NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 4 Overview

DRAFT

10.4 Module Overview

“It is a Tale … Full of Sound and Fury”:
How do authors use craft and structure to
develop characters and ideas?
Texts Unit 1: “Death of a Pig,” E. B. White

Unit 2: Macbeth, William Shakespeare

Unit 3: The Prince, Niccolò Machiavelli

Number of
Lessons 41 (including Module Performance Assessment)
in Module

Introduction
In this module, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the
authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and fate.
Students also explore how texts are interpreted visually, both on screen and on canvas.

Module 10.4 builds upon the key protocols and routines for reading, writing, and discussion that were
established in Module 10.1 and developed throughout Modules 10.2 and 10.3.

Module 10.4 is comprised of three units, referred to as 10.4.1, 10.4.2, and 10.4.3. Each of the module
texts is a complex work with multiple central ideas and claims that complement or echo the central
ideas and claims of other texts in the module.

In 10.4.1, students read E. B. White’s personal essay “Death of a Pig.” Students analyze the development
of White’s central ideas and his presentation of key events, as well as the connections between these
ideas and events. Through “Death of a Pig,” White explicitly comments on the structure of a classic
tragedy, and then experiments with this narrative arc over the course of the essay’s development. The
essay thus serves as a foundation for two important discussions: one around the elements tragedy, in
preparation for work with Macbeth in 10.4.2; and one around the structure of a narrative essay. While
studying White’s essay as a masterful example of narrative, students identify examples of parallel
structure and various grammatical phrases (e.g., noun, verb, adjectival, adverbial, etc.), and practice
using these elements in their own writing throughout the module.

In 10.4.2, students read William Shakespeare’s Macbeth in its entirety, analyzing how Shakespeare’s
structural choices and use of language contribute to the development of characters and central ideas
(e.g., imbalance and disorder, contemplating mortality, fate versus agency, and appearance versus

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NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 4 Overview
DRAFT

reality). Students then consider representations of Macbeth in other media, first in paintings by Joseph
Anton Koch and Henry Fuseli and then in film, via Akira Kurosawa’s Throne of Blood and the Royal
Shakespeare Company 2010 production of Macbeth directed by Rupert Goold. The End-of-Unit
Assessment asks students to continue their work with argument writing from Module 10.3, as they
consider which character bears the most responsibility for the tragedy.

In the final unit, 10.4.3, students read excerpts from The Prince by Niccolò Machiavelli. Students
continue to explore central ideas similar to those present in 10.4.1 and 10.4.2, such as the relationship
between appearance and reality and the intersection of morality and ambition with imbalance and
disorder. Students also analyze Machiavelli’s use of rhetoric to advance his point of view. Finally,
students conclude with a discussion about how Machiavelli’s ideas about leadership might apply to the
character of Macbeth.

All assessments throughout the module provide scaffolding for the Module Performance Assessment, in
which students analyze two of the module texts to consider the ways each author uses nuance to
develop a similar central idea through choices around structure, character, word choice, or rhetoric.

Literacy Skills & Habits

 Read closely for textual details
 Annotate texts to support comprehension and analysis
 Engage in productive, evidence-based discussions about texts
 Collect and organize evidence from texts to support analysis in writing
 Collect and organize evidence from texts to support claims made in writing
 Use vocabulary strategies to define unknown words
 Determine meaning of unknown vocabulary
 Independently preview text in preparation for supported analysis
 Provide an objective summary of the text
 Paraphrase and quote relevant evidence from a text
 Delineate an argument
 Construct an argument
 Analyze various treatments of a text across different media
 Write original evidence-based claims
 Generate and respond to questions in scholarly discourse
 Analyze how an author uses rhetoric to advance his point of view

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NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 4 Overview
DRAFT

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 ELA module and unit in grades 9–12.

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, 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
explicitly as well as inferences drawn from the text.
RI.9-10.4 Determine 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 (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.9-10.9.a- Draw evidence from literary or informational texts to support analysis, reflection, and
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”).

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NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 4 Overview
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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 tasks, purposes,
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-d 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.
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 this module.

CCS Standards: Reading—Literature

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

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NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 4 Overview
DRAFT

within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such
effects as mystery, tension, or surprise.
RL.9-10.7.a Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des
Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
a. Analyze works by authors or artists who represent diverse world cultures
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).
CCS Standards: Reading—Informational Text
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.9-10.4 Determine 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 (e.g., how the language of a court opinion
differs from that of a newspaper).
RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
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.
CCS Standards: Writing
W.9-10.1-a- Write arguments to support claims in an analysis of substantive topics or texts, using
e valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of
interest to formulate an argument.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) 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 claim(s) and reasons, between
reasons and evidence, and between claim(s) 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.

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NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 4 Overview
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e. Provide a concluding statement or section that follows from and supports the
argument presented.
W.9-10.2.a-f 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 the topic with well-chosen, relevant, and significant facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
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.
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.
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.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience.
W.9-10.9.a, Draw evidence from literary or informational texts to support analysis, reflection, and
b research.
g. 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]").
h. 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").
CCS Standards: Speaking & Listening
SL.9-10.1.a- Initiate and participate effectively in a range of collaborative discussions (one-on-one,
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.

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NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 4 Overview
DRAFT

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.
b. Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, presentation of alternate views),
clear goals and deadlines, and individual roles as needed.
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.
CCS Standards: Language
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-c 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.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.

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NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 4 Overview
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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.

CCS Standards: Reading – Literature

None.
CCS Standards: Reading – Informational Text
None.
CCS Standards: Writing
None.
CCS Standards: Speaking & Listening

SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.

CCS Standards: Language

L.9-10.3.a 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.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g.,
MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and
writing type.
L.9-10.5.a, b 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.
b. Analyze nuances in the meaning of words with similar denotations.

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NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 4 Overview
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Module Performance Assessment

Prompt

For this assessment, students use their analyses of Macbeth and either “Death of a Pig” or The Prince
to write a multi-paragraph response to the following prompt:

Select a central idea common to Macbeth and either White’s “Death of a Pig” or Machiavelli’s The
Prince. Discuss how each author uses structure, character, word choice, and/or rhetoric to develop
this common idea. Explain the nuances in each author’s treatment of the idea.

Lesson 1

Working in small groups, students review their annotations and previous work with the selected
module texts. Students first work collaboratively to review and/or complete the Performance
Assessment Synthesis Tool for Macbeth and either “Death of a Pig” or The Prince. Next, students work
in groups (based on the selection of either “Death of a Pig” or The Prince), to generate observations,
add evidence, and make statements about how each text develops a central idea. At the end of
Lesson 1, students use the evidence-based discussion to help them select which text they will pair
with Macbeth.

Lesson 2

Students meet in small groups with other students who have selected the same text, to review notes
and annotations and briefly discuss the prompt. Students gather relevant evidence to be used in their
essays. Students then independently write a first draft of their essay using the analysis from the
previous lesson.

Lesson 3

Students self-review or peer-review using the 10.4 Performance Assessment Text Analysis Rubric.
Students use this review to strengthen and refine the response they drafted in the previous lesson.
Students edit, revise, and rewrite as necessary, ensuring their analysis is clear, accurate, and
effectively supported by relevant and sufficient textual evidence.

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NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 4 Overview
DRAFT

Texts/Media
Unit 1: “Once in a while, something slips—”
White, E. B. “Death of a Pig.” The Atlantic. January 1948. Web. <http://www.theatlantic.com >
Unit 2: “There’s no art / To find the mind’s construction in the face”
Shakespeare, William. Macbeth. Ed. Barbara A. Mowat and Paul Werstine. New York: Simon and
Schuster, 1992.
Throne of Blood. Dir. Akira Kurosawa. Perf. Toshiro Mifune, Isuzu Yamada, Takashi Shimura. Toho,
1957. Film.
Macbeth. Dir. Rupert Goold. Perf. Patrick Stewart, Kate Fleetwood. BBC, 2010. Television.
Unit 3: “… to know the nature of the people well one must be a prince, and to know the nature of
princes well one must be of the people.”
Machiavelli, Niccolò. The Prince. Trans. Peter Bondanella. New York: Oxford, 2005.

Module-at-a-Glance Calendar
Text Lessons Literacy Skills and Habits Assessed and Assessments
in the Addressed
Unit CCSS
Unit 1: “Once in a while, something slips—”

 Read closely for textual RI.9-10.2

“Death of a Pig” 7 Mid-Unit:
details RI.9-10.4
by E. B. White None.
RI.9-10.5
 Annotate texts to W.9-10.2.a-f
End-of-Unit:
support comprehension W.9-10.5
Students compose a
and analysis W.9-10.9.b
multi-paragraph
SL.9-10.1.a-e
 Engage in productive response to the
L.9-10.1.a-b
evidence-based following prompt: How
L.9-10.2.a-c
discussions about text does White develop the
L.9-10.3.a
idea “once in a while
 Collect and organize L.9-10.4.a
something slips” over
evidence from texts to L.9-10.5.a
the course of the text?
support analysis in
writing
 Collect and organize
evidence from texts to
support claims made in

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NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 4 Overview
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writing
 Use vocabulary
strategies to define
unknown words

Unit 2: “There’s no art / To find the mind’s construction in the face”

 Read closely for textual RL.9-10.2

Macbeth by 26 Mid-Unit:
details RL.9-10.3
William Students write a
RL.9-10.4
Shakespeare  Annotate texts to multi-paragraph
RL.9-10.5
support comprehension RL.9-10.7.a response to the
Akira and analysis RL.9-10.9 following prompt:
Kurosawa’s W.9-10.1.a-e How do Shakespeare’s
 Engage in productive
“Throne of W.9-10.2.a-f structural choices
evidence-based W.9-10.9.a
Blood” create an effect of
conversations about SL.9-10.1.b mystery, tension, or
text SL.9-10.1.a, c-e surprise in the first
 Determine meaning of SL.9-10.4 two acts of the play?
SL.9-10.6
Rupert Goold’s unknown vocabulary
L.9-10.1.a, b End-of-Unit:
Macbeth  Independently preview L.9-10.2.a-c Students answer the
text in preparation for L.9-10.4.a-c following prompt
supported analysis L.9-10.5.a, b based on their work in
 Provide an objective this unit:
summary of the text Select a central
character from
 Paraphrase and quote Macbeth. Write an
relevant evidence from argument about how
a text this character is
primarily responsible
 Construct an argument
for the tragedy.
 Analyze various Support your claims
treatments of a text using evidence that
across different media draws on character
development,
 Write original evidence-
interactions, plot
based claims and/or central ideas.
 Generate and respond
to questions in scholarly
discourse

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NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 4 Overview
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Unit 3: “… to know the nature of the people well one must be a prince, and to know the nature of
princes well one must be of the people.”

 Read closely for textual RI.9-10.2

The Prince by 5 Mid-Unit:
details RI.9-10.5
Niccolò None.
RI.9-10.6
Machiavelli  Annotate texts to W.9-10.9.a, b
End-of-Unit:
support comprehension SL.9-10.1.a-e
Discussion on the
Macbeth by and analysis L.9-10.4.a
following prompt:
William  Engage in productive, Would Macbeth be
Shakespeare evidence-based considered a successful
conversations about prince under
Machiavelli’s rules? Why
texts
or why not?
 Determine meaning of Use evidence from both
unknown vocabulary The Prince and Macbeth
to support your answer.
 Independently preview
text in preparation for
supported analysis
 Provide an objective
summary of the text
 Paraphrase and quote
relevant evidence from
a text
 Analyze how an author
uses rhetoric to advance
his point of view
 Write original evidence-
based claims
 Generate and respond
to questions in scholarly
discourse

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