fremont county school district #1 course name: 10th grade ... · pdf file... 10th grade honors...

Fremont County School District #1

Lander, Wyoming 82520

Course Name: 10th Grade Honors Language Arts

FCSD1 Syllabus: Approved May 2014, of 30

Course Description: Honors 10th Grade Language Arts

This reading- and writing-intensive course follows the chronological evolution of literature from

the beginnings of Ancient Mesopotamia to the advancement of contemporary literary works.

Units of study will follow the beginnings of the oral tradition and continue on with the evolution

of stories over time into drama, satire, lyrical poetry, religious writings, the essay and the novel

in order to understand how the growth and development of society directly influenced the

structure and format of literature. In alignment with the Common Core State Standards, students

will also be exposed to a variety of literary nonfiction and informational texts in order to better

prepare students for the diverse texts they will encounter in both college and careers. Students

can expect a high level of rigor in this class, with the accompaniment of daily reading and

writing assignments in multiple genres. Students are expected to construct and use a three-ring

binder notebook for organization and use sticky notes for critical reading. Honors 10 Language

Arts is designed to prepare students who wish to continue on an honors track by laying the

foundation for Honors 11 and AP Language Arts.

Prerequisite: Language Arts 9-students MUST have no lower than a B average over the previous

two semesters

*This course cannot be taken as an independent study

**Course failure requires a reenrollment in Language Arts 10

***Transfer to Language Arts 10 will be strongly recommended if a student earn less than a 2.0 in

Fall semester

Assessment

Unit tests

Semester Exams

Composition Processes

Quizzes

Threaded discussions

Diverse Formatted Speeches

Grading Scale

90% - A

80% - B

70% - C

60% - D





Consistent through every unit are the Common Core Language standards (L 11…)

1. Demonstrate command of the conventions of standard English grammar and usage when writing

or speaking. (L 11.1)

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing. (L 11.2)

3. Apply knowledge of language to understand how language functions in different contexts, to

make effective choices for meaning or style, and to comprehend more fully when reading or

listening. (L 11.3)

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on

grades 11-12 reading and content, choosing flexibly from range of strategies. (L 11.4)

5. Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings. (L 11.5)

6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient

for reading, writing, speaking, and listening at the college and career readiness level; demonstrate

independence in gathering vocabulary knowledge when considering a work or phrase important

to comprehension or expression. (L 11.6)

Units of Study:

Unit 1: Epic Tales & Poetry (Ancient Mesopotamia & Ancient Greece): SUMMER ASSIGNMENT

Description of Unit 1: Beginning with the oral tradition, students will read and annotate the first known

epic tale The Epic of Gilgamesh. Students will learn about Ancient Mesopotamia and Sumerian society in

order to build a historical and social context for the time period and understand society’s impact on the

development of oral, epic tales. Students will then read and annotate excerpts from Homer’s epic poem

The Odyssey. Students will learn the impact of the evolution of society on literature from the oral tradition

to recorded, epic tales while analyzing both The Epic of Gilgamesh and The Odyssey through the lens of

the hero cycle. Students will be formally assessed on their comprehension of unit learning targets through

a seminar discussion, literary analysis write, and a unit exam. The reading and annotating of the texts will

happen over summer break and are a requirement for admission into Honors Language Arts 10.

Texts:

The Epic of Gilgamesh (excerpts) – Unknown author

The Odyssey (excerpts) - Homer

Various literary non-fiction pieces

Common Assessments:

Socratic Seminar

Unit Exam

Literary Analysis Write





Priority CC Standards:

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as

well as inferences drawn from the text (RL.9-10.1).

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 (RL.9-10.2).


well as inferences drawn from the text (RI.9-10.1).

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 (RI.9-10.2).

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

(RL.9-10.3).

Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence (W.9-10.1).

o Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,

and create an organization that establishes clear relationships among claim(s),

counterclaims, reasons, and evidence (W.9-10.1.A).

o Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the audience's

knowledge level and concerns (W.9-10.1.B).

o Use words, phrases, and clauses to link the major sections of the text, create cohesion,

and clarify the relationships between claim(s) and reasons, between reasons and

evidence, and between claim(s) and counterclaims (W.9-10.1.C).

o Establish and maintain a formal style and objective tone while attending to the norms and

conventions of the discipline in which they are writing (W.9-10.1.D).

o Provide a concluding statement or section that follows from and supports the argument

presented (W.9-10.1.E).

Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 1-3 above) (W.9-10.4).

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. (Editing for conventions should demonstrate command of Language standards 1-3 up to

and including grades 9-10 here) (W.9-10.5).

Draw evidence from literary or informational texts to support analysis, reflection, and research

(W.9-10.9).

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others'

ideas and expressing their own clearly and persuasively (SL.9-10.1).

http://www.corestandards.org/ELA-Literacy/L/9-10/





o Come to discussions prepared, having read and researched material under study;

explicitly draw on that preparation by referring to evidence from texts and other research

on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas (SL.9-

10.A).

o Work with peers to set rules for collegial discussions and decision-making (e.g., informal

consensus, taking votes on key issues, presentation of alternate views), clear goals and

deadlines, and individual roles as needed (SL.9-10.B).

o Propel conversations by posing and responding to questions that relate the current

discussion to broader themes or larger ideas; actively incorporate others into the

discussion; and clarify, verify, or challenge ideas and conclusions (SL.9-10.C).

o Respond thoughtfully to diverse perspectives, summarize points of agreement and

disagreement, and, when warranted, qualify or justify their own views and understanding

and make new connections in light of the evidence and reasoning presented (SL.9-10.D).

Supporting CC Standards:

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) (RL.9-10.4).

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 (RL.9-10.5).

Analyze 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 (RL.9-10.6).

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at

the high end of the grades 9-10 text complexity band independently and proficiently (RL.9-

10.10).

Analyze how the author unfolds an analysis or series of ideas or events, including the order in

which the points are made, how they are introduced and developed, and the connections that are

drawn between them (RI.9-10.3).

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)

(RI.9-10.4).

Analyze in detail how an author's ideas or claims are developed and refined by particular

sentences, paragraphs, or larger portions of a text (e.g., a section or chapter) (RI.9-10.5).

By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-

10 text complexity band independently and proficiently (RI.9-10.10).

Use technology, including the Internet, to produce, publish, and update individual or shared

writing products, taking advantage of technology's capacity to link to other information and to

display information flexibly and dynamically (W.9-10.6).





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 (W.9-

10.10).

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 (SL.9-10.4).

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive

elements) in presentations to enhance understanding of findings, reasoning, and evidence and to

add interest (SL.9-10.5).

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when

indicated or appropriate. (See grades 9-10 Language standards 1 and 3here for specific

expectations) (SL.9-10.6).

Demonstrate command of the conventions of standard English grammar and usage when writing

or speaking (L.9-10.1).

o Use parallel structure (L.9-10.1.A)

o Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,

absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey

specific meanings and add variety and interest to writing or presentations (L.9-10.1.B).

Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing (L.9-10.2).

o Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related

independent clauses (L.9-10.2.A)

o Use a colon to introduce a list or quotation (L.9-10.2.B).

o Spell correctly (L.9-10.2.C).

Determine 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 (L.9-10.4).

o Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position

or function in a sentence) as a clue to the meaning of a word or phrase (L.9-10.4.A).

o Identify and correctly use patterns of word changes that indicate different meanings or

parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy) (L.9-10.4.B).

o Consult general and specialized reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation of a word or determine or

clarify its precise meaning, its part of speech, or its etymology (L.9-10.4.C).

o Verify the preliminary determination of the meaning of a word or phrase (e.g., by

checking the inferred meaning in context or in a dictionary) (L.9-10.4.D).

Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings (L.9-10.5).

o Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role

in the text (L.9-10.5.A)

o Analyze nuances in the meaning of words with similar denotations (L.9-10.5.B)






Acquire and use accurately general academic and domain-specific words and phrases, sufficient


independence in gathering vocabulary knowledge when considering a word or phrase important

to comprehension or expression (L.9-10.6).

Unit 2: Rhetoric

Description of Unit 2: Taking a short tangent from the evolution of the literary genre, this unit focuses

on the history of rhetoric and the presence and efficacy of rhetoric in the modern, contemporary world.

Students will become familiar with Aristotle’s teachings on the art of argument and the requirements of

ethos, pathos, and logos to be an effective rhetorician. Students will also become familiar with Aristotle’s

fallacies in order to identify fallacious reasoning in argumentative presentations/texts. Using this

rhetorical background, students will then be asked to analyze, through the lens of rhetoric, contemporary

advertisements, video game covers, and speeches. Students will analyze, in each medium, the rhetorical

appeals present, and will synthesize, based on the appeals, who the intended audience is and for what

purpose the audience is targeted. Students will then evaluate the efficacy of the rhetoric present. Students

will be formally assessed on the unit’s learning targets through a formal rhetorical analysis essay of a

video game cover. This unit serves as a foundational unit for the continuing examination of the use and

efficacy of rhetoric in primary documents and seminal works.

Texts:

Poetics and Rhetoric (excerpts) - Aristotle

Various non-print texts (magazine articles, video game covers, etc.)

Common Assessments:

Rhetorical Analysis Essay













(RI.9-10.4).





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 (RI.9-10.6).

Delineate 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 (RI.9-10.8)

Write informative/explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of

content (W.9-10.2).

o Introduce a topic; organize complex ideas, concepts, and information to make important

connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures,

tables), and multimedia when useful to aiding comprehension (W.9-10.2.A).

o Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,

concrete details, quotations, or other information and examples appropriate to the

audience's knowledge of the topic (W.9-10.2.B).

o Use appropriate and varied transitions to link the major sections of the text, create

cohesion, and clarify the relationships among complex ideas and concepts (W.9-10.2.C).

o Use precise language and domain-specific vocabulary to manage the complexity of the

topic (W.9-10.2.D).


conventions of the discipline in which they are writing (W.9-10.2.E).

o Provide a concluding statement or section that follows from and supports the information

or explanation presented (e.g., articulating implications or the significance of the topic)

(W.9-10.2.F).


(W.9-10.9).

Integrate multiple sources of information presented in diverse media or formats (e.g., visually,

quantitatively, orally) evaluating the credibility and accuracy of each source (SL.9-10.2).

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any

fallacious reasoning or exaggerated or distorted evidence (SL.9-10.3).






Analyze 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 (RI.9-10.9).







10.10).









audience (W.9-10.5).







10.1.A).






discussion; and clarify, verify, or challenge ideas and conclusions (SL.9-10.1.C).






o Use parallel structure (L.9-10.1.A).







independent clauses (L.9-10.2.A).





















in the text (L.9-10.5.A).

o Analyze nuances in the meaning of words with similar denotations (L.9-10.5.B).

Unit 3: Dramatic Age (Ancient Greece)

Description of Unit 3: Returning to the realm of ancient Greece, students will encounter the Dramatic

Age through a class reading of Sophocles’ Oedipus The King. Students will learn about the changing

societal structure of ancient Greece from Homer’s Odyssey to Sophocles’ Oedipus to understand the

impact on and shift in literary format. Within the play, students will examine and analyze the structure of

Grecian tragedy, the use and efficacy of dramatic irony, the characteristics of a tragic hero, the role of fate

vs. free will in human lives, the power and negative repercussions of hubris, and question whether it is

better for one to know the truth or live in ignorant bliss. Students will engage in a hot seat debate in order

to garnish a stronger comprehension of the major themes and motifs present within the text. Additionally,

students will be introduced to the argumentative form of writing. Students will be formally assessed on

their comprehension of unit learning targets through a unit exam and two formal writes in the form of an

argumentative essay and a literary analysis write.

Texts:

Oedipus the King- Sophocles

Various literary non-fiction pieces

Common Assessments:

Unit Exam


Argumentative Essay













(RL.9-10.3).



























(W.9-10.9).












10.A).














tone) (RL.9-10.4).





10.10).




(RI.9-10.4).






















10.10).












































Unit 4: Epic Poetry (Anglo-Saxon Age)

Description of Unit 4: Moving ahead to the time of the Anglo-Saxons, students will encounter the first

known text written in English, the epic poem Beowulf. While actively reading and annotating Beowulf,

students will learn about religious evolution in the Anglo-Saxon society and the impact of a blossoming

Christian religion on a pagan peoples and their literature. Students will continue to analyze the hero cycle

within Beowulf, while analyzing the success and failure of the code of comitatus, the roles of nobility, and

the impact of the blending of Christian and pagan ideals on a peoples. Students will be formally assessed

on their comprehension of unit learning targets through a seminar discussion, literary analysis write, and

unit exam.

Texts:

Beowulf – Unknown author

Grendel (excerpts) – John Gardner

Various literary non-fiction texts

Common Assessments:

Socratic Seminar

Unit Exam










(RL.9-10.3).



















(W.9-10.9).







10.A).














tone) (RL.9-10.4).








10.10).

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) (RL.9-10.9).








(RI.9-10.4).


















10.10).












































Unit 5: Religious Poetry (Medieval Age)

Description of Unit 5: Rounding off first semester of Honors Language Arts 10, students will explore the

late medieval period and the far-reaching impact of the church on religious, political, and social ideals of

the age through the reading of Dante Alighieri’s The Inferno. Students will learn an extensive amount of

historical background in order to comprehend the many references and allusions within Dante’s text, and

their comprehension of the unit’s learning targets will be formally assessed in a unit exam in the form of

the semester final.

Texts:

The Inferno by Dante Alighieri

o Poetry:

“The Faerie Queene” by Edmund Spenser

Common Assessments:

Unit Exam (Semester 1 Final Exam)














(RL.9-10.3).




tone) (RL.9-10.4).








10.10).




(RI.9-10.4).





10.10).







10.A).








Unit 6: The Novel (The Renaissance)

Description of Unit 6: The Common Core State Standards emphasize the importance of strong research

skills within every student’s arsenal of academic abilities. While smaller, more frequents research

projects are important, the sophomore year emphasizes the process of the research paper. Students will

learn to: evaluate sources, gather information from reliable sources, create functional note and reference

cards, use proper parenthetical citation, organize information into a working outline, write an abstract, and

write a references page in order to create an organized, focused APA formatted research paper covering

some aspect of the Renaissance. Upon completion of their research papers, students will be required to

give a 5 minute, formal speech over the main points of their paper. Students will learn effective, correct

ways of public speech delivery and will self-assess their speech delivery in order to prepare for future

public speaking activities both in and outside of class. Students will then use their knowledge gained from

their research to explore the development of literature during the Renaissance while reading excerpts from

what is widely regarded as the first novel, Miguel Cervantes’ Don Quixote.

Texts:

6th

Edition APA Formatting Guide

Don Quixote (excerpts) by Miguel Cervantes


Common Assessments:

APA Research Paper

Formal Speech























Conduct short as well as more sustained research projects to answer a question (including a self-

generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation (W.9-10.7).

Gather relevant information from multiple authoritative print and digital sources, using advanced

searches effectively; assess the usefulness of each source in answering the research question;

integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism

and following a standard format for citation (W.9-10.8).


(W.9-10.9).







10.A).
















Apply knowledge of language to understand how language functions in different contexts, to

make effective choices for meaning or style, and to comprehend more fully when reading or

listening (L.9-10.3).

o Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA

Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type

(L.9-10.3.A).









(RL.9-10.3).





10.10).
















Integrate multiple sources of information presented in diverse media or formats (e.g., visually,

quantitatively, orally) evaluating the credibility and accuracy of each source (SL.9-10.2).





































Unit 7: The Neoclassical and Romantic Movements

Description of Unit 7: In this unit students will explore the ideologies of 18th and 19

th century England

through the lenses of the Neoclassical and Romantic movements. Students will be able to analyze changes

in literature from the Renaissance to the Neoclassic movement through their reading of two Neoclassical

primary texts in which the Neoclassic ideal of public appearance, public reputation, and restraint is made

clear. Students will then examine additional changes in the evolution of literature from the Neoclassical

movement to Romanticism through the reading and analysis of various poems from Romantic poets.

Students will explore the emphasized concepts of nature, religion, imagination, revolution, and

transcendence within the paradigm of Romanticism through the learning and teaching of a poem to the

rest of the class. Additionally, students will observe and analyze the ideologies of the Neoclassic and

Romantic movements through the mediums of music and art. All of this will serve as context for the

students’ readings of Frankenstein and The Strange Case of Dr. Jekyll and Mr. Hyde in which students

will then trace the evolution of Romanticism to Dark Romantics, or the Gothic. Students will be formally

assessed on the unit’s learning targets through their poetry presentations, an exam of the Neoclassic and

Romantic ages, two seminar discussions, a formal team debate, an argumentative essay, and an end of the

unit exam.

Texts

“From Letters to His Son” – Lord Chesterfield

“Letter to Her Daughter” – Lady Mary Wortley Montagu

Frankenstein – Mary Shelley





The Strange Case of Dr. Jekyll and Mr. Hyde –Robert Louis Stevenson

William Wilson – Edgar Allan Poe

o Poetry

“From the Prelude: Book I” – William Wordsworth

“The World Is Too Much With Us Late and Soon” – William Wordsworth

“The Garden of Love” – William Blake

“The Tyger” – William Blake

“Darkness” – Lord Byron


Common Assessments:

Poetry Presentations

Socratic Seminars (F & J/H)

Unit Exam (Neo/Ro)

Team Debate

Argumentative Essay

Unit Exam (F & J/H)









(RL.9-10.3).

Analyze 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 "MusÃ©e des Beaux Arts" and

Breughel's Landscape with the Fall of Icarus) (RL.9-10.7).












Write informative/explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of

content (W.9-10.2).












(W.9-10.9).







10.A).










Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any

fallacious reasoning or exaggerated or distorted evidence (SL.9-10.3).





tone) (RL.9-10.4).
















10.10).







(RI.9-10.4).





Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create

an organization that establishes clear relationships among claim(s), counterclaims, reasons, and

evidence (W.9-10.1.A).











Introduce a topic; organize complex ideas, concepts, and information to make important

connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables),

and multimedia when useful to aiding comprehension (W.9-10.2.A).

o Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,

concrete details, quotations, or other information and examples appropriate to the

audience's knowledge of the topic (W.9-10.2.B).





o Use appropriate and varied transitions to link the major sections of the text, create

cohesion, and clarify the relationships among complex ideas and concepts (W.9-10.2.C).

o Use precise language and domain-specific vocabulary to manage the complexity of the

topic (W.9-10.2.D).


conventions of the discipline in which they are writing (W.9-10.2.E).

o Provide a concluding statement or section that follows from and supports the information

or explanation presented (e.g., articulating implications or the significance of the topic)

(W.9-10.2.F).



10.10).




Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive

elements) in presentations to enhance understanding of findings, reasoning, and evidence and to

add interest (SL.9-10.5).









































Unit 8: Drama and Humanism Movement

Description of Unit 8: Finishing off this survey of the evolution of literature, students will end

the year reading Henrik Ibsen’s play A Doll’s House in order to comprehend the impact of

Humanism on literature and society. With Humanism’s emphasis on the individual and the value and

agency of human beings, individually and collectively, Ibsen’s play highlights individual wants and needs

in conflict with societal expectations and frames the ideology that shaped modern literature. Students will

be formally assessed on the unit’s learning targets through a seminar discussion.

Texts:

The Doll’s House by Henrik Ibsen

Common Assessments:

Socratic Seminar









(RL.9-10.3).

http://en.wikipedia.org/wiki/Agency_(philosophy)

http://en.wikipedia.org/wiki/Human






(W.9-10.9).




Come to discussions prepared, having read and researched material under study; explicitly draw

on that preparation by referring to evidence from texts and other research on the topic or issue to

stimulate a thoughtful, well-reasoned exchange of ideas (SL.9-10.A).

Work with peers to set rules for collegial discussions and decision-making (e.g., informal

consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines,

and individual roles as needed (SL.9-10.B).

Propel conversations by posing and responding to questions that relate the current discussion to

broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify,

or challenge ideas and conclusions (SL.9-10.C).

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement,

and, when warranted, qualify or justify their own views and understanding and make new

connections in light of the evidence and reasoning presented (SL.9-10.D).





tone) (RL.9-10.4).








10.10).





10.10).








Student and/ or Parent Signature:

I have read and understood the requirements and content of 10th Grade Honors Language Arts.

Parent: ________________________________ Student: ____________________________

fremont county school district #1 course name: 10th grade ... · pdf file... 10th grade honors...

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