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FAYETTE COUNTY SCHOOLSLANGUAGE ARTS CURRICULUM MAP

TENTH GRADE

CCRS QUALITYCORE CONTENT STANDARDS EVIDENCE OF STUDENT

ATTAINMENT RESOURCES

9

20

30

31

A.1.a,b,c; A.2.a,b,c,d

B.1.a,b,c,d;B.2.a,b,c,d,e; B.3.a,b,c; E.c

A.7.b; D.1.a,b,c,d;D.2.a,b,c,e,f,g

TENTH GRADE: TO BE COMPLETED THROUGHOUT THE COURSE

READING LITERATURE: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY 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]

READING STANDARDS FOR INFORMATIONAL TEXT: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY 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]

WRITING STANDARDS: RANGE OF WRITING Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.9-10.10]

SPEAKING AND LISTENING STANDARDS Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on Grade 10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. [SL.9-10.1a,b,c,d]

Students, with scaffolding as needed:

read and actively engage in comprehending appropriately complex stories and poetry


read and actively engage in comprehending appropriately complex informational texts

With practice and support, students:

produce writing for a range of tasks, purposes, and audiences, including writing in short and/or extended time frames.

Students initiate and participate in a range of collaborative discussions with a variety of diverse participants, demonstrating the ability to:

be prepared by reading or researching required materials

refer to evidence in order to explore and initiate discussions with ideas gained from preparation

set rules for collegial discussions and decision-

Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print. 1


TENTH GRADE

37

39

40

B.4.a,b,c,;B.5.c,d,e

A.8.a,d,f,h;B.4.a,b,c,d,e,f; B.5.a,b,c,d,e,f; C.f; B.1.c

A.8.a,b,c,d,e,f,g,h

KNOWLEDGE OF LANGUAGE Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]

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]

making propel conversations by asking

questions that connect the ideas of several speakers and broad themes

contribute relevant evidence, observations, and ideas

recognize and respond thoughtfully to new information expressed by others

summarize points of agreement or disagreement

qualify or justify own views, if necessary

Students, depending on the intended audience and purpose:

demonstrate command of the conventions of standard English grammar when writing or speaking

Depending on the intended audience and purpose, students:

apply knowledge of language to understand how it functions in different contexts,

use language to effect meaning and style

use style manual for writing and editing

Students employ a variety of strategies in writing and/or speaking to establish the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content by:



TENTH GRADE

42 A.8.a,b,c,d,e,h; B.1.c; B.3.d; B.4.d

VOCABULARY ACQUISTION AND USE Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 10 reading and content, choosing flexibly from a range of strategies. [L.9-10.4a,b,c,d]

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. [L.9-10.6]

using context clues to determine meaning (e.g., the overall meaning of a sentence, paragraph, or text, a word's position or function in a sentence)

identifying and correctly using patterns of word changes indicating meaning or part of speech (e.g., analyze, analysis, analytical; advocate, advocacy)

checking reference materials (e.g., glossaries, dictionaries, thesauruses) in print or digital format for the pronunciation, precise meaning of a word, its part of speech, or its etymology

verifying the determination of the meaning of a word or phrase by using context or by using a dictionary

acquire and use general appropriate vocabulary and academic words and phrases sufficient for reading, writing, speaking, and listening at the college and career-readiness level

demonstrate independence in acquiring vocabulary appropriate to specific comprehension and/or expression

FIRST SIX WEEKS1. Language Arts Students, depending on the Elements of Writing, Chapters 24,



TENTH GRADE

38

38b,c,d

6

2, 11

23

B.5.a,b; B.6.a,c

A.3.a; A.4.a,c; A.5.b,c,f

A.1.b,c; A.2.a,c,d; A.3.a,b; A.5.a,c,f,h; A.6.b

B.1.a,b,c,d;B.2.a,f; B.3.a,b,c,d,e; B.4.f

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.9-10.2]-Capitalization (proper nouns and adjectives, regions, books, works of art, videos, ships, buildings, courtesy titles)-Punctuation (commas, apostrophes, underlining or italicizing, quotation marks for titles and dialogue, ellipses, semicolons, colons)

2. Literature of Early America: Beginnings to 1750Analyze a particular point of view or cultural experience reflected in a work of early American literature to 1900, drawing on a wide reading of American literature. [RL.9-10.6]

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], [RI.9-10.2]-Critical Reading: Summaries of Written Text

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.9-10.3a,b,c,d,e]

intended audience and purpose:

apply conventions of standard English, capitalization, punctuation, and spelling when writing

Students use writing and/or speaking to:

analyze a particular point of view or cultural experience reflected in a wide range of world literature

objectively summarize a text including

analyze the specific details involving the central idea or theme over the course of a text including its emergence and refinement

Students write a narrative that includes real or imagined experiences or events which:

engage and orient reader set a problem, situation, or

observation establish one or multiple points

of view introduce narrator or characters create a smooth progression of

experiences or events use narrative techniques such

as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or

25

Prentice Hall Literature, Unit 1

Suggested Reading: “The Earth on Turtle’s Back,” When Grizzlies Walked Upright,” from The Navajo Origin LegendPrentice Hall Literature, page 121

Suggested Activity: Choose one of the three myths and turn it into a play that can be performed for an audience. Prewriting: List each character and note details about his or her appearance or personality. List various settings and actions. Decide if you will use a narrator to give information and transition or rely solely on dialogue. Drafting: List the characters and organize the action into separate scenes that take place in each setting. Turn character’s remarks into dialogue. Set stage directions that describe behavior, tone, and action. Use italics to distinguish stage directions from dialogue. Revise: Read aloud; rewrite sections that are hard to say. Publish by presenting.

Suggested Reading: from The Iroquois Constitution

Suggested Activity: Found Poem: A found poem is created from writing or speech not intended to be poetry. Choose a passage you think



TENTH GRADE

24

25

1,10

18

B.1.a,b,c,d;B.3.a,b,c,d

B.1.a,b,c; B.3.a,b,d,e; B.4.e

A.1.b,c; A.2.a,b,c,d; A.5.f,g; A.6.c; A.7.bA.3.a; A.3.b

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [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. [W.9-10.5]

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], [RI.9-10.1]

Analyze seminal United States documents of historical and literary significance, including how they address related themes and concepts. [RI.9-10.9]

characters vary techniques to sequence

events to create a coherent whole

use precise words and phrases use telling details use sensory language convey experiences and events

vividly use a conclusion that follows

from narrated experiences or events

are flexible in the use of development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose

apply this skill to a variety of styles of writing (opinion, informative / explanatory, and narrative)

Students develop and strengthen writing by:

planning, revising, editing, rewriting, or trying a new approach to best address purpose and audience.


analyze the meaning of a variety of types of texts by explaining explicit ideas

draw inferences provide strong and thorough

pieces of textual evidence to support analysis

Students use writing and/or

is strong or beautiful. Turn it into a poem by rewriting it with line breaks like those of poetry. Organize the stanzas and place the line breaks where you feel they create the most impact. Read your poem aloud; revise if necessary.

Prentice Hall Literature, Page 30

Suggested Reading: “A Journey Through Texas,” “Boulders Taller Than the Great Tower of Seville”Suggested Activity: Explanatory Text: Imagine you are exploring a new territory. Write an explorer’s journal entry that provides precise details about your discoveries.

Suggested Reading: from Of Plymouth Plantation

Suggested Activity: Explanatory Text: Imagine time travel is possible and William Bradford is coming to speak at your school. Write the opening speech that will be used to introduce him. Prewriting: Read the biography of William Bradford. Use a chart of record questions, answers, and sources. Use both print and electronic sources. Drafting: Use appropriate formal English. Revising: Reread your introduction and check facts for accuracy. Revise as needed and publish.Suggested Reading: “Huswifery,” “To My Dear and Loving Husband,” from Sinners in the Hands of an Angry God

Suggested Activity: Argument: A speaker’s choice of persuasive



TENTH GRADE

19

41

14

22

A.8.a,b,f; B.4.d,e,f; B.5.a

A.5.a,g,h

B.1.a,b,c,d,e; B.3.a,b,c,d,e

Analyze seventeenth, eighteenth, and nineteenth century foundational United States documents of historical and literary significance. [RI.11-12.9]

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.9-10.5]

-Word AnalysisAnalyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. [RI.9-10.5]

Write informative or 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]

speaking to:

analyze seminal U.S. documents of historical and literary significance

determine how influential documents address similar themes and concepts


analyze theme, purpose, and rhetorical features of a variety of foundational U.S. documents of historical and literary significance

Students use writing and/or speaking to demonstrate understanding of figurative language, word relationships and nuances in word meanings including:

euphemism in context and analyze their role in the text

oxymoron in context and analyze their role in the text and analyzing nuances in word meanings with similar denotations

Students use writing and/or speaking to analyze:

how an author's ideas or claims are developed

how ideas are refined through particular sentences, paragraphs or large portions of

techniques should depend on the audience and the occasion. Write an evaluation of the persuasive techniques that Edwards uses. Discuss the response he evokes in an audience and the ways he achieves it. Prewriting: Jot down examples of Edwards’s uses of imagery, logical reasoning, authoritative sources such as the Bible, and emotional appeals. Then write one statement in which you evaluate their effectiveness in reaching the audience. Drafting: Use the statement you wrote as the basis for a strong, focused opening paragraph. Support your main point in the paragraphs that follow. Revising: Reread your evaluation. Eliminate any information unrelated to the main idea.



TENTH GRADE

15

27

36

A.5.a,b,g,h;A.6.a,c,d

C.a,b,c,f

D.2.a,b,c,d,e

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]

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; and synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. [SL.9-10.6]

text

Students write informative/explanatory pieces to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content by:

introducing a topic organizing complex ideas,

concepts, and information using formatting (e.g.

headings), graphics (e.g. figures, tables), and multimedia to make important connections and distinctions

developing the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information

using appropriate and varied transitions to link major sections, create cohesion, and clarify relationships

using precise language and domain-specific vocabulary

establishing and maintaining a formal style

providing a concluding statement or section

determine an author's point of view or purpose

analyze how the author uses rhetoric to show the point of view

Students conduct short as well as more sustained research projects that:



TENTH GRADE

4

15

21

A.3.c,d; A.5.a,f,g; A.8.a,b,d,e,f,h

A.5.a,b,g,h;A.6.a,c,d

A.6.a; B.1.a,b,c,d;B.2.c,d,e;B.3.b,c,d,eB.2.d;

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]


Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1a,b,c,d,e]

answer self-generated questions or solve a problem

narrow or broaden the inquiry when appropriate

synthesize multiple sources on the subject

demonstrate understanding of the subject

adapt speech to a variety of contexts and tasks.

demonstrate command of speaking in formal English when indicated or appropriate


determine the meaning of words and phrases based on how they are used in a text

understand figurative and connotative meanings

analyze the overall impact of word choices on meaning and tone

notice and understand how language can set formal or informal tone

notice how language can evoke a sense of time



Students write arguments to support claims with clear reasons, relevant evidence, and:

an introduction that states



TENTH GRADE

29

8

17

D.1.b

A.7.a

A.6.a,c,d; A.7.b

Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.9-10.9a,b]

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 early American authors draw upon the Bible for religious themes and issues). [RL.9-10.9]

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]

precise claims and distinguishes opposing claims

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

claims and counterclaims fairly developed

evidence supplied for each claim and counterclaim

strengths and limitations of each claim and counterclaim pointed out

audience's knowledge level and concerns anticipated

words, phrases, and clauses which link major sections of the text, create cohesion, and clarify relationships

formal style concluding statement or section

that follows from and supports the argument.

Students critically read literary or informational texts and use writing to:

analyze how an author draws on and transforms source material in a specific work

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

Students use writing and/or



TENTH GRADE

speaking to:

analyze how an author takes from and manipulates material from specific works


delineate arguments from specific claims

evaluate arguments and specific claims

assess reasoning behind an argument and claims

assess the relevancy of evidence used to support the claim

assess validity of reasoning in an argument or claim

recognize false statements within an argument or claim

recognize fallacious reasoning within an argument or claim

SECOND SIX WEEKS1

2

A.1.b;A.2.a,b,c,d;A.5.f,h;A.6.c;A.7.b

A.1.b, c; A.2.a.c.d;

3. The American NovelCite 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 a text, including how it emerges and is






analyze the specific details involving the central idea or

The Scarlet Letter

Suggested Activities:Sound Track: Imagine you are a producing a sound track for The Scarlet Letter. Make a list of key scenes from the novel. Select a song for each scene. Cite evidence from the text as well as your own justification to support your song selection for each scene.

Character Portrait: Make a list of the main characters from the novel. Select a theme song for each



TENTH GRADE

3

5

8

26

41

A.3.b;A.5.a,c,f,h;A.6.b

A.2.a,b,c; A.4.b;A.5.b,c,d

A.5.a,b,c,d,e,h; A.7.a

A.7.a

B.1.d

A.8.a,b,f; B.4.d,e,f; B.5.a

shaped and refined by specific details; provide an objective summary of the text. [RL.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]

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]


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]

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.9-10.5a.b]

theme over the course of a text including its emergence and refinement

analyze how complex characters develop

how characters interact to further the plot and develop the theme

Students:

analyze how an author structures events in a text, orders events, and manipulates time to create various effects such as mystery, tension or surprise



use technology to produce, publish, and update individual or shared writing

use the Internet to produce, publish, and update individual or shared writing

use technology to link to and display information flexibly and dynamically

Students use writing and/or speaking to demonstrate understanding of figurative language, word relationships and nuances in word meanings including:

character that describes the life and personality of the character. Justify each song choice for each character; cite evidence from the text to support your choices.

Digital Photo Story: Create a digital photo story by finding photos to represent the prison door, the scarlet letter, the rosebush, Light and Dark images, the forest, and the brook. Next, find photos that symbolize each of the main characters. Write a summary caption for each photo explaining what or who the photo represents and why the photo represents the object or character. (Voicethread or Glogster may be used to create photo story.)

Elements of Writing, Chapters 17,18Elements of Writing, Chapter 13

Prentice Hall Literature, Unit 2: Voices of Freedom



TENTH GRADE

37

12

18

19

17

B.4.a,b,c; B.5.c,d,e

A.5.a,c,d,e,g

A.3.a,b

A.3.a;A.3.b

A.8.a,b,d,e,h

4. Language ArtsDemonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]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. [L.9-10.1b]-The Phrase, The Clause-Types of Sentences: Writing Effective Sentences

5. Early National Literature: 1750 to 1800Analyze how an 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]


Analyze seventeenth, eighteenth, and nineteenth century foundational United States documents of historical and literary significance. [RI.11-12.9]

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]

euphemism in context and analyze their role in the text

oxymoron in context and analyze their role in the text and analyzing nuances in word meanings with similar denotations



Students:

analyze the way in which an author crafts an analysis or series of ideas or event in regard to order, introduction and development, and interconnectedness





analyze theme, purpose, and

Suggested Reading: “An Hymn to the Evening,” “To His Excellency, General Washington”

Suggested Activity: A memo is a piece of business writing that usually begins with these headings: FROM: you name; TO: recipients’ names; DATE: date of writing; SUBJECT: your topic. These headings are followed by text organized in paragraphs. Imagine you are part of the team working on Washington’s presidential campaign. Someone has proposed using Wheatley’s poem in the campaign. Write a memo supporting or rejecting the idea. Defend your position using details from the poem.

Prentice Hall Literature, Page 191

Prentice Hall Literature, Unit 2: Speeches



TENTH GRADE

33

4

8

21

C.c;D.1.b,c; D.2.f

A.3.c,d; A.5.a,f,g; A.8.a,b,d,e,f,h

A.7.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]


Analyze how an author draws on and transforms source material in a

rhetorical features of a variety of foundational U.S. documents of historical and literary significance


delineate arguments from specific claims

evaluate arguments and specific claims

assess reasoning behind an argument and claims

assess the relevancy of evidence used to support the claim

assess validity of reasoning in an argument or claim

recognize false statements within an argument or claim

recognize fallacious reasoning within an argument or claim

During or after listening or viewing, students:

evaluate a speaker's point of view

evaluate a speaker's use of reasoning, evidence, and rhetoric

identify fallacious reasoning and exaggerated or distorted evidence


determine the meaning of



TENTH GRADE

13

15

A.6.a; B.1.a,b,c,d; B.2.c,d,e; B.3.b,c,d,e

A.5.a,g;

specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how early American authors draw upon the Bible for religious themes and issues). [RL.9-10.9]


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]-Reading Informational Materials: Press Release

words and phrases based on how they are used in a text







an introduction that states precise claims and distinguishes opposing claims










TENTH GRADE

A.5.a,b,g,h; A.6.a,c,d



Students:




notice how language of a court document can differ from that of a newspaper



THIRD SIX WEEKS38

3

15

B.5.a,b;B.6.a,c

A.2.a,b,c; A.4.b;A.5.b,c,d

A.5.a,b,g,

6. Language ArtsDemonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.9-10.2]a. Apply rules of subject-verb agreement when the subject is compound in form but singular in meaning and when the subject is plural in form but singular in meaning. [L.9-10.2.a]-Subject-verb agreement-Pronoun-antecedent agreement-Avoidance of double negatives, fragments, run-ons, comma splices

7. Nineteenth-Century Literature 1800 to 1870Analyze 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]

Determine an author’s point of view or purpose in a text and analyze how


apply conventions of standard English, capitalization, punctuation, and spelling when writing



how characters interact to further the plot and develop the

Elements of Writing, Chapters 19, 23

Prentice Hall Literature, Unit 3: Fireside and Campfire

Suggested Reading: “Crossing the Great Divide”



TENTH GRADE

18

27

28

h; A.6.a,c,d

A.3.a,b

C.a,b,c,f

C.a,d,e

an author uses rhetoric to advance that point of view or purpose. [RI.9-10.6]


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; and 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 questions; and 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]

theme

Students:











Students learn relevant information from multiple authoritative print and digital sources by:

effectively using advanced searches

assessing the usefulness of

Suggested Activity: Write a biographical narrative designed as a book for young readers on the life of Sacagawea. As you research, differentiate between the theories about Sacagawea and the evidence that supports them. Determine the quality of the evidence you find for each theory in order to decided whether to include that information in your narrative. Answer through research: What are the basic facts of Sacagawea’s life? What did she do on the Lewis and Clark expedition? What happened to her after the expedition? How does the popular cultural view of Sacagawea differ from the provable facts? Use online and library sources to answer your research questions. Remember you are addressing young readers. Use shorter sentences and useful visuals. Make sure you facts are accurate and include a works cited list in which you cite your sources, both print and electronic.

Suggested Activity: Informative Text: After reading “The Tide Rises, The Tide Falls,” “Thanatopsis,” or “Old Ironsides,” choose two passages from the poems that evoke distinct moods in the reader. The passages should be between five and ten lines long. Write a comparison in which you describe the mood evoked by each passage



TENTH GRADE

2

22

1

A.1.b, c; A.2.a.c.d; A.3.b;A.5.a,c,f,h;A.6.b

B.1.a,b,c,d,e;B.3.a,b,c,d,e

A.1.b;A.2.a,b,c,d;A

Determine a theme or central idea of a text and analyze in detail its development over the course of a text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2]

Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.9-10.2a,b,c,d,e,f]

each source in answering research questions

integrating information into the text to maintain flow of ideas

avoiding plagiarism following standard citation

format









using appropriate and varied transitions to link major sections, create cohesion, and

and discuss the stylistic devices (word choice, meter, images, figurative language) the poet uses to create those moods. Support your comparison with details from the passages.

Prentice Hall Literature, Unit 3: Shadows of the Imagination

Suggested Activity: Author Study: Edgar Allan Poe: Use print and video sources to research biographies of Edgar Allan Poe. Take notes from both sources, using a graphic organizer to compare and contrast information presented in each medium. Using the information gathered, work in pairs to create a fact or fiction flip book of Poe’s life in which you begin by writing a summary of Poe’s life. Next, use sticky notes to create false facts as well as true facts about Poe’s life, labeling each underneath the sticky note. Lastly, write a paragraph expressing your opinion of Poe ‘s life and work, using information from your research to support your opinion. Swap booklets with other groups and take the fact or fiction quiz.

Suggested Activity: Explanatory Text: Since its original publication in 1839, “The Fall of the House of Usher” has prompted varied critical opinions. Some see the story as entirely symbolic, while others take it at face value as a tale of sheer horror. These passages represent two differing critical views: Edward H. Davidson: The three characters are unique people with distinct characters, but they are tied



TENTH GRADE

5

7

16

22

.5.f,h; A.6.c; A.7.b

A.5.a,b,c,d,e,h

A.7.a;A.2.e; A.3.a,b; A.4.a;D.1.c

A.3.a,b


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]


Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. [RL.9-10.7]

Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account. [RI.9-10.7]

Write informative or 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-

clarify relationships using precise language and

domain-specific vocabulary establishing and maintaining a

formal style providing a concluding

statement or section





Students:


Students use writing and/ or speaking to:

analyze the representation of a specific subject or scene from two different mediums, including what is emphasized or absent in each medium


together by the same type of “mental disorder.” All of them suffer from insanity. H.P. Lovecraft: “The Fall of the House of Usher” displays an abnormally linked trinity of entities at the end of a long and isolated family history—a brother, his twin sister, and their incredibly ancient house all sharing a single soul. While both critics note strong connections among the characters, they see different meanings in these connections. Write an essay in which you evaluate these views and state your own judgment about the story. Review the story and gather details that relate to the critical views. Determine which view is more persuasive. Establish a logical pattern for your essay. In your introduction, summarize the two critical views and state which you support. Elaborate upon your reasoning in your body paragraphs, citing specific and relevant details to your position. Reread your essay and revise to improve the logic and clarity of ideas.



TENTH GRADE

24

25


B.1.a,b,c; B.3.a,b,d,e; B.4.e

10.2a,b,c,d,e,f]


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. [W.9-10.5]

analyze various accounts of a subject, such as a life story, from both print and multimedia mediums to determine what details are emphasized in each account










Students:

are flexible in the use of



TENTH GRADE

development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose


Students develop and strengthen writing by:

planning, revising, editing, rewriting, or trying a new approach to best address purpose and audience.

FOURTH SIX WEEKS10

11

13

A.1.c;A.2.b,c,d; A.6.c; A.7.b

A.3.a;A.5.a; A.6.b

A.5.a,g;

8. Nineteenth-Century Literature 1800 to 1870 (Continued)Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1]

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]

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the

Students analyze the meaning of a text by:

explaining explicit ideas drawing inferences providing strong pieces of

textual evidence to support analysis


objectively summarize a variety of informational texts including an analysis of the development of a central idea over the course of a text and how it is shaped and refined by specific details

Prentice Hall Literature, Unit 3: The Human Spirit and the Natural World

Suggested Activity: Argument: In the century and a half since Thoreau wrote Walden, life for most Americans has become more complex rather than simpler. With a group, create a persuasive presentation in which you take a stance for or against the relevance of Thoreau’s ideas of simplicity in today’s world. Refer to Walden and “Civil Disobedience” to support your ideas. Decide what you think of Thoreau’s ideas, and brainstorm for examples that support your position. Introduce Thoreau and his ideas. Write a statement either advocating or rejecting their relevance today. Use repetition for emphasis; vary your wording, but



TENTH GRADE

34

35

21

A.8.a,b,d,e,g,h

D.1.a,b; D.2.a,c,d,e

B.1.d; E.a

A.6.a;B.1.a,b,c,d;B.2.c,d,e;B.3.b,c,d,e

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]

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 (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]


Students:




notice how language of a court document can differ from that of a newspaper

Students orally present information, findings, and supporting evidence:

clearly, concisely, and logically in a way that allows listeners to

follow the line of reasoning with organization appropriate to

purpose, audience, and task with development appropriate

to purpose, audience, and task with substance appropriate to

purpose, audience, and task with style appropriate to

purpose, audience, and task

Students include multimedia components and visual displays to:

clarify information strengthen claims and evidence add interest in presentations


an introduction that states

drive home key points. Conclude with a call to action. Include photographs or illustrations that capture your ideas visually. Presentation formats may include PowerPoint, digital or hand-made posters or displays, or teacher approved format.

Prentice Hall Literature, Unit 3: Poetry

Suggested Activity: Explanatory Text: Blog: A blog is a forum for writing that is part of a website. Most blogs contain a series of postings on related topics and many have rules for content and posting. Write a blog entry in which you analyze Dickinson’s sense of infinity. Reread Dickinson’s poems, looking for references to infinity. List details and the poems in which they appear. Write a statement in which you interpret patterns. This will be your controlling idea. Develop your ideas in a logical sequence and support them with details from the poems. Follow correct requirements for citation.

Suggested Activity: Poem: Write a poem to be read aloud as part of a group of poetry reading honoring Walt Whitman. In addition to the use of free verse, use several key elements of Whitman’s style—his use of long lines, catalogs, and onomatopoeia—and use them to enhance your voice. Decide on a topic of celebration. List sensory details and images that relate to your topic in a graphic organizer, such as a flow chart or web. As you write, be aware of your tone, or



TENTH GRADE

1

2

4

A.1.b;A.2.a,b,c,d;A.5.f,h; A.6.c; A.7.b


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]


precise claims and distinguishes opposing claims















determine the meaning of

attitude toward your subject, and make sure your diction, or word choice, reflects the tone. Choose vivid words that contribute to the mood you want to evoke. Read your draft aloud. Make any changes necessary, and use a dictionary or thesaurus to select more effective language.

Elements of Writing, Chapters 13, 21, 22



TENTH GRADE

6

22

24

A.3.c,d;A.5.a,f,g;A.8.a,b,d,e,f,h

A.3.a;A.4.a,c;A.5.b,c,f



Analyze a particular point of view or cultural experience reflected in a work of early American literature to 1900, drawing on a wide reading of American literature. [RL.9-10.6]


words and phrases based on how they are used in a text





analyze a particular point of view or cultural experience reflected in a wide range of world literature










TENTH GRADE

28

37


C.a,d,e

B.4.a,b,c; B.5.c,d,e



9. Language ArtsDemonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]a. Use parallel structure. [L.9-10.1a]-Parallelism-Dangling and Misplaced Modifiers-Consistency of Tense-Active and Passive Voice



Students:

are flexible in the use of development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose




assessing the usefulness of each source in answering research questions



format





TENTH GRADE

FIFTH SIX WEEKS27

28

29

C.a,b,c,f

C.a,d,e

B.2.d;D.1.b

10. The Research PaperConduct 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; and synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]


Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.9-10.9a,b]-Research a literary or nonliterary topic and conduct individual research using all aspects of the research process.








assessing the usefulness of each source in answering research questions



format

Students critically read literary or informational texts and use writing to:

analyze how an author draws on and transforms source material in a specific work

Prentice Hall Literature, Unit 4: A Nation Divided, Forging New Frontiers

Suggested Activity: Informative Text: Using the internet and library resources, find recordings of several spirituals and related art or illustrations from the historical period discussed in this unit. Incorporate the recordings and



TENTH GRADE

39

5

10

15

A.8.a,d,f,g; B.4.a,b,c,d,e,f;B.5.a,b,c,d,e,f;C.f; B.1.c

A.5.a,b,c,d,e,h; A.7.a

A.1.c;A.2.b,c,d; A.6.c; A.7.b

A.5.a,b,g,h; A.6.a,c,d

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]a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., Modern Language Association’s MLA Handbook for Writers of Research Papers, American Psychological Association’s Publication Manual of the American Psychological Association) appropriate for the discipline and writing type. [L.9-10.3a]

11. The Age of Realism (1850-1914)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]

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1]


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

Depending on the intended audience and purpose, students:

apply knowledge of language to understand how it functions in different contexts,

use language to effect meaning and style

use style manual for writing and editing

Students:


Students analyze the meaning of a text by:

explaining explicit ideas drawing inferences providing strong pieces of

textual evidence to support analysis

Students:

images into a slide presentation about spirituals in their historical context. Write a brief introduction for each song and a general introduction to the presentation as a whole. Consider including quotations from the following types of writers or speakers: scholars who have written about this genre of music or important African American figures such as Harriet Tubman or Frederick Douglass.



TENTH GRADE

18

8

22

A.3.a,b

A.7.a
















developing the topic with well-chosen, relevant, and sufficient



TENTH GRADE

facts, extended definitions, concrete details, quotations, or other information





SIXTH SIX WEEKS1

2

3

5

A.1.b;A.2.a,b,c,d;A.5.f,h; A.6.c; A.7.b


A.2.a,b,c; A.4.b;A.5.b,c,d

12. DramaCite 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]


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]








how characters interact to further the plot and develop the theme

Students:

The Tragedy of Julius Caesar

Suggested Activities:

Explanatory Text: An obituary is a notice that someone has died. In addition to details about the death, an obituary often reports on the life and values of its subject. Write an obituary for a character who dies in Julius Caesar. Review the play for details about the character’s life and personality. Choose an effective organization. For example, open with the circumstances of the character’s death and provide brief background of the character’s life. Use details from the text to construct a unified picture for the character’s life.

Group Screening: Hold a group screening of a filmed production of Julius Caesar. Discuss the production, starting with these questions: How effective was each actor in a major role? How effective



TENTH GRADE

7

9

22

A.5.a,b,c,d,e,h

A.7.aA.2.e; A.3.a,b;A.4.a; D.1.c

A.7.a



Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. [RL.9-10.7]

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



Students use writing and/ or speaking to:

analyze the representation of a specific subject or scene from two different mediums, including what is emphasized or absent in each medium


read and actively engage in comprehending appropriately complex stories and poetry





developing the topic with well-

was the staging of the action? In what ways did the production surprise you, given your reading of the play and the way you saw the play in your mind as you read? Identify and discuss the influence of the director on the production, using questions to guide you: How appropriate was the actors’ performance style? Were the costumes effective? Did you agree with the director’s overall interpretation of the story? Divide into groups. Make a chart showing reactions to the film.

Advertising Poster: Create an advertising poster for a historically accurate performance of Julius Caesar. Include an illustration and appropriate text that capture the essence of the performance. Conduct research to find information about the following: the design of the Elizabethan theater, the costumes, and the actors: were they men or women or both? Include information to attract spectators’ interest in the play, such as enticing details about the plot. As you develop your poster, be alert to the appeal of the layout you create. Choose a readable font or write legibly.



TENTH GRADE

chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information





SUGGESTED READING LIST:

TITLE AUTHORThe Scarlet Letter Nathaniel HawthorneMy Antonia Willa CatherThe Red Badge of Courage Stephen CraneMoby Dick Herman MelvilleA Tale of Two Cities Charles DickensThe Sword and the Stone T.H. WhiteBury My Heart at Wounded Knee Dee BrownThe Adventures of Huckleberry Finn Mark TwainThe Joy Luck Club Amy Tan

SUGGESTED RESOURCES (Literature of Early America-Beginnings to 1750):

TITLE AUTHOR PAGE NUMBER (OF TEXTBOOK) OR LINKThe Earth on Turtle’s Back Onondaga 18, Prentice Hall LiteratureWhen Grizzlies Walked Upright Modoc 21, Prentice Hall Literature



TENTH GRADE

from The Navajo Origin Legend Navajo 24, Prentice Hall Literaturefrom The Iroquois Constitution Iroquois 26, Prentice Hall LiteratureMuseum Indians Susan Power 35, Prentice Hall LiteratureA Journey Through Texas Alvar Núñez and Cabeza de

Vaca42, Prentice Hall Literature

Boulders Taller Than the Great Tower of Seville

Garcia López de Cárdenas 47, Prentice Hall Literature

from Of Plymouth Plantation William Bradford 76, Prentice Hall LiteratureHuswifery Edward Taylor 94, Prentice Hall LiteratureTo My Dear and Loving Husband Anne Bradstreet 96, Prentice Hall Literaturefrom Sinners in the Hands of an Angry God

Jonathan Edwards 102, Prentice Hall Literature

SUGGESTED RESOURCES (Early National Literature-1750-1800):

TITLE AUTHOR PAGE NUMBER (OF TEXTBOOK) OR LINKfrom The Autobiography Benjamin Franklin 142, Prentice Hall Literaturefrom Poor Richard’s Almanack Benjamin Franklin 148, Prentice Hall LiteratureThe Declaration of Independence Thomas Jefferson 170, Prentice Hall Literaturefrom The Crisis, Number 1 Thomas Paine 174, Prentice Hall LiteratureAn Hymn to the Evening Phillis Wheatley 182, Prentice Hall LiteratureTo His Excellency, General Washington Phillis Wheatley 184, Prentice Hall LiteratureSpeech in the Virginia Convention Patrick Henry 202, Prentice Hall LiteratureSpeech in the Convention Benjamin Franklin 207, Prentice Hall LiteratureLetter to Her Daughter From the New White House

Abigail Adams 216, Prentice Hall Literature

from Letters From an American Farmer Michel-Guillaume Jean de Crèvecoeur

220, Prentice Hall Literature

I Am an American Day Address Learned Hand http://www.corestandards.org/assets/Appendix_B.pdf Page


http://www.corestandards.org/assets/Appendix_B.pdf


TENTH GRADE

125 in PDF document; suggested activity on page 130

SUGGESTED RESOURCES (Drama):

TITLE AUTHOR PAGE NUMBER (OF TEXTBOOK) OR LINKThe Tragedy of Julius Caesar Shakespeare http://www.sparknotes.com/shakespeare/juliuscaesar/

SUGGESTED RESOURCES (Nineteenth-Century Literature-1800-1870 Short Stories and Essays):

TITLE AUTHOR PAGE NUMBER (OF TEXTBOOK) OR LINKRip Van Winkle Washington Irving http://www.bartleby.com/195/4.htmlfrom Nature Ralph Waldo Emerson 390, Prentice Hall Literaturefrom Self-Reliance Ralph Waldo Emerson 393, Prentice Hall Literaturefrom Walden Henry David Thoreau 406, Prentice Hall Literaturefrom Civil Disobedience Henry David Thoreau 416, Prentice Hall LiteratureThe Devil and Tom Walker Washington Irving 258, Prentice Hall LiteratureCrossing the Great Divide Meriwether Lewis 298, Prentice Hall LiteratureThe Fall of the House of Usher Edgar Allan Poe 312, Prentice Hall LiteratureThe Minister’s Black Veil Nathaniel Hawthorne 340, Prentice Hall Literature

SUGGESTED RESOURCES (Nineteenth-Century Literature-1800-1870 Poetry):

TITLE AUTHOR PAGE NUMBER (OF TEXTBOOK) OR LINKThe Tide Rises, The Tide Falls Henry Wadsworth

Longfellow275, Prentice Hall Literature

Thanatopsis William Cullen Bryant 277, Prentice Hall LiteratureOld Ironsides Oliver Wendell Holmes 280, Prentice Hall Literaturefrom Snowbound John Greenleaf Whittier 282, Prentice Hall LiteratureThe Raven Edgar Allan Poe 330, Prentice Hall LiteratureConcord Hymn Ralph Waldo Emerson 395, Prentice Hall Literature


http://www.bartleby.com/195/4.html

http://www.sparknotes.com/shakespeare/juliuscaesar/


TENTH GRADE

The Snowstorm Ralph Waldo Emerson 396, Prentice Hall LiteratureBecause I could not stop for Death Emily Dickinson 426, Prentice Hall LiteratureI heard a Fly buzz—when I died Emily Dickinson 428, Prentice Hall LiteratureThere’s a certain slant of light Emily Dickinson 430, Prentice Hall LiteratureMy life closed twice before its close Emily Dickinson 430, Prentice Hall LiteratureThe Soul selects her own Society Emily Dickinson 431, Prentice Hall LiteratureThe Brain—is wider than the Sky Emily Dickinson 432, Prentice Hall LiteratureThere is a solitude of space Emily Dickinson 433, Prentice Hall LiteratureWater, is taught by thirst Emily Dickinson 434, Prentice Hall Literaturefrom Song of Myself Walt Whitman 442, Prentice Hall LiteratureWhen I Heard the Learn’d Astronomer

Walt Whitman 446, Prentice Hall Literature

By the Bivouac’s Fitful Flame Walt Whitman 447, Prentice Hall LiteratureI Hear America Singing Walt Whitman 448, Prentice Hall LiteratureA Noiseless Patient Spider Walt Whitman 450, Prentice Hall LiteratureOzymandias Percy Bysshe Shelley http://www.corestandards.org/assets/Appendix_B.pdf Page 117 in PDF

document; suggested activity on page 122

SUGGESTED RESOURCES (The Age of Realism-1850-1914):

TITLE AUTHOR PAGE NUMBER (OF TEXTBOOK) OR LINKAn Episode of War Stephen Crane 486, Prentice Hall LiteratureSwing Low, Sweet Chariot Traditional 498, Prentice Hall LiteratureGo Down, Moses Traditional 500, Prentice Hall Literaturefrom My Bondage and My Freedom Frederick Douglass 506, Prentice Hall LiteratureThe Gettysburg Address Abraham Lincoln 532, Prentice Hall LiteratureSecond Inaugural Address Abraham Lincoln http://www.corestandards.org/assets/Appendix_B.pdf suggested

activity on page 130Emancipation Proclamation Abraham Lincoln 541, Prentice Hall LiteratureReaction to the Emancipation Proclamation Rev. Henry M. Turner 559, Prentice Hall Literaturefrom Life on the Mississippi Mark Twain 576, Prentice Hall LiteratureThe Notorious Jumping Frog of Calaveras Mark Twain 581, Prentice Hall Literature





TENTH GRADE

CountyThe Outcasts of Poker Flat Bret Harte 592, Prentice Hall LiteratureTo Build a Fire Jack London 620, Prentice Hall Literature


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