Developmental and Advanced English Language Arts...

Developmental and Advanced English Language Arts

Curriculum Map

Grade 10

2011-2012 First of all, we’d like to thank you, the teacher, for guiding our students in their endeavor to master the Next Generation English

Language Arts Sunshine State Standards (http://www.floridastandards.org/homepage/index.aspx). Through your efforts, our “students

will complete school prepared for ongoing learning as well as community and global responsibilities,” as stated in our CCPS Vision

Statement.

In essence, there are three major components involved in lesson planning:

Standards (What do I want my students to know?),

Materials (What will my students read/use/manipulate?),

and Checks for Understanding (How will I know if my students mastered the standard?).

This curriculum map is a wonderful document that we provide you to guide your instructional planning. In order to eliminate

confusion about the term “fidelity,” we offer you these qualifiers:

Teachers must demonstrate that their students are mastering the standards. The district expectation is that teachers will use

SpringBoard as the curricular framework, reinforced by Prentice Hall selections throughout the year to help their students

master the standards. Your CCPS literacy curriculum maps provide direction in the use of all CCPS adopted resources to meet

student needs, based on the Next Generation Sunshine State Standards.

When analyzing student data, it may prove beneficial to your students to carefully and meaningfully add to a SpringBoard

activity, or, conversely, to carefully and meaningfully delete a SpringBoard activity. In your efforts to support our students’

mastery of the standards, please exercise your autonomy as an expert to make these careful and meaningful curricular

modifications. With the SpringBoard system as your framework, you are encouraged to blend the resources you find in this

curriculum map to meet students’ needs.

The department of Secondary Literacy is very proud to share this outstanding document with you. Special recognition is owed to our

SpringBoard liaison, Kristal Ayres; and our SpringBoard curriculum map authors, Wylie Bertuna, Daniel Boddison, Allison

Brietenstine, Marci Garner, and Sara Treiser.

http://www.floridastandards.org/homepage/index.aspx


Curriculum Map

Grade 10

2011-2012

Sunshine State Standards Key

! = Reading Process Strand (Standards: Fluency, Vocab, Comprehension)

@ = Literary Analysis Strand (Standards: Fiction and Nonfiction)

# = Writing Process Strand (Standards: grammar, pre-write, draft, revise, edit, publish)

^ = Writing Application Strand (Standards: Creative, Informative, Persuasive)

& = Communication Strand (Standards: Listening and Speaking)

% = Information and Media Literacy Strand (Standards: Informational text, Research, Technology)

The research project --- District requirement. Starting the research process before the 4th

quarter in smaller

sections is advisable as the Pre-Laureate Program requirements are substantial.

1. Research Process Hotlinks: http://www.collierschools.com/research/

2. Research Specifications: http://www.collier.k12.fl.us/gifted/ (click on the “teacher link on left side of page)

SpringBoard Resources:

1. Collier County Site: http://www.collier.k12.fl.us/teachers/

2. SpringBoard official site: www.springboard.collegeboard.org

FCAT Focus: For FCAT practice, see PH Skills Navigator, FL 60-71 (Skills Listed: Make Predictions, Author’s

Purpose, Make Inferences,

Cause & Effect, Main Idea, Evaluate Persuasion, Read Fluently, Paraphrase, Summarize, Compare & Contrast,

Historical/Cultural Focus).

Addendums: There are 2 addendums listed after the 4th

quarter: Prentice Hall and SpringBoard alignment and the

district’s Sacred Book list.

http://www.collierschools.com/research/

http://www.collier.k12.fl.us/gifted/

http://www.collier.k12.fl.us/teachers/

http://www.springboard.collegeboard.org/


Curriculum Map

Grade 10

2011-2012

Quarter 1

Writing Workshops: www.springboard.collegeboard.com Directions: Log in, click on “Find

Materials,” click on your level and click on Writing Workshops. There are 10 per grade level.

Essential Questions:

1 How can cultural experiences shape, impact, or influence our perception of the world?

2 How does one’s voice function in and beyond the contexts of writing?

Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy

http://www.springboard.collegeboard.com/


Curriculum Map

Grade 10

2011-2012

Power Benchmarks Recommended Strategies

SpringBoard Texts Prentice Hall Texts Ancillary Materials

Recommended Formative Assessments

Recommended Summative Assessments

! Vocabulary Development: The student uses multiple strategies to develop grade appropriate vocabulary.

Skim/Scan Mark the Text Predicting Visualize Brainstorm Word maps Context Clues

ELA Level 5, Unit 1 Vocabulary Workshop: Using a Dictionary and Thesaurus 210 Vocabulary Workshop: Word Origins 430

Word Wall FCAT: Diction, Tone, Main Idea, Supporting Details

Completion of Word maps

Vocabulary Notebook

@ Analyze author’s purpose/perspective. Understand how they affect meaning. !@ Explain and analyze the author’s use of figurative language: simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery. !@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. !@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion !@ Evaluate the author’s use of idioms, mythological and literary allusions. Explain how they impact meaning.

Mark the Text SIFT Questioning the Text Brainstorm Think-pair-share Fishbowl Quick Write

Activity 1.2-1.12 Poetry: “My Mother Pieced Quilts” Poetry: “Theme for English B” Poetry: “Legal Alien” Poetry: “Where I’m From” Memoir: excerpt from Funny in Farsi Film: clips from Grease

Poetry: “Mowing” 658 Poetry: “A Tree Telling of Orpheus” 659 Poetry: “Making a Fist” 664 Poetry: “Spring & All” 665 Memoir: excerpt from Desert Exile: The Uprooting of a Japanese-American Family 586

Quick Write activities for Week 19 in the Daily Bell Ringer Activities booklet Grammar: -punctuation -dependent clause -appositive Six Traits: -Word Choice -Voice -Conventions -Organization Prewrite, Draft, Revise, Proofread, Publish

Literary analysis of selections Exit Card Oral Questioning- HOTS

Tests/Quizzes Essays (expository) Embedded Assessment #1- Creating an Artistic Representation of My Culture FCAT Practice: Reading and Writing pp. 782-787


Curriculum Map

Grade 10

2011-2012





% Explain how text features aid the reader’s understanding (charts, maps, diagrams, sub-headings, captions, illustrations, graphs)

! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. & ^ Publish a final product for an intended audience ^ &The student develops and demonstrates creative writing.

Brainstorm Mark the Text Think-pair-share Quick Write Guided Writing Paraphrasing

Activity 1.13 Song: “Imagine”

Cornelius Eady 628-637

See It! DVD- segment 3 (PH)

Writing Workshop- On Writing Poetry About Music 771 Peer and Self- Assessment Observation Reflection

Present an original analytic poem

@ Analyze author’s purpose/perspective. Understand how they affect meaning. ! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. ^ &The student develops and demonstrates creative writing. ! Analyze a variety of text structures and explain their impact on meaning in text (Comparison/contrast, cause/effect, chronological & ^ Publish a final product for an intended audience

Fishbowl SOAPSTone Brainstorm Think-pair-share TWIST Drama games Presenting

Activity 1.15 Monologues: “Brace Yourself” “The Crush” “The Job Interview” “The Date” “Off the Court” “Dinner Guest”

Communications Workshop: Viewing and Evaluating a Speech 432

www.filmsite.org/bestspeeches.html

Peer and Self- Assessment Observation Reflection Communications Workshop: Delivering an Oral Interpretation of a Literary Work p.780

Create a student generated monologue Present an original monologue

http://www.filmsite.org/bestspeeches.html

http://www.filmsite.org/bestspeeches.html


Curriculum Map

Grade 10

2011-2012





!@ Explain and analyze the author’s use of figurative language: simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery. @ Analyze author’s purpose/perspective. Understand how they affect meaning. !@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot.

SOAPSTone Mark the Text RAFT

Activity 1.16-1.18 Poetry: “Sure You Can Ask Me A Personal Question”

Speech: “Hold Fast Your Dreams—“ 760 Poetry: “All” 764 Poetry: “Also All” 765

http://www.thevillager.com/villager_198/dianeburnsnative.html

Small Group Discussion Observation Reflection FCAT Practice: p.434-439

Embedded Assessment #2- Presenting Two of My Voices Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.








Curriculum Map

Grade 10

2011-2012

Quarter 2


1. How do external factors affect one’s sense of identity?

2. How do we synthesize multiple sources into a cohesive argument?



Curriculum Map

Grade 10

2011-2012 Power Benchmarks Recommended

Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials





ELA Level 5, Unit 2

Vocabulary Workshop: Words with Multiple Meanings 614

Word Wall FCAT: Diction, Tone, Main Idea, Supporting Details, Diction, Word Choice


Vocabulary Notebook

@ Analyze author’s purpose/perspective. Understand how they affect meaning. !@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. Compare and contrast elements in multiple texts

Activate Prior Knowledge Quick Write Think-pair-share Graphic Organizer

Activity 2.1-2.3 Art: The Builders & The Family Art: This is a Family Living in Harlem

Short Story: “Magdalena Looking” 9

http://www.louvre.fr/llv/commun/home.jsp?bmLocale=en See It! DVD Segment 1 Grammar: -Sentence Structure -Active/Passive Voice -Conjunctions -Action/Linking Verbs Six Traits: -Word Choice -Voice -Conventions -Organization -Sentence Fluency -Ideas Prewrite, Draft, Revise, Proofread, Publish

Take a virtual tour of the Louvre Literary Analysis Whole Group Discussion Oral Questioning- HOTS Writing Workshop: Descriptive Essay pp. 708-713

Publish an original short story inspired by a painting Essays (Descriptive)

http://www.louvre.fr/llv/commun/home.jsp?bmLocale=en





Curriculum Map

Grade 10





@ Analyze author’s purpose/perspective. Understand how they affect meaning. !@ Explain and analyze the author’s use of figurative language: simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery. !@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. & ^ Publish a final product for an intended audience !@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion !@ Evaluate the author’s use of idioms, mythological and literary allusions. Explain how they impact meaning.

Activate Prior Knowledge Mark the Text Close Reading Think-pair-share

Activity 2.4-2.7 Essay: “Thanksgiving” A Personal History Essay: “Us and Them” (David Sedaris) Film: Bend It Like Beckham

Humorous Essay: “The Dog That Bit People” 525 Humorous Speech: “A Toast to the Oldest Inhabitant” The Weather of New England

(David Sedaris) Short Stories & Essays Holidays on Ice

3-2-1 Cornell Notes Small Group Discussion THIEVES Observation Reflection

Present an original humorous essay Create a satirical commercial or political cartoon

!@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot.

Close Reading Think-pair-share Graphic Organizer

Activity 2.8 Article: “Matrimony with a Proper Stranger

Journaling Concept Map Literary Analysis

Compose Expository text Autobiographical narrative


Curriculum Map

Grade 10





Double-Entry Journal Writing Workshop: Autobiographical Narrative pp.57,87,108

!@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion

Brainstorming Graphic Organizer

Activity 2.10 Poetry: “Father and Son”

Short Story: “Tepeyac” 104 Short Story: “A Visit to Grandmother” 242 Poetry: “Fear” 702

Edgar Allen Poe’s “To My Mother” W.B. Yeats “A Prayer for My Daughter” News Report: http://www.youtube.com/watch?v=henmRGf_67k

KWL Embedded Assessment #1- Writing About a Cultural Conflict FCAT Practice: Reading and Writing 214-219

!@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot.

Mark the Text Sketch Images

Activity 2.14 Essay: “Where Worlds Collide”

Cornell Notes Small Group Discussion Observation Reflection

Develop a Synthesis Paper

!@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion

Diffusing Socratic Seminar Close Reading

Activity 2.15 Memoir: “The Hunger of Memory”

Small Group Discussion Observation Reflection


http://www.youtube.com/watch?v=henmRGf_67k




Curriculum Map

Grade 10





Compare and contrast elements in multiple texts !@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion

Mark the Text Quick Write Graphic Organizer

Activity 2.16 Essay: “An Indian Father’s Plea”

Poetry: “An Indian Education” Sherman Alexie Writing Workshop: Reflective Essay p. 810

Oral Questioning- HOTS Whole Group Discussion THIEVES Literary Analysis


@ Analyze author’s purpose/perspective. Understand how they affect meaning. ! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail.

SIFT SOAPStone Graphic Organizer

Activity 2.17-2.18 Essay: from “Dave Barry Does Japan” Essay: from Small Wonder “Going to Japan” Short Story: “Everyday Use”

Small Group Discussion Observation Reflection Oral Questioning- HOTS

Embedded Assessment #2- Writing a Synthesis Paper End of Unit online Assessment Mid-term Exam

Online End of Unit Assessment: Go to website:www.springboard.collegeboard.com Students take the online end of Unit

assessment. -- See Results for item analysis.



Curriculum Map

Grade 10

2011-2012

Quarter 3


1. How can an author use a work of fiction to make a statement about culture?

2. How might the cultural fabric of a community be stretched or altered when it

encounters new ideas and members?



Curriculum Map

Grade 10


Strategies SpringBoard Text Prentice Hall Texts Ancillary Materials





ELA Level 5, Unit 3 Vocabulary Workshop: Connotation and Denotation 778 Vocabulary Workshop: Borrowed and Foreign Words 1034

Word Wall FCAT: Summarize, Generalize Infer, Interpret, Analyze, Hypothesize, Theme, Myths


Vocabulary Notebook

! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. ! Analyze a variety of text structures and explain their impact on meaning in text (Comparison/contrast, cause/effect, chronological order, argument/support, lists) !@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. !@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion

Activate Prior Knowledge KWHL chart Paraphrasing Note Taking

Activity 3.4 Relevant Research

Short Story: “How Much Land Does A Man Need?” 337 Short Story: “Civil Peace” 357 Informational Texts: Research Source/Course Catalog: Analyze Text Structures p. 578

http://www.nigeria.gov.ng/ Grammar: -Adverbial Phrases/Clauses -Parallel Structure Six Traits: -Word Choice -Voice -Conventions -Organization -Sentence Fluency -Ideas Prewrite, Draft, Revise, Proofread, Publish

Literary analysis of selections Oral Questioning-HOTS Writing Workshop: Problem & Solution Essay pp. 367, 399, 420-427

Tests/Quizzes Essay (Problem & Solution)

http://www.nigeria.gov.ng/

http://www.nigeria.gov.ng/


Curriculum Map

Grade 10





!@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. ! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. !@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion

Graphic Organizer Double-Entry Journal Mark the Text Skim and Scan Think Aloud Role Play Note Taking Think-pair-share

Activity 3.5-3.12 Novel: Things Fall Apart

Informational Texts: Book Review/Movie Review: Critique Generalizations and Evidence p. 1122 Myths: “The Orphan Boy and The Elk Boy” 1075 “The Street of Canon” 271

Double-Entry Journal

Embedded Assessment #1- Researching and Reflecting on Community FCAT Practice: Reading and Writing pp. 618-623

% Explain how text features aid the reader’s understanding (charts, maps, diagrams, sub-headings, captions, illustrations, graphs) % Organize, Synthesize, Analyze, and Evaluate the validity and reliability of information from multiple sources to draw conclusions using a variety of techniques, and correctly use standardized MLA citations

Jigsaw Graphic Organizer Socratic Seminar Chunk the Text Quick Write

Activity 3.13-3.21 Poem: “ Prayer to the Masks” Poem: “The Second Coming” Interview: An African Voice

Writing Workshop: Analytic Response to Literature 768 Informational Text: Interview/Public Document: Generate Questions p. 1122 From “Places Left Unfinished at the Time of Creation—“

Whole Group Discussion Cornell Notes THIEVES

Embedded Assessment #2- Writing a Literary Analysis Essay FCAT Practice: Reading and Writing pp 1038-1043 Online End of Unit Assessment: Go to website:


Curriculum Map

Grade 10





!@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. ! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail.

1053 www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.




Curriculum Map

Grade 10

2011-2012

Quarter 4


1. What is the nature of justice?

2. How does one conduct a persuasive argument?

3. *Unit 5: How do cultural differences contribute to conflicts over environmental issues?

4. *Unit 5: What is the value of self-reflection in preparing for one’s future?



Curriculum Map

Grade 10

2011-2012


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials





ELA Level 5, Unit 4

Vocabulary Workshop: Idioms, Jargon, and Technical Terms 1252

Word Wall FCAT: Respond, Connect, Support, Draw Conclusions


Vocabulary Notebook

! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. ! Analyze a variety of text structures and explain their impact on meaning in text (Comparison/contrast, cause/effect, chronological order, argument/support, lists) ! Identify advanced word/phrase relationships and their meanings

Mark the Text Think-pair-share Graphic Organizer

Activity 4.2 Excerpt from “Romeo and Juliet”

Grammar: - Prepositional Phrases - Sentence Structure Six Traits: -Word Choice -Voice -Conventions -Organization -Sentence Fluency -Ideas Prewrite, Draft, Revise, Proofread, Publish

Oral Questioning- HOTS Exit Card

Quiz

@ Analyze author’s purpose/perspective. Understand how they affect meaning. ! @ Determine main idea through inferring, paraphrasing,

Mark the Text Quick Write Cornell Notes Discussion Groups Paraphrasing

Activity 4.4-4.5 Editorial: “Time to Assert American Values” Article: “Rough Justice”

Informational Texts: Newspaper Editorial/Primary Source: Paraphrase p. 402

Cornell Notes Publish an original editorial


Curriculum Map

Grade 10

2011-2012


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



summarizing, and identifying relevant detail.

“Declaration of the Rights of the Child” Speech: President Nelson Mandela’s Statement on International Children’s Day Essay: “School’s Out for Summer”

@ Analyze author’s purpose/perspective. Understand how they affect meaning.

Graphic Organizer SMELL Think-pair-share

Activity 4.6 Drama: excerpt from “Julius Caesar”

“The Tragedy of Julius Caesar” 886

Quiz

@ Analyze author’s purpose/perspective. Understand how they affect meaning. ! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail.

Activate Prior Knowledge Quick Write Jigsaw Graphic Organizer Think-pair-share

Activity 4.7 Article: “An Immodest Idea” Editorial: “Comment” Article: “Germany Divided Over Hijab” Article: “An Unfair Dress

“Editorial on the Anniversary of the Fall of the Berlin Wall” 403 “Voices from the Wall” 405

Whole Group Discussion THIEVES Oral Questioning- HOTS Cornell Notes

Essay


Curriculum Map

Grade 10

2011-2012


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Code?” Testimony: “Religious Expression”

! Analyze a variety of text structures and explain their impact on meaning in text (Comparison/contrast, cause/effect, chronological order, argument/support, lists) !@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion

KWL Activate Prior Knowledge Think-pair-share Discussion Groups Graphic Organizer Guided Reading Mark the Text

Activity 4.8 Speech: excerpt from “On Civil Disobedience” Speech: excerpt from “Letter from Birmingham Jail”

“The American Idea” 559

Writing Workshop: Technical Document pp. 1146-1151 Communications Workshop: Viewing and Evaluating a Speech p. 432 Communications Workshop: Delivering a Persuasive Speech p. 616

Essay (persuasive)

! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. & ^ Publish a final product for an intended audience

Anticipation Guide Chunking the Text Discussion Groups

Activity 4.9 Essay: Kohlberg’s Six Stages of Moral Reasoning

Small Group Discussion Exit Card

Group Presentations


Curriculum Map

Grade 10

2011-2012


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



@ Analyze author’s purpose/perspective. Understand how they affect meaning. % Explain how text features aid the reader’s understanding (charts, maps, diagrams, sub-headings, captions, illustrations, graphs) Compare/contrast elements in multiple texts

Think-pair-share Diffusing Guided Reading Brainstorming Graphic Organizer

Activity 4.11 Essay: “One Word of Truth outweighs the World” Article: “Guernica Returned to Spain”

Informational Texts: Feature Article/Newsletter p.90

Cornell Notes Oral Questioning- HOTS

Embedded Assessment #1-Composing a Persuasive Text FCAT Practice: Reading and Writing pp. 1256-1261

! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. !@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. % Explain how text features aid the reader’s understanding (charts, maps, diagrams, sub-headings, captions, illustrations, graphs)

Read Aloud Mark the Text Graphic Organizer Visualizing Drama Games Oral Reading Role Playing

Activity 4.15 “Antigone”

Informational Texts: Drama Reviews: Synthesize: Connect Ideas p. 864

Mock trial 861 Drama Games Embedded Assessment #2-Creating a Living Tableau


Curriculum Map

Grade 10

2011-2012

SpringBoard Unit

5

Optional in

Quarter 4

Power

Benchmarks

Recommended

Strategies

SpringBoard

Texts

Prentice Hall

Texts

Ancillary

Materials

Recommended

Formative

Assessments

Recommended

Summative

Assessments

! Vocabulary

Development: The

student uses

multiple strategies

to develop grade

appropriate

vocabulary.

Skim/Scan

Mark the Text

Predicting

Visualize

Brainstorm

Word maps

Context Clues

ELA Level 5, Unit 5 Vocabulary

Workshop: Review

Units 1-4

Word Wall

FCAT: Respond,

Connect, Support,

Draw Conclusions

Completion of Word

maps

Vocabulary

Notebook


Curriculum Map

Grade 10

2011-2012

Power

Benchmarks

Recommended

Strategies

SpringBoard

Texts

Prentice Hall

Texts

Ancillary

Materials

Recommended

Formative

Assessments

Recommended

Summative

Assessments

@ Analyze author’s

purpose/perspective.

Understand how

they affect meaning.

! @ Determine main

idea through

inferring,

paraphrasing,

summarizing, and

identifying relevant

detail.

!@ Analyze the

author’s use of

literary elements:

theme, point of view,

characterization,

setting, and plot.

% Explain how text

features aid the

reader’s

understanding

(charts, maps,

diagrams, sub-

headings, captions,

illustrations, graphs)

TP-CASTT

RAFT

Mark the Text

Activity 5.2

Song: “I Need To

Wake Up”

“The Marginal

World” 156

Grammar:

Clauses

-Direct Quotations

Six Traits:

-Word Choice

-Voice

-Conventions

-Organization

-Sentence Fluency

-Ideas

Prewrite, Draft,

Revise, Proofread,

Publish

Communications

Workshop:

Analyzing Media

Presentations p.

212

Communications

Workshop:

Comparing Media

Coverage p. 1254

Compose original

song lyrics


Curriculum Map

Grade 10

2011-2012

Power

Benchmarks

Recommended

Strategies

SpringBoard

Texts

Prentice Hall

Texts

Ancillary

Materials

Recommended

Formative

Assessments

Recommended

Summative

Assessments



Understand how


& ^ Publish a final

product for an

intended audience

! @ Determine main

idea through

inferring,

paraphrasing,

summarizing, and


detail.

Identify cause/effect

relationships

SMELL

Think Aloud

Graphic Organizer

Questioning

Summarize

Mark the Draft

Jigsaw

Generating

Questions

Activity 5.5

Film: Life in the

Freezer: The Big

Freeze

Film: March of the

Penguins

Film: An

Inconvenient Truth

“The Marginal

World” 156

Oral Questioning-

HOTS

Group Discussions

Exit Card

Double-Entry

Journal

Produce a movie

trailer


Curriculum Map

Grade 10

2011-2012

Power

Benchmarks

Recommended

Strategies

SpringBoard

Texts

Prentice Hall

Texts

Ancillary

Materials

Recommended

Formative

Assessments

Recommended

Summative

Assessments

% Organize,

synthesize, Analyze,

and Evaluate the

validity and reliability

of information from

multiple sources to

draw conclusions

using a variety of

techniques, and

correctly use

standardized MLA

citations

SMELL

Close Read

Mark the Text

Activity 5.9

Essay: “Science `a la

Joe Camel”

Essay: “Don’t

Believe the Hype”

Essay: “The Moral

Flaws of Al Gore’s

An Inconvenient

Truth”

Writing Workshop:

Letter to the Editor

pp. 532-537

Essay



Understand how


! @ Determine main

idea through

inferring,

paraphrasing,

summarizing, and


detail.

Think Aloud

Paraphrasing

Mark the Text

Activity 5.10

Declaration:

“Resolution

Adopted by the

General Assembly”

Small Group

Discussions

Speech


Curriculum Map

Grade 10

2011-2012

Power

Benchmarks

Recommended

Strategies

SpringBoard

Texts

Prentice Hall

Texts

Ancillary

Materials

Recommended

Formative

Assessments

Recommended

Summative

Assessments



Understand how they

affect meaning.

! @ Determine main

idea through inferring,

paraphrasing,

summarizing, and


detail.

! Analyze a variety of

text structures and

explain their impact

on meaning in text

(Comparison/contrast,

cause/effect,

chronological order,

argument/support,

lists)

& ^ Publish a final

product for an

intended audience

Mark the Text

Quick Write

Think-pair-share

Graphic Organizer

Activity 5.11-5.12

Article: “A Roaring

Battle Over Sea

Lions”

Whole Group

Discussions

Oral Questioning-

HOTS

Observations

Reflections

Produce a group

documentary


Curriculum Map

Grade 10

2011-2012

Power

Benchmarks

Recommended

Strategies

SpringBoard

Texts

Prentice Hall

Texts

Ancillary

Materials

Recommended

Formative

Assessments

Recommended

Summative Assessments



Understand how


! @ Determine main

idea through

inferring,

paraphrasing,

summarizing, and


detail.

% Explain how text

features aid the

reader’s

understanding

(charts, maps,

diagrams, sub-

headings, captions,

illustrations, graphs)

% Organize,

Synthesize, Analyze,

and Evaluate the

validity and reliability

of information from

multiple sources to

draw conclusions

using a variety of

Graphic Organizer

Activity 5.13-5.14

Article: “A Stay of

Execution for Sea

Lions at

Bonneville Dam”

Whole Group

Discussions

Oral Questioning-

HOTS

Observations

Communications

Workshop:

Delivering a

Multimedia

Presentation p.

1036

Embedded Assessment #1-

Presenting a Solution to an

Environmental Conflict

Embedded Assessment #2-

Presenting My Portfolio

District Final Exam

Online End of Unit

Assessment: Go to website:

www.springboard.collegeboard.com

And have students take the online

end of Unit assessment. Look at the

roster reports for detailed

assessment results.



Curriculum Map

Grade 10

2011-2012 techniques, and

correctly use

standardized MLA

citations


Curriculum Map

Grade 10

2011-2012

Addendum #1: 10th Regular Prentice Hall and SpringBoard Alignment

ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010

UNIT 1: Voices of Modern Culture

Springboard Unit Goals:

To examine a variety of voices writers and speakers use and the reasons they use them (audience, purpose, context, and genre)

To apply analytical, critical, creative, and reflective strategies to published, personal, and peer-generated texts

To develop effective speaking and listening skills that build

Key Representative Matches for Unit Goals from Prentice Hall Literature:

Voice, 408, 419, 533; also see:

Author's perspective, 59, 63, 64, 65, 67, 69, 71, 72, 74, 75, 80, 85, 446, 457,

459

Point of view, short story, 306, 309, 310, 312, 313, 315, 316, 317, 318, 320,

322, 323, 324, 325, 326, 327

Archetypal narrative patterns, 1051, 1128, 1131, 1132, 1134, 1136, 1139,

1140, 1143, 1144, 1145

Worldview, theme and, 1228, 1230, 1232, 1234, 1236, 1237, 1239, 1240, 1241

Peer review, use, 204, 424, 608, 772, 1025, 1246

Writing Workshop: Response to Literature, 768–775; Writing to Compare

Literary Works, 107, 199, 327, 419, 531, 603, 707, 767, 877, 1019, 1145, 1241

Communications Workshop, 212, 432, 616, 780, 1036, 1254


Curriculum Map

Grade 10

2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010

capacity for effective communication

Debate, 555, 777; Interview, 57, 1251; Group Discussion, 209, 367, 429, 691;

Listen actively, 1254; also see: Critical Thinking: Discuss, 42, 54, 134, 176, 237,

292, 354, 396, 572, 982, 1000

Learning Focus: Signifying Our Selves, 4

SpringBoard Readings:

Poetry: "My Mother Pieced Quilts," by Teresa Paloma Acosta

Memoir: Excerpt from Funny in Farsi, by Firoozeh Dumas

Poetry: "Theme for English B," by Langston Hughes

Poetry: "Where I'm From," by George Ella Lyon

Suggested Texts from Prentice Hall Literature:

“Occupation: Conductorette,” from, “I Know Why the Caged Bird Sings,” Maya

Angelou, 78–84

Marian Anderson: Famous Concert Singer, Langston Hughes, 98–103

‘Tepeyac,” Sandra Cisneros, 104–106

“Games at Twilight,” Desai, Anita, 138–148

“A Visit to Grandmother,” William Melvin Kelley, 242–252

“The Street of Canon,” Josephina Niggli, 271–280

“The Leader in the Mirror,” Pat Mora, 414–418

“Desert Exile: The Uprooting of a Japanese-American Family,” Yoshiko

Uchida, 586–594

“The Way to Rainy Mountain,” N. Scott Momaday, 595–602

‘The Weary Blues,” Langston Hughes, 737


Curriculum Map

Grade 10


Academic Vocabulary:

Culture

Subculture

Symbol

Perspective

Stereotype

Coverage of Academic Vocabulary in Prentice Hall Literature:

Culturally specific theme, 868, 877

What is the Oral Tradition?, 1048–1049

Cultural context, details, 1051, 1052, 1059, 1061

Themes in the Oral Tradition, 1050–1051


1143, 1144, 1145

Symbolism, 369, 380, 381, 385, 389, 392, 397

Author's perspective, 7, 59, 63, 64, 65, 67, 69, 71, 72, 74, 75, 80, 85, 446, 457,

459

Stereotypes, be aware of, 212

Grammar & Usage:

Dependent clauses, 11

Suggested Activities from Prentice Hall Literature:


Curriculum Map

Grade 10


Anaphora & repetition, 22

Clauses, independent/subordinate, 860, 1088, 1118

Repetition: nonfiction, 539, 545, 553, poetry, 630, 636

Activities to Prepare for Embedded Assessment:

1.2 Class Culture Quilt, 6

1.3 Contemplating Culture, 10

1.4 Aspects of Culture: Introducing Outside Reading, 11

1.7 Culture and Art, 17

1.8 Culture and Literature, 18

1.9 Circles of Influence, 21

1.5 Components of Effective Communication, 14

1.6 What Contributes to Our Perception of the World?, 16


Comparing Universal and Culturally Specific Themes, 868, 871, 872, 873, 875,

876, 877

What is the Oral Tradition?, 1048–1049

Cultural context, details, 1051, 1052, 1059, 1061

Themes in the Oral Tradition, 1050–1051


1143, 1144, 1145

Does all communication serve a positive purpose? 626, 776; Poetry, 628, 637,

654, 666, 680, 688, 703, 722, 728, 740, 746, 763, 766; Writing About, 640,

656, 674, 682, 701, 706, 716, 724, 734, 742, 759, 777; Informational Texts,

694, 696, 698, 752, 754, 756

Independent Reading, 781


Curriculum Map

Grade 10


Embedded Assessment 1:

Creating an Artistic

Representation of My Culture, 24


Writing Workshop: Autobiographical Narrative, 108–113, Reflective Essay,

878–883

Recollection, oral, 509

Learning Focus: Learning Focus: You Have Great Voice, 28


Poem: "Legal Alien," by Pat Mora

Song Lyrics: "Imagine," by John Lennon

Monologue: "Brace Yourself," by Debbie Lamedman

Monologue: "The Crush," by Debbie Lamedman

Monologue: "The Job Interview," by Debbie Lamedman

Monologue: "The Date," by Debbie Lamedman


Humorous Speech: “A Toast to the Oldest Inhabitant: The Weather of New

England,” 520–524

‘Keep Memory Alive,” Elie Wiesel, 542–544

from “Nobel Lecture,” Alexander Solzhenitsyn, 547–552

“A Tree Telling of Orpheus,” Denise Levertov, 659

“Making a Fist,” 66, Naomi Shihab Nye


Curriculum Map

Grade 10


Monologue: "Off the Court," by Debbie Lamedman

Monologue: "Dinner Guest," by Debbie Lamedman

Poem: "Sure You Can Ask Me a Personal Question,"

by Diane Burns

“Hold Fast Your Dreams—and Trust Your Mistakes,” Billy Joel, 760

Dramatic Speeches in Julius Caesar, William Shakespeare, 939, 941, 947, 948,

949, 950, 952, 953, 955, 963

Grammar & Usage:

Syntax & word choice, 30


Syntax, 96

Word Choice: Writer's Toolbox, 205, 609, 709


1.10 What Gives Writing a Voice?, 29

1.11 Analyzing Components of Voice, 31

1.12 Voice and Style, 32

1.13 Experimenting with Tone, 33

1.14 Contrasting Voices, 34

1.15 Punctuating Personality, 35


Style, comparison, 96, 99, 100, 103, 104, 106, 107

Comparing Tone in Fiction and Nonfiction, 408, 411, 412, 413, 415, 417, 419

Humorous writing, 518, 521, 523, 524, 526, 529, 530, 531

Writer’s Toolbox: Finding Your Voice, 533

Persuasive writing, 539, 543, 545, 549, 553


Curriculum Map

Grade 10


1.16 Voices Against Stereotypes, 43

1.17 Many Voices, Many Selves, 47

1.18 Sharing Your Voice, 48

Evaluate Persuasion, 557, 562, 565, 573

The Speaker in Poetry, 639, 643, 647, 649, 651, 655, 659, 660, 662, 663, 664,

665, 667

Comparing Tone and Mood, 700, 702, 703, 705, 709, 707


Presenting Two of My Voices, 49


Writing Workshop: Autobiographical Narrative, 108–113, Reflective Essay,

878–883

Memoir, 509

Lyric poem, 669

UNIT 2: Cultural Conversations


To recognize how we define ourselves as individuals through our interactions with external cultural forces

To recognize the role that culture plays in defining


Mythology, personal, 1048

Family stories, 1052, 1061

Comparing Universal and Culturally Specific Themes, 868, 871, 872, 873, 875,


Curriculum Map

Grade 10


ourselves as individuals

To identify and understand significant cultural conversations within a variety of media sources

To apply the appropriate conventions and elements of a synthesis essay

To understand and apply the basic elements of argument

876, 877

Cultural context, 1063, 1067, 1073, 1077, 1082, 1085, 1087, 1091, 1096, 1097,

1099, 1102, 1104, 1105, 1110, 1113, 1116, 1117

Comparing Themes and Worldviews, 1228, 1230, 1232, 1234, 1236, 1237,

1239, 1240, 1241

Literature in Context: Culture Connection: Mexican American Pride, 503, Greek

Chorus, 830, Ancient Greek Funeral Rites, 844, Roman Augurs, 928, Twelve

Olympian Gods, The, 1068, Traditional Great Plains Culture, 1081, Griot: The

Mind of the People, 1103

Writing Workshop: Problem-and-Solution Essay, 420–427; Letter to the

Editor, 532–537; Persuasive Essay, 604–611; also see: Writing (Integrated

Language Skills): Proposal, 179; Book Review, 295; Critical essay, 731;

Editorial, 1003

Learning Focus: Does My Culture Define Me?, 58


Essay: "Thanksgiving: A Personal History" by Jennifer New

Essay: "Us and Them," by David Sedaris


“Tepeyac,” Sandra Cisneros, 104–106

“A Visit to Grandmother,” William Melvin Kelley, 242–252

“Desert Exile: The Uprooting of a Japanese-American Family,” Yoshiko Uchida,


Curriculum Map

Grade 10


Article: "Matrimony with a Proper Stranger," by Miguel Helft

Poetry: "Father and Son," by Tomasz Jastrun

586–594

“The Way to Rainy Mountain,” N. Scott Momaday, 595–602

“Fear,” Gabriela Mistral, 702


Persona

Juxtaposition

Cultural Conflict

Satire

Humor

Synthesis


Persona, 408, 419

Satire, 518, 531

Can progress be made without conflict? 222, 428; Independent Reading, 433;

Informational Texts, 298, 302, 304, 402, 404, 406; Short Stories, 224, 237,

252, 264, 280, 292, 313, 326, 354, 364, 380, 396, 413, 418; Writing About,

240, 254, 270, 282, 307, 336, 356, 370, 382, 409, 429

Satire & Humorous writing, 518, 521, 523, 524, 526, 529, 530, 531

Synthesize: to make generalizations, 752, 757, and connect ideas, 864, 867

Arguments, 539, 545, 553Informational Texts: evaluate credibility of author’s


Curriculum Map

Grade 10


Argument

argument (question, critique generalizations and evidence), 1222–1227

Grammar & Usage:

Conjunctions, 64

Vivid verbs and & powerful adjectives, 69

Sentence types & style, 84


Conjunctions, 1027, 1249

Details, use sensory, 87, 509

Adjectives, use vivid, 399

Metaphor, use, 880

Writing Workshop: Focus on Complete Sentences, 333; Grammar: Infinitives,

748, Absolutes and Absolute Phrases, 1002, Simple and Compound Sentences,

1088, Complex and Compound-Complex Sentences, 1118; Writer’s Toolbox:

Sentence Fluency, 535, 711, 1027, 1149, 1247


2.2 Introduction to Family and Tradition, 60

2.3 Reading Art: An Artistic Perspective on Family, 61


Mythology, personal, 1048

Family stories, 1052, 1061


Curriculum Map

Grade 10


2.4 Thanksgiving: Changes in Perspective, 65

2.5 Family Perspectives: Neighbors, 72

2.8 Marriage Is an Arrangement, 82

2.9 Conflicting Expectations, 88

2.10 Parents and Children, 89

2.11 Soccer Culture, 91

2.12 Stereotypes and Conflict, 93

2.13 Deconstructing a Prompt, 94

To what extent does experience determine what we perceive? 790, 1032;

Drama, 792, 807, 832, 858, 876, 912, 936, 962, 982, 1000, 1018; Independent

Reading, 1037; Informational Texts, 864, 865, 866, 1008, 1010, 1012; Writing

About, 812, 838, 869, 888, 1015, 1033


Writing About a Cultural Conflict, 96


Comparison-and-contrast essay: universal and culturally specific themes, 877

Writing about conflict, 240, 254, 270, 282, 307, 336, 356, 370, 382, 409, 429

Writing about the extent that experience determines what we perceive, 812,

838, 869, 888, 1015, 1033

Learning Focus: Learning Focus: Synthesizing Many Parts into a Whole, 99


Curriculum Map

Grade 10



Memoir: from Hunger of Memory, by Richard Rodriguez

Essay: "Where Worlds Collide," by Pico lyer

Essay: "An Indian Father's Plea," by Robert Lake

Essay: from Dave Barry Does Japan, by Dave Barry

Essay: from Small Wonder, by Barbara Kingsolver

Short Story: "Everyday Use," by Alice Walker


“How Much Land Does a Man Need?” Leo Tolstoy, 338–354

“Civil Peace,” Chinua Achebe, 357–364

“Editorial on the Anniversary of the Fall of the Berlin Wall,” 403–404

“Voices from the Wall,” 405

“Keep Memory Alive,” Elie Wiesel, 542–544

“The American Idea,” Theodore H. White, 559–564


586–594

Grammar & Usage:

Transitive verbs & active voice, 109


Active voice, 398


2.14 Colliding Worlds, 100

2.15 Struggling with Identity: Re-thinking Persona, 103

2.16 A Father's Plea: Evaluating a Cultural Argument, 108





Curriculum Map

Grade 10


2.17 Why Choose Humor?, 115

2.18 A Family Perspective on Heritage, 127

1.19 Synthesis: Drafting Your Position, 136

1.20 Synthesis: Presenting Your Position, 137

Satire & Humorous writing, 518, 521, 523, 524, 526, 529, 530, 531

Writing Workshop: Letter to the Editor, 532–537; Persuasive Essay, 604–611;

also see: Writing (Integrated Language Skills): Proposal, 179; Book Review,

295; Critical essay, 731; Editorial, 1003


Writing a Synthesis Paper, 138





UNIT 3: Community


To analyze character relationships and motivations in a literary work


Character's motivation, 1014, 1017, 1019; also see:

Characterization, direct/indirect, short story, 227, 239, 244, 245, 248, 251,

253, 258, 260, 262, 264, 265; Character, 794, 796, 803, 807, 887, 1050, 1051,

1063, 1073, 1087


Curriculum Map

Grade 10


To apply academic writing skills to a literary analysis

To research and make connections between one's culture and the culture of another time and place

Writing Workshop: Response to Literature, 768–775

Writing: Book review, 295, Character analysis, 367, Critique, 575, Analyze

mood, 707, Critical essay, 731, Explore conflict, 835

Cultural context, analyze, 1063, 1067, 1073, 1077, 1082, 1085, 1087, 1091,

1096, 1097, 1099, 1102, 1104, 1105, 1110, 1113, 1115, 1117

Learning Focus: Connecting to an Unfamiliar Community, 146


*Novel: Things Fall Apart, by Chinua Achebe


Civil Peace, Chinua Achebe, 357–364


Validity

Reliability

Plagiarism


Validity, evaluate, 1022

Reliability, evaluate, 267, 731

Plagiarism, avoid, 1025

Tragic heroes: drama, 795, Shakespeare's, 887, 985, 988, 990, 992, 994, 995,


Curriculum Map

Grade 10


Tragic Hero

997, 1001

Grammar & Usage:

Active voice, 155


Active voice, 398


3.2 Palatable Proverbs and Fascinating Folk Tales, 148

3.3 Introducing the Novel: Predictions and Pronunciations, 150

3.4 Relevant Research: Putting Text in Context, 151

3.5 Culture Wheel, 153

3.6 In the Beginning, 155

3.7 Charting Fears and Feelings, 156


Myths, 1048, 1051, 1063, 1067, 1072, 1073, 1079, 1080, 1086, 1087

Legends, 1048, 1051, 1153, 1158, 1160, 1165, 1167, 1168, 1170, 1171, 1181,

1182, 1184, 1185

Predictions, make, 29, 36, 39, 43, 48, 52, 55, 59, 63, 65, 68, 72, 75, 82, 85

Cultural context, analyze, 1063, 1067, 1073, 1077, 1082, 1085, 1087, 1091,

1096, 1097, 1099, 1102, 1104, 1105, 1110, 1113, 1115, 1117


1143, 1144, 1145


1239, 1240, 1241

Characters, relate to own experience, 239, 253, 265, compare/contrast, 985,


Curriculum Map

Grade 10


3.8 A Man of Prestige, 157

3.9 Okonkwo's Family, 159

3.10 An Ibo Tableau, 161

3.11 Understanding a Pivotal Chapter, 162

3.12 Character Responses, 164

987, 990, 998, 1001


Researching and Reflecting

on Community, 165


Research and Technology: Annotated map on Santos and family, 1061,

Biographical brochure, 1219

Learning Focus: Learning Focus: Analyzing a Literary Work, 169


*Novel: Things Fall Apart, by Chinua Achebe

Poetry: "Prayer to the Masks," by Leopold Sedar Senghor

Poetry: "The Second Coming," by William Butler Yeats

Interview: "An African Voice," by Katie Bacon


Civil Peace, Chinua Achebe, 357–364

From “Sundiata: An Epic of Old Mali,” D.T. Niane, 1093–1104


Curriculum Map

Grade 10


Grammar & Usage:

Complex sentences, 177

Dashes, 185


Simple and Compound Sentences, 1088, Complex and Compound-Complex

Sentences, 1118

Dashes, 1186


3.13 A Matter of Civility, 170

3.14 Multiple Roles and Responses, 171

3.15 Acts of Violence, 172

3.16 Gender Views in the Novel, 173

3.17 Is Okonkwo a Tragic Hero?, 174

3.18 Colliding Cultures, 176

3.19 Missionaries and Misunderstandings, 177

3.20 Culture Clash, 178

3.21 Poetic Connections, 180

3.22 A Letter to the District Commissioner, 184


Tragic heroes: drama, 795, Shakespeare's, 887, 985, 988, 990, 992, 994, 995,

997, 1001




1239, 1240, 1241


Curriculum Map

Grade 10


3.23 The Author's Perspective, 185


Writing a Literary Analysis Essay, 193


Writing Workshop: Response to Literature, 768–775; Writing to Compare

Literary Works, 107, 199, 327, 419, 531, 603, 707, 767, 877, 1019, 1145, 1241

UNIT 4: Justice


To examine perspectives of justice across cultures and over time

To recognize effective elements of persuasion


For related activities see: What kind of knowledge changes our lives?

Nonfiction, 444, 459, 470, 482, 496, 506, 524, 530, 544, 552, 564, 572, 594,

602

Persuasive writing, 539, 543, 545, 549, 553; Evaluate Persuasion, 557, 562,

565, 573; Informational Texts: evaluate credibility of author’s argument

(question, critique generalizations and evidence), 1222–1227





Curriculum Map

Grade 10


To create a persuasive piece

To rehearse and present a dramatic Interpretation

Communications Workshop: Delivering a Persuasive Speech, 616

Communications Workshop: Delivering an Oral Interpretation of a Literary

Work, 780

Mock trial, 861, Retelling, 1089, Dialogue, improvised, 1119

Learning Focus: What Can You Do?, 200


Drama: Excerpt from Romeo and Juliet,

by William Shakespeare

Editorial: "Time to Assert American Values"

Article: "Rough Justice," by Alejandro Reyes

Proclamation: United Nations Declaration of the Rights

of the Child


“How Much Land Does a Man Need?” Leo Tolstoy, 338–354







Curriculum Map

Grade 10


Speech: President Mandeta's Statement on International Children's

Day, by Nelson Mandela

Essay: "School's Out for Summer," by Anna Quindlen

Drama: Excerpt from Act III, Scene 2,Julius Caesar,

William Shakespeare

Article: "An Immodest Idea," by Anna Mulrine

Editorial: "Comment," by Pat Lancaster

Article: "Germany Divided Over Hijab," by Andreas Tzortzis

Article: "An Unfair Dress Code?"

Testimony: "Religious Expression," by Nashala Hearn

Speech: Excerpt from "On Civil Disobedience,"

by Mohandas K. Gandhi

Letter: Excerpt from "Letter from Birmingham Jail,"

by Dr. Martin Luther King, Jr.

Essay: "Kohlberg's Six Stages of Moral Reasoning,"

by Lawrence Kohlberg

Essay: "One Word of Truth," by Alexander Solzhenitsyn

Article: "Guernica Returned to Spain," The History Channel


586–594

“Julius Caesar,” William Shakespeare, 886–1000

From “A Raisin in the Sun,” Lorraine Hansberry, 1016–1018

Informational Texts: newspaper editorial, 405–407


Curriculum Map

Grade 10



Justice

Chorus


For related activities see: What kind of knowledge changes our lives?

Nonfiction, 444, 459, 470, 482, 496, 506, 524, 530, 544, 552, 564, 572, 594,

602

Chorus, 795

Grammar & Usage:

Prepositional phrases, 210

Rhetorical question, 240

Adverbial phrases & adverbial clauses, 241


Prepositional phrases, 668, 711, 730, 773, 1247

Rhetorical devices, use, 534, 616, 861

Adverb phrases, 730; Adverb clauses, 860, 1027, 1247


4.3 What Is Justice?, 206


Comprehension Skills

Debate, 555, 777What kind of knowledge changes our lives? 442, 612;


Curriculum Map

Grade 10


4.4 Justice and Culture, 208

4.5 International Justice, 215

4.6 Arguing for Justice, 227

4.7 Legal Justice, 235

4.8 Civil Disobedience, 247

4.9 Justice and Moral Reasoning, 256

4.10 Conflicts in Justice, 261

4.11 Depicting Injustice, 262

4.12 "Get Up, Stand Up": Protest Music, 270

Independent Reading, 617; Informational Texts, 512, 514, 516, 578, 580, 582;

Nonfiction, 444, 459, 470, 482, 496, 506, 524, 530, 544, 552, 564, 572, 594,

602; Writing About, 462, 472, 488, 498, 519, 540, 546, 558, 566, 585, 613;

Women's history report, 1005


Composing a Persuasive Text, 272





Communications Workshop: Delivering a Persuasive Speech, 616

Learning Focus: Learning Focus: From Ancient Beliefs to Our Own, 275


Curriculum Map

Grade 10



Drama: Antigone, by Sophocles

Nonfiction: Excerpt from Making Comics, by Scott McCloud


“Antigone, Part 1”, Sophocles, 814–832

“Antigone, Part 2”, Sophocles, 839–858


4.13 How Do You Feel?, 276

4.14 Meet the Cadmus Family, 279

4.15 Charting the Action, 284

4.16 Antigone in the Amphitheater, 326

4.17 Creon's Changing Character, 327

4.18 Two Sides of the Coin, 330

4.19 Applying Kohlberg to Antigone, 334

4.20 Collaborative Chorus, 336


What is Drama, 792–793; Elements of Drama 794–795; Greek Tragedies, 836,

837, 840, 841, 843, 846, 851, 856, 859; Shakespeare’s Tragedies, 887, 897,

900, 902, 909, 913

Dramatic speeches, 939, 941, 947, 948, 949, 950, 952, 953, 955, 961, 963


Creating a Living Tableau, 338


For related activities see: Communications Workshop: Delivering an Oral

Interpretation of a Literary Work, 780


Curriculum Map

Grade 10


Mock trial, 861, Retelling, 1089, Dialogue, improvised, 1119

UNIT 5: Building Cultural Bridges


To examine how nonfiction texts (both print and non-print) construct our perceptions of what is true

To analyze how writers and speakers use evidence to impact the persuasiveness of a claim

To examine how perceptions of a writer or speaker's ethics affect the credibility of a text or its author

To explore a complex issue or problem from multiple perspectives and to work with peers to present a solution


What are Fiction/Nonfiction, 4–5; What is Nonfiction?, 444–445; Characteristics of Essays and Speeches, 446–447; Nonfiction, 449, 464, 474, 490, 500, 512, 520, 525, 542, 548, 560, 568, 586, 595; Informational Texts, 90–95, 182–187, 298–305, 402–407, 512–517, 578–583, 694–699, 752–757, 864–867, 1008–1013, 1122–1127, 1222–1227

Persuasive writing, 539, 543, 545, 549, 553; Evaluate Persuasion, 557, 562,

565, 573; Informational Texts: evaluate credibility of author’s argument

(question, critique generalizations and evidence), 1222–1227

Author's perspective, 446, 457, 459 ; Main idea, 461, 466, 470, 471, 477, 479,

483, 487, 492, 494, 497, 502, 504, 507

Writing Workshop: Problem-and-Solution Essay, 420–427


Curriculum Map

Grade 10


To reflect on academic strengths and identify areas for further development

Reflecting on Your Writing & Rubric for Self-Assessment, 113, 207, 333, 427,

537, 611, 713, 775, 883, 1031, 1151, 1249

Learning Focus: Solving the World's Problems, 346


Song: "I Need to Wake Up," by Melissa Etheridge

Essay: "Science a la Joe Camel," by Laurie David

Essay: "There Is No 'Consensus' on Global Warming," by Richard S.

Lindzen

Essay: "The Moral Flaws of Al Gore's An Inconvenient Truth," by

Glenn Easterbrook

Declaration: Excerpt from the United Nations Millennium

Declaration

Article: "A Roaring Battle over Sea Lions," by Bill Hewitt

Article: "A Stay of Execution for Sea Lions at Bonneville Dam," by

the Humane Society of the United States


“The Marginal World,” Rachel Carson, 156–164







586–594

“How Big is Your Footprint?”, Kelley Weitzel, 510–511


Curriculum Map

Grade 10



Documentary Film

Objectivity

Subjectivity


For related activities see: Communications Workshop: Analyzing Media

Presentations, 212; Delivering a Multimedia Presentation, 1036; Comparing

Media Coverage, 1254

Grammar & Usage:

Quotations from sources, 371

Dependent (subordinate) clauses, 387


Quotations: record, 769; use exact, 770; record, 1022 , use/credit, 1023

Clauses, independent/subordinate, 860, 1088, 1118


5.1 Previewing the Unit, 347

5.2 The Call to Act, 348

5.3 Reel or Real, 352

5.4 That's Just the Way It Is, 353

5.5 Previewing An Inconvenient Truth, 357


What kind of knowledge changes our lives? 442, 612; Nonfiction, 444, 459,

470, 482, 496, 506, 524, 530, 544, 552, 564, 572, 594, 602; Writing About,

462, 472, 488, 498, 519, 540, 546, 558, 566, 585, 613; Informational Texts,

512, 514, 516, 578, 580, 582; Independent Reading, 617

Is there a difference between reality and truth?: Informational Texts, 90, 92,

94, 182, 184, 186


Curriculum Map

Grade 10


5.6 The Nature of the Problem, 360

5.7 Consequences, 362

5.8 "We as Human Beings", 365

5.9 Whose Truth Is True?, 366

5.10 Why Do Reasonable People Disagree?, 380

5.11 Exploring One Conflict Together, 386

5.12 A World of Conflicts, 391

5.13 What's at Stake?, 394

5.14 Creating and Delivering a Position Paper, 400


Presenting a Solution to an Environmental Conflict, 405


For related activities see: Writing Workshop: Problem-and-Solution Essay,

420–427


Curriculum Map

Grade 10


Learning Focus: Learning Focus: Setting the Stage for Growth, 412


5.15 Mapping Expectations, 413

5.16 Reading the Signs, 415

5.17 Off to See the Wizard, 417

5.18 Plotting My Course, 418


Presenting my Portfolio, 419


Reflecting on Your Writing & Rubric for Self-Assessment, 113, 207, 333, 427, 537, 611, 713, 775, 883, 1031, 1151, 1249


Curriculum Map

Grade 10

2011-2012

Addendum #2: Sacred Book List

Lists were compiled from:

1. Collier County Public School Current “Sacred Book” list

2. Sunshine State Young Readers’ Novels

3. Sunshine State: Florida Teen Reads

4. Reader’s Journey Novels

5. SpringBoard Suggested Novels

6. Prentice Hall Literature Suggested Novels

7. Janet Allen Suggested Novels

8. College Board Top 100 Novel List

9. Advanced Placement Recommendations:

High School Teacher Syllabi

College Board A.P. Literature Suggestions

College Board A.P. Language Suggestions

Novels from A.P. Free Response Questions


Curriculum Map

Grade 10

2011-2012

High School Reading List

9 10 11 12

* Romeo and Juliet *Things Fall Apart *Into the Wild *Pygmalian

* To Kill a Mockingbird ~ Phineas Gage *Their Eyes are Watching God *Othello

* Slam ~ Among the Hidden * The Crucible * Poisonwood Bible

* Speak ~ Devil's Arithmetic ^ The Awakening Brave New World

* Star Girl ~ Birmingham, 1963 ^ Catcher in the Rye Crime and Punishment

* Monster ~ The Girls' Life Guide to Growing Up ^ Ethan Frome Cry, the Beloved Country

~ The Great Fire ~ Horrible Science: Disgusting Digestion

^ I Know Why the Caged Bird Sings Cyrano de Bergerac

~ No More Dead Frogs ~ Oh Yikes! History's Grossest, Wackiest, Moments

^ The Scarlett Letter Death and the King's Horseman

~ The Skin I'm In ~ Snowbound: The Tragic Story of the Donner Party

! Daisy Miller Death of a Salesman

~ Are We Alone?: Scientists Search for Life in Space

~ Tales of the Cryptids: Mysterious Creatures That May or May Not Exist

! Billy Budd Hamlet

~ Cold Light: Creatures, Discoveries, and Inventions That Glow

~ Tell All the Children Our Story: Memories and Mementos of Being Young and Black in America

! The Great Gatsby Heart of Darkness

~ Curse of the Pharaohs: My Adventures with Mummies

Alas, Babylon ~ Getting Away with Murder: The True Story of the Emmett Till Case

The Importance of Being Earnest

~ The Down-to Earth Guide to Global Warming

All Quiet on the Western Front ~ Bronx Masquerade Lysisrata

~ Journeys for Freedom: A New Look at America's Story

Antigone ~ Finn: A Novel MacBeth

~ Oh Yuck!: The Encyclopedia of Everything Nasty

Farewell to Manzanar ~ Dear Miss Breed: True Stories of the Japanese Incarceration of World War II and a Librarian Who Made a Difference

Madame Bovary


Curriculum Map

Grade 10

2011-2012 ~ Out of Darkness: The Story of Louis Braille

Grendel ~ From Bone Shakers to Choppers: The Rip-Roaring History of Motorcycles

Much Ado About Nothing

~ We Are One: The Story of Bayard Rustin

The Illiad ~ Guinea Pig Scientists: Bold Self-Experimenters in Science and Medicine

1984

~ Mick Harte Was Here Julius Caesar ~ Let Me Play: The Story of Title IX: The Law that Changed the Future of Girls in America

One Hundred Years of Solitude

~ Nightjohn Kitchen God's Wife ~ Mental Floss Presents Condensed Knowledge: A Deliciously Irreverent Guide to Feeling Smart Again

Portrait of the Artist as a Young Man

~ Scorpions Midsummer's Night Dream ~ Tough Boy Sonatas The Stranger

~ Who Put That Hair on My Toothbrush Medea ~ Tupac Shakur (Just the Facts Biographies

A Tale of Two Cities

Adventures of Huckleberry Finn Night ~ Is and Them: A History of Intolerance in America

Tess of the D'Urbervilles

Alice in Wonderland Power of One The Bluest Eye Waiting for Godot

Animal Farm River Ran Out of Eden Cannery Row Woman Warrior

^ Great Expectations The Children's Story Rosenkrantz and Guildenstern are dead

Lord of the Flies Siddartha Fahrenheit 451 Beowulf

The Odyssey Glass Menagerie

Of Mice and Men ^ Hiroshima Grapes of Wrath

Old Man and the Sea ^Gilgamesh Inherit the Wind

^ A Separate Piece Sir Gawain and the Green Knight Night Thoreau Spent in Jail

Roll of Thunder, Hear My Cry ^ A Dolls House Old Man and the Sea

Walkabout ^ Oedipus Rex Ordinary People

Fallen Angels Our Town

Raisin in the Sun

Red Badge of Courage

! Beloved


Curriculum Map

Grade 10

2011-2012

KEY

* Required Reading - Springboard

* Supplemental - Springboard

~ Janet Allen

^ Advanced

! AP

(No notation) Existing Supplemental Reading List

Developmental and Advanced English Language Arts...

Documents

Transcript of Developmental and Advanced English Language Arts...