St. Michael-Albertville High School
Advanced English 10 B
Teacher: Molly Leuthner
December 2014
Content
Skills
CEQ:
What are the elements of
persuasion?
What are the elements of
literature?
What is the process for
writing a research paper?
What are the correct rules
for grammar and usage?
Reading
nonfiction
UEQ:
What effective appeals do
writers use in persuasive
writing?
What dictates a good choice
of topic for persuasive
writing?
How do readers recognize
author credibility?
Reading
nonfiction
 Elements of
Persuasion
 Author's Intent
 Fact and Opinion
 Making Inferences
 Evaluating Sources
Learning Targets
Reading
- I can identify an author's
intent for writing a piece.
- I can identify and
1. Recognizing author's
understand the difference
intention for writing a
between fact and opinion
piece.
- I can make inferences
2. Identify and
based on information in text
understand the
difference between fact - I can evaluate credibility
of sources/research
and opinion
3. Make inferences based - I can analyze author's use
of ethos, pathos, and logos
on information in text
4. Evaluate credibility of
Writing
sources/research
5. Analyze author's use of - I can identify and
determine an appropriate
ethos, pathos, and
and supportable topic
logos
- I can construct a clear and
supportable thesis statement
Writing
- I can gather support for
thesis using varieties of
1. Determine appropriate
electronic and print media,
and supportable topic
as well as surveys and
2. Construct clear and
interviews.
supportable thesis
- I can analyze source
3. Gather support for
credibility
thesis using varieties of
- I can create a formal
electronic and print
outline to organize my
media, as well as
information/sources.
Assessment
Reading
nonfiction
1-5 Content Area
Readings: Persuasive
Pieces
1-5 Various content area
reading quizzes and
worksheets
Writing
1-11 Persuasive
Research Paper 3-5
pages, MLA Format
including works cited
page, Double Spaced,
Times New Roman Font
, Turnitin.com
submission (CA =
Persuasive Rubric)
Grammar:
1-2. Pre-test on
grammar, usage and
confused usage pairs
(CA=10B grammar pretest in teacher shared
Resources &
Technology
Reading
nonfiction
Content Area Reading
Articles
("Drugs" by Gore Vidal,
"The Trouble With
Legalizing Drugs" by
Clarence Page,
"The Drug that Pretends
It Isn't,"
"Keep Drunks off the
Road,"
Paul Harvey
commentary on
Columbine, etc.)
Writing
-MLA Formatting Guide
-Student Resource Page
(STMA Web-Site):
SIRS, E-Library,
Infotrac, ProQuest
Turnitin.com
Grammar:
10B Grammar
Powerpoint (in shared
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Advanced English 10 B
Leuthner
Content

Persuasion appeals
(Ethos, Pathos, Logos)
UEQ:
What constitutes credible
research when there is so
much information to choose
from?
How do you gather,
organize, and cite
information to write a
research-based persuasion
paper?
What is the correct MLA
format for writing a works
cited page?
How does a writer
incorporate the three
persuasive appeals?
Writing








Topic Selection
Thesis Statement
Gathering Research
Source Credibility
Organizing
Information
Ethos, Pathos, and
Logos
Concessions
Internal
Skills
surveys and interviews.
4. Analyze source
credibility
5. Create formal outline
to organize
information/sources.
6. Acknowledge strength
in opposing argument,
making strategic and
appropriate
concessions
7. Credit sources using
internal documentation
8. Create formal works
cited page
9. Format written work
using MLA formatting
guide.
10. Use proper grammar,
correct spelling, and
strong word choice.
11. Vary sentence
structure utilizing
introductory elements
and combinations of
simple, complex,
compound, and
compound-complex
sentences.
Learning Targets
St. Michael-Albertville High School
Assessment
- I can identify strength in
folder)
opposing argument abd
make strategic and
appropriate concessions
- I can credit my sources
using internal
documentation
- I can create a formal works
cited page
- I can format my written
work using MLA formatting
guide.
- I can use proper grammar,
correct spelling, and strong
word choice.
- I can vary my sentence
structure utilizing
introductory elements and
combinations of simple,
complex, compound, and
compound-complex
sentences.
Resources &
Technology
folder)
Grammar worksheets
and quizzes (in shared
folder)
Grammar Grabbers
Writer's Inc.
Blue English Grammar
Textbook
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Advanced English 10 B
Leuthner
Content




Documentation of
Sources
Works Cited
MLA Format
Grammar, Spelling,
Word Choice
Sentence Variety
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources &
Technology
Grammar:
1. Take notes on grammar and
usage rules
2. Practice grammar and usage
rules
UEQ: What are the correct
rules for grammar and
usage?
Grammar








subject-verb
agreement
pronoun-antecedent
agreement
pronoun case
indefinite pronouns
idiomatic language
double negatives
confused usage pairs
etc.
January 2015
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Content
UEQ
What are the elements of
non-fiction and fiction
literature?
How does an author
incorporate the elements of
literature when writing a
novel?
How does the historical
background influence
literature, whether fiction
or non-fiction?
Non-fiction:
 Plot (Exposition,
rising action, climax,
falling action,
resolution)
 Theme, Character
Analysis, Symbolism,
Point of View,
Conflict, Setting, etc.
Fiction:


Elements of Literature
(Theme, plot, setting,
character, symbolism,
motif, point of view,
conflict, etc)
Correct MLA citation
of quotations
Skills
Reading:
Non-fiction
1. Summarize the plot
structure
2. Identify the literary
elements in non-fiction
literature
3. Analyze and discuss
relevance of historical
background to the
understanding of the novel
4. Explain the different style
of writing between nonfiction and fiction.
Fiction
1. Identify elements of
literature
2. Demonstrate
understanding of all facets
of fiction writing
Grammar:
1. Take notes on grammar
and usage rules
2. Practice grammar and
usage rules
St. Michael-Albertville High School
Learning Targets
Reading:
Assessment
Reading:

Non-fiction






I can independently
comprehend literature.
I can understand the
visual elements and
style of the author’s
work.
I can determine
theme, author’s
purpose, and/or main
idea in a literary work.
I can independently
identify literary
elements.
I can analyze how
authors use literary
elements to enhance
works.
I can analyze how
literature connects to
real life.
I can effectively
communicate critical
thinking through
literary-based writings,
discussions, and
presentations.
1-3. Journal entries
1-3. Quizzes
1-3. Final test
4. Timed essay (CA =
rubric)
Fiction
1-2. Individual book
choice report
Resources & Technology
Reading:
In Cold Blood
Media Center
Lexile Score
Independent book choice
Grammar:
10B Grammar Powerpoint
(in shared folder)
Grammar worksheets (in
shared folder)
Writer's Inc.
Grammar Grabbers
Blue grammar textbooks
Grammar:
1-2. Grammar quizzes and
worksheets
Speaking:
1-3. Independent Book
Project Presentation
Writing:

I can improve my work
by revising content
and editing writing so
it is free of
punctuation,
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Content
Speaking:


Effective public
speaking skills.
Visuals.
UEQ
What are the correct rules
for grammar and usage?
Grammar:








subject-verb
agreement
pronoun-antecedent
agreement
pronoun case
indefinite pronouns
idiomatic language
double negatives
confused usage pairs
etc.
Skills
Speaking:
1. Give a presentation
in front of the class.
2. Use effective public
speaking skills.
3. Create visuals to
accompany
presentation.
St. Michael-Albertville High School
Learning Targets


Assessment
Resources & Technology
capitalization, and
usage errors.
I can extend the
appeal of my work so
it goes beyond
functional writing
(basic execution of the
assignment) and
entertains, is unique,
and uses elements of
literature to enhance
my work.
I can organize ideas
logically within fiction
writing including the
use of multiple
paragraphs.
Speaking:




I can organize ideas in
a logical sequence.
I can enhance
organization through
the use of clear
transitions.
I can deliver a speech
clearly by utilizing the
elements of effective
public speaking.
I can use effective
visual elements to
enhance my speech.
February 2015
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Advanced English 10 B
Leuthner
Content
Reading (Short Story
Unit - fiction):
 Plot structure
(exposition, rising
action, climax,
falling action,
resolution)
 Theme, Character
Analysis,
Symbolism,
Conflict, Setting,
Point of View, etc.
Grammar:







pronoun-antecedent
agreement
subject-verb
agreement
indefinite pronouns
pronoun case
idiomatic language
confused usage
pairs
etc.
UEQ:

Skills
Reading (fiction)
1. Read a variety of short
stories
2. Identify various elements of
literature
3. Analyze plot structure
Grammar:
1. Take notes on grammar and
usage rules
2. Practice grammar and usage
rules
Writing/vocabulary
1. Define origins of
common prefixes and
suffixes
2. Identify meanings of
common roots in
words.
3. Demonstrate effective
strategies for figuring
out unknown words by
dissecting prefixes,
roots, and suffixes.
St. Michael-Albertville High School
Learning Targets
Reading:







I can
independently
comprehend
literature.
I can understand
the visual elements
and style of the
author’s work.
I can determine
theme, author’s
purpose, and/or
main idea in a
literary work.
I can
independently
identify literary
elements.
I can analyze how
authors use literary
elements to
enhance works.
I can analyze how
literature connects
to real life.
I can effectively
communicate
critical thinking
through literarybased writings,
discussions, and
presentations.
Assessment
Reading (fiction)
1-3. Worksheets and
quizzes on the assigned
short stories
1-3. Final test on Short
Story unit
Grammar:
1-2. 10B Grammar Posttest (CA=10B Grammar
Post-test in shared folder)
Writing/vocabulary
1-3. Vocabulary quizzes
Resources & Technology
Reading (fiction):
"A Worn Path"
"The Lottery"
"The Scarlet Ibis"
"Contents of the Dead
Man's Pocket"
"The Monkey's Paw"
"Heart of the Fields"
"A Rose for Emily"
"Where Are You Going,
Where Have You Been?"
Grammar:
10B Grammar Powerpoint
(in shared folder)
Quizzes, worksheets and
test (in shared folder)
Writer's Inc.
Grammar Grabbers
Blue grammar textbooks
Writing/Vocabulary
handout of common
prefixes, suffixes, and root
words
Writer's Inc.
What are the parts
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Content
of a word
necessary to
understanding its
meaning?
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources & Technology

Writing/Vocabulary


prefixes, root
words, suffixes
origins and
meanings of
prefixes, roots, and
suffixes
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