Grade 10 Draft July 2002

Killingly Public Schools

ENGLISH Grade 10

Reading/Literature Strand CONTENT STANDARD 10 LA 1: The student will demonstrate a basic understanding of the text’s general content. BENCHMARKS 10LA 1.1 The student is able to determine the main idea (nonfiction) or theme (fiction) of a

written work. 1.2 The student is able to identify or infer important characters, setting, problems,

events, relationships, and details within a written work. 1.3 The student is able to select and use relevant information from a written work in

order to summarize. 1.4 The student is able to describe the thoughts, opinions and/or questions that arise

as he or she reads.

UNDERSTANDING THE STANDARD

INTENT OF STANDARD

SKILLS/PROCESSES

The intent of this standard is that the student will develop strategic reading skills. One dimension of reader response is the ability to demonstrate an initial understanding of a text. Through this standard, the student will understand that reading is a gradual process of constructing meaning and making revisions of initial understandings. The student will also understand that reactions to a text will change throughout the course of reading the text.

To be successful with this standard, the student: • establishes a purpose for reading • asks a variety of questions before, during, and after

reading in order to construct and extend meaning • makes, confirms, and revises predictions • activates relevant, prior knowledge • uses the knowledge of text structures (narrative,

expository, persuasive, poetic, visual) and defining features in order to establish initial understanding

• uses examples and details to identify the most important ideas and themes

• determines cause and effect • creates visual and other sensory images from text • draws inferences from text in order to demonstrate a

basic understanding • accurately retells or summarizes what he/she has read • considers all parts of the text to determine main idea

or theme

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• uses a variety of monitoring and self-correcting methods in order to repair comprehension when it breaks down such as skimming, scanning, reading ahead, re-reading, adjusting speed, summarizing, using resources, etc.

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Reading/Literature Strand CONTENT STANDARD 10 LA 2: The student will interpret and/or explain the text. BENCHMARKS 10LA 2.1 The student is able to revise, reshape, and/or deepen his or her initial

understanding of the text. 2.2 The student is able to uses clues or evidence from the text to make inferences,

draw conclusions, predict events, infer motives and generalize beyond the text. 2.3 The student is able to draw a conclusion about the author’s intent or purpose.

UNDERSTANDING THE STANDARD

INTENT OF STANDARD

SKILLS/PROCESSES

The intent of this standard is that the student will develop strategic reading skills. One dimension of reader response is the ability to delve deeper into a text by explaining and analyzing. The student will be able to go beyond the basic understanding of a text to consider its various possible interpretations.

To be successful with this standard, the student: • asks text related critical and analytical questions • identifies specific evidence from texts to support valid

conclusions • links information across parts of a text to draw

conclusions and formulate interpretations • applies knowledge of structure, literary terminology

and elements to deepen initial understanding • makes inferences about ideas implicit in texts • identifies inconsistencies or ambiguities in a text • attempts to reconcile inconsistencies or ambiguities • examines the fit between the text and prior knowledge • thinks divergently about texts, realizing that a text can

have a number of interpretations when supported with valid evidence

• demonstrates engagement with the text by asking questions and attempting to answer the questions.

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Reading/Literature Strand CONTENT STANDARD 10 LA 3: The student will connect the text to outside knowledge. BENCHMARKS 10LA 3.1 The student is able to apply his or her understanding of people and life in general

to make associations between the text and his or her view of the world. 3.2 The student is able to generalize beyond the story, make associations between the

text and other works of art, such as movies, art, music or dance, and connect the story to his or her life experiences and/or culture.

3.3 The student is able to form analogies between the text and his or her view of the world.

3.4 The student is able to relate to characters or events in the story and connect them to his or her life experiences or things he or she has read about or seen.

UNDERSTANDING THE STANDARD

INTENT OF STANDARD

SKILLS/PROCESSES

The intent of this standard is that the student will develop strategic reading skills. One dimension of reader response is the ability to see texts in the broader context of the world. The student will be able to connect texts to other texts, texts to self, and texts to life. The standard asks the student to relate the text to his/her understanding of the world.

To be successful with this standard, the student:

• connects ideas, characters, themes, and perspectives in a text to the outside world

• applies his/her understanding of people and life in general to make associations between the text and his or her view of the world

• connects texts to other texts the student has read • connects texts to his/her own experience in the

world • connects texts to the world outside the text • identifies the deeper similarities and differences

between a text and to that which it is being compared

• views texts as products of the world in which we live, seeing the inherent cultural and sociological connections between texts and the world.

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Reading/Literature Strand CONTENT STANDARD 10 LA 4: The student will elaborate on the text and make judgements about the text’s quality and themes. BENCHMARKS 10LA 4.1 The student is able to use information from the text to make a prediction based on

what is read. 4.2 The student is able to analyze the author’s craft, including use of literary devices. 4.3 The student is able to evaluate explicit and implicit information within a written

work to include in a response to or extension of the work. 4.4 The student is able to demonstrate on awareness of values, customs, ethics and

beliefs included in a written work.

UNDERSTANDING THE STANDARD

INTENT OF STANDARD

SKILLS/PROCESSES

The intent of this standard is that the student will develop strategic reading skills. One dimension of reader response is the ability to take a critical stance, stepping outside the text to evaluate it.

To be successful with this standard, the student: • demonstrates a literary and aesthetic appreciation of

the story • demonstrates a sensitivity to the author’s style, and/or

awareness of linguistic or literary features • thinks divergently, challenging the text by disagreeing

with or questioning the author • goes beyond the story to judge its literary quality and

support his or her reasons with examples from the story.

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Reading/Literature Strand CONTENT STANDARD 10 LA 5: The student will read and analyze fiction and non-fiction. BENCHMARKS 10LA 5.1 The student is able to understand and use literary terminology common to

fiction and nonfiction. 5.2 The student is able to explain the major elements of fiction and nonfiction. 5.3 The student is able to analyze important themes in fiction and nonfiction. 5.4 The student is able to explain the historical or social importance of individual

pieces of fiction and nonfiction. 5.5 The student is able to recognize and correctly use vocabulary used in texts.

UNDERSTANDING THE STANDARD

INTENT OF STANDARD

SKILLS/PROCESSES

The intent of this standard is that the student will understand and apply standard techniques for reading fiction. The student will study traditional and contemporary selections that will enhance his/her understanding of the major elements used in fiction, primarily through the study of short stories and novels. The student will confront thematic questions that are challenging and that facilitate critical thinking and writing. Furthermore, he/she will come to understand and appreciate how these works have reflected or shaped cultural thought in this country and throughout the world. Instruction and assessment for this standard will be integrated with Grade 10 Reading/Literature Content Standards 1-4.

To be successful with this standard, the student: • will study the following literary texts:

Animal Farm The Lord of the Flies Of Mice and Men The Old Man and the Sea selections from Hamilton’s Mythology

• will study the following additional texts if time allows:

The Diary of Ann Frank* A Farewell to Arms* A Separate Peace To Kill a Mockingbird

(*pending approval of completed literary links) • will use literary terminology, such as

stereotype verbal irony hyperbole understatement protagonist antagonist narrator flashback foreshadowing

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symbol metaphor parable

• will be able to identify and discuss the literary characteristics of fiction, including

point of view (3rd person, omniscient, 1st person) setting (place, time; literal and symbolic) exposition rising action climax falling action resolution character (round, flat, protagonist, antagonist) plot conflict

• will be able to effectively discuss and write about thematic concepts in specific works (see individual text bookmarks above)

• will understand and write about important historical or social concepts found within each text (see individual text bookmarks above)

• will comprehend and employ vocabulary necessary to the understanding of each text (see individual text bookmarks above).

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Reading/Literature Strand CONTENT STANDARD 10 LA 6: The student will read and analyze drama. BENCHMARKS 10LA 6.1 The student is able to understand and use literary terminology common to drama.. 6.2 The student is able to explain the major elements of drama.

6.3 The student is able to analyze important themes in drama. 6.4 The student is able to explain the historical or social importance of individual

pieces of drama. 6.5 The student is able to recognize and correctly use vocabulary used in texts.

UNDERSTANDING THE STANDARD

INTENT OF STANDARD

SKILLS/PROCESSES

The intent of this standard is that the student will understand and apply standard techniques for reading drama. The student will study traditional and contemporary selections that will enhance his/her understanding of the major elements used in drama. The student will confront thematic questions that are challenging and that facilitate critical thinking and writing. Furthermore, he/she will come to understand and appreciate how these works have reflected or shaped the development of theatre and shaped cultural thought in this country and throughout the world. Instruction and assessment for this standard will be integrated with Grade 10 Reading/Literature Content Standards 1-4.

To be successful with this standard, the student: • will study a variety of dramatic texts, including

The Crucible Julius Caesar or The Tempest or The Merchant

of Venice The Crucible (10D-2)

• will use literary terminology, such as dialogue act/scene/line stage direction/blocking prologue/epilogue monologue soliloquy aside dramatic irony dramatic foreshadowing

• will be able to identify and discuss the literary characteristics of drama, including

tragic elements (tragic hero, fatal error/flaw, recognition, catharsis)

setting (place, time) character (round, flat, protagonist, antagonist) plot conflict

• will be able to effectively discuss and write about

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thematic concepts in specific works (see individual text bookmarks above).

• will understand and write about important historical or social concepts found within each text (see individual text bookmarks above).

• will comprehend and employ vocabulary necessary to the understanding of each text (see individual text bookmarks above).

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Reading/Literature Strand CONTENT STANDARD 10 LA 7: The student will read and analyze poetry. BENCHMARKS 10LA 7.1 The student is able to understand and use literary terminology common to poetry.

7.2 The student is able to explain the major elements of poetry. 7.3 The student is able to analyze important themes in poetry. 7.4 The student is able to explain the historical or social importance of individual

pieces of poetry. 7.5 The student is able to recognize and correctly use vocabulary used in texts.

UNDERSTANDING THE STANDARD

INTENT OF STANDARD

SKILLS/PROCESSES

The intent of this standard is that the student will understand and apply standard techniques for reading poetry. The student will study traditional and contemporary selections that will enhance his/her understanding of the major elements used in poetry. The student will confront thematic questions that are challenging and that facilitate critical thinking and writing. Furthermore, he/she will come to understand and appreciate how these works have reflected or shaped the development of poetry and shaped cultural thought in this country and throughout the world. Instruction and assessment for this standard will be integrated with Grade 10 Reading/Literature Content Standards 1-4.

To be successful with this standard, the student: • will study a variety of poetry, including

“The Illiad” (10P-1) “The Road Not Taken” (10P-2) “Out, Out-“ (10P-3) “Jabberwocky” (10P-4)

• will use literary terminology, such as metaphor simile symbolism alliteration assonance onomatopoeia allusion blank verse/iambic pentameter free verse slant rhyme imagery personification refrain

• will be able to identify and discuss the literary characteristics of poetry, including

ballad stanza rhyme/rhythm sound

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couplet narrative lyric epic

• will be able to effectively discuss and write about thematic concepts in specific works (see individual text bookmarks above)

• will understand and write about important historical or social concepts found within each text (see individual text bookmarks above)

• will comprehend and employ vocabulary necessary to the understanding of each text (see individual text bookmarks above)

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Writing Strand CONTENT STANDARD 10 LA 8: The student will continue to write expository essays along with literature-based and interdisciplinary writing. BENCHMARKS 10LA 8.1 The student continues to plan and organize written work.

8.2 The student is able to establish a clear thesis. 8.3 The student is able to connect text to writing.

8.4 The student is able to synthesize sources and materials. 8.5 The student is able to compose a well-written essay.

UNDERSTANDING THE STANDARD

INTENT OF STANDARD

SKILLS/PROCESSES

The intent of this standard is that the student will write essays that begin with a clear, arguable thesis and that include constant reference to literary text and/or source material. Part of the intent is to ensure that students at this level are able to write in line with CAPT writing standards; consequently, it is assumed that some writing assignments will be timed and will follow the CAPT format. The student will also develop and maintain a cumulative writing portfolio. (Refer to Appendix C for 10th grade portfolio requirements.)

To be successful with this standard, the student: • continues to use organizational methods outlined in

content standard 9LA 8 • continues to formulate a thesis and develops the paper

as outlined in content standard 9LA 9 • uses textual evidence that

reinforces the thesis is carefully introduced and integrated is varied and adequate in scope is appropriately edited is documented when appropriate (Refer to

Killingly High School English Department’s “Guide for Writing Research Papers.”)

• moves beyond initial understanding by reflecting connecting to prior knowledge/readings, the

outside world, or personal experience predicting inferring challenging judging moving beyond the text

• evaluates and uses various texts and materials to support a single conclusion by using

synthesis

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comparison and contrast order of argument

• continues to revise and edit as outlined in content standard 9LA 9.

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Writing Strand CONTENT STANDARD 10 LA 9: The student will continue to use Standard English in his/her writing. BENCHMARKS 10LA 9.1 The student is able to use appropriate sentence formation.

9.2 The student is able to employ appropriate usage. 9.3 The student is able to use appropriate mechanics.

UNDERSTANDING THE STANDARD

INTENT OF STANDARD

SKILLS/PROCESSES

The intent of this standard is that the student will use Standard English and MLA format to communicate clearly in all forms of writing. The student will become increasingly competent at independently employing the skills in this standard.

To be successful with this standard, the student: • continues to employ skills outlined in content standard

9LA 10 • constructs sentences that

avoid dangling or misplaced modifiers demonstrate ability to combine phrases, clauses,

and sentences in a variety of ways demonstrate an understanding of the concept of

subordination • employs the following usage correctly

active/passive voice frequently confused words (e.g., accept/except) avoid common usage problems (e.g., lie/lay,

less/fewer) avoid faulty parallelism comparative/superlative adverbs and adjectives

• uses the following mechanics correctly colons semicolons hyphens punctuation of dialogue.

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Research Strand CONTENT STANDARD 10 LA 10: The student will select and narrow an opinionated research topic. BENCHMARKS 10LA 10.1 The student is able to select an appropriate topic that has an arguable thesis

and can be researched. 10.2 The student is able to adequately narrow the topic to a manageable size. 10.3 The student is able to take an arguable position which is supported by an

accumulation of facts.

UNDERSTANDING THE STANDARD

INTENT OF STANDARD

SKILLS/PROCESSES

The intent of this standard is that the student will understand the importance of establishing an arguable thesis that can be supported within the limitations of available library resources and adequately discussed within the limitations of the assigned five to eight page paper.

To be successful with this standard, the student: • pursues a challenging or controversial topic that

requires taking and defending a position • works within defined research parameters set by the

teacher • avoids topics that are too broad or too comprehensive • avoids topics that are based on personal taste or trivial

concepts • limits an acceptable topic to a manageable scope • must understand the difference between “cut and

paste” and research • learns how to defend a position based on factual

information.

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Research Strand CONTENT STANDARD 10 LA 11: The student will use selected print and electronic databases to access information. BENCHMARKS 10LA 11.1 The student is able to employ key terms with increasing sophistication.

11.2 The student is able to narrow the focus of a search. 11.3 The student is able to scan and select more varied and challenging resources.

UNDERSTANDING THE STANDARD

INTENT OF STANDARD

SKILLS/PROCESSES

The intent of this standard is that the student will learn to access books and traditional library materials along with internet and electronic databases as key avenues for evaluating and synthesizing information. The student will acquire skills in evaluating more complex resources. In addition, he/she will receive instruction on how to evaluate and integrate both print and electronic information into a research document.

To be successful with this standard, the student: • utilizes library catalog system to retrieve

references books periodicals

• continues to use electronic databases search engines World Wide Web

• refines, redefines or changes the focus of a search • uses more complex search terms • combines search terms effectively to narrow a search • scans, evaluates, and selects resources based upon

reliability, accuracy, and relevance to the purpose of the research

• selects appropriate databases • evaluates the quality of print and Internet sources.

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Research Strand CONTENT STANDARD 10 LA 12: The student will collect, evaluate, challenge, process, and credit information and sources. BENCHMARKS 10LA 12.1 The student is able to record notes selectively through paraphrasing and précis.

12.2 The student is able to record notes selectively through direct quotation. 12.3 The student is able to avoid plagiarism and its consequences. 12.4 The student is able to distinguish one’s own ideas from information created or

discovered by others. 12.5 The student is able to use the MLA style sheet method for citing primary and

secondary sources. (Refer to Killingly High School English Department’s “Guide for Writing Research Papers.”)

UNDERSTANDING THE STANDARD

INTENT OF STANDARD

SKILLS/PROCESSES

The intent of this standard is that the student will credit and document information when conducting research. The student must be critical of the thoughts and ideas of others and develop a thesis that demonstrates challenging, independent thought. In all instances, he/she must follow the guidelines of the MLA style sheets for citing primary and secondary sources.

To be successful with this standard, the student: • learns the effective use of quotations in support of an

opinion or argument • utilizes paraphrase and précis in place of summary • develops one’s own ideas based on a critical

appreciation of information created or discovered by others

• avoids plagiarism by defining plagiarism as the act of presenting

someone else’s ideas as one’s own recognizing that one must correctly cite sources to

give credit to the author of the original work recognizing that sources of information must be

cited even when the information has been paraphrased

using quotation marks when someone else’s exact words are quoted

understanding the consequences of plagiarism (Refer to Killingly High School English Department’s “Guide for Writing Research Papers.”)

• learns to distinguish between primary and secondary sources

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• cites sources of information using the MLA method of documentation.

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Research Strand CONTENT STANDARD 10 LA 13: The student will write a documented research paper four to six pages in length. BENCHMARKS 10LA 13.1 The student is able to present information in a logical manner.

13.2 The student is able to document and cite sources according to standard MLA format.

13.3 The student is able to edit, integrate, and evaluate direct quotations. 13.4 The student is able to edit and proofread.

UNDERSTANDING THE STANDARD

INTENT OF STANDARD

SKILLS/PROCESSES

The intent of this standard is that the student will produce a research paper with an arguable thesis that incorporates five to eight varied sources from a combination of print and electronic media.

To be successful with this standard, the student: • selects and organizes information in patterns such as

compare/contrast spatial cause/effect order of importance

• arranges the paper using MLA format including appropriate heading headers margins parenthetical documentation double-spacing and 12 point font in an

appropriate font type such as New Times Roman separate works cited page

• revises, edits, and proofreads draft material before submitting final paper.

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Oral Language Strand CONTENT STANDARD 10 LA 14: The student will deliver an informative speech of at least three (3) minutes in length. BENCHMARKS 10LA 14.1 The student is able to choose an informative topic.

14.2 The student is able to support the main ideas with examples and relevant details. 14.3 The student is able to present pertinent information effectively and logically.

14.4 The student is able to make impromptu responses to questions about presentation.

UNDERSTANDING THE STANDARD

INTENT OF STANDARD

SKILLS/PROCESSES

The intent of this standard is that the student will create and present a planned, informative speech.

To be successful with this standard, the student: • clearly defines purpose and audience • develops a clear introduction, body, and conclusion • defines technical and specialized language relevant to

the topic • uses relevant details, such as facts, statistics, and

quotations from personal experience or research to support the main ideas of the informative presentation

• cites information sources by giving credit in the presentation to authors, researchers, and interviewers when necessary

• responds clearly and informatively to audience questions about their oral presentation

• uses effective oral-delivery skills to inform an audience through the development of

diction (standard grammatical usage) enunciation/pronunciation inflection (vocal variety and strength) gestures, body posture, and appropriate eye contact appropriate dress for the occasion appropriate visual aids and/or technology.

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Oral Language Strand CONTENT STANDARD 10 LA 15: The student will critique oral reports through small-group learning activities. BENCHMARKS 10LA 15.1 The student will be able to evaluate the accuracy, relevancy, and organization of

information. 15.2 The student will be able to critique the relationships among purpose, audience and

content of the presentation. 15.3 The student will be able to critique the clarity and effectiveness of delivery.

UNDERSTANDING THE STANDARD

INTENT OF STANDARD

SKILLS/PROCESSES

The intent of the standard is that the student, by using critical listening skills, will assess the effectiveness of oral presentations. This will be achieved through small-group learning activities.

To be successful with this standard, the student: • works cooperatively in a small group • demonstrates critical listening skills through

paying attention to the speaker asking relevant questions the taking of notes

• evaluates the content and structure of the speech by

critiquing the relationships among purpose, audience, and content of presentation

identifying the introduction, body, and conclusion

critiquing the accuracy and relevance of information presented

• identifies effective oral-delivery skills such as diction (standard grammatical usage) enunciation/pronunciation inflection (vocal variety and strength) gestures, body posture, and appropriate

eye contact appropriate visual aids and/or technology.

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