Ohio County High School
Curriculum Map / 10th Grade Language Arts
2014-2015
Approximate
Dates
Content
Course
Objectives
/Standards
Objectives
Activities /
Assessments
Resources
ACT and
PLAN
(see ACT
Course
Standards)
Unit 1:
Aug 6 – Oct 2
Fiction Analysis
Arts and
Humanities
Video –
Monkey’s
Paw
Video – The
Black Cat
Video – The
Mystery of
Edgar Allan
Poe
PLCS
Practical
and
Workplace
Reading:
1. a, b, c
2. a, b, c, d, e
3. a, b, c, d
4. a, b, c
5. a, b, c, e, g,
h
7. a, b, c
8. a, b, c, d, e,
f, g, h
Video – To
Kill a
Mockingbird
Writing:
1. a, b, c, d
2. a, d, f
3. a, b, c, d, e
4. a, b, c, d, e,
f
5. a, b, c, d, e,
f
6. a, b, c
Video – The
Birds
Study Skills:
a, b, c, d
Water Vases
Create a
Scene
I can…..
…..learn what constitutes a short
story, its structure, and its
purpose.
....formulate questions to guide
reading
… learn about and practice the
drafting process for a short story
utilizing the proper standards and
guidelines
…..create effective sentences by
applying a variety of structures
and lengths, by maintaining
parallel structure, and by
developing complete and correct
sentences unless using
unconventional structures for an
intentional effect when
appropriate.
…..exemplify effective language
choices by applying correct
grammar and usage, by applying
concise use of language, by
incorporating strong verbs,
precise nouns, concrete details,
and sensory details, and by
applying language appropriate to
the content, purpose, and
audience.
Daily Oral Language
activities
To Kill a Mockingbird
by Harper Lee
Prentice Hall
Literature
textbook
“The Monkey’s Paw”
by W.W. Jacobs
Prentice Hall
Writing and
Grammar
textbook
“Contents of a Dead
Man’s Pocket” by Jack
Finney
Sadlier-Oxford
Vocabulary
Workshop
“Dead’s Men’s Path”
by Chinua Achebe
Outside materials
Daily Oral
Language
activities
“The Black Cat” by
Edgar Allan Poe
“Games at Twilight”
by Anita Desai
“The Birds” by
Daphne du Maurier
Short Story Writing
Outside materials
1
Ohio County High School
Curriculum Map / 10th Grade Language Arts
2014-2015
On Demand
Scrimmage #1
…..communicate clearly by
applying correct spelling,
punctuation, and capitalization
…..formulate questions to guide
reading
….. interpret the meaning of
jargon, dialect, or specialized
vocabulary in context
….. make text-based inferences;
state generalizations; draw
conclusions based on what is read
….. explain or analyze how
external or internal conflicts are
resolved
….. analyze the relationship
between a character’s motivation
and behavior, as revealed by the
dilemmas
….. make comparisons and
synthesize information within and
across texts (e.g., comparing
themes, ideas, concept
development, literary elements,
events, genres)
….. evaluate what is read, based
on the author’s purpose, message,
word choice, sentence variety,
content, tone, style or use of
literary elements
….. analyze the effectiveness of
literary devices or figurative
language in evoking what the
author intended (e.g., picturing a
setting, predicting a consequence,
establishing a mood or feeling)
….. explain the meaning of
concrete or abstract terms, based
2
Ohio County High School
Curriculum Map / 10th Grade Language Arts
2014-2015
on the context (e.g., “loaded”
words, connotation, denotation
….. paraphrase and summarize
information from texts of various
lengths; distinguish between a
summary and a critique
…..make predictions while
reading
….. identify and explain use of
persuasive techniques (e.g.,
logical/emotional/ethical appeal,
repetition, allusion) or
propaganda techniques (e.g.,
testimonial, bandwagon, transfer,
personal attack)
Unit 2:
Oct 13 - Dec 19
Nonfiction Analysis
Arts and
Humanities
Postage
Stamp
Activity
PLCS
Resume/
Cover
Letter
Historical
Background
On Demand
Reading:
1. a, b, c
2. a, b, c, d, e
3. a, b
4. a, b, c
5. b, c, e, g
6. b, c, d
8. a, b, c, d, e,
f, g, h
Writing:
1. a, b, c, d
2. b
3. a, b, c, d, e
4. a, b, c, d, e,
f
5. a, b, c, d, e,
f
I can…..
….. formulate questions to guide
reading
….. interpret the meaning of
jargon, dialect, or specialized
vocabulary in context
….. make text-based inferences;
state generalizations; draw
conclusions based on what is read
….. explain or analyze how
external or internal conflicts are
resolved
….. analyze the relationship
between a character’s motivation
and behavior, as revealed by the
dilemmas
….. make comparisons and
synthesize information within and
across texts (e.g., comparing
“Occupation:
Conductorette” from I
Know Why the Caged
Bird Sings by Maya
Angelou
I Have a Dream by
Martin Luther King Jr.
Outside materials
Prentice Hall
Literature
textbook
Daily Oral
Language
activities
Prentice Hall
Writing and
Grammar
textbook
Sadlier-Oxford
Vocabulary
Workshop
Outside materials
3
Ohio County High School
Curriculum Map / 10th Grade Language Arts
2014-2015
6. a, b, c
Research:
a, b, c, d, e, f
Listening,
Viewing, and
Speaking:
2. a, b, c, d, e,
f, g
Study Skills:
a, b, c, d
themes, ideas, concept
development, literary elements,
events, genres)
….. evaluate what is read, based
on the author’s purpose, message,
word choice, sentence variety,
content, tone, style or use of
literary elements
….. analyze the effectiveness of
literary devices or figurative
language in evoking what the
author intended (e.g., picturing a
setting, predicting a consequence,
establishing a mood or feeling)
….. explain the meaning of
concrete or abstract terms, based
on the context (e.g., “loaded”
words, connotation, denotation
….. paraphrase and summarize
information from texts of various
lengths; distinguish between a
summary and a critique
…..make predictions while
reading
….. identify and explain use of
persuasive techniques (e.g.,
logical/emotional/ethical appeal,
repetition, allusion) or
propaganda techniques (e.g.,
testimonial, bandwagon, transfer,
personal attack)
…..exemplify effective language
choices by applying correct
grammar and usage, by applying
concise use of language, by
incorporating strong verbs,
precise nouns, concrete details,
4
Ohio County High School
Curriculum Map / 10th Grade Language Arts
2014-2015
and sensory details, and by
applying language appropriate to
the content, purpose, and
audience.
I can create oral presentations
that…..
…..are appropriate for the
purpose (e.g., to inform, persuade,
entertain), audience, context and
occasion
…..support judgment with sound
evidence and appropriate details
…..maintain a consistent focus
…..exhibit a logical structure
appropriate to audience, context
and purpose
…..organize ideas in a coherent,
meaningful way including an
introduction and a conclusion that
are appropriate to audience and
purpose
…..choose language for its effect
on the audience (e.g., strong
nouns, active verbs, concrete and
sensory details, and figurative
language, use of rhetorical
devices)
I can document ideas from
outside sources (e.g., citing
authors, titles, websites)
I can apply delivery
techniques…..
…..both verbal (e.g., tone,
volume, rate, articulation,
5
Ohio County High School
Curriculum Map / 10th Grade Language Arts
2014-2015
inflection, pacing) and nonverbal
(e.g., gestures, facial expressions,
eye contact)
…..avoid distracting delivery
behaviors (e.g. excessive verbal
pauses, fidgeting)
…..use language appropriate to
audience; use specialized content
vocabulary as needed
…..adhere to standard guidelines
for grammar, usage, mechanics or
use non-standard language for
effect when appropriate (e.g.,
word plays, common figures of
speech)
…..choose language for its affect
on the audience (e.g. strong
nouns, active verbs, concrete and
sensory details, figurative
language)
…..exemplify effective language
choices by applying correct
grammar and usage, by applying
concise use of language, by
incorporating strong verbs,
precise nouns, concrete details,
and sensory details, and by
applying language appropriate to
the content, purpose, and
audience.
I can use visual aids, media, and
tools of technology to support
oral communication
I can document ideas from
6
Ohio County High School
Curriculum Map / 10th Grade Language Arts
2014-2015
outside sources (e.g., citing
authors, titles, websites)
7
Ohio County High School
Curriculum Map / 10th Grade Language Arts
2014-2015
Unit 3:
Jan 5 – Mar 20
Thematic Analysis,
Persuasion, and Argument
Analysis
Arts and
Humanities
Historical
Background
VideoHistory
Channel
Rome: Rise
and Fall of
an Empire
Video –
Julius Caesar
Video –
MacBeth
Video –
My Fair Lady
Set Design
Act out a
Scene
Create a new
Scene
Translation
to modern
text.
PLCS
Reading:
1. a, b, c
2. a, b, c, d, e
3. a, b
4. a. b. c
5. a, b, c, d, e,
f, g, h
6. a, b, c, d
7. a, b, c
8. a, b, c, d, e,
f, g, h
Writing:
1. a, b, c, d
3. a, b, c, d, e
4. a, b, c, d, e,
f
5. a, b, c, d, e,
f
6. a, b, c
Study Skills:
a, b, c, d
I can…..
….. formulate questions to guide
reading
….. interpret the meaning of
jargon, dialect, or specialized
vocabulary in context
….. make text-based inferences;
state generalizations; draw
conclusions based on what is read
….. explain or analyze how
external or internal conflicts are
resolved
….. analyze the relationship
between a character’s motivation
and behavior, as revealed by the
dilemmas
….. make comparisons and
synthesize information within and
across texts (e.g., comparing
themes, ideas, concept
development, literary elements,
events, genres)
….. evaluate what is read, based
on the author’s purpose, message,
word choice, sentence variety,
content, tone, style or use of
literary elements
….. analyze the effectiveness of
literary devices or figurative
language in evoking what the
author intended (e.g., picturing a
setting, predicting a consequence,
establishing a mood or feeling)
….. explain the meaning of
concrete or abstract terms, based
on the context (e.g., “loaded”
Julius Caesar by
William Shakespeare
and/or
MacBeth by William
Shakespeare
Outside materials
Prentice Hall
Literature
textbook
Daily Oral
Language
activities
Prentice Hall
Writing and
Grammar
textbook
Sadlier-Oxford
Vocabulary
Workshop
Outside materials
8
Ohio County High School
Curriculum Map / 10th Grade Language Arts
2014-2015
On Demand
Scrimmage #2
words, connotation, denotation
….. paraphrase and summarize
information from texts of various
lengths; distinguish between a
summary and a critique
9
Ohio County High School
Curriculum Map / 10th Grade Language Arts
2014-2015
Unit 4:
Mar 23 – May
15
Poetry Analysis
Arts and
Humanities
Poetry
derived
from
various
artworks
Music/Lyric
Activity
PLCS
Reading:
1. a, b, c
2. a, b, c, d, e
3. a, d
4. a, c
5. a, b, c, e, g,
h
7. a, b
8. a, b, c, d, e,
f, g, h
Writing:
1. a, b, c, d
2. a
3.a, b, c, d, e
4. a, b, c, d, e,
f
5. a, b, c, d, e,
f
6. a, b, c
Study Skills:
a, b, c, d
I can…..
….. formulate questions to guide
reading
….. interpret the meaning of
jargon, dialect, or specialized
vocabulary in context
….. make text-based inferences;
state generalizations; draw
conclusions based on what is read
….. explain or analyze how
external or internal conflicts are
resolved
….. analyze the relationship
between a character’s motivation
and behavior, as revealed by the
dilemmas
….. make comparisons and
synthesize information within and
across texts (e.g., comparing
themes, ideas, concept
development, literary elements,
events, genres)
….. evaluate what is read, based
on the author’s purpose, message,
word choice, sentence variety,
content, tone, style or use of
literary elements
….. analyze the effectiveness of
literary devices or figurative
language in evoking what the
author intended (e.g., picturing a
setting, predicting a consequence,
establishing a mood or feeling)
….. explain the meaning of
concrete or abstract terms, based
on the context (e.g., “loaded”
Daily Oral Language
activities
The Odyssey by
Homer
Read the following
poems from the text:
“The Bridegroom”, “
The Guitar”, The
Fish”, “Danny
Deever”, “Making a
Fist”, “Sonnet 18” and
other various
selections from
textbook then discuss,
and complete
questions from text as
well as from outside
sources.
Prentice Hall
Literature
textbook
Daily Oral
Language
activities
Prentice Hall
Writing and
Grammar
textbook
Sadlier-Oxford
Vocabulary
Workshop
Outside materials
Harlem by Langston
Hughes
Women by Alice
Walker
Various Robert
Hayden Poetry
Outside materials
10
Ohio County High School
Curriculum Map / 10th Grade Language Arts
2014-2015
words, connotation, denotation
….. paraphrase and summarize
information from texts of various
lengths; distinguish between a
summary and a critique
…..make predictions while
reading
….. identify and explain use of
persuasive techniques (e.g.,
logical/emotional/ethical appeal,
repetition, allusion) or
propaganda techniques (e.g.,
testimonial, bandwagon, transfer,
personal attack)
~ Independent Book Study per quarter (4 total)
~PLAN testing will occur during the fall semester
~ MAP testing will occur 3 times throughout the course of the school year
~End of Course Assessment will occur at the end of the spring semester
~Constructed Response and On Demand will be practiced throughout the school year
~Reading Plus will be implemented throughout the school year
11