JONES COUNTY SCHOOLS CURRICULUM GUIDE
Quarte
r
1st 4
Weeks
Holoca
ust
Novel
Content Material Covered
Welcomes/Introductions/Review of Syllabus &
Expectations
Reading Literature: Novel; Elie Wiesel’s Night

Use textual evidence to analyze the text.
o
Teacher made worksheets

Determine how the central idea of a text is
developed and refined by specific details.







Recognize and understand characters’ influence
the development in plot and themes in the text.
o
Notes and class discussion based on teacher
made worksheets
Analyze the author’s diction based upon context
and how it affects tone and meaning.
Interpret how an author uses structure to create
desired effects.
o
Informational text and non text: Nobel Peace
Acceptance Speech Elie Wiesel; Holocaust
Survivor interviews;
Examine a particular culture or point of view from
a text written outside of the U.S.
Compare and contrast the portrayal of a subject or
scene using two different mediums.
Analyze how an author’s work is inspired and
affected by earlier artistic works.
Independently read and understand a variety of
literary texts across the 9-10 grade band.





Novel
Poetry
Nonfiction text
videos
presentations
Reading Informational Text: Nobel Peace Speech – Elie
Wiesel
Writing:
Write explanatory/informational texts that examine and
convey complex ideas, concepts, and information clearly and
accurately by choosing appropriate evidence and organizing
effectively. (W2)
CC worksheets with targeted chapter questions encouraging
textual evidence and support
Resources: teacher made worksheets; Elie
Wiesel’s novel
Speaking and Listening: Holocaust Survivor’s interview
Standards
Addressed
RL9-10.1
RL9-10.2
RL9-10.3
RL9-10.4
RL9-10.5
RL9-10.6
RL9-10.7
RL9-10.9
RL9-10.10
SUBJECT: ELA
Resources
Welcome powerpoint; Ice breaker activity; Syllabus; Costa
Higher Order of Questioning activities;
Novel – Elie Weisel’s Night
Teacher made CC worksheets
Teacher made notes
Youtube.com
Jakob the Liar DVD
Lecture notes: Unique Hatred
Holocaust poetry
Nobel Peace Acceptance Speech
Holocaust Survivor Interview’s DVD
GRADE: 10
Essential Vocabulary
Allusion (Biblical, Literary, Historical,
Mythological, etc.)
Analogies
Analysis
Artistic Device(s) (shadow, light, contrast, color,
etc.)
Audience
Author Technique
Author’s Craft
Central Idea
Characterization
Cite
Conflict
Conflicting Motivation
Connotation
Cultural Impact
Culture
Denotation
Dialogue
Diction (formal and informal)
Discern
Dramatic Irony
Explicit
Figurative Language
Film/Drama
Flashbacks
Hierarchy
Historical Context
Inference
Key Details
Literary Structures
Medium
Motif
Narrative
Norm
Objective
Persuasive Techniques
Plot
Plot
Poetry
Point of view
Prose
Refine
Rhetorical Devices
Scaffolding
Style
Subjective
Summary
Suspense
Taboo
Tension
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ELA
video, debate from CC worksheets, Oprah and Elie Wiesel
video and discussion, Lecture: Unique Hatred
Resources: Teacher made worksheets;
youtube.com; Holocaust Survivors DVD; Unique
Hatred powerpoint and condensed notes; Student
presentations on WWII
GRADE: 10
Theme
Tone
Language: Daily with bellringers and specific conventions
gaps found in writing responses can be addressed as
needed.
Resources – chompchomp.com; grammar
notebooks; youtube.com – grammar videos
5th -6th
Weeks
Resear
ch
Paper
Reading Literature: Nonfiction – various student made
research papers, essays, and editorials. The goal is to look at
what techniques and author uses to compose and the
structure behind an effective piece.
Reading Informational Text: Various examples of research
papers. Focus on MLA format.
Writing: Introduction – writing a thesis
Body paragraphs

Topic Sentences

Concrete Details

Commentary

Support

Elaboration
Conclusion – rephrasing a thesis and expansion
RL9-10.1
RL9-10.2
RL9-10.3
RL9-10.4
RL9-10.5
RL9-10.6
RL9-10.7
RL9-10.9
RL9-10.10
Resources:
Old student drafts
MACs for research and composition of paper
Highlighters
Nonfiction articles from text book – to look at structure of
composition
Thesis
Introduction
Body paragraphs
Conclusion
Concrete details
Commentary
MLA
Bibliography
Cite
Example
Heading
Resources:
Sparknotes.com
Youtube.com
Internet article – “A Quick Guide to Reading Shakespeare”
Historychannel.com
Biography.com
Leadership
Plot
Allusion (Biblical, Literary, Historical,
Analogies
Analysis
Archetype
Artistic Device(s) (shadow, light, contrast, color,
etc.)
Audience
Author Technique
Central Idea
CharacterizatiionC
Complex Characters
Complex texts
Conflict
Conflicting Motivation
Speaking and Listening: Peer revision and group
evaluation of rough drafts.
Language: Grammar will be addressed with feedback on
rough drafts and conventions lessons as needed. Focus on
stronger verbs for revision.
6th – 8th
Weeks
Shakes
peare’s
Julius
Caesar
Reading Literature: Julius Caesar (Sparknotes.com)
Reading Informational Text: Biographies of historical
political leaders, “A Quick Guide to Reading Shakespeare”
internet article.
Writing: quick writes and reflections on historical leaders.
Cornell Notes on plot of Julius Caesar
Speaking and Listening: Youtube videos on Caesar’s
biography and leadership style. Historychannel.com and
biography.com
Language: Shakespearian language and structure
RL9-10.1
RL9-10.2
RL9-10.3
RL9-10.4
RL9-10.5
RL9-10.6
RL9-10.7
RL9-10.9
RL9-10.10
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ELA
GRADE: 10
Connotation
Cultural Impact
Dialogue
Diction (formal and informal)
Dramatic Irony
Explicit
Film/Drama
Flashbacks
Gender Roles
Hierarchy
Historical Context
Humor
In Medias Res
Inference
Key Details
Literary Structures
Manipulate
Motif
Motivation
Mystery
Narrative
Norm
Objective
Painting
Parallel Plots
Parts of Speech
Persuasive Techniques
Plot
Poetry
Point of view
Popular Culture
Prose
Rhetorical Devices
Scaffolding
Sculpture
Source Material
Standard
Style
Subjective
Summary
Surprise
Suspense
Taboo
Tension
Theme
Tone
9-10th
Weeks
Poetry
Reading Literature: Various Poetry from around the world
such as:

“I am offering this poem” by Santiago Baca

“The Brides Groom” by Alexander Pushkin

“The Guitar” by Federico Garcia Lorca

“The Fish” by Elizabeth Bishop

“Danny Deever” by Rudyard Kipling

Various haikus and tankas
RL9-10.1
RL9-10.2
RL9-10.3
RL9-10.4
RL9-10.5
RL9-10.6
RL9-10.7
RL9-10.9
Resource: Prentice Hall Literature Grade 10 Common Core
edition 2012 Unit 4 and workbooks
JONES COUNTY SCHOOLS CURRICULUM GUIDE
Reading Informational Text: Author’s biographies and
cultural information from the internet
SUBJECT: ELA
GRADE: 10
RL9-10.10
Writing: Post it reflections, student made poetry
Speaking and Listening: poetry presentation via a 2.0 web
tool of student’s choice
Language: Daily bell ringers and as needed. Word wall for
unfamiliar vocabulary with in poetry.
11 – 14
Weeks
Novel:
Things
Fall
Apart
By
Chinua
Achebe
Reading Literature: Novel: Things Fall Apart by Chinua
Achebe and various African children’s stories.

Use textual evidence to analyze the text.
o
Teacher made worksheets

Determine how the central idea of a text is
developed and refined by specific details.






Recognize and understand characters’ influence
the development in plot and themes in the text.
o
Notes and class discussion based on teacher
made worksheets
Analyze the author’s diction based upon context
and how it affects tone and meaning.
Interpret how an author uses structure to create
desired effects.
Examine a particular culture or point of view from
a text written outside of the U.S.
o
Part I of TFA – Cultural significance of
Okonkwo’s village
Analyze how an author’s work is inspired and
affected by earlier artistic works.
o
Notes and historical discussion of Achebe’s
biography and motivations for writing TFA
Independently read and understand a variety of
literary texts across the 9-10 grade band.





Novel
Poetry
Nonfiction text
videos
presentations
Reading Informational Text: biography of Achebe
Writing:
Write explanatory/informational texts that examine and
convey complex ideas, concepts, and information clearly and
accurately by choosing appropriate evidence and organizing
effectively. (W2)
CC worksheets with targeted chapter questions encouraging
textual evidence and support
Resources: teacher made worksheets
Speaking and Listening: Students will explore African
RL9-10.1
RL9-10.2
RL9-10.3
RL9-10.4
RL9-10.5
RL9-10.6
RL9-10.7
RL9-10.9
RL9-10.10
Resources:
Novel: Things Fall Apart by Chinua Achebe
Internet
Teacher made CC worksheets and notes
Anansi Fables
Colonization
Colloquialisms
Allusion (Biblical, Literary, Historical,
Mythological, etc.)
Analogies
Artistic Device(s) (shadow, light, contrast, color,
etc.)
Author Technique
Author’s Craft
Central Idea
Characterization
Complex Characters
Complex texts
Conflict
Conflicting Motivation
Connotation
Cultural Impact
Culture
Cumulative
Dance
Denotation
Dialogue
Diction (formal and informal)
Dramatic Irony
Emerge
Explicit
Figurative Language
Flashbacks
Gender Roles
Hierarchy
Historical Context
Inference
Key Details
Literary Structures
Manipulate
Medium
Motif
Motivation
Narrative
Norm
Objective
Painting
Parallel Plots
Parts of Speech
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ELA
cultural and customs within the novel and on the internet
through a virtual world. A group will present on different
aspects of the culture and relate it back to TFA. Research will
also be conducted on modern Africa.
Persuasive Techniques
Plot
Point of view
Prose
Refine
Rhetorical Devices
Scaffolding
Sculpture
Source Material
Standard
Style
Surprise
Suspense
Taboo
Theme
Tone
Language: Daily with bellringers and specific conventions
gaps found in writing responses can be addressed as
needed.
Resources – chompchomp.com; grammar
notebooks; youtube.com – grammar videos
15th –
18th
Weeks
Short
stories
and
test
prep
Reading Literature: Various Short Stories and nonfiction
All short stories should resolve around strengthening
reading comprehension and textual analysis. Stories should
be scaffold so that student’s are challenged but not
frustrated with reading. Such as:

“A Visit to Grandmother” by William Melvin Kelly

“A Problem” by Antwon Chekhov

“The Street of the Canon” by Josephina Neggli

“”There Will Come Soft Rains” by Ray Bradbury

“”One Thousand Dollars” by O. Henry

“By the Waters of Babylon” by Stephen Vincient
Benet
Reading Informational Text: Teacher should supply
nonfiction pieces to help address any cultural or historical
gaps in student learning.
Writing: Students should work on strengthening their
paragraphs to support textual analysis and critical thinking.
Speaking and Listening: Youtube can offer cultural and
historical non-prints for students to use in strengthening
their arguments for text focused questions.
Language: Daily bell ringers with a focus on compound and
complex sentence structure, stronger verbs, and better
writing.
GRADE: 10
RL9-10.1
RL9-10.2
RL9-10.3
RL9-10.4
RL9-10.5
RL9-10.6
RL9-10.7
RL9-10.9
RL9-10.10
Resource: Prentice Hall Literature Grade 10 Common Core
edition 2012
State released test
Vocabulary will depend on the short stories read
but the following are suggestions:
Allusion (Biblical, Literary, Historical,
Mythological, etc.)
Analogies
Analysis
Archetype
Artistic Device(s) (shadow, light, contrast, color,
etc.)
Audience
Author Technique
Author’s Craft
Central Idea
Characterization
Cite
Complex Characters
Complex texts
Conflict
Conflicting Motivation
Connotation
Cultural Impact
Culture
Cumulative
Dance
Denotation
Dialogue
Diction (formal and informal)
Discern
Dramatic Irony
Emerge
Explicit
Figurative Language – such as metaphor, simile,
hyperbole,
Film/Drama
Flashbacks
Gender Roles
Hierarchy
Historical Context
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ELA
GRADE: 10
Humor
In Medias Res
Inference
Key Details
Literary Structures
Manipulate
Medium
Motif
Motivation
Mystery
Narrative
Norm
Objective
Painting
Parallel Plots
Parts of Speech
Persuasive Techniques
Plot
Plot
Poetry
Point of view
Popular Culture
Prose
Refine
Rhetorical Devices
Scaffolding
Sculpture
Source Material
Standard
Style
Subjective
Summary
Surprise
Suspense
Taboo
Tension
Theme
Tone