EAST ALLEN COUNTY SCHOOLS

Bundle 1

Grade 10

Language Arts

Big Idea: Understanding Narrative

Enduring Understandings Essential Questions

An author uses theme and plot to increase a reader’s understanding.

Context clues can help readers understand unfamiliar words.

Phrases and clauses add detail and variety to writing.

The sharing of ideas promotes the writing process.

How are themes developed and how does it impact a text?

What techniques does an author use in order to impact a reader’s understanding?

How do classroom discussions expand our knowledge of a topic?

Why would the suggestions and ideas of others be a benefit in the process of writing? What benefits would be gained from using the ideas and suggestions of others in the writing process?

CC/Learning Targets Core Vocabulary Links to Technology

RI.2 RI.3 RL.2 W.3 L.1 L.4. a

SL.1.a SL.1.b SL.1.c 10.4.1

analysis central idea parallel structure reflection sequence

-Narrative (app) -Dictionary/thesaurus (app)

Bundle Performance Task(s)

Stories like The Race to Save Apollo 13 and a Memoir from Night are examples of biographical narratives. A biographical narrative is a personal account of something that actually happened in a person’s life. Students will read examples of personal narratives from the textbook and the internet and then write a narrative essay based on an actual event in their own lives making sure to include details, structure, point of view, dialogue, and content vocabulary. Students should submit a rough draft, edit, and revise their writing before submitting a final draft. The classroom will become a news studio where students will present their narrative in the form of a newscast. Students may also use the Smartboard to include a visual element in their presentation such as pictures, power point, prezi, or Imovie. A possible assessment rubric is provided in the Appendix under Curriculum for each Performance Task.

Grade 10 LA Bundle 1

Quarter 1 Aug.-Sept.

http://itunes.apple.com/us/app/narrative/id374250616?mt=8&uo=4http://itunes.apple.com/us/app/dictionary.com-dictionary/id364740856?mt=8&ign-mpt=uo%3D4

Language Arts G10 - Bundle 1

CC/Learning Targets Resource of Ideas Evidence of Learning

RI.2

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.

-Best Practices Toolkit pp. D11, D56, D32-33

-Plot Development Definition

-Plot Storyboards -Literature:

-“Harrison Bergeron” pp. 32-43 -“A Eulogy for Dr. Martin Luther King Jr.” pp. 892-895

-Class/Small Group Discussion -Flow chart/graphic organizer -Written Summary

-Quiz/ Test

RI.3

(10.2.4)

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.

-Best Practices Toolkit pp. B11, B32, D44-45

-Argument Analysis

-Persuasive Language -Literature:

-“Tolerance” pp. 448-453 -“I Acknowledge Mine” pp. 604-615

-Class/ Small Group Discussion

-Observational Notes -Written Reflection/ Response

RL.2

(10.3.2) (10.3.5)

Determine a theme or central idea of a

text and analyze in detail 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.

-Best Practices Toolkit pp. D32-33

-Theme Definition -Theme -Literature: -“The Man in the Water” pp. 352-359

-“Do not weep, maiden, for war is kind” pp. 442-447 -The Outsiders by S.E. Hinton

-20,000 Leagues Under the Sea by Jules Verne

-Class Discussion to Identify

Theme -Small Group Discussion of Detail Supporting Theme

-Written Summary -Quiz/ Test

http://www.learner.org/interactives/literature/read/plot1.htmlhttp://iconoclasticwriter.com/fiction-writing-plot-development-storyboards/http://philosophy.hku.hk/think/arg/http://medialiteracyproject.org/language-persuasionhttp://www.ci.maryville.tn.us/mhs/studyskills/compguide/LitAnaTheme.htmhttp://www.learner.org/interactives/literature/read/theme1.html

Language Arts G10 - Bundle 1

W.3

(10.4.3) (10.5.1)

Write narratives to develop real or

imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or

observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a

smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop

experiences, events, and/or characters. c. Use a variety of techniques to

sequence events so that they build on one another to create a coherent whole.

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the

experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of

the narrative.

-Best Practices Toolkit pp. B13, B34, C19

-Narrative Writing -Teaching Narrative Writing -Literature: pp. 828-835, pp. 940-947, pp. 264-271

http://www.greatsource.com/iwrite/students/s_narrative.htmlhttp://www.webenglishteacher.com/narrative.html

Language Arts G10 - Bundle 1

L.1 (10.6.1) (10.6.2)

Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.

a. Use parallel structure.

b. Use various types of phrases

(noun, verb, adjectival, adverbial,

participial, prepositional, absolute) and clauses (independent, dependent; noun,

relative, adverbial) to convey specific meanings and add variety and interest to writing or

presentations.

-Parallel Structure

-Parallel Structure - Usage

-Grammar Phrases -Grammar Phrases II

-Literature: -“Everyday Use” pp. 44-57 -“A Marriage Proposal” pp. 242-259

-Language Network pp. 64-79(grammar phrases), pp. 379-380 (parallelism)

-Grammar (app)

-Class Discussion -Writing Samples/ Rubric -Writing Conferences

-Observational Notes -Personal Evaluation -Peer Evaluation

-Quiz/Test

L.4 (10.1.2)

Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall

meaning of a sentence,

paragraph, or text; a word’s position or function in a sentence) as a clue to the

meaning of a word or phrase.

-Best Practices Toolkit pp. E16-18

-Context Clues -Literature:

-“To Build a Fire” pp. 74-93 -“The Possibility of Evil” pp. 186-201

SL.1 Initiate and participate effectively in a range of collaborative discussions (one-

on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’

ideas and expressing their own clearly

-Language Network pp. 530-533

-Classroom Discussion -Literature:

-“Doing Nothing is Something” pp. 578-585

-Class discussion -Reflective writing/analysis

-Rubric

http://owl.english.purdue.edu/owl/resource/623/1/http://www.towson.edu/ows/parallelism.htmhttp://grammar.ccc.commnet.edu/grammar/phrases.htmhttp://www.grammaruntied.com/phrases/phrases.htmlhttp://itunes.apple.com/us/app/grammar-up-phrasal-verbs-lite/id370902413?mt=8&ign-mpt=uo%3D4http://www.brighthubeducation.com/high-school-english-lessons/6323-teaching-context-clues-activity/http://www.educationworld.com/a_lesson/lesson/lesson304b.shtml

Language Arts G10 - Bundle 1

and persuasively.

a. Come to discussions prepared,

having read and researched material under study; explicitly draw on that preparation by

referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,

well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal

consensus, taking votes on key issues, presentation of alternate views), clear goals and

deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to

broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify,

or challenge ideas and conclusions.

-“Use of Animals in Biomedical Research” pp. 618-627 -Language Network pp. 530-533

10.4.1 Organization and Focus:

Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and

collaboratively.

-Group Brainstorming

-Running Brainstorming Sessions - Literature

-“The Johnstown Flood” pp. 100-110

-Peer evaluation

-Writing conferences -Personal evaluation -Editing checklist

http://www.mindtools.com/brainstm.htmlhttp://www.brainstorming.co.uk/tutorials/runningabrainstormsession.html

Language Arts G10 - Bundle 1

-“The Acts of King Arthur and His Noble Knights” pp. 1030-1043 -Language Network pp. 308, 557

-Brainstorming (app) -Brainstorming II (app)

Correlating Learning Targets Teacher Notes

RI.10

RL.3 RL.4 RL.5

RL.10 W.4

W.5 10.3.4

W.9 10.3.7 W.10 10.3.9 L.2.c 10.3.12

L.4.c 10.3.13 L.6 10.5.7

All embeded apps included in this curriculum are free.

Additional teacher/student resources available in ITunes U course

http://itunes.apple.com/us/app/lists-for-writers-creative/id506577862?mt=8&ign-mpt=uo%3D4http://itunes.apple.com/us/app/create-o-mat/id492082557?mt=8&ign-mpt=uo%3D4

G10 Bundle1 Title.pdfG10 Bundle1 Cover LAG10 Bundle1 Main LA