Grade 10 Intensive Reading Curriculum Map

MODULE 10.1

Reading Closely and Writing to Analyze:
How Do Authors Develop Complex Characters and Ideas?

Lessons Literacy Skills and Habits Assessed and Assessments
Text in the Addressed
CCSS
Unit

Unit 1: “We cannot go to the country / for the country will bring us / no peace”

“The Passionate Shepherd to 7  Read closely for textual details RL.9-10.1 End-of-Unit:
His Love” by Christopher
Marlowe  Annotate texts to support comprehension and analysis RL.9-10.2 Students write a multi-paragraph
“The Nymph’s Reply to the
Shepherd” by Sir Walter  Engage in productive, evidence-based discussions RL.9-10.4 response to the following prompt:
Raleigh
“Raleigh Was Right” by about text RL.9-10.5 How does a shared central idea
William Carlos Williams
 Collect and organize evidence from texts to support RL.9-10.9 develop over the three poems from

analysis in writing W.9-10.2.b, d this unit?

 Make claims about and across texts using specific W.9-10.9.a

textual evidence SL.9-10.1.a

 Develop and incorporate domain-specific vocabulary in L.9-10.4.a
L.9-10.5.a
written and verbal responses
L.9-10.6
 Use vocabulary strategies to define unknown words

 Paraphrase and quote relevant evidence from texts

 Write informative texts to convey complex ideas

 Use rubrics and checklists for self-assessment of

participation in discussion

Unit 2: “For one does not alter history without conviction.”

“The Palace Thief” by Ethan 13  Read closely for textual details RL.9-10.2 Mid-Unit:
Canin
 Annotate texts to support comprehension and analysis RL.9-10.3 Students write a multi-paragraph

 Engage in productive evidence-based discussions about W.9-10.2.a, b, response to the following prompt:

the text c, f How has Hundert developed over

 Collect and organize evidence from the text to support W.9-10.4 the course of the text thus far?

analysis in writing W.9-10.9.a

 Analyze the text using specific textual evidence SL.9-10.1.a, c End-of-Unit:

 Use vocabulary strategies to define unknown words L.9-10.1 Students write a multi-paragraph
 Trace the development of ideas over the course of the L.9-10.2.c response to the following prompt:
L.9-10.4.a Analyze how the interactions
text L.9-10.5.a between Hundert and the Bells
 Paraphrase and quote relevant evidence from texts develop a central idea of the text in
 Independently preview texts in preparation for “The Palace Thief.”

supported analysis

 Write informative texts to convey complex ideas
 Incorporate newly learned vocabulary in written and

verbal responses
 Use rubrics and checklists for self-assessment of

participation in discussion

Unit 3: “I won’t let her change me, I promised myself. I won’t be what I’m not.”

“Rules of the Game” and 14 Read closely for textual details RL.9-10.2 Mid-Unit:
“Two Kinds” from The Joy
Luck Club by Amy Tan Annotate texts to support comprehension and analysis RL.9-10.3 Students write a formal, multi-
“Dreaming of Heroes”
(excerpt pp. 73-87) from Engage in productive evidence-based discussions about RI.9-10.1 paragraph response to one of the
Friday Night Lights by H. G.
Bissinger text RI.9-10.2 following prompts:

Collect and organize evidence from texts to support RI.9-10.3 In “Rules of the Game,” to what

analysis in writing RI.9-10.6 extent does Waverly meet her

Analyze the text using specific textual evidence W.9-10.2.a, b, mother’s expectations that she

Use vocabulary strategies to define unknown words f master “the art of invisible strength”

Interpret figurative language W.9-10.4 over the course of the chapter?

Trace the development of ideas over the course of the text W.9-10.9.a, b In “Two Kinds,” Jing-mei states, "My

Paraphrase and quote relevant evidence from texts SL.9-10.1.a, d, mother believed you could be

Independently preview texts in preparation for supported e anything you wanted to be in

analysis SL.9-10.4 America (p. 132). To what extent

Write informative texts to convey complex ideas L.9-10.1.a, b does Jing-mei’s story support this

Incorporate newly learned vocabulary in written and verbal L.9-10.2.a, c belief?

responses L.9-10.3

Present information, findings, and evidence clearly, L.9-10.4.a End-of-Unit:

concisely, and logically L.9-10.5 Students write a formal, multi-

paragraph response to the following

prompt:

Respond to the following prompt

using evidence from “Dreaming of

Heroes” from Friday Night Lights

and either “Rules of the Game” or

“Two Kinds” from The Joy Luck Club:

How do the relationships between

children and their parents develop a

central idea common to these two

texts?

MODULE 10.2

Reading Closely and Writing to Analyze:
How Do Authors Develop Complex Characters and Ideas?

Lessons Assessed and
Addressed
Text in the Literacy Skills and Habits CCSS Assessments

Unit RL.9-10.2 Mid-Unit:
RL.9-10.4 Determine a purpose in “Letter from
10.2.1: “[T]he cup of endurance runs over.” RI.9-10.3 Birmingham Jail” and analyze how
RI.9-10.4 King uses rhetoric and specific word
“Letter From Birmingham 20  Read closely for textual details. RI.9-10.5 choices to advance that purpose.
Jail” (King)  Annotate texts to support comprehension and analysis. RI.9-10.6 (RL.9-10.4 and RL.9-10.6)
RI.9-10.8 End-of-Unit:
“In This Blind Alley” (Shamlu)  Engage in productive, evidence-based conversations W.9-10.2.a-f Analyze how King develops and
about text. W.9-10.9.b refines his claims to advance his
L.9-10.1 purpose. (RL.9-10.5 and RL.9-10.6)
“Freedom” (Tagore)  Collect evidence from texts to support analysis. L.9-10.2
 Determine meaning of unknown vocabulary. L.9-10.5 Mid-Unit:
RL.9-10.6 How does Alvarez develop the claim
“Women” (Walker)  Question texts during reading to deepen understanding. W.9-10.9.a she makes in paragraph 15? (RL.9-
 Analyze the impact of an author’s choices. SL.9-10.1.a-e 10.5)
L.9-10.1.a
 Summarize a text objectively. L.9-10.2.a End-of-Unit:
L.9-10.4.a, b How does the sentence “No flies fly
10.2.2: “No flies fly into a closed mouth.” L.9-10.5.a, b into a closed mouth” (par. 21)
develop and refine one of Alvarez’s
“A Genetics of Justice” 10  Read closely for textual details. RI.9-10.2
(Alvarez)  Annotate texts to support comprehension and analysis. RI.9-10.3
RI.9-10.5
 Engage in productive evidence-based conversations about RI.9-10.7
W.9-10.2.a-f
“Remembering To Never text. W.9-10.9.b
Forget” (Memmott)  Collect evidence from texts to support analysis. L.9-10.1
 Organize evidence to plan around writing. L.9-10.2
SL.9-10.1.a-e
 Determine meaning of unknown vocabulary.

 Question texts during reading to deepen understanding.

 Analyze the impact of an author’s choices.

L.9-10.4.a, b ideas in “A Genetics of Justice”?
L.9-10.5.a (RI.9-10.5)

10.2.3: “...to lift men everywhere to a higher standard of life and to a greater enjoyment of freedom.”

The Universal Declaration of 7  Read closely for textual details. RI.9-10.5, Mid-Unit:
Human Rights
 Annotate texts to support comprehension and RI.9-10.6, Students answer questions, write
“On the Adoption of the informally in response to text-based
Universal Declaration of analysis. RI.9-10.8 prompts, and present information in
Human Rights” by Eleanor an organized and logical manner.
Roosevelt  Delineate an argument, assessing evidence and W.9-10.2.a-f
End-of-Unit:
“Address to the United reasoning. RI.9-10.9
Nations Youth Assembly” by Students write a multi-paragraph
Malala Yousafz  Engage in productive evidence-based conversations SL.9-10.1.a-e essay responding to the following
prompt based on their work in this
about text. L.9-10.1 unit: Delineate the argument in each
of the unit texts and analyze how
 Determine meaning of unknown vocabulary. L.9-10.2 the authors develop a common
 Independently preview text in preparation for L.9-10.4.a, b claim.

supported analysis.

 Paraphrase and quote relevant evidence from a text.

 Write original evidence-based claims.

 Generate and respond to questions in scholarly

discourse