10th Grade ELA Curriculum—2014-2015 Academic Year
Grade: 10
Time Frame: Unit One – September & October
Essential Questions:
1. How does lack of compassion and understanding lead to prejudice and stereotyping?
2. What is technology’s role in society?
3. How much does society play in the development of our character?
(One teacher-designed performance assessment per unit will be assigned to measure mastery and understanding of the
essential questions above)
Big Idea:
Themes: Social Norms, Gender Roles, Ethics, Technology
Society
(Short Stories)
Important Dates
Benchmark: November
3rd or 4th, 2014
Texts and Digital/Print
Resources:
Key Terms and
Vocabulary:
Focus Standards:
Specific Assessments
AND Frequency of
Assessments:
CCSS.ELA-Literacy.RL.910.1 Cite strong and thorough
textual evidence to support
analysis of what the text says
End of Unit Exam – 1
Writing Exam (to be
graded and submitted into
student digital portfolio):
September:
Summarization
October: Literary
Analysis (PCR)
End of MP1: November 7,
2014
Reading Literature
Core Fictional Texts
1. Daisy Miller, Henry
James
Key Terms

Reading Quizzes--10
2. A Doll’s House,
Henrik Ibsen
3. The Martian
Chronicles, Ray
Bradbury
4. An Occurrence at
Owl Creek Bridge,
Ambrose Bierce
5. The Lottery, Shirley
Jackson
6. The Devil and Tom
Walker, Washington
Irving
7. Chinese Cinderella,
Adeline Yen Mah
8. A Dark Brown Dog,
Stephen Crane
9. The Ones Who Walk
Away from Omelas,
Ursula Le Guin
10. Harrison Bergeron,
Kurt Vonnegut
Additional fiction
resources:
“Democracy” Langston
Hughes
“The Bells” Edgar Allan
Poe
“If You Go Into the Woods
You Will Find It Has a
Technology” Heather
Christle
Cinema Resources:
The Martian Chronicles
(1980)
The Lottery (1969)
RL.9-10.1: Citing textual
evidence, inference
explicitly as well as inferences
drawn from the text.
PCR – 2x per week.

RL.9-10.2: Thematic
development, summarizing
CCSS.ELA-Literacy.RL.910.2 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.
Vocabulary Tests—Weekly
RL.9-10.3: Characterization,
character development
RL.9-10.4: Context clues,
figurative meaning vs. literal
meaning

CCSS.ELA-Literacy.RL.910.3 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.
Text-Based Vocabulary 
CCSS.ELA-Literacy.RL.910.4 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).

CCSS.ELA-Literacy.RL.910.5 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: structural format,
plot, flashbacks, suspense
Star Reader Assessment #1
AR Quiz—2x per month
The Devil and Tom Walker
(2010)
Harrison Bergeron (1995)
Reading Informational
Text
Core Non-Fictional Texts
1. “Are Men and Women’s
Roles in Society changing?”
http://people.howstuffworks.c
om/men-women-roleschanging.htm
2. Ten Greatest Empires in
History:
http://listverse.com/2010/06/2
2/top-10-greatest-empires-inhistory/
Key Terms

CCSS.ELA-Literacy.RI.910.1 Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.

CCSS.ELA-Literacy.RI.910.2 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.

CCSS.ELA-Literacy.RI.910.6 Determine an 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.

CCSS.ELA-Literacy.W.910.1 Write arguments to support
RI.9-10.1: Citing textual
evidence, inference
RI.9-10.2: Thematic
development, summarizing
RI.9-10.6: Author’s purpose
Text-Based Vocabulary
3. ABC: “Why Societies
Collapse”
http://www.abc.net.au/science
/articles/2003/07/17/2858655.
htm
4. BBC: “The Practice of
Human Sacrifice”
http://www.bbc.co.uk/history/
ancient/british_prehistory/hu
man_sacrifice_01.shtml
PCR – 2x per week.
5. Huffington Post: “The
Impact of Technology on the
Developing Child”
http://www.huffingtonpost.co
m/cris-rowan/technologychildren-negativeimpact_b_3343245.html
Writing
Key Terms
Writing Assessments:
W.9-10.1: Valid reasoning,
evidence to support claims
claims in an analysis of
substantive topics or texts, using
valid reasoning and relevant and
sufficient evidence.
W.9-10.2: Informative texts,
content organization
 CCSS.ELA-Literacy.W.9-
10.2 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.
W.9-10.2a: Introduction,
make connections
W.9-10.2b: Facts, details,
quotations definitions,
examples
W.9-10.2c: Transitions, o CCSS.ELA-Literacy.W.9cohesion, clear relationships 10.2a 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.
W.9-10.2d: Word choice
W.9-10.2e: Formal style,
objective tone
W.9-10.2f: Conclude,
summarize
o
W.9-10.4: Audience,
purpose, cohesion
W.9-10.5: Revision, editing,
rewriting, purpose, audience
W.9-10.6: Digital revision,
publish
CCSS.ELA-Literacy.W.910.2b 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.
o
CCSS.ELA-Literacy.W.910.2c Use appropriate and varied
transitions to link the major
sections of the text, create
cohesion, and clarify the
relationships among complex
ideas and concepts.
o
CCSS.ELA-Literacy.W.910.2d Use precise language and
domain-specific vocabulary to
W.9-10.8: Plagiarism
W.9-10.10: Time
management, variety of
purpose
September: Summarization
October: PCR
Writing Conferences
Feedback from Pearson’s
Write to Learn
Text Based Vocabulary
manage the complexity of the
topic.
o
CCSS.ELA-Literacy.W.910.2e Establish and maintain a
formal style and objective tone
while attending to the norms and
conventions of the discipline in
which they are writing.
o
CCSS.ELA-Literacy.W.910.2f 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).

CCSS.ELA-Literacy.W.910.4 Produce clear and coherent
writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.

CCSS.ELA-Literacy.W.910.5 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.

CCSS.ELA-Literacy.W.910.6 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.
Speaking and Listening
Key Terms

CCSS.ELA-Literacy.W.910.8 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.

CCSS.ELA-Literacy.W.910.10 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 tasks, purposes, and
audiences.

CCSS.ELA-Literacy.SL.910.1 Initiate and participate
effectively in a range of
collaborative discussions (oneon-one, in groups, and teacherled) with diverse partners on
grades 9–10 topics, texts, and
issues, building on others’ ideas
and expressing their own clearly
and persuasively.
SL.9-10.1: Collaborative
discussion, variety of
partners and texts, persuade,
express
SL.9-10.1a: Prepare,
independent study,
referencing evidence, idea
o
exchange
SL.9-10.1b: Collaborate,
rules
CCSS.ELA-Literacy.SL.910.1a Come to discussions
prepared, having read and
researched material under study;
explicitly draw on that
preparation by referring to
evidence from texts and other
research on the topic or issue to
Speaking and Listening
Assessment:
Performance Assessment
presentations
Class discussions
Summer project
presentations
SL.9-10.1c: Discuss,
participate, include others,
clarify and challenge ideas o
SL.9-10.1d: Sensitivity to
diversity, respect,
summarize points, make
connections
SL.9-10.3: Listen, point-ofo
view
SL.9-10.4: Present clearly,
concisely, and logically;
audience, purpose, task
linked to ideas
SL.9-10.6: Adapt, formal
language, variety of
o
contexts
stimulate a thoughtful, wellreasoned exchange of ideas.
CCSS.ELA-Literacy.SL.910.1b Work with peers to set
rules for collegial discussions and
decision-making (e.g., informal
consensus, taking votes on key
issues, presentation of alternate
views), clear goals and deadlines,
and individual roles as needed.
CCSS.ELA-Literacy.SL.910.1c Propel conversations by
posing and responding to
questions that relate the current
discussion to broader themes or
larger ideas; actively incorporate
others into the discussion; and
clarify, verify, or challenge ideas
and conclusions.
CCSS.ELA-Literacy.SL.910.1d Respond thoughtfully to
diverse perspectives, summarize
points of agreement and
disagreement, and, when
warranted, qualify or justify their
own views and understanding
and make new connections in
light of the evidence and
reasoning presented.

CCSS.ELA-Literacy.SL.910.3 Evaluate a speaker’s point
of view, reasoning, and use of
evidence and rhetoric, identifying
any fallacious reasoning or
exaggerated or distorted
evidence.

CCSS.ELA-Literacy.SL.910.4 Present information,
findings, and supporting evidence
clearly, concisely, and logically
such that listeners can follow the
line of reasoning and the
organization, development,
substance, and style are
appropriate to purpose, audience,
and task.
Language
Key Terms

CCSS.ELA-Literacy.SL.910.6 Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English
when indicated or appropriate.

CCSS.ELA-Literacy.L.910.1 Demonstrate command of
the conventions of standard
English grammar and usage when
writing or speaking.
L.9-10.1: English grammar
and usage conventions,
demonstrate
o
L.9-10.1a: Parallel structure
L.9-10.1b: Phrase variety, o
interesting writing/speaking
L.9-10.2: Capitalization,
punctuation, spelling
L.9-10.2a: Semicolon to
link related independent
clauses
L.9-10.2b: Colon use in a 
list
L.9-10.2c: Correct spelling
L.9-10.3: Context, meaning,
style, comprehension
o
L.9-10.3a: MLA format
CCSS.ELA-Literacy.L.910.1a Use parallel structure.*
CCSS.ELA-Literacy.L.910.1b 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.
CCSS.ELA-Literacy.L.910.2 Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling when
writing.
CCSS.ELA-Literacy.L.910.2a Use a semicolon (and
perhaps a conjunctive adverb) to
Language Assessment:
Weekly Grammar Packet
Bi-Monthly Grammar Quiz
L.9-10.4: Define
L.9-10.4a: Context clues
link two or more closely related
independent clauses.
o
CCSS.ELA-Literacy.L.910.2b Use a colon to introduce a
list or quotation.
o
CCSS.ELA-Literacy.L.910.2c Spell correctly.
L.9-10.4b: Word change
patterns, meanings
L.9-10.4c: Reference
materials (digital and print),
meaning, pronunciation, 
part of speech, etymology
L.9-10.4d: Check for
meaning
L.9-10.5: Figurative
language
o
CCSS.ELA-Literacy.L.910.3a 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.

CCSS.ELA-Literacy.L.910.4 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.
o
CCSS.ELA-Literacy.L.910.4a 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.
o
CCSS.ELA-Literacy.L.910.4b Identify and correctly use
L.9-10.5a: Figures of
speech, oxymoron, idiom,
euphemism
L.9-10.6: Active and
independent study,
vocabulary inclusion
CCSS.ELA-Literacy.L.910.3 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.
patterns of word changes that
indicate different meanings or
parts of speech (e.g., analyze,
analysis, analytical; advocate,
advocacy).
o
CCSS.ELA-Literacy.L.910.4c 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, it’s part of
speech, or its etymology.
o
CCSS.ELA-Literacy.L.910.4d 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).

CCSS.ELA-Literacy.L.910.5 Demonstrate understanding
of figurative language, word
relationships, and nuances in
word meanings.
o
CCSS.ELA-Literacy.L.910.5a Interpret figures of speech
(e.g., euphemism, oxymoron) in
context and analyze their role in
the text.

CCSS.ELA-Literacy.L.910.6 Acquire and use accurately
general academic and domainspecific words and phrases,
sufficient for reading, writing,
speaking, and 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.
Cross-Curricular
Connections:
This is where you add to the curriculum following weekly, cross-curricular common planning time.
Outcomes/ Notes:
Reflections are added here
Grade: 10
Time Frame: Unit Two – November & December
Essential Questions:
1. How does one’s role in family and/or society affect the dynamic of that structure?
2. At what point do you feel confident enough to assert your independence?
3. Does the belief in a better world limit one’s possibilities?
(One teacher-designed performance assessment per unit will be assigned to measure mastery and understanding of the
essential questions above)
Big Idea:
Themes: Independence, Coming-of-age, Freedom, Limitations
Self-Discovery
(Fiction)
Important Dates
Benchmark: December
18th, 2014
Texts and Digital/Print
Resources:
Key Terms and
Vocabulary:
Focus Standards:
Specific Assessments
AND Frequency of
Assessments:
CCSS.ELA-Literacy.RL.910.1 Cite strong and thorough
textual evidence to support
analysis of what the text says
End of Unit Exam – 1
Writing Exam (to be
graded and submitted into
student digital portfolio):
November: Persuasive/
Argumentative
Evaluation
December:
Argumentative
Evaluation
Reading Literature
Core Fictional Texts
Key Terms
RL.9-10.1: Citing textual
evidence, inference

Reading Quizzes—3
(A) Frankenstein,
Mary Shelley
(B)The Awakening,
Kate Chopin
RL.9-10.2: Thematic
development, summarizing,
cause and effect

RL.9-10.3: Characterization,
character development
(C)Catcher in the
Rye, J.D. Salinger
RL.9-10.4: Context clues,
figurative meaning vs. literal
meaning, connotative meaning
Additional fiction
resources:
Celtic Fairytale- “Fair,
Brown, and Trembling”
Joseph Jacobs
RL.9-10.5: Structural format,
plot, flashbacks, suspense 
RL.9-10.6: World literature,
point of view
“Mirror” Sylvia Plath
Text-Based Vocabulary
Cinema Resources:
Frankenstein (1931)
explicitly as well as inferences
drawn from the text.
PCR – 2x per week.
CCSS.ELA-Literacy.RL.910.2 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.
Vocabulary Tests—Weekly
CCSS.ELA-Literacy.RL.910.3 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.

CCSS.ELA-Literacy.RL.910.4 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).

CCSS.ELA-Literacy.RL.910.5 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.

CCSS.ELA-Literacy.RL.910.6 Analyze a particular point of
view or cultural experience
AR Quiz— 2x per month
reflected in a work of literature
from outside the United States,
drawing on a wide reading of
world literature.

Reading Informational
Text
Core Non-Fictional Texts
1. “Loneliness Is Deadly”
http://www.slate.com/articles/
health_and_science/medical_
examiner/2013/08/dangers_of
_loneliness_social_isolation_i
s_deadlier_than_obesity.html
2. Simply Psychology: “SelfConcept”
http://www.simplypsycholog
y.org/self-concept.html
3. “How to Find Out Who
You Really Are”
http://www.oprah.com/spirit/
How-To-Find-Out-Who-YouReally-Are-by-Anne-Lamott
4. The Atlantic: “The
Confidence Gap”
http://www.theatlantic.com/fe
atures/archive/2014/04/theconfidence-gap/359815/
5. Psychology Today:
Adolescence and Internet
Identity:
http://www.psychologytoday.
com/blog/surviving-yourchildsadolescence/201405/adolesce
nce-and-internet-identity
Key Terms

RI.9-10.1: Citing textual
evidence, inference
RI.9-10.2: Thematic
development, summarizing,

cause and effect
RI.9-10.3: Author’s style
RI.9-10.6: Author’s purpose
and word choice
RI.9-10.8: Valid reasoning vs.
fallacious reasoning
CCSS.ELA-Literacy.RI.910.1 Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
CCSS.ELA-Literacy.RI.910.2 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.

CCSS.ELA-Literacy.RI.910.3 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.

CCSS.ELA-Literacy.RI.910.6 Determine an 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.

CCSS.ELA-Literacy.RI.910.8 Delineate and evaluate the
argument and specific claims in a
text, assessing whether the
reasoning is valid and the
PCR – 2x per week.
evidence is relevant and
sufficient; identify false
statements and fallacious
reasoning.
Writing
Key Terms

W.9-10.1: Valid reasoning,
evidence to support claims
W.9-10.1a: Organization of
claims, counterclaims,
o
reasons, evidence
W.9-10.1b: Develop claims
and counterclaims fairly,
distribution of evidence
W.9-10.1c: Cohesion,
linking claims and
o
counterclaims, relationship
between claims and
counterclaims
W.9-10.1d: Formal style,
objective tone
W.9-10.1e: Conclude,
summarize
o
W.9-10.4: Audience,
purpose, cohesion
W.9-10.5: Revision, editing,
rewriting, purpose, audience
W.9-10.6: Digital revision, o
publish
CCSS.ELA-Literacy.W.910.1 Write arguments to support
claims in an analysis of
substantive topics or texts, using
valid reasoning and relevant and
sufficient evidence.
CCSS.ELA-Literacy.W.910.1a 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.
CCSS.ELA-Literacy.W.910.1b 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.
CCSS.ELA-Literacy.W.910.1c 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.
CCSS.ELA-Literacy.W.910.1d Establish and maintain a
formal style and objective tone
while attending to the norms and
Writing Assessments:
November: PERSUASIVE
December:
ARGUMENTATIVE
EVALUATION
*Break- TBD by Dept.
Writing Conferences
Feedback from Pearson’s
Write to Learn
W.9-10.8: Primary and
secondary resources,
citations, bibliography
conventions of the discipline in
which they are writing.
o
W.9-10.9b: Literary nonfiction, valid and fallacious
reasoning
W.9-10.10: Time
management, variety of
purpose
CCSS.ELA-Literacy.W.910.1e Provide a concluding
statement or section that follows
from and supports the argument
presented.

CCSS.ELA-Literacy.W.910.4 Produce clear and coherent
writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.

CCSS.ELA-Literacy.W.910.5 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.

CCSS.ELA-Literacy.W.910.6 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.

CCSS.ELA-Literacy.W.910.8 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.
Speaking and Listening
Key Terms
o
CCSS.ELA-Literacy.W.910.9b 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”).

CCSS.ELA-Literacy.W.910.10 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 tasks, purposes, and
audiences.

CCSS.ELA-Literacy.SL.910.1 Initiate and participate
effectively in a range of
collaborative discussions (oneon-one, in groups, and teacherled) with diverse partners on
grades 9–10 topics, texts, and
issues, building on others’ ideas
and expressing their own clearly
and persuasively.
SL.9-10.1: Collaborative
discussion, variety of
partners and texts, persuade,
express
SL.9-10.1a: Prepare,
independent study,
referencing evidence, idea
o
exchange
CCSS.ELA-Literacy.SL.910.1a Come to discussions
prepared, having read and
researched material under study;
explicitly draw on that
preparation by referring to
Speaking and Listening
Assessment:
Performance Assessment
presentations
Class discussions
SL.9-10.1b: Collaborate,
goals, roles, deadlines,
decision-making
evidence from texts and other
research on the topic or issue to
stimulate a thoughtful, wellreasoned exchange of ideas.
SL.9-10.1c: Discuss,
o
participate, include others,
clarify and challenge ideas
CCSS.ELA-Literacy.SL.910.1b Work with peers to set
rules for collegial discussions and
decision-making (e.g., informal
consensus, taking votes on key
issues, presentation of alternate
views), clear goals and
deadlines, and individual roles
as needed.
SL.9-10.2: Source
integration, varied media
formats, credibility of
sources
SL.9-10.3: Listen, rhetoric,o
fallacious reasoning, invalid
evidence
SL.9-10.4: Present clearly,
concisely, and logically;
audience, purpose, task
linked to ideas
SL.9-10.6: Adapt, formal
language, variety of
contexts
CCSS.ELA-Literacy.SL.910.1c Propel conversations by
posing and responding to
questions that relate the current
discussion to broader themes or
larger ideas; actively incorporate
others into the discussion; and
clarify, verify, or challenge ideas
and conclusions.

CCSS.ELA-Literacy.SL.910.2 Integrate multiple sources of
information presented in diverse
media or formats (e.g., visually,
quantitatively, orally) evaluating
the credibility and accuracy of
each source.

CCSS.ELA-Literacy.SL.910.3 Evaluate a speaker’s point
of view, reasoning, and use of
evidence and rhetoric,
identifying any fallacious
reasoning or exaggerated or
distorted evidence.

CCSS.ELA-Literacy.SL.910.4 Present information,
findings, and supporting evidence
clearly, concisely, and logically
such that listeners can follow the
line of reasoning and the
organization, development,
substance, and style are
appropriate to purpose, audience,
and task.
Language
Key Terms

CCSS.ELA-Literacy.SL.910.6 Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English
when indicated or appropriate.

CCSS.ELA-Literacy.L.910.1 Demonstrate command of
the conventions of standard
English grammar and usage when
writing or speaking.
L.9-10.1: English grammar
and usage conventions,
demonstrate
o
L.9-10.1a: Parallel structure
L.9-10.1b: Clauses variety,o
interesting writing/speaking
L.9-10.2: Capitalization,
punctuation, spelling
L.9-10.2a: Conjunctive
adverbs to link related
independent clauses
L.9-10.2b: Colon use in a

quotation
L.9-10.2c: Correct spelling
L.9-10.3: Context, meaning,
style, comprehension
L.9-10.3a: MLA format in
manual
o
CCSS.ELA-Literacy.L.910.1a Use parallel structure.*
CCSS.ELA-Literacy.L.910.1b 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.
CCSS.ELA-Literacy.L.910.2 Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling when
writing.
CCSS.ELA-Literacy.L.910.2a Use a semicolon (and
perhaps a conjunctive adverb)
to link two or more closely
related independent clauses.
Language Assessment:
Weekly Grammar Packet
Bi-Monthly Grammar Quiz
L.9-10.4: Define with
various strategies
o
L.9-10.4a: Context clues, o
word position and function
L.9-10.4b: Word change
patterns, meanings

L.9-10.4c: Reference
materials (digital and print),
meaning, pronunciation,
part of speech, etymology
L.9-10.4d: Check for
meaning
CCSS.ELA-Literacy.L.910.2c Spell correctly.
CCSS.ELA-Literacy.L.910.3 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.
o
CCSS.ELA-Literacy.L.910.3a 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.

CCSS.ELA-Literacy.L.910.4 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.
o
CCSS.ELA-Literacy.L.910.4a 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.

CCSS.ELA-Literacy.L.910.5 Demonstrate understanding
of figurative language, word
L.9-10.5: Word
relationships, nuances
L.9-10.5a: Role of figures
of speech
CCSS.ELA-Literacy.L.910.2b Use a colon to introduce a
list or quotation.
L.9-10.5b: Nuances with
similar denotations
L.9-10.6: Active and
independent study,
vocabulary inclusion
relationships, and nuances in
word meanings.
Cross-Curricular
Connections:
o
CCSS.ELA-Literacy.L.910.5a Interpret figures of speech
(e.g., euphemism, oxymoron) in
context and analyze their role in
the text.
o
CCSS.ELA-Literacy.L.910.5b Analyze nuances in the
meaning of words with similar
denotations.

CCSS.ELA-Literacy.L.910.6 Acquire and use accurately
general academic and domainspecific words and phrases,
sufficient for reading, writing,
speaking, and 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.
This is where you add to the curriculum following weekly, cross-curricular common planning time.
Outcomes/ Notes:
Reflections are added here
Grade: 10
Time Frame: Unit Three – January & February
Essential Questions:
1. Why is power the ultimate motivator for betrayal?
2. What are the responsibilities and consequences of being powerful?
3. How do you determine if someone is a just leader?
(One teacher-designed performance assessment per unit will be assigned to measure mastery and understanding of the
essential questions above)
Big Idea:
Themes: Power, Pride, Manipulation, Principles, Fate & Free Will
Betrayal
(Play)
Important Dates
Benchmark: February
25th, 2015
Writing Exam (to be
graded and submitted into
student digital portfolio):
January: Compare/
Contrast
February: Narrative
(Scientific, Historical,
Literary)
End of MP2: January
23rd, 2015
Texts and Digital/Print
Resources:
Key Terms and
Vocabulary:
Focus Standards:
Specific Assessments
AND Frequency of
Assessments:
Reading Literature
Core Text
Key Terms

Julius Caesar, William
Shakespeare
RL.9-10.1: Citing textual
evidence, inference
*Students at levels A&B
will use No Fear
Shakespeare
RL.9-10.2: Thematic
development, summarizing,

cause and effect
Additional fiction
resources:
Greek Mythology- Medea:
http://www.maicar.com/G
ML/Medea.html
Tantalushttp://www.greekmythsgreekmythology.com/themyth-of-tantalus/
RL.9-10.3: Characterization,
character development
Cinema Resources:
Julius Caesar (1953)
RL.9-10.7: Artistic mediums,
compare and contrast
RL.9-10.4: Context clues,
figurative meaning vs. literal
meaning, connotative meaning
RL.9-10.5: Structural format, 
plot, flashbacks, suspense
RL.9-10.6: World literature,
point of view
RL.9-10.9: Shakespeare,
allusion
CCSS.ELA-Literacy.RL.910.1 Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
End of Unit Exam – 1
CCSS.ELA-Literacy.RL.910.2 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.
Vocabulary Tests—Weekly
CCSS.ELA-Literacy.RL.910.3 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.

CCSS.ELA-Literacy.RL.910.4 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).

CCSS.ELA-Literacy.RL.910.5 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,
Text-Based Vocabulary
Reading Quizzes—5
PCR – 2x per week.
Star Reader Assessment #2
AR Quiz—2x per month
flashbacks) create such effects as
mystery, tension, or surprise.
Reading Informational
Text
Core Non- Fictional Texts
1. Background Information:
Julius Caesar http://www.pbs.org/empires/r
omans/empire/julius_caesar.h
tml
2. Background Information:
Marcus Brutus http://www.britannica.com/E
Key Terms

CCSS.ELA-Literacy.RL.910.6 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.

CCSS.ELA-Literacy.RL.910.7 Analyze the representation
of a subject or a key scene in
two different artistic mediums,
including what is emphasized
or absent in each treatment
(e.g., Auden’s “Musée des
Beaux Arts” and Breughel’s
Landscape with the Fall of
Icarus).

CCSS.ELA-Literacy.RL.910.9 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).

CCSS.ELA-Literacy.RI.910.1 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: Citing textual
evidence, inference
RI.9-10.2: Thematic
development, summarizing,

cause and effect
RI.9-10.3: Author’s style
RI.9-10.6: Author’s purpose
and word choice
CCSS.ELA-Literacy.RI.910.2 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
PCR – 2x per week.
Bchecked/topic/
82449/Marcus-Junius-Brutus
RI.9-10.8: Valid reasoning vs.
fallacious reasoning
3. ABC: History’s Most
Infamous Betrayers:
http://abcnews.go.com/Intern
ational/story?id=79400&page
=1

CCSS.ELA-Literacy.RI.910.3 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.

CCSS.ELA-Literacy.RI.910.6 Determine an 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.

CCSS.ELA-Literacy.RI.910.8 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.

CCSS.ELA-Literacy.W.910.1 Write arguments to support
claims in an analysis of
substantive topics or texts, using
valid reasoning and relevant and
sufficient evidence.
4. Background Information of
the Time Period:
http://havlicek.weebly.com/ju
lius-caesar.html
5. Psychology Today: “Anger
in the Age of Entitlement:
Trust & Betrayal”
http://www.psychologytoday.
com/blog/anger-in-the-ageentitlement/201401/trust-andbetrayal
Writing
Key Terms
W.9-10.1: Valid reasoning,
evidence to support claims
details; provide an objective
summary of the text.
W.9-10.2: Informative texts,
content organization
 CCSS.ELA-Literacy.W.9W.9-10.2a: Introduction,
visual aids
W.9-10.3: Narratives,
fiction, non-fiction,
10.2 Write
informative/explanatory texts to
examine and convey complex
ideas, concepts, and information
clearly and accurately through
the effective selection,
Writing Assessments:
January: Compare/
Contrast
February: Narrative
Writing Conferences
Feedback from Pearson’s
Write to Learn
technique, sequencing,
details
organization, and analysis of
content.
o
CCSS.ELA-Literacy.W.910.2a 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.

CCSS.ELA-Literacy.W.910.3 Write narratives to
develop real or imagined
experiences or events using
effective technique, well-chosen
details, and well-structured
event sequences.
W.9-10.3a: Setting,
characters, events, problem,
solution
W.9-10.3b: Narrative
techniques, dialogues,
pacing, description,
reflection, multiple plot
lines
W.9-10.3c: Techniques to
sequence events
W.9-10.3d: Word choice,
sensory details, description,
setting, characters, events
o
W.9-10.3e: Conclude
W.9-10.4: Audience,
purpose, cohesion
W.9-10.5: Revision, editing,
rewriting, purpose, audience
W.9-10.6: Digital revision,
publish
o
W.9-10.9a: Shakespeare,
allusion
W.9-10.10: Time
management, variety of
purpose
o
CCSS.ELA-Literacy.W.910.3a 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.
CCSS.ELA-Literacy.W.910.3b Use narrative techniques,
such as dialogue, pacing,
description, reflection, and
multiple plot lines, to develop
experiences, events, and/or
characters.
CCSS.ELA-Literacy.W.910.3c Use a variety of
techniques to sequence events
so that they build on one
another to create a coherent
whole.
o
CCSS.ELA-Literacy.W.910.3d Use precise words and
phrases, telling details, and
sensory language to convey a
vivid picture of the experiences,
events, setting, and/or
characters.
o
CCSS.ELA-Literacy.W.910.3e Provide a conclusion that
follows from and reflects on
what is experienced, observed,
or resolved over the course of
the narrative.

CCSS.ELA-Literacy.W.910.4 Produce clear and coherent
writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.

CCSS.ELA-Literacy.W.910.5 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.

CCSS.ELA-Literacy.W.910.6 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.
Speaking and Listening
Key Terms
o
CCSS.ELA-Literacy.W.910.9a 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]”).

CCSS.ELA-Literacy.W.910.10 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 tasks, purposes, and
audiences.

CCSS.ELA-Literacy.SL.910.1 Initiate and participate
effectively in a range of
collaborative discussions (oneon-one, in groups, and teacherled) with diverse partners on
grades 9–10 topics, texts, and
issues, building on others’ ideas
and expressing their own clearly
and persuasively.
SL.9-10.1: Collaborative
discussion, variety of
partners and texts, persuade,
express
SL.9-10.1a: Prepare,
independent study,
referencing evidence, idea
o
exchange
SL.9-10.1b: Collaborate,
goals, roles, deadlines,
decision-making
SL.9-10.1c: Discuss,
participate, include others,
clarify and challenge ideas
CCSS.ELA-Literacy.SL.910.1a Come to discussions
prepared, having read and
researched material under study;
explicitly draw on that
preparation by referring to
evidence from texts and other
research on the topic or issue to
stimulate a thoughtful, wellreasoned exchange of ideas.
Speaking and Listening
Assessment:
Performance Assessment
presentations
Class discussions
SL.9-10.4: Present clearly, o
concisely, and logically;
audience, purpose, task
linked to ideas
SL.9-10.5: Digital media
effects, visual aids
SL.9-10.6: Adapt, formal o
language, variety of
contexts
CCSS.ELA-Literacy.SL.910.1b Work with peers to set
rules for collegial discussions and
decision-making (e.g., informal
consensus, taking votes on key
issues, presentation of alternate
views), clear goals and deadlines,
and individual roles as needed.
CCSS.ELA-Literacy.SL.910.1c Propel conversations by
posing and responding to
questions that relate the current
discussion to broader themes or
larger ideas; actively incorporate
others into the discussion; and
clarify, verify, or challenge ideas
and conclusions.

CCSS.ELA-Literacy.SL.910.4 Present information,
findings, and supporting evidence
clearly, concisely, and logically
such that listeners can follow the
line of reasoning and the
organization, development,
substance, and style are
appropriate to purpose, audience,
and task.

CCSS.ELA-Literacy.SL.910.5 Make strategic use of
digital media (e.g., textual,
graphical, audio, visual, and
interactive elements) in
presentations to enhance
understanding of findings,
reasoning, and evidence and to
add interest.

CCSS.ELA-Literacy.SL.910.6 Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English
when indicated or appropriate.
Language
Key Terms

L.9-10.1: English grammar
and usage conventions,
demonstrate
L.9-10.2: Capitalization,
punctuation, spelling

CCSS.ELA-Literacy.L.910.2 Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling when
writing.
o
CCSS.ELA-Literacy.L.910.2c Spell correctly.
L.9-10.2c: Correct spelling
L.9-10.4: Define with
various strategies
L.9-10.4a: Context clues,
word position and function 
L.9-10.4c: Reference
materials (digital and print),
meaning, pronunciation,
part of speech, etymology
L.9-10.5: Figurative
language, word
relationships, nuances
CCSS.ELA-Literacy.L.910.4 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.
o
CCSS.ELA-Literacy.L.910.4a 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.
o
CCSS.ELA-Literacy.L.910.4c 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, it’s part of
speech, or its etymology.

CCSS.ELA-Literacy.L.910.5 Demonstrate understanding
L.9-10.5a: Role of figures
of speech in text, add into
writing
L.9-10.6: Active and
independent study,
vocabulary inclusion
CCSS.ELA-Literacy.L.910.1 Demonstrate command of
the conventions of standard
English grammar and usage when
writing or speaking.
Language Assessment:
Weekly Grammar Packet
Bi-Monthly Grammar Quiz
of figurative language, word
relationships, and nuances in
word meanings.
Cross-Curricular
Connections:
o
CCSS.ELA-Literacy.L.910.5a Interpret figures of speech
(e.g., euphemism, oxymoron) in
context and analyze their role in
the text.

CCSS.ELA-Literacy.L.910.6 Acquire and use accurately
general academic and domainspecific words and phrases,
sufficient for reading, writing,
speaking, and 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.
This is where you add to the curriculum following weekly, cross-curricular common planning time.
Outcomes/ Notes:
Reflections are added here
Grade: 10
Time Frame: Unit Four – March & April
Essential Questions:
1. How do the turning points in our lives change us forever?
2. How does one overcome a devastating life experience?
3. How does triumph heal one’s spirit?
(One teacher-designed performance assessment per unit will be assigned to measure mastery and understanding of the
essential questions above)
Big Idea:
Themes: Forgiveness, Faith, Hope, Trauma, Determination
Human Spirit
(Non-Fiction)
Important Dates
Benchmark: April 29th,
2015
Texts and Digital/Print
Resources:
Key Terms and
Vocabulary:
Focus Standards:
Specific Assessments
AND Frequency of
Assessments:
CCSS.ELA-Literacy.RL.910.1 Cite strong and thorough
textual evidence to support
End of Unit Exam – 1
Writing Exam (to be
graded and submitted into
student digital portfolio):
March: Informational
April: Narrative
End of MP3: April 2nd,
2015
Reading Literature
Core Fictional Texts
Key Terms

(A) We Are
Witnesses: Five
Diaries of
Teenagers Who
Died in the
Holocaust, Jacob
Boas
RL.9-10.1: Citing textual
evidence, inference
(B) Night, Elie
Weisel
RL.9-10.6: World literature,
cultural experience
(C) The Bielski
Brothers: The True
Story of Three Men
Who Defied the
Nazis, Built a
Village in the
Forest, and Saved
1,200 Jews, Peter
Duffy
Additional fiction
resources:
Holocaust Poems:
http://www.auschwitz.dk/i
d6.htm
Cinema Resources:
Elie Weisel on his sister:
https://www.youtube.com/wa
tch?v=0fMiFlqcnsA
Elie Weisel on Compassion,
Youth, Hope:
https://www.youtube.com/wa
tch?v=keLT6bp7wok
analysis of what the text says
explicitly as well as inferences
drawn from the text.
RL.9-10.2: Thematic

development, summarizing,
cause and effect
RL.9-10.3: Characterization,
character development
RL.9-10.7: Artistic mediums, 
compare and contrast
Text-Based Vocabulary
CCSS.ELA-Literacy.RL.910.2 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.
CCSS.ELA-Literacy.RL.910.3 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.

CCSS.ELA-Literacy.RL.910.6 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.

CCSS.ELA-Literacy.RL.910.7 Analyze the representation
of a subject or a key scene in two
different artistic mediums,
including what is emphasized or
absent in each treatment (e.g.,
Auden’s “Musée des Beaux Arts”
and Breughel’s Landscape with
the Fall of Icarus).
Reading Quizzes—3
PCR – 2x per week.
Vocabulary Tests—Weekly
AR Quiz—2x per month
The Bielski Brothers
(1994)
Reading Informational
Text
Core Non-Fictional Texts
1. “The Holocaust: NonJewish Victims”
http://www.jewishvirtuallibra
ry.org/jsource/Holocaust/Non
JewishVictims.html
2. NY Times: “Elie Wiesel
Levels Scorn at Madoff”
http://www.nytimes.com/200
9/02/27/business/27madoff.ht
ml
3. Chicago Tribune: “Elie
Wiesel’s Story Endures,
Empowers”
http://articles.chicagotribune.
com/2012-1102/entertainment/ct-ae-1104elie-wiesel-interview20121102_1_elie-wieselholocaust-survivors-nobelpeace-prize
Key Terms

RI.9-10.1: Citing textual
evidence, inference
RI.9-10.2: Thematic
development, summarizing,

cause and effect
RI.9-10.3: Author’s style
RI.9-10.4: Impact of word
choice on meaning and tone,
compare and contrast
RI.9-10.5: Author’s ideas,
textual analysis
CCSS.ELA-Literacy.RI.910.2 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.

CCSS.ELA-Literacy.RI.910.3 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.

CCSS.ELA-Literacy.RI.910.4 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).

CCSS.ELA-Literacy.RI.910.5 Analyze in detail how an
RI.9-10.7: Various mediums
of a subject, details
emphasized
RI.9-10.9: U.S. historical
literary documents, themes
4. Background: “The Bielski
Partisans”
http://www.ushmm.org/wlc/e
n/article.php?ModuleId=1000
7563
5. “Julian Bilecki, A
Holocaust Hero”
http://www.auschwitz.dk/bile
cki.htm/
CCSS.ELA-Literacy.RI.910.1 Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
PCR – 2x per week.
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).
Writing
Key Terms

CCSS.ELA-Literacy.RI.910.7 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.

CCSS.ELA-Literacy.RI.910.9 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 Birmingham
Jail”), including how they
address related themes and
concepts.

CCSS.ELA-Literacy.W.910.1 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: Valid reasoning,
evidence to support claims
W.9-10.2: Informative texts,
content organization
 CCSS.ELA-Literacy.W.9W.9-10.2a: Introduction,
make connections
10.2 Write
informative/explanatory texts to
examine and convey complex
ideas, concepts, and information
clearly and accurately through
the effective selection,
Writing Assessments:
March: Informational
April: Narrative
*Break- TBD by Dept.
Writing Conferences
Feedback from Pearson’s
Write to Learn
W.9-10.2b: Facts, details,
quotations definitions,
examples
o
W.9-10.2c: Transitions,
cohesion, clear relationships
W.9-10.2d: Word choice
W.9-10.2e: Formal style,
objective tone
W.9-10.2f: Conclude,
summarize
o
W.9-10.3: Narratives,
fiction, non-fiction,
technique, sequencing,
details
W.9-10.3a: Setting,
o
characters, events, problem,
solution
W.9-10.3b: Narrative
techniques, dialogues,
pacing, description,
reflection, multiple plot
lines
organization, and analysis of
content.
CCSS.ELA-Literacy.W.910.2a 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.
CCSS.ELA-Literacy.W.910.2b 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.
CCSS.ELA-Literacy.W.910.2c Use appropriate and varied
transitions to link the major
sections of the text, create
cohesion, and clarify the
relationships among complex
ideas and concepts.
o
CCSS.ELA-Literacy.W.910.2d Use precise language and
domain-specific vocabulary to
manage the complexity of the
topic.
o
CCSS.ELA-Literacy.W.910.2e Establish and maintain a
formal style and objective tone
while attending to the norms and
conventions of the discipline in
which they are writing.
o
CCSS.ELA-Literacy.W.910.2f Provide a concluding
statement or section that follows
W.9-10.3c: Techniques to
sequence events
W.9-10.3d: Word choice,
sensory details, description,
setting, characters, events
W.9-10.3e: Conclude
W.9-10.4: Audience,
purpose, cohesion
W.9-10.5: Revision, editing,
rewriting, purpose, audience
W.9-10.6: Digital revision,
publish

W.9-10.7: Research, find a
solution and answer, use
multiple sources
o
W.9-10.8: Primary and
secondary resources,
citations, bibliography
W.9-10.9: Gather evidence
from literary and
informational text
from and supports the
information or explanation
presented (e.g., articulating
implications or the significance
of the topic).
CCSS.ELA-Literacy.W.910.3 Write narratives to develop
real or imagined experiences or
events using effective technique,
well-chosen details, and wellstructured event sequences.
CCSS.ELA-Literacy.W.910.3a 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.
o
CCSS.ELA-Literacy.W.910.3b Use narrative techniques,
such as dialogue, pacing,
description, reflection, and
multiple plot lines, to develop
experiences, events, and/or
characters.
o
CCSS.ELA-Literacy.W.910.3c Use a variety of techniques
to sequence events so that they
build on one another to create a
coherent whole.
o
CCSS.ELA-Literacy.W.910.3d Use precise words and
phrases, telling details, and
sensory language to convey a
vivid picture of the experiences,
events, setting, and/or characters.
o
CCSS.ELA-Literacy.W.910.3e Provide a conclusion that
follows from and reflects on what
W.9-10.10: Time
management, variety of
purpose
is experienced, observed, or
resolved over the course of the
narrative.

CCSS.ELA-Literacy.W.910.4 Produce clear and coherent
writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.

CCSS.ELA-Literacy.W.910.5 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.

CCSS.ELA-Literacy.W.910.6 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.

CCSS.ELA-Literacy.W.910.7 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.
Speaking and Listening
Key Terms

CCSS.ELA-Literacy.W.910.8 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.

CCSS.ELA-Literacy.W.910.9 Draw evidence from
literary or informational texts
to support analysis, reflection,
and research.

CCSS.ELA-Literacy.W.910.10 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 tasks, purposes, and
audiences.

CCSS.ELA-Literacy.SL.910.1 Initiate and participate
effectively in a range of
collaborative discussions (oneon-one, in groups, and teacherled) with diverse partners on
grades 9–10 topics, texts, and
issues, building on others’ ideas
and expressing their own clearly
and persuasively.
SL.9-10.1: Collaborative
discussion, variety of
partners and texts, persuade,
express
SL.9-10.1a: Prepare,
independent study,
referencing evidence, idea
o
exchange
CCSS.ELA-Literacy.SL.910.1a Come to discussions
prepared, having read and
researched material under study;
Speaking and Listening
Assessment:
Performance Assessment
presentations
Class discussions
SL.9-10.1b: Collaborate,
goals, roles, deadlines,
decision-making
SL.9-10.1c: Discuss,
participate, include others,
clarify and challenge ideas o
SL.9-10.4: Present clearly,
concisely, and logically;
audience, purpose, task
linked to ideas
SL.9-10.6: Adapt, formal
language, variety of
o
contexts
explicitly draw on that
preparation by referring to
evidence from texts and other
research on the topic or issue to
stimulate a thoughtful, wellreasoned exchange of ideas.
CCSS.ELA-Literacy.SL.910.1b Work with peers to set
rules for collegial discussions and
decision-making (e.g., informal
consensus, taking votes on key
issues, presentation of alternate
views), clear goals and
deadlines, and individual roles
as needed.
CCSS.ELA-Literacy.SL.910.1c Propel conversations by
posing and responding to
questions that relate the current
discussion to broader themes or
larger ideas; actively incorporate
others into the discussion; and
clarify, verify, or challenge ideas
and conclusions.

CCSS.ELA-Literacy.SL.910.4 Present information,
findings, and supporting evidence
clearly, concisely, and logically
such that listeners can follow the
line of reasoning and the
organization, development,
substance, and style are
appropriate to purpose, audience,
and task.

CCSS.ELA-Literacy.SL.910.6 Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English
when indicated or appropriate.
Language
Key Terms

L.9-10.1: English grammar
and usage conventions,
demonstrate
L.9-10.2: Capitalization,
punctuation, spelling

L.9-10.2c: Correct spelling
L.9-10.3: Context, meaning,
o
style, comprehension
L.9-10.4: Define with
various strategies

L.9-10.4a: Context clues,
word position and function
L.9-10.4c: Reference
materials (digital and print),
meaning, pronunciation,
part of speech, etymology 
L.9-10.5: Figurative
language, word
relationships, nuances
L.9-10.5a: Role of figures
of speech in text, add into
o
writing
L.9-10.6: Active and
independent study,
vocabulary inclusion
o
CCSS.ELA-Literacy.L.910.1 Demonstrate command of
the conventions of standard
English grammar and usage when
writing or speaking.
CCSS.ELA-Literacy.L.910.2 Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling when
writing.
CCSS.ELA-Literacy.L.910.2c Spell correctly.
CCSS.ELA-Literacy.L.910.3 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.
CCSS.ELA-Literacy.L.910.4 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.
CCSS.ELA-Literacy.L.910.4a 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.
CCSS.ELA-Literacy.L.910.4c Consult general and
specialized reference materials
(e.g., dictionaries, glossaries,
Language Assessment:
Weekly Grammar Packet
Bi-Monthly Grammar Quiz
thesauruses), both print and
digital, to find the pronunciation
of a word or determine or clarify
its precise meaning, it’s part of
speech, or its etymology.
Cross-Curricular
Connections:

CCSS.ELA-Literacy.L.910.5 Demonstrate understanding
of figurative language, word
relationships, and nuances in
word meanings.
o
CCSS.ELA-Literacy.L.910.5a Interpret figures of speech
(e.g., euphemism, oxymoron) in
context and analyze their role
in the text.

CCSS.ELA-Literacy.L.910.6 Acquire and use accurately
general academic and domainspecific words and phrases,
sufficient for reading, writing,
speaking, and 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.
This is where you add to the curriculum following weekly, cross-curricular common planning time.
Outcomes/ Notes:
Reflections are added here
Grade: 10
Time Frame: Unit Five – May & June
Essential Questions:
1. Why does society marginalize specific groups?
2. Should all crimes be punished?
3. What are modern forms of oppression?
(One teacher-designed performance assessment per unit will be assigned to measure mastery and understanding of the
essential questions above)
Big Idea:
Themes: Revenge, Justice, Fear, Morality
Crime and Punishment
(Fiction)
Important Dates
Benchmark (Final Exam):
June 8th, 2015
Texts and Digital/Print
Resources:
Key Terms and
Vocabulary:
Focus Standards:
Specific Assessments
AND Frequency of
Assessments:
CCSS.ELA-Literacy.RL.910.1 Cite strong and thorough
textual evidence to support
analysis of what the text says
End of Unit Exam – 1
Writing Exam (to be
graded and submitted into
student digital portfolio):
May: Review All Styles
End of MP4: June 16th,
2014
Reading Literature
Core Fictional Texts
Key Terms
RL.9-10.1: Citing textual
evidence, inference

Reading Quizzes—3
(A) The Count of
Monte Cristo,
Alexandre Dumas
(B) Native Son,
Richard Wright
(C) Billy Budd,
Herman Melville
Additional fiction
resources:
Cinema Resources:
The Count of Monte Cristo
(2002)
Native Son (1986)
Billy Budd (1962)
RL.9-10.2: Thematic
development, summarizing,
cause and effect

RL.9-10.3: Characterization,
character development
RL.9-10.4: Context clues,
figurative meaning vs. literal
meaning, connotative meaning
RL.9-10.5: Structural format,
plot, flashbacks, suspense 
RL.9-10.6: World literature,
cultural experience
RL.9-10.7: Artistic mediums,
compare and contrast
RL.9-10.10: Literature variety,
comprehension, text

complexity
Text-Based Vocabulary
explicitly as well as inferences
drawn from the text.
PCR – 2x per week.
CCSS.ELA-Literacy.RL.910.2 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.
Vocabulary Tests—Weekly
CCSS.ELA-Literacy.RL.910.3 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.
CCSS.ELA-Literacy.RL.910.4 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).

CCSS.ELA-Literacy.RL.910.5 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.

CCSS.ELA-Literacy.RL.910.6 Analyze a particular point of
view or cultural experience
Star Reader Assessment #3
AR Quiz—2x per month
reflected in a work of literature
from outside the United States,
drawing on a wide reading of
world literature.

CCSS.ELA-Literacy.RL.910.7 Analyze the representation
of a subject or a key scene in two
different artistic mediums,
including what is emphasized or
absent in each treatment (e.g.,
Auden’s “Musée des Beaux Arts”
and Breughel’s Landscape with
the Fall of Icarus).
CCSS.ELA-Literacy.RL.9-10.10
By the end of grade 10, read
and comprehend literature,
including stories, dramas, and
poems, at the high end of the
grades 9-10 text complexity
band independently and
proficiently.
By the end of grade 10, read
and comprehend literature,
including stories, dramas, and
poems, at the high end of the
grades 9–10 text complexity
band independently and
proficiently.

Reading Informational
Text
Core Non-Fictional Texts
1. “10 Big Cases of
Revenge”:
http://history.howstuffworks.
com/historical-events/10biggest-cases-ofrevenge.htm#page=0
Key Terms

RI.9-10.1: Citing textual
evidence, inference
RI.9-10.2: Thematic
development, summarizing,

cause and effect
CCSS.ELA-Literacy.RI.910.1 Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
CCSS.ELA-Literacy.RI.910.2 Determine a central idea of a
PCR – 2x per week.
2. The Guardian: “Homicide
Detective in the LAPD: A
Day’s Work”
http://www.theguardian.com/
commentisfree/2013/jul/25/h
omicide-detective-lapd-dailylife
RI.9-10.3: Author’s style
3. “Trained to Kill: Virus of
Violence”:
http://www.killology.com/art
_trained_virus.htm
RI.9-10.6: Author’s purpose
and word choice
4. “History of the Death
Penalty”:
http://www.deathpenaltyinfo.
org/part-ii-history-deathpenalty (Timeline included)
(Bar Graph included)
5. “Thinking Ethically: A
Framework for Moral
Decision-making”:
http://www.scu.edu/ethics/pu
blications/iie/v7n1/thinking.h
tml
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.9-10.4: Impact of word
choice on meaning and tone,
compare and contrast
RI.9-10.5: Author’s ideas,
textual analysis

RI.9-10.7: Various mediums
of a subject, details
emphasized
RI.9-10.8: Valid reasoning vs.

fallacious reasoning
RI.9-10.9: U.S. historical
literary documents, themes
RI.9-10.10: Nonfiction text,
comprehension, text
complexity
CCSS.ELA-Literacy.RI.910.3 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.
CCSS.ELA-Literacy.RI.910.4 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).

CCSS.ELA-Literacy.RI.910.5 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).

CCSS.ELA-Literacy.RI.910.6 Determine an 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.
Writing
Key Terms

CCSS.ELA-Literacy.RI.910.7 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.

CCSS.ELA-Literacy.RI.910.8 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.

CCSS.ELA-Literacy.RI.910.9 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
Birmingham Jail”), including
how they address related themes
and concepts.

CCSS.ELA-Literacy.RI.9-10.10
By the end of grade 10, read
and comprehend literary
nonfiction at the high end of
the grades 9-10 text complexity
band independently and
proficiently.

CCSS.ELA-Literacy.W.910.1 Write arguments to support
claims in an analysis of
substantive topics or texts, using
Writing Assessments:
W.9-10.1: Valid reasoning,
evidence to support claims
valid reasoning and relevant and
sufficient evidence.
o
anticipates the audience’s

CCSS.ELA-Literacy.W.910.2 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.
May: EOY- STUDENTS
CHOICE FROM PARCC
LIST
W.9-10.2: Informative texts, knowledge level and concerns.
content organization
W.9-10.3: Narratives,
fiction, non-fiction,
technique, sequencing,
details
W.9-10.4: Audience,
purpose, cohesion
 CCSS.ELA-Literacy.W.9W.9-10.5: Revision, editing,
10.3 Write narratives to develop
rewriting, purpose, audience real or imagined experiences or
events using effective technique,
W.9-10.6: Digital revision,
well-chosen details, and wellpublish
structured event sequences.
W.9-10.7: Research, find a

solution and answer, use
multiple sources
W.9-10.8: Primary and
secondary resources,
citations, bibliography

CCSS.ELA-Literacy.W.910.5 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.

CCSS.ELA-Literacy.W.910.6 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
W.9-10.9: Gather evidence
from literary and
informational text
W.9-10.10: Time
management, variety of
purpose
CCSS.ELA-Literacy.W.910.4 Produce clear and coherent
writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.
Writing Conferences
Feedback from Pearson’s
Write to Learn
information and to display
information flexibly and
dynamically.

CCSS.ELA-Literacy.W.910.7 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.

CCSS.ELA-Literacy.W.910.8 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.

CCSS.ELA-Literacy.W.910.9 Draw evidence from literary
or informational texts to support
analysis, reflection, and research.

CCSS.ELA-Literacy.W.910.10 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 tasks, purposes, and
audiences.
Speaking and Listening
Key Terms

SL.9-10.1: Collaborative
discussion, variety of
partners and texts, persuade,
express
SL.9-10.3: Listen, rhetoric,
fallacious reasoning, invalid
evidence

SL.9-10.4: Present clearly,
concisely, and logically;
audience, purpose, task
linked to ideas
SL.9-10.6: Adapt, formal

language, variety of
contexts
Language
Key Terms
CCSS.ELA-Literacy.SL.910.1 Initiate and participate
effectively in a range of
collaborative discussions (oneon-one, in groups, and teacherled) with diverse partners on
grades 9–10 topics, texts, and
issues, building on others’ ideas
and expressing their own clearly
and persuasively.
Class discussions
CCSS.ELA-Literacy.SL.910.4 Present information,
findings, and supporting evidence
clearly, concisely, and logically
such that listeners can follow the
line of reasoning and the
organization, development,
substance, and style are
appropriate to purpose, audience,
and task.
CCSS.ELA-Literacy.SL.910.6 Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English
when indicated or appropriate.

CCSS.ELA-Literacy.L.910.1 Demonstrate command of
the conventions of standard
English grammar and usage when
writing or speaking.

Performance Assessment
presentations
CCSS.ELA-Literacy.SL.910.3 Evaluate a speaker’s point
of view, reasoning, and use of
evidence and rhetoric, identifying
any fallacious reasoning or
exaggerated or distorted
evidence.

L.9-10.1: English grammar
and usage conventions,
demonstrate
Speaking and Listening
Assessment:
CCSS.ELA-Literacy.L.910.2 Demonstrate command of
the conventions of standard
Language Assessment:
Weekly Grammar Packet
Bi-Monthly Grammar Quiz
L.9-10.2: Capitalization,
punctuation, spelling
English capitalization,
punctuation, and spelling when
writing.
L.9-10.2c: Correct spellingo
L.9-10.3: Context, meaning,
style, comprehension

L.9-10.3a: MLA format in
manual
L.9-10.4: Define with
various strategies
L.9-10.4a: Context clues,
word position and function o
L.9-10.4c: Reference
materials (digital and print),
meaning, pronunciation,
part of speech, etymology
L.9-10.5: Figurative
language, word
relationships, nuances
CCSS.ELA-Literacy.L.910.3 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.
CCSS.ELA-Literacy.L.910.3a 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.

CCSS.ELA-Literacy.L.910.4 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.
o
CCSS.ELA-Literacy.L.910.4a 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.
o
CCSS.ELA-Literacy.L.910.4c Consult general and
specialized reference materials
(e.g., dictionaries, glossaries,
thesauruses), both print and
L.9-10.5a: Role of figures
of speech in text, add into
writing
L.9-10.6: Active and
independent study,
vocabulary inclusion
CCSS.ELA-Literacy.L.910.2c Spell correctly.
digital, to find the pronunciation
of a word or determine or clarify
its precise meaning, it’s part of
speech, or its etymology.
Cross-Curricular
Connections:

CCSS.ELA-Literacy.L.910.5 Demonstrate understanding
of figurative language, word
relationships, and nuances in
word meanings.
o
CCSS.ELA-Literacy.L.910.5a Interpret figures of speech
(e.g., euphemism, oxymoron) in
context and analyze their role in
the text.

CCSS.ELA-Literacy.L.910.6 Acquire and use accurately
general academic and domainspecific words and phrases,
sufficient for reading, writing,
speaking, and 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.
This is where you add to the curriculum following weekly, cross-curricular common planning time.
Outcomes/ Notes:
Reflections are added here