ACPS Tenth Grade English Pacing Guide 2014-2015
Philosophy: The philosophy of Amherst County English Department is that individual students will be appropriately challenged according
to their instructional levels. The foundational component of this program is the students’ immersion in reading, writing, and oral
communication.
1st Nine
Standards
Possible Reading Selections
Weeks
Reading 10.3 The student will apply knowledge of word origins, derivations,
Textbook
and figurative language to extend vocabulary development in
Collection1: Elements of Plot and Setting
“Contents of the Dead Man’s Pocket” pg4
authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and
“The Pedestrian” pg 46
cognates to understand complex words.
Additional Resource: “The Magic Shop”
b) Use context, structure, and connotations to determine meanings of
“The Fifty-First Dragon”
words and phrases.
Collection 2: Character
c) Discriminate between connotative and denotative meanings and
“By the Waters of Babylon” pg140
interpret the connotation.
Additional Resource: “A Kind of Murder”
d) Identify the meaning of common idioms.
“Rights to the Streets of Memphis”;
e) Identify literary and classical allusions and figurative language in
Collection 4: Comparing Themes
text.
“Catch the Moon” pg233
f) Extend general and specialized vocabulary through speaking,
“The Bass, The River, and Sheila Mont” pg 243
reading, and writing.
Additional resource: “The Cub”
g) Use knowledge of the evolution, diversity, and effects of language
to comprehend and elaborate the meaning of texts.
Novel/Play and Additional Excerpts/Stories
10.4 The student will read, comprehend, and analyze literary texts of
different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to
support reading comprehension.
c) Explain similarities and differences of techniques and literary forms
represented in the literature of different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different
cultures.
f) Examine a literary selection from several critical perspectives.
Page 1 of 12
English 10: Percy Jackson and the Lightning
Thief, Mythological stories; Grimm’s Fairy Tales;
excerpts from Aesop’s Fables; The Lord of the
Flies; Homecoming; Friedrich; King Arthur
stories
Pre-AP English 10: Mythological creation stories
and other myths; A Good Man is Hard to Find,
Grimm’s Fairy Tales; Aesop’s fables, King Arthur
stories; Their Eyes Were Watching God; The Joy
Luck Club; Lord of the Flies; Looking for Alaska;
g) Explain the influence of historical context on the form, style, and
point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and
voice shape the intended meaning of the text, achieve specific
effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style,
form, and other literary devices convey a message and elicit a
reader’s emotions.
l) Compare and contrast character development in a play to
characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the
reading process.
Writing
10.6 The student will develop a variety of writing to persuade,
interpret, analyze, and evaluate with an emphasis on exposition and
analysis.
a) Generate, gather, plan, and organize ideas for writing to address a
specific audience and purpose.
b) Synthesize information to support the thesis.
c) Elaborate ideas clearly through word choice and vivid description.
d) Write clear and varied sentences, clarifying ideas with precise and
relevant evidence.
e) Organize ideas into a logical sequence using transitions.
f) Revise writing for clarity of content, accuracy, and depth of
information.
g) Use computer technology to plan, draft, revise, edit, and publish
writing.
10.7 The student will self- and peer-edit writing for correct grammar,
capitalization, punctuation, spelling, sentence structure, and
paragraphing.
e) Analyze the writing of others.
f) Describe how the author accomplishes the intended purpose of a
piece of writing.
Page 2 of 12
Antigone
English 10:
Review the writing process.
Review the format and structure of a paragraph.
Review the format and structure of an essay.
Compose and master descriptive
essay/summaries.
Review personal narrative
Pre-AP 10:
Review of the writing process
Compose an analytical paragraph and a
reflective essay.
Compose and master descriptive
essay/summaries.
Grammar:
• Review basic sentence structure and parts
of speech.
• Review spelling, capitalization, and
punctuation rules.
g) Suggest how writing might be improved.
h) Proofread and edit final product for intended audience and
purpose
Commun
ication
Page 3 of 12
10.1 The student will participate in, collaborate in, and report on
small- group learning activities.
a) Assume responsibility for specific group tasks.
b) Collaborate in the preparation or summary of the group activity.
e) Demonstrate the ability to work effectively with diverse teams to
accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new
understandings, make decisions, and solve problems.
g) Access, critically evaluate, and use information accurately to solve
problems.
i) Use a variety of strategies to listen actively.
•
Proofread and prepare final product for
intended audience and purpose.
• Correct grammar or usage errors.
Resources:
Language Network
OWL Perdue University Writing Lab
Resources:
Language Network
OWL Perdue University Writing Lab
Assume various roles in small groups to analyze
short stories and practice listening activities that
focus on active listening and respecting of other’s
opinions.
2nd Nine
Weeks
Reading
Standards
10.3 The student will apply knowledge of word origins, derivations,
and figurative language to extend vocabulary development in
authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and
cognates to understand complex words.
b) Use context, structure, and connotations to determine meanings of
words and phrases.
c) Discriminate between connotative and denotative meanings and
interpret the connotation.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in
text.
f) Extend general and specialized vocabulary through speaking,
reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language
to comprehend and elaborate the meaning of texts.
10.4 The student will read, comprehend, and analyze literary texts of
different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to
support reading comprehension.
c) Explain similarities and differences of techniques and literary forms
represented in the literature of different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different
cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and
point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and
voice shape the intended meaning of the text, achieve specific
effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
Page 4 of 12
Possible Reading Selections
Textbook
Collection 3: Narrator and Voice
“The Storyteller” pg 154
Additional Resources: “The Fun They Had” and
“Ninth Street Bridge”
Collection 6: Symbolism and Allegory
“The Masque of the Red Death pg 418
Collection 8: Evaluating Style
“Through the Tunnel” pg 400
Novel/Play and Additional Excerpts/Stories
English 10: Touching Spirit Bear, The Chocolate
War, Lakota Woman, Summer of My German
Soldier, Jacob Have I Loved
Pre-AP English 10:
Jane Eyre, The Count of Monte Cristo, Les
Miserables, Animal Farm, Great Expectations,
excerpts from Joyce's Portrait of an Artist as a
Young Man; To Kill a Mockingbird
k) Compare and contrast how rhyme, rhythm, sound, imagery, style,
form, and other literary devices convey a message and elicit a
reader’s emotions.
l) Compare and contrast character development in a play to .
characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the
reading process.
10.5 The student will read, interpret, analyze, and evaluate nonfiction
texts.
a) Identify text organization and structure.
b) Recognize an author’s intended audience and purpose for writing.
c) Skim manuals or informational sources to locate information.
d) Compare and contrast informational texts.
e) Interpret and use data and information in maps, charts, graphs,
timelines, tables, and diagrams.
f) Draw conclusions and make inferences on explicit and implied
information using textual support as evidence.
g) Analyze and synthesize information in order to solve problems,
answer questions, and generate new knowledge.
h) Use reading strategies throughout the reading process to monitor
comprehension.
Writing
10.6 The student will develop a variety of writing to persuade,
interpret, analyze, and evaluate with an emphasis on exposition and
analysis.
a) Generate, gather, plan, and organize ideas for writing to address a
specific audience and purpose.
b) Synthesize information to support the thesis.
c) Elaborate ideas clearly through word choice and vivid description.
d) Write clear and varied sentences, clarifying ideas with precise and
relevant evidence.
e) Organize ideas into a logical sequence using transitions.
f) Revise writing for clarity of content, accuracy, and depth of
information.
Page 5 of 12
English 10/AP 10
Nonfiction excerpts from Fast Food Nation and
Omnivore’s Dilemma, Lame Deer, Seeker of
Vision, “The Man in the Water,” “Brutus’s
Funeral Speech,” Vision Quest,” “For the third
time,” “By Any Other Name,” “Typhoid Fever,”
“Born on the Fourth of July,” and The Hot Zone.
English 10:
Review the writing process.
Review the format and structure of a paragraph.
Review the format and structure of an essay.
Compose an analytical essay on evaluating
author’s style.
Resources:
Language Network
OWL Perdue University Writing Lab
Pre-AP English 10:
Compose an analytical essay on evaluating
g) Use computer technology to plan, draft, revise, edit, and publish
writing.
10.7 The student will self- and peer-edit writing for correct grammar,
capitalization, punctuation, spelling, sentence structure, and
paragraphing.
a) Distinguish between active and passive voice.
e) Analyze the writing of others.
f) Describe how the author accomplishes the intended purpose of a
piece of writing.
g) Suggest how writing might be improved.
h) Proofread and edit final product for intended audience and purpose.
author’s style.
English 10/ Pre-AP:
• Basic punctuation, subject verb
agreement, pronoun agreement.
• Know and apply the rules for the use of a
colon (lists, quotations, & letter usage)
.
Commun 10.2 The student will analyze, produce, and examine similarities and
ication differences between visual and verbal media messages.
a) Use media, visual literacy, and technology skills to create products.
b) Evaluate sources including advertisements, editorials, blogs, Web
sites, and other media for relationships between intent, factual
content, and opinion.
c) Determine the author’s purpose and intended effect on the audience
for media messages.
d) Identify the tools and techniques used to achieve the intended
focus.
Page 6 of 12
Resources:
Language Network
OWL Perdue University Writing Lab
Students will analyze visual and verbal media
messages (both print and online) and evaluate
them for bias.
3rd Nine
Weeks
Reading
Standards
10.3 The student will apply knowledge of word origins, derivations,
and figurative language to extend vocabulary development in
authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and
cognates to understand complex words.
b) Use context, structure, and connotations to determine meanings of
words and phrases.
c) Discriminate between connotative and denotative meanings and
interpret the connotation.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in
text.
f) Extend general and specialized vocabulary through speaking,
reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language
to comprehend and elaborate the meaning of texts.
10.4 The student will read, comprehend, and analyze literary texts of
different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to
support reading comprehension.
c) Explain similarities and differences of techniques and literary forms
represented in the literature of different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different
cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and
point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and
voice shape the intended meaning of the text, achieve specific
effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
Page 7 of 12
Possible Reading Selections
Textbook
Collection 10: Drama
Julius Caesar pg 754
Novel/Play and Additional Excerpts/Stories
English 10: A Midsummer Night’s Dream OR
Julius Caesar; an adaptation of Cyrano de
Bergerac; Twelve Angry Men; The Kentucky
Cycle; Dicey’s Song
Pre-AP English 10: A Midsummer Night’s
Dream, Twelfth Night OR Julius Caesar; Don
Quixote; Twelve Angry Men, One Flew Over the
Cuckoo’s Nest; A Street Car Named Desire or The
Glass Menagerie
Outside reading fiction possibilities:
Of Mice and Men; The Sun Also Rises; 1984;
Black Boy; All the Pretty Horses; The Turn of the
Screw
Students will read a variety of nonfiction texts
from a variety of sources, including the textbook,
the Internet, and other supplemental sources.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style,
form, and other literary devices convey a message and elicit a
reader’s emotions.
l) Compare and contrast character development in a play to
characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the
reading process.
Writing/ 10.6 The student will develop a variety of writing to persuade,
Research interpret, analyze, and evaluate with an emphasis on exposition and
analysis.
a) Generate, gather, plan, and organize ideas for writing to address a
specific audience and purpose.
b) Synthesize information to support the thesis.
c) Elaborate ideas clearly through word choice and vivid description.
d) Write clear and varied sentences, clarifying ideas with precise and
relevant evidence.
e) Organize ideas into a logical sequence using transitions.
f) Revise writing for clarity of content, accuracy, and depth of
information.
g) Use computer technology to plan, draft, revise, edit, and publish
writing.
10.7 The student will self- and peer-edit writing for correct grammar,
capitalization, punctuation, spelling, sentence structure, and
paragraphing.
b) Apply rules governing use of the colon.
c) Use a style manual, such as that of the Modern Language
Association (MLA) or the American Psychological Association
(APA), to apply rules for punctuation and formatting of direct
quotations.
d) Differentiate between in-text citations and works cited on the
bibliography page.
e) Analyze the writing of others.
Page 8 of 12
English 10:
Review the writing process.
Review the format and structure of a paragraph.
Review the format and structure of an essay.
Compose an expository essay.
Compose a brief character analysis.
Begin research, note cards, source cards, and a
bibliography for a research paper to be
completed 4th Nine Weeks.
Pre-AP English 10:
Compose a persuasive paper and complete
research, note cards, source cards, and a
bibliography for a research paper to be
completed in 4th Nine Weeks.
English 10/ Pre-AP:
• Focus on the correction and editing of
fragments and run-on sentences.
• Review the use of colons, and semicolons.
• Distinguish between active and passive
voice.
• Use direct quotations, applying APA or
f) Describe how the author accomplishes the intended purpose of a
piece of writing.
g) Suggest how writing might be improved.
h) Proofread and edit final product for intended audience and purpose.
10.8 The student will collect, evaluate, organize, and present
information to create a research product.
a) Use technology as a tool to research, organize, evaluate, synthesize,
and communicate information.
b) Develop the central idea or focus.
c) Verify the accuracy, validity, and usefulness of information.
d) Make sense of information gathered from diverse sources by
identifying misconceptions, main and supporting ideas, conflicting
information, point of view or bias.
e) Cite sources for both quoted and paraphrased ideas using a standard
method of documentation, such as that of the Modern Language
Association (MLA) or the American Psychological Association
(APA).
f) Define the meaning and consequences of plagiarism and follow
ethical and legal guidelines for gathering and using information.
4th Nine
Weeks
Reading
Standards
10.3 The student will apply knowledge of word origins, derivations,
and figurative language to extend vocabulary development in
authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and
cognates to understand complex words.
b) Use context, structure, and connotations to determine meanings of
words and phrases.
c) Discriminate between connotative and denotative meanings and
interpret the connotation.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in
Page 9 of 12
MLA style for punctuation and formatting.
Resources:
Language Network
OWL Perdue University Writing Lab
Possible research paper topics:
In order to promote differentiation, individuals
may choose their own topics with teacher
suggestions and guidance.
Subject Overview
Collection 7: Poetry
“Shall I Compare Thee” pg 493
“Remember” pg 527
“Jazz Fantasia” pg 535
“Stopping by Woods on Snowy Evening” pg 433
“After Apple-Picking” pg 435
Collection 5: Irony and Ambiguity
“Lamb to the Slaughter” pg 316
“R.M.S. Titanic pg 328
Additional Resources: “My Hero”, excerpts from
Don Quixote; and “The Open Window”
text.
f) Extend general and specialized vocabulary through speaking,
reading, and writing.
g) Use knowledge of the evolution, diversity, and effects of language
to comprehend and elaborate the meaning of texts.
Collection 9: Biographical and Historical
Approach
Collection 11: Consumer and Workplace
Documents
Novel/Play and Additional Excerpts/Stories
10.4 The student will read, comprehend, and analyze literary texts of
different cultures and eras.
a) Identify main and supporting ideas.
b) Make predictions, draw inferences, and connect prior knowledge to
support reading comprehension.
c) Explain similarities and differences of techniques and literary forms
represented in the literature of different cultures and eras.
d) Analyze the cultural or social function of literature.
e) Identify universal themes prevalent in the literature of different
cultures.
f) Examine a literary selection from several critical perspectives.
g) Explain the influence of historical context on the form, style, and
point of view of a literary text.
h) Evaluate how an author’s specific word choices, syntax, tone, and
voice shape the intended meaning of the text, achieve specific
effects and support the author’s purpose.
i) Compare and contrast literature from different cultures and eras.
j) Distinguish between a critique and a summary.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style,
form, and other literary devices convey a message and elicit a
reader’s emotions.
l) Compare and contrast character development in a play to
characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the
reading process.
10.5 The student will read, interpret, analyze, and evaluate nonfiction
texts.
a) Identify text organization and structure.
b) Recognize an author’s intended audience and purpose for writing.
Page 10 of 12
English 10:
Of Mice and Men; Lord of the Flies; Seventeen
Against the Dealer
Pre-AP English 10:
1984; The Lord of the Flies; A Separate Peace;
Black Boy; Catch 22; Slaughterhouse Five; To
Kill a Mockingbird; Looking for Alaska; Life of
Pi; All the Pretty Horses; The Sun Also Rises;
Persepolis: The Story of a Childhood
c) Skim manuals or informational sources to locate information.
d) Compare and contrast informational texts.
e) Interpret and use data and information in maps, charts, graphs,
timelines, tables, and diagrams.
f) Draw conclusions and make inferences on explicit and implied
information using textual support as evidence.
g) Analyze and synthesize information in order to solve problems,
answer questions, and generate new knowledge.
h) Use reading strategies throughout the reading process to monitor
comprehension.
Writing
10.6 The student will develop a variety of writing to persuade,
interpret, analyze, and evaluate with an emphasis on exposition and
analysis.
a) Generate, gather, plan, and organize ideas for writing to address a
specific audience and purpose.
b) Synthesize information to support the thesis.
c) Elaborate ideas clearly through word choice and vivid description.
d) Write clear and varied sentences, clarifying ideas with precise and
relevant evidence.
e) Organize ideas into a logical sequence using transitions.
f) Revise writing for clarity of content, accuracy, and depth of
information.
g) Use computer technology to plan, draft, revise, edit, and publish
writing.
10.7 The student will self- and peer-edit writing for correct grammar,
capitalization, punctuation, spelling, sentence structure, and
paragraphing.
a) Distinguish between active and passive voice.
b) Apply rules governing use of the colon.
c) Use a style manual, such as that of the Modern Language
Association (MLA) or the American Psychological Association
(APA), to apply rules for punctuation and formatting of direct
Page 11 of 12
Students will read a variety of nonfiction texts
from a variety of sources, including the textbook,
the Internet, and other supplemental sources.
English 10:
Review the writing process.
Complete a research project which includes cited
references.
Compose a job application and resume.
Compose a persuasive essay.
Pre-AP English 10:
Compose an analytical essay and complete
research paper which includes cited references.
Compose an argumentative essay with sources.
Resources:
Language Network
OWL Perdue University Writing Lab
English 10/ Pre-AP:
quotations.
d) Differentiate between in-text citations and works cited on the
bibliography page.
e) Analyze the writing of others.
f) Describe how the author accomplishes the intended purpose of a
piece of writing.
g) Suggest how writing might be improved.
h) Proofread and edit final product for intended audience and purpose.
10.1 The student will participate in, collaborate in, and report on
Commun small-group learning activities.
a) Assume responsibility for specific group tasks.
ication
b) Collaborate in the preparation or summary of the group activity.
c) Include all group members in oral presentation.
d) Choose vocabulary, language, and tone appropriate to the topic,
audience, and purpose.
e) Demonstrate the ability to work effectively with diverse teams to
accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new
understandings, make decisions, and solve problems.
g) Access, critically evaluate, and use information accurately to solve
problems.
h) Evaluate one’s own role in preparation and delivery of oral reports.
i) Use a variety of strategies to listen actively.
j) Analyze and interpret other’s presentations.
k) Evaluate effectiveness of group process in preparation and delivery
of oral reports.
Page 12 of 12
•
•
Review and focus on comma splices, use of
ellipses, parallelism, and modifiers (dangling
and misplaced).
Use peer and self evaluation to edit writing
Presentation topics:
Research paper topics