PROJECTED CURRICULUM MAP · The Secret of Life of Bees (Sue Monk Kidd) The Curious Incident of the...

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CURRICULUM MAP

English 10 September

Big Ideas/Enduring Understandings:

1. Descriptive writing is an effective form of communication.

2. Sensory details provide clarity in descriptive writing.

3. Writing can reflect upon contemporary issues?

Essential Questions:

1. Why write?

2. Why is effective writing important to our everyday lives?

3. How can effective writing facilitate emotion?

PA Standards Content Skills Assessment

.

Reading Literature

Key Ideas and Details

RL.9-10.2 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.9-10.3 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.

Craft and Structure

RL.9-10.4 Determine the meaning of

words and phrases as they are used in the

text, including figurative and connotative

meanings; analyze the cumulative impact

Reading Literature

Mandatory Texts: Fiction (Summer

Reading)

The Secret of Life of Bees (Sue Monk

Kidd)

The Curious Incident of the Dog in

the Night-time (Mark Haddon)

A Lesson Before Dying (Ernest

Gaines)

Mandatory Text

Models for Writers

“I Have a Dream”

Reading Literature

* Respond to an open-ended reading

question, selecting supporting

evidence

* Explain and interpret literary

elements

* Plot

* Conflict

* Characterization

* Theme

* Point of View

*Explain the effectiveness of point of

view used by the author.

Reading

*Analyze the use of facts and opinions

to make a point or construct an

argument in a nonfictional text.

(B.3.1.1)

Required

*Reading objective test (summer

reading)

*Open-ended reading response

(summer reading)

Pennsylvania General Scoring

Guidelines For Open-Ended

Reading Items

*Introductory Writing (to assess

incoming skills, work ethic and to

diagnose common errors)

*Parts of Speech quiz

*Descriptive Writing

Transfer Task

Descriptive Writing Assignment

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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).

Range of Reading and Level of Text

Complexity

RL.9-10.10 By the end of grade 9, read

and comprehend literature, including

stories, dramas, and poems, in the grades

9–10 text complexity band proficiently,

with scaffolding as needed at the high

end of the range.

Reading Informational


RI.9-10.1 Cite strong and thorough

textual evidence to support analysis of

what the text says explicitly as well as

inferences drawn from the text.

RI.9-10.3 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.

Craft and Structure

RI.9-10.4 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).

Reading

*Literal and figurative meanings of

words and their connotations (RI9-

10.4)

*Text organization (RL9-10.3.)

-Author’s purpose

-Organization

Optional Text

Models for Writers

“The Sounds of the City”

Supplemental Text

Writers Choice 10

Sadlier “E” Vocabulary

*Make inferences and/or draw

conclusions based on information

from text.

*Cite evidence from text to support

generalizations.

Enrichment

*Group activities

*Visual interpretations

*Making connections with

contemporary issues

*Small and whole group discussion

*Subject-Verb Agreement Quizzes

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Writing

Text and Purposes

W11-12.2 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.

a. Introduce a topic; organize

complex ideas, concepts, and information

so that each new element builds on that

which precedes it to create a unified

whole; include formatting (e.g.,

headings), graphics (e.g., figures, tables),

and multimedia when useful to aiding

comprehension.

b. Develop the topic thoroughly by

selecting the most significant and

relevant facts, extended definitions,

concrete details, quotations, or other

information and examples appropriate to

the audience’s knowledge of the topic.

c. Use appropriate and varied

transitions and syntax to link the major

sections of the text, create cohesion, and

clarify the relationships among complex

ideas and concepts.

d. Use precise language, domain-

specific vocabulary, and techniques such

as metaphor, simile, and analogy to

manage the complexity of the topic.

e. Establish and maintain a formal

style and objective tone while attending

Writing

*Introductory Writing (W9-10.2. A-F)

-Introductory paragraph

*Conventions of proper written

language

-Parts of Speech

(L9-10.1.A)

Writing

* Write introductory piece.

* Use descriptive elements in

writing: sensory details, tone,

mood, precise language, concrete

details, and organization.

* Write and evaluate effective thesis

statements in order to state the

intended assertion of the topic and

opinion. Use thesis statements in

introduction paragraph to organize

the body of an essay.

* Identify and use proper point of

view for intended purpose of the

essay (first, second, third).

* Identify functions of parts of

speech within a sentence.

* Identify and use correct subject-

verb agreement.

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to the norms and conventions of the

discipline in which they are writing.

f. 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).

Production and Distribution of Writing

W9-10.5 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 on page 55.)

Speaking and Listening

Comprehension and Collaboration

SL9-10.1 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.

a. 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.


*Small- and large-group discussion

(SL9-10.1.A)


*Participate in small-and large-group

discussions.

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Language

Conventions of Standard English

L11-12.1 Demonstrate command of the

conventions of standard English grammar

and usage when writing or speaking.


conventions of standard English

capitalization, punctuation, and spelling

when writing.

Vocabulary Acquisition And Use

L9-10.4 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.

a. 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.

Language

Vocabulary

* Multiple-meaning words

-Synonyms and antonyms

-Context clues (L9-10.4; RI9-10.4)

Language

Vocabulary

* Identify multiple-meaning words,

synonyms, and antonyms.

* Use affixes and context clues to

define unfamiliar words

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CURRICULUM MAP

English 10 October


1. Writers build writing habits and use the writing process to develop personal narratives.


1. Why is correct usage of the English language important to our messages?

2. How does a writer use language to effectively communicate his/her desired purpose in a piece




RI.9-10.1 Cite strong and thorough textual

evidence to support analysis of what the

text says explicitly as well as inferences

drawn from the text.

Craft and Structure

RI.9-10.4 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.9-10.6 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.

Integration of Knowledge and Ideas

Narrative

Mandatory Text

Models for Writers

“Most Important Day”

Optional Texts

Models for Writers

“The Barrio”

“Subway Station”

Supplemental Texts

Writers Choice 10

Sadlier “E” vocabulary

Reading

*Appropriate reading strategies (RI9-

10.10)

*Summary of major points of text

*Inferences about meaning based on

author’s word choice (L9-10.3)

*Analysis of author’s intended


*Employ appropriate reading strategies as

needed to appreciate author’s techniques

*Summarize the major points, events

processes, and/or of a nonfictional text

as a whole.

* Identify and/or describe the author’s

intended purpose of text.

* Explain, describe, and/or analyze

examples of text that support the

author’s intended purpose.

Writing

* Identify and use literary elements and

devices

- Relevant anecdotes

- Dialogue

- Literary conflict

* Employ narrative elements

Required

*Narrative Writing Piece

*Open-ended reading response

Transfer Task

Personal Narrative

Enrichment

*Small and whole group

discussion

*Quizzes – phrases and

clauses, verb tense

*Student-created sentences

that demonstrate the writing

content

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RI.9-10.8 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.


Complexity

RI.9-10.10 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.

Writing

Text and Purposes






content.


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.

b. Develop the topic with well-

chosen, relevant, and sufficient

facts, extended definitions,

purpose (RI9-10.6)

Narrative Writing

Essay Organization (W9-10.4)

*Conventions of written language

-Phrases and clauses

-Consistency of verb tense

(L9-10.1; L9-10.2.)

*Tone and mood (RI9-10.6)

*Subject/Predicate (L9-10.1)

*Point of View (RI9-10.6

*Semicolon/em dash/comma (L9-

10.2)

*Phrases and clauses (L9-10.1)

*Utilize proper essay structure

- Elements of introductary paragraph:

thesis, hook, topic

- Elements of body paragraphs:

topic sentences, supporting

evidence, transitions, concluding

statements

- Elements of conclusion paragraph:

restatement of thesis, final thought

*Identify and correctly punctuate phrases

and clauses, including subordinate words

and clauses.

*Employ correct usage of commas

(awareness of comma splices,

introductory elements, missing commas,

overuse of commas, non-essential

elements).

*Identify and correct run-ons and

sentence fragments in writing.

*Maintain consistent verb tense.

*Identify and incorporate tone and mood.

Intentionally Blank

8

concrete details, quotations, or

other information and examples

appropriate to the audience’s

knowledge of the topic.


transitions to link the major

sections of the text, create

cohesion, and clarify the

relationships among complex ideas

and concepts.

d. Use precise language and domain-

specific vocabulary to manage the

complexity of the topic.


style and objective tone while

attending to the norms and

conventions of the discipline in

which they are writing.

f. Provide a concluding statement or

section that follows from and

supports the information or

explanation presented (e.g.,

articulating implications or the



W9-10.4 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.)

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W9-10.5 Develop and strengthen writing as

needed by planning, revising, editing,







9–10 on page 55.)

W9-10.6 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.

Research to Build and Present

Knowledge

W9-10.9 Draw evidence from literary or

informational texts to support analysis,

reflection, and research.

b. Apply grades 9–10 Reading

standards to literary nonfiction

(e.g., “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”).




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grades 9–10

topics, texts, and issues, building on others’

ideas and expressing their own clearly and

persuasively.

Language





a. Use parallel structure.*

b. 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.




when writing.





and content, choosing flexibly from a range

of strategies.



*Small- and large-group discussions

(SL9-10.1)

Language

Vocabulary

*Multiple-meaning words,

synonyms, antonyms, connotation,

denotation and context clues

(L9-10.4; RI9-10.4)

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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.

L9-10.5 Demonstrate understanding of

figurative language, word relationships,

and nuances in word meanings.

a. Interpret figures of speech (e.g.,

euphemism, oxymoron) in context

and analyze their role in the text.

L9-10.6 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 word or

phrase important to comprehension or

expression.

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CURRICULUM MAP

English 10 November


1. Persuasive writing is a powerful way to get people to appreciate a different point of view, change their way of thinking, and/or to take action.

2. Persuasive writing needs to have a clear purpose and focus.

3. Knowing the audience influences structure, word choice, and content.

4. Effective writers are able to select and use appropriate information, which means they must evaluate different sources for reliability and

relevancy.

5. Effective writers use the writing process of brainstorming, prewriting, drafting, revising, editing, and publishing to organize and strengthen all

types of writing.

6. Evaluating persuasion relies on the strength of the supporting details.


1. In what way can writers communicate their ideas on a specific issue?

2. What are elements of a good persuasive piece?

3. How can persuasive pieces serve as a vehicle for social change?

4. How can a writer evaluate different sources for reliability and relevancy?




RI.9-10.2 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.

Craft and Structure




technical meanings; analyze the

cumulative impact of specific word choices

on meaning and tone (e.g., how the


Mandatory Text

Models for Writers

“Fender Bender”

Optional Texts

“The Jerk”

“The Principles of Poor

Writing”

Reading

* Summary of major points in variety

of texts used in research (RI9-10.2)

*Appropriate reading strategies to

interpret author’s techniques and


Reading

*Evaluate information for relevance

and reliability; identify stated or

implied main ideas and relevant

supporting details.

*Compare, analyze, and evaluate

connections between texts.

*Make inferences and/or draw

conclusions based on information

from text.

*Cite evidence from the text to support

generalizations.

Required

*Persuasive Research Essay

Enrichment

*Persuasive debate

*MLA format activities

*Quizzes

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language of a court opinion differs from

that of a newspaper).

RI.9-10.5 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.11-12.7 Integrate and evaluate multiple

sources of information presented in

different media or formats (e.g., visually,

quantitatively) as well as in words in order

to address a question or solve a problem.






reasoning.

Writing

Text and Purposes

W9-10.1 Write arguments to support

claims in an analysis of substantive topics

or texts, using valid reasoning and relevant

and sufficient evidence.

a. Introduce precise claim(s),

purpose (RI9-10.6.)


words and their connotations (L9-

10.5)

*Main ideas and relevant details

(RI9-10.2)

*Relationship between features of

text organization and the meaning of

nonfictional text. (RI9-10.5)

Supplemental Texts

Writers Choice 10


Writing

*Research process (W9-10.1.B)

*Policy on Plagiarism

-Summary

-Paraphrase

-Textual Evidence

*Summarize the major points, processes,

and/or events of a nonfictional text as a

whole.

*Explain and interpret the effect of text

organization.

*Explain author’s purpose for decisions

about text organization and content.

*Make connections between the text and

graphics and charts.

*Explain the sequence of steps in a list of

directions.

Writing

*Formulate a research question;

conduct research to answer question and

arrive at thesis.

*Cite evidence from text to support

generalizations.

*Identify and explain how text

Intentionally Blank

14

distinguish the claim(s) from

alternate or opposing claims, and

create an organization that

establishes clear relationships

among claim(s), counterclaims,

reasons, and evidence.

b. 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.

c. 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.

d. Establish and maintain a formal





e. Provide a concluding statement or


supports the argument presented.







*Research document (W9-10.1)

*Conventions of language (L9-10.1;

L9-10.2)

*Media and technology to advance

research (W9-10.8)

*References to sources (L9-10.3)

-MLA format

-Parenthetical notation

- Works Cited

- Pagination

- Headers and Footers

organization informs the meaning of a

nonfictional text. (B.3.3.1.-4)

*Analyze the use of facts and opinions to

make a point or construct an argument in

a nonfictional text (B.3.1.1)

*Interpret bias and propaganda techniques

in nonfictional texts. (B.3.2.1)

*Explain the effectiveness of bias and

propaganda techniques in

nonfictional text. (B.3.2.2)

*Write a persuasive essay

-Clearly state thesis

-Provide necessary background

information

*Recognize opposition’s viewpoints

(offer possible concessions)

*Establish main argument

-Anticipate and refute possible

objections

-Draw conclusions

*Develop a sharp distinct thesis and

maintain control of thesis throughout

paper.

*Produce a documented research

paper using substantial, specific, and

illustrative evidence from a variety of

sources.

*Document sources correctly, including

parenthetical notation, and a properly

documented works cited page.

Intentionally Blank

15










9–10 on page 55.)

W9-10.6 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.


Knowledge

W9-10.7 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.

W9-10.8 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.

*Distinguish common knowledge versus

documented information.

*Paraphrase and summarize a range of

primary and secondary sources.

*Format quotations within paragraphs

following correct format.

*Use online research sources to locate and

determine reliability of sources.

*Annotate articles.

*Self-edit to ensure correct alignment of

parts of sentences.

16












reasoning”).







grades 9–10 topics, texts, and issues,

building on others’ ideas and expressing

their own clearly and persuasively.


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.

b. Work with peers to set rules for

collegial discussions and decision-

making (e.g., informal consensus,

taking votes on key issues,


*Small- and large-group discussions

(SL9-10.A &B.)

*Optional- Presentations


*Peer edit.

17

presentation of alternate views),

clear goals and deadlines, and

individual roles as needed.

Language






of strategies.


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




Language

Vocabulary

*Multiple-meaning words, synonyms,

antonyms, affixes, and context clues

(L9-10.4; RI9-10.4)

Language

Vocabulary

*Evaluate diction in outside readings and

self-edit for appropriate diction in essay

* Identify multiple-meaning words,

synonyms, and antonyms. (A.2.1.1)

* Use affixes and context clues to define

unfamiliar words. (A.2.2.1-.2)

18

CURRICULUM MAP

English 10 December

Big Ideas/Enduring Understandings

Essential Questions

Standards Content Skills Assessment

Reading Literature





including how it emerges and is shaped and

refined by specific details; provide an



Complexity



stories, dramas, and poems, at the high end

of the grades 9–10 text complexity band

independently and proficiently.



RI.9-10.2 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.

Argument Models for Writers


* Summary of major points in variety

of texts used in research (W9-10.8)



purpose (RI9-10.10.)



Reading Literature

Reading

*Identify main idea and supporting

details of a fiction or non-fiction text

(A.1.4.1)

*Interpret the tone and mood of fiction

or literary nonfiction (B.1.1.1)

Required

*Midterm Composition

Objective Assessment

*Midterm Composition

Elective

* PA Writing Rubric to

evaluate own writing and the

writing of peers

*Constructed responses for

fiction or nonfiction article

*Objective responses

19

Craft and Structure




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).











reasoning.


Complexity





proficiently.

Writing

Text and Purposes

W9-10.1 Write arguments to support

10.4; RL9-10.4)

*Main ideas and relevant supporting

details (RI9-10.2)

*Mood and tone of fiction or

nonfiction (RL9-10.10; RI9-10.6;

RI9-10.10)

*Author’s purpose (RI9-10.6)

*Author’s underlying

assumption (RI9-10.6)

*Media and technology to advance

research (W9-10.8)

Writing

Writing

*Formulate thesis statement, topic

20

claims in an analysis of substantive topics

or texts, using valid reasoning and relevant

and sufficient evidence.

a. 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.

b. 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.

c. 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.

d. Establish and maintain a formal





e. Provide a concluding statement or


supports the argument presented.


*Organization of essay (W9-10.1)

-Thesis statement

-Paragraph topics

-Conclusion

*Process essay

*Open-ended questions

*Constructed response

*Analysis of common errors

*References to sources (L9-10.3)

-MLA format

-Parenthetical notation

- Works Cited

- Pagination

- Headers and Footers

sentence and conclusion

*Apply a structured process to answering

open-ended questions

*Evaluate objective responses

*Identify and correct common

grammatical errors.

21








Knowledge

W9-10.8 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.




a. Apply grades 9–10 Reading

standards to literature (e.g.,

“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]”).







22



reasoning”).







grades 9–10



persuasively.
















c. 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.

Speaking and Listening *Large- and small-group discussion

(SL9-10.1)

*Clarifying questions


*Listen critically and respond to others in

small- and large-group situations.

*Respond with grade-level appropriate

questions, ideas, information, or opinions.

23

d. 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.

SL9-10.3 Evaluate a speaker’s point of

view, reasoning, and use of evidence and

rhetoric, identifying any fallacious

reasoning or exaggerated or distorted

evidence.

Presentation of Knowledge and Ideas

SL9-10.4 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.

SL9-10.5 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.

Language






of strategies.

Language

Vocabulary

*Connotation, denotation, multiple-

Language

Vocabulary

*Distinguish between connotation and

denotation of words.

24






meaning words, synonyms,

antonyms, affixes, context clues

(L9-10.4; RI9-10.4.)

*Identify multiple-meaning words,


*Use affixes and context clues to define

unfamiliar words

25

CURRICULUM MAP

English 10 February


Essential Questions


Reading Literature


RL.9-10.2 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.



conflicting motivations) develop over

the course of a text, interact with other

characters, and advance the plot or

develop the theme.

Craft and Structure


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).

Reading Literature

Mandatory Text

The Catcher in the Rye

Anchor Text: Optional Fiction

and/or Nonfiction

Articles relevant to text (RL9-

10.10; RI9-10.10)

Multi-Media

Connection(optional):

Media sources relevant to text

Reading

*Appropriate reading strategies

(RL9-10.10)

*Context clues to decipher new

vocabulary (L9-10.4; RL9-10.4.)



10.4; L9-10.5; RL9-10.4)

*Literary elements (RL9-10.2;

RL9-10.3; RL9-10.4; RL9-10.5)

Reading Literature

*Define and identify use of literary

elements and analyze their effectiveness

in the novel

*Identify main ideas and explain them in

using relevant supporting details from

text

*Make inferences about characters and

theme based on evidence from text.

*Describe and interpret author’s

intended purpose in text.

*Explain, describe, and/or analyze

examples of text that support the

author’s intended purpose.

*Summarize the key details and events

of a fictional text as a whole.

*Analyze author’s style.

*Explain the point of view of the

narrator.

Required

*Reading check quizzes and/or

objective or subjective test

*In-class discussion and/or Socratic

Seminar

*Writing (options)

-Creative analysis

-Literary analysis

Enrichment (Optional)

*Brief individual presentations

*Open-ended response

-Construct sharp and distinct focus

26

RL.9-10.5 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.9-10.6 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


Complexity



stories, dramas, and poems, in the

grades 9–10 text complexity band

proficiently, with scaffolding as needed

at the high end of the range.



Complexity

RI.9-10.10 By the end of grade 10,

read and comprehend literary

nonfiction at the high end of the grades

9–10 text complexity band


.

Writing

Text and Purposes

W9-10.2 Write

informative/explanatory texts to

-Allusion

-Characterization

-Mood

-Plot

-Point of View

-Setting

-Stream of Consciousness

-Symbolism

-Style

-Tone

-Voice

-Theme

*Inferences about author’s

meaning, assumptions, and purpose

(RL9-10.4; RL9-10.6.)

Writing

* Summary of key events in the

novel (RL9-10.2; W9-10.2)

*Analyze the effectiveness of the point

of view used by the author

Writing

*Summarize important events and

support writing with textual

citations

Intentionally Blank

27

examine and convey complex ideas,

concepts, and information clearly and

accurately through the effective


content.





include formatting (e.g.,

headings), graphics (e.g.,

figures, tables), and

multimedia when useful to

aiding comprehension.





other information and

examples appropriate to the

audience’s knowledge of the

topic.





relationships among complex

ideas and concepts.

d. Use precise language and

domain-specific vocabulary to

manage the complexity of the

topic.

e. Establish and maintain a

formal style and objective tone

while attending to the norms

*Literary analysis (W9-10.2)

*Cogent textual evidence

(RL9-10.1)

*Conventions of written

language (L9-10.1; L9-10.2)

* Observe the conventions of written

language

* Write a literary analysis supported

by convincing textual references

*Organize response to open-ended

prompts.

28

and conventions of the

discipline in which they are

writing.

f. Provide a concluding statement

or section that follows from

and supports the information

or explanation presented (e.g.,



Production and Distribution of

Writing



organization, and style are appropriate

to task, purpose, and audience. (Grade-

specific expectations for writing types

are defined in standards 1–3 above.)


Knowledge

W9-10.9 Draw evidence from literary

or informational texts to support

analysis, reflection, and research.



“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]”).


29


(e.g., “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”).





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.





referring to evidence from

texts and other research on the

topic or issue to stimulate a

thoughtful, well-reasoned

exchange of ideas.

b. Work with peers to set rules

for collegial discussions and

decision-making (e.g.,

informal consensus, taking

votes on key issues,


*Large- and small-group

discussion

(SL9-10.1)


*Student discussion of

contemporary trends and their

consequences.


*Listen critically and respond to

others in small- and large-group

situations.

*Respond with grade-level

appropriate questions, ideas,

information, or opinions.

30

presentation of alternate

views), clear goals and

deadlines, and individual roles

as needed.

c. Propel conversations by posing

and responding to questions

that relate the current

discussion to broader themes

or larger ideas; actively


discussion; and clarify, verify,

or challenge ideas and

conclusions.

d. 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.

Language




grammar and usage when writing or

speaking.



capitalization, punctuation, and

spelling when writing


Language

Language

Vocabulary

31

L9-10.4 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.


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.


figurative language, word

relationships, and nuances in word

meanings.

a. Interpret figures of speech

(e.g., euphemism, oxymoron)

in context and analyze their

role in the text.

b. Analyze nuances in the

meaning of words with similar

denotations.

Vocabulary

*Words from text (L9-10.4; RL9-

10.4) -Connotation, denotation

-Multiple-meaning words

-Synonyms, antonyms, affixes

-Context clues

Optional Text


*Recognize and use selected

vocabulary from the text.

*Distinguish between connotation

and denotation of words.



*Use affixes and context clues to

define unfamiliar words

*Explain and evaluate connections

between texts.

32

CURRICULUM MAP

English 10 March


Essential Questions


Reading Literature

Craft and Structure






tone (e.g., how the language evokes a sense

of time and place; how it sets a formal or

informal tone).


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.


Complexity






Reading Literature

Mandatory Texts Of Mice and Men

Optional Texts

Fiction and/or Non-fiction (RL9-

10.10; RI9-10.1)

Media Connection(Optional):

Media sources relevant to text

Reading

*Appropriate reading strategies used

across a variety of texts (RL9-10.10;

RI9-10.10)



purpose (RL9-10.5; RL9-10.5; RI9-

10.5; RI9-10.10)


words and their connotations (RL9-

10.4; L9-10.4; L9-10.5)

*Literary elements (RL9-10.2; RL9-

10.3; RL9-10.4; RL9-10.5)

Reading Literature

*Discuss use of elements with specific

reference to selected text.


elements and explain their

effectiveness in the novel.

*Interpret bias techniques in a

nonfictional text.

*Explain and interpret the effectiveness of

the point of view used by the author.

*Identify main ideas and explain them in

using relevant supporting details from

text.


theme based on evidence from the text.

*Respond to open-ended prompts

Required



*In-class discussion and/or

Socratic Seminar

*Writing (options)

-Creative Analysis

-Literary Analysis

Enrichment:



-Construct sharp and

distinct focus

33


Craft and Structure

RI.9-10.5 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).






Complexity





proficiently.

Writing

Text and Purposes






- Allusion

-Characterization

-Figurative Language

-Foreshadowing

-Imagery

-Mood

-Plot

-Point of View

-Setting

-Symbolism

-Style

-Tone

-Theme

-Voice

*Author’s underlying assumptions

(RI9-10.6)

Writing

*Student writing

-Focus and awareness of

audience

-Clear organization

Writing

*Summarize important events and

support writing with textual

citations.

*Observe the conventions of written

language.

Intentionally Blank:

The Casey Blank Story

34

content.








comprehension.













and concepts.













(W9-10.2.A-F)

*Conventions of written language

(L9-10.1; L9-10.2.)

* Analyze and support ideas with

textual citations.

35









grades 9–10



persuasively.
























*Large-and small-group discussions

(SL9-10.1.A-D)


*Student discussion of contemporary

trends and their consequences.



small and large group situations.

*Respond with grade level appropriate


36








presented.

Language








when writing.















Language

Vocabulary


10.4) -Connotation, denotation



-Context clues

Optional Text


Language

Vocabulary

*Recognize and use selected vocabulary

from the text.






unfamiliar words

37




b. Analyze nuances in the meaning of

words with similar denotations.

38

CURRICULUM MAP

English 10 April


Essential Questions


Reading Literature


RL.9-10.1 Cite strong and thorough textual

evidence to support analysis of what the

text says explicitly as well as inferences

drawn from the text.











characters, and advance the plot or develop

the theme.

Craft and Structure




Reading Literature

Mandatory Texts

Reading Shakespearean Drama

Othello or Julius Caesar

Reading



purpose (RL9-10.5; RL9-10.10)



10.4; L9-10.5; RL9-10.4)

*Literary elements (RL9-10.2;

RL9-10.3; RL9-10.4; RL9-10.5) -Allusion

-Characterization

-Figurative language

-Foreshadowing

-Imagery

-Meter

-Mood

-Plot

-Setting

Reading Literature

*Discuss use and effectiveness of literary

elements with reference to selected text.

*Identify, explain, and interpret examples of

personification, simile, metaphor,

hyperbole, satire, imagery, foreshadowing,

flashbacks, and irony in text

*Identify explain and interpret the author’s

purpose for using figurative language in the

text.

*Identify and explain main ideas in text.


theme based on evidence from text.

*Connect fiction to its historical context.

*Describe and interpret purpose of text.

*Interpret stage directions.

*Identify features of the sonnet.

Required



*In-class discussion and/or

Socratic Seminar

Enrichment



-Construct sharp and

distinct focus

*Literary Analysis

*Creative Analysis

39





informal tone).







RL.9-10.6 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.9-10.9 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).


Complexity






Writing

Text and Purposes

-Symbolism

-Style

-Theme

-Tone

-Voice

*Dramatic elements (RL9-10.2;

RL9-10.3; RL9-10.4; RL9-10.5;

L9-10.5)

-Aside

-Dialogue

-Monologue

-Pun

-Soliloquy

-Tragic Hero

*Features of sonnet (RL9-10.10)

Writing

Writing

*Compose journal entry in response to

reading.

Intentionally Blank

40






content.








comprehension.













and concepts.









*Summary of important events

with textual citations

(W9-10.2)(RL9-10.1)

(RL9-10.2)

*Analyze and support ideas with

textual citations (W9-10.9)

(RL9-10.1.)

*Double entry journals

(W9-10.10)

*Analysis of text, style and

purpose (W9-10.4)

41








Knowledge












Shakespeare]”).

Range of Writing

W9-10.10 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.






*Large and small group discussion

(SL9-10.1.A-F)


Listen critically and respond to others in


42



grades 9–10



persuasively.






























presented.


*Student discussion of

contemporary trends and their

consequences.

Respond with grade level appropriate


43

Language


















b. Analyze nuances in the meaning of

words with similar denotations.

Language

Vocabulary


10.4.)

-Connotation, denotation



-Context clues

Language

Vocabulary


from the text.






unfamiliar words.

44

CURRICULUM MAP

English 10 May – June


Essential Questions


Reading Literature












characters, and advance the plot or develop

the theme.

Craft and Structure








informal tone).

Reading Literature

Mandatory Texts

“Harrison Bergeron”

“There Will Come Soft Rains”

Optional Texts

The House on Mango Street

The Bean Tree

Anthem

Angela’s Ashes

I Know Why the Caged Bird Sings

Additional Short Stories

Welcome to the Monkey House

“A Small Good Thing”

“The Gentlemen of the Jungle”

“The Handsomest Drowned Man

in the World”

“Going to Kill a Buffalo”

“The Secret Life of Walter Mitty”

“The Swimmer”

“A&P”

“Strays”

“At the Cemetery of Al Jolson”

“Good Country People”

“October in the Chair”

“A Very Old Man with Enormous

Wings”

Reading Literature


elements and explain their

effectiveness in the novel.

*Identify main ideas and relevant

supporting details from the text

*Make inferences about characters

based on evidence from text.

*Describe and interpret purpose of text

*Interpret and evaluate author’s style and

its purpose

*Collect and analyze poems, lyrics, and

chapters of the novel.

*Make text-to-text connections

Required

*Creative non-fiction response

*Journals

Elective

*Reading Checks / Quizzes

*Discussion

*Poetry Assignment

45








Complexity








RI.9-10.7 Analyze various accounts of a

subject told in different mediums (e.g., a

person’s life story in both print and

multimedia), determining which details are

emphasized in each account.

“Gentlemen’s Agreement”

“The End of the Whole Mess”

Reading



purpose (RL9-10.5; RL9-10.10)


words and their connotations (RL9-

10.4; L9-10.4; L9-10.5)

*Literary elements (RL9-10.2; RL9-

10.3; RL9-10.4; RL9-10.5) -

Characterization

-Mood

-Point of View

-Setting

-Symbolism

-Style

-Tone

-Vignette

-Voice

-Theme

*Application of reading strategies

to interpret a variety of works

(RL9-10.10)

*Inferences based upon author’s

beliefs about subject

(RL9-10.9)

*Analysis of related poetry

(RL9-10.10)

Intentionally Blank

46

Writing

Text and Purposes






content.








comprehension.













Reading: Informational

Related nonfiction pieces

*Text-to-text connections (RI9-10.7)

Writing

*Journal writing

*Essay Creative Narrative

(W9-10.3)

-Focus

-Organization

-Coherence

*Focus Correction Areas

(L9-10.2)

Writing

*Compose journal responses to open-

ended prompts.

*Write a grade-appropriate essay.

*Revise essay.

*Peer review student writing.

*Implement Focus Correction Areas (see

Appendix A)

47

and concepts.
























9–10 on page 55.)


Knowledge

W9-10.7 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

48

under investigation.












Shakespeare]”).









reasoning”).







grades 9–10



persuasively.




Small- and large-group discussion

Socratic seminar (SL9-10. 1.A-F;

SL9-10.3; )




Respond with grade level appropriate


49




























presented.

SL9-10.3 Evaluate a speaker’s point of

view, reasoning, and use of evidence and

rhetoric, identifying any fallacious

reasoning or exaggerated or distorted

evidence.

Presentation of Knowledge and Ideas

50

SL9-10.4 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.

Language





when writing.












Language

Vocabulary

* Words from text (L9-10.4; RL9-

10.4)

-Connotation, denotation



-Context clues

Language

Vocabulary


from the text.






unfamiliar words

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