Grade 10 Unit 6: How Has My Generation Made a Lasting Impression?

HCCHS Curriculum Map

Grade 10 – Unit 6: How has my generation made a lasting impression?

Overview

In this final unit, students will explore ways in which their generation has made a lasting impression. Teachers have a choice in the major text/text type for students to read. In writing,teachers also have a choice in what students write but it is recommended that students complete a technology-based project. The ACT Quality Core priority standards for this unit are: Knowledge of Literary and Non-Literary Forms (3.b and 3d), Author’s Voice and Method (5.a, and f), Persuasive Language and Logic (6.a, c, and d) and Literary Criticism (7.a and c). These standards will need to be assessed both formatively and summatively. Assessment should include a constructed response (CR) component that addresses the following ACT Quality Core writing standards: Modes of Writing for Different Purposes and Audiences (2.d) and Organization, Unity, and Coherence (3.b, c, d, and e). In addition, you will want to continue working with students to prepare them for the EOC 10th grade and On Demand Writing assessments they will take at the end of the year

In all activities, teachers should focus on teaching the Standards using close reading through texts at the appropriate text complexity and there should be a shift toward integrating more informational text throughout the unit.

You should also note that it would be impossible for a teacher to adequately address all of the learning targets listed below. As the teacher, you will need to make decisions regarding what learning targets are appropriate for your students.

priority standards and learning targets

QUALITY CORE READING
KNOWLEDGE OF LITERARY AND NONLITERARY FORMS / I can …
QC A3. b: Describe how the choice of form affects the presentation of a work’s theme or topic. / * identify various literary forms.
* describe how form affects a work’s theme or topic.
QC A3. d: Identify and interpret works in various poetic forms and explain how meaning is conveyed through features of poetry, including sound, structure, graphic elements, and poetic devices. / * identify various poetic forms.
* interpret various poetic forms.
* identify features of poetry such as sound (rhythm, repetition, alliteration), structure (meter, rhyme scheme), graphic elements (punctuation, line length, word position), and poetic devices (metaphor, imagery, personification, tone, symbolism).
* explain how meaning is conveyed through various features of poetry.
AUTHOR’S VOICE AND METHOD / I can . . .
QC A5a: Use organization or structure of a text and writer’s techniques to aide comprehension of increasingly challenging texts. / * define and recognize various text structures: compare/contrast, problem/solution, cause/effect, etc.
* identify various writers’ techniques: repetition, syntax, word choice, etc.
* recognize/explain how text structure and writer’s techniques can help me understand the meaning of a text.
* use text structure and writer’s techniques to help me understand the meaning of a text.
QC A5f: Analyze an author’s implicit and explicit argument, perspective, or viewpoint in a text. / * identify an author’s argument, perspective or viewpoint in a text, even when it is implicit.
* analyze an author’s argument, perspective or viewpoint in a text.
PERSUASIVE LANGUAGE and LOGIC / I can…
QC A6a: Identify, analyze, and evaluate the effectiveness of persuasive techniques and the presence of bias in literature, film, advertising, and/or speeches. / * identify persuasive techniques (appeals to emotion, reason, or authority; stereotyping).
*analyze and evaluate the effectiveness of persuasive techniques.
* identify the presence of bias in literature, film, advertising, and/or speeches.
QCA6c: Locate important details and facts that support ideas, arguments, or inferences in increasingly challenging texts, and substantiate analyses with textual examples that may be in widely separated sections of the text or in other sources. / * locate details and facts that support ideas, arguments, or inferences in a text.
* support my analysis of a text with textual evidence from various sections of the same text and/or in other sources.
QC A6d: Distinguish between fact and opinion, basing judgments on evidence and reasoning. / *tell the difference between fact and opinion, using evidence to support my reasoning.
LITERARY CRITICISM / I can…
QC A.7 a: Learn appropriate literary terms and apply them to increasingly challenging texts (e.g., using the terms symbol and allusion appropriately in a discussion of Alice Walker’s poem “Women.”) / *define theme/universal idea, ballad, sonnet, ode, rhythm, abstract, concrete, rhyme scheme, and meter and apply them to the appropriate text.
QC A.7 c: Read literary criticism, with assistance, to increase comprehension of increasingly challenging literary texts. / *read and analyze literary criticism.
QUALITY CORE WRITING
MODES OF WRITING FOR DIFFERENT PURPOSES AND AUDIENCES / I can . . .
QC B2. d: Craft first and final drafts of responses to literature that organize an insightful interpretation around several clear ideas, premises, or images and support judgments with specific references to the original text and to other texts or authors. / * * *write a first draft of a response to literature with a clear purpose/focus, idea development.
Organization, Unity and Coherence / I can . . .
QC B3. a: Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing. / *explain a thesis statement.
*identify the thesis statement in informational writing
*craft a thesis statement.
*develop a clear plan or outline to include narrative in informational writings.
QC B3. b: Organize writing to create a coherent whole with effective, fully developed paragraphs, similar ideas grouped together for unity, and paragraphs arranged in a logical sequence. / *effectively use the writing process to create various writing pieces.
*use writing strategies to create unity with writing.
QC B3. c: Add important information and delete irrelevant information to more clearly establish a central idea. / *use revision strategies to create a clearly established central idea.
QC B3. d: Rearrange words, sentences, and/or paragraphs and add transitional words and phrases to clarify meaning and maintain consistent style, tone, and voice. / *use editing and revision strategies.
QC B3. e: Write an introduction that engages the reader and a conclusion that summarizes extends, or elaborates points or ideas in the writing. / *write an engaging lead using effective writing strategies.
*write an effective conclusion that summarizes major points or ideas.
KCAS WRITING
TEXT TYPE AND PURPOSE
RESEARCH TO BUILD AND PRESENT KNOWLEDGE / I can...
W-9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. / *identify the writing style (argument, informative/ explanatory, or narrative) that best fits my task, purpose, and audience.
*use organizational/formatting structures (graphic organizers) to develop my writing ideas.
*compose a clear and logical piece of writing that demonstrates my understanding of a specific writing style.
W-9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10) / *use prewriting strategies to formulate ideas (e.g.,
graphic organizers, brainstorming, lists).
*recognize that a well-developed piece of writing
requires more than one draft.
*apply revision strategies (e.g., reading aloud, checking
for misunderstandings, adding and deleting details) with
the help of others.
*can edit my writing by checking for errors in c
capitalization, punctuation, grammar, spelling, etc.
*analyze my writing to determine if my purpose and
audience have been fully addressed and revise when
necessary.
*prepare multiple drafts using revisions and edits to
develop and strengthen my writing.
*recognize when revising, editing, and rewriting are not
enough, and I need to try a new approach.
W-9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. / *can identify technology (e.g. Word, Publisher,
PowerPoint, wiki blog) that will help me produce,
publish, and update my individual or shared writing
products.
*can determine the most efficient technology medium to
complete my writing task.
*use technology to enhance my writing product by
linking it to other information and/or displaying
information flexibly and dynamically.
SPEAKING AND LISTENING
COMPREHENSION AND COLLABORATION / I can . . .
SL.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. / *define point of view.
*determine a speaker’s point of view.
*define rhetoric (a technique used to persuade a listener to consider a topic from a different perspective).
*identify when a speaker uses evidence and/or rhetoric and analyze how these techniques strengthen his/her point of view or purpose.
*recognize when a speaker introduces distorted evidence (unjust interpretation) and/or fallacious reasoning (incorrect reasoning – People who sneeze have allergies. Katy sneezed, so she must be allergic to something.) to his/her argument.
SL-9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. / *present information, findings, and/or supporting evidence clearly, concisely, and logically.
*present my information in a sequence that allows the listener to follow my line of reasoning.
*prepare a presentation with organization, development, substance, and style that are appropriate to purpose, task, and audience.
SL-9-10.6: Adapt speech to a variety of context and tasks, demonstrating command of formal English when indicated or appropriate. / *identify various reasons for speaking (e.g., informational, descriptive, formal, informal).
*determine speaking tasks that will require a formal structure.
LANGUAGE
CONVENTIONS OF STANDARD ENGLISH
Continue to refine and reinforce language standards and skills based on student need.

ONGOING standards

9-10Ongoing KCAS Standards and Targets

DECONSTRUCTED standards

For all the KDE deconstructed standards, click on the link below:

Suggested Works

(*) indicates a KCAS exemplar text

Literary Texts

Advanced / Honors
Teacher’s Discretion / Teacher’s Discretion

Poems (3-4 recommended per unit)

  • Tell all the Truth but tell it slant - Emily Dickenson
  • I Dwell in Possibility – Emily Dickenson
  • blessing the boats (at St. Mary’s) by Lucille Clifton
  • Generation to Generation - Antonie de Saint-Exupery

Short Stories (1-2 recommended per unit)

Teacher choice based on student need

Informational (3-5 recommended per unit)

  • The peak, the Man and the Mission – Haluk Akay. The article presents information on Greg Mortenson prior to the controversy surrounding his humanitarian work. Lexile 1180 (You will need to click on the first item in the list – it opens in word)
  • Shattered Faith. Newsweek. The article discusses Greg Mortenson and the questions about the truthfulness of his claims. Lexile: 1170
  • Making a Difference – Mary Lord. Chicago business students volunteer to make a difference in local schools. Lexile 1200
  • Growing Up – Saiyuri Pillay. This personal narrative is written by a teenager about her personal involvement in peace activism. Lexile 1220
  • Teens Making a Difference article
  • A teen writes about community service.
  • Hope for the Hungry – Jane Fowler. This article focuses on the charity program, “Blessings in a Backpack.”

Art, Music, and Media (3-5 recommended per unit)

Note: It is not suggested that students view full length films or documentaries, but that teachers pull excerpts from these media to enhance and use for analysis during instruction.

  • Two Interwoven Hands - Todd Davidson (painting)
  • Interwoven Hands - Todd Davidson (painting)
  • Pay It Forward image
  • The Rest of Your Life illustration
  • The 60 minutes expose’ on the work of Greg Mortenson. 15 minutes.
  • Invisible Children (documentary and website) Three young filmmakers traveled to Africa in search of a story. What started out as a filmmaking adventure became much more. They produced the documentary titled Invisible Children. It wasn’t long before millions of people had seen the documentary and knew about the “invisible children.”
  • Website created by four teenage girls who wanted to make a difference in the world. Includes ideas for volunteering and blogs of their journey. Ultimately, they hope to inspire other teens like to do the same.
  • Me to We transforms consumers into world changers, one transaction at a time and sells socially conscious and environmentally friendly clothes, books and music – as well as life-changing experiences. Me to We measures the bottom line, not by dollars earned, but by number of lives changed and the positive social and environmental impact they make.
  • This is the Three Cups of Tea official website that includes author information as well as hundreds of articles (under the heading of Media and Press).
  • Pennies for Peace is an international service-learning program with tens of thousands of participants around the globe.
  • Teens Make a Difference. Teens across America are making a difference in their communities. Getting involved is easy, see how these three groups of youth activists made a positive difference
  • You Tube - There are a variety of clips available of teens making a difference.
  • In a time of great concern about the safety of our food sources, rising obesity and diabetes rates, as well as the cultural disconnection between our food and the earth, the Food Literacy Project offers education programs that foster healthier children and communities.
  • The Social Network (movie)
  • Pay it Forward (movie)
  • Man in the Mirror lyrics by Michael Jackson,

Sample Activities and FORMATIVE Assessments

Note: If sample activities and formative assessments are specific to a particular text that you are not using, consider how you could modify the activity or assessment to the text you are using.

(*) indicates a KCAS performance task (**) indicates LDC template task

Reading

  • An analysis of Dickenson’s poem Tell all the Truth but tell it slant -
  • Questions to accompany Dickenson’s poem:

⇾What does Dickenson mean by telling the truth “slant?” Possible answer: She means that the truth may have to be worded carefully or adapted.

⇾Have students consider the many kinds of half-truths and white lies that people tell. Would it be possible to avoid these for a day?

⇾Have students identify and interpret the form and explain how meaning is conveyed through the features, including sound (e.g., rhythm, repetition, alliteration), structure (e.g., meter, rhyme scheme), graphic elements (e.g., punctuation, line length, word position), and poetic devices (e.g., metaphor, imagery, personification, tone, symbolism). (QC A.3.d)

⇾Consider how Dickenson’s poem compares to Three Cups of Tea. Where does the truth lie?

  • An analysis of Dickenson’s poem I Dwell in Possibility
  • Strategies and questions to accompany Dickenson’s poem:

⇾Review with students the meanings of figurative language and the different types (similes and metaphors). As you and/or students read Dickenson’s poem, have them identify how she uses figurative language? You might even have them keep a chart to track the figurative language. One possible answer: not literally a house of possibility. Follow up by asking the type of figurative language Dickenson uses and discuss what is really being conveyed.

⇾Have students make a list of what they “notice” about the poem (dashes, random capitalization, lack of periods, commas, unusual diction). Discuss the use of dashes, random capitalization, lack of punctuation, and unusual diction and how those stylistic choices support the writer’s message and impact the poem’s meaning.

⇾Have students paraphrase Dickenson’s poem by “translating” her unusual diction into more modern language.

⇾Have students identify and interpret the form and explain how meaning is conveyed through the features, including sound (e.g., rhythm, repetition, alliteration), structure (e.g., meter, rhyme scheme), graphic elements (e.g., punctuation, line length, word position), and poetic devices (e.g., metaphor, imagery, personification, tone, symbolism). (QC A.3.d)

⇾After reading and analyzing the poem, have students discuss how the poem could be connected to the essential question for this unit.

  • As you read blessing the boats

⇾Have students make a list of what they notice about the poem(figurative language, lack of punctuation, repetition of “may you,” use of 2nd person, etc.).

⇾Help students understand that the speaker is trying to convey that overcoming fear is necessary for opening up to opportunities and that any and every thing is possible.

⇾Have students identify and interpret the form and explain how meaning is conveyed through the features, including sound (e.g., rhythm, repetition, alliteration), structure (e.g., meter, rhyme scheme), graphic elements (e.g., punctuation, line length, word position), and poetic devices (e.g., metaphor, imagery, personification, tone, symbolism). (QC A.3.d)

⇾Help students connect the meaning of this poem with both the essential question of the unit and Three Cups of Tea.

  • As you read Three Cups of Tea have students do close reading and make sure questions are text-based and grounded in evidence.
  • Focus on the organization and structure of text (cause/effect, problem/solution). (QC A.5.a)
  • When reading any text, have students identify, analyze, and evaluate the effectiveness of the persuasive techniques used in the writer’s argument and the presence of bias. (QC A.6.a)
  • Have students identify and locate details and facts that support ideas, arguments and inferences, and substantiate analyses with textual examples that may be in widely separated sections of the text or in other sources. (QC A.6.c)
  • Texts and Lessonsfor Content Area Reading - Daniels and Steineke. Text Set Lesson 6.

Writing

  • ** “How can my generation make a lasting impression on others?” After reading Three Cups of Tea, write an essay that addresses the question and support your position with evidence from the text. Be sure to acknowledge competing views. Give examples from past or current events or issues ot illustrate and clarify your position.
  • Journal Prompts –

⇾Make a list of things you’d want to accomplish if success were assured.