historical context necessary. Use at least three pieces of textual evidence to support your analysis in an essay. (W.9-10.2 and .9)  After reading various articles/texts, have students do a write-around responding to different perspectives of Greg Mortenson and his work. (W-9-10.4)

Grade 10 Unit 6 Page 10 Speaking and Listening  Students participate in group discussions in which they compare and contrast two literary works from this unit. Students must come to the discussion having read the material to be discussed along with notes citing evidence they can use during the discussion to support their ideas.  In preparing for their proposal, students will likely need to interview others as a way to integrate research (quotes) and find support for their proposal. In preparing for their interviews, they will need to ask prepared questions, listen carefully and follow up with asking for clarification or elaboration.  Students may adapt their proposals into an oral presentation and present it to the class or among small groups of students. They will need to consider audience, introduction, organization of ideas, and conclusion.

Language  Continue daily grammar exercises as five minute sponges. Access ACT Question of the Day for possible question sources. http://www.actstudent.org/qotd/  Allow students to notice and imitate examples of parallel structure and subject-verb agreement. Provide mentor sentences, give students the opportunity to find examples (in Independent reading texts and class texts) and allow students to practice.  Teacher Tip: Teach in context and not isolation: Use examples from students’ own writing and texts read as a class.

LESSON LINKS

 High School Literacy Handbook

 Differentiation Instructional Strategies/Modifications

 Language Standard Progressions

 ACT Quality Core General Resources

 ACT Quality Core Standards-Based Resources available in 10th Grade Curriculum Map folders on JCPS Online

 Jim Burke Resources www.englishcompanion.com (click on classroom resources) and http://www.heinemann.com/products/E02157.aspx (click on companion resources)

 Kelly Gallagher article of the week (great resource for articles) http://www.kellygallagher.org/resources/articles.html  Jeff Anderson’s website for language lessons www.writeguy.net

 Read-Write-Think – www.readwritethink.org

 KCAS Support Lessons – lessons created by teachers for use within various units

 Texts and Lessons for Content Area Reading - Daniels and Steineke

UNIT TERMINOLOGY

Grade 10 Unit 6 Page 11 Review of terminology based on student need in preparation for End of Course.

STANDARDS terminology – integrate as appropriate/needed • indicates term introduced in previous unit Reading • textual evidence (W.9-10.9) • textual evidence (RL/I.9-10.1) • analysis (W.9-10.9) • key ideas & details (RL/I.9-10.1) • reflection (W.9-10.9) • inference (RL/I.9-10.1) • research (W.9-10.9) • analyze (RL/I.9-10.1)

• textual analysis (RL/I.9-10.1) Speaking and Listening • explicit evidence (RL/I.9-10.1) • elaborate (SL.9-10.1) • inferred evidence (RL/I.9-10.1) • integrate (SL.9-10.1) • figurative language (RL/I.9-10.4) • warranted (SL.9-10.1) • literal language (RL/I.9-10.4) • justify (SL.9-10.1) • connotative meaning(RL/I.9-10.4) • point of view (SL.9-10.3) • denotative meaning(RL/I.9-10.4) • rhetoric (SL.9-10.3) • tone (RL/I.9-10.4) • digital media (SL.9-10.3)

• formal (SL.9-10.6) Writing • informal (SL.9-10.6) • task (W.9-10.4, 5,10)

• purpose (W.9-10.4, 5, 10) Language/Conventions • audience (W.9-10.4, 5, 10) • affix (L.9-10.4) • idea development (W.9-10.4) • root (L.9-10.4) • organization (W.9-10.4) • etymology (L.9-10.4) • plan(W.9-10.4)

• revise (W.9-10.5) • figure of speech (L.9-10.5)

• edit (W.9-10.5) • denotation (L.9-10.5)

• style (W.9-10.4) • nuances (L.9-10.5)

Grade 10 Unit 6 Page 12 Grade 10 Unit 6 Page 13

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