UnitTitle / SeekingJustice / LengthofUnit / 4-6weeks
FocusingLens(es) / Justice/Power / StandardsandGradeLevelExpectationsAddressedinthisUnit / RWC10-GR.10-S.1-GLE.1RWC10-GR.10-S.3.GLE.1
RWC10-GR.10-S.1-GLE.2RWC10-GR.10-S.3-GLE.3
RWC10-GR.10-S.2-GLE.1RWC10-GR.10-S.4-GLE.1RWC10-GR.10-S.2-GLE.2
RWC10-GR.10-S.2-GLE.3
InquiryQuestions(Engaging-Debatable): / •Whydosomeauthorsfeelcompelledtobesocialcritics?(RWC10-GR.10-S.2-GLE.2-EO.f)and(RWC10-GR.10-S.3-GLE.2-EO.a)and(RWC10-GR.10-S.4-GLE.1-EO.a)
•Aretherealimitednumberofthemesintheworld?(RWC10-GR.10-S.2-GLE.1-EO.d)and(RWC10-GR.10-S.2-GLE.2-EO.d)
•Howcantwoworksdifferandbevalidatthesametime?(RWC10-GR.10-S.1-GLE.1-EO.c)and(RWC10-GR.10-S.2-GLE.1-EO.c)and(RWC10-GR.10-S.4-GLE.2-EO.a)
UnitStrands / OralExpressionandListening,ReadingforallPurposes,WritingandComposition,ResearchandReasoning
Concepts / Incontent: / Inreading: / Inwriting:
Justice,fairness, validity,reasoning,criticism,evidence,listening,proof,collaboration / Inference,discussion,evaluation,predicting,analysis, / Rhetoric,precision,wordchoice,language,editing,citations,narrativetechniques,
Generalizations
MystudentswillUnderstandthat…
GuidingQuestions
FactualConceptual
Anauthor’ssocialcommentarycreatesthemestheyhopewilltranscendcultureandtime(RWC10-GR.10-S.2-GLE.1-EO.d) and(RWC10-GR.10-S.1-GLE.2-EO.a) / Whatlessonsfromthetextarerelevanttoday(e.g.
Night)? / Whatarethecross-culturalelementsinherentingenocide?
Whatistheroleoftheartistwithinsociety?
Clear,goalorientedagendascreatepurposefulcollaborativediscussionsandwritingconferences(RWC10-GR.10-S.1-GLE.2-EO.a)and(RWC10-GR.10-S.3-GLE.3-EO.e) / What elementsoftheagenda were met inthediscussion? / Howispeereditingbeneficialtothewritingprocess?
Howdoesgroupdiscussionilluminateexistingthemesincomparative texts?
Textual evidence should drive thematic discussions(RWC10-GR.10-S.1-GLE.2-EO.a)and(RWC10-GR.10-S.2-GLE.2-EO.d) / Indiscussing_and_whatthemesareevident in both? / Howisspecificevidenceimportanttounderstandingthetheme?
Clearrhetoricandprecise vocabularyenablevalidreasoning(RWC10-GR.10-S.4-GLE.1-EO.g)and(RWC10-GR.10-S.1-GLE.1-EO.b) / Doestheconclusionmatchthethesis?
Howwouldmoreeffectivevocabularyimprovetheargument? / Inwhatwaysdoesreasoningandrhetoricstrengthenanargument? (RWC10-GR.10-S.3-GLE.1-EO.a)
CriticalContent:
MystudentswillKnow… / KeySkills:
Mystudentswillbeableto(Do)…
•Specificwaysinwhichauthorscontributetosocietythroughliterature(RWC10-GR.10-S.2-GLE.1-EO.d)
•Ideasandconceptsmanifestacrossmultipletexts(RWC10-GR.10-S.2-GLE.2.-EO.d)
•Therelationshipbetweeneffectivereadingandthedrawingofinferences(RWC10-
GR.10-S.2-GLE.3-EO.a)
•Various anddiverse referencematerialsforideavalidation(RWC10-GR.10-S.2-
GLE.3-EO.a)
•Differentorganizationalpatternsnecessaryforvariedwritingpurposes(RWC10-
GR.10-S.1-GLE.1-EO.b)
•Collaborativediscussionroleinideadevelopmentandrefinement(RWC10-GR.10-
S.1-GLE.2-EO.b) / •Evaluatecontributiontosocietymadebytraditional,classic,andcontemporaryworksofliterature(RWC10-GR.10-S.2-GLE.1-EO.d)
•Evaluatethe contributionto societymadebytraditional, classic, and contemporaryworks ofliteraturethat deal with similartopics and problems
•Comparethedevelopmentofanideaorconceptinmultipletexts(RWC10-GR.10-
S.2-GLE.2-EO.d)
•Identifycommon ideas or concepts in multipleinformative and persuasivetexts
•Comparethedevelopment and treatment ofthoseideas bythe differentauthors
•Comprehendliteratureandnon-fictionatthehighendof9-10(RWC10-GR.10-S.2-
GLE.1-EO.h)
•Verifyinferencesofwordandphrasemeaning(RWC10-GR.10-S.2-GLE.3-EO.a)
•Usearangeofstrategiestodetermineor clarifythemeaningof
unknown orunfamiliarwords
•Usestructuralclues to construct meaningof wordsand passages
•Useother context clues to construct meaningofwords and passages
  • Identifyand useantonymand synonymcontext clues
  • Identifyand useexplanation context clues
•Usea word’s position or function in asentence asa clueto the meaningofa word orphrase
•Identifyand usepatternsof word changes that indicatedifferent meanings orparts ofspeech
•Recognize common affixes and useknowledgeoftheirmeaningto decipherunfamiliar words
•Consultreferencematerialstoverifymeaning(RWC10-GR.10-S.2-GLE.3-EO.a)
•Usedictionaries,glossaries, thesaurusesandInternet resourcesto
find thepronunciation ofa word ordetermineorclarifyits precise
meaningorits part ofspeech
•Verifythepreliminarydetermination ofthemeaningofa word or phrase(e.g., bychecking theinferred meaningincontext orin a

dictionary)

•Selectorganizationalpatternsandstructures(RWC10-GR.10-S.1-GLE.1-EO.b)

•Select vocabularyappropriateto aspecific audience

•Identifycommon rhetorical devices in speeches and presentations

oIrony, metaphors,alliteration, repetition, parallelism,

rhetorical question, allusions

•Use rhetorical devices in presentations orspeeches

•Initiate,propel,facilitate,andcontributetodiscussions(RWC10-GR.10-S.1-GLE.2-

EO.a)

•Follow establishedgroupnorms

•Examinethe roleofmembers ofasmall and largegroup

•Contribute effectivelyand work collaborativelytoaccomplish agroup

goal

•Develop anagendaforagroup based on aspecificgoal ortopic

•Lead agroup toward theaccomplishment ofaspecificgoal ortask

•Pose and respond to questions that relateto thetopic at hand

•Connect ideas or concepts underdiscussion to broaderthemes or

ideas

•Clarify, verify, orchallengeideas andconclusions

•Activelytryto includeothers in thediscussion and attempt to engage

theirbackground knowledge

•Useparentheticalcitationstodocumentsources(RWC10-GR.10-S.4-GLE.1-EO.f)

•Usein-text parentheticalcitations to document sources ofquotations,

paraphrases and information

•Createawellorganizedanalysisanduseavarietyofstrategiestoevaluatewhether

writingispresentedwell.(RWC10-GR.10-S.3-GLE.2-EO.a)and(RWC10-GR.10-S.3-

GLE.1-EO.c)

•Write an informative/explanatoryessay

  • Use an informative/explanatorygraphicorganizer
  • Write an informative/explanatorySCR (or100 word text)

•Write an informative/explanatoryECR (or400 word text)

•Select a relevant topic and chooseastructurethatwill help conveya

central idea

•Organizeideas and information

oCombinesimilarideas orinformation whereappropriate

UnitPlanningfor10thGradeReading,Writing,andCommunicating

•Makeimportant connections and distinctions forthe reader

•Develop thetopic, using relevant andconcretedetails, facts,

quotations, and otherinformation

•Makeimportant connections amongideas and details

•Usequotations to extend theunderstandingofagiven topic

•Predict an audience’s knowledgeon agiven topic

•Collect materials from various sources to support an idea

•Evaluatematerials forrelevance and credibility

•Usethe District writingrubric

•Seek feedbackfrom apeer reviewer

•Incorporatefeedback from theteacherto revisewriting

CriticalLanguage:includestheAcademicandTechnicalvocabulary,semantics,anddiscoursewhichareparticulartoandnecessaryforaccessingagivendiscipline.
EXAMPLE:Astudent in LanguageArts candemonstratetheabilitytoapplyand comprehend critical languagethroughthe followingstatement:“MarkTwain exposesthehypocrisyofslaverythroughtheuseofsatire.”
Astudent incandemonstratetheabilitytoapplyandcomprehendcriticallanguagethroughthefollowingstatement(s): / HuckleberryFinnexpressesmanyoftheprinciplesfoundinThoreau’sCivilDisobedience.
Wiesel’snarrativeofTheHolocaustcanbereflectedintheaccountsofdisplacementandgenocideseenincontemporarynon-fiction.
AcademicVocabulary: / Analysis,reasoning,evidence,society,justice,classic,contemporary,evidence,inference,referencematerials,organization,collaboration,persuasion,conclusions, facilitate,activelistening
TechnicalVocabulary: / Dictionary,glossary,thesaurus,etymology,theme,symbolism,genre,motif,plot,characterization,imagery