Subject Area: 10th Grade English
FCAT Testing Legend:
9 Weeks
Essential
Questions
Content & Substance
What students will know and be
able to do
1
st
Content
Skills
Literature
Main Idea
Analyze conflict
and characters
What are the necessary
literary tools to analyze
literature?
Voice
Make predictions
Interpretation
Character Analysis
What happens when
cultures collide?
Sensory Detail
Simile
Irony
Allusion
Cause & Effect
Version 1
Synthesize
information
Draw
conclusions
Identify author’s
purpose
Make inferences
Read for details
Organization of
Knowledge
Recommended
Lessons with
Supporting Resources
Suggested Literature:
SHORT STORY
Elements of Literature
“Everyday Use” by Alice
Walker p. 70
NEWS FEATURE
Elements of Literature “In
Georgia’s Swept Yards, a
Dying Tradition” p.77
WEB ACTIVITY
Research early AfricanAmerican Tradition
SHORT STORY
Elements of Literature
“Two Kinds” by Amy Tan
p.95
NEWS FEATURE
Elements of Literature
“The Melting Pot Still
Bubbles” p.105
WEB ACTIVITY
Research ChineseAmerican tradition
August/September 2005
Sunshine
State
Standard
Benchmarks
Addressed
LAA 1.4.1
(pre-reading)
LAA 1.4.2*
(vocabulary
strategies)
LAA 1.4.3
(refining vocabulary)
LAA 1.4.4
(response strategies)
LAA 2.2.7*
(compare and
contrast)
LAA 2.2.4
(gathering and
evaluating written
information)
LAA 2.4.6*
(study and research
skills)
LAA 2.4.7*
(validity and
reliability of primary
sources)
LAA 2.4.8*
(synthesis of
information from
multiple sources)
LAC 1.4.1
(listening strategies)
Clear & Compelling
Standards
Assessment
Recommended:
Elements of Literature Formal
Assessment Book
Individual and/or group
presentations with written report
and documentation
Teacher selected assessments,
including short and extended
response questions
Student portfolios: literary
analysis
Character Sketch
Story Map
Sequence Map
Venn Diagram (Y diagram)/Open
Compare and Contrast (CRISS)
2 Column Notes (CRISS)
1
Subject Area: 10th Grade English
FCAT Testing Legend:
9 Weeks
Essential
Questions
Content & Substance
What students will know and be
able to do
Content
1st
Skills
Organization of
Knowledge
Recommended
Lessons with
Supporting Resources
SHORT STORY
Elements of Literature “It
Can’t Be Helped” from
Farwell to Manzanar by
Houston p. 355
WEB AVTIVITY
Research Internment
Camps
POEM
Elements of Literature
“Nisei Daughter; The
Second Generation” by
Hawkins p. 360
WEB ACTIVITY
Research JapaneseAmerican Traditions
RESEARH ACTIVITY
Famous, present-day
“Nisei Daughters”
Version 1
August/September 2005
Sunshine
State
Standard
Benchmarks
Addressed
Clear & Compelling
Standards
Assessment
LAC 1.4.3
(strategies for
informal and formal
discussions)
LAE 1.4.1
(literary forms)
LAE 1.4.2
(understands
classics)
LAE 1.4.3
(universal themes)
LAE 2.4.1*
(effectiveness of
literary elements)
LAE 2.4.2
(relationships among
elements of
literature)
LAE 2.4.3
(poetry analysis)
LAE 2.4.6
(personal response/
connection to
literature)
2
Subject Area: 10th Grade English
FCAT Testing Legend:
9 Weeks
Essential
Questions
Content & Substance
What students will know and be
able to do
Writing
1
st
What are the
characteristics of an
FCAT 4,5, and 6
essay?
What elements are
necessary to achieve a
score of 4, 5, or 6?
Content
Elaboration
Organization
(Write Traits)
Ideas
(Write Traits)
Word Choice
(Write Traits)
Voice
(Write Traits)
Skills
Review FCAT
Writes rubric
Compose and
discuss coherent
expository
writing
Utilize effective
pre-writing
strategies
Examine and
evaluate scored
essays (model
essays)
Utilize advanced
vocabulary in
writing
Utilize mature
transition words
and phrases
Organization of
Knowledge
Recommended
Lessons with
Supporting Resources
Suggested Literature:
FCAT Writes Rubric
Sample FCAT essays
Writer’s Choice
•
Transition Words and
Phrases p.74
•
Expository Writing
Unit 5 p. 215
•
teacher supplements
Elements of Literature
•
Elaboration p. 241 –
242
•
p. 391 “R.M.S.
Titanic”
Sunshine
State
Standard
Benchmarks
Addressed
LAB 1.4.1
(prewriting
strategies)
LAB 1.4.2
(edited final
documents)
LAB 1.4.3
(correct sentence
formation)
LAB 2.4.1
(comprehension and
synthesis of content)
LAB 2.4.2
(organization)
Clear & Compelling
Standards
Assessment
Recommended:
Diagnostic Essay
Teacher selected essay
assessments
Portfolio to include samples and
rubric scores
Student evaluation of selected
essay(s)
Spool Paper (CRISS)
Spandel, Vicki. Books
Lessons, Ideas for
Teaching the 6 Traits
Writing at the Middle and
High School Level. Great
Source Education Group:
Wilmington, 2001.
Writing! Magazine visit
on the web:
www.weeklyreader.com
Version 1
August/September 2005
3
Subject Area: 10th Grade English
FCAT Testing Legend:
9 Weeks
Essential
Questions
Content & Substance
What students will know and be
able to do
Content
Skills
Grammar/Writing
1st
How do you effectively
compose varied and
smooth sentences
following the
conventions of standard
written English?
Recommended
Lessons with
Supporting Resources
Suggested Literature:
Conventions
(Write Traits)
Prepositional
Phrases
Identify and
classify words
by part of speech
according to
their function
within context
Syntax
Use correct
punctuation
Identify and
correct common
errors in
sentence
structure
Version 1
Organization of
Knowledge
Writer’s Choice
•
Parts of Speech p.438
•
Parts of the Sentence
p.496
•
Prepositional Phrases
Writer’s Choice Grammar
& Language Workbook
•
Lessons
Spandel, Vicki. Books
Lessons, Ideas for
Teaching the 6 Traits
Writing at the Middle and
High School Level. Great
Source Education Group:
Wilmington, 2001.
August/September 2005
Sunshine
State
Standard
Benchmarks
Addressed
LAB 1.4.2
(editing documents)
Clear & Compelling
Standards
Assessment
Recommended:
Learning Log (CRISS)
LAB 1.4.3
(correct sentence
formation)
RAFT (CRISS)
Pre/Post Test
Sample Student Writing
Daily Language Practice (Bell
Ringers)
Required:
SRI
4
Subject Area: 10th Grade English
FCAT Testing Legend:
9 Weeks
Essential
Questions
Content & Substance
What students will know and be
able to do
Content
Skills
Literature
2nd
What are the necessary
literary tools that apply
to literature?
How does literature
express significant
breakthroughs people
encounter throughout
their lives?
Allusion
Interpret text
Drawing
Conclusions
Define and
identify setting,
mood, imagery,
allusion, climax,
and resolution
Omniscient
Point of View
Mood
Imagery
Setting
Climax
Resolution
Internal and
External Conflict
Cause and Effect
Draw conclusions
Identify internal
and external
conflict in text
Organization of
Knowledge
Recommended
Lessons with
Supporting Resources
Suggested Literature:
SHORT STORY
Elements of Literature
• “Trap of Gold”
p.248
• “By the Waters of
Babylon” p.264
• “Through the
Tunnel” p.276
• “The Pit and the
Pendulum” p.288
Recognize and
distinguish
omniscient point
of view
POETRY
Elements of Literature
• “Senora X No
More” p.317
• “Mending Wall”
p.526
• “We Real Cool”
p.599
Analyze poetry
ESSAY
Construct meaning
through cause and
effect
Elements of Literature
“The Man in the
Water” p.471
Version 1
August/September 2005
Sunshine
State
Standard
Benchmarks
Addressed
Clear & Compelling
Standards
Assessment
Recommended:
LAA 1.4.1
(pre-reading)
LAA 1.4.2*
(vocabulary
strategies)
LAA 1.4.3
(refining vocabulary)
LAA 1.4.4
(response strategies)
LAA 2.2.7*
(compare and
contrast)
LAA 2.2.4
(gathering and
evaluating written
information)
LAA 2.4.6*
(study and research
skills)
LAA 2.4.7*
(validity and
reliability of primary
sources)
LAA 2.4.8*
(synthesis of
information from
multiple sources)
LAC 1.4.1
(listening strategies)
Elements of Literature Formal
Assessment Book
Individual and/or group
presentations with written report
and documentation
Teacher selected assessments,
including short and extended
response questions
Student portfolios: literary
analysis
Character Sketch
Story Map
Plot Outline
Sequence Map
Venn Diagram(Y diagram)/Open
Compare and Contrast (CRISS)
2 Column Notes (CRISS)
Cause and Effect Graphic
Organizers
5
Subject Area: 10th Grade English
FCAT Testing Legend:
9 Weeks
Essential
Questions
Content & Substance
What students will know and be
able to do
Content
Skills
Organization of
Knowledge
Recommended
Lessons with
Supporting Resources
WEB ACTIVITY
Research a person of
interest and report on
their personal
breakthrough
WEB RESOURCES
unitedstreaming.com
questia.com
ADDITIONAL
RESOURCES
documentaries
current events
Version 1
August/September 2005
Sunshine
State
Standard
Benchmarks
Addressed
Clear & Compelling
Standards
Assessment
LAC 1.4.3
(strategies for
informal and formal
discussions)
LAE 1.4.1
(literary forms)
LAE 1.4.2
(understands
classics)
LAE 1.4.3
(universal themes)
LAE 2.4.1*
(effectiveness of
literary elements)
LAE 2.4.2
(relationships among
elements of
literature)
LAE 2.4.3
(poetry analysis)
LAE 2.4.6
(personal response/
connection to
literature)
6
Subject Area: 10th Grade English
FCAT Testing Legend:
9 Weeks
Essential
Questions
Content & Substance
What students will know and be
able to do
Content
Skills
Writing
2nd
What is the essence of
an effective expository
composition?
How do you effectively
troubleshoot in
composition and
revision?
How can sentence
variety promote a better
piece of writing?
How do you effectively
compose varied and
smooth sentences in
writing?
Ideas
(Write Traits)
Voice
(Write Traits)
Sentence
Fluency
(Write Traits)
Develop through
modeling and
guided instruction
an understanding
of expository
composition
Provide
opportunities for
independent
practice
Self-assessment of
writing
Peer-assessment of
writing
Review Write
Traits rubric for
Ideas, Voice, and
Sentence Fluency
Organization of
Knowledge
Recommended
Lessons with
Supporting Resources
Suggested Literature:
Sample Write Traits
writing and rubrics for
Ideas, Voice, and
Sentence Fluency
Writer’s Choice
•
Revising: Checking
for Unity and
Coherence p.76
•
“Knowing Your
Audience” p.224
•
Unit 5: Expository
Writing
Sunshine
State
Standard
Benchmarks
Addressed
Clear & Compelling
Standards
Assessment
Recommended:
L.B 1.4.1
(prewriting
strategies)
LAB 1.4.2
(edited final
documents)
LAB 1.4.3
(correct sentence
formation)
LAB 2.4.1
(comprehension and
synthesis of content)
LAB 2.4.2
(organization)
Teacher selected essay
assessments
Portfolio to include samples and
rubric scores
Student evaluation of selected
composition(s)
Spool Paper (CRISS)
Spandel, Vicki. Books
Lessons, Ideas for
Teaching the 6 Traits
Writing at the Middle and
High School Level. Great
Source Education Group:
Wilmington, 2001.
Demonstrate
fluency
Version 1
August/September 2005
7
Subject Area: 10th Grade English
FCAT Testing Legend:
9 Weeks
Essential
Questions
Content & Substance
What students will know and be
able to do
Content
Skills
Grammar/Writing
2nd
What grammatical
skills are necessary to
create a fluent
sentence?
How do strong verbs
enhance voice?
Voice
(Write Traits)
Conventions
(Write Traits)
Clauses
Strong Verbs
Subject-Verb
Agreement
Identify clauses
and sentence
structure
Use verb tenses
and voice
correctly
Organization of
Knowledge
Recommended
Lessons with
Supporting Resources
Suggested Literature:
Writer’s Choice
•
Clauses p.542
•
Verb Tense & Voice
p.584
•
Subject-Verb
Agreement p.612
•
Using Pronouns
Correctly p.636
Construct correct
subject-verb
agreement
Use pronouns
correctly
Sunshine
State
Standard
Benchmarks
Addressed
Clear & Compelling
Standards
Assessment
Recommended:
LAB 1.4.2
(editing documents)
Learning Log (CRISS)
RAFT (CRISS)
LAB 1.4.3
(correct sentence
formation)
Pre/Post Test
Sample Student Writing
Daily Language Practice (Bell
Ringers)
Required:
SRI
Version 1
August/September 2005
8