Greene County Public Schools 10th Grade English Curriculum & Pacing Guide Quarter 1

Greene County Public Schools 10th Grade English Curriculum & Pacing Guide 2014-2015 Quarter 1 KEY Writing Fiction Non-Fiction Presentation Weekly Skil...
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Greene County Public Schools 10th Grade English Curriculum & Pacing Guide 2014-2015 Quarter 1 KEY Writing Fiction Non-Fiction Presentation Weekly Skill SOL Not Tested Bloom’s Taxonomy Abbreviations R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create Time/ Dates

SOL/ Strand

Objective/Content/Essential Questions/ Cognitive Level

Vertical Alignment

8/198/21 (3 days)

10.6 a-e

10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis. a) Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose. C b) Synthesize information to support the thesis. C c) Elaborate ideas clearly through word choice and vivid description. C d) Write clear and varied sentences, clarifying ideas with precise and relevant evidence. C e) Organize ideas into a logical sequence using transitions. Ap, An, E, C

9.6: Narrative, Expository, and Persuasive Writing

8/229/26 (5 weeks)

10.3 d, e; 10.4 a, b, d, e, f, g, h, l, m

10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. d) Identify the meaning of common idioms. R e) Identify literary and classical allusions and figurative language in text. R 10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. a) Identify main and supporting ideas. R b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. U d) Analyze the cultural or social function of literature. An

11.6: Persuasive Writing

9.4 c: Literary forms 9.4 e: Elements of Literature 11.4 c: Motifs 11.4 f: Poetry Analysis

Vocabulary

Crosscurricular Connections

Formal Essay Organization Support Topic Sentences Usage/Mechanics Written Expression Composition

Drama Dramatic Irony Motif Theme Monologue Soliloquy Aside Metaphor Character development

Social Studies: Role of Women and Divorce in 19th Century and the Present Real-world connections: loans, interest,

e)

Identify universal themes prevalent in the literature of different cultures. R f) Examine a literary selection from several critical perspectives. An g) Explain the influence of historical context on the form, style, and point of view of a literary text. U h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of the text, achieve specific effects and support the author’s purpose. E l) Compare and contrast character development in a play to characterization in other literary forms. An m) Use reading strategies to monitor comprehension throughout the reading process. Ap

8/258/29 (1 week)

9/1-9/5 (1 week)

10.3 a, b

10.3 a, b

Resources = A Doll’s House by Henrik Ibsen; Connecting poetry: “To Helen” by Edgar Allen Poe and “My Mistress’s Eyes” by William Shakespeare; 19th century photographs and magazine ads 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. U b) Use context, structure, and connotations to determine meanings of words and phrases. U 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. U b) Use context, structure, and connotations to determine meanings of words and phrases. U

9/89/12 (1 week)

10.4 a, j

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. a) Identify main and supporting ideas. R j) Distinguish between a critique and a summary. U

9/159/19 (1 week)

10.8 e, f

10.8 The student will collect, evaluate, organize, and present information to create a research product e) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA). U

11.4 i: Dramatic Selections

19th century women’s role

co-signers, amortization

11.4 j: Types of Irony

9.3 a: Structural Analysis

Prefixes, suffixes, and roots

9.3 b: Context, structure connotation 9.3 a: Structural Analysis 9.3 b: Context, structure connotation

Prefixes, suffixes, and roots II: Scientific Vocabulary

9.4 b: Summarize

Research: Main points and summary

9.8 f: Paraphrase

Research: Paraphrase

9.8 h: Plagiarism

Science: Terms from Biology

f) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information. R

9/229/26 (1 week)

9/2910/7 (7 days)

9/2910/3 (1 week)

10.6 a, c

10.2 b, c; 10.8 a-e

10.6 d

10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis. a) Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose. C c) Elaborate ideas clearly through word choice and vivid description. C

9.6 a: Gather, Plan, Organize Ideas

10.2 The student will analyze, produce, and examine similarities and differences between visual and verbal media messages. b) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion. E c) Determine the author’s purpose and intended effect on the audience for media messages. U 10.8 The student will collect, evaluate, organize, and present information to create a research product. a) Use technology as a tool to research, organize, evaluate, synthesize, and communicate information. Ap b) Develop the central idea or focus. C c) Verify the accuracy, validity, and usefulness of information. U d) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. R e) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA). U f) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information. R

9.2 b: Determine author’s purpose

Resources = three articles on same event; library and library databases 10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis. d) Write clear and varied sentences, clarifying ideas with precise and relevant evidence. C

Descriptive Writing

9.6 e: Elaboration

9.2 d: Evaluate sources 9.8: Use media to create research product 11.5 e: Analyze multiple texts on same topic

Library research Database research Taking notes on sources Evaluating sources Paraphrase Summary MLA citations (works cited and in-text)

11.8 f: Synthesize information

9.6 d: Clear and Varied Sentences 9.7 c: Main and subordinate clauses

Independent and Dependent Clauses

10/610/10 (1 week)

10/810/14 (5 days)

10/1310/17 (1 week)

10.6 d

10.6 a, d, e, f, g; 10.7 c, d, h;

10.6 d

10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis. d) Write clear and varied sentences, clarifying ideas with precise and relevant evidence. C

10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis. a) Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose. C b) Write clear and varied sentences, clarifying ideas with precise and relevant evidence. C c) Organize ideas into a logical sequence using transitions. Ap, An, E, C d) Revise writing for clarity of content, accuracy, and depth of information. E, C e) Use computer technology to plan, draft, revise, edit, and publish writing. C 10.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. c) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations. Ap d) Differentiate between in-text citations and works cited on the bibliography page. An h) Proofread and edit final product for intended audience and purpose. U Resource = MLA citation and formatting pamphlet 10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis. d) Write clear and varied sentences, clarifying ideas with precise and relevant evidence. C

9.7 d: Using commas with subordinate clauses 9.6 d: Clear and Varied Sentences

Sentence types I

9.7 c: Main clauses, subordinate clauses 9.7 d: Using commas with subordinate clauses 9.6 a: Generate, gather, and organize ideas 9.6 d: Clear and varied sentences 9.6: Elaborate on ideas

Expository writing Organizing writing Paraphrase Summary MLA citations (works cited and in-text)

9.6 f: Organize 9.8 d: Cite sources using MLA 9.7 f: Proofread and edit 11.8 f: Synthesize information

9.6 d: Clear and Varied Sentences 9.7 c: Main and subordinate clauses 9.7 d: Using commas with subordinate clauses

Independent and Dependent Clauses

10/1510/23 (7 days)

10/24 (1 day)

10.3 d, e; 10.4 a, b, h, k, m

10.5 a, b, f, h

10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. d) Identify the meaning of common idioms. R e) Identify literary and classical allusions and figurative language in text. R 10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. a) Identify main and supporting ideas. R b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. U h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of the text, achieve specific effects and support the author’s purpose. E k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. An m) Use reading strategies to monitor comprehension throughout the reading process. Ap Resources = Possible works for short story unit: “The Voyage of Sindbad the Sailor”; “Lamb to the Slaughter” by Roald Dahl; “Contents of the Dead Man’s Pocket” by Jack Finney 10.5 The student will read, interpret, analyze, and evaluate nonfiction texts. a) Identify text organization and structure. R, U b) Recognize an author’s intended audience and purpose for writing. R f) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. E h) Use reading strategies throughout the reading process to monitor comprehension. U

9.4 a: Identify author’s main idea 9.4 f: Compare/Contrast literary devices convey message 9.4 l: Make predictions/draw conclusions 9.4 m: Reading strategies 11.4 g: Use of imagery and figurative speech

9.5 a: Audience and Purpose 9.5 h: Draw Conclusions based on text 9.5 k: Reading Strategies

Resource = The New York Times article “In Cluttered Home . . .” by Vivian Yee

KEY Writing Fiction Non-Fiction Presentation Weekly Skill SOL Not Tested

Short Stories Suspense Horror Adventure

Bloom’s Taxonomy Abbreviations R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create

Frame Narrative Narrative Hook

Biology: Body Decomposition

Greene County Public Schools 10th Grade English Curriculum & Pacing Guide 2014-2015 Quarter 2 KEY Writing Fiction Non-Fiction Presentation Weekly Skill SOL Not Tested Bloom’s Taxonomy Abbreviations R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create Time/ SOL/ Objective/Content/Essential Questions/ Dates Strand Cognitive Level 10/20-10/24 (1 week)

10.6 d

10/27-10/31 (1 week)

10.6 c

10/28-11/7 (5 days within this window)

10.1 d, h, i, j; 10.4 h, k, m

10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis. d) Write clear and varied sentences, clarifying ideas with precise and relevant evidence. C

10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis. c) Elaborate ideas clearly through word choice and vivid description. C 10.1 The student will participate in, collaborate in, and report on small-group learning activities. c) Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose. Ap h) Evaluate one’s own role in preparation and delivery of oral reports. E i) Use a variety of strategies to listen actively. Ap j) Analyze and interpret other’s presentations. An

Vertical Alignment

Vocabulary

9.6 d: Clear and Varied Sentences

Sentence Types II

9.7 c: Main clauses, subordinate clauses 9.7 d: Using commas with subordinate clauses 9.6 e: Word Choice and Vivid Description

9.1 d: Appropriate vocabulary and language 9.1 j: Listening strategies

Vivid Word Choice

Poetry Out Loud Formal recitation Interpretation and analysis of poetry Peer evaluation of presentation

Crosscurricular Connections

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of the text, achieve specific effects and support the author’s purpose. E k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. An m) Use reading strategies to monitor comprehension throughout the reading process. Ap

9.4 k: Author’s use of language to support purpose 9.4 f: Author’s use of language to convey message 9.4 m: Reading strategies

Resources = Poetry Out Loud website; selected poems

11/10 (1 day)

10.1 b, e, f, k

11/10-12/10 (4 weeks)

10.3 d, e; 10.4 a, b, d, e, f, k, m

10.1 The student will participate in, collaborate in, and report on small-group learning activities. b) Collaborate in the preparation or summary of the group activity. U e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal. Ap f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. Ap. C k) Evaluate effectiveness of group process in preparation and delivery of oral reports. E Resources = Introduction to Fahrenheit 451 by Ray Bradbury 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. d) Identify meaning of common idioms. R e) Identify literary and classical allusions and figurative language in text. R 10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. a) Identify main and supporting ideas. R b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. U e) Identify universal themes prevalent in the literature of different cultures. R f) Examine a literary selection from several critical perspectives. An k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. An

11.4 f: Analysis of Poetry 9.1 l: Collaboration

9.3: Literary and Classical allusions 9.4 a: Identify main idea 9.4 e: Theme 9.4 f: Author’s use of language to convey message 9.4 l: Make predictions

Informal group brainstorming and presentation Dystopia Social and culture analysis

Social Studies: Culture

Allusion Symbolism Theme Social Critique Dystopia Irony Censorship

World History II: Cold War Era Real-world connections: Evaluating the role of technology in everyday life

m) Use reading strategies to monitor comprehension throughout the reading process. Ap Resources = Fahrenheit 451 by Ray Bradbury Connecting poetry: Allusion—“Dover Beach” by Matthew Arnold, “The Tyger” by William Blake; Theme—“To an Unknown Citizen” by W. H. Auden; “Richard Cory” by Edwin Arlington Robinson

11/10-12/10 (4 days throughout)

10.2 c, d; 10.5 b, f, gh

10.2 The student will analyze, produce, and examine similarities and differences between visual and verbal media messages. c) Determine the author’s purpose and intended effect on the audience for media messages. U d) Identify the tools and techniques used to achieve the intended focus. R 10.5 The student will read, interpret, analyze, and evaluate nonfiction texts. b) Recognize an author’s intended audience and purpose for writing. R f) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. E g) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. An, C h) Use reading strategies throughout the reading process to monitor comprehension. U

11/10-11/14 (1 week)

11/17-11/21 (1 week)

10.3 b, f

10.6 a, c

Resources = ALA website and banned book lists; “Does Paper Really Burn at 451 Degrees Fahrenheit?” by Brian Palmer (article); “Facebook Leads to Narcissism, ‘Shallow Relationships’ New Study Claims” (article); “Status Update: ‘I’m So Glamorous’” by J.H. Tucker (article) 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. f) Extend general and specialized vocabulary through speaking, reading, and writing. C 10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis. a) Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose. C

9.4 m: Reading strategies 11.4 c: Analysis/Discussion of American Literature 11.4 f: Analysis of Poetry 9.2 b: Author’s purpose 9.5 a: Author’s purpose

Censorship Scientific Method Hypothesis

9.5 h: Draw conclusions

US Government: Censorship First Amendment Rights

9.5 g: Problem solving Sociology / Psychology

9.5 k: Reading Strategies

Chemistry: Temperature and Chemical Reactions

9.3 f: Word origins and figurative language

Fahrenheit 451 Vocabulary

9.6 a: Gather, Plan, Organize writing

Fahrenheit 451 Descriptive Writing

c) Elaborate ideas clearly through word choice and vivid description. C

12/1-12/5 (1 week)

12/15-12/19 (1 week)

10.4. h, k

10.4 j

9.6 e: Elaborate through vivid description

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of the text, achieve specific effects and support the author’s purpose. E k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. An 10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. j) Distinguish between a critique and a summary. U Resource = Article “More Teachers ‘Flipping’ The School Day Upside Down” by Grace Hood

KEY Writing Fiction Non-Fiction Presentation Weekly Skill SOL Not Tested Bloom’s Taxonomy Abbreviations R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create

9.4 f: Author’s use of language to convey message

Symbolism in Fahrenheit 451

9.4 m: Reading strategies

Research Skills: Summary and critique Counterargument and response

Greene County Public Schools th

10 Grade English Curriculum & Pacing Guide 2014-2015 Quarter 3 KEY Writing Fiction Non-Fiction Presentation Weekly Skill SOL Not Tested Bloom’s Taxonomy Abbreviations R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create Time/ Dates

SOL/Strand

Objective/Content/Essential Questions/ Cognitive Level

Vertical Alignment

Vocabulary

1/5-1/9 (1 week)

10.2 b

10.2 The student will analyze, produce, and examine similarities and differences between visual and verbal media messages. b) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion. E

9.2 d: Evaluate Sources

Logical and Emotional Appeals

1/51/14 (8 days)

10.6 a, e

10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis. a) Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose. C b) Organize ideas into a logical sequence using transitions. Ap, An, E, C

9.6 a: Gather, Plan, Organize writing

Exploring topics Brainstorming Thesis Statements Introductory paragraphs Organizing / Outlining

Resources = Student samples of introductory paragraphs

1/151/20 (4 days)

10.8 a-e

10.8 The student will collect, evaluate, organize, and present information to create a research product. a) Use technology as a tool to research, organize, evaluate, synthesize, and communicate information. Ap b) Develop the central idea or focus. C c) Verify the accuracy, validity, and usefulness of information. U d) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. R

9.6 e: Elaborate through vivid description 11.6 b: Develop a Thesis for Persuasive Writing 9.8: Research 11.8: Synthesize/present information in logical sequence

Research Taking notes on sources Incorporating sources into writing Paraphrase Direct Quotation

Crosscurricular Connections

e) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA). U

1/191/23 (1 week)

1/211/30 (8 days)

10.8 a, d, e

10.6 b-d, f, g; 10.7 c-h

Resources = Library and library databases; article to practice incorporating sources 10.8 The student will collect, evaluate, organize, and present information to create a research product. a) Use technology as a tool to research, organize, evaluate, synthesize, and communicate information. Ap d) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. R e) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA). U 10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis. b) Synthesize information to support the thesis. C c) Elaborate ideas clearly through word choice and vivid description. C d) Write clear and varied sentences, clarifying ideas with precise and relevant evidence. C f) Revise writing for clarity of content, accuracy, and depth of information. E, C g) Use computer technology to plan, draft, revise, edit, and publish writing. C 10.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. c) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations. Ap d) Differentiate between in-text citations and works cited on the bibliography page. An e) Analyze the writing of others. An f) Describe how the author accomplishes the intended purpose of a piece of writing. U g) Suggest how writing might be improved. E h) Proofread and edit final product for intended audience and purpose. U

MLA citations (works cited and in-text)

9.8 e: Information from Diverse Sources

Incorporating Sources into Writing

9.8 f-g: Cite Sources 11.8: Synthesize/present information in logical sequence

9.6 d: Clear and Varied Sentences 9.6 e: Elaborate ideas 9.6 i: Use of computer technology 9.7 f: Proofread and Edit

Composing Expanding on ideas Organizing Peer Review Editing Revising Proofreading

2/2-2/6 (1 week)

10.7 h

2/22/20 (3 weeks)

10.3 d, e; 10.4 a, c-e, h, i, m

Resources = Student drafts; Google drive 10.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. h) Proofread and edit final product for intended audience and purpose. U 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. d) Identify the meaning of common idioms. R e) Identify literary and classical allusions and figurative language in text. R

9.7 d: Use commas

Commas

9.7 f: Proofread and Edit

9.4 a: Main idea 9.4 g: Cultural/social function of literature

theme juxtaposition symbolism double meaning compare-contrast

World History II: Post-Colonial Africa

Enumeration / Listing Order of importance Generalization

Sociology

9.4 e: Theme 10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. a) Identify main and supporting ideas. R c) Explain similarities and differences of techniques and literary forms represented in the literature of different cultures and eras. U d) Analyze the cultural or social function of literature. An e) Identify universal themes prevalent in the literature of different cultures. R h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of the text, achieve specific effects and support the author’s purpose. E i) Compare and contrast literature from different cultures and eras. An m) Use reading strategies to monitor comprehension throughout the reading process. Ap

2/22/20 (3 days within short story unit)

10.2 b, c; 10.5 a, b, d, f-h

Resources = Possible works for short story unit themed around (dis)continuity between generations and the passage of time: Excerpt from Dandelion Wine by Ray Bradbury, “Dead Man’s Path” by Chinua Achebe, “Once More to the Lake” by E. B. White, “Everyday Use” by Alice Walker, “Teenage Wasteland” by Anne Tyler 10.2 The student will analyze, produce, and examine similarities and differences between visual and verbal media messages. b) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion. E c) Determine the author’s purpose and intended effect on the audience for media messages. U

9.4 k: Analyze language 9.4 m: Reading strategies 11.4 c: Discuss/Analyze American literature 11.4 g: Imagery and Figurative Language

9.2 d: Evaluate media sources 9.2 b: Determine purpose/effect of mass media

Real-world connections: Navigating Internet media

10.5 The student will read, interpret, analyze, and evaluate nonfiction texts. a) Identify text organization and structure. R, U b) Recognize an author’s intended audience and purpose for writing. R d) Compare and contrast informational texts. An f) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. E g) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. An, C h) Use reading strategies throughout the reading process to monitor comprehension. U

2/22/20 (2 days at end of unit)

10.2 a

2/162/20 (1 week)

10.7 b

2/232/24 (2 days)

10.2 b, c, d 10.4 a, b, d, e, g, k, l 10.6 b

9.5 a: Recognize purpose/audience 9.5 h: Draw Conclusions 9.5 g: Problem Solving 9.5 k: Reading Strategies 11.5 a: Clarify Understanding of Concepts

Resources = Buzzfeed generational lists; infographics 10.2 The student will analyze, produce, and examine similarities and differences between visual and verbal media messages. a) Use media, visual literacy, and technology skills to create products. C

Enumeration / Listing Order of importance Generalization

Resource = Examples from Buzzfeed 10.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. b) Apply rules governing use of the colon. Ap 10.2 The student will analyze, produce, and examine similarities and differences between visual and verbal media messages. b) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion. E c) Determine the author’s purpose and intended effect on the audience for media messages. U d) Identify the tools and techniques used to achieve the intended focus. R 10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. a) Identify main and supporting ideas. R b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. U d) Analyze the cultural or social function of literature. An e) Identify universal themes prevalent in the literature of different cultures. R

Colons

9.2 b: Determine purpose of mass media 9.2 d: Evaluate media sources 9.4 a: Main Ideas 9.4 l: Make Predictions 9.4 g: Social/Cultural Function 9.4 e: Theme

Historical fiction Metaphor Foreshadowing Drawing Inferences Making Predictions Supporting w/Evidence Propaganda Visual Media

World History: World War II/Nazi Germany

g) Explain the influence of historical context on the form, style, and point of view of a literary text. U k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. An l) Compare and contrast character development in a play to characterization in other literary forms. An

2/253/20 (31/2 Weeks)

2/253/20 (5-6 days through out)

10.3 a-b 10.4 a, b, d, e, g, h, k, m

10.5 a-h

Resources = “The Spy” by Bertolt Brecht; Propaganda (both Nazi and anti-Nazi): commercials, posters, short films 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. U b) Use context, structure, and connotations to determine meanings of words and phrases. U 10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. a) Identify main and supporting ideas. R b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. U d) Analyze the cultural or social function of literature. An e) Identify universal themes prevalent in the literature of different cultures. R g) Explain the influence of historical context on the form, style, and point of view of a literary text. U h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of the text, achieve specific effects and support the author’s purpose. E k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. An m) Use reading strategies to monitor comprehension throughout the reading process. Ap Resources = Night by Elie Wiesel 10.5 The student will read, interpret, analyze, and evaluate nonfiction texts. a) Identify text organization and structure. R, U b) Recognize an author’s intended audience and purpose for writing. R c) Skim manuals or informational sources to locate information. U d) Compare and contrast informational texts. An

9.4 i: Historical Context 9.4 f: Use of language to convey message 11.4 j: Use of dramatic conventions/Types of Irony 9.3 a: Understanding complex words 9.3 b: Structure and connotation to determine meaning 9.4 a: Main Ideas 9.4 l: Make Predictions 9.4 g: Social/Cultural Function

Memoir Historical Context Themes Mood Tone Allusion Imagery Motif

World History II: Holocaust Physics: Death by Hanging

Character Development German Vocabulary Roots

9.4 e: Theme 9.4 i: Historical Context 9.4 f: Use of language to convey message 9.4 m: Reading Strategies 9.5 a: Author’s purpose 9.5 g: Problem solving 9.5 h: Draw conclusions and make inferences

Non-fiction Classification Process Cause-Effect Visual Media Inferences Personal Narrative

Social Studies: Psychological / Behavioral Experimentatio n; WWII Nazi Germany and the Holocaust;

e) Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams. Ap f) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. E g) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. An, C h) Use reading strategies throughout the reading process to monitor comprehension. U

2/23-27 (1 week)

3/2-3/6 (1 week)

3/93/13 (1 week)

10.3 b, c

10.3 f

10.3 f

KEY Writing Fiction Non-Fiction Presentation Weekly Skill SOL Not Tested

Resources = “The Perils of Obedience” by Stanley Milgram; Webquest on Jewish Culture and Culture and Historical Context; Interactive Maps; Concentration Camp Classification Chart; “Auschwitz” personal narrative by Joanne Kacperski; news clips; “For Mentally Ill Survivors, Holocaust Lives On”; “89-year-old Philly man charged . . .” by Terrence McCoy 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. b) Use context, structure, and connotations to determine meanings of words and phrases. U c) Discriminate between connotative and denotative meanings and interpret the connotation. Ap

9.5 k: Reading Strategies

World Religions; Map skills Science: Voltage and electric shock; PTSD Math: kilometers to miles

9.3 b: Connotation and context

Connotation and Denotation in Night

9.3 c: Connotation and Denotation

10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. f) Extend general and specialized vocabulary through speaking, reading, and writing. C

9.3 f: Extend Vocabulary

Night Vocabulary (context clues)

10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. f) Extend general and specialized vocabulary through speaking, reading, and writing. C

9.3 f: Extend Vocabulary

Night Vocabulary (context clues)

Bloom’s Taxonomy Abbreviations R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create

Greene County Public Schools th

10 Grade English Curriculum & Pacing Guide 2014-2015 Quarter 4 KEY Writing Fiction Non-Fiction Presentation Weekly Skill SOL Not Tested Bloom’s Taxonomy Abbreviations R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create Time/ Dates

SOL/ Strand

3/23-3/27 (1 week)

10.4 j, 10.8 d, e

4/6-4/9 (4 days)

10.5 f

Objective/Content/Essential Questions/ Cognitive Level

Vertical Alignment

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. j) Distinguish between a critique and a summary. U 10.8 The student will collect, evaluate, organize, and present information to create a research product. d) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. R e) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA). U

9.8 e: Make sense of Diverse Sources

Resource = “Transport of Jews from Dusseldorf to Riga” (article) 10.5 The student will read, interpret, analyze, and evaluate nonfiction texts. f) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. E Resources = “Hiding in Northern Virginia, a Daughter of Auschwitz” (article) The Boy in the Striped Pajamas (film)

Vocabulary

Crosscurricular Connections

Research Skills: Quote/Summary/Pa raphrase

9.8 g: Cite sources using MLA 11.5 e: Analyze two or more texts on same topic

9.5 h: Draw conclusions based on evidence

Supporting opinion Drawing conclusions Comparing Fiction and Non-Fiction

World History II: Nazi Germany/Holoc aust

4/10 (1 day)

4/6-4/10 (1 week)

4/13-4/17 (1 week)

4/20-4/24 (1 week)

4/27-5/1 (1 week)

10.6 a, b, e

10.7 a

10.3 a 10.7 h

10.3 a, 10.7 h

10.3 a, b, g

10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis. a) Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose. C b) Synthesize information to support the thesis. C e) Organize ideas into a logical sequence using transitions. Ap, An, E, C Resources = Night and The Boy in the Striped Pajamas 10.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Distinguish between active and passive voice. An

10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. U 10.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. h) Proofread and edit final product for intended audience and purpose. U 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. U 10.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. h) Proofread and edit final product for intended audience and purpose. U 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. U b) Use context, structure, and connotations to determine meanings of words and phrases. U

9.6 a: Gather, plan, organize writing

Persuasive Writing Compare-Contrast Fact-Opinion

9.6 f-g: Arrange paragraphs and use transitions 11.6: Persuasive Writing 9.7 e: Active and Passive Voice 11.7 c: Active and Passive Voice 9.3 a: Use roots, etc. to understand words

Passive Voice vs. Active Voice

Commonly Confused Words Part I

9.7 f: Proofread and edit

9.3 a: use roots, etc. to understand words

Commonly Confused Words Part II

9.7 f: Proofread and edit

9.3 a: use roots, etc. to understand words 9.3 g: Evolution and Diversity of Language

Greek Roots Vocabulary I (Oedipus)

g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts. An, E

4/27-5/15 (3 weeks)

10.3 d, e; 10.4 a, b, d, e, g, h, k, l, m

10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. d) Identify the meaning of common idioms. R e) Identify literary and classical allusions and figurative language in text. R 10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. a) Identify main and supporting ideas. R b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. U d) Analyze the cultural or social function of literature. An e) Identify universal themes prevalent in the literature of different cultures. R g) Explain the influence of historical context on the form, style, and point of view of a literary text. U h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of the text, achieve specific effects and support the author’s purpose. E k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. An l) Compare and contrast character development in a play to characterization in other literary forms. An Resources = Oedipus the King by Sophocles; Edith Hamilton’s Mythology

5/14 (1 day)

10.5 d, f, g, h

10.5 The student will read, interpret, analyze, and evaluate nonfiction texts. d) Compare and contrast informational texts. An f) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. E g) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. An, C

9.4 a: Main idea 9.4 e: Theme 9.4 f: Use of language to convey emotion/message 9.4 g: Social/Cultural Function of Literature 9.4 i: Historical Context 9.4 k: Analyze author’s word choice

Dramatic Irony Monologue Soliloquy Aside Chorus Tragic Hero Tragic Flaw Hubris Theme Symbolism Imagery Ancient Greek Culture

World History: Ancient Greek Culture and Civilization

Non-fiction Compare / Contrast Drawing Conclusions Textual Synthesis

Biology: Genetics and Inbreeding

Psychology: Freud’s Oedipus Complex

9.4 l: Make Predictions 9.4 m: Reading Strategies 11.4 g: Use of Imagery and figurative language 11.4 i: Dramatic Selections 11.4 j: Analyze use of literary elements/Types of Irony 9.5 g: Problem Solving 9.5 h: Draw conclusions 9.5 k: Reading strategies

World History II: Bloodlines

h) Use reading strategies throughout the reading process to monitor comprehension. U

5/4-5/8 (1 week)

5/11-5/15 (1 week)

5/11-5/15 (1 week)

10.3 a, b, g

10.1 a, b, c, d, e, f, k 10.6 a

10.4 k, l

Resources = “Inbreeding and the downfall of the Spanish Hapsburgs” by Razib Khan (article); “Genetic diversity and intellectual disability” by Razib Khan (article); “Ask a Geneticist: Conditions” by Zoe Assaf (article) 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. U b) Use context, structure, and connotations to determine meanings of words and phrases. U g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts. An, E 10.1 The student will participate in, collaborate in, and report on small-group learning activities. a) Assume responsibility for specific group tasks. Ap b) Collaborate in the preparation or summary of the group activity. U c) Include all group members in oral presentation. R d) Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose. Ap e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal. Ap f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. Ap. C k) Evaluate effectiveness of group process in preparation and delivery of oral reports. E 10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis. a) Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose. C 10. 4 The student will read, comprehend, and analyze literary texts of different cultures and eras. k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. An l) Compare and contrast character development in a play to characterization in other literary forms. An

in Royal Families

9.3 a: use roots, etc. to understand words

Greek Roots Vocabulary II (Oedipus)

9.3 g: Evolution and Diversity of Language

9.1 d: Appropriate Tone 9.1 l: Collaboration

Skit Writing Presentation in small groups

9.6 a: Generate, gather, plan, organize writing

9.4 f: Use of language to convey emotion/message 11.4 j: Analyze use of literary elements/Types of Irony

Monologue/Soliloq uy/Aside (Oedipus)

5/18 (1 day)

5/19-5/22 (4 days)

10.6 a-e

10.1 a-i, k 10.4 a-e, g, h, i, m 10.5 a, b, c, e, f, g, h

10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis. a) Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose. C b) Synthesize information to support the thesis. C c) Elaborate ideas clearly through word choice and vivid description. C d) Write clear and varied sentences, clarifying ideas with precise and relevant evidence. C e) Organize ideas into a logical sequence using transitions. Ap, An, E, C 10.1 The student will participate in, collaborate in, and report on small-group learning activities. a) Assume responsibility for specific group tasks. Ap b) Collaborate in the preparation or summary of the group activity. U c) Include all group members in oral presentation. R d) Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose. Ap e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal. Ap f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. Ap. C g) Access, critically evaluate, and use information accurately to solve problems. Ap, E h) Evaluate one’s own role in preparation and delivery of oral reports. E i) Use a variety of strategies to listen actively. Ap k) Evaluate effectiveness of group process in preparation and delivery of oral reports. E 10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. a) Identify main and supporting ideas. R b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. U c) Explain similarities and differences of techniques and literary forms represented in the literature of different cultures and eras. U d) Analyze the cultural or social function of literature. An e) Identify universal themes prevalent in the literature of different cultures. R g) Explain the influence of historical context on the form, style, and point of view of a literary text. U

9.6: Narrative, Expository, and Persuasive Writing 11.6: Persuasive Writing

9.1 d: Appropriate tone 9.1 l: Collaboration 9.4 a: Main idea 9.4 e: Theme 9.4 g: Social/Cultural Function of Literature 9.4 i: Historical Context 9.4 k: Use of language to support purpose 9.4 l: Make Predictions 9.4 m: Reading strategies 9.5 a: Audience and Purpose 9.5 g: Problem solving 9.5 h: Draw conclusions and make inferences

Formal Essay Organization Support Topic Sentences Usage/Mechanics Written Expression Composition

Instructional Text Role-playing Creative Writing Epic Poetry Epic Heroes

World History I: Ancient Greece Biology: Germ Theory/Commu nicable Diseases

h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of the text, achieve specific effects and support the author’s purpose. E i) Compare and contrast literature from different cultures and eras. An m) Use reading strategies to monitor comprehension throughout the reading process. Ap 10.5 The student will read, interpret, analyze, and evaluate nonfiction texts. a) Identify text organization and structure. R, U b) Recognize an author’s intended audience and purpose for writing. R c) Skim manuals or informational sources to locate information. U e) Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams. Ap f) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. E g) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. An, C h) Use reading strategies throughout the reading process to monitor comprehension. U

9.5 k: Reading Strategies

Resources = The Zombie Survival Guide; World War Z by Max Brooks Superhero films; Iliad by Homer

5/25-5/29 (1 week)

KEY Writing Fiction Non-Fiction Presentation Weekly Skill SOL Not Tested Bloom’s Taxonomy Abbreviations R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create

Final Exam Review

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