English 10 Standards

Grade 10 Tennessee
Curriculum Map
This document includes:

 Component Array
 Assessment Array
 Curriculum Map with Standards Overview by
Unit and Lesson
1 I GRADE 10 CURRICULUM MAP

NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Component Array
Consumable Student Edition Realize Digital Courseware
● An interactive student edition that allows Savvasâ€™s cutting-edge learning management
students to write directly in their text (also system that includes all digital resources to
available in hardcover format). support myPerspectives. Teachers can create
● Grades 6-8 is one-volume, Grades 9-12 is a assignments, track student progress through data
two-volume set. reporting, search for assignments correlated to
● Frontmatter with TN ELA Standards the TN Standards, and access all customi
Overview
● TN Standards and Codes aligned to activities
● Independent Learning selections are Unit & Selection Resources
referenced in print, and are available online.
Audio Summaries
Interactive Student Edition ● Assignable resource that includes English
● Savvas next generation interactive eText and Spanish text and audio summary of
includes point of use interactive graphic each selection.
organizers, selection audio, student modeling Sele
videos, multilingual glossary, footnotes,
ction Resources
annotation tool, multimedia selections, and an
● Available to support each selection’s
inline notebook.
Making Meaning, Language Development,
● Includes all selections in the print Student
and Effective Expression instruction.
Edition as well as the Independent Learning
● On-level and reteach/practice versions
selections.
available for all learner levels.
● Assignable/printable/downloadable from
Print Teacher’s Edition Realize.
● Hardcover, single volume, all grades.
● Frontmatter correlations to TN ELA Unit Level Answer Key
Standards Includes answers for:
● Includes Student Edition pages with ● Selection worksheets
reference to digital assets at point of use and ● First Read extension questions
Personalize for Learning notes for ● Analyze the Text Questions
differentiation as well as references to First ● Comprehension Check Questions
Read extension questions.
● Lesson Resources planning page with TN
ELA Standards, Text Complexity Rubrics and Home Connection Letters English &
Teaching & Learning Cycle loop. Spanish
One letter per unit that describes the unit topic
Interactive Teacher’s Edition and standards.
This includes all features and functionalities of
the interactive Student Edition eText PLUS
additional teacher modeling videos, EL
highlighting notes, and downloadable resources
at point of use.
Components continued
myPerspectives+ Additional Digital Resources
A teacher resource center with Discussion Board
program-agnostic content that can be used to
A feature within Realize that allows classes to
customize your curriculum. These resources
have conversations in real time.
are in addition to the core program resources.
● Digital Library with over 140+ full texts and
excerpts
EssayScorer
● 200+ Trade Book Lesson Plans ● An online writing tool that allows students
● QReads Student & Teacher Edition to write to prompts and receive immediate
● Genre and Writing Anchor Charts feedback.
● Digital Skills Videos ● Prompts include those aligned to the
● Reality Central Student Edition, Writing Writing Performance Tasks, plus a bank of
Journal, and Teaching Guide additional prompts.
● Generic Graphic Organizers
● Generic Writing Rubrics SafeAssign Plagiarism Checker
● Interactive Writing & Research Lessons Allows teachers to upload student papers to
● Interactive Whiteboard Lessons check for plagiarism.
● Interactive Speaking and Listening
Lessons Current Events
● Writing & Research Powerpoints A link to public radio news articles that are
● Reading Skills & Literary Analysis
aligned to each unit, as well as real-time
Worksheets
● Academic Vocabulary Interactive lessons current events.
● Word Study Worksheets
● Spanish Writing Worksheets Every Teacher’s Toolkit
● Grammar Practice Lessons & Tutorial A complete teacher resource to support
Videos English Learners.Includes blackline masters to
● Grammar Worksheets in English & use with writing, speaking & listening,
Spanish vocabulary, and more.
Accessible Leveled Texts

Accessible Leveled Texts for literary and
informational selections provide additional
support to help students access texts.
● Literary selections are a combination of
summarized tex and original
author-written text.
● Informational texts are written with
simplified vocabulary and varying
sentence structure
Assessments
Year-Long Assessments
Beginning-of-Year Test
● Diagnoses student readiness for grade-level skills and standards to be taught during
the school year.
● Allows you to use test data to plan which standards need focus.
Mid-Year Test
● Tests skills and standards taught in the first half of the year.
● Provides an opportunity to remediate; if administered online, remediation is assigned
automatically.
End-of-Year
● Allows you to use results to determine mastery of standards, place students in classes
for the following school year, and to capture final assessment data.
Selection Assessments
Selection Activities
● Instructional activities can be used to assess students’ grasp of critical concepts.
Formative Assessments
● Selection activities can be used as formative checks.
● Notes in the TE offer suggestions for formative assessments at point of use.
Selection Tests
● Test items track student progress toward mastering standards taught with the selection.
● Extension Selection Tests for a more challening test are also available.
Performance Tasks
● Each unit includes both a writing and speaking and listening performance task.
● Performance Tasks prepare students for success on the end-of-unit
Performance-Based Assessment.
Performance-Based Assessments
● All unit activities are backwards-mapped to the end-of-unit Performance-Based
Assessment.
● Students use their notes, knowledge, and skills learned to complete the project.
Unit Test
● Includes Technology Enhanced Items, multi-part questions, selected response, and
constructed response writing prompts.
● Includes remediation and if taken online, remediation is assigned automatically.
GRADE 10, UNIT 1 : Inside the Nightmare
INTRODUCTION Day 1 Unit Video: Spooky Business: American Economy Unit Goals: Reading, Writing & Research, Language,
Discuss It: Why is Halloween big business? Speaking & Listening
Academic Vocabulary: Explanatory Text
Launch Text: My Introduction to Gothic Literature
(Lexile 900)
WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2
Anchor Text (Short Story): Performance-Based Whole-Class Learning Essential Question Unit Goals:
The Fall of the House of Assessment Task Strategies: What is the allure of TG p. 4
Usher by Write an Explanatory Essay ฀ Listen Actively fear?  Evaluate written narratives by analyzing how
Edgar Allan Poe Prompt: How and when ฀ Clarify by asking authors introduce and develop the events in their
Anchor Text (Short Story): does imagination questions writing. 9-10.RL.CS.5
House Taken Over by Julio overcome reason? ฀ Monitor Understanding  Expand Knowledge and use of academic and
Cortázar Language Development: ฀ Interact and Share thematic vocabulary. 9-10.RL.CS.4
Media (Informational Descriptive Details ideas  Write an explanatory essay in which you use a
Graphic): Standards: narrative as evidence for your main idea. Apply your
from How to Tell You’re 9-10.W.TTP.2.a-f, knowledge of texts in the unit. 9-10.W.TTP.2
Reading a Gothic Novel—In 9-10.W.TTP.3,  Conduct research projects of various lengths to
Pictures by 9-10.W.TTP.3.d, explore a topic and clarify meaning, 9-10.W.RBPK.7
Adam Frost and Zhenia 9-10.W.PDW.4,  Use figurative language, connotation, and
Vasiliev 9-10.W.PDW.5, denotation to convey meaning and add variety and
9-10.W.RBPK.9 interest to your writing and presentations. 9-
10.L.VAU.5, 5.b
 Collaborate with your team to build on the ideas of
others, develop consensus, and communicate
9-10.SL.CC.1
 Integrate audio, visuals, and text in presentations
9-10.SL.PKI.5
Standards Covered
Reading Literary Text Reading Informational Speaking & Listening Language Writing NOTES:
9-10.RL.KID.1, 9-10.RL.CS.4, Text 9-10.SL.CC.2, 9-10.SL.PKI.4, 9-10.L.CSE.1, 1.b, 9-10.W.TTP.2,
9-10.RL.CS.5, 9-10.RL.CS.6, 9-10.RI.CS.5, 9-10.RI.CS.4 9-10.SL.PKI.5 9-10.L.VAU.4.b, 9-10.W.PDW.5,
9-10.RL.IKI.9-10 ]9-10.L.VAU.5, 5.b 9-10.W.RBPK.9
UNIT 1 Whole-Class Learning GRADE 10 Inside the Nightmare

Making Meaning Language Development NOTES:
Days 3-7
The Fall of the Close Read Analyze the Text Analyze Craft and Concept Conventions:
House of Usher: TG p. 13: Analyze TG p. 32 Structure Vocabulary and TG p. 35
TG p. 12-35 Mood ฀ Interpret TG p. 33 Word Study Sentence Structure
First Read TG: p. 14: Mark ฀ Make Literary Style: TG p. 34
Notice: whom the words that relate to inferences Independent
story is about, imagination or ฀ Connect Gothic literature Words that convey clause
what happens, alternate reality ฀ Analyze and decay or Dependent, or
where TG: p. 17: Note words Evaluate destruction: subordinate, clause
and when it that mark the ฀ Answer the
happens, and why absence of color and essential Annihilate
those involved force question Antiquity
react as they do. TG: p. 19: Look for Fissure
Annotate: Mark dashes and Dissolution
vocabulary and key parenthesis Rending
passages to revisit TG: p. 21: Analyze Tumultuous
Connect: Ideas mood
within selection to TG: p. 22: Analyze Denotation and
what you already details Connotation
know and have TG: p. 24: Mark
read words that relate to
Respond: physical actions and
Complete behavior
Comprehension TG: p. 27: Mark
check words that suggest
extremes
TG: p. 29: Mark
examples of repeated
words
9-10.RL.KID.2, 9-10.RL.KID.1 9-10.RL.KID.1, 9-10.L.VAU.5, 9-10.L.CSE.1,

9-10.RL.CS.4 9-10.RL.CS.5 9-10.L.VAU.5.b 9-10.L.CSE.1.b

Making Meaning Language Development Effective Expression
Days 8-12
House Taken Over: Close Read Analyze the Text Analyze Craft and Concept Conventions Writing to Compare
TG p. 36-40 TG p. 37: Analyze TG p. 44 Structure Vocabulary and TG p. 47 TG p. 48-49
First Read details of the setting ฀ Interpret TG p. 45 Word Study Types of Phrases: Explanatory Essay
Notice: Whom the TG p. 38: notice and ฀ Connect Literary Style: TG p. 46
story is about, highlight the details ฀ Compare and Preposition,
what happens, about how much contrast Magical realism Words that Prepositional
where and when it the narrator’s sister, ฀ Extend Tone express phrases
happens and why Irene, knits and what ฀ Answer the different types of
those involved that says about her Essential emptiness,
react character Question including those of
Annotate: Mark TG p. 40: Mark the emotion, sound,
vocabulary and key short sentences and space:
passages to revisit TG p. 42: Analyze
Connect: Ideas ambiguity spacious
within selection to unvoiced
what you already obscure
know and have recessed
read vestibule
Respond: muffled
Complete
Comprehension Patterns of Word
check and write a Changes
brief summary of
the selection
9-10.RL.KID.3 9-10.RL.CS.5, 9-10.L.VAU.4.b, 9-10.L.CSE.1, 9-10.RL.CS.5, 9-10.W.TTP.2,

9-10.RL.CS.6 9-10.L.VAU.5 9-10.L.CSE.1.b 9-10.W.PDW.5, 9-10.W.RBPK.9

Day 13
from How to Tell Close Read Analyze the Text Concept Speaking and Listening
You’re Reading a TG p. 51: TG p. 56 Vocabulary TG p. 57
Gothic Novel: Understanding mood ฀ Make a TG p. 56 Informational graphic
TG p. 50-57 TG p. 53: Analyzing judgment Words that relate
First Review diction ฀ Infer to different
NOTICE: new TG p. 54: Interpreting ฀ Describe elements of Gothic
information or graphics ฀ Answer literature:
ideas you learn essential
about the unit question Reclusive
topic as you first Sinister
read this text. Ethereal
Annotate: Mark
vocabulary and key
passages to revisit
Connect: Ideas
within selection to
what you already
know and have
read
Respond:
Complete
Comprehension
check and write a
brief summary of 9-10.RI.CS.5 9-10.RL.KID.1 9-10.RI.CS.4 9-10.SL.CC.2, 9-10.SL.PKI.4, 9-10.SL.PKI.5
the selection
Performance Task: Writing Focus

Days 14-15
TG p. 58-63 Standards: 9-10.WTTP.1.a-f, 9-10.W.TTP.3, 9-10.W.TTP.3.d,
Write an Explanatory Essay 9-10.W.PDW.4, 9-10.W.PDW.5, 9-10.W.RBPK.9
Prompt: How and when does imagination overcome reason?
Language Development: Descriptive Details

UNIT 1 Small-Group Learning GRADE 10 Inside the Nightmare
Introduction Day 19
Short Story: Where Is Performance-Based Small-Group Learning Essential Question Unit Goals:
Here? Assessment Task Strategies: What is the allure of TG p. 4
by Joyce Carol Oates Deliver an Explanatory ฀ Prepare fear?  Evaluate written narratives by analyzing how
Media (photo gallery): Presentation ฀ Participate Fully authors introduce and develop the events in their
from The Dream Collector Prompt: In literature, ฀ Support Others writing. 9-10.RL.CS.5
by Arthur Tress how does a sense of ฀ Clarify  Expand Knowledge and use of academic and
Interview: Why Do Some uncertainty help to thematic vocabulary. 9-10.RL.CS.4
Brains Enjoy Fear? by create an atmosphere of Working as a Team  Write an explanatory essay in which you use a
Allegra Ringo fear? 1) Take a Position narrative as evidence for your main idea. Apply
Poetry Collection: 9-10.SL.CC.1, 2) List Your Rules your knowledge of texts in the unit. 9-10.W.TTP.2
beware: do not read this 9-10.SL.CC.1.b, 3) Apply the Rules  Conduct research projects of various lengths to
poem by Ishmael Reed 9-10.SL.PKI.4, 4) Name your Group explore a topic and clarify meaning 9-10.W.RBPK.7
The Raven by Edgar Allan 9-10.SL.PKI.5, 5) Create a Communication  Use figurative language, connotation, and
Poe 9-10.SL.PKI.6 Plan denotation to convey meaning and add variety and
Windigo by Louise interest to your writing and presentations.
Erdrich Making a Schedule 9-10.L.VAU.5, 9-10.L.VAU.5.b
Working on Group Projects others, develop consensus, and communicate
9-10.SL.CC.1
9-10.SL.PKI.5
Standards Covered
9-10.RL.KID.1, Text 9-10.SL.CC.1, 9-10.SL.PKI.5, 9-10.L.VAU.4, 9-10.W.TTP.3,
9-10.RL.KID.2, 9-10.RI.KID.3, 9-10.SL.PKI.6 9-10.L.VAU.4.a, 9-10.W.TTP.3.b,
9-10.RL.KID.3, 9-10.RI.CS.4, 9-10.L.VAU.4.b, 9-10.W.PDW.6,
9-10.RL.CS.5, 9-10.RI.IKI.9-10 9-10.L.VAU.5, 9-10.W.RBPK.7
9-10.RL.IKI.9-10 9-10.L.VAU.5.b,
9-10.L.VAU.6

Making Meaning Language Effective Expression
Development
Days 17-18
Where is Here? Close Read Analyze the Text Analyze Craft and Concept Author’s Style Writing to Sources
TG p. 68-81 TG p. 70: Analyze TG p. 78 Structure Vocabulary and TG p. 80 TG p. 81
First Read characterization ฀ Review and TG p. 79 Word Study Character Option 1: prequel
Notice: Whom the TG p. 71: Analyze Clarify Modern Gothic TG p. 78 Development
story is about, simile ฀ Present and Option 2: sequel
what happens, TG p. 72: Analyze Discuss Words that
where and when it setting ฀ Answer the describe Option 3: police report
happens, and why TG p. 73: Infer Essential personalities:
those involved motivation Question
react as they do TG p. 74: Analyze gregarious
Annotate: Mark foreshadowing amiably
vocabulary and key TG p. 76: Analyze stoical
passages to revisit conflict
Connect: Ideas Suffix: -ly
within selection to
what you already
know and have
read
Respond:
Complete
Comprehension
check by writing a
brief summary of
the selection
9-10.RL.KID.3, 9-10.SL.CC.1, 9-10.RL.CS.5 9-10.L.CSE.2.c, 9-10.RL.KID.3 9-10.W.TTP.3

9-10.L.VAU.5.a 9-10.SL.PKI.4 9-10.L.VAU.4.b

Making Meaning Effective Expression NOTES:
Days 17-18
from the Dream Close Review Analyze the Media Media Vocabulary Speaking and
Collector TG p. 83: Analyze TG p. 88 TG p. 88 Listening:
TG p. 82-89 composition ฀ Present and Discuss TG p. 89
First Review TG p. 84: Analyze ฀ Review and Synthesize composition
Look: at each lighting location Visual Presentation
image and TG p. 86: Analyze subject
determine who or location lighting and color
what it portrays. perspective or
Note: elements in angle
each image that
you find interesting
and want to revisit.
Connect: details in
the images to
other media you’ve
experienced, texts
you’ve read, or
images you’ve
seen.
Respond:
Complete
Comprehension 9-10.SL.CC.1 9-10.RI.CS.4, 9-10.L.VAU.6 9-10.SL.PKI.5,
check 9-10.SL.PKI.6

Days 19-20
Why do Some Close Read Analyze the Text Analyze Craft and Concept Author’s Style Research
Brains Enjoy TG p. 91: Infer TG p. 96 Structure Vocabulary and TG p. 98 TG p. 99
Fear?: author’s purpose ฀ Review and TG p. 97 Word Study Scientific and Digital Presentation
TG p. 90-99 TG p. 92: Evaluate Clarify Author's Claims: TG p. 96 Technical Diction
First Read evidence ฀ Present and
Notice: the TG p. 94: Analyze discuss Interview Words all related
general ideas of diction ฀ Answer the to human
the text. What is Essential responses,
it about? Who is Question thoughts, and
involved? feelings:
Annotate: Mark
vocabulary and Stimulus
key passages you Dissonance
want to revisit Cognitive
Connect: Ideas
within the
selection to what Patterns of Word
your already Changes
know and what
you have already
read
Respond:
Complete
Comprehension ‘
check and write a
brief summary of
the selection 9-10.SL.CC.1, 9-10.RI.KID.3 9-10.L.VAU.4.b, 9-10.RI.CS.4 9-10.SL.PKI.5, 9-10.W.RBPK.7
9-10.SL.PKI.4 9-10.L.VAU.6

Days 21-22
beware: do not Close Read Analyze the Text Analyze Craft and Concept Author’s Style Speaking and Listening
read this poem TG p. 103: Analyze TG p. 110 Structure Vocabulary and TG p. 112 TG p. 113
The Raven Personification ฀ Review and TG p. 111 Word Study Point of View Group
Windigo: TG p. 104: Analyze Clarify Development of TG p. 110 Presentation
TG p. 100-113 rhyme scheme ฀ Present and Theme: First-Person Point
First Read TG p. 106: Infer discuss Words related to of View
Notice: who or characterization ฀ Answer the Narrative poem efforts to influence
what is “speaking” TG p. 108: Analyze Essential Speaker others: Omniscient Point
the poem and imagery Question Tone of View
whether the poem Theme Entreating
tells a story Imagery Implore
or describes a Beguiling
single moment.
.Annotate: Mark Anglo-Saxon Prefix
vocabulary and key be-
passages you want
to revisit
Connect: Ideas
within the
selection to what
your already know
and what you have
already read
Respond:
Complete
Comprehension
check 9-10.SL.CC.1, 9-10.RL.KID.2 9-10.RL.CS.4, 9-10.RL.CS.5 9-10.SL.CC.1, 9-10.SL.PKI.6
9-10.SL.PKI.4 9-10.L.VAU.4.b
Small-Group Learning Performance Task: Speaking and Listening Focus
Days 25-26
TG p. 114-115 Standards: 9-10.SL.CC.1, 9-10.SL.CC.1.b, 9-10.SL.PKI.4, 9-
Deliver an Explanatory Presentation 10.SL.PKI.5, 9-10.SL.PKI.6
Prompt: In literature, how does a sense of uncertainty help to create an atmosphere of fear?

UNIT 1 Independent Learning GRADE 10 Inside the Nightmare
Days 27-28
TG p. 116-117, 118A-114D, 118-121 Standards: 9-10.RL.IKI.9-10, 9-10.RI.IKI.9-10
Select and read a story from selections available online
 How Maurice Sendak’s “Wild Things” Moved Children’s Books Toward Realism by Gloria Goodale
 Sleep Paralysis: A Waking Nightmare
 The Feather Pillow by Horacio Quiroga, translated by Margaret Sayers Peden
 Stone Age Man’s Terrors Still Stalk Modern Nightmares by Robin McKie
End-of-Unit Performance-Based Assessment

Days 29-30
TG p. 122-125 Standards: 9-10.W.TTP.2.a–f, 9-10.W.RBPK.9,
Writing to Sources: Explanatory Essay 9-10.SL.PKI.4.a, 9-10.SL.PKI.6
Writing Prompt: In what ways does transformation play a role in stories meant to scare us?
Speaking and Listening Outcome: Informal Talk

GRADE 10, UNIT 2 : Outsiders and Outcasts
INTRODUCTION Day 1 Unit Video: Socrates Unit Goals: Reading, Writing & Research, Language,
Discuss It: What can happen to great thinkers when their Speaking & Listening
ideas are critical of others? Academic Vocabulary: Argument
Launch Text: Isn’t Everyone at Least a Little Bit Weird?
(Lexile 950)

Anchor Text (Short Performance-Based Whole-Class Learning Essential Question Unit Goals:
Story): The Assessment Task Strategies: Do people need to belong? TG p. 128
Metamorphosis by Write an Argument ฀ Listen Actively  Evaluate written arguments by analyzing how authors
Franz Kafka, Prompt: Are outsiders ฀ Clarify by asking state and support their claims.
translated by Ian simply those who are questions 9-10.RI.IKI.8
Johnston misjudged or ฀ Monitor  Expand Knowledge and use of academic and thematic
Media (Video): Franz misunderstood? Understanding vocabulary. 9-10.RI.CS.4
Kafka and Language Development: ฀ Interact and Share  Write an Argumentative essay in which you
Metamorphosis Create Cohesion: transitions ideas effectively incorporate the key elements of an
BBC 9-10.W.TTP.1.a-e, argument 9-10.W.TTP.1
9-10.W.TTP.3.a,  Conduct research projects of various lengths to
9-10.W.PDW.5, explore a topic and clarify meaning. 9-10.W.RBPK.7
9-10.W.RBPK.9,  Correctly use phrases and clauses to convey meaning
9-10.L.KL.3.a and add variety and interest to your writing and
presentations.9-10.L.CSE.1.b
others, develop consensus, and communicate
9-10.SL.CC.1
9-10.SL.PKI.5
Standards Covered
Reading Literary Text Reading Informational Text Speaking & Listening Language Writing NOTES:
9-10.RL.CS.4, 9-10.RI.KID.1, 9-10.SL.CC.1, 9-10.L.CSE.1, 1.b, 9-10.W.TTP.1,
9-10.RL.CS.5, 9-10.RI.IKI.9 9-10.SL.CC.3, 9-10.L.VAU.5, 5.b, 9-10.W.TTP.2,
9-10.RL.IKI.9 9-10.L.VAU.4, 9-10.L.VAU.6 9-10.W.PDW.4
9-10.SL.PKI.6

UNIT 2 Whole-Class Learning GRADE 10 Outsiders and Outcasts
Days 3-11
The Close Read Analyze the Text Analyze Craft and Concept Vocabulary Conventions Writing to Speaking and
Metamorphosis: TG p. 137: Analyze TG p. 180 Structure and Word Study TG p. 183 Sources Listening
TG p. 136-185 imagery ฀ Compare and TG p. 181 TG p. 182 Conventions: TG p. 184 TG p. 185
First Read TG p. 138: and contrast Literary Movement: Words related to Types of Phrases Movie Pitch Debate
Notice: whom the highlight the details ฀ Make a Modernism discomfort:
story is about, about Gregor’s judgement Absurdist Literature Distress Amelioration Verb Phrase
what happens, physical change ฀ Hypothesize Ambiguity Aversion Asphyxiation
where and when it TG p. 140: mark ฀ Answer Fantastic/Dreamlike Listlessly Travail
happens, and why words and phrases Essential Events Denotation and
those involved that describe how Question Themes of Connotation
react as they do. Gregor is moving. Alienation
Annotate: Mark TG p. 142: Analyze 9-10.RI.CS.4,
vocabulary and key symbolism 9-10.RL.CS.5 9-10.L.VAU.5, 9-10.L.CSE.1, 9-10.W.TTP.1, 9-10.SL.CC.1,
passages to revisit 9-10.L.VAU.5.b 9-10.L.CSE.1.b 9-10.W.PDW.4 9-10.SL.CC.3,
Connect: Ideas Close Read 9-10.SL.PKI.6
within selection to TG p. 147: mark details that describe Gregor at a different time in his life.
what you already TG p. 148: Analyze allegory
know and have TG p. 151: mark details that describe the father’s voice.
read TG p. 152: mark details that relate to silence and stillness. Mark other, fewer details that relate to movement.
Respond: TG p. 155: notice and highlight the details that show how the servant girl behaves when she quits her job.
Complete TG p. 156: notice and highlight the details in sentences that are set off in parentheses.
Comprehension TG p. 159: notice and highlight details about Gregor’s awareness of his new body.
check and writing a TG p. 161: Analyze the Grotesque
brief summary of TG p. 163: notice and highlight the sentences that are only five words or shorter.
the selection TG p.164: notice and highlight the verbs that describe Gregor’s movement.
TG p. 166: Analyze allegory
TG p. 168: notice and highlight the nouns that name people.
TG p.172: notice and highlight the auxiliary, or helping, verbs.
TG p. 176: notice and highlight the dialogue between the cleaning woman and the Samsas.
TG p. 179: notice and highlight details about the family’s comfort and Grete’s good health.
9-10.RL.KID.3, 9-10.RL.CS.4, 9-10.L.CSE.1, 9-10.L.VAU.5, 9-10.L.VAU.5.a

UNIT 2 Whole-Class Learning GRADE 10 Outsiders and Outcasts
Days 12-13
Franz Kafka and Close Review Analyze the Media Media Vocabulary Writing to Speaking and
Metamorphosis: TG p. 187: Analyze TG p. 188 TG p. 188 Sources: Listening:
TG p. 186-189 visual symbolism ฀ Interpret TG p. 189 TG p. 189
First Review ฀ Contrast Stock Footage
WATCH: who ฀ Inference Silhouette Visual Analysis Discussion
speaks, what they ฀ Answer the Essential Question Commentators
say, and how they Background Music
say it. Editing
NOTE: elements
that you find
interesting and
want to revisit.
Connect: details in
the video to other
media you’ve
experienced, texts
you’ve read, or
images you’ve
seen.
Respond:
Complete
Comprehension
check
9-10.RI.CS.5 9-10.RI.KID.1 9-10.W.TTP.2 9-10.SL.PKI.4

Days 14-15
TG p. 190-195 Standards: 9-10.W.TTP.1.a-e, 9-10.W.TTP.3.a,
Write an Argument 9-10.W.PDW.5, 9-10.W.RBPK.9-10, 9-10.L.KL.3.a
Prompt: Are outsiders simply those who are misjudged or misunderstood?
Language Development: Create Cohesion: transitions

UNIT 2 Small-Group Learning GRADE 10 Outsiders and Outcasts
Introduction Day 16
Short Story: The Doll’s Performance-Based Small-Group Learning Essential Question Unit Goals:
House Assessment Task Strategies: Do people need to TG p. 128
by Katherine Mansfield Speaking and Listening ฀ Prepare belong?  Evaluate written arguments by analyzing how
Poetry Collection: Focus: Deliver a ฀ Participate Fully authors state and support their claims. 9-10.RI.IKI.8
Sonnet, With Bird by Multimedia ฀ Support Others  Expand Knowledge and use of academic and
Sherman Alexie Presentation ฀ Clarify thematic vocabulary. 9-10.RI.CS.4
Prompt: Is difference a  Write an Argumentative essay in which you
Elliptical by Harryette weakness? Is sameness Working as a Team effectively incorporate the key elements of an
Mullen a strength? 1) Take a Position argument 9-10.W.TTP.1
9-10.SL.PKI.4, 2) List Your Rules  Conduct research projects of various lengths to
Fences by Pat Mora 9-10.SL.PKI.5, 3) Apply the Rules explore a topic and clarify meaning. 9-10.W.RBPK.7
Argument: Revenge of 9-10.SL.CC.1.b 4) Name your Group  Correctly use phrases and clauses to convey
the Geeks 5) Create a Communication meaning and add variety and interest to your writing
By Alexandra Robbins Plan and presentations.9-10.L.CSE.1.b
Lecture: Encountering  Collaborate with your team to build on the ideas of
the Other: The Making a Schedule others, develop consensus, and communicate
Challenge for the 21st 9-10.SL.CC.1
Century by Ryszard Working on Group Projects  Integrate audio, visuals, and text in presentations
Kapuscinski 9-10.SL.PKI.5
Standards Covered
9-10.RL.KID.2, Text 9-10.SL.CC.3, 9-10.SL.PKI.4, 9-10.L.CSE.1.a, 9-10.W.TTP.1,
9-10.RL.CS.4, 9-10.RI.CS.5, 9-10.SL.PKI.4.b, 9-10.SL.PKI.5, 9-10.L.CSE.1.b, 9-10.W.PDW.6,
9-10.RL.CS.5, 9-10.RI.IKI.8 9-10.SL.PKI.6 9-10.L.VAU.4, 9-10.W.RBPK.7
9-10.RL.IKI.9, 9-10.L.VAU.4.b,
9-10.RL.IKI.9-10 9-10.L.VAU.4.d,
9-10.L.VAU.5.b

Development
Days 17-19
The Doll’s House Close Read Analyze the Text Analyze Craft and Concept Author’s Style Writing to Sources
TG p. 200-211 TG p. 201: Analyze TG p. 208 Structure Vocabulary and TG p. 210 TG p. 211
First Read Symbolism ฀ Review and TG p. 209 Word Study Author’s Style: Response to
Notice: whom the TG p. 202: Analyze Clarify Symbol and Theme TG p. 208 Diction and Syntax Literature
story is about, Narrator’s attitude ฀ Present and Words that relate
what happens, TG p. 204: Infer tone Discuss to hostile actions: Diction Character analysis
where TG p. 206: Analyze ฀ Answer the Syntax Composition
and when it climax Essential sneered Tone Critical response
happens, and why Question spitefully
those involved shunned
react as they do.
Annotate: Mark Multiple Suffixes
vocabulary and key
passages to revisit
Connect: Ideas
within selection to
what you already
know and have
read
Respond:
Complete
Comprehension
check by writing a
brief summary of
the selection
9-10.RL.KID.3 9-10.SL.CC.1, 9-10.RL.KID.2, 9-10.L.VAU.4.b 9-10.RL.CS.4 9-10.W.TTP.1

9-10.SL.PKI.4

Development
Day 20-21
Sonnet with Bird Close Read Analyze the Text Analyze Craft and Concept Author’s Style Speaking and Listening
Elliptical TG p. 214:Determine TG p. 220 Structure Vocabulary and TG p. 222 TG p. 223
Fences: theme ฀ Review and TG p. 221 Word Study Sonnet Poetry Reading
TG p. 212-223 TG p. 216: Determine clarify Poetic Forms: TG p. 220
First Read theme ฀ Present and Words related to
Notice: who or TG p. 218: Identify discuss Free Verse relationships
what is “speaking” figurative language ฀ Answer the End-stopped lines among different
the poem and Essential Enjambment lines social groups:
whether the poem Question Prose Poem
tells a story or entitled
describes a single perspective
moment interactions
Annotate: Mark
vocabulary and key Latin Prefix: en-
passages to revisit
Connect: Ideas
within selection to
what you already
know and have
read
Respond:
Complete
Comprehension
check
9-10.RI.IKI.7 9-10.RL.KID.1, 9-10.RL.CS.5 9-10.L.VAU.4.b, 9-10.RL.CS.5, 9-10.SL.PKI.4.b
9-10.SL.CC.1, 9-10.L.VAU.4.a 9-10.RL.IKI.9
9-10.SL.PKI.4

Days 22-23
Revenge of the Close Read Analyze the Text Analyze Craft and Concept Author’s Style Speaking and Listening:
Geeks: TG p. 225 TG p. 228 Structure Vocabulary and TG p. 230 TG p. 231
TG p. 224-231 Analyze diction ฀ Review and TG p. 229 Word Study Parallel Structure Multi-Media
First Read clarify Reasoning and TG p. 228 Presentation
Notice: the general ฀ Present and Evidence: Words all
ideas of the text. discuss associated with Informational video
What is it about? ฀ Answer the Argument vulnerability: Social media
Who is involved? Essential Claim campaign
Annotate: Mark Question Evidence Marginalize Poster
vocabulary and key Variety Pariah
passages to revisit Credibility Bigotry
Connect: Ideas Relevance
within selection to Denotations
what you already and Connotations
know and have
read
Respond:
Complete
Comprehension
check by writing a
brief summary of 9-10.SL.CC.1.b, 9-10.SL.PKI.4,
the selection 9-10.SL.CC.1, 9-10.RI.IKI.8 9-10.L.VAU.4, 9-10.L.CSE.1, 9-10.SL.PKI.5
9-10.SL.PKI.4 9-10.L.VAU.5, 9-10.L.KL.3
9-10.L.VAU.5.b

Days 24-25
Encountering the Close Read Analyze the Text Analyze Craft and Concept Conventions Research:
Other: The TG p. 233 TG p. 242 Structure Vocabulary and TG p. 244 TG p. 245
Challenge for the Infer Tone ฀ Review and TG p. 243 Word Study Types of Phrases Digital Presentation
21st Century: TG p. 234: Analyze clarify Literary Nonfiction TG p. 242
TG p. 232-245 deductive reasoning ฀ Present and Words that can Infinitive Illustrated Timeline
First Read TG p. 237: Infer social discuss Lecture be used in a Infinitive phrase Slide show
Notice: the general commentary ฀ Answer the Introduction discussion of Video
ideas of the text. TG p. 238: Analyze Essential Rhetorical attitudes and
What is it about? figurative language Question question belief systems
Who is involved? TG p. 240: Analyze Discussion that alienate
Annotate: Mark rhetorical devices Repetition people from
vocabulary and key Conclusion each other
passages to revisit
Connect: Ideas Doctrine
within selection to Totalitarian
what you already Ideologies
know and have
read
Respond: Greek Root –log-
Complete
Comprehension
check by writing a
brief summary of
the selection
9-10.SL.CC.1, 9-10.RI.KID.2, 9-10.L.VAU.4.b 9-10.L.CSE.1.b 9-10.W.PDW.6, 9-10.W.RBPK.8
9-10.SL.PKI.4 9-10.RI.CS.5
Day 26
TG p. 246-247 Standards: 9-10.SL.PKI.4, 9-10.SL.PKI.5, 9-10.SL.CC.1.b
Deliver a Multimedia Presentation
Prompt: Is difference a weakness? Is sameness a strength?

Day 27-28
TG p. 248-249, 250A-250D, 250-253 Standards: 9-10.RL.IKI.9-10, 9-10.RI.IKI.9-10
 The Orphan Boy and the Elk Dogs by Blackfoot, retold by Richard Erdoes and Alfonso Ortiz
 By Any Other Name from Gifts of Passage by Santha Rama Rau
 Outsider’s Art Is Saluted at Columbia, Then Lost Anew by Vivian Yee
 Fleeing to Dismal Swamp, Slaves and Outcasts Found Freedom by Sandy Hausman

Days 29-30
TG p. 254-257 Standards: 9-10.W.TTP.1.a-e, 9-10.W.RBPK.9, 9-10.SL.PKI.4
Writing to Sources: Argument
Writing Prompt: Is the experience of being an outsider universal?
Speaking and Listening Outcome: Oral Presentation

GRADE 10, UNIT 3 : Expanding Freedom’s Reach
INTRODUCTION Day 1 Unit Video: We are all born free. Unit Goals: Reading, Writing & Research, Language,
Discuss It: What are the basic rights and freedoms that Speaking & Listening
belong to everyone, everywhere? Academic Vocabulary: Informative texts
Launch Text: Born Free: Children and the Struggle for
Human Rights (Lexile 1100)

Anchor Text (Speech): Performance-Based Whole-Class Learning Essential Question Unit Goals:
from The “Four Assessment Task Strategies: What is the relationship TG p. 260
Freedoms” Speech by Write an Informative Essay ฀ Listen Actively between  Evaluate written informative texts by
Franklin D. Roosevelt Prompt: What can one ฀ Clarify by asking power and freedom? analyzing how authors convey complex ideas,
Anchor Text (Letter): person do to defend the questions concepts, and information. 9-10.RI.KID.3
Inaugural Address by human rights of all people? ฀ Monitor  Expand Knowledge and use of academic and
John F. Kennedy Language Development: Understanding thematic vocabulary. 9-10.RI.CS.4
Media (Video): Style ฀ Interact and Share  Write an informative essay in which you
Inaugural Address by 9-10.W.TTP.2.a-f, ideas effectively incorporate the key elements of
John F. Kennedy 9-10.W.PDW.5, an argument 9-10.W.TTP.2
9-10.W.TTP.2.7,  Conduct research projects of various lengths
9-10.W.RBPK.8, to explore a topic and clarify meaning.
9-10.W.RBPK.9-10, 9-10.W.RBPK.7
9-10.L.CSE.1,  Correctly integrate quotations and other
9-10.L.CSE.2, evidence into written texts and
9-10.L.CSE.2.c presentations. 9-10.L.CSE.1
 Collaborate with your team to build on the
ideas of others, develop consensus, and
communicate 9-10.SL.CC.1
 Integrate audio, visuals, and text in
presentations 9-10.SL.PKI.5
Standards Covered
9-10.RL.CS.4 9-10.RI.KID.1, 9-10.RI.CS.4, 9-10.SL.CC.3, 9-10.SL.PKI.4, 9-10.L.CSE.1.b, 9-10.W.TTP.2, 2.a-f,
9-10.RI.CS.6, 9-10.RI.IKI.9 9-10.SL.PKI.6 9-10.L.VAU.4, 4.b, 9-10.W.PDW.5, 9-10.W.TTP.2,
9-10.L.VAU.6 9-10.W.RBPK.8, 9-10.W.RBPK.9

UNIT 3 Whole-Class Learning GRADE 10 Expanding Freedom’s Reach
Days 3-6
from The "Four Close Read Analyze the Text Analyze Craft and Concept Conventions
Freedoms" TG p. 269: Interpret TG p. 278: Structure Vocabulary and TG p. 281
Speech: the speech ฀ Connect TG p. 279 Word Study Types of Phrases
TG p. 268-281 TG p. 270: notice ฀ Analyze Seminal Documents: TG p. 280
First Read and mark the details ฀ Evaluate Words that relate Noun phrase
Notice: The that express those ฀ Answer the Persuasive Appeals to conflicts
general idea of the things President Essential Central idea between or among
text. What is it Roosevelt believes Question Persuasive appeals nations or other
about? Who is to be absolute, or Appeals to logic political groups:
involved? without Appeals to emotion
Annotate: Mark compromise. Appeals to authority Pacification
vocabulary and key TG p. 272: notice Logical fallacy Disarmament
passages to revisit and highlight the Appeasement
Connect: Ideas details that show Treachery
within selection to the Propaganda
what you already group of words that Tyranny
know and have is repeated.
read TG p. 275: mark Latin Root –pac-
Respond: changes you see in
Complete sentence lengths.
Comprehension TG p. 276: Analyze
check and writing a rhetorical devices
brief summary of
the selection 9-10.RI.CS.4, 9-10.RI.KID.2, 9-10.L.VAU.4.b, 9-10.L.CSE.1,
9-10.L.VAU.5 9-10.RI.CS.6, 9-10.L.VAU.4.d 9-10.L.CSE.1.b,
9-10.RI.IKI.8, 9-10.L.VAU.4
9-10.SL.CC.3

Days 7-10
Inaugural Address: Close Read Analyze the Text Analyze Craft and Concept Author’s Style Writing to Compare
TG p. 282-293 TG p. 283: TG p. 288 Structure Vocabulary and TG p. 291 TG p. 292-293
First Read Understand ฀ Compare and TG p. 289 Word Study Use of Language Comparison-
Notice: The parallelism contrast Seminal TG p. 290 and-contrast essay:
general ideas of TG p. 284: notice ฀ Interpret Documents: Words that relate Rhetorical Devices
the text. What is it and mark the groups ฀ Infer to instances of Historical context
about? Who is and nations the ฀ Speculate Emotional Appeals physical or verbal Repetition
involved? president discusses. ฀ Synthesize Persuasion confrontation: Parallelism
Annotate: Mark TG p. 285: notice and ฀ Answer the Charged Language Anaphora
vocabulary and key mark the verbs that Essential Restatement Invective Antithesis
passages to revisit follow the word we. Question Belaboring
Connect: Ideas TG p. 286: Analyze Invoke
within selection to alliteration Beachhead
what you already Revolution
know and have Asunder
read
Respond:
Complete Latin root: -vol-
Comprehension and -volut-
check
9-10.L.CSE.1.a 9-10.RI.KID.1, 9-10.L.VAU.4.b, 9-10.L.CSE.1.a 9-10.RI.IKI.9, 9-10.W.TTP.2,

9-10.RI.KID.2, 9-10.L.VAU.4.c 9-10.W.PDW.5, 9-10.W.RBPK.9.b
9-10.RI.CS.6,
9-10.RI.IKI.9

Days 11-13
Inaugural Address Close Review Analyze the Media Media Vocabulary Writing to Sources Speaking and
TG p. 294-297 TG p. 295: Analyze TG p. 296 TG p. 296 TG p. 297 Listening
First Review Gestures ฀ Interpret Newspaper TG p. 297
WATCH: who ฀ Connect Tone Report Newscast
speaks, what they ฀ Generalize Inflection
say, and how they ฀ Make a judgement Gesture
say it. ฀ Answer the Essential Question Enunciation
Note: elements
and want to revisit
Connect: ideas in
the video to other
media you’ve
experienced, texts
you’ve read, or
images you’ve
seen.
Respond:
Complete
Comprehension
check
9-10.L.VAU.4 9-10.W.TTP.2 9-10.SL.CC.3,

9-10.SL.PKI.4,
9-10.SL.PKI.6

Days 14-15
TG p. 298-303 Standards: 9-10.W.TTP.2.a-f, 9-10.W.PDW.5,
Write an Informative Essay 9-10.W.TTP.2.7, 9-10.W.RBPK.8, 9-10.W.RBPK.9-10,
Prompt: What can one person do to defend the human rights of all people? 9-10.L.CSE.1, 9-10.L.CSE.2, 9-10.L.CSE.2.c
Language Development: Style

UNIT 3 Small-Group Learning GRADE 10 Expanding Freedom’s Reach
Introduction Day 16
Speech Performance-Based Small-Group Learning Essential Question Unit Goals:
Speech at the United Assessment Task Strategies: What is the relationship TG p. 260
Nations Write an Informative ฀ Prepare between  Evaluate written informative texts by analyzing
By Malala Yousafzai Essay ฀ Participate Fully power and freedom? how authors convey complex ideas, concepts, and
Media (Interview): Diane Prompt: What can one ฀ Support Others information. 9-10.RI.KID.3
Sawyer Interviews Malala person do to defend ฀ Clarify  Expand Knowledge and use of academic and
Yousafzai the human rights of all thematic vocabulary. 9-10.RL.CS.4, 9-10.RI.CS.4
ABC News people? Working as a Team  Write an informative essay in which you effectively
Poetry: Caged Bird by Language 1) Take a Position incorporate the key elements of an argument
Maya Angelou Development: Style 2) List Your Rules 9-10.W.TTP.2
Some Advice To Those 9-10.W.TTP.2.a-f, 3) Apply the Rules  Conduct research projects of various lengths to
Who Will Serve Time in 9-10.W.PDW.5, 4) Name your Group explore a topic and clarify meaning. 9-10.W.RBPK.7
Prison by Nazim 9-10.W.TTP.2.7, 5) Create a Communication  Correctly integrate quotations and other evidence
and Mutlu Konuk 9-10.W.RBPK.8, Plan into written texts and presentations. 9-10.L.CSE.1
Short Story: The Censors 9-10.W.RBPK.9-10,  Collaborate with your team to build on the ideas of
By Luisa Valenzuela, 9-10.L.CSE.1, Making a Schedule others, develop consensus, and communicate
translated by David 9-10.L.CSE.2, 9-10.SL.CC.1
Unger 9-10.L.CSE.2.c Working on Group Projects  Integrate audio, visuals, and text in presentations
Media (Infographic): 9-10.SL.PKI.5
from Freedom of the
Press Report 2015
Freedom House
Standards Covered
9-10.RL.CS.4, Text 9-10.SL.CC.1, 9-10.SL.CC.1.b, 9-10.L.CSE.1.b, 9-10.W.TTP.3.d,
9-10.RL.CS.6, 9-10.RI.KID.1, 9-10.SL.PKI.4, 9-10.SL.PKI.5, 9-10.L.VAU.4.b, 9-10.W.RBPK.9.b
9-10.RL.IKI.9-10 9-10.RI.CS.6 9-10.SL.PKI.6 9-10.L.VAU.4.d,
9-10.L.VAU.4.c,
9-10.L.VAU.6

Making Meaning Language NOTES:
Development
Day 17-18
Speech at the Close Read Analyze the Text Analyze Craft and Concept Conventions:
United Nations TG p. 311: Analyze TG p. 315 Structure Vocabulary and TG p. 317
TG p. 308-317 Parallelism ฀ Review and TG p. 316 Word Study Types of clauses
First Read TG p. 312: Examine Clarify Author’s Purpose: TG p. 315
Notice: General antithesis ฀ Analyze Words related to Adverbial clause
ideas of the text. TG p. 313: ฀ Answer the Rhetorical Devices the pursuit of Subordinating
What is it about? Understand purpose Essential Evidence human rights: conjunctions
Who is involved? Question Anecdote
Annotate: Mark Proverb Beneficent
vocabulary and key Examples Envoy
passages to revisit Initiative
Connect: Ideas
within selection to Latin Root: -bene-
what you already
know and have
read
Respond:
Complete
Comprehension
check and write a
brief summary of
the selection
9-10.RI.CS.6, 9-10.RI.KID.2, 9-10.L.VAU.4.b 9-10.L.CSE.1.b
9-10.L.CSE.1.a 9-10.RI.CS.6

Development
Days 19
Diane Sawyer Close Review Analyze the Media Media Vocabulary Writing to Compare
Interviews TG p. 319: Analyzing TG p. 321 TG p. 321 TG p. 322-323
Malala Yousafzai: suspense ฀ Present and discuss Explanatory Essay
TG p. 318-323 ฀ Review and synthesize Lead-In
First Review ฀ Answer the Essential Close-Up Shot
WATCH: who Question Slant
speaks, what they
say, and how they
say it.
Note: elements
and want to revisit
Connect: ideas in
the video to other
media you’ve
experienced, texts
you’ve read, or
images you’ve
seen.
Respond:
Complete
Comprehension
check and writing a
brief summary of
the selection
9-10.RL.CS.4 9-10.SL.CC.1, 9-10.SL.PKI.4 9-10.RI.KID.1, 9-10.RI.IKI.7,
9-10.L.VAU.6 9-10.W.TTP.2,
9-10.W.RBPK.9

Development
Days 20-21
Caged Bird Close Read Analyze the Text Analyze Craft and Concept Author’s Style Writing to Sources
Some Advice to TG p. 328: Identify TG p. 332 Structure Vocabulary and TG p. 334 TG p. 335
those who will Theme ฀ Review and TG p. 333 Word Study Specific Details
serve time in Clarify Author's Choices: TG p. 332 Poem
prison: ฀ Present and Words that have Image
TG p. 324-335 Discuss Figurative multiple meanings: Imagery
First Read ฀ Answer the Language
Notice: who or Essential Simile Current
what is “speaking” Question Metaphor Trill
the poem and Extended Flurry
whether the poem metaphor
tells a story or Multiple meaning
describes a single words
moment.
Annotate: Mark
vocabulary and key
passages to revisit
Connect: Ideas
within selection to
what you already
know and have
read
Respond:
Complete
Comprehension
check
9-10.RL.KID.2 9-10.SL.CC.1, 9- 9-10.RL.KID.1, 9-10.L.VAU.4 9-10.L.VAU.4 9-10.W.TTP.3

10.SL.PKI.4 9-10.RL.CS.4,
9-10.RL.CS.6

Development
Days 22-23
The Censors: Close Read Analyze the Text Analyze Craft and Concept Author’s Style Speaking and
TG p. 336-343 TG p. 337: Identify TG p. 340 Structure Vocabulary and TG p. 342 Listening:
First Read foreshadowing ฀ Review and TG p. 341 Word Study Word Choice TG p. 343
Notice: whom the Clarify Author’s Choices: TG p. 340
story is about, ฀ Present and Words that relate hyperbole Small-Group
what happens, Discuss Satire to the idea of colloquial Discussion
where and when it ฀ Answer the Social secretly fighting language
happens, and why Essential commentary back against
those involved Question Tone something or
react as they do. working against
Annotate: Mark something
vocabulary and key
passages to revisit Sabotage
Connect: Ideas Intercept
within selection to Subversive
what you already
know and have Latin Prefix:
read sub-
Respond:
Complete
Comprehension
check and write a
brief summary of
the selection
9-10.RL.CS.6 9-10.SL.CC.1, 9-10.RL.CS.4, 9-10.L.VAU.4.b, 9-10.L.VAU.4 9-10.SL.CC.1, 9-10.L.VAU.5.a

9-10.SL.PKI.4 9-10.RL.CS.6 9-10.L.VAU.4.d

Days 24-25
Freedom of the Close Review Analyze the Media Media Vocabulary Research:
Press 2015: TG p. 346: Interpret TG p. 348 TG p. 348 TG p. 349
TG p. 344-349 graphics ฀ Review and Clarify
First Read ฀ Present and Discuss Infographic Presentation
Notice: new ฀ Answer the Essential Question Bar Graph
information or Line Graph
ideas you learn Pie Chart
about the unit
topic as you first
read this text.
Annotate: Mark
vocabulary and key
passages to revisit
Connect: Ideas
within selection to
what you already
know and have
read
Respond:
Complete
Comprehension
check
9-10.RI.CS.5.a 9-10.SL.CC.1, 9-10.SL.PKI.4 9-10.RI.CS.5.a, 9-10.SL.CC.1.b,
9-10.L.VAU.6 9-10.SL.PKI.4,
9-10.SL.PKI.5,
9-10.SL.PKI.6,
9-10.W.PDW.6

Day 26
TG p. 350-351 Standards: 9-10.SL.PKI.4, 9-10.SL.CC.1.a, 9-10.SL.CC.1.b,
Deliver a Multimedia Presentation 9-10.SL.PKI.5, 9-10.SL.PKI.6
Prompt: When, if ever, are limits on freedom necessary?

UNIT 3 Independent Learning GRADE 10 Expanding Freedom’s Reach
Days 27-28
TG p. 352-353, 353A-353d, 354-357 Standards: 9-10.RL.IKI.9, 9-10.RI.IKI.9
 Law and the Rule of Law: The Role of Federal Courts by Judicial Learning Center
 Misrule of Law by Aung San Suu Kyi
 Harrison Bergeron by Kurt Vonnegut, Jr.
 Credo: What I Believe by Neil Gaiman

Days 29-30
TG p. 358-361 Standards: 9-10.W.TTP.2a-f, 9-10.W.RBPK.9,
Writing to Sources: Informative Essay 9-10.SL.PKI.4, 9-10.SL.PKI.5, 9-10.SL.PKI.6
Writing Prompt: What does it mean to "be free"?
Speaking and Listening Outcome: Multimedia Presentation

GRADE 10, UNIT 4 : All That Glitters
INTRODUCTION Day 1 Unit Video: 14-Year-Old Teaches Family Unit Goals: Reading, Writing & Research, Language,
the “Power of Half” Speaking & Listening
Discuss It: Why do people acquire more than they need? Academic Vocabulary: Informative Text
Write your response before sharing your ideas. Launch Text: I Came, I Saw, I Shopped (Lexile 990)

Anchor Text (Short Story): Performance-Based Whole-Class Learning Essential Question Unit Goals:
The Necklace by Guy de Assessment Task Strategies: What do our possessions TG p. 358
Maupassant, Write an Informative ฀ Listen Actively reveal about us?  Evaluate written informative texts by analyzing
translated by MacAndrew Essay ฀ Clarify by asking how authors introduce and develop central
Anchor Text (Short Story): Prompt: What makes questions ideas. 9-10.RI.KID.2
Civil Peace by Chinua Achebe something valuable? ฀ Monitor Understanding  Expand Knowledge and use of academic and
Media (Photo Gallery): What makes something ฀ Interact and Share concept vocabulary 9-10.RL.CS.4, 9-10.RI.CS.4
Fit for a King: Treasures of a treasure? ideas  Write an informative essay in which you
Tutankhamun Language Development: effectively convey complex ideas, concepts, and
Conjunctive Adverbs and information. 9-10.W.TTP.2
Semicolons  Conduct research projects of various lengths to
9-10.W.RBPK.9.2.a-f, explore a topic and clarify meaning.
9-10.W.RBPK.9.5, 9-10.W.RBPK.7
9-10.W.RBPK.9,  Correctly use conjunctive adverbs and
L.9.2, L.9.2.a semicolons to link two or more closely related
independent clauses. 9-10.L.CSE.1.b
 Collaborate with your team to build on the
ideas of others, develop consensus, and
communicate 9-10.SL.CC.1
 Integrate audio, visuals, and text in
Standards Covered
9-10.RL.KID.1, 9-10.RL.KID.2, Text 9-10.SL.PKI.4, 4.b, 9-10.L.CSE.2, 2.a, 2.c, 9-10.W.TTP.2,
9-10.RL.KID.3, 9-10.RL.CS.5, 9-10.RI.KID.1 9-10.SL.PKI.5, 9-10.SL.PKI.6 9-10.L.KL.3, 9-10.W.PDW.6
9-10.RL.CS.6, 9-10.RL.IKI.9 9-10.L.VAU.4.b, 4.c,
9-10.L.VAU.6

UNIT 4 Whole-Class Learning GRADE 10 All That Glitters
Days 3-7
The Necklace: Close Read Analyze the Text Analyze Craft and Concept Conventions Writing to Sources Speaking and
TG p. 374-399 TG p. 373: Analyze TG p. 382 Structure Vocabulary and TG p. 385 TG p. 386 Listening
First Read tone ฀ Interpret TG p. 383 Word Study Punctuation Diary Entry TG p. 387
Notice: whom the TG p. 374: Analyze ฀ Analyze Literary Devices: TG p. 384 Monologue
story is about, what character ฀ Compare Words all related Semicolon
happens, where TG p. 377: notice and Irony to elegance or high Conjunctive adverb
and when it and highlight the contrast Situational irony social status: Transitional
happens, and punctuation the ฀ Make a Surprise ending expression
why those involved author uses to show judgement Refinement
react as they do. hesitation. ฀ Answer Suppleness
Annotate: Mark TG p. 379: notice essential Resplendent
vocabulary and key and highlight the question Homage
passages to revisit shortest sentence. Gallantries
Connect: Ideas Underline repeated Exquisite
within selection to words
what you already TG p. 380: Analyze Latin Prefix:
know and have irony -splen
read
Respond:
Complete
Comprehension
check and writing a
brief summary of
the selection
9-10.RL.KID.3, 9-10.RL.KID.1 9-10.RL.CS.5 9-10.L.VAU.4.b, 9-10.L.CSE.2, 9-10.W.TTP.2 9-10.SL.PKI.4.b,
9-10.RL.CS.4, 9-10.L.VAU.4.c 9-10.L.CSE.2.a 9-10.SL.PKI.6
9-10.RL.CS.5,
9-10.L.VAU.5

Days 8-11
Civil Peace: Close Read Analyze the Text Analyze Craft and Concept Author’s Style Writing to Sources Speaking and
TG p. 388-401 TG p. 389: Infer TG p. 396 Structure Vocabulary and TG p. 399 TG p. 400 Listening
First Read character ฀ Interpret TG p. 397 Word Study Character Character TG p. 401
Notice: whom the TG p. 390: mark ฀ Compare Development of TG p. 398 Development Analysis Oral
story is about, what words and phrases and Theme Words that relate Interpretation
happens, where related to luck or contrast to fortune, good or Dialect
and when it wonder. ฀ Infer Theme bad:
happens, and TG p. 392: mark ฀ Connect Setting
why those involved words and phrases ฀ Answer Historical and Amenable
react as they do. that suggest a essential cultural context Surrender
Annotate: Mark casual friendliness question Characters Influence
vocabulary and key in the way the thief Plot development Blessings
passages to revisit speaks to Jonathan. Description Windfall
Connect: Ideas TG p. 394: notice Juxtaposition Inestimable
within selection to and mark the simile.
what you already Compound
know and have nouns
read
Respond:
Complete
Comprehension
check and writing a
brief summary of
the selection
9-10.RL.KID.3, 9-10.RL.KID.1 9-10.RL.KID.1, 9-10.L.CSE.2.c, 9-10.RL.KID.2, 9-10.W.TTP.2 9-10.SL.PKI.4,
9-10.RL.CS.4, 9-10.RL.KID.2, 9-10.L.KL.3 9-10.RL.KID.3, 9-10.SL.PKI.4.b
9-10.L.VAU.5.a 9-10.RL.KID.3, 9-10.L.CSE.2,
9-10.RL.CS.5 9-10.L.CSE.2.c

Days 12-13
Fit for a King: Close Review Analyze the Media Technical Speaking and Listening
Treasures of TG p. 403: Analyze TG p. 406 Vocabulary: TG p. 407
Tutankhamun: photographs ฀ Generalize TG p. 406 Photojournalism
TG p. 402-407 TG p. 405: Analyze ฀ Compare and contrast
First Review photographs ฀ Analyze/Evaluate Egyptology
Look: at each ฀ Modify Artifact
image and ฀ Answer the essential question Iconography
determine whom Context
or what it portrays.
NOTE: elements in
each image
that you find
interesting and
want to revisit.
Connect: Ideas
within selection to
what you already
know and have
read
Respond:
Complete 9-10.RI.KID.1 9-10.L.VAU.6 9-10.SL.PKI.5, 9-10.W.PDW.6
Comprehension
check
Days 14-15
TG p. 408-413 9-10.W.TTP.2.a-f, 9-10.W.PDW.5, 9-10.W.RBPK.9,
Write an Informative Essay 9-10.L.CSE.2, 9-10.L.CSE.2.a
Prompt: What makes something valuable? What makes something a treasure?
Language Development: Conjunctive Adverbs and Semicolons

UNIT 4 Small-Group Learning GRADE 10 All That Glitters
Introduction Day 16
Journalism: In La Performance-Based Small-Group Learning Essential Question Unit Goals:
Rinconada, Peru, Assessment Task Strategies: What do our TG p. 358
Searching for Beauty in Deliver a Multimedia ฀ Prepare possessions reveal  Evaluate written informative texts by
Ugliness by Marie Arana Presentation ฀ Participate Fully about us? analyzing how authors introduce and develop
POETRY COLLECTION: Prompt: In what ways ฀ Support Others central ideas. 9-10.RI.KID.2
Avarice by Yusef can material ฀ Clarify  Expand Knowledge and use of academic and
Komunyakaa possessions create concept vocabulary 9-10.RL.CS.4,
The Good Life by Tracy K. both a sense of comfort Working as a Team 9-10.RI.CS.4
Smith and a sense of anxiety? 1) Take a Position  Write an informative essay in which you
Money by Reginald 9-10.SL.PKI.4, 9- 2) List Your Rules effectively convey complex ideas, concepts,
Gibbons 10.SL.PKI.4.a, 9- 3) Apply the Rules and information. 9-10.W.TTP.2
Short Story: The Golden 10.SL.PKI.5 4) Name your Group  Conduct research projects of various lengths
Touch By Nathaniel 5) Create a Communication to explore a topic and clarify meaning.
Hawthorne Plan 9-10.W.RBPK.7
the imaginations of  Correctly use conjunctive adverbs and
thousands? Making a Schedule semicolons to link two or more closely
POETRY: from King Midas related independent clauses. 9-10.L.CSE.1.b
by Howard Moss Working on Group Projects  Collaborate with your team to build on the
MAGAZINE ARTICLE: ideas of others, develop consensus, and
The Thrill of the Chase by communicate 9-10.SL.CC.1
Margie Goldsmith  Integrate audio, visuals, and text in
Standards Covered
9-10.RL.CS.4, Text 9-10.SL.CC.1,a-d, 9-10.L.CSE.1, 9-10.W.TTP.3,
9-10.RL.CS.5, 9-10.RI.CS.4, 9-10.SL.PKI.4.a, 9-10.SL.PKI.5 9-10.L.CSE.1.b, 9-10.W.PDW.6
9-10.RL.IKI.9-10 9-10.RI.CS.5, 9-10.L.VAU.4,
9-10.RI.CS.6, 9-10.L.VAU.4.a,
9-10.RI.IKI.9 9-10.L.VAU.4.b,
9-10.L.VAU.4.d,
9-10.L.VAU.5,
9-10.L.VAU.5.b

Development
Days 16-19
In La Rinconada, Close Read Analyze the Text Analyze Craft and Concept Author’s Style Writing to
Peru, Searching for TG p. 421: Infer tone TG p. 426 Structure Vocabulary and TG p. 428 Sources:
Beauty in Ugliness TG p. 422: Identify ฀ Review and TG p. 427 Word Study Word Choice TG p. 429
TG p. 418-429 irony Clarify Literary Journalism TG p. 426
First Read ฀ Present and Words associated Imagery Short Story
Notice: The Discuss with exploiting the Sensory details
general ideas of ฀ Answer the land:
the text. What is it Essential
about? Who is Question Marauding
involved? Intemperate
Annotate: Mark Despoiled
vocabulary and key
passages to revisit
Connect: Ideas
within selection to Latin Root: -
what you already tempor- and -
know and have temper-
read
Respond:
Complete
Comprehension
check by writing a
brief summary of
the selection
9-10.SL.CC.1, 9-10.RI.CS.6 9-10.L.VAU.4.b 9-10.RI.CS.4, 9-10.W.TTP.3

9-10.SL.PKI.4 9-10.RI.CS.5

Development
Day 20-22
Avarice Close Read Analyze the Text Analyze Craft and Concept Conventions Writing to Sources
The Good Life TG p. 434: Inferring a TG p. 438 Structure Vocabulary and TG p. 440 TG p. 441
Money: character’s values ฀ Review and TG p. 439 Word Study Types of Clauses Short Story
TG p. 430-441 TG p. 436: Analyze Clarify Author’s Choices: TG p. 438
First Read characterization ฀ Present and Noun clause
Notice: who or Discuss Speaker and Point Words relating to
what is “speaking” ฀ Answer the of View gold/riches:
the poem and Essential
whether the poem Question Speaker Burnished
tells a story or First-Person Point Lustrous
describes a single of View Gilded
moment. Third-Person
Annotate: Mark Point of View
vocabulary and key Omniscient
passages to revisit Limited third-
Connect: Ideas person
within selection to Tone
what you already
know and have Latin prefix:
read -lus-
Respond:
Complete
Comprehension
check
9-10.RL.KID.3 9-10.SL.CC.1, 9-10.RL.CS.4, 9-10.L.VAU.4, 9-10.L.CSE.1, 9-10.W.RBPK.9.3

9-10.SL.PKI.4 9-10.RL.CS.5 9-10.L.VAU.4.b, 9-10.L.CSE.1.b
9-10.L.VAU.4.c

Development
Day 23
The Golden Touch: Close Read Analyze the Text Analyze Craft and Concept Conventions
TG p. 442-459 TG p. 448: Interpret TG p. 457 Structure Vocabulary and TG p. 459
First Read irony ฀ Review and TG p. 458 Word Study Types of Clauses
Notice: whom the TG p. 451: Identify Clarify Narrative TG p. 457
story is about, what Allusion ฀ Present and Structure Noun clause
happens, where TG p. 453: Analyze Discuss Words relating to
and when it inversion ฀ Answer the Conflict gold/riches:
happens, and why TG p. 454: Identify Essential Plot
those involved Moral Question Exposition Burnished
react as they do. Rising Action Lustrous
Annotate: Mark Inciting incident Gilde
vocabulary and key Climax
passages to revisit Falling Action
Connect: Ideas Resolution
within selection to
what you already Latin prefix:
know and have dur-
read
Respond:
Complete
Comprehension
check by writing a
brief summary of
the selection
9-10.RL.CS.4 9-10.SL.CC.1, 9-10.RL.CS.5 9-10.L.VAU.4.b 9-10.L.CSE.1,

9-10.SL.PKI.4 9-10.L.CSE.1.b

Making Meaning Effective Expression
Day 24
From King Midas: Close Read Analyze the Text Analyze Craft and Concept Author’s Style: Writing to Compare:
TG p. 460-469 TG p. 463: Analyze TG p. 465 Structure Vocabulary and TG p. 467 TG. P. 468-469
First Read rhyme ฀ Review and TG p. 466 Word Study Author’s Choices: Argument:
Notice: who or Clarify Author’s Choices: TG p. 465 Poetic Structure
what is “speaking” ฀ Present and Poetic Structure Compare and contrast essay
the poem and Discuss Words all related Meter
whether the poem ฀ Answer the Stanza to something solid: Foot
tells a story or Essential Rhyme Iamb
describes a single Question Exact rhyme Mail Enjambment
moment. Slant rhyme Obdurate
Annotate: Mark Rhyme scheme Ore
vocabulary and key End rhyme
passages to revisit
Connect: Ideas
within selection to
what you already
know and have
read
Respond: Latin root:
Complete dur-
Comprehension
check
9-10.RL.CS.5 9-10.SL.CC.1, 9-10.RL.CS.5 9-10.L.VAU.4.b 9-10.RL.CS.5 9-10.RL.IKI.7, 9-10.RL.IKI.9,

9-10.SL.PKI.4 9-10.W.RBPK.9.a

Development
Day 25
The Thrill of the Close Read Analyze the Text Analyze Craft and Concept Author’s Style: Speaking and Listening:
Chase: TG p. 473: Analyzing TG p. 476 Structure Vocabulary and TG p. 478 TG. p. 479
TG p. 470-479 anecdote ฀ Review and TG p. 477 Word Study Sentence Variety Debate
First Read TG p. 474: Analyzing Clarify Literary TG p. 476
Notice: The denotation and ฀ Present and Nonfiction: Long sentences
general ideas of connotation Discuss Words that can be Short sentences
the text. What is ฀ Answer the Feature Story used when Varied sentence
it about? Who is Essential Title discussing Lengths
involved? Question Introduction objects of value:
Annotate: Mark Body
vocabulary and Conclusion Artifacts
key passages to Legacy
revisit Marvel
Connect: Ideas
within selection to
what you already
know and have Latin root: -fac-
read
Respond:
Complete
Comprehension
check by writing a
brief summary of
the selection 9-10.SL.CC.1, 9-10.RI.CS.5 9-10.L.VAU.4.b, 9-10.RI.CS.5 9-10.SL.CC.1.a, 9-10.SL.CC.1.c,
9-10.SL.PKI.4 9-10.L.VAU.5 9-10.SL.CC.1.d
Day 26
TG p. 480-481 Standards: 9-10.SL.PKI.4, 9-10.SL.PKI.4.a, 9-10.SL.PKI.5
Deliver a Multimedia Presentation
Prompt: In what ways can material possessions create both a sense of comfort and a sense of anxiety?

UNIT 4 Independent Learning GRADE 10 All That Glitters
Days 27-28
TG p. 482-483, 484A-484f, 485-487 Standards: 9-10.RI.IKI.9-10, 9-10.RL.IKI.9-10
 The Gold Series: A History of Gold
 Ads May Spur Unhappy Kids to Embrace Materialism by Amy Norton
 A Dose of What the Doctor Never Orders by Ihara Saikaku, translated by G. W. Sargent
 My Possessions, Myself by Russell W. Belk
 Heirlooms’ Value Shifts from Sentiment to Cash by Rosa Salter Rodriguez

Days 29-30
TG p. 488-491 Standards: 9-10.W.TTP.2.a-f, 9-10.W.RBPK.9-10, 9-
Writing to Sources: Informative Essay 10.SL.PKI.4, 9-10.SL.PKI.4.a
Writing Prompt: How do we decide what we want versus what we need? What can result from an
imbalance between want and need?
Speaking and Listening Outcome: Oral Presentation

GRADE 10, UNIT 5 : Virtue and Vengeance
INTRODUCTION Day 1 Unit Video: The Tempest 1: Rock the Ship Unit Goals: Reading, Writing & Research, Language,
Discuss It: Why can it be difficult to forgive someone Speaking & Listening
who has wronged you in some way? Academic Vocabulary: Argument
Launch Text: Neither Justice Nor Forgetting: Defining
Forgiveness (Lexile 1010)

Literature and Culture: Performance-Based Whole-Class Learning Essential Question Unit Goals
Historical Context: The Assessment Task Strategies: What motivates us to TG p. 494
Tempest Write an Argument ฀ Listen Actively forgive?  Evaluate written arguments by analyzing how authors
Anchor Text (Drama): The Prompt: Is there more ฀ Clarify by asking state and support claims. 9-10.RI.KID.1
Tempest by William value in vengeance or questions  Expand knowledge and use of academic and concept
Shakespeare virtue (forgiveness)? ฀ Monitor Understanding vocabulary 9-10.RL.CS.4, 9-10.RI.CS.4
Anchor Text (Poetry): En el Language ฀ Interact and Share  Write an argumentative essay in which you support
Jardín de los Espejos Development: ideas claims using valid reasoning and relevant evidence.
Quebrados, Conventions: 9-10.W.TTP.1
Caliban Catches a Glimpse of Quotations and  Conduct research projects of various lengths to explore
His Paraphrases a topic and clarify meaning. 9-10.W.RBPK.8.7
Reflection by Virgil Suárez  Quote directly from the text with exact quotations;
9-10.W.TTP.1.a-e, paraphrase an idea by restating it in your own words.
Caliban by J. P. Dancing Bear 9-10.W.PDW.4, 9-10.L.CSE.1c
9-10.W.RBPK.9,  Collaborate with your team to build on the ideas of
9-10.L.CSE.1.b others, develop consensus, and communicate
9-10.SL.CC.1
9-10.SL.PKI.5
Standards Covered
9-10.RL.KID.1, 9-10.RL.KID.2, Text 9-10.SL.CC.3, 9-10.L.VAU.4.b, 4.c, 9-10.W.TTP.1, 1.b,
9-10.RL.KID.3, 9-10.RL.CS.4, 9-10.SL.PKI.4.b, 4.d, 9-10.L.VAU.5, 9-10.W.TTP.2,
9-10.RL.CS.5, 9-10.RL.IKI.9 9-10.SL.PKI.6 9-10.L.VAU.6 9-10.W.PDW.4,
9-10.W.RBPK.9.1

UNIT 5 Whole-Class Learning GRADE 10 Virtue and Vengeance
Days 3-5
Historical Context Close Read Analyze the Text Analyze Craft and Concept Vocabulary and Writing to Sources
Elizabethan TG p. 512: TG p. 531: Structure Word Study TG p. 533
England: Understanding Acts ฀ Interpret TG p. 532 TG p. 531 Paraphrasing
TG p. 500-509 TG p. 515: ฀ Connect Shakespeare’s Words that all relate to
The Tempest Act I: Understanding Iambic ฀ Infer/Evaluate Romances betrayal:
TG p. 510-533 Pentameter
First Read TG p. 517: Analyzing Tragedy Perfidious
Notice: Whom the metaphor Comedy Treacherous
story is about, TG p. 519: Analyzing Romance Usurp
what happens, oxymoron
where and when it TG p. 521: mark the Suffix: –ous
happens, and why words that Ariel quotes
those involved directly from Ferdinand.
react as they do TG: p. 523: Mark all of
Annotate: Mark Ariel’s speeches in lines
vocabulary and 251–293.
key passages to TG: p. 525: Analyzing
revisit alliteration
Connect: Ideas TG: p. 527: Mark the
within selection to end punctuation in
what you already Miranda’s dialogue
know and have TG: p. 529: notice
read and highlight the three
Respond: shortest sentences in
Complete Prospero’s dialogue.
Comprehension
check by writing a 9-10.RL.KID.2, 9-10.RL.KID.1 9-10.RL.IKI.9 9-10.RL.KID.1, 9-10.L.VAU.4.b 9-10.W.PDW.4
brief summary of 9-10.RL.KID.3,
the selection 9-10.RL.CS.4,
9-10.RL.CS.5

Days 6-7
The Tempest Act Close Read Analyze the Text Concept Analyze Craft and Author’s Style
II: TG p. 536: TG p. 551 Vocabulary and Structure TG p. 553
TG p. 534-553 Understanding ฀ Infer Word Study TG p. 552
First Read asides ฀ Connect/Deduce TG p. 551 Poetic Structures Word Choice
Notice: Whom the TG p. 541: notice ฀ Interpret/Assess Words that relate
story is about, and highlight the to the transfer of Blank Verse Characterization
what happens, dashes on line 197. power from one Iambic Diction
where and when it TG p. 542: Analyze generation to the Pentameter
happens, and why paradox next:
those involved TG p. 544: notice a
react as they do clause that is set Supplant
Annotate: Mark within parentheses. Succession
vocabulary and TG p. 545: Analyze Heir
key passages to hyperbole
revisit TG p. 547: Analyze
Connect: Ideas comic relief Latin Prefix: sub-
within selection to TG p. 548: notice
what you already and highlight the
know and have words and sounds
read repeated in these
Respond: lines.
Complete
Comprehension
check by writing a
brief summary of
the selection 9-10.RL.KID.1, 9-10.RL.KID.1, 9-10.RL.CS.5 9-10.RL.KID.3,
9-10.RL.KID.3, 9-10.L.VAU.4.b, 9-10.RL.CS.4
9-10.RL.CS.4 9-10.RL.CS.4.c

Days 8-9
The Tempest Act Close Read Analyze the Text Concept Vocabulary and Analyze Craft and Structure Speaking and Listening
III: TG p. 555: Understand TG p. 569 Word Study TG p. 570 TG p. 571
TG p. 554-571 stage directions ฀ Interpret TG p. 569 Dramatic Structure Dramatic Reading
First Read TG p. 558: Analyze ฀ Analyze Words that relate to
Notice: Whom metonymy ฀ Answer the Essential strength and bravery: Plot
the story is TG p. 560: find and Question Subplots
about, what highlight words and Valiant
happens, where phrases that relate to Valour
and when it the king and his Invulnerable
happens, and subjects. Vigilance
why those TG p. 562: notice
involved react as and highlight the Latin Root: val-
they do words that are related
Annotate: Mark to sound.
vocabulary and TG p. 565: Analyze
key passages to Hyperbole
revisit TG p. 566: Analyze
Connect: Ideas monologue
within selection
to what you
already know and
have read
Respond:
Complete
Comprehension
check by writing 9-10.RL.CS.5, 9-10.RL.KID.1, 9-10.RL.KID.2, 9-10.RL.CS.5 9-10.SL.PKI.4.b, 9-10.SL.PKI.6
a brief summary 9-10.L.VAU.4 9-10.L.VAU.4.b
of the selection

Making Meaning NOTES:
Day 10
The Tempest Act Close Read Analyze the Text Concept Vocabulary Analyze Craft Author’s Style
IV: TG p. 574: Analyze TG p. 583 and Word Study and Structure TG p. 585
TG p. 572-585 internal rhyme ฀ Compare and TG p. 583 TG p. 584 Motif
First Read TG p. 577: notice and contrast Words that relate to Dramatic
Notice: Whom the highlight the words ฀ Evaluate beginning something Structure
story is about, what that rhyme. ฀ Analyze new and making an
happens, where TG p. 578: notice ฀ Answer the effort: Dramatic
and when it and highlight the Essential speeches
happens, and why change to short Question Opportune Monologue
those involved sentences and Industrious Incite Soliloquy
react as they do clauses. Aside
Annotate: Mark TG p.581: notice Etymology
vocabulary and key and highlight the
passages to revisit words that are
Connect: Ideas repeated.
within selection to
what you already
know and have read
Respond: Complete
Comprehension
check by writing a
brief summary of
the selection
9-10.RL.CS.4 9-10.L.VAU.4, 9-10.RL.CS.5 9-10.RL.CS.4

9-10.L.VAU.4.c

Day 11
The Tempest Act Close Read Analyze the Text Analyze Craft and Concept Vocabulary and Word Study Writing to Sources Speaking and
V: TG p. 587: Analyze TG p. 598 Structure TG p. 600 TG p. 602 Listening
TG p. 586-603 Parallelism ฀ Interpret TG p. 599 Literary Criticism TG p. 603
First Read TG p. 588: notice and ฀ Evaluate Plot Structure Words that relate to forgiveness and Oral Presentation
Notice: Whom the highlight the words ฀ Dramatic putting things right: Critical essay
story is about, that relate to Irony Resolution
what happens, feelings. ฀ Support/Make Epilogue Penitent
where and when it TG p. 591: notice a judgement Pardon
happens, and why and highlight the ฀ Synthesize Merciful
those involved details that make Rectify
react as they do reference to Prospero
Annotate: Mark having lost Miranda. Latin root -pen-
vocabulary and key TG p. 592: notice
passages to revisit and highlight the
Connect: Ideas adjectives that are
within selection to used.
what you already TG p. 595: Analyze
know and have figurative language
read TG p. 596: notice and
Respond: highlight the words
Complete that rhyme.
Comprehension
check by writing a
brief summary of
the selection
9-10.RL.CS.4, 9-10.RL.CS.5 9-10.L.VAU.4.b, 9-10.L.VAU.4.c 9-10.W.TTP.1, 9-10.SL.CC.3,

9-10.L.CSE.1.a, 9-10.W.TTP.1.b 9-10.SL.PKI.6
9-10.L.VAU.4

Days 12-13
En El Jardin Close Read Analyze the Text Concept Vocabulary Writing to compare
Caliban: TG p. 606: Analyze an TG p. 611 and Word Study TG p. 612-613
TG p. 604-613 Application ฀ Interpret TG p. 611 Compare and contrast essay
First Read ฀ Analyze
Notice: who or ฀ Answer the Words that relate to
what is “speaking” Essential physical damage:
the poem and Question
whether the poem Swollen
tells a story or Scarred
describes a single Cartilage
moment. Welt
Annotate: Mark Sliver
vocabulary and key Clench
passages to revisit
Connect: Ideas
within selection to
what you already
know and have
read
Respond:
Complete
Comprehension 9-10.L.VAU.5, 9-10.RL.IKI.9, 9-10.W.RBPK.9.2,
check 9-10.L.VAU.6 9-10.W.RBPK.9.a

Days 14-15
TG p. 614-619 Standards: 9-10.W.TTP.1.a-e, 9-10.W.PDW.4, 9-10.W.PDW.5,
Write an Argument 9-10.W.RBPK.9, 9-10.L.CSE.1.b
Prompt: Is there more value in vengeance or virtue (forgiveness)?
Language Development: Conventions: Quotations and Paraphrases

UNIT 5 Small-Group Learning GRADE 10 Virtue and Vengeance
Introduction Day 16
Poetry: They are hostile Performance-Based Assessment Small-Group Learning Essential Question Unit Goals
nations Task Strategies: What motivates us to TG p. 494
By Margaret Atwood Present an Argument ฀ Prepare forgive?  Evaluate written arguments by analyzing how
Prompt: Does forgiveness first ฀ Participate Fully authors state and support claims. 9-10.RI.KID.1
Under a Certain Little require an apology? ฀ Support Others  Expand knowledge and use of academic and
Star 9-10.SL.CC.1.a, 9-10.SL.CC.1.c, 9- ฀ Clarify concept vocabulary 9-10.RL.CS.4, 9-10.RI.CS.4
Wisława Szymborska, 10.SL.CC.1.d, 9-10.SL.PKI.4  Write an argumentative essay in which you
translated by Joanna Working as a Team support claims using valid reasoning and relevant
Trzeciak 1) Take a Position evidence. 9-10.W.TTP.1
Speech: Let South Africa 2) List Your Rules  Conduct research projects of various lengths to
Show the World How to 3) Apply the Rules explore a topic and clarify meaning.9-
ForgiveBy Desmond Tutu 4) Name your Group 10.W.RBPK.8.7
5) Create a  Quote directly from the text with exact
Communication quotations; paraphrase an idea by restating it in
Plan your own words. 9-10.L.CSE.1c
 Collaborate with your team to build on the ideas
Making a Schedule of others, develop consensus, and communicate
9-10.SL.CC.1
Working on Group  Integrate audio, visuals, and text in presentations
Projects 9-10.SL.PKI.5
Standards Covered
9-10.RL.KID.2, 9-10.RI.KID.2, 9-10.RI.IKI.9 9-10.SL.CC.1.a, 9-10.L.CSE.1, 9-10.W.PDW.4,
9-10.RL.CS.4, 9-10.SL.CC.1.c, 9-10.L.CSE.1.b, 9-10.W.PDW.5,
9-10.RL.IKI.9 9-10.SL.CC.1.d, 9-10.L.VAU.4.a, 9-10.W.PDW.6,
9-10.SL.PKI.4 9-10.L.VAU.4.b, 9-10.W.RBPK.7
9-10.L.VAU.4.c,
9-10.L.VAU.6

Development
Days 17-22
They are Hostile Close Read Analyze the Text Analyze Craft and Concept Author’s Style Writing to Sources
Nations TG p. 628: Analyze TG p. 630 Structure Vocabulary and TG p. 632 TG p. 633
Under a Certain Structure ฀ Review and TG p. 631 Word Study Apostrophe
Little Star Clarify Speaker TG p. 630 Poem
TG p. 624-633 ฀ Present and Words can be
First Read Discuss Tone used to describe
Notice: who or ฀ Answer the Theme something or
what is “speaking” Essential Audience someone who is
the poem and Question the recipient of
whether the poem someone else’s
tells a story or vengeance
describes a single
moment. Hounded
Annotate: Mark Target
vocabulary and key Vulnerable
passages to revisit
Connect: Ideas
within selection to
what you already Animal Words
know and have
read
Respond:
Complete
Comprehension
check
9-10.RL.CS.5 9-10.RL.KID.1, 9-10.RL.KID.2 9-10.L.VAU.6 9-10.RL.CS.4 9-10.W.PDW.4, 9-10.W.PDW.5
9-10.SL.CC.1,
9-10.SL.PKI.4

Development
Days 23-25
Let South Africa Close Read Analyze the Text Concept Analyze Craft and Conventions Research
Show the World TG p. 638: Decipher TG p. 640 Vocabulary and Structure TG p. 642 TG p. 643
How to Forgive: Social Commentary ฀ Review and Word Study TG p. 641: Types of Clauses multimedia
TG p. 634-643 Clarify TG p. 640 Persuasive presentation
First Read ฀ Present and Words that have Techniques Relative clause
Notice: the general Discuss to do with Relative pronouns Informational
ideas of the text. ฀ Answer government that Anecdotes slideshow
What is it about? essential involves people
Who is involved? question working together: Illustrated
Annotate: Mark timeline
vocabulary and key Democratic
passages to revisit Interdependence Website
Connect: Ideas Communal
within selection to
what you already Greek Root Word:
know and have kratos
read
Respond:
Complete
Comprehension
check by writing a
brief summary of
the selection 9-10.RI.CS.6 9-10.RI.KID.1, 9-10.L.VAU.4.b, 9-10.RI.KID.2 9-10.L.CSE.1, 9-10.W.PDW.6, 9-10.W.RBPK.7
9-10.SL.CC.1. 9-10.L.VAU.4.c 9-10.L.CSE.1.b
9-10.SL.PKI.4
Day 26
TG p. 644-645 Standards: 9-10.SL.CC.1.a, 9-10.SL.CC.1.c, 9-10.SL.CC.1.d, 9-
Present an Argument 10.SL.PKI.4
Prompt: Does forgiveness first require an apology?

Days 27-28
TG p. 646-647, 648A-648F, 648-651 Standards: 9-10.RL.IKI.9, 9-10.RI.IKI.9
 The Sun Parlor by Dorothy West
 The Forgiveness Project: Eric Lomax
 A Dish Best Served Cold by Aminatta Forna
 from Shakespeare and the French Poet by Yves Bonnefoy, translated by John Naughton
 What We Plant, We Will Eat retold by S. E. Schlosser
 Understanding Forgiveness by PBS

Days 29-30
TG p. 652-655 Standards: 9-10.W.TTP.1.a-e, 9-10.W.RBPK.9, 9-10.SL.PKI.4
Writing to Sources: Argument
Writing Prompt: Can justice and forgiveness go hand in hand?
Speaking and Listening Outcome: Speech

GRADE 10, UNIT 6 : Blindness and Sight
INTRODUCTION Day 1 Unit Video: Blind Teen Ben Underwood Unit Goals: Reading, Writing & Research, Language,
Discuss It: How do Ben’s experiences and Speaking & Listening
attitudes redefine what it means to have vision? Academic Vocabulary: Nonfiction Narrative
Launch Text: Just Six Dots: The Story of Braille (Lexile 970)

Literature and Culture Performance-Based Assessment Whole-Class Learning Essential Question Unit Goals
Historical Context: Task Strategies: What does it mean to TG p. 658
Oedipus the King Mode: Write a Narrative ฀ Listen Actively see?  Evaluate written narrative texts by analyzing how
Anchor Text (Drama): Write a Nonfiction Narrative ฀ Clarify by asking authors introduce and develop central ideas or themes.
Oedipus the King, Parts Prompt: Can we see ourselves as questions 9-10.RL.KID.2
I,II by Sophocles, clearly as others see us? ฀ Monitor  Expand knowledge and use of academic and concept
translated by Nicholas Language Development: Understanding vocabulary 9-10.RL.CS.4,
Rudall Sentence Structure ฀ Interact and 9-10.RI.CS.4
9-10.W.TTP.3.a-e, Share ideas  Write a narrative in which you convey an experience or
9-10.W.RBPK.9-10, event using effective techniques, well-chosen details,
9-10.L.CSE.1.b, 9-10.L.CSE.2, and well-structured sequences. 9-10.W.TTP.3
9-10.L.CSE.2.a, 9-10.L.CSE.2.c,  Conduct research projects of various lengths to explore
9-10.L.VAU.4.c 9-10.L.VAU.5 a topic and clarify meaning.
9-10.W.RBPK.8.7
 Correctly use varied sentence structures to add interest
to writing and presentations.
9-10.L.CSE.1
others, develop consensus, and communicate 9-
10.SL.CC.1
 Integrate audio, visuals, and text in presentations 9-
10.SL.PKI.5
Standards Covered
Reading Literary Text Speaking & Listening Language Writing NOTES:
9-10.RL.CS.5, 9-10.RL.IKI.7, 9-10.RL.IKI.9-10 9-10.SL.CC.1.d 9-10.L.VAU.4.b, 4.c, 9-10.W.TTP.1, 9-10.W.TTP.3,
9-10.L.VAU.5, 5.b 3.b, 9-10.W.PDW.4,
9-10.W.PDW.5, 9-10.W.RBPK.9

UNIT 6 Whole-Class Learning GRADE 10 Blindness and Sight
Making Meaning NOTES:
Days 3-8
Literature and Close Read Analyze the Text Analyze Craft and Concept Author’s Style
Culture TG p. 675: Interpreting the TG p. 699: Structure Vocabulary and TG p. 701
Oedipus the King Use ฀ Interpret TG p. 700 Word Study Greek Chorus
Part I: of Figurative Language ฀ Connect Structure of Greek TG p. 699
TG p. 672-701 TG p. 677: notice the way ฀ Criticize/Eval Plays Words that relate Strophe
First Read Creon describes the effect of uate to official Antistrophe
Notice: Whom the the murder. ฀ Make a Verse Drama pronouncements: Epode
story is about, TG p. 679: Analyzing the decision Prologue Choragos
what happens, Function of the Chorus Chorus Edicts
where and when it TG p. 681: Notice ellipsis that Parados Decree
happens, and why show hesitation Episode Proclamation
those involved TG p. 683: Understanding Odes
react as they do motive Paean
Annotate: Mark TG: p. 684: notice and Exodos Latin Root: -dict-
vocabulary and key highlight a word that is used
passages to revisit and repeated.
Connect: Ideas TG: p. 686: Infer Theme
within selection to TG: p. 689: notice and
what you already highlight the italicized words.
know and have TG: p. 691: Understanding
read tragic flaw
Respond: TG: p. 693: notice
Complete that Jocasta’s lines feature
Comprehension some repetition.
check by writing a TG p. 695: Interpreting
brief summary of dynamic characters
the selection TG p. 696: Analyze tragedy
9-10.RL.CS.4, 9-10.RL.CS.5 9-10.RL.CS.5 9-10.L.VAU.4.b, 9-10.RL.CS.5

9-10.L.VAU.4.c

UNIT 6 Whole-Class Learning GRADE 10 Blindness and Sight
Days 9-13
Oedipus the King Close Read Analyze the Text Analyze Craft and Concept Author’s Style Writing to Sources Speaking and
Part II: TG p. 703: notice words TG p. 722 Structure Vocabulary and TG p. 725 TG p. 726 Listening
TG p. 702-727 related to humility. ฀ Draw TG p. 723 Word Study Rhetorical Dialogue TG p. 727
First Read TG p. 705: Analyze conclusions Elements of TG p. 724 Devices: Critique
Notice: Whom the dramatic irony ฀ Analyze Greek Tragedy Words relate to
story is about, TG p. 706: notice and ฀ Make a predicting and Anaphora
what happens, highlight the questions. judgement Tragedy experiencing the
where and when it TG p. 709: Analyzing images ฀ Answer the Tragic hero future
happens, and why TG p. 710: notice and Essential Protagonist
those involved highlight the questions Question Hamartia Prophecy
react as they do asked by the Shepherd. Antagonist Oracle
Annotate: Mark TG p. 712: Analyzing theme Dramatic irony Inexorable
vocabulary and key TG p. 715: notice and
passages to revisit highlight the places that
Connect: Ideas Oedipus addresses. Connotation and
within selection to TG p. 716: Analyzing images Denotation
what you already TG p. 717: Analyzing a
know and have dynamic character
read TG p. 720: Analyzing
Respond: Hamartia or Tragic
Complete Flaw
Comprehension
check and by 9-10.RL.KID.2, 9-10.RL.CS.5 9-10.L.VAU.4.c, 9-10.RL.CS.5, 9-10.W.TTP.3, 9-10.RL.IKI.7,
writing a brief 9-10.RL.KID.3 9-10.L.VAU.5, 9-10.L.VAU.5 9-10.W.PDW.4, 9-10.SL.CC.1.d,
summary of the 9-10.L.VAU.5.b 9-10.W.RBPK.9 9-10.W.TTP.1,
selection 9-10.W.RBPK.9

Days 14-15
TG p. 728-731 Standards: 9-10.W.TTP.3.a-e, 9-10.W.PDW.4,
Write a Nonfiction Narrative 9-10.W.PDW.5, 9-10.W.RBPK.9, 9-10.L.CSE.1.b,
Prompt: Can we see ourselves as clearly as others see us? 9-10.L.CSE.2, 9-10.L.CSE.2.a, 9-10.L.CSE.2.c, 9-10.L.VAU.4.c
Language Development: Sentence Structure 9-10.L.VAU.5

UNIT 6 Small-Group Learning GRADE 10 Blindness and Sight
Introduction Day 16
Letter: View From the Performance-Based Small-Group Learning Essential Question Unit Goals
Empire State Building by Assessment Task Strategies: What does it mean to TG p. 658
Helen Keller Present an Oral Retelling ฀ Prepare see?  Evaluate written narrative texts by analyzing how
Poetry Collection: Blind Prompt: Can one have sight but ฀ Participate Fully authors introduce and develop central ideas or
Fatima Naoot, translated no vision, or vision but no ฀ Support Others themes. 9-10.RL.KID.2
by Kees Nijland sight? ฀ Clarify  Expand knowledge and use of academic and
9-10.SL.PKI.4, concept vocabulary 9-10.RL.CS.4, 9-10.RI.CS.4
The Blind Seer of Ambon 9-10.SL.PKI.4.b, Working as a Team  Write a narrative in which you convey an
by W. S. Merwin 9-10.SL.PKI.5 1) Take a Position experience or event using effective techniques,
2) List Your Rules well-chosen details, and well-structured
On His Blindness by Jorge 3) Apply the Rules sequences. 9-10.W.TTP.3
Luis Borges, translated by 4) Name your Group  Conduct research projects of various lengths to
Robert Mezey 5) Create a explore a topic and clarify meaning. 9-
Short Story: The Country Communication 10.W.RBPK.8.7
of the Blind by H. G. Wells Plan  Correctly use varied sentence structures to add
Memoir: The Neglected interest to writing and presentations. 9-10.L.CSE.1
Senses Making a Schedule  Collaborate with your team to build on the ideas of
from For the Benefit of others, develop consensus, and communicate
Those Who See by Working on Group 9-10.SL.CC.1
Rosemary Mahoney Projects  Integrate audio, visuals, and text in presentations
9-10.SL.PKI.5
Standards Covered
9-10.RL.KID.2, 9-10.RI.CS.4, 9-10.RI.IKI.9 9-10.SL.CC.1, 9-10.L.CSE.1, 1.b, 9-10.W.TTP.3,
9-10.RL.CS.4, 9-10.SL.CC.1.a, 9-10.L.VAU.4, 9-10.W.PDW.4,
9-10.RL.CS.5, 9-10.SL.CC.2, 9-10.L.VAU.4.a-d, 9-10.W.PDW.5,
9-10.RL.IKI.9 9-10.SL.CC.3, 9-10.L.VAU.5, 5.a 9-10.W.PDW.6,
9-10.SL.PKI.4, 9-10.W.RBPK.7
9-10.SL.PKI.4.a

Development
Days 17-18
View from the Close Read Analyze the Text Analyze Craft and Concept Conventions Research Project
Empire State TG p. 739: Identify TG p. 742 Structure Vocabulary and TG p. 744 TG p. 745
Building imagery ฀ Review and TG p. 743 Word Study Types of phrases
TG p. 738-745 Clarify Author’s Choices: TG p. 742 Group
First Read ฀ Present and Words describe Prepositional phrase Presentation
Notice: the general Discuss Word Choice superlative power Adverbial phrase
ideas of the text. ฀ Answer the Figurative language Photo essay
What is it about? Essential Metaphor Unconquerable
Who is involved? Question Simile Dominating Radio interview
Annotate: Mark Hyperbole Indomitable
vocabulary and key Personification
passages to revisit
Connect: Ideas
within selection to Latin Root: -dom-
what you already
know and have
read
Respond:
Complete
Comprehension
check by writing a
brief summary of
the selection
9-10.RI.CS.4 9-10.RI.KID.1, 9-10.RI.CS.4, 9-10.L.VAU.4, 9-10.L.CSE.1, 9-10.SL.CC.2, 9-10.W.PDW.6,
9-10.SL.PKI.4 9-10.L.VAU.5, 9-10.L.VAU.4.b 9-10.L.CSE.1.b 9-10.W.RBPK.7
9-10.L.VAU.5.a

Development
Days 19-20
Blind Close Read Analyze the Text Concept Analyze Craft and Author’s Style Speaking and Listening
The Blind Seer of TG p. 752: Analyze TG p. 754 Vocabulary and Structure TG p. 756 TG p. 757
Ambron Author’s purpose ฀ Review and Word Study TG p. 755: Word Choice and Oral Presentation
On His Blindness: Clarify TG p. 754 Figurative Meaning
TG p. 746-757 ฀ Present and Words that Language Recitation
First Read Discuss describe the Imagery Paraphrase
Notice: who or ฀ Answer spectrum of life: Analogy Sensory details Round-table
what is “speaking” essential Theme Juxtaposition discussion
the poem and question Transcend Oxymoron
whether the poem Luminous
tells a story or Elemental
describes a single
moment. Latin Root: -lum-
Annotate: Mark
vocabulary and key
passages to revisit
Connect: Ideas
within selection to
what you already
know and have
read
Respond:
Complete
Comprehension
check
9-10.RL.KID.1, 9-10.L.VAU.4, 9-10.RL.KID.2, 9-10.RL.KID.2. 9-10.SL.CC.1, 9-10.SL.CC.3,
9-10.SL.PKI.4 9-10.L.VAU.4.b 9-10.RL.CS.4, 9-10.RL.CS.4, 9-10.SL.PKI.4
9-10.L.VAU.5, 9-10.L.VAU.5,
9-10.L.VAU.5.a 9-10.L.VAU.5.a

Development
Days 21-23
The Country of the Close Read Analyze the Text Concept Analyze Craft and Author’s Style Writing to Sources
Blind TG p. 759: Analyze TG p. 782 Vocabulary and Structure TG p. 784 TG p. 785
TG p. 758-785 setting ฀ Review and Word Study TG p. 783: Narrative Pacing Response
First Read TG p. 760: Analyze Clarify TG p. 782 Narrative
Notice: Who the motivation ฀ Present and Words that Structure Pace Response to the
story is about, TG p. 762: Interpret Discuss describe Mood story
what happens, sound devices ฀ Answer confusion: Plot Retelling
where and when it TG p. 764: Interpret essential Conflict Character
happens, and why figurative language question Incoherent Exposition description
those involved TG p. 766: Analyze Perplexity Rising action Dialogue
react as they do narration Delusions Climax
Annotate: Mark TG p. 769: Analyze Falling action
vocabulary and key irony Latin Root: - Resolution
passages to revisit TG p. 770: Analyze ludere-
Connect: Ideas foreshadowing
within selection to TG p. 773: Analyze
what you already rising action
know and have TG p. 774: Analyze
read conflict
Respond: TG p. 777: Identify
Complete Parallelism
Comprehension TG p. 778: Analyze
check dialogue
TG p. 780: Interpret
imagery
9-10.RL.KID.3, 9-10.RL.KID.1, 9-10.L.VAU.4.b, 9-10.RL.CS.5 9-10.RL.CS.5 9-10.SL.CC.1.a, 9-10.W.TTP.3

9-10.RL.CS.4, 9-10.SL.CC.1, 9-10.L.VAU.4.c
9-10.RL.CS.5, 9-10.SL.PKI.4
9-10.L.CSE.1.a

Development
Days 24-25
The Neglected Close Read Analyze the Text Concept Analyze Craft and Conventions Speaking and Listening
Senses TG p. 788: Analyzing TG p. 798 Vocabulary and Structure TG p. 800 TG p. 801
TG p. 786-801 description ฀ Review and Word Study TG p. 799: Types of phrases Oral Presentation
First Read TG p. 784: Identifying Clarify TG p. 798
Notice: the general tone ฀ Present and Words related to Development of Prepositional
ideas of the text. TG p. 791: Discuss the idea of Ideas phrase
What is it about? Understanding ฀ Answer movement or Adjectival phrase
Who is involved? imagery essential traveling through
Annotate: Mark TG p. 793: question an environment:
vocabulary and key Understanding point
passages to revisit of view Traversed
Connect: Ideas Navigating
within selection to Periphery
what you already
know and have
read Latin Root: -vers-,
Respond: -vert-
Complete
Comprehension
check and write a
brief summary of
the selection
9-10.RI.CS.4, 9-10.RL.KID.1, 9-10.L.VAU.4.b 9-10.RI.CS.5 9-10.L.CSE.1, 9-10.SL.CC.1, 9-10.SL.PKI.4.a,
9-10.RI.CS.6 9-10.SL.CC.1, 9-10.L.CSE.1.b 9-10.SL.PKI.6
9-10.SL.PKI.4

Day 26
TG p. 802-803 Standards: 9-10.SL.PKI.4, 9-10.SL.PKI.4.b, 9-10.SL.PKI.5
Present an Oral Retelling
Prompt: Can one have sight but no vision, or vision but no sight?

UNIT 6 Independent Learning GRADE 10 Blindness and Sight
Days 27-28
TG p. 804-805, 806A-806F, 806-809 Standards: 9-10.RL.IKI.9, 9-10.RI.IKI.9
 from Blindness by José Saramago, translated by Giovanni Pontiero
 Dr. Geoffrey Tabin Helps Blind Ethiopians Gain Sight ABC News
 How Your Eyes Trick Your Mind by Melissa Hogenboom
 Blind, Yet Seeing: The Brain’s Subconscious Visual Sense by Benedict Carey
 Experience: I First Saw My Wife Ten Years After We Married by Shandar Herian
 Visual Neuroscience: Look and Learn by Apoorva Mandavilli

Days 29-30
TG p. 810-813 Standards: 9-10.W.TTP.3.a-e, 9-10.W.RBPK.9, 9-10.SL.CC.1,
Writing to Sources: Nonfiction Narrative 9-10.SL.CC.1.a, 9-10.SL.PKI.5, 9-10.SL.PKI.6
Prompt: Is there a difference between seeing and knowing?
Speaking and Listening Outcome: Storytelling


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UNIT 1 Whole-Class Learning GRADE 10 Inside the Nightmare

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