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Unidad 10.4

My World

6 Semanas

In this unit, the student explores expository writing and point of view by reading informational text and literature and relating it to his/her life and family. He/she explores his/her family and cultural background and makes connections between current and historical events and how they are represented in various texts. The student focuses on fact and opinion, making connections to text, main idea and details, expository writing, note taking, research and essays.

  • Preguntas Esenciales (PE) y Comprensión Duradera (CD)
  • Objetivos de Transferencia (T) y Adquisición (A)
  • Los Estándares de Puerto Rico (PRCS)
PE1 In what ways do history, family, and culture influence who we are and what we become?
CD1 Our experiences and relationships on a personal, social, historical, and political level affect our actions and decisions and reflect and influence who we are and what we become.
PE2 What strategies for reading and writing help us to increase understanding of a text?
CD2 Making personal, text-to-text, text-to-world connections help us understand what we read and inform what we write. Determining main idea, predicting events, inferring and identifying truth from fiction, and supporting our statements with evidence all increase our understanding of the texts we read and produce.
PE3 What does it mean to examine and support a claim?
CD3 Complex ideas are examined and conveyed through critical thinking, the use of specific language, and text-based evidence.
PE4 What do good readers and writers do to convey information?
CD4 Good readers read and write literature and informational texts for different purposes with style and content dictated by and reflected in those purposes.

T1. The student will leave the class able to use his/her learning about informational texts and the characteristics of the genre to better understand expository reading and writing. He/she will make connections from the readings to the history of his/her family, communities, and culture. The student will read and write expository essays, identify fact from fiction, make connections, and conduct research.

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A1. Ask relevant questions that elicit elaboration and to respond to others’ questions and comments with relevant observations that keep the discussion on topic.
A2. Demonstrate how to adjust language choices by predicting, making inferences, expressing thought and to form opinions according to the context, purpose, task, and audience.
A3. Determine the main idea and to delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient, and to identify false statements and fallacious reasoning.
A4. Write informational and argumentative texts to examine and convey complex ideas, concepts, and information clearly and accurately through the selection, organization (transitional words, phrases or sentences), and analysis of content through essays and other text types. Conduct short research to answer a question drawing on several sources, using various types of phrasing and vocabulary to keep audience interest.

10.L.1a Ask relevant questions that elicit elaboration and respond to others’ questions and comments with relevant observations that keep the discussion on topic.
10.L.1c Listen, respond to, and react/analyze complex instructions and statements; apply, clarify, and provide instructions and directions.
10.S.2a Listen, discuss, and respond to complex instructions and information.
10.S.5 Demonstrate how to adjust language choices by predicting, making inferences, expressing thought and opinion according to the context, purpose, task, and audience.
10.S.6 Plan and deliver a variety of oral presentations and reports on developmentally appropriate topics that present evidence and facts to support ideas using growing understanding of formal and informal registers.
10.R.2I Determine the main idea of an informational text and analyze 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.
10.R.2L Determine theme or main idea of a literary text and analyze in detail its development, including how it emerges in the text and is shaped and refined by specific details; provide subjective or responsive summary of the text.
10.R.3I Analyze how an author unfolds an analysis or series of ideas or events in an informational text, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
10.R.4I Determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
10.R.5I Analyze in detail how an author’s ideas or claims (positions) are developed and refined by particular sentences, paragraphs, or portions of an available informational text (e.g., essays, reports, and news articles).
10.R.6I Determine an author’s point of view or purpose in an informational text and analyze how an author uses rhetoric to advance that point of view or purpose.
10.R.7I Analyze various accounts of a character told in different media (e.g., a person’s life story in both print and multimedia), determining which elements are emphasized in each account.
10.R.7L

Critique and analyze a literary text (e.g., When I was Puerto Rican, Harry Potter, and others) presented in different media (e.g., videos and plays), determining what elements are emphasized in each. 

10.R.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. This includes, but is not limited to, narrative, persuasive, and descriptive writing and knowledge of their qualities.
10.R.9I Analyze seminal documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail,” Julia de Burgos, Pedro Prietri, Esmeralda Santiago, and others), including how they address related themes and concepts.
10.W.2 Write informational and argumentative texts to examine and convey complex ideas, concepts, and information clearly and accurately through the selection, organization (transitional words, phrases or sentences), and analysis of content through essays (5 paragraphs), letters (formal and informal business letters and cover letters), and other text types.
10.W.5 Use technology, including the Internet, to produce and publish types of writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
10.W.6 Conduct short research projects to write reports that answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration and professional portfolios.
10.W.7

Draw evidence from literary or informational texts to support analysis, reflection, and research.

10.LA.1a

Use parallel structure, subject-verb agreement, and apply the understanding of run-on sentences, complex, compound, and sentence fragments. Assess various grammar and usage texts.

10.LA.1b Use various types of phrases and clauses to specify meanings and add variety and interest to writing or presentations.
10.LA.2 Demonstrate command of the conventions of English capitalization, punctuation, and spelling.
10.LA.2a Use advanced punctuation marks correctly.
10.LA.4c Consult reference materials (e.g., dictionaries, glossaries, thesauri), both print and digital, to find the pronunciation of a word, parts of speech, spelling, origin, and meaning.