TOOELE COUNTY SCHOOL DISTRICT
English Language Arts: Tenth Grade Curriculum
Developers:
Patricia Baldwin
Jennifer Jones
Tracy Langlie
Caleb Palfreyman
Adoption: 07/2015
Tooele County School District
English Language Arts Curriculum Guide
Table of Contents
TCSD Mission Statement
3
Department Vision
3
Affirmative Action Compliance Statement
3
RTI
3
Curriculum and Planning Guides
Purpose of Writing
4-5
Argument Writing
6-7
Short Story
8-9
The Alchemist
10-11
Poetry
12-13
Much Ado About Nothing
14-15
Novel Choice
16-17
Hero Myth in Different Cultures
18-19
There is a Resource Appendix for this guide with some sample resources for the units. Items listed in the
Resources/Materials section of the unit template with an asterisk (*) can be found there.
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MISSION STATEMENT
We will prepare all students for college and/or career success by focusing on best practices, data driven decision
making, and a children first philosophy.
DEPARTMENT VISION
It is the firm belief of the Tooele County School District English Language Arts department that the progress of
our community and that of our nation is dependent on the education of our students. Inherent in that belief we
recognize that simply exposing our students to reading, writing, speaking, and listening skills is not sufficient;
we must provide them an opportunity to employ them in their everyday lives with ease and efficacy. English
Language Arts is not a subject taught in isolation, but a life skill to be used in a productive work place, a
personal growth tool, and the foundation of our ability to communicate and learn from others on a global scale.
This guide is to provide focus for the learning that will take place in this course, but is completely modifiable
based upon the needs and abilities of the students and their Individual Education Plans. Curriculum
implementation follows best practice and reflects the use of the Utah Core. At the same time, for students with
disabilities, the Individual Education Plan supersedes any curricular adherence or suggestion.
RESPONSE TO INTERVENTION (RtI)
The Tooele County School District has adopted to support and implement Response to Intervention (RtI), a
process that provides intervention and educational support to all students at increasing levels of intensity based
on their individual need. Tooele County School District will follow its mission through RtI by: Creating a
Culture of Learning for All.
AFFIRMATIVE ACTION COMPLIANCE STATEMENT
The Tooele Country School District is committed to provide educational opportunities to students without
regard to race, color, sex, national origin, or disability. If you have questions, please contact Title IX
Coordinator, @ 435.833.1900.
3
Tooele County School District
ELA Curriculum Guide
Grade: 10
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Unit: Purpose of Writing
ENDURING UNDERSTANDINGS
Writing styles can influence readers based on the
desired outcome of the writer.
Literacy is an important aspect of one’s education.
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KNOWLEDGE
Students will know:
 effective writing styles for
different tasks.
 analysis techniques to
interpret an author’s purpose.
 evidence is necessary to
support author’s purpose
analysis.
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preparing for small and
large group discussions.
analyzing a speaker's point
of view and evaluate
credibility and validity of
an argument or perspective.
language affects our
perceptions on issues.
SKILLS
Students will be able to:
 recognize the six main purposes of
writing.
 Express & Reflect (Narrative)
 Inform & Explain (Informational)
 Evaluate & Judge
 Take a Stand/Propose a Solution
(Argument)
 Analyze & Interpret
 Inquire & Explore
 write for various purposes.
 develop an informational writing piece.
 determine and explain the style that is
effective for a given purpose of a task.
 analyze and evaluate author’s purpose,
audience, and tone.
 familiar with peer editing feature in
Utah Compose/ Canvas.
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demonstrate command of language
in conventions and usage relating to
the following:
 sentence fragments
 run-on sentences
 dangling modifiers
 wrong or missing preposition
 double negative
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"Joyas Voladoras" - Brian Doyle*
Excerpt from "Angela's Ashes" by:
Frank McCourt- (PH 568)
"What makes a Degas a Degas"
Richard Muhlbergher (PH 520)
“How Much Land Does a Man
Need?” Tolstoy (PH 308)
“Civil Peace” Achebe (PH 327)
“Hold Fast Your Dreams--And
Trust Your Mistakes” (PH 956)
VOCABULARY
purpose/intent, audience, tone,
mood, syntax, connotation,
denotation, style, diction
Time Frame: 4 weeks
ESSENTIAL QUESTIONS
Why do we write?
Why is it important to know your audience?
How does the language we use change the way we
approach a subject?
How do we engage in an effective conversation with
our peers?
RESOURCES/MATERIALS
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STANDARDS
RL.9-10.6
RI.9-10.1
RI.9-10.2
RI.9-10.6
W.9-10.2a-f
W.9-10.4
W.9-10.5
L.9-10.1a,b
L.9-10.3
SL.9-10.3
ASSESSMENT/PROJECT
Formative:
 2 Essays that reflect student
choice from the six purposes.
(Utah Compose)
 Peer Edit: three students per
piece with focus of author’s
purpose and appropriate tone.
(Utah Compose)
Summative:
4
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“What Baseball Means to Me” (PH
196)
“Write Like This” Kelly Gallagher
 1 Topic=18 Topics*
 Real World Writing Purposes*
Intro to Creative Writing*
Creative Non-Fiction Rubric*
Writing Conclusions*
“How I Became a Writer” Isabel
Allende*
Best Ever Literacy Tips for
Teaching Informational Text
Structure*
Transitions*
Informative: Explanatory Essay
Rubrics*
“Why I Don’t Write”*
Write More, Grade Less*
Utah Compose
Canvas
SAGE Rubrics
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Final Draft of Choice Essay
(Process Writing)
5
Tooele County School District
ELA Curriculum Guide
Grade: 10
Unit:
Argument Writing
ENDURING UNDERSTANDINGS
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Culture and context influence perspectives.
We grow and learn from ourselves and others when
having effective discussions and debates.
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KNOWLEDGE
Students will know:
 the language of
argumentation-e.g. claim,
counterclaim, etc.
 there is an etiquette and
process in participating in a
discussion effectively with
peers.
 basic logical fallacies and how
they are used in an argument.
 the intricacies of structuring an
argument piece and the ability
to adapt structures to a variety
of contexts.
 the importance of constructing
an argument for a variety of
reasons and use in different
contexts.
 the use of structure in writing
lends itself to crafting a
composition for various
purposes and audiences.
 various methods to evaluate
and analyze arguments in
multiple contests; i.e.
speeches, essays,
conversations/debates.
 benefits and importance in
having effective discussions
and evaluating perspectives.
 stylistic choices to use
appropriate draft arguments in
a variety of formats.
 plagiarism and MLA/APA
citation techniques.
 syntactical choices and
rhetorical devices and the
difference between them.
VOCABULARY
SKILLS
Students will be able to:
claim, warrant, counterclaim,
rebuttal, conclusion, evidence,
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Time Frame: 5 weeks
ESSENTIAL QUESTIONS
Why do we use arguments?
How can developing an argument be considered an
art?
How do we evaluate and analyze argument?
develop a claim.
develop and revise counterclaims,
rebuttal, and conclusion.
integrate evidence effectively.
use appropriate citation.
determine appropriate audience for
writing.
collaborate with peers in a variety
situations; e.g. pairs, small groups,
etc.
write and revise argumentative pieces
that are cogent, cohesive, and
evidence based.
research and evaluate multiple
sources for credibility, validity, and
reliability.
apply knowledge and demonstrate
proficiency with parallel structure.
use and apply a variety of sentence
structures in their writing. (complex,
compound, compound-complex,
simple)
RESOURCES/MATERIALS
Editorials on the Anniversary of the
Fall of the Berlin Wall (PH 515)
STANDARDS
RI.9-10.1
RI.9-10.2
RI.9-10.5
RI.9-10.6
RI.9-10.8
RI.9-10.9
W.9-10.1.a,b,c,d,e
W.9-10.4
W.9-10.5
W.9-10.6
W.9-10.9.b
W.9-10.10 (Ongoing)
L.9-10.1a
L.9-10.3
L.9-10.6
SL.9-10.1a-d
SL.9-10.2
SL.9-10.4
SL.9-10.5
ASSESSMENT/PROJECT
Formative:
6
citations, rhetoric, ethos, logos,
pathos, tone, purpose, audience,
fallacy

A Variety of reading passages are
available on www.readworks.org
 Kelly Gallagher's Article of the
Week*
 “I Have a Dream” Martin Luther
King Jr.
 “Declaration of Independence”
 JFK Inaugural Address
For Argument’s Sake: Playing "Devil’s
Advocate" with Nonfiction Texts Readwritethink.com
“Teaching Argument Writing, Grades 612,” George Hillocks Jr.
 "What is Poverty?" Jo Goodwin
Parker*
 SOAPStone*: subject, occasion,
audience, purpose, speaker, tone*
 "Perils of Indifference" Elie
Wiesel (1999)*
 "The Canonization" by: John Donne
paired with "The Right to Love"
lyrics by Gene Lees

"The Danger of a Single Story" by
Chimamanda Ndiche (TED Talks)
Lesson Plan: Citing Text Evidence*
Argument Writing an Evaluation*
Arguments of Definition*
Effective Discussion Rubric*
Developing an Argument for Literary
Analysis*
Grammar and Mechanics Chart*
Introductions*
Logical Fallacies in Argumentation*
MLA Style*
Notes on Punctuation*
Peer Work Group Evaluation Forms*
Works Cited Example*
Rhetorical Analysis*
Rhetorical Triangle*
Steps for Integrating Textual Evidence*
The Uses of Mind Maps*
Organizer for Compare/Contrast*
Transitions*
Rubric: Argumentative Essay*
What is an argument?*
Monty Python: Argument Clinic excerpt
www.youtube.com/watch?v=hnTmBjkM0c
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Brief speech (topic of their
choice per teacher’s
approval: speech can be
impromptu or prepared;
assess via speech rubric
and self/audience rubric)
Socratic seminar (structure
safe boundaries to build a
rich environment suitable
to discussion of debatable
topics; assess via
discussion rubric)
Fishbowl Conversations (see
Socratic seminar notes)
Summative:

Group/partner presentation
(includes effective use of
visual rhetoric to assess
Logos, Pathos, and Ethos.
Students will evaluate the
three appeals in mass
media)
Argumentative Essay(Student choice from a
teacher-approved list;
assess via SAGE rubric for
argument)
7
Tooele County School District
ELA Curriculum Guide
Grade: 10
Unit: Short Story
Time Frame: 3 weeks
ENDURING UNDERSTANDINGS
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Humans create and tell stories to create meaning.
Stories illustrate themes and world views.
Stories help students understand the world.
Fiction introduces different world cultures.
Fiction helps create empathy in readers.
KNOWLEDGE
Students will know:
 recognize and
incorporate the
following literary
devices:
 theme
 symbolism
 irony
 imagery
 use of textual evidence
to support analysis.
 world cultures share
common themes.
 the same story elements
are found in cultures
across the world.
VOCABULARY
theme, mono-myth,
archetype, irony, magical
realism (introduce: reinforce
in the next unit), symbolism
(introduce:reinforce in the
next unit), perspective
(Cultural, societal, personal
context)
ESSENTIAL QUESTIONS
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Why do people tell stories?
What makes a story?
What is reality?
What value do fictional stories have?
What can we learn from fiction?
Why not just study history and biography?
SKILLS
Students will be able to:
 infer meaning from the text.
 use of reference materials (dictionaries,
thesauruses) to verify the preliminary
determination of a word or phrase.
 synthesize details and themes from at least
two separate texts.
 determine the central theme in a short story.
 determine details that support the idea of
theme in a story.
 read closely.
 interpret figurative, connotative, and
technical meaning of unfamiliar words.
 determine how specific parts of the text
enhance a thought or idea.
 understand point of view.
 develop a topic with well-chosen, relevant,
and sufficient facts, concrete details, and
examples appropriate to the audience’s
knowledge of the topic.
 compare and contrast different literary
genres.
 express ideas clearly and persuasively in
collaborative groups.
RESOURCES/MATERIALS
Pair Texts for Complexity/Engagement:
 "Two Words" - Isabelle Allende*
 "Two Kinds" - Amy Tan*
 "Everyday Use" - Alice Walker*
 Folk Tales and Myths from various cultures
(African, Asian, Middle-Eastern, etc...)
 "A Very Old Man with Enormous Wings" Gabriel Garcia Marquez*
STANDARDS
RL.10.1
RL.10.2
RL.10.3
RL.10.4
RL.10.5
RL.10.6
RL.10.10
L.9-10.4.c,d
W.9-10.2b-f
W.9-10.9a
SL.9-10.1.c,d
ASSESSMENT/PROJECT
Formative:
 Students identify the
central theme in a short
story and identify details
to support it by giving
students short stories such
as Aesop’s Fables and
have them identify theme
8
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"The Sacrificial Egg" - Chinua Achebe*
and include supportive
http://www.theatlantic.com/magazine/archiv
details.
e/1959/04/the-sacrificial-egg/306021/
"The Secret Life of Walter Mitty" - James
Thurber*
"Loneliness" - Eduard Màrquez*
"Masque of the Red Death (PH 340)
"Cupid and Psyche" (PH 1036)
Summative:
"Like the Sun" (PH 372)
 Essay (1-2 page) where
"The Censors" (PH 376)
students choose a common
Death of Ivan Ilych*
theme or symbolism from
"By the Waters of Babylon" (PH 282)
two short stories and cite
“Novel Finding: Reading Literary Fiction
textual evidence to
Improves Empathy,” by Julianne Chiaet*
support their chosen topic
"The Art of Immersion:Why we tell
OR
stories?" - Frank Rose*
 Short Story suing literary
“Araby” –James Joyce*
elements taught in the
Dialogue Journals: A Way to Encourage
unit.
Emergent Writers*
Example of Double-Entry Journal*
For Better Skills, Scientists Recommend a
Little Chekhov*
Lenses for Point of View and Argument*
9
Tooele County School District
ELA Curriculum Guide
Grade: 10
Unit: The Alchemist
Time Frame: 6 weeks
ENDURING UNDERSTANDINGS
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Everyone has their own personal legend.
One can gain a better understanding of the world
around them through the lens of diverse cultural
perspectives.
KNOWLEDGE
Students will know:
 the importance of citing
textual evidence to
support analysis.
 complex characters have
multiple motivations and
conflicts.
 authors structure plot for a
specific purpose and
reason.
 circular plot structure-character beginning at the
ending.
 the importance of trials in
the journey.
 the writing process and
how it affects their
writing.
 the skills that comprise
how to closely read a text
and the subsequent
application of active
reading.
 world cultures share
common themes.
VOCABULARY
Vocabulary list in appendix.*
allusion, antagonist,
protagonist, archetype, plot
structure: exposition, rising
action, climax, falling action,
resolution
connotation, denotation,
characterization, character
motivation, conflict
ESSENTIAL QUESTIONS
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Which is more important: the journey or the
outcome?
Are dreams and goals important?
SKILLS
Students will be able to:
 infer meaning from the text.
 recognize the central theme of text, and
analyze it’s development over the entire
course of the text.
 recognize and incorporate the following
literary elements:
 allusion
 symbolism
 foreshadowing
 situational irony
 metaphor
 imagery
 analogy
 use context clues to determine the
meanings of unfamiliar words and use a
dictionary to verify interred meaning.
 determine how characters change and how
this advances the plot or theme of a novel.
 use different media sources in a
presentation.
 make inferences and predictions.
 express ideas clearly and persuasively in
group discussions.
RESOURCES/MATERIALS
Main Text: The Alchemist by Paulo Coehlo
Supplementary Materials:
 "XLV" Pablo Neruda - The Book of
Questions*
 "What Makes a Hero? - Mathew Winkler
http://ed.ted.com/lessons/what-makes-ahero-matthew-winkler
 “Success is counted sweetest.” Emily
Dickinson (PH pg. 705)
STANDARDS
RL.10.1
RL.10.2
RL.10.3
RL.10.4
RL.10.5
RL.10.6
L.9-10.4.c,d
W.9-10.2a-f
W.9-10.6
W.9-10.9a
SL.9-10.1.c, d
ASSESSMENT/PROJECT
Formative:
 PowerPoint: Regional and
cultural terms*
 “Write a headline” activity
- Kelly Gallagher (see
attached document).
 Equity Checks - Reading
Checks for sections of the
novel as determined by the
teacher
10
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“Dreams,” by Luke S, Teen Ink
http://www.teenink.com/nonfiction/all/arti
cle/7829/Dreams/
Exemplar for Writing Summary &
Inferences* (G)
Six Reading Habits *
Notice and Note Bookmarks*
Alchemist Objective Unit Test*
Alchemist Project*
Understanding How to Annotate*
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Classroom discussions:
Socratic/Fishbowl, Large
and Small group
discussions.
Assessment using self and
peer evaluation.
Summative:
 Alchemist project* -(see
appendix).
11
Tooele County School District
ELA Curriculum Guide
Grade: 10
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Unit: Poetry
ENDURING UNDERSTANDINGS
Authors write with different purposes in mind.
Writing is a multi-stage process, a reflective
process.
Words shape and reflect our values, beliefs, and
thoughts.
Poetry is the free expression of ideas and
emotions.
Time Frame: 3 weeks
ESSENTIAL QUESTIONS
 What makes a poem great?
 Why do we use poetry to communicate?
 How does poetry contribute to our understanding
of self, others, and the world?
 How does the use of voice empower an
individual?
KNOWLEDGE
Students will know:
SKILLS
Students will be able to:
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the structure types of various
types of poetry:
 Sonnet
 Tanka
 Villanelle
 Spoken word
 Epic
 Lyric
 Limerick
 Free verse
 Diamante
 Imagist poem
 Epic
 Ballad
 Narrative
 Elegies
Different types of figurative
language and literary
devices:
 Allusion
 Symbol
 Metaphor
 Simile
 Hyperbole
 Onomatopoeia
 Appositive
 Apostrophe
listening and response
strategies for partner, small,
and large group speaking
opportunities.
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identify rhyme scheme and iambic
pentameter in a poem.
identify and determine a central
theme and/or perspective in different
pieces of poetry from around the
world
determine and analyze figurative
language and its effect on the poem.
use context clues to determine
meaning of words and phrases to aid
in comprehension of the poem.
speak in various contexts to present
poetry in front of peers.
listen attentively to peers as they
present.
use precise words and phrases,
telling details, and sensory language
to convey a vivid picture when
developing a writing piece.
plan, revise, edit, rewrite or try new
approach with writing.
STANDARDS
RL.9-10. 2
RL.9-10. 4
RL.9-10. 5
RL.9-10. 6
RL.9-10. 7
W.9-10.3a-e
W.9-10.5
L.9-10.4 a, b
L.9-10.5 a, b
SL.9-10.6
12
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the steps of the writing
process and the essential
components of prewriting,
drafting, revising, editing,
and proofreading.
stylistic techniques for
writing various types of
poetry.
speaking strategies to engage
an audience as well as be
understood clearly by peers.
language devices, dictionary
definitions, and etymology of
words lend meaning through
denotation and connotation.
close reading strategies to
employ when reading and
analyzing poetry.
VOCABULARY
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sonnet, villanelle, stanza, tanka,
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iambic pentameter, rhyme
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scheme, epic, lyric, limerick, free 
verse, diamante, imagist poem,
ballad, narrative, elegies,
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allusion, hyperbole,
onomatopoeia, appositive,
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apostrophe
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RESOURCES/MATERIALS
“My City” (PH 630)
“Sonnet 118” (PH 641)
“Sonnet 130” Shakespeare*
“Do Not Go Gentle Into That Good
Night” (PH 633)
One Hundred Love Sonnets: XLV
Pablo Neruda*
Sarah Kay--Ted Talk
Marshal Jones--“Touchscreen”
Youtube video
Akala:www.youtube.com/watch?v=
DSbtkLA3GrY
TPCASTT - Theme, Paraphrase,
Connotation, Attitude, Shifts, Title,
Theme (AP strategy)*
Poetry Books from School Library
Poetry Project*
“The Canonization “ John Donne*
“Landscape with the Fall of Icarus”
William Carlos Williams*
“What lips my lips have kissed, and
where, and why” Edna St. Vincent
Millay*
ASSESSMENT/PROJECT
Formative:
Students will write at least one
poem following a specific
structure:
 Diamante Poetry (grammar)
 Found Poetry
 Chain Poetry
 Sonnet
 Villenelle
 Tanka
Summative:
 Poetry Slam/Spoken Word
Poetry
-Or
 Write a poem--pick a poem
structure that is studied
during the unit and write a
poem in that structure.
 Presentation of written poetry
is required.
13
Tooele County School District
ELA Curriculum Guide
Grade: 10
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Unit: Much Ado About Nothing
ENDURING UNDERSTANDINGS
Shakespeare has an enduring influence on
language and in classical and popular culture.
Honor, once lost, is difficult to regain.
Deception can be used positively to help, but it
can also be used to harm: not all deception is bad.
Acting on incorrect perceptions often leads to bad
decisions.
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KNOWLEDGE
Students will know:
 elements of irony: dramatic,
verbal, situational.
 figurative language: metaphor,
personification, simile,
allusion, parody, puns.
 how the plot and characters of
Much Ado About Nothing
interact with each other.
 the influence of the historical
context on
the audience,(especially with
regards to beliefs about
relationships and women.)
 the basic elements of a play are
essential to understanding and
interaction: i.e., plot, scene,
stage directions, dialogue.
 the skills that comprise how to
closely read a text and the
subsequent application of
active reading.
 language affects the audience
and the dramatization of the
play.
 writing and reflecting on
shared experiences lends itself
to deeper understanding of
texts.
 dictionary definitions, archaic
definitions, and the etymology
Time Frame: 5 weeks
ESSENTIAL QUESTIONS
Is deception ever justified?
How can deception be used both positively and
negatively as a means to an end?
What is the importance of honor?
How can love be difficult? What problems
impede love’s success? What makes love long
lasting?
How can incorrect perceptions cloud our
judgment?
SKILLS
Students will be able to:
 paraphrase and comprehend
Shakespeare’s language.
 analyze the plot, characters, and
theme of Much Ado About
Nothing.
 recognize complex characters and
their roles in the text over time and
how these characters advance the
plot or theme.
 interpret meaning of unfamiliar
words and understand the impact of
word choice on meaning.
 recognize time manipulations such
as pacing and flashbacks and how
these manipulations create mystery,
tension, and surprise.
 analyze point of view.
 analyze how the use of allusions
add deeper meaning to text.
 plan and perform a scene from
Much Ado About Nothing.
 find examples of parody in text.
 distinguish satire, sarcasm, irony,
and/or understatement in the text.
 distinguish different types of irony
contained in text.
 analyze author’s use of the above
dramatic elements and the effect it
has on story development.
STANDARDS
RL.10.1
RL.10.2
RL.10.3
RL.10.4
RL.10.5
RL.10.6
RL.10.9
RL.10.10
W.10.1a-e
W.10.4
W.10.5
W.10.6
W.10.9a
W.10.10
L.10.2c
L.10.3a
L.10.5a,b
L.10.6
SL.10.1a-d
SL.10.4
SL.10.6
14



of words play a crucial role in
a text.
effective speaking and close
reading techniques to use in
partner, small group, and large
group discussions.
stylistic choices to use when
writing for a variety of
purposes.
different elements of engaging
an audience through
technology applications.
(i.e.,Google Docs, PowerPoint,
Canvas, etc...)







VOCABULARY
dramatic irony, verbal irony,
situational irony, dramatic irony,
parody, tragic hero, soliloquy,
aside, exposition, allusion, pun,
double negative
Student-generated vocabulary list














write an argument that supports the
claims made in response to
questions posed, cite strong textual
evidence to support ideas that
emerge and inferences drawn from
Shakespeare's play.
use precise words and phrases,
telling details, and sensory
language to convey a vivid picture
of the experiences, events, setting,
and/or characters.
determine what details or
information is most important for a
particular audience and specific
purpose.
use technology to produce writing
and collaborate with others.
demonstrate independence in
vocabulary acquisition.
read and identify relevant evidence
from the text and other outside
readings and experiences to support
a point and actively engage in
meaningful and well-reasoned
discussion.
RESOURCES/MATERIALS
Much Ado about Nothing
www.william-shakespeare.info
Copy of film version of Much Ado
about Nothing.
www.pashakespeare.org
Much Ado Teaching Guide
http://www.calshakes.org/v4/educ/p
df/TeachersGuide_MuchAdoAbout
Nothing_2010.pdf *
Decipher Shakespeare (affix,
prefix, suffix)*
Purdue OWL “Writing in
Literature”*
Film Observation Protocol*
Peer Work Group Evaluations*
Shakespeare and Coined Words*
Shakespeare in the Bush*
Shakespeare’s Relevancy*
Cutting a Scene*
Why Shakespeare Belongs in
Prison*
ASSESSMENT/PROJECT
Formative:
 Student Group Performance
 Vocabulary/Summary from
Vocabulary Strategy
Summative:
 Student-generated
Vocabulary Test
 Final Unit Exam
(Questioning Strategy in
appendix can be adapted for
use as a final exam)
 Optional assessment:
Students can opt to write a
one act play based on Much
Ado About Nothing
15
Tooele County School District
ELA Curriculum Guide
Grade: 10


Unit: Novel Choice
ENDURING UNDERSTANDINGS
Literature can connect us as humans through
shared experiences.
A complex set of cultural experiences can help us
to address biases, perspectives, and ingrained
convictions.
KNOWLEDGE
Students will know:
 close reading
applications, such as:
inference, annotation,
analysis
 multiple themes and
claims can be found
throughout fiction and
non-fiction texts
 tone is the attitude of the
speaker toward their
subject and mood is the
atmosphere created
within the text.
 non-fiction writing can
influence the writing of
fiction.
 political, social, cultural,
religious, and ethnic
backgrounds play a role
in how an audience will
perceive a work.
 effective listening and
speaking skills to
employ when in a
variety of discussion
settings.
 stylistic choices to apply
when writing in-class or
for an extended
response.
 formal and informal
writing voice.
 rhetorical strategies to
use in writing responses
and reflections, as well
as in speaking activities.
Time Frame: 4-5 weeks



ESSENTIAL QUESTIONS
How can we keep an open mind and read with an
attentive eye?
How do my views and experiences affect whether
I like or dislike the work?
Are the author's values different from my own?
SKILLS
Students will be able to:
 read closely and draw inferences from what
they have read.
 determine theme/central ideas and how to
summarize text.
 recognize complex characters and determine
how these characters advance the plot or
theme.
 understand impact of word choice on
meaning.
 understand point of view.
 analyze cultural experiences in World
Literature.
 find connections between ideas.
 evaluate sources by understanding what a
reliable source is and what makes one
questionable.
 read and identify relevant evidence from
texts.
 participate in discussions and express ideas
clearly in a group setting.
 use context and function to determine word
meaning.
 interpret figures of speech including
euphemism and oxymoron.
 write to a variety of tasks, purpose, and
audiences.
STANDARDS
RL 9-10.1
RL 9-10.2
RL 9-10.3
RL 9-10.4
RL 9-10.6
RI 9 - 10.1
RI 9 - 10.3
RI 9 - 10.6
RI 9 - 10.8
W 9-10.4
W 9-10.7
W 9-10.9a
L. 9-10.4a
L 9-10.5a
SL 9-10.1 a, b, c, d.
SL 9-10.3
16

proper use of
grammatical
constructions and
conventions in Standard
American English
VOCABULARY
Essential Vocabulary:
prose, allusion, theme,
symbol, metaphor,
euphemism, oxymoron,
idiom, colloquial
language~, tone, mood,
syntax
Academic Vocabulary:
analysis, cite, textual
evidence, evaluate,
delineate, objective
summary, synthesize
Vocabulary Specific to
Chosen Novel



RESOURCES/MATERIALS
Suggested Novels: Things Fall Apart, House
on Mango Street, Nectar in a Sieve, Antigone,
I, Robot, The Metamorphosis, The Joy Luck
Club, In the Time of the Butterflies, Lord of
the Flies, Cry, The Beloved Country, The
Book Thief, Memoirs of a Boy Soldier
Optional: Literature Circles (see additional
resources/materials)
Crash course literature by John Green: Things
Fall Apart.
https://www.youtube.com/watch?v=w1Kw94qjdQA




Why Study Literature*
Writing a Review*
How to Write a Literary Analysis Essay*
Literature Circles*

Literary Circles Mini Lessons
https://www.heinemann.com/shared/onlineresources/E0070
2/minilessons.pdf
ASSESSMENT/PROJECT
Formative:
 Double entry
journal/annotations
 small group guided
discussions
 Writing a book review
Summative:
 Honors: Literary
Analysis
 General 10: Guided
Literary Analysis
 Optional/ Replacement
Summative
Assessments: Video
Book Trailers/Digital
Stories/Reader's Theatre
 Oral Presentation Rubric*
 Outline Structure for Literary Analysis
Essay*
 Video Project Rubric*
17
Tooele County School District
ELA Curriculum Guide
Grade: 10
Unit: Hero Myth in Different Cultures
ENDURING UNDERSTANDINGS




Knowing what makes a hero influences our
everyday actions.
Altruism affects ourselves and our communities.
Standing up for morals, beliefs, and values can
come naturally.
KNOWLEDGE
Students will know:
 exposure to the central
elements of the hero's
journey (monomyth) is
central to understanding
allusions in literature and
life.
 reading a text closely
enhances the overall
experience and engagement
with a text.
 that details may be left out
about certain topics, but
included in another account
which can change their
perspective about a
particular topic/subject.
 engaging in meaningful
conversation/discussion
with peers about literature
and informational texts
leads to a greater
understanding of content
and connection with texts.
 punctuation, spelling, and
grammatical structure in
writing is essential to being
understood by an audience.
 that literary and non-fiction
texts can be compared and
contrasted to give a
broadened perspective
about a subject or issue of
importance.


Time Frame: 3-4 weeks
ESSENTIAL QUESTIONS
How are heroes defined by the values of their
culture?
In what ways has the criteria for heroes and
heroism changed over time?
Is there a difference in criteria for heroes and
heroism in different cultures? Why?
SKILLS
Students will be able to:
 make inferences and cite relevant textual
evidence to support explicit or implicit
interpretations about the text.
 analyze multiple points of view and
cultural experiences/perspectives
 determine and analyze character and plot
development over the course of a text.
 determine and analyze specific details that
are emphasized in various accounts of the
same subject/topic.
 identify and prepare talking points to bring
to group discussion based on a reading of
the assigned text.
 support in detail their inferences in a
collegial discussion and how to express
themselves clearly.
 use punctuation (semi-colons, colons),
capitalization, and correctly spelling words
in their responses to communicate ideas
clearly and coherently.
 write to compare and contrast both literary
and non-fiction texts.
STANDARDS
RL/RI 9-10.1
RL 9-10.2
RL 9-10.6
RL/RI 9-10.10
RI 9-10.7
W 9-10.9a,b
L 9-10.1 b.
L 9-10.2a,b,c
SL 9-10.1a.,b,c,d
SL 9-10.4
SL 9-10.5
SL 9-10.6
18
VOCABULARY
Essential Vocabulary:
monomyth
myth
hero/heroine
metaphor
hyperbole
bildunsgroman
symbolism
allusion
Academic Vocabulary:
cite
analyze
evaluate
inference
discuss
RESOURCES/MATERIALS
 Ted.ed video, “What really is a Hero,
Anyway?”
 Ted.ed video “What makes a hero?” Matthew Winkler
 Monomyth website
http://orias.berkeley.edu/hero/index.htm
 “The Ramayana”*
 “The Oral Tradition and the many
"Ramayanas"by Philip Lutgendorf*
 Syracuse University South Asia Center
website:
http://www.maxwell.syr.edu/moynihan/sac
/The_Ramayana_A_Telling_Of_the_Ancie
nt_Indian_Epic/
 Hero's Journey for the Yamato Takeru
Myth in Kojiki by Stephania Burke*
 “Sundiata, an Epic of Old Mali”*
 Hero’s Journey Template *
 Perseus and Theseus Greek Myths*
 “The Hero’s Journey” by Joseph
Campbell*
 The Volsunga Sage - Norse and Icelandic
Mythologies*
 Wayang puppet theater - Indonesian
shadow puppets.
https://www.youtube.com/watch?v=pfydro
4X2t0
 Shadow puppet tutorial youtube:
https://www.youtube.com/watch?v=pSVd_0A
KTKc
 The Lost Children - short shadow puppet
play:
https://www.youtube.com/watch?v=8mNs2
8j29mw
 Various Rubrics for Speaking and Writing*
ASSESSMENT/PROJECT
Formative:
 Think-Pair-Share
conversations about the
myth/hero/etc…
 Short written responses
on essential questions
 Illustrative Storyboards
Summative:
 Student groups create
original “Hero’s
Journey” shadow puppet
play.
 Write an Original Myth
(Optional Summative:
video, shadow puppet play)
19