NORTHERN VALLEY REGIONAL HIGH SCHOOLS
Office of Curriculum and Instruction
English Department
Demarest and Old Tappan
ENGLISH II SCHOLASTIC
5/11
Grade 10 Language Arts, Literature, Informational Texts
1-5
Composition, Critical Thinking, and Research
6-8
Vocabulary
9-10
Grammar, Usage, and Mechanics
11-12
Speech
13-14
Sample Lessons
15-19
Grade 10 Scholastic Language Arts
Grade 10 Scholastic Standards for Literature: (RL)
Grade 10 Scholastic Standards for Informational Texts: (RI)
Key Concepts:
1. Develop an understanding of the American Dream and its depiction in literature, and/or to comprehend and analyze
major thematic connections among various texts.
2. Analyze and identify connections between cultural diversity and American literature.
3. Analyze carefully the technique, craft, and structure of the short story, drama, informational text (essay), novel and
poetry in American literature.
4. Develop critical thinking skills and imagination through an analysis of key themes and motifs within texts.
Objectives:
1. Study and analyze literature within a chronological or thematic framework.
2. Identify, understand, interpret, and synthesize themes, symbols, and motifs present in various texts.
3. Generate sentences composed of stronger vocabulary generated from reading and vocabulary studies.
4. Identify the basic elements of plot structure, point of view, and literary devices that create and shape a work’s overall
meaning.
5. Identify and create basic forms of figurative language such as metaphor, personification, simile and hyperbole.
6. Draw parallels between the lives, experiences, and emotions of characters to other texts and themselves.
7. Organize and articulate ideas and arguments in written and oral communication.
8. Relate literary themes to contemporary issues.
9. Identify, interpret, and deconstruct cultural stereotypes, biases, and -isms within characters and within their own
society.
Strategies and Resources
 Include both guided and independent reading of the literature.
 Use study guide questions or graphic organizers to aid in student comprehension as they read.
 Give reading check quizzes to hold students accountable for their reading assignments.
 Provide students with a strategy for identifying what information in a text is significant and what the significant
information could mean. A teacher, for instance, could model close reading of the text during instructional time
and provide students with note-taking strategies such as a T-chart in which they choose important quotes from a
text and explain why they chose these.
 Choose independent reading selections for three of the four marking periods (the texts for the research paper will
count as independent reading in that marking period), and allow that choice to help students reflect on and draw
connections to themes or other concepts in the core literary texts.
 Point out the techniques and strategies a writer uses to craft his / her work.
 Have students analyze and evaluate the appropriateness of diction and figurative language (e.g., irony, paradox)
 Encourage student note taking of class lecture material by checking notebooks.
 Arrange for students to participate in small and large group discussions and debate or make oral presentations.
 Model how to listen and respond appropriately to a debate.
 Ask questions ranging from recall to evaluation (Bloom’s taxonomy).
 Allow for students to personally reflect on texts studied, either through class discussion or short journal writing
prompts.
 Use non-print media: visual, audio, art works, and electronic formats (PowerPoint, CDs, DVDs, Web Quests and
other online lessons, blogs, wikis, synchronous and asynchronous, “threaded discussions,” digital storytelling,
etc.).
 Utilize pathfinders on literary and literary research to develop systematic approaches to research.
 Use graphic organizers
The modified version of this course involves weekly collaboration with a Special Education teacher and adherence to the
Individualized Education Plan or the 504 Plan of the particular student.
1
Required Texts:Literary Texts
A Raisin in the Sun by Loraine Hansberry
The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
Poetry (see list below for suggestions)
Short Stories (see list below for suggestions)
At least one text from the Suggested Literary Text list
Grammar Text:
Holt Warriner’s English Grammar and Composition
Vocabulary Words:
Selected vocabulary words drawn from the literature
SAT words
Sadlier-Oxford Vocabulary Workshop Level D/E
Suggested Texts:
Literary Texts
Death Be Not Proud by John Gunther
The Glass Castle by Jeannette Walls
Jack by A.M. Holmes
Ragged Dick by Horatio Alger, JR
Night by Elie Wiesel
The Crucible by Arthur Miller
The Contender by Robert Lipsyte
The Catcher in the Rye by J.D. Salinger
The Road by Cormac McCarthy
Poetry
Selected Poems by Langston Hughes
Selected Poems by Robert Frost
Selected Poems by William Carlos Williams
Short Stories
Where I’m Calling From by Raymond Carver
“The Lottery” by Shirley Jackson
“All Summer In a Day” by Ray Bradbury
“Hills Like White Elephants” by Ernest Hemingway
Selections from Romantic writers
2
Informational Texts
Selections from “Self-Reliance” by Ralph Waldo Emerson
Selections from “Walden” by Henry David Thoureau
Selections from current periodicals
Selections from Why Do All the Black Kids Sit Together in the Cafeteria? by Tatum Bell
Selections from Whistling Vivaldi
Firsthand accounts from Holocaust survivors to accompany Night
Selections from America Now: Short Readings from Recent Periodicals by Robert Atwan
Media
Selected Scenes from Gangs of New York to accompany Ragged Dick by Horatio Alger
The Hurricane to accompany The Contender
Selected Scenes from Return of the Jedi to accompany The Contender
Selected scenes from Boys In the Hood to accompany The Contender
Selected Scenes from The Matrix to accompany The Contender
Cora Unashamed to accompany Langston Hughes
Paradise Road to accompany Night
Selected Scenes from Schindler’s List to accompany Night
Selected music to accompany poetry, Transcendentalism, and various literary texts
Crash to accompany themes of the American Experience
Selected scenes from The Road to accompany The Road
Strategies and Resources:
1. Collaborate with Special Education teacher to address students’ individual needs.
2. Keep an organized notebook that includes all class lecture material.
3. Use a folder or binder to collect class handouts and study guides.
4. Compare literary and film (video) versions of stories.
5. Participate in small group discussions, writing projects and oral presentations.
6. Write original poems and other forms of creative writing.
7. Support, modify or refute a position in large group discussions.
8. Use non-print media: visual, audio, art works and electronic formats (PowerPoint, CDs, DVDs, Web Quests, online
lessons, blogs, wikis, “threaded discussions,” digital storytelling, etc.)
9. Utilize pathfinders on literature and literary research to develop systematic approaches to research.
10. Use graphic organizers.
11. Read novels independently, and complete corresponding study guides.
3
English Language Arts – Gr. 9-10: Literature RL.9-10.(1…10)
College and Career Readiness Anchor Standards for
Literature
Reading
Grade Specific Standards
Key Ideas and Details
1. Read closely to determine what the text says explicitly 1. Cite strong and thorough textual evidence to support analysis of what the
and to make logical inferences from it; cite specific
text says explicitly as well as inferences drawn from the text.
textual evidence when writing or speaking to support
conclusions drawn from the text.
2. Determine central ideas or themes of a text and
2. Determine a theme or central idea of a text and analyze in detail its
analyze their development; summarize the key
development over the course of the text, including how it emerges and is
supporting details and ideas.
shaped and refined by specific details; provide an objective summary of
the text.
3. Analyze how and why individuals, events, and ideas 3. Analyze how complex characters (e.g., those with multiple or conflicting
develop and interact over the course of a text.
motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
Craft and Structure
4. Interpret words and phrases as they are used in a text, 4. Determine the meaning of words and phrases as they are used in the text,
including determining technical, connotative, and
including figurative and connotative meanings; analyze the cumulative
figurative meanings, and analyze how specific word
impact of specific word choices on meaning and tone (e.g., how the
choices shape meaning or tone.
language evokes a sense of time and place; how it sets a formal or
informal tone).
5. Analyze the structure of texts, including how specific 5. Analyze how an author’s choices concerning how to structure a text,
sentences, paragraphs, and larger portions of the text
order events within it (e.g., parallel plots), and manipulate time (e.g.,
(e.g., a section, chapter, scene, or stanza) relate to each pacing, flashbacks) create such effects as mystery, tension, or surprise.
other and the whole.
6. Assess how point of view or purpose shapes the
6. Analyze a particular point of view or cultural experience reflected in a
content and style of a text.
work of literature from outside the United States, drawing on a wide
reading of world literature.
Integration of Knowledge and Ideas
7. @ Integrate and evaluate content presented in diverse 7. @ Analyze the representation of a subject or a key scene in two different
media and formats, including visually and
artistic mediums, including what is emphasized or absent in each
quantitatively, as well as in words.
treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s
Landscape with the Fall of Icarus).
8. Delineate and evaluate the argument and specific
8. (Not applicable to literature)
claims in a text, including the validity of the reasoning
as well as the relevance and sufficiency of the
evidence.
9. @ Analyze how two or more texts address similar
9. @ Analyze how an author draws on and transforms source material in a
themes or topics in order to build knowledge or to
specific work (e.g., how Shakespeare treats a theme or topic from Ovid
compare the approaches the authors take.
or the Bible or how a later author draws on a play by Shakespeare).
Range of Reading and Level of Text Complexity
10. @ Read and comprehend complex literary and
informational texts independently and proficiently.
10. @ By the end of grade 9, read and comprehend literature, including
stories, dramas, and poems, in the grades 9–10 text complexity band
proficiently, with scaffolding as needed at the high end of the range. By
the end of grade 10, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 9–10 text complexity
band independently and proficiently.
4
English Language Arts – Grade 9-10: RI.9-10. (1…10)
College and Career Readiness Anchor Standards
for Reading
Key Ideas and Details
1. Read closely to determine what the text says
1.
explicitly and to make logical inferences from it;
cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
2. Determine central ideas or themes of a text and
2.
analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, and ideas 3.
develop and interact over the course of a text.
Reading Informational Text
Grade Specific Standards
Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced
and developed, and the connections that are drawn between them.
Craft and Structure
4. Interpret words and phrases as they are used in a
4. Determine the meaning of words and phrases as they are used in a text,
text, including determining technical, connotative,
including figurative, connotative, and technical meanings; analyze the
and figurative meanings, and analyze how specific
cumulative impact of specific word choices on meaning and tone (e.g., how
word choices shape meaning or tone.
the language of a court opinion differs from that of a newspaper).
5. Analyze the structure of texts, including how
5. Analyze in detail how an author’s ideas or claims are developed and
specific sentences, paragraphs, and larger portions
refined by particular sentences, paragraphs, or larger portions of a text
of the text (e.g., a section, chapter, scene, or stanza)
(e.g., a section or chapter).
relate to each other and the whole.
6. Assess how point of view or purpose shapes the
6. Determine an author’s point of view or purpose in a text and analyze how
content and style of a text.
an author uses rhetoric to advance that point of view or purpose.
Integration of Knowledge and Ideas
7. @ Integrate and evaluate content presented in
diverse media and formats, including visually and
quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific
claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency
of the evidence.
9. @ Analyze how two or more texts address similar
themes or topics in order to build knowledge or to
compare the approaches the authors take.
7. @ Analyze various accounts of a subject told in different mediums (e.g., a
person’s life story in both print and multimedia), determining which details
are emphasized in each account.
8. Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.
9. @ Analyze seminal U.S. documents of historical and literary significance
(e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s
Four Freedoms speech, King’s “Letter from Birmingham Jail”), including
how they address related themes and concepts.
Range of Reading and Level of Text Complexity
10. @ Read and comprehend complex literary and
10. @ By the end of grade 9, read and comprehend literary nonfiction in the
informational texts independently and proficiently.
grades 9–10 text complexity band proficiently, with scaffolding as needed
at the high end of the range. By the end of grade 10, read and comprehend
literary nonfiction at the high end of the grades 9–10 text complexity band
independently and proficiently.
5
Composition, Critical Thinking and Research
Key Concepts:
1. Review the basic structure of the paragraph.
2. Develop the ability to write unified, logical compositions.
3. Develop facility and care in the writing of the formal expository essay.
4. Review research paper skills.
5. Understand the process of selecting a topic and of collecting references, and the format for publishing research.
6. Increase sophistication in writing style.
Objectives:
Describe the function and elements of a paragraph and write paragraphs containing the following: topic sentence with
a controlling idea, internal supporting statements, and concluding sentence.
2. Know the basic structure of a composition.
3. Recognize the importance of pre-writing.
4. Develop ideas for compositions and research projects and master the skills of pre-writing necessary for completion of
a satisfactory paragraph and composition.
5. Edit a first draft into a unified and well-organized piece of writing.
6. Recognize and accept the importance of correct grammatical expression and precise use of vocabulary in writing and
to demonstrate ability to employ them.
7. Write the formal five-paragraph expository composition, using general topics as well as topics developed from the
literature studied in the course.
8. Understand what constitutes plagiarism and to learn legal and ethical behaviors when using information and
technology.
9. Apply all MLA conventions as published in the NV Research Paper Guide.
10. Use writing as a basis for participation in class discussions.
11. Use visual prompts, as per HSPA, to formulate five-paragraph essays.
1.
Strategies and Resources:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Collaborate with Special Education teacher to address students’ individual needs.
Review the components of a well-constructed paragraph: the topic sentence and major and minor supports.
Use examples of student writing as models for effective compositions (duplicate student work and project models for
class viewing).
Present the function and structure of the five-paragraph composition: introductory paragraph, body, and concluding
paragraph (include use of transitions).
Present the function and structure of the research paper: note taking, outlining, paraphrasing, and documenting.
Provide exercises in which students edit, rework and rewrite their essays.
Provide appropriate material from grammar texts to review common errors in students’ writing, and to help students
recognize different types of clauses and sentences to add variety to their writing styles.
Students will freely respond to writing prompts, including: artwork, music, videos, news articles, quotations, etc.
Students will submit the research paper/essay to a plagiarism site, www.turnitin.com.
6
English Language Arts –Grade 9-10: Writing, W.9-10.(1…10)
College and Career Readiness
Writing
Anchor Standards for Writing
Grade Specific Standards
Text Types and Purposes
1. Write arguments to support claims in 1. Write arguments to support claims in an analysis of substantive topics or texts, using
an analysis of substantive topics or
valid reasoning and relevant and sufficient evidence.
texts, using valid reasoning and
a. Introduce precise claim(s), distinguish the claim(s) from alternate or
relevant and sufficient evidence.
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing
out the strengths and limitations of both in a manner that anticipates the audience’s
knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument
presented.
2. @ Write informative/explanatory
2. @ Write informative/explanatory texts to examine and convey complex ideas, concepts,
texts to examine and convey
and information clearly and accurately through the effective selection, organization, and
complex ideas and information
analysis of content.
clearly and accurately through the a. Introduce a topic; organize complex ideas, concepts, and information to make important
effective selection, organization, and
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures,
analysis of content.
tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples appropriate
to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the
topic.
e. Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the significance
of the topic).
3. Write narratives to develop real or 3. Write narratives to develop real or imagined experiences or events using effective
imagined experiences or events
technique, well-chosen details, and well-structured event sequences.
using effective technique, wella. Engage and orient the reader by setting out a problem, situation, or observation,
chosen details, and well-structured
establishing one or multiple point(s) of view, and introducing a narrator and/or
event sequences.
characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to
create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative.
7
Production and Distribution of
Writing
4. Produce clear and coherent writing in 4. Produce clear and coherent writing in which the development, organization, and style
which the development,
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
organization, and style are
types are defined in standards 1–3 above.)
appropriate to task, purpose, and
audience.
5. Develop and strengthen writing as 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
needed by planning, revising,
trying a new approach, focusing on addressing what is most significant for a specific
editing, rewriting, or trying a new
purpose and audience. (Editing for conventions should demonstrate command of
approach.
Language standards 1–3 up to and including grades 9–10 on page 54.)
6. @ Use technology, including the
6. @ Use technology, including the Internet, to produce, publish, and update
Internet, to produce and publish
individual or shared writing products, taking advantage of technology’s
writing and to interact and
capacity to link to other information and to display information flexibly
and dynamically.
collaborate with others.
Research to Build and Present
Knowledge
7. @ Conduct short as well as more
7. @ Conduct short as well as more sustained research projects to answer a question
sustained research projects based on
(including a self-generated question) or solve a problem; narrow or broaden the inquiry
focused questions, demonstrating
when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under
understanding of the subject under investigation.
investigation.
8. @ Gather relevant information from 8. @ Gather relevant information from multiple authoritative print and digital sources,
multiple print and digital sources,
using advanced searches effectively; assess the usefulness of each source in answering
assess the credibility and accuracy of
the research question; integrate information into the text selectively to maintain the
each source, and integrate the
flow of ideas, avoiding plagiarism and following a standard format for citation.
information while avoiding
plagiarism.
9. @ Draw evidence from literary or
9. @ Draw evidence from literary or informational texts to support analysis, reflection,
informational texts to support
and research.
analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws
on and transforms source material in a specific work [e.g., how Shakespeare treats a
theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and
evaluate the argument and specific claims in a text, assessing whether the reasoning is
valid and the evidence is relevant and sufficient; identify false statements and fallacious
reasoning”).
Range of Writing
10. @ Write routinely over extended
10. @ Write routinely over extended time frames (time for research, reflection, and
time frames (time for research,
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
reflection, and revision) and shorter
purposes, and audiences.
time frames (a single sitting or a day
or two) for a range of tasks,
purposes, and audiences.
8
Vocabulary
Key Concepts:
1. Acquire an increased vocabulary appropriate to the 10th grade level.
2. Foster the use of new and more advanced words both in speaking and writing.
3. Recognize frequently used prefixes, roots, and suffixes as keys to understanding word meanings.
4. Provide knowledge of how words are formed and how they are used.
5. Prepare students for standardized testing.
Objectives:
Use new words from the reading of literature and to expand overall vocabulary.
Use new words from appropriate word lists geared to general literacy and to SAT preparation.
Identify the basic roots and structure of words.
1.
2.
3.
Strategies and Resources:
Collaborate with Special Education teacher to address students’ individual needs.
Use students’ lists of words drawn from literature studied.
Use teacher’s lists of words drawn from literature studied.
Students will practice exercises in vocabulary workbooks.
Teacher will conduct periodic reviews of words already covered to aid in retention.
Teacher will give frequent quizzes to encourage study of words.
Students will keep notebooks that include words and definitions.
Students will use online resources for vocabulary development.
1.
2.
3.
4.
5.
6.
7.
8.
9
English Language Arts – Gr. 9-10: Literature RL.9-10.(1…10)
College and Career Readiness Anchor Standards
Literature
for Reading
Grade Specific Standards
Key Ideas and Details
1. Read closely to determine what the text says
1. Cite strong and thorough textual evidence to support analysis of what the
explicitly and to make logical inferences from it;
text says explicitly as well as inferences drawn from the text.
cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
2. Determine central ideas or themes of a text and
2. Determine a theme or central idea of a text and analyze in detail its
analyze their development; summarize the key
development over the course of the text, including how it emerges and is
supporting details and ideas.
shaped and refined by specific details; provide an objective summary of
the text.
3. Analyze how and why individuals, events, and
3. Analyze how complex characters (e.g., those with multiple or conflicting
ideas develop and interact over the course of a text.
motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
Craft and Structure
4. Interpret words and phrases as they are used in a 4. Determine the meaning of words and phrases as they are used in the text,
text, including determining technical, connotative,
including figurative and connotative meanings; analyze the cumulative
and figurative meanings, and analyze how specific
impact of specific word choices on meaning and tone (e.g., how the
word choices shape meaning or tone.
language evokes a sense of time and place; how it sets a formal or
informal tone).
5. Analyze the structure of texts, including how
5. Analyze how an author’s choices concerning how to structure a text,
specific sentences, paragraphs, and larger portions
order events within it (e.g., parallel plots), and manipulate time (e.g.,
of the text (e.g., a section, chapter, scene, or
pacing, flashbacks) create such effects as mystery, tension, or surprise.
stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the
6. Analyze a particular point of view or cultural experience reflected in a
content and style of a text.
work of literature from outside the United States, drawing on a wide
reading of world literature.
Integration of Knowledge and Ideas
7. @ Integrate and evaluate content presented in
7. @ Analyze the representation of a subject or a key scene in two different
diverse media and formats, including visually and
artistic mediums, including what is emphasized or absent in each
quantitatively, as well as in words.
treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s
Landscape with the Fall of Icarus).
8. Delineate and evaluate the argument and specific 8. (Not applicable to literature)
claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency
of the evidence.
9. @ Analyze how two or more texts address similar 9. @ Analyze how an author draws on and transforms source material in a
themes or topics in order to build knowledge or to
specific work (e.g., how Shakespeare treats a theme or topic from Ovid or
compare the approaches the authors take.
the Bible or how a later author draws on a play by Shakespeare).
Range of Reading and Level of Text Complexity
10. @ Read and comprehend complex literary and
10. @ By the end of grade 9, read and comprehend literature, including
informational texts independently and
stories, dramas, and poems, in the grades 9–10 text complexity band
proficiently.
proficiently, with scaffolding as needed at the high end of the range. By
the end of grade 10, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 9–10 text complexity
band independently and proficiently.
10
Grammar, Usage, and Mechanics
Key Concepts:
1. Review and understand grammar as a means of improving written and oral expression.
2. Identify and correct errors in usage.
3. Recognize parts of speech and sentence structure.
Objectives:
1. Recognize and define the basic elements of grammar: parts of speech and sentence construction.
2. Determine and correct usage errors, such as capitalization, apostrophe, comma, agreement, sentence fragments, and
run-on sentences.
3. Demonstrate an improved ability in the writing of basic sentences and paragraphs.
4. Improve sentence structure through sentence combining.
5. Select grammar exercises from appropriate texts based on the observed needs of the class.
Strategies and Resources:
Collaborate with Special Education teacher to address students’ individual needs.
Students will do grammar exercises as homework and as class work.
Students will compose sentences and paragraphs which illustrate correct usage.
Teacher will give guided practice sessions related to grammar exercises.
Teacher will lecture and give notes on grammar, usage and mechanics.
Teacher will instruct students to pay attention to correct and appropriate use of language in the literature studied.
Teacher will provide duplicated copies (and “Smart Board” projections) of students’ work for review and corrections.
1.
2.
3.
4.
5.
6.
7.
11
English Language Arts – Grade 9-10: Language L.9-10.(1…6)
College and Career Readiness
Speaking and Listening
Anchor Standards for Language
Grade Specific Standards
Conventions of Standard English
1. Demonstrate command of the
1. Demonstrate command of the conventions of standard English grammar and usage when
conventions of standard English
writing or speaking.
grammar and usage when writing or
a. Use parallel structure.*
speaking.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial,
prepositional, absolute) and clauses (independent, dependent; noun, relative,
adverbial) to convey specific meanings and add variety and interest to writing or
presentations.
2. Demonstrate command of the
2. Demonstrate command of the conventions of standard English capitalization,
conventions of standard English
punctuation, and spelling when writing.
capitalization, punctuation, and spelling
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely
when writing.
related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
Knowledge of Language
3. Apply knowledge of language to
understand how language functions in
different contexts, to make effective
choices for meaning or style, and to
comprehend more fully when reading
or listening.
3. Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA
Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing
type.
Vocabulary Acquisition and Use
4. @ Determine or clarify the meaning of 4. @ Determine or clarify the meaning of unknown and multiple-meaning words and
unknown and multiple-meaning words
phrases based on grades 9–10 reading and content, choosing flexibly from a range of
and phrases by using context clues,
strategies.
analyzing meaningful word parts, and
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
consulting general and specialized
position or function in a sentence) as a clue to the meaning of a word or phrase.
reference materials, as appropriate.
b. Identify and correctly use patterns of word changes that indicate different meanings
or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine
or clarify its precise meaning, part of speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
5. Demonstrate understanding of
5. Demonstrate understanding of figurative language, word relationships, and nuances in
figurative language, word relationships,
word meanings.
and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their
role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
6. @ Acquire and use accurately a range
6. @ Acquire and use accurately general academic and domain-specific words and
of general academic and domainphrases, sufficient for reading, writing, speaking, and listening at the college and career
specific words and phrases sufficient
readiness level; demonstrate independence in gathering vocabulary knowledge when
for reading, writing, speaking, and
considering a word or phrase important to comprehension or expression.
listening at the college and career
readiness level; demonstrate
independence in gathering vocabulary
knowledge when encountering an
unknown term important to
comprehension or expression
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Speech
Key Concepts:
1. Review and recognize the basic elements of public speaking.
2. Develop the ability to inform and persuade through speech.
3. Foster the use of correct form in oral communication.
Objectives:
Recognize and define the elements of public speaking.
Demonstrate an ability to speak on varied topics.
Recognize and implement different types of speech, such as informative, narrative, and persuasive.
1.
2.
3.
Strategies and Resources:
1. Collaborate with Special Education teacher to address students’ individual needs.
2. Teacher will give attention to correct and appropriate use of language in speech.
3. Students will complete exercises which allow for peer evaluation.
4. Students will give oral presentations.
5. Students will research topics for oral presentations.
6. Students will engage in debates.
7. Students will engage in role playing.
8. Students will engage in class discussion.
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English Language Arts – Grade 9-10 Speaking and Listening SL.9-10.(1…6)
Speaking and Listening
College and Career Readiness Anchor Standards
for Speaking and Listening
Grade Specific Standards
Comprehension and Collaboration
1. @ Prepare for and participate effectively in a
1. @ Initiate and participate effectively in a range of collaborative discussions
range of conversations and collaborations with
(one-on-one, in groups, and teacher led) with diverse partners on grades 9–
diverse partners, building on others’ ideas and
10 topics, texts, and issues, building on others’ ideas and expressing their
expressing their own clearly and persuasively.
own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the
evidence and reasoning presented.
2. @ Integrate and evaluate information presented 2. @ Integrate multiple sources of information presented in diverse media or
in diverse media and formats, including visually,
formats (e.g., visually, quantitatively, orally) evaluating the credibility and
quantitatively, and orally.
accuracy of each source.
3. Evaluate a speaker’s point of view, reasoning,
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and
and use of evidence and rhetoric
rhetoric, identifying any fallacious reasoning or exaggerated or distorted
evidence.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting
4. Present information, findings, and supporting evidence clearly, concisely,
evidence such that listeners can follow the line of
and logically such that listeners can follow the line of reasoning and the
reasoning and the organization, development, and organization, development, substance, and style are appropriate to purpose,
style are appropriate to task, purpose, and
audience, and task.
audience.
5. @ Make strategic use of digital media and visual 5. @ Make strategic use of digital media (e.g., textual, graphical, audio,
displays of data to express information and
visual, and interactive elements) in presentations to enhance understanding
enhance understanding of presentations.
of findings, reasoning, and evidence and to add interest.
6. Adapt speech to a variety of contexts and
6. Adapt speech to a variety of contexts and tasks, demonstrating command of
communicative tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language
formal English when indicated or appropriate.
standards 1 and 3 on pages 54 for specific expectations.)
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Sample Lesson Plans
Poe’s “The Cask of Amontillado” and the use of art to inspire writing about conflict
Objectives:
1. Introduce Edgar Allan Poe by giving background on his life and the psychological quality of his writing; explain why
he is called a “brooding Romantic.”
2. Define “cask” and present vocabulary from “The Cask of Amontillado.”
3. Discuss how an ordinary object can take on the qualities of a symbol.
4. Read “The Cask on Amontillado” in class while focusing on plot facts, characterization, theme, and conflict.
5. Study verbal, situational and dramatic irony and apply to story.
6. Study a painting by Carmen Lomas Garza in groups as preparation for individual study of an Edward Hopper
painting.
7. Use a Hopper painting as inspiration for writing a story of conflict.
Strategies and Resources:
1. Provide background on Poe’s life, his theory of the short story, the psychological nature of his writings and his
emphasis on the dark side of human nature; students should take notes, aided by Special Education teacher’s notes on
board.
2. Read “The Cask of Amontillado” in class (teacher reads or good student readers take turns), and use study guide as a
vehicle for understanding and discussion of plot, characterization, themes and conflicts.
3. Give vocabulary in context, provide sentences to use words in other contexts, and go over words everyday before
giving quiz on vocabulary.
4. While reading and after finished reading, discuss the three types of irony and look for examples in the story.
5. Use Socratic questioning to discuss the destructive power of pride and revenge, and the human need for forgiveness.
6. Use short film version of story so students can visualize story, especially Montresor’s building of the wall around
Fortunato.
7. Check study guides and notebooks periodically and do daily practice sheets on vocabulary.
8. Culminate study with objective test on the story; assign a three paragraph explanation of the psychological insights
Poe illustrates in the story.
9. In small groups, have students study the painting Tamalada (Making Tamales, 1987) by Carmen Lomas Garza, a
Chicana artist. (This painting can be found at http://www.carmenlomasgarza.com). The teacher will divide the
painting into quadrants so students will focus on details in order to discuss the story Garza is telling in the painting.
Students will answer questions about their assigned quadrant by applying the five journalistic questions.
10. After the activity concerning Tamalada, give each student a painting by Edward Hopper; allow for time to think about
how they will create a conflict story using their Hopper painting as inspiration.
11. Use computers in lab to compose “conflict stories.”
12. Read original short stories out loud and ask for elements of conflict in each story; also, have students decide which
Hopper painting corresponds to each story.
15
The Poetry of Langston Hughes and Cora Unashamed, directed by Deborah Pratt
Objectives:
1. Do a close reading of background on the Harlem Renaissance, and the life of Langston Hughes.
2. Compile a list of poetic devices and create a special section in students’ notebooks for this list and definitions.
3. Read and discuss Hughes’ poems, “I, Too” and “The Negro Speaks of Rivers.”
4. Enact Cora Unashamed, and thus, to practice role playing and dramatic reading.
5. Connect Hughes’ poetry to the play Cora Unashamed.
6. Complete study guide on Cora Unashamed.
7. Learn literary terms such as foil character, protagonist, antagonist, and to apply these terms to the play.
8. Use clear and audible language for public speaking.
9. Analyze values and issues in both fiction and nonfiction.
10. Develop a well organized essay.
11. Develop plausible interpretations of literature.
12. Use graphic organizers to show relationships among characters, themes, conflicts or settings.
13. Compare and contrast issues, values and ideals in a literary work.
14. Discuss in small groups and make oral presentations.
Strategies and Resources:
1. Define free verse and read some free verse poetry; ask questions about a poem that enables students to realize that the
free verse form enhances the meaning of the poem.
2. Students will fill in blanks of study guide on poetic terms, and write terms and their definitions in their notebooks.
3. Students will take a quiz on poetic terms.
4. Students will write a paragraph entitled “Who Am I?” and break paragraph into lines, revise and create a free verse
poem. Illustrate.
5. Project, on “Smart Board” or on movie screen from computer, the background readings on Harlem Renaissance and
Langston Hughes from http://www.pbs.org/wgbh/masterpiece/americancollection/cora/harlem/html. Read background
on Harlem Renaissance and Langston Hughes aloud; provide hard copies so students can highlight main idea and
several supporting ideas in each paragraph; teacher will guide students in determining which facts are relevant and
which are not.
6. Discuss “I, Too” and “The Negro Speaks of Rivers”; use three approaches to reading poetry, emotional, physical and
intellectual, to motivate students to ask appropriate questions of Hughes’ poetry.
7. Set Cora Unashamed within context of Hughes’ poetry, especially in terms of racism in the 1930s, friendship,
relationships, moral integrity, courage and self-esteem.
8. Students will read parts; teacher will direct discussions to implement completion of study guide and note taking on
themes, issues, symbols, and characters.
9. Teaching Guide with discussion questions is available at:
http://www.pbs.org/wgbh/masterpiece/americancollection/cora/tg_teachingcora.html.
10. Students will write 2-3 journal entries about characters and their motivations.
11. Students will view PBS film, Cora Unashamed and will be instructed in how to “read” a film.
12. Students will write 2 journal entries that reflect on meaning of story’s title and the differences between the short story
ending and the play’s ending.
13. Assign Literature Portrait Group Project Assignment and one of the two writing assignments.
(http://www.ncteamericancollection.org/cora_intothroughbeyond.htm)
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Literature Portrait Group Project Assignment (or can be done by each student separately rather than as a group
project)
A. Border of Significance
Create a border for your portrait as if you were framing a picture. You may decorate this border with words or pictorial
images to illuminate the significance of "Cora Unashamed."
B. Symbol of the Big Idea in the Work of Literature
Inside the border, in the portrait area, draw the big idea that you conceive of as the centerpiece or central message in
"Cora Unashamed."
C. Theme of the Literature in Words
Somewhere within the portrait, write the theme (e.g., Hughes' message, the "big idea" or the moral) of "Cora Unashamed"
in your own words.
D. Quotation from the Literature
Elsewhere on the portrait, choose a quote from the text that reflects the theme.
E. Class Presentation
Each group member must speak during the presentation.
Essay Assignments
A. Autobiographical Incident Essay
Writing Situation
Cora was not ashamed to speak out about her beliefs even though she had lost her job and was ostracized by the whites in
Melton. Think of a time when you spoke out when you weren't supposed to. What were the consequences of your actions?
Writing Directions
Write about a time when you spoke out when you weren't supposed to. Your English teacher and classmates will want to
know (1) who was involved, (2) what the people and surroundings were like, (3) what happened and (4) how you felt
about the incident. Try to make your readers understand why this particular event is memorable to you.
B. Reflective Essay
Writing Situation
In "Cora Unashamed," Cora had the courage to speak out about what she believed. Consider the meaning of this quotation
from Ralph Waldo Emerson's "Self Reliance" essay: "The great man is he who can, in the midst of a crowd, keep with
perfect sweetness, the independence of solitude."
Writing Directions
Write an essay in which you reflect on the implications of speaking out or taking an unpopular stand. What if your action
results in censure or harsh disapproval from your community or society at large? Begin with specific observations and
personal experiences. Explore your ideas thoughtfully. You do not have to convince your readers that your ideas are the
"best" or right. You are merely sharing your ideas and trying them out in an exploratory way.
17
The Crucible by Arthur Miller
Objectives:
1. Introduce The Crucible with a biography of Miller and a discussion of lying – is it ever appropriate?
2. Provide background on witch hunts and McCarthyism.
3. Prepare roles for homework and to enact parts.
4. Discuss and take notes on plot and character.
5. Use 1996 film The Crucible as a supplement to the reading of the play.
6. Keep a list of characters and identify them, including physical, emotional, psychological attributes.
7. Make a list of themes and how Miller uses them in the play.
8. Complete study guide questions for each act for homework.
9. Write concluding essay that utilizes supportive quotes and in text documentation, and conforms to HSPA type letter
assignment.
Strategies and Resources:
1. Teacher can project biography of Arthur Miller on Smart Board from
http://www.neh.gov/whoweare/miller/biography.html
2. Students will discuss the meanings of crucible and how it relates to making difficult decisions. Students will look at
various situations requiring hard decisions and they will tell how they would handle them.
3. Teacher will provide handouts on McCarthyism and generate discussion of other modern day witch-hunts; explain
how Miller was connected to the McCarthy hearings and that he uses the Salem Witch Trials as an allegory for all
witch-hunts.
4. Students will create character chart in notebooks (include physical, emotional and psychological traits – also the
character’s function in the community).
5. Students will be assigned roles and they will prepare their parts for each day’s dramatic reading.
6. Students will take notes on characters and plot facts; they also complete detailed study guides for homework, which
are reviewed each day.
7. Students will view Act One of the film at the end of their dramatic reading of Act One; thereafter, the film will be
viewed at other appropriate stopping points during the students’ study of the play.
8. Students will write a paragraph response to Abigail’s heated words to John Proctor in Act One.
9. Students will take periodic quizzes.
10. At the end of Act One, students will make character squares. They will choose a major trait for each character they
have met thus far, find a picture of an actor who would portray the part well, and find a quote from the play to support
the trait selected.
11. Teacher will review Act Two, Scene One and focus on the conversation between Elizabeth and John as it reflects the
nature of their relationship at this point in the play. Encourage students to watch for how Miller develops their
relationship, and thus, relays messages about overcoming obstacles in marital relationships.
12. Teacher will highlight the two metaphors used in scene one that characterize John’s perceptions of Elizabeth’s stance
toward him, and her response which accentuates John’s guilt over the adultery.
13. Continue to have students prepare their parts ahead of time to experience a readers’ theatre environment.
14. Trace Rev. Hale’s opinions about: witchcraft, his own ability to identify witches, his belief about the role of the
church in all aspects of life, and his beliefs about the court system.
15. Begin to explore Mary Warren’s changing roles.
16. Explore themes in Act Two and examples of figurative language.
17. Chart progression of character development on board and in notebooks.
18. Use the action of Act Three to examine the developing character of John Proctor and to discern the function of Judge
Danforth.
19. Examine which characters favor ignorance over wisdom and knowledge and why; also, how do Proctor, Hale and
Mary Warren change.
20. Perform dramatic readings, especially scenes between Proctor and Abigail.
21. Use Socratic questions to investigate themes.
22. Write two entries in Abigail’s secret diary.
18
23. Discuss climactic qualities of Act Three.
24. Discuss Miller’s imagery, punctuation, and the colors he uses at the end of Act Three to create climactic effect.
25. Conduct concluding discussion of The Crucible by discussing weakness of Mary Warren, contrasts between Hale and
Proctor, Proctor as hero, why Abigail leaves town, and Danforth’s ideas about justice.
26. Do thorough preparation for essay on The Crucible. Students will complete casting interview to prepare for prompt as
follows: Miramax Film Productions is searching for new talent for their latest production of The Crucible by Arthur
Miller. In order to be considered applicants must demonstrate extensive knowledge about the character they are
auditioning for in a letter addressed to the casting director, Jennifer Goldsmith. The writing situation is to write a
business letter persuading Ms. Goldsmith that you are the best actor for the role in the film by demonstrating your
understanding of your chosen character. Include lines from the play that you would like to “perform” for your
audition.
27. Use Library computers to compose letters
28. Students will take a final test
19