2012-2013 Instructional Curriculum Plan
Grade: 10 Course: English II
Topic/Idea:
Class Routines and Baseline Data Collection
Instructional Focus Benchmarks
Time Allowed:
2.5 days Block
5 days A/B
Learning Goal: Students will understand how writers create stories to reveal an aspect of human nature.
Students will understand the expectations for success in English II.
The below benchmark(s) is linked to the CPALMS
site that contains the Specifications to include the Objectives:
Content limits, Attributes/Stimulus, and additional Students will demonstrate their baseline ability in FCAT style writing.
information.
Students will decipher unknown words using context clues in text.
EduSoft Mini-Assessment(s):
Lake County Benchmark Assessment Baseline
Lake County Writing Assessment Baseline
FAIR testing
Date Range: Given during the instruction per the
outline in this section
1 Week
Key Vocabulary:
Context
Common Core: (link to common core)
LACC.910.RH.4.10By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
LACC.910.RI.4.10By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
LACC.910.RL.4.10By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
LACC.910.RST.4.10By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
Linked Standards with Access Points:
LA.910.1.6.1: The student will use new
vocabulary that is introduced and taught
directly;
LA.910.1.6.3:
The student will use context clues to
determine meanings of unfamiliar words;
Word Parts for 10th Grade
alter
card/cord
void
vac
archi/arch
trib
dem
reg
spir
solv
gram
mar
jud/jur/jus
nat
san
funct
sect
cogn
vict
mort
Essential Content & Understanding:
Essential Questions:
Review SyllabusUnderstand classroom procedures and rules (Sample Why is it important to reflect on our learning?
class rules and procedures)
How do classroom procedures help with learning?
How do positive academic behaviors lead to success?
Understand general overview of course and materials
used (novels, class web page, essembler)
Resources/Links:
1. Writing Links
Develop a list of helpful academic behaviors to drive
Guide, Overview, and Evaluation forms for
success. ( Academic Behaviors Important to Success)
Portfolio writing
Journaling Prompts ; Free Writing Prompts ;
Set improvement goals for year for academic needs.
Poetry Prompts ;Prose Prompts ; Memoir
Prompts ; Opinion Prompts
Understand the course requirements for successfully
2. Higher Order Questions
completing the course.
3. Enrichment Opportunities
National Education Association Classroom
Go over common class writing, discussion, or reading
Management Tips and Resources page
rubrics.
Recommended from the NEA- Facing History
and Ourselves- a list of 60 instructional
If using, set up journals or portfolios. (Journaling
teaching strategies for use with any content
Prompts ; Free Writing Prompts ; Poetry Prompts
or age
;Prose Prompts ; Memoir Prompts ; Opinion Prompts)
Questions and Reflection tool for choosing
selection to meet Text Complexity needs of
Teachers should collect baseline data for the course
students.
and begin instruction.
Common Core: Text Complexity
Informational Text
Teach how to understand context clues to learn new
Common Core: Text Complexity Fictional
vocabulary.
Text
Begin instruction of base and root words to aid in
Lesson Plan Search NEA
understanding of new vocabulary introduced in the
Recommended Complex Reading Selections
text.
from the Common Core Site
2012-2013 Instructional Curriculum Plan
Grade: 10 Course: English II
Topic/Idea:
2.5 days Block
5 days A/B
Reading and Writing about Literature
Instructional Focus Benchmarks
Time Allowed:
Learning Goal: Students will understand how writers create stories to reveal an aspect of human nature.
The below benchmark(s) is linked to the CPALMS
site that contains the Specifications to include the
Content limits, Attributes/Stimulus, and additional
information.
Objectives:
Students will be able to identify universal themes in a variety of fiction and non-fiction text.
Students will be able to identify the setting, plot, characters and conflict in a piece of fiction and will be able to compare those elements across texts.
Students will be able to use complex phrases and clauses in authentic writing about short stories and other text.
LA.910.1.6.3:
The student will use context clues to
determine meanings of unfamiliar words
Common Core: (link to common core)
LACC.910.RH.4.10By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
LACC.910.RI.4.10By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
LACC.910.RL.4.10By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
LACC.910.RST.4.10By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
EduSoft Mini-Assessment(s):
Context Clues
Lake County Benchmark Assessment Baseline
Lake County Writing Assessment Baseline
FAIR testing
Date Range: Given during the instruction per the
outline in this section
1 Week
Key Vocabulary:
Theme
Mood
Linked Standards with Access Points:
LA.910.1.6.1: The student will use new
vocabulary that is introduced and taught
directly;
LA.910.1.6.3:
The student will use context clues to
determine meanings of unfamiliar words;
LA.910.2.1.2:
The student will analyze and compare a
variety of traditional, classical, and
contemporary literary works, and
identify the literary elements of each
(e.g., setting, plot, characterization,
conflict);
LA.910.1.5.1:
The student will adjust reading rate
based on purpose, text difficulty, form,
and style.
LA.910.1.6.2:
The student will listen to, read, and
discuss familiar and conceptually
challenging text;
LA.910.1.7.8:
The student will use strategies to repair
comprehension of grade-appropriate
text when self-monitoring indicates
Essential Content & Understanding:
Continue to teach how to understand context clues to
learn new vocabulary. Use words from the current
text.
Continue instruction of base and root words to aid in
understanding of new vocabulary introduced in the
text.
Using the writing process, write a literary analysis
essay that demonstrates the ability to use writing
conventions properly. Students should be able to
support the essay’s claims with logical reasoning and
evidence.
Students read and comprehend complex text using
comprehension strategies including the
Comprehension Instructional Sequence.
Essential Questions:
How do authors convey meaning through universal
themes?
Why do these old stories still resonate today?
Resources/Links:
1. Writing Links
Guide, Overview, and Evaluation forms for
Portfolio writing
Journaling Prompts ; Free Writing Prompts ;
Poetry Prompts ;Prose Prompts ; Memoir
Prompts ; Opinion Prompts
2. Higher Order Questions
Encouraging Higher order Thinking
3. Enrichment Opportunities
National Education Association Classroom
Management Tips and Resources page
Recommended from the NEA- Facing History
and Ourselves- a list of 60 instructional
teaching strategies for use with any content
or age
Questions and Reflection tool for choosing
selection to meet Text Complexity needs of
students.
Common Core: Text Complexity
Informational Text
Common Core: Text Complexity Fictional
Text
Lesson Plan Search NEA
Recommended Complex Reading Selections
from the Common Core Site
2012-2013 Instructional Curriculum Plan
Grade: 10 Course: English II
Topic/Idea:
Reading and Writing about Literature
confusion, including but not limited to
rereading, checking context clues,
predicting, note-making, summarizing,
using graphic and semantic organizers,
questioning, and clarifying by checking
other sources.
LA.910.1.7.6:
The student will analyze and evaluate
similar themes or topics by different
authors across a variety of fiction and
nonfiction selections;
Time Allowed:
2.5 days Block
5 days A/B
2012-2013 Instructional Curriculum Plan
Grade: 10
Course: English II
Topic/Idea:
Time Allowed:
24 days Block
Fiction / Non Fiction
48 A/B schedule
Instructional Focus Benchmarks
Learning Goal:
Students will understand how writers create short stories with universal themes to reveal an aspect of human nature.
The below benchmark(s) is linked to the CPALMS
site that contains the Specifications to include the Objectives:
Content limits, Attributes/Stimulus, and additional Students will be able to identify universal themes.
information.
Students will be able to identify archetype characters.
Students will analyze direct, indirect, static, and dynamic characters for their impact on the text.
LA.910.1.7.2:
Students will analyze how setting affects the mood, outcome or meaning of the text.
The student will analyze the authors
Students will analyze how authors use literary devices, sentence structure, and word choice to manipulate the mood, meaning, and purpose of the text.
purpose and/or perspective in a variety of Students will be able to determine the difference between a phrase and a clause and how they impact the text.
Students will be able to determine how good writers use anecdotal evidence to create an appeal.
text and understand how they affect
Students will create writing using elements of suspense.
Students will create writing using anecdotal evidence.
meaning;
Students will be able to determine character and authorial bias in fictional text.
LA.910.1.6.7:
Students will analyze word parts for meaning.
The student will identify and understand Students will build grade-appropriate vocabulary using strategies including context clues and study of word parts.
Students will develop grammatically correct and concise expression through use of writing process.
the meaning of conceptually advanced
prefixes, suffixes, and root words;
LA.910.2.1.5:
The student will analyze and develop an
interpretation of a literary work by
describing an authors use of literary
elements (e.g., theme, point of view,
characterization, setting, plot), and
explain and analyze different elements of
figurative language (e.g., simile,
metaphor, personification, hyperbole,
symbolism, allusion, imagery);
Common Core: (link to common core)
LACC.910.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LACC.910.RI.1.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
LACC.910.RI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
LACC.910.RI.3.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are
emphasized in each account.
LACC.910.RL.1.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped
and refined by specific details; provide an objective summary of the text.
LACC.910.RL.1.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.
LACC.910.RL.2.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
LACC.910.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences
LACC.910.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
EduSoft Mini-Assessment(s):
Week One:
Plot Development
Author’s Purpose
Week Two:
Conflict
Setting
Week Three:
Character Development
Character Point of view
Week Four: Mid Year LBA Reading
Linked Standards with Access Points:
LA.910.1.5.1:
LA.910.1.7.2:
LA.910.1.7.3:
LA.910.1.7.8:
LA.910.2.1.10:
LA.910.2.1.4:
LA.910.2.1.5:
LA.910.2.1.6:
LA.910.2.1.7:
LA.910.3.1.1:
LA.910.3.2.3:
LA.910.3.4.1:
LA.910.3.4.2:
LA.910.4.1.2:
Essential Content & Understanding:
Using Short Stores and / or a Novel students will
Essential Questions:
What elements/components are unique to specific
prose writing forms?
1a. Determine universal themes and archetype
How do writers order the events of a short story to
characters associated with short stories and
achieve meaning?
biographical reflections. (Archetype list Traditional How do character motivation and action shape
List of Archetypes
events and outcomes?
List of Universal Themes with Graphic Organizers and Why do writers use common themes and
lesson using Dr Seuss)
characters?
How does the setting influence the story?
1a. Analyze direct and indirect characterization,
Would the mood or outcome shift if the writer
setting, and themes to determine purpose or
changed the setting?
impact to overall meaning of text. (Direct and
What do universal themes reveal about human
Indirect Characterization graphic organizer)
nature?
2012-2013 Instructional Curriculum Plan
Grade: 10
Course: English II
Topic/Idea:
Time Allowed:
24 days Block
Fiction / Non Fiction
48 A/B schedule
Date Range: Given during the instruction per the
outline in this section
Grade Period One /August - September
Key Vocabulary:
Characterization (Direct, Indirect, Static, Dynamic)
Author’s Purpose
Point of View (author, audience, characters)
Simile
Metaphor
Personification
Hyperbole
Symbolism
Allusion
Imagery
Conflict
Resolution
Setting
Tone / Mood
Suspense
Anecdote
Universal Themes
Biography
Bias
Emotional Appeal
Logical Appeal
Phrase
Clause
LA.910.4.3.2:
LA.910.5.1.1:
How does the point of view affect the reader’s
understanding of the story?
How do different writers use language styles to
affect audience?
How can writers vary sentence length manipulate
2a. Honors: understand analysis writing and write the feeling of time in a text?
an analysis examining the author’s use of
How do writers create suspense?
sentence structure and word choice impact the the Why does an anecdote create a connection between
text.. How to write and analysis paper; Teaching Tips the audience and the subject?
How can a bias effect a characters point of view?
2b. Examine a writer’s biography for possible
How can the events in a writer’s life create bias in
creation of bias.
his or her writing?
2a. Examine an author’s use of literary devices,
sentence structure, and word choice and their
impact on the text.
2b Analyze character point of view and its impact
Resources/Links:
on text. (Socrates and the Law: Argument in an
In not included in the Essential Content area, links
Athenian Jail)
should include if available:
2b. Honors: examine a quote from an important
1. Remediation Links
historical figure such as Socrates on Wisdom or
Direct and Indirect Characterization graphic
Truth and analyze the meaning and implication to
organizer
today. (Socrates Quotes) Socratic Seminar / paper
2. Writing Links
Phrases and clauses
2b. Write in to expand on a moment in time and
You tube video
utilizing grammatically correct and concise
Online Practice Quiz
expression through use of writing process (Lesson
Creating emotional appeal with links to
Plan: Rummaging for Fiction: Using Found
resources
Photographs and Notes to Spark Story Ideas
How to write and analysis paper; Teaching
Persuasion Map Online tool for struggling writers)
Tips
Lesson Plan: Rummaging for Fiction: Using
Found Photographs and Notes to Spark Story
2c.Review basic elements of an essay:
Ideas
Introduction, Thesis, Body, and Conclusion.
Persuasion Map Online tool for struggling
writers
2c. Review how writers use narrative elements to
Essay “Media Violence” containing Anecdotes
persuade audience. ( Stories and Anecdotes make
Article: Stories and Anecdotes Make a Good
a Good Speech, Speech: We Will Not Be Turned
Speech
Back)
Ronald Reagan Speech: We will not be
Turned Back
2c. Understand logical and emotional appeal.
Glencoe:
(Creating emotional appeal with links to resources)
Sentence Fragments
Word Origins
2c. Develop an argument incorporating anecdotal
3. Higher Order Questions
evidence to create an emotional or logical appeal.
Recommended Complex reading selections
Essay “Media Violence” containing Anecdotes
from Common Core
Lord of Flies Novel Project Based Learning
2d.Determine the difference between a phrase and
Lesson Plan
clauses (Phrases and clauses; You tube video ; Online
Lord of the Flies Web quest
Practice Quiz )
How to teach Short Story Selections using
Common Core
2d. Peer Review for fragments and run on
Socrates and the Law: Argument in an
sentences; word choice for tone.
Athenian Jail)
2012-2013 Instructional Curriculum Plan
Grade: 10
Course: English II
Topic/Idea:
Time Allowed:
24 days Block
Fiction / Non Fiction
48 A/B schedule
The stories and novel suggested below can be used
in any combination to help address skills in unit.
Novel Suggestion: (Literature Circles)
The Old Man and the Sea;
Lord of the Flies;
Non Fiction Novel: How to Read Literature Like a
Professor
Recommended Short Story Selections from
Glencoe:
Content’s of a Deadman’s Pocket (suspense,
character motivation, comparison of pictures from
text support, setting, sentence structure, theme)
An Astrologer’s Day(mood, tone, setting, bias,
theme, sentence structure, word choice)
When Mr. Pirzada Came to Dine(conflict, contrast
characters, setting, character bias, theme)
*These three can be used together for comparison
of cultures, point of view, character bias, theme,
setting)
Through the Tunnel
The Vision Quest
Dear Pie
4.
Enrichment Opportunities
Archetype list
Traditional List of Archetypes
List of Universal Themes with Graphic
Organizers and lesson using Dr Seuss
List of common Roots, Suffixes, and Prefixes
Lesson Plan for using Novel How to Read
Literature Like a Professor
2012-2013 Instructional Curriculum Plan
Grade: 10
Course: English II
Topic/Idea:
24 days block
Historical / Primary and Secondary Sources / Nonfiction
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS
site that contains the Specifications to include the
Content limits, Attributes/Stimulus, and additional
information.
LA.910.1.7.7:
The student will compare and contrast elements in
multiple texts.
LA.910.6.2.2:
The student will organize, synthesize, analyze, and
evaluate the validity and reliability of information from
multiple sources (including primary and secondary
sources) to draw conclusions using a variety of
techniques, and correctly use standardized citations;
LA.910.1.6.3:
The student will use context clues to determine
meanings of unfamiliar words;
EduSoft Mini-Assessment(s):
Week one:
Analyze Words in Text
Context Clues
Week Two:
Author’s Perspective
Compare Contrast
Week Three:
Synthesizes Information (Single)
Synthesizes Information (Multiple)
Date Range: Given during the instruction per the
outline in this section
Grade Period Two
Key Vocabulary:
Biography
Autobiography
Compare
Contrast
Point of View
Bias
Synthesize
Analyze
Evaluate
Persuasion
Evidence
Voice (Formal and Informal)
Persuasive appeal (ethos, pathos, logos)
Symbolism
Time Allowed: GP2
48 days A/B
Learning Goal: Students will be able to analyze elements of historical fiction and nonfiction.
Objectives:
Students will be able to understand the difference between historical fiction and nonfiction.
Students will understand how personal and cultural bias affects our understanding of historical events.
Students will compare and contrast similar events and/or situations found within a period of time.
Students will examine causes and effects of propaganda on an intended audience.
Students will be able to identify point of view of writer, speaker, and culture.
Students will be able to analyze current media sources for bias and propaganda.
Students will understand the use of propaganda and how it can create bias.
Students will examine their own writing and that of their peers for possible bias.
Common Core: (link to common core)
LACC.910.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LACC.910.L.3.4Determine 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.
LACC.910.RH.1.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the
information.
LACC.910.RH.1.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over
the course of the text.
LACC.910.RH.1.3Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
LACC.910.RH.2.4Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of
history/social science.
LACC.910.RH.3.8Assess the extent to which the reasoning and evidence in a text support the author’s claims.
LACC.910.RH.3.9Compare and contrast treatments of the same topic in several primary and secondary sources.
LACC.910.RI.1.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LACC.910.RI.3.8Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.
LACC.910.RI.3.9Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four
Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
LACC.910.RL.2.6Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of
world literature.
LACC.910.RL.3.7Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g.,
Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
LACC.910.W.3.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
LACC.910.WHST.1.1Write arguments focused on discipline-specific content.
LACC.910.WHST.1.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Linked Standards with Access Points:
LA.910.1.6.3:
LA.910.1.6.1:
LA.910.1.7.6:
LA.910.2.1.8:
LA.910.2.2.2:
LA.910.2.2.4:
LA.910.3.1.2:
LA.910.3.1.3:
LA.910.3.2.1:
Essential Content & Understanding:
Through the course of this unit student will
2a. Analyze transcripts and documents of
historical events for word choice, tone, emotional
and logical appeal. ( Japanese Internment Camps,
FDR speech after the bombing of Pearl Harbor, or
selections from Glencoe)
Essential Questions:
How can bias affect our understanding of events?
Why is it important to identify a bias?
How does word choice create bias or specific point
of views in text?
2a. Analyze images from historical events for tone Should readers judge historical events by today’s
and emotional appeal, point of view. ( Compare
moral and ethical standards?
newspaper headlines for a day in history )
How do authors portray themselves?
2a.Write a personal story or journal entry for the
events or people in the photo. (Famous women)
How do authors decide how to portray a person’s
2012-2013 Instructional Curriculum Plan
Grade: 10
Course: English II
Topic/Idea:
Historical / Primary and Secondary Sources / Nonfiction
Exaggeration (hyperbole)
Labeling
Analogy
Irony
parody
Formal Voice
Informal Voice
LA.910.3.3.1:
LA.910.3.3.3:
LA.910.4.1.1:
LA.910.4.2.3:
LA.910.4.2.4:
LA.910.4.3.1:
LA.910.5.2.1:
LA.910.5.2.2:
LA.910.5.2.3:
LA.910.6.3.1:
Time Allowed: GP2
24 days block
48 days A/B
life?
2b.Examine historical newspaper articles,
speeches and / or flyers for bias, propaganda, and How can an image impart point of view?
point of view. (Lesson Plan: Understanding Bias:
Civilian Internment in Crystal City, Texas ; Lesson How do writers employ punctuation to create
plan: Japanese Internment Camp Lesson Plan with
rhythm or group ideas?
resources)
2b. Analyze historical and current media sources
Resources/Links:
(news articles, advertising,) for propaganda or
bias.( CBS News Broadcast: Marketing to KidsHistory In not included in the Essential Content area, links
should include if available:
of Coke Cola Ads.
Collection of Advertisements by date and subject1. Remediation Links
Duke Libraries )
2. Writing Links
2b. Honors: review past and current Editorial
Free online practice grammar quizzes
Cartoons for meaning, bias, parody, and impact on
3. Higher Order Questions
audience. (Lesson Plan: Analyzing Purpose and
4. Enrichment Opportunities
Meaning in Political Cartoons)
2a. Plan, write and revise a persuasive essay
(letter format) to world leaders in support or
against an event in history. (ex: Boston Tea Party,
Firing on Fort Sumner, entry in Vietnam,
vaccination of children for polio, Japanese
Recommended Reading Selections from
Common Core
Biographical Moments of Famous Women
Captured on Film
Novel Study: Historical Fiction Genre
Study: can be adapted for different novels
internment camps) (Endorsement Letter Lesson
Bias and propaganda resources:
plan with graphic organizers)
Rhetoric - Media and Political Bias defined
with examples
Create own advertisement online marketing
to kids.
Lesson Plan: Analyzing Purpose and Meaning
in Political Cartoons
2b. Create and present a power point or poster
project identifying and explaining the impact of
propaganda techniques in today’s media. (Select
ad from newspaper or magazine – Advertisement
Resources)
2b. Plan, write and revise an endorsement letter
for an imaginary or real product. (Endorsement
Letter Lesson plan with graphic organizers)
2c. Analyze historical speeches for purpose, point
of view, bias, and propaganda techniques. (Harold
Ickes Speech “What Is an American” or Famous
Speeches; Glencoe selections; or Letter from
Birmingham Jail by M.L. King; Hope, Despair and
Memory by Elie Wiesel; State of the Union Address
by F.D. Roosevelt )
2c. Write essay response using formal voice to
historical speech focusing on main idea. (Respond
to Ickes speech defining what it means to be an
American in today’s culture or Letter from
Birmingham Jail by M.L. King ; Hope, Despair and
Memory by Elie Wiesel; State of the Union Address
Advertisement resources:
CBS News Broadcast: Marketing to Kids
History of Coke Cola Ads.
Collection of Advertisements by date and
subject- Duke Libraries
Speeches and Endorsement
resources:
Famous Speeches
Compare newspaper headlines for a day in
history
Endorsement Letter Lesson plan with graphic
organizers
Japanese Internment Camp Lesson
and additional Resources:
Lesson Plan: Understanding Bias: Civilian
Internment in Crystal City, Texas
Japanese Internment Camp Lesson
Plan with resources
2012-2013 Instructional Curriculum Plan
Grade: 10
Course: English II
Topic/Idea:
Historical / Primary and Secondary Sources / Nonfiction
by F.D. Roosevelt.)
2c (Honors) Write an analysis essay of the
propaganda techniques and their effectiveness
used in an historical speech such Kennedy’s “We
Choose to go the Moon or Letter from Birmingham
Jail by M.L. King; Hope, Despair and Memory by Elie
Wiesel; State of the Union Address by F.D.
Roosevelt”)
2a.b.c. Peer review for Thesis and Specific Support
2a.b.c. Understand how to use punctuation
effectively including the comma, colon, dash, and
semicolon.
2a.b.c.Understand how to plan and revise writing
for punctuation, sentence structure, and specific
evidence.
The selections suggested below can be used in any
combination to help address skills in unit
Recommended Novels:
Night; Animal Farm; What are you? Mixed Race
Young People ; The Autobiography of Miss Jane
Pitman; Kite Runner
Suggested Selections from Glencoe:
Susan B. Anthony On Women’s Right to Vote
Toni Morrison Cinderella’s Stepsister’s
Martin Luther King Jr. I’ve Been to the Mountaintop
Carl Sandburg Address on the Anniversary of
Lincoln’s Birth
Barack Obama What I See in Lincoln’s Eyes
Suggested selections From Common Core :
The Grapes of Wrath by Steinbeck
Letter from Birmingham Jail by M.L. King
Hope, Despair and Memory by Elie Wiesel
State of the Union Address by F.D. Roosevelt
Time Allowed: GP2
24 days block
48 days A/B
American Government Order to Japanese
Americans
Franklin Delano Roosevelt Speech after the
bombing on Pearl Harbor
Editorial Cartoon Japanese Internment camps
Posters from WWII Japanese American
Internment
Letters between a teacher and her Japanese
American students taken to internment
camps
Background on Japanese Internment camps
along with maps, readings, images, and
activities.
2012-2013 Instructional Curriculum Plan
,
Grade: 10 Course: English II
Topic/Idea:
Functional and Informational Text, Writing for an Intended Purpose
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the
Specifications to include the Content
limits, Attributes/Stimulus, and
additional information.
Time Allowed:
24 days Block
48 days A/B
Learning Goal: Students will be able to analyze elements associated with scientific, technical and informational text.
Objectives:
Students will be able to analyze and evaluate information from text features.
Students will be able to define words with multiple meaning from various texts.
Students will be able to identify advanced word / phrase relationships and their meanings.
Students will be able to paraphrase, summarize, infer meaning from relevant details.
Students will be able to use graphs and visuals to help aid meaning.
LA.910.1.7.5:
Students will be able to explain how text features aid in understanding.
The student will analyze a variety of text Students will be able to distinguish between different features in types of informational text.
Students will be able to write, revise and publish for an intended audience.
structures (e.g., comparison/contrast,
Students will be able to distinguish between fact and fiction.
cause/effect, chronological order,
Students will be able to document source material within writing using correct MLA documentation.
argument/support, lists) and text
Students will be able to research two or more sources on a topic to develop their own point of view.
features (main headings with
Students will be able to sustain a line of discussion within a group.
subheadings) and explain their impact
Common Core: (link to common core)
on meaning in text;
LACC.910.L.2.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
LA.910.1.7.4:
meaning or style, and to comprehend more fully when reading or listening.
The student will identify cause-andLACC.910.L.3.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing,
effect relationships in text;
speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
LA.910.2.2.1:
considering a word or phrase important to comprehension or expression.
The student will analyze and evaluate
LACC.910.RH.2.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
information from text features (e.g.,
LACC.910.RH.3.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital
transitional devices, table of contents,
text.
glossary, index, bold or italicized text,
LACC.910.RI.1.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are
headings, charts and graphs,
made, how they are introduced and developed, and the connections that are drawn between them.
illustrations, subheadings);
LACC.910.RI.2.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or
LA.910.6.1.1:
larger portions of a text (e.g., a section or chapter).
The student will explain how text
LACC.910.RST.1.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process,
features (e.g., charts, maps, diagrams,
phenomenon, or concept; provide an accurate summary of the text.
sub-headings, captions, illustrations,
graphs) aid the reader's understanding; LACC.910.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks, attending to special cases or exceptions defined in the text.
LACC.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 9–10 texts and topics.
EduSoft Mini-Assessment(s):
LACC.910.RST.3.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for
Week One:
solving a scientific or technical problem.
Interpret Graphical Information
LACC.910.RST.4.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band
Cause and Effect
independently and proficiently.
Week Two:
LACC.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
Text Structures and Patterns of
with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and
Organization
persuasively.
Analyze and Evaluate Information
LACC.910.SL.1.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally)
2012-2013 Instructional Curriculum Plan
,
Grade: 10 Course: English II
Topic/Idea:
Time Allowed:
24 days Block
Functional and Informational Text, Writing for an Intended Purpose
48 days A/B
Week Three
Main Idea
Relevant Details
Week Four:
Validity / Reliability of Information
evaluating the credibility and accuracy of each source.
LACC.910.SL.1.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning
or exaggerated or distorted evidence.
LACC.910.SL.2.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow
the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
LACC.910.SL.2.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to
Date Range: Given during the instruction enhance understanding of findings, reasoning, and evidence and to add interest.
per the outline in this section
LACC.910.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
Grade period 3
appropriate.
LACC.910.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
Key Vocabulary:
and sufficient evidence.
Synthesis
LACC.910.W.1.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and
Spatial
accurately through the effective selection, organization, and analysis of content.
Problem
LACC.910.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
Solution
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Compare and Contrast
LACC.910.W.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
Cause and Effect
focusing on addressing what is most significant for a specific purpose and audience
Order of importance
LACC.910.W.2.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
Chronological
advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Validity
LACC.910.W.3.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question)
Reliability
or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
Plagiarism
understanding of the subject under investigation
Author Purpose
LACC.910.WHST.3.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches
Audience
effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to
Format
maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Text Features
LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.
Sources
MLA
Multimedia
Transition
Linked Standards with Access Points:
Essential Content & Understanding:
Essential Questions:
Graphs
LA.910.1.6.10:
Through the unit students will
What is a functional document?
LA.910.1.6.4:
Why is it important to distinguish between fact and
Visual Aides
LA.910.1.6.5:
Summarize a current science articles and information opinion?
Rhetoric
LA.910.1.6.9:
texts for text organization, purpose and meaning.
How can knowledge of how a text is arranged help in
Point of View
LA.910.1.7.1:
(Science Articles National Geographic
understanding the essential message?
Paraphrase
LA.910.2.2.1:
Science Daily Articles for all areas of science)
Why should a writer be aware of word choice when
LA.910.2.2.3:
thinking about his or her audience?
Summarize
LA.910.2.2.5:
LA.910.3.2.2:
LA.910.3.3.4:
LA.910.3.4.3:
Understand and identify patterns of organization
including but limited to the following:
Spatial, Chronological, Cause and Effect, Compare and
Contrast, Order of Importance, Sequential, Problem
How can images or graphs aid in meaning?
How do readers determine plausibility of a document?
How do readers determine essential information?
Why is it important to give people credit for their ideas?
2012-2013 Instructional Curriculum Plan
,
Grade: 10 Course: English II
Topic/Idea:
24 days Block
Functional and Informational Text, Writing for an Intended Purpose
LA.910.3.4.4:
LA.910.3.4.5:
LA.910.3.5.1:
LA.910.3.5.2:
LA.910.3.5.3:
LA.910.4.2.1:
LA.910.4.2.2:
LA.910.4.2.5:
LA.910.4.2.6:
LA.910.5.2.5:
LA.910.6.1.2:
LA.910.6.1.3:
LA.910.6.2.1:
LA.910.6.2.3:
LA.910.6.2.4:
LA.910.6.3.2:
LA.910.6.3.3:
LA.910.6.4.1:
LA.910.6.4.2:
and Solution.
3a. Identify specific details writers use to aid in
meaning
3a. Identify unknown words and contextual or word
part clues that aid meaning.
3a. Explain how visuals and graphs help clarify
meaning
3a. Plan, write, and revise guide book of a location
such as the school including Travel Directions from
the entrance to an endpoint. (How to write a guide
book)
3b. Plan, write, and revise a business letter to a
community leader proposing funding for a community
project.( Lesson plan for exploring local issues and
writing proposals)
3c. Understand and identify the use of parallel
structure in writing. (Parallel Structure Handout)
3d. Compare two opposing point of views on a current
technological or science issue. (Laptops Help Learning
in Classroom; Students Don't Need Laptops; News
article from USA on Genetically Engineered food. List
of environmental problems) Honors: Choose an
environmental issue with opposing point of views and
examine both sides. Write a balanced essay explaining
the issue and both sides of the issue.
3d. Research a current environmental or technological
problem and present and participate in a Socratic
Seminar or Philosophical Chair discussion on problem
Honors: examine how surveys are used to create
support. Create and give a survey or analyze a survey
for validity. (Lesson Plan: And the Question is…
Evaluating the Validity of a Survey)
ine . 3d. Create a checklist for reviewing sources for
credibility, bias, or reliability. (Credibility of Source
Material)
3d. Create, revise, document, and publish a
multimedia presentation focusing on an
environmental or technological problem and
solutions.( List of environmental problems)
3d. Understand the significance of MLA format and
Incorporate standard MLA format when noting
Time Allowed:
48 days A/B
Resources/Links:
In not included in the Essential Content area, links
should include if available:
1. Remediation Links
2. Writing Links
Science Articles National Geographic
Science Daily Articles for all areas of science
Lesson plan for exploring local issues and
writing proposals
How to write a guide book
List of environmental problems
Step by step instructions on how to write
with MLA format.
Parallel Structure Handout
Credibility of Source Material
3. Higher Order Questions
4. Enrichment Opportunities
Two opposing points of view regarding
technology uses in school
Laptops Help Learning in Classroom
Students Don't Need Laptops
Two opposing points of view regarding
genetically engineered food.
News article from USA on Genetically
Engineered food.
Lesson plan from NEA for Fahrenheit 451
Resources for Isaac Storm
Lesson Plan: Paying Attention to Technology:
Exploring a Fictional Technology
Lesson Plan: And the Question is… Evaluating
the Validity of a Survey)
2012-2013 Instructional Curriculum Plan
,
Grade: 10 Course: English II
Topic/Idea:
Functional and Informational Text, Writing for an Intended Purpose
sources in agreement. (Step by step instructions on
how to write with MLA format.)
3e. Understand how science fiction can predict science
fact or change society’s perceptions. Research how
writers such as Bradbury, Hubbard, and / or Asimov
inspired inventions or changed perceptions. (Lesson
Plan: Paying Attention to Technology: Exploring a
Fictional Technology)
The selections suggested below can be used in any
combination to help address skills in unit
Novel Suggestion:
Ender’s Game; Anthem; Isaac Storm; Mountains
Beyond Mountains ; The Edge of the Sea; Silent
Spring; Into Thin Air: October Sky: 1984: REM
World; Feed
Suggestions from Glencoe:
Consumer and Workplace Documents pgs 1137-1163
Bradbury, Asimov, Cohen,
Writing Workshop Glencoe: Persuasive Speech pg 874
and Writing Workshop Research Report pg 992
Recommendations from Common Core:
Fahrenheit 451 by Ray Bradbury
Time Allowed:
24 days Block
48 days A/B
2012-2013 Instructional Curriculum Plan
Grade: 10 Course: Eng II
Topic/Idea:
Figurative and Descriptive Language
Instructional Focus Benchmarks
Time Allowed:
20 Days Block
40 Days A/B
Learning Goal:
Students will be able to analyze, interpret, and evaluate the effect of figurative and descriptive language in texts.
Students will understand how writers draw on and transform from other writers to create new works.
The below benchmark(s) is linked to the CPALMS
site that contains the Specifications to include the
Content limits, Attributes/Stimulus, and additional Objectives:
information.
Students will understand the different types of allusions and their effect on meaning in a text.
Students will analyze the use of personification, metaphor, simile, hyperbole, allusion, imagery, symbolism in text.
LA.910.1.6.8:
Students will analyze representation derived from literature or historical events in multiple mediums including which details are absent or emphasized.
The student will identify advanced
Students will write essay drawing evidence from literary sources to support analysis or reflection.
word/phrase relationships and their
meanings;
LA.910.1.6.9:
The student will determine the correct
meaning of words with multiple meanings
in context;
LA.910.1.7.3:
The student will determine the main idea
or essential message in grade-level or
higher texts through inferring,
paraphrasing, summarizing, and
identifying relevant details;
LA.910.2.1.7:
The student will analyze, interpret, and
evaluate an author's use of descriptive
language (e.g., tone, irony, mood,
imagery, pun, alliteration, onomatopoeia,
allusion), figurative language (e.g.,
symbolism, metaphor, personification,
hyperbole), common idioms, and
mythological and literary allusions, and
explain how they impact meaning in a
variety of texts;
EduSoft Mini-Assessment(s):
Week One:
Conclusion / Inferences
Grade 10 Multiple Meanings
Week Two:
Descriptive Language
Figurative Language
Common Core: (link to common core)
LACC.910.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LACC.910.RH.2.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize
in their respective accounts.
LACC.910.RH.4.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
LACC.910.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
LACC.910.RL.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LACC.910.RL.2.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative
impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
LACC.910.RL.3.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the
Bible or how a later author draws on a play by Shakespeare).
LACC.910.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
LACC.910.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LACC.910.WHST.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
LACC.910.WHST.4.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
Linked Standards with Access Points:
LA.910.1.6.11:
LA.910.1.6.2:
LA.910.1.6.6:
LA.910.1.6.6:
LA.910.1.7.4:
LA.910.1.7.6:
LA.910.2.1.1:
LA.910.2.1.2:
LA.910.2.1.3:
LA.910.2.1.7:
LA.910.2.1.9:
LA.910.3.3.2:
LA.910.5.2.4:
Essential Content & Understanding:
4a.Read poems inspired by art or examine art inspired
by poems and analyze how one inspired literary
elements such as character, voice in the other.
(Webquest: Poetic Terms)
Essential Questions:
Why do writers borrow ideas from other writers?
How can art be used to enhance a story?
Can art inspire writing?
How can poetry inspire change?
Why does it seem the same stories keep being retold?
4a. Honors: Analyze how poets used figurative and
How can our understanding of classical stories help us
descriptive language to depict essence of artwork or understand other stories?
how artwork depicts the essence of the poem. (Lesson How is descriptive and figurative language found in our
plan: Ekphrasis: Using Art to Inspire Poetry)
everyday life?
Why should people read poetry or look at art?
4a. write a compare and contrast analysis between the How can understanding patterns in literature help gain
poem and art work (which details were included or
meaning in a difficult text?
left out?) incorporating at least one figurative element
Resources/Links:
in their writing.
In not included in the Essential Content area, links
should include if available:
4a. Write poetry inspired by art. Lesson plan: Poetry
1. Remediation Links
Circles: Generative Writing Loops Help Students Craft
2. Writing Links
Verse
Lesson plan: Literary Parodies: Exploring a
Writer’s Style through Imitation
4b.Examine lyric poetry or modern songs for
Lesson plan: Poetry Circles: Generative
figurative language.
Writing Loops Help Students Craft Verse
4b. Examine how Lyric Poetry is used in music to
3. Higher Order Questions
inspire change. (The Freedom Rider and the Popular
2012-2013 Instructional Curriculum Plan
Grade: 10 Course: Eng II
Topic/Idea:
20 Days Block
Figurative and Descriptive Language
Date Range: Given during the instruction per the
outline in this section
Grade Period 4
Key Vocabulary:
Juxtaposition
Assonance,
Consonance,
Denotation
Connotation
Metaphor
Simile
Personification
Hyperbole
Onomatopoeia
Alliteration
Stanza
Line
Symbolism
Literal
Figurative
Iambic pentameter
Speaker
Tone
Point of view
Purpose
Narrator
Poetry vs prose
Narrative
Reflective
Lyric
Dramatic
Epic
40 Days A/B
Music of the Civil Rights Movement)
4c. Read a classical literary work or selection of
classical literary works to examine the impact of
classical, literary, and biblical allusions on the text.
(Shakespeare, Edgar Allan Poe, Ayn Rynd, Ernest
Hemmingway, Mark Twain, Homer, Sir Thomas
Mallory, Sophocles, Ect..) Lesson plan: In Literature,
Interpretation is the Thing (Hamlet)
List of Common Allusions in Literature
4c. create an image of the most significant moment
within the text reflecting on the importance of this
moment to the overall theme.
4c. Discuss how the classical work could be updated
for a modern audience. (Socratic Seminar, small
group) Lesson plan: Literary Parodies: Exploring a
Writer’s Style through Imitation
4c. Honors: analyze the relevance of a classical work
to modern society.
4c. Borrowing the major themes and characters,
Create story board or comic strip for a modern version
of the classical work summarizing the major events.
4d. Identify the figurative elements found within
poetry and classical works. (Cube Creator as graphic
organizer ; Webquest: Poetic Terms; TPCASTT
Template SAT Strategy for Poetry Analysis)
(graphic organizer, foldable, journal, TPCASTT)
4d. Identify the use of descriptive language within the
poetry and classical works. (graphic organizer,
foldable, journal, TPCASTT)
The selections suggested below can be used in any
combination to help address skills in unit
Suggested Glencoe Readings:
Classical works: A Marriage Proposal, Antigone, The
Tragedy of Julius Caesar, From Oedipus the King, From
Le Morte D’ Arthur, The Masque of the Red Death
Poems and Art: Orpheus p 466;Those Winter Sundays;
Reapers; Three Haiku; Heart We Will Forget Him;
since feeling is first
Poems and sound/symbols: Miss Rosie; After Apple
Picking; Fire and Ice; Arabic Coffee;
Suggested Classical Novels:
Much Ado About Nothing, Hamlet, Midsummer
Night’s Dream, All Quiet on the Western Front,
Adventures of Huckleberry Finn.
Time Allowed:
4.
TPCASTT Template SAT Strategy for Poetry
Analysis
List of Common Allusions in Literature
Enrichment Opportunities
Lesson plan: Ekphrasis: Using Art to Inspire
Poetry
Lesson plan: In Literature, Interpretation is
the Thing (Hamlet)
Cube Creator as graphic organizer
Webquest: Poetic Terms
Lesson Plan: The Freedom Riders and the
Popular Music of the Civil Rights Movement
2012-2013 Instructional Curriculum Plan
Grade: 10 Course: Eng II
Topic/Idea:
Figurative and Descriptive Language
Non Fiction Novel: How to Read Literature Like a
Professor
Time Allowed:
20 Days Block
40 Days A/B