10th grade english curriculum & pacing guide 2014...

Greene County Public Schools

10th Grade English Curriculum & Pacing Guide 2014-2015 Quarter 1

KEY

Writing

Fiction

Non-Fiction

Presentation

Weekly Skill

SOL Not Tested

Bloom’s Taxonomy Abbreviations

R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create

Time/

Dates

SOL/

Strand

Objective/Content/Essential Questions/

Cognitive Level

Vertical

Alignment Vocabulary

Cross-

curricular

Connections

8/19-

8/21 (3

days)

10.6 a-e 10.6 The student will develop a variety of writing to persuade,

interpret, analyze, and evaluate with an emphasis on exposition

and analysis.

a) Generate, gather, plan, and organize ideas for writing to

address a specific audience and purpose. C

b) Synthesize information to support the thesis. C

c) Elaborate ideas clearly through word choice and vivid

description. C

d) Write clear and varied sentences, clarifying ideas with precise

and relevant evidence. C

e) Organize ideas into a logical sequence using transitions. Ap,

An, E, C

9.6: Narrative,

Expository, and

Persuasive Writing

11.6: Persuasive Writing

Formal Essay

Organization

Support

Topic Sentences

Usage/Mechanics

Written

Expression

Composition

8/22-

9/26

(5

weeks)

10.3 d, e;

10.4 a, b, d,

e, f, g, h, l,

m

10.3 The student will apply knowledge of word origins,

derivations, and figurative language to extend vocabulary

development in authentic texts.

d) Identify the meaning of common idioms. R

e) Identify literary and classical allusions and figurative

language in text. R 10.4 The student will read, comprehend, and analyze literary texts

of different cultures and eras.

a) Identify main and supporting ideas. R

b) Make predictions, draw inferences, and connect prior

knowledge to support reading comprehension. U

d) Analyze the cultural or social function of literature. An

9.4 c: Literary forms

9.4 e: Elements of

Literature

11.4 c: Motifs

11.4 f: Poetry Analysis

Drama

Dramatic Irony

Motif

Theme

Monologue

Soliloquy

Aside

Metaphor Character

development

Social Studies:

Role of

Women and

Divorce in 19th

Century and

the Present

Real-world

connections:

loans, interest,

e) Identify universal themes prevalent in the literature of

different cultures. R

f) Examine a literary selection from several critical perspectives.

An

g) Explain the influence of historical context on the form, style,

and point of view of a literary text. U

h) Evaluate how an author’s specific word choices, syntax, tone,

and voice shape the intended meaning of the text, achieve

specific effects and support the author’s purpose. E

l) Compare and contrast character development in a play to

characterization in other literary forms. An

m) Use reading strategies to monitor comprehension throughout

the reading process. Ap

Resources = A Doll’s House by Henrik Ibsen; Connecting poetry:

“To Helen” by Edgar Allen Poe and “My Mistress’s Eyes” by

William Shakespeare; 19th century photographs and magazine ads

11.4 i: Dramatic

Selections

11.4 j: Types of Irony

19th century

women’s role co-signers,

amortization

8/25-

8/29 (1

week)

10.3 a, b 10.3 The student will apply knowledge of word origins,



a) Use structural analysis of roots, affixes, synonyms, antonyms,

and cognates to understand complex words. U

b) Use context, structure, and connotations to determine meanings

of words and phrases. U

9.3 a: Structural

Analysis

9.3 b: Context, structure

connotation

Prefixes, suffixes,

and roots

9/1-9/5

(1

week)

10.3 a, b 10.3 The student will apply knowledge of word origins,



a) Use structural analysis of roots, affixes, synonyms, antonyms,

and cognates to understand complex words. U

b) Use context, structure, and connotations to determine meanings

of words and phrases. U

9.3 a: Structural

Analysis

9.3 b: Context, structure

connotation

Prefixes, suffixes,

and roots II:

Scientific

Vocabulary

Science:

Terms from

Biology

9/8-

9/12 (1

week)

10.4 a, j 10.4 The student will read, comprehend, and analyze literary

texts of different cultures and eras.


j) Distinguish between a critique and a summary. U

9.4 b: Summarize

Research: Main

points and

summary

9/15-

9/19 (1

week)

10.8 e, f

10.8 The student will collect, evaluate, organize, and present

information to create a research product

e) Cite sources for both quoted and paraphrased ideas using a

standard method of documentation, such as that of the Modern

Language Association (MLA) or the American Psychological

Association (APA). U

9.8 f: Paraphrase

9.8 h: Plagiarism

Research:

Paraphrase

f) Define the meaning and consequences of plagiarism and follow

ethical and legal guidelines for gathering and using

information. R

9/22-

9/26 (1

week)

10.6 a, c 10.6 The student will develop a variety of writing to persuade,


and analysis.




description. C

9.6 a: Gather, Plan,

Organize Ideas

9.6 e: Elaboration

Descriptive

Writing

9/29-

10/7

(7

days)

10.2 b, c;

10.8 a-e

10.2 The student will analyze, produce, and examine

similarities and differences between visual and verbal media

messages.

b) Evaluate sources including advertisements, editorials, blogs,

Web sites, and other media for relationships between intent,

factual content, and opinion. E

c) Determine the author’s purpose and intended effect on the

audience for media messages. U 10.8 The student will collect, evaluate, organize, and present

information to create a research product.

a) Use technology as a tool to research, organize, evaluate,

synthesize, and communicate information. Ap

b) Develop the central idea or focus. C

c) Verify the accuracy, validity, and usefulness of information. U

d) Make sense of information gathered from diverse sources by

identifying misconceptions, main and supporting ideas,

conflicting information, point of view or bias. R


standard method of documentation, such as that of the Modern

Language Association (MLA) or the American Psychological

Association (APA). U

f) Define the meaning and consequences of plagiarism and follow

ethical and legal guidelines for gathering and using

information. R

Resources = three articles on same event; library and library

databases

9.2 b: Determine

author’s purpose

9.2 d: Evaluate sources

9.8: Use media to create

research product

11.5 e: Analyze multiple

texts on same topic

11.8 f: Synthesize

information

Library research

Database research

Taking notes on

sources

Evaluating sources

Paraphrase

Summary

MLA citations

(works cited and

in-text)

9/29-

10/3 (1

week)

10.6 d 10.6 The student will develop a variety of writing to persuade,


and analysis.



9.6 d: Clear and Varied

Sentences

9.7 c: Main and

subordinate clauses

Independent and

Dependent Clauses

9.7 d: Using commas

with subordinate clauses

10/6-

10/10

(1

week)



and analysis.




Sentences

9.7 c: Main clauses,

subordinate clauses

9.7 d: Using commas


Sentence types I

10/8-

10/14

(5

days)

10.6 a, d, e,

f, g; 10.7 c,

d, h;

10.6 The student will develop a variety of writing to persuade,


and analysis.

a) Generate, gather, plan, and organize ideas for writing to address

a specific audience and purpose. C

b) Write clear and varied sentences, clarifying ideas with precise


c) Organize ideas into a logical sequence using transitions. Ap,

An, E, C

d) Revise writing for clarity of content, accuracy, and depth of

information. E, C

e) Use computer technology to plan, draft, revise, edit, and publish

writing. C 10.7 The student will self- and peer-edit writing for correct

grammar, capitalization, punctuation, spelling, sentence structure,

and paragraphing.

c) Use a style manual, such as that of the Modern Language

Association (MLA) or the American Psychological

Association (APA), to apply rules for punctuation and

formatting of direct quotations. Ap

d) Differentiate between in-text citations and works cited on the

bibliography page. An

h) Proofread and edit final product for intended audience and

purpose. U

Resource = MLA citation and formatting pamphlet

9.6 a: Generate, gather,

and organize ideas

9.6 d: Clear and varied

sentences

9.6: Elaborate on ideas

9.6 f: Organize

9.8 d: Cite sources using

MLA

9.7 f: Proofread and edit

11.8 f: Synthesize

information

Expository writing

Organizing writing

Paraphrase

Summary

MLA citations

(works cited and

in-text)

10/13-

10/17

(1

week)



and analysis.




Sentences

9.7 c: Main and

subordinate clauses

9.7 d: Using commas


Independent and

Dependent Clauses

10/15-

10/23

(7

days)

10.3 d, e;

10.4 a, b, h,

k, m






language in text. R 10.4 The student will read, comprehend, and analyze literary





h) Evaluate how an author’s specific word choices, syntax, tone,

and voice shape the intended meaning of the text, achieve

specific effects and support the author’s purpose. E

k) Compare and contrast how rhyme, rhythm, sound, imagery,

style, form, and other literary devices convey a message and

elicit a reader’s emotions. An



Resources = Possible works for short story unit: “The Voyage of

Sindbad the Sailor”; “Lamb to the Slaughter” by Roald Dahl;

“Contents of the Dead Man’s Pocket” by Jack Finney

9.4 a: Identify author’s

main idea

9.4 f: Compare/Contrast

literary devices convey

message

9.4 l: Make

predictions/draw

conclusions

9.4 m: Reading

strategies

11.4 g: Use of imagery

and figurative speech

Short Stories

Suspense

Horror

Adventure

10/24

(1 day)

10.5 a, b, f,

h

10.5 The student will read, interpret, analyze, and evaluate

nonfiction texts.

a) Identify text organization and structure. R, U

b) Recognize an author’s intended audience and purpose for

writing. R

f) Draw conclusions and make inferences on explicit and implied

information using textual support as evidence. E

h) Use reading strategies throughout the reading process to

monitor comprehension. U

Resource = The New York Times article “In Cluttered Home . . .”

by Vivian Yee

9.5 a: Audience and

Purpose

9.5 h: Draw Conclusions

based on text

9.5 k: Reading

Strategies

Frame Narrative

Narrative Hook

Biology: Body

Decomposition



KEY

Writing

Fiction

Non-Fiction

Presentation

Weekly Skill

SOL Not Tested



KEY

Writing

Fiction

Non-Fiction

Presentation

Weekly Skill

SOL Not Tested



Time/

Dates

SOL/

Strand


Cognitive Level

Vertical

Alignment

Vocabulary Cross-

curricular

Connections

10/20-10/24 (1

week)

10.6 d 10.6 The student will develop a variety of writing to

persuade, interpret, analyze, and evaluate with an emphasis

on exposition and analysis.

d) Write clear and varied sentences, clarifying ideas with

precise and relevant evidence. C


Sentences

9.7 c: Main clauses,

subordinate clauses

9.7 d: Using commas

with subordinate

clauses

Sentence Types II

10/27-10/31 (1

week)

10.6 c 10.6 The student will develop a variety of writing to




description. C

9.6 e: Word Choice and

Vivid Description

Vivid Word

Choice

10/28-11/7

(5 days within

this window)

10.1 d, h, i,

j; 10.4 h, k,

m

10.1 The student will participate in, collaborate in, and

report on small-group learning activities.

c) Choose vocabulary, language, and tone appropriate to the

topic, audience, and purpose. Ap

h) Evaluate one’s own role in preparation and delivery of

oral reports. E

i) Use a variety of strategies to listen actively. Ap

j) Analyze and interpret other’s presentations. An

9.1 d: Appropriate

vocabulary and

language

9.1 j: Listening

strategies

Poetry Out Loud

Formal recitation

Interpretation and

analysis of poetry

Peer evaluation of

presentation

10.4 The student will read, comprehend, and analyze

literary texts of different cultures and eras.

h) Evaluate how an author’s specific word choices, syntax,

tone, and voice shape the intended meaning of the text,

achieve specific effects and support the author’s purpose.

E

k) Compare and contrast how rhyme, rhythm, sound,

imagery, style, form, and other literary devices convey a

message and elicit a reader’s emotions. An

m) Use reading strategies to monitor comprehension

throughout the reading process. Ap

Resources = Poetry Out Loud website; selected poems

9.4 k: Author’s use of

language to support

purpose

9.4 f: Author’s use of

language to convey

message

9.4 m: Reading

strategies

11.4 f: Analysis of

Poetry

11/10 (1 day) 10.1 b, e, f,

k

10.1 The student will participate in, collaborate in, and

report on small-group learning activities.

b) Collaborate in the preparation or summary of the group

activity. U

e) Demonstrate the ability to work effectively with diverse

teams to accomplish a common goal. Ap

f) Collaborate with others to exchange ideas, develop new

understandings, make decisions, and solve problems. Ap.

C

k) Evaluate effectiveness of group process in preparation

and delivery of oral reports. E

Resources = Introduction to Fahrenheit 451 by Ray Bradbury

9.1 l: Collaboration Informal group

brainstorming

and presentation

Dystopia

Social and culture

analysis

Social Studies:

Culture

11/10-12/10

(4 weeks)

10.3 d, e;

10.4 a, b, d,

e, f, k, m



development in authentic texts. d) Identify meaning of common idioms. R


language in text. R

10.4 The student will read, comprehend, and analyze







f) Examine a literary selection from several critical

perspectives. An




9.3: Literary and

Classical allusions

9.4 a: Identify main

idea

9.4 e: Theme


language to convey

message

9.4 l: Make predictions

Allusion

Symbolism

Theme

Social Critique

Dystopia

Irony

Censorship

World History

II:

Cold War Era

Real-world

connections:

Evaluating the

role of

technology in

everyday life



Resources = Fahrenheit 451 by Ray Bradbury

Connecting poetry: Allusion—“Dover Beach” by Matthew

Arnold, “The Tyger” by William Blake; Theme—“To an

Unknown Citizen” by W. H. Auden; “Richard Cory” by

Edwin Arlington Robinson

9.4 m: Reading

strategies

11.4 c:

Analysis/Discussion of

American Literature

11.4 f: Analysis of

Poetry

11/10-12/10

(4 days

throughout)

10.2 c, d;

10.5 b, f, g-

h



messages.


audience for media messages. U

d) Identify the tools and techniques used to achieve the

intended focus. R


nonfiction texts.


writing. R

f) Draw conclusions and make inferences on explicit and

implied information using textual support as evidence. E

g) Analyze and synthesize information in order to solve

problems, answer questions, and generate new

knowledge. An, C



Resources = ALA website and banned book lists; “Does

Paper Really Burn at 451 Degrees Fahrenheit?” by Brian

Palmer (article); “Facebook Leads to Narcissism, ‘Shallow

Relationships’ New Study Claims” (article); “Status Update:

‘I’m So Glamorous’” by J.H. Tucker (article)

9.2 b: Author’s purpose

9.5 a: Author’s purpose

9.5 h: Draw conclusions

9.5 g: Problem solving

9.5 k: Reading

Strategies

Censorship

Scientific Method

Hypothesis

US

Government:

Censorship

First

Amendment

Rights

Sociology /

Psychology

Chemistry:

Temperature

and Chemical

Reactions

11/10-11/14 (1

week)

10.3 b, f 10.3 The student will apply knowledge of word origins,



f) Extend general and specialized vocabulary through

speaking, reading, and writing. C

9.3 f: Word origins and

figurative language

Fahrenheit 451

Vocabulary

11/17-11/21 (1

week)

10.6 a, c 10.6 The student will develop a variety of writing to






Organize writing

Fahrenheit 451

Descriptive

Writing


description. C

9.6 e: Elaborate through

vivid description

12/1-12/5 (1

week)

10.4. h, k 10.4 The student will read, comprehend, and analyze




achieve specific effects and support the author’s purpose.

E





language to convey

message

9.4 m: Reading

strategies

Symbolism in

Fahrenheit 451

12/15-12/19 (1

week)

10.4 j 10.4 The student will read, comprehend, and analyze



Resource = Article “More Teachers ‘Flipping’ The School

Day Upside Down” by Grace Hood

Research Skills:

Summary and

critique

Counterargument

and response

KEY

Writing

Fiction

Non-Fiction

Presentation

Weekly Skill

SOL Not Tested





KEY

Writing

Fiction

Non-Fiction

Presentation

Weekly Skill

SOL Not Tested



Time/

Dates SOL/Strand


Cognitive Level

Vertical


Cross-

curricular

Connections

1/5-1/9

(1

week)

10.2 b 10.2 The student will analyze, produce, and examine


messages.




9.2 d: Evaluate Sources

Logical and

Emotional Appeals

1/5-

1/14

(8

days)

10.6 a, e 10.6 The student will develop a variety of writing to

persuade, interpret, analyze, and evaluate with an emphasis on

exposition and analysis.



b) Organize ideas into a logical sequence using transitions. Ap,

An, E, C

Resources = Student samples of introductory paragraphs


Organize writing

9.6 e: Elaborate through

vivid description

11.6 b: Develop a Thesis

for Persuasive Writing

Exploring topics

Brainstorming

Thesis Statements

Introductory

paragraphs

Organizing /

Outlining

1/15-

1/20

(4

days)

10.8 a-e 10.8 The student will collect, evaluate, organize, and present




b) Develop the central idea or focus. C

c) Verify the accuracy, validity, and usefulness of information.

U




9.8: Research

11.8: Synthesize/present

information in logical

sequence

Research

Taking notes on

sources

Incorporating

sources into

writing

Paraphrase

Direct Quotation


standard method of documentation, such as that of the

Modern Language Association (MLA) or the American

Psychological Association (APA). U

Resources = Library and library databases; article to practice

incorporating sources

MLA citations

(works cited and

in-text)

1/19-

1/23 (1

week)

10.8 a, d, e 10.8 The student will collect, evaluate, organize, and present











9.8 e: Information from

Diverse Sources

9.8 f-g: Cite Sources

11.8: Synthesize/present

information in logical

sequence

Incorporating

Sources into

Writing

1/21-

1/30

(8

days)

10.6 b-d, f, g;

10.7 c-h

10.6 The student will develop a variety of writing to





description. C



f) Revise writing for clarity of content, accuracy, and depth of

information. E, C g) Use computer technology to plan, draft, revise, edit, and

publish writing. C

10.7 The student will self- and peer-edit writing for correct

grammar, capitalization, punctuation, spelling, sentence

structure, and paragraphing.

c) Use a style manual, such as that of the Modern Language

Association (MLA) or the American Psychological

Association (APA), to apply rules for punctuation and

formatting of direct quotations. Ap

d) Differentiate between in-text citations and works cited on the

bibliography page. An

e) Analyze the writing of others. An

f) Describe how the author accomplishes the intended purpose

of a piece of writing. U

g) Suggest how writing might be improved. E


purpose. U


Sentences

9.6 e: Elaborate ideas

9.6 i: Use of computer

technology

9.7 f: Proofread and Edit

Composing

Expanding on

ideas

Organizing

Peer Review

Editing

Revising

Proofreading

Resources = Student drafts; Google drive

2/2-2/6

(1

week)

10.7 h 10.7 The student will self- and peer-edit writing for correct




purpose. U

9.7 d: Use commas

9.7 f: Proofread and Edit

Commas

2/2-

2/20

(3

weeks)

10.3 d, e;

10.4 a, c-e, h,

i, m






language in text. R

10.4 The student will read, comprehend, and analyze literary



c) Explain similarities and differences of techniques and literary

forms represented in the literature of different cultures and

eras. U






achieve specific effects and support the author’s purpose. E

i) Compare and contrast literature from different cultures and

eras. An



Resources = Possible works for short story unit themed around

(dis)continuity between generations and the passage of time:

Excerpt from Dandelion Wine by Ray Bradbury, “Dead Man’s

Path” by Chinua Achebe, “Once More to the Lake” by E. B.

White, “Everyday Use” by Alice Walker, “Teenage Wasteland”

by Anne Tyler

9.4 a: Main idea

9.4 g: Cultural/social

function of literature

9.4 e: Theme

9.4 k: Analyze language

9.4 m: Reading strategies

11.4 c: Discuss/Analyze

American literature

11.4 g: Imagery and

Figurative Language

theme

juxtaposition

symbolism

double meaning

compare-contrast

World History

II:

Post-Colonial

Africa

2/2-

2/20

(3 days

within

short

story

unit)

10.2 b, c;

10.5 a, b, d,

f-h



messages.






9.2 d: Evaluate media

sources

9.2 b: Determine

purpose/effect of mass

media

Enumeration /

Listing

Order of

importance

Generalization

Sociology

Real-world

connections:

Navigating

Internet media


nonfiction texts.



writing. R

d) Compare and contrast informational texts. An


implied information using

textual support as evidence. E


problems, answer questions, and generate new knowledge.

An, C



Resources = Buzzfeed generational lists; infographics

9.5 a: Recognize

purpose/audience

9.5 h: Draw Conclusions

9.5 g: Problem Solving

9.5 k: Reading Strategies

11.5 a: Clarify

Understanding of

Concepts

2/2-

2/20

(2 days

at end

of unit)

10.2 a 10.2 The student will analyze, produce, and examine


messages.

a) Use media, visual literacy, and technology skills to create

products. C

Resource = Examples from Buzzfeed

Enumeration /

Listing

Order of

importance

Generalization

2/16-

2/20 (1

week)

10.7 b 10.7 The student will self- and peer-edit writing for correct



b) Apply rules governing use of the colon. Ap

Colons

2/23-

2/24 (2

days)

10.2 b, c, d

10.4 a, b, d,

e, g, k, l

10.6 b



messages.






d) Identify the tools and techniques used to achieve the intended

focus. R









9.2 b: Determine purpose

of mass media

9.2 d: Evaluate media

sources

9.4 a: Main Ideas

9.4 l: Make Predictions

9.4 g: Social/Cultural

Function

9.4 e: Theme

Historical fiction

Metaphor

Foreshadowing

Drawing

Inferences

Making

Predictions

Supporting

w/Evidence

Propaganda

Visual Media

World History:

World War

II/Nazi

Germany








Resources = “The Spy” by Bertolt Brecht;

Propaganda (both Nazi and anti-Nazi): commercials, posters,

short films

9.4 i: Historical Context

9.4 f: Use of language to

convey message

11.4 j: Use of dramatic

conventions/Types of

Irony

2/25-

3/20 (3-

1/2

Weeks)

10.3 a-b

10.4 a, b, d,

e, g, h, k, m




a) Use structural analysis of roots, affixes, synonyms,

antonyms, and cognates to understand complex words. U

b) Use context, structure, and connotations to determine

meanings of words and phrases. U



















Resources = Night by Elie Wiesel

9.3 a: Understanding

complex words

9.3 b: Structure and

connotation to determine

meaning

9.4 a: Main Ideas



Function

9.4 e: Theme



convey message

9.4 m: Reading Strategies

Memoir

Historical Context

Themes

Mood

Tone

Allusion

Imagery

Motif Character

Development

German Vocabulary

Roots

World History

II:

Holocaust

Physics:

Death by

Hanging

2/25-

3/20

(5-6

days

through

out)

10.5 a-h 10.5 The student will read, interpret, analyze, and evaluate

nonfiction texts.



writing. R

c) Skim manuals or informational sources to locate information.

U


9.5 a: Author’s purpose



and make inferences

Non-fiction

Classification

Process

Cause-Effect

Visual Media

Inferences

Personal Narrative

Social Studies:

Psychological /

Behavioral

Experimentatio

n; WWII Nazi

Germany and

the Holocaust;



e) Interpret and use data and information in maps, charts,

graphs, timelines, tables, and diagrams. Ap





An, C



Resources = “The Perils of Obedience” by Stanley Milgram;

Webquest on Jewish Culture and Culture and Historical

Context; Interactive Maps; Concentration Camp Classification

Chart; “Auschwitz” personal narrative by Joanne Kacperski;

news clips; “For Mentally Ill Survivors, Holocaust Lives On”;

“89-year-old Philly man charged . . .” by Terrence McCoy


World

Religions; Map

skills

Science:

Voltage and

electric shock;

PTSD

Math:

kilometers to

miles

2/23-27

(1

week)

10.3 b, c 10.3 The student will apply knowledge of word origins,





c) Discriminate between connotative and denotative meanings

and interpret the connotation. Ap

9.3 b: Connotation and

context

9.3 c: Connotation and

Denotation

Connotation and

Denotation in

Night

3/2-3/6

(1

week)

10.3 f 10.3 The student will apply knowledge of word origins,



f) Extend general and specialized vocabulary through speaking,

reading, and writing. C

9.3 f: Extend

Vocabulary

Night Vocabulary

(context clues)

3/9-

3/13 (1

week)

10.3 f 10.3 The student will apply knowledge of word origins,



f) Extend general and specialized vocabulary through speaking,

reading, and writing. C

9.3 f: Extend

Vocabulary

Night Vocabulary

(context clues)

KEY

Writing

Fiction

Non-Fiction

Presentation

Weekly Skill

SOL Not Tested



KEY

Writing

Fiction

Non-Fiction

Presentation

Weekly Skill

SOL Not Tested



Time/

Dates

SOL/

Strand


Cognitive Level

Vertical


Cross-

curricular

Connections

3/23-3/27

(1 week)

10.4 j,

10.8 d, e




10.8 The student will collect, evaluate, organize, and present









Resource = “Transport of Jews from Dusseldorf to Riga” (article)

9.8 e: Make sense of

Diverse Sources

9.8 g: Cite sources using

MLA

11.5 e: Analyze two or

more texts on same topic

Research Skills:

Quote/Summary/Pa

raphrase

4/6-4/9 (4

days)

10.5 f 10.5 The student will read, interpret, analyze, and evaluate

nonfiction texts.



Resources = “Hiding in Northern Virginia, a Daughter of

Auschwitz” (article)

The Boy in the Striped Pajamas (film)


based on evidence

Supporting opinion

Drawing

conclusions

Comparing Fiction

and Non-Fiction

World History

II: Nazi

Germany/Holoc

aust

4/10 (1

day)

10.6 a, b,

e







e) Organize ideas into a logical sequence using transitions. Ap,

An, E, C

Resources = Night and The Boy in the Striped Pajamas

9.6 a: Gather, plan,

organize writing

9.6 f-g: Arrange

paragraphs and use

transitions


Persuasive Writing

Compare-Contrast

Fact-Opinion

4/6-4/10

(1 week)

10.7 a 10.7 The student will self- and peer-edit writing for correct



a) Distinguish between active and passive voice. An

9.7 e: Active and Passive

Voice

11.7 c: Active and Passive

Voice

Passive Voice vs.

Active Voice

4/13-4/17

(1 week)

10.3 a

10.7 h










purpose. U

9.3 a: Use roots, etc. to

understand words


Commonly

Confused Words

Part I

4/20-4/24

(1 week)

10.3 a,

10.7 h










purpose. U

9.3 a: use roots, etc. to

understand words


Commonly

Confused Words

Part II

4/27-5/1

(1 week)

10.3 a, b,

g









understand words

9.3 g: Evolution and

Diversity of Language

Greek Roots

Vocabulary I

(Oedipus)

g) Use knowledge of the evolution, diversity, and effects of

language to comprehend and elaborate the meaning of texts.

An, E

4/27-5/15

(3 weeks)

10.3 d, e;

10.4 a, b,

d, e, g, h,

k, l, m






language in text. R 10.4 The student will read, comprehend, and analyze literary








g) Explain the influence of historical context on the form,

style, and point of view of a literary text. U









Resources = Oedipus the King by Sophocles; Edith Hamilton’s

Mythology

9.4 a: Main idea

9.4 e: Theme


convey emotion/message


Function of Literature


9.4 k: Analyze author’s

word choice


9.4 m: Reading Strategies

11.4 g: Use of Imagery

and figurative language

11.4 i: Dramatic

Selections

11.4 j: Analyze use of

literary elements/Types of

Irony

Dramatic Irony

Monologue

Soliloquy

Aside

Chorus

Tragic Hero

Tragic Flaw

Hubris

Theme

Symbolism

Imagery

Ancient Greek

Culture

World History:

Ancient Greek

Culture and

Civilization

Psychology:

Freud’s

Oedipus

Complex

5/14 (1

day)

10.5 d, f,

g, h


nonfiction texts.






An, C

9.5 g: Problem Solving


9.5 k: Reading strategies

Non-fiction

Compare / Contrast

Drawing

Conclusions

Textual Synthesis

Biology:

Genetics and

Inbreeding

World History

II: Bloodlines



Resources = “Inbreeding and the downfall of the Spanish

Hapsburgs” by Razib Khan (article); “Genetic

diversity and intellectual disability” by Razib Khan

(article); “Ask a Geneticist: Conditions” by Zoe

Assaf (article)

in Royal

Families

5/4-5/8 (1

week)

10.3 a, b,

g








g) Use knowledge of the evolution, diversity, and effects of

language to comprehend and elaborate the meaning of texts.

An, E


understand words

9.3 g: Evolution and

Diversity of Language

Greek Roots

Vocabulary II

(Oedipus)

5/11-5/15

(1 week)

10.1 a, b,

c, d, e, f,

k

10.6 a

10.1 The student will participate in, collaborate in, and report

on small-group learning activities.

a) Assume responsibility for specific group tasks. Ap

b) Collaborate in the preparation or summary of the

group activity. U

c) Include all group members in oral presentation. R

d) Choose vocabulary, language, and tone appropriate

to the topic, audience, and purpose. Ap




understandings, make decisions, and solve problems. Ap. C

k) Evaluate effectiveness of group process in preparation and

delivery of oral reports. E






9.1 d: Appropriate Tone

9.1 l: Collaboration

9.6 a: Generate, gather,

plan, organize writing

Skit Writing

Presentation in

small groups

5/11-5/15

(1 week)

10.4 k, l

10. 4 The student will read, comprehend, and analyze literary








convey emotion/message

11.4 j: Analyze use of

literary elements/Types of

Irony

Monologue/Soliloq

uy/Aside (Oedipus)

5/18 (1

day)

10.6 a-e








description. C



e) Organize ideas into a logical sequence using transitions.

Ap, An, E, C

9.6: Narrative,

Expository, and

Persuasive Writing


Formal Essay

Organization

Support

Topic Sentences

Usage/Mechanics

Written Expression

Composition

5/19-5/22

(4 days)

10.1 a-i,

k

10.4 a-e,

g, h, i, m

10.5 a, b,

c, e, f, g,

h

10.1 The student will participate in, collaborate in, and report

on small-group learning activities.

a) Assume responsibility for specific group tasks. Ap

b) Collaborate in the preparation or summary of the group

activity. U

c) Include all group members in oral presentation. R

d) Choose vocabulary, language, and tone appropriate to the

topic, audience, and purpose. Ap




understandings, make decisions, and solve problems. Ap. C

g) Access, critically evaluate, and use information accurately to

solve problems. Ap, E

h) Evaluate one’s own role in preparation and delivery of oral

reports. E

i) Use a variety of strategies to listen actively. Ap

k) Evaluate effectiveness of group process in preparation and

delivery of oral reports. E






c) Explain similarities and differences of techniques and

literary forms represented in the literature of different

cultures and eras. U




g) Explain the influence of historical context on the form,

style, and point of view of a literary text. U

9.1 d: Appropriate tone

9.1 l: Collaboration

9.4 a: Main idea

9.4 e: Theme


Function of Literature


9.4 k: Use of language to

support purpose


9.4 m: Reading strategies

9.5 a: Audience and

Purpose



and make inferences

Instructional Text

Role-playing

Creative Writing

Epic Poetry

Epic Heroes

World History

I: Ancient

Greece

Biology: Germ

Theory/Commu

nicable

Diseases




i) Compare and contrast literature from different cultures and

eras. An




nonfiction texts.



writing. R

c) Skim manuals or informational sources to locate

information. U

e) Interpret and use data and information in maps, charts,

graphs, timelines, tables, and diagrams. Ap





An, C



Resources = The Zombie Survival Guide; World War Z by Max

Brooks

Superhero films; Iliad by Homer


5/25-5/29

(1 week)

Final Exam Review

KEY

Writing

Fiction

Non-Fiction

Presentation

Weekly Skill

SOL Not Tested



10th grade english curriculum & pacing guide 2014...

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