Grade 10 ELA and Writing Curriculum Map,
Another Course to College, September 2009-June 2010
Ms. Gubata
Month
Genre
September
Autobiography
October
Drama
Text(s)
Hole in my Life,
Jack Gantos
A Raisin in the Sun,
Lorraine Hansberry
r
November
December
Shakespearean
Drama
Realistic Fiction
Julius Caesar,
William
Shakespeare
Luna, Julie Ann
Peters
Concepts/Skills
Assessment(s)
Reading:
●Epiphany
●Author’s Purpose,
●Character
●Setting
SW write their
autobiographies,
focusing on a
particular event,
featuring:
● “There Was”
Litany Assignments
+ dialogue
●Personal narrative
and descriptive
language.
Writing:
●Where to insert an
epiphany
●Chronological
order
●Leads
Reading:
●Elements of drama
such as character’s
motivation, action,
monologue &
dialogue
●Plot
●Stage directions
Writing:
●Create convincing
characters through
dialogue and
monologue
●Use stage
directions to craft
the lay out of a play
Reading:
●Elements of a
Shakespearean
●Acts and Scenes
●Innuendo
Writing:
●Create authentic
dialogue that
captures the style
and innuendo of
Shakespeare’s
writing
Reading:
●Narration
●Irony
SW each write a
scene in a class
play.
●Play will include
stage directions and
props.
●Each student must
write one
monologue for a
character.
SW each write a
Shakespearean style
dialogue.
SW craft a topic in
response to a novel
and develop it in a
multi-page essay.
Writing:
●Analyze a
1
narrator’s bias and
point of view.
●Develop an
original topic in
response to a novel.
January
February
March
Persuasive Writing:
Editorials and
Speeches
Poetry
Short Stories
●Current political,
cultural editorials
●persuasive
speeches, both
historical and
modern
Various poets,
including: Maya
Angelou,
Gwendolyn
Brooks, Langston
Hughes, William
Carlos Williams,
Allen Ginsberg,
Kanye West,
Eminem, Lauryn
Hill
Various short
stories, including:
● “Indian Camp,”
Ernest Hemingway
● “The Flowers,”
Alice Walker
● “Popular
Mechanics,”
Raymond Carver
● “The Black Cat,”
Edgar Alan Poe
● “Comforts of
Home,” Flannery
O’ Connor
● “Eleven,” Sandra
Cisneros
● “Marigolds,” E.
Collier
Reading:
●Audience
●Tone of Speaker
●Voice
●Occasion
●Inference
Writing:
●Establish a tone
that suits the topic
●Use knowledge of
subject matter and
audience to create a
persuasive argument
Reading:
●Poetic Devices
●Sound Devices
●Form
●Theme Analysis
Writing:
●Using figurative
language in poetry
Reading:
●Review elements
of fiction: character,
setting, plot,
conflict, theme
●Rising & Falling
Action
●Climax
●Resolution
●Determine how
qualities of central
character influence
the resolution of the
conflict
SW choose a topic
of interest, take a
stand and argue it in
an editorial.
●SW present their
argument to the
class and try to “win
over” their
classmates with
their argument.
SW compose
several original
poems and compile
them into an artistic
poetry book.
●Books must
incorporate several
of the poetic devices
studied in the poems
●Students will
present their poetry
to the class
SW compose an
original short story
with a well
developed set of
characters, setting,
plot, conflict, and
resolution.
●Stories must
contain dialogue
using proper format
(quotation marks,
indentation, etc.)
Writing:
●Incorporate
elements of fiction
into a short story
●Use proper format
for character
dialogue
2
April
May
June
Novel
Modern Fiction/
Independent
Reading
Catcher in the Rye,
J.D. Salinger
Outside reading
text, chosen by
student with
teacher approval.
Must be current or
modern.
●Show shifts in time
and voice
(flashbacks, etc.)
Reading:
●Make inferences
about character,
conflict, and theme
●Support
conclusions and
inferential thinking
with evidence from
the text
●Determine how
qualities of main
characters influence
resolution of
conflicts
Writing:
●Review thesis &
lead
●Transitions
●Use of detail
●Sentence variation
●Using quotes to
support a point
Reading:
●Theme
●Cultural ideology
embedded in text.
Writing:
●Identify what this
book explains or
illustrates about the
culture it represents
SW write a multiparagraph
composition that
features:
●clearly established
thesis statement
●logical
organization of
paragraphs
●transitional
devices
●effective use of
details
●variety of sentence
structure.
(SW either create
their own topic or
respond to a prompt,
as determined by the
teacher.)
SW read their books
on their own with
some in class time.
●SW identify and
present a current
cultural ideology
represented in the
book.
●SW give an oral
presentation with a
visual about their
book.
To be determined.
3