GRADE 10
PCG's Paths to College and Career curriculum provides educators with lesson-by-lesson guidance to implement the Common Core State Standards (CCSS) for grade 10 English Language Arts (ELA).
The grade 10 curriculum modules offer a variety of rich texts that engage students in analysis of literary and journalistic nonfiction as well as poetry, drama, and fiction. Classic and contemporary authors represented in the grade 10 modules include Christopher Marlowe, Amy Tan, Martin Luther King, Jr., Alice Walker, Malala Yousafzai, E.B. White, William Shakespeare, and Niccolò Machiavelli. Working with these texts, students build knowledge, analyze ideas, delineate arguments and develop writing, collaboration, and communication skills. The lessons within the modules are linked explicitly to the Common Core Learning Standards, and provide a rigorous and pedagogically sound approach for how the standards can come alive with thoughtful planning, adaption, and instruction. In Module 10.1, students engage with literature and nonfiction texts and explore how complex characters develop through their interactions with each other, and how these interactions develop central ideas in the texts. In Module 10.2, students read, discuss, and analyze poems and informational texts focusing on how authors use rhetoric and word choice to develop ideas or claims about human rights. Students also explore how nonfiction authors develop arguments with claims, evidence, and reasoning. In Module 10.3, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Modules 10.1 and 10.2, students explore topics that have multiple positions and perspectives by gathering and analyzing research based on vetted sources to establish a position of their own. In Module 10.4, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and fate. Students also explore how texts are interpreted visually, both on screen and on canvas.
|
Download the grade 10 curriculum map for a detailed overview of the grade 10 curriculum:
|
| ||
Note: Clicking on any of the Purchase buttons will open the Jossey-Bass website in a separate window where you can purchase bound hard-copies. Clicking on any of the Download buttons will open the EngageNY website in a separate window. From there, you can download an entire module or specific lessons (in PDF and Word formats).
MODULE 10.1
Reading Closely and Writing to Analyze
How Do Authors Develop Complex Characters and Ideas?
How Do Authors Develop Complex Characters and Ideas?
|
Primary Texts:
|
Number of Lessons:
38 lessons (including performance assessment) |
Module Description:
In Module 10.1, students explore the intertextuality of three related poems that span several centuries: Christopher Marlowe’s pastoral poem “The Passionate Shepherd to His Love,” Sir Walter Raleigh’s critical reply “The Nymph’s Reply to the Shepherd,” and William Carlos Williams’ contemporary poem “Raleigh Was Right.” The analysis of related central ideas in these poems scaffolds students’ work with central ideas in Ethan Canin’s novella “The Palace Thief.” Students also consider how Canin uses figurative language to highlight the motivations and interactions of complex characters. In Unit 3, students continue to analyze character interactions and explore the effects of those interactions on identity in Amy Tan’s The Joy Luck Club and a chapter from H.G. Bissinger’s nonfiction text, Friday Night Lights.
In Module 10.1, students explore the intertextuality of three related poems that span several centuries: Christopher Marlowe’s pastoral poem “The Passionate Shepherd to His Love,” Sir Walter Raleigh’s critical reply “The Nymph’s Reply to the Shepherd,” and William Carlos Williams’ contemporary poem “Raleigh Was Right.” The analysis of related central ideas in these poems scaffolds students’ work with central ideas in Ethan Canin’s novella “The Palace Thief.” Students also consider how Canin uses figurative language to highlight the motivations and interactions of complex characters. In Unit 3, students continue to analyze character interactions and explore the effects of those interactions on identity in Amy Tan’s The Joy Luck Club and a chapter from H.G. Bissinger’s nonfiction text, Friday Night Lights.
MODULE 10.2
“These are strange times, my dear”
How Do Authors Use Rhetoric and Word Choice to Develop Ideas and Claims?
How Do Authors Use Rhetoric and Word Choice to Develop Ideas and Claims?
|
Primary Texts:
|
Number of Lessons:
40 lessons (including performance assessment) |
Module Description:
Module 10.2 builds on the notion of identity by engaging students in the analysis of complex informational and literary nonfiction texts and rich poetry on the topic of human rights. Students examine Martin Luther King, Jr.’s use of rhetoric in his argument for universal acceptance of equal human rights in “Letter from Birmingham Jail,” and explore central ideas and figurative language in three poems that provide international and feminist perspectives on the shared desire for human rights: “In This Blind Alley” by Ahmad Shamlu, “Freedom” by Rabindranath Tagore, and “Women” by Alice Walker. Students then read Julia Alvarez’s autobiographical essay “A Genetics of Justice” accompanied by Mark Memmott’s journalistic article “Remembering Never to Forget,” focusing on how each author presents details to develop different portrayals of Rafael Trujillo and his dictatorship in the Dominican Republic. Students also engage with a legal document (The Universal Declaration of Human Rights) and two speeches (“On the Adoption of the Universal Declaration of Human Rights” by Eleanor Roosevelt and Malala Yousafzai’s “Address to the United Nations Youth Assembly”) to examine the argument in each and analyze how the use of rhetoric furthers specific claims related to human rights.
Module 10.2 builds on the notion of identity by engaging students in the analysis of complex informational and literary nonfiction texts and rich poetry on the topic of human rights. Students examine Martin Luther King, Jr.’s use of rhetoric in his argument for universal acceptance of equal human rights in “Letter from Birmingham Jail,” and explore central ideas and figurative language in three poems that provide international and feminist perspectives on the shared desire for human rights: “In This Blind Alley” by Ahmad Shamlu, “Freedom” by Rabindranath Tagore, and “Women” by Alice Walker. Students then read Julia Alvarez’s autobiographical essay “A Genetics of Justice” accompanied by Mark Memmott’s journalistic article “Remembering Never to Forget,” focusing on how each author presents details to develop different portrayals of Rafael Trujillo and his dictatorship in the Dominican Republic. Students also engage with a legal document (The Universal Declaration of Human Rights) and two speeches (“On the Adoption of the Universal Declaration of Human Rights” by Eleanor Roosevelt and Malala Yousafzai’s “Address to the United Nations Youth Assembly”) to examine the argument in each and analyze how the use of rhetoric furthers specific claims related to human rights.
MODULE 10.3
Researching Multiple Perspectives to Develop a Position
Module Description:
Module 10.3 provides students with the opportunity to conduct their own inquiry-based iterative research process. As they read sections from The Immortal Life of Henrietta Lacks by Rebecca Skloot, students surface and track potential research topics regarding medicine, ethics, and scientific research, as these topics emerge from the text. Students explore topics that have multiple positions and perspectives by gathering and analyzing research based on vetted sources. Students establish a position of their own during this research process. In the final unit of the module, students further develop critical writing skills as they self-edit, peer review, and revise their writing to produce effective evidence-based arguments.
Module 10.3 provides students with the opportunity to conduct their own inquiry-based iterative research process. As they read sections from The Immortal Life of Henrietta Lacks by Rebecca Skloot, students surface and track potential research topics regarding medicine, ethics, and scientific research, as these topics emerge from the text. Students explore topics that have multiple positions and perspectives by gathering and analyzing research based on vetted sources. Students establish a position of their own during this research process. In the final unit of the module, students further develop critical writing skills as they self-edit, peer review, and revise their writing to produce effective evidence-based arguments.
MODULE 10.4
“It is a Tale … Full of Sound and Fury”
How Do Authors Use Craft and Structure to Develop Characters and Ideas?
How Do Authors Use Craft and Structure to Develop Characters and Ideas?
Module Description:
In Module 10.4, students apply the skills and processes they have developed throughout the year to delve into classic texts spanning five centuries. Beginning in Unit 1 with E.B. White’s 20th century essay, “Death of a Pig,” students consider narrative structures, style, and the concept of tragedy. Students develop a deeper understanding of tragedy in Unit 2 as they read William Shakespeare’s Macbeth and analyze other artists’ interpretations of Shakespeare’s work by viewing paintings by 19th century artists and film excerpts, including Akira Kurosawa’s “Throne of Blood.” In Unit 3, students read excerpts from Niccolò Machiavelli’s 16th century text “The Prince,” considering central ideas, such as the intersections of morality and ambition with imbalance and disorder, which builds upon students’ analysis of related central ideas over the course of the module.
In Module 10.4, students apply the skills and processes they have developed throughout the year to delve into classic texts spanning five centuries. Beginning in Unit 1 with E.B. White’s 20th century essay, “Death of a Pig,” students consider narrative structures, style, and the concept of tragedy. Students develop a deeper understanding of tragedy in Unit 2 as they read William Shakespeare’s Macbeth and analyze other artists’ interpretations of Shakespeare’s work by viewing paintings by 19th century artists and film excerpts, including Akira Kurosawa’s “Throne of Blood.” In Unit 3, students read excerpts from Niccolò Machiavelli’s 16th century text “The Prince,” considering central ideas, such as the intersections of morality and ambition with imbalance and disorder, which builds upon students’ analysis of related central ideas over the course of the module.
