10 1 Overview

NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 1 Overview
10.1 Module Overview

Reading Closely and Writing to Analyze: How Do
Authors Develop Complex Characters and Ideas?
Texts Unit 1: “The Passionate Shepherd to His Love” by Christopher Marlowe, “The
Nymph’s Reply to the Shepherd” by Sir Walter Raleigh, and “Raleigh Was Right”
by William Carlos Williams
Unit 2: “The Palace Thief” from The Palace Thief by Ethan Canin
Unit 3: “Rules of the Game” and “Two Kinds” from The Joy Luck Club by Amy
Tan and “Dreaming of Heroes” from Friday Night Lights by H.G. Bissinger
Number of Lessons
37 (including Module Performance Assessment)
in Module
Introduction
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 such as identity and expectations. Module 10.1 introduces foundational protocols and
routines for reading, writing, and discussion that students will continue to build upon and strengthen
throughout the year. The module consists of three units, referred to as 10.1.1, 10.1.2, and 10.1.3. Each
unit focuses on complex texts that offer students opportunities to work with multiple central ideas while
exploring a range of genres.
In Unit 10.1.1, students analyze how authors shape, refine, and transform shared central ideas as they
read three thematically related poems: Christopher Marlowe’s iconic 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 contribution, “Raleigh Was Right.” This unit introduces students to poets in
conversation and encourages students to make connections across all three texts. Students consider the
choices each poet makes, with a focus on how each poet shapes and refines central ideas shared in all
three texts.
In Unit 10.1.2, students read Ethan Canin’s “The Palace Thief,” exploring character interactions and
motivations and how they contribute to the development of a central idea. Students also have the
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opportunity to analyze how rich figurative language contributes to a better understanding of evolving
characters and emotions in the story.
In Unit 10.1.3, students read “Two Kinds” and “Rules of the Game” from Amy Tan’s The Joy Luck Club,
and “Dreaming of Heroes,” a chapter from H. G. Bissinger’s non-fiction text Friday Night Lights. In their
work with Tan’s “Two Kinds” and “Rules of the Game,” students analyze how Tan develops central ideas
through the interactions between complex characters. Students continue their analysis of how authors
shape and refine central ideas in their exploration of Bissinger’s non-fiction text, “Dreaming of Heroes”
from Friday Night Lights, as they forge thematic connections with the central ideas of Tan’s fiction, such
expectations and identity.
The module excerpt from Friday Night Lights contains emotionally charged language that may be
outside of some students' cultural experiences to describe some people and the cultural groups they
represent. Specifically, the racial slur nigger (“the ‘n’ word”) appears several times in the text. The
curriculum includes this excerpt because this is a work of literary non-fiction describing real emotions,
real people, and real events. While the curriculum tries to limit inappropriate language in general, in this
context the use of language contributes to the development of the people, situations, and central ideas
in this text.
The End-of-Unit Assessments provide scaffolding for the Module Performance Assessment, in which
students choose two narrators from the module texts and explore how their different points of view
impact the development of a common central idea.
Literacy Skills & Habits

Read closely for textual details
Annotate texts to support comprehension and analysis
Engage in productive evidence-based conversations about text
Use rubrics for self-assessment and peer review of writing
Generate and respond to questions in scholarly discourse
Independently preview text in preparation for supported analysis
Present information, findings, and supporting evidence clearly, concisely, and logically
Incorporate domain specific vocabulary in written and verbal responses

English Language Arts Outcomes
Yearlong Target Standards

These standards embody the pedagogical shifts required by the Common Core Standards and will be a
strong focus in every English Language Arts module and unit in grades 9–12.
College and Career Readiness Anchor Standards for Reading

None.
CCS Standards: Reading—Literature
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.9-10.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language evokes a sense of time and place;
how it sets a formal or informal tone).
RL.9-10.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and
poems, and literary nonfiction, at the high end of the grades 9–10 text complexity band
independently and proficiently.
CCS Standards: Reading—Informational Text
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
RI.9-10.4 Determine the meaning of words and phrases as they are used in the 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).
RI.9-10.10 By the end of grade 10, read and comprehend literary nonfiction at the high end of the
grades 9–10 text complexity band independently and proficiently.
CCS Standards: Writing
W.9- Draw evidence from literary or informational texts to support analysis, reflection, and
10.9.a, b research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author
draws on and transforms source material in a specific work [e.g., how Shakespeare
treats a theme or topic from Ovid or the Bible or how a later author draws on a play

by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “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”).
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 purposes, tasks,
and audiences.
CCS Standards: Speaking & Listening
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
CCS Standards: Language
L.9-10.4.a- Determine or clarify the meaning of unknown and multiple-meaning words and phrases
d based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning, its part of speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
Module-Specific Assessed Standards

These standards will be the specific focus of instruction and assessment, based on the texts studied and
proficiencies developed in Module 10.1.
CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.
CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.


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.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language evokes a sense of time and place;
how it sets a formal or informal tone).
RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within
it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects
as mystery, tension, or surprise.
RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g.,
how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author
draws on a play by Shakespeare).
RL.9-10.11 Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and
ethically by making connections to: other texts, ideas, cultural perspectives, eras,
personal events and situations.
RI.9-10.2 Determine a central idea of a 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.
RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the
order in which the points are made, how they are introduced and developed, and the
connections that are drawn between them.
RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses
rhetoric to advance that point of view or purpose.

W.9-10.2.a, Write informative/explanatory texts to examine and convey complex ideas, concepts,
b, d, f and information clearly and accurately through the effective selection, organization, and
analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information to make

important connections and distinctions; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
d. Use precise language and domain-specific vocabulary to manage the complexity of
the topic.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
W.9-10.9.a, Draw evidence from literary or informational texts to support analysis, reflection,
b and research.
a. Apply grades 9–10 Reading standards to literature (e.g., "Analyze how an author
by Shakespeare]").
b. Apply grades 9–10 Reading standards to literature (e.g., "Analyze how an author
by Shakespeare]").
SL.9-10.1.a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.

L.9-10.2.c Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.
c. Spell correctly.
Addressed Standards
These standards will be addressed at the unit or module level, and may be considered in assessment,
but will not be the focus of extended instruction in this module.

None.
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
W.9-10.2.c Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization,
and analysis of content.
c. Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
SL.9-10.1.c, Initiate and participate effectively in a range of collaborative discussions (one-on-one,

d, e in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
c. Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning

presented.
e. Seek to understand other perspectives and cultures and communicate effectively
with audiences or individuals from varied backgrounds.
SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
L.9-10.1.a, b Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial,
prepositional, absolute) and clauses (independent, dependent; noun, relative,
adverbial) to convey specific meanings and add variety and interest to writing or
presentations.
L.9-10.2.a Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely
related independent clauses.
L.9-10.3 Apply knowledge of language to understand how language functions in different

contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
L.9-10.4.a Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 9–10 reading and content, choosing flexibly from a range of
strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.5.a Demonstrate understanding of figurative language, word relationships, and nuances in

word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze

their role in the text.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Module 10.1 Performance Assessment
Prompt
In this three-lesson Performance Assessment, students analyze how the unique perspectives of the
different narrators of the Module 10.1 texts influence the development of central ideas, such as
identity, expectations, tradition, and the relationship between humans and nature. Students discuss,
organize, compose, and revise a multi-paragraph response to the following prompt:
How do the two narrators’ different points of view impact the development of a common central
idea?
In Lesson 1, students complete a carousel activity in small groups to review the development of central
ideas and the unique perspectives of the narrators in each of the module texts. Once they complete this
activity, students select a central idea and two texts upon which to focus their written responses.
In Lesson 2, students form discussion groups with other students who selected the same central idea
and discuss, in their groups, how the perspectives of the narrators of their selected texts influence the
development of this central idea. Students then independently draft an initial claim in response to the
Performance Assessment prompt, and collect and organize evidence in support of this claim.
In Lesson 3, students independently write a multi-paragraph response to the Performance

Assessment prompt using evidence from two of the module texts to support their analysis.
Texts
Unit 1: “We cannot go to the country / for the country will bring us / no peace”
Marlowe, Christopher “The Passionate Shepherd to his Love.” 1599.

Raleigh, Sir Walter “The Nymph’s Reply to the Shepherd.” 1600.

Williams, William Carlos “Raleigh Was Right.” Poetry Magazine, 1940.
Unit 2: “For one does not alter history without conviction.”
Canin, Ethan. “The Palace Thief.” The Palace Thief. New York: Random House, 1994. pp. 155–205. Print.
Unit 3: “I won’t let her change me, I promised myself. I won’t be what I’m not.”
Tan, Amy. “Rules of the Game.” The Joy Luck Club. New York: Putnam’s, 1989. pp. 89–101. Print.
Tan, Amy. “Two Kinds.” The Joy Luck Club. New York: Putnam’s, 1989. pp. 132–134. Print.
Bissinger, H. G. “Chapter 4: Dreaming of Heroes.” Friday Night Lights: A Town, a Team, and a Dream.
Cambridge, MA: De Capo, 1990. pp. 73–88. Print.
Module-at-a-Glance Calendar
Lessons Assessed and

in the Addressed
Text Unit Literacy Skills and Habits CCSS Assessments
Unit 1: “We cannot go to the country / for the country will bring us / no peace”
“The Passionate 7  Read closely for textual CCRA.9 Mid-Unit: None.
Shepherd to his details RL.9-10.1 End-of-Unit: Students
Love” by  Annotate texts to RL.9-10.2 write a formal, multi-
Christopher support comprehension paragraph response to
RL.9-10.4
Marlowe and analysis the following prompt:
RL.9-10.5
“The Nymph’s How does a shared
 Engage in productive RL.9-10.9
Reply to the central idea develop
evidence-based W.9-10.2.b, d
Shepherd” by over the three poems
discussions about text W.9-10.9.a
Sir Walter from this unit?
Raleigh  Collect and organize SL.9-10.1.a
evidence from texts to
“Raleigh Was L.9-10.4.a
support analysis in
Right” by L.9-10.5.a
writing
William Carlos L.9-10.6
Williams  Make claims about and
across texts using
specific textual evidence
 Develop and
incorporate domain

Lessons Assessed and

in the Addressed
Text Unit Literacy Skills and Habits CCSS Assessments
specific vocabulary in
written and verbal
responses
 Use vocabulary
strategies to define
unknown words
 Paraphrase and quote
relevant evidence from
texts
 Write informative texts
to convey complex
ideas
 Use rubrics and
checklists for self-
assessment of
participation in
discussion

Unit 2: “For one does not alter history without conviction”

“The Palace 13  Read closely for textual CCRA.R.6 Mid-Unit: Students
Thief” by Ethan details RL.9-10.2 write a formal, multi-
Canin  Annotate texts to RL.9-10.3 paragraph response to
support the following prompt:
W.9-10.2.a, b, c,
comprehension and f How has Hundert
analysis developed over the
W.9-10.4
course of the text thus
 Engage in productive W.9-10.9.a
far?
evidence-based SL.9-10.1.a, c
discussions about text End-of-Unit: Students
L.9-10.1 write a formal, multi-
 Collect and organize L.9-10.2 paragraph response to
evidence from text to
L.9-10.4.a the following prompt:
support analysis in
L9-10.5.a Analyze how the
writing
interactions between
 Analyze the text using Hundert and the Bells
specific textual develop a central idea in
evidence
“The Palace Thief.”
 Use vocabulary
unknown words
 Trace the development
of ideas over the
course of the text
 Paraphrase and quote
relevant evidence from
texts
 Independently preview
texts in preparation for
supported analysis
 Write informative texts
to convey complex
ideas
 Incorporate newly
learned vocabulary in
written and verbal

responses
 Use rubrics and
checklists for self-
assessment of
participation in
discussion
Unit 3: “I won’t let her change me, I promised myself. I won’t be what I’m not.”
“Rules of the 14  Read closely for textual CCRA.R.6 Mid-Unit: Students
Game” and details RL.9-10.2 write a formal, multi-
“Two Kinds”  Annotate texts to RL.9-10.3 paragraph response to
from The Joy support one of the following
RI.9-10.1
Luck Club by comprehension and prompts:
RI.9-10.2
Amy Tan; analysis In “Rules of the Game,”
RI.9-10.3
“Dreaming of to what extent does
 Engage in productive RI.9-10.6
Heroes” from Waverly meet her
evidence-based W.9-10.2.a, b, f
Friday Night mother’s expectations
conversations about
Lights by H.G. W.9-10.4 that she master “the art
text
Bissinger W.9-10.9.a, b of invisible strength”
 Collect and organize
SL.9-10.1.a, d, e over the course of the
evidence from texts to
SL.9-10.4 chapter?
support analysis in
L.9-10.1.a, b or
writing
L.9-10.2.a, c In “Two Kinds,” Jing-mei
 Use vocabulary
L.9-10.3 states, "My mother
believed you could be
unknown words L.9-10.4.a
anything you wanted to
 Interpret figurative L.9-10.5
be in America (p.132).
language To what extent does
 Trace the development Jing-mei’s story support
of ideas over the this belief?
course of the text

 Paraphrase and quote End-of-Unit: Students

relevant evidence from write a formal, multi-
texts paragraph response to
 Independently preview the following prompt:
texts in preparation for Respond to the
supported analysis following prompt using
 Write informative texts evidence from
to convey complex “Dreaming of Heroes”
ideas from Friday Night Lights
and either “Rules of the
 Incorporate newly
Game” or “Two Kinds”
learned vocabulary in
from The Joy Luck Club:
written and verbal
How do the
responses
relationships between
children and their
parents develop a
central idea common to
these two texts?


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NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 1 Overview

10.1 Module Overview

File: 10.1 Overview, v2 Date: 5/26/15 Classroom Use: Starting 5/2015

Literacy Skills & Habits

File: 10.1 Overview, v2 Date: 5/26/15 Classroom Use: Starting 5/2015

English Language Arts Outcomes

Yearlong Target Standards

College and Career Readiness Anchor Standards for Reading

File: 10.1 Overview, v2 Date: 5/26/15 Classroom Use: Starting 5/2015

Module-Specific Assessed Standards

College and Career Readiness Anchor Standards for Reading

File: 10.1 Overview, v2 Date: 5/26/15 Classroom Use: Starting 5/2015

CCS Standards: Reading—Literature

CCS Standards: Writing

File: 10.1 Overview, v2 Date: 5/26/15 Classroom Use: Starting 5/2015

a. Introduce a topic; organize complex ideas, concepts, and information to make

File: 10.1 Overview, v2 Date: 5/26/15 Classroom Use: Starting 5/2015

L.9-10.2.c Demonstrate command of the conventions of standard English capitalization,

College and Career Readiness Anchor Standards for Reading

CCS Standards: Speaking & Listening

SL.9-10.1.c, Initiate and participate effectively in a range of collaborative discussions (one-on-one,

File: 10.1 Overview, v2 Date: 5/26/15 Classroom Use: Starting 5/2015

CCS Standards: Language

L.9-10.2.a Demonstrate command of the conventions of standard English capitalization,

L.9-10.3 Apply knowledge of language to understand how language functions in different

L.9-10.5.a Demonstrate understanding of figurative language, word relationships, and nuances in

File: 10.1 Overview, v2 Date: 5/26/15 Classroom Use: Starting 5/2015

their role in the text.

Module 10.1 Performance Assessment

In Lesson 3, students independently write a multi-paragraph response to the Performance

File: 10.1 Overview, v2 Date: 5/26/15 Classroom Use: Starting 5/2015

Raleigh, Sir Walter “The Nymph’s Reply to the Shepherd.” 1600.

Lessons Assessed and

File: 10.1 Overview, v2 Date: 5/26/15 Classroom Use: Starting 5/2015

Lessons Assessed and

File: 10.1 Overview, v2 Date: 5/26/15 Classroom Use: Starting 5/2015

Unit 2: “For one does not alter history without conviction”

File: 10.1 Overview, v2 Date: 5/26/15 Classroom Use: Starting 5/2015

File: 10.1 Overview, v2 Date: 5/26/15 Classroom Use: Starting 5/2015

 Paraphrase and quote End-of-Unit: Students

File: 10.1 Overview, v2 Date: 5/26/15 Classroom Use: Starting 5/2015

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