Curriculum / ELA / 10th Grade / Unit 1: Altruism and Interconnectedness in Short Texts / Lesson 8
ELA
Unit 1
10th Grade
Lesson 8 of 11
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Analyze the speaker’s perspective and poetic form to convey central ideas about interconnectedness in “The World is Too Much with Us.”
Poem: “The World is Too Much With Us” by William Woodsworth
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How does Wordsworth use the speaker’s perspective and poetic form to convey central ideas about interconnectedness in “The World is Too Much with Us?”
An example response to the Target Task at the level of detail expected of the students.
Key thinking students do about today's reading.
What jumps out to you, confuses you, or intrigues you? Where do Wordsworth’s choices around structure, word choice, and figurative language seem most revealing and important?
Who is the intended audience of the poem? How do you know?
What issue does the speaker take up with the audience?
Why does he believe that “the world is too much with us?” What does this reveal about his attitude towards the audience?
How does the poet help to resolve the problem that he is addressing? Is this an effective way to resolve the problem?
Discuss the Writing Prompt.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
haggling
v.
to dispute or bargain over the cost of something
saunter
walk in a slow, relaxed manner, without hurry or effort
racy
adj.
having a distinctively lively and spirited quality
nubble
n.
a small lump
galosh
a waterproof overshoe, typically made of rubber
delinquency
minor crime, especially that committed by young people
Reading and/or task to be completed at home in preparation for the next lesson.
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LO 1.3A — Analyze how literary elements interact to develop the central ideas of a work of literature.
RL.9-10.3 — Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Standards that are practiced daily but are not priority standards of the unit
LO 1.3B — Analyze how the writer's use of stylistic elements contributes to a work of literature's effects and meaning.
LO 2.3A — Assert a precise central claim that establishes the relationship between a work's features and overall meaning.
LO 5.1A — Extend the conversation around an idea, topic, or text by formulating questions and recognizing the claims and perspectives of others.
LO 5.1B — Cite relevant evidence and evaluate the evidence presented by others.
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.
RL.9-10.2 — Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Lesson 7
Lesson 9
Introduction
Synthesize ideas from excerpts from Justice and SuperFreakonomics to formulate an argument about altruism.
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
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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