Ohio County High School Curriculum Map / 10th Grade Language Arts 2013-2014 Approximate Dates Content Course Objectives /Standards Skills Activities / Assessments Resources ACT and PLAN (see ACT Course Standards) Unit 1: Aug 7 – Oct 4 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 Students will….. …..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 2013-2014 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 2013-2014 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 14 - Dec 18 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 Students will….. ….. 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 Black Boy by Richard Wright and/or The Autobiography of Malcolm X by Alex Haley “Occupation: Conductorette” from I Know Why the Caged Bird Sings by Maya Angelou I Have a Dream by Martin Luther King Jr. Prentice Hall Literature textbook Daily Oral Language activities Prentice Hall Writing and Grammar textbook Sadlier-Oxford Vocabulary Workshop Outside materials Outside materials 3 Ohio County High School Curriculum Map / 10th Grade Language Arts 2013-2014 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 2013-2014 and sensory details, and by applying language appropriate to the content, purpose, and audience. Students will 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) Students will document ideas from outside sources (e.g., citing authors, titles, websites) Students will apply delivery techniques….. …..both verbal (e.g., tone, volume, rate, articulation, 5 Ohio County High School Curriculum Map / 10th Grade Language Arts 2013-2014 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. Students will use visual aids, media, and tools of technology to support oral communication Students will document ideas 6 Ohio County High School Curriculum Map / 10th Grade Language Arts 2013-2014 from outside sources (e.g., citing authors, titles, websites) 7 Ohio County High School Curriculum Map / 10th Grade Language Arts 2013-2014 Unit 3: Jan 2 – Mar 14 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 Students will….. ….. 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 Pygmalin by George Bernard Shaw 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 2013-2014 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 2013-2014 Unit 4: Mar 14 – 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 Students will….. ….. 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 2013-2014 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) 11 Ohio County High School Curriculum Map / 10th Grade Language Arts 2013-2014 ~ 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 12