English – 10th grade
Unit: Non-fiction: short stories, essay, letters, speeches
NON-FICTION LITERATURE
Standards
Content/Essential Questions
Time (30 days): September - October
Instructional Activities/Strategies
Resources
Assessments
what is expected for learning activities and assessments
1.1.11.B, C,
D, E, F, G, H
1.2.11.A, C
1.3.11.A, B,
C, D, F
1.4.11.A, D
1.5.11.A, B,
C, D, E, F
1.6.11.A, B,
C, D, E, F
1.7.11.A, B
Non-fiction: short stories,
essay, letters, speeches
Core text:
• The Language of Literature:
Grade 10 (textbook)
Essential Questions:
• What is the function of various
forms of non-fiction?
• How do you choose the most
effective form of non-fiction for
your personal writing?
• How do you distinguish
between the forms of non-fiction
and their purposes?
• Writing
writer’s journal
•Project
GoAnimate, iMovie
• Grammar
Through writing activities
• Vocabulary
Literature based
Throughout the unit
 Activate prior knowledge of reading strategies, Non-fiction and
literary devices. [Discussion, list, KWL]
Reading: (Selections)
Non-fiction writing assignment (GoAnimate, iMovie, essay)
• Students will be expected to take notes as they are introduced to the
styles of non-fiction via PowerPoint presentation.
• Read and discuss the essay Dial versus Digital. [worksheets,
independent note taking, graphic organizer, writer’s journal]
• Read and discuss Once More to the Lake, comparing and contrasting
the author’s experiences as a child and that when he was an adult.
• Read Letter to E. B. White and compare to Once More to the Lake.
[Venn diagram, worksheet]
• Examine the structure of cause and effect in the personal essay
Montgomery Boycott. [worksheets, T-chart, writer’s journal]
• Read A Eulogy to Dr. Martin Luther King, Jr. [worksheets,
independent note taking, graphic organizer, writer’s journal]
• Have students write their own eulogy.
• Read Sit-Ins and connect to the time period of Civil Rights
Movement. [worksheets, independent note taking, graphic organizer,
writer’s journal]
• Activate prior knowledge of Ellie Weisel and create a master class
list of what they remember from having read Night in 9th grade School
Success. [discuss]
• Read an excerpt from Night and have the students amend or add to
the master list.
• Read Ellie Weisel’s acceptance speech and discuss the structure of
the speech.
• Read and analyze The Border: A Glare of Truth focusing on the
structure of comparison and contrast. Discuss theme and how the title
relates to the essay. [worksheet}
• Read To Make A Nation and discuss the graphic organizer used and
how it impacts the article. [worksheet]
• Read Fish Cheeks and have students create a graphic organizer to
The Language of Literature:
10th Grade Literature
(textbook)
Introduction to non-fiction
p. 108
Dial Versus Digital
p. 107
Once More to the Lake
p. 112
Letter to E. B. White
p. 120
Montgomery Boycott
p. 124
A Eulogy to Dr. Martin
Luther King, Jr.
p. 136
Sit-Ins
p. 132
Night
p. 593
Nobel Prize Acceptance
Speech
p. 599
The Border: A Glare of
Truth
p. 170
To Make A Nation
p. 181
Fish Cheeks
p. 184
• Continual
assessments of
reading
comprehension
[questioning, group
discussions.
worksheets]
• Group
Assignments
[worksheets,
quizzes, rollplaying, activities writing and sharing/
presentation]
• Unit Test [closed
technique, openended]
• Notebook [graphic
organizer, writer’s
journal]
• Opportunity for
Alternative
Assessment (as
deemed appropriate
by the teacher - See
Addendum)
• Writing (writer’s
journal)
• Grammar through
writing activities
• Vocabulary lists,
definitions,
sentences & tests
throughout the unit
English – 10th grade
show the conflicts. [worksheet]
• Students will choose a type of non-fiction writing to visually depict
(GoAnimate, iMovie, essay, etc.).
Unit: Novel (Literary devices)
Novel: Monster
Standards
Content/Essential Questions
(see Addendum
Time (40 days): October, November - December
Instructional Activities/Strategies
Resources
Assessments
what is expected for learning activities and assessments
1.1.11.B, C,
D, E, F, G, H
1.2.11.A, B,
C
1.3.11.A, B,
C, E, F
1.4.11.A, C,
D
1.5.11.A, B,
C, D, E, F
1.6.11.A, B,
C, D, E, F
1.7.11.A, B
Novel, literary devices
Core text:
Monster (novel)
Essential Questions:
• What are the essential plot
features of Monster?
• What are the new vocabulary
terms learned throughout this
unit?
• Why did the author use two
formats to write this novel?
• What impact of Steve’s time in
jail makes him a dynamic
character?
• How has the author created
foreshadowing and how does it
impact the ending?
• Writing
writer’s journal
• Grammar
Through writing activities
Activate prior knowledge of reading strategies, the genre, the author,
and African-American culture.
Analyze the court system/discuss student knowledge of processes
Read Monster (novel/movie-script) as a class with parts, taking
independent notes - comprehension questions at close of each
period/study guide questions at close of each section. [discuss, writer’s
journal, chapter summaries]
Focus on helping students make and test predictions
(foreshadowing is used throughout the novel).
In-text vocabulary to support reading comprehension and writing included in final test. [student created]
• Utilization of Prewick House, Inc. teaching unit with individual
learning packets and activities
(Activities include teacher modeling, writing for creation of a
monster story, examining dialect, characterization, and making
predictions.)
Study guides divide book into four separate sections - discuss and
fill out as a class after completing each section of reading.
-Study guide questions used on final test.
Monster (novel)
Prewick House, Inc.
teaching unit
Study guides
• Continual
assessments of
reading
comprehension
[questioning, group
discussions.
worksheets]
• Group
Assignments
[worksheets,
quizzes, rollplaying, activities writing and sharing/
presentation]
• Unit Test [closed
technique, openended]
• Notebook [graphic
organizer, writer’s
journal]
• Opportunity for
Alternative
Assessment (as
deemed appropriate
by the teacher - See
Addendum)
• Writing (writer’s
journal)
• Grammar through
English – 10th grade
• Vocabulary
Literature based
Throughout the unit
writing activities
• Vocabulary lists,
definitions,
sentences & tests
throughout the unit
(see Addendum
Unit: Fiction
Fiction (Literary devices)
Standards
Content/Essential Questions
Time (30 days): January - February
Instructional Activities/Strategies
Resources
Assessments
what is expected for learning activities and assessments
1.1.11.B, C,
D, E, F, G, H
1.2.11.B, C
1.3.11.A, B,
C, D, E, F
Fiction
Core text:
• The Language of Literature:
10th Grade Literature (textbook)
Essential Questions:
1.4.11.A, D
1.5.11.A, B,
C, D, E, F, G
• How has fiction advanced our
technology?
1.6.11.A, B,
C, D, E, F
• What can fiction do for society
that non-fiction can not do?
1.7.11.A, B
• Persuasive Writing
(GoMyAccess)
•Project
Scrapbook
• Grammar
Through writing activities
• Vocabulary
Literature based
Throughout the unit
Activate prior knowledge of reading strategies, the genre and literary
terms and devices.
Reading: (Selections)
• Students will create a list of what they “do” when they read.
• Students will discuss and create a list of reading strategies.
• Read and discuss Interlopers, model the reading strategies and
examine foreshadowing. [writer’s journal]
• Examine the theme in Harrison Bergeron. [worksheet, discuss]
• Students will identify the elements of science fiction within this
selection. [graphic organizer]
• Read By the Waters of Babylon looking at the effectiveness of the
diction and point of view. Students will use Freytag’s Pyramid (Story
mountain) to graph the plot. [discuss]
• Have students create a graphic organizer to chart the conflicts.
• Activate prior knowledge of Ray Bradbury and create a master class
list of what Bradbury says about writing.
• Read There Will Come Soft Rains examining how inferences are
made through the description of events. Discuss the effectiveness of
approaching the theme indirectly in this manner. [writer’s journal,
worksheet]
• Read the poem There Will Come Soft Rains and have students make
connections to the short story. [discuss, independent notes]
• Read and analyze Sound of Thunder focusing on the structure of
foreshadowing and the reading strategy of predicting. Discuss theme
and how the title relates to the essay. [worksheet, writer’s journal]
• Read No Witchcraft for Sale and discuss theme. [worksheet]
• Read The Son from America and examine how the setting impacts the
story’s theme. Students will create a scrapbook illustrating the possible
The Language of
Literature:10th Grade
Literature (textbook)
Interlopers
p. 8
Harrison Bergeron
p. 20
By the Waters of Babylon
p. 42
Interview with Ray
Bradbury
p. 84
There Will Come Soft Rains
p. 87
There Will Come Soft Rains
p. 52
Sound of Thunder
p. 71
No Witchcraft for Sale
p. 148
The Son from America
p. 159
Marriage is a Private Affair
p. 188
The Balek Scales
p. 893
• Continual
assessments of
reading
comprehension
[questioning, group
discussions.
worksheets]
• Group
Assignments
[worksheets,
quizzes, rollplaying, activities writing and sharing/
presentation]
• Unit Test [closed
technique, openended]
• Notebook [graphic
organizer, writer’s
journal]
• Opportunity for
Alternative
Assessment (as
deemed appropriate
by the teacher - See
Addendum)
• Persuasive Writing
(GoMyAccess)
English – 10th grade
• Grammar through
writing activities
• Vocabulary lists,
definitions,
sentences & tests
throughout the unit
(see Addendum
past of the son, his current life in New York, and his visit back to his
parents and hometown/country. [worksheet, discuss]
• Read Marriage is a Private Affair examining the conflicts within this
story and the dynamics of the character(s). [discuss, writer’s journal,
worksheet]
• Read The Balek Scales examining the tone, setting and theme. ).
[discuss, writer’s journal, worksheet]
Unit: Writing: Research Paper/APA Style
Writing research papers (APA style)
Standards
Content/Essential Questions
Time (30 days): March - April
Instructional Activities/Strategies
Resources
Assessments
what is expected for learning activities and assessments
1.1.11.A, B,
C, D, E, F, G,
H
Writing: Research
paper/APA style
Activate prior knowledge of research and literary terms and
devices.
1.2.11.A, B,
C
Essential Questions:
• Students will choose a career within their field of study to
research and write a three page APA style research paper. [student
choice of topic]
• Students will locate three or more sources that contain the
required information to complete the assignment. [see suggested
resources: library, media center, internet]
• Students will read and highlight the important materials
connected to the information needed to complete the assignment.
• Students will create a reference page in APA style; this is to be
added to as new sources are found.
• Students will create 30 + note cards following given format.
• Students use note cards to create the outline of the research paper
using the correct format.
• Students will create a cover page and set up the format for the
research document. [APA format, handouts, websites]
• Students will write an introductory paragraph for the research
paper, highlighting or bolding the thesis statement. Students will
peer edit the thesis statements.
• Students will write a three or more page research paper including
in-text citations. Students will peer edit the papers. [note cards,
1.3.11.A, B,
C, D, E, F
• What career within your CTE
program most appeals to you?
1.6.11.A, B,
C, D, E, F
• What are the different facets
of the career, including:
nature of the work (skills &
duties),training and education,
employment outlook,
earnings, and related
occupations?
1.8.11.A, B,
C
• How do I write a formal APA
style research paper?
1.4.11.B, C,
D
1.5.11.A, B,
C, D, E, F, G
• Persuasive Writing
(Research paper)
• Grammar
Vocational websites:
www.bls.gov/oco
www.vocbiosonline.com
user name CCIU
password Y9PP
www.khake.com
www.jobprofiles.org
http://jobstar.org/tools/career/speccar.php
Library:
book on careers REF 331-33.7
periodicals
Interviewing
Department documents:
Moodlecat.cciu.org
Referencing aids:
www.easybib.com
www.rapidcite.com
• Questioning
• Individual
assignments
• Worksheets
• Deadlines
• Activities
• Project
• Notebook [graphic
organizer, writer’s
journal]
• Opportunity for
alternative
assessment (as
deemed appropriate
by the teacher - see
addendum)
• Persuasive
Research Writing
(APA)
• Grammar through
writing activities
English – 10th grade
Through writing activities
• Vocabulary
Literature based
Throughout the unit
Unit: Poetry
Poetry (literary devices)
Standards
• Vocabulary lists,
definitions,
sentences & tests
throughout the unit
(see Addendum
outline, websites]
• Students will make corrections and edit their own research
papers.
• Students will maintain organized materials as they complete the
deadline of this project. [organization, deadlines]
Time (40 days): April, May - June
Content/Essential Questions
Instructional Activities/Strategies
Resources
Assessments
what is expected for learning activities and assessments
Poetry
1.1.11.A, B,
C, D, E, F, G,
H
1.2.11.A, B,
C
1.3.11.A, B,
C, D, E, F
1.4.11.A, D
1.5.11.A, B,
C, D, E, F, G
1.6.11.A, B,
C, D, E, F
Core text:
• The Language of Literature:
10th Grade Literature
(textbook)
Essential Questions:
• How does poetry differ from
other forms of writing and
communication?
• How does audience and
purpose impact poetry?
1.7.11.A, B
1.8.11.(A*),
B, C
• How has poetry evolved and
can it evolve further?
• Creative Writing
(* indicates
this may be
• Grammar
Activate students’ prior knowledge on poetry forms, terms, and
poets.
Reading: (Selections)
• Introduce unit with a focus on terminology (can be done through
PowerPoint notes - teacher directed, structured student notetaking)
• Read several of the poems listed and discuss the elements
specific to those poems and the connections between them by
making comparisons and contrasts. [worksheet, graphic organizer]
• Students will keep a poetry journal of terms and examples that
they like and find effective.
• Students will experiment with writing several of the styles/forms
of poetry examined within this unit as it is taught. These can be
recorded in their journal along with their examples and terms.
[student modeling of poetic forms]
• Students will choose a form of poetry to explore, research, and
teach to the class. Their lesson should incorporate technology. *
• Students will choose a poet to explore and present to the class.
Their presentation should include technology. * [research, note
taking]
• Working in partners or groups using Jabberwocky, students will
identify the nonsense words and their parts of speech. They will
then translate the nonsense words. Students will then create a
A Child’s Introduction to Poetry
(with CD)
The Language of Literature: 10th
Grade Literature (textbook)
Piano
p. 228
Those Winter Sundays
p. 230
Sonnet 18 & Sonnet 30
p.234 & p. 235
Moon Rindeau & Simile & Woman
p. 258 & 256 & 259
Eight Puppies
p. 274
Exile
p. 433
Lost Sister
p. 439
Fifth Grade Autobiography &
Remembered
p. 463 & 464
Afro-American Fragment & Bora
Ring
• Continual
assessments of
reading
comprehension
[questioning, group
discussions.
worksheets]
• Group
Assignments
[worksheets,
quizzes, activities
writing and
sharing/
presentation]
• Unit Test [closed
technique, openended]
• Notebook
[graphic organizer,
writer’s journal]
• Opportunity for
Alternative
Assessment (as
English – 10th grade
used
depending on
project
chosen)
Through writing activities
• Vocabulary
Literature based
Throughout the unit
visual translation of the poem (i.e. puppet show, comic book, go
animate, video, iMovie, acting it out, etc.) Students will make a
presentation of these in class. *
(* Indicates several methods for approaching a culminating project
that can also be used as assessment of knowledge as the students
are self-directed in their learning.)
p. 495 & 496
The sonnet-ballad
p. 578
The Artilleryman’s Vision & look
at this)
p. 646 & 648
Tell al the Truth but tell it slantp. 852
Internet research
Technology: computers, internet,
goanimate, iMovie, PowerPoint,
etc.
Unit: All
Additional resources and strategies that can be used to cover the PA Standards/skills
Content/Essential Questions
Comprehensive
and Reading
Skills for
Fiction and
Nonfiction
Interpretation
and Analysis of
Fiction and
Nonfiction
Skills
Skills:
• Vocabulary
Acquision and use
• Word recognition
Root words and content words
• Inferences/conclusions/generalizations
Make inferences
Cite evidence
• Main idea/details
Identified stated or implied main idea
Cite supporting evidence
Structure
• Summarization
Summarize key details
Identify/analyze purpose
Cite supporting evidence
• Interpret, compare, describe, analyze
and evaluate components
Resources
Additional Resources:
• Classroom texts
• GoMyAccess
• Moodle
• Wetpaint
PSSA Resources:
• Anne Weber (Reading
Specialist)
• PDE Assessment
Resources
Anne Weber packets,
scavenger hunts
word lists
organizers
glossaries
• Textbooks
Writer’s Inc.,
Write for College,
Strategies
• Teacher Modeling
• Scaffolding of techniques
• PSSA style questions
• Venn Diagram
• Anticipation guides
• Checklists
• Dramatization
• Book/play/story walk
• Journal response
• Ticket-out
• Modeling
• Games (i.e. Jeopardy)
• Book roles
• Student experts
• Vocabulary extended definition
• Concept mapping
• Problem-solving
• Timeliness
deemed appropriate
by the teacher - See
Addendum)
• Grammar through
writing activities
• Vocabulary lists,
definitions,
sentences & tests
throughout the unit
(see Addendum)
• Student generated
poems, lyrics,
scripts and other
writings
Time: Recursive
Strategies
(continued)
• Summarizing
• Paraphrasing
• Underlining
• Highlighting
• Questioning
• Reciprocal teaching
• Jigsaw
• Making connections to their lives
• Think alouds
• Think/pair/share
• Webquest
• Graphic organizers
• Cooperative Learning
• Various modes of reading
• Activation of Prior Knowledge
• Responding/Reflecting to literature
English – 10th grade
Character, setting, plot, theme, tone,
style, mood, symbolism
Connections between texts
• Interpret, compare, describe, analyze
and evaluate literary devices
Examples/purpose/effectiveness of
personification, simile, metaphor,
hyperbole, satire, imagery,
foreshadowing, flashbacks and irony
Identify and assess effectiveness of
point of view
Fact vs. opinion
Bias/propaganda techniques
Reader’s Handbook,
Writing for
Standardized Tests,
• Internet
Grow Network
Go My Access
PDE Assessment
Resources
PA Writing Project
• Role-playing
• Journaling
• Freytag’s Pyramid (Story mountain,
graphing the plot)
• Small group discussion
• Large group discussion
• KWL
• Reading logs
• Listen-Read-Discuss
• Mnemonics
• Concept Maps/Inquiry Chart
• Reading Guides
• Structure Note Taking
• Themes
• Top Down & Bottom up approaches
• Reflection writing
• Student developed vocabulary using
literature
• Literature Circles
• Projects
Art
Music
Video
• Visual Interpretations (i.e. poster, story
board)