Grade 10 Unit 1 Module 1
What is a person's voice?
Key Reading Standards
Use Key Ideas and Details to:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RI.9-10.1)
Determine a central idea of a text and analyze 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. (CCSS. RI.9-10.2)
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. (CCSS: RI.9-10.3)
Use Craft and Structure to:
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (for example: how the language of a court opinion differs from that of a newspaper). (CCSS: RI.9-10.4)
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (for example: a section or chapter). (CCSS: RI.9-10.5)
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. (CCSS: RI.9-10.6)
Use Integration of Knowledge and Ideas to:
Analyze various accounts of a subject told in different mediums (for example: a person's life story in both print and multimedia), determining which details are emphasized in each account. (CCSS: RI.9-10.7)
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. (CCSS: RI.9-10-8)
By the end of grade 10, analyze seminal U.S. and world documents of historical and literary significance (for example: the Magna Carta, Machiavelli's The Prince, Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they influence and address related themes and concepts over the course of time. (adapted from CCSS: RI.9-10.9)
Key Writing Standards
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. (CCSS: SL.9-10.4)
Make strategic use of digital media (for example: textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (CCSS: SL.9-10.5)
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (CCSS: SL.9-10.6)
Use feedback to evaluate and revise the presentation.
Unit Texts & Tasks
Routine Writing
On Demand Task
Summative Task
SUMMATIVE ASSESSMENT - Analysis/Presentation: What is a person's voice? For this assignment, you will select a person who was or was not valued in the past in society. You will analyze their contributions, and report to the class on who this person is, what their contributions have been, how they have been received, and your theory on why their voice has power. (doc) (Writable)
Extended Texts
at least 1
Any memoir
The Catcher in the Rye by J.D. Salinger (DMS)
The Hate U Give by Angie Thomas (Overdrive)
Into the Wild by John Krackauer
A Long Way Gone by Ishmael Beah
Of Beetles and Angels by Mawi Asgedom (DMS & Overdrive)
Persepolis by Marjane Satrapi (DMS)
A Room of One’s Own by Virginia Woolf (DMS & Overdrive)
The Woman Warrior: Memoirs of a Girlhood Among Ghosts by Maxine Hong Kingston (DMS & Overdrive)
Short Literary Texts
at least 2-3
“Excerpts from A Room of One’s Own” by Virginia Woolf (CommonLit) (Pair w/ “Verses Written by…”)
“I’m Nobody! Who are You?” by Emily Dickinson (CommonLit)
“The Man of the Crowd” by Edgar Allen Poe (CommonLit)
“Verses Written by a Young Lady, On Women Born to Be Controll'd” by Anonymous (CommonLit) (Pair w/"Excerpts from A Room of One's Own")
Short Informational Texts
at least 1-2
“Become a Slam Poet in Five Steps” by Gayle Danley (TEDEd)
“How You See Yourself” by Set to Go (CommonLit)
“Let’s Make History...By Recording It” by Story Corp (TEDEd)
“On Disability Rights: Highlights from Speeches by Ed Roberts" by Ed Roberts (CommonLit)
“Protest Music is as American as Apple Pie” by Thomas Pool (CommonLit)
“Self-Concept” by Saul McLeod (CommonLit)
“Stravinsky’s Riotous ‘Rite of Spring’” by Miles Hoffman (CommonLit) (Original NPR Audio)
“Supreme Court Landmark Series: Tinker v. Des Moines” by USCourts.gov (CommonLit)
“Tinker v. Des Moines Independent Community School District: The Majority Opinion” by Justice Abe Fortas (CommonLit)
Analytical Writing Tasks
at least 4-6
SUMMATIVE ASSESSMENT - Analysis/Presentation: What is a person's voice? For this assignment, you will select a person who was or was not valued in the past in society. You will analyze their contributions, and report to the class on who this person is, what their contributions have been, how they have been received, and your theory on why their voice has power. (doc) (Writable)
Expository Essay: What do you think of "voice"? You have read a variety of pieces from authors of various backgrounds and perspectives and will now be challenged to formulate an argument of your own concerning individual voice. (doc) (Writable)
Text Analysis: Author's Voice in a Short Text. Select one of the short texts we’ve examined. Analyze and explain how the author of that text creates a distinct voice in their writing. (doc) (Writable)
Text Analysis: Author's Voice in the Text of a Peer. Select one of the short texts created by your peers. Analyze and explain how the author of that text creates a distinct voice in their writing. (doc) (Writable)
Narrative Writing Tasks
at least 1-2
Narrative: Authorial Voice Pastiche. Analyze the use of diction, syntax, and figurative language and author uses to create a distinct voice. Imitate the author’s voice in your own writing piece of writing to get a feel for authorial choices. (doc) (Writable)
Personal Narrative: What voice do you want in your writing? Draft a list of adjectives you’d like to take on in your authorial voice. Write a personal narrative or speech in which you attempt to make those authorial moves. (doc) (Writable)
Personal Narrative: 400-Word Short Story. You will create a short story of 400 words based on an event which you feel positively shaped you. (doc) (Writable)
Research Task
at least 1
Research/Presentation: How does reading shape voice? Choose a popular writer or one of your favorites. Research how that author found and developed their voice. (doc) (Writable)
Research/Analysis: How do influencers create and use their voice? Select an influencer in the world, examine and analyze their digital presence and texts they create. Compose an analysis of how that person creates, controls, and curates their voice. (doc) (Writable)
Planning
Each unit’s tasks will be a general week-by-week outline of the flow of learning tasks for students. Realizing the cultures and schedules at each site will vary and place unique demands on class time, these outlines are to be seen as generally flexible. Also in recognition of school and classroom cultures, expectations, and practices, unit plans will offer templates for tasks, but will not list daily lessons. This is to allow enough certainty of district alignment while allowing for features such as co-teaching, integrated ELA and social studies, and other unique programmatic designs.
Reflection & Feedback
Please leave your feedback, reflections and assignment requests below.