10th
Grade: 1st Nine Weeks Pacing Guide 1
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SOL Skills/Concepts Suggested Titles Resources Time
frame
Assessment
10.4
b.c.h.m Plot
Setting
Character
Point of View
Narrator and Voice
Evaluating Style
Contents of a Dead
Man’s Pockets
The Leap
The Pedestrian
Everyday Use
Two Kinds
By Any Other Name
By the Waters of Babylon
The Storyteller
The Cold Equations
Typhoid Fever
“Geraldo No Last
Name”
“Night Calls”
“A Very Old Man with
Enormous Wings”
Holt Elements of
Literature: Fourth
Course
Approved Selections
Study guides
Anticipation guides
10.4
4 weeks Teacher-generated
formative and
summative
assessments
10th
Grade: 1st Nine Weeks Pacing Guide 2
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frame
Assessment
10.5
a.b.d.
10.8
Analyze and synthesize
information
Use reading strategies
Draw Conclusions
Recognize an author’s
intended audience and
purpose
Identify text structure
Double Daddy
Diary of a Mad Blender
The Child’s View of
Working Parents
Interview with Alice
Walker
Interview with Nikki
Giovanni
Thinkin’ on Marryin’
A Baby’s Quilt to Sew
Up the Generations
“Understanding the
Horror”
“Call of the Wild-Save
Us!”
Holt Elements of
Literature: Fourth
Course
10.5
10.8
To
accompany
fictional
readings.
Teacher-
generated
formative and
summative
assessments
10th
Grade: 1st Nine Weeks Pacing Guide 3
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frame
Assessment
10.1
10.2
10. 7.d
10.8,
Research
Differentiate in-text
citations and bibliography
citations
40 Model Essays
Writing Workshop (in
Holt Elements of
Literature)
Holt Elements of
Language: Fourth
Course
Holt Handbook: Fourth
Course
Holt Elements of
Literature: Fourth
Course
Released SOL tests
10.1
10.2
10.7
10.8
4 weeks Teacher-
generated
formative and
summative
assessments
10th
Grade: 1st Nine Weeks Pacing Guide 4
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SOL Skills/Concepts Suggested Titles Resources Time
frame
Assessment
10.3
a.b.f.g. Prefixes and suffixes
Word analogies
Etymology
Vocabulary
Development List
Connotation and
Denotation
Context Clues
Synonyms and
Antonyms
Word Maps
Wordly Wise 10
Sadlier Oxford
Holt Elements of
Literature: Fourth
Course
Semantic maps
Word maps
Quizlet
10.3
Weekly Teacher-
generated
formative and
summative
assessments
10th
Grade: 1st Nine Weeks Pacing Guide 5
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SOL Skills/Concepts Suggested Titles Resources Time
frame
Assessment
10. 7.c. Parts of the sentence
Punctuating direct quotes
Holt Handbook Chapter 2 Holt Handbook: Fourth
Course
MLA or APA style guide
10.7
Weekly Teacher -
generated
formative and
summative
assessments
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SOL Skills/Concepts Suggested Titles Resources Time
frame
Assessment
10.2, 10.8 Plagiarism
Evaluate Sources
Use media to create
products
Online research
Print materials
10.2
10.8
To
accompany
research
Teacher -
generated
formative and
summative
assessments
Teacher Direct Virginia Department of Education SOL Resources
10th
Grade: 2nd Nine Weeks Pacing Guide 1
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SOL Skills/Concepts
Collection 4,5,6,8
Suggested Titles Resources Time
frame
Assessment
10.4
10.5
A,B,C,H,
K
Theme
Symbolism
Allegory
Dramatic Irony
Situational Irony
Verbal Irony
Ambiguity
Style:
Diction
Sentence Structure
Figures of Speech
Tone
Mood
Theme
“Catch the Moon”
“The Bass, the River and
Sheila Mant”
“And of Clay Are We
Created “
“The Man in the Water”
Irony and Ambiguity
“Lamb to the Slaughter”
“RMS Titanic”
from “Into Thin Air”
Symbolism and Allegory
“Through the Tunnel”
“The Masque of the Red
Devil”
“Stopping by Woods on a
Snowy Evening”
“After Apple Picking”
Style
“Geraldo No Last
Name”
“Night Calls
“A Very Old Man
with Enormous
Wings”
Holt Elements of
Literature: Fourth
Course
Holt Resources Gr
10
Holt Adapted Reader
Audio CD Library
E2020 software
Teacher Generated
Anticipation Guides
Curriculum Reading
List (add Link)
10.4
10.5
4 -6
weeks
Textbook Software
Teacher generated
tests and quizzes
10th
Grade: 2nd Nine Weeks Pacing Guide 2
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Sol Skills/Concepts Suggested Titles Resources Time
Frame
Assessment
10.5 D,E,I,
J,K
10.8 B,C
Evaluate author
arguments
Understand jargon
Word knowledge
Understand literal
and figurative uses of
words
Theme
“If Decency Doesn’t. Law
Should Make Us Samaritans
“Good Samaritans U.S.A.
Are Afraid to Act”
Irony and Ambiguity
“Explorers Say There’s
Lots to Look For”
“Notes from a Bottle”
Symbolism and Allegory
“Coming of Age Latino
Style”
“Vision Quest”
“Crossing a Threshold to
Adulthood”
Style
“Call of the Wild-Save
Us”
Holt Reader
Holt Adapted
Reader
Audio CD Library
E2020 software
Teacher selected
non-fiction
readings(print
media, newspapers)
Videos
10.5
10.8
To
accompany
fiction
readings
Teacher generated
tests and quizzes
Oral and written
reports
10th
Grade: 2nd Nine Weeks Pacing Guide 3
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SOL Skills/Concepts Suggested Titles Resources Time
frame
Assessment
10.6. A-G
10.7.a.f.g.h.
10.8
A,B,C,D,E
Compare and contrast
conflicts and themes
Biographical sketch
Persuasive essay
Mini- research related
to readings
Teacher generated
materials
Writing Center
10.6
10.7
10.8
3 weeks Teacher evaluated /
teacher generated
rubric
Oral and written
reports
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SOL Skills/Concepts Suggested Titles Resources Time
frame
Assessment
10.3.A.B,C,
E,F,G.
Synonyms
Connotations
Literal/Figurative
Language
Semantic maps
Technical Vocabulary
Context Clues
Word Analogies
Holt Elements of
Literature: Fourth
Course
Sadlier Oxford
Quia
Word maps
Semantic maps
Vocabulary.com
Lit words in text
Word Walls
10.3
On
Going
Teacher generated
tests and quizzes
Textbook
software
10th
Grade: 2nd Nine Weeks Pacing Guide 4
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frame
Assessment
10.7 A Active and passive
voice
Pronoun reference
Holt Handbook:
Fourth Course
10.7
3 days Teacher generated
tests and quizzes
Text book software
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frame
Assessment
10.1
F,G,H
10.2 A-
D
Compare different
media coverage
Relationship Building
(add link)
Holt Elements of
Literature: Fourth
Course
Presentation software
Comparing Media
Coverage .ppt
pbs.org/newshour
10.1
Teacher generated
Teacher Direct VDOE English Resources
10th
Grade: 3rd
Nine Weeks Pacing Guide 1
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SOL Skills/Concepts
Collection 7,10
Suggested Titles Resources Time
frame
Assessment
10.4.
d.f.g.h.k.
c.g.h.k.
c.g.h.k.
Poetic Forms
Imagery
Figurative Language
Poetic Devices
Imagery:
“A Storm in the
Mountains:
“Same Song”
“Eating Together”
“Grape Sherbet”
“The Legend”
Figurative Language
“Simile”
“I Am Offering This
Poem”
“since feeling is first”
“Heart! We Will Forget
Him”
“Three Japanese Tankas”
“Shall I Compare Thee to
a Summer’s Day?”
“Ode to My Socks”
Poetic Devices
“Sea Fever”
“Bonny Barbara Allan”
“The Flying Cat”
“Ex-Basketball Player”
“miss rosie”
“Remember”
“We Real Cool”
“Jazz Fantasia”
Holt Elements of
Literature: Fourth
Course
SMART Board Tools
3 weeks
Textbook Software
10th
Grade: 3rd
Nine Weeks Pacing Guide 2
10.3.g.
10.4.
b.c.d.e.f.
h.
k.l.m.
Drama “The Brute: A Joke in One
Act”
“The Tragedy of Julius
Caesar”
“Macbeth”
Online Resources:
shakespearesglobe.com
folger.edu/index_sa.cfm?
specaudid=2 (teacher
resource page)
sparknotes.com (No Fear
Shakespeare)
Holt Elements of
Literature:Fourth
Course
SMART Board Tools
4 1/2
weeks
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10.4.
d.g.h.m.
10.5.a.f.g.h.
Analyze cultural and
social function
Analyze historical
context
Evaluate author’s
purpose
Reading strategies
William Shakespeare’s Life: A
Biographical Sketch
The Elizabethan Stage
The Play: The Results of
Violence
How to Read Shakespeare
Online Resources:
shakespearesglobe.com
folger.edu/index_sa.cfm
?specaudid=2 (teacher
resource page)
SMART Board Tools
3/4 days
10th
Grade: 3rd
Nine Weeks Pacing Guide 3
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SOL Skills/Concepts Suggested Titles Resources Time
frame
Assessment
10.6. a-g
10.7.a.f.g.h. Literary Analysis
Cause / Effect
SMART Board Tools
1 week Teacher evaluated per
SOL and/or teacher
generated rubric
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frame
Assessment
10.3.b-g. Analogies
Connotations
Puns
Semantic maps
Elizabethan language
Context Clues
Holt Elements of Literature:
Fourth Course
Sadlier Oxford Worktext
Prentice Hall 10th
Grade
Worktext
Textbook Software
Quizlet
Quia
Word maps
Semantic maps
Weekly
10th
Grade: 3rd
Nine Weeks Pacing Guide 4
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frame
Assessment
10.7.h. Transitional words and
phrases
Holt Elements of Literature:
Forth Course
Holt Handbook: Fourth
Course
Quia
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frame
Assessment
10.1 Present a poem
Perform a dramatic scene
Present an oral
interpretation of dialogue
Holt Elements of Literature:
Fourth Course
Folgers.edu
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
10th
Grade: 3rd
Nine Weeks Pacing Guide 5
a) Assume responsibility for specific group tasks. b) Collaborate in the preparation or summary of the group activity. c) Include all group members in oral presentation. d) Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose. e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal. f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. g) Access, critically evaluate, and use information accurately to solve problems. h) Evaluate one’s own role in preparation and delivery of oral reports. i) Use a variety of strategies to listen actively. j) Analyze and interpret other’s presentations. k) Evaluate effectiveness of group process in preparation and delivery of oral reports.
10.2 The student will analyze, produce, and examine similarities and differences between visual and verbal media messages.
a) Use media, visual literacy, and technology skills to create products. b) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion. c) Determine the author’s purpose and intended effect on the audience for media messages. d) Identify the tools and techniques used to achieve the intended focus.
10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. d) Identify the meaning of common idioms. e) Identify literary and classical allusions and figurative language in text. f) Extend general and specialized vocabulary through speaking, reading, and writing. g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.
10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas. b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
10th
Grade: 3rd
Nine Weeks Pacing Guide 6
c) Explain similarities and differences of techniques and literary forms represented in the literature of different cultures and eras. d) Analyze the cultural or social function of literature. e) Identify universal themes prevalent in the literature of different cultures. f) Examine a literary selection from several critical perspectives. g) Explain the influence of historical context on the form, style, and point of view of a literary text. h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of the text, achieve specific effects and support the author’s purpose. i) Compare and contrast literature from different cultures and eras. j) Distinguish between a critique and a summary. k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. l) Compare and contrast character development in a play to characterization in other literary forms. m) Use reading strategies to monitor comprehension throughout the reading process.
10.5 The student will read, interpret, analyze, and evaluate nonfiction texts.
a) Identify text organization and structure. b) Recognize an author’s intended audience and purpose for writing. c) Skim manuals or informational sources to locate information. d) Compare and contrast informational texts. e) Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams. f) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. g) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. h) Use reading strategies throughout the reading process to monitor comprehension.
10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis.
a) Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose. b) Synthesize information to support the thesis. c) Elaborate ideas clearly through word choice and vivid description. d) Write clear and varied sentences, clarifying ideas with precise and relevant evidence. e) Organize ideas into a logical sequence using transitions. f) Revise writing for clarity of content, accuracy, and depth of information. g) Use computer technology to plan, draft, revise, edit, and publish writing.
10th
Grade: 3rd
Nine Weeks Pacing Guide 7
10.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
a) Distinguish between active and passive voice. b) Apply rules governing use of the colon. c) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations. d) Differentiate between in-text citations and works cited on the bibliography page. e) Analyze the writing of others. f) Describe how the author accomplishes the intended purpose of a piece of writing. g) Suggest how writing might be improved. h) Proofread and edit final product for intended audience and purpose.
10.8 The student will collect, evaluate, organize, and present information to create a research product.
a) Use technology as a tool to research, organize, evaluate, synthesize, and communicate information. b) Develop the central idea or focus. c) Verify the accuracy, validity, and usefulness of information. d) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. e) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA). f) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
English 10 Pacing Guide 4th
Nine Weeks
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SOL Skills/Concepts Suggested Titles Resources Time
frame
Assessment
10.4
C,D,G,I
10.5
A,B
Understand
biographical and
historical approaches to
text.
“Where Have You Gone,
Charming Billy”
“The Tale of Sir
Launcelot du Lake”
“Theseus”
“Sigurd, The Dragon
Slayer”
Holt Elements of
Literature
Approved
Selections
Study Guides
Anticipation
Guides
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SOL Skills/Concepts Suggested Titles Resources Time
frame
Assessment
10.5
Evaluating Informational
Texts
“The War Escalates From
The American Nation”
“Dear Folks”
From “Declaration of
Independence from the
War in Vietnam
Biography and History:
How the Two Affect
Literary Criticism
“Music on the E-Frontier”
Informational Text:
Evaluating the Logic of
Functional Documents
Informational Text
Following Technical
Directions
Informational Text:
Analyzing Functional
Workplace Documents
Informational Text: Citing
Internet Sources
Informational Text:
Reading Consumer
Documents
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frame
Assessment
10.6
A,B,C,D,E,F,G
Explanatory Process
Process Analysis
Technical
Documents
Business Letters
40 Model Essays
“Writing Technical
Documents” (Holt
Elements of
Literature)
Writing Business
Letters (Holt
Elements of
Literature)
Holt Elements of
Literature
Holt Handbook
V
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SOL Skills/Concepts Suggested Titles Resources Time
frame
Assessment
10.3
Prefixes and suffixes
Word analogies
Etymology
Vocabulary
Development list
Connotation and
Denotation
Context Clues
Synonyms and
Antonyms
Holt Elements of
Literature
Wordly Wise 10
Sadlier Oxford
Word Maps
Semantic Maps
Quizlet
Vocabulary.com
Weekly
G
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M
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SOL Skills/Concepts Suggested Titles Resources Time
frame
Assessment
10.7
A, B
Self-edit for correct
grammar, capitalization,
punctuation, spelling,
sentence structure, and
paragraphing
To
accompany
explanatory
process
COMMUNICATION
SOL Skills/Concepts Suggested Titles Resources Time
frame
Assessment
10.8
A,B,C,D
Use media and
technology skills to
research readings
and topics related to
“suggested
readings”
Verifying accuracy,
usefulness and
validity of
information
Make sense of
information
gathered
Relationship
building
Internet research
40 Model essays
To
accompany
technical
writing