10th Grade
College Prep English
(Course #212)
Course of Study
Findlay City Schools
2004
(Revised 11/07)
TABLE OF CONTENTS
1.
2.
3.
4.
Findlay City Schools’ Board Policy
Findlay City Schools’ Mission Statement and Beliefs
10th Grade College Prep English Indicators and Appendix
Graphic Organizers
Mmmmmmmmmmmmmmmmmmmmmmmmmm
10th Grade College Prep English
Course of Study
Writing Team
Maribeth Geaman
Kay Hochstettler
Barb Tardibuono
Krista Tomaselli
Becky Pfaltzgraf
Sandy White
10 CP
TEXTBOOK: Timeless Voices, Timeless Themes: The American Experience; Prentice
Hall (publishers); 2005 Edition; ISBN: 0-13-180436-7
1st Quarter
OGT Pre-testing/assessment (2 weeks)
• Reading pre-assessment
• Outcomes assessment
• Narrative writing prompt
Harlem Renaissance (3 Weeks)
• The Harlem Renaissance: A Cultural Revolution (p.910)
• From Dust Tracks on a Road (p. 914)
• Poetry (pp. 926-938)
1920s (1 Weeks)
• “Winter Dreams” (p. 744)
1930s (3 Weeks)
• “The Turtle” from The Grapes of Wrath (p. 768)
• Of Mice and Men
• “A Worn Path” (p. 820)
Writing
• Narrative (done with OCT pre-testing)
2nd Quarter
1930-1940s (4 weeks)
• “The Life You Save…” (p. 972)
• To Kill a Mockingbird
WWII (2 weeks)
• Night
• From Hiroshima (p. 1162)
• “The Death of the Ball Turret Gunner” (p. 1174)
• “Losses” (p. 1173)
1950s (3 Weeks)
• “The Rockpile” (p. 1148)
• A Raisin in the Sun
Writing
• Descriptive (maybe a character sketch)
3 Quarter
rd
Research (5 weeks; 3 weeks direct instruction and 2 weeks independent work)
• Review process
• MLA review
OGT Review (2 weeks)
• Frost poetry (pp. 882-892)
• “Ambush” from The Things They Carried (p. 1222)
Fallen Leaders (4 weeks)
• From “Letter From Birmingham Jail” (p. 180)
• JFK inaugural address (p. 196)
• Julius Caesar
Writing
• Research
•
4th Quarter
Social Protest (6 weeks)
• The Crucible
• From On Social Plays (p.1338)
• Fahrenheit 451
Modern Day (5 weeks)
• “Everyday Use” (p. 1056)
• “Mother Tongue” (p. 1136)
• Tuesdays with Morrie
Writing
• Persuasive
SOPHOMORE ENGLISH – COLLEGE PREP
REQUIRED SKILLS: 1ST 9 WEEKS
THEME: AMERICAN DREAM TIME PERIOD: 1921-1939
UNIT 5, PARTS 1, 2, 3
(HARLEM RENAISSANCE, ROARING 20s, GREAT DEPRESSION)
READING STANDARD(S)
B. Acquisition of Vocabulary
C. Reading Process: Concepts of Print,
Comprehension Strategies, and SelfMonitoring Strategies
D. Reading Applications: Informational,
Technical, and Persuasive Text
E. Reading Applications: Literary Text
CORE READING (CR):
1. The Harlem Renaissance: A Cultural
Revolution (910-911) – NF
2. From Dust Tracks on a Road
(914-920) NF
Zora Neale Hurston
GRAMMAR/CONVENTION
STANDARD(S)
H. Writing Conventions
COMPOSITION STANDARD(S)
F. Writing Processes
G. Writing Applications
SUPPLEMENTAL READINGS:
In Another Country (809-814)—SS
Ernest Hemingway
Twentieth Century Drama: American on
Stage (1228-1229)—NF
Onomatopoeia (1115-1117)—NF
William Safire
3. Harlem Renaissance Poetry (926-938)
4. Winter Dreams (744-762)—SS
5. The Turtle from The Grapes of Wrath
(768-770)—SS
John Steinbeck
6. Of Mice and Men—N
John Steinbeck
7. A Worn Path (821-828)—SS
Eudora Welty
WRITING
Narrative Writing
TIME FRAME KEY
OGT Assessments – 2 weeks
Harlem Renaissance – 3 weeks
Roaring 20s—1 weeks
Great Depression—3 weeks
GRADE 10 – LANGUAGE ARTS INDICATORS – 1st QUARTER
INDICATORS
(A) Phonemic
Awareness, Word
Recognition and
Fluency
(B) Acquisition of
Vocabulary
B.10.1
B.10.2
B.10.3
B.10.4
B.10.5
B.10.6
(C) Reading
Process: Concepts
of Print,
Comprehension
Strategies and
Self-Monitoring
Strategies
C.10.1
C.10.2
DESCRIPTION OF INDICATORS
LOCATION
Define unknown words through context clues
and the author’s use of comparison, contrast
and cause and effect.
Analyze the relationships of pairs of words in
analogical statements (e.g., synonyms and
antonyms, connotation and denotation) and
infer word meanings from these relationships.
Infer the literal and figurative meaning of words
and phrases and discuss the function of
figurative language, including metaphors,
similes, idioms and puns.
Analyze the ways that historical events
influenced the English language.
Winter Dreams
Of Mice and Men
Apply reading comprehension strategies,
including making predictions, comparing and
contrasting, recalling and summarizing and
making inferences and drawing conclusions.
Answer literal, inferential, evaluative and
synthesizing questions to demonstrate
comprehension of grade-appropriate print texts
and electronic and visual media
Of Mice and Men
“Winter Dreams”
Of Mice and Men
The Harlem
Renaissance
The Harlem
Renaissance &
Of Mice and Men
Use knowledge of Greek, Latin and AngloThe Harlem
Saxon roots, prefixes and suffixes to understand Renaissance
complex words and new subject-area
vocabulary (e.g., unknown words in science,
mathematics and social studies).
Determine the meanings and pronunciations of “Winter Dreams”
unknown words by using dictionaries,
glossaries, technology and textual features, such
as definitional footnotes or sidebars.
Of Mice and Men
GRADE 10 – LANGUAGE ARTS INDICATORS – 1st QUARTER
C.10.3
C.10.4
C.10.5
(D) Reading
Applications:
Informational,
Technical and
Persuasive Text
D.10.1
D.10.2
D.10.3
D.10.4
D.10.5
Monitor own comprehension by adjusting speed
to fit the purpose, or by skimming, scanning,
reading on, looking back, note taking or
summarizing what has been read so far in text.
Use criteria to choose independent reading
materials (e.g., personal interest, knowledge of
authors and genres or recommendations from
others).
Independently read books for various purposes
(e.g., for enjoyment, for literary experience, to
gain information or to perform a task).
Of Mice and Men
Identify and understand organizational patterns
(e.g., cause-effect, problem-solution) and
techniques, including repetition of ideas, syntax
and word choice, that authors use to accomplish
their purpose and reach their intended audience.
Harlem
Renaissance
Poetry
“Dust Tracks on
a Road”
Of Mice and Men
The Harlem
Renaissance
Critique the treatment, scope and organization
of ideas from multiple sources on the same
topic.
Evaluate the effectiveness of information found
in maps, charts, tables, graphs, diagrams,
cutaways and overlays.
Assess the adequacy, accuracy and
appropriateness of an author’s details,
identifying persuasive techniques (e.g., transfer,
glittering generalities, bait and switch) and
examples of propaganda, bias and stereotyping.
Analyze an author’s implicit and explicit
argument, perspective or viewpoint in text.
D.10.6
Identify appeals to authority, reason and
emotion.
D.10.7
Analyze the effectiveness of the features (e.g.,
format, graphics, sequence, headers) used in
various consumer documents (e.g., warranties,
product information, instructional materials),
functional or workplace documents (e.g., jobrelated materials, memoranda, instructions) and
public documents (e.g., speeches or newspaper
Excerpt from
“Dust Tracks on
a Road”
Of Mice and Men
“A Worn Path”
Of Mice and Men
Excerpt from
“Dust Tracks on
a Road”
Excerpt from
“Dust Tracks on
a Road”
The Harlem
Renaissance: A
Cultural
Revolution
GRADE 10 – LANGUAGE ARTS INDICATORS – 1st QUARTER
D.10.8
(E) Reading
Applications:
Literary Text
E.10.1
E.10.2
E.10.3
E.10.4
E.10.5
E.10.6
E.10.7
E.10.8
E.10.9
E.10.10
E.10.11
editorials).
Describe the features of rhetorical devices used
in common types of public documents,
including newspaper editorials and speeches.
Compare and contrast an author’s use of direct
and indirect characterization, and ways in
which characters reveal traits about themselves,
including dialect, dramatic monologues and
soliloquies.
Analyze the features of setting and their
importance in a literary text.
Distinguish how conflicts, parallel plots and
subplots affect the pacing of action in literary
text.
Interpret universal themes across different
works by the same author or by different
authors.
Analyze how an author’s choice of genre
affects the expression of a theme or topic.
Explain how literary techniques, including
foreshadowing and flashback, are used to shape
the plot of a literary text.
Recognize how irony is used in a literary text.
Analyze the author’s use of point of view,
mood and tone.
Explain how authors use symbols to create
broader meanings.
Describe the effect of using sound devices in
literary texts (e.g., to create rhythm, to appeal to
the senses or to establish mood).
Explain ways in which an author develops a
point of view and style (e.g., figurative
language, sentence structure and tone), and cite
specific examples from the text.
The Harlem
Renaissance
SE:942-944
Of Mice and Men
Of Mice and
Men
Of Mice and Men
“The Turtle” and
Of Mice and Men
Harlem
Renaissance
writings
Of Mice and Men
Of Mice and Men
“Dust Tracks on
a Road”
“A Worn Path”
“The Turtle”
The Harlem
Renaissance
poetry
“Winter Dreams”
“The Turtle”
(F) Writing
Processes
F.10.1
Generate writing ideas through discussions with Narrative
others and from printed material, and keep a list Writing
of writing ideas.
GRADE 10 – LANGUAGE ARTS INDICATORS – 1st QUARTER
F.10.2
F.10.3
F.10.4
F.10.7
F.10.8
F.10.9
F.10.11
F.10.12
F.10.13
F.10.15
F.10.16
(G) Writing
Applications
Determine the usefulness of and apply
appropriate pre-writing tasks (e.g., background
reading, interviews or surveys).
Establish and develop a clear thesis statement
for informational writing or a clear plan or
outline for narrative writing
Determine a purpose and audience and plan
strategies (e.g., adapting focus, content
structure, and point of view) to address purpose
and audience.
Use a variety of sentence structures and lengths
(e.g., simple, compound and complex
sentences; parallel or repetitive sentence
structure).
Use paragraph form in writing, including topic
sentences that arrange paragraphs in a logical
sequence, using effective transitions and closing
sentences and maintaining coherence across the
whole through the use of parallel structures.
Use language, including precise language,
action verbs, sensory details and colorful
modifiers, and style as appropriate to audience
and purpose, and use techniques to convey a
personal style and voice.
Reread and analyze clarity of writing,
consistency of point of view and effectiveness
of organizational structure.
Add and delete information and details to better
elaborate on stated central idea and more
effectively accomplish purpose.
Rearrange words, sentences and paragraphs and
add transitional words and phrases to clarity
meaning and maintain consistent style, tone and
voice.
Proofread writing, edit to improve conventions
(e.g., grammar, spelling, punctuation and
capitalization), identify and correct fragments
and run-one and eliminate inappropriate slang
or informal language.
Apply tools (e.g., rubric, checklist and
feedback) to judge the quality of writing.
Narrative
Writing
Narrative
Writing
Narrative
Writing
Narrative
Writing
Narrative
Writing
Narrative
Writing
Narrative
Writing
Narrative
Writing
Narrative
Writing
Narrative
Writing
Narrative
Writing
GRADE 10 – LANGUAGE ARTS INDICATORS – 1st QUARTER
G.10.1
Write narratives that: (a) sustain reader interest
by pacing action and developing an engaging
plot (e.g., tension and suspense); (b) use a range
of strategies and literary devices including
figurative language and specific narration; and
(c) include an organized, well-developed
structure.
Write responses to literature that organize an
insightful interpretation around several clear
ideas, premises or images and support
judgments with specific references to the
original text, to other texts, authors and to prior
knowledge.
Write informational essays or reports, including
research that: (a) pose relevant and tightly
drawn questions that engage the reader; (b)
provide a clear and accurate perspective on the
subject; (c) create an organizing structure
appropriate to the purpose, audience and
context; (d) support the main ideas with facts,
details, examples and explanations from
sources; and (e) document sources and include
bibliographies.
Produce informal writings (e.g., journals, notes
and poems) for various purposes.
Narrative
Writing
(H) Writing
Conventions
H.10.1
Use correct spelling conventions.
H.10.2
Use correct capitalization and punctuation.
H.10.3
Use clauses (e.g., main, subordinate) and
phrases (e.g., gerund, infinitive, participial).
Narrative
Writing
Narrative
Writing
Narrative
Writing
H.10.4
Use parallel structure to present items in a
series and items juxtaposed for emphasis.
Use proper placement modifiers.
G.10.2
G.10.4
G.10.6
H.10.5
Narrative
Writing
Narrative
Writing
Narrative
Writing
Narrative
Writing
Narrative
Writing
GRADE 10 – LANGUAGE ARTS RESOURCES – 1st QUARTER
COMMON ASSESSMENT:
OGT pre-assessments
SUPPLEMENTAL RESOURCES:
The Great Gatsby video (FHS library)
Of Mice and Men video (FHS library)
The Glass Menagerie video (FHS library)
Bernice Bobs Her Hair video (FHS library)
Harlem Renaissance/jazz music
Greek and Latin Roots handout (see Appendix)
BEST PRACTICES: (for examples, see Appendix)
Context Clues vocabulary quizzes
Graphic Organizers
Forget strategies (such as Pre-Learning Concept Checklist for poetry terms, Anticipation Guide
for Of Mice and Men, focused free writes and predictions for readings)
Coffee Can Review (can be used with any novel or play)
Decades Project
KEY:
SS – Short Story
N – Novel
NF – Nonfiction
P - Poetry
D – Drama
E – Essay
SOPHOMORE ENGLISH – COLLEGE PREP
REQUIRED SKILLS: 2nd 9 WEEKS
THEME: TOLERANCE
UNIT 6, PARTS 1, 2, 3
TIME PERIOD: 1940-1960
(MORALITY, WORLD WAR II, RACIAL TOLERANCE)
READING STANDARD(S)
B. Acquisition of Vocabulary
C. Reading Process: Concepts of Print,
Comprehension Strategies, and SelfMonitoring Strategies
D. Reading Applications: Informational,
Technical, and Persuasive Text
E. Reading Applications: Literary Text
GRAMMAR/CONVENTION
STANDARD(S)
H. Writing Conventions
COMPOSITION STANDARD(S)
F. Writing Processes
G. Writing Applications
CORE READING (CR):
SUPPLEMENTAL READINGS:
1. The Life You Save May Be Your Own
(973-982)—SS
Flannery O’Connor
Coyote v. Acme (1118-1122)—E
Ian Frazier
2. To Kill a Mockingbird—N
Harper Lee
3. Night—NF
Elie Wiesel
4. From Hiroshima (1162-1172)--NF
John Hersey
5. Losses (1173)—P
The Death of the Ball Turret Gunner
(1174)--P
Randall Jarrell
6. The Rockpile (1148-1156)—SS
James Baldwin
7. A Raisin in the Sun—D
Lorainne Hansberry
WRITING
Descriptive essay
TIME FRAME KEY
Morality—4 weeks
WWII—2 weeks
Racial Tolerance—3 weeks
GRADE 10 – LANGUAGE ARTS INDICATORS – 2nd QUARTER
INDICATORS
(A) Phonemic
Awareness, Word
Recognition and
Fluency
DESCRIPTION OF INDICATORS
LOCATION
Define unknown words through context clues
and the author’s use of comparison, contrast
and cause and effect.
Analyze the relationships of pairs of words in
analogical statements (e.g., synonyms and
antonyms, connotation and denotation) and
infer word meanings from these relationships.
Infer the literal and figurative meaning of words
and phrases and discuss the function of
figurative language, including metaphors,
similes, idioms and puns.
Analyze the ways that historical events
influenced the English language.
Use knowledge of Greek, Latin and AngloSaxon roots, prefixes and suffixes to understand
complex words and new subject-area
vocabulary (e.g., unknown words in science,
mathematics and social studies).
Determine the meanings and pronunciations of
unknown words by using dictionaries,
glossaries, technology and textual features, such
as definitional footnotes or sidebars.
“The Rockpile”
Apply reading comprehension strategies,
including making predictions, comparing and
contrasting, recalling and summarizing and
making inferences and drawing conclusions.
Answer literal, inferential, evaluative and
synthesizing questions to demonstrate
comprehension of grade-appropriate print texts
and electronic and visual media
To Kill A
Mockingbird
(B) Acquisition of
Vocabulary
B.10.1
B.10.2
B.10.3
B.10.4
B.10.5
B.10.6
“The Rockpile”
Jarrell poetry
“The Rockpile”
“The Rockpile”
“The Life You
Save May Be
Your Own”
(C) Reading
Process: Concepts
of Print,
Comprehension
Strategies and
Self-Monitoring
Strategies
C.10.1
C.10.2
To Kill A
Mockingbird
GRADE 10 – LANGUAGE ARTS INDICATORS – 2nd QUARTER
C.10.3
C.10.4
C.10.5
(D) Reading
Applications:
Informational,
Technical and
Persuasive Text
D.10.1
D.10.2
D.10.3
D.10.4
D.10.5
D.10.6
D.10.7
Monitor own comprehension by adjusting speed
to fit the purpose, or by skimming, scanning,
reading on, looking back, note taking or
summarizing what has been read so far in text.
Use criteria to choose independent reading
materials (e.g., personal interest, knowledge of
authors and genres or recommendations from
others).
Independently read books for various purposes
(e.g., for enjoyment, for literary experience, to
gain information or to perform a task).
To Kill A
Mockingbird
Identify and understand organizational patterns
(e.g., cause-effect, problem-solution) and
techniques, including repetition of ideas, syntax
and word choice, that authors use to accomplish
their purpose and reach their intended audience.
Critique the treatment, scope and organization
of ideas from multiple sources on the same
topic.
Evaluate the effectiveness of information found
in maps, charts, tables, graphs, diagrams,
cutaways and overlays.
Assess the adequacy, accuracy and
appropriateness of an author’s details,
identifying persuasive techniques (e.g., transfer,
glittering generalities, bait and switch) and
examples of propaganda, bias and stereotyping.
Analyze an author’s implicit and explicit
argument, perspective or viewpoint in text.
Identify appeals to authority, reason and
emotion.
To Kill A
Mockingbird
Analyze the effectiveness of the features (e.g.,
format, graphics, sequence, headers) used in
various consumer documents (e.g., warranties,
product information, instructional materials),
functional or workplace documents (e.g., jobrelated materials, memoranda, instructions) and
public documents (e.g., speeches or newspaper
editorials).
Excerpt from
Hiroshima
Night
Night
World War II
readings
“The Life You
Save May Be
Your Own”
A Raisin in the
Sun
Night
To Kill A
Mockingbird
GRADE 10 – LANGUAGE ARTS INDICATORS – 2nd QUARTER
(E) Reading
Applications:
Literary Text
E.10.1
E.10.2
E.10.3
E.10.4
E.10.5
E.10.6
E.10.7
E.10.8
E.10.9
E.10.10
E.10.11
Compare and contrast an author’s use of direct
and indirect characterization, and ways in
which characters reveal traits about themselves,
including dialect, dramatic monologues and
soliloquies.
Analyze the features of setting and their
importance in a literary text.
Distinguish how conflicts, parallel plots and
subplots affect the pacing of action in literary
text.
Interpret universal themes across different
works by the same author or by different
authors.
Analyze how an author’s choice of genre
affects the expression of a theme or topic.
Explain how literary techniques, including
foreshadowing and flashback, are used to shape
the plot of a literary text.
Recognize how irony is used in a literary text.
“The Life You
Save May Be
Your Own”
SE: 971
To Kill A
Mockingbird and
A Raisin in the
Sun
To Kill A
Mockingbird
World War II
readings
World War II
readings
To Kill A
Mockingbird
“The Life You
Save May Be
Your Own”
Analyze the author’s use of point of view,
To Kill A
mood and tone.
Mockingbird
Explain how authors use symbols to create
A Raisin in the
broader meanings.
Sun
Describe the effect of using sound devices in
World War II
literary texts (e.g., to create rhythm, to appeal to poetry
the senses or to establish mood).
Explain ways in which an author develops a
Night
point of view and style (e.g., figurative
language, sentence structure and tone), and cite
specific examples from the text.
(F) Writing
Processes
F.10.1
F.10.2
Generate writing ideas through discussions with
others and from printed material, and keep a list
of writing ideas.
Determine the usefulness of and apply
appropriate pre-writing tasks (e.g., background
reading, interviews or surveys).
Descriptive
Essay
Descriptive
Essay
GRADE 10 – LANGUAGE ARTS INDICATORS – 2nd QUARTER
F.10.3
F.10.4
F.10.7
F.10.8
F.10.9
F.10.11
F.10.12
F.10.13
F.10.15
F.10.16
(G) Writing
Applications
G.10.2
Establish and develop a clear thesis statement
for informational writing or a clear plan or
outline for narrative writing
Determine a purpose and audience and plan
strategies (e.g., adapting focus, content
structure, and point of view) to address purpose
and audience.
Use a variety of sentence structures and lengths
(e.g., simple, compound and complex
sentences; parallel or repetitive sentence
structure).
Use paragraph form in writing, including topic
sentences that arrange paragraphs in a logical
sequence, using effective transitions and closing
sentences and maintaining coherence across the
whole through the use of parallel structures.
Use language, including precise language,
action verbs, sensory details and colorful
modifiers, and style as appropriate to audience
and purpose, and use techniques to convey a
personal style and voice.
Reread and analyze clarity of writing,
consistency of point of view and effectiveness
of organizational structure.
Add and delete information and details to better
elaborate on stated central idea and more
effectively accomplish purpose.
Rearrange words, sentences and paragraphs and
add transitional words and phrases to clarity
meaning and maintain consistent style, tone and
voice.
Proofread writing, edit to improve conventions
(e.g., grammar, spelling, punctuation and
capitalization), identify and correct fragments
and run-one and eliminate inappropriate slang
or informal language.
Apply tools (e.g., rubric, checklist and
feedback) to judge the quality of writing.
Descriptive
Essay
Write responses to literature that organize an
insightful interpretation around several clear
ideas, premises or images and support
judgments with specific references to the
original text, to other texts, authors and to prior
knowledge.
Descriptive
Essay
Descriptive
Essay
Descriptive
Essay
Descriptive
Essay
Descriptive
Essay
Descriptive
Essay
Descriptive
Essay
Descriptive
Essay
Descriptive
Essay
Descriptive
Essay
GRADE 10 – LANGUAGE ARTS INDICATORS – 2nd QUARTER
G.10.3
G.10.6
Write business letters, letters to the editor and
job applications that: (a) address audience
needs, stated purpose and context in a clear and
efficient manner; (b) follow the conventional
style appropriate to the text using proper
technical terms; (c) include appropriate facts
and details; (d) exclude extraneous details and
inconsistencies; and (e) provide a sense of
closure to the writing.
Produce informal writings (e.g., journals, notes
and poems) for various purposes.
(H) Writing
Conventions
H.10.1
Use correct spelling conventions.
H.10.2
Use correct capitalization and punctuation.
H.10.3
Use clauses (e.g., main, subordinate) and
phrases (e.g., gerund, infinitive, participial).
H.10.4
Use parallel structure to present items in a
series and items juxtaposed for emphasis.
Use proper placement modifiers.
H.10.5
Descriptive
Essay
Descriptive
Essay
Descriptive
Essay
Descriptive
Essay
Descriptive
Essay
Descriptive
Essay
Descriptive
Essay
GRADE 10 – LANGUAGE ARTS RESOURCES – 2nd QUARTER
COMMON ASSESSMENT:
Semester Exam
SUPPLEMENTAL RESOURCES:
To Kill A Mockingbird video (FHS library)
A Raisin in the Sun video (FHS library)
Internet sources for World War II
Skokie video (FHS library)
Eye of the Storm video (FHS library)
BEST PRACTICES: (for examples, see Appendix)
Graphic Organizers (ex. Venn diagrams for comparing and contrasting)
Forget strategies
Paper bag character collage
Write a final scene/act/chapter detailing what happens to characters beyond the conclusion of the
original work
KEY:
SS – Short Story
N – Novel
NF – Nonfiction
P - Poetry
D – Drama
E – Essay
SOPHOMORE ENGLISH – COLLEGE PREP
REQUIRED SKILLS: 3rd 9 WEEKS
THEME: FALLEN LEADERS
UNIT 2, PARTS 1, 2; UNIT 5, PART 3; UNIT 6, PART 3
READING STANDARD(S)
B. Acquisition of Vocabulary
C. Reading Process: Concepts of Print,
Comprehension Strategies, and SelfMonitoring Strategies
D. Reading Applications: Informational,
Technical, and Persuasive Text
E. Reading Applications: Literary Text
TIME PERIOD: 1960-1975
(CIVIL UNREST)
GRAMMAR/CONVENTION
STANDARD(S)
H. Writing Conventions
COMPOSITION STANDARD(S)
F. Writing Processes
G. Writing Applications
I. Research
CORE READING (CR):
SUPPLEMENTAL READINGS:
1. Letter From Birmingham Jail
(180-182)—NF
Martin Luther King, Jr.
Camouflaging the Chimera (1220-1221)—
P
Yusef Komunyakaa
2. Inaugural Address (197-200)—Speech
John F. Kennedy
Gulf War Journal from A Woman at War
(552-558)—NF
Molly Moore
3. Robert Frost Poetry (882-892)
4. Julius Caesar—D
William Shakespeare
5. Ambush From The Things They Carried
(1222-1224)--SS
Tim O’Brien
All the President’s Men—N
Bob Woodward and Carl Bernstein
WRITING
Research Paper
TIME FRAME KEY
OGT Review – 2 weeks
Research Paper Intro—3 weeks
Fallen Leaders – 4 weeks
GRADE 10 – LANGUAGE ARTS INDICATORS – 3rd QUARTER
INDICATORS
(A) Phonemic
Awareness, Word
Recognition and
Fluency
(B) Acquisition of
Vocabulary
B.10.1
B.10.2
B.10.3
B.10.4
B.10.5
B.10.6
(C) Reading
Process: Concepts
of Print,
Comprehension
Strategies and
Self-Monitoring
Strategies
C.10.1
C.10.2
DESCRIPTION OF INDICATORS
LOCATION
Define unknown words through context clues
and the author’s use of comparison, contrast
and cause and effect.
Analyze the relationships of pairs of words in
analogical statements (e.g., synonyms and
antonyms, connotation and denotation) and
infer word meanings from these relationships.
Infer the literal and figurative meaning of words
and phrases and discuss the function of
figurative language, including metaphors,
similes, idioms and puns.
Analyze the ways that historical events
influenced the English language.
Use knowledge of Greek, Latin and AngloSaxon roots, prefixes and suffixes to understand
complex words and new subject-area
vocabulary (e.g., unknown words in science,
mathematics and social studies).
Determine the meanings and pronunciations of
unknown words by using dictionaries,
glossaries, technology and textual features, such
as definitional footnotes or sidebars.
Julius Caesar
Apply reading comprehension strategies,
including making predictions, comparing and
contrasting, recalling and summarizing and
making inferences and drawing conclusions.
Answer literal, inferential, evaluative and
synthesizing questions to demonstrate
comprehension of grade-appropriate print texts
and electronic and visual media.
Julius Caesar
Julius Caesar
Robert Frost
poetry
“Ambush”
“Ambush”
“Ambush”
Julius Caesar
GRADE 10 – LANGUAGE ARTS INDICATORS – 3rd QUARTER
C.10.3
C.10.4
C.10.5
(D) Reading
Applications:
Informational,
Technical and
Persuasive Text
D.10.1
D.10.2
D.10.3
Monitor own comprehension by adjusting speed Julius Caesar
to fit the purpose, or by skimming, scanning,
reading on, looking back, note taking or
summarizing what has been read so far in text.
Use criteria to choose independent reading
Research Paper
materials (e.g., personal interest, knowledge of
authors and genres or recommendations from
others).
Independently read books for various purposes Research Paper
(e.g., for enjoyment, for literary experience, to
gain information or to perform a task).
Identify and understand organizational patterns
(e.g., cause-effect, problem-solution) and
techniques, including repetition of ideas, syntax
and word choice, that authors use to accomplish
their purpose and reach their intended audience.
Critique the treatment, scope and organization
of ideas from multiple sources on the same
topic.
Evaluate the effectiveness of information found
in maps, charts, tables, graphs, diagrams,
cutaways and overlays.
D.10.4
Assess the adequacy, accuracy and
appropriateness of an author’s details,
identifying persuasive techniques (e.g., transfer,
glittering generalities, bait and switch) and
examples of propaganda, bias and stereotyping.
D.10.5
Analyze an author’s implicit and explicit
argument, perspective or viewpoint in text.
D.10.6
Identify appeals to authority, reason and
emotion.
Julius Caesar,
John F.
Kennedy’s
Inaugural
Address, Martin
Luther King’s
Letter from
Birmingham Jail
Research Paper
Research paper
materials
MLA Guide
Julius Caesar,
John F.
Kennedy’s
Inaugural
Address, Martin
Luther King’s
Letter from
Birmingham Jail
Martin Luther
King’s letter
from
Birmingham Jail
“Ambush”
Julius Caesar,
John F.
Kennedy’s
GRADE 10 – LANGUAGE ARTS INDICATORS – 3rd QUARTER
D.10.7
D.10.8
(E) Reading
Applications:
Literary Text
E.10.1
E.10.2
E.10.3
E.10.4
E.10.5
E.10.6
E.10.7
E.10.8
Analyze the effectiveness of the features (e.g.,
format, graphics, sequence, headers) used in
various consumer documents (e.g., warranties,
product information, instructional materials),
functional or workplace documents (e.g., jobrelated materials, memoranda, instructions) and
public documents (e.g., speeches or newspaper
editorials).
Describe the features of rhetorical devices used
in common types of public documents,
including newspaper editorials and speeches.
Compare and contrast an author’s use of direct
and indirect characterization, and ways in
which characters reveal traits about themselves,
including dialect, dramatic monologues and
soliloquies.
Analyze the features of setting and their
importance in a literary text.
Distinguish how conflicts, parallel plots and
subplots affect the pacing of action in literary
text.
Interpret universal themes across different
works by the same author or by different
authors.
Analyze how an author’s choice of genre
affects the expression of a theme or topic.
Explain how literary techniques, including
foreshadowing and flashback, are used to shape
the plot of a literary text.
Recognize how irony is used in a literary text.
Analyze the author’s use of point of view,
mood and tone.
Inaugural
Address, Martin
Luther King’s
Letter from
Birmingham Jail
John F.
Kennedy’s
Inaugural
Address and
Research Paper
Julius Caesar,
John F.
Kennedy’s
Inaugural
Address, Martin
Luther King’s
Letter from
Birmingham Jail
Julius Caesar
“Ambush”
Julius Caesar
Robert Frost
poetry
Martin Luther
King letter
Julius Caesar
Julius Caesar
“Ambush”
GRADE 10 – LANGUAGE ARTS INDICATORS – 3rd QUARTER
E.10.9
E.10.10
E.10.11
Explain how authors use symbols to create
broader meanings.
Describe the effect of using sound devices in
literary texts (e.g., to create rhythm, to appeal to
the senses or to establish mood).
Explain ways in which an author develops a
point of view and style (e.g., figurative
language, sentence structure and tone), and cite
specific examples from the text.
Robert Frost
poetry
Robert Frost
poetry
Generate writing ideas through discussions with
others and from printed material, and keep a list
of writing ideas.
Determine the usefulness of and apply
appropriate pre-writing tasks (e.g., background
reading, interviews or surveys).
Establish and develop a clear thesis statement
for informational writing or a clear plan or
outline for narrative writing
Determine a purpose and audience and plan
strategies (e.g., adapting focus, content
structure, and point of view) to address purpose
and audience.
Use organizational strategies (e.g., notes,
outlines) to plan writing.
Organize writing to create a coherent whole
with an effective and engaging introduction,
body and conclusion, and a closing sentence
that summarizes, extends or elaborates on
points or ideas in the writing.
Use a variety of sentence structures and lengths
(e.g., simple, compound and complex
sentences; parallel or repetitive sentence
structure).
Use paragraph form in writing, including topic
sentences that arrange paragraphs in a logical
sequence, using effective transitions and closing
sentences and maintaining coherence across the
whole through the use of parallel structures.
Use language, including precise language,
action verbs, sensory details and colorful
modifiers, and style as appropriate to audience
and purpose, and use techniques to convey a
personal style and voice.
Research Paper
“Ambush” and
Julius Caesar
(F) Writing
Processes
F.10.1
F.10.2
F.10.3
F.10.4
F.10.5
F.10.6
F.10.7
F.10.8
F.10.9
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Research Paper
Research Paper
Research Paper
Research Paper
Research Paper
Research Paper
Research Paper
GRADE 10 – LANGUAGE ARTS INDICATORS – 3rd QUARTER
F.10.10
F.10.11
F.10.12
F.10.13
F.10.14
F.10.15
F.10.16
F.10.l7
(G) Writing
Applications
G.10.2
G.10.4
Use available technology to compose text.
Reread and analyze clarity of writing,
consistency of point of view and effectiveness
of organizational structure.
Add and delete information and details to better
elaborate on stated central idea and more
effectively accomplish purpose.
Rearrange words, sentences and paragraphs and
add transitional words and phrases to clarity
meaning and maintain consistent style, tone and
voice.
Use resources and reference materials (e.g.,
dictionaries and thesauruses) to select effective
and precise vocabulary that maintains
consistent style, tone and voice.
Proofread writing, edit to improve conventions
(e.g., grammar, spelling, punctuation and
capitalization), identify and correct fragments
and run-one and eliminate inappropriate slang
or informal language.
Apply tools (e.g., rubric, checklist and
feedback) to judge the quality of writing.
Prepare for publication (e.g., for display or for
sharing with others) writing that follows a
manuscript form appropriate for the purpose,
which could include such techniques as
electronic resources, principles of design (e.g.,
margins, tabs, spacing and columns) and
graphics (e.g., drawings, charts and graphs) to
enhance the final product.
Research Paper
Research Paper
Write responses to literature that organize an
insightful interpretation around several clear
ideas, premises or images and support
judgments with specific references to the
original text, to other texts, authors and to prior
knowledge.
Write informational essays or reports, including
research that: (a) pose relevant and tightly
drawn questions that engage the reader; (b)
provide a clear and accurate perspective on the
subject; (c) create an organizing structure
appropriate to the purpose, audience and
context; (d) support the main ideas with facts,
details, examples and explanations from
Research Paper
Research Paper
Research Paper
Research Paper
Research Paper
Research Paper
Research Paper
Research Paper
GRADE 10 – LANGUAGE ARTS INDICATORS – 3rd QUARTER
G.10.6
(H) Writing
Conventions
H.10.1
H.10.2
H.10.3
H.10.4
H.10.5
(I) Research
I.10.1
I.10.2
I.10.3
I.10.4
I.10.5
I.10.6
I.10.7
sources; and (e) document sources and include
bibliographies.
Produce informal writings (e.g., journals, notes
and poems) for various purposes.
Research Paper
Use correct spelling conventions.
Use correct capitalization and punctuation.
Use clauses (e.g., main, subordinate) and
phrases (e.g., gerund, infinitive, participial).
Use parallel structure to present items in a
series and items juxtaposed for emphasis.
Use proper placement modifiers.
Research Paper
Research Paper
Research Paper
Compose open-ended questions for research,
assigned or personal interest, and modify
questions as necessary during inquiry and
investigation to narrow the focus or extend the
investigation.
Identify appropriate sources and gather relevant
information from multiple sources (e.g., school
library catalogs, online databases, electronic
resources and Internet-based resources).
Determine the accuracy of sources and the
credibility of the author by analyzing the
sources’ validity (e.g., authority, accuracy,
objectivity, publication date and coverage, etc.).
Evaluate and systematically organize important
information, and select appropriate sources to
support central ideas, concepts and themes.
Integrate quotations and citations into written
text to maintain a flow of ideas.
Use style guides to produce oral and written
reports that give proper credit for sources, and
include an acceptable format for source
acknowledgement.
Use a variety of communication techniques,
including oral, visual, written or multimedia
reports, to present information that supports a
clear position about the topic or research
question and to maintain an appropriate balance
between researched information and original
ideas.
Research Paper
Research Paper
Research Paper
Research Paper
Research Paper
Research Paper
Research Paper
Research Paper
Research Paper
GRADE 10 – LANGUAGE ARTS RESOURCES – 3rd QUARTER
COMMON ASSESSMENT:
OGT post-assessments
Research Paper/MLA guidelines
SUPPLEMENTAL RESOURCES:
Julius Caesar audio tape (FHS library)
All the President’s Men video (public library)
MLA Style Handbook
BEST PRACTICES: (for examples, see Appendix)
Graphic Organizers
Forget strategies (ex. Pre-Learning Concept Check List for Watergate, Three Level Study Guide
for “Ambush”)
KEY:
SS – Short Story
N – Novel
NF – Nonfiction
P - Poetry
D – Drama
E – Essay
SOPHOMORE ENGLISH – COLLEGE PREP
REQUIRED SKILLS: 4th 9 WEEKS
THEME: PERSONAL RESPONSIBILITY
UNIT 5, PART 3; UNIT 6, PARTS 1, 2, 3
TIME PERIOD: 1975-PRESENT
(SOCIETY, FAMILY)
READING STANDARD(S)
B. Acquisition of Vocabulary
C. Reading Process: Concepts of Print,
Comprehension Strategies, and SelfMonitoring Strategies
D. Reading Applications: Informational,
Technical, and Persuasive Text
E. Reading Applications: Literary Text
GRAMMAR/CONVENTION
STANDARD(S)
H. Writing Conventions
COMPOSITION STANDARD(S)
F. Writing Processes
G. Writing Applications
CORE READING (CR):
SUPPLEMENTAL READINGS:
1. The Crucible (1234-1334)--D
Arthur Miller
For the Love of Books (1133-1135)—NF
Rita Dove
2. On Social Plays (1338-1340)—E
Arthur Miller
The Night the Ghost Got In
(898-902)—NF
James Thurber
3. Fahrenheit 451—N
Ray Bradbury
The Joy Luck Club—N
Amy Tan
4. Everyday Use (1056-1064)—SS
Alice Walker
5. Mother Tongue (1136-1141)—NF
Amy Tan
6. Tuesdays with Morrie - N
Mitch Albom
WRITING
Persuasive
TIME FRAME KEY
Society—6 weeks
Family—3 weeks
GRADE 10 – LANGUAGE ARTS INDICATORS – 4th QUARTER
INDICATORS
(A) Phonemic
Awareness, Word
Recognition and
Fluency
(B) Acquisition of
Vocabulary
B.10.1
B.10.2
B.10.3
B.10.4
B.10.5
B.10.6
(C) Reading
Process: Concepts
of Print,
Comprehension
Strategies and
Self-Monitoring
Strategies
C.10.1
C.10.2
DESCRIPTION OF INDICATORS
LOCATION
Define unknown words through context clues
and the author’s use of comparison, contrast
and cause and effect.
Analyze the relationships of pairs of words in
analogical statements (e.g., synonyms and
antonyms, connotation and denotation) and
infer word meanings from these relationships.
Infer the literal and figurative meaning of words
and phrases and discuss the function of
figurative language, including metaphors,
similes, idioms and puns.
Analyze the ways that historical events
influenced the English language.
Use knowledge of Greek, Latin and AngloSaxon roots, prefixes and suffixes to understand
complex words and new subject-area
vocabulary (e.g., unknown words in science,
mathematics and social studies).
Determine the meanings and pronunciations of
unknown words by using dictionaries,
glossaries, technology and textual features, such
as definitional footnotes or sidebars.
“Mother
Tongue”
Apply reading comprehension strategies,
including making predictions, comparing and
contrasting, recalling and summarizing and
making inferences and drawing conclusions.
Answer literal, inferential, evaluative and
synthesizing questions to demonstrate
comprehension of grade-appropriate print texts
and electronic and visual media
Fahrenheit 451
Tuesdays with
Morrie
“Mother
Tongue”
“Mother
Tongue”
The Crucible
“Mother
Tongue”
“Mother
Tongue”
Fahrenheit 451
Tuesdays with
Morrie
GRADE 10 – LANGUAGE ARTS INDICATORS – 4th QUARTER
C.10.3
C.10.5
(D) Reading
Applications:
Informational,
Technical and
Persuasive Text
D.10.1
D.10.2
D.10.3
D.10.4
D.10.5
D.10.6
(E) Reading
Applications:
Literary Text
E.10.1
E.10.2
Monitor own comprehension by adjusting speed Fahrenheit 451
to fit the purpose, or by skimming, scanning,
reading on, looking back, note taking or
summarizing what has been read so far in text.
Independently read books for various purposes Tuesdays with
(e.g., for enjoyment, for literary experience, to
Morrie
gain information or to perform a task).
Identify and understand organizational patterns
(e.g., cause-effect, problem-solution) and
techniques, including repetition of ideas, syntax
and word choice, that authors use to accomplish
their purpose and reach their intended audience.
Critique the treatment, scope and organization
of ideas from multiple sources on the same
topic.
Evaluate the effectiveness of information found
in maps, charts, tables, graphs, diagrams,
cutaways and overlays.
Assess the adequacy, accuracy and
appropriateness of an author’s details,
identifying persuasive techniques (e.g., transfer,
glittering generalities, bait and switch) and
examples of propaganda, bias and stereotyping.
Analyze an author’s implicit and explicit
argument, perspective or viewpoint in text.
Identify appeals to authority, reason and
emotion.
Compare and contrast an author’s use of direct
and indirect characterization, and ways in
which characters reveal traits about themselves,
including dialect, dramatic monologues and
soliloquies.
Analyze the features of setting and their
importance in a literary text.
“Mother
Tongue”
Tuesdays with
Morrie
The Crucible and
Fahrenheit 451
(a look at
society)
The Crucible
“On Social
Plays”
“On Social
Plays”
The Crucible
“Everyday Use”
The Crucible
GRADE 10 – LANGUAGE ARTS INDICATORS – 4th QUARTER
E.10.3
E.10.4
E.10.5
E.10.6
E.10.7
E.10.8
E.10.9
E.10.10
E.10.11
Distinguish how conflicts, parallel plots and
subplots affect the pacing of action in literary
text.
Interpret universal themes across different
works by the same author or by different
authors.
Analyze how an author’s choice of genre
affects the expression of a theme or topic.
Explain how literary techniques, including
foreshadowing and flashback, are used to shape
the plot of a literary text.
Recognize how irony is used in a literary text.
Analyze the author’s use of point of view,
mood and tone.
Explain how authors use symbols to create
broader meanings.
Describe the effect of using sound devices in
literary texts (e.g., to create rhythm, to appeal to
the senses or to establish mood).
Explain ways in which an author develops a
point of view and style (e.g., figurative
language, sentence structure and tone), and cite
specific examples from the text.
The Crucible and
Tuesdays with
Morrie
“On Social
Plays” and The
Crucible
Tuesdays with
Morrie
Fahrenheit 451
and Tuesdays
with Morrie
Fahrenheit 451
and The Crucible
Fahrenheit 451
The Crucible and
Fahrenheit 451
“Mother
Tongue”
Fahrenheit 451
(F) Writing
Processes
F.10.1
Generate writing ideas through discussions with
others and from printed material, and keep a list
of writing ideas.
Determine the usefulness of and apply
appropriate pre-writing tasks (e.g., background
reading, interviews or surveys).
Establish and develop a clear thesis statement
for informational writing or a clear plan or
outline for narrative writing
Persuasive
Writing
F.10.4
Determine a purpose and audience and plan
strategies (e.g., adapting focus, content
structure, and point of view) to address purpose
and audience.
Persuasive
Writing
F.10.7
Use a variety of sentence structures and lengths
(e.g., simple, compound and complex
sentences; parallel or repetitive sentence
structure).
Persuasive
Writing
F.10.2
F.10.3
Persuasive
Writing
Persuasive
Writing
GRADE 10 – LANGUAGE ARTS INDICATORS – 4th QUARTER
F.10.8
F.10.9
F.10.11
F.10.12
F.10.13
F.10.14
F.10.15
F.10.16
(G) Writing
Applications
G.10.2
G.10.5
G.10.6
Use paragraph form in writing, including topic
sentences that arrange paragraphs in a logical
sequence, using effective transitions and closing
sentences and maintaining coherence across the
whole through the use of parallel structures.
Use language, including precise language,
action verbs, sensory details and colorful
modifiers, and style as appropriate to audience
and purpose, and use techniques to convey a
personal style and voice.
Reread and analyze clarity of writing,
consistency of point of view and effectiveness
of organizational structure.
Add and delete information and details to better
elaborate on stated central idea and more
effectively accomplish purpose.
Rearrange words, sentences and paragraphs and
add transitional words and phrases to clarity
meaning and maintain consistent style, tone and
voice.
Use resources and reference materials (e.g.,
dictionaries and thesauruses) to select effective
and precise vocabulary that maintains
consistent style, tone and voice.
Persuasive
Writing
Proofread writing, edit to improve conventions
(e.g., grammar, spelling, punctuation and
capitalization), identify and correct fragments
and run-one and eliminate inappropriate slang
or informal language.
Apply tools (e.g., rubric, checklist and
feedback) to judge the quality of writing.
Persuasive
Writing
Write responses to literature that organize an
insightful interpretation around several clear
ideas, premises or images and support
judgments with specific references to the
original text, to other texts, authors and to prior
knowledge.
Write persuasive compositions that: (a) support
arguments with detailed evidence; (b) exclude
irrelevant information; and (c) cite sources of
information.
Produce informal writings (e.g., journals, notes
and poems) for various purposes.
Persuasive
Writing
Persuasive
Writing
Persuasive
Writing
Persuasive
Writing
Persuasive
Writing
Persuasive
Writing
Persuasive
Writing
Persuasive
Writing
Persuasive
Writing
GRADE 10 – LANGUAGE ARTS INDICATORS – 4th QUARTER
(H) Writing
Conventions
H.10.1
Use correct spelling conventions.
H.10.2
Use correct capitalization and punctuation.
H.10.3
Use clauses (e.g., main, subordinate) and
phrases (e.g., gerund, infinitive, participial).
H.10.4
Use parallel structure to present items in a
series and items juxtaposed for emphasis.
Use proper placement modifiers.
H.10.5
Persuasive
Writing
Persuasive
Writing
Persuasive
Writing
Persuasive
Writing
Persuasive
Writing
GRADE 10 – LANGUAGE ARTS RESOURCES – 4th QUARTER
COMMON ASSESSMENT:
Final Exam
SUPPLEMENTAL RESOURCES:
Three Sovereigns for Sarah video (FHS library)
The Crucible video (public library)
BEST PRACTICES: (for examples, see Appendix)
Graphic Organizers
Forget strategies (such as Anticipation Guide for “Everyday Use”, Pre-Learning Concept
Checklist for Story Elements)
KEY:
SS – Short Story
N – Novel
NF – Nonfiction
P - Poetry
D – Drama
E – Essay
LOCATION OF CORE/SUPPLEMENTAL READINGS
Unless otherwise stated all core/supplemental readings are located in the Prentice Hall
literature anthology—Timeless Voices, Timeless Themes: The American Experience.
The following novels are either student or school purchased:
• The Great Gatsby
• Of Mice and Men
• To Kill a Mockingbird
• Night
• All the President’s Men
• Fahrenheit 451
• The Joy Luck Club
Location of plays is as follows:
• The Glass Menagerie
1. paperback
2. Elements of Literature anthology (Holt Reinhart Winston) –pp. 768-811
• A Raisin in the Sun
1. Literature and Language anthology—Yellow Level (McDougal Littell)—
pp. 1046-1115
2. Elements of Literature (Holt Reinhart Winston)—pp. 813-866
• Julius Caesar
1. paperback
2. Adventures in Appreciation (Harcourt Brace)—pp. 536-627
3. Literature and Language anthology—Blue Level (McDougal Littell)—pp.
728-840