Students examine the ideas of fate These text sets will examine the effect Priority standards: and free will, as portrayed in classics of poverty, race, and education on a RL.10.1 and/or modern texts. Students person’s life expectancy, life quality, RL.10.2 analyze the use of rhythm, and outcome? RL.10.7 punctuation and imagery to convey RI.10.1 motives, thoughts and feelings of All focus primarily on the reading RI.10.2 characters. Evidence based writing standards. Teacher will find, however, focuses on arguing whether fate or RI.10.3 there are logical extensions to be free will played a role in the outcome RI.10.6 made in order to integrate all of an event. W.10.1 standards. W.10.4 Anchor text: W.10.5 Use EdConnect resources to support Other Wes Moore” by: Wes “The your instruction W.10.7 Moore W.10.8 W.10.9 W.10.10 January 2019 Monday Tuesday Wednesday Thursday Friday 31 1 2 3 4 Unit three introduction: RI.10.6 Determine an author’s RI.10.6 Determine an author’s point Winter Winter Break Fate or Free Will? of view or purpose in a of view or purpose in a text and Schools Closed Schools Closed text and analyze how an analyze how an author uses rhetoric author uses rhetoric to to advance that point of view or RI.10.6 Determine an advance that point of view purpose. author’s of view or or purpose. RI.10.1 Cite strong and thorough purpose in a text and RI.10.1 Cite strong and textual evidence to support analysis analyze how an author thorough textual evidence to of what the text says explicitly as uses rhetoric to advance support analysis of what the well as inferences drawn from the that point of view or text says explicitly as well as text. purpose. inferences drawn from the Anchor text sets: Statistics “Troubling RI.10.1 Cite strong and text. for African Americans Males in the thorough textual evidence Anchor text sets: Classroom” and Way Out of the “Troubling “The to support analysis of what Statistics for African Black Poverty Cycle” See Unit 3 plan
Students examine the ideas of fate and free will, as portrayed in classics and/or modern texts. Students analyze the use of rhythm, punctuation and imagery to convey motives, thoughts and feelings of characters. Evidence based writing focuses on arguing whether fate or free will played a role in the outcome of an event. Anchor text: “The Other Wes Moore” by: Wes Moore These text sets will examine the effect of poverty, race, and education on a person’s life expectancy, life quality, and outcome? All focus primarily on the reading standards. Teacher will find, however, there are logical extensions to be made in order to integrate all standards. Use EdConnect resources to support your instruction Priority standards: RL.10.1 RL.10.2 RL.10.7 RI.10.1 RI.10.2 RI.10.3 RI.10.6 W.10.1 W.10.4 W.10.5 W.10.7 W.10.8 W.10.9 W.10.10 January 2019 Monday Tuesday Wednesday Thursday Friday 31 1 2 3 4 Winter Schools Closed Winter Break Schools Closed Unit three introduction: Fate or Free Will? RI.10.6 Determine an author’s of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.10.1 Cite strong and thorough textual evidence to support analysis of what RI.10.6 Determine an author’s of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.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. Anchor text sets: “Troubling Statistics for African RI.10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.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. Anchor text sets: “Troubling Statistics for African Americans Males in the Classroom” and “The Way Out of the Black Poverty Cycle” See Unit 3 plan
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