Unit Title: Relationships and communication Grade: 10

Relationships and Communication

Essential Questions:

Enduring Understandings: 

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Relationships develop through written, verbal and non-verbal communication. Effective written communication enhances the audience’s understanding. Word choice and tone negatively and positively impacts relationships. Communication requires knowing your audience and purpose to participate in a relationship. Life experience affects your interactions with others. Willingness to communicate enhances relationships. Modes of communication have changed over time and this change can impact relationships.

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What different types of communications exist within our world? How can communication alter relationships? What creates effective communication? What causes miscommunication? What do people need to foster in relationships? What are the elements of a strong relationship? How can culture interfere with communication and relationships? How can a first impression alter the desire to start relationship? Why is it important to be able to distinguish between authentic and superficial communication?

Unit Title: Relationships and communication Grade: 10

Critical Content:

Relationships and Communication

Critical Skills:

Theme             

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Connotative Denotative Figurative language: idioms Tone: objective Word Choice Sarcasm Formal/informal diction Points of view: 1st,2nd,3rd Narrator Omniscience/Limited omniscience Dialect Ideas - Six Traits Transitions – compare and contrast, spatial, chronological, cause and effect, order of importance, sequential order Organization – Six Traits Dialogue Pacing Sensory language Audience Writing purpose Effective questioning Parallel structure Phrases Clauses Conventions

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Analyze the connotation in context.

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Analyze cultural perspectives through the use of world literature.

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Consider what is emphasized or absent in a key scene of two different artistic

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Write an informative document/explanatory document with appropriate diction.

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Understand how word choice influences audience.

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Develop appropriate supports for a topic.

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Understand the effective use of transitions, phrases and conventions.

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Express a narrative that engages a reader using strong word choice, narrative techniques and effective conclusion.

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Respond thoughtfully to diverse perspectives.

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Express ideas and contribute to group discussions, while respecting the thoughts of others.

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Adapt speech for appropriate discussion.

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Evaluate a speaker.

Unit Title: Relationships and communication Grade: 10

Established Goal:

Students will understand a variety of ways people communicate (verbal, non-verbal, and written), and how culture affect communication and relationships, then demonstrate this understanding through written and spoken activities.

Learning Targets RL.10.1 RL.10.3 RL.10. 4

RL.10.6 RL.10.7 RI.10.10

W.10.1D W. 10.2

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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. 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) Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. 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. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 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. 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 a topic with well-chosen relevant and sufficient facts extended definitions, concrete details, quotations, or other information or examples appropriate to the audiences’’ knowledge to the topic. c. Use appropriate literary transitions to link the major sections of the text, create cohesion, and clarify relationships among complex ideas and concepts. 3

Focused

Assessed

Unit Title: Relationships and communication Grade: 10

SL.10.1 

d. Use precise language and domain specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (Informative and explanatory writing) (Resume and cover letters) f. 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). 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.

SL.10.1a o

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.

SL.10.1b o

Work with peers to set rules for collegial discussions and decisionmaking (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.

SL.10.1c o

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.

SL.10.1d o

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.

L.10.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELD.CF.10 Students at all levels of English language proficiency APPLY interpersonal and leadership strategies to current issues, e.g., Students role play community leaders negotiating plans for how they would respond to current school or community challenges. ELD.CF.10 Students at all levels of English language proficiency will ANALYZE author’s point of view, e.g., Students read a variety of texts (e.g., speech transcripts, websites, editorials) to identify author’s point of view and choose appropriate sources for a research project.

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Unit Title: Relationships and communication Grade: 10

Performance Tasks Required: Novel Things Fall Apart

Remediation (R) and Extension (E):

Assign a character from the novel (Okonkwo, Obierika, Unoka, Ekwefi, Ezinma, Nwoye, or Ikemefuna) to each student. Have them journal and analyze the novel from that character’s perspective.

R/E =Students will naturally differentiate depth in their own writing. R= provide questions for the talk show.

Description: A. Write a minimum of 10 journal entries. B. Write target notes on assigned character. C. In small groups analyze the relationships between the characters in the novel Things Fall Apart, by filming segment for a talk show based on the characters from the novel. (talk show host—write questions, director—runs camera, characters to appear on the show and be interviewed)

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Copies of the novel Things Fall Apart Review open ended question writing Discussion format overview for a talk show (appendix)

Differentiation

You will need:

10th Grade Core Standard(s): RL1, RL3, RL4, RL6, SL1a, SL1b, SL1c, SL1d, SL1e, L5

Required: Short Literary Analysis (1-2 class periods.) final activity. Students will write on one of the following prompts in 12 pages and support their opinion using examples and citations from the novel. (see appendix) 10th Grade Core Standard(s): RL1, W2b, W2c, W2d, W2e, W2f, W9b

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R= Provide examples and have students formulate thesis based on the examples E= Have students use parenthetical references and extend the length to 3 pages.

Unit Title: Relationships and communication Grade: 10

Suggested Learning Experiences with Ideas for Differentiation R)=Remediation E)=Extension Rewrite a Scene: Ask students to take up a character in the novel, such as Okonkwo, Obierika, Unoka, Ekwefi, Ezinma, Nwoye, or Ikemefuna, and rewrite a scene from his or her voice and position. To help students approach this activity, ask them why they chose a certain character, what role the character plays in the novel, and which scene would be appropriate to rewrite from this character's perspective. (The confrontations between the white men and the Igbo people are good incidents to use for the rewrite, as they can reinforce the colonialist/native point of view issue of the lesson.) 10th Grade Core standard(s): RL3 Review the terms: connotation and denotation. Read “Catch the Moon” and complete the worksheet (see appendix)

R: provide a list of scenes or assign a scene based on the student’s choice of character. Provide a worksheet for students to fill in about their character before writing.

None

10th Grade Core standard(s): RL4, L5

Read and take notes analyzing the relationships between the characters in short stories, then discuss as small groups or a class. Possible formats include Socratic Seminar.

10th Grade Core standard(s): SL1b

Compare and contrast the advice given in the articles on communication (see appendix) using a comparison matrix then evaluate a speaker’s point of view, reasoning, and use of evidence. Discuss your findings with a small group or the class.

10th Grade Core standard(s): RI 1, RI3, RI10, SL3, SL4

Relationships Literature Project: Students will view the relationships in their life and present them in a way that tells a visual story. E.g. poster, PowerPoint, Movie Maker (computer story board), collage, etc. (see Appendix)

10th Grade Core standard(s): SL4, SL5

Communicating in the Real World: Cover letter and Resume writing. (see appendix) Students learn proper document formats and participate in job interview simulation. 10th Grade Core Standard(s): RI4 , W1d, W2b, W2c, W2d, , W2e, W2f, W4

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R: Provide questions for students to write about and discuss E: Have students make suggestions for solving the conflicts within the relationships in the stories. R: Reduce the number of articles read. Use lower Lexile leveled articles. E: Use higher leveled text R: reduce the number of pictures and depth of explanation. E: Expand the depth of explanation. 1R: Step by Step job application. Provide prewritten job postings and specific questions to be answered ahead of time.

Unit Title: Relationships and communication Grade: 10

Compare and Contrast the book Marley and Me with the movie of the same name (Scenes or chapters are okay if you didn’t teach the entire book). Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. 10th Grade Core standard(s):RL7 Art connections: Students will look at 5 different pictures from Modern Artists including Paul Gauguin, Henri Rousseau, and Picasso. Students will choose a picture and write several paragraphs connecting the painting to the novel Things Fall Apart. 10th Grade Core Standard(s): SL1d

1E: Turn in copies of actual job applications, or scholarship applications modifying cover letter and resume for each . R= provide comparison contrast matrix.

R/E= students will naturally differentiate based on personal responses.

Resources Novels:

Things Fall Apart by Chinua Achebe ( Lexile 890L) required Short Stories: “Two Kinds” by Amy Tan (p. 96-107) Glencoe Literature Course 5 “Catch the Moon” by Judith Ortiz Cofer (p. 227-235) Glencoe Literature Course 5 “Everyday Use” by Alice Walker (pg. 194-204) Glencoe Literature Course 5 Nonfiction: Marley & Me - Life And Love With The World's Worst Dog by John Grogan (Lexile 1070) Battle Hymn of a Tiger Mother by Amy Chua Informational Texts: Brody, Marjorie. "Listen up! Do you really hear what people are saying?." American

Salesman. 01 May. 2001 (Lexile 1240) Klemko, Robert. "Athlete tweets often are no treat." Gannett News Service. 09 Jun. 2011

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Unit Title: Relationships and communication Grade: 10

(Lexile 1130) Neal Gabler. "Zuckerberg's Revolution; Meaningless reigns supreme: We are no longer amusing ourselves to death, we are texting ourselves to death." Los Angeles Times. 28 Nov. 2010 (Lexile 1230) Sitley, Alicia M. "How to be a good listener." Current Health 1. 01 Nov. 2001 (Lexile 800) Toth, Catherine E. "THE DIGITAL DIVIDE." Hawaii Business. 01 Apr. 2011 (lexile 1230) Wallis, T J. "Avoiding communication disasters." Career World. 01 Apr. 2003 (Lexile 1030) Audio/Visual: “Marley and Me” movie 20th Century Fox 2009 Poetry: “The Second Coming” by William Butler Yeats (See Appendix Things Fall Apart) Other: Website with simulation of a Igbo village http://www.literaryworlds.wmich.edu/umuofia/ Art

The Sleeping Gypsy by Henri Rousseau Birds Language by Lu Min Eiaha Ohipa Not Working Pas de travail (1896) Paul Gauguin Te Faaturuma Woman Brooding (1891) ) Paul Gauguin Head of a Woman (1907) – Pablo Picasso and right: Dan Mask (See appendix)

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