English II Grade 10: 1st 9 Weeks

Research Project

Media Specialist/ Teacher Connection

Journeys Text and/or Exemplary Text Correlation

Web Resources

W.10.7 Demonstrate understanding of the research subject to be investigated (S). Conduct short or extended research projects (S). Answer a question or solve a problem through research (S) Create a research produce combining relevant information from multiple sources (P).

Engage students by posing the essential question: What's the purpose of different web sites, and how do we determine this?

Explore commercial and not-for-profit web sites and determine the purpose of each: to inform, to persuade, to entertain, to express feelings. As students explore they are to determine a topic of choice that they would like to know more about.

Explain that students are to work in pairs after their topic is determined. They are to read two different articles on the same topic and create a joint summary on what was learned. Evaluation, student summary articles.

http://www.pdesas.org/module/content/resources/236/view.ashx www.limitlesslibraries.org _teacher selected database

W.10.8 Gather relevant information from a variety of authoritative print and electronic sources (S) Evaluate the credibility, reliability, authority, purpose, and perspective of digital and print sources (R). Compile evidence in varied ways to answer the research question, including the correct use of standard and academic search engines (S). Integrate relevant information that will support and build on the flow of ideas (R). Use a standard format to arrange a text, to cite sources correctly, and to document quotations, paraphrases, and other information (P).

Engage, students by posing the essential question: How do you know if a resource is giving you accurate information? Explore, with students a print and digital resource using the following criteria: Accuracy, Authority, Objectivity, Currency, and Coverage (or any other model for evaluation given by teacher) Explain that students are to pick a digital and print source and evaluate them using the given criteria. Evaluation, students completed analysis of both sources. Extension: Mini lesson on how to cite sources; use standard given by classroom teacher

http://academics.nsuok.edu/Portals/39/pdfs/Final%209th%20and%2010th%20gr%20Web%20Resources.pdf

W.10.9: Incorporate information from a text to support my own writing, including reflective and researched writing products. (S) Apply 9-10reading standards to literary Non-fiction and exhibit my learning in writing. (R)

Engage, students by posing the essential question: How do writers create compelling stories based on real or imagined experiences? Explore various narrative techniques during a mini-lesson. Discuss flashback, dialogue, point of view, etc. Explain, roles of perspective using Harper Lee's character,

Appendix B To Kill a Mockingbird

http://www.pdesas.org/module/content/resources/236/view.ashxhttp://www.pdesas.org/module/content/resources/236/view.ashxhttp://www.limitlesslibraries.org/http://academics.nsuok.edu/Portals/39/pdfs/Final%209th%20and%2010th%20gr%20Web%20Resources.pdfhttp://academics.nsuok.edu/Portals/39/pdfs/Final%209th%20and%2010th%20gr%20Web%20Resources.pdfhttp://academics.nsuok.edu/Portals/39/pdfs/Final%209th%20and%2010th%20gr%20Web%20Resources.pdf

Atticus Finch, when he claimed, "You never really understand a person until you consider things from his point of view . . . until you climb into his skin and walk around in it." (36). Evaluation of students responses throughout class discussion.

RL/RI.10.1: Draw conclusions from what is directly stated or implied in a text (R). Determine when to cite evidence from text (R/S). Determine what type of citation is required (paraphrasing, summary, direct quotation) (R)

Engage, students with essential question How do context clues aid in making inferences and/or drawing conclusions? Explore, using a practice worksheet that has a variety of statements where students have to draw conclusions.

Explain, in a mini lesson Yes Maam ( Me-Author Author-Me strategy used to draw conclusion Evaluation as a class using Yes Maam strategy to create a paper that cites text and used appropriate citations.

http://www.helpteaching.com/questions/Making_Inferences_and_Drawing_Conclusions/Grade_10 http://www.smekenseducation.com/ade4e0d9b7_sites/www.smekenseducation.com/files/Yes_MAAM_for_MAIN_IDEA.pdf

RL/RI.10.2 Identify the difference between a topic and a central idea (K). Determine the central idea of a text and state in a phrase or complete sentence (K/R) Determine the difference between objective and subjective summary (R). Select key details necessary to convey the meaning of the text in order to create a concise synopsis (R/S). Produce and objective summary of the text devoid of opinions (P)

Engage students with essential question What key words/terms identify whether an article is objective or subject. Explore, students in creating a two word webs one that list objective statements and subjective statements. Explain; that students will take identify the stance of a number of sentences. Then they are to rewrite the sentence in the opposing stance. Evaluation, of students ability to change stance of sentence.

http://www.pendercountyschools.net/UserFiles/Servers/Server_3727387/File/AIG/Tiered%20Graphic%20Organizers.pdf https://ltc.unt.edu/sites/ltc.unt.edu/files/all/UNTOWL_Objective_vs_Subjective.pdf

RL/RI.10.3 Identify a variety of character roles, functions, and motivations (R). Identify various types of conflicts (K) Assess the effects on individual characters and their actions upon other characters (R).

Engage, students in a short video clip (teacher choosing) that lends itself to a strong character study. Example Snape from Harry Potter Explore, the two terms static and dynamic characters. Provide a mini lesson using the acronym STEAL (speech, thoughts, effects, actions, looks) Explain that students will complete their own character analysis chart using the STEAL acronym. (Allow teachers to provide a list of characters to be analyzed)

http://www.readwritethink.org/files/resources/lesson_images/lesson800/Characterization.pdf

http://www.helpteaching.com/questions/Making_Inferences_and_Drawing_Conclusions/Grade_10http://www.helpteaching.com/questions/Making_Inferences_and_Drawing_Conclusions/Grade_10http://www.helpteaching.com/questions/Making_Inferences_and_Drawing_Conclusions/Grade_10http://www.smekenseducation.com/ade4e0d9b7_sites/www.smekenseducation.com/files/Yes_MAAM_for_MAIN_IDEA.pdfhttp://www.smekenseducation.com/ade4e0d9b7_sites/www.smekenseducation.com/files/Yes_MAAM_for_MAIN_IDEA.pdfhttp://www.smekenseducation.com/ade4e0d9b7_sites/www.smekenseducation.com/files/Yes_MAAM_for_MAIN_IDEA.pdfhttp://www.pendercountyschools.net/UserFiles/Servers/Server_3727387/File/AIG/Tiered%20Graphic%20Organizers.pdfhttp://www.pendercountyschools.net/UserFiles/Servers/Server_3727387/File/AIG/Tiered%20Graphic%20Organizers.pdfhttp://www.pendercountyschools.net/UserFiles/Servers/Server_3727387/File/AIG/Tiered%20Graphic%20Organizers.pdfhttps://ltc.unt.edu/sites/ltc.unt.edu/files/all/UNTOWL_Objective_vs_Subjective.pdfhttps://ltc.unt.edu/sites/ltc.unt.edu/files/all/UNTOWL_Objective_vs_Subjective.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson800/Characterization.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson800/Characterization.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson800/Characterization.pdf

Evaluation, student completed graphic organizer

L/RI.10.4 Determine which teams in a text are of significance (R). Analyze how the meaning of terms evolves as the text progresses (R).

Engage students in slide show that shows a number of text messages and emoticons. Have students discuss the tone of each example Explore, learn zillion structures; model for students how they access the lesson and how they are to pause at certain spots. Explain, that students are to complete tutorial stopping to complete lesson guided notes. Evaluation, student completed lesson guided note from

https://learnzillion.com/lessons/4469-identify-tone-by-analyzing-word-choices

RL/RI.10.5 Locate key ideas of claims made within a passage (K).

Engage students in current event topic. Example article: Trayvon Martin Cast Reignites Gun Law Debate (see website for article) Explore, guiding question: Why do pro-gun advocates believe that having few gun control laws make us safer? Explain, that student pairs are to read article two and locate the key claims/ideas that justify their response to the guiding question Evaluation, discussion web where each group shares their conclusions of the key ideas/claims in the text

http://www.oercommons.org/courses/trayvon-martin-case-reignites-gun-law-debate/view

RL/RI.10.6 Identify rhetorical devices Write for a specific purpose. (S)

Engage, students by placing the following phrases on the board: Are you nuts, Arent you just the cutest. Discuss that these are rhetorical questions Explore the concept that rhetorical questions are figures of speech. Explore key terms (as determined by teacher) allegory, alliteration, allusion Explain, that as a class you will read a portion of Lincolns Second Inaugural Address, stopping to identify rhetorical devices Evaluation, students are to future dissect Lincolns speech recording each rhetorical device they notice in the text.

Appendix B Second Inaugural Address

http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ri-9-10-6.html http://www.corestandards.org/assets/Appendix_B.pdf

RL/RI.10.7 Compare and contrast the treatments of a subject through different media (R)

Engage, students in essential question, How do different mediums provide different perspectives?

Appendix B Musee des Beaux Arts

http://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-9-10-7.html http://www.corestandards.org/assets/Appendix_B.pdf

https://learnzillion.com/lessons/4469-identify-tone-by-analyzing-word-choiceshttps://learnzillion.com/lessons/4469-identify-tone-by-analyzing-word-choiceshttp://www.oercommons.org/courses/trayvon-martin-case-reignites-gun-law-debate/viewhttp://www.oercommons.org/courses/trayvon-martin-case-reignites-gun-law-debate/viewhttp://www.oercommons.org/courses/trayvon-martin-case-reignites-gun-law-debate/viewhttp://www.shmoop.com/common-core-standards/ccss-ela-literacy-ri-9-10-6.htmlhttp://www.shmoop.com/common-core-standards/ccss-ela-literacy-ri-9-10-6.htmlhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-9-10-7.htmlhttp://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-9-10-7.htmlhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_B.pdf

Analyze how emphasizing details from separate accounts provides multiple perspectives about a subject.(R)

Explore, poem Musee Des Beaux as a class Explain that students are now to analyze Brueghels Landscape with the Fall and answer the following question:1. How are the poems related? 2. How do each piece treat the fact of Icarus death? Justify with text Evaluation, student justifications of questions.

RL/RI.10.8 Identify the principal argument in a text and the specific claims that support it.(K) Assess the relevance of the evidence presented.(R)

Engage, students in a class discussion about what makes an effective and objective argument? Explore, an exemplar text article (or one designated by teacher) using a T-chart with headings a. claim b. evidence. Explain, students are not to get in a group of 3-4 and read a pre-selected article. Students are to construct their own T-chart with the headings used in class modeling lesson. Evaluation, student completed T-chart and summary statement that assess the relevance of the evidence presented.

http://schools.nyc.gov/NR/rdonlyres/8C901879-B581-437F-8531-2EF5BF51FAB7/0/NYCDOEG9_10LiteracyNewMedia_Final.pdf

RL/RI.10.9 Identify similar themes and concepts In various texts.(R and S)

Engage, students in a quick write; list several objects ( global warming, animal endangerment, ozone layer, etc.) and have them journal how the concepts are similar Explore, mini lesson on how to use change frame table (see website for template) and excerpts from George Washington's "Farewell Address" and Franklin Roosevelt's "State of the Union Address Explain, that students are to work in pairs for independently to complete change frame table. Students are then to discuss their recorded claims and justifications. Evaluation, exit slip where students turn in a brief comparison of the specific claims or arguments the author attempts to make.

Appendix B George Washington's "Farewell Address" and Franklin Roosevelt's "State of the Union Address"

http://www.corestandards.org/assets/Appendix_B.pdf http://www.isbe.net/common_core/pdf/ela-teach-strat-read-text-6-12.pdf

Additional Teaching Notes:

Each lesson idea provided is designed to be used as a dialogue starter between the media

specialist and content area teacher. Examples are intended to be modified to meet the needs of

the students and curricular mandates.

http://schools.nyc.gov/NR/rdonlyres/8C901879-B581-437F-8531-2EF5BF51FAB7/0/NYCDOEG9_10LiteracyNewMedia_Final.pdfhttp://schools.nyc.gov/NR/rdonlyres/8C901879-B581-437F-8531-2EF5BF51FAB7/0/NYCDOEG9_10LiteracyNewMedia_Final.pdfhttp://schools.nyc.gov/NR/rdonlyres/8C901879-B581-437F-8531-2EF5BF51FAB7/0/NYCDOEG9_10LiteracyNewMedia_Final.pdfhttp://schools.nyc.gov/NR/rdonlyres/8C901879-B581-437F-8531-2EF5BF51FAB7/0/NYCDOEG9_10LiteracyNewMedia_Final.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.isbe.net/common_core/pdf/ela-teach-strat-read-text-6-12.pdfhttp://www.isbe.net/common_core/pdf/ela-teach-strat-read-text-6-12.pdf