GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
FIRST NINE WEEKS
Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards.
Ongoing standards should be taught each nine weeks.
Week
Instructional Period
Date
Days
Academic Focus
Reading
Standards
Ongoing Standards
Language/SpeakingListening
Ongoing Standards
Writing
Ongoing Standards
Text Focus
Extended/Supporting
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
Unit
1
Session
1-2
Week 1
Aug.
4-19
12
Days
RL.10.2
RL.10.5
L.10.1a
W.10.4
Determine the theme(s) or central
idea(s) of a text and analyze in
detail thedevelopment over the
course of the text, including how
details of a text interactand build
on one another to shape and refine
the theme(s)or central idea(s);
provide an accurate summary of
the text based upon this analysis.
Analyze how an author’s choices
concerning how to structure a text,
orderevents within it (e.g., parallel
plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects
as mystery, tension, or surprise.
Use parallel structure.
Produce clear and coherent writing in
which the development, organization,and
style are appropriate to task, purpose,
and audience.
RL.10.10
Session
1
RI.10.2
Determine the central idea(s) of a
text and analyze in detail the
developmentover the course of the
text, including how details of a text
interact and build onone another
to shape and refine the central
idea(s); provide an
accuratesummary of the text based
upon this analysis.
W.10.1
Write arguments focused on
discipline‐specific content.
By the end of grade 10, read and
comprehend literature, including
stories, dramas, and poems, at the
high end of the grades 9–10 text
complexity bandindependently and
proficiently.
RI.10.2
Determine the theme(s) or central
idea(s) of a text and analyze in detail
thedevelopment over the course of the
text, including how details of a text
interactand build on one another to
shape and refine the theme(s) or
central idea(s);provide an accurate
summary of the text based upon this
analysis.
RI.10.5
Analyze how an author’s choices
concerning how to structure a text,
orderevents within it (e.g., parallel
plots), and manipulate time (e.g.,
pacing,flashbacks) create such effects
as mystery, tension, or surprise
L.10.1b
Use various types of phrases (noun,
verb, adjectival, adverbial,
participial,prepositional, and
absolute) and clauses (independent,
dependent; noun, relative,
adverbial) to convey specific
meanings and add variety
andinterest to writing or
presentations.
Speaking and
Listening
SL.10.1a
Come to discussions prepared,
having read and researched material
understudy; explicitly draw on that
preparation by referring to evidence
fromtexts and other research on the
topic or issue to stimulate a
thoughtful,well‐reasoned exchange
of ideas.
SL.10.1b
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.
W.10.5
Develop and strengthen writing as
needed by planning, revising,
editing,rewriting, or trying a new
approach, focusing on addressing what is
mostsignificant for a specific purpose and
audience.
W.10.6
Use technology, including the Internet, to
produce, publish, and updateindividual or
shared writing products, taking advantage
of technology’scapacity to link to other
information and to display information
flexibly and dynamically.
W.10.10
Write routinely over extended time
frames (time for reflection and
revision)and shorter time frames (a single
sitting or a day or two) for a range
ofdiscipline‐specific tasks, purposes, and
audiences.
Informational Nonfiction
and
Literary Fictional Texts
Across the Curriculum
Unit 1 Elements of Fiction
and Nonfiction:
Understanding Central
Ideas and Structural
Elements
Non-Print Texts (Fiction or Non-Fiction)
(.g., Media, Video, Film, Music, Art,
Graphics)
Day 1 and 2: Diagnostic Evaluative Tools
Classroom Guidelines and Procedures
Close Read and Text Annotation
Strategies
Fiction:
Day 3: Prologue from The Immortal Life
of Henrietta Lacks- Rebecca Skloot
Close Read and Text Annotation
Strategies
Nonfiction:
Day 4: Henrietta Lacks’ Immortal’
Cells” from Smithsonian Magazine, Sarah
Zielinski
Day 5: “Immortal Cells, Moral Issues”
from The Baltimore Sun, Ruth R. Faden
SL.10.1c
RI.10.10
By the end of grade 10, read and
comprehend literary nonfiction at the
highend of the grades 9‐10 text
complexity band independently and
proficiently.
Propel conversations by posing and
responding to questions that relate
thecurrent discussion to broader
themes or larger ideas; actively
incorporateothers into the
discussion; and clarify, verify, or
challenge ideas andconclusions.
SL.10.1d
Respond thoughtfully to diverse
perspectives, summarize points of
Days 6-7: Culminating Writing Task:
Argumentative Essay Review and Design
Writing Rubrics and Language
Conventions Guidelines
Days 8-12: Writing The Structurally
Sound Argumentative Essay:
(Should People be Paid for their Cells)
Support Document: The United States
Constitution
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
agreement and disagreement, and,
when warranted, qualify or justify
theirown views and understanding
and make new connections in light
of theevidence and reasoning
presented.
Resources
http://www.louisianabelieves.com/docs/d
efault-source/teacher-toolboxresources/2014-ela-high-schoolcurriculum-guidebook
http://achievethecore.org/category/3
30/student-writing-samples
SL.10.4
https://owl.english.purdue.edu
Present information, findings, and
supporting evidence clearly,
concisely, andlogically such that
listeners can follow the line of
reasoning and theorganization,
development, substance, and style
are appropriate to purpose,
audience, and task.
http://www.grammar-monster.com
https://www.engageny.org
http://www.readwritethink.org
Textbooks
Prentice Hall Common Core
Literature
Elements of Language
Scope Scholastic Magazine
Unit
1
Aug.
12
RL.10.2
RL.10.5
L.10.1a
W.10.4
4-19
Days
RI.10.2
RL.10.10
L.10.1b
W.10.5
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
W.10.1
Unit
1
RI.10.2
RI.10.5
Session 1
RI.10.10
W.10.6
Speaking and
Listening
W.10.10
SL.10.1a-d
Week 2
SL.10.4
Unit
1
Session 2
Week 3
AUG.
22Sept. 2
10 Days
RL.10.2
RL.10.1
L.10.2a
W.10.1
Determine the theme(s) or central
idea(s) of a text and analyze in
detail thedevelopment over the
course of the text, including how
details of a text interactand build
on one another to shape and refine
the theme(s)or central
idea(s);provide an accurate
summary of the text based upon
this analysis.
Cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
Use a semicolon (and perhaps a
conjunctive adverb) to link two or
moreclosely related independent
clauses.
Write arguments focused on discipline‐
specific content.
RL.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 anddeveloped, and the
connections that are drawn
between them.
L.10.2b
RL.10.10
By the end of grade 10, read and
comprehend literature, including
stories,dramas, and poems, at the high
end of the grades 9–10 text complexity
bandindependently and proficiently.
RI.10.1
Cite strong and thorough textual
evidence to support analysis of what
the textsays explicitly as well as
inferences drawn from the text.
R.L.10.5
RI.10.10
Analyze how an author’s choices
concerning how to structure a text,
orderevents within it (e.g., parallel
plots), and manipulate time (e.g.,
pacing,flashbacks) create such
effects as mystery, tension, or
surprise.
R.I. 10.2
Determine the theme(s) or central
By the end of grade 10, read and
comprehend literary nonfiction at the
highend of the grades 9‐10 text
complexity band independently and
proficiently.
Use a colon to introduce a list or
quotation.
W.10.4
Produce clear and coherent writing in
which the development, organization,and
style are appropriate to task, purpose,
and audience.
L.10.2c
Spell correctly.
Speaking and
Listening
W.10.5
Develop and strengthen writing as
needed by planning, revising,
editing,rewriting, or trying a new
approach, focusing on addressing what is
mostsignificant for a specific purpose and
audience.
SL.10.1a
Come to discussions prepared,
having read and researched material
understudy; explicitly draw on that
preparation by referring to evidence
fromtexts and other research on the
topic or issue to stimulate a
thoughtful,well‐reasoned exchange
of ideas.
W.10.6
Use technology, including the Internet, to
produce, publish, and updateindividual or
shared writing products, taking advantage
of technology’scapacity to link to other
information and to display information
flexibly and dynamically.
SL.10.1b
Work with peers to set rules for
collegial discussions and decision‐
making(e.g., informal consensus,
taking votes on key issues,
W.10.10
Write routinely over extended time
frames (time for reflection and
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
idea(s) of a text and analyze in
detail thedevelopment over the
course of the text, including how
details of a text interactand build
on one another to shape and refine
the theme(s) or central
idea(s);provide an accurate
summary of the text based upon
this analysis.
R.I. 10.3
Analyze how the author unfolds an
analysis or series of ideas or events
including the order in which the poi
nts are made, how they are introdu
ced and developed, and the conne
ctions that are drawn between the
m.
R.I.10.5
Analyze how an author’s choices
concerning how to structure a text,
orderevents within it (e.g., parallel
plots), and manipulate time (e.g.,
pacing,flashbacks) create such
effects as mystery, tension, or
surprise.
W.10.1
Write arguments focused on
discipline‐specific content.
presentation of alternate views),
clear goals and deadlines, and
individual roles as needed.
SL.10.1c
Propel conversations by posing and
responding to questions that relate
thecurrent discussion to broader
themes or larger ideas; actively
incorporateothers into the
discussion; and clarify, verify, or
challenge ideas andconclusions.
SL.10.1d
Respond thoughtfully to diverse
perspectives, summarize points
ofagreement and disagreement, and,
when warranted, qualify or justify
theirown views and understanding
and make new connections in light
of theevidence and reasoning
presented.
revision)and shorter time frames (a single
sitting or a day or two) for a range
ofdiscipline‐specific tasks, purposes, and
audiences.
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
Unit
1
AUG.
29Sept 2
10 Days
Session 2
Week 4
RL.10.2
RL10.1
L.10.2a
W.10.1
RL.10.3
RL10.10
L.10.2b
W.10.4
RL.10.5
RI.10.1
L.10.2c
W.10.5
R.I. 10.2
RI.10.10
Speaking and
Listening
W.10.6
R.I. 10.3
W.10.10
SL.10.1a
R.I.10.5
SL.10.1b
W.10.1
SL.10.1c
SL.10.1d
SL.10.4
Unit
1
Session 3
Week 5
Sept.
6-16
9 Days
RL.10.2
RL.10.1
L.10.4a
W.10.3
Determine the theme(s) or central
idea(s) of a text and analyze in
detail thedevelopment over the
course of the text, including how
details of a text interactand build
on one another to shape and refine
the theme(s)or central
idea(s);provide an accurate
summary of the text based upon
this analysis.
Cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
Use context (e.g., the overall meanin
g of a sentence, paragraph, or text; a
word’s position or function in a sent
ence) as a clue to the meaning of a
word or phrase.
Write narratives to develop real or imagin
ed experiences or events using effective t
echnique, well‐chosen details, and well‐
structured event sequences.
RL.10.10
L.10.4b
RL.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 anddeveloped, and the
connections that are drawn
By the end of grade 10, read and
comprehend literature, including
stories,dramas, and poems, at the high
end of the grades 9–10 text complexity
bandindependently and proficiently.
Identify and correctly use patterns of
word changes that indicate different
meanings or parts of speech (e.g., an
alyze, analysis, analytical; advocate,
advocacy).
RI.10.1
Speaking and
Cite strong and thorough textual
W.10.4
Produce clear and coherent writing in
which the development, organization,and
style are appropriate to task, purpose,
and audience.
W.10.5
Develop and strengthen writing as
needed by planning, revising,
editing,rewriting, or trying a new
approach, focusing on addressing what is
Unit 1 Elements of Fiction
and Nonfiction:
Understanding Central
Ideas and Structural
Elements
Informational Nonfiction
and
Literary Fictional Texts
Across the Curriculum
Non-Print Texts (Fiction or Non-Fiction)
(.g., Media, Video, Film, Music, Art,
Graphics)
Narrative Texts
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
between them.
RL.10.5
Analyze how an author’s choices
concerning how to structure a text,
orderevents within it (e.g., parallel
plots), and manipulate time (e.g.,
pacing,flashbacks) create such
effects as mystery, tension, or
surprise.
RI.10.2
evidence to support analysis of what
the textsays explicitly as well as
inferences drawn from the text.
RI.10.10
By the end of grade 10, read and
comprehend literary nonfiction at the
highend of the grades 9‐10 text
complexity band independently and
proficiently.
Listening
SL.10.1a
Come to discussions prepared,
having read and researched material
understudy; explicitly draw on that
preparation by referring to evidence
fromtexts and other research on the
topic or issue to stimulate a
thoughtful,well‐reasoned exchange
of ideas.
RI.10.3
Propel conversations by posing and
responding to questions that relate
thecurrent discussion to broader
themes or larger ideas; actively
incorporateothers into the
discussion; and clarify, verify, or
challenge ideas andconclusions.
Analyze how an author’s choices
concerning how to structure a text,
orderevents within it (e.g., parallel
plots), and manipulate time (e.g.,
pacing,flashbacks) create such
effects as mystery, tension, or
Day 1: Monday
Close Read and Text Annotation
Strategies for Fiction:
“The Masque of the Red Death”
Use technology, including the Internet, to
produce, publish, and updateindividual or
shared writing products, taking advantage
of technology’scapacity to link to other
information and to display information
flexibly and
dynamically.
COLD READ
(Independent Reading Questions)
Day 2: Tuesday
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.
RI.10.5
W.10.6
SL.10.1b
Determine the theme(s) or central
idea(s) of a text and analyze in
detail thedevelopment over the
course of the text, including how
details of a text interactand build
on one another to shape and refine
the theme(s) or central
idea(s);provide an accurate
summary of the text based upon
this analysis.
Analyze how the author unfolds an
analysis or series of ideas or events
,including the order in which the p
oints are made, how they are intro
duced and developed, and the con
nections that are drawn between t
hem.
mostsignificant for a specific purpose and
audience.
SL.10.1c
SL.10.1d
Respond thoughtfully to diverse
perspectives, summarize points of
agreement and disagreement, and,
when warranted, qualify or justify
theirown views and understanding
and make new connections in light
of theevidence and reasoning
presented.
W.10.10
Write routinely over extended time
frames (time for reflection and
revision)and shorter time frames (a single
sitting or a day or two) for a range
ofdiscipline‐specific tasks, purposes, and
audiences.
Close Read and Text Annotation
Strategies for “The Masque of the Red
Death”
COLD READ
(Independent Reading Questions)
Day 3: Wednesday and Thursday
Fictional Narrative Essay: The Writing
Process (Step by StepLearning)
Narrative Essay Review and Design
Writing Rubrics and Language
Conventions Guidelines
Small Group: Writing The Structurally
Sound Five Paragraph Narrative Essay
Friday: Day 5
Reading Assessment
“The Masque of the Red Death”
surprise.
Monday Day 6: Close Read and Text
Annotation Strategies for
W.10.3
Chinua Achebe’s Autobiographical
Narrative:
Write narratives to develop real or
imagined experiences or events usi
ng effective technique, well‐
chosen details, and well‐
“Civil Peace” by Chinua Achebe (pg. 358
of Common Core Elements of Literature)
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
structured event sequences.
“Biafra: 30 years on”
http://news.bbc.co.uk/2/hi/africa/59671
2.stm Routine Writing
COLD READ
(Homework: Text Dependent Reading
Questions)
Tuesday and Wednesday: Days 6 and 7
Narrative Essay Review and Design
Writing Rubrics and Language
Conventions Guidelines
Writing The Structurally Sound FiveParagraph Narrative Essay
Thursday: Day 8
Evidence Based Assessment and reading
check for Chinua Achebe’s “Civil
Peace”
Friday: Day 9
Close Read Strategies Non-Fiction:
Henry David Thoreau
“Civil Disobedience”
Resources
http://www.louisianabelieves.com/docs/d
efault-source/teacher-toolboxresources/2014-ela-high-schoolcurriculum-guidebook
http://achievethecore.org/category/3
30/student-writing-samples
https://owl.english.purdue.edu
http://www.grammar-monster.com
https://www.engageny.org
http://www.readwritethink.org
Textbooks
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
Prentice Hall Common Core
Literature
Elements of Language
Scope Scholastic Magazine
Unit
1
Session 3
Week 6
Sept.
6-16
9 Days
RL.10.2
RL.10.1
L.10.4a
W.10.3
RL.10.3
RL.10.10
L.10.4b
W.10.4
RL.10.5
RI.10.1
W.10.5
RI.10.2
RI.10.10
Speaking and
Listening
RI.10.3
RI.10.5
W.10.3
SL.10.1a
SL.10.1b
SL.10.1c
SL.10.1d
SL.10.2
W.10.6
W.10.10
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
Unit
1
Session 4
Week 7
Sept.
19-Oct.
7
15 Days
RL.10.2
RL10.10
L.10.4c
W.10.3
Determine the theme(s) or central
idea(s) of a text and analyze in
detail thedevelopment over the
course of the text, including how
details of a text interactand build
on one another to shape and refine
the theme(s)or central
idea(s);provide an accurate
summary of the text based upon
this analysis
By the end of grade 10, read and
comprehend literature, including
stories,dramas, and poems, at the high
end of the grades 9–10 text complexity
bandindependently and proficiently.
Consult general and specialized refer
ence materials (e.g., dictionaries, glo
ssaries, thesauruses), both print and
digital, to find the pronunciation
of a word or determine or clarify its
precise meaning, its part of speech,
orits etymology.
Write narratives to develop real or imagin
ed experiences or events using effective t
echnique, well‐chosen details, and well‐
structured event sequences.
RL.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 anddeveloped, and the
connections that are drawn
between them.
RL.10.5
Analyze how an author’s choices
concerning how to structure a text,
orderevents within it (e.g., parallel
plots), and manipulate time (e.g.,
pacing,flashbacks) create such
effects as mystery, tension, or
surprise.
RI.10.10
By the end of grade 10, read and
comprehend literary nonfiction at the
highend of the grades 9‐10 text
complexity band independently and
proficiently.
L.10.4d
Verify the preliminary determination
of the meaning of a word or phrase
(e.g., by checking the inferred meani
ng in context or in a dictionary).
Speaking and
Listening
SL.10.1a
Come to discussions prepared,
having read and researched material
understudy; explicitly draw on that
preparation by referring to evidence
fromtexts and other research on the
topic or issue to stimulate a
thoughtful,well‐reasoned exchange
of ideas.
W.10.4
Produce clear and coherent writing in
which the development, organization,and
style are appropriate to task, purpose,
and audience.
Analyze how an author draws on a
nd transforms source material in a
specific work (e.g., how Shakespear
e treats a theme or topic from Ovid
or the Bible or how a later author
draws on a play by Shakespeare).
R.I. 10.2
Determine the theme(s) or central
idea(s) of a text and analyze in
detail thedevelopment over the
course of the text, including how
details of a text interactand build
on one another to shape and refine
the theme(s) or central
idea(s);provide an accurate
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.
SL.10.1c
Propel conversations by posing and
responding to questions that relate
thecurrent discussion to broader
themes or larger ideas; actively
incorporateothers into the
discussion; and clarify, verify, or
challenge ideas andconclusions.
Informational Nonfiction
and Literary Fictional Texts
Across the Curriculum
Narrative Text
W.10.5
Day 1: Monday
Develop and strengthen writing as
needed by planning, revising,
editing,rewriting, or trying a new
approach, focusing on addressing what is
mostsignificant for a specific purpose and
audience.
W.10.6
Use technology, including the Internet, to
produce, publish, and updateindividual or
shared writing products, taking advantage
of technology’scapacity to link to other
information and to display information
flexibly and dynamically.
SL.10.1b
RL.10.9
Unit 1 Elements of Fiction
and Nonfiction:
Understanding Central
Ideas and Structural
Elements
W.10.10
Write routinely over extended time
frames (time for reflection and
revision)and shorter time frames (a single
sitting or a day or two) for a range
ofdiscipline‐specific tasks, purposes, and
audiences.
“A Visit to Grandmother” by William
Melvin Kelley (pg. 242 of Common Core
Elements of Literature)


Text-dependent questions
Whole group/small group
discussions; Accountable
Talk
Day 2: Tuesday
“The Harlem Renaissance”
http://www.pbs.org/wnet/jimcrow/stori
es_events_harlem.html
“This Far By Faith” (Black Arts Movement)
http://www.pbs.org/thisfarbyfaith/journ
ey_4/p_8.html
Day 3: Wednesday
“Early Autumn” by Langston Hughes (p.
229 of Common Core Elements of
Literature)
Thursday: Day 4
Reading Assessment
“William Melvin Kelley’s “A Visit to
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
summary of the text based upon
this analysis.
R.I. 10.3
Analyze how the author unfolds an
analysis or series of ideas or events
,including the order in which the p
oints are made, how they are intro
duced and developed, and the con
nections that are drawn between t
hem.
R.I.10.5
Analyze how an author’s choices
concerning how to structure a text,
orderevents within it (e.g., parallel
plots), and manipulate time (e.g.,
pacing,flashbacks) create such
effects as mystery, tension, or
surprise.
RI.10.9
Analyze seminal U.S. documents of
historical and literary significance (
e.g., Washington’s Farewell Addres
s, the Gettysburg Address, Rooseve
lt’s Four Freedoms speech, King’s “
Letter from Birmingham Jail”), inclu
ding how they address related the
mes and concepts.
W.10.3
Write narratives to develop real or
imagined experiences or events usi
ng effective technique, well‐
chosen details, and well‐
structured event sequences.
SL.10.1d
Respond thoughtfully to diverse
perspectives, summarize points of
agreement and disagreement, and,
when warranted, qualify or justify
theirown views and understanding
and make new connections in light
of theevidence and reasoning
presented.
Grandmother”
Close Read and Text
Annotation Strategies for
Nonfiction:
Monday- Thursday: Days 6-9
SL.10.2
Integrate multiple sources of inform
ation presented in diverse media or
formats (e.g., visually, quantitatively,
orally) evaluating the credibility and
accuracy of each source.
Henry David Thoreau
“Civil Disobedience”
• Text-dependent questions
• Whole group/small group discussions;
Accountable Talk
Resources
http://www.louisianabelieves.com/docs/d
efault-source/teacher-toolboxresources/2014-ela-high-schoolcurriculum-guidebook
http://achievethecore.org/category/3
30/student-writing-samples
https://owl.english.purdue.edu
http://www.grammar-monster.com
https://www.engageny.org
http://www.readwritethink.org
Textbooks
Prentice Hall Common Core
Literature
W.10.4
Elements of Language
Produce clear and coherent writing
in which the development,
organization,and style are
appropriate to task, purpose, and
audience.
Scope Scholastic Magazine
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
Unit
1
Unit
1
Sept.
19-Oct.
7
15 Days
RL.10.2
RL10.10
L.10.4c
W.10.3
RL.10.3
RI10.10
L.10.4d
W.10.4
Speaking and
Listening
W.10.5
RL.10.5
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
Session 4
Week 8
RL.10.9
SL.10.1a
W.10.6
RI.10.2
SL.10.1b
W.10.10
RI.10.3
SL.10.1c
RI.10.5
SL.10.1d
RI.10.9
SL10.2
W.10.3
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
SECOND NINE WEEKS
Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards.
Ongoing standards should be taught each nine weeks.
Week
Instructional Period
Date
Unit
2
Session 1
Week
1-2
Oct.
10-28
Days
Academic Focus
Reading
Standards
Ongoing Standards
Language/SpeakingListening
Ongoing Standards
Writing
Text Focus
Ongoing Standards
Extended
Supporting
Civil Peace
12
RL.10.3
RL.10.1
L.10.5a
W.10.2
Days
RI.10.3
RL.10.4
L.10.5b
W.10.4
W.10.2
RL.10.10
W.10.5
W.10.4
RI.10.1
Speaking and
Listening
RI.10.4
RI.10.10
SL.10.1a
SL.10.1b
W.10.6
W.10.10
“The White Man’s
Burden,” Rudyard Kipling
“Pre-Colonial Africa, 17th
and 18th Centuries” and
“The Colonization of
Africa, 1870-1910,” Ward,
Prothero, and Leathes,
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
SL.10.1c
The Cambridge Modern
History Atlas
SL.10.1d
Chapters 1-7 of Things Fall
Apart, Chinua Achebe
SL.10.4
Chapters 8-11 of Things
Fall Apart, Chinua Achebe
Chapters 12-13 of Things
Fall Apart, Chinua Achebe
Questions 1 (page 2), 1314 (page 8), and 22-26
(pages 10-11) and
Achebe’s responses from
“Chinua Achebe: The Art
of Fiction No. 139,”
Jerome Brooks, The Paris
Review, Issue #133,
Winter 1994 (Interview)
Unit
2
Session 2
Week 2
Oct.
12
RL.10.3
RL.10.1
L.10.5a
W.10.2
Civil Peace
10-28
Days
RI.10.3
RL.10.4
L.10.5b
W.10.4
W.10.2
RL.10.10
W.10.5
W.10.4
RI.10.1
Speaking and
Listening
“The White Man’s
Burden,” Rudyard Kipling
“Pre-Colonial Africa, 17th
and 18th Centuries” and
“The Colonization of
Africa, 1870-1910,” Ward,
Prothero, and Leathes,
The Cambridge Modern
RI.10.4
RI.10.10
SL.10.1a
SL.10.1b
SL.10.1c
SL.10.1d
W.10.6
W.10.10
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
SL.10.4
History Atlas
Chapters 1-7 of Things Fall
Apart, Chinua Achebe
Chapters 8-11 of Things
Fall Apart, Chinua Achebe
Chapters 12-13 of Things
Fall Apart, Chinua Achebe
Questions 1 (page 2), 1314 (page 8), and 22-26
(pages 10-11) and
Achebe’s responses from
“Chinua Achebe: The Art
of Fiction No. 139,”
Jerome Brooks, The Paris
Review, Issue #133,
Winter 1994 (Interview)
Unit
2
Session 2
Week 3
Oct.
31Nov.
11
10
Days
RL.10.3
RL.10.1
L.10.3a
W.10.2
RL.10.6
RL.10.10
W.10.4
RI.10.3
RI.10.1
Speaking and
Listening
RI.10.6
RI.10.10
SL.10.1a
SL.10.1b
SL.10.1c
SL.10.1d
SL10.3
W.10.5
W.10.6
W.10.10
The introduction,
questions 1-7, and
Achebe’s responses
(pages 1-4) from “An
African Voice,” Katie
Bacon, The Atlantic
Online, August 2, 2000
(Interview)
Chapters 14-19 of Things
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
Fall Apart, Chinua Achebe
Chapters 20-25 of Things
Fall Apart, Chinua Achebe
“The Second Coming,”
William Butler Yeats
Things Fall Apart, Chinua
Achebe
Culminating Writing Task
Unit
2
Session 2
Week 4
Oct.
31Nov.
11
10
Days
RL.10.3
RL.10.1
L.10.3a
W.10.2
RL.10.6
RL.10.10
W.10.4
RI.10.3
RI.10.1
Speaking and
Listening
RI.10.6
RI.10.10
SL.10.1a
SL.10.1b
SL.10.1c
SL.10.1d
SL10.3
W.10.5
W.10.6
W.10.10
The introduction,
questions 1-7, and
Achebe’s responses
(pages 1-4) from “An
African Voice,” Katie
Bacon, The Atlantic
Online, August 2, 2000
(Interview)
Chapters 14-19 of Things
Fall Apart, Chinua Achebe
Chapters 20-25 of Things
Fall Apart, Chinua Achebe
“The Second Coming,”
William Butler Yeats
Things Fall Apart, Chinua
Achebe
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
Culminating Writing Task
Unit
2
Nov.
14-18
10
Days
Session 3
Week 5
RL.10.3
RL.10.1
L.10.5a
W.10.3
RL.10.6
RL.10.5
L.10.5b
W.10.4
Things Fall Apart, Chinua
Achebe
RI.10.3
RL.10.10
W.10.5
Culminating Writing Task
RI.10.6
RI.10.1
Speaking and
Listening
W.10.6
Question 11 and Achebe’s
response (page 7) from
“Chinua Achebe: The Art
of Fiction No. 139,”
Jerome Brooks, The Paris
Review, Issue #133,
Winter 1994 (Interview)
RI.10.5
RI.10.10
SL.10.1a
W.10.10
SL.10.1b
SL.10.1c
SL.10.1d
SL.10.3
Unit
2
Nov.
14-18
10
Days
Session 3
Week 6
RL10.3
RL.10.1
RL.10.6
RL.10.5
L.10.5a
W.10.4
Things Fall Apart, Chinua
Achebe
RI.10.3
RL.10.10
L.10.5b
W.10.5
Culminating Writing Task
RI.10.6
RI.10.1
Speaking and
Listening
W.10.6
Question 11 and Achebe’s
response (page 7) from
“Chinua Achebe: The Art
of Fiction No. 139,”
Jerome Brooks, The Paris
Review, Issue #133,
Winter 1994 (Interview)
RI.10.5
RI.10.10
W10.3
W.10.10
SL10.1a
SL.10.1b
SL.10.1c
SL.10.1d
SL.10.3
Unit
2
Nov.
28Dec.
12
Days
RL.10.2
RL.10.1
L.10.6
W.10.3
RL.10.5
RL.10.6
Speaking and
W.10.4
“Languages,” Carl
Sandburg “The Tower of
Babel,” Genesis 11, the
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
Session 4
20
Week 7
RI.10.2
RL.10.10
Listening
W.10.5
Bible
RI.10.5
RI.10.1
SL.10.1a
W.10.6
W.10.3
RI.10.6
SL.10.1b
W.10.10
“Mother Tongue,” Amy
Tan
W.10.4
RI.110.10
SL.10.1c
Sections 1 and 2 of “Aria,”
Richard Rodriguez
SL10.1d
SL10.4
Unit
2
Session 4
Week 8
Nov.
28Dec.
20
12
Days
“Afro-American
Fragment,” Langston
Hughes “A Celebration of
Grandfathers,” Rudolfo
Anaya
RL.10.2
RL.10.1
L1.0.6
W.10.3
RL.10.5
RL.10.6
W.10.4
RI.10.2
RL.10.10
Speaking and
Listening
RI.10.5
RI.10.1
W.10.3
RI.10.6
W.10.4
RI.110.10
SL.10.1a
SL.10.1b
SL.10.1c
SL.10.1d
SL.10.4
W.10.5
“Languages,” Carl
Sandburg “The Tower of
Babel,” Genesis 11, the
Bible
W.10.6
W.10.10
“Mother Tongue,” Amy
Tan
Sections 1 and 2 of “Aria,”
Richard Rodriguez
“Afro-American
Fragment,” Langston
Hughes “A Celebration of
Grandfathers,” Rudolfo
Anaya
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
THIRD NINE WEEKS
Unit
3
Jan.5
-20
Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards.
Ongoing standards should be taught each nine weeks.
11
RL.10.2
RL.10.1
L.10.4a
W.10.4
Night (Elie Wiesel)
Days
Session 1
Week 1
RL.10.4
RL.10.9
L.10.4b
W.10.5
RL.10.7
RL.10.10
L.10.5a
W.10.6
RI.10.2
RI.10.1
L.10.5b
RI.10.4
RI.10.8
RI.10.7
RI.10.9
Speaking and
Listening
W.10.3
RL.10.10
“The Lottery” (Shirley
Jackson)
SL.10.2
SL.10.5
W.10.3a
SL.10.6
W.10.3b
W.10.3c
W.10.3d
W.10.3e
Unit
3
Session 1
Week 2
Jan.
5-20
11
RL.10.2
RL.10.1
L.10.4a
W.10.4
Night (Elie Wiesel)
Days
RL.10.4
RL.10.9
L.10.4b
W.10.5
RL.10.7
RI.10.1
L.10.5a
W.10.6
“Declaration of
Independence” (Thomas
Jefferson)
RI.10.2
RL.10.10
L.10.5b
RI.10.4
RI.10.8
RI.10.7
RI.10.9
Speaking and
Listening
SL.10.2
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
W.10.3
RL.10.10
W.10.3a
SL.10.5
SL.10.6
W.10.3b
W.10.3c
W.10.3d
W.10.3e
Unit
3
Session 2
Jan.2
3Feb.
3
10
Days
Week 3
RL.10.2
RL.10.1
L10.4a
W.10.4
Night (Elie Wiesel)
RL.10.3
RL.10.9
L10.4b
W.10.5
RL.10.4
RL.10.10
L10.5a
W.10.6
“Gettysburg Address”
(Abraham Lincoln)
RL.10.7
RI.10.1
L10.5b
RI.10.2
RI.10.8
RI.10.3
RI.10.9
RI.10.4
RI.10.10
RI.10.7
Speaking and
Listening
SL.10.2
W.10.3
SL.10.5
W.10.3a
SL.10.6
W.10.3b
W.10.3c
W10.3d
W10.3e
Unit
Jan.2
10
RL.10.2
RL.10.1
L.10.4a
W.10.4
Night (Elie Wiesel)
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
3
Session 2
3Feb.
3
Days
Week 4
RL.10.3
RL.10.9
L.10.4b
W.10.5
RL.10.4
RL.10.10
L.10.5a
W.10.6
RL.10.7
RI.10.1
L.10.5b
RI.10.2
RI.10.8
RI.10.3
RI.10.9
Speaking and
Listening
RI.10.4
RI.10.10
“I Have a Dream” (Martin
Luther King, Jr.)
SL.10.2
SL.10.5
RI.10.7
SL.10.6
W.10.3
W.10.3a
W.10.3b
W.10.3c
W10.3
W10.3e
Unit
3
Feb.
6Feb.
Session 3
17
Week 5
10
Days
RL.10.2
RL.10.1
L.10.4a
W.10.7
Night (Elie Wiesel)
RL.10.3
RL.10.9
L.10.4b
W.10.8
RL.10.4
RL.10.10
L.10.6
W.10.9a
“Pearl Harbor Address to
the Nation” (audio, Franklin
D. Roosevelt)
Rl.10.7
RI.10.1
RI.10.2
RI.10.8
RI.10.3
RI.10.10
RI.10.4
RI.10.7
W.10.9b
Speaking and
Listening
SL.10.2
SL.10.5
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
W.10.2
SL.10.6
W.10.2a
W.10.2b
W.10.2c
W.10.2d
W.10.2e
W.10.2f
Unit
3
Session 3
Week 6
Feb.
6Feb.1
7
10
Days
RL.10.2
RL.10.1
L.10.4a
W.10.7
Night (Elie Wiesel)
RL.10.3
RL.10.9
L.10.4b
W.10.8
RL.10.4
RL.10.10
L.10.6
W.10.9a
World War II Propaganda
Posters (NONPRINT TEXT)
Rl.10.7
RI.10.1
RI.10.2
RI.10.8
RI.10.3
RI.10.10
RI.10.4
RI.10.7
W.10.2
W.10.2a
W.10.2b
W.10.2c
W.10.2d
W.10.2e
W.10.9b
Speaking and
Listening
SL.10.2
SL.10.5
SL.10.6
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
W.10.2f
Unit
3
Feb.
21Mar.
14
Days
Session 4
10
Week 7
RL.10.2
Rl.10.1
L.10.4c
W.10.2
Night (Elie Wiesel)
RL.10.3
RL.10.9
L.10.4d
W.10.2a
RL.10.4
RL.10.10
L.10.6
W.10.2b
“Speech to the Second
Virginia Convention”
(Patrick Henry)
RL.10.7
RI.10.1
W.10.2c
RI.10.2
RI.10.8
Speaking and
Listening
RI.10.3
RI.10.10
SL.10.2
SL.10.5
RI.10.4
SL.10.6
RI.10.7
W.10.2d
W.10.2e
“By the Waters of Babylon”
(Stephen Vincent Benet)
“There Will Come Soft
Rains” (Ray Bradbury)
W.10.2f
W.10.7
W.10.2
W.10.8
W.10.2a
W.10.9a
W.10.2b
W.10.9b
W.10.2c
W.10.2d
W.10.2e
W.10.2f
Unit
3
Feb.
21-
Session 4
Mar.
14
Days
RL.10.2
Rl.10.1
L.10.4c
W.10.2
Night (Elie Wiesel)
RL.10.3
RL.10.9
L.10.4d
W.10.2a
RL.10.4
RL.10.10
L.10.6
W.10.2b
“Address to Congress on
Women’s Suffrage” (Carrie
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
Week 8
10
RL.10.7
RI.10.1
RI.10.2
RI.10.8
RI.10.3
Speaking and
Listening
RI.10.10
SL.10.2
SL.10.5
RI.10.4
SL.10.6
RI.10.7
W.10.2c
Chapman Catt)
W.10.2d
W.10.2e
W.10.2f
W.10.7
W.10.2
W.10.8
W.10.2a
W.10.9a
W.10.2b
W.10.9b
W.10.2c
W.10.2d
W.10.2e
W.10.2f
FOURTH NINE WEEKS
Note: This is a guide. You do not have to use text from your textbook, but you should be teaching the standards.
Ongoing standards should be taught each nine weeks.
Unit
4
Session 1
Week 1
Mar.2
1-31
9
Days
RL.10.2
RL.10.1
L.10.1a
W.10.4
RL.10.3
RL.10.10
L.10.1b
W.10.5
RL.10.5
RI.10.10
L.10.3a
W.10.6
Speaking and
Listening
W.10.10
RL.10.9
RI.10.1
SL.10.1a
“The Story of Daedalus
and Icarus” (Ovid)
“Musee des Beaux Arts”
(W. H. Auden)
“Landscape with the Fall of
Icaurs” (William Carlos
Williams)
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
RI.10.2
SL.10.1b
RI.10.3
SL.10.1c
RI.10.5
SL.10.1d
RI.10.8
RI.10.9
W.10.1
W.10.1a
W.10.1b
W.10.1c
W.10.1e
Unit
4
Session 1
Week 2
Marc.
21-31
9
Days
RL.10.2
RL.10.1
L.10.1a
W.10.4
RL.10.3
RL.10.10
L.10.1b
W.10.5
RL.10.5
RI.10.10
L.10.3a
W.10.6
RL.10.9
RI.10.1
RI.10.2
RI.10.3
RI.10.5
RI.10.8
RI.10.9
W.10.1
W.10.1a
W.10.10
Speaking and
Listening
SL.10.1a
SL.10.1b
SL.10.1c
SL.10.1d
The Tragedy of Julius
Caesar (William
Shakespeare)
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
W.10.1b
W.10.1c
W.10.1e
Unit
4
Session 2
Week 3
April
3-13
9
Days
RL.10.2
RL.10.1
L.10.2a
W.10.4
RL.10.3
RL.10.10
L.10.2b
W.10.5
RL.10.5
RI.10.10
L.10.2c
W.10.6
RL.10.9
RI.10.1
RI.10.2
RI.10.3
RI.10.5
RI.10.8
RI.10.9
W.10.3
W.10.3a
W.10.3b
W.10.3c
W.10.3d
W.10.3e
Speaking and
Listening
SL.10.2
SL.10.3
The Tragedy of Julius
Caesar (William
Shakespeare)
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
Unit
4
Session 2
April
RL.10.2
RL.10.1
L.10.2a
W.10.4
3-139
Days
RL.10.3
RL.10.10
L.10.2b
W.10.5
RL.10.5
RI.10.10
L.10.2c
W.10.6
Week 4
RL.10.9
“Henrietta’s Dance”
(Rebecca Skloot)
“Everyday Use” (Alice
Walker)
“Women” (Alice Walker)
RI.10.1
Speaking and
Listening
RI.10.2
SL.10.2
RI.10.3
SL.10.3
RI.10.5
RI.10.8
RI.10.9
W.10.3
W10.3a
W10.3b
W.10.3c
W.10.3d
W.10.3e
Unit
4
Session 3
April
18-28
9
Days
RL.10.2
RL.10.1
L.10.4a
W.10.7
RL.10.3
RL.10.10
L.10.4b
W.10.8
Prologue from The
Immortal Life of Henrietta
Lacks (Rebecca Skloot)
RL.10.5
RI.10.9
L.10.5a
W.10.9a
“Henrietta Lacks’ ‘Immortal’
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
Week 5
Rl.10.9
RI.10.10
RI.10.1
L.10.5b
Speaking and
Listening
RI.10.2
W.10.9b
Cells” from Smithsonian
Magazine, Sarah Zielinski
SL.10.4
RI.10.3
SL.10.5
RI.10.5
RI.10.8
W.10.2a
W10.2b
W.10.2c
W.10.2d
W.10.2e
W.10.2f
Unit
4
Session 3
Week 6
April
18-28
9
Days
RL.10.2
RL.10.1
L.10.4a
RL.10.3
RL.10.10
L.10.4b
RL.10.5
RI.10.9
L.10.5a
Rl.10.9
RI.10.10
L.10.5b
RI.10.1
RI.10.2
RI. 10.3
RI.10.5
RI.10.8
Speaking and
Listening
SL.10.4
SL.10.5
“’Immortal’ Cells, Moral
Issues” from The Baltimore
Sun, Ruth R. Faden and
“Immortal Cells, Enduring
Issues” from Johns
Hopkins Magazine, Dale
Keiger
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
W.10.2a
W.10.2b
W.10.2c
W.10.2d
W.10.2e
W.10.2f
Unit
4
Session 4
Week 7
May
1-5
5
Days
RL.10.2
RL.10.1
L.10.4c
W.10.7
RL.10.3
RL.10.10
L.10.4d
W.10.8
RL.10.5
RI.10.10
L.10.6
W.10.9a
Speaking and
Listening
W.10.9b
Rl.10.9
RI.10.1
RI.10.2
RI.10.3
RI.10.5
RI.10.8
RI10.9
W.10.2
W.10.2a
W.10.2b
W.10.2c
W.10.2d
SL.10.6
“Paying Patients for their
Tissue: The Legacy of
Henrietta Lacks” from
Science, Robert D. Truog,
Aaron S. Kesselheim,
Steven Joffe
“A New Chapter in the
Immortal Life of Henrietta
Lacks” from National
Geographic, Marc Silver
GREENWOOD PUBLIC SCHOOL DISTRICT
(ENGLISH LANGUAGE ARTS 10 GRADE)
Pacing Guide
2016 - 2017
W.10.2e
W.10.2f
Unit
4
Session 4
Week 8
May
1-5
5
Days
RL.10.2
RL.10.1
L.10.4c
W.10.7
RL.0.3
RL.10.10
L.10.4d
W.10.8
RL.10.5
RI.10.10
L.10.6
W.10.9a
Speaking and
Listening
W.10.9b
Rl.10.9
RI.10.1
RI10.2
RI. 10.3
RI.10.5
RI.10.8
RI.10.9
W.10.2
W.10.2a
W.10.2b
W.10.2c
W.10.2d
W.10.2e
W.10.2f
SL.10.6
Photographs from “Cancer
Cells Killed Henrietta
Lacks—Then Made Her
Immortal,” Denise Watson
“Your Health Information,
Your Rights,” US
Department of Health and
Human Services, Office for
Civil Rights (Video)