Harrisburg School District’s English 10 Pacing Guide
Unit Number
Unit 1
Culture
Unit 2
Cultural Conversations
Unit 3
Evolving Perspectives
Community
Timeline
This unit should be
completed by midOctober
This unit should be
completed by end of
first semester. (Dec)
Alternative Text
The Epic of Gilgamesh
● To examine a variety
of voices writers and
speakers use and the
reasons they use
them (audience,
purpose, context, and
genre)
●To apply analytical,
critical, creative, and
reflective strategies to
published, personal,
and peer-generated
texts
● To develop speaking
and listening skills that
build capacity for
effective communication
Unit Goals
Testing
Window
Unit 4
Justice
Unit 5:
Creating
Multiple Perspectives
This unit should be
finished by the end of
March.
This unit should be
finished by end of
April.
This unit should be
finished by the end of
the year.
The Iliad
Julius Caesar
Things Fall Apart
Cry the Beloved
Country
● To recognize how
we define ourselves
as individuals
through our
interactions with
external cultural
forces
● To understand and
apply the basic elements
of argument
● To recognize the
role that culture
plays in defining
ourselves as
individuals
● To identify and
understand significant
cultural conversations
within
a variety of media
sources
● To apply the
appropriate
conventions and
elements of a
synthesis essay
● To analyze character
relationships and motives
in a literary work
● To apply academic
writing skills to a literary
analysis
● To research and make
connections between
one’s culture and the
culture of another
time and place.
● To recognize effective
elements of persuasion
● To analyze
how speakers
and writers
use evidence
to impact the
persuasivenes
s of a claim
● To examine how
perceptions of a
writer’s/speaker’s ethics
affect the
credibility of a text or
its author
● To explore a
complex issue or
problem from
multiple
perspectives and
present a solution
● To create a persuasive
non-print text
● To examine a variety
of voices writers and
speakers use and the
reasons they use
them (audience,
purpose, context, and
genre)
●To apply analytical,
critical, creative, and
reflective strategies to
published, personal,
and peer-generated
texts
● To develop speaking
and listening skills that
build capacity for
effective communication
Harrisburg School District’s English 10 Pacing Guide
Student
Outcomes
● (Reading) Students can
use reading strategies
to identify how an
author creates or
establishes voice
(students consider
audience, purpose,
context, and genre)
(EA1.1)
● (Writing) Students use
syntax, voice, tone and
organizational
structures to
communicate their
ideas through writing
(students utilize writing
process throughout)
(EA1.2)
● (Knowledge) Students
demonstrate
understanding of how
cultural experiences
shape their view of the
world. (EA1.1 & EA1.2)
● (Reading) Students can ● (Reading) Students can
identify and
analyze character
understand how texts
relationships and
capture the way
motives to build an
identity is shaped by
understanding of theme
cultural influences.
(EA3.1 & EA3.2)
● (Presentation):
1)
(EA2.1)
Students can create an
● (Knowledge) Students
understand how our
aesthetically pleasing
interactions with
visual to support a
external cultural forces
presentation and
shape us. (EA2.1)
communicate their
● (Writing) Students
ideas (visual).
can understand and
● 2) Students can
apply the basic
prepare and present a
elements of
polished and
argument (EA2.2)
professional
● (Writing) Students
presentation. (EA3.2)
apply appropriate
● (Writing) Students
techniques and skills
can organize ideas into
of writing to construct
a cohesive piece of
writing incorporating
a persuasive piece of
appropriate textual
writing (utilize writing
evidence to support a
process, organization,
literary theme. (EA3.2)
effective use of
● (Research) Students
evidence including
can apply research skills
T.I.E.ing
to build historical
quotations to text,) (EA
and social context of a
2.2)
literary work. (EA3.1 Things Fall Apart)
EA 4/5.1
● Students can
recognize effective
elements of persuasion
● Students can analyze
how speakers and
writers use evidence to
impact the
persuasiveness of a
claim
● Students can
examine how
perceptions of a
writer’s/speaker’s
ethics
affect the credibility of
a text or its author
● EA 4/5.1
● Students can recognize
effective elements of
persuasion
● Students can analyze
how speakers and
writers use evidence to
impact the
persuasiveness of a
claim
● Students can examine
how perceptions of a
writer’s/speaker’s
ethics
affect the credibility of a
text or its author
EA 4/5.2
Students explore a
complex issue or
problem from multiple
perspectives and
present a solution
Students create a
persuasive non-print
text
EA 4/5.2
Students explore a
complex issue or
problem from multiple
perspectives and
present a solution
Students create a
persuasive non-print
text
Harrisburg School District’s English 10 Pacing Guide
Essential
Questions
How can cultural
experiences shape,
impact, or influence our
perception of the world?
How does voice function
in and beyond the
contexts of writing?
How does an epic reflect
the culture from which it
was created?
How can an author use a
work of fiction to make a
statement about culture?
How do external factors
affect one’s sense of
identity?
How might the cultural
fabric of a community be
stretched or altered when
it encounters new ideas
and members?
How does an author use
literary elements to
communicate their
ideas(theme).
How do we utilize
multiple sources of
information to construct
a persuasive argument?
Embedded
Assessments
EA 1: Creating an
Artistic
Representation of
My Culture
EA 2: Presenting Two
of My Voices
●CCS-R1
●CCS-W1, W7, W8, W9
●CCS-S/L3, S/L4, S/L5,
S/L6
●CCS-L1
EA#2: Writing a Reflective
Essay
●CCS-R5
●CCS-W5, W6
●CCS-S/L1
●CCS-L3, L$
EA 2.1: Writing About
a Cultural Conflict
EA 2: Writing a
Synthesis Paper
●CCS-R3
●CCS-W2, W4, W5, W6,
W10
●CCS-S/L1
●CCS-L1, L2, L4
EA#2: Applying a Critical
Perspective
●CCS-R1, R3, R5, R7, R9
●CCS-W1, W2, W4, W5,
W6, W9, W10
●CCS-S/L1, S/L2, S/L4
●CCS-L1, L2, L3, L4,
L5
EA 3.1: Researching
and Reflecting on
Community
(Things Fall
Apart).
Note: EA3.1 should be
started
concurrently or
before the start of
the novel
EA3. 2: Writing a
Literary Analysis
Essay.
●CCS-R3
●CCS-W2, W4, W5, W6,
W10
●CCS-L1, L2, L3
EA#2: Staging an
Interpretation
●CCS-R3
●CCS-W2, W4, W5, W6,
W7, W8, W9, W10
●CCS-S/L1, S/L3, S/L4,
S/L5
 What is the nature of
justice?
 How can cultural
experiences shape,
impact, or influence our
perception of the
world?
How does one construct a
persuasive argument?
What is the nature of
justice?
How do cultural
differences contribute to
conflicts over issues of
justice?
What is the value of selfreflection in preparing for
one’s future?
EA4/5.1: Rhetorical
Analysis of Non-Print
Texts
EA 1: Creating an Artistic
Representation of My
Culture
EA 4/5.2: Visual Persuasive
Essay
●CCS-R2, R3, R6
●CCS-W2, W4, W5, W6,
W10
●CCS-S/L3, S/L4, S/L5,
S/L6
●CCS-L1, L2, L5
EA 2: Presenting Two of
My Voices
●CCS-R1, R2, R3
●CCS-W1, W2, W4, W5,
W6, W7, W8, W9, W10
●CCS-L1, L2
EA#2: Creating a Media
Text
●CCS-R1, R3, R4
●CCS-W1, W2, W4, W5,
W6, W9, W10
Harrisburg School District’s English 10 Pacing Guide
Additional
Assessments
Modified EA 1: Poetry &
Prose Reading
Assessment (HSPE fill in the blank,
short answer &
extended response)
Modified EA 2:
Presenting My Voice
Through Monologue
(processed writing)
Modified EA2.1:
Graphic Organizer
(tracking cultural
influences on
characters). Short
answer response
based on overall
understanding of
text (film).
Note: EA2.1 is a
reading
assessment of 1)
student’s ability to
identify cultural
influences and 2)
analyze their
effect. (Content &
analysis)
Modified EA 2.2:
Persuasive
Argument
●CCS-L1, L2
Modified EA3.1: Students
develop, plan, and
present the analysis
of a theme from a
novel (Kite Runner).
Other written
persuasive pieces
i.e. paragraphs using
rhetorical
Harrisburg School District’s English 10 Pacing Guide
Power
Activities
1.2 Class Culture Quilt
1.3 Contemplating Culture
1.4 Aspects of Culture:
Intro. Outside Reading
1.8 Culture and Literature
1.9 - EA1.1 Circles of
Influence
1.10 What Gives Writing a
Voice?
1.11 Analyzing
Components of Voice
1.13 Experimenting with
Tone
1.15 Punctuating
Personality
1.17 Many Voice, Many
Selves
1.8 - EA1.2 Sharing Your
Voice
Punctuation Power 1.15
Basic Skills
*Mechanically Inclined Review
(Grammar/Wr Sentence Smack-Down
iting Process)
Possible Addition:
Writers Notebook
2.3 Reading Art: An
Artistic Perspective on
Family
2.7 - Film as Literature:
focus on Lit. elements,
and internal &
external conflicts,
alternative titles that
may have more depth
(teeth)
*2.7, 2.9, 2.11, 2.12:
use as resources
(graphic organizers)
for supporting
student learning
2.16 A Father’s Plea:
Evaluating a Cultural
Argument - essential!
Need to find some
supplemental texts that
are stronger examples of
argument.
*Suggestion: “This I
Believe” essays
For EA3.1:
3.4:Relevant Research Putting Text in Context
3.5: Culture Wheel Graphic Organizer for
Research
3.10: Ibo Tableau presentation skills
Pre-writing
tools/techniques
Use of evidence
Review of diction and
syntax for a literary
analysis Additional use
and skill building of
previous writing skills.
Presentation skills (eye
contact, pace, volume,
posture, gestures,
enthusiasm, etc.)
For EA3.2:
3.7: Charting Fears and
Feelings - character
charting
3.8: A Man of Prestige
(first half) characterization for
Okonkwo
3.9: Okonkwo’s Family
3.17: Is Okonkwo a Tragic
Hero?
For Kite Runner, many
lessons are modeled
after those in the level 5
curriculum. GHHS
teachers will put
together a packet for
any teacher’s use in
teaching KR.
4.6: Arguing for Justice types of appeals – a
focus on teaching
Logos/Pathos/Ethos
Suggested print texts
include texts throughout
4.6, 4.7, and 4.8
Anticipate use of
2 or 3, including a
contemporary text and a
classical/historical text.
Suggested non-print
texts: March of the
Penguin (5.4, 11th
Hour (5.5), Waiting for
Superman
4.6: Arguing for Justice types of appeals – a focus
on teaching
Logos/Pathos/Ethos
Suggested print texts
include texts throughout
4.6, 4.7, and 4.8
Anticipate use of
2 or 3, including a
contemporary text and a
classical/historical text.
Suggested non-print
texts: March of the
Penguin (5.4, 11th Hour
(5.5), Waiting for
Superman
Harrisburg School District’s English 10 Pacing Guide
Vocabulary
Resources
Culture
Subculture
Symbol
Perspective
Stereotype
Literary Terms:
Syntax
Diction
Tone
Anaphora Voice
Imagery
Personal Juxtaposition
Cultural Conflict
Argument & Elements
of Argument Identity
Literary Terms:
Internal/External
Conflict
Theme Satire/Humor
Tone
Writing Workshop 1:
The Writing Process
Writing Workshop 3:
Poetry
Writing Workshop 9:
Response to Literary
or Expository Text
Writing Workshop 8:
Persuasive/
Argumentative Writing
Validity
Reliability
Plagiarism
Tragic Hero
Literary Terms:
Characterization Theme
Plot Structure
(Exposition, Rising
Action, Climax,
Resolution)
Setting
Figurative Language
Conflict
Writing Workshop 10:
Research
Writing Workshop 9:
Response to Literary or
Expository Text
Rhetorical appeals:
logos,
pathos,
egos
Persuasive techniques:
repetition of image,
irony,
juxtaposition,
symbolism, etc.
Antigone, Merchant of
Venice, documentary
film clips
Literature Circles
Student portfolios
Trevon Martin case
Jena Six