10
th
Grade
ELA
Week of:
MAY 4
TH
WICHITA PUBLIC SCHOOLS
9
th
, 10
th
, 11
th
and 12
th
Grades
Your child should spend up to 90 minutes over the course of each day on this packet.
Consider other family-friendly activities during the day such as:
Wash a car by hand with
someone in your family.
Make a dish using a
recipe that has at least
four ingredients.
Have a discussion
regarding social
distancing with your
family. What has been the
hardest part? What has
been the easiest?
Go on a photo scavenger
hunt. Try to find something
that goes with each letter
of the alphabet.
Read a book from the free
section of iBooks
or gutenberg.org
Explore the power
Hubble at
hubblesite.org/resource-gallery
Mindful Minute: Write a
letter to your future self
about what is going on
right now. How are
you feeling?
Play a board game
with you family.
*All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision.
For students with an Individualized Education Program (IEP) who need additional support,
Parents/Guardians can refer to the Specialized Instruction and Supports webpage,
contact their child’s IEP manager, and/or speak to the special education provider when you are
contacted by them. Contact the IEP manager by emailing them directly or by contacting the school.
The Specialized Instruction and Supports webpage can be accessed by clicking HERE or
by navigating in a web browser to https://www.usd259.org/Page/17540
WICHITA PUBLIC SCHOOLS
CONTINUOUS LEARNING HOTLINE AVAILABLE
316-973-4443
MARCH 30 – MAY 21, 2020
MONDAY – FRIDAY
11:00 AM – 1:00 PM ONLY
For Multilingual Education Services (MES) support,
please call (316) 866-8000 (Spanish and Proprio) or (316) 866-8003 (Vietnamese).
The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation,
disability, age, veteran status or other legally protected classifications in its programs and activities.
Grade 10 English Language Arts: May 4-May 8, 2020
Hello Parents and 10
th
Graders,
Here is a review of content previously taught this school year. This learning
opportunity will strengthen your language arts skills. There are several
opportunities for students to read, write and think about text within the following
work provided.
Week 6: May 4-May 8
Pages 734-744
Day 1: 734-735 Day 2: 736-737 Day 3: 738-741 Day 4: 742-743 Day 5: 744
Tribulation-/ˌtribyəˈlāSH(ə)n/
A cause of great trouble or
suffering
Entranced- /inˈtrans/
To be filled with wonder
and delight, holding their
entire attention
Subconscious-/səbˈkänSHəs/
Of or concerning the part of the mind
of which is not fully aware, but which
influences one’s actions and feeliings.
Tapestry-/ˈtapəstrē/
A piece of thick textile fabric with
pictures and designs, a
handmade object created
through repetitive actions
Sordid-/ˈsôrdəd/
Involving shady actions
and motives, arousing
moral distaste and
contempt
Commotion -/kəˈmōSH(ə)n/
A state of confused and noisy
disturbance,
● For read aloud accommodations and specialized instructional support please
contact your child’s teacher.
© Pearson Education, Inc., or its affiliates. All rights reserved.
OVERVIEW: SMALL-GROUP LEARNING
STRATEGY ACTION PLAN
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ESSENTIAL QUESTION:
What does it mean to see?
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EQPVKPWG[QWTGZRNQTCVKQPQHDNKPFPGUUCPFUKIJV
Small-Group Learning Strategies
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EQPVKPWGVQNGCTPCPFYQTMYKVJQVJGTU
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5OCNN)TQWR.GCTPKPI
SCAN FOR
MULTIMEDIA
734 70+6r$.+0&0'55#0&5+)*6
© Pearson Education, Inc., or its affiliates. All rights reserved.
CONTENTS
LETTER
View From the Empire State Building
Helen Keller
Famously blind and deaf since early childhood, this author
can still describe the breathtaking view from one of the
world’s tallest buildings.
SHORT STORY
The Country of the Blind
H. G. Wells
In a land where everyone is blind, is a sighted man
destined to succeed—or to fail?
MEMOIR
The Neglected Senses
from For the Benefit of Those Who See
Rosemary Mahoney
At a Tibetan school for the blind, a journalist makes some
surprising discoveries.
POETRY COLLECTION
Blind Fatima Naoot, translated by Kees Nijland
The Blind Seer of Ambon W. S. Merwin
On His Blindness Jorge Luis Borges,
translated by Robert Mezey
What can we see in the darkness?
PERFORMANCE TASK
SPEAKING AND LISTENING FOCUS
Present an Oral Retelling
The Small-Group readings feature people who do not have the physical ability to
see but who perhaps “see” in other ways. After reading, your group will plan and
deliver an oral retelling about vision and sight.
Overview: Small-Group Learning 735
© Pearson Education, Inc., or its affiliates. All rights reserved.
OVERVIEW: SMALL-GROUP LEARNING
Working as a Team
1. Take a Position In your group, discuss the following question:
Which of our senses is most important?
As you take turns sharing your ideas, be sure to provide reasons that
support them. After all group members have shared, discuss some
of the ways in which our senses help us understand or—perhaps—
misunderstand our world.
2. List Your Rules As a group, decide on the rules that you will follow as
you work together. Samples are provided; add two more of your own. You
may add or revise rules based on your experience together.
ō (YHU\RQHVKRXOGSDUWLFLSDWHLQJURXSGLVFXVVLRQV
ō 3HRSOHVKRXOGQRWLQWHUUXSW
ō
ō
3. Apply the Rules Practice working as a group. Share what you have
learned about blindness and sight. Make sure each person in the group
contributes. Take notes, and be prepared to share with the class one thing
that you heard from another member of your group.
4. Name Your Group Choose a name that reflects the unit topic.
Our group’s name:
5. Create a Communication Plan Decide how you want to communicate
with one another. For example, you might use online collaboration tools,
email, or instant messaging.
Our group’s decision:
736 70+6r$.+0&0'55#0&5+)*6
© Pearson Education, Inc., or its affiliates. All rights reserved.
ESSENTIAL QUESTION: What does it mean to see?
Making a Schedule
First, find out the due dates for the small-group activities. Then, preview the
texts and activities with your group, and make a schedule for completing
VJG|VCUMU
View From the Empire State Building
Blind
The Blind Seer of Ambon
On His Blindness
The Country of the Blind
The Neglected Senses
SELECTION ACTIVITIES DUE DATE
Working on Group Projects
As your group works together, you’ll find it more effective if each person has
a specific role. Different projects require different roles. Before beginning a
project, discuss the necessary roles, and choose one for each group member.
Here are some possible roles; add your own ideas.
Project Manager: monitors the schedule and keeps everyone on task
Researcher: organizes research activities
Recorder: takes notes during group meetings
SCAN FOR
MULTIMEDIA
Overview: Small-Group Learning 737
© Pearson Education, Inc., or its affiliates. All rights reserved.
MAKING MEANING
NOTICE the general ideas of
the text. What is it about?
Who is involved?
CONNECT ideas within the
selection to what you
already know and what you
have already read.
ANNOTATE by marking
vocabulary and key passages
you want to revisit.
RESPOND by completing
the Comprehension Check and
by writing a brief summary of
the selection.
View From the Empire
StateBuilding
Concept Vocabulary
As you perform your first read of the letter, you will encounter these words.
unconquerable indomitable dominating
Familiar Word Parts When determining the meaning of an unfamiliar
word, look for word parts—such as roots, prefixes, and suffixes—that you
know. Doing so can help you unlock meaning. Here are two examples of
using the strategy.
Familiar Roots: If the word luminary is unfamiliar to you, notice that
it contains the root -lum-, meaning “light,” which you may recognize
from words such as illuminate or luminous. The definition of luminary
probably has something to do with light.
Familiar Suffixes: If the word meteoric is unfamiliar to you, notice
that it ends with the suffix -ic, meaning “having the characteristics of,”
which you may recognize from such words as romantic and fantastic.
Something meteoric probably has the characteristics of a meteor—
perhaps it is huge, is impressive, or makes a big impact.
Apply your knowledge of familiar word parts and other vocabulary strategies
to determine the meanings of unfamiliar words you encounter during your
first read.
First Read NONFICTION
Apply these strategies as you conduct your first read. You will have an
opportunity to complete a close read after your first read.
About the Author
When she was nineteen
months old, Helen Keller
(1880–1968) became
seriously ill with an infection
that left her blind and deaf.
Limited to hand signals
that only the immediate
members of her household
understood, Keller lived for
six years in a world without
language. Finally, with the
help of Anne Sullivan, her
teacher and friend, Keller
broke through the barriers
of blindness and deafness
to learn language and
communicate with others.
Eventually, she became an
accomplished author, social
activist, and campaigner for
women’s rights. Her amazing
journey is documented in
the award-winning play and
movie The Miracle Worker.
STANDARDS
Reading Informational Text
$[VJGGPFQHITCFGTGCFCPF
comprehend literary nonfiction at
VJGJKIJGPFQHVJGITCFGUsVGZV
EQORNGZKV[DCPFKPFGRGPFGPVN[CPF
proficiently.
Language
rDetermine or clarify the meaning
of unknown and multiple-meaning
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grades 9–10 reading and content,
EJQQUKPIHNGZKDN[HTQOCTCPIGQH
strategies.
rIdentify and correctly use patterns
of word changes that indicate
different meanings or parts of
speech.
738 70+6r$.+0&0'55#0&5+)*6
© Pearson Education, Inc., or its affiliates. All rights reserved.
NOTES
SCAN FOR
MULTIMEDIA
BACKGROUND
When the Empire State Building was completed in 1931, it stood as the
tallest skyscraper in the world. Helen Keller visited the building shortly after
its opening, and images of her were captured by the New York Times.
Fascinated by the photographs, Dr. John Finley wrote to Keller, who was
both blind and deaf, asking her what she “saw” from so high up. Keller’s
response follows.
January 13, 1932
Dear Dr. Finley:
After many days and many tribulations which are inseparable
from existence here below, I sit down to the pleasure of writing to you
and answering your delightful question, “What Did You Think ‘of the
Sight’ When You Were on the Top of the Empire Building?”
Frankly, I was so entranced “seeing” that I did not think about the
sight. If there was a subconscious thought of it, it was in the nature of
gratitude to God for having given the blind seeing minds. As I now
recall the view I had from the Empire Tower, I am convinced that,
until we have looked into darkness, we cannot know what a divine
thing vision is.
Perhaps I beheld a brighter prospect than my companions with
two good eyes. Anyway, a blind friend gave me the best description
Ihad of the Empire Building until I saw it myself.
Do I hear you reply, “I suppose to you it is a reasonable thesis that
the universe is all a dream, and that the blind only are awake?” Yes—
no doubt I shall be left at the Last Day on the other bank defending
the incredible prodigies of the unseen world, and, more incredible
still, the strange grass and skies the blind behold are greener grass
and bluer skies than ordinary eyes see. I will concede that my guides
saw a thousand things that escaped me from the top of the Empire
1
2
3
4
5
6
LETTER
Helen Keller
View
From the
Empire
State
Building
View From the Empire State Building 739
© Pearson Education, Inc., or its affiliates. All rights reserved.
NOTES
Mark familiar word parts or
indicate another strategy you
used that helped you determine
meaning.
unconquerable (uhn KONG
kuhr uh buhl
) adj.
MEANING:
indomitable (ihn DOM uh tuh
buhl)
adj.
MEANING:
dominating (DOM uh nay
ting)
|adj.
MEANING:
Building, but I am not envious. For imagination creates distances and
horizons that reach to the end of the world. It is as easy for the mind
to think in stars as in cobblestones. Sightless Milton
1
dreamed visions
no one else could see. Radiant with an inward light, he sent forth rays
by which mankind beholds the realms of Paradise.
But what of the Empire Building? It was a thrilling experience to
be whizzed in a “lift” a quarter of a mile heavenward, and to see New
York spread out like a marvelous tapestry beneath us.
There was the Hudson—more like the flash of a sword-blade
than a noble river. The little island of Manhattan, set like a jewel
in its nest of rainbow waters, stared up into my face, and the solar
system circled about my head! Why, I thought, the sun and the stars
are suburbs of New York, and I never knew it! I had a sort of wild
desire to invest in a bit of real estate on one of the planets. All sense
of depression and hard times vanished, I felt like being frivolous
with the stars. But that was only for a moment. I am too static to feel
quite natural in a Star View cottage on the Milky Way, which must be
something of a merry-go-round even on quiet days.
I was pleasantly surprised to find the Empire Building so poetical.
From every one except my blind friend I had received an impression
of sordid
2
materialism—the piling up of one steel honeycomb upon
another with no real purpose but to satisfy the American craving for
the superlative in everything. A Frenchman has said, in his exalted
moments the American fancies himself a demigod, nay, a god; for
only gods never tire of the prodigious. The highest, the largest, the
most costly is the breath of his vanity.
Well, I see in the Empire Building something else—passionate skill,
arduous and fearless idealism. The tallest building is a victory of
imagination. Instead of crouching close to earth like a beast, the spirit
of man soars to higher regions, and from this new point of vantage
he looks upon the impossible with fortified courage and dreams yet
more magnificent enterprises.
What did I “see and hear” from the Empire Tower? As I stood
there ’twixt earth and sky, I saw a romantic structure wrought by
human brains and hands that is to the burning eye of the sun a rival
luminary.
3
I saw it stand erect and serene in the midst of storm and
the tumult of elemental commotion. I heard the hammer of Thor
4
ring
when the shaft began to rise upward. I saw the
unconquerable steel,
the flash of testing flames, the sword-like rivets. I heard the steam
drills in pandemonium. I saw countless skilled workers welding
together that mighty symmetry. I looked upon the marvel of frail, yet
indomitable hands that lifted the tower to its dominating height.
1. Sightless Milton Seventeenth-century poet John Milton went blind in the 1650s, years
before completing some of his greatest works.
2. sordid (SAWR dihd) adj. distasteful; dishonorable.
3. luminary (LOO muh nehr ee) n. something that gives light.
4. hammer of Thor Thor, the Norse god of thunder, carried a hammer that could crush
mountains.
7
8
9
10
11
740 70+6r$.+0&0'55#0&5+)*6
© Pearson Education, Inc., or its affiliates. All rights reserved.
NOTES
Let cynics and supersensitive souls say what they will about
American materialism and machine civilization. Beneath the surface
arepoetry, mysticism, and inspiration that the Empire Building
somehow symbolizes. In that giant shaft I see a groping toward beauty
and spiritual vision. I am one of those who see and yet believe.
I hope I have not wearied you with my “screed”
5
about sight and
seeing. The length of this letter is a sign of long, long thoughts that
bring me happiness. I am, with every good wish for the New Year,
Sincerely yours,
Helen Keller
5. screed (skreed) n. long piece of writing.
12
13
14
15
Comprehension Check
Complete the following items after you finish your first read. Review and clarify
details with your group.
1. What question is Helen Keller answering in her letter?
2. Who accompanies Keller to the top of the Empire State Building?
3. According to Keller, how does a Frenchman describe the way Americans imagine
themselves?
4. What symbolic meaning does Keller find in the Empire State Building?
5. Notebook Write a summary of the letter.
RESEARCH
Research to Clarify Choose at least one unfamiliar detail from the text. Briefly research
that detail. In what way does the information you learned shed light on an aspect of
the letter?
View From the Empire State Building 741
© Pearson Education, Inc., or its affiliates. All rights reserved.
MAKING MEANING
LANGUAGE DEVELOPMENT
GROUP DISCUSSION
Keep in mind that personal
interests can affect how a
reader perceives details in a
text. For some, the letter’s
imagery or references to
New York City sights may
be of interest. For others, it
may be the writer’s personal
history. Be supportive and
respectful of others as your
group discusses the letter.
WORD NETWORK
Add words related to
blindness and sight from the
text to your Word Network.
CITE TEXTUAL EVIDENCE
to support your answers
Close Read the Text
With your group, revisit sections of the letter you marked
during your first read. Annotate details that you notice.
What questions do you have? What can you conclude?
Analyze the Text
Notebook Complete the activities.
1. Review and Clarify With your group, reread paragraph 6 of “View From
the Empire State Building.” How does Helen Keller describe the way blind
people see such things as grass and sky? How do you interpret Keller’s
description of grass and sky? Does she mean her remark literally? Explain.
2. Present and Discuss Now, work with your group to share passages from
the selection that you found especially important. Take turns presenting
your passages. Discuss what details you noticed, what questions you
asked, and what conclusions you reached.
3. Essential Question: What does it mean to see? What has this
selection taught you about ways in which people see?
Concept Vocabulary
unconquerable indomitable dominating
Why These Words? The three concept vocabulary words are related. With
your group, determine what the words have in common. Write your ideas,
and add another word that fits the category.
Practice
Notebook Use a print or online dictionary to confirm the definitions
for the three concept vocabulary words. Write a sentence using each of the
words. How did the concept vocabulary words contribute to the clarity and
meaning of the sentences you wrote? Discuss.
Word Study
Latin Root: -dom- The Latin root -dom- means “house,” “home,” or
“master of the house.” The word indomitable, for example, is an adjective
that means “unable to be ruled or defeated.” Find several other words that
contain the root -dom-. Record the words and their meanings.
VIEW FROM THE EMPIRE
STATEBUILDING
STANDARDS
Language
rDetermine 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.
rIdentify and correctly use patterns
of word changes that indicate
different meanings or parts of
speech.
742 70+6r$.+0&0'55#0&5+)*6
© Pearson Education, Inc., or its affiliates. All rights reserved.
ESSENTIAL QUESTION: What does it mean to see?
Analyze Craft and Structure
Author’s Choices: Word Choice Any language that is not meant to be
understood literally is figurative language. Figurative language includes
figures of speech such as metaphors, similes, hyperbole, and personification.
A metaphor directly compares two unlike items, thus demonstrating a
surprising similarity.
Example: The sun is a red-hot coal blazing down on us.
A simile uses an explicit comparison word such as like or as to compare
VYQWPNKMG|KVGOU
Example: The sun is like a red-hot coal in the sky.
Hyperbole is the deliberate use of exaggeration to express heightened
emotion or add humor.
Example: My anger burned hotter than the light of ten thousand suns.
Personification gives a non-human thing the characteristics of a person.
Example: The red-hot eye of the sun stares down on us.
In addition to figurative language, writers also use precise, vivid words and
phrases to provide accurate and engaging descriptions for their readers.
GROUP DISCUSSION
Keep in mind that members
of your group might have
different impressions of
the effects of word choice
and figurative language.
There’s no right impression
or conclusion, but discussing
opinions and the reasons
for them will help you clarify
your thoughts and learn
from one another.
Practice
Work on your own to complete the chart. Identify examples of figurative
language and precise word choice in Keller’s letter. Then, discuss your
choices with your group, and consider how each example adds to the
vividness, beauty, or clarity of Keller’s writing.
Simile
The little island of Manhattan, set
like a jewel in its nest of rainbow
waters, . . . (paragraph 8)
TYPE OF LANGUAGE EXAMPLE FROM THE SELECTION
CITE TEXTUAL EVIDENCE
to support your answers.
STANDARDS
Reading Informational Text
rDetermine the meaning of words
and phrases as they are used in a
text, including figurative, connotative,
and technical meanings; analyze the
cumulative impact of specific word
choices on meaning and tone.
Language
rDemonstrate understanding
of figurative language, word
relationships, and nuances in word
meanings.
rInterpret figures of speech in
context and analyze their role in
the text.
View from the Empire State Building 743
© Pearson Education, Inc., or its affiliates. All rights reserved.
LANGUAGE DEVELOPMENT
Read It
1. Working individually, read these passages from “View From the Empire
State Building.” Mark each adverbial phrase, and write whether it tells
where, why, when, in what way, or to what extent. Then, discuss your
answers with your group.
a. A Frenchman has said, in his exalted moments the American fancies
himself a demigod. . . .
b. Well, I see in the Empire Building something else—passionate skill,
arduous and fearless idealism.
2. Working individually, read this passage from paragraph 10 of “View
From the Empire State Building.” Identify the word that each underlined
adverbial phrase is modifying. Recall that more than one adverbial phrase
may modify a single word.
. . . crouching close to earth like a beast, the spirit of man soars
to higher regions, and from this new point of vantage he looks
upon the impossible with fortified courage and dreams yet more
magnificent enterprises.
Write It
Notebook Write a paragraph that summarizes Keller’s account of
her experience at the top of the Empire State Building. Use at least three
adverbial phrases in your paragraph, and mark them.
Conventions
Types of Phrases Writers use various types of phrases, such as
prepositional phrases, to convey specific meanings. A prepositional phrase
consists of a preposition, the object of the preposition, and any modifiers of
the object. An adverbial phrase is any prepositional phrase that acts as an
adverb in a sentence, by modifying a verb, an adjective, or another adverb.
Adverbial phrases tell where, why, when, in what way, or to what extent.
The chart shows examples of adverbial phrases. The prepositions are
italicized, the adverbial phrases are highlighted, and the words they modify
are underlined. Note that more than one adverbial phrase may modify a
single word.
VIEW FROM THE EMPIRE
STATEBUILDING
One speaker drove for ninety miles to reach the conference. tells to what extent
With apparent reluctance, he approached the podium. tells in what way
After his speech, he retreated to the auditorium’s rearmost row. tell when and where
SENTENCE FUNCTION(S) OF ADVERBIAL PHRASE(S)
STANDARDS
Language
rDemonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
rUse various types of phrases and
clauses to convey specific meanings
and add variety and interest to
writing or presentations.
744 70+6r$.+0&0'55#0&5+)*6
