English 10—Between Writers and Readers:
Giving Voice to Ideas
T
enth graders are “tweeners”—more mature than freshmen but too far from
graduation to be motivated solely by life after high school. They pay attention to
what speaks to them in the moment—getting a driver’s license, texting a friend, reading a
book that they choose, writing because they have something to say. Teachers who can sit
in the passenger seat and coach them as they navigate English 10 will be rewarded with
their enthusiasm and commitment. English 10 steers students to the ways readers and
writers use the power of language to tell stories and exchange ideas. Students read each
text as an invitation to dialogue—and even argument—rather than the last word. Each
unit concentrates on specific genres to help students understand how authors’
perceptions of the world drive them to convey their understanding of the human
experience. Units 1 & 2 focus on stories of the individual, while Units 3 & 4 expand the
boundaries to stories that focus on the wider world. Throughout the year, students
compose in different modes for different purposes, with opportunities to practice
composing in the genres they study.
The focus of instruction throughout English 10 is on the interplay between writer
and reader; while the units are organized by genre, many overlaps are possible, and
teachers can choose numerous routes to the skills and concepts of the course. Students
practice critical reading, careful analysis, logical argument, creative narrative, and
confident public speaking. And just as a driver’s license is a milestone rather than a
destination, English 10 prepares students to navigate responsibly through a world of
ideas.
A Note About This Guide:
This document is intended as a resource and supplement for the English 10 course page in the
Instruction Center. It contains hyperlinks to webpages both inside and outside MCPS. It will be
updated and revised frequently, with all updates announced through the English Forum. While this
document may certainly be printed, it is perhaps better used electronically, to take advantage of its
dynamic nature. Please note the date on the title page to ensure that you have the most up-to-date
version.
COMMON TASKS — ENGLISH 10
10.1.1
Analyze one or more stylistic techniques an author uses in a text.
10.1.2
Write an argument in response to a text.
10.1.3
Write a narrative essay or memoir about a meaningful personal experience.
10.1.4
Synthesize ideas from collaborative discussions about one or more texts.*
10.2.1
Analyze how an author draws on or transforms source material.*
10.2.2
Write a critical review of a live performance or film.
10.2.3
Write a narrative that continues or resolves the story of a character in a text.
10.2.4
Analyze an author’s use of language in a passage and present an oral
interpretation of that passage.
10.3.1
Evaluate the strengths and limitations of a speaker’s argument.*
10.3.2
Research and write an essay exploring the complexities of a controversial issue.
10.3.3
After researching an issue, take a stance on an aspect of the topic and present a
persuasive speech.
10.3.4
Compare the techniques or purposes of two texts.
10.4.1
Analyze the effects of the author’s structural choices in a narrative.
10.4.2
Create a multimedia work that shows how an important theme or central idea
from a text resonates today.
10.4.3
Explain how an author combines realistic and fantastic elements to raise
questions about our world.*
10.4.4
Write a science fiction/fantasy narrative that explores an important theme.
* Teachers who wish to make more time for re-teaching a common task may choose to omit these starred
tasks or blend them into others, but the relevant skills and concepts must be incorporated into instruction
during the unit.