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Huntsville City SchoolsInstructional Guide 2015-2016

Course: English Grade: 10

FIRST NINE WEEKS: AUGUST 4 – OCTOBER 2, 2015No Required Text

Standard “I Can” Statements *SuggestedResources

Pacing Recommendatio

n / Date(s) Taught

(RL.9-10.1 & 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. Standard assessed.

PH Lit:

All resources used within the nine weeks.

1st nine weeks: ALL WEEKS

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For a detailed exposition of the pacing guide, refer to the following websites: http://www.apluscollegeready.org/teachersFor a list of suggested and supplemental texts, refer to the following website: https://qc.vantage.com/qualitycore/do/logTo access document matching QC standards to CCR standards, refer to the following website: https://qc.vantage.com/qualitycore/do/logStandards to be assessed each nine weeks will be highlighted in red.

* “Note that LTF lessons are designed to be modified by the teacher to use with any appropriate text.”

https://qc.vantage.com/qualitycore/do/log


(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.

PH Lit:- “Earth on Turtle’s Back”- “When Grizzlies Walked Upright”- “The Navajo Origin Legend”- “Museum Indians”- “Huswifery”

1st nine weeks: Weeks 1, 2, 4

(RL.9-10.3) Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

PH Lit:- “Museum Indians”- Straw Into Gold: The Metamorphosis of the Everyday- The Interesting Life of Olaudah Equiano


(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.

PH Lit:All suggested resources


(RL.9-10.5) Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g.,

PH Lit:- “To My Dear and Loving Husband” - “Sinners in the Hands of an Angry God”

1st nine weeks: Week 2

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pacing, flashbacks) create such effects as mystery, tension, or surprise. (RL.9-10.6) Analyze a particular point of view or cultural experience reflected in a work of early American literature to 1900, drawing on a wide range of American literature. Standard assessed.

PH Lit:- “Earth on Turtle’s Back” - “When Grizzlies Walked Upright”- “The Navajo Origin Legend” - “Museum Indians”- “Huswifery”- from “Moby Dick”

1st nine weeks: Weeks 1, 2, 4, 7

(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 early American authors draw upon the Bible for religious themes and issues).

PH Lit:- “To My Dear and Loving Husband” - “Sinners in the Hands of an Angry God”

1st nine weeks: Week 2

(RL.9-10.10) 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, with scaffolding as needed at

PH Lit:All suggested resources


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the high end of the range.

(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. Standard assessed.

PH Lit:Unit 1: Speech to the Virginia Convention, Declaration of Independence, From “The American Crisis”


(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. Standard assessed.

PH Lit:- Patrick Henry’s “Speech to the Virginia Convention”- Declaration of Independence- From “The American Crisis”


(RI.9-10.6) Determine the 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.

PH Lit- Speech to the Virginia Convention- Declaration of Independence- From “The American Crisis”

1st nine weeks: Weeks 1, 2, 4, 5, 7

(RI.9-10.9) Analyze seminal PH Lit: 1st nine weeks:

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United States documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address), including how they address related themes and concepts.

- Speech to the Virginia Convention- Declaration of Independence- From “The American Crisis”

Weeks 7

(RI.9-10.10) By the end of Grade 10, read and comprehend literary nonfiction in the Grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

All suggested resources 1st nine weeks: ALL WEEKS

(RI. 11-12.9)Analyze seventeenth, eighteenth, and nineteenth-century foundational United States documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. Standard assessed.

PH Lit:- Speech to the Virginia Convention- Declaration of Independence- The Gettysburg Address

1st nine weeks: All

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(W.9-10-2) Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

PH Lit:Writing prompt on myths pg. 30

1st nine weeks: Weeks 2, 3, 5, 6, 7, 9

(W.9-10.4) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.



(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.9-10.10) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences.



(SL.9-10.3) Evaluate a PH Lit: 1st nine weeks:

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speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

- Consult Speaking and Listening Communications Workshop on pages 196 and 448

Weeks 2, 4

(SL.9-10.4) Present information, findings, and supporting evidence clearly, concisely, and logically such that the listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.


(L.9 – 10.2) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. Standard assessed.

(L. 10.2a) Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

All pieces of writing 1st nine weeks: Week 2, 3, 5, 7, 9

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(L. 10.2b) Use a colon to introduce a list or quotation.

(L. 10.2c) Spell correctly.

(L.9 – 10.4) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 10 reading and content, choosing flexibly from a range of strategies.


(L.9 – 10.5) Demonstrate understanding of figurative language (metaphor, simile, allusion, analogy, personification etc.), word relationships, and nuances in word meanings. Standard assessed.

(L. 10.5a) Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

(L. 10.5b) Analyze nuances in the meaning of words with similar denotations.

PH Lit: - “ Sinners in the Hands of an Angry God”- Earth on Turtle’s Back- When Grizzlies Walked Upright- The Navajo Origin Legend- Museum Indians- “Huswifery”

Weeks 1, 2, 4

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(L.9 – 10.6) 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; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Huntsville City SchoolsInstructional Guide 2015-2016Course: English Grade: 10

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For a detailed exposition of the pacing guide, refer to the following websites: http://www.apluscollegeready.org/teachersFor a list of suggested and supplemental texts, refer to the following website: https://qc.vantage.com/qualitycore/do/logTo access document matching QC standards to CCR standards, refer to the following website: https://qc.vantage.com/qualitycore/do/logStandards to be assessed each nine weeks will be highlighted in red. Standards assessed first nine weeks and second nine weeks will be highlighted in yellow.



SECOND NINE WEEKS: OCTOBER 12 – DECEMBER 18, 2015Required Text- The Scarlet Letter

Standard “I Can” Statements * ResourcesPacing

Recommendation / Date(s)

Taught

(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.

PH Lit:- “The Devil and Tom Walker” - “Where is Here?” - “The Outcasts of Poker Flat” - “Fall of the House of Usher”

2nd nine weeks: Weeks 1, 2, 8, 9

(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. Standard assessed.

PH Lit:- “The Devil and Tom Walker” - “Where is Here?” - “The Outcasts of Poker Flat” - “Fall of the House of Usher”


(RL. 9-10.3) Analyze how complex characters (e.g.) those with multiple or

PH Lit:- “The Devil and Tom Walker”

2nd nine weeks: Weeks 1, 2, 3, 8, 9

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conflicting motivations) develop over the course of the text, interact with other characters, and advance the plot or develop the theme. Standard assessed.

- “Where is Here?” - “The Outcasts of Poker Flat” - “Fall of the House of Usher” - “The Minister’s Black Veil” - “Wagner Matinee”

- (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.

PH Lit:- “The Devil and Tom Walker” - “Where is Here?” - “The Outcasts of Poker Flat” - “Fall of the House of Usher” - “The Minister’s Black Veil” - “Wagner Matinee”

2nd nine weeks:Weeks 1, 2, 3

(RL. 9 – 10.6) Analyze a particular point of view or cultural experience reflect in a work of early American literature to 1900, drawing on a wide reading of American literature.

PH Lit- Snapshot of the Period P. 210-224- “The Devil and Tom Walker” - Snapshot of the Period p. 462-472 - “An Occurrence at Owl Creek Bridge” - “An Episode of War” - “The Minister’s Black Veil”

2nd nine weeks: Weeks 8 and 9

(RL. 9-10.7) Analyze the representation of a subject

PH Lit:- “The Fall of the House of

2nd nine weeks:Week 9

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or a key scene in two artistic mediums, including what is emphasized or absent in each treatment (e.g. Auden’s “Musee des Beaux Arts” and Brueghel’s Landscape with the Fall of Icarus).

Usher” - “I Hear America Singing”

(RL. 9-10.8) 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 early American authors draw upon the Bible for religious themes and issues).

PH Lit:- “Sinners in the Hands of an Angry God”- “The Devil and Tom Walker”- “The Minister’s Black Veil”

2nd nine weeks: Weeks 8 and 9

(RL. 9-10.10) 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, with scaffolding as needed at the high end of the range.

PH Lit:See all other suggested resources

2nd nine weeks:All weeks

(RI. 9-10.1) Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

PH Lit:- “The Minster’s Black Veil”- “Wagner Matinee”- “Walden” - “Civil Disobedience”


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(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.

PH Lit:- “The Minster’s Black Veil”- “Wagner Matinee”- “Walden” - “Civil Disobedience”

2nd nine weeks: Weeks 3, 4, 5

(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 court differs from that of a newspaper). Standard assessed.

PH Lit:- “The Minster’s Black Veil”- “Wagner Matinee” - “Walden” - “Civil Disobedience”


(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). Standard assessed.

PH Lit - “Walden” - “Civil Disobedience” Primary Source Documents- “Commission of Meriwether Lewis” - “Crossing the Great Divide”


(RI. 9-10.6) Determine the author’s point of view or purpose in a text and analyze how an author

PH LitPrimary Source Documents “Commission of Meriwether Lewis” and “Crossing the


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uses rhetoric to advance that point of view or purpose.

Great Divide”

(RI. 9 – 10.8) Delineate and evaluate the argument specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

PH LitAnalyzing Functional and Expository Texts p. 392-397


(W. 9 – 10.2) Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

PH Lit- Writing Prompts accompanying short stories previously listed for weeks 1,2 and 3 on pages 286, 320, 333


(W.9 – 10.3) Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

PH Lit:- Writing Prompts accompanying short stories previously listed for weeks 1,2 and 3 on page 241


(W. 9-10.4) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

PH Lit:- See all other writing resources including writing performance tasks listed on page 456


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(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. 9-10.6) Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage or technology’s capacity to link to other information and to display information flexibly and dynamically.



(W. 9-10.7) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; and synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.



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(W. 9-10.8) Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; and integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

PH Lit:- Tasks p. 254


(W.9 -10.9) Draw evidence from literary or informational texts to support analysis, reflection, and research.

PH Lit- All resources previously listed for this 9 weeks

2nd nine weeks: Week 4

(W. 9-10.10) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences.

PH Lit- All resources previously listed for this 9 weeks.


(SL.9-10.2) Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally)

PH Lit- Task p. 476- Speaking task p. 321


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evaluating the credibility and accuracy of each source.

(SL. 9 – 10.4) Present information, findings, and supporting evidence clearly, concisely, and logically such that the listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

PH Lit- Performance Tasks p. 204-205- Speaking task p. 321


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

PH Lit- Performance Task p. 457- Speaking task p. 321

2nd nine weeks: All weeks

(L. 9-10.2) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

(L. 10.2a) Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

PH Lit:- Test Taking Practice p. 200-203


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(L. 10.2b) Use a colon to introduce a list or quotation.

(L. 10.2c) Spell correctly.(L. 9-10.4) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 9 reading and content, choosing flexibly from a range of strategies. Standard assessed.

PH Lit:- Performance Tasks p. 456


(L 9-10.6) 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; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

PH Lit:- Performance Tasks p. 456


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Huntsville City SchoolsInstructional Guide 2015-2016Course: English Grade: 10

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THIRD NINE WEEKS: JANUARY 5 – MARCH 4, 2016Required Text- Julius Caesar



Taught

(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.

PH Lit:- Hughes’s “Mother to Son”- Brooks’ “We Real Cool”- “Booker T. and W.E.B.”

3rd nine weeks: Weeks 3, 4, 5, 7, 9

(RL. 9-10.3) Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

PH Lit:- Julius Caesar

3rd nine weeks:Weeks 3, 4, 7, 9

(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

PH Lit:- Julius Caesar- Hughes’s “Mother to Son”- Brooks’ “We Real Cool”- “Booker T. and W.E.B.”


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meaning and tone. Standard assessed.

(RL. 9-10.5) Analyze how an author’s choices 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. Standard assessed.

PH Lit:- “To His Excellency, George Washington”- Julius Caesar


(RL.9 – 10.6) Analyze a particular point of view or cultural experience reflected in a work of early American literature to 1900, drawing on a wide reading of American literature. (Alabama Standard)

PH Lit- “To His Excellency, General Washington”- Hughes’ “Mother to Son”- Brooks’ “We Real Cool”- “Booker T. and W.E.B.”

3rd nine weeks: Weeks 3, 4, 6, 7

(RL.9- 10.10) 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, with scaffolding as needed at the high end of the range.

PH Lit- see all previously listed resources

3rd nine weeks: All Weeks

(RI. 9-10.1) Cite strong and PH Lit: 3rd nine weeks:

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thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

- Lincoln’s “First Inaugural Address”- Lincoln’s “Gettysburg Address”- Benjamin Franklin’s “Speech in the Convention”- Patrick Henry’s “Speech in the Virginia Convention”

Weeks 1 & 2

(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.

PH Lit:- Lincoln’s “First Inaugural Address”- Lincoln’s “Gettysburg Address”- Benjamin Franklin’s “Speech in the Convention”- Patrick Henry’s “Speech in the Virginia Convention”- Brutus’ speech in Julius Cesar- Marc Antony’s speech in Julius Caesar

3rd nine weeks: Weeks 1 & 2

(RI. 9-10.3) 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. Standard assessed.

PH Lit:- Lincoln’s “First Inaugural Address”- Lincoln’s “Gettysburg Address”- Benjamin Franklin’s “Speech in the Convention”- Patrick Henry’s “Speech in the Virginia Convention”- Brutus’ speech in Julius Caesar


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- Marc Antony’s speech in Julius Caesar

(RI. 9-10.6) Determine the 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. Standard assessed.

PH Lit:- Lincoln’s “First Inaugural Address”- Lincoln’s “Gettysburg Address”- Benjamin Franklin’s “Speech in the Convention”- Patrick Henry’s “Speech in the Virginia Convention”- Marc Antony and Brutus’ speeches in Julius Caesar

3rd nine weeks: Weeks 1, 2, 6

(RI. 9-10.7) 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.

PH Lit:- Spielberg’s Lincoln Film


(RI. 9-10.8) 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. Standard

PH Lit:- Lincoln’s “First Inaugural Address”- Lincoln’s “Gettysburg Address”- Benjamin Franklin’s “Speech in the Convention”- Henry’s “Speech in the Virginia Convention”


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assessed.

(RI. 9-10.10) By the end of Grade 9, read and comprehend literary nonfiction in the Grades 9-10 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range.

PH Lit:- See all previously listed resources


(W.9-10. 1) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant sufficient evidence.

PH Lit- Writing prompt on page DR-225


(W.9-10.2) Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.



(W.9-10.4) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.



(W. 9-10.5) Develop and PH Lit 3rd nine weeks:

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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.

- Writing prompt on page DR-225

Weeks 7, 8, 9

(W. 9 – 10.10) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences.

PH Lit- all writing resources

3rd nine weeks: All weeks

(SL.9 – 10.2) Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each source.

PH Lit:- Adapted topics for debate or presentation around Julius Caesar

3rd nine weeks: Week 8

(SL. 9-10.4) Present information, findings, and supporting evidence clearly, concisely, and logically such that the listeners can follow the line of reasoning and the



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organization, development, substance, and style are appropriate to purpose, audience, and task.

(SL. 9-10.5) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.



(L. 9-10.1) Demonstrate command of the conventions of Standard English grammar usage when writing or speaking. Standard assessed.

(L. 10.1a) Use parallel structure.*

(L. 10.1b) 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.

PH Lit- DR-248- DR-206- Test Taking Practice p. 200-203


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(L. 10.1c) Apply rules of subject-verb agreement when the subject is compound in form but singular in meaning and when the subject is plural in form but singular in meaning.(L. 9-10.2) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

PH Lit:- Test Taking Practice p. 200-203


(L. 9-10.3) 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. Standard assessed.

PH Lit:- DR-248- Test Taking Practice p. 200-203


(L. 9-10.4) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 9 reading and content, choosing flexibly from a range of strategies.

PH Lit:- DR-230- Test Taking Practice p. 200-203


(L. 9-10.6) Acquire and use PH Lit: 3rd nine weeks: All

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accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Standard assessed.

- Vocabulary at the beginning of each act of Julius Caesar

weeks

Huntsville City Schools

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Instructional Guide 2015-2016Course: English Grade: 10

FOURTH NINE WEEKS: MARCH 7 – MAY 20, 2015Required Texts- The Narrative of the Life of Frederick Douglass



Taught

The EOC assessment will be given this nine weeks. Teach and assess all standards. Focus on ALL RL, RI and L standards and hit the ones that have not been previously taught and assessed.

PH Lit: - “The Spider and the Wasp” - “Keep Memory Alive”- “An Occurrence at Owl Creek Bridge”- from “My Bondage and My Freedom”- from “Black Boy”- “Douglass” and “We Wear the Mask” poetry- from “How to Tell a Story”

4th nine weeks: Weeks 1 - 5

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- “The Notorious Jumping Frog of Calaveras County”- “The Story of an Hour”

(W.9-10.2): Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

PH Lit- Performance tasks on p. 456- adapt Oral Presentation Task on p. 476

4th nine weeks:Weeks 6-9

(W.9-10.4): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.



(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—10.10): Write routinely over extended time frames, including time for research, reflection, and revision, and shorter

PH Lit:- all writing resources


30

time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences.(S.L.9-10.2): Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each source.

PH Lit:- adapt Oral Presentation Task on p. 476


(S.L.9-10.4): Present information, findings, and supporting evidence clearly, concisely, and logically such that the listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

PH Lit:- adapt Oral Presentation Task on p. 476


* To be completed by school teams for English and Math

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