Curriculum / ELA / 10th Grade / Unit 1: Altruism and Interconnectedness in Short Texts / Lesson 1
ELA
Unit 1
10th Grade
Lesson 1 of 11
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Synthesize ideas from excerpts from Justice and SuperFreakonomics to formulate an argument about altruism.
Excerpt: SuperFreakonomics: Global Cooling, Patriotic Prostitutes, and Why Suicide Bombers Should Buy Life Insurance by Steven D. Levitt and Stephen J. Dubner (Chapter 3) pp. 139 – 141
Excerpt: Justice by Michael J. Sandel
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
To what extent were the individuals' responses to Kitty Genovese’s tragic incident and Hurricane Charley ethical and altruistic?
An example response to the Target Task at the level of detail expected of the students.
Key thinking students do about today's reading.
(SuperFreakonomics) How did the bystanders respond to the incident involving Kitty Genovese?
(Justice) How did companies respond to Hurricane Charley?
(SuperFreakonomics) What is the author’s perspective about how the bystanders responded? How do you know?
(SuperFreakonomics) What is the bystander effect? In what way does the lack of response from observers relate to the bystander effect?
(Justice) What are the arguments for and against price gouging?
Reading and/or task to be completed at home in preparation for the next lesson.
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LO 1.1A — Analyze a wide range of texts for multiple meanings.
LO 1.4B — Synthesize ideas from multiple texts and explain how the texts may convey different perspectives on a common theme or idea.
RL.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Standards that are practiced daily but are not priority standards of the unit
LO 2.2A — Assert a precise central claim.
LO 5.1A — Extend the conversation around an idea, topic, or text by formulating questions and recognizing the claims and perspectives of others.
SL.9-10.1 — Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
W.9-10.1.a — Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Lesson 2
Introduction
LO 1.1A LO 1.4B RL.9-10.1
Close Reading
Determine the audience's needs, values, and beliefs in John Lewis’s farewell essay and examine the rhetorical strategies that compel his audience to action.
LO 1.2B RI.9-10.6
Identify and analyze the rhetorical situation and key diction choices in “A Call for Unity.” Craft an argument about the extent to which the public statement is ethical.
LO 1.2B LO 2.3A RI.9-10.6 W.9-10.2.a
Analyze how King’s rhetorical strategies address his audience’s needs, values, and beliefs.
Socratic Seminar
Analyze how King achieves his authorial purpose by identifying and interpreting his rhetorical strategies.
Assessment: Free Response
Analyzes the rhetorical choices that Lewis or King makes to convey his message about the importance of unifying in response to injustice.
LO 2.2B LO 2.3A LO 2.3C LO 2.3D RI.9-10.1 RI.9-10.2 RI.9-10.6 W.9-10.2
Analyze Sammy’s characterization and narrative perspective to unpack central ideas in “A&P.”
LO 1.3B RL.9-10.3
Analyze the speaker’s perspective and poetic form to convey central ideas about interconnectedness in “The World is Too Much with Us.”
LO 1.3A RL.9-10.3
Analyze how the author uses the juxtaposition between "The Pledge of Allegiance" and the Thanksgiving address to convey central ideas about gratitude and interconnectedness in the excerpt from Braiding Sweetgrass.
Assessment: Socratic Seminar
Formulate and share unique arguments about meaning across Unit 1 texts. Support arguments with strong and thorough textual evidence in a summative Socratic Seminar.
LO 5.1A LO 5.1B RI.9-10.1 RI.9-10.2 RI.9-10.6 RL.9-10.2 RL.9-10.3 SL.9-10.1 SL.9-10.2
Assessment: Performance Task – 4 days
Complete the performance task to show mastery of unit content and standards.
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