Grade 10
ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Language Arts 10
GRADE LEVEL: Tenth
CREATION DATE: 2008
Grade 10
Essential Question, Concept or Theme: A. Students will critically read, analyze,
interpret, and evaluate a variety of literary genres in an effort to establish lifetime reading
habits and to foster appreciation of literature.
Standards: 1.1.11, 1.2.11, 1.3.11
Benchmark/Skills
READING
1. Students will read independently.
a) Locate various texts, media, and
traditional resources for assigned and
independent projects (including S4R and
book reports)
b) Analyze the structure of informational
materials
c) Use knowledge of root words and other
vocabulary words from departmental
lists and/or individualized reading lists
to recognize and decipher new words in
their context and to use them correctly in
speaking and writing
d) Identify, evaluate, and synthesize the
essential ideas in texts across the
curriculum.
e) Demonstrate understanding and
interpretation of both fiction and
nonfiction, including public documents:
expressing and supporting assertions
about the text; comparing and
contrasting texts; applying text concepts
to related ideas or situations; assessing
the validity of the text; analyzing and
criticizing the position and evidence
expressed in the text; evaluating the
author’s strategies; and demonstrate
reading comprehension and fluency
including reading aloud accurately and
with appropriate verbal expression skills.
Approx. Time Allotment:
Assessment
 Final Exam
Elements of Literature, Fourth Course, Holt, Reinhart, &
Winston, 2001
 Standardized Test Preparation
 Formal Assessment
 Selection tests
 Literary elements tests
 Genre tests
 Portfolio Management System
 Words to Own, worksheets
 Graphic Organizers for Active Reading
 Grammar and Language Links, worksheets
 Language Handbook Worksheets
 Workshop Resources, transparencies with worksheets
 Cross-curricular Activities
 English II End-of-Course Preparation Guide
 Viewing and Representing, worksheets
 Daily Oral Grammar, worksheets
 Literary Elements, worksheets
 One-Stop Planner, CD-ROM with test generator
 Teacher observation
 Graphic organizer
 Venn diagram
 Outline
 Class discussion
 Teacher conference
 Expository essay
 Oral presentation
 Audiotape
 Formal test
Aligned Materials/
Resources/Technology
See attachment for
complete list.
Attachment 1
Instructional
Strategies

Activating prior
knowledge
 Brainstorming
 Comparison/
contrast
 Conferences
 Cooperative
learning activities
(e.g. jigsaw, thinkpair-share, lit
circles, etc.)
 Small and large
group discussion
 Dramatization/role
-playing
 Finding
definitions
 Fix-up strategies
(read ahead for
clarification,
adjust reading
rate, delay
judgment,
hypothesize,
reread, seek help)
 Games
 Graphic
organizers
 Information
searches
Grade 10
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Journal writing
KWL charts
Learning logs
Making
associations
Making,
assessing, and
revising
predictions
Mapping
Modeling
Monitoring
comprehension
Notetaking
Outlining
Peer teaching
Peer evaluation
Previewing/survey
ing
Questioning
Reading aloud
Reading workshop
Retelling
Sequencing
SQ4R (Survey,
Question, Read,
Recite, Review,
Reflect)
SSR/S4R
(sustained, silent
reading or selfselected reading)
Summarizing
Workbooks/
worksheets
Grade 10
Essential Question, Concept or Theme: A. Students will critically read, analyze, interpret,
and evaluate a variety of literary genres in an effort to establish lifetime reading habits and
to foster appreciation of literature.
Standards: 1.1.11, 1.2.11, 1.3.11
Benchmark/Skills
Assessment
READING
2. Students will read informational
texts and documents
critically.
a) Recognize thesis statements,
coherence and specificity of
support, unity of topic, and
author’s voice
b) Differentiate fact from opinion,
especially in electronic texts
c) Identify the use of proper
references or authorities
d) Identify propaganda techniques
where present
e) Evaluate the quality of material
produced by a variety of media:
select reliable electronic media for
research; analyze techniques of
various media regarding their
target audiences
 Final Exam
Elements of Literature, Fourth Course, Holt,
Reinhart, & Winston, 2001
 Standardized Test Preparation
 Formal Assessment
 Selection tests
 Literary elements tests
 Genre tests
 Portfolio Management System
 Words to Own, worksheets
 Graphic Organizers for Active Reading
 Grammar and Language Links, worksheets
 Language Handbook Worksheets
 Workshop Resources, transparencies with
worksheets
 Cross-curricular Activities
 English II End-of-Course Preparation
Guide
 Viewing and Representing, worksheets
 Daily Oral Grammar, worksheets
 Literary Elements, worksheets
 One-Stop Planner, CD-ROM with test
generator
 Teacher observation
 Formal test
 Teacher conference
 Graphic organizer
 Expository essay
 Oral presentation
 Peer evaluation based on rubric
 Evaluation by teacher using rubric
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
See attachment for
complete list.
Attachment 1
Instructional Strategies
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Activating prior knowledge
Brainstorming
Comparison/contrast
Conferences
Cooperative learning activities
(e.g. jigsaw, think-pair-share, lit
circles, etc.)
Small and large group discussion
Dramatization/role-playing
Finding definitions
Fix-up strategies (read ahead for
clarification, adjust reading rate,
delay judgment, hypothesize,
reread, seek help)
Games
Graphic organizers
Information searches
Journal writing
KWL charts
Learning logs
Making associations
Making, assessing, and revising
predictions
Mapping
Modeling
Monitoring comprehension
Notetaking
Outlining
Peer teaching
Peer evaluation
Grade 10
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
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

Previewing/surveying
Questioning
Reading aloud
Reading workshop
Retelling
Sequencing
SQ4R (Survey, Question, Read,
Recite, Review, Reflect)
SSR/S4R (sustained, silent
reading or self-selected reading)
Summarizing
Workbooks/worksheets
Grade 10
Essential Question, Concept or Theme: A. Students will critically read,
Approx. Time Allotment:
analyze, interpret, and evaluate a variety of literary genres in an effort to establish lifetime
reading habits and to foster appreciation of literature.
Standards: 1.1.11, 1.2.11, 1.3.11
Benchmark/Skills
Assessment
READING
3. Students will learn to read,
analyze, and interpret literature.
a) Demonstrate understanding and
interpretation of both fiction and
nonfiction, including public
documents: expressing and
supporting assertions about the
text; comparing and contrasting
texts; applying text concepts to
related ideas or situations;
assessing the validity of the text;
analyzing and criticizing the
position and evidence expressed in
the text and evaluating the author’s
strategies.
b) Analyze verbally and/or in writing
the use of literary elements
including time, setting, plot,
character, conflict, climax,
denouement (resolution), theme,
point of view, tone, mood
c) Analyze verbally and/or in writing
the use of literary devices in
literature
d) Respond personally to nonfiction,
fiction, poetry, and drama
 Final Exam
Elements of Literature, Fourth
Course, Holt, Reinhart, & Winston,2001
 Standardized Test Preparation
 Formal Assessment
 Selection tests
 Literary elements tests
 Genre tests
 Portfolio Management System
 Words to Own, worksheets
 Graphic Organizers for Active Reading
 Grammar and Language Links, worksheets
 Language Handbook Worksheets
 Workshop Resources, transparencies with
worksheets
 Cross-curricular Activities
 English II End-of-Course Preparation Guide
 Viewing and Representing, worksheets
 Daily Oral Grammar, worksheets
 Literary Elements, worksheets
 One-Stop Planner, CD-ROM with test
generator
 Reading log
 Dialectical journal
 Learning log
 Oral presentation
 Graphic organizer
 Teacher conference
 Expository essay
 Reflection journal
Aligned Materials/
Resources/Technology
See attachment for
complete list.
Attachment 1
Instructional Strategies
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Activating prior knowledge
Brainstorming
Comparison/contrast
Conferences
Cooperative learning activities
(e.g. jigsaw, think-pair-share,
lit circles, etc.)
Small and large group
discussion
Dramatization/role-playing
Finding definitions
Fix-up strategies (read ahead
for clarification, adjust reading
rate, delay judgment,
hypothesize, reread, seek help)
Games
Graphic organizers
Information searches
Journal writing
KWL charts
Learning logs
Making associations
Making, assessing, and
revising predictions
Mapping
Modeling
Monitoring comprehension
Notetaking
Outlining
Grade 10
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
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
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


Peer teaching
Peer evaluation
Previewing/surveying
Questioning
Reading aloud
Reading workshop
Retelling
Sequencing
SQ4R (Survey, Question,
Read, Recite, Review, Reflect)
SSR/S4R (sustained, silent
reading or self-selected
reading)
Summarizing
Workbooks/worksheets
Grade 10
Essential Question, Concept or Theme: A. Students will critically read, analyze, interpret, Approx. Time Allotment:
and evaluate a variety of literary genres in an effort to establish lifetime reading habits and
to foster appreciation of literature.
Standards: 1.1.11, 1.2.11, 1.3.11
Benchmark/Skills
Assessment
Aligned Materials/
Resources/Technology
READING
See attachment for complete list.
4. Students will expand vocabulary.  Summative test

a) Learn, study, and use root words
Attachment 1
 Class discussion

b) Learn, study, and use words from  Teacher conference

context
 Elements of Literature,

c) Learn, study, and use words from
Fourth Course, 2000,One
teacher- or student-generated
Stop Planner, CD-ROM with
vocabulary lists from literature
test generator
(See Penncrest sequential root

word list)
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Instructional Strategies
Activating prior knowledge
Brainstorming
Comparison/contrast
Conferences
Cooperative learning activities
(e.g. jigsaw, think-pair-share, lit
circles, etc.)
Small and large group discussion
Dramatization/role-playing
Finding definitions
Fix-up strategies (read ahead for
clarification, adjust reading rate,
delay judgment, hypothesize,
reread, seek help)
Games
Graphic organizers
Information searches
Journal writing
KWL charts
Learning logs
Making associations
Making, assessing, and revising
predictions
Mapping
Modeling
Monitoring comprehension
Notetaking
Outlining
Peer teaching
Peer evaluation
Previewing/surveying
Grade 10









Questioning
Reading aloud
Reading workshop
Retelling
Sequencing
SQ4R (Survey, Question, Read,
Recite, Review, Reflect)
SSR/S4R (sustained, silent
reading or self-selected reading)
Summarizing
Workbooks/worksheets
Grade 10
Essential Question, Concept or Theme: A. Students will critically read, analyze,
interpret, and evaluate a variety of literary genres in an effort to establish lifetime reading
habits and to foster appreciation of literature.
Standards: 1.1.11, 1.2.11, 1.3.11
Approx. Time Allotment:
Adaptations/Inclusion
Techniques
READING
 Additional time and practice
 Alternate Assessments
 Assignments and directions presented
in smaller segments
 Audio Taped Books
 Flash Cards
 Hands on activities
 Highlighting markers
 Key words
 Leveled Reading
 Organizers
 Preferential seating
 Adult/peer tutors
 Reduced/modified assignments
 Test/quizzes read out loud
 Wait time
 Other adaptations as specified by
individual students’ IEP
Remediation
Strategies
Enrichment
Strategies
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




Tiered assignments
Leveled Reading
Independent Study
Contracts
Group research
Projects utilizing multiple
intelligences
Projects making
interdisciplinary and/or
literary connections


Peer Tutor
Differentiated Instructional
Assignments
Multicultural/
Interdisciplinary Connection
See attachment for complete list.
Attachment 2
Grade 10
Essential Question, Concept or Theme: B. Using a variety of formats, students will
continue to practice the writing process, demonstrating and applying an awareness of
purpose, audience, style, and conventions.
Standards: 1.4.11, 1.5.11 (+ our H)
Benchmark/Skills
WRITING
1. Students will demonstrate
proficiency in several types of
writing.
a) Write short stories, poems, and
plays which effectively utilize
various organizational methods,
relevant illustrations, dialogue,
appropriate literary elements,
devices and texts
b) Write complex informational
pieces such as research papers,
analyses, evaluations, essays
which will include a variety of
methods to develop the main
idea, precise language and word
choice, thorough and specific
support, logical reasoning,
relevant graphics ( maps, charts,
graphs, tables, illustrations,
photographs), and the support of
primary and secondary sources
c) Write persuasive pieces which
state a clear position or opinion;
provide convincing, welldeveloped, and properly-cited
evidence; develop reader interest;
anticipate and counter reader
concerns and arguments; and
include a variety of methods to
advance the argument or position
d) Maintain a writing folder
Assessment
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Evaluation by teacher using rubric
Peer evaluation based on rubric
Oral/written self-evaluation based on rubric
Anecdotal records of teacher during writing
process
Learning log/self-assessment log in writing
folder
Elements of Literature, Fourth Course, Holt,
Reinhart, & Winston, 2000
Standardized Test Preparation
Formal Assessment
Selection tests
Literary elements tests
Genre tests
Portfolio Management System
Words to Own, worksheets
Graphic Organizers for Active Reading
Grammar and Language Links, worksheets
Language Handbook Worksheets
Workshop Resources, transparencies with
worksheets
Cross-curricular Activities
English II End-of-Course Preparation Guide
Viewing and Representing, worksheets
Daily Oral Grammar, worksheets
Literary Elements, worksheets
One-Stop Planner, CD-ROM with test
generator
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
See attachment for
complete list.
Attachment 1
Instructional Strategies
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Activating prior knowledge
Brainstorming
Comparison/contrast
Compositions--expository,
persuasive, creative, analytical,
etc. (including prewriting,
drafting, revision, publication)
Conferences
Cooperative learning activities
(e.g. jigsaw, think-pair-share,
etc.)
Large and small group discussion
Graphic organizers
Information searches
Journal writing
Interviewing
KWL charts
Learning logs
Making associations
Making, assessing, and revising
predictions
Mapping
Modeling
Monitoring comprehension
Notetaking
Outlining
Peer teaching
Writing workshop
Self-evaluation
Sequencing
Grade 10
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Summarizing
Using rubrics
WILY (What I Learned Today
journal)
WILY (What I Learned
Yesterday)
Workbooks/worksheets
Grade 10
Essential Question, Concept or Theme: B. Using a variety of formats, students will
continue to practice the writing process, demonstrating and applying an awareness of
purpose, audience, style, and conventions.
Standards: 1.4.11, 1.5.11 (+ our H)
Benchmark/Skills
WRITING
2. Students will practice the writing process to
produce writing that adheres to high standards of
structure, style, and convention.
a) Write with a distinct focus; that is, with a clearly
distinguishable topic, task, audience, and point of
view
b) Write using well-developed content appropriate for
the topic: gathering, determining validity and
reliability of, analyzing, and organizing information
employing the most effective format for purpose
and audience, writing fully-developed paragraphs
that have details and information specific to the
topic and relevant to the focus
c) Write with controlled organization, sustaining a
logical order throughout the piece using meaningful
transitions and including an effective introduction
and conclusion
d) Write with an understanding of the stylistic aspects
of composition
e) effective use of complete sentences
f) different types and lengths of sentences
g) distinct tone and voice achieved through the use of
precise language
h) Revise writing to improve style, tone, word choice,
and sentence variety after rethinking how questions
of purpose, audience, and genre have been
addressed
i) Edit written work using the conventions of language
as defined by the Rose Tree Media Style Manual
j) Present and/or defend written work for publication
when appropriate
k) Produce written material using appropriate
Approx. Time Allotment:
Assessment
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Evaluation by teacher/peers/self
using rubric
Learning log
Teacher observation
Teacher’s anecdotal records
Periodic teacher conference to track
writing process
Student presentation comparing
rough and final drafts (large screen
visuals required)
Elements of Literature, Fourth
Course, Holt, Reinhart, & Winston,
2000
Standardized Test
Preparation
Formal Assessment
Selection tests
Literary elements tests
Genre tests
Portfolio Management System
Words to Own, worksheets
Graphic Organizers for Active
Reading
Grammar and Language Links,
worksheets
Language Handbook Worksheets
Workshop Resources, transparencies
with worksheets
Cross-curricular Activities
English II End-of-Course
Preparation Guide
Viewing and Representing,
Aligned Materials/
Resources/Technology
See attachment for
complete list.
Attachment 1
Instructional Strategies
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Compositions-expository,
persuasive, creative,
analytical, etc.
(including prewriting,
drafting, revision,
publication)
Conferences
Cooperative learning
activities (e.g. jigsaw,
think-pair-share, etc.)
Small and large group
discussion
Finding definitions
Journal writing
Modeling
Monitoring
comprehension
Peer teaching
Presentations
Questioning
Writing workshop
Self-evaluation
Workbooks/
worksheets
Grade 10
technology, which may include word processing,
presentation software, etc.
l) Practice responsible and ethical use of all resources
according to copyright law
m) Practice responsible and ethical behavior in regard
to the intellectual property of peers
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
worksheets
Daily Oral Grammar, worksheets
Literary Elements, worksheets
One-Stop Planner, CD-ROM with
test generator
Grade 10
Essential Question, Concept or Theme: B. Using a variety of formats, students will
continue to practice the writing process, demonstrating and applying an awareness of
purpose, audience, style, and conventions.
Standards: 1.4.11, 1.5.11 (+ our H)
Adaptations/Inclusion
Techniques
WRITING
 Additional time and practice
 Alternate assessments
 Assignments and directions presented
in smaller segments
 Flash cards
 Hands-on activities
 Highlighting markers
 Key words
 Leveled Reading
 Organizers
 Preferential seating
 Adult/peer tutors
 Reduced/modified assignments
 Test/quizzes read out loud
 Wait time
 Other adaptations as specified by
individual students’ IEP
Enrichment
Strategies






Tiered assignments
Independent study
Contracts
Group research
Projects utilizing multiple
intelligences
Projects making
interdisciplinary and/or
literary connections
Approx. Time Allotment:
Remediation
Strategies


Peer Tutor
Differentiated Instructional
Assignments
Multicultural/
Interdisciplinary Connection
Through various forms of writing
including analysis, cause and effect,
evaluation, comparing and
contrasting, description, narration,
persuasion, interpretation,
observation, exposition, opinion
statement, problem/solution,
reflection, research, and creative
writing, students will think about the
issues relevant to literature of nonAmerican cultures.
Often writing assignments focus on
real world situations that encourage
students to research, analyze, and
evaluate social issues or problems.
Again, these assignments touch on
several academic disciplines and
often complement the students’ work
in other classes. These assignments
include, but are not limited to the
following:
Compositions which make
connections between the literary text
and comparative areas of study: art,
history, science, political systems,
social systems, economic systems,
religious beliefs, psychological
theories and principles, philosophical
theories.
Grade 10
Essential Question, Concept or Theme: C. Students will continue to develop
appropriate and effective interactive skills in listening, discussion, and presentation.
Standards: 1.6.11
Benchmark/Skills
SPEAKING AND LISTENING
1. Students will practice speaking
and listening.
a) Participate in large and small
group discussion
b) Recite from memory
c) Present writing orally, both in
formal and informal settings
d) Take notes from discussions,
lectures, and media presentations
e) Practice polite social conventions
in regard to speaking and
listening
f) Ask relevant questions of teacher
and classmates
g) Initiate discussion
h) Summarize others’ points
i) Demonstrate awareness of
negative or positive stereotypes
through language
Assessment
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Teacher observation
Peer evaluation based on rubric
Oral presentation
Evaluation of notes based on rubric
Teacher’s anecdotal records
Elements of Literature, Fourth Course,
Holt, Reinhart, & Winston, 2000
Standardized Test Preparation
Formal Assessment
Selection tests
Literary elements tests
Genre tests
Portfolio Management System
Words to Own, worksheets
Graphic Organizers for Active Reading
Grammar and Language Links,
worksheets
Language Handbook Worksheets
Workshop Resources, transparencies with
worksheets
Cross-curricular Activities
English II End-of-Course Preparation
Guide
Viewing and Representing, worksheets
Daily Oral Grammar, worksheets
Literary Elements, worksheets
One-Stop Planner, CD-ROM with test
generator
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
See attachment for complete
list.
Attachment 1
Instructional Strategies
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Conferences
Debate
Small and large group discussion
Dramatization/role-playing
Interviewing
Learning logs
Modeling
Monitoring comprehension
Notetaking
Peer teaching
Presentations
Questioning
Self-evaluation
Using rubrics
WILT (What I Learned Today)
Journals
WILY (What I Learned
Yesterday)
Grade 10
Essential Question, Concept or Theme: C. Students will continue to develop
appropriate and effective interactive skills in listening, discussion, and presentation.
Standards: 1.6.11
Adaptations/Inclusion
Techniques
SPEAKING AND LISTENING
 Additional time and practice
 Alternate assessments
 Assignments and directions
presented in smaller segments
 Hands-on activities
 Highlighting markers
 Key words
 Leveled Reading
 Organizers
 Preferential seating
 Adult/peer tutors
 Reduced/modified
assignments
 Test/quizzes read out loud
 Wait time
 Other adaptations as specified
by individual students’ IEP
Enrichment
Strategies





Tiered assignments
Contracts
Group research
Projects utilizing multiple
intelligences
Projects making
interdisciplinary and/or
literary connections
Approx. Time Allotment:
Remediation
Strategies


Peer Tutor
Differentiated Instructional
Assignments
Multicultural/
Interdisciplinary Connection
Through various forms of speaking
including appeals to emotion and logic,
analysis, debate, discussion, dramatic
interpretation, dramatization, evaluation,
improvization, multimedia presentations,
oral history, oral interpretation, persuasive
speaking, and role-playing, student will
think about the issues relevant to literature
of non-American cultures.
Speeches which make connections
between the literary text and comparative
areas of study: art, history, science,
political systems, social systems, economic
systems, religious beliefs, psychological
theories and principles, philosophical
theories.
Grade 10
Essential Question, Concept or Theme: D. Students will continue developing basic
research skills, including location, organization, and presentation of appropriate
information.
Standards: 1.8.11
Benchmark/Skills
RESEARCH
1. Students will use and master
required research skills.
a) Select topics from among those
offered or applicable
b) Use strategies for information
seeking
c) Access information using a
variety of formats
d) Search for information
effectively and efficiently
e) Differentiate between
authoritative and nonauthoritative sources
f) Take notes
g) Organize thoughts and materials
h) Cite correctly, according to RTM
Usage Guide
i) Create a bibliography or works
cited page according to RTM
Usage Guide
j) Lay out paper according to RTM
Usage Guide
Assessment
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Teacher observation
Teacher conference
Reflection journal
Learning log
Outline
Graphic organizers
Evaluation by teacher/peers/self using rubric
Elements of Literature, Fourth Course, Holt,
Reinhart, & Winston, 2000
Standardized Test Preparation
Formal Assessment
Selection tests
Literary elements tests
Genre tests
Portfolio Management System
Words to Own, worksheets
Graphic Organizers for Active Reading
Grammar and Language Links, worksheets
Language Handbook Worksheets
Workshop Resources, transparencies with
worksheets
Cross-curricular Activities
English II End-of-Course Preparation Guide
Viewing and Representing, worksheets
Daily Oral Grammar, worksheets
Literary Elements, worksheets
One-Stop Planner, CD-ROM with test
generator
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
See attachment for
complete list.
Attachment 1
Instructional Strategies
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Activating prior knowledge
Brainstorming
Comparison/contrast
Compositions--expository,
persuasive, creative, analytical,
etc. (including prewriting,
drafting, revision, publication)
Conferences
Large and small group discussion
Information searches
Interviewing
Making associations
Modeling
Monitoring comprehension
Notetaking
Outlining
Peer teaching
Writing workshop
Self-evaluation
Using rubrics
Grade 10
Essential Question, Concept or Theme: D. Students will continue developing basic
research skills, including location, organization, and presentation of appropriate
information.
Standards: 1.8.11
Benchmark/Skills
RESEARCH
2. Students will learn to read
informational texts and documents
critically.
a) Differentiate fact from opinion,
b) especially in electronic texts
c) Identify the use of proper
references
d) or authorities
e) Identify propaganda techniques
where
f) present
g) Evaluate text organization and
h) content to determine the
effectiveness
i) of the author’s techniques
j) and arguments
Assessment
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










Teacher observation
Teacher conference
Reflection journal
Learning log
Outline
Graphic organizers
Evaluation by teacher/peers/self using
rubric
Elements of Literature, Fourth Course,
Holt, Reinhart, & Winston, 2000
Standardized Test Preparation
Formal Assessment
Selection tests
Literary elements tests
Genre tests
Portfolio Management System
Words to Own, worksheets
Graphic Organizers for Active Reading
Grammar and Language Links,
worksheets
Language Handbook Worksheets
Workshop Resources, transparencies
with worksheets
Cross-curricular Activities
English II End-of-Course Preparation
Guide
Viewing and Representing, worksheets
Daily Oral Grammar, worksheets
Literary Elements, worksheets
One-Stop Planner, CD-ROM with test
generator
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
See attachment for complete list.
Attachment 1
Instructional Strategies

















Activating prior knowledge
Brainstorming
Comparison/contrast
Compositions--expository,
persuasive, creative, analytical,
etc. (including prewriting,
drafting, revision, publication)
Conferences
Large and small group discussion
Information searches
Interviewing
Making associations
Modeling
Monitoring comprehension
Notetaking
Outlining
Peer teaching
Writing workshop
Self-evaluation
Using rubrics
Grade 10
Essential Question, Concept or Theme: D. Students will continue developing basic
research skills, including location, organization, and presentation of appropriate
information.
Standards: 1.8.11
Adaptations/Inclusion
Techniques
RESEARCH
 Additional time and practice
 Alternate assessments
 Assignments and directions
presented in smaller segments
 Hands-on activities
 Highlighting markers
 Key words
 Leveled Reading
 Organizers
 Preferential seating
 Adult/peer tutors
 Reduced/modified assignments
 Test/quizzes read out loud
 Wait time
 Other adaptations as specified
by individual students’ IEP
Enrichment
Strategies
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Tiered assignments
Leveled Reading
Independent Study
Contracts
Group research
Projects utilizing multiple
intelligences
Projects making
interdisciplinary and/or
literary connections
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Approx. Time Allotment:
Remediation
Strategies
Multicultural/
Interdisciplinary Connection
Peer Tutor
Differentiated Instructional Assignments
Students may write abstracts,
draw graphs, report on
documentary films, report on web
site information, take opinion
polls, and report on library
references to further their
understanding of issues relevant
to literature of non-American
cultures.
Connections between the literary
text and comparative areas of
study listed above are topics for
Group projects
Independent study
Grade 10