Sample Grade 10 ELA Research Paper Unit

Curriculum for Grade: 10
Subject: ELA Date: 7/30/15

Based on a unit designed primarily by Tricia Lindstedt
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UNIT #5 Research Paper and Non-Fiction
TIMEFRAME: [April and half of May: 6 weeks]
BIG IDEA(S): These are taken from the curriculum

map.
ESSENTIAL QUESTIONS: (These questions

drive your lessons should reflect content and
skills).
Reading:
Review the 4 key critical reading skills:
paraphrasing (literal comprehension), inference
(extended reasoning), vocabulary in context and
finding the main idea/argument (summarizing)
Writing:
SAT Grammar Skills
Topic Sentences
Paragraph Writing
Quote Sandwich with two pieces of evidence:
argument vs. evidence (opinion vs. fact)
Creating an open-ended response applying the
RAGE technique (Restate, Answer, Give Evidence
and Explain).
Create original thesis arguments
Write a research paper
Oral Fluency:
Socratic Seminar
Test Prep:
SAT Grammar
SAT Vocabulary
Differentiating between Literal Comprehension
and Extended Reasoning questions
Sentence completion strategies.
2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
S: What strategies do good readers use?

S: What strategies do good writers use?
R: Why do we identify key ideas?
R: How can we read actively and recall
evidence from a text?
R: Why is it important to summarize major
events?
R: Why is it important to determine the main
idea(s), argument(s) and/or theme(s) in texts?
R:How do we skim texts for key words and
ideas?
R: How can utilizing text features such as
titles, indexes, tables of contents, graphs,
headings and images help identify relevant
information?
R: What are the components of source and
evidence cards and what purpose do they
serve?
R: What information is included on a source
card?
R: What information is included on an
evidence card?
R: How do we conduct online searches using
appropriate key words and phrases?
R: How do we annotate a text effectively?
R: Why is it important to differentiate
between scholarly, substantive news/general
interest, popular and sensational sources?
R: How do we create source cards based on
research?
R: Why is it important to paraphrase parts of
a text in oral and written form?
R: Why must we avoid plagiarism?
R: How do we organize annotated text in
order build arguments with evidence?
S: Why is it important to make predictions,
connections, infer and use context clues
before, during and after reading?
S: How is a main idea/argument/theme

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shaped and then developed?

R: How do we create an argument based on
the analysis of online and textual research?
R: How, when, and why do we cite sources?
R: How do we evaluate the credibility and
usefulness of online and other sources?
R: How do we evaluate the perspective/s
from which the source is written and or
derived?
R: How do we identify a topic and focus
for a research paper?
R: What are the differences between thick
and thin questions?
R: What are the components of an outline?
R: What is the correct usage of MLA
parenthetical and works cited citations?
R: What are the components of a thesis
argument for a research paper?
R:What is the role of a topic sentence (must
supply the argument for a specific
paragraph)?
R:What are the appropriate components of an
effective introductory paragraph?
R: What are the appropriate components of
an effective body paragraphs?
R: What are the appropriate components of a
conclusion paragraph?
R: Why is it important to evaluate and then
revise written work?
ENDURING UNDERSTANDINGS:
Students will understand that the habits of good reading include paraphrasing, inferring, predicting, using
context clues, summarizing and making connections.
Students will understand that the habits of good writing include prewriting, drafting, revising, editing, and
publishing.
Students will understand that the writing process requires 5 different stages necessary to write effectively:
prewriting, drafting, revising, editing, and publishing.
Students will understand that the 5 stages of writing can improve and increase the impact of their writing.
Students will understand that there are 4 main purposes for writing: to inform, persuade, inspire, and
entertain.
Students will understand that a topic sentence must supply the argument for a specific paragraph.
Students will understand that the key elements of literature include character, setting, point of view,
plot, conflict, theme, and style.
Students will understand that there are five elements of drama: Character, Plot, Theme, Dialogue, Genre
(historical, tragedy, comedy, mystery).

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Students will understand that there are 4 key critical reading skills: paraphrasing, (literal comprehension),
inference, (extended reasoning), vocabulary in context, and finding the main idea/argument,
(summarizing).
Students will understand that effective open-ended responses restate the question using names instead of
pronouns; provide ample, accurate, and relevant evidence; use smooth transitions and strong vocabulary;
and include punchy insights.
Students will understand that knowledge of SAT vocabulary will aid them in decoding words in context.
Students will understand the components of an effective thesis argument and research paper.
READING
RELEVANT
RESOURCES/MATERIALS/Standards
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Tier 1 Standards:
WHAT THE KIDS ARE ACTUALLY DOING
RL.9-10.4
Can you see them doing it?
RL.9-10.10
RIT. 9-10.1
L.9-10.4b
L.9-10.6
R: Research specific.
Tier 1 Resources/Materials:
Students will review the 4 key critical reading
Central texts: Hamlet and Antigone.
skills and the types of questions that are related to
Research Paper Guide and various other
each: paraphrasing (literal comprehension),
graphic organizers found on
inference (extended reasoning), vocabulary in
www.literacycookbook.com.
context and finding the main idea/argument
(summarizing).
Students will review the Dramatic Elements:
Character, Plot, Theme, Dialogue, Convention,
Genre (historical, tragedy, comedy, mystery),
Audience.
Students will define and review the DDATO
strategy.
R: Students will read and recall evidence from the
texts.
R: Students will summarize major events.
R: Students will determine the main idea(s),
argument(s) and/or theme(s) in texts.
R: Students will skim texts for key words and
ideas.
R: Students will utilize text features such as the
titles, indexes, tables of contents, graphs, headings
and images to identify relevant information.
R: Students will list the components of source and
evidence cards.
R: Students will conduct online searches using
appropriate key words and phrases.
R: Students will annotate effectively.
R: Students will list the differences between

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scholarly, substantive news/general interest,

popular and sensational sources.
R: Students will identify key ideas.
R: Students will create source cards based on
research.
R: Students will identify annotation symbols.
R: Students will paraphrase parts of a text in oral
and written form.
Tier 2 Activities/Strategies (Application/Analysis)
Students will make predictions, make connections,
infer, and use context clues before and during
reading.
Students will analyze and annotate individual acts
and scenes, making inferences using graphic
organizers such as the Chapter Notes Organizer
and the Before, During and After worksheet.
Students will make inferences using information
from the text.
Students will analyze characters and create a
DDATO using various graphic organizers.
Students will identify and analyze the use of
symbolism throughout the text, recording various
examples and their literary implications.
Students will analyze characters dialogue to
determine tone.
Students will explain how a central idea or theme
is shaped and then develops throughout the text.
Students will determine the meaning of words and
phrases from Hamlet and Antigone and how they
connect to the setting and tone of the novel.
Students will identify how the tones and motifs in
Hamlet and Antigone are similar.
R: Students will explain the purpose of the
Tier 2 Standards:
RL.9-10.1
RL.9-10.3
RL.9-10.4
RL.9-10.10
RIT. 9-10.1
RIT. 9-10.6
RIT. 9-10.7
L.9-10.4
L.9-10.4a
L.9-10.5
L.9-10.6
graphic organizers on

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evidence and source cards.

R: Students will organize annotated text in order
build arguments with evidence.
Students will make predictions, connections, infer
and use context clues before, during and after
reading.
R: Students will analyze and annotate various texts
for the purpose of building arguments.
R: Students will analyze the usefulness of the online research gleaned from the web.
R: Students will explain how a main
idea/argument/theme is shaped and then develops
throughout the text.
R: Students will create an argument based on the
analysis of the online/textual research.
R: Students will explain how and when and why to
cite sources.
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Students will evaluate how writers use motifs to
convey themes.
Students will create evidence cards.
Students will extract relevant evidence from texts in
order to create evidence cards.
Students will evaluate the credibility and usefulness
of online and other sources.
Students will evaluate the perspective/s from which
the source is written and or derived.
STUDENT WORK PRODUCTS/ SUMMATIVE
ASSESSMENTS:
Literary Response Paper
Research Paper: please see the Writing section for
details on this assignment.
WRITING
R: Research specific
Students will utilize the habits of good writers to
include prewriting, drafting, revising, editing, and
Tier 3 Standards:
RIT.9-10.2
RIT. 9-10.10
W.9-10.9a
L.9-10.3a
INTERDISCIPLINARY CONNECTIONS/
USE OF TECHNOLOGY:
PowerPoint
Document Camera
RELEVANT
Tier 1 Standards:
W.9-10.5

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publishing.
Students will identify and describe the 5 stages of
effective writing: prewriting, drafting, revising,
editing, and publishing.
Students will list the ingredients of an effective
quote sandwich as well as model using two pieces
of evidence.
R: Students will identify a topic and focus for their
research papers.
R: Students will generate (10-20) questions in
order to determine/narrow the focus of inquiry for
the paper.
R: Students will define/identify thick (inference:
how and why?) and thin (fact based: who, what,
when, where?) questions.
R: Students will identify the components of an
outline.
R: Students will identify correct usage of MLA
parenthetical and works cited citation.
R: Students will identify the components of a
thesis argument for a research paper.
R: Students will define the role of a topic sentence
(must supply the argument for a specific
paragraph.
R: Students will identify the appropriate
components of an effective introductory
paragraph: strong opening statement, bridge to
thesis, thesis argument, thesis support sentence.
R: Students will identify the appropriate of
effective body paragraphs, topic sentence,
transitions, context, evidence, analysis.
R: Students will identify the appropriate
components of a conclusion paragraph: draw
logical thoughtful conclusions and/or make
reasonable predictions.
R: Students will summarize the argument and
reveal an insight.
Tier 2 Standards:
RL.9-10.1
RL.9-10.3
RL.9-10.4
RIT.9-10.1
RIT.9-10.2
RIT.9-10.6
W.9-10.1

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Students will utilize the habits of good writers to

include prewriting, drafting, revising, editing, and
publishing.
Students will implement the 5 stages of effective
writing: prewriting, drafting, revising, editing, and
publishing.
R: Students will explain how and when and why to
cite sources.
R: Students will use appropriate transitions to ensure
a smooth flow of writing.
R: Students will write arguments to support claims in
an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
R: Students will organize evidence cards.
R: Students will draft an introductory paragraph.
R: Students will draft body paragraphs using
appropriate evidence and transitions.
R: Students will draft a conclusion paragraph.
W.9-10.1e
W.9-10.2c
W.9-10.8 (avoiding plagiarism)
W.9-10.9
W.9-10.10
L.9-10.2
L.9-10.2b
L.9-10.4a
Tier 3 Standards:
RL.9-10.2
W.9-10.1
W.9-10.1e
W.9-10.2
W.9-10.2b
W.9-10.2f
W.9-10.4
W.9-10.5
W.9-10.6
W.9-10.7
W.9-10.8
W.9-10.10
L.9-10.1
L.9-10.1b
L.9-10.3a
R: Students will evaluate topic sentences to determine Tier 3 Resources/Materials:
whether they are effective or ineffective.

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R: Students will evaluate evidence within paragraphs

to determine whether it is effective or ineffective.
R: Students will use the organized evidence cards to
build an outline.
R: Students will evaluate and revise research paper
draft.
ASSESSMENTS:
Research Paper, MLA format with student generated
argument centered on the conflicts that arise while
determining the importance of loyalty in terms of
blood family versus political family.
ORAL FLUENCY

USE OF TECHNOLOGY:
PowerPoint
Document Camera
RELEVANT
Tier 1 Standards:
SL.9-10.1
SL.9-10.1a
SL.9-10.1c
SL. 9-10.6
Students will brainstorm and prepare notes (answer Tier 1 Resources/Materials:
Central texts: Hamlet and Antigone
open-ended questions, or identify components of
the research process) for discussion in the center of
Socratic Seminar materials.
the circle.
Students will take notes on the discussion, or
complete an Observation Checklist.
Tier 2 Standards:
SL.9-10.1b (c, d)
SL.9-10.4
Students in the center will provide evidence during Tier 2 Resources/Materials:
the discussion to support their arguments.
Students on the outside of the circle will record
evidence to support their peers knowledge and
participation.
Students will analyze peer evidence and arguments
and respond to the discussion topics.
Tier 3 Standards:
SL.9-10.2
SL.9-10.3
SL.9-10.5
Students will evaluate evidence from peers to
generate new ideas.
Students will create original arguments using the
original discussion topics.

________________________
Observers will provide constructive feedback to

their peers on how they performed in the Socratic
Seminar.
ASSESSMENTS:
Participation in the Socratic Seminar.
TEST PREP
Page 9
USE OF TECHNOLOGY:
PowerPoint
Document Camera
RELEVANT
Tier 1 Standards:
RL.9-10.10
L.9-10.1
L.9-10.1b
L.9-10.2
L.9-10.2c
L.9-10.3
L.9-10.4
L.9-10.4a (b)
L.9-10.5
L.9-10.5a
L.9-10.6
Hamlet and Antigone.
Mechanically Inclined, Jeff Anderson
Bringing Words to Life, Isabel Beck et al.
Students will continue identifying the four

different kinds of questions based on the four key
reading skills: paraphrasing (literal
comprehension), inference (extended reasoning),
vocabulary in context and finding the main
idea/argument (summarizing).
Students will continue identifying grammatical
skills featured on the SAT.
Students will continue identifying and defining
SAT vocabulary words.
Students will continue utilizing the strategy used to
answer open-ended responses: RAGE.
Tier 2 Standards:
RL.9-10.1
RIT.9-10.1
RIT.9-10.10
W.9-10.1
W.9-10.2
W.9-10.9
W.9-10.10
Students will label the four different kinds of
critical reading questions.
Students will continue completing sentence stems

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and answering questions in order to demonstrate

appropriate contextualized use of vocabulary.
Students will continue applying the RAGE
strategy to correctly answer open-ended questions.
Students will build body paragraphs using at least
one piece of evidence and a transition.
Use effective transitions.
Creating topic sentences.
Tier 3 Standards:
W.9-10.1a
W.9-10.1b
W.9-10.1c
W.9-10.1e
W.9-10.2b
W.9-10.2c
W.9-10.2f
W.9-10.4
Using the text, students will continue to create and

then evaluate their own critical reading questions
to reflect paraphrasing (literal comprehension),
inference (extended reasoning), vocabulary in
context and finding the main idea/argument
(summarizing).
Students will continue to create and evaluate their
own grammar questions and sentence completion
examples.
Students will continue to evaluate the strategies in
Bringing Words to Life in order to determine which
strategies best support their learning.
Students will continue to apply the RAGE strategy
when answering open-ended questions.
ASSESSMENTS:
USE OF TECHNOLOGY:
Quiz: Students will identify the four different kinds of
PowerPoint
questions based on the four key reading skills:
Document Camera
paraphrasing (literal comprehension), inference
(extended reasoning), vocabulary in context and
finding the main idea/argument (summarizing).
Quiz: Students will continue to create and evaluate
their own grammar questions and sentence
completion examples.
Quiz: Using the text, students will continue to create
and then evaluate their own critical reading questions
to reflect paraphrasing (literal comprehension),
inference (extended reasoning), vocabulary in context

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Page 11
and finding the main idea/argument (summarizing).

Multiple Choice quizzes to include fiction/non-fiction
in order to practice SAT test taking strategies.

Sample Grade 10 ELA Research Paper Unit

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Sample Grade 10 ELA Research Paper Unit

Diunggah oleh

Hak Cipta:

Format Tersedia

Curriculum for Grade: 10

Subject: ELA Date: 7/30/15

UNIT #5 Research Paper and Non-Fiction

TIMEFRAME: [April and half of May: 6 weeks]

BIG IDEA(S): These are taken from the curriculum

ESSENTIAL QUESTIONS: (These questions

2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com

S: What strategies do good readers use?

Curriculum for Grade: 10

shaped and then developed?

Curriculum for Grade: 10

Curriculum for Grade: 10

scholarly, substantive news/general interest,

Curriculum for Grade: 10

evidence and source cards.

Curriculum for Grade: 10

2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com

Curriculum for Grade: 10

Students will utilize the habits of good writers to

2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com

Curriculum for Grade: 10

R: Students will evaluate evidence within paragraphs

Central texts: Hamlet and Antigone.

Curriculum for Grade: 10

Observers will provide constructive feedback to

Students will continue identifying the four

Curriculum for Grade: 10

and answering questions in order to demonstrate

Bringing Words to Life, Isabel Beck et al.

Using the text, students will continue to create and

Curriculum for Grade: 10

and finding the main idea/argument (summarizing).

2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com

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