BHS 10th Grade ELA

The Power of Fear

In this unit, students will analyze complex characters and how authors draw on source material to develop the theme of the power of fear; students will explore these ideas through diverse media and argument writing.

4-5 Weeks

ESSENTIAL QUESTIONS ● What is the relationship between fear and intolerance?

SUPPORTING QUESTIONS

● How does fear drive individual and collective behavior? ● What is the relationship between fear and intolerance? ● What are we conditioned to fear? ● How does fear impede rational thought? ● How does fear relate to intolerance?

ESSENTIAL VOCABULARY Tier One

Tier Two

Tier Three

Fear, tone, intolerance, plot, fgurative, connotative, formal style, objective

complex character, text structures, argument, precise claim(s), counterclaims, reasons (warrants), evidence, phrases, clauses, concluding statement

substantive topics, research, refection, revision, organization, development, substance, purpose, audience, task

STANDARDS

Priority standards are in red. These should be emphasized in this unit. Writing

W.10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and suffcient evidence. a. Introduce precise claim(s), distinguish the claims from alternate or opposing claims and create an organization that establishes clear relationships among claims, counterclaims, reasons, and evidence. b. Develop claims and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons between reasons and evidence and between claims and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the

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