St. Michael-Albertville High School
English 10 B (Master)
Teacher: Kelly Bovee
December 2014
Content
Skills
Learning Targets
Assessment
CEQ:
What are the elements of
persuasion?
What are the elements of
literature?
What is the process for
writing a research paper?
Reading
nonfiction
Reading:
Reading
nonfiction
UEQ:
What effective appeals do
writers use in persuasive
writing?
What dictates a good choice
of topic for persuasive
writing?
How do readers recognize
author credibility?
Reading
nonfiction
 Elements of
Persuasion
 Author's Intent
 Fact and Opinion
 Making Inferences
 Evaluating Sources
 Ethos, Pathos, Logos
1. Recognizing author's
intention for writing a
piece.
2. Identify and understand
the difference between
fact and opinion
3. Make inferences based
on information in text
4. Evaluate credibility of
sources/research
5. Analyze author's use of
ethos, pathos, and
logos
Writing
1. Determine appropriate
and supportable topic
2. Construct clear and
supportable thesis
3. Gather support for
thesis using varieties of
electronic and print
media, as well as
surveys and interviews.
4. Analyze source

I can independently
comprehend nonfiction works.
I can identify and
explain the use of
persuasive appeals
within non-fiction
persuasive works.
I can understand the
visual elements and
style of the author’s
work.
I can determine
author’s purpose or
main idea in a nonfiction work.
I can effectively
communicate critical
thinking through nonfiction-based writings
and discussions.
I can evaluate the
quality of a
persuasive argument.
Resources &
Technology
Reading
nonfiction
1-5 Content Area
Readings: Persuasive
Pieces
1-5 Various content area
reading quizzes and
worksheets
Content Area Reading
Articles

("Drugs" by Gore Vidal
"The Trouble With
Legalizing Drugs"
Clarence Page

"The Drug that Pretends
It Isn't"
Writing
1-11 Persuasive Research "Keep Drunks off the
Paper 3-5 pages, MLA
Road"

Format including works
Paul Harvey commentary
cited page, Double
on Columbine)
Spaced, Times New
Roman Font ,

Turnitin.com submission Writing
-MLA Formatting Guide
-Student Resource Page
Grammar:
1-2.
Pre-test
on
grammar,
(STMA Web-Site):

usage and confused
SIRS, E-Library,
usage pairs (CA=10B
Infotrac, ProQuest
grammar pre-test in
Turnitin.com
Writing:
teacher shared folder)
Grammar:
 I can formulate a
10B Grammar
thesis statement that
Powerpoint (in shared
clearly communicates
folder)
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English 10 B (Master)
Bovee
Content
UEQ:
What constitutes credible
research when there is so
much information to choose
from?
How do you gather,
organize, and cite
information to write a
research-based persuasion
paper?
What is the correct MLA
format for writing a works
cited page?
How does a writer
incorporate the three
persuasive appeals?
Writing









Topic Selection
Thesis Statement
Gathering Research
Source Credibility
Organizing
Information
Ethos, Pathos, and
Logos
Concessions
Internal
Documentation of
Sources
Works Cited
Skills
credibility
5. Create formal outline
to organize
information/sources.
6. Acknowledge strength
in opposing argument,
making strategic and
appropriate
concessions
7. Credit sources using
internal documentation
8. Create formal works
cited page
9. Format written work
using MLA formatting
guide.
10. Use proper grammar,
correct spelling, and
strong word choice.
11. Vary sentence structure
utilizing introductory
elements and
combinations of
simple, complex,
compound, and
compound-complex
sentences.
Grammar:
1. Take notes on grammar and
usage rules
St. Michael-Albertville High School
Learning Targets





the focus of a longer
persuasive work.
I can support a thesis
statement with
specific evidence,
examples, and/or
details that show the
reader my ideas.
I can organize
supporting details
into paragraph
structure with a
definite introduction,
body, and
conclusion.
I can enhance
organization through
the use of topic
sentences,
transitions, and
concluding
sentences.
I can improve my
work by revising
content and editing
writing so it is free of
punctuation,
capitalization, and
usage errors.
I can extend the
appeal of my work so
it goes beyond
functional writing
(basic execution of
the assignment) and
entertains, provokes
thought, and/or
connects with a
Assessment
Resources &
Technology
Grammar worksheets and
quizzes (in shared folder)
Grammar Grabbers
Writer's Inc.
Blue English Grammar
Textbook
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English 10 B (Master)
Bovee
Content



MLA Format
Grammar, Spelling,
Word Choice
Sentence Variety
UEQ: What are the correct
rules for grammar and
usage?
Grammar:








subject-verb
agreement
pronoun-antecedent
agreement
pronoun case
indefinite pronouns
idiomatic language
double negatives
confused usage pairs
etc.
Skills
2. Practice grammar and usage
rules
St. Michael-Albertville High School
Learning Targets

Assessment
Resources &
Technology
variety of target
audiences.
I can use ethos,
pathos, and logos
appeals to enhance
my persuasive
writing.
Research:





I can analyze
information to
determine a source’s
relevance and
credibility.
I can select material
that is relevant to my
main ideas.
I can paraphrase,
summarize, and
directly quote
sources that support
my ideas.
I can integrate source
material smoothly
into my own writing.
I can construct my
works cited page, intext citations, and
page setup in MLA
format.
Grammar:
 I can understand the
fundamentals of
sentence structure
 I can identify phrases
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Content
Skills
St. Michael-Albertville High School
Learning Targets

Assessment
Resources &
Technology
and clauses
I can punctuate
phrases and clauses
correctly to avoid
fragments and runons.
January 2015
Content
UEQ: What are the
elements of literature?
How does an author
incorporate the elements of
literature when writing a
novel?
What are the correct rules
of grammar and usage?
Skills
Reading:
1. Summarize the plot
structure
2. Identify the literary
elements in independent
reading selection
3. Choose an independent
book at appropriate
Reading:
reading level
 Plot (Exposition, rising 4. Complete various
action, climax, falling journal assignments to
action, resolution)
demonstrate understanding
 Theme, Character
of literary elements
Analysis, Symbolism,
Point of View,
Multi-genre project:
Conflict, Setting, etc.
Multi-genre project:


Conflict
1. Incorporate correct
grammar and usage rules
2. Use correct MLA
citation
3. Choose from a variety
Learning Targets
Reading:







I can independently
comprehend literature.
I can understand the
visual elements and
style of the author’s
work.
I can determine theme,
author’s purpose,
and/or main idea in a
literary work.
I can independently
identify literary
elements.
I can analyze how
authors use literary
elements to enhance
works.
I can analyze how
literature connects to
real life.
I can effectively
communicate critical
thinking through
Assessment
Reading:
1,2,4. Journal entries
3. Silent reading time
Resources & Technology
Reading:
Media Center
Lexile Score
Independent Reading
Selection
Multi-genre project:
1-3. Final multi-genre
project
Multi-genre project:
Literary elements handout
Computer lab
Grammar:
Grammar:
1-2. Grammar quizzes and 10B Grammar Powerpoint
worksheets
(in shared folder)
Grammar worksheets (in
shared folder)
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English 10 B (Master)
Bovee
Content
 Point of view
 Plot elements
 Symbolism
 Character
Development
 MLA citation
 Grammar and usage

 Grammar and usage:








subject-verb
agreement
pronoun-antecedent
agreement
pronoun case
indefinite pronouns
idiomatic language
double negatives
confused usage pairs
etc.
Skills
of project choices to
effectively demonstrate
understanding of all
requirements
Grammar:
1. Take notes on grammar
and usage rules
2. Practice grammar and
usage rules
St. Michael-Albertville High School
Learning Targets
Assessment
Resources & Technology
literary-based writings,
discussions, and
presentations.
Multi-Genre:
 I can improve my
work by revising
content and editing
writing so it is free of
punctuation,
capitalization, and
usage errors.
 I can extend the
appeal of my work so
it goes beyond
functional writing
(basic execution of
the assignment) and
entertains, is unique,
and uses elements of
literature to enhance
my work.
 I can organize ideas
logically within fiction
writing including the
use of multiple
paragraphs.



I can organize ideas in
a logical sequence.
I can enhance
organization through
the use of clear
transitions.
I can deliver a speech
clearly by utilizing the
elements of effective
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English 10 B (Master)
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Content
Skills
St. Michael-Albertville High School
Learning Targets

Assessment
Resources & Technology
Assessment
Reading (fiction)
Resources & Technology
Reading (fiction):
"A Worn Path"
"The Lottery"
"The Scarlet Ibis"
"Contents of the Dead
Man's Pocket"
"The Monkey's Paw"
"Heart of the Fields"
public speaking.
I can use effective
visual elements to
enhance my speech.
Grammar:



I can understand
the fundamentals
of sentence
structure
I can identify
phrases and
clauses
I can punctuate
phrases and
clauses correctly
to avoid
fragments and
run-ons.
February 2015
Content
Reading (fiction):
 Plot structure
(exposition, rising
action, climax, falling
action, resolution)
 Theme, Character
Analysis, Symbolism,
Conflict, Setting,
Skills
Reading (fiction)
1. Read a variety of short
stories
2. Identify various
elements of literature
3. Analyze plot structure
Learning Targets
Reading:


I can independently
comprehend literature.
I can understand the
visual elements and
style of the author’s
work.
1-3. Worksheets and
quizzes on the assigned
short stories
1-3. Final test on Short
Story unit
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English 10 B (Master)
Bovee
Content
Point of View, etc.
Skills
Learning Targets
 I can determine theme,
Grammar:
Grammar:







pronoun-antecedent
agreement
subject-verb
agreement
indefinite pronouns
pronoun case
idiomatic language
confused usage pairs
etc.
1. Take notes on grammar
and usage rules
2. Practice grammar and
usage rules
St. Michael-Albertville High School




author’s purpose,
and/or main idea in a
literary work.
I can independently
identify literary
elements.
I can analyze how
authors use literary
elements to enhance
works.
I can analyze how
literature connects to
real life.
I can effectively
communicate critical
thinking through literarybased writings,
discussions, and
presentations.
Assessment
Grammar:
1-2. 10B Grammar Posttest (CA=10B Grammar
Post-test in shared folder)
Resources & Technology
"A Rose for Emily"
"Where Are You Going,
Where Have You Been?"
Grammar:
10B Grammar Powerpoint
(in shared folder)
Quizzes, worksheets and
test (in shared folder)
Multi-Genre:
 I can improve my
work by revising
content and editing
writing so it is free of
punctuation,
capitalization, and
usage errors.
 I can extend the
appeal of my work so
it goes beyond
functional writing
(basic execution of
the assignment) and
entertains, is unique,
and uses elements of
www.curriculummapper.com
7 of 9
English 10 B (Master)
Bovee
Content
Skills
St. Michael-Albertville High School
Learning Targets





Assessment
Resources & Technology
literature to enhance
my work.
I can organize ideas
logically within fiction
writing including the
use of multiple
paragraphs.
I can organize ideas in
a logical sequence.
I can enhance
organization through
the use of clear
transitions.
I can deliver a speech
clearly by utilizing the
elements of effective
public speaking.
I can use effective
visual elements to
enhance my speech.
Grammar:



I can understand
the fundamentals
of sentence
structure
I can identify
phrases and
clauses
I can punctuate
phrases and
clauses correctly
to avoid
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English 10 B (Master)
Bovee
Content
Skills
Learning Targets
fragments and
run-ons.
St. Michael-Albertville High School
Assessment
Resources & Technology
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