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2 | Semester/Unit Plan for English Language Arts Grade 10 Curriculum Alignment | ||||||||||||||
3 | Description 10th grade Alabama English Language Arts course Subject English Language Arts Duration 1 semesters/18 weeks Grade Level 10 | ||||||||||||||
4 | Comments Tenth graders continue to develop their unique personalities as they establish personal values and identities. They assume more complex responsibilities such as working and are developing and practicing leadership and interpersonal communication skills in the school and community. Classrooms that are rich in a variety of activities encourage the intellectual growth these students need and seek. Activities that include making dramatic presentations, writing creatively, and working cooperatively encourage vocabulary development, critical thinking, use of research skills, and appropriate use of language. In addition, students write essays with increased attention to mode, purpose, and audience. Similarly, they become more adept at responsibly reporting the ideas of others in both oral and written form. Literature at this level focuses on pre-twentieth century American literature. This parallels their study of early American history, thus enabling students to gain a better understanding of the relationships between the literature read and the history of the United States and the world before the twentieth century. | ||||||||||||||
5 | MINIMUM REQUIRED CONTENT Reading 1. Apply both literal & inferential comprehension strategies, including drawing conclusions/making inferences about characters, motives, intentions, attitudes in short stories, drama, poetry, novels, essays & other nonfiction texts. • Identifying major historical developments in language and literature in America from the beginnings to 1900 Examples: simplicity of early American literature, religious nature and themes in much early American literature, relationships to historical events and to British literature • Using context clues to determine meaning • Identifying sequences to enhance understanding • Summarizing passages to share main ideas or events • Drawing other kinds of conclusions from recreational reading texts 2. Identify and interpret literary elements and devices, including analogy, personification, and implied purpose. • Identifying and interpreting figurative language and imagery, including symbolism and metaphors • Interpreting tone from author’s word choice | ||||||||||||||
6 | 3. Read with literal and inferential comprehension a variety of informational and functional reading materials, including making inferences about effects when passage provides cause; inferring cause when passage provides effect; making inferences, decisions, and predictions from tables, charts, and other text features; and identifying the outcome or product of a set of directions. Examples: textual materials—driver’s manuals, reference materials, newspapers, career information, high interest magazine articles, subject-area textsfunctional materials—menus, schedules, directions, maps, want ads • Following complex or embedded directions • Distinguishing author’s opinion from factual statements • Determining main idea and supporting details in informational and functional reading materials • Summarizing passages of informational and functional reading materials • Determining sequence of events 4. Recognize fallacious or illogical thought in essays, editorials, and other informational texts. • Evaluating strength of argument in informational texts • Recognizing propaganda in informational texts | ||||||||||||||
7 | Literature 5. Compare literary components of various pre-twentieth century American authors’ styles. • Identifying examples of differences in language usage among several authors Examples: Anne Bradstreet, Jonathan Edwards, Phillis Wheatley,Edgar Allan Poe, Henry David Thoreau 6. Determine word meaning in pre-twentieth century American literature using word structure and context clues. Examples: prefixes, suffixes, root words | ||||||||||||||
8 | Writing and Language 7. Write in persuasive, expository, and narrative modes using an abbreviated writing process in timed and untimed situations. • Critiquing content, literary elements, and word choice, including addressing clear, precise, and vivid language Examples: self editing, peer editing • Using a variety of sentence patterns Example: determining use of a variety of sentence patterns by diagramming, parsing, or labeling patterns of selected sentences • Evaluating opinions, including personal opinions, for supporting details and bias • Using active and passive voice when appropriate 8. Write in a variety of genres for various audiences and occasions, both formal and informal, using an attention-getting opening and an effective conclusion. • Developing an effective voice suitable for audience and purpose 9. Apply principles of Standard English by adjusting vocabulary and style for the occasion. 10. Justify a thesis statement with supporting details from American literature prior to the twentieth century. 11. Demonstrate correct use of commas with parenthetical expressions and after introductory adverbial clauses and correct use of semicolons before conjunctive adverbs and in compound sentences with no conjunction. 12. Demonstrate correct use of singular and plural collective nouns and words with alternate accepted forms; pronoun-antecedent agreement in number and gender; and nominative, objective, and possessive pronoun cases. 13. Apply the correct use of subject-verb agreement with singular and plural subjects, including subjects compound in form and singular in meaning and subjects plural in form and singular in meaning; intervening prepositional and appositive phrases; and correlative conjunctions. 14. Edit for incorrect shifts in verb tense in paragraphs, use of verbals, use of dangling participles and misplaced modifiers, and parallelism in phrases. | ||||||||||||||
9 | Research and Inquiry 15. Use the research process to document and organize information to support a thesis on a literary or nonliterary topic. Examples: paper on a teacher-approved topic of interest, career paper • Managing information by locating, selecting, retrieving, and evaluating primary and secondary sources while using available technology responsibly • Differentiating among plagiarized, paraphrased, and appropriately cited selections 16. Explain the purpose and benefits of using predicting, summarizing, underlining, outlining, note taking, and reviewing as part of personal study skills. • Explaining when skimming and scanning are appropriate in studying materials | ||||||||||||||
10 | Oral and Visual Communication 17. Critique oral and visual presentations for fallacies in logic. Examples: circular reasoning, false analogy | ||||||||||||||
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13 | WEEK | OBJ | Essential Question | COS # | ENGLISH COURSE OF STUDY | COS # | TECHNOLOGY COURSE OF STUDY | LESSON / PROJECT | LITERATURE | # | Alabama CCRS | ||||
14 | .1. | IV - 3 | What are the similarities and differences between the origin stories of different cultures? | 16 | Explain the purpose and benefits of using predicting, summarizing, underlining, outlining, note taking, and reviewing as part of personal study skills. | https://sites.google.com/site/bibbcoenglish10/literature/the-world-on-the-turtle-s-back | World on Turtle's Back | RL 10.6 | 6.) Analyze a particular point of view or cultural experience reflected in a work of early American literature to 1900, drawing on a wide reading of American literature. [RL.9-10.6] (Alabama) | ||||||
15 | 2 | I - 2 | What is the relationship between literature and place? | 6 | Determine word meaning in pre-twentieth century American literature using word structure and context clues. | 10 | Analyze capabilities and limitations of current and emerging technologies. • Assessing effects of technology on culture, economics, politics, and the environment • Comparing capabilities of various technologies to address personal, social, lifelong learni | GOOGLE SEARCH - http://alex.state.al.us/lesson_view.php?id=30021 | La Relacion | ||||||
16 | 3 | I - 3 | 2 | Identify and interpret literary elements and devices, including analogy, personification, and implied purpose. | https://sites.google.com/site/bibbcoenglish10/projects/nauset-research-project | Of Plymouth Plantation | 27.) 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; and synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7] | ||||||||
17 | 4 | IV - 2 | 8 | Practice safe uses of social networking and electronic communication. • Recognizing dangers of online predators • Protecting personal information online | |||||||||||
18 | 5 | II - 1 | Identify Main Idea | 5 | Compare literary components of various pre-twentieth century American author’s styles. | Bradstreet | RL 10.4 | 4.) 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). [RL.9-10.4] | e. Provide a concluding statement or section that followse. Provide a concluding statement or section that follows from and supports the argument presented. [W.9-10.1e] from and supports the argument presented. [W.9-10.1e] | ||||||
19 | 6 | I - 1 | Identify supporting details | 3 | Demonstrate advanced technology skills, including compressing, converting, importing, exporting, and backing up files. • Transferring data among applications • Demonstrating digital file transfer Examples: attaching, uploading, downloading | Taylor | |||||||||
20 | 7 | II - 2 | Draw Conclusions | 10 | Justify a thesis statement with supporting details from American literature prior to the twentieth century. | ||||||||||
21 | 8 | III - 2 | Analyze literary elements | PURITAN AUTHORS PRESENTATION - http://alex.state.al.us/lesson_view.php?id=27464 | Edwards | RL 10.1 | 1.) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | 22.) Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.9-10.2] | |||||||
22 | 9 | IV - 4 | Demonstrate Reference Material Usage | 13 | Demonstrate collaborative skills using curriculum-related content in digital environments. Examples: completing assignments online; interacting with experts and peers in a structured, online learning environment | https://sites.google.com/site/bibbcoenglish10/projects/puritan-authors---presentation-project | RL 10.9 | 8.) 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 early American authors draw upon the Bible for religious themes and issues). [RL.9-10.9] (Alabama) | 24.) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 21-23 above.) [W.9-10.4] | ||||||
23 | 10 | II - 5 | Recognize summary statements | 15 | Use the research process to document and organize information to support a thesis on a literary or non literary topic. | 28.) 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; and integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. [W.9-10.8] | 26.) 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. [W.9-10.6] | 25.) 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. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-10.) [W.9-10.5] | |||||||
24 | 11 | IV - 1 | Determine meaning of words | 9 | Practice ethical and legal use of technology systems and digital content. • Explaining consequences of illegal and unethical use of technology systems and digital content • Interpreting copyright laws and policies with regard to ownership and use of digit | ||||||||||
25 | 12 | III - 3 | Understand figurative language | 17 | Critique oral and visual presentations for fallacies in logic. | https://sites.google.com/site/bibbcoenglish10/projects/bloom-s-taxonomy | |||||||||
26 | 13 | III - 1 | Recognize logic and arguments | 11 | Critique digital content for validity, accuracy, bias, currency, and relevance. | BLOOM'S TAXONOMY - http://alex.state.al.us/lesson_view.php?id=30004 | |||||||||
27 | 14 | II - 4 | Propaganda; Fact from opinion | 4 | Recognize fallacious or illogical thought in essays, editorials, and other informational texts. | The Crucible - Act I | 2.) 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 RL 10.2 | ||||||||
28 | 15 | II - 3 | Determine cause and effect | Quarterly Test 1 | 3.) 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. [RL.9-10.3] | ||||||||||
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30 | WEEK | OBJ | AHSGE LANGUAGE | COS # | ENGLISH COURSE OF STUDY | COS # | TECHNOLOGY COURSE OF STUDY | LESSON | LITERATURE | COS # | ENGLISH COURSE OF STUDY | ||||
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32 | 16 | I - 1 | Identify Correct Noun Forms | 7 | Write in persuasive, expository, and narrative modes using an abbreviated writing process in timed and un-timed situations. | BOOK REVIEW 1 - http://alex.state.al.us/lesson_view.php?id=30005 | The Crucible - Act II | ||||||||
33 | 17 | I - 2 | Identify Correct Verb Forms | 13 | Demonstrate collaborative skills using curriculum-related content in digital environments. Examples: completing assignments online; interacting with experts and peers in a structured, online learning environment | ||||||||||
34 | 18 | I - 5 | Identify verb shifts | Persuasive Writing / Peer | The Crucible - Act III | 21.) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1] | |||||||||
35 | 19 | I - 3 | Recognize Subject-Verb Agreement | 8 | Write in a variety of genres for various audiences and occasions, both formal and informal, using an attention-getting opening and an effective conclusion. | ||||||||||
36 | 20 | I - 4 | Recognize Pronoun Antecedent Agreement | The Crucible - Act IV | |||||||||||
37 | 21 | I - 6 | Identify correct pronoun case | http://jwsimmerblogstechnology.blogspot.com/ | BCHS Blogs Technology | 21.) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1] | 10.) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1] | ||||||||
38 | 22 | I - 8 | Determine correct use of modifiers | 9 | Apply principles of standards of English by adjusting vocabulary and style for the occasion. | 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. [W.9-10.1b] | 11.) 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. [RI.9-10.2] | ||||||||
39 | 23 | I -7 | Identify Effective Use of Voice | 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. [W.9-10.1a] | 12.) 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. [RI.9-10.3] | ||||||||||
40 | 24 | II - 2 | Use formal and informal language | 1 | Apply both literal and inferential comprehension strategies, including drawing conclusions and making inferences about characters, motives, intentions, and attitudes in short stories, drama, poetry, novels, and essays and other nonfiction texts. | 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. [W.9-10.1c] | 13.) 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). [RI.9-10.4] | ||||||||
41 | 25 | II-1 | Use clear, vivid, precise language | 4 | Utilize advanced features of word processing software, including outlining, tracking changes, hyperlinking, and mail merging. | Walden | |||||||||
42 | 26 | III - 1 | Demonstrate correct sentence structure | 3 | Read with literal and inferential comprehension a variety of informational and functional reading materials, including making inferences about effects when passage provides cause; inferring cause when passage provides effect; making inferences, decisions, | GOOGLE DOCS NEWSLETTER - http://alex.state.al.us/lesson_view.php?id=30037 | Emerson | ||||||||
43 | 27 | III - 2 | Demonstrate internal parallelism | Poe | 5.) 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. [RL.9-10.5] | ||||||||||
44 | 28 | V - 1 | Progression of Paragraphs | 12 | Demonstrate correct use of singular and plural collective nouns and words with alternate accepted forms; pronoun-antecedent agreement in number and gender; and nominative, objective, and possessive pronoun cases. | Quarterly Test 3 | |||||||||
45 | 29 | I - 9 | Identify commonly confused words | Hawthorne | |||||||||||
46 | 30 | IV - 1 | Demonstrate Correct Use of Capitalization | 13 | Apply the correct use of subject-verb agreement with singular and plural subjects, including subjects compound in form and singular in meaning and subjects plural in form and singular in meaning; intervening prepositional and appositive phrases; and corre | ||||||||||
47 | 31 | IV - 2 | Demonstrate Correct Use of Commas | Whitman | |||||||||||
48 | 32 | IV - 3 | Demonstrate Semicolon And Colon Usage | 14 | Edit for incorrect shifts in verb tense in paragraphs, use of verbals, use of dangling participles and misplaced modifiers, and parallelism in phrases. | BOOK REVIEW 2 - http://alex.state.al.us/lesson_view.php?id=30005 | Dickinson | ||||||||
49 | 33 | IV - 4 | Demonstrate quotation marks and underlining | ||||||||||||
50 | 34 | IV - 5 | Demonstrate Correct Use of Apostrophe | 11 | Demonstrate correct use of commas with parenthetical expressions and after introductory adverbial clauses and correct use of semicolons before conjunctive adverbs and in compound sentences with no conjunction. | NARRATIVE: "Incidents-Slave girl" by Jacobs | Jacobs | ||||||||
51 | 35 | REVIEW | REVIEW | REVIEW | REVIEW | REVIEW | REVIEW | ||||||||
52 | 36 | FINAL EXAM | FINAL EXAM | FINAL EXAM | FINAL EXAM / QUARTERLY TEST 4 | FINAL EXAM | FINAL EXAM | ||||||||
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