Grade 10 Unit 2 Module 3
Why do other voices matter?
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)
Use Craft and Structure to:
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)
Key Writing Standards
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (CCSS: W.9-10.1)
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. (CCSS: W.9-10.1a)
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. (CCSS: W.9-10.1b)
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (CCSS: W.9-10.1c)
Determine purpose for writing and use rhetorical appeals (i.e., ethos, pathos, logos) to address audience expectations and needs.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (CCSS: W.9-10.1d)
Provide a concluding statement or section that follows from and supports the argument presented. (CCSS: W.9-10.1e)
Unit Texts & Tasks
Routine Writing
On Demand Task
On-Demand: (doc) (Writable)
Summative Task
SUMMATIVE ASSESSMENT - Summary Report: Why do other voices matter? Your task is to investigate a person whose voice you believe should be listened to more and analyze the person's contributions. Then create a Summary Report about who this person is, what this person's contributions are, how the person's ideas have been received, and your theory on why this person's voice has less power than you believe it should have. (doc) (Writable)
Extended Texts
at least 1
The Art of Racing in the Rain by Garth Stein (DMS & Overdrive)
Extremely Loud and Incredibly Close by Jonathan Safron Foer (Overdrive)
In the Garden of Beasts by Erik Larsen (Overdrive)
Invisible Man by Ralph Ellison (DMS & Overdrive)
Life of Pi by Yan Martel (DMS & Overdrive)
A Raisin in the Sun by Lorraine Hansberry (DMS & Overdrive)
The Tempest by William Shakespeare (Overdrive)
Short Literary Texts
at least 2-3
“The Danger of a Single Story” by Chimamanda Ngozi Adichie (CommonLit) (Original TED Talk) (Pair w/"The Plymouth Thanksgiving Story") (Pair w/"American's Shifting Views on Immigration")
“Eve’s Diary” by Mark Twain (CommonLit)
“Extracts from Adam’s Diary” by Mark Twain (CommonLit)
“God Sees Truth, But Waits” by Leo Tolstoy (CommonLit)
“The Plymouth Thanksgiving Story” by Chuck Larson (CommonLit) (Pair w/ “Danger of a Single Story”)
Short Informational Texts
at least 1-2
“America’s Shifting Views on Immigration” by Mike Kubic (CommonLit) (Pair w/ “The Danger of a Single Story”)
“Hate Speech and the First Amendment” by the American Bar Association (CommonLit) *Must log in to CommonLit to view text.
“Propaganda: Battling for the Mind” by Shelby Ostergaard (CommonLit)
“Students’ Work Ethic Affected by Peer Groups, Desire to be Popular” by Shankar Vendantam (CommonLit) Original NPR story w/ Audio) (Pair w/ "Why Do People Follow the Crowd?")
“Why Do People Follow the Crowd?” from ABC News (CommonLit) (Pair w/"Students' Work Ethic Affected by Peer Groups...")
Analytical Writing Tasks
at least 4-6
SUMMATIVE ASSESSMENT - Summary Report: Why do other voices matter? Your task is to investigate a person whose voice you believe should be listened to more and analyze the person's contributions. Then create a Summary Report about who this person is, what this person's contributions are, how the person's ideas have been received, and your theory on why this person's voice has less power than you believe it should have. (doc) (Writable)
Analysis/Essay: Viewpoints. Choose two or more prompts about points of view and compose an essay. (doc) (Writable)
Analysis: Qualified Perspectives. For this assignment, you will be tasked with bridging the gap between two opposite ends of the spectrum in order to create a qualified perspective. (doc) (Writable)
Text Analysis: Compare/Contrast "The Diaries of Adam and Eve." Students will read “The Diaries of Adam and Eve” by Mark Twain. While reading you will complete one or more Venn diagrams about the novella then write an analysis. (doc) (Writable)
On-Demand: (doc) (Writable)
Students are provided sources and must construct an argument in which they take a stance on the topic, support with evidence from the source material and personal experience, and address an opposing viewpoint.
Narrative Writing Tasks
at least 1-2
Narrative: Character Dilemma. Write a story where one character has to interpret information that challenges his/her beliefs on a topic. How does the character react to this situation? (doc) (Writable)
Narrative: How do we write the stories of what we see? Write a first-person story with at least two characters. Then, re-write that story from the perspective of one of the other characters. (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.
WIDA ELD Standards
Reflection & Feedback
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