Content Area
Course Name/Course Code
Curriculum Development Course at a Glance
Planning for 10th Grade Reading, Writing, and Communicating
Reading, Writing, and Communicating
Grade Level
10th Grade
Standard
1. Oral Expression and
Listening
Grade Level Expectations (GLE)
1. Content that is gathered carefully and organized well successfully influences an audience
2. Effectively operating in small and large groups to accomplish a goal requires active listening
GLE Code
RWC10-GR.10-S.1-GLE.1
RWC10-GR.10-S.1-GLE.2
2.
Reading for All
Purposes
1.
2.
3.
RWC10-GR.10-S.2-GLE.1
RWC10-GR.10-S.2-GLE.2
RWC10-GR.10-S.2-GLE.3
3.
Writing and
Composition
1.
2.
3.
4.
Research and
Reasoning
1.
2.
Literary and historical influences determine the meaning of traditional and contemporary literary texts
The development of new ideas and concepts within informational and persuasive manuscripts
Context, parts of speech, grammar, and word choice influence the understanding of literary, persuasive, and
informational texts
Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience
Organizational writing patterns inform or persuade an audience
Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the
writing process
Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose
solutions, or share findings and conclusions
An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy
Colorado 21st Century Skills
RWC10-GR.10-S.3-GLE.1
RWC10-GR.10-S.3-GLE.2
RWC10-GR.10-S.3-GLE.3
RWC10-GR.10-S.4-GLE.1
RWC10-GR.10-S.4-GLE.2
Text Complexity
Critical Thinking and Reasoning: Thinking
Deeply, Thinking Differently
Invention
Information Literacy: Untangling the Web
Collaboration: Working Together, Learning
Together
Self-Direction: Own Your Learning
Invention: Creating Solutions
Unit Titles
Length of Unit/Contact Hours
Authors of the Sample: FName LName (District); FName LName (District); FName LName (District); and FName LName (District)
10th Grade, Reading, Writing, and Communicating
Date Completed: _____________________________
Unit Number/Sequence
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Curriculum Development Overview
Unit Planning for 10th Grade Reading, Writing, and Communicating
Unit Title
Length of Unit
Focusing Lens(es)
Inquiry Questions
(EngagingDebatable):
Standards and Grade
Level Expectations
Addressed in this Unit

Unit Strands
Concepts
In content:
In reading:
Generalizations
My students will Understand that…
In writing:
Guiding Questions
Factual
Authors of the Sample: FName LName (District); FName LName (District); FName LName (District); and FName LName (District)
10th Grade, Reading, Writing, and Communicating
Date Completed: _____________________________
Conceptual
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Curriculum Development Overview
Unit Planning for 10th Grade Reading, Writing, and Communicating
Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…


Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline.
EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the
hypocrisy of slavery through the use of satire.”
A student in ______________ can demonstrate the
ability to apply and comprehend critical language
through the following statement(s):
Academic Vocabulary:
Technical Vocabulary:
Authors of the Sample: FName LName (District); FName LName (District); FName LName (District); and FName LName (District)
10th Grade, Reading, Writing, and Communicating
Date Completed: _____________________________
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