grade 10 - morgan.k12.ky.us

MorganCountySchools EnlgishLanguageArtsCurriculumMap Grade10

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Grade 10

In tenth grade, students study literature from around the world. There are four twelve-week units (Russian literature, Asian literature, African/Middle Eastern literature, and Latin American literature); schools may select three out of the four. This allows schools some flexibility and gives them the opportunity to make use of their resources. Each unit allows for close study of literary works, as well as consideration of historical and cultural context. The units focus not only on geographical regions, but also on themes and literary forms that pertain to them. Thus students come to grasp the relationship between local concerns and universal questions. In the Russian literature unit, students begin by reading short Russian masterpieces of the nineteenth century (including works by Pushkin, Gogol, and Chekhov), and proceed to read select twentieth-century works in historical context. In the Asian literature unit, students observe and describe literary forms in texts ranging from Confucius’s Analectsto works by Rabindranath Tagore, and others. In the unit on Africa and the Middle East, students gain cultural insight as they explore prose and poetry from the Arabian Nightsto Chinua Achebe’s Things Fall Apart. When studying the literature of Latin America, students read works by Jorge Luis Borges, Julio Cortázar, Gabriel García Marquez, and others. They become aware of the authors’ views of literature itself—its forms, peculiarities, language, and relationship to reality. Throughout the year, students take part in seminars, write essays, and deliver speeches. Having read literature from a variety of cultures, they now embark on eleventh grade and the study of American literature.

Grade 10 Units

• UNIT 1 World Literature: Latin and Central America • UNIT 2 World Literature: Asia • UNIT 3 World Literature: Africa and the Middle East • UNIT 4 World Literature: Russia


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Grade 10 Unit 1

World Literature: Latin and Central America In this twelve-week unit, students read works by Latin American and Central American authors.

Overview:

Theyconsiderreligious,generational,andculturalconflicts,aswellastheeffectsofmodernization,politicalstruggle,andotherthemescommontomanyliteraryworks.MagicalrealismisfoundinthisunitandmaybecomparedtothatfoundintheRussianunit(4).Studentsalsorecognizehownotallliteraryworksmakeexplicitpoliticalorculturalstatementsandmustbeapproachedontheirownterms.Inordertoenrichtheirunderstanding,studentsinvestigatethehistoricalbackgroundforselectedworks,aswellasreadauthorbiographies.Note:thetenth-gradeWorldLiteraturecourseconsistsofthreetwelve-weekunits.Fourunitshavebeenprovided(Russia;AfricaandtheMiddleEast;Asia;andLatinAmerica);schoolsmayselectthreeoutofthefour.Themiddleunitwilllikelycrossfromonesemesterintoanother;teachersshoulddivideitaccordingly

Essential Question: How does magical realism reveal new perspectives of reality?

Focus Standards:

These Focus Standards have been selected for the unit from the Common Core State Standards.

• RL.9-10.1:Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.

• RL.9-10.4:Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzethecumulativeimpactofspecificwordchoicesonmeaningandtone(e.g.,howthelanguageevokesasenseoftimeandplace;howitsetsaformalorinformaltone).

• RL.9-10.6:AnalyzeaparticularpointofvieworculturalexperiencereflectedinaworkofliteraturefromoutsidetheUnitedStates,drawingonawidereadingofworldliterature.

• RI.9-10.5:Analyzeindetailhowanauthor’sideasorclaimsaredevelopedandrefinedbyparticularsentences,paragraphs,orlargerportionsofatext(e.g.,asectionorchapter).

• RI.9-10.8:Delineateandevaluatetheargumentandspecificclaimsinatext,assessingwhetherthereasoningisvalidandtheevidenceisrelevantandsufficient;identifyfalsestatementsandfallaciousreasoning.


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• W.9-10.4:Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.(Grade-specificexpectationsforwritingtypesaredefinedinstandards1–3above.)

• W.9-10.5:Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.(EditingforconventionsshoulddemonstratecommandofLanguagestandards1–3uptoandincludinggrades9–10onpage54.)

• W.9-10.6:Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts,takingadvantageoftechnology’scapacitytolinktootherinformationandtodisplayinformationflexiblyanddynamically.

• W.9-10.9:Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.

• SL.9-10.6:Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandofformalEnglishwhenindicatedorappropriate.(Seegrades9–10Languagestandards1and3onpages54forspecificexpectations.)

• L.9-10.5:Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.

• L.9-10.6:Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases;gathervocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.

Student Objectives:

• ExploretheroleofthemagicalandfantasticinLatinAmericanliterature.• ExplorenarrativeformsandtechniquesinLatinAmericanliterature.• AnalyzetheroleoftimeinLatinAmericannarrative.• ListentoandanalyzeLatinAmericanpoetryintheoriginalandintranslation.• ExploretheroleoflocalanduniversalthemesinLatinAmericanliterature.• Considerthechallengesoftranslation,includingthedifferentconnotationsthatvariouscultures

attachtogivenwords.• Offerinsightfulinferencesregardingthethemesofthetext.• Createclear,original,specificthesisstatements.• Organizeconcreteevidenceandsupportingtextualdetailstosupportathesisstatement.• Usepreciselanguage,avoidingcasuallanguageandclichés.• Writeappropriatetransitionstoorganizeparagraphs.• Analyzehowliterarydevicesproducemeaning.

Suggested Works:

(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars.

LITERARY TEXTS


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Note: Teachers may choose texts from the list in a number of ways. They might include one mid-length novel or two short novels; a play; a selection of poems by various authors; and a nonfiction essay.

Short Stories Argentina

• “EndoftheGame”(JulioCortázar)• “LettertoaYoungLadyinParis”(JulioCortázar)• “TheSecretMiracle”(JorgeLuisBorges)• “TheGardenofForkingPaths”(JorgeLuisBorges)Cuba

• “JourneyBacktotheSource”(AlejoCarpentier)Chile

• TheShortStoriesofEvaLuna(IsabelAllende)(selections)Columbia

• “TheSeaofLostTime”(GabrielGarcíaMárquez)• “NoOneWritestotheColonel”(GabrielGarcíaMárquez)• “ChronicleofaDeathForetold”(GabrielGarcíaMárquez)Novels Chile

• HouseofSpirits(IsabelAllendeandMagdaBogin)Mexico

• TheUnderdogs:ANoveloftheMexicanRevolution(MarianoAzuelaandSergioWaisman,trans.)

• TheBookofLamentations(RosarioCastellanos)• LikeWaterforChocolate(LauraEsquivalandThomasChristensen,trans.)• TheOldGringo(CarlosFuentesandMargaretSayersPeden,trans.)Columbia

• OneHundredYearsofSolitude(GabrielGarcíaMárquez)Plays • TheImpostor:APlayforDemagogues(RodolfoUsigliandRamonLayera, trans.) (Mexico) Poems Mexico

• EagleorSun?(prosepoems)(OctavioPaz)(selections)Chile

• GabrielaMistral:AReader(GabrielaMistral,MariaGiachetti,trans.,MarjorieAgosin,ed.)(selections)

• “BookofTwilight”(PabloNeruda)• TwentyLovePoemsandaSongofDespair(PabloNerudaandW.S.Merwin,trans.)(selections)INFORMATIONAL TEXTS

Informational Text


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• “ComplexFeelingsaboutBorges”inTheNoéJitrikReader:SelectedEssaysonLatinAmericanLiterature(NoéJitrikandSusanE.Benner,trans.)(essaysonBorgesandCortázar)

• TheNoéJitrikReader:SelectedEssaysonLatinAmericanLiterature(NoéJitrikandSusanE.Benner,trans.)

• ExcerptsfromTheTestimonyofContemporaryLatinAmericanAuthors(DorisMeyer,ed.)Speeches • NobelPrizeinLiteratureAcceptanceSpeech1982(“TheSolitudeofLatinAmerica”)(Gabriel

GarcíaMárquez)

Sample Activities and Assessments:

TeacherNotes:Afterreadinganddiscussingaworkorpairingofworksasaclass,studentsprepareforseminarsandessaysbyreflectingindividually,inpairs,and/orinsmallgroupsonagivenseminar/essayquestion.Inthisway,ideasarestudentgenerated.(Seminar/Essayassignmentsincludemorethanonequestion.Teachersmaychooseoneorallthequestionstoexploreinthecourseoftheseminar;studentsshouldchooseonequestionfortheessay.)Seminarsshouldbeheldbeforestudentswriteessayssothattheymayexploretheirideasthoroughlyandrefinetheirthinkingbeforewriting.Pageandwordcountsforessaysarenotprovided,butteachersshouldconsiderthesuggestionsregardingtheuseofevidence,forexample,todeterminethelikelylengthofgoodessays.Infutureiterationsofthesemaps,linkstosamplesofstudentworkwillbeprovided.Collaborate Reflectonseminarquestions,takenotesonyourresponses,andnotethepagenumbersofthetextualevidenceyouwillrefertoinyourseminarand/oressayanswers.Shareyournoteswithapartnerforfeedbackandguidance.Haveyouinterpretedthetextcorrectly?Isyourevidenceconvincing?(RL.9-10.1,SL.9-10.1)Seminar and Essay HowdoesmagicalrealisminTheShortStoriesofEvaLuna,“TheSecretMiracle,”“TheGardenofForkingPaths,”HouseofSpirits,ORLikeWaterforChocolatehelpthereadergainadeeperunderstandingofreality?Howdoesmagicalrealismrevealtheauthor’struepointofview?Writeanessayinwhichyouuseatleastthreepiecesofspecifictextualevidencetosupportanoriginalthesisstatement.(RI.9-10.5,W.9-10.2,W.9-10.4,W.9-10.9,SL.9-10.1)Seminar and Essay ConsidermagicalrealisminTheShortStoriesofEvaLuna,“TheSecretMiracle,”“TheGardenofForkingPaths,”HouseofSpirits,ORLikeWaterforChocolate.Howismagicalrealismametaphor?Whatistherelationshipbetweentheliteralandthemetaphoric?Doesthereaderneedtosuspendtheirnotionsofrealitytoacceptthedeviceofmagicalrealismofthetext?Defendyourresponseusingtextualevidencetosupportanoriginalthesis.Writeanessayinwhichyouuseatleastthreepiecesoftextualevidencetosupportanoriginalthesisstatement.(RI.9-10.5,W.9-10.2,W.9-10.4,W.9-10.9,SL.9-10.1)Seminar and Essay WhatdoesMarquezmeanby“solitude”inhisNobelPrizeacceptancespeech“TheSolitudeofLatinAmerica”andhisnovelOneHundredYearsofSolitude?Howissolitudeametaphor?Isitafittingmetaphor?Whyorwhynot?Usespecifictextualevidencetodiscuss.Afterseminar,writeanessayusingatleasttwopiecesoftextualevidencetosupportaclearthesisfrombothhisspeechandhisnovel.(RL.9-10.4,W.9-10.2,W.9-10.4,W.9-10.9,SL.9-10.1)Seminar and Essay


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(Note:Thisassessmentismeantespeciallyforbi-lingualstudentswhohavefluencyoremergingfluencyinbothSpanishandEnglish.)Readkeypassagesof“TheSecretMiracle”or“TheGardenofForkingPaths”inEnglishandSpanish.Considerissuesoftranslatedtexts.Whatskillsdoesagoodtranslatorneedtohave?Whatifanythingislostintranslationbetweenthetexts?Writeanessayinwhichyouorganizethreetosixpieces(i.e.,ideally,atleastthreepiecesfromeachtext)oftextualevidencetosupportanoriginalthesisstatementinanessay.(RL.9-10.4,W.9-10.2,W.9-10.4,W.9-10.9,SL.9-10.1)Seminar and Essay Howdoesloveserveasametaphor?Isthereonecommonstatementthetextsinthisunitallseemtobemakingaboutlove?Ifso,whatisthatstatement?Afterdiscussioninseminar,writeawell-organizedessayusingsixpiecesoftextualevidencetosupportanoriginalthesisstatement.(RL.9-10.4,W.9-10.2,W.9-10.4,W.9-10.9,SL.9-10.1,SL.9-10.4)Narrative Writeafive-pageshortstoryinspiredbyanyoftheworksintheunit.Readitaloudtotheclassandinvitediscussionaboutwhichworkmighthaveinspireditandhow.(W.9-10.3)Speech Chooseapoemoraprosepassagefromthisunit(threeminutesmaximum)andreciteitfrommemory.Includeanintroductionthatdiscusses:Whowrotethepoemandwhenitwaswritten(i.e.,historicalcontext);Whatmakesitmemorableorsignificant;andWordsandphrasesthatholdspecialmeaningincontext.(RL.9-10.2,SL.9-10.6,L.9-10.5)Oral Presentation Prepareaten-minutereportonthelifeofaLatinAmericanauthor,withpictures,maps,audiorecordings,andanyotherapplicableresources.(RI.9-10.1,SL.9-10.2,SL.9-10.5)Rubricisattheendoftheunit.

Terminology:

• extendedmetaphor• firstpersonpointofview• foreshadowing• imagery• irony• magicalrealism• metaphor• paradox• rhetoric• symbolism• theme• thirdpersonomniscience


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Grade 10 Unit 2

World Literature: Asia In this twelve-week unit, students read and discuss ancient and modern Asian literature, especially from China, India, and Japan.

Overview:

Throughreadingthediverseselectionsinthisunit,studentsconsidertheroleofancientphilosophies,universalthemes,Westerninfluence,andhistoricalchangeintheseworks.Inaddition,studentslistentorecordingsofsomeofthepoemsintheoriginallanguage,sothattheymayappreciatetheirsounds,structures,andrhythms.

Note: the tenth-grade World Literature course consists of three twelve-week units. Four units have been provided (Russia; Africa and the Middle East; Asia; and Latin America); schools may select three out of the four. The middle unit will likely cross from one semester into another; teachers should divide it accordingly.

Essential Question:

• RL.9-10.2:Determineathemeorcentralideaofatextandanalyzeindetailitsdevelopmentoverthecourseofthetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext.

• RL.9-10.5:Analyzehowanauthor’schoicesconcerninghowtostructureatext,ordereventswithinit(e.g.,parallelplots),andmanipulatetime(e.g.,pacing,flashbacks)createsucheffectsasmystery,tension,orsurprise.

• RI.9-10.1:Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.

• RI.9-10.4:Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurative,connotative,andtechnicalmeanings;analyzethecumulativeimpactofspecificwordchoicesonmeaningandtone(e.g.,howthelanguageofacourtopiniondiffersfromthatofanewspaper).

• W.9-10.7:Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself-generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.

• W.9-10.10:Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeoftasks,purposes,andaudiences.

• SL.9-10.1:Initiateandparticipateeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnersongrades9–10topics,texts,andissues,buildingonothers’ideasandexpressingtheirownclearlyandpersuasively.


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• L.9-10.2:DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.

Focus Standards:


• ExploreancientandmodernworksofliteraturefromAsiancountries,particularlyChina,India,andJapan.

• ConsiderhowAsianliteraturebothdrawsonandquestionsculturaltraditions.• ConsiderhowcertainAsianauthorsintegrateWesternliteraryinfluencesintotheircultural

contexts.• Comparetwoormoretranslationsofasinglepoem.• Writeacloseliteraryanalysisofaworkofpoetry,fiction,ordrama,consideringlanguageuse

andliteraryelements.• Offerinsightfulinferencesregardingthethemesofthetext.• Createaclear,original,specificthesisstatement.• Organizeconcreteevidenceandsupportingtextualdetailstosupportathesisstatement.• Usepreciselanguage,avoidingcasuallanguageandclichés.• Writeappropriatetransitionstoorganizeparagraphs.• Analyzehowphilosophyinfluencesliterature.• Understandhowliterarydevicesconveytheme.

Student Objectives:

• ExploreancientandmodernworksofliteraturefromAsiancountries,particularlyChina,India,andJapan.

• ConsiderhowAsianliteraturebothdrawsonandquestionsculturaltraditions.• ConsiderhowcertainAsianauthorsintegrateWesternliteraryinfluencesintotheircultural

contexts.• Comparetwoormoretranslationsofasinglepoem.• Writeacloseliteraryanalysisofaworkofpoetry,fiction,ordrama,consideringlanguageuse

andliteraryelements.• Offerinsightfulinferencesregardingthethemesofthetext.• Createaclear,original,specificthesisstatement.• Organizeconcreteevidenceandsupportingtextualdetailstosupportathesisstatement.• Usepreciselanguage,avoidingcasuallanguageandclichés.• Writeappropriatetransitionstoorganizeparagraphs.• Analyzehowphilosophyinfluencesliterature.• Understandhowliterarydevicesconveytheme.


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Suggested Works:

• (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars.

LITERARY TEXTS

Note: This unit should include excerpts from an ancient work; one novel; one play; several short stories; and a long poem or selection of poems. The teacher may choose two novels or two plays instead of one novel and one play. In addition, students should consult informational texts and secondary sources, online and in the library, for their essays. Novels China

• DreamoftheRedChamber(CaoXueqin)(selections)• Family(PaJin)India

• Midnight’sChildren(SalmanRushdie)• InCustody(AnitaDesai)• NectarinaSieve(KamalaMarkandaya)• TheGodofSmallThings(ArundhatiRoy)Japan

• TheSoundofWaves(YukioMishima)• AfterDark(HarukiMurakami)• NorwegianWood(HarukiMurakami)Short Stories China

• StrangeTalesfromaChineseStudio(PuSongling,ed.)• UnderTheRedFlag(HaJin)(selections)Japan

• RashomonandOtherStories(RyunosukeAkutagawa)Vietnam • TheGeneralRetiresandOtherStories(NguyenHuyThiep)Plays China

• Thunderstorm(CaoYu)India

• ThePostOffice(RabindranathTagore)(EA)Poems Sanskrit

• ExcerptsfromtheRamayana(attributedtotheHindusageValmiki)China


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• TheJadeMountain:AChineseAnthology,BeingThreeHundredPoemsoftheT’angDynasty618-906(KiangHang-HuandWitterBynner,trans.)(selections)

• “ASongofCh'ang-kan”(LiPo)(E)• “Substance,Shadow,andSpirit”(T’aoCh’ien)• “OnaGate-toweratYuzhou”(ChenZi’ang)India

• “SongVII”(RabindranathTagore)(E)• TheGoldenCraft(RabindranathTagore)(EA)INFORMATIONAL TEXTS

Informational Text • TheColumbiaCompaniontoModernEastAsianLiterature(JoshuaMostow,ed.)• HistoricalDictionaryofModernJapaneseLiteratureandTheater(J.ScottMiller)• TradingPlaces:TheEastIndiaCompanyandAsia,1600-1834(AnthonyFarrington)• TheScandalofEmpire:IndiaandthecreationofImperialBritain(NicholasB.Dirks)Literary Nonfiction China

• TheAnalects(Confucius)(selections)• TheIChing(transmittedbyFeiZhi)• TheTaoTeChing(LaoTzu)(selections)• TheTaoofPoohandtheTeofPiglet(BenjaminHoff)(selections)Autobiography • SixRecordsofaFloatingLife(ShenFu)(China)ART, MUSIC, AND MEDIA

Prompt: How does the study of select Asian objects give us a greater understanding of the depth and diversity of Asian literary forms and genres? Art

Japan

• AndoHiroshige,OneHundredViewsofEdo(1856)• Arita,Porcelainplatewithdesignofdragon(1690s-1730s)• Kimonowithcarp,waterlilies,andmorningglories(1876)China

• MaLin,wallscroll(1246)• Moon-shapedflaskwithbirds(1723-1725)• HanClothing,pre-17thcenturyIndia

• Radhaatnight,Mughalpainting(1650)• Boxwithlid,late16thcentury• PrincessDamayanthitalkingwithRoyalSwanaboutNalanHindu(nodate) Media

• ChinesePoemsoftheTangandSungDynasties:ReadbyLoKung-YuaninNorthernChinese,PekingDialect(FolkwaysRecords,1963)


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Film

• Rashomon(1950)(AkiraKurosawa,dir.)• CurseoftheGoldenFlower(2006)(ZhangYimou,dir.)


TeachersNote:Afterreadinganddiscussingaworkorpairingofworksasaclass,studentsprepareforseminarsandessaysbyreflectingindividually,inpairs,and/orinsmallgroupsonagivenseminar/essayquestion.Ideasarestudentgeneratedinthisway.(Seminar/Essayassignmentsincludemorethanonequestion.Teachersmaychooseoneorallthequestionstoexploreinthecourseoftheseminar;studentsshouldchooseonequestionfortheessay.)Seminarsshouldbeheldbeforestudentswriteessayssothattheymayexploretheirideasthoroughlyandrefinetheirthinkingbeforewriting.Pageandwordcountsforessaysarenotprovided,butteachersshouldconsiderthesuggestionsregardingtheuseofevidence,forexample,todeterminethelikelylengthofgoodessays.Infutureiterationsofthesemaps,linkstosamplesofstudentworkwillbeprovided.Collaborate Reflectonseminarquestions,takenotesonyourresponses,andnotethepagenumbersofthetextualevidenceyouwillrefertoinyourseminarand/oressayanswers.Shareyournoteswithapartnerforfeedbackandguidance.Haveyouinterpretedthetextcorrectly?Isyourevidenceconvincing?(RL.9-10.1,SL.9-10.1)Seminar and Essay AnalyzeAkutagawa’sstory“InaBambooGrove”andKurosawa’sfilmRashomon.Howdothestoryandthefilmportraythecharacters’psychologicalstates?(Note:Kurosawa’sRashomonisbasedonAkutagawa’s“InaBambooGrove,”notonhis“Rashomon,”thoughafewdetailsfromthelatterstoryappearinthefilm.)Writeanessayusingatleastthreepiecesoftextualevidencetosupportanoriginalthesisstatement.(RL.9-10.7,SL.9-10.1,W.9-10.2)Seminar and Essay HowdoesfictionwriterRyunosukeAkutagawaorplaywrightTsaoYuintegrateWesternliteraryinfluencesintohiswork?Usetextualevidencefromtheliteraryandinformationaltextstosupportanoriginalthesis.Writeanessayusingatleastthreepiecesoftextualevidencetosupportyourthesisstatement.(RL.9-10.6,RL.9-10.9,SL.9-10.1,W.9-10.2,W.9-10.9)Seminar and Essay HowarethenovelsfromIndiaMidnight’sChildrenandNectarinaSieveallegoricaltexts?Whatdoestheallegoryrevealabouttheauthor’spointofview?UseevidencefromreferencetextsTradingPlaces:TheEastIndiaCompanyandAsia,1600–1834andTheScandalofEmpire:IndiaandthecreationofImperialBritain.Writeanessayusingatleastthreepiecesofevidencefromthenovelsandthereferencetextstosupportanoriginalthesisstatement.(SL.9-10.1,W.9-10.2,W.9-10.9)Seminar and Essay CompareandcontrastMidnight’sChildrenandNectarinaSieve.Howdotheydifferinmeaning?Howaretheysimilarinmeaning?Writeanessayusingatleasttwopiecesoftextualevidencefromeachtexttosupportanoriginalthesisstatement.(RL.9-10.6,RL.9-10.9,SL.9-10.1,W.9-10.2,W.9-10.9)Seminar and Essay WhatdoesAmalteachtheothercharactersinRabindranathTagore’sThePostOffice?DotheseteachingsreflectthevaluesofConfucianismorTaoism?Writeanessayusingatleastthreepiecesoftextualevidencetosupportanoriginalthesis.(RL.9-10.1,SL.9-10.1,W.9-10.2,W.9-10.9)Seminar and Essay


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Doesthepoem“Spirit,Substance,Shadow”connecttotheteachingsofLaoTzuorConfucius?Whatdoesthepoemrevealaboutthesetwophilosophies?Writeanessayusingatleastthreepiecesoftextualevidencefrommultiplesourcestosupportanoriginalthesisstatement.(SL.9-10.1,W.9-10.2,W.9-10.9)Seminar and Essay Howdotheworksyouhavereadsofarinthisunithonororrebelagainstculturaltradition?Writeanessaythatsupportsanoriginalthesisstatement,usingatleastthreepiecesoftextualevidencetodescribetheculturaltraditions.(Theteachermaychoosetofocusononeortwotexts.)(RL.9-10.6,SL.9-10.1,W.9-10.2,W.9-10.9)Seminar and Essay HowdoBenjaminHoff’sallegoriesrevealAsianteachings?Dotheallegoriesaccuratelyillustratetheseteachings?Writeanessaythatusestextualevidencetosupportanoriginalthesisstatement.Useevidencefrommorethanonetext.(RL.9-10.6,SL.9-10.1,W.9-10.2,W.9-10.9)Seminar and Essay (Thisassignmentisespeciallyappropriateforbi-lingualstudentswhounderstandbothlanguagespresentedinthetexts.)ReadJamesMerrill’spoem“LostinTranslation”anddiscussitinthecontextoftheworksofAsianliteraturethatyouhavereadinthisunit.Whatskillsdoesagoodtranslatorneed?Intranslation,ismeaninglostirrevocablytothereader?Writeanessaythatusesatleastthreepiecesoftextualevidencetosupportanoriginalthesis.(RL.9-10.6,SL.9-10.1,W.9-10.2,W.9-10.9)Essay Writeacloseliteraryanalysisofoneofthepoemsintheunit,withattentiontoitsform,figurativelanguage,symbolism,andmeaning.Besuretoincludeanyhistoricalcontextnecessary.Useatleastthreepiecesoftextualevidencetosupportyouranalysisinanessay.(SL.9-10.1,W.9-10.2,W.9-10.9)Oral Presentation (Thisassignmentisespeciallyappropriateforbi-lingualstudentswhounderstandbothlanguagespresentedinthetexts.)ChoosearecordingofapoemfromChinesePoemsoftheTangandSungDynasties,orfindadifferentrecording.Playtherecordingandexplaintheliterarystructureofthepoem.Presenttwotranslationsofthepoemandcomparethechoicesthetranslatorshavemade.(RL.9-10.5)Rubricisattheendoftheunit.

Terminology:

• absurd• allegory• Confucianism• figurativelanguage• filialpiety• firstpersonperspective• foreshadowing• internalmonologue• irony• metaphor• morality


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• paradox• perfectrhyme• perspective• poetictranslation• simile• streamofconsciousness• symbol• Taoism• theme• thirdpersonomniscience• tone(Chinese)• vice• virtue


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Grade 10 Unit 3

World Literature: Africa and the Middle East In this twelve-week unit, students read ancient and modern works by African and Middle Eastern authors, as well as select Western perspectives on Africa and the Middle East.

Overview:

Studentsconsiderthebeautyandcraftsmanshipoftheworks,aswellastheeffectsoftheAfricanandMiddleEasterncolonialexperience—andthesubsequentchallengesofthepostcolonialera.Theyconsiderreligious,generational,andculturalconflicts,effectsofmodernization,politicalstruggle,andotherthemescommontomanyliteraryworks.Atthesametime,studentsrecognizethatnotallliteraryworksmakeexplicitpoliticalorculturalstatementsandmustbeapproachedontheirownterms.Inordertoenrichtheirunderstanding,studentsinvestigatethehistoricalbackgroundforselectedworks,aswellasauthorbiographies.Theyhavetheopportunitytoreadadditionalworksofinterest.Note:thetenth-gradeWorldLiteraturecourseconsistsofthreetwelve-weekunits.Fourunitshavebeenprovided(Russia;AfricaandtheMiddleEast;Asia;andLatinAmerica);schoolsmayselectthreeoutofthefour.Themiddleunitwilllikelycrossfromonesemesterintoanother;teachersshoulddivideitaccordingly.

Essential Question:

How does the literature in this unit offer insight into African and Middle Eastern cultural conflicts?

Focus Standards:


• RL.9-10.1:Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.

• RL.9-10.4:Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzethecumulativeimpactofspecificwordchoicesonmeaningandtone(e.g.,howthelanguageevokesasenseoftimeandplace;howitsetsaformalorinformaltone).

• RL.9-10.6:AnalyzeaparticularpointofvieworculturalexperiencereflectedinaworkofliteraturefromoutsidetheUnitedStates,drawingonawidereadingofworldliterature.

• RI.9-10.5:Analyzeindetailhowanauthor’sideasorclaimsaredevelopedandrefinedbyparticularsentences,paragraphs,orlargerportionsofatext(e.g.,asectionorchapter).


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• RI.9-10.8:Delineateandevaluatetheargumentandspecificclaimsinatext,assessingwhetherthereasoningisvalidandtheevidenceisrelevantandsufficient;identifyfalsestatementsandfallaciousreasoning.

• W.9-10.4:Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.(Grade-specificexpectationsforwritingtypesaredefinedinstandards1–3above.)

• W.9-10.5:Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.(EditingforconventionsshoulddemonstratecommandofLanguagestandards1–3uptoandincludinggrades9–10onpage54.)

• W.9-10.6:Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts,takingadvantageoftechnology’scapacitytolinktootherinformationandtodisplayinformationflexiblyanddynamically.

• W.9-10.9:Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.

• SL.9-10.6:Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandofformalEnglishwhenindicatedorappropriate.(Seegrades9–10Languagestandards1and3onpages54forspecificexpectations.)

• L.9-10.5:Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.

• L.9-10.6:Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases;gathervocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.

Student Objectives:

• ReadavarietyofliteraryworksfromAfricaandtheMiddleEast,particularlyfromthe

postcolonialperiod.• Considerthechallengesoftranslation,includingthedifferentconnotationsthatvariouscultures

attachtogivenwords.• Throughanalysisofliteraryworks,explorethechangingsocialstructuresofMiddleEasternand

Africansocieties.• Explorevariousliterarydevicesinplotdevelopmentsuchassuspense,foreshadowing,

symbolism,andextendedmetaphor.• Tracethedevelopmentofanideaorargumentinaworkofliterarynonfiction.• Offerinsightfulinferencesregardingthethemesofthetext.• Createaclear,original,specificthesisstatement.• Organizeconcreteevidenceandsupportingtextualdetailstosupportathesisstatement.• Usepreciselanguage,avoidingcasuallanguageandclichés.• Writeappropriatetransitionstoorganizeparagraphs.• Analyzehowliterarydevicesconveytheme.


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Suggested Works:

(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars

LITERARY TEXTS

Note: Teachers may choose texts from the list in a number of ways. They might include one novel or two short novels; a play; a selection of poems by various authors; and a nonfiction essay. They may choose to include ancient and medieval works, or they may focus on modern works. Where possible, teachers should play audio recordings of the poetry read in the original language, so that the students may become familiar with its sounds. Novels Turkey

• MyNameisRed(OrhamPamuk)Nigeria

• ThingsFallApart(ChinuaAchebe)(E)• TheJoysofMotherhood(BuchiEmecheta)South Africa

• Cry,theBelovedCountry(AlanPaton)• WaitingfortheBarbariansorLifeandTimesofMichaelK(J.M.Coetze)Egypt

• TheThiefandtheDogs(NaguibMahfouz)Senegal

• SoLongaLetter(MariamaBa)United Kingdom

• MarthaQuest(DorisLessing)Lebanon

• BeirutBlues(Hananal-Shaykh)Kenya

• TheRiverBetween(NgũgĩwaThiong’o)Short Stories Botswana

• TheCollectorofTreasuresandOtherBotswanaVillageTales(BessieHead)South Africa

• TalesfromaTroubledLand(AlanPaton)Mozambique

• WeKilledMangy-DogandOtherMozambiqueStories(LuisBernardoHonwana)Israel

• TheWorldIsaRoomandOtherStories(YehudaAmichai)Egypt


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• “TheAnswerisNo”(NaguibMahfouz)Other

• OneThousandandOneNightsorArabianNightsPoems • TheEpicofGilgamesh(AncientpoemfromMesopotamia)Plays South Africa

• “MasterHarold”…andtheboys(AtholFugard)(E)• WozaAlbert!(PercyMtwa,MbongeniNgema,andBarneySimon)Nigeria

• DeathandtheKing’sHorseman:APlay(WoleSoyinka)(E)• KingBaabu(WoleSoyinka)(EA)Poems Palestine

• TheButterfly’sBurden(MahmoudDarwish)Israel

• OpenClosedOpen:Poems(YehudaAmichai)(selections)Iran

• TheConferenceoftheBirds:ASufiAllegory(FarīdalDīnAttārorAttarofNishapur)• TheIlluminatedRumi(JalalAl-DinRumiMichaelGreen,andColemanBarks,trans.)(selections)General

• PoemsofBlackAfrica(WoleSoyinka,ed.)(selections)INFORMATIONAL TEXTS

Informational Text Iran

• EthicsoftheAristocratsandOtherSatiricalWorks(Nezamal-DinObeyd-eZakani)South Africa

• LivinginHopeandHistory:NotesFromOurCentury(NadineGordimer)Autobiographies • OutofAfrica(IsakDinesen)• LongWalktoFreedom:TheAutobiographyofNelsonMandela(NelsonMandela)ART, MUSIC, AND MEDIA

Prompt: How does studying objects from Africa and the Middle East, offer special insight into the literary cultures of these regions?

Africa

• Gabon,maskfortheOkuyiSociety(late19thcentury)• BurkinaFaso,hawkmask(nodate)• Nigeria,coronet,Yoruba(20thcentury)• IvoryCoast,leopardstool(20thcentury)• Mali,standingfemalefigure(late19thorearly20thcentury)


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• Congo,powerfigure(19th-20thcentury)Middle East

• Turkey,dish(2ndhalfof16thCentury)• Syria,Qur'anmanuscript(late9th–early10thcentury)• Iranian-American,ShirinNeshat,Untitled,(1996)• Iran,antiqueKurdishrug(nodate)


TeachersNote:Afterreadinganddiscussingaworkorpairingofworksasaclass,studentsprepareforseminarsandessaysbyreflectingindividually,inpairs,and/orinsmallgroupsonagivenseminar/essayquestion.Ideasarestudentgeneratedinthisway.(Seminar/Essayassignmentsincludemorethanonequestion.Teachersmaychooseoneorallthequestionstoexploreinthecourseoftheseminar;studentsshouldchooseonequestionfortheessay.)Seminarsshouldbeheldbeforestudentswriteessayssothattheymayexploretheirideasthoroughlyandrefinetheirthinkingbeforewriting.Pageandwordcountsforessaysarenotprovided,butteachersshouldconsiderthesuggestionsregardingtheuseofevidence,forexample,todeterminethelikelylengthofgoodessays.Infutureiterationsofthesemaps,linkstosamplesofstudentworkwillbeprovided.Collaborate Reflectonseminarquestions,takenotesonyourresponses,andnotethepagenumbersofthetextualevidenceyouwillrefertoinyourseminarand/oressayanswers.Shareyournoteswithapartnerforfeedbackandguidance.Haveyouinterpretedthetextcorrectly?Isyourevidenceconvincing?(RL.9-10.1,SL.9-10.1)Seminar and Essay Whatissatire?WhatisbeingsatirizedinEthicsoftheAristocratsorKingBaabu?Whatistheauthor’spoliticalpointofviewasrevealedbythissatire?Writeanessaythatusesatleastthreepiecesoftextualevidencetosupportanoriginalthesisstatement.(RL.9-10.1,RL.9-10.4,W.9-10.2)Seminar and Essay Agreeordisagree:“Personalcrisiscoincideswithculturalchange.”(Teacherschoosethework.)Discussinseminarandthenuseatleastthreepiecesoftextualevidencetosupportanoriginalthesisinanorganizedessay.(RL.9-10.6,W.9-10.2,W.9-10.9)Seminar and Essay Writersaremeantto:“Describeasituationsotruthfullythatthereadercannolongerevadeit.”ChooseanessaybyNadineGordimerandexplainwhat“truth”shedevelopsinheressay.Howdoesshedevelopthattruth?Useatleastthreepiecesofspecifictextualevidencefromheressaytosupportanoriginalthesisstatementinanessay.(RI.9-10.5,W.9-10.2,W.9-10.4)Seminar and Essay Whatis“chi”initsculturalcontext?Comparetheuseof“chi”(personalspirit)inThingsFallApartandTheJoysofMotherhood.Afterdiscussion,usetwopiecesofevidencefromeachtexttosupportanoriginalthesisstatementthatcomparesthetwotextsinanessay.(RL.9-10.1,RL.9-10.4,W.9-10.2,L.9-10.5)Seminar and Essay Agreeordisagree:“Itispossibletounderstandthispieceofliteratureoutsideofitshistoricalcontext.”(Teacherschoosethework.)Inanorganizedessay,usetextualevidencefromtheworkaswellasfromhistoricalorreferenceworkstosupportanoriginalthesisstatement.(W.9-10.1,W.9-10.2,W.9-10.5,W.9-10.6,W.9-10.7,L.9-10.6)


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Seminar and Essay Isthereacommonconcernofpostcolonialliterature,asreflectedintheworksofthisunit?Isthereonestatementtheyallseemtobemakingaboutcolonialism?Ifso,whatisthatstatement?Writeanessayusingatleastthreepiecesoftextualevidencetosupportanoriginalthesisstatement.(W.9-10.2,SL.9-10.4)Seminar and Essay Agreeordisagree:“Moralchoicesareessentiallychoicesbetweentwosetsofvalues:onebelongingtoonecultureorera,onetoanother.”Usetextualevidencetosupportyourresponse.Afterseminar,writeanorganizedessayusingatleastthreepiecesoftextualevidencetosupportanoriginalthesisstatement.(W.9-10.2,SL.9-10.3)Creative Writing/performance WriteanarrativemonologuefromthepointofviewofoneofthesecondarycharactersinThingsFallApartorTheLionandtheJewel.Performthemonologuefortheclass.(W.9-10.3,SL.9-10.6)Oral Presentation Workingwithapartner,chooseaworkinthisunitwithacharacterfacingadifficultchoice.Writeandperformtwomonologues,eachonedefendingaparticularoption.(W.9-10.3,SL.9-10.6)Oral Presentation Chooseapoemthatyouhavereadonthisunitandreciteitfrommemory.Includeanintroductionthatdiscusses:

• whowrotethepoemandwhenitwaswritten(i.e.,historicalcontext);and• howtheformofthepoemanditsmeaningarerelated.(RL.9-10.2,SL.9-10.4,SL.9-10.6)

Rubricisattheendoftheunit.

Terminology:

• antagonist• denouement• extendedmetaphor• foreshadowing• irony• mysticism• colonialism• paradox• persona• pointofview• postcolonialism• rhetoric• satire


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Grade 10 Unit 4

World Literature: Russia The purpose of this twelve-week unit is twofold: to introduce students to some of the shorter masterpieces of Russian nineteenth-century literature and to explore the impact of twentieth-century historical events on Russian writers and their works.

Overview:

In the first part of this unit, students read short works by Pushkin, Gogol, Tolstoy, or Chekhov to be introduced to shared themes and literary devices. The class should read no more than three short works in four weeks, in order to devote adequate attention to each. At the end of the unit, teachers choose a novel to read as a seminal text, or opt for the short absurdist vignettes of Daniil Kharms. The literary reading in this part of the unit should be paired with historical readings. By the end of the unit, students begin to understand Russian literature from both a literary and a historical standpoint and will have a foundation for further reading and study.

Note: the tenth-grade World Literature course consists of three twelve-week units. Four units have been provided (Russia; Africa and the Middle East; Asia; and Latin America); schools may select three out of the four. The middle unit will likely cross from one semester into another; teachers should divide it accordingly.

Essential Question:

How is Russian literature both timeless and affected by historical events?

Focus Standards:


• RL.9-10.3:Analyzehowcomplexcharacters(e.g.,thosewithmultipleorconflictingmotivations)developoverthecourseofatext,interactwithothercharacters,andadvancetheplotordevelopthetheme.

• RL.9-10.5:Analyzehowanauthor’schoicesconcerninghowtostructureatext,ordereventswithinit(e.g.,parallelplots),andmanipulatetime(e.g.,pacing,flashbacks)createsucheffectsasmystery,tension,orsurprise.

• RI.9-10.3:Analyzehowtheauthorunfoldsananalysisorseriesofideasorevents,includingtheorderinwhichthepointsaremade,howtheyareintroducedanddeveloped,andtheconnectionsthataredrawnbetweenthem.


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• RI.9-10.6:Determineanauthor’spointofvieworpurposeinatextandanalyzehowanauthorusesrhetorictoadvancethatpointofvieworpurpose.

• RI.9-10.7:Analyzevariousaccountsofasubjecttoldindifferentmediums(e.g.,aperson’slifestoryinbothprintandmultimedia),determiningwhichdetailsareemphasizedineachaccount.

• W.9-10.1:Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.

• W.9-10.2:Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.

• SL.9-10.3:Evaluateaspeaker’spointofview,reasoning,anduseofevidenceandrhetoric,identifyinganyfallaciousreasoningorexaggeratedordistortedevidence.

• L.9-10.3:Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.

Student Objectives:

• ReadworksofRussianliteraturebothfortheirintrinsicqualitiesandfortheirrelationtothe

historicalcontext.• Analyzethemotives,qualities,andcontradictionsofacharacterinRussianliterature(including

thenarrator).• Describetheeffectofthenarrativestructure,pacing,andtoneinaworkofRussianliterature.• AnalyzetheroleofutopianideologyinselectworksofRussianliterature.• ConsidertheimpactoftheBolshevikRevolutionandCommunistruleontwentieth-century

Russianwritersandliterature.• Offerinsightfulinferencesregardingthethemesofthetext.• Createaclear,original,specificthesisstatement.• Organizeconcreteevidenceand/orsupportingtextualdetailstosupportathesisstatement.• Usepreciselanguage,avoidingcasuallanguageandclichés.• Writeappropriatetransitionstoorganizeparagraphs.• Applynewterminologytothetexts.• Analyzehowhistoricaleventsinfluenceliterature.• Analyzehowliterarydeviceshelpconveytheme.

Suggested Works:

(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars.

LITERARY TEXTS

Note: Teachers may substitute a story for another story by the same author, or they may substitute one author for another major author from the same period. The selections should combine well, and there should be a balance of nineteenth- and twentieth-century literature. Roughly 4-5 weeks should be


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devoted to nineteenth-century works, 2-4 weeks to a pivotal text, and 4-5 weeks to a twentieth-century work and historical readings.

Short Stories • “TheNose”(NikolaiGogol)(E)• “TheOvercoat”(NikolaiGogol)(EA)• “TheTaleofHowIvanIvanovichQuarelledwithIvanNikiforovich”(NikolaiGogol)(EA)• “Home”(AntonChekhov)(E)• “WardNo.6”(AntonChekhov)(EA)• “Rothschild’sFiddle”(AntonChekhov)(EA)• “TheDuel”(AntonChekhov)(EA)• “Sleepy”(AntonChekhov)(EA)• “TheHead-Gardener’sStory”(AntonChekhov)(EA)• “TheSteppe”(AntonChekhov)(EA)• TalesoftheLateIvanPetrovichBelkin(AlexanderPushkin)(selections)• TodayIWroteNothing:TheSelectedWorksofDaniilKharms(DaniilKharms)(selections)• DiaryofaMadmanandOtherStories(NikolaiGogol)(EA)Novels/Novellas • NotesfromtheUnderground(FyodorDostoevsky)(EA)• TheDeathofIvanIlyich(LeoTolstoy)• OneDayintheLifeofIvanDenisovich(AleksandrSolzhenitsyn)• ADeadMan’sMemoir(MikhailBulgakov)Plays • TheSeagull(AntonChekhov)(EA)• TheInspector-General:AComedyinFiveActs(NikolaiGogol)(EA)Poems • “TheTwelve”(AleksandrBlok)• “ToUrania”(JosephBrodsky)INFORMATIONAL TEXTS

Informational Text • LiterarySt.Petersburg:AGuidetotheCityandItsWriters(ElaineBlair)(excerptsaboutauthors

intheunit)• EverydayStalinism:OrdinaryLifeinExtraordinaryTimes:SovietRussiainthe1930s(Sheila

Fitzpatrick)(chapters1,5,and8)• TheProudTower:APortraitoftheWorldBeforetheWar,1890-1914(BarbaraTuchman)

(chapter2)• RussiaandtheSovietUnion:AnHistoricalIntroductionfromtheKievanStatetothePresent

(JohnM.Thompson)(chapters9-12)• ExcerptsfromTheGulagArchipelago:AnExperimentinLiteraryInvestigation(Aleksandr

Solzhenitsyn)Literary Nonfiction • NikolaiGogol(VladimirNabokov)(chapter1)• “ASlapintheFaceofPublicTaste”(VelimirKhlebnikov,AlekseyKruchenykh,andVladimir

Mayakovsky)• PoetsWithHistoryandPoetsWithoutHistory(MarinaTsvetaeva)• MyPushkin(MarinaTsvetaeva)


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• NightWrapstheSky:WritingsByandAboutMayakovsky(VladimirMayakovskyandMichaelAlmerayda,ed.)(selections)

ART, MUSIC, AND MEDIA

Music • DmitriShostakovich,TheNose(1928)


TeachersNote:Afterreadinganddiscussingaworkorpairingofworksasaclass,studentsprepareforseminarsandessaysbyreflectingindividually,inpairs,and/orinsmallgroupsonagivenseminar/essayquestion.Ideasarestudentgeneratedinthisway.(Seminar/Essayassignmentsincludemorethanonequestion.Teachersmaychooseoneorallthequestionstoexploreinthecourseoftheseminar;studentsshouldchooseonequestionfortheessay.)Seminarsshouldbeheldbeforestudentswriteessayssothattheymayexploretheirideasthoroughlyandrefinetheirthinkingbeforewriting.(Clickheretoseeasampleseminarscoringrubric.)Pageandwordcountsforessaysarenotprovided,butteachersshouldconsiderthesuggestionsregardingtheuseofevidence,forexample,todeterminethelikelylengthofgoodessays.Infutureiterationsofthesemaps,linkstosamplesofstudentworkwillbeprovided.Collaborate Reflectonseminarquestions,takenotesonyourresponses,andnotethepagenumbersofthetextualevidenceyouwillrefertoinyourseminarand/oressayanswers.Shareyournoteswithapartnerforfeedbackandguidance.Haveyouinterpretedthetextcorrectly?Isyourevidenceconvincing?(RL.9-10.1,SL.9-10.1)Seminar and Essay Howreliableisthenarratorintheshortstory“TheNose”?Whatdoesthelossofthenosesymbolize?Whydoestheauthorusetheabsurdinhiswriting?Useatleastthreepiecesoftextualevidencetosupportanoriginalthesisstatement.(RL.9-10.1,RL.9-10.4,SL.9-10.1,W.9-10.2,W.9-10.9)Seminar and Essay Whatisthecommentbeingmadeby“TheOvercoat”onthecharacteristicsofcommunism?Isthestoryof“TheOvercoat”ironic?HowisthestoryofAkakianexampleofcarnivalesque?Howisitanexampleofparanormal?UsetextualevidencefromchapteroneofNikolaiGogol(VladimirNabokov)andtheshortstoryitself.Writeanessaythatusesatleastthreepiecesoftextualevidencetosupportanoriginalthesisstatementansweringoneofthesequestions.(RL.9-10.1,SL.9-10.1,W.9-10.2,W.9-10.9)Seminar and Essay ExplorethespiritualandemotionalchangesofIvanIlyichinTolstoi’sTheDeathofIvanIlyichorofDr.RagininChekhov’s“WardNo.6.”Howandwhydoesthemaincharacterchangethroughoutthestory?Usetextualevidencetosupportyourclaimsinaseminar.Writeanessayusingthreetosixpiecesoftextualevidencetosupportanoriginalthesisstatement.(RL.9-10.1,RL.9-10.2,SL.9-10.1,W.9-10.2,W.9-10.9)Seminar and Essay WhydoesDostoevsky’s“UndergroundMan”rejecttheideaoftheCrystalPalace?Usetextualevidencetosupportyourresponse.Writeanessayusingatleastthreetextualdetailstosupportanoriginalthesisstatement.(SL.9-10.1,W.9-10.2,W.9-10.9,SL.9-10.3,L.9-10.3)Seminar and Essay


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Discuss“ASlapintheFaceofPublicTaste”beforeandafterlearningthehistoricalcontext.Howdohistoricalreferencesaffectyourinterpretationofthedocument?Refertotheliteraryandinformationaltextstosupportyourresponse.Writeanessayusingatleastthreetextualdetailstosupportanoriginalthesis.(RI.9-10.6,SL.9-10.1,W.9-10.2,W.9-10.9)Seminar and Essay HowdoestheBolshevikRevolutionhelpusunderstandBlok’spoem“TheTwelve”(oranotherworkofearlytwentieth-centuryRussianliterature)?Useevidencefrominformationaltexts,aswellasthepoemitself.Writeanessayusingatleastthreepiecesoftextualevidencetosupportanoriginalthesis.(RL.9-10.6,RI.9.10.3,SL.9-10.1,W.9-10.2,W.9-10.9)Oral Presentation Conductandpresentresearchonthelifeofoneoftheauthorswhoseworkyouhavereadforthiscourse.Howhavehistoricaleventsaffectedtheauthor’spointofview?Howdoestheauthorexpresshispointofviewthroughtheuseofanarrator?Citeatleastthreepiecesoftextualevidencetosupportanoriginalthesisstatement.(SL.9-10.4)Oral Presentation Citeexamplesofnarrativerepetitionordigressioninoneoftheworksyouhaveread;commentonitssignificanceinthestory.(RL9-10.5)Speech Reciteafavoritepassagefromoneofthestoriesinthisunit.Includeanintroductionthatstates:FromwhereitisexcerptedWhowroteitItsliterarysignificance(RL.9-10.2,SL.9-10.4,SL.9-10.6)Rubricisattheendoftheunit.

Terminology:

• theabsurd• allusion• antihero• BolshevikRevolution• carnivalesque• communism• digression• fantasy• fate• grotesque• gulag• irony• narratorreliability• paranormal• persona• repetition• Stalinism• verse(syllabic,accentual,syllabic-accentual)

grade 10 - morgan.k12.ky.us

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