Hardin County High School
Benchmark Assessment English 10 Skills
2014-2015
Textbook: Prentice Hall; English 10 Common Core
Accelerated Reader to be read during the 1st 15 minutes of class, time permitting; non-fiction selections may be read and analyzed in lieu of AR
Students are encouraged to read 50% non-fiction and 50% fiction; Our goal is 70% non-fiction and 30% fiction. Night will be read as a class and tested via AR
program (Night is available on audio) Read “Keep Memory Alive” pg. 542 w/Night
Academic Vocabulary (Tier II) will be addressed each day, week; literary vocabulary should be addressed before the unit
Benchmark # 1 (Approximately 4 ½ Weeks)
Introduction
Demonstrate close readings with:
from Fahrenheit 451
from “A Quilt…”
“Oh, the Places You Will Go”
“Gift of the Magi” objective summary
Benchmark Skills Unit 1, Part 1
Literary Analysis: Plot and Foreshadowing
Literary Analysis: Author’s
Literary Analysis: Author’s Style
Reading: Make Predictions
Reading: Analyze Structure and Vocabulary: Roots
and Prefixes -cred-, -stract-, pro-, superGrammar: Common and Proper Nouns
Grammar: Abstract and Concrete Nouns
Grammar: Possessive Nouns
Writing: Sequel
Writing: Description
Writing: Autobiographical Narrative
Benchmark Assessment
Benchmark Skills Unit 2, Part 2
Literary Analysis: Author’s Purpose
Literary Analysis: Irony and Paradox
Literary Analysis: Conflict and Resolution
Reading: Cause and Effect
Reading: Evaluate Sources
Vocabulary: Word Roots and Prefixes -ver-, -vent-, ob-,
subGrammar: Pronoun/Antecedent Agreement
Grammar: Personal Pronouns
Grammar: Relative Pronouns
Spelling: Easily Confused Words
Writing: Anecdote
Writing: Documentary Proposal
Benchmark Assessment
Suggested Readings:
“The Monkey’s Paw” pg 32
“Occupation: Conductorette” pg 78
“Marian Anderson, Famous
Concert Singer” pg 98
“Tepeyac” pg 104
Benchmark #1
Additional Resources:
Selection audio
Grammar worksheets
Graphics
Vocabulary logs
Benchmark Study Guides for
each unit
The Big Question:
Is there a difference between reality and truth?
People may try to verify the truth by…
People who are able to comprehend the truth
behind problems in society must decide whether
to…
One person’s perception of truth can be challenged
when…
Suggested Readings:
“Contents of the Dead Man’s
Pocket” pg 118
“Making History with Vitamin C”
pg. 168
“Egyptology Resources” pg. 183
“Like the Sun” pg
“The Open Window” pg. 195
“Lamb to the Slaughter” (Holt,
Elements of Literature)
Benchmark #2
Additional Resources
Selection audio
Holt, Elements of Literature
The Big Question:
Is there a difference between reality and truth?
Life-threatening situations may cause people to
evaluate…because…
Even in the face of evidence, some people refuse
to face the truth because…
My perception of the situation was that…
In reality, though,…
Benchmark Skills Unit 2, Part 1
Literary Analysis: Character and characterization
Literary Analysis: Setting
Literary Analysis: Point of View
Reading: Make Inferences
Reading: Analyze Text to Extend Ideas
Vocabulary: Suffixes -ence, -able, -ity, -ic
Grammar: Regular Verbs
Grammar: Irregular Verbs
Grammar: Apply Consistent Verb Tense
Writing: Retelling with New Point of View
Writing: Book Review
Writing: Short Story
Benchmark Assessment
Suggested Readings:
“Early Autumn” pg. 229; close read
“A Visit to Grandmother” pg. 242
“A Problem” pg. 256
“There Will Come Soft Rain” pg.
284 (compare to poem)
“Tides” pg. 299
“Black Water Turns the Tide on
Florida Coral” pg. 303
“One Thousand Dollars” pg. 308
“By the Waters of Babylon” pg.
314
“The Babylon Captivity” pg. 321
Benchmark #3
Additional Resources
Selection audio
Grammar worksheets
Graphics
Vocabulary logs
Benchmark Study Guides for
each unit
The Big Question:
Can progress be made without conflict?
When people experience a misunderstanding, a
confrontation may be helpful because…
Following a conflict, relationships might change
because…
In order to help a loved one make an important
change in his or her life, one should…
A benefit of technological progress is…
A possible downside of new technology is…
Facing adversity could teach someone…
After a disagreement is resolved, a person may be
able to…
Making a change can improve the quality of your
life as long as …
A person may struggle with finding happiness if…
People may struggle against the inevitable when…
Sometimes a confrontation is necessary in order to
resolve a conflict because…
CCSS/Common Core State Standards
Reading Literature (RL)
Reading Informational Text (RI)
Writing (W)
Speaking and Listening (SL)
Language (L)
Assessment: Teachers should monitor and assess students daily.
Summative and Formative Assessment
RL. 9-10.1,2,3, 4,5,6,10
RI. 9-10.2,3,4,6,8,10
W. 9-10.1.,2,2.a.,2.b.,2.c.,2.d.,2.e.,2.f.,3,3.a.,3.c.,d.,e.,5,8.,9,9.a.,9.b.,10
SL. 9-10.1,1.a.,1.b.,1.c.,1.d.,2.,3,5.,6
L. 9-10.1.,1.b.,2.,2.c.,3.,4,4.a.,4.b.,4.c.,4.d.,5,5.b.,6
Hardin County High School
Benchmark Assessment English 10 Skills
2014-2015
Textbook: Prentice Hall; English 10 Common Core
Accelerated Reader to be read during the 1 st 15 minutes of class, time permitting; non-fiction selections may be read and analyzed in lieu of AR
Students are encouraged to read 50% non-fiction and 50% fiction. Our goal is 70% non-fiction and 30% fiction. Farewell to Manzanar will be read as a class and tested via AR program; Read “Desert Exile” pg.
586 with Farewell to Manzanar
Academic Vocabulary (Tier II) will be addressed each day, week
Benchmark # 2 (Approximately 4 ½ Weeks)
Benchmark Skills Unit 2, Part 2
Literary Analysis: Theme
Literary Analysis: Symbolism and Allegory
Literary Analysis: Tone
Reading: Draw Conclusions
Reading: Paraphrase
Vocabulary: Prefixes and Suffixes dis-, com-, -tion, id
Grammar: Action and Linking Verbs
Grammar: Active and Passive Voice
Grammar: Subject-Verb Agreement
Spelling: Vowel Combinations
Writing: Narrative with Symbolism
Writing: Character Analysis
Writing: Problem-and-Solution Essay
Benchmark Assessment
Benchmark Skills Unit 3, Part 1
Literary Analysis: Expository Essay
Literary Analysis: Reflective Essay
Literary Analysis: Humorous Essay
Reading: Main Idea and Supporting Details
Reading: Follow and Critique Technical Directions
Vocabulary: Word Roots and Prefixes -tact-, -fig-,
suc-, paraGrammar: Direct and Indirect Objects Grammar:
Predicate Nominatives and Predicate Adjectives
Grammar: Combining Short Sentences
Writing: Business Letter
Writing: Brief Memoir
Writing: Letter to the Editor
Benchmark Assessment
Suggested Readings:
“How Much Land Does a Man Need?”
pg. 338
“The Masque of the Red Death” pg. 372
“Editorial on the Anniversary of the Fall
of the Berlin Wall” pg. 403
Additional Resources:
Selection audio
Suggested Readings:
“Address to Students at Moscow State
University” pg. 449
Benchmark #4
“The Spider and the Wasp” pg. 464
“The Sun Parlor” pg. 490
“How to Use a Compass” pg. 513
“GPS Quick-Start Guide” pg. 515
“A Toast to the Oldest Inhabitant: The
Weather of New England” pg. 520
“The Dog That Bit People” pg. 525
Benchmark #5
Additional Resources
Selection audio
Grammar worksheets
Graphics
Vocabulary logs
Benchmark Study Guides for
each unit
Grammar worksheets
Graphics
Vocabulary logs
Benchmark Study Guides for
each unit
The Big Question:
Can progress be made without conflict?
When people experience a misunderstanding, a
confrontation may be helpful because…
Following a conflict, relationships might change
because…
In order to help a loved one make an important change in
his or her life, one should…
A benefit of technological progress is…
A possible downside of new technology is…
Facing adversity could teach someone…
After a disagreement is resolved, a person may be able
to…
Making a change can improve the quality of your life as
long as …
A person may struggle with finding happiness if…
People may struggle against the inevitable when…
Sometimes a confrontation is necessary in order to
resolve a conflict because…
The Big Question:
What kind of knowledge changes our lives?
An example of a situation in which it would be
important to adapt or revise a behavior based on instinct
and gut reaction is …
Understanding what is truly important in life is valuable
because…
Learning from past mistakes can lead to personal growth
when…
When I need to adapt to a bad situation, I try to
remember…
The kinds of facts we may learn through studying history
include…and…
From these facts, we can learn important lessons such
as…
Living in ignorance of problems of the past and present
can be dangerous because…
Understanding how to interpret art is valuable because
you gain insight into…
Artists can influence our understanding of the world
by…and…
Reflecting on the past is important because…
Benchmark Skills Unit 3, Part 2
Reading: Evaluating Persuasive Texts
Reading: Analyze Text Structure
Literary Analysis: Persuasive Writing
Literary Analysis: Analytic and Interpretive Essays
Literary Analysis: Author’s Purpose Vocabulary:
Word Roots and Prefixes second-, -jur-, im-, emGrammar: Degrees of Adverbs
Grammar: Degrees of Adjectives
Grammar: Parallelism
Spelling: Tools for Checking
Writing: Persuasive Letter
Writing: Critique
Writing: Persuasive Essay
Benchmark Assessment
Suggested Readings
“Keep Memory Alive” pg. 542 (Read
with Night)
“What Makes a Degas a Degas?” pg.
568 (Incorporate art work)
“The History of the Guitar” pg. 579
“Desert Exile” pg. 586 (Read with
Farewell to Manzanar”
“The Way to Rainy Mountain” pg. 595
Benchmark #6
Additional Resources
Selection audio
Grammar worksheets
Graphics
Vocabulary logs
Benchmark Study Guides for
each unit
The Big Question:
What kind of knowledge changes our lives?
An example of a situation in which it would be
important to adapt or revise a behavior based on instinct
and gut reaction is …
Understanding what is truly important in life is valuable
because…
Learning from past mistakes can lead to personal growth
when…
When I need to adapt to a bad situation, I try to
remember…
The kinds of facts we may learn through studying history
include…and…
From these facts, we can learn important lessons such
as…
Living in ignorance of problems of the past and present
can be dangerous because…
Understanding how to interpret art is valuable because
you gain insight into…
Artists can influence our understanding of the world
by…and…
Reflecting on the past is important because…
CCSS/Common Core State Standards
Reading Literature (RL)
Reading Informational Text (RI)
Writing (W)
Speaking and Listening (SL)
Language (L)
Assessment: Teachers should monitor and assess students daily. Summative and Formative Assessment
RL. 9-10.1,2,3, 4,5,6,10
RI. 9-10.2,3,4,5,6,7,8,9,10
W. 9-10.1.,1.a.,1.b.,1.c.,1.d.,1.e.,2,2.a.,2.b.,2.c.,2.d.,2.e.,2.f.,3,3.a.,3.c.,d.,e.,4,5,7,8.,9,9.a.,9.b.,10
SL. 9-10.1,1.a.,1.b.,1.c.,1.d.,2.,3,4.,5.,6
L. 9-10.1.,1.a.,1.b.,1.c.,2.,2.c.,3.,4,4.a.,4.b.,4.c.,4.d.,5,5.b.,6
Hardin County High School
Benchmark Assessment English 10 Skills
2014-2015
Textbook: Prentice Hall; English 10 Common Core
Accelerated Reader to be read during the 1st 15 minutes of class, time permitting; non-fiction selections may be read and analyzed in lieu of AR
Students are encouraged to read 50% non-fiction and 50% fiction; Our goal is 70% non-fiction and 30% fiction. Fahrenheit 451 will be read as a class. Reread “There Will Come Soft
Rains” by Ray Bradbury and the poem of the same title by Sara Teasdale for a more indepth “common core” reading
Academic Vocabulary (Tier II) will be addressed each day, week
Benchmarks 3 & 4 are interchangeable due to resources that are shared by instructors
Benchmark # 3 (Approximately 4 ½ Weeks)
BENCHMARK 7 SKILLS: UNIT 4, PART 1
Reading: Read Fluently
Reading: Make Predictions
Literary Analysis: The Speaker in Narrative and
Lyric Poetry
Literary Analysis: Poetic Forms
Literary Analysis: Tone and Mood Vocabulary:
Prefixes and Word Roots fore-, re-, -lyn-, -tempGrammar: Prepositions and Prepositional Phrases
Grammar: Direct Objects
Writing: Vary Sentence Patterns
Writing: Lyric Poem
Writing: Tanka
Writing: Descriptive Essay
Benchmark Assessment
BENCHMARK 8 SKILLS: UNIT 4, PART 2
Reading: Paraphrase
Reading: Make Generalizations
Literary Analysis: Figurative Language Literary
Analysis: Sound Devices
Literary Analysis: Comparing Themes Vocabulary:
Suffixes -ous, -ary, -or, -ial Grammar: Prepositions
and Prepositional Phrases Grammar: Infinitives and
Infinitive Phrases
Grammar: Common Usage Problems Spelling: Words
with Similar Endings: -ize, -ise, -yze
Writing: Critical Essay
Writing: Poem
Benchmark Assessment
Writing: Analytic Response to Literature
Suggested Readings:
Selected poems from pages 626 to
745 (2-3 weeks)
Benchmark #7 and #8
Begin research project (2 weeks)
(TBD)
Additional Resources:
Selection audio
Grammar worksheets
Graphics
Vocabulary logs
Benchmark Study Guides for
each unit
Selection of poetry books
The Big Question:
Does all communication serve a positive purpose?
One way to convey an emotion or communicate
how you feel about something is to … Another
method might be…
BENCHMARK 9 SKILLS: UNIT 5, PART 1
Literary Analysis: Protagonist and Antagonist
Literary Analysis: Greek Tragedies
Literary Analysis: Universal and Culturally Specific
Themes
Reading: Summarize
Reading: Connect Ideas
Vocabulary: Word Roots and Suffixes -dict-, -fer, -ile
Grammar: Participles and Gerunds
Grammar: Verbal Phrases
Writing: Plot and Theme Essay
Writing: Essay on a Universal
Writing: Reflective Essay
Benchmark Assessment
Suggested Readings:
from A Doll’s House pg. 797
Introduce Antigone pg. 814
(due to time restraints)
From “An Enemy of the People”
pg. 870
Benchmark #9
May begin on:
The Tragedy of Julius Caesar pgs.
892 to 986 or read from the “Easy
to Read)
A Raisin in the Sun pgs. 1015 –
1019
*Optional reading of Anton
Chekhov’s The Marriage Proposal
Additional Resources
Selection audio
Julius Caesar Easy to Read
Grammar worksheets
Graphics
Vocabulary logs
Benchmark Study Guides for
each unit
The Big Question:
To what extent does experience determine what we
perceive?
An individual may go against what others say
when…
The interpretation of an action or an event can
differ between two people because…
Individuals must balance respect for authority
with…
When people in power try to distort your views of
right and wrong, thinking about your own
experience can help you…
A person might form an impression of someone
based on…
Our own values and beliefs may also affect the
way we see others because…
All people should expect to be treated…, but that
is not everyone’s experience.
Individual opinions about whether the world can
be a just, fair place vary greatly because…
CCSS/Common Core State Standards
Reading Literature (RL)
Reading Informational Text (RI)
Writing (W)
Speaking and Listening (SL)
Language (L)
RL. 9-10.1,2,3, 4,5,6,10
RI. 9-10.2,3,4,6,8,10
W. 9-10.1.,2,2.a.,2.b.,2.c.,2.d.,2.e.,2.f.,3,3.a.,3.c.,d.,e.,5,8.,9,9.a.,9.b.,10
SL. 9-10.1,1.a.,1.b.,1.c.,1.d.,2.,3,5.,6
L. 9-10.1.,1.b.,2.,2.c.,3.,4,4.a.,4.b.,4.c.,4.d.,5,5.b.,6
Assessment: Teachers should monitor and assess students daily. Summative and Formative Assessment
Hardin County High School
Benchmark Assessment English 10 Skills
2014-2015
Textbook: Prentice Hall; English 10 Common Core
Accelerated Reader to be read during the 1st 15 minutes of class, time permitting; non-fiction selections may be read and analyzed in lieu of AR
Students are encouraged to read 50% non-fiction and 50% fiction; Our goal is 70% non-fiction and 30% fiction.
My Antonia may be assigned as outside reading; however, it may be teacher choice of class reading.
Academic Vocabulary (Tier II) will be addressed each day, week
Benchmarks 3 & 4 are interchangeable due to resources that are shared by instructors
Benchmark # 4 (Approximately 4 ½ Weeks)
BENCHMARK 10 SKILLS: UNIT 5, PART 2
Literary Analysis: Shakespeare’s Tragedies
Literary Analysis: Blank Verse
Literary Analysis: Shakespeare’s Tragic Heroes
Literary Analysis: Dramatic Speeches
Literary Analysis: Internal and External Conflict
Reading: Use Text Aids
Reading: Paraphrase
Reading: Analyze Imagery
Reading: Read Between the Lines
Reading: Compare and Contrast Characters
Reading: Analyze Workplace Documents
Vocabulary: Prefixes and Word Roots -en, pre-, spect-, sum-, -straGrammar: Absolute Phrases
Grammar: Adverb Clauses
Spelling: Words with Double Letters
Writing: Character Analysis
Writing: Editorial
Writing: Obituary
Writing: Research Writing
Benchmark Assessment
Suggested Readings:
The Tragedy of Julius Caesar pgs.
892 to 986 or read from the “Easy
to Read)
A Raisin in the Sun pgs. 1015 –
1019
Comparison of Julius Caesar and
Raisin in the Sun
Benchmark #10
Additional Resources:
The Big Question:
Selection audio
To what extent does experience determine what we
Video of Julius Caesar
perceive?
Video clip of Raisin in the Sun
An individual may go against what others say
Grammar worksheets
when…
Graphics
The interpretation of an action or an event can
Vocabulary logs
differ between two people because…
Benchmark Study Guides for
Individuals must balance respect for authority
each unit
with…
When people in power try to distort your views of
right and wrong, thinking about your own
experience can help you…
A person might form an impression of someone
based on…
Our own values and beliefs may also affect the
way we see others because…
All people should expect to be treated…, but that
is not everyone’s experience.
Individual opinions about whether the world can
be a just, fair place vary greatly because…
BENCHMARK 11 SKILLS: UNIT 6, PART 1
Literary Analysis: Myths
Literary Analysis: Epics and Epic Heroes
Literary Analysis: Archetypal Narrative Patterns
Reading: Cultural and Historical Context
Reading: Generate Questions
Grammar: Simple and Compound Sentences
Grammar: Complex and Compound-Complex
Sentences
Grammar: Fragments and Run-On Sentences
Suggested Readings:
from “Things Fall Apart” pg. 1053
“Prometheus and the First People
pg. 1066
from Sundiata: An Epic of Old Mali
pg. 1094
“Cupid and Psyche” pg. 1130
“Ashputtle” pg. 1138
Benchmark #11
Additional Resources
Video of “Cinderella”
Grammar worksheets
Graphics
Vocabulary logs
Benchmark Study Guides for
each unit
The Big Question:
Can anyone be a hero?
To preserve in times of hardship shows great
character and reveals attributes such as…and …
Showing determination and courage in the face of
adversity is heroic because…
Being able to sacrifice something important to you
for the greater good can be considered heroic
because…
Vocabulary: Word Roots and Suffixes -dur-, -fus-, ive, -tude
Writing: Myth
Writing: Newspaper Report
Writing: Technical Document
BENCHMARK 12 SKILLS: UNIT 6, PART 2
Literary Analysis: Legends and Legendary Heroes
Literary Analysis: Parody
Literary Analysis: Comparing Themes and
Worldviews
Reading: Compare and Contrast Worldviews
Reading: Critique Generalizations and Evidence
Vocabulary: Suffixes and Prefixes -ment, -ate, multi-,
exGrammar: Using Commas Correctly
Grammar: Using
Grammar: Sentence Structure and Length
Spelling: Spelling on College Entrance Exams
Writing: Script for a Television News Report
Writing: Parody
Writing: Comparison-and-Contrast Essay
Suggested Readings:
“Arthur Becomes King of Britain”
from “The Once and Future King”
pg. 1156
Morte d’Arthur pg. 1174
from “A Connecticut Yankee in
King Arthur’s Court” pg. 1192
from “Don Quixote” pg. 1208
“Damon and Pythias” pg. 1230
“Two Friends” pg. 1233
Benchmark #12
Additional Resources
Video of “Sword and the
Stone”
Grammar worksheets
Graphics
Vocabulary logs
Benchmark Study Guides for
each unit
"Don Quixote” by Pablo
Picasso
Having courage and faith in oneself can help a
person accomplish a difficult task such as…
In the face of an unusual obstacle, a true hero
would show attributes such as …and …
An example of how a person’s character can
reflect the values of his or her culture is…
An official leader such as a king or president
should be heroic because…
A reader can more easily identify with a legendary
hero who displays attributes such as …than one
who demonstrates…
When faced with seemly insurmountable
obstacles, a person with determination can
preserve because…
Someone dreaming about being a legendary hero
might imagine that it is important to…However,
the most useful attributes for a hero in real life
are…
CCSS/Common Core State Standards
Reading Literature (RL)
Reading Informational Text (RI)
Writing (W)
Speaking and Listening (SL)
Language (L)
RL. 9-10.1,2,3, 4,5,6,7, 9,10
RI. 9-10.2,3,4,5, 6,7, 8,10
W. 9-10.1.,2,2.a.,2.b.,2.c.,2.d.,2.e.,2.f.,3,3.a.,3.c.,d.,e.,5,8.,9,9.a.,9.b.,10
SL. 9-10.1,1.a.,1.b.,1.c.,1.d.,2.,3,5.,6
L. 9-10.1.,1.b.,2.,2.c.,3.,4,4.a.,4.b.,4.c.,4.d.,5,5.b.,6
Progression of Language Skills L.6.2.a., L.4.3.b
Assessment: Teachers should monitor and assess students daily. Summative and Formative Assessment