grade 10 term 1 term 2 term 3 term 4 · grade 10 term 1 term 2 term 3 term 4 dates of cycle...
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1
StudySync
Grade 10
Term 1 Term 2 Term 3 Term 4
Dates of Cycle September 5, 2017-
November 13, 2017
November 14, 2017-
January 29, 2018
January 30, 2018-
April 9, 2018
April 10, 2018-
June 6, 2018
Total Teaching
Days
Total Instructional Days: 46
Including 1 Half Day
Total Instructional Days: 45
Including 5 Half Days
Total Instructional Days: 46
Including 4 Half Days
Total Instructional Days: 40
Including 5 Half Day
Theme & Unit
Theme: Facing Challenges
Study Sync Unit 3: Technical
Difficulties
Theme: The Importance of
Influential Relationships
Study Sync Unit 2: Taking a Stand: When is it Appropriate to
Challenge the Rules?
Theme: Mirrors: Seeing Ourselves
Through the Eyes of Others
Study Sync Unit 4: The Human Connection
Suggested District Wide Novel Study
Integration: Antigone
Theme: Constrained Perspectives
Study Sync Unit 1: Destiny
Focus Mode of
Writing
Focus Mode:
Informative and Explanatory
Focus Mode:
Opinion/Argumentative
Focus Mode:
Narrative
Focus Mode:
All Modes: Review, Reteach, and
Enrich
*You may navigate through each StudySync unit to meet the needs of your students.
2
The School District of Philadelphia
Standards Mapping: Grade 10 Term 1
Theme: Facing Challenges
Study Sync Unit 3: Technical Difficulties
Assessments:
The lessons attached to each reading selection include a variety of tasks for students to complete. Teachers may evaluate any or all tasks toward their assessments of student
achievement. Please note that the end-of-unit test will assess the focus standards addressed throughout the unit.
ELL Resources:
The instructional path contains an Access Path, which provides targeted differentiation
for English Learners. Students interact with course materials through Access Handouts,
which provide differentiated activities for each proficiency level.
Emerging – Access 1
Intermediate – Access 2
Advanced – Access 3
Please note that the Philadelphia School District reports an ELL student’s English
proficiency level via an access score/level. This level does not align with the Access
Path, used by Study Sync Grade 10. Therefore, when selecting which Access Path to
support ELL instruction, please evaluate students independently to meet their individual
needs and engage in conversation with ESL teacher.
Struggling Learner Resources:
The instructional path contains an Access Path, which provides targeted differentiated
instruction for struggling learners. Students interact with course materials through
Access Handout 4, which provides differentiated activities and support for struggling
learners.
3
Term 1
Unit 3 | Technical Difficulties: What responsibility do we have for what we create?
Suggested
Days Text PA Core Standards Addressed
Eligible
Content
Days 1-4
“Prometheus:
The Friend of
Man”
Pages 210-215
Online
Resource:
Technical
Difficulties
Focus Skills:
Character
Rea
din
g L
iter
ature
CC.1.3.9–10.A 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.
L.F.1.1.2
L.F.1.3.1
L.F.1.3.2
L.F.2.3.4
CC.1.3.9–10.C Analyze how complex characters develop over the course of a text, interact with other characters, and advance
the plot or develop the theme.
L.F.1.1.3
L.F.2.3.1
L.F.2.3.4
CC.1.3.9–10.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level
reading and content, choosing flexibly from a range of strategies and tools.
L.F.1.2.1
L.F.1.2.2
L.F.1.2.3
L.F.1.2.4
CC.1.3.9–10.J Acquire and use accurately grade appropriate general academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.F.1.2.1
L.F.1.2.2
L.F.1.2.3
L.F.1.2.4
Wri
ting
CC.1.4.9–10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-
level reading standards for literature and literary nonfiction.
CC.1.4.9–10.T 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.
CC.1.4.9-10.W 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.
CC.1.4.9–10.X 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 discipline-specific tasks, purposes, and audiences.
S&
L CC.1.5.9–10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.9–10.B Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
4
Suggested
Days Text PA Core Standards Addressed
Eligible
Content
Days 5-7
Frankenstein
Pages 216-220
Skill Focus:
Allusion
Media
Rea
din
g L
iter
ature
CC.1.3.9–10.A 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.
L.F.1.1.2
L.F.1.3.1
L.F.1.3.2
L.F.2.3.4
CC.1.3.9–10.C Analyze how complex characters develop over the course of a text, interact with other characters, and advance
the plot or develop the theme.
L.F.1.1.3
L.F.2.3.1
L.F.2.3.4
CC.1.3.9–10.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level
reading and content, choosing flexibly from a range of strategies and tools.
L.F.1.2.1
L.F.1.2.2
L.F.1.2.3
L.F.1.2.4
CC.1.3.9–10.J Acquire and use accurately grade appropriate general academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.F.1.2.1
L.F.1.2.2
L.F.1.2.3
L.F.1.2.4
Wri
ting
CC.1.4.9–10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-
level reading standards for literature and literary nonfiction.
CC.1.4.9–10.T 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.
CC.1.4.9-10.W 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.
CC.1.4.9–10.X 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 discipline-specific tasks, purposes, and audiences.
S&
L CC.1.5.9–10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.9–10.B Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
5
Suggested
Days Text PA Core Standards Addressed
Eligible
Content
Days 8-10
“Worship the
Spirit of
Criticism:
Address at the
Pasteur
Institute”
Pages 221-224
Skill Focus:
Connotation
and Denotation
Rea
din
g I
nfo
rmat
ional
Tex
t
CC.1.2.9–10.A 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.
L.N.1.3.1
L.N.1.3.2
L.N.2.3.3
CC.1.2.9–10.C Apply appropriate strategies to analyze, interpret, and evaluate how an 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.
L.N.1.1.3
L.N.1.3.3
L.N.2.3.3
L.N.2.3.5
L.N.2.4.1
L.N.2.4.3
CC.1.2.9–10.E Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs,
or larger portions of a text.
L.N.1.1.3
L.N.2.4.1
L.N.2.4.3
CC.1.2.9–10.H Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and
relevance of evidence.
L.N.2.5.4
L.N.2.5.5
L.N.2.5.6
CC.1.2.9–10.J 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.
L.N.1.2.4
L.N.1.2.1
L.N.1.2.2
L.N.1.2.3
Wri
ting
CC.1.4.9–10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-
level reading standards for literature and literary nonfiction.
CC.1.4.9–10.T 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.
CC.1.4.9-10.W 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.
CC.1.4.9–10.X 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 discipline-specific tasks, purposes, and audiences.
S&
L
CC.1.5.9–10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.9–10.B Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
6
Suggested
Days Text PA Core Standards Addressed
Eligible
Content
Days 11-
14
The Immortal
Life of
Henrietta
Lacks
Pages 225-232
Online
Resource:
Blast: LOL! A
Look at
Language
Blast: Call the
Doctor
Skill Focus:
Technical
language Informational
Text Elements
Rea
din
g I
nfo
rmat
ional
Tex
t
CC.1.2.9–10.A 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.
L.N.1.3.1
L.N.1.3.2
L.N.2.3.3
CC.1.2.9–10.C Apply appropriate strategies to analyze, interpret, and evaluate how an 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.
L.N.1.1.3
L.N.1.3.3
L.N.2.3.3
L.N.2.3.5
L.N.2.4.1
L.N.2.4.3
CC.1.2.9–10.E Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs,
or larger portions of a text.
L.N.1.1.3
L.N.2.4.1
L.N.2.4.3
CC.1.2.9–10.H Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and
relevance of evidence.
L.N.2.5.4
L.N.2.5.5
L.N.2.5.6
CC.1.2.9–10.J 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.
L.N.1.2.4
L.N.1.2.1
L.N.1.2.2
L.N.1.2.3
Wri
ting
CC.1.4.9–10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-
level reading standards for literature and literary nonfiction.
CC.1.4.9–10.T 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.
CC.1.4.9-10.W 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.
CC.1.4.9–10.X 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 discipline-specific tasks, purposes, and audiences.
S&
L CC.1.5.9–10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.9–10.B Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
7
Suggested
Days Text PA Core Standards Addressed
Eligible
Content
Day 15-17
Silent Spring
Pages 233-237
Online
Resource:
Blast:
Chemical
Control
Skill Focus:
Informational
Text Structure
Rea
din
g I
nfo
rmat
ional
Tex
t
CC.1.2.9–10.A 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.
L.N.1.3.1
L.N.1.3.2
L.N.2.3.3
CC.1.2.9–10.C Apply appropriate strategies to analyze, interpret, and evaluate how an 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.
L.N.1.1.3
L.N.1.3.3
L.N.2.3.3
L.N.2.3.5
L.N.2.4.1
L.N.2.4.3
CC.1.2.9–10.E Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs,
or larger portions of a text.
L.N.1.1.3
L.N.2.4.1
L.N.2.4.3
CC.1.2.9–10.H Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and
relevance of evidence.
L.N.2.5.4
L.N.2.5.5
L.N.2.5.6
CC.1.2.9–10.J 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.
L.N.1.2.4
L.N.1.2.1
L.N.1.2.2
L.N.1.2.3
Wri
ting
CC.1.4.9–10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-
level reading standards for literature and literary nonfiction.
CC.1.4.9–10.T 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.
CC.1.4.9–10.W 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.
CC.1.4.9–10.X 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 discipline-specific tasks, purposes, and audiences.
S&
L
CC.1.5.9–10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.9–10.B Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
8
Suggested
Days Text PA Core Standards Addressed
Eligible
Content
Day 18-20
A Civil Action
Pages 238-242
Skill Focus:
Central of
Main Idea
Suggested
Pacing for the
Extended Writing
Project:
Informative/Ex
planatory
Writing
Prewrite
Rea
din
g I
nfo
rmat
ional
Tex
t
CC.1.2.9–10.A 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.
L.N.1.3.1
L.N.1.3.2
L.N.2.3.3
CC.1.2.9–10.C Apply appropriate strategies to analyze, interpret, and evaluate how an 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.
L.N.1.1.3
L.N.1.3.3
L.N.2.3.3
L.N.2.3.5
L.N.2.4.1
L.N.2.4.3
CC.1.2.9–10.E Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
L.N.1.1.3 L.N.2.4.1
L.N.2.4.3
CC.1.2.9–10.H Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and
relevance of evidence.
L.N.2.5.4
L.N.2.5.5
L.N.2.5.6
CC.1.2.9–10.J 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.
L.N.1.2.4
L.N.1.2.1
L.N.1.2.2
L.N.1.2.3
Wri
ting
CC.1.4.9–10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-
level reading standards for literature and literary nonfiction.
CC.1.4.9–10.T 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.
CC.1.4.9–10.W 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.
CC.1.4.9–10.X 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 discipline-specific tasks, purposes, and audiences.
S&
L
CC.1.5.9–10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.9–10.B Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
9
Suggested
Days Text PA Core Standards Addressed
Eligible
Content
Days 21-
25
“Shading the
Earth”
Pages 243-246
Online Resource:
Blast: If you Imagine It…
Blast: Earthquake
Skill Focus:
Arguments and
Claims
Suggested Pacing
for the Extended
Writing
Project:
Audience,
Purpose, and
Style
Research and
Note-taking
Rea
din
g I
nfo
rmat
ional
Tex
t
CC.1.2.9–10.A 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.
L.N.1.3.1
L.N.1.3.2
L.N.2.3.3
CC.1.2.9–10.C Apply appropriate strategies to analyze, interpret, and evaluate how an 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.
L.N.1.1.3
L.N.1.3.3
L.N.2.3.3
L.N.2.3.5
L.N.2.4.1
L.N.2.4.3
CC.1.2.9–10.E Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences,
paragraphs, or larger portions of a text.
L.N.1.1.3
L.N.2.4.1
L.N.2.4.3
CC.1.2.9–10.H Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and
relevance of evidence.
L.N.2.5.4
L.N.2.5.5
L.N.2.5.6
CC.1.2.9–10.J 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.
L.N.1.2.4
L.N.1.2.1
L.N.1.2.2
L.N.1.2.3
Wri
ting
CC.1.4.9–10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying
grade-level reading standards for literature and literary nonfiction.
CC.1.4.9–10.T 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.
CC.1.4.9–10.W 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.
CC.1.4.9–10.X 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 discipline-specific tasks, purposes, and audiences.
S&
L
CC.1.5.9–10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.9–10.B Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
10
Suggested
Days Text PA Core Standards Addressed
Eligible
Content
Days 26-29
“Einstein’s
Letter to the
President”
Pages 247-251
Online Resource:
Blast: The
Science of
Words
Skill Focus:
Author’s
Purpose and
Author’s Point
of View
Suggested
Pacing for the
Extended
Writing
Project:
Thesis
Statement
Rea
din
g I
nfo
rmat
ional
Tex
t
CC.1.2.9–10.A 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.
L.N.1.3.1
L.N.1.3.2
L.N.2.3.3
CC.1.2.9–10.C Apply appropriate strategies to analyze, interpret, and evaluate how an 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.
L.N.1.1.3
L.N.1.3.3
L.N.2.3.3
L.N.2.3.5
L.N.2.4.1
L.N.2.4.3
CC.1.2.9–10.E Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences,
paragraphs, or larger portions of a text.
L.N.1.1.3
L.N.2.4.1
L.N.2.4.3
CC.1.2.9–10.H Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and
relevance of evidence.
L.N.2.5.4
L.N.2.5.5
L.N.2.5.6
CC.1.2.9–10.I Analyze seminal U.S. documents of historical and literary significance, including how they address related
themes and concepts.
CC.1.2.9–10.J 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.
L.N.1.2.4
L.N.1.2.1
L.N.1.2.2 L.N.1.2.3
Wri
ting
CC.1.4.9–10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-
level reading standards for literature and literary nonfiction.
CC.1.4.9–10.T 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.
CC.1.4.9–10.W 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.
CC.1.4.9–10.X 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 discipline-specific tasks, purposes, and audiences.
S&
L
CC.1.5.9–10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.9–10.B Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
11
Suggested
Days Text PA Core Standards Addressed
Eligible
Content
Days 30-32
Counter-Attack
Pages 252-255
Online Resource:
Blast: Send in
the Drones
Skill Focus:
Poetic Structure
Tone
Suggested
Pacing for the
Extended Writing
Project:
Organize
Informative
Writing
Supporting
Details
Plan
Rea
din
g L
iter
ature
CC.1.3.9–10.A 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.
L.F.1.1.2
L.F.1.3.1
L.F.1.3.2
L.F.2.3.4
CC.1.3.9–10.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level
reading and content, choosing flexibly from a range of strategies and tools.
L.F.1.2.1
L.F.1.2.2
L.F.1.2.3
L.F.1.2.4
CC.1.3.9–10.J Acquire and use accurately grade appropriate general academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.F.1.2.1
L.F.1.2.2
L.F.1.2.3
L.F.1.2.4
Wri
ting
CC.1.4.9–10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying
grade-level reading standards for literature and literary nonfiction.
CC.1.4.9–10.T 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.
CC.1.4.9–10.W 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.
CC.1.4.9–10.X 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 discipline-specific tasks, purposes, and audiences.
S&
L CC.1.5.9–10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.9–10.B Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
12
Suggested
Days Text PA Core Standards Addressed
Eligible
Content
Days 34-
36
“Address to
the Nation on
the Explosion
of the Space
Shuttle
Challenger”
Pages 256-259
Online
Resource:
Skill Focus:
Media
Suggested
Pacing for the
Extended
Writing
Project:
Introductions
and
Conclusions
Body
Paragraphs
and Transitions
Rea
din
g I
nfo
rmat
ional
Tex
t
CC.1.2.9–10.A 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.
L.N.1.3.1
L.N.1.3.2
L.N.2.3.3
CC.1.2.9–10.C Apply appropriate strategies to analyze, interpret, and evaluate how an 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.
L.N.1.1.3
L.N.1.3.3
L.N.2.3.3
L.N.2.3.5
L.N.2.4.1
L.N.2.4.3
CC.1.2.9–10.E Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs,
or larger portions of a text.
L.N.1.1.3
L.N.2.4.1
L.N.2.4.3
CC.1.2.9–10.H Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and
relevance of evidence.
L.N.2.5.4
L.N.2.5.5
L.N.2.5.6
CC.1.2.9–10.I Analyze seminal U.S. documents of historical and literary significance, including how they address related
themes and concepts.
CC.1.2.9–10.J 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.
L.N.1.2.4
L.N.1.2.1
L.N.1.2.2
L.N.1.2.3
Wri
ting
CC.1.4.9–10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-
level reading standards for literature and literary nonfiction.
CC.1.4.9–10.T 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.
CC.1.4.9–10.W 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.
CC.1.4.9–10.X 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 discipline-specific tasks, purposes, and audiences.
S&
L
CC.1.5.9–10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.9–10.B Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
13
Suggested
Days Text PA Core Standards Addressed
Eligible
Content
Days 37-
39
“Address to
the Students at
Moscow State
University”
Pages 260-266
Skill Focus:
Compare and
Contrast
Suggested
Pacing for the
Extended
Writing Project:
Draft
Rea
din
g I
nfo
rmat
ional
Tex
t
CC.1.2.9–10.A 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.
L.N.1.3.1
L.N.1.3.2
L.N.2.3.3
CC.1.2.9–10.C Apply appropriate strategies to analyze, interpret, and evaluate how an 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.
L.N.1.1.3
L.N.1.3.3
L.N.2.3.3
L.N.2.3.5
L.N.2.4.1
L.N.2.4.3
CC.1.2.9–10.E Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences,
paragraphs, or larger portions of a text.
L.N.1.1.3
L.N.2.4.1
L.N.2.4.3
CC.1.2.9–10.H Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and
relevance of evidence.
L.N.2.5.4
L.N.2.5.5
L.N.2.5.6
CC.1.2.9–10.I Analyze seminal U.S. documents of historical and literary significance, including how they address related
themes and concepts.
CC.1.2.9–10.J 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.
L.N.1.2.4
L.N.1.2.1 L.N.1.2.2
L.N.1.2.3
Wri
ting
CC.1.4.9–10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-
level reading standards for literature and literary nonfiction.
CC.1.4.9–10.T 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.
CC.1.4.9–10.W 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.
CC.1.4.9–10.X 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 discipline-specific tasks, purposes, and audiences.
S&
L
CC.1.5.9–10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.9–10.B Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
14
Suggested
Days Text PA Core Standards Addressed
Eligible
Content
Days 40-
43
“De-Extinction:
The Science and
Ethics of
Bringing Lost
Species Back to
Life”
Pages 267-273
Online
Resource:
Blast: The
Manhattan
Project
Skill Focus:
Informational
Text Structure
Suggested
Pacing for the
Extended
Writing Project:
Sources and
Citations
Revise
Edit, Proofread,
and Publish
Rea
din
g I
nfo
rmat
ional
Tex
t
CC.1.2.9–10.A 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.
L.N.1.3.1
L.N.1.3.2
L.N.2.3.3
CC.1.2.9–10.C Apply appropriate strategies to analyze, interpret, and evaluate how an 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.
L.N.1.1.3
L.N.1.3.3
L.N.2.3.3
L.N.2.3.5
L.N.2.4.1
L.N.2.4.3
CC.1.2.9–10.E Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences,
paragraphs, or larger portions of a text.
L.N.1.1.3
L.N.2.4.1
L.N.2.4.3
CC.1.2.9–10.J 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.
L.N.1.2.4
L.N.1.2.1
L.N.1.2.2
L.N.1.2.3
Wri
ting
CC.1.4.9–10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying
grade-level reading standards for literature and literary nonfiction.
CC.1.4.9–10.T 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.
CC.1.4.9–10.W 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.
CC.1.4.9–10.X 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 discipline-specific tasks, purposes, and audiences.
S&
L CC.1.5.9–10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.9–10.B Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
15
Extended Writing Project
Mankind has always sought to advance its knowledge of the world and to make life easier and better for its citizens. However, some scientific breakthroughs have led to
unintended consequences. Consider both the positive and the negative outcomes that may result from new technology. Recall the selections you have read in this unit and how
they explore moral dilemmas posed by technological advancements or possibilities. Choose two selections from the unit and write an informative essay that answers the question:
what responsibility do people have when developing new technology? Along with information from the unit selections, include research from at least three other credible print
and/or digital sources to support your ideas. Resources PA Common Core Standards Addressed Eligible
Content
StudySync pages 274-319
• Prewrite (281-283))
• Skill: Research and Note-taking (284-291)
• Skill: Thesis Statement (292-293)
• Skill: Organize Informative Writing (294-
297)
• Skill: Supporting Details (298-302)
• Skill: Body Paragraphs and Transitions (303-309)
• Draft (310-311)
• Skill: Sources and Citations (312-315)
• Revise (316-317)
• Edit, Proofread, and Publish (318-319)
Writ
ing
CC.1.4.9–10.A Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
CC.1.4.9–10.B Write with a sharp, distinct focus identifying topic, task, and audience. C.E.1.1.1
CC.1.4.9–10.C Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to the audience’s
knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.
C.E.1.1.2
CC.1.4.9–10.D Organize ideas, concepts, and information to make important connections and
distinctions; use appropriate and varied transitions to link the major sections of the text; include
formatting when useful to aiding comprehension; provide a concluding statement or section.
C.E.1.1.3
C.E.1.1.5
CC.1.4.9–10.E Write with an awareness of the stylistic aspects of composition. • Use precise language
and domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal
style and objective tone while attending to the norms of the discipline in which they are writing.
C.E.1.1.4
C.E.2.1.1
C.E.2.1.2
C.E.2.1.3
C.E.2.1.4
C.E.2.1.6
C.E.2.1.7
CC.1.4.9–10.F Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.
C.E.1.1.5
C.E.3.1.1
C.E.3.1.2
C.E.3.1.3
C.E.3.1.4
C.E.3.1.5
CC.1.4.9–10.S Draw evidence from literary or informational texts to support analysis, reflection, and
research, applying grade-level reading standards for literature and literary nonfiction.
CC.1.4.9–10.T 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.
CC.1.4.9–10.W 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.
CC.1.4.9–10.X 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 discipline-specific tasks, purposes,
and audiences.
16
Spea
kin
g a
nd L
iste
nin
g CC.1.5.9–10.A Initiate and participate effectively in a range of collaborative discussions on grade-level
topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.9–10.B Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying
any fallacious reasoning or exaggerated or distorted evidence.
CC.1.5.9–10.D Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose,
audience, and task.
CC.1.5.9–10.G Demonstrate command of the conventions of standard English when speaking based on
Grades 9–10 level and content.