Curriculum Map MODULE 10.1 Reading Closely and Writing to Analyze: How Do Authors Develop Complex Characters and Ideas? Text Lessons in the Unit Literacy Skills and Habits Assessed and Addressed CCSS Assessments Unit 1: “We cannot go to the country / for the country will bring us / no peace” “The Passionate Shepherd to His Love” by Christopher Marlowe “The Nymph’s Reply to the Shepherd” by Sir Walter Raleigh “Raleigh Was by William Carlos Williams 7 Read closely for textual details Annotate texts to support comprehension and analysis Engage in productive, discussions about text Collect and organize evidence from texts to support analysis in writing Make claims and across texts using specific textual evidence Develop and incorporate vocabulary in written and verbal responses Use vocabulary strategies to define unknown words CCRA.R.9 RL.9-10.1 RL.9-10.2 RL.9-10.4 RL.9-10.5 RL.9-10.9 W.9-10.2.b, d W.9-10.9.a SL.9-10.1.a L.9-10.4.a L.9-10.5.a L.9-10.6 End-of-Unit: Students write a multi-paragraph response to the following prompt: How does a shared central idea develop over the poems from this unit?
Paraphrase and quote relevant evidence from texts Write informative texts to convey complex ideas Use rubrics and checklists for of participation in discussion Unit 2: “For one does not alter history without conviction.” “The Palace Thief” by Ethan Canin 13 Read closely for textual details Annotate texts to support comprehension and analysis Engage in productive discussions about the text Collect and organize evidence from the text to support analysis in writing Analyze the text using specific textual evidence CCRA.R.6 RL.9-10.2 RL.9-10.3 W.9-10.2.a, b, c, f W.9-10.4 W.9-10.9.a SL.9-10.1.a, c L.9-10.1 L.9-10.2.c L.9-10.4.a Mid-Unit: Students write a multi-paragraph response to the following prompt: How has Hundert developed over the course of the text thus far? End-of-Unit: Students write a multi-paragraph response to the following prompt: based
“Rules of the Game” and “Two Kinds” from The Joy Luck Club by Amy Tan “Dreaming of Heroes” (excerpt pp. 73-87) from Friday Night Lights by H. G. Bissinger 14 Read closely for textual details Annotate to support comprehension and analysis Engage in productive discussions about text Collect and organize evidence from to support analysis in writing Analyze the text using specific textual evidence Use vocabulary strategies to define unknown words Interpret figurative language Trace the development of ideas over the course of the text Paraphrase and quote relevant evidence from texts Independently preview texts in preparation for supported analysis CCRA.R.6 RL.9-10.2 RL.9-10.3 RI.9-10.1 RI.9-10.2 RI.9-10.3 RI.9-10.6 W.9-10.2.a, b, f W.9-10.4 W.9-10.9.a, b SL.9-10.1.a, d, e SL.9-10.4 L.9-10.1.a, b L.9-10.2.a, c L.9-10.3 L.9-10.4.a L.9-10.5 Mid-Unit: Students a formal, multi-paragraph response to one of the following prompts: In “Rules of the Game,” to what extent does Waverly meet her mother’s expectations that she master “the art of invisible strength” over the course of the chapter? In “Two Kinds,” Jing-mei states, "My mother believed you could be anything you wanted to be in America (p. 132). To what extent does Jing-mei’s story support this belief? End-of-Unit: Students a formal, multi-paragraph response to the following prompt: Respond to the following prompt using evidence from “Dreaming of Heroes” from Friday Night Lights and either “Rules of the Game” or “Two Kinds” from The Joy Luck Club: How do the based
“In This Blind Alley” by Ahmad Shamlu “Freedom” by Rabindranath Tagore “Women” by Alice Walker Determine meaning of unknown vocabulary Independently preview text in preparation for supported analysis Provide an objective summary of the text Paraphrase and quote relevant evidence from a text Delineate and evaluate an argument Paraphrase and quote relevant evidence from a text Write original, evidence-based claims Generate and respond to questions in scholarly discourse RI.9-10.5 RI.9-10.6 RI.9-10.8 W.9-10.2.a-f W.9-10.9.a, b SL.9-10.1.a-e L.9-10.1.a L.9-10.2.a L.9-10.4.a, b L.9-10.5.a End-of-Unit: Students a formal, multi-paragraph response to the following prompt: Analyze how King develops and refines his claims to advance his purpose. Unit 2: “No fly into a closed mouth”
“A Genetics of Justice” by Julia Alvarez “Remembering To Never Forget” by Mark Memmott 10 Read closely for textual details Annotate to support comprehension and analysis Engage in productive conversations about text Determine meaning of unknown vocabulary Preview text independently in preparation for supported analysis Paraphrase and quote relevant evidence from a text Write original evidence-based claims Generate and respond to questions in scholarly discourse RI.9-10.2 RI.9-10.3 RI.9-10.5 RI.9-10.7 W.9-10.2.a-f W.9-10.9.b SL.9-10.1.a-e L.9-10.1 L.9-10.2 L.9-10.4.a, b L.9-10.5.a Mid-Unit: Students write a formal, multi-paragraph response to the following prompt: How does Alvarez develop the claim she makes in paragraph 15? End-of-Unit: Students write a formal, multi-paragraph response to the following prompt: How does the sentence “No fly into a closed mouth” (par. 21) develop and refine one of Alvarez’s ideas in “A Genetics of Justice”? Unit 3: “...to lift men everywhere to a higher standard of life and to a greater enjoyment of freedom.”
Universal Declaration of Human Rights “On the Adoption of the Universal Declaration of Human Rights” by Eleanor Roosevelt “Address to the United Nations Youth Assembly” by Malala Yousafzai 7 Read closely for textual details Annotate texts to support comprehension and analysis Delineate an argument, assessing evidence and reasoning Engage in productive, conversations about text Determine meaning of unknown vocabulary Preview text independently in preparation for supported analysis Paraphrase and quote relevant evidence from texts Write original, evidence-based claims Generate and respond to questions in scholarly discourse RI.9-10.5 RI.9-10.6 RI.9-10.8 RI.9-10.9 W.9-10.2.a-f W.9-10.9.b SL.9-10.1.a-e L.9-10.1 L.9-10.2 L.9-10.4.a, b L.9-10.5.a End-of-Unit: Students write a formal, multi-paragraph response to the following prompt: Delineate the argument in each of the unit and analyze how the authors develop a common central claim. Module Performance Assessment
Student research sources will vary. Students choose texts for research based on their individual research question or problem. Model research sources: “A Allows Payment for Bone Marrow. Should People Be Able to Sell Their Parts?” by Alice Park “Do We Own Our Bodily Tissues?” by Margaret Ng Thow Hing 13 Assess sources for credibility, relevance, and accessibility Conduct independent searches using research processes including planning for searches, assessing sources, annotating sources, recording notes, and evaluating argument Develop, refine, and select inquiry questions for research Develop and continually assess a research frame to guide independent searches Collect and organize evidence from research to support analysis in writing Craft claims about inquiry questions, inquiry paths, and a problem-based question using RI.9-10.1.a RI.9-10.8 W.9-10.1.b W.9-10.4 W.9-10.7 W.9-10.8 W.9-10.9 SL.9-10.1 L.9-10.4.a, c, d End-of-Unit: Students turn in a completed Research Portfolio including their Research and Vocabulary Journals. Evidence-Based Perspective: Additionally, students write a one-page synthesis that articulates a specific perspective that is derived from their research. Students draw on the research outcomes, as developed in the Organizing Evidence-Based Claims Tools to express their perspective.
“Paying Patients for Their Tissue: The Legacy of Henrietta Lacks” by Robert D. Truog, Aaron S. Kesselheim, and Steven Joffe “Tissue Trigger Worry About Ownership Issues” by Charlie Schmidt “Human Tissue for Sale: What are the Costs?” by Deborah Josefson “My Body, My Property” by Lori B. Andrews “Body of and Use specific textual evidence from the research Develop counterclaims in opposition to claims
Text Lessons in the Unit Literacy Skills and Habits Assessed and Addressed CCSS Assessments Unit 1: “Once in a while, something slips—” “Death of a Pig” by E. B. White 7 Read closely for textual details Annotate texts to support comprehension and analysis Engage in productive discussions about text Collect and organize evidence from to support analysis in writing Collect and organize evidence from texts to support claims made in writing Use vocabulary strategies to define unknown RI.9-10.2 RI.9-10.4 RI.9-10.5 W.9-10.2.a-f W.9-10.5 W.9-10.9.b SL.9-10.1.a-e L.9-10.1.a, b L.9-10.2.a-c L.9-10.3.a L.9-10.4.a L.9-10.5.a End-of-Unit: Students compose a response to the following prompt: How does White develop the idea “once in a while something slips” over the course of the text? Unit 2: “There’s no art / To find the mind’s construction in the face” Macbeth by William Shakespeare 26 (27 with optional Read closely for textual details Annotate texts to support comprehension and analysis RL.9-10.2 RL.9-10.3 RL.9-10.4 Mid-Unit: Students write a multi-paragraph response to the following prompt:
lesson 23a) Engage in productive conversations about text Determine meaning of unknown vocabulary Independently preview text in preparation for supported analysis Provide an objective summary of the text Paraphrase and relevant evidence from a text Construct an argument Analyze various treatments of a text across different media Write original evidence-based claims Generate and respond to questions in scholarly discourse RL.9-10.5 RL.9-10.7.a RL.9-10.9 W.9-10.1.a-e W.9-10.2.a-f W.9-10.9.a SL.9-10.1.a, b, c-e SL.9-10.4 SL.9-10.6 L.9-10.1.a, b L.9-10.2.a-c L.9-10.4.a-c L.9-10.5.a, b How do Shakespeare’s structural choices create an effect of mystery, tension, or surprise in the first two acts of the play? End-of-Unit: Students answer the following prompt on their work in this unit: Select a central character from Macbeth. Write an argument about how this character is primarily responsible for the tragedy. Support your claims using evidence that draws on character development, interactions, plot and/or central ideas. Unit 3: “… to know the nature of the people well one must be a prince, and to know the nature of princes well one must be of the people.” The Prince by Niccolò Machiavelli 5 Read closely for textual details Annotate texts to support comprehension and analysis RI.9-10.2 RI.9-10.5 RI.9-10.6 Discussion on the following prompt: Would Macbeth be considered a successful prince under Machiavelli’s rules? Why or why not?