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Harbor Creek School District

Grade 10 – English: Fiction, Poetry, Drama 2/2/2012

Grade 10 Fiction Major

Understandings Concepts

Time Frame

Skills Assessment Standard

Fiction

Genre of Text

Quarters 1-4

E – Identify and/or describe the author’s intended purpose of text.

Formative and

Summative Assessment

PA: R11.A.1.6.1 KE: L.F.1.1.1

E – Explain, describe, and /or analyze examples of text that support the author’s intended purpose.

PA: R11.A.1.6.2 KE: L.F.1.1.2

E – Analyze, interpret, and evaluate how authors use techniques and elements of fiction to effectively communicate an idea or concept.

KE: L.F.1.1.3

Literary Forms

E – Analyze how literary form relates to and/or influences meaning of a text.

KE: L.F.2.2.1

E – Compare and evaluate the characteristics that distinguish fiction from literary nonfiction.

KE: L.F.2.2.2

E – Explain, interpret, compare, describe, analyze, and/or evaluate connections between text.

KE: L.F.2.2.3

E – Compare and evaluate the characteristics that distinguish narrative, poetry, and drama.

KE: L.F.2.2.4

Inferences, Conclusions,

and Generalizations

E – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CC: 10.RL.1

E – Make inferences and cite evidence from the text to support the inferences made.

PA: R11.A.1.3.1 KE: L.F.2.1.1

E – Draw conclusions and cite evidence from the text to support the conclusions drawn.

PA: R11.A.1.3.1 KE: L.F.2.1.1

E – Make generalizations and cite evidence from the text to support the generalizations made.

PA: R11.A.1.3.2 KE: L.F.2.1.2

Main Ideas and Relevant Details

E – Identify and explain stated or implied main ideas and relevant supporting details from the text.

PA: R11.A.1.4.1 KE: L.F.1.3.1

Summarize E – Write an objective summary of the key details and events of a fictional text, in part or as a whole.

PA: R11.A.1.5.1 CC: 10.RL.2



Major Understandings

Concepts Time

Frame Skills Assessment Standard

Fiction

Literary Elements: Characters

Quarters 1-4

E – Explain, interpret, compare, describe, analyze, and/or evaluate character in a variety of fiction:

The actions, motives, dialogue, emotions/feelings, traits, and relationship between characters within fictional text

Static (flat) vs. dynamic (round)

Major and minor

Traits and how they are developed, both direct and indirect

In relationship to conflict

Mirror characters (foil)

Stereotypes (archetypes/stock)

Flaws and how they affect plot/motive/theme

In relationship to culture

The relationship between characters and other components of a text

The development of complex characters and their roles and functions within a text

Formative and


PA: R11.B.1.1.1 KE: L.F.2.3.1

E – 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.

CC: 10.RL.3

Literary Elements:

Setting

Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of fiction:

The relationship between setting and other components of a text (character, plot, and other key literary elements).

How the setting affects characterization, theme, and plot

How the setting contributes to the mood.

KE: L.F.2.3.2 PA: R11.B.1.1.1

E – Identify the setting and how it is revealed. PA: R11.B.1.1.1

Literary Elements: Plot

(also called “Action”)

E – Explain, interpret, compare, describe, analyze, and/or evaluate plot in a variety of fiction. PA: R11.B.1.1.1

KE: L.F.2.3.3 F – Analyze the usage of time order within the plot.

E – Identify the elements of plot (e.g., exposition, conflict, rising action, climax, falling action, and/or resolution, Freytags Pyramid).

PA: R11.B.1.1.1 KE: L.F.2.3.3




Concepts Time


Fiction

Literary Elements: Plot


Quarters 1-4

E – Evaluate the use of foreshadowing, flashback, and point of view.

Formative and


PA: R11.B.1.1.1 F – Evaluate how plot affects character and theme.

E – Identify the relationship between elements of the plot and other components of the text. KE: L.F.2.3.3 E – Identify how the author structures the plot to advance the action.

E – Analyze how an author’s choice concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks), create such effects as mystery, tension, or surprise.

CC: 10.RL.5

Literary Elements:

Theme

E – 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.

PA: R11.B.1.1.1 CC: 10.RL.2

E – Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of fiction:

The relationship between the theme and other components of the text

Comparing and contrasting how major themes are developed across genres

The reflection of traditional and contemporary issues, themes, motifs, universal characters, and genres

The way in which a work of literature is related to the themes and issues of its historical period

KE: L.F.2.3.4

E – Construct a theme statement.

PA: R11.B.1.1.1

E – Note the difference between a topic and a universal theme.

F – Analyze how theme is developed through characters, setting, and plot.

F – Apply themes to archetypes.

F – Analyze how culture affects theme.

Literary Elements: Symbolism

F – Identify significant objects within a work and analyze the meaning.

F – Analyze the effect of symbols on the meaning of the work.




Concepts Time


Fiction

Literary Elements:

Tone, Style, Mood

Quarters 1-4

E – Explain, interpret, compare, describe, analyze, and/or evaluate tone, style, and or mood in a variety of fiction:

The relationship between the tone, style, and/or mood and other components of a text

How voice and choice of speaker (narrator) affect the mood, tone, and/or meaning of the text

How diction, syntax, figurative language, sentence variety, etc., determine the author’s style.

Formative and


PA: R11.B.1.1.1 KE: L.F.2.3.5

E – Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.

CC: 10.RL.4 E – Analyze the cumulative impact of specific word choices on meaning and tone (e.g., how language evokes a sense of time and place; how it sets a formal or informal tone).

F – Identify and be able to defend tone within a work.

PA: R11.B.1.1.1

F – Identify levels of diction and how it affects tone and style.

F – Compare tone between different works.

F – Analyze how tone is developed through the speaker, audience, and diction.

F – Evaluate how tone affects theme.

F – Identify elements of style through sentence length, diction, and literary devices.

F – Compare and contrast styles between different works and different authors.

F – Describe how mood is established through the use of setting, diction, characterization, plot, and point of view.

F – Identify the voice within the work.

F – Analyze and evaluate the authority / position and credibility of the voice.




Concepts Time


Fiction

Literary Element:

Point of View

Quarters 1-4

E – Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of fiction:

The point of view of the narrator as first person or third person point of view (limited / omniscient).

The impact of point of view on the meaning of a text as a whole

Formative and

Summative Assessments

PA: R11.B.2.2.1 KE: L.F.2.3.6

E – Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

CC: 10.RL.6

F – Track multiple points of view through a work. PA: R11.B.2.2.1

F – Analyze the effectiveness of point of view.

Literary Elements

F – Explain, interpret, compare, describe, analyze, and evaluate the relationship between other components of text and

Characters

Setting

Plot

Theme

Tone

Style

Mood

Symbolism

Point of View

PA: R11.B.1.1.1 PA: R11.B.1.2.1

Integration of Knowledge and

Ideas

E – 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).

PA: R11.B.1.2.1 CC: 10.RL.7

E – 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).

CC: 10.RL9 PA: R11.B.1.2.1

E – Interpret and analyze works from a variety of genres for literary, historical, and/or cultural significance.

KE: L.F.2.4.1 PA: R11.B.1.2.1

Literary Devices

F – Identify, explain, interpret, describe and analyze author’s purpose for effectiveness at using figurative language in text.

PA: R11.B.2.1.2




Concepts Time


Fiction Literary Devices

Quarters 1-4

E - Identify, explain, interpret, describe, and/or analyze the effects of:

Metaphor, Simile, Personification

Imagery

Foreshadowing

Irony

Hyperbole

Flashback

Satire

Allegory

Allusion

Symbolism

Dialect

Formative and


PA: R11.B.2.1.2

Poetry

Forms F – Identify various forms of poetry. PA: 1.3.11

Speaker and Tone

E – Identify the speaker and the tone of the poem.

E – Identify, explain, and analyze the structure of poems and sound devices.

KE: L.F.2.5.2

Figurative Language

E - Identify, explain, interpret, describe and analyze examples of the following in poetry:

Metaphor, Simile, Personification

Imagery

Foreshadowing

Irony

Hyperbole

Flashback

Satire

Allegory

Allusion

Symbolism

Dialect

PA: 1.3.11




Concepts Time


Poetry

Sound Devices

Quarters 1-4

Identify, explain, interpret, describe and analyze the following in poetry:

E – Rhyme and Rhythm

F – Meter

E – Alliteration

E – Assonance

E – Consonance

F – Onomatopoeia

Formative and


PA: 1.3.11

Diction

E – Identify diction as a word choice.

F – Analyze diction’s affect on meaning.

F – Analyze diction’s relationship to syntax, structure, and the speaker’s tone.

Imagery

E – Identify and create imagery in a poem.

F – Analyze how imagery affects meaning in a poem.

F – Analyze how imagery is built through diction, form, and figurative language. (e.g., irony, understatement, hyperbole, paradox).

Drama Elements of

Drama

E – Read and distinguish between dialogue and stage directions.

E – Analyze how the use of words creates tone and mood, and how the choice of words advances the theme or purpose of the work.

E – Identify soliloquy, asides, and monologues.

E – Identify the difference between comedy and tragedy.

E – Read a part fluently and with emotion.

F – Identify and analyze how stage directions, monologue, dialogue, soliloquy, and dialect support dramatic script.

KE: L.F.2.5.3 PA: 1.3.11

Fiction, Poetry, Drama

Range of Reading / Writing

E – By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band independently and proficiently.

CC: 10.RL.10

E -Draw evidence from literary texts to support analysis, reflection, and research (e.g., Analyze how an author draws on and transforms source material in a specific work).


Grade 10 - English: Nonfiction 2/2/2012

Grade 10 Nonfiction Major

Understandings Concepts

Time Frame

Skills Assessments Standard

Nonfiction

Genre of Text

Quarters 1-4

E– Identify and / or describe the author’s intended purpose of the text.

Formative and


PA: R11.A.2.6.1 KE: L.N.1.1.1

E – Explain, describe, and/or analyze examples of text that support the author’s intended purpose.

PA: R11.A.2.6.2 KE: L.N.1.1.2

E – Analyze, interpret, and evaluate how authors use techniques and elements of nonfiction to effectively communicate an idea of concept.

KE: L.N.1.1.3

Literary Forms

E – Analyze how literary form relates to and/or influences meaning of a text.

KE: L.F.2.2.1

E – Compare and evaluate the characteristics that distinguish fiction from literary nonfiction.

KE: L.F.2.2.2

E – Explain, interpret, compare, describe, analyze, and/or evaluate connections between text.

KE: L.F.2.2.3

Inferences, Conclusions,

and Generalizations

E – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CC: 10.RI.1

E – Make inferences and cite evidence from the text to support the inferences made.

PA: R11.A.2.3.1 KE: L.F.2.1.1

E – Draw conclusions and cite evidence from the text to support the conclusions drawn.

PA: R11.A.2.3.1 KE: L.F.2.1.1

E – Make generalizations and cite evidence from the text to support the generalizations made.

PA: R11.A.2.3.2 KE: L.F.2.1.2

Main Ideas and Relevant Details

E – Identify and explain stated or implied main ideas and relevant supporting details from the text.

PA: R11.A.2.4.1 KE: L.F.1.3.1

Summarize E – Write an objective summary of the key details and events of a nonfiction text, in part or as a whole.

PA: R11.A.1.5.1 CC: 10.RL.2

KE: L.N.1.3.2




Concepts Time

Frame Skills Assessments Standard

Nonfiction

Elements of Nonfiction

Text: Fact and Opinion and Essential and Nonessential Information

Quarters 1-4

E – Differentiate between fact and opinion.

Formative and


PA: R11.B.3.1.1 KE: L.N.2.5.1

E – Explain, interpret, describe, and/or analyze the use of facts and opinions in text.

PA: R11.B.3.1.1 KE: L.N.2.5.2

E – Explain, interpret, describe, and analyze the use of facts and opinions to make a point or construct an argument in a nonfiction text.

PA: R11.B.3.1.1

E – Distinguish essential from nonessential information. PA: R11.B.3.2.2

KE: L.N.2.5.3


Text: Propaganda /

Bias

E – Identify, explain, and/or interpret bias and propaganda techniques in nonfictional text.

PA: R11.B.3.2.2 KE: L.N.2.5.4

E – Explain, describe, and/or analyze the effectiveness of bias and propaganda techniques in nonfictional text.

PA: R11.B.3.2.2 KE: L.N.2.5.5

Elements of Nonfiction Text: Text

Organization

E – Identify, analyze, and evaluate the structure and format of complex informational text.

PA: R11.B.3.3.3 KE: L.N.2.4.1

E – Identify, explain, compare, interpret, describe, and/or analyze the sequence of steps in a list of directions.

PA: R11.B.3.3.3 KE: L.N.2.4.2

E – Explain, interpret, and/or analyze the author’s purpose for text organization.

PA: R11.B.3.3.3

E – Explain, interpret, and/or analyze the effect of text organization, including headings, graphics, and charts.

PA: R11.B.3.3.3 KE: L.N.2.4.3

E – Make connections between a text and the content of graphics and charts.

PA: R11.B.3.3.3 KE: L.N.2.4.4

E – Analyze and evaluate how graphics and charts clarify, simplify, and organize complex informational texts.

PA: R11.B.3.3.3 KE: L.N.2.4.5




Concepts Time


Nonfiction


Text: Characters

Quarters 1-4

E – Explain, interpret, compare, describe, analyze and/or evaluate character in a variety of nonfiction. Note: Character may also be called narrator, speaker, or subject of the biography.

The actions, motives, dialogue, emotions/feelings, traits, and relationship between characters within text

The relationship between character and other components of a text

The development of complex characters and their roles and functions within a text.

Formative and Summative Assessment

PA: R11.B.1.1. KE: L.N.2.3.1


Text: Setting

E – Explain, interpret, compare, describe, analyze and/or evaluate setting in a variety of nonfiction.

The relationship between setting and other components of the text (character, plot, and other key literary elements).

PA: R11.B.1.1.1 KE: L.N.2.3.2

Elements of Nonfiction Text: Plot


E – Explain, interpret, describe, analyze, and / or evaluate plot in a variety of nonfiction.

Elements of plot (e.g., exposition, conflict, rising action, climax, falling action, and/or resolution).

The relationship between elements of the plot and other components of a text.

How the author structures plot to advance the action.

PA: R11.B.1.1.1 KE: L.N.2.3.3

E – Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

CC: 10.RI.3

E – Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of the text (e.g., section or chapter).

CC: 10.RI.5

E – Analyze the interrelationships of ideas or events in text to determine how one idea or event may interact and influence another.

KE: L.N.1.3.3




Concepts Time


Nonfiction


Text: Theme /

Central Idea

Quarters 1-4

E – Explain, interpret, compare, describe, analyze and/or evaluate theme in a variety of nonfiction.

The relationship between theme and other components of the text

Comparing and contrasting how major themes are developed across genres

The reflection of traditional and contemporary issues, themes, motifs, universal characters, and genres

The way in which a work of literature is related to the themes and issues of its historical period.

Formative and


PA: R11.B.1.1.1 KE: L.N.2.3.4

E – 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.

CC: 10.RI.2


Text: Tone, Style, Mood

E – Explain, interpret, compare, describe, analyze, and/or evaluate tone, style, and or mood in a variety of fiction:

The relationship between the tone, style, and/or mood and other components of a text

How voice and choice of speaker (narrator) affect the mood, tone, and/or meaning of the text

How diction, syntax, figurative language, sentence variety, etc., determine the author’s style.

PA: R11.B.1.1.1 KE: L.N.2.3.5

E – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

CC: 10.RI.4 E – 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).

E – Explain how an author’s use of key words or phrases in text informs and influences the reader.

KE: L.N.1.1.4

E – Draw conclusions about connotations of words. KE: L.N.1.2.4

Elements of Nonfiction Text: Point

of View

E – Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of nonfiction.

The point of view of the narrator as first person or third person point of view.

The impact of point of view on the meaning of a text as a whole.

PA: R11.B.1.1.1 KE: L.N.2.3.6




Concepts Time


Nonfiction

Elements of Nonfiction Text: Point

of View

Quarters 1-4

E – 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 of purpose.


CC: 10.RI.6

Integration of

Knowledge and Ideas

E – Explain, interpret, describe, and/or analyze the author’s defense of a claim to make a point of construct an argument in nonfiction text.

KE: L.N.2.5.6

E – Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

CC: 10.RI.7

E – Delineate and evaluate the argument and specific claims in text, assessing whether the reasoning is valid and the evidence is relevant and sufficient.

CC: 10.RI.8

E – Identify false statements and fallacious reasoning.

E – Analyze seminal U.S. documents of historical literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedom’s Speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

CC: 10.RI.9

Range of Reading / Writing

E – 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.

CC: 10.RI.10

E – Drawn evidence from informational texts to support analysis, reflection, and research (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.)

CC: 10.W.9


Grade 10 English Curriculum/Language and Vocabulary 2/2/2012

Grade 10 – Language and Vocabulary

Major Understanding

Concepts Timeframe Skills Assessment Standards

Vocabulary Vocabulary and

Acquisition Use Quarters 1-4

E – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 10 reading content, choosing flexibility from a range of strategies.

Formative

and

Summative

Assessment

CC: 10.L.4 PA:

R11.A.1.1.1

E – Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position of function in a sentence) as a clue to the meaning of a word or phrase.

CC: 10.L.4a

E – Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

CC: 10.L.4b

E – 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.

CC: 10.L.4c

E – 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.

CC: 10.L.4d

E – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CC: 10.L.5

E – Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in a text.

CC: 10.L.5a

E – Analyze nuances in the meaning of words with similar denotations.

CC: 10.L.5b

E – Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

CC: 10.L.6


Grade 10 English Curriculum/Language and Vocabulary 2/2/2012

Major Understanding

Concepts Timeframe Skills Assessment Standards

Vocabulary Vocabulary and Acquisition Use

Quarters 1-4

E – Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Formative and


CC: 10.L.6

E – Identify and/or apply a synonym or antonym of a word used in text.

PA: R11.A.1.1.2 KE: L.F.1.2.1 KE: L.N.1.2.1

E – Identify and apply how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix.

PA: R11.A.1.2.1 KE: L.F.1.2.2 KE: L.N.1.2.2

E- Define and apply how the meanings of words or phrases change when using context clues given in explanatory sentences.

PA: R11.A.1.2.2

E – Use context clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words.

KE: L.F.1.2.3 KE: L.N.1.2.3

E – Draw conclusions about connotations of words. KE: L.F.1.2.4

Characteristics and Functions of the English

Language

Describe, analyze, and explain different

aspects of the English language.

F – Describe the influence of historical events on the English language.

1.7.11.A

F – Analyze when differences in language are a source of negative or positive stereotypes among groups.

1.7.11.B

F – Explain and evaluate the role and influence of the English language within and across countries.

1.7.11.C

Language Knowledge of

Language

E – 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.

9.L.3


Grade Ten Narrative Writing 2/2/2012

Grade 10 – Narrative Writing


Concepts Time


Writing to Entertain - Narrative

Write narrative

pieces that develop real or imagined experiences

or events using

effective technique,

well-chosen details, and

well-structured

event sequences.

E – Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.

Formative and


CC: 10.W.3a PA: W.1.5.11.A

E – Create a smooth progression of experiences or events.

E – Use narrative techniques, such as dialogue, pacing, description, illustrations, reflection, and multiple plot lines, to develop experiences, events, and /or characters.

CC: 10.W.3b PA: W.1.4.11.A

E – Apply literary conflict. PA: W.1.4.11.A

E – Use literary elements, such as: characterization, setting, plot, theme, point of view, and style.

PA: W.1.4.11.A PA: W.1.5.11.A

E – Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

CC: 10.W.3d

E – Use literary devices such as metaphor, simile, personification, and hyperbole.

PA: 1.4.11.A

Write pieces with

structure and organization.

E – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CC: 10.W.4 PA: W.1.4.11.A PA: W.1.5.11.A PA: W.1.5.11.B

E – Write pieces that develop main ideas for each paragraph and use supporting details.

PA: W.1.5.11.B PA: W.1.5.11.C

E – Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

CC: 10.W.3c PA: W.1.5.11.C

E – Write an effective introduction. PA: W.1.5.11.C

E – Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

CC: 10.W.3e PA: W.1.5.11.C




Concepts Time



Revise writing to improve

style, meaning,

word choice, and sentence

variety.

E – Write with control of grammar, mechanics, spelling, usage, and sentence formation.

Formative and


CC: 10.W.5 PA: W.1.5.11.D

E – Use a variety of sentence structures and lengths.

E – Use precise language to create clarity, voice, and tone.

Vary word choice

Vary sentence beginnings

Use sophisticated vocabulary

CC: 10.W.5 PA: W.1.5.11.D

E – Revise to eliminate wordiness and redundancy. CC: 10.W.5 PA: W.1.5.11.E

E – Revise to delete irrelevant details. CC: 10.W.5 PA: W.1.5.11.E

E – Use the correct form of commonly confused words; use logical transitions.

CC: 10.W.5 PA: W.1.5.11.E

E – Combine sentences for cohesiveness and unity.

E – Revise sentences for clarity. CC: 10.W.5 PA: W.1.5.11.E

Use conventions of standard

written language.

E – Spell all words correctly. CC: 10.W.5 CC: 10.L.2c PA: W.1.5.11.F

E – Use capital letters correctly. CC: 10.W.5 PA: W.1.5.11.F

E – Punctuate correctly. (See the grammar and usage section of the 10th grade curriculum for specific skills.)

CC: 10.W.5 PA: W.1.5.11.F

E – Demonstrate correct grammar and usage. (See the grammar and usage section of the 10th grade curriculum for specific skills.)

CC: 10.W.5 PA: W.1.5.11.F

E – Demonstrate correct sentence formation. CC: 10.W.5 PA: W.1.5.11.F




Concepts Time



Present written

pieces for publication.

E – Use technology, including the Internet, to produce and publish a writing piece.

Formative and


CC: 10.W.6

E – Present written work for publication. PA: W.1.5.11.G

E – Write and edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing type.

CC: 10.L.3a

Range of Writing

E – Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.

CC: 10.W.10 PA: W.1.4.11 PA: W.1.5.11.B


Grade Ten Expository Writing 2/2/2012

Grade 10 – Expository Writing


Concepts Time


Writing to Inform -

Exposition

Write complex

informative pieces that summarize information

or ideas.

E – Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions.

Formative and


CC: 10.W.2a & 4 PA: W.1.5.11.A

E – Write with a sharp controlling point and an awareness of the audience and expository task.

KE: C.E.1.1.1 PA: W.1.5.11.A

E – Use relevant formatting (e.g., headings), graphics (e.g., figures, tables, maps, charts, illustrations, photographs), and multimedia when useful to aiding comprehension of the piece.

CC: 10.W.2a PA: W.1.4.11.B

E – Demonstrate an understanding of the purpose and develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, text-to-text connections, concrete details, quotations, or other examples appropriate to the audience’s knowledge of the topic.

CC: 10.W.2b & 4 KE: C.E.1.1.2 PA: W.1.4.11.B PA: W.1.5.11.B

E – Use appropriate organizational strategies for expository writing (e.g., compare/contrast, cause/effect, problem/solution, process analysis).

KE: C.E.1.1.3

E – Use precise language, domain-specific vocabulary, stylistic techniques, and a variety of sentence structures to develop and maintain an appropriate, objective tone and to manage the complexity of the topic.

KE: C.E.1.1.4 PA: W.1.4.11.B CC: 10.W.2d CC: 10.W.2e

Write pieces with


E – Write a thesis statement. PA: W.1.5.11.A


PA: W.1.4.11.B PA: W.1.5.11.B PA: W.1.5.11.C

E – Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

CC: 10.W.2c PA: W.1.5.11.C


E – Write an effective conclusion that supports the information or explanation presented.

CC: 10.W.2f PA: W.1.5.11.C




Concepts Time


Writing to Inform -

Exposition

Write pieces

that are well-

researched.

E – Gather and determine the validity and reliability of the information.

Formative and


PA: W.1.5.11.B CC: 10.W.8

E – Use primary and secondary resources. PA: W.1.4.11.B

E – Assess the usefulness of sources. CC: 10.W.8

E – Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CC: 10.W.8

E – Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate. CC: 10.W.7 E – Synthesize multiple sources on a subject, demonstrating understanding of the subject under investigation.


style, meaning,


variety.


CC: 10.W.5 PA: W.1.5.11.D KE: C.E.2.1.1 KE: C.E.1.1.5



Vary word choice



CC: 10.W.5 PA: W.1.5.11.D KE: C.E.2.1.2

E – Revise to eliminate wordiness and redundancy. CC: 10.W.5 PA: W.1.5.11.E KE: C.E.2.1.3

E – Revise to delete irrelevant details. CC: 10.W.5 PA: W.1.5.11.E KE: C.E.2.1.4


CC: 10.W.5 PA: W.1.5.11.E KE: C.E.2.1.5&6 E – Combine sentences for cohesiveness and unity.




Concepts Time


Writing to Inform -

Exposition

Revise writing

continued E – Revise sentences for clarity.

CC: 10.W.5 PA: W.1.5.11.E KE: C.E.2.1.7


written language.

E – Spell all words correctly.

Formative and


CC: 10.W.5 CC: 10.L.2c PA: W.1.5.11.F KE: C.E.3.1.1

E – Use capital letters correctly. CC: 10.W.5 PA: W.1.5.11.F KE: C.E.3.1.2


CC: 10.W.5 PA: W.1.5.11.F KE: C.E.3.1.3


CC: 10.W.5 PA: W.1.5.11.F KE: C.E.3.1.4

E – Demonstrate correct sentence formation. CC: 10.W.5 PA: W.1.5.11.F KE: C.E.3.1.5

Present written



CC: 10.W.6



CC: 10.L.3a

Range of Writing


CC: 10.W.10 PA: W.1.4.11.B PA: W.1.5.11.B


Grade Ten Persuasive Writing 2/2/2012

Grade 10 – Persuasive Writing


Concepts Time


Writing to Persuade - Persuasion

Write persuasive pieces that include a

clearly stated position

made convincing

through the use of

appropriate methods.

E – Write with a sharp, distinct controlling point that clearly states a position and demonstrates awareness of task, purpose, and audience. Develop reader interest in the piece.

Formative and


CC: 10.W.1 & 4 PA: W.1.5.11.A PA: W.1.4.11.C KE: C.P.1.1.1 KE: C.P.1.1.3

E – 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.

CC: 10.W.1a PA: W.1.4.11.C

E – 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.

CC: 10.W.1b PA: W.1.4.11.C KE: C.P.1.1.2

E – Construct a thorough argument with consistent, relevant support through the use of persuasive strategies.

PA: W.1.4.11.C KE: C.P.1.1.2

E – Maintain an effective and consistent tone through precise control of language and a variety of sentence structures.

KE: C.P.1.1.4

E – Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline which they are writing.

CC: 10.W.1d

Write pieces with


E – Write a thesis statement. PA: W.1.5.11.A


PA: W.1.5.11.B PA: W.1.5.11.C

E – 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 claims(s) and counterclaims.

CC: 10.W.1c PA: W.1.5.11.C


E – Write a conclusion that follows from the supports the argument presented.

CC: 10.W.1e PA: W.1.5.11.C




Concepts Time



Write pieces

that are well-

researched.

E – Gather and determine the validity and reliability of the information.

Formative and


PA: W.1.5.11.B CC: 10.W.8

E – Use text-to-text connections to support the position. PA: W.1.5.11.B

E – Assess the usefulness of sources. CC: 10.W.8

E – Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

PA: W.1.4.11.C CC: 10.W.8

E – Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate. CC: 10.W.7 E – Synthesize multiple sources on a subject, demonstrating understanding of the subject under investigation.


style, meaning,


variety.


CC: 10.W.5 PA: W.1.5.11.D KE: C.P.2.1.1 KE: C.P.1.1.5



Vary word choice



CC: 10.W.5 PA: W.1.5.11.D KE: C.P.2.1.2

E – Revise to eliminate wordiness and redundancy. CC: 10.W.5 PA: W.1.5.11.E KE: C.P.2.1.3

E – Revise to delete irrelevant details. CC: 10.W.5 PA: W.1.5.11.E KE: C.P.2.1.4


CC: 10.W.5 PA: W.1.5.11.E KE: C.P.2.1.5&6 E – Combine sentences for cohesiveness and unity.




Concepts Time



Revise writing

continued E – Revise sentences for clarity.

Formative

and

Summative

Assessment

CC: 10.W.5 PA: W.1.5.11.E KE: C.P.2.1.7


written language.

E – Spell all words correctly.

CC: 10.W.5 CC: 10.L.2c PA: W.1.5.11.F KE: C.P.3.1.1

E – Use capital letters correctly. CC: 10.W.5 PA: W.1.5.11.F KE: C.P.3.1.2


CC: 10.W.5 PA: W.1.5.11.F KE: C.P.3.1.3


CC: 10.W.5 PA: W.1.5.11.F KE: C.P.3.1.4

E – Demonstrate correct sentence formation. CC: 10.W.5 PA: W.1.5.11.F KE: C.P.3.1.5

Present written



CC: 10.W.6



CC: 10.L.3a

Range of Writing


CC: 10.W.10 PA: W.1.4.11 PA: W.1.5.11.B


Grade 10: English - Research 2/2/2012

Grade 10 Research Major

Understandings Concepts Time Frame Skills Assessment Standard

Research Develop a research

topic. Quarters 1-4

E – Select and refine a topic for research.

Formative and


1.8.11.A

E – Locate information using appropriate sources and strategies.

Determine valid resources for researching the topic, including primary and secondary sources.

Evaluate the importance and quality of the sources.

Select sources appropriate to the breadth and depth of the research

Use table of contents, indices, key words, cross-references and appendices

Use traditional and electronic search tools.

1.8.11.B

E – Organize, summarize and present the main

ideas from the research.

Take notes relevant to the topic.

Develop a thesis statement based on the

research.

Anticipate readers’ problems or

misunderstandings.

Use MLA format

Use formatting techniques (headings, graphics)

to aid reader understanding.

1.8.11.C


Grade Ten Writing – Grammar 2/2/2012

Grade 10 Grammar


Concepts Time

Frame Skills Assessment

Standard / Common Core

Grammar

Grammar and Usage

Quarters 1-4

E – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Formative and


W.1.5.11.F 10.L.1 & C.E.3.1.4

E – Use parallel structure. W.1.5.11.F

10.L.1a

E – 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.

W.1.5.11.F 10.L.1b

E – Use relative pronouns. W.1.5.11.F

E – Identify compound-complex sentences.

E – Demonstrate correct sentence formation. C.E.3.1.5

Capitalization E – Demonstrate command of the conventions of standard English in relationship to all capitalization rules.

W.1.5.11.F 10.L.2

E – Use capital letters correctly. C.E.3.1.2

Punctuation

E – Demonstrate command of the conventions of standard English in relationship to punctuating correctly in all writing.

W.1.5.11.F 10.L.2 & C.E.3.1.3

E – Use a colon to introduce a list or quotation. 10.L.2b

E – Use a semi-colon to join sentences with two independent clauses. 10.L.2a

Spelling E – Demonstrate command of the conventions of standard English in relationship to spelling.

W.1.5.11.F 10.L.2

E – Spell correctly. 10.L.2c & C.E.3.1.1

Knowledge of Language

E – 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.

10.L.3

E – Write and edit work so that it confirms to the guidelines in a style manual appropriate for the discipline and writing type.

10.L.3a


Grade Ten Speaking and Listening 2/2/2012

Grade 10 – Speaking and Listening


Concepts Time Frame Skills Assessment Standard

Speaking and Listening

Listen, contribute

and participate in collaborative discussions.

Quarters 1-4

E – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building others’ ideas and expressing one’s own clearly and persuasively.


CC: 10.SL.1 PA: 1.6.11.A PA: 1.6.11.D PA: 1.6.11.E

E – Propel conversations by posing and responding to questions and asking clarifying 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.

CC: 10.SL.1c PA: 1.6.11.A PA: 1.6.11.D PA: 1.6.11.E

E – Respond thoughtfully to diverse perspectives, summarize and synthesize points of agreement and disagreement, and, when warranted, qualify or justify one’s own views and understanding and make new connections in light of the evidence and reasoning presented.

CC: 10.SL.1d PA: 1.6.11.A PA: 1.6.11.D PA: 1.6.11.E

E – 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.

CC: 10.SL.1a PA: 1.6.11.D

E – 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.

CC: 10.SL.1b PA: 1.6.11.D

E – Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

CC: 10.SL.2

E – Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying all fallacious reasoning or exaggerated or distorted evidence.

CC: 10.SL.3 PA: 1.6.11.D


Grade Ten Speaking and Listening 2/2/2012


Concepts Time Frame Skills Assessment Standard

Speaking and Listening

Listen, contribute

and participate in collaborative discussions.

Quarters 1-4

E – Listen to selections of literature (fiction and nonfiction). Relate them to previous knowledge.

Predict solutions to identified problems.

Summarize and reflect on what has been learned.

Identify and define new words and concepts.

Analyze and synthesize the selections relating them to other selections heard or read.


PA: 1.6.11.B

Present and

speak using

skills to

provide

information

and in an

impromptu

situation.

E – 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.

CC: 10.SL.4

E – Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

CC: 10.SL.6 PA: 1.6.11.C PA: 1.6.11.D

E – Adjust sentence structure, stress, volume, inflection, and speed to provide emphasis to ideas or to influence the audience.

PA: 1.6.11.C E – Use effective eye contact, posture, and movement.

E – Speak within a given time limit.

E – Adjust tone and involvement to encourage equitable participation.

PA: 1.6.11.D

E – Read aloud for meaning with correct inflection and volume. PA: 1.6.11.C

Presentation of

Knowledge of Ideas

E – Make strategic use of digital media (e.g., textual, graphical, visual, and interactive elements) in presentations to enhance understandings of findings, reasoning, and evidence and to add interest.

CC: 10.SL.5 PA: 1.6.11.F

E – Create a visual for a presentation.

E – Evaluate the role of the media in focusing attention and forming opinions.

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