ENGLISH II-GRADE 10
CURRICULUM MAP
English 1: Literary Genres
Reading:
§ Night
§ Romeo and Juliet
§ Poetry unit
§ Short Story unit
§ Reading strategies
§ Critical reading skills
§ Vocabulary acquisition
Writing:
§ Writing process
§ Grammar skills
§ MLA format
§ Critical writing skills
§ Expressive writing skills
§ Informational writing skills
Speaking:
§ Informal speaking
techniques
§ Formal speaking techniques
Sample thematic topics:
§ Genre characteristics
§ Archetypal characters
§ Archetypal plots
§ Archetypal images
§ Allegory
§ Holocaust
§ Mythology
§ Renaissance
§ Irony
§ Story elements
§ Poetic devices
§ Figurative language
English 2: American Literature
Reading:
§ The Crucible
§ Fever
§ Independent reading
selection
§ Of Mice and Men
§ Reading strategies
§ Critical reading skills
§ Vocabulary acquisition
Writing:
§ Analytical writing skills
§ Grammar skills
§ Research skills
§ Literary analysis
§ Expressive writing skills
§ Informational writing skills
Speaking:
§ Informal speaking
techniques
§ Formal speaking techniques
Sample thematic topics:
§ Periods of American lit.
§ Conventions of American lit.
§ Puritanism
§ McCarthyism
§ Romanticism
§ Transcendentalism
§ Realism
§ Naturalism
§ Modernism
§ Postmodernism
§ Native American lit.
§ American Dream
English 3: British Literature
Reading:
§ Beowulf
§ Macbeth
§
Animal Farm
§ Lord of the Flies
§ Reading strategies
§ Critical reading skills
§ Vocabulary acquisition
English 4: World Literature
Reading:
§
Hamlet
§ Personal statement
§ Anthem
§ Little Prince
§ Reading strategies
§ Critical reading skills
§ Vocabulary acquisition
Writing:
§ Analytical writing skills
§ Resume writing
§ Research skills
§ Literary analysis
§ Expressive writing skills
§ Informational writing skills
Writing:
§ Analytical writing skills
§ Personal essay writing
§ Research skills
§ Literary analysis
§ Expressive writing skills
§ Informational writing skills
Speaking:
§ Informal speaking
techniques
§ Formal speaking techniques
Speaking:
§ Informal speaking
techniques
§ Formal speaking techniques
Sample thematic topics:
§ Periods of British literature
§ Conventions of British lit
§ Heroic tradition
§ Elizabethan England
§ Satire
§ Social issues
§ Nature vs. civilization
§ Colonialism
§ Victorianism
§ Industrial Revolution
§ Empire
§ Enlightenment
Sample thematic topics:
§ Identity
§ Truth
§ Justice
§ Diaspora
§ Fate vs. free will
§ Alienation
§ Heroism
§ Modernism
§ Postmodernism
§ Cultural practices
§ Thematic oppositions
§ Initiation
Grade 10 – The Crucible Unit
Semester 1--COMMON
ESSENTIAL QUESTION: How does the play reflect Puritan society? What are the central conflicts that arise due to Puritan
beliefs?
Assessment
Summative Assessment
COMMON:
•
Required Extended Task:
Response to literature
essay that addresses three
conflicts resulting from
Puritan beliefs.
Continuous Assessment:
• Student application of
teacher-modeled thinking
strategies through oral
and written response
• Student understanding of
literary elements and
author’s craft through
oral and written response
• Student ability to
respectfully and
responsibly listen and
respond to others
• Student prior knowledge
and zone of proximal
development
Student Understandings
Guiding Questions:
• What beliefs can be identified as Puritan?
• How do Puritan beliefs affect their everyday life?
• What conflicts can be identified within the play?
• How is life during this time different from today?
Knowledge/Skills:
• Identify the meaning of unfamiliar vocabulary (R-10-2)
• Show breadth of vocabulary knowledge by identifying word origins and
dialects and explain connotation, denotation, shades of meanings/nuance or
idioms (R-10-3.1. 3.2)
• Demonstrate understanding by making logical predictions about
protagonist/antagonist or identify any changes in relationships over time
(R-10-4, 4.1)
• Define and identify aspects of Puritan society (R-10-5,5.5, R-10-8, W-103.3, W-10-2, 2.3)
• Explain how the author’s purpose is demonstrated in the text (bias, point of
view) (R-10-5.5)
• Define and identify literary elements employed in this play (R-10-4)
• Demonstrate understanding of plot, ideas and concepts by selecting and
summarizing key ideas (R-10-4.2) to set context appropriate to audience
(W-10-2.1)
• Generate questions before, during, and after reading (R-10-4.3)
• Identify the characteristics of a variety of types/genres of literary texts (R10-4.4) including literary devices such as diction, syntax, point of view,
bias, and symbolism (R-4.5)
• Analyze and interpret elements of literary texts, citing evidence where
appropriate by explaining logical outcomes based on interactions between
characters or evolving plot and examining relationships that reveal
character traits, motivations, or changes over time to make inferences (R10-5, R-10-5.1, R-10-5.2, R-10-5.3)
Instructional Plan
Required Text
The Crucible
Suggested Materials:
• Historical/cultural
background information
• Additional resources and
texts
Suggested instructional
strategies/scaffolds:
• Prior knowledge
•
Adapted texts
•
Graphic organizers
•
Note-taking
•
Film clips
•
Cooperative learning
•
One-one conference
•
•
•
•
•
•
•
•
•
•
•
•
Make and support analytical judgments by establishing an interpretive
claim in the form of a thesis when responding to a given prompt (W-10-3,
3.1-3.4)
Use precise and descriptive language that clarifies and supports intent and
establishes authoritative voice (W-10-7.4-7.5)
Select and summarize key ideas to set context appropriate to audience (W10-2.1)
Select and analyze accurate information, connecting the text to prior
knowledge, to oneself, or to the broader world of ideas in order to advance
relevant ideas or themes (W 10-2.3, 3.3)
Maintain focus (W 10-5.5, 7.2)
Select appropriate and relevant information (excluding extraneous details)
to set context (W-10-6.2)
Interpret text by making inferences and drawing a credible conclusion that
synthesizes information (W 10-6.4, 8.5, 3.2)
Use an organizational structure that allows for a progression of ideas to
develop (W 10-1.1, 1.2, 1.3, 1.4, 3.4, 4.6, 14.3, 14.5)
Demonstrate control of usage, grammar, punctuation, sentence
construction, and spelling (W 10-9.1, 9.2, 9.3, 9.4, 9.5)
Summarize, paraphrase questions, or contribute to information presented
(OC 10-1.2)
Participate in large and small group discussions showing respect for a range
of individual ideas (OC 10-1.4)
Use a variety of strategies of address to communicate ideas effectively (OC
10-2.5)
Possible Applications:
• homework, discussion questions, class discussion, oral presentations,
quizzes, quote analysis
• maintain daily reader response journals
• graphic organizers
Grade 10 – American Romantic Period– Required Author Study -- Edgar Allan Poe
Semester 1--COMMON
ESSENTIAL QUESTION: How does Poe’s writing reflect the themes of the Romantic period? What writing qualities define this
author?
Assessment
Summative Assessment:
COMMON: On –demand
reflective essay with common
prompt.
Continuous Assessment:
• Student application of
teacher-modeled thinking
strategies through oral
and written response
• Student understanding of
romantic concepts,
literary elements and
author’s craft through
oral and written response
• Student ability to
respectfully and
responsibly listen and
respond to others
• Student prior knowledge
and zone of proximal
development
Student Understandings
Guiding Questions:
• What themes can be identified in Poe’s writing?
• What new types of literature does Poe develop?
• What stylistic and literary elements are employed by this author?
• How does Poe illustrate the human condition through his writing?
Knowledge/Skills:
• Identify the meaning of unfamiliar vocabulary (R-10-2)
• Show breadth of vocabulary knowledge by identifying word origins and
dialects and explain connotation, denotation, shades of meanings/nuance or
idioms (R-10-3.1. 3.2)
• Demonstrate understanding by making logical predictions about
protagonist/antagonist or identify any changes in relationships over time
(R-10-4, 4.1)
• Define and identify author’s themes and explain how each theme is
supported within the text (R-10-5,5.5, R-10-8, W-10-3.3, W-10-2, 2.3)
• Explain how the author’s purpose is demonstrated in the text (bias, point of
view) (R-10-5.5)
• Define and identify literary elements employed by this author (R-10-4)
• Demonstrate understanding of plot, ideas and concepts by selecting and
summarizing key ideas (R-10-4.2) to set context appropriate to audience
(W-10-2.1)
• Generate questions before, during, and after reading (R-10-4.3)
• Identify the characteristics of a variety of types/genres of literary texts (R10-4.4) including literary devices such as diction, syntax, point of view,
bias, and symbolism (R-4.5)
• Analyze and interpret elements of literary texts, citing evidence where
appropriate by explaining logical outcomes based on interactions between
characters or evolving plot and examining relationships that reveal
character traits, motivations, or changes over time to make inferences (R10-5, R-10-5.1, R-10-5.2, R-10-5.3)
Instructional Plan
Required Texts:
“The Black Cat”
“The Masque of the Red Death”
“The Tell-Tale Heart”
“The Cask of Amontillado”
Suggested Materials:
• Historical/Author
background information
• Class set of The US in
Literature :Poe selections
from text
• Poe Collection of
additional stories and/or
poems
• Literary criticism, essays
• Additional Resources
Suggested instructional
strategies/scaffolds:
• Prior knowledge
•
Adapted texts
•
Graphic organizers
•
Note-taking
•
Film clips
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Explain how the author’s style is evident (R-10-5.4) and how the author’s
purpose to entertain, inform, or persuade is supported in the text (R-10-5.5)
Analyze and interpret author’s craft by demonstrating knowledge of
author’s style or use of literary elements and devices, such as analogy,
allusion, diction, syntax (R-10-6.1)
Make and support analytical judgments by establishing an interpretive
claim in the form of a thesis when responding to a given prompt (W-10-3,
3.1-3.4)
Use precise and descriptive language that clarifies and supports intent and
establishes authoritative voice (W-10-7.4-7.5)
Select and summarize key ideas to set context appropriate to audience (W10-2.1)
Select and analyze accurate information, connecting the text to prior
knowledge, to oneself, or to the broader world of ideas in order to advance
relevant ideas or themes (W 10-2.3, 3.3)
Analyze a condition, or situation of significance as the basis for the
reflection (W-10-14.2)
Make connections between personal ideas and experiences and more
abstract aspects of life (W-12-14.6)
Maintain focus (W 10-5.5, 7.2)
Select appropriate and relevant information (excluding extraneous details)
to set context (W-10-6.2)
Interpret text by making inferences and drawing a credible conclusion that
synthesizes information (W 10-6.4, 8.5, 3.2)
Use an organizational structure that allows for a progression of ideas to
develop. The response includes an opening, body, and closure (W 10-1.1,
1.2, 1.3, 1.4, 3.4, 4.6, 14.3, 14.5)
Demonstrate control of usage, grammar, punctuation, sentence
construction, and spelling; occasional errors do not interfere with meaning
(W 10-9.1, 9.2, 9.3, 9.4, 9.5)
Demonstrate listening skills by following verbal instructions, to perform
specific tasks, to answer questions, or to solve problems (OC 10-1.1)
Summarize, paraphrase questions, or contribute to information presented
(OC 10-1.2)
Participate in large and small group discussions showing respect for a range
of individual ideas (OC 10-1.4)
Use a variety of strategies of address to communicate ideas effectively (OC
10-2.5)
•
Cooperative learning
Possible Applications:
• homework, discussion questions, quizzes, quote analysis,
• maintain daily reader response journals
• create PowerPoint of romantic themes
• write a short story or poem in the author’s style
• translate “The Raven” into a short story
• Poster presentations
Grade 10 – Independent Reading Unit
Semester 2
ESSENTIAL QUESTION: How can you apply the knowledge and skills you have gained this year when reading independently?
Assessment
Summative Assessment
Options:
• End of unit exam
• Essay
• Quote analysis
• Book talk
• Poster presentation
Continuous Assessment:
• Student application of
teacher-modeled thinking
strategies through oral
and written response
• Student understanding of
literary elements and
author’s craft through
oral and written response
• Student ability to
respectfully and
responsibly listen and
respond to others
• Student prior knowledge
and zone of proximal
development
Student Understandings
Guiding Questions:
• What literary elements emerge as significant in this text?
• What text-to-self, text-to-text, or text-to-world connections can you make?
• What strategies can you use to actively engage in independent reading?
Knowledge/Skills:
• Identify the meaning of unfamiliar vocabulary (R-10-2)
• Show breadth of vocabulary knowledge by identifying word origins and
dialects and explain connotation, denotation, shades of meanings/nuance or
idioms (R-10-3.1. 3.2)
• Demonstrate understanding by making logical predictions about
protagonist/antagonist or identify any changes in relationships over time
(R-10-4, 4.1)
• Explain how the author’s purpose is demonstrated in the text (bias, point of
view) (R-10-5.5)
• Define and identify literary elements employed in this text (R-10-4)
• Generate questions before, during, and after reading (R-10-4.3).
• Identify the characteristics of a variety of types/genres of literary texts (R10-4.4) including literary devices such as diction, syntax, point of view,
bias, and symbolism (R-10-4.5)
• Analyze and interpret elements of literary texts, citing evidence where
appropriate by explaining logical outcomes based on interactions between
characters or evolving plot and examining relationships that reveal
character traits, motivations, or changes over time to make inferences (R10-5, R-10-5.1, R-10-5.2, R-10-5.3)
• Other Writing and/or Oral Communication GSE’s may be applied as
necessary, according to continuous and summative assessment.
Possible Applications:
• homework, discussion questions, class discussions, oral presentations,
quizzes, quote analysis
• maintain daily reader response journals
• graphic organizers
Instructional Plan
Required Text
Teacher or student selected
Suggested Materials:
• Historical/cultural
background information
• Additional resources
• Reading Log
Suggested instructional
strategies/scaffolds:
• Prior knowledge
•
Adapted texts
•
Graphic organizers
•
Note-taking
•
Cooperative learning
•
One-on-one conferences
Grade 10 – Realism Period
Semester 2--COMMON
ESSENTIAL QUESTION: How does this literature reflect the culture of this period? How do the authors of the Realism period
employ literary elements in their writing?
Assessment
Summative Assessment:
COMMON
• Extended Task: Literary
analysis of themes in Of
Mice and Men
Continuous Assessment:
• Student application of
teacher-modeled thinking
strategies through oral
and written response
• Student understanding of
romantic concepts,
literary elements and
author’s craft through
oral and written response
• Student ability to
respectfully and
responsibly listen and
respond to others
• Student prior knowledge
and zone of proximal
development
Student Understandings
Guiding Questions:
• How does the literature of this period reflect change in American society?
• What themes can be identified from the American Realism period?
• What types of literature evolve in this period?
• What types of writing techniques can be recognized in American Realism
writing?
• What stylistic and literary elements are employed by the authors of this
period?
Knowledge/Skills:
• Identify the meaning of unfamiliar vocabulary (R-10-2)
• Show breadth of vocabulary knowledge by identifying word origins and
dialects and explain connotation, denotation, shades of meanings/nuance or
idioms (R-10-3.1. 3.2)
• Demonstrate understanding by making logical predictions about
protagonist/antagonist or identify any changes in relationships over time
(R-10-4, 4.1)
• Define and identify American Realism themes and explain how each
theme is supported within the text (R-10-5,5.5, R-10-8, W-10-3.3, W-10-2,
2.3)
• Explain how the author’s purpose is demonstrated in the text (bias, point of
view) (R-10-5.5)
• Define and identify literary elements employed in this period (R-10-4)
• Demonstrate understanding of plot, ideas and concepts by selecting and
summarizing key ideas (R-10-4.2) to set context appropriate to audience
(W-10-2.1)
• Generate questions before, during, and after reading (R-10-4.3).
• Identify the characteristics of a variety of types/genres of literary texts (R10-4.4) including literary devices such as diction, syntax, point of view,
bias, and symbolism (R-10--4.5)
• Analyze and interpret elements of literary texts, citing evidence where
Instructional Plan
Required Text:
Of Mice and Men
Suggested Materials:
• Historical/cultural
background information
• Class set of The US in
Literature:“Variations and
Departures“ unit
• Literary criticism, essays,
short stories, poetry
• Additional resources and
texts
• Specific examples of
regional writing
Suggested instructional
strategies/scaffolds:
• Prior knowledge
•
Adapted texts
•
Graphic organizers
•
Note-taking
•
Film clips
•
Cooperative learning
•
•
•
•
•
•
•
•
•
•
•
•
•
•
appropriate by explaining logical outcomes based on interactions between
characters or evolving plot and examining relationships that reveal
character traits, motivations, or changes over time to make inferences (R10-5, R-10-5.1, R-10-5.2, R-10-5.3)
Explain how the author’s style is evident (R-10-5.4) and how the author’s
purpose to entertain, inform, or persuade is supported in the text (R-10-5.5)
Analyze and interpret author’s craft by demonstrating knowledge of
author’s style or use of literary elements and devices, such as analogy,
allusion, diction, syntax (R-10-6.1)
Make and support analytical judgments by establishing an interpretive
claim in the form of a thesis when responding to a given prompt (W-10-3,
3.1-3.4)
Use precise and descriptive language that clarifies and supports intent and
establishes authoritative voice (W-10-7.4-7.5)
Select and summarize key ideas to set context appropriate to audience (W10-2.1)
Select and analyze accurate information, connecting the text to prior
knowledge, to oneself, or to the broader world of ideas in order to advance
relevant ideas or themes (W-10-2.3, 3.3)
Maintain focus (W-10-5.5, 7.2)
Select appropriate and relevant information (excluding extraneous details)
to set context (W-10-6.2)
Interpret text by making inferences and drawing a credible conclusion that
synthesizes information (W-10-6.4, 8.5, 3.2)
Use an organizational structure that allows for a progression of ideas to
develop. The response includes an opening, body, and closure (W-10-1.1,
1.2, 1.3, 1.4, 3.4, 4.6, 14.3, 14.5)
Demonstrate control of usage, grammar, punctuation, sentence
construction, and spelling; occasional errors do not interfere with meaning
(W-10-9.1, 9.2, 9.3, 9.4, 9.5)
Summarize, paraphrase questions, or contribute to information presented
(OC 10-1.2)
Participate in large and small group discussions showing respect for a range
of individual ideas (OC 10-1.4)
Use a variety of strategies of address to communicate ideas effectively (OC
10-2.5)
Possible Applications:
•
•
•
•
•
homework, discussion questions, quizzes, quote analysis
maintain daily reader response journals
create PowerPoint of realism themes
collaborative group work
Poster presentations