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Grade 10: English 2 Curriculum Map

The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed at www.cpalms.org.

The main resource for the support of instruction is the Florida Collections textbook series and digital platform found at http://my.hrw.com. Course Materials are available on Canvas located in the VPortal: https://launchpad.classlink.com/volusia. Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in teaching and learning in academic contexts. These can be found at https://www.wida.us/standards/CAN_DOs/ .

Below, is an overview of the texts and assessments.

Grade Level Quarter 1 Quarter 2 Quarter 3 Quarter 4

10 Writing Arguments

Language and Editing Literary Analysis

Argumentative Text Analysis of Poetry

Writing Informative Texts Language and Editing Delineating Argument Shakespearean Drama The Theme of Morality

Meaning and Tone in Informative Text

Focus: Development of Central Ideas in Text

Informational Text Structure Scientific Text

Literary Text Review of Argumentative and

Informative Writing Analyzing Representations of a Subject in Different Mediums

Revisiting the Argument The Short Story

The Novel/Drama

Assessments

DIA: Assessment of Reading 1

PT: Write an Argument Assessment of Standards

VLT 1: Argumentative Essay

PT: Write an Analytical Essay

Assessment of Standards

DIA: Assessment of Reading 2

VLT 2: Informative Essay

PT: Research, Social Unrest/Protest Assessment of Standards

PT: Narrative Writing

Assessment of Standards DIA 3 (opt.)

The curriculum map represents what is required in each quarter of instruction to ensure that all the standards are taught as a support for learning. Flexibility is given to the grade level PLC and teachers beyond the required texts and activities to add additional resources from Florida Collections or other outside sources to best support students’ learning needs. The VLT is the Volusia Literacy Test which will be given two times a year to assess student success with the LAFS. The DIA is the District Interim Assessment of Reading Standards which will be given 2 or 3 times per year. The Assessment of Standards (AOS) is a mastery assessment of the focus standards for the nine weeks taken from the Collections end-of-collection printable assessments.

During class discussion of what has been read, students should consistently be asked to find evidence from the text. This textual evidence should then be used in the students’ writing, research, discussions and presentations.

The study and application of vocabulary and grammar should take place within the context of what students read and write.

2019-2020 English 2, Grade 10 Curriculum Map 1

http://www.cpalms.org/

http://my.hrw.com/

https://launchpad.classlink.com/volusia

https://www.wida.us/standards/CAN_DOs/

2 2019-2020 Grade 10: English 2 Curriculum Map

Grade 10 Language Arts Florida Standards Yearlong Learning Target Standards are bolded. These standards are highly assessed and represent major instructional shifts as required by the Language Arts Florida Standards. Italicized standards are those that require instructional awareness and are woven into the reading and writing process; however, they are not formally assessed. Strand: READING STANDARDS FOR LITERATURE

LAFS.910.RL.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.910.RL.1.2 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.

LAFS.910.RL.1.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

LAFS.910.RL.2.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

LAFS.910.RL.2.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

LAFS.910.RL.2.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

LAFS.910.RL.3.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

LAFS.910.RL.3.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

LAFS.910.RL.4.10

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

Strand: READING STANDARDS FOR INFORMATIONAL TEXT

LAFS.910.RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.910.RI.1.2 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.

LAFS.910.RI.1.3 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.

LAFS.910.RI.2.4 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 (e.g., how the language of a court opinion differs from that of a newspaper).

LAFS.910.RI.2.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

LAFS.910.RI.2.6 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.

LAFS.910.RI.3.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

LAFS.910.RI.3.8

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.


LAFS.910.RI.3.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

LAFS.910.RI.4.10

By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

Strand: WRITING STANDARDS

LAFS.910.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

LAFS.910.W.1.1a 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.

LAFS.910.W.1.1b 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.

LAFS.910.W.1.1c 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.

LAFS.910.W.1.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

LAFS.910.W.1.1e Provide a concluding statement or section that follows from and supports the argument presented.

LAFS.910.W.1.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

LAFS.910.W.1.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

LAFS.910.W.1.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

LAFS.910.W.1.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

LAFS.910.W.1.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

LAFS.910.W.1.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

LAFS.910.W.1.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

LAFS.910.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

LAFS.910.W.1.3a 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.

LAFS.910.W.1.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

LAFS.910.W.1.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

LAFS.910.W.1.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

LAFS.910.W.1.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

LAFS.910.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


LAFS.910.W.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10)

LAFS.910.W.2.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

LAFS.910.W.3.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

LAFS.910.W.3.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

LAFS.910.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

LAFS.910.W.3.9a Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

LAFS.910.W.3.9b Apply grades 9–10 Reading standards to literary nonfiction (e.g., “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”).

LAFS.910.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Strand: SPEAKING AND LISTENING STANDARDS

LAFS.910.SL.1.1 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 and persuasively.

LAFS.910.SL.1.1a 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.

LAFS.910.SL.1.1b 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.

LAFS.910.SL.1.1c 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.

LAFS.910.SL.1.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

LAFS.910.SL.1.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

LAFS.910.SL.1.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

LAFS.910.SL.2.4 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.

LAFS.910.SL.2.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

LAFS.910.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3)


Strand: LANGUAGE STANDARDS

LAFS.910.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.910.L.1.1a Use parallel structure.

LAFS.910.L.1.1b 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.

LAFS.910.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

LAFS.910.L.1.2a Use a semicolon, with or without a conjunctive adverb, to link two of more closely related independent clauses.

LAFS.910.L.1.2b Use a colon to introduce a list or quotation.

LAFS.910.L.1.2c Spell correctly.

LAFS.910.L.2.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

LAFS.910.L.2.3a Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

LAFS.910.L.3.4 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.

LAFS.910.L.3.4a 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.

LAFS.910.L.3.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

LAFS.910.L.3.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

LAFS.910.L.3.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

LAFS.910.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

LAFS.910.L.3.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

LAFS.910.L.3.5b Analyze nuances in the meaning of words with similar denotations.

LAFS.910.L.3.6

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Quarter 1 English 2, Grade 10

Assessments Assessed Standards

• District Interim Assessment (DIA) of Reading 1

(Formative)

Best practice expectation is that teachers provide feedback

and review of DIA items/standards.

LAFS.910.RL.1.2: 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. LAFS.910.RL.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. LAFS.910.RL.2.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. LAFS.910.RL.3.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. LAFS.910.RL.3.9: Analyze how an author draws on and transforms source material in a specific work. LAFS.910.RI.1.2: 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. LAFS.910.RI.2.4: 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. LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. LAFS.910.RI.2.6: 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. LAFS.910.RI.3.7: Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account. LAFS.910.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.910.L.1.2: Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

• Performance Task: Write an Argument, p. 377 (To be completed after the “Birmingham Jail” text set). Teacher may revise this assessment to a debate, panel

discussion, or Socratic seminar. (Summative)

LAFS.910.W.1.1a-e: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. LAFS.910.W.3.7: Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Assessment of Standards (optional) This is a mastery assessment of the focus standards for

this nine weeks taken from the Collections end-of-collection printable assessments.

LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. LAFS.910.RI.3.8: 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. LAFS.910.RI.3.9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.


Applicable Standards for All Quarter 1 Texts LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.910.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.910.SL.1.1a: 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.

LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Quarter 1 - Curriculum Focus: Writing Arguments

Performance Assessment booklet-- Unit 1: Argumentative Essay, pp. 1- 32.

(Choose activities based on students’ needs.)

(Writing instruction should be integrated with daily planning and lessons, not taught as a separate skill.)

For resources and materials, please access the Writing Center in Canvas.

LAFS.910.W.1.1a-e: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. LAFS.910.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Quarter 1 - Curriculum Focus: Language and Editing

Phrases and Clauses, All Practice and Apply Questions, p. R39 – R44 HMH: Level-up Tutorials: Conventions

(These activities are designed to meet the Language LAFS; teachers may wish to cover these skills through bell ringers and mini-lessons.)

LAFS.910.L.1.1b: 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.

https://volusia.instructure.com/courses/5521/pages/10th%20Grade%20Writing%20Center?titleize=0

https://my.hrw.com/content/hmof/language_arts/hmhcollections2017/resources/common/level_up_hs_landing_page/index.html


Quarter 1 - Curriculum Focus: Literary Analysis

Required Texts and Targets Assignments and Resources Focus Standards and FSA Item Specs

Text: “What of This Goldfish, Would You Wish?” p. 3

Learning Target: Students will provide an analysis of how complex characters develop over the course of a text. (RL.1.3) Learning Target: Students will provide an analysis of a particular point of view or cultural experience reflected in a work of literature from outside the United States. (RL.2.6) Suggested pacing: 1 week

Close Read: Analyze Character, Teacher Edition, Questions A, B, D, F, G, H, I, K Analyze Character: Motivations, p. 9

LAFS.910.RL.1.2 : 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. LAFS.910.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. LAFS.910.RL.2.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. FSA Standards Specifications: Items may address any aspect of character development over the course of a text. Items should focus on major characters who may exhibit evidence of change over the course of the passage. Items that address character interactions should focus only on significant character interactions. Focus should be on character development that is consistent with the major theme(s) of the passage or significantly contributes to the advancement of the plot. Items should ask the student to analyze, rather than simply identify, the perspective in the text. Items should focus on the perspective and cultural experience presented in the story, not on use of first, second, or third person point of view.

Close Read: Point of View, Teacher Edition, Questions C, E, L Analyze Point of View: Cultural Background, p. 9 Collaborative Discussion, p. 8

Analyze the Text, p. 10, Question 7

Suggested Common Formative Assessment: Analyze the Text, p. 10: Questions 1 and 3

Suggested Learning Strategy Chalk Talk, Reading Appendix: Protocols and Resources, p. 9 Four Corners, Reading Appendix: Protocols and Resources, p. 38 SOAPStone, ELA Instructional Strategies

Resources for Focus Standard LUT: Historical and Cultural Context CRA: lines 116-130

Vocabulary Strategy: Context Clues, p. 11 LAFS.910.L.3.4a: Use context as a clue to the meaning of a word or phrase.

Language and Style: Formal v. Informal Tone, p. 12

LAFS.910.L.2.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

https://volusia.instructure.com/courses/5521/files/1489091/download?wrap=1




Quarter 1 - Curriculum Focus: Argumentative Text

Texts and Targets Assignments and Resources Focus Standards and FSA Item Specs

Text Set: Argument

“I Am Very Real,” Common Lit “Statement by Alabama Clergymen” “Letter from Birmingham Jail,” p. 319

from “Letter to Viceroy, Lord Irwin,” p. 351

Learning Target: Student will provide an analysis of how the author uses rhetoric to advance his point of view or purpose. (RI.2.6) Learning Target: Students will provide a delineation of the argument and specific claims in a text. (RI.3.8) Learning Target: Students will provide an assessment of whether the reasoning in an argument is valid. (RI.3.8) Learning Target: Students will provide an assessment of whether the evidence is relevant and sufficient to support the claims. (RI.3.8)

Suggested pacing: 3 weeks

Assessment Questions 1-6

Discussion 1 - 5

LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. LAFS.910.RI.2.6: 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. LAFS.910.RI.3.8: 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.

LAFS.910.RI.3.9: Analyze seminal U.S. documents of historical and

literary significance.

FSA Standards Specifications: Items should not ask the student to simply identify the arguments or claims in the text. Items may ask the student to trace or evaluate the argument or claims in a section of the text or throughout the whole text. Items may focus on evaluating how effective, persuasive, or biased an argument or claim is. Items may focus on evaluating how relevant, sufficient, or accurate the evidence is, or how credible the sources are, for an argument or claim. Items may focus on irrelevant, inappropriate, or intentionally false or

misleading statements, or on distinguishing fact from opinion.

Close Read Questions A – W.

Scaffolding for ELL Students, p. 320 in Teacher Edition

When Students Struggle, p. 324 in Teacher Edition

Collaborative Discussion, p. 336

Suggested Common Assessment: Analyzing the Text Questions 1 - 7, p. 338

Close Read Questions A – G.

Analyze Argument and Rhetoric Graphic Organizer, p. 356 in Teacher Edition

Suggested Common Assessment: Analyzing the Text Questions 1 – 6, p. 357

Suggested Learning Strategy SOAPStone, ELA Instructional Strategies

Resources for Focus Standards

Ethos, Pathos, Logos in “Birmingham Jail” V: Class of the 20th Century: 1963-1968 LUT: Analyzing Arguments BIO: MLK, Jr., V: Ghandi

Vocabulary Strategy: Context Clues, p. 339 LAFS.910.L.3.4: 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.

Grammar in Context: Repetition and Parallelism, p. 340

LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

LAFS.910.L.1.1a: Use parallel structure.

Vocabulary Strategy: Denotations and Connotations, p. 358

LAFS.910.L.3.5b Analyze nuances in the meaning of words with similar denotations.

https://volusia.instructure.com/files/2604878/download?wrap=1





Quarter 1 - Curriculum Focus: Analysis of Poetry


Text Set: Poetry Selections

“Starfish,” and “Sea Stars,” Close Reader, page 18. TE, p. 58d “Cloudy Day,” p. 373 Learning Target: Students will provide an analysis of how a theme emerges and is shaped and refined by specific details over the course of the text. (RL.1.2) Learning Target: Students will write an objective summary. (RL.1.2) Learning Target: Students will analyze the impact of word choices on meaning and tone.(RL.2.4)

Learning Target: Students will analyze in detail how an author’s ideas are developed and refined by larger portions of a text. (RL.2.5) Suggested pacing: 2 weeks

Questions 1, 2, and Short Response, Close Reader, p. 18-19 Questions 1-6 and Short Response, Close Reader, p. 20-22

LAFS.910.RL.1.2: 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. LAFS.910.RL.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. LAFS.910.RL.2.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. LAFS.910.L.1.1b: se various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations. FSA Standards Specifications: Items may ask the student to determine a theme or central idea and its development. Themes and central ideas may be explicitly or implicitly stated, but the items should not provide the inference for the student. Items should focus on the use of specific details that aid in the development of the theme or central idea. Items may, however, ask the student to select the details. (RL.1.2)

Analyzing the Text, p. 375, Questions 1, 4, 5

Suggested Common Assessment: Performance Task, Speaking Activity: Discussion, p. 375

Suggested Learning Strategy

World Café, Reading Appendix: Protocols and Resources, p. 36 Poetry Out Loud TP-CASTT, ELA Instructional Strategies

Resources for Focus Standards Word Sharp Interactive Vocabulary Tutorial: Denotative and Connotative Meanings LUT: Tone

Language and Style Prepositional Phrases, p. 376


https://www.poetryoutloud.org/teaching-resources/teacher-preparation





• VLT: Argumentative Essay (summative after remediation)

The window for administering, scoring, entering scores in Eduphoria, remediating, and grading the VLT is October 21 – November 8

LAFS.910.W.1.1a-e: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. LAFS.910.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Performance Task: Write an Analytical Essay, p. 313 (To be completed after Macbeth)

LAFS.910.W.1.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Assessment of Standards - optional

This is a mastery assessment of the focus standards for this nine weeks

taken from the Collections end-of-collection printable assessments.

LAFS.910.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. LAFS.910.RL.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

Applicable Standards for Quarter 2 Texts

LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.910.SL.1.1c: 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.

Curriculum Focus: Writing Informative Texts

Performance Assessment booklet-- Unit 2: Informative Essay, pp. 33-64 (Choose activities based on students’ needs.)

(Writing instruction should be integrated with daily planning and lessons,

not taught as a separate skill.)

For resources and materials, please access the Writing Center

in Canvas.

LAFS.910.W.1.2a-f: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

https://volusia.instructure.com/courses/5521/pages/10th%20Grade%20Writing%20Center?titleize=0


Quarter 2 - Curriculum Focus: Language and Editing

Semicolons, Level-Up Tutorial (HMH Online, through the VPortal, Teacher Resources, Level-up Tutorials, Semicolons)

(Teachers are encouraged to include language study through bell ringer and mini-lessons.)

LAFS.910.L.1.2a: Use a semicolon, with or without a conjunctive adverb, to link two of more closely related independent clauses.

Quarter 2 - Curriculum Focus: Delineating Argument


Text: from “Why Read Shakespeare?” p. 203

Learning Target: Students will provide a delineation of the argument and specific claims in the text. (RI.3.8) Learning Target: Students will assess whether the reasoning in the argument is valid. (RI.3.8) Learning Target: Students will assess whether the evidence is relevant and sufficient to support the claims. (RI.3.8) Suggested pacing: 1 week

Close Read Questions A – G in Teacher Edition

LAFS.910.RI.3.8: 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. FSA Standards Specifications: Items should not ask the student to simply identify the arguments or claims in the text. Items may ask the student to trace or evaluate the argument or claims in a section of the text or throughout the whole text. Items may focus on evaluating how effective, persuasive, or biased an argument or claim is. Items may focus on evaluating how relevant, sufficient, or accurate the evidence is, or how credible the sources are, for an argument or claim. Items may focus on irrelevant, inappropriate, or intentionally false or misleading statements, or on distinguishing fact from opinion.

Analyze the Text, p. 208, Questions 3 & 4

Suggested Common Formative Assessment: Collaborative Discussion, p. 207, and Performance Task p. 208 (To be done in small groups/pairs)

Suggested Learning Strategy Think-Pair-Share, Reading Appendix: Protocols and Resources, p.35 Take a Stand, Reading Appendix: Protocols and Resources, p. 33




Quarter 2 - Curriculum Focus: Shakespearean Drama


The Tragedy of Macbeth, p. 213

Learning Target: Students will provide an analysis of how a theme emerges and is shaped and refined by specific details over the course of the text. (RL.1.2) Leaning Target: Students will provide an analysis of how complex characters interact with other characters over the course of the text. (RL.1.3) Learning Target: Students will write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (W.1.2)

Suggested pacing: 4 weeks

Act I: When Students Struggle, p. 212 in Teacher Edition

Close Read Questions E, I, L, M, Q, S – U, Z and A2 in Teacher Edition

Vocabulary: Archaic Language, p. 217 in Teacher Edition

Vocabulary: Multiple-Meaning Words, p. 218 in Teacher Edition


Vocabulary: Transitive and Intransitive Verbs, p. 222 in Teacher Edition

Analyzing the Text Questions 3 - 8, p. 231

Suggested Common Assessment: Performance Task: Writing Activity: Analysis, p. 231

LAFS.910.RL.1.2: 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. LAFS.910.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. FSA Standards Specifications: Items may address any aspect of character development over the course of a text. Items should focus on major characters who exhibit evidence of change over the course of the passage. Items that address character interactions should focus only on significant character interactions. Focus should be on character development that is consistent with the major theme(s) of the passage or significantly contributes to the advancement of the plot. (RL.1.3)

Suggested Learning Strategy T-chart or other appropriate graphic organizer for comparison

Resources for Focus Standard BIO: William Shakespeare


Act II:

Close Read Questions D, F, H, and N - R in Teacher Edition

Summarize Shakespearean Language, p. 233 in Teacher Edition

Analyze Character and Theme, p. 236 in Teacher Edition

Language: Shakespeare’s English, p. 210 in Teacher Edition

Suggested Common Assessment: Analyzing the Text Questions 1 – 3, 5 and 6, p. 244

LAFS.910.RL.1.2: 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. LAFS.910.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. FSA Standards Specifications: Items may address any aspect of character development over the course of a text. Items should focus on major characters who exhibit evidence of change over the course of the passage. Items that address character interactions should focus only on significant character interactions. Focus should be on character development that is consistent with the major theme(s) of the passage or significantly contributes to the advancement of the plot.

Suggested Learning Strategy Chalk Talk, Reading Appendix: Protocols and Resources

Resources for Focus Standard

LUT: Theme - Suggestion: Show a media clip/excerpt of Act I and/or Act II so students can analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (RL.3.7)

Act III: Close Read: Teacher Edition, Questions B, C, H – K, M – S, U and W

Analyze Poetic Language, p. 248 in Teacher Edition

Analyze Author’s Choices: Tension and Surprise, p. 254 in Teacher Edition

Suggested Common Assessment: Analyzing the Text Questions 4 and 6 – 7, p. 260

LAFS.910.RL.2.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. LAFS.910.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create such effects as mystery, tension, or surprise. LAFS.910.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

FSA Standards Specifications: Items may address any aspect of

character development over the course of a text. Items should focus

on major characters who exhibit evidence of change over the course

of the passage. Items that address character interactions should

focus only on significant character interactions. Focus should be on character development that is consistent with the major theme(s) of the passage or significantly contributes to the advancement of the plot.

Suggested Learning Strategy Jigsaw, Reading Appendix: Protocols and Resources, p. 20




Act IV: Close Read Questions B, E, F, H – N, P – V, X, Z, and A2 in Teacher Edition



Vocabulary: Suffixes, p. 270 in Teacher Edition

Language and Vocabulary: Sentence Patterns, Contradictions, Context Clues, p. 274 in Teacher Edition

Suggested Common Assessment: Analyzing the Text, p. 277, Questions 1 - 3, 5 – 7

LAFS.910.RL.1.2: 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. LAFS.910.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. LAFS.910.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise. LAFS.910.W.1.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

FSA Standards Specifications: For the informative/explanatory

writing prompts, students will be required to synthesize and analyze

ideas from the stimuli to develop and support a controlling idea.

Act V: Close Read Questions A, C, D, F, H - M, and O – Q

When Students Struggle: Graphic Organizer, p. 280 in Teacher Edition


Suggested Common Assessment: Analyzing the Text Questions 1 and 3 – 7, p. 291

Suggested Learning Strategy Short essay, Socratic Seminar, Panel Discussion


Quarter 2 - Curriculum Focus: The Theme of Morality


Text Set: Morality “The Kohlberg Dilemmas” (Common Lit)

“Men and Women Use Different Scales To Weigh Moral Dilemmas” (Common Lit) “Is There a Cheater's High?” (Common Lit)

Learning Target: Students will provide an analysis of how the author unfolds an analysis or series of ideas or events, including the connections that are drawn between them. (RI.1.3) Learning Target: Students will provide an analysis of how the author unfolds an analysis or series of ideas or events, including the order in which points are made. (RI.1.3) Learning Target: Students will provide a detailed analysis of how an author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of a text. (RI.2.5) Suggested Pacing: 1 week

Assessment and Discussion Questions



LAFS.910.RI.1.3: 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. LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. FSA Standards Specifications: Items may address ideas or concepts in the text as a whole or may address individual techniques used by the author, including the connections drawn among ideas. Items may be overarching questions about the structure / development of the entire text or about specific structural elements. Items should ask the student to analyze the author’s ideas or claims in the context of particular structural decisions made by the author. However, a two-part item may ask the student to determine the structure used and then analyze how it develops the ideas or claims.

Suggested Common Assessment: Using a panel discussion strategy, and/or Socratic seminar in small groups students will select one of the morality texts, analyze the events and ideas, and make connections to Shakespeare’s treatment of the subject of morality in Macbeth. (RL. 3.7)

OR Short Answer Assessment Questions, # 5 from “Men and Women…” and # 5 from “Is There a Cheater’s…”








• District Interim Assessment (DIA) of Reading 2

(formative)

Best practice expectation is that teachers provide

feedback and review of DIA items/standards.

LAFS.910.RL.1.2: 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. LAFS.910.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. LAFS.910.RL.2.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. LAFS.910.RL.2.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. LAFS.910.RL.3.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. LAFS.910.RI.1.2: 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. LAFS.910.RI.1.3: 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. LAFS.910.RI.2.4: 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. LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. LAFS.910.RI.2.6: 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. LAFS.910.RI.3.7: Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account. LAFS.910.RI.3.8: 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. LAFS.910.RI.3.9: Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts. LAFS.910.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.910.L.1.2: Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.


• VLT: Informative Essay (see Canvas) (Summative after remediation)

The window for administering, scoring, entering scores in Eduphoria, remediating, and grading the VLT is January 13-31.

LAFS.910.W.1.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

• Performance Task: Research, Social Unrest/Protest

Students are to research any contemporary example of social unrest/protest and present their findings through either a speech or a

digital media display, i.e. Nearpod, Seesaw, etc. (This assignment requires students use of digital media.)

Speech Rubric: p. 196, Additional instructional materials on speeches

are on pages 193-196

LAFS.910.SL.2.5: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. LAFS.910.W.3.7: Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. LAFS.910.W.3.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

• Assessment of Standards - optional

This is a mastery assessment of the focus standards for this nine weeks taken from the Collections end-of-collection printable

assessments.

LAFS.910.RL.1.2: 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. LAFS.910.RI.1.2: 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. LAFS.910.RL.2.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. LAFS.910.RI.2.4: 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. LAFS.910.RI.3.7: Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account. LAFS.910.RI.3.9: Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.

Applicable Standards for All Quarter 3 Texts LAFS.910.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. AFS.910.RI.2.6: 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. LAFS.910.SL.1.1c: 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. LAFS.910.SL.1.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted

evidence.


Quarter 3 - Curriculum Focus: Meaning and Tone in Informative Text


“Called Out,” p. 51

Learning Target: Students will provide an analysis of the development of central ideas over the course of the text, including how the central idea emerges and is shaped and refined by specific details. (RI.1.2) Learning Target: Students will provide an objective summary of the text. (RI.1.2) Learning Target: Students will provide a statement explaining the impact of specific word choices on meaning and tone on the overall meaning of a text. (RI.2.4)

Suggested pacing: 1 week

Close Read: Determine Central Idea and Determine Word Meanings, Teacher Edition, Questions A - H. See also: Guiding Questions 1-8 Determine Central Idea and Determine Word Meanings, p. 55

LAFS.910.RI.1.2: 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. LAFS.910.RI.2.4: 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. LAFS.910.L.3.5a: Interpret figures of speech in context and analyze their role in the text

FSA Standards Specifications: Items may ask the student to determine a

central idea and its development. Central ideas may be explicitly or implicitly stated, but the items should not provide the inference for the student. Items should focus on the use of specific details that aid in the development of the central idea. Items may, however, ask the student to select the details. Items may ask the student to summarize the text.

Suggested Common Assessment: Analyze the Text, p. 56, Questions 1, 2, 3, 5

Suggested Learning Strategy: Discussion Appointments (Question 2), Carousel Brainstorming, (Question 5), Reading Appendix: Protocols and Resources; 25 Word Summary,

Resources for Focus Standards Safari Montage, The Sonoran Desert - A Violet Eden LUT: Main Idea and Supporting Details

Vocabulary Strategy Idioms, p. 52 in Teacher Edition Figurative Meanings, p. 135

https://my.hrw.com/content/hmof/language_arts/hmhcollections/resources/gr10/guided_questions/teacher/index.html



https://rtc.instructure.com/courses/1056743/pages/25-word-summary-printables

https://vsod.volusia.k12.fl.us/SAFARI/montage/login/login.php


Quarter 3 - Curriculum Focus: Informational Text Structure


Text: from Simplexity, p. 129

Learning Target: Students will provide an analysis of how the author unfolds an analysis or series of ideas or events including the order in in which points are made, how they are introduced and developed, and the connections drawn between them. (RI.1.3)


Close Read: Analyze the Author’s Order: Cause and Effect, Teacher Edition, Questions A – F, and p. 133

See also: Guiding Questions:

LAFS.910.RI.1.3: 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. LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

FSA Standards Specifications: Items may address the text as a whole or may address individual techniques or structural devices used by the author.

Suggested Common Formative Assessment: Analyze the Text, p. 134, Questions 3, 5, and 6

Suggested Learning Strategies: Rank, Talk, Write, Reading Appendix: Protocols and Resources, p. 27 Written Conversation, Reading Appendix: Protocols and Resources, p. 37

Resources for Focus Standards LUT: Cause and Effect Organization

Quarter 3 - Curriculum Focus: Development of Central Ideas in Text


“from Revolution 2.0,” p. 341

Learning Target: Students will provide a detailed analysis of how an author’s claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. (RI.2.5)


Close Read: Analyzing Evidence and Author’s Ideas, questions A - I When Students Struggle, Graphic Organizer, p. 343 in TE


LAFS.910.RI.2.4: 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. LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. LAFS.910.L.3.6: Acquire and use accurately general academic and domain- specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. FSA Standards Specifications: Items may be overarching questions about the structure/development of the entire text or about specific structural elements. Items should ask the student to analyze the author’s ideas or claims. However, a two-part item may ask the student to determine then analyze. (RI.2.5)

Suggested Common Assessment: Analyzing the Text, p. 348, Questions 1, 2, 3, 4

Suggested Learning Strategy Chalk Talk, Reading Appendix: Protocols and Resources, p.9

Resources for Focus Standards LUT: Informational Text

Vocabulary Strategy Domain-specific Words, p. 349

Language and Style Colons, p. 350






Quarter 3 - Curriculum Focus: Scientific Text


Text: “Coming to Our Senses,” p. 168 Learning Target: Students will provide a statement of the central idea of the text. (RI.1.2) Learning Target: Students will provide an analysis of the development of central ideas over the course of the text, including how the central idea emerges and is shaped and refined by specific details. (RI.1.2) Learning Target: Students will provide an analysis of how the author unfolds an analysis or series of ideas or events including the order in in which points are made, how they are introduced and developed, and the connections drawn between them. (RI.1.3)

Suggested Pacing: 1 week

Close Read Questions A, C, D, F, G, I in Teacher Edition

LAFS.910.RI.1.2: 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. LAFS.910.RI.1.3: 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. LAFS.910.L.1.1a: Use parallel structure FSA Standards Specifications: Items may ask the student to determine a central idea and its development. Central ideas may be explicitly or implicitly stated, but the items should not provide the inference for the student. Items should focus on the use of specific details that aid in the development of the central idea. Items may, however, ask the student to select the details. Items may ask the student to summarize the text. Items may address the text as a whole or may address individual techniques or structural devices used by the author.

Analyze the Text, p. 168, Questions 4, 5

Suggested Common Formative Assessment: Analyzing the Text, p. 168, Question 1, (Students will use the Analyze Development of Ideas chart, p. 167 to answer this question.) Performance Task: Speaking Activity: Discussion, p. 168

Suggested Learning Strategy Graphic organizer

Resources for Focus Standards IGO: Main Ideas and Details Chart CRA: Lines 170-177

Language and Style Parallel Structure Practice and Apply, p. 170


Quarter 3 - Curriculum Focus: Literary Text


Text Set: “from The Metamorphosis” (novella) p. 93

“from The Metamorphosis,” (graphic

novel), p. 107

Learning Target: Students will provide an analysis of the representation of a subject or a key scene in two different artistic mediums. (RL.3.7) Learning Target: Students will provide an analysis of how an author draws on and transforms source material in a specific work. (RL.3.9)

Suggested pacing: 2-3 Weeks

Close Read: ALL, questions A – V, TE LAFS.910.RL.1.2: 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. LAFS.910.RL.1.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. LAFS.910.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise. LAFS.910.RL.2.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. LAFS.910.RL.3.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. LAFS.9-10.RL.3.9: Analyze how an author draws on and transforms source material in a specific work. FSA Standards Specifications: Items should focus on the similarities and differences between the two stimuli. An item may focus primarily on either stimulus. Items that do not focus on the text representation should not rely exclusively on technical or background knowledge. Items may ask students to evaluate the credibility of each work. Written transcripts, excerpts, and/or direct quotations from an audio clip should not be provided in item stems or answer options. Items should focus on the similarities and differences between the source material and the newer text. Items may focus primarily on either text, but the item should indicate or test for understanding of a clear

link between the two works.

When Students Struggle, Graphic Organizer, TE, p. 100

Suggested Common Assessment: Speaking Activity: Discussion, p. 106

Close Read: ALL, questions A – H2, TE

Analyze Idioms, p. 112 in Teacher Edition


Performance Task: Participate in a Panel Discussion, p. 145 (optional)

Suggested Common Assessment: Analyze the Text Questions 1, 3 and 4, p. 126

Suggested Learning Strategies. Jigsaw, Reading Appendix: Protocols and Resources, p.20 RL.3.7 Graphic Organizer

Resources for Focus Standards LUT: Characters and Conflict CRA: Lines 374-384 CRA: for the graphic novel Guiding Questions

Language and Style: Prepositional, Adjectival, and Adverbial Phrases, p. 128

LAFS.910.L.1.1b: Use various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations.





Quarter 4 English 2 Grade 10 Assessments Assessed Standards

• Performance Task: Narrative Writing (Teacher Choice) Suggested ideas below:

Dust Bowl Stories,

Performance Task in Collections, p. 307: Writing Activity: Narrative,

Write Yourself into Literature: Write a fictional narrative where you become one of the characters in any literary piece we have read this year. Choose two or three events from the plot and write yourself into the story. You can make your character represent who you are or choose to write yourself into the story with different attributes. The essential event that takes place will remain the same, but the outcome of the event can change as your character would impact the story in a different way. However, the tone, historical context, and characterization must remain true to the piece of literature…

- or - Using one of the literary pieces we have read this year, rewrite the final scene. Write from the point of view of another character. The essential event that takes place will remain the same, but the outcome of the event can change as your character would impact the story in a different way. However, the tone, historical context, and characterization must remain true to the piece of literature.

LAFS.910.W.1.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

• Assessment of Standards (optional)

This is a mastery assessment of the focus standards for this nine weeks taken from the Collections end-of-collection printable assessments.

LAFS.910.RL.2.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. LAFS.910.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise. LAFS.910.RI.3.8: 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.

District Interim Assessment of Reading 3 (School-based Option)

Applicable Standards for All Quarter 4 Texts

LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.910.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.910.SL.1.1a: 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. LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

https://achievethecore.org/page/1311/narrative-writing-on-demand


Quarter 4 - Curriculum Focus: Review of Argumentative and Informative Writing (Complete before FSA ELA Writing Assessment)

Recommended resources include student writing samples and text sets to be used for Teacher-made review of writing skills:

• Grade 9 2018 FSA Writing Scoring Sampler – Argumentative Writing

• Grade 9 Paper-based Writing Practice Test – Argumentative

• Grade 10 2018 FSA Writing Scoring Sampler – Informative/Explanatory Writing

• Grade 10 Paper-based Writing Practice Test - Informative

• Achieve the Core- On-Demand Argument Prompt and Student Samples

• Achieve the Core- On-Demand Information Prompt and Student Samples

• FSA Writing Rubric

LAFS.910.W.1.1a-e: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. LAFS.910.W.1.2a-f: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Ways these resources might be used: • Compare argument and informational writing and have students identify

similarities and differences

• Have students identify and focus on skills needed to write both types of genres

• Use the FSA rubric to annotate and score the student samples

• Have students make improvements/corrections to essays

• Use samplers to create examples of various skills which need emphasis based on students’ needs

Quarter 4 - Curriculum Focus: Analyzing Representations of a Subject in Different Mediums


Text Set: Icarus

“The Fall of Icarus (The Flight of Daedalus and Icarus) - Greek Mythology - See U in History,” (video)

Compare Text and Media, Background, p. 189

“Musee des Beaux Arts,” p. 190

Landscape with the Fall of Icarus, p. 191 (painting)

“Landscape with the Fall of Icarus,” (poem)

Learning Target: Students will provide an analysis of the different representations of a subject or key scene in two different artistic mediums. (RL.3.7)


Close Read: Analyze a Particular Point of View, Teacher Edition, Questions A, C

LAFS.910.RL.1.2: 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. LAFS.910.RL.2.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. LAFS.910.RL.3.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. FSA Standards Specifications: Items should focus on the similarities and differences between the two stimuli. An item may focus primarily on either stimulus. Items that do not focus on the text representation should not rely exclusively on technical or background knowledge. Items may ask students to evaluate the credibility of each work. Written transcripts, excerpts, and/or direct quotations from an audio clip should not be provided in item stems or answer options.

Close Read: Analyzing Representations in Different Mediums, Teacher Edition, Questions B, D

Collaborative Discussion, p. 190 and 191 (2 discussions – 1 with painting and 1 with poems)

Common Assessment: Analyze Text Questions 1 – 3, p. 192

Suggested Learning Strategy Comparison Chart, Graphic Organizer

Resources for Focus Standards Analyze connotation through song lyrics, Example songs






https://fsassessments.org/assets/documents/practice-tests-paper/FSA_10W_Practice-Test_approved.pdf

https://achievethecore.org/page/1271/argument-opinion-writing-on-demand

https://achievethecore.org/page/1271/argument-opinion-writing-on-demand

https://achievethecore.org/page/454/informative-explanatory-writing-on-demand




https://www.youtube.com/watch?v=3nuAEYkzKHg

https://www.youtube.com/watch?v=3nuAEYkzKHg

https://www.poets.org/poetsorg/poem/landscape-fall-icarus

https://www.poets.org/poetsorg/poem/landscape-fall-icarus

https://en.wikipedia.org/wiki/Icarus_imagery_in_contemporary_music


Quarter 4 - Curriculum Focus: Revisiting the Argument


“Doing Nothing is Doing Something” Achievethecore.com

Learning Target: Students will provide a delineation of the argument and specific claims in the text. (RI.3.8) Learning Target: Students will assess whether the reasoning in the argument is valid. (RI.3.8) Learning Target: Students will assess whether the evidence is relevant and sufficient to support the claims. (RI.3.8)


Text Dependent Questions 1- 9 LAFS.910.RI.3.8: 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.

FSA Standards Specifications: Items should not ask the student to simply identify the arguments or claims in the text. Items may ask the student to trace or evaluate the argument or claims in a section of the text or throughout the whole text. Items may focus on evaluating how effective, persuasive, or biased an argument or claim is. Items may focus on evaluating how relevant, sufficient, or accurate the evidence is, or how credible the sources are, for an argument or claim. Items may focus on irrelevant, inappropriate, or intentionally false or misleading statements, or on distinguishing fact from opinion.

Suggested Common Formative Assessment: Culminating Writing Task

Suggested Learning Strategy Independent Work








Quarter 4 - Curriculum Focus: The Short Story


Text: “The Lottery,” p. 25

Learning Target: Students will analyze the development of the theme over the course of the text. (RL.1.2) Learning Target: Students will provide a statement explaining the impact of specific word choices on the overall meaning and tone of text. (RL.2.4) Learning Target: Students will provide an analysis of an author’s choices concerning how to structure a text, order events within it, and manipulate time, create such effects as mystery, tension, or suspense. (RL.2.5)


Close Read Questions A - R in Teacher Edition

LAFS.910.RL.2.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. LAFS.910.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

LAFS.910.L.2.3: Apply knowledge of language to understand how language

functions in different contexts, to make effective choices for meaning or style,

and to comprehend more fully when reading or listening. FSA Standards Specifications: Items should not focus on dictionary word meanings but should focus on how the words and phrases function within the context of the passage. Items should focus on words and phrases that have figurative or evocative meanings central to the meaning of the text rather than isolated, incidental vocabulary. Items may ask students to employ various strategies to explore meaning, including the application of context clues, roots, or affixes. Items may require students to make connections between words and to delve into figurative or connotative meanings. Items can be overarching questions about the structure of the entire text or about specific structural devices. Items should ask the student to analyze, not just determine, the author’s choices. However, a two-part item may ask the student to determine and then analyze.

Analyzing Impact Word Choice: Tone, p. 35

Suggested Common Formative Assessment: Analyzing the Text, p. 36, Questions 3, 7, 8

Analyze Author’s Choices: Tension and Surprise, p. 35

Suggested Common Formative Assessment: Analyzing the Text, p. 36, Questions 1, 2, 4, 5, 6

Suggested Learning Strategy Write, Pair, Share, Reading Appendix: Protocols and Resources, p. 35

Resources for Focus Standards

LUT: Suspense and Foreshadowing WordSharp: Denotative and Connotative Meanings

Vocabulary Strategy Denotation and Connotation, p. 37

Language and Style Colloquialisms, p. 38

Quarter 4 - Curriculum Focus: Novel/Drama

Novel Study: Antigone, The Chosen, The Importance of Being Earnest, or an appropriate ELA Department/PLC/ Grade Level -based selection.

(To ensure that students cover the LAFS before the ELA FSA, please do not

teach the novel until the other Curriculum Map activities have been completed.)

Standards and activities must align with the Language Arts Florida Standards and will vary according to students’ needs.


grade 10: english 2 curriculum map - vcsedu.org · 2019-2020 grade 10: english 2 curriculum map 2...

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