Greene County Public Schools

10th Grade English Curriculum & Pacing Guide 2016­2017 Quarter 1

KEY

Writing

Fiction

Non­Fiction

Presentation

Weekly Skill

SOL Not Tested

Bloom’s Taxonomy Abbreviations

R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create

Time/

Dates

SOL/

Strand

Objective/Content/Essential Questions/

Cognitive Level

Vertical

Alignment Vocabulary

Cross­curricu

lar

Connections

8/16­8/19 (4 days)

10.6 a­e 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. C b) Synthesize information to support the thesis. C c) Elaborate ideas clearly through word choice and vivid

description. C d) Write clear and varied sentences, clarifying ideas with precise and relevant evidence. C e) Organize ideas into a logical sequence using transitions.

Ap, An, E, C

9.6: Narrative, Expository, and

Persuasive Writing

11.6: Persuasive Writing

Formal Essay Organization Support

Topic Sentences Usage/Mechanics

Written Expression Composition

8/22­9/23 (5 weeks)

10.3 d, e; 10.4 a, b, d, e, f, g, h, l,

m

10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.

d) Identify the meaning of common idioms. R e) Identify literary and classical allusions and figurative language in text. R

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.

a) Identify main and supporting ideas. R

9.4 c: Literary forms

9.4 e: Elements of Literature

11.4 c: Motifs

Drama Dramatic Irony

Motif Theme

Monologue Soliloquy Aside

Social Studies: Role of

Women and Divorce in 19 th Century and the Present

b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. U d) Analyze the cultural or social function of literature. An e) Identify universal themes prevalent in the literature of different cultures. R f) Examine a literary selection from several critical perspectives. An g) Explain the influence of historical context on the form, style, and point of view of a literary text. U 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. E l) Compare and contrast character development in a play to characterization in other literary forms. An m) Use reading strategies to monitor comprehension throughout the reading process. Ap

Resources = A Doll’s House by Henrik Ibsen; Connecting poetry: “To Helen” by Edgar Allen Poe and “My Mistress’s Eyes” by William Shakespeare; 19th century photographs and magazine ads

11.4 f: Poetry Analysis

11.4 i: Dramatic Selections

11.4 j: Types of Irony

Metaphor Character

development 19th century women’s role

Real­world connections: loans, interest, co­signers, amortization

8/22­8/26 (1 week)

10.3 a, b 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. U b) Use context, structure, and connotations to determine meanings of words and phrases. U

9.3 a: Structural Analysis

9.3 b: Context, structure

connotation

Prefixes, suffixes, and roots

8/29­9/2 (1 week)

10.3 a, b 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. U b) Use context, structure, and connotations to determine meanings of words and phrases. U

9.3 a: Structural Analysis

9.3 b: Context, structure

connotation

Prefixes, suffixes, and roots II: Scientific Vocabulary

Science: Terms from Biology

9/6­9/9 (1 week)

10.4 a, j 10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.

a) Identify main and supporting ideas. R j) Distinguish between a critique and a summary. U

9.4 b: Summarize

Research: Main points and summary

9/12­9/16 (1 week)

10.8 e, f

10.8 The student will collect, evaluate, organize, and present information to create a research product

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). U f) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information. R

9.8 f: Paraphrase

9.8 h: Plagiarism

Research: Paraphrase

9/19­9/23 (1 week)

10.6 a, c 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. C c) Elaborate ideas clearly through word choice and vivid description. C

9.6 a: Gather, Plan, Organize Ideas

9.6 e: Elaboration

Descriptive Writing

9/26­10/4 (7 days)

10.2 b, c; 10.8 a­e

10.2 The student will analyze, produce, and examine similarities and differences between visual and verbal media messages.

b) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion. E

c) Determine the author’s purpose and intended effect on the audience for media messages. U

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. Ap b) Develop the central idea or focus. C c) Verify the accuracy, validity, and usefulness of information. U d) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. R 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). U f) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information. R

9.2 b: Determine author’s purpose

9.2 d: Evaluate sources

9.8: Use media to create

research product

11.5 e: Analyze multiple texts on same

topic

11.8 f: Synthesize information

Library research Database research Taking notes on

sources Evaluating sources

Paraphrase Summary

MLA citations (works cited and

in­text)

Resources = three articles on same current event; library and library databases

9/26­9/30 (1 week)

10.6 d 10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis.

d) Write clear and varied sentences, clarifying ideas with precise and relevant evidence. C

9.6 d: Clear and Varied Sentences

9.7 c: Main and

subordinate clauses

9.7 d: Using commas with subordinate

clauses

Independent and Dependent Clauses

10/3­10/7 (1 week)

10.6 d 10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis.

d) Write clear and varied sentences, clarifying ideas with precise and relevant evidence. C

9.6 d: Clear and Varied Sentences

9.7 c: Main clauses, subordinate clauses

9.7 d: Using commas with subordinate

clauses

Sentence types I

10/5­10/11 (5 days)

10.6 a, d, e, f, g; 10.7 c,

d, h;

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. C b) Write clear and varied sentences, clarifying ideas with precise and relevant evidence. C c) Organize ideas into a logical sequence using transitions. Ap, An, E, C d) Revise writing for clarity of content, accuracy, and depth of information. E, C e) Use computer technology to plan, draft, revise, edit, and publish writing. C

10.7 The student will self­ and peer­edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

c) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological

9.6 a: Generate, gather, and organize ideas

9.6 d: Clear and varied

sentences

9.6: Elaborate on ideas

9.6 f: Organize

9.8 d: Cite sources using MLA

9.7 f: Proofread and edit

Expository writing Organizing writing

Paraphrase Summary

MLA citations (works cited and

in­text)

Association (APA), to apply rules for punctuation and formatting of direct quotations. Ap d) Differentiate between in­text citations and works cited on the bibliography page. An h) Proofread and edit final product for intended audience and purpose. U

Resource = MLA citation and formatting pamphlet

11.8 f: Synthesize information

10/10­10/14 (1 week)

10.6 d 10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis.

d) Write clear and varied sentences, clarifying ideas with precise and relevant evidence. C

9.6 d: Clear and Varied Sentences

9.7 c: Main and

subordinate clauses

9.7 d: Using commas with subordinate

clauses

Independent and Dependent Clauses

10/12­10/19 (7 days)

10.3 d, e; 10.4 a, b, h,

k, m

10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.

d) Identify the meaning of common idioms. R e) Identify literary and classical allusions and figurative language in text. R

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.

a) Identify main and supporting ideas. R b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. U 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. E k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. An m) Use reading strategies to monitor comprehension throughout the reading process. Ap

Resources = Possible works for short story unit: “The Voyage of Sindbad the Sailor”; “Lamb to the Slaughter” by Roald Dahl; “Contents of the Dead Man’s Pocket” by Jack Finney

9.4 a: Identify author’s main idea

9.4 f: Compare/Contrast literary devices convey

message

9.4 l: Make predictions/draw conclusions

9.4 m: Reading

strategies

11.4 g: Use of imagery and figurative speech

Short Stories Suspense Horror

Adventure

10/20 (1 day)

10.5 a, b, f, h

10.5 The student will read, interpret, analyze, and evaluate nonfiction texts. a) Identify text organization and structure. R, U

b) Recognize an author’s intended audience and purpose for writing. R f) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. E

h) Use reading strategies throughout the reading process to monitor comprehension. U

Resource = The New York Times article “In Cluttered Home . . .” by Vivian Yee

9.5 a: Audience and Purpose

9.5 h: Draw

Conclusions based on text

9.5 k: Reading Strategies

Frame Narrative Narrative Hook

Biology: Body Decompositio

n

KEY

Writing

Fiction

Non­Fiction

Presentation

Weekly Skill

SOL Not Tested

Bloom’s Taxonomy Abbreviations

R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create

Greene County Public Schools

10th Grade English Curriculum & Pacing Guide 2016­2017 Quarter 2 KEY

Writing

Fiction

Non­Fiction

Presentation

Weekly Skill

SOL Not Tested

Bloom’s Taxonomy Abbreviations

R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create Time/

Dates

SOL/

Strand

Objective/Content/Essential Questions/

Cognitive Level

Vertical

Alignment

Vocabulary Cross­curricu

lar

Connections

10/17­10/21 (1 week)

10.6 d 10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis.

d) Write clear and varied sentences, clarifying ideas with precise and relevant evidence. C

9.6 d: Clear and Varied Sentences

9.7 c: Main clauses, subordinate clauses

9.7 d: Using commas with subordinate

clauses

Sentence Types II

10/24­10/28 (1 week)

10.6 c 10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis. c) Elaborate ideas clearly through word choice and vivid

description. C

9.6 e: Word Choice and Vivid Description

Vivid Word Choice

10/21­11/1 (5 days within this window)

10.1 d, h, i, j; 10.4 h, k,

m

10.1 The student will participate in, collaborate in, and report on small­group learning activities. c) Choose vocabulary, language, and tone appropriate to

the topic, audience, and purpose. Ap h) Evaluate one’s own role in preparation and delivery of oral reports. E

9.1 d: Appropriate vocabulary and

language

Poetry Out Loud Formal recitation Interpretation and analysis of

poetry

i) Use a variety of strategies to listen actively. Ap j) Analyze and interpret other’s presentations. An

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. 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. E

k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. An

m) Use reading strategies to monitor comprehension throughout the reading process. Ap

Resources = Poetry Out Loud website; selected poems, including any or all of the following: “Stopping by the Woods on a Snowy Evening” by Robert Frost, “Sadie and Maud” and “We Real Cool” by Gwendolyn Brooks, “Ozymandias” by Percy Shelley, “Abandoned Farmhouse” by Ted Kooser, “The Last Laugh” by Wilfred Owen

9.1 j: Listening strategies

9.4 k: Author’s use of language to support

purpose

9.4 f: Author’s use of language to convey

message

9.4 m: Reading strategies

11.4 f: Analysis of

Poetry

Peer evaluation of presentation

11/2 (1 day) 10.1 b, e, f, k

10.1 The student will participate in, collaborate in, and report on small­group learning activities.

b) Collaborate in the preparation or summary of the group activity. U e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal. Ap f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. Ap. C k) Evaluate effectiveness of group process in preparation and delivery of oral reports. E

Resources = Introduction to Fahrenheit 451 by Ray Bradbury

9.1 l: Collaboration Informal group brainstorming and presentation

Dystopia Social and

culture analysis

Social Studies: Culture

11/3­12/9 (4 weeks)

10.3 d, e; 10.4 a, b, d, e, f, k, m

10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.

d) Identify meaning of common idioms. R e) Identify literary and classical allusions and figurative language in text. R

9.3: Literary and Classical allusions

9.4 a: Identify main

idea

9.4 e: Theme

Allusion Symbolism Theme

Social Critique Dystopia Irony

Censorship

World History II:

Cold War Era

Real­world connections:

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.

a) Identify main and supporting ideas. R b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. U e) Identify universal themes prevalent in the literature of different cultures. R f) Examine a literary selection from several critical perspectives. An k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. An m) Use reading strategies to monitor comprehension throughout the reading process. Ap

Resources = Fahrenheit 451 by Ray Bradbury Connecting poetry: Allusion—“Dover Beach” by Matthew Arnold, “The Tyger” by William Blake; Theme—“To an Unknown Citizen” by W. H. Auden; “Richard Cory” by Edwin Arlington Robinson

9.4 f: Author’s use of language to convey

message

9.4 l: Make predictions

9.4 m: Reading strategies

11.4 c:

Analysis/Discussion of American Literature

11.4 f: Analysis of

Poetry

Evaluating the role of

technology in everyday life

11/3­12/9 (4 days

throughout)

10.2 c, d; 10.5 b, f, g­h

10.2 The student will analyze, produce, and examine similarities and differences between visual and verbal media messages.

c) Determine the author’s purpose and intended effect on the audience for media messages. U d) Identify the tools and techniques used to achieve the intended focus. R

10.5 The student will read, interpret, analyze, and evaluate nonfiction texts.

b) Recognize an author’s intended audience and purpose for writing. R f) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. E g) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. An, C h) Use reading strategies throughout the reading process to monitor comprehension. U

Resources = ALA website and banned book lists; “Does Paper Really Burn at 451 Degrees Fahrenheit?” by Brian Palmer (article); “Facebook Leads to Narcissism, ‘Shallow

9.2 b: Author’s purpose

9.5 a: Author’s purpose

9.5 h: Draw conclusions

9.5 g: Problem solving

9.5 k: Reading Strategies

Censorship Scientific Method

Hypothesis

US Government: Censorship

First Amendment

Rights

Sociology / Psychology

Chemistry: Temperature and Chemical Reactions

Relationships’ New Study Claims” (article); “Status Update: ‘I’m So Glamorous’” by J.H. Tucker (article)

11/7­11/11 (1 week)

10.3 b, f 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.

f) Extend general and specialized vocabulary through speaking, reading, and writing. C

9.3 f: Word origins and figurative language

Fahrenheit 451 Vocabulary

11/14­11/18 (1 week)

10.6 a, c 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. C c) Elaborate ideas clearly through word choice and vivid description. C

9.6 a: Gather, Plan, Organize writing

9.6 e: Elaborate through vivid description

Fahrenheit 451 Descriptive Writing

11/28­12/2 (1 week)

10.4. h, k 10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.

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. E k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. An

9.4 f: Author’s use of language to convey

message

9.4 m: Reading strategies

Symbolism in Fahrenheit 451

12/12­12/16 (1 week)

10.4 j 10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.

j) Distinguish between a critique and a summary. U

Resource = Article “More Teachers ‘Flipping’ The School Day Upside Down” by Grace Hood

Research Skills: Summary and

critique Counterargument and response

KEY

Writing

Fiction

Non­Fiction

Presentation

Weekly Skill

SOL Not Tested

Bloom’s Taxonomy Abbreviations

R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create

Greene County Public Schools

10 th Grade English Curriculum & Pacing Guide 2016­2017 Quarter 3 KEY

Writing

Fiction

Non­Fiction

Presentation

Weekly Skill

SOL Not Tested

Bloom’s Taxonomy Abbreviations

R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create

Time/

Dates SOL/Strand

Objective/Content/Essential Questions/

Cognitive Level

Vertical

Alignment Vocabulary

Cross­curricul

ar

Connections

1/3­1/6 (1

week)

10.2 b 10.2 The student will analyze, produce, and examine similarities and differences between visual and verbal media messages. b) Evaluate sources including advertisements, editorials, blogs,

Web sites, and other media for relationships between intent, factual content, and opinion. E

9.2 d: Evaluate Sources

Logical and Emotional Appeals

1/3­1/12 (8

days)

10.6 a, e 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. C b) Organize ideas into a logical sequence using transitions. Ap,

An, E, C Resources = Student samples of introductory paragraphs

9.6 a: Gather, Plan, Organize writing

9.6 e: Elaborate through

vivid description

11.6 b: Develop a Thesis for Persuasive Writing

Exploring topics Brainstorming

Thesis Statements Introductory paragraphs Organizing / Outlining

1/13­1/19 (4

days)

10.8 a­e 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. Ap b) Develop the central idea or focus. C c) Verify the accuracy, validity, and usefulness of information.

U

9.8: Research

11.8: Synthesize/present information in logical

sequence

Research Taking notes on

sources Incorporating sources into writing

d) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. R

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). U

Resources = Library and library databases; article to practice incorporating sources

Paraphrase Direct Quotation MLA citations (works cited and

in­text)

1/16­1/20 (1 week)

10.8 a, d, e 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. Ap d) Make sense of information gathered from diverse sources by

identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. R

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). U

9.8 e: Information from Diverse Sources

9.8 f­g: Cite Sources

11.8: Synthesize/present information in logical

sequence

Incorporating Sources into Writing

1/23­1/31 (8

days)

10.6 b­d, f, g; 10.7 c­h

10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis. b) Synthesize information to support the thesis. C c) Elaborate ideas clearly through word choice and vivid

description. C d) Write clear and varied sentences, clarifying ideas with

precise and relevant evidence. C f) Revise writing for clarity of content, accuracy, and depth of

information. E, C g) Use computer technology to plan, draft, revise, edit, and

publish writing. C 10.7 The student will self­ and peer­edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. 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. Ap

d) Differentiate between in­text citations and works cited on the bibliography page. An

9.6 d: Clear and Varied Sentences

9.6 e: Elaborate ideas

9.6 i: Use of computer

technology

9.7 f: Proofread and Edit

Composing Expanding on

ideas Organizing Peer Review Editing Revising

Proofreading

e) Analyze the writing of others. An f) Describe how the author accomplishes the intended purpose

of a piece of writing. U g) Suggest how writing might be improved. E h) Proofread and edit final product for intended audience and

purpose. U Resources = Student drafts; Google drive

1/30­2/3 (1 week)

10.7 h 10.7 The student will self­ and peer­edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. h) Proofread and edit final product for intended audience and

purpose. U

9.7 d: Use commas

9.7 f: Proofread and Edit

Commas

2/1­2/22 (3

weeks)

10.3 d, e; 10.4 a, c­e, h, i, m

10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. d) Identify the meaning of common idioms. R e) Identify literary and classical allusions and figurative

language in text. R 10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. a) Identify main and supporting ideas. R c) Explain similarities and differences of techniques and

literary forms represented in the literature of different cultures and eras. U

d) Analyze the cultural or social function of literature. An e) Identify universal themes prevalent in the literature of

different cultures. R 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. E

i) Compare and contrast literature from different cultures and eras. An

m) Use reading strategies to monitor comprehension throughout the reading process. Ap

Resources = Possible works for short story unit themed around (dis)continuity between generations and the passage of time: Excerpt from Dandelion Wine by Ray Bradbury, “Dead Man’s Path” by Chinua Achebe, “Once More to the Lake” by E. B.

9.4 a: Main idea

9.4 g: Cultural/social function of literature

9.4 e: Theme

9.4 k: Analyze language

9.4 m: Reading strategies

11.4 c: Discuss/Analyze American literature

11.4 g: Imagery and Figurative Language

theme juxtaposition symbolism

double meaning compare­contrast

World History II:

Post­Colonial Africa

White, “Everyday Use” by Alice Walker, “Teenage Wasteland” by Anne Tyler

2/1­2/22

(3 days within short story unit)

10.2 b, c; 10.5 a, b, d,

f­h

10.2 The student will analyze, produce, and examine similarities and differences between visual and verbal media messages. b) Evaluate sources including advertisements, editorials, blogs,

Web sites, and other media for relationships between intent, factual content, and opinion. E c) Determine the author’s purpose and intended effect on the audience for media messages. U

10.5 The student will read, interpret, analyze, and evaluate nonfiction texts. a) Identify text organization and structure. R, U b) Recognize an author’s intended audience and purpose for

writing. R d) Compare and contrast informational texts. An f) Draw conclusions and make inferences on explicit and

implied information using textual support as evidence. E g) Analyze and synthesize information in order to solve

problems, answer questions, and generate new knowledge. An, C

h) Use reading strategies throughout the reading process to monitor comprehension. U

Resources = Buzzfeed generational lists; infographics

9.2 d: Evaluate media sources

9.2 b: Determine

purpose/effect of mass media

9.5 a: Recognize purpose/audience

9.5 h: Draw Conclusions

9.5 g: Problem Solving

9.5 k: Reading Strategies

11.5 a: Clarify

Understanding of Concepts

Enumeration / Listing Order of importance

Generalization

Sociology

Real­world connections: Navigating

Internet media

2/13­2/17 (1 week)

10.7 b 10.7 The student will self­ and peer­edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. b) Apply rules governing use of the colon. Ap

Colons

2/23­2/24 (2 days)

10.2 b, c, d 10.4 a, b, d, e, g, k, l 10.6 b

10.2 The student will analyze, produce, and examine similarities and differences between visual and verbal media messages. b) Evaluate sources including advertisements, editorials, blogs,

Web sites, and other media for relationships between intent, factual content, and opinion. E

c) Determine the author’s purpose and intended effect on the audience for media messages. U

d) Identify the tools and techniques used to achieve the intended focus. R

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. a) Identify main and supporting ideas. R

9.2 b: Determine purpose of mass media

9.2 d: Evaluate media

sources

9.4 a: Main Ideas

9.4 l: Make Predictions

Historical fiction Metaphor

Foreshadowing Drawing Inferences Making

Predictions Supporting w/Evidence Propaganda Visual Media

World History: World War II/Nazi Germany

b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. U

d) Analyze the cultural or social function of literature. An e) Identify universal themes prevalent in the literature of

different cultures. R g) Explain the influence of historical context on the form, style,

and point of view of a literary text. U k) Compare and contrast how rhyme, rhythm, sound, imagery,

style, form, and other literary devices convey a message and elicit a reader’s emotions. An

l) Compare and contrast character development in a play to characterization in other literary forms. An

Resources = “The Spy” by Bertolt Brecht; Propaganda (both Nazi and anti­Nazi): commercials, posters, short films

9.4 g: Social/Cultural Function

9.4 e: Theme

9.4 i: Historical Context

9.4 f: Use of language to

convey message

11.4 j: Use of dramatic conventions/Types of

Irony

2/27­3/22

(3­1/2 Weeks)

10.3 a­b 10.4 a, b, d, e, g, h, k, m

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. U b) Use context, structure, and connotations to determine

meanings of words and phrases. U 10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. a) Identify main and supporting ideas. R b) Make predictions, draw inferences, and connect prior

knowledge to support reading comprehension. U d) Analyze the cultural or social function of literature. An e) Identify universal themes prevalent in the literature of

different cultures. R g) Explain the influence of historical context on the form, style,

and point of view of a literary text. U 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. E

k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. An

m) Use reading strategies to monitor comprehension throughout the reading process. Ap

Resources = Night by Elie Wiesel

9.3 a: Understanding complex words

9.3 b: Structure and

connotation to determine meaning

9.4 a: Main Ideas

9.4 l: Make Predictions

9.4 g: Social/Cultural

Function

9.4 e: Theme

9.4 i: Historical Context

9.4 f: Use of language to convey message

9.4 m: Reading Strategies

Memoir Historical Context

Themes Mood Tone

Allusion Imagery Motif

Character Development

German Vocabulary Roots

World History II:

Holocaust

Physics: Death by Hanging

2/27­3/22 (5­6 days throughout)

10.5 a­h 10.5 The student will read, interpret, analyze, and evaluate nonfiction texts. a) Identify text organization and structure. R, U b) Recognize an author’s intended audience and purpose for

writing. R c) Skim manuals or informational sources to locate

information. U d) Compare and contrast informational texts. An e) Interpret and use data and information in maps, charts,

graphs, timelines, tables, and diagrams. Ap f) Draw conclusions and make inferences on explicit and

implied information using textual support as evidence. E g) Analyze and synthesize information in order to solve

problems, answer questions, and generate new knowledge. An, C

h) Use reading strategies throughout the reading process to monitor comprehension. U

Resources = “The Perils of Obedience” by Stanley Milgram; Webquest on Jewish Culture and Culture and Historical Context; Interactive Maps; Concentration Camp Classification Chart; “Auschwitz” personal narrative by Joanne Kacperski; news clips; “For Mentally Ill Survivors, Holocaust Lives On”; “89­year­old Philly man charged . . .” by Terrence McCoy

9.5 a: Author’s purpose

9.5 g: Problem solving

9.5 h: Draw conclusions and make inferences

9.5 k: Reading Strategies

Non­fiction Classification

Process Cause­Effect Visual Media Inferences

Personal Narrative

Social Studies: Psychological / Behavioral

Experimentation; WWII Nazi Germany and the Holocaust;

World Religions; Map

skills

Science: Voltage and electric shock;

PTSD

Math: kilometers to

miles

2/20­24 (1 week)

10.3 b, c 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. b) Use context, structure, and connotations to determine

meanings of words and phrases. U c) Discriminate between connotative and denotative meanings

and interpret the connotation. Ap

9.3 b: Connotation and context

9.3 c: Connotation and

Denotation

Connotation and Denotation in

Night

2/27­3/3 (1 week)

10.3 f 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. f) Extend general and specialized vocabulary through

speaking, reading, and writing. C

9.3 f: Extend Vocabulary

Night Vocabulary (context clues)

3/6­3/10 (1 week)

10.3 f 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. f) Extend general and specialized vocabulary through

speaking, reading, and writing. C

9.3 f: Extend Vocabulary

Night Vocabulary (context clues)

KEY

Writing

Fiction

Non­Fiction

Presentation

Weekly Skill

SOL Not Tested

Bloom’s Taxonomy Abbreviations

R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create

Greene County Public Schools

10 th Grade English Curriculum & Pacing Guide 2016­2017 Quarter 4 KEY

Writing

Fiction

Non­Fiction

Presentation

Weekly Skill

SOL Not Tested

Bloom’s Taxonomy Abbreviations

R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create

Time/

Dates

SOL/

Strand

Objective/Content/Essential Questions/

Cognitive Level

Vertical

Alignment Vocabulary

Cross­curricul

ar

Connections

3/20­3/24 (1 week)

10.4 j, 10.8 d, e

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.

j) Distinguish between a critique and a summary. U 10.8 The student will collect, evaluate, organize, and present information to create a research product.

d) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. R 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). U

Resource = “Transport of Jews from Dusseldorf to Riga” (article)

9.8 e: Make sense of Diverse Sources

9.8 g: Cite sources using

MLA

11.5 e: Analyze two or more texts on same topic

Research Skills: Quote/Summary/Pa

raphrase

3/23­3/28 (4 days)

10.5 f 10.5 The student will read, interpret, analyze, and evaluate nonfiction texts.

f) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. E

Resources = “Hiding in Northern Virginia, a Daughter of Auschwitz” (article) The Boy in the Striped Pajamas (film)

9.5 h: Draw conclusions based on evidence

Supporting opinion Drawing

conclusions Comparing Fiction and Non­Fiction

World History II: Nazi

Germany/Holocaust

3/29 (1 day)

10.6 a, b, e

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. C b) Synthesize information to support the thesis. C e) Organize ideas into a logical sequence using transitions. Ap, An, E, C

Resources = Night and The Boy in the Striped Pajamas

9.6 a: Gather, plan, organize writing

9.6 f­g: Arrange paragraphs and use

transitions

11.6: Persuasive Writing

Persuasive Writing Compare­Contrast Fact­Opinion

3/27­3/31 (1 week)

10.7 a 10.7 The student will self­ and peer­edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

a) Distinguish between active and passive voice. An

9.7 e: Active and Passive Voice

11.7 c: Active and Passive Voice

Passive Voice vs. Active Voice

4/10­4/14 (1 week)

10.3 a 10.7 h

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. U

10.7 The student will self­ and peer­edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

h) Proofread and edit final product for intended audience and purpose. U

9.3 a: Use roots, etc. to understand words

9.7 f: Proofread and edit

Commonly Confused Words

Part I

4/17­4/21 (1 week)

10.3 a, 10.7 h

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. U

10.7 The student will self­ and peer­edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

h) Proofread and edit final product for intended audience and purpose. U

9.3 a: use roots, etc. to understand words

9.7 f: Proofread and edit

Commonly Confused Words

Part II

4/24­4/28 (1 week)

10.3 a, b, g

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. U

9.3 a: use roots, etc. to understand words

Greek Roots Vocabulary I (Oedipus)

b) Use context, structure, and connotations to determine meanings of words and phrases. U g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts. An, E

9.3 g: Evolution and Diversity of Language

4/24­5/12 (3 weeks)

10.3 d, e; 10.4 a, b, d, e, g, h, k, l, m

10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.

d) Identify the meaning of common idioms. R e) Identify literary and classical allusions and figurative language in text. R

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.

a) Identify main and supporting ideas. R b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. U d) Analyze the cultural or social function of literature. An e) Identify universal themes prevalent in the literature of different cultures. R g) Explain the influence of historical context on the form, style, and point of view of a literary text. U 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. E k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. An l) Compare and contrast character development in a play to characterization in other literary forms. An

Resources = Oedipus the King by Sophocles; Edith Hamilton’s Mythology

9.4 a: Main idea

9.4 e: Theme

9.4 f: Use of language to convey emotion/message

9.4 g: Social/Cultural Function of Literature

9.4 i: Historical Context

9.4 k: Analyze author’s

word choice

9.4 l: Make Predictions

9.4 m: Reading Strategies

11.4 g: Use of Imagery and figurative language

11.4 i: Dramatic

Selections

11.4 j: Analyze use of literary elements/Types of

Irony

Dramatic Irony Monologue Soliloquy Aside Chorus

Tragic Hero Tragic Flaw Hubris Theme

Symbolism Imagery

Ancient Greek Culture

World History: Ancient Greek Culture and Civilization

Psychology: Freud’s Oedipus Complex

5/15 (1 day)

10.5 d, f, g, h

10.5 The student will read, interpret, analyze, and evaluate nonfiction texts.

d) Compare and contrast informational texts. An

9.5 g: Problem Solving

9.5 h: Draw conclusions

Non­fiction Compare / Contrast

Drawing Conclusions

Biology: Genetics and Inbreeding

f) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. E g) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. An, C h) Use reading strategies throughout the reading process to monitor comprehension. U

Resources = “Inbreeding and the downfall of the Spanish Hapsburgs” by Razib Khan (article); “Genetic diversity and intellectual disability” by Razib Khan (article); “Ask a Geneticist: Conditions” by Zoe Assaf (article)

9.5 k: Reading strategies

Textual Synthesis World History II: Bloodlines in Royal Families

5/1­5/5 (1 week)

10.3 a, b, g

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. U b) Use context, structure, and connotations to determine meanings of words and phrases. U g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts. An, E

9.3 a: use roots, etc. to understand words

9.3 g: Evolution and Diversity of Language

Greek Roots Vocabulary II (Oedipus)

5/8­5/12 (1 week)

10.4 k, l

10. 4 The student will read, comprehend, and analyze literary texts of different cultures and eras.

k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. An l) Compare and contrast character development in a play to characterization in other literary forms. An

9.4 f: Use of language to convey emotion/message

11.4 j: Analyze use of

literary elements/Types of Irony

Monologue/Soliloquy/Aside (Oedipus)

5/15 (1 day)

10.6 a­e

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. C b) Synthesize information to support the thesis. C c) Elaborate ideas clearly through word choice and vivid description. C d) Write clear and varied sentences, clarifying ideas with precise and relevant evidence. C e) Organize ideas into a logical sequence using transitions.

Ap, An, E, C

9.6: Narrative, Expository, and

Persuasive Writing

11.6: Persuasive Writing

Formal Essay Organization Support

Topic Sentences Usage/Mechanics Written Expression

Composition

5/16­5/19 (4 days)

10.1 a­i, k

10.4 a­e, g, h, i, m 10.5 a, b, c, e, f, g,

h

10.1 The student will participate in, collaborate in, and report on small­group learning activities.

a) Assume responsibility for specific group tasks. Ap b) Collaborate in the preparation or summary of the group activity. U c) Include all group members in oral presentation. R d) Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose. Ap e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal. Ap f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. Ap. C g) Access, critically evaluate, and use information accurately to solve problems. Ap, E h) Evaluate one’s own role in preparation and delivery of oral reports. E i) Use a variety of strategies to listen actively. Ap k) Evaluate effectiveness of group process in preparation and delivery of oral reports. E

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.

a) Identify main and supporting ideas. R b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. U c) Explain similarities and differences of techniques and literary forms represented in the literature of different cultures and eras. U d) Analyze the cultural or social function of literature. An e) Identify universal themes prevalent in the literature of different cultures. R g) Explain the influence of historical context on the form, style, and point of view of a literary text. U 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. E i) Compare and contrast literature from different cultures and eras. An m) Use reading strategies to monitor comprehension throughout the reading process. Ap

9.1 d: Appropriate tone

9.1 l: Collaboration

9.4 a: Main idea

9.4 e: Theme

9.4 g: Social/Cultural Function of Literature

9.4 i: Historical Context

9.4 k: Use of language to

support purpose

9.4 l: Make Predictions

9.4 m: Reading strategies

9.5 a: Audience and Purpose

9.5 g: Problem solving

9.5 h: Draw conclusions and make inferences

9.5 k: Reading Strategies

Instructional Text Role­playing

Creative Writing Epic Poetry Epic Heroes

World History I: Ancient Greece

Biology: Germ Theory/Comm

unicable Diseases

10.5 The student will read, interpret, analyze, and evaluate nonfiction texts. a) Identify text organization and structure. R, U

b) Recognize an author’s intended audience and purpose for writing. R c) Skim manuals or informational sources to locate information. U e) Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams. Ap f) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. E g) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. An, C h) Use reading strategies throughout the reading process to monitor comprehension. U

Resources = The Zombie Survival Guide; World War Z by Max Brooks Superhero films; Iliad by Homer

5/22­5/26 (1 week)

Final Exam Review/Final

Exam

KEY

Writing

Fiction

Non­Fiction

Presentation

Weekly Skill

SOL Not Tested

Bloom’s Taxonomy Abbreviations

R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create