Q2 10th Grade ELA Pacing Guides SY 2017-18

Q1

SY 17-18

Q2

SY 17-18

Q3

SY 17-18

Q4

SY 17-18

Overview

 

Module 2:  "These are strange times, my dear"

 

Module 2 Theme/Central Ideas: Some themes in this module revolve around the ideas of freedom, justice, silence and trauma. Students will be reading several poems and informational texts that focus on how authors use rhetoric and word choice to develop ideas and claims about various human rights issues. There is a big focus on how the authors develop the arguments with claims, evidence, and reasoning.

 

Module 2 Unit 1 Texts: "Letter from Birmingham Jail" by Martin Luther King, Jr. , "In this Blind Alley" by Ahmad Shamlu , "Freedom" by Rabindranath Tagore , "Women" by Alice Walker

 

Module 2 Unit 2 Texts: "A Genetics of Justice" by Julia Alvarez, "Remembering to Never Forget: Dominican Republic's 'Parsley Massacre'" by Mark Memmott

 

General Timing of Module:

Unit 1 takes place from the beginning of the month until Thanksgiving break, Unit 2 starts when students return from Thanksgiving break and goes until winter break, Unit 3 starts when students come back from break and goes until 2 weeks before the end of the semester when students should then begin working on their performance task.

  • Week 1: November 6

    Module

    2

    Unit

    1

    Lesson

    2

    3

    5

    Standards Addressed in Week's Lessons

    RI.9-10.3

    RI.9-10.5

    SL.9-10.1.c,e

    L.9-10.4.a

    L.9-10.5

    W.9-10.9.b

    RI.9-10.8

    RI.9-10.6

    L.9-10.4.a

    Weekly Notes

    "Make sure to number the paragraphs of "Letter from Birmingham Jail" prior to distributing copies to students. Due to pacing considerations, we will only be reading half of the letter (paragraphs 1-21).

    The first day of this unit should be a lesson where students learn about the background of the historical time period and they understand why Martin Luther King Jr. is in the Birmingham Jail. This is also a good time to hook students and build investment. Make connections to the racial climate today.

    Lesson 2:

    This is the first lesson of engage that we will do. Reading paragraphs 1-5. Preview the text by saying that MLK is going to start off the letter by explaining why he is in Birmingham in the first place. During the master read, students should be underlining any reasons that MLK shares for why he is in Birmingham. Students should be answering the quick write questions of: How does King develop his reasons for being in Birmingham?

    Lesson 3:

    Reading paragraphs 6-9. In these paragraphs, King details the steps of a non-violent campaign. While reading for the first time, students should be annotating for any examples of the steps of a non-violent claim that he shares. The quick write should be: How does King develop his claim that they have gone through all the steps of a non-violent campaign in Birmingham?

    Lesson 5:

    Just reading paragraphs 10-11. After paragraph 10, stop and ensure that students have a firm grasp of the claim (the time to act is now, we cannot wait any longer). Then tell students we will focus specifically on rhetoric in paragraph 11. Students should be looking for examples of figurative language and pathos -- may need a definition and some examples possibly during the do-now---that MLK uses to advance his claim.

  • Week 2: November 13

    Module

    2

    Unit

    1

    Lesson

    6

    7 / 8

    9

    Standards Addressed in Week's Lessons

    RL.9-10.2

    RL.9-10.4

    RL.9-10.6

    L.9-10.5

    RI.9-10.8

    RI.9-10.5

    RI.9-10.8

    L.9-10.4.a

    Weekly Notes

    Lesson 6:

    In this lesson you will read the poem In this Blind Alley. Students should specifically be focusing on figurative language and the word choice in the poem. For the quick write, students will need to draw on a common central idea between the poem and Letter from Birmingham Jail. Ensure that students have identified this common central idea (the pain of living in an unjust society) and then give them the time to find the evidence from the two texts to support that.

    Lessons 7, 8:

    These two lessons can be combined. Reading paragraphs 12-18. Students are again looking for rhetoric in these paragraphs. They should answer the quick write question: What is King's purpose in these paragraphs? How does he use rhetoric to advance this support?  **By the end of paragraph 18, students should know that central claim at this point is that direct action must be taken to end injustice.

    Lesson 9:

    Reading paragraphs 19-21. Students should answer the following quick write (with the claim inserted as a scaffold): How does King use word choice to support the claim that the white moderate is not doing enough to help end injustice?

    Students will spend the following week on the Mid-Unit Assessment. If you have time at the end of the week this week you may want to preview the prompt with them and give them some time to work on the graphic organizers as they will only have two days the following week.

  • Week 3: November 20

    Module

    2

    Unit

    1

    Lesson

    10

    Standards Addressed in Week's Lessons

    RI.9-10.4

    RI.9-10.6

    W.9-10.2.a-f

    W.9-10.9.b

    Weekly Notes

    Lesson 10:

    Mid Unit Assessment-- Students should respond in an essay to the following prompt: Determine a purpose in “Letter from Birmingham Jail” and analyze how King uses rhetoric and specific word choices to advance that purpose. As a scaffold or for struggling students you may want to give them a few of the purposes that were discussed and then a graphic organizer to identify and sort their examples of rhetoric and word choice.

  • Week 4: November 27

    Module

    2

    Unit

    2

    Lesson

    1

    2

    Standards Addressed in Week's Lessons

    RI.9-10.3

    L.9-10.4.a

    RI.9-10.7

    L.9-10.4.b

    Weekly Notes

    Spend the first day before the unit building some background knowledge about Haiti, Trujillo, and the time period that Alvarez is talking about.

    Lesson 1:

    Just like in the previous unit, before distributing the student texts of Alvarez' "A Genetics of Justice," number the paragraphs. Skip the whole text master read and just begin with a  master read of paragraphs 1-6. Students then will more closely look at paragraphs 1-6 and will answer relevant TDQs while also filling out the central idea tracking tool prior to answering the quick write.

    Lesson 2 (Day 1):

    Students will be reading Memmott's article. Students will be pulling evidence from both this text and paragraphs 5-8 of Alvarez when writing the quick write tomorrow so it is important to review different types of writing as Memmott's is an objective, informational text whereas Alvarez' is more of a narrative that included more of her own feelings/opinions. While reading Memmott's article, students should stop and jot responses to the TDQs to facilitate comprehension.

    Lesson 2 (Day 2):

    The day before students read the Memmott article. Today they will continue with lesson 2 and will look at paragraphs 5-8 from Alvarez' and annotate for how these paragraphs supplement the information learned about Trujilo from Memmott's article. Then students will respond to the quick write from lesson 2.

  • Week 5: December 4

    Module

    2

    Unit

    2

    Lesson

    3

    4

    5

    Standards Addressed in Week's Lessons

    RI 9-10.2

    RI 9-10.3

    RI 9-10.5

    RI 9-10.6

    RI.9-10.7

    W. 9-10.2.a-f

    W.9-10.9.b

    L.9.10.1

    L.9-10.2

    L.9-10.4.a

    L.9-10.4.b

    Weekly Notes

    Lesson 3:

    The focus again here is on central idea and how this central idea is specifically developed in paragraphs 9-11. They will again need to use the central idea tracking tool.

    Lesson 4:

    This is another lesson that is focused on central idea in paragraphs 12-15.  Students need to recall central ideas discussed thus far and then explain how these next few paragraphs help develop a central idea. Students can either use the central idea tracking tool that they have been using so far this unit. If some TDQs need to be deleted for time, ensure that you are keeping the ones that drive at the development of central idea and discuss the central ideas whole group.

    Lesson 5:

    pend two days on this Students complete the mid unit assessment. Students have to explain how Alvarez develops the claim asserted in paragraph 15. As a possible scaffold/differentiation, teacher could review the claim asserted and/or different ways that a claim in general is supported. Tell students what type of evidence they should be looking for and how an author develops a claim. Review the important aspects of formal writing. The majority of time during this lesson should be time in ink where students are writing and then editing and revising when finished.

  • Week 6: December 11

    Module

    2

    Unit

    2

    Lesson

    6

    7

    8

    9

    Standards Addressed in Week's Lessons

    RI.9-10.2

    RI.9-10.3

    L.9-10.4.a

    RI.9-10.5

     

    W.9-10.2.a-f

    W.9-10.9.b

    L.9-10.1

    L.9-10.2

    Weekly Notes

    Lesson 6:

    Students will be continuing with the Alvarez reading paragraphs 16-19. Students should be looking for when and how the ideas of silence and trauma emerge throughout the these paragraphs.

    Lesson 7:

    Prior to beginning the reading review some of the key ideas that have come out in the reading so far, specifically in paragraphs 3-7. These are again the ideas of silence and trauma. During this lesson students will read paragraphs 20-22 identify how these paragraphs further develop the ideas that have been developed thus far.

    Lesson 8

    Students are again looking at how these paragraphs contribute to the development of the central idea. Students will be looking closely at the way Alvarez herself is characterized as well as what is revealed about her mother. Ultimately, students will need to be able to analyze what the contrast between Alvarez and her mother suggests and how this contrast contributes to the central idea.

    Lesson 9

    It is essential that students understand how paragraph 30 reveals how Alvarez' mother has changed and then how this change relates back to the key concept of the central ideas in the text.

  • Week 7: December 18

    Module

    2

    Unit

    2

    Lesson

    10

    Standards Addressed in Week's Lessons

    RI.9-10.5

    W.9-10.2.a-f

    W.9-10.9.b

    L.9-10.1

    L.9-10.2

    Weekly Notes

    Lesson 10:

    Students will be writing their End of Unit Assessment. They need to explain how the quote explains a central idea of the text. For differentiation purposes, teacher may want to discuss the quote whole group and explain the figurative language a bit prior to releasing students to their independent planning and writing. Spend time giving students feedback on their papers and the time and space for revision.

  • Week 8: January 8

    Module

    2

    Unit

    3

    Lesson

    1

    2

    3

    4

    Standards Addressed in Week's Lessons

    RI.9-10.5

    SL.9-10.1.a-e

    L.9-10.4.b

    RI.9-10.8

    SL.9-10.1.a

    L.9-10.4.a

    RI.9-10.6

    L.9-10.5.a

    Weekly Notes

    Lesson 1:

    Students will use this lesson to get familiar with the Universal Declaration of Human Rights document. They should complete the jigsaw activity in small groups so that they are prepared to answer the quick write.

    Lesson 2:

    Start off with the masterful reading of Roosevelt's speech. This could be done whole group reading or via one of the audio recordings. After the masterful read, discuss the central idea of her speech with the students. Then begin the close reading of paragraphs 1-2. Insert the scaffolded TDQs and have students complete the argument delineation tool. Discuss the supporting claims and then release for the quick write.

    Lesson 3:

    The focus here again is on how Roosevelt develops and refines her claim. Make sure to spend time on paragraph 3 whole group and identifying the author's claim in that paragraph so that students can explain how it is developed in paragraphs 4-9.

    Lesson 4:

    Ensure that students are clear about Roosevelt's purpose in persuading the UN to adopt the UDHR. They will continue their practice with identifying and explaining the effect of rhetoric. She uses repetition, imagery, and parallel structure in this section. For the quick write students need to explain how this rhetoric is used to advance the intended purpose.

  • Week 9: January 15

    Module

    2

    Unit

    3

    Lesson

    5

    6

    7

    Standards Addressed in Week's Lessons

    RI.9-10.6

    W.9-10.9b

    L.9-10.4.a

    RI.9-10.5

    L.9-10.5.a

    RI.9-10.8

    W.9-10.2.a-f

    W.9-10.9.b

    L.9-10.1

    L.9-10.2

    Weekly Notes

    Lesson 5:

    Consider playing the video of Malala's speech to further add context to the reading. After this viewing, discuss her purpose for the speech as a whole. Then begin the close reading of paragraphs 1-9. Look closely at the rhetoric she uses to advance the purpose looking at the beginning of the thank yous, her actions and the Taliban's actions, and then what she says the Taliban actually accomplished by shooting her.

    Lesson 6:

    Students are going to build off the close read from yesterday while looking at paragraphs 10-20 and tying these paragraphs back to a main claim being asserted.

    Lesson 7:

    Students will complete the end of unit assessment. Students will have to explain a main claim in each of the texts and then how these form a common claim across the three texts explored.

  • Week 10: January 22

    Module

    2

    Unit

    1

    2

    3

    Lesson

    Performance Task

    Standards Addressed in Week's Lessons

    RI.9-10.4

    RI.9-10.5

    RI.9-10.6

    RI.9-10.9

    W.9-10.2.a-f

    W.9-10.9.b

     W.9-10.5

    L.9-10.1

    L.9-10.2

    SL.9-10.1.a-e

    Weekly Notes

    Performance Task:

    Students identify a purpose common to two of the central texts from the module (Martin Luther King, Jr.’s “Letter from Birmingham Jail” and Julia Alvarez’s “A Genetics of Justice”), as well as a third self-selected text from Unit 3. Spend this week doing pre-writing and rough drafts -- depending on the schedule the following week due to finals.

  • Week 11: January 29

    Module

    2

    Unit

    1

    2

    3

    Lesson

    Performance Task

    Standards Addressed in Week's Lessons

    RI.9-10.4

    RI.9-10.5

    RI.9-10.6

    RI.9-10.9

    W.9-10.2.a-f

    W.9-10.9.b

     W.9-10.5

    L.9-10.1

    L.9-10.2

    SL.9-10.1.a-e

    Weekly Notes

    Performance Task:

    Finish writing the performance task