Grade 10 Literacy Module 3 The Impending CrisisSubject: English/Language Arts and Social StudiesGrade: 10
Timeline: 3-4 Weeks
Module Title: The Impending CrisisModule Overview:Several factors led to tensions between the North and South over slavery and ultimately led to the dissolution of the Union and the ensuing bloody Civil War. Was the Civil War necessary or could it have been prevented? Students will study numerous accounts of intense debate, controversy, personal sacrifice, and violence that surrounded this period in history.Module Task:At the end of this module the students will complete the following task:English/Language Arts:
How effective were abolitionist writers during this time period? After reading informational texts, write an essay in which you discuss the purpose of the abolitionist writers and evaluate one writer’s use of the following elements of persuasive rhetoric: appeals to logos, ethos, and pathos. Support your position with evidence from the text/s.Social Studies:
How did regional tensions impact the country between 1848-1860? After reading informational texts, write an essay in which you discuss two pieces of legislation and evaluate which piece of legislation caused more regional tension. Support your position with evidence from the text/s.Focus Standards:RI.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.
RI.9-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning
RI.9-10.10: By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.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.RL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidenceW.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.Transfer Goals:Students will be able to independently use their learning to:
Concepts - Students will know:English/Language Arts: author's purpose, audience, tone, bias, argument/position, key/supporting details, compare/contrast, draw conclusions, anecdote, evaluate, interpret, summarize
- Write as a process that documents and perfects thought using purpose, topic, and audience.
- Consider historical context as essential to interpreting cause and effect.
- Analyze the influence of social, cultural, political context and how these prepare on for participation as active, critical citizens in a Democratic society.
Social Studies: Conscience Whigs, Cotton Whigs, Free Soil Party, Fugitive Slave, Act, Underground Railroad, Trans-continental Railroad, Kansas-Nebraska Act, Wilmot Proviso, Uncle Tom's Cabin, Dred Scott Decision, John Brown's Raid, insurrection, Confederacy, marshall law, major historical figures of this periodCompetencies -Students will be able to:READING:
WRITING (Argumentative):Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Evaluate organizational features of text (e.g. sequence, question/answer, comparison/contrast, cause/effect, problem/solution) as related to content to clarify and enhance meaning
- Evaluate the characteristics of various genres (e.g. fiction and nonfiction forms of narrative, poetry, drama, and essay) to determine how the form relates to purpose
- Develop new and unique insights based on extended understanding derived from critical examinations of text(s)
- Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions
- Analyze the impact of societal and cultural influences in texts
- Articulate connections between and among words based on meaning, content, and context to distinguish nuances or connotations
- Evaluate the relevance and reliability of information, citing supportive evidence in texts
- Identify and evaluate essential content between and among various text types
- Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
- Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
- Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- Provide a concluding statement or section that follows from and supports the argument presented.
Teaching Task Rubric (Argumentation)
Attempts to address prompt, but lacks focus or is off-task.
Addresses prompt appropriately and establishes a position, but focus is uneven.
Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position. D: Addresses additional demands appropriately.
Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position. D: Addresses additional demands with thoroughness and makes a connection to claim.
Attempts to establish a claim, but lacks a clear purpose.
Establishes a claim.
Establishes a credible claim.
Establishes and maintains a substantive and credible claim or proposal.
Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt.
Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.
Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim.
Accurately and effectively presents important details from reading materials to develop argument or claim.
Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt.
Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations.
Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim.
Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim.
Attempts to organize ideas, but lacks control of structure.
Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence.
Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument.
Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument.
Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.
Demonstrates an uneven command of standard English conventions and cohesion.
Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.
Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors.
Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format.
Attempts to include disciplinary content in argument, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.
Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.
Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.
Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
/ 28Elements of Instruction:
What skills do students need to succeed on the teaching task?
Skills Set 1: Preparing for the Task
1. Bridging conversation
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task and rubric analysis
Ability to understand and explain the teaching task and rubric.
Skills Set 2: Reading Process
Ability to select appropriate texts and understand reading strategies needed for the task.
2. Active reading
Ability to understand reading strategies needed for the task and develop an understanding of a text by locating words and phrases that identify key concepts, facts, or information.
3. Note Making
Ability to read purposefully and select relevant information, and to summarize and/or paraphrase.
4. Organizing notes
Ability to prioritize and focus notes and other information.
Skills Set 3: Transition to Writing
1. Bridging conversation
Ability to transition from reading or researching phase to the writing phase.
Skills Set 4: Writing Process
1. Initiation of task
Ability to establish a thesis and consolidate information relevant to the task.
Ability to write an initial draft with an emerging line of thought and structure.
3. Editing and Revision
Ability to apply revision strategies to define development of an essay, including line of thought, language, tone, and presentation.Differentiation:[Each lesson has differentiation options for each portion of the lesson. Additional differentiation options are listed with directions and student masters in the Teacher’s Guide.]
Interdisciplinary Connections:[Description Goes Here!]
Additional Resources / Games:[Description Goes Here!]