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Welcome to English 10 Unit 2: Going Forward
Welcome to English 10 Unit 2: Going Forward
Unit objective can be found below...
Unit objective can be found below...
In this unit, students will think about the theme and essential question as they focus on the literary period of ancient and classical literature, analyzing excerpts from the Rámáyana and the Republic. They will also study the genre of argumentative texts while reading speeches such as “The Perils of Indifference” and two texts that present opposing views on the topic of motivation. In addition, students will read across genres. The poem “The Gathering Place,” the short story “Civil Peace,” and the except from the memoir Night will encourage students to think about how history and culture imprint each new generation.
Students will begin this unit as readers, and they will finish as writers, as they apply what they have learned about the elements of argumentative writing to their own informational writing projects.
Essential question in Unit 2:
Essential question in Unit 2:
How does culture influence your goals?
Unit 2: Going Forward
Unit 2: Going Forward
Assignment and Classwork Calendar
Assignment and Classwork Calendar
Stick to the following due dates as closely as possible in order to avoid falling behind in the course. In order to be eligible to take Unit 2 Exam, you must complete all of the red "Must Do" assignments and pass the Virtual Mastery Check Escape Room. Failure to do so will mean that you will earn a 0% for the Unit 2 Exam.
Calendar Key:
Calendar Key:
Red = Must Do Assignment
Red = Must Do Assignment
Blue = Should Do Assignment
Blue = Should Do Assignment
Highlighted Green = Aspire To Assignment
Highlighted Green = Aspire To Assignment
Yellow Highlight = Assignment Due Date
Yellow Highlight = Assignment Due Date
English 10 Public Tracker
English 10 Public Tracker
Last updated on November 9, 2020
Last updated on November 9, 2020
Objective: After exploring background information and research links about a topic, students will respond to a question with a 140-character response and students will be able to recognize and use them in a variety of contexts.
Objective: Any movie buff or lover of literature knows that at the center of most stories, there is a hero who fights the odds to achieve a goal. How do stories across time and culture reflect this character type? In this essay, the author describes the archetype of the hero’s journey, reminding readers that although various heroes’ goals and obstacles might differ, the heroes themselves share similar journeys.
Objective: How do we know which is the real world? The Republic is a “Socratic” dialogue in which Plato uses the analogy of being led from the shadows of a cave into bright sunlight to explore how individuals perceive and learn about the world. After reading the Republic, students will consider the elements of ancient and classical literature.
Objective: After reading “Remarks at the UN General Assembly” students will write a short speech in which they allude to or directly cite examples from speeches, letters, or other texts.
Objective:
After engaging in a close reading and discussion of “The Perils of Indifference,” students will be able to write a short response that explains how the author uses structural elements, including appeals and a convincing conclusion, to support claims about the consequences of indifference.
After engaging in a close reading and discussion of “The Perils of Indifference,” students will be able to write a short response that explains how the author uses structural elements, including appeals and a convincing conclusion, to support claims about the consequences of indifference.
Objective:
Students will review the meanings of content knowledge and academic vocabulary words in order to recognize and use them in a variety of contexts.
Students will review the meanings of content knowledge and academic vocabulary words in order to recognize and use them in a variety of contexts.
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