North Central High School
Grade 10 English Curriculum (1 year course)
COURSE DESCRIPTION
English 10 encompasses a variety of language, grammar, writing, literature, reading, and
speaking skills.
Note: This particular course at North Central is taught by three teachers, and some students
switch teachers after the first semester. Although the same concepts and standards are taught,
there is some curriculum deviation among the teachers. Therefore, this curriculum guide is a
compilation of all three teachers’ materials and units of instruction.
Writing:
The Simple 6 (focus on the topic, logical order, varied sentence patterns, exceptional supporting
details, challenging vocabulary, audience) is used to assess writing assignments. The trait of
CONVENTIONS (grammar, spelling, punctuation, capitalization, etc.) is a separate yet essential
trait used to assess students’ writing. Students are introduced to the Simple 6 writing traits
during elementary school, and the traits are reviewed at the beginning of this course. Prompt
attacks are used as a prewriting tool for all writing assignments.
In this course, students are encouraged to write 1,000-1,500 words or more for each essay, which
should always include 5 paragraphs with an introduction, body, and conclusion. The first
sentence of the essay that grabs the reader’s attention is taught as the lead/hook. The end of the
introduction is taught as the thesis, which previews the entire essay in one to two sentences.
Concluding strategies are taught as well. Writing assignments range from autobiographical,
expository, and creative writing to literary analysis, persuasion, and researched writing. Students
practice using textual references to support their ideas and are taught proper MLA style and
documentation for research papers/projects.
Reading/Literature:
Students in English 10 read poetry, drama, short stories, and novels. Students identify and
analyze elements of literature, develop vocabulary from contextual clues, and identify the
author’s purpose and perspective.
Speaking/Oral Communication:
Students research, create, and make presentations and become critical participants and listeners.
Voice quality, volume, enunciation, and eye contact as well as effective description of content,
correct grammar, usage, and challenging vocabulary are concepts students learn and practice
through oral communication.
Accelerated Reader:
The Accelerated Reader (Renaissance) program evaluates students’ comprehension of a gradelevel-appropriate novel. Students are required to find, read, and test over a novel every 9 weeks
grading period.
Acuity:
The Acuity program assesses students reading comprehension and differentiates each student
based on their individual skill level. This program allows teachers to identify those areas in
which students need additional remediation.
INDIANA STATE CORE STANDARDS: Grade 10
The following core standards describe the body of linguistic understandings and competencies
that all students should learn.
CORE
1
STANDARD
Vocabulary and Concept Development
Discover and explain the meanings of words from different fields and traditions. Explain the implications
and figurative meanings of words in context and correctly use figurative language. [Standard Indicators:
10.1.1, 10.1.2, 10.1.3, 10.1.4, 10.5.7]
CORE
2
STANDARD
Informational Text: Structure, Comprehension and Analysis
Analyze arguments or defenses of claims, judging which sources are the most reliable. Describe how the
author’s purpose affects the structure, tone, features, and arguments of each. Summarize and synthesize
content from reliable sources for writing and speaking. [Standard Indicators: 10.2.1, 10.2.2, 10.2.4,
10.2.5]
CORE
3
STANDARD
Literary Text: Comprehension and Analysis
Identify the purposes and characteristics of different subgenres of literature. Analyze the author’s use of
different types of characterization, universal themes, narrative voice, and sequence of events to
communicate the mood and meaning of the work. Use evidence from the text to support conclusions.
Describe the characteristics and contributions of major literary movements from specific time periods and
places (including those belonging to American, British, and world literature). [Standard Indicators:
10.3.1, 10.3.2, 10.3.3, 10.3.4, 10.3.5, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.10, 10.3.11, 10.3.12, 10.3.13]
CORE
4
STANDARD
Writing: Informational, Research and Persuasive Texts
Use a variety of strategies to develop topics and display knowledge of how to organize pieces for
different purposes, topics, and audiences. Synthesize relevant information from carefully-evaluated
sources. Write pieces with a well-defined thesis, supporting evidence that is presented creatively,
coherently, and convincingly, and a clear and well-supported conclusion. Revise writing, improving
organization, word choice, and clarity. Edit writing, correctly crediting all ideas and wording from
sources. [Standard Indicators: 10.2.1, 10.2.2, 10.2.4, 10.2.5, 10.4.1, 10.4.2, 10.4.3, 10.4.4, 10.4.5,
10.4.6, 10.4.7, 10.4.8, 10.4.9, 10.4.10, 10.4.11, 10.4.12, 10.4.13, 10.5.2, 10.5.3, 10.5.4, 10.5.7, 10.5.8,
10.5.9]
CORE
5
STANDARD
Writing: Literary Text
Use a variety of strategies to plan writing and choose an appropriate genre. Write literary text that has a
clear and developed narrative voice or persona, contains varied and meaningful details, and shows a
command of literary devices to structure the text and advance the plot, define character, and set the tone.
Review, revise and edit writing. [Standard Indicators: 10.3.3, 10.3.7, 10.3.9, 10.3.11, 10.4.1, 10.4.3,
10.4.9, 10.4.10, 10.4.11, 10.4.12, 10.4.13, 10.5.1, 10.5.7, 10.5.8]
CORE
6
STANDARD
English Language Conventions
Write paragraphs that display clear and meaningful connections between ideas, varied word choice and
sentence structures, and correct spelling, grammar, and punctuation. Use appropriate manuscript form.
[Standard Indicators: 10.4.8, 10.6.1, 10.6.2, 10.6.3, 10.6.4]
CORE
7
STANDARD
Listening and Speaking
Develop, clarify, and defend positions using classical speech form and precise and relevant evidence. Use
effective delivery techniques and multimedia aids to enhance presentations. Evaluate the coherence,
clarity, arguments, and evidence of speeches and media communications. [Standard Indicators: 10.7.1,
10.7.2, 10.7.3, 10.7.4, 10.7.6, 10.7.7, 10.7.8, 10.7.10, 10.7.11, 10.7.12, 10.7.13, 10.7.14, 10.7.15, 10.7.18,
10.7.19]
CORE
8
STANDARD
Workplace Skills
Summarize a speaker’s message, ask questions to clarify the message, and make relevant statements about
ideas under discussion. Develop documents and presentations collaboratively, adjusting the approach for
different purposes and audiences and including visual aids in presentations to increase understanding.
Use a computer to design, edit, and publish documents. [Standard Indicators: 10.4.1, 10.4.2, 10.4.3,
10.4.8, 10.4.9, 10.4.10, 10.4.11, 10.4.12, 10.5.5, 10.5.6, 10.5.7, 10.5.8, 10.5.9, 10.7.1, 10.7.4, 10.7.6,
10.7.7, 10.7.9, 10.7.15, 10.7.16]
COURSE MATERIALS--Text, Novels, and Films
 All selections are at teacher’s discretion.
Literature from Prentice Hall Literature Book:
Short Stories:
 “The Monkey’s Paw” by W. W. Jacobs
 “Contents of the Dead Man’s Pocket” by Jack Finney
 “The Street of the Canon” by Josephina Niggli
 “There Will Come Soft Rains” by Ray Bradbury
 “One Thousand Dollars” by O’Henry
 “The Masque of the Red Death” by Edgar Allan Poe
 “Like the Sun” by R.K. Narayan
 “The Censors” by Luisa Valenzuela
 “Conductorette…” by Maya Angelou
Drama:
 Julius Caesar by William Shakespeare
 Antigone by Sophocles
Literature (short stories) from other sources:
 “A Perfect Day for Bananafish” by J.D. Salinger
 “The Bet” by Anton Chekhov
Novels:
 The Time Machine by H.G. Wells
 Lord of the Flies by William Golding
 The Adventures of Huckleberry Finn by Mark Twain
 Anthem by Ayn Rand
 Tuesdays with Morrie by Mitch Albom
Films:
 Julius Caesar
 The Time Machine
 Lord of the Flies
COURSE ASSESSMENTS
 Participation in class discussions, note taking, and daily activities
 Group and individual projects
 Oral presentations
 Quizzes and unit tests/exams covering grammar, literature, vocabulary, and writing
guidelines/techniques
 Accelerated Reader tests (Renaissance)
 Essays
 Final exams
 Acuity
UNITS OF INSTRUCTION
 Grammar and Writing
 Poetry, poetry terms, and creative writing
 Short stories and literature terms
 Drama and drama terms
 Novel Study
 Research Papers
 Information Text (Non-fiction)
 Workplace Skills
UNIT DESCRIPTIONS AND STANDARDS
Grammar and Writing Units
All grammar units are derived from Glencoe/McGraw-Hill’s Grammar and Language
Workbook: Grade 10
(Grade 10 English Standards 4, 6)
Students will:
 identify parts of speech
 identify and practice correct punctuation
 identify and use phrases and clauses
 distinguish between and use homonyms, homophones, etc.
 use parallelism
 identify and correct fragments and run-ons
 identify and use modifiers
 identify and use correct and consistent verb tense
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identify and use different types of pronouns and correct pronoun-antecedent agreement
use proper MLA style and documentation
review the Simple 6 writing traits and practice scoring writing samples
write an essay about their 10th grade goals, keeping the Simple 6 writing traits in mind
write and edit expository essays, using correct grammar and language conventions
write journals to encourage thoughtful expression
write business letters using standard format
Poetry Unit
(Grade 10 Standards 1, 3, 7)
Students will:
 read (aloud and silently), discuss, identify, and analyze different types of poetry (from
literature book or Internet)
 learn and identify poetry terms/devices and figurative language
 write and recite poetry, using poetic devices and figurative language
 analyze and respond to lyrics from a song
 take a poetry unit exam
Short Stories Unit: See above for a list of short stories
(Grade 10 Standards 1, 3, 4, 5, 6, 7, 8)
Students will:
 read (aloud), discuss, and analyze a variety of short stories
 discuss and analyze the plot and characters’ motivations and reactions
 learn and study contextual vocabulary
 learn, discuss, identify, and chart literature devices used in the stories
 write and/or present/debate literary analyses of and responses to characters and events
using textual references
 write a persuasive response, use visual aids, participate in a debate, and become a critical
listener
 write a short story, using literary devices and correctly punctuated dialogue
 take vocabulary quizzes
 take a short story unit exam
Novel Units: Lord of the Flies, The Time Machine, Anthem, Tuesdays with Morrie
(Grade 10 Standards 1, 3, 4, 6, 7)
Students will:
 read (aloud and silently), discuss, and analyze the plot and motivations and reactions of
characters
 learn and study contextual vocabulary
 identify and discuss elements of literature / literary devices
 analyze the historical and cultural context surrounding each novel
 write and/or present responses to literature which analyze themes, literary devices,
characterization, and real world applications
 take unit exams
Drama Units: Julius Caesar, Antigone
(Grade 10 Standards 1, 3, 4, 6,)
Students will:
 read (aloud), discuss, and analyze the motivations and reactions of characters
 learn and identify elements of drama
 learn and study contextual vocabulary
 use graphics organizers to summarize and better comprehend dramatic events
 study the Elizabethan time period
 write a literary response or analysis using textual references
 take a drama unit exam
Research Project Units: Informative Research Paper, Persuasive Research Paper/Presentation
(Grade 10 Standards 2, 4, 6, 7, 8)
Students will:
 choose a famous person (musician, author, athlete, actor, etc.) to research
 conduct research using written sources and reliable online sources
 organize ideas using graphic organizers, outlines, or note cards
 write and edit a narrowly-focused research paper about a famous person
 use correct grammar and language conventions
 use correct MLA style and documentation
 choose from a list of controversial topics for a persuasive paper
 conduct research using written sources and reliable online sources
 learn and practice persuasive strategies through brief writing and speaking (debates)
activities
 organize ideas using graphic organizers, outlines, or note cards
 write and edit a persuasive paper about a controversial topic
 use correct grammar and language conventions
 use correct MLA style and documentation
 transfer paper into power point slides, adding visual aids
 present persuasive slides using visual aids and effective voice, persuasive strategies, and
command of the subject matter
Informational Text (Non-fiction)
(Grade 10 Standard 2)
 read and respond to non-fiction materials
Workplace Skills
(Grade 10 Standards 6, 7, 8)
 write business letters
 deliver speeches to peers
 present PowerPoint to peers