Long Beach Unified School District Grade 10

1 long Beach Unified School District Grade 10 English Language Arts Unit 3: Extending Freedom s Reach (2016-2017) 1 I CA 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. Unit Goals Stage 1 Stage 1 of the Understanding by Design approach defines what students should know, understand, and be able to do at the culmination of the unit. It challenges teachers to ask the question, What is worthy of understanding? or What enduring understandings are desired? These questions help to guide conversations about the important knowledge (facts, concepts, principles) and skills (processes, strategies, methods) that students need to master to develop the requisite understanding.

2 Unit Description: In this unit, students will examine various literary and informational texts about the relationship between power and freedom. They will also examine the elements of an informative essay in order to craft a written essay and deliver a multimedia presentation during the different performance tasks. Ultimately during all of the reading, writing, speaking & listening tasks, students will consider which factors determine who is free and who remains oppressed. Transfer Goals: SBAC Claims Students will be able to independently use their learning 1. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text.

3 2. Students can produce effective writing for a range of purposes and audiences. 3. Students can employ effective speaking and listening skills for a range of purposes and audiences. 4. Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. 5. Students can connect skills through industry themes for college and career readiness. Making Meaning UNDERSTANDINGS Students will understand Thematic Understanding: It is the responsibility of all to protect freedom and oppose oppression. Reading Understanding: Rhetorical devices help to strengthen writing and convey the central message.

4 Writing Understanding: Integrating information in our writing in a multitude of ways helps to make our message more accessible to diverse readers. Language Understanding: Using a variety of different types of phrases and clauses helps to make writing more intriguing. ESSENTIAL QUESTIONS: Students will keep Unit Essential Question: What is the relationship between power and freedom? Whole-Class Learning (Performance Task: Writing Focus Process Essay): What can one person do to defend the human rights of all people? Small-Group Learning (Performance Task: Speaking and Listening Focus): When, if ever, are limits on freedom necessary?

5 Performance-Based Assessment Part 1 (On-Demand Essay): What does it mean to be free ? long Beach Unified School District Grade 10 English Language Arts Unit 3: Extending Freedom s Reach (2016-2017) 2 I CA 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. Unit Goals Stage 1 Stage 1 of the Understanding by Design approach defines what students should know, understand, and be able to do at the culmination of the unit. It challenges teachers to ask the question, What is worthy of understanding? or What enduring understandings are desired?

6 These questions help to guide conversations about the important knowledge (facts, concepts, principles) and skills (processes, strategies, methods) that students need to master to develop the requisite understanding. Acquisition KNOWLEDGE Students will 1. Persuasive appeals: logic, emotion, authority (p. 279) 2. Latin Root: -pac- (p. 280) 3. Noun phrases (p. 281) 4. Emotional Appeals: Charged language & restatement ( ) 5. Latin Root: -vol- ( ) 6. Rhetorical devices: repetition, parallelism, antithesis (p. 291) 7. Elements of an Informative Essay (p. 298-303) 8. Different ways to integrate information ( ) 9.

7 Rhetorical devices: anecdote, proverb, and example (p. 316) 10. Adverbial Clauses (p. 317) 11. Multiple-meaning words (p. 332) 12. Figurative devices: simile, metaphor, and extended metaphor (p. 333) 13. Imagery (p. 334) 14. Latin Prefix: sub- ( ) 15. Satire and tone (p. 341) 16. Figurative devices: hyperbole and understatement (p. 342) APPLYING INDUSTRY THEME through Standards for Career Ready Practice and Behaviors of Learning and Teaching (BLTs) Students will 17. Technical skills and academic knowledge 18. Reason and organization 19. Research strategies 20. Industry-specific problem-solving tools 21.

8 Interdisciplinary project assignments/topics Resources for Applying Industry Theme: Understand CTE Model Curriculum Standards available on MyPD Course #2505 Behaviors of Learning and Teaching SKILLS Students will be skilled at (Do).. 1. Analyzing reasoning to determine which type of appeals the author is utilizing and what impact it creates on the central idea 2. Defining the Latin root, -pac-, and dissecting words in order to determine their meaning 3. Identifying and then crafting noun phrases 4. Identifying and analyzing emotional appeals in order to determine what they reveal about the author s purpose. 5. Defining the Latin root, -vol-, and using a print or online dictionary to determine the meaning of words that use that root 6.

9 Differentiating between parallelism and antithesis before revising sentences to align parallel structure. 7. Identifying and utilizing the elements of an informative text in speaking and writing 8. Creating cohesion by integrating information in different ways 9. Identifying and analyzing rhetorical devices, like anecdote, proverb, and example, in order to determine how they strengthen the author s claims. 10. Identifying and labeling adverbial clauses and subordinating conjunctions in order to describe their functions within the sentence. 11. Determining the intended meaning of those words that might have multiple meanings.

10 12. Analyzing similes and metaphors to identify the things being compared and discuss the meaning and effect of the device(s). 13. Identifying images within a text and determine their meaning and the purpose for using them. 14. Determining the meaning of words by analyzing the use of the prefix, sub-. 15. Identifying diction that contributes to the narrator s satirical tone. 16. Identifying examples of hyperbole and understatement and analyzing the effect these devices create. APPLYING INDUSTRY THEME through Standards for Career Ready Practice and Behaviors of Learning and Teaching (BLTs) Students will be skilled at (Do).