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English Language Arts 10th Grade Pacing Guide At-a GlanceCode Standards Instructional

WindowLiterature: Key Ideas and Details 1 2 3 4KCK12R10RL1 Cite Strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences

drawn from the text. (CC.RL.9-10.1)X

KCK12R10RL2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (CC.RL.9-10.2, ACT)

X

KCK12R10RL3 Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. (CC.RL.9-10.3, ACT)

X

Informational Key Ideas and Details 1 2 3 4KCK12R10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences

drawn from the text.(CC.RI.9-10.1)X

KCK12R10RI2 Determine a central idea of a text and analyze its development over the course of the text; including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (CC.RI.9-10.2, ACT)

X

KCK12R10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. (CC.RI.9-10.3, ACT)

X

Literature: Craft and Structure 1 2 3 4KCK12R10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative

meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g. how the language evokes a sense of time and place; how it sets a formal or informal tone). (CC.RL.9-10.4, ACT)

X

KCK12R10RL5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g. parallel plots), and manipulate time (e.g. pacing, flashbacks) create such effects as mystery, tension, or surprise. (CC.RL.9-10.5, ACT)

X

KCK12R10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. (CC.RL.9-10.6, ACT)

X

Informational: Craft and Structure 1 2 3 4KCK12R10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and

technical meanings: analyze the cumulative impact of specific word choices on meaning and tone. (e.g. how the language of a court opinion differs from that of a newspaper). (CC.RI.9-10.4, ACT)

X

KCK12R10RI5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g. a section or chapter) (CC.RI.9-10.5, ACT)

X

Last Revised7/16/12

KCK12R10RI6 Determine the author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. (CC.RI.9-10.6, ACT)

X

Literature: Integration of Knowledge and Ideas 1 2 3 4KCK12R10RL7 Analyze the representation of a subject or key scene in two different artistic mediums, including what is emphasized

or absent in each treatment (e.g. Auden’s “Musee des Beaux Arts” and Brueughel’s Landscape with the Fall of Icarus). (CC.RL.9-10.7)

X

KCK12R10RL9 Analyze how an author draws on and transforms source material in a specific work (e.g. how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). (CC.RL.9-10.9)

X

Informational: Integration of Knowledge and Ideas 1 2 3 4KCK12R10RI7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and

multimedia), determining which details are emphasized in each account. (CC.RI.9-10.7)X

KCK12R10RI8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning, (CC.RI.9-10.8, ACT)

X

KCK12R10RI9 Analyze seminal U.S. documents of historical and literary significance (e.g. Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s Letter from a Birmingham Jail) including how they address related themes and concepts (CC.RI.9-10.9)

X

Writing Standards: Text Types and Purposes 1 2 3 4KCK12R10W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant

and sufficient evidence.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from and supports the argument presented. (CC.W.9-10.1, ACT)

X

KCK12R10W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

X

Last Revised7/16/12

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use appropriate and varied transitions to link the major sections of he text, create cohesion, and clarify the relationships among complex ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (CC.W.9-10.2, ACT)

KCK12R10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. (CC.W.9-10.3)

X

Writing: Production and Distribution of Writing 1 2 3 4KCK12R10W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience. (CC.W.9-10.4, ACT)X X X X

KCK12R10W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (, CC.W.9-10.5, ACT)

X X X X

KCK12R10W6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. (CC.W.9-10.6)

X X X X

Writing: Research to Build and Present Knowledge 1 2 3 4KCK12R10W7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question)

or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation (CC.W.9-10.7)

X X X X

KCK12R10W8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

X X X X

Last Revised7/16/12

(CC.W.9-10.8)KCK12R10W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 9–10 Reading standards to literature (e.g. “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).b. Apply grades 9–10 Reading standards to literary nonfiction (e.g. “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). (CC.W.9-10.9)

X

Range of Writing 1 2 3 4KCK12R10W10 Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a

single sitting or a day or two) for a range of discipline –specific tasks, purposes, and audiences. (CC.W. 9-10.10)X X X X

Language: Conventions of Standard English 1 2 3 4KCK12R10L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use parallel structure.b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. (CC.W.9-10.1, ACT)

X

KCK12R10L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.b. Use a colon to introduce a list or quotation. (CC.W.9-10.2, ACT)

X

Language: Knowledge of Language 1 2 3 4KCK12R10L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices

for meaning or style, and to comprehend more fully when reading or listening.a. Write and edit work so that it conforms to the guidelines in a style manual(e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. (CC.W.9-10.3, ACT)

X

Language: Vocabulary Acquisition and UseKCK12R10L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10

reading and content, choosing flexibly from a range of strategiesa. Use context (e.g. the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a

clue to the meaning of a word or phrase.b. Identify and correct use of patterns of word changes that indicate different meanings or parts of speech (e.g. analyze,

analysis, analytical; advocate, advocacyc. Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital,

to find the pronunciation of a word or determine or clarity its precise meaning, its part of speech, or its etymology.

X X X X

Last Revised7/16/12

d. Verify the preliminary definition of the meaning of a word or phrase (e.g. by checking the inferred meaning in context or in a dictionary). (CC.L.9-10.4, ACT)

Language: Vocabulary Acquisition and Use 1 2 3 4KCK12R10L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g. euphemism, oxymoron) in context and analyze their role in the text.b. Analyze nuances in the meaning of words with similar denotations. (CC.L.9-10.5, ACT)

X X X X

KCK12R10L6 Acquire and use accurately general academic and domain-specific words and phrases; sufficient for reading, writing, speaking, listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CC.L.9-10.6, ACT)

X X X X

10th Grade Literacy Pacing GuideUnit of Study KCKPS Standards Instructional Window 1: Resources

Last Revised7/16/12

Summary Overview:READING:

Literature:This cluster of standards requires students to cite textual evidence on the development of explicit or inferred themes of a text and how and how they are shaped and refined by complex characters (as well as other elements such a plot). Students summarize objectively what they have read.

Informational:This cluster of standards requires students to cite textual evidence on the development of a main idea(s) of a text including how the author shapes these ideas through their sequence and connections while providing an objective summary of the text.

WRITING:Routine WritingStudents should be given multiple opportunities to write various and audiences. This quarter is a time to establish routines in writing various types of products.

READING:Literature: Key Ideas and Details Cluster

KCK12R10RL1 Cite Strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CC.RL.9-10.1)

KCK12R10RL2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide and objective summary of the text. (CC.RL.9-10.2, ACT)

KCK12R10RL3 Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. (CC.RL.9-10.3, ACT)

Informational: Key Ideas and Details ClusterKCK12R10RI1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CC.RI.9-10.1)

KCK12R10RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide and objective summary of the text. (CC.RI.9-10.2, ACT)

KCK12R10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. (CC.RI.9-10.3, ACT)

WRITING:PRODUCTION AND DISTRIBUTION CLUSTER

KCK12R10W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (CC.W.9-10.4, ACT)

KCK12R10W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (CC.W.9-10.5, ACT)

KCK12R10W6 Use technology, including the Internet, to produce, publish, and update individual or

Primary Resources: Teachers may choose which type of text they would like to utilize for these clusters of standards. (Short Stories, Novel, Non-Fiction, Drama, etc.)

By the end of the year, students will read and comprehend literature, including stories, dramas, and poems, and literary nonfiction, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Sunflower Literacy ProjectThis link is a valuable guide clarifying the literacy experiences to implement when planning instruction. This allows teachers to look at what elements of instruction best fit each cluster of standards.http://www.ksde.org/Default.aspx?tabid=4678

Secondary Novel and Text Listhttp://tinyurl.com/bm45s97Where novels and texts are taught 6-12.

Informational Textshttp://tinyurl.com/7lhct4sA large variety of texts as well as databases

Last Revised7/16/12

http://tinyurl.com/7lhct4s

http://tinyurl.com/bm45s97

http://www.ksde.org/Default.aspx?tabid=4678


LANGUAGE:Conventions of Standard EnglishAlthough the teaching of grammar is dynamic and based upon student need, the pacing guide explicitly identifies the use of parallel structure and the various types of phrases writing utilizes. Teachers should not feel limited to teaching this if other standards of grammar present themselves as needing attention in student writing.

Vocabulary Acquisition and UseThis cluster of standards requires that students utilize various strategies to determine the meaning of unknown words such as context clues, structural analysis, and reference materials. Students also demonstrate an understanding of figures of speech and the nuances of connotations and denotations.

shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. (CC.W.9-10.6)

RESEARCH TO BUILD AND PRESENT KNOWLEDGE CLUSTERKCK12R10W7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CC.W.9-10.7)

KCK12R10W8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (CC.W.9-10.7)

KCK12R10W9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (CC.W.9-10.9)

RANGE OF WRITING CLUSTERKCK12R10W10 Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline –specific tasks, purposes, and audiences. (CC.W. 9-10.10)

LANGUAGECONVENTIONS OF STANDARD ENGLISH CLUSTER

KCK12R10L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Use parallel structure.b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. (CC.L.9-10.1, ACT)

VOCABULARY ACQUISTION AND USE CLUSTERKCK12R10L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies

a. Use context (e.g. the overall meaning of a sentence, paragraph, or text; a word’s position

Common Core Curriculum Mapshttp://tinyurl.com/7hboazvMaps to help guide thematic Instruction.

Activities to drive clustershttp://tinyurl.com/cl2479vQuestions and activities that align to the clusters of standards

Writing Resources:http://tinyurl.com/7p8vhjbResources for Writing Standards

Reading Resources:http://tinyurl.com/cl2479vResources to support Reading Standards.

Language Resources:http://tinyurl.com/d3tdhptResources for Language Standards

Instructional Strategies:http://tinyurl.com/87y8bluMcRrel Instructional Strategies

Explicit Resources for Standards:http://tinyurl.com/82bw76kAlignment of specific stories, websites, and resources to certain standards.

Last Revised7/16/12

http://tinyurl.com/82bw76k

http://tinyurl.com/87y8blu

http://tinyurl.com/d3tdhpt

http://tinyurl.com/cl2479v

http://tinyurl.com/7p8vhjb


http://tinyurl.com/7hboazv

Recommended time frame:Window 1: 32 – 33 days

or function in a sentence) as a clue to the meaning of a word or phrase.b. Identify and correct use of patterns of word changes that indicate different meanings or

parts of speech (e.g. analyze, analysis, analytical; advocate, advocacyc. Consult general and specialized reference materials (e.g. dictionaries, glossaries,

thesauruses) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g. by checking the inferred meaning in context or in a dictionary). (CC.L.9-10.4, ACT)

KCK12R10L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g. euphemism, oxymoron) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations. (CC.L.9-10.5, ACT)


Speaking and Listening Resources:http://tinyurl.com/boonabfTools to help students present and listen to presenters

Additional ResourcesTarget Strategies and fundamental Lessonshttp://tinyurl.com/82bw76kA list of the Target Strategies and what they cover

End of Instructional Window 1The recommended time frames for each instructional window typically account for about 80% of the available instructional days. The remaining 20% of the days have been set aside as a buffer for teachers to use at their discretion for: accessing prior knowledge, re-visiting, re-teaching, differentiation, remediation, and enrichment.

10th Grade Literacy Pacing GuideUnit of Study KCKPS Standards Instructional Window 2: Resources

Last Revised7/16/12


http://tinyurl.com/boonabf

Summary Overview:READING:

Literature:This cluster of standards requires students to examine how the author uses word choice and figurative language to enhance a piece of text as well as how author’s manipulates the sequence of events to create a certain tone or mood. Student will also examine how particular points of view and cultural experiences from within and outside the United States emerge through this study of events.

Informational:This cluster of standards requires students to examine how the author uses word choice and figurative language to enhance a piece of text and analyze how an author’s ideas or claims are developed through the use of structure and rhetoric.WRITING:NarrativeThe primary product is a piece of narrative text. Students should be given

READINGLiterature: CRAFT AND STRUCTURE CLUSTER

KCK12R10RL4Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g. how the language evokes a sense of time and place; how it sets a formal or informal tone). (CC.RL.9-10.4, ACT)

KCK12R10RL5Analyze how an author’s choices concerning how to structure a text, order events within it (e.g. parallel plots), and manipulate time (e.g. pacing, flashbacks) create such effects as mystery, tension, or surprise. (CC.RL.9-10.5, ACT)

KCK12R10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. (CC.RL.9-10.6, ACT)

Informational: CRAFT AND STRUCTURE CLUSTERKCK12R10RI4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings: analyze the cumulative impact of specific word choices on meaning and tone. (e.g. how the language of a court opinion differs from that of a newspaper). (CC.RI.9-10.4, ACT)

KCK12R10RI5Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g. a section or chapter). (CC.RI.9-10.5, ACT)

KCK12R10RI6Determine the author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose (CC.RI.9-10.6, ACT)

WRITINGTEXT TYPES AND PURPOSES CLUSTER

KCK12R10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. (CC.W.9-10.3)





Last Revised7/16/12




multiple opportunities to write various narratives from which they may choose to develop for their final product.

LANGUAGE:Conventions of Standard EnglishAlthough the teaching of grammar is dynamic and based upon student need, the pacing guide explicitly identifies how to write and edit work that conforms to MLA guidelines Teachers should not feel limited to teaching citation and guidelines if other standards of grammar present themselves as needing attention in student writing.

Vocabulary Acquisition and UseThis cluster of standards requires that students utilize various strategies to determine the meaning of unknown words such as context clues, structural analysis, and reference materials. Students also demonstrate an understanding of figures of speech and the nuances of connotations and

PRODUCTION AND DISTRIBUTION CLUSTERKCK12R10W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (CC.W.9-10.4, ACT)



RESEARCH TO BUILD AND PRESENT KNOWLEDGEKCK12R10W7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CC.W.9-10.7)




LANGUAGEKNOWLEDGE OF LANGUAGE CLUSTER

KCK12R10L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.a. Write and edit work so that it conforms to the guidelines in a style manual(e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. (CC.L.9-10.3, ACT)








Instructional Strategies:http://tinyurl.com/87y8blu

Last Revised7/16/12










denotations.

Recommended time frame:Window 2: 37 – 38 days

e. Use context (e.g. the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

f. Identify and correct use of patterns of word changes that indicate different meanings or parts of speech (e.g. analyze, analysis, analytical; advocate, advocacy

g. Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

h. Verify the preliminary determination of the meaning of a word or phrase (e.g. by checking the inferred meaning in context or in a dictionary). (CC.L.9-10.4, ACT)


c. Interpret figures of speech (e.g. euphemism, oxymoron) in context and analyze their role in the text.

d. Analyze nuances in the meaning of words with similar denotations. (CC.L.9-10.5, ACT)


McRrel Instructional Strategies





10th Grade Literacy Pacing Guide

Last Revised7/16/12




Unit of Study KCKPS Standard Instructional Window 3: ResourcesSummary Overview:

READINGLiterature:This cluster of standards requires students to analyze how the representations of characters, themes, and ideas in two different mediums of literature or art which could include the use of art, poetry, short story, novel, or drama. Included should be what is emphasized in each and what is not.

Informational:This cluster of standards requires students to analyze various accounts of a subject told in different ways through the use of although not limited to seminal U.S. documents. The students should analyze what details are emphasized in each.

WRITING:Informational and explanatory WritingThe primary product for this window is

READINGLiterature: INTEGRATION OF KNOWLEDGE AND IDEAS CLUSTER

KCK12R10RL7Analyze the representation of a subject or key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g. Auden’s “Musee des Beaux Arts” and Brueughel’s Landscape with the Fall of Icarus). (CC.RL.9-10.7)

Informational: INTEGREATION OF KNOWLEDGE AND IDEAS CLUSTERKCK12R10RI7Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. (CC.RI.9-10.7)

KCK12R10RL9Analyze seminal U.S. documents of historical and literary significance (e.g. Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s Letter from a Birmingham Jail) including how they address related themes and concepts. (CC.RI.9-10.9)

WRITINGTEXT TYPES AND PRODUCTS CLUSTER

KCK12R10W2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use appropriate and varied transitions to link the major sections of he text, create cohesion, and clarify the relationships among complex ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (CC.W.9-10.2, ACT)

PRODUCTION AND DISTRIBUTION CLUSTERKCK12R10W4 Produce clear and coherent writing in which the development, organization, and





Informational Textshttp://tinyurl.com/7lhct4sA large variety of texts as well as

Last Revised7/16/12





informational and explanatory writing. The goal of this product is to convey the information learned accurately and with focus utilizing precise vocabulary and formal writing.

LANGUAGE:Conventions of Standard EnglishAlthough the teaching of grammar is dynamic and based upon student need, the pacing guide explicitly identifies the different uses of punctuation. This could encompass much more than the semicolon and colon but also the use of commas, ellipses, dashes, etc. and how these enhance writing. Teachers should not feel limited to teaching only pronouns if other standards of grammar present themselves as needing attention in student writing.

Vocabulary Acquisition and UseThis cluster of standards requires that students utilize various strategies to determine the meaning

style are appropriate to task, purpose, and audience. (CC.W.9-10.4, ACT)







LANGUAGEKNOWLEDGE OF LANGUAGE CLUSTER

KCK12R10L3 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

databases








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of unknown words such as context clues, structural analysis, and reference materials. Students also demonstrate an understanding of figures of speech and the nuances of connotations and denotations.

Recommended Time Frame:Window 3: 36 – 37 days

b. Use a colon to introduce a list or quotation. (CC.L.9-10.3, ACT)


a. Use context (e.g. the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correct use of patterns of word changes that indicate different meanings or parts of speech (e.g. analyze, analysis, analytical; advocate, advocacy

c. Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.



e. Interpret figures of speech (e.g. euphemism, oxymoron) in context and analyze their role in the text.

f. Analyze nuances in the meaning of words with similar denotations. (CC.L.9-10.5, ACT)





10th Grade Literacy Pacing GuideUnit of Study KCKPS Standards Instructional window 4: Resources

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Summary Overview:

READING:Literature:This cluster of standards requires students to analyze how authors are able to utilize and transform source materials and makes it their own. (Julius Caesar to Battle of Jericho)

Informational:This cluster of standards requires students to begin to evaluate arguments within a text and determine whether or not the evidence and reasoning (visual or quantitative and wording) support the author’s claims or position or are fallacious or misrepresentative.

WRITING:ArgumentativeThe text type and product of this unit is argumentative text. Students should have multiple practices on how to develop an argumentative text throughout the unit before beginning to create their final

READING Literature: INTEGRATION OF KNOWLEDGE AND IDEAS

KCK12R10RL9 Analyze how an author draws on and transforms source material in a specific work (e.g. how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). (CC.RL.9-10.9)

Informational: INTEGRATION OF KNOWLEDGE AND IDEASKCK12R10RI8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. (CC.RI.9-10.8, ACT)

WRITINGTEXT TYPES AND PRODUCTS CLUSTER

KCK12R10W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from and supports the argument presented. (CC.W.9-10.1, ACT)

PRODUCTION AND DISTRIBUTION OF KNOWLEDGEKCK12R10W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CC.W.9-10.4, ACT)








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product. This also asks students to draw evidence from both text types to support argumentation.

LANGUAGE:Although the conventions of standard English grammar are not listed, teachers should still be addressing areas of strength and weakness of grammar in student writing.

Vocabulary Acquisition and UseThis cluster of standards requires that students utilize various strategies to determine the meaning of unknown words such as context clues, structural analysis, and reference materials. Students also demonstrate an understanding of figures of speech and the nuances of connotations and denotations.




KCK12R010W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 9–10 Reading standards to literature (e.g. “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

b. Apply grades 9–10 Reading standards to literary nonfiction (e.g. “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). (CC.W.9-10.9)


LANGUAGEVOCABULARY ACQUISTION AND USE

KCK12R10L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies

a. Use context (e.g. the overall meaning of a sentence, paragraph, or text; a word’s position








Additional Resources:Additional ResourcesTarget Strategies and fundamental Lessons

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Recommended Time Frame:Window 4: 33 – 34 days

or function in a sentence) as a clue to the meaning of a word or phrase.b. Identify and correct use of patterns of word changes that indicate different meanings or

parts of speech (e.g. analyze, analysis, analytical; advocate, advocacyc. Consult general and specialized reference materials (e.g. dictionaries, glossaries,

thesauruses) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.



g. Interpret figures of speech (e.g. euphemism, oxymoron) in context and analyze their role in the text.

h. Analyze nuances in the meaning of words with similar denotations. (CC.L.9-10.5, ACT)


http://tinyurl.com/82bw76kA list of the Target Strategies and what they cover


Last Revised7/16/12


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