English 110

River Valley School District Curriculum Template
Course name: English 110		Credit(s) or Grade Level: 10
Academic Standards: English		Prerequisite(s):
Course Description: Resource classroom English class to address reading and writing deficits though common core state standards and IEP goals.

Units:	Duration:	Essential Learning/Outcomes:
Daily Bell-Ringers Day 1: Editing Day 2: Grammar Review Day 3: Journal Prompt and Discussion	Every Day All Year	L. 9-10.1 Demonstrate command of the conventions of grammar and usage L.9-10.2 Demonstrate understanding of the conventions of capitalization, punctuation, and spelling W.9-10.4Produce clear and coherent writing W.9-10.5 Develop and strengthen writing by revising and editing W.9-10.10 Write routinely over varied time frames
I Am Malala Unit- Discuss themes of inequality, education, and prejudices Read “Still I Rise” by Maya Angelou	Quarter 1	Reading Comprehension, Discussion, and Journal Writing: L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases RL.9-10.6 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. RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text W.9-10.10 Write routinely over extended time frames and shorter time frames Reading Comprehension: SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems End Assessment: Response to Literature Essay W.9-10.1 Write arguments to support a claim in an analysis using valid reading and evidence W.9-10.6 Use technology to produce and share writing products W.9-10.9 Draw evidence from literary or informational texts to support analysis and reflection.
Freak the Mighty by Rodman Philbrick Discuss themes of friendship, disabilities and difference, acceptance, and perseverance Vocabulary and Reading Comprehension Skills Compare and Contrast Characters	Quarter 2	Reading Comprehension, Discussion, and Journal Writing: L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text W.9-10.10 Write routinely over extended time frames and shorter time frames SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems RL.9-10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot and develop the theme. End Assessment Comparison Essay: W.9-10.1 Write arguments to support a claim in an analysis using valid reading and evidence RL.9-10.2 Analyze how complex characters develop throughout the text W.9-10.6 Use technology to produce and share writing products W.9-10.9 Draw evidence from literary or informational texts to support analysis and reflection.
To Kill a Mockingbird Graphic Novel Focus on plot and symbolism Discuss Themes of Race, Justice/Injustice, Coming of Age/Growing Up, Socioeconomic Status, Morality	3rd Quarter	Reading Comprehension and Discussion: RL.9-10.2 Develop a theme or central idea of a dext and its development RL.9-10.6 Analyze a particular point of view or cultural experience (Great Depression) RL.9-10.10 Read and Comprehend literature with scaffolding as needed SL.9-10.1 Initiate and participate effectively in collaborative discussions End of Unit Project: RL.9-10.2 Determine a theme or central idea of a text RL.9-10.3 Analyze how complex characters develop over the course of the text W.9-10.9 Draw evidence from literary or informational text to support analysis, reflection, and research
Non-Fiction: Introduction to the Holocaust by The United Holocaust Memorial Museum Poetry: “First They Came” by Martin Niemoller The Boy in the Striped Pajamas by John Boyne Discuss themes of Innocence, Ignorance, Friendship, Humanity, Nationalism, Prejudice	4th Quarter	Discussion and Journal Prompt: RI.9-10.10 Read and Comprehend literary nonfiction with scaffolding W.9-10.10 Write routinely over extended and shorter time frames W.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research Reading Comprehension and Discussion: RL.9-10.3 Analyze how complex characters develop and interact with other characters RL.9-10.4 Determine the meaning of words and phrases as they are used in the text RL.9-10.6 Analyze a particular point of view or cultural experience reflected in the work SL.9-10.1 Initiate and participate effectively in collaborative discussions SL.9-10.5 Make a strategic use of digital media Response to Literature Essay: RL.9-10.1 Cite strong and thorough textual evidence to support analysis RL.9-10.3 Analyze how complex characters develop over the course of the text W.9-10.1 Write arguments to support claims in an analysis W.9-10.2 Write informative texts to examine and convey complex ideas and information clearly W.9-10.4 Produce clear and coherent writing W.9-10.5 Develop and strengthen writing through planning and revising W.9-10.6 Use technology to produce, publish, and share writing products W.9-10.9 Draw evidence from literary or informational text to support analysis