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English II Grade 10: 1st 9 Weeks

Research Project

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

Media Specialist/ Teacher


Journeys Text
and/or Exemplary
Text Correlation

Engage students by posing the

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

Web Resources

_teacher selected database

Explore commercial and not-forprofit 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.

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
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).

Evaluation, student summary

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
Explain that students are to pick
a digital and print source and
evaluate them using the given
Evaluation, students completed
analysis of both sources.
Extension: Mini lesson on how to
cite sources; use standard given
by classroom teacher

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
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

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

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.
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)

Identify a variety of character roles,
functions, and motivations (R).

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.
Engage, students in a short video
clip (teacher choosing) that lends
itself to a strong character study.
Example Snape from Harry Potter

Identify various types of conflicts (K)

Assess the effects on individual characters
and their actions upon other characters (R).


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


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

Evaluation, student completed

graphic organizer
Engage students in slide show
that shows a number of text
messages and emoticons. Have
students discuss the tone of each


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
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

Identify rhetorical devices
Write for a specific purpose. (S)

Evaluation, discussion web where

each group shares their
conclusions of the key
ideas/claims in the text
Engage, students by placing the
following phrases on the board:
Are you nuts, Arent you just the
cutest. Discuss that these are
rhetorical questions

Appendix B
Second Inaugural


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.
Compare and contrast the
treatments of a subject through different
media (R)

Engage, students in essential

question, How do different
mediums provide different

Appendix B
Musee des Beaux


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

Identify the principal argument in a text
and the specific claims that support it.(K)
Assess the relevance of the evidence

Evaluation, student justifications

of questions.
Engage, students in a class
discussion about what makes an
effective and objective


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 preselected article. Students are to
construct their own T-chart with
the headings used in class
modeling lesson.

Identify similar themes and concepts
In various texts.(R and S)

Evaluation, student completed Tchart and summary statement

that assess the relevance of the
evidence presented.
Engage, students in a quick write;
list several objects ( global
warming, animal endangerment,
ozone layer, etc.) and have them
journal how the concepts are

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


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
Evaluation, exit slip where
students turn in a brief
comparison of the specific claims
or arguments the author
attempts to make.

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.