Grade 10 Unit 2 Module 4
What issues do I want to address?
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 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)
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)
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)
Unit Texts & Tasks
Routine Writing
Summative Task
SUMMATIVE ASSESSMENT - Analysis/Presentation: What issues do I want to address? Your task is to generate a list of issues that are important to you and your peers. Once these are listed, you will work to research the specific topic and the ways in which you could help address it. Your final project should be a paper and presentation that fully outlines your topic, your proposed issue you want to address, and ways to take action. (doc) (Writable)
Extended Texts
at least 1
Bored & Brilliant by Manoush Zomorodi
Dreams from my Father by Barack Obama (DMS)
In Defense of Food by Michael Pollan
Passing by Nella Larsen (Overdrive)
The Scarlet Letter by Nathaniel Hawthorne (DMS & Overdrive)
The Taming of the Shrew by William Shakespeare (Overdrive)
When by Daniel Pink
Short Literary Texts
at least 2-3
“Burning a Book” by William Stafford (CommonLit)
“Excerpt from The Jungle” by Upton Sinclair (CommonLit) (Pair w/"The Two Brothers")
The Lorax by Dr. Seuss
“An Obstacle” by Charlotte Perkins Gilman (CommonLit) (Pair w/ “Excerpt from ‘Susan B. Anthony the Woman’”)
“The Two Brothers” by Leo Tolstoy (CommonLit) (Pair w/ “Excerpt from The Jungle”)
Short Informational Texts
at least 1-2
“The Daisy Girl Ad” by CommonLit Staff (CommonLit)
““The Declaration of Independence” by Thomas Jefferson (CommonLit) (Pair w/ “Declaration of Sentiments and Resolutions”)
“Declaration of Sentiments and Resolutions” by Elizabeth Cady Stanton (CommonLit) (Pair w/"The Declaration of Independence")
Excerpt from 'Susan B. Anthony, The Woman'” by Helen Dare (CommonLit) (Pair w/"An Obstacle")
“The Madness of Humanity Part 3: Tribalism” by Marcelo Gleiser for NPR (CommonLit) (Pair w/ “Thresholds of Violence”)
“The New Era of Positive Psychology” by Martin Seligman (CommonLit)
“Propaganda: Battling for the Mind” by Shelby Ostergaard (CommonLit) (Pair w/ “Daisy Girl Ad”)
“Scientists Reveal Three Keys to Happiness” by ABC News (CommonLit) (Pair w/ “The New Era of Positive Psychology”)
“Thresholds of Violence” by Malcolm Gladwell (CommonLit) (Pair w/"The Madness of Humanity...")
Analytical Writing Tasks
at least 4-6
SUMMATIVE ASSESSMENT - Analysis/Presentation: What issues do I want to address? Your task is to generate a list of issues that are important to you and your peers. Once these are listed, you will work to research the specific topic and the ways in which you could help address it. Your final project should be a paper and presentation that fully outlines your topic, your proposed issue you want to address, and ways to take action. (doc) (Writable)
Analysis: Social Change-o-Meter. You will be creating a Social-Change-O-Meter™️ in order to consider “the line” between positive and negative social change. (doc) (Writable)
Text Analysis: Money & Social Change. For this task, you’ll consider “The Two Brothers” and the excerpt we read from “The Jungle” to answer the following: How do people create social change as it is played out in each text? and, Are social movements more effective if they have monetary support? (doc) (Writable)
Text Analysis: What might Susan B. Anthony think of “An Obstacle”? You’ll be composing an essay that answers a set of questions. (doc) (Writable)
Analysis: Unspoken Rules of Social Media. For this task, you’ll be composing a guidebook with spoken and “unspoken” rules about how to interact with other teens on social media. (d0c) (Writable)
Analysis: The Women and the Framers. How did the Suffrage movement borrow from the framers? You’ll be composing an essay that answers a set of question. (doc) (Writable)
Narrative Writing Tasks
at least 1-2
Narrative: Share Your Passion. Compose an essay (written, audio, or video) communicating why your issue matters to you. (doc) (Writable)
Narrative: Who thinks you’re wrong? Take on the persona of a person who disagrees with the importance of the issue you’ve selected. Compose a letter, essay, or blog post from the perspective of that person using counterclaim evidence from your research. (doc) (Writable)
Research Task
at least 1
Research: Tracking Your Change. Choose and track an issue over the course of the unit. Leverage as many texts as you can. Each week, compose and publish a blog post sharing your research for that week, and analyze new insights. This also serves as an analytical writing task for the module. (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
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