El Rancho High School Grade 10 Curriculum Map: Implementing Common Core
Unit: Novel Study with a focus on Plot, Theme, Central Idea, and Objective Summaries Essential Question: Who are we? Who are we as a group? What do we value/what are our values? What do we believe is right/wrong? Timeline: Semester 1: Weeks 1-­‐6 Common Core Standards Learning Objectives Suggested Performance Tasks Grammar Works RL. 10.1 Cite strong and 1. Identify and explain plot “The Giver” by 1. Examine the elements of plot 1. Read a draft of thorough textual evidence to structure in short stories Lois Lowry and create a plot graph using another student’s support analysis of what the and novels. textual evidence. autobiographical text says explicitly as well as 2. Analyze how author’s “Of Mice and 2. Create a 3-­‐column dialectical essay. Highlight inferences drawn from the structure a text and Men” by John journal in which students identify instances of parallel text manipulate time to create Steinbeck examples of manipulation of time. structure and places RL.10.2 Determine a theme mystery, tension, or Use textual evidence and justify where parallel or central idea of a text and surprise. “Lord of the their examples. structure could analyze in detail its 3. Determine theme in Flies” by William 3. Analyze the steps to revealing strengthen the development over the course literature; provide an Golding theme: title, conflict, how the quality of the of the text, including how it objective summary of the character changes, resolution. writing. Discuss emerges and is shaped and text. “The Flowers” 4. Write an autobiographical with your partner refined by specific details; 4. Narrative will focus on by Alice Walker narrative in which a student how and why provide an objective context, point of view, and discusses a person important to parallel structure summary of the text. sequence of events. In “The him/her with a focus on precise can enhance your RL.10.5 Analyze how an addition, narrative and Pedestrian” by words, details, and sensory writing. author’s choices concerning sequence techniques will Ray Bradbury language. (Show vs. Tell) 2. Using personal how to structure a text, order be used with precise 5. Determine the central idea of pronouns of events within it, and words, details, and Info. Materials: each text using each writer’s main (nominative and manipulate time create such sensory language. “Double Daddy” ideas and supporting evidence; objective case): effects as mystery, tension, 5. Determine a central by Penny evaluate each selection and make Edit and rewrite a or surprise idea and analyze its Parker, “Diary of connections; relate each writer’s paragraph RI.10.2 Determine a central development ; provide an a Mad Blender” message to other works you have (provided, Holt pg. idea of a text and analyze its objective summary of the by Sue read; synthesize all works to 43) correcting the development over the course text. Shellenbarger, discuss central ideas/theme. personal pronouns of the text, including how it “The Child’s 6. Class would dissect society and 3. Personal emerges and is shaped and View of Working its values and generate guidelines Pronouns refined by specific details; Parents” by to form our own Utopian Society; continued: review provide an objective Cora Daniels analyze values versus reality. antecedent. summary of the text. Replace unclear W.10.2 Write informative/ pronouns with the explanatory texts to examine noun to which it 2012-­‐2013
Terminology Plot-­‐ basic situation, rising action, climax, falling action, resolution Conflict Setting Inference Theme Universal theme El Rancho High School Grade 10 Curriculum Map: Implementing Common Core
and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.10.3 a-­‐e Write narratives to develop real or imagined experiences or events using effective technique, well-­‐
chosen details, and well-­‐
structured event sequences. SL.10.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grade 10 topics, texts, and issues, building on the other’s ideas and expressing their own clearly and persuasively. L.10.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. use parallel structure refers. Provide unclear examples of pronoun reference and exchange with a partner. Make the ambiguous pronouns clear. 2012-­‐2013
El Rancho High School Grade 10 Curriculum Map: Implementing Common Core
Unit: Novel Study with a focus on Character, Textual Evidence, Inference, Essential Question: What is the nature of man? Timeline: Weeks 7-­‐12 Common Core Standards Learning Objectives Suggested Performance Tasks Works RL.10.9 Analyze how an 1. Analyze how author’s “The Giver” by 1. Synthesize historical and author draws on and use source material Lois Lowry biographical background to transforms source material in demonstrate understanding of a specific work. “Of Mice and character and theme to create a RL. 10.3 Analyze how 2. Analyze character Men” by John compare/contrast graphic complex characters develop development Steinbeck organizer using the fiction and its over the course of a text, historical context. interact with other 3. Cite textual evidence “Lord of the 2. Classify the actions of the characters, and advance the that supports the analysis Flies” by William characters in the literature using plot or develop a theme. of the text and inferences Golding STEAL method (Say, Think, RI 10.1 Cite strong and drawn from the text. Everyone else’s impression, thorough textual evidence to “Everyday Use” Actions, Looks) culminating in a support analysis of what the 4. Analyze how authors’ by Alice Walker character analysis. text says explicitly as well as unfold a series of ideas or 3. Work in pairs to uncover and inferences drawn from the events to create text “Two Kinds” by examine thematic connections in a text. structure. Amy Tan chapter. Justify findings using RI 10. 3 Analyze how the textual evidence from both author unfolds an analysis or 5. Analyze the accounts of “Interview With literature and informational series of ideas or events, a subject in two different Alice Walker’ materials (dialectical journal or including the order in which mediums. Cornell notes) the points are made, how they “Interview with 4. Interpret the influence of quilts are introduced and developed, Nikki Giovanni” and quilting on African American RI 10.7 Analyze various 6. Write a cohesive essay culture. Use a variety of sources, accounts of a subject told in demonstrating k
nowledge “Thinkin’ o
n including pictures to verify the different mediums (e.g., a of h
ow c
haracter i
s Marryin’” facts in the selections. Complete a person’s life story in both print KWL chart using textual evidence. and multimedia), determining revealed in literature (Character A
nalysis). “A B
aby’s Q
uilt 5. Write a character analysis which details are emphasized to S
ew U
p t
he demonstrating how an author in each account. 7. Draw evidence from Generations” reveals character using evidence W.10.4 Produce clear and literary t
exts t
o s
upport from literary texts to support coherent writing in which the analysis and reflection “The Cold analysis and reflection. development, organization, (character analysis). Equations” by and style are appropriate to 2012-­‐2013
Grammar Terminology 1.Use “Thinkin’ on Marryin’” and find at least 6 examples of regional dialect. Write the standard English equivalent. Then, choose a paragraph from the oral history and rewrite it in standard English, without the dialect. 2. Review independent and subordinate clauses. Edit and rewrite a paragraph (provided, pg. 111) correcting all errors in the use of subordinate clauses. 3. Subject-­‐verb agreement: singular subjects take singular verbs; plural subjects take plural verbs. Correct your partner’s problem/solution writing prompt for “The Cold Equations” pg. 185 Character/ characterization Round character Stock character Antagonist Protagonist Flat character Dynamic character Direct characterization Indirect characterization El Rancho High School Grade 10 Curriculum Map: Implementing Common Core
task, purpose, and audience. W.10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Tom Godwin/ ”Twilight Zone: Cold Equations” “All Watched Over by Machines of Loving Grace” by Richard Brautigan (poem) “Taste-­‐The Final Frontier” by Esther Addley (Info. Material) 2012-­‐2013
and check for subject verb agreement. Explain the corrections to your partner. Unit: Drama Essential Question: Are humans inherently good or evil? Timeline: Weeks 13-­‐18 Common Core Standards Learning Objectives Suggested Works RL. 10.4 Determine the 1. Determine the Macbeth meaning of words and phrases figurative and connotative A Midsummer as they are used in the text, meaning of words and Night’s Dream including figurative and phrases; analyze the Julius Cesar connotative meanings; analyze impact of specific word “William the cumulative impact of choices on meaning and Shakespeare’s specific word choices on tone. Life: a meaning and tone (e.g., how 2. Use digital media to Biographical the language evokes a sense of enhance presentations Sketch” by time and place; how it sets a 3. Adapt Speech to a Robert formal or informal tone). variety of contexts and Anderson SL.10.5 Make strategic use of tasks. “The digital media (e.g., textual, 4. Determine the meaning Elizabethan graphical, audio, visual, and of multiple meaning Stage” by Performance Tasks Grammar Terminology 1. Recognize and classify various examples of figurative language with interpretations using textual evidence (groups may be given parameters or assignments using characters or figures of speech). 2. Create a digital presentation based on essay written in response to the essential question, drawing on all literature covered in the semester. 3. Building on figurative language performance task, decipher Shakespearean language into 1. Focus on learned grammar in writing assignments and include work on: fragments and run-­‐
on sentences active and passive voice Aside Comedy Dialogue Dramatic irony Foil Iambic pentameter Irony-­‐situational and verbal Monologue Protagonist Soliloquy Tragedy Tragic flaw Tragic hero El Rancho High School Grade 10 Curriculum Map: Implementing Common Core
interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–
10 Language standards 1 and 3 for specific expectations.) L.10.4 Determine or clarify the meaning of unknown and multiple-­‐meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies (a-­‐d) RI.10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). W.10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence (a-­‐e). words. 5. Analyze how an author uses rhetoric to advance a point of view (DBQ). 6. Write an argument using claims, supporting claims with relevant evidence. Establish and maintain a formal style. Provide a conclusion (DBQ). 7. Synthesize readings to address the essential question: Are humans inherently good or evil? Robert Anderson “The Play: The Results of Violence” “How to Read Shakespeare” modern, formal, informal, and slang interpretations (“word” walls). 4. Students will complete one or more DBQs (topics TBD by subgroup). 5. Write an essay supporting thesis synthesizing textual evidence drawn from literature read throughout the semester. 2012-­‐2013