30-20 Thomson Avenue
Long Island City, NY 11101
Phone: (718) 389-362
Fax: (718) 389-3724
Gilberto Vega, Principal
Victoria Armano, Assistant Principal
Gary Ross, Assistant Principal
AOFE CURRICULUM MAP –Subject : ELA GRADE 10 (Aliza Israel)
Time
Frame
(Month,
days, #
week)
2 weeks
(9/9-9/25)
Big Ideas/
Themes
-Identify, analyze
and utilize literary
elements and
techniques.
Essential
Questions
1. How can I
identify literary
elements and
techniques in texts?
2. How can I
analyze the effects
of literary elements
and techniques on
texts?
3. How can I use
literary elements
and techniques in
my writing?
NYS
Standards
and Key
Ideas
Covered
Standard 1
Standard 2
Standard 3
Standard 4
Performance
Indicators /
skills
Working individually
and in groups,
students will:
-Identify literary
elements and
techniques in texts.
-Analyze, compare
and contrast the
effects of literary
elements and
techniques in texts.
-Display their
understanding of
literary elements and
techniques by
incorporating them
into their writing.
-Peer edit written
pieces containing
literary elements and
techniques.
Texts Used
and Addn’
Resources /
Chapters
used
-Summer
reading texts
-Various short
stories
-Various poems
Assessments
-Graphic organizer
displaying
occurrences and
effects of literary
elements and
techniques in short
stories and poems.
-Creative writing
piece incorporating
literary elements and
techniques.
Educating for Global Business
Critical
Vocabulary
-Literary
elements
(Setting, Plot,
Conflict,
Character, Point
of View,
Theme)
-Various
literary
techniques
Reading
Focus /
Seminars
Writing Focus
-Identifying and
analyzing the
effect of literary
elements and
techniques within
summer reading
texts, various short
stories and poems.
-Students will
author a creative
writing piece
incorporating
literary elements
and techniques.
Other
( Lab Themes
/ Trips/
Enrichment)
30-20 Thomson Avenue
Long Island City, NY 11101
Phone: (718) 389-362
Fax: (718) 389-3724
Gilberto Vega, Principal
Victoria Armano, Assistant Principal
Gary Ross, Assistant Principal
AOFE CURRICULUM MAP –Subject : ELA GRADE 10 (Aliza Israel)
Time
Frame
(Month,
days, #
week)
6 weeks
(9/28-11/6)
Big Ideas/
Themes
Memoir Reading
and Writing
Essential
Questions
1. How can I
identify and analyze
the essential
elements of memoir
writing?
2. How can I
identify and analyze
the effects of
literary elements
and techniques
within Night?
3. How can I write a
personal memoir
focused around a
shared theme with
Night?
NYS
Standards
and Key
Ideas
Covered
Standard 1
Standard 2
Standard 3
Standard 4
Performance
Indicators /
skills
Working individually
and in groups,
students will:
-Evaluate the causes
and effects of the
Holocaust.
-Identify and analyze
essential elements of
memoir writing.
-Identify and analyze
the effects of literary
elements and
techniques within
Night.
-Write a personal
memoir focused
around a shared
theme with Night.
Texts Used
and Addn’
Resources /
Chapters
used
-Memoir
written in short
story format
-Night by Elie
Wiesel
-Photographs
from the
Holocaust
-Life is
Beautiful film.
Assessments
-Quizzes on Night
-Creation of a
personal memoir,
focused around a
shared theme with
Night.
Educating for Global Business
Critical
Vocabulary
-Terminology
associated with
the Holocaust
-Literary
elements and
techniques
Reading
Focus /
Seminars
Writing Focus
Other
( Lab Themes
/ Trips/
Enrichment)
Within Night,
students will:
-Identify and
analyze essential
elements of
memoir writing.
-Identify and
analyze the effects
of literary
elements and
techniques.
-Students will
write a personal
memoir focused
around a shared
theme with Night.
-Trip to Holocaust
Museum in
Manhattan.
30-20 Thomson Avenue
Long Island City, NY 11101
Phone: (718) 389-362
Fax: (718) 389-3724
Gilberto Vega, Principal
Victoria Armano, Assistant Principal
Gary Ross, Assistant Principal
AOFE CURRICULUM MAP –Subject : ELA GRADE 10 (Aliza Israel)
Time
Frame
(Month,
days, #
week)
5 weeks
(11/9-12/23)
Big Ideas/
Themes
Historical Fiction
– Great
Depression
Preparing for the
ELA Regents
exam – Session 2
Part B
(Critical Lens)
Essential
Questions
1. How can I
identify and analyze
the essential
elements of
historical fiction
writing?
2. How can I
identify and analyze
the effects of
literary elements
and techniques
within Of Mice and
Men?
3. How can I write a
critical lens essay
based on a
quotation about
hope, in which I
incorporate Of Mice
and Men and a
second text of my
choice?
NYS
Standards
and Key
Ideas
Covered
Standard 1
Standard 2
Standard 3
Standard 4
Performance
Indicators /
skills
Working individually
and in groups,
students will:
-Evaluate the causes
and effects of
America’s displaced
migrant workers
during the Great
Depression.
-Identify and analyze
essential elements of
historical fiction
writing.
-Identify and analyze
the effects of literary
elements and
techniques within Of
Mice and Men.
Texts Used
and Addn’
Resources /
Chapters
used
-Of Mice and
Men by John
Steinbeck
-Poem titled,
“To a Mouse”
by Robert
Burns.
-Poem titled,
“Hope” by
Emily
Dickinson.
-Images of
displaced
migrant
workers during
the Great
Depression.
-Of Mice and
Men film.
Assessments
-Quizzes on Of Mice
and Men
-Critical lens essay
based on a quotation
about hope – first
text must be Of Mice
and Men, second text
is student’s choice.
Educating for Global Business
Critical
Vocabulary
-Terminology
associated with
the Great
Depression.
-Terminology
associated with
displaced
migrant
workers.
-Literary
elements and
techniques.
Reading
Focus /
Seminars
Writing Focus
Within Of Mice
and Men, students
will:
-Identify and
analyze essential
elements of
historical fiction
writing.
-Identify and
analyze the effects
of literary
elements and
techniques.
Students will
write:
-A found poem
based on Crooks’
characterization.
-Critical lens essay
based on a
quotation about
hope – first text
must be Of Mice
and Men, second
text is student’s
choice.
Other
( Lab Themes
/ Trips/
Enrichment)
30-20 Thomson Avenue
Long Island City, NY 11101
Phone: (718) 389-362
Fax: (718) 389-3724
Gilberto Vega, Principal
Victoria Armano, Assistant Principal
Gary Ross, Assistant Principal
AOFE CURRICULUM MAP –Subject : ELA GRADE 10 (Aliza Israel)
Time
Frame
(Month,
days, #
week)
5 weeks
(1/4-2/8)
Big Ideas/
Themes
Reliable narration,
with a specific
focus on the
literary element
Point of View.
Self-realization
Essential
Questions
1. How can I decide
whether Holden
Caulfield is a
reliable narrator?
2. How can I
compare my
adolescent
development to
Holden Caulfield’s,
with a specific
focus on ambition?
NYS
Standards
and Key
Ideas
Covered
Standard 1
Standard 2
Standard 3
Standard 4
Performance
Indicators /
skills
Working individually
and in groups,
students will:
-Focus on the literary
element Point of
View to decide
whether Holden
Caulfield is a reliable
narrator.
-Compare their
adolescent
development to
Holden Caulfield’s,
with a specific focus
on ambition.
Texts Used
and Addn’
Resources /
Chapters
used
-The Catcher in
the Rye by J.D.
Salinger.
Assessments
-Quizzes on The
Catcher in the Rye
-One of three project
options:
1. Burn a mix CD for
Holden Caulfield;
write an explanation
describing each
song’s relation to
Holden’s
characterization or a
theme of the novel.
2. Redesign the cover
art for the novel;
write an explanation
describing at least
five symbols from
the novel included in
the design.
3. Write a collection
of poetry (limerick,
found poem, ode,
poem from another
point of view)
relating to themes
and characterization
from the novel; write
an explanation of the
benefits of
expressing oneself
through poetry.
Educating for Global Business
Critical
Vocabulary
-Literary
elements and
techniques.
Reading
Focus /
Seminars
Writing Focus
Within The
Catcher in the
Rye, students will:
-Identify and
analyze the effects
of literary
elements and
techniques.
-Identify and
analyze moments
during which
Holden Caulfield
is/is not a reliable
narrator.
Students will write
explanations to
accompany their
projects,
describing the
relationships
between their
projects and the
novel.
Other
( Lab Themes
/ Trips/
Enrichment)
30-20 Thomson Avenue
Long Island City, NY 11101
Phone: (718) 389-362
Fax: (718) 389-3724
Gilberto Vega, Principal
Victoria Armano, Assistant Principal
Gary Ross, Assistant Principal
AOFE CURRICULUM MAP –Subject : ELA GRADE 10 (Aliza Israel)
Time
Frame
(Month,
days, #
week)
Big Ideas/
Themes
Essential
Questions
NYS
Standards
and Key
Ideas
Covered
Performance
Indicators /
skills
Texts Used
and Addn’
Resources /
Chapters
used
Assessments
Critical
Vocabulary
Reading
Focus /
Seminars
Writing Focus
4 days
(2/9-2/12)
Exploring Poetry
Formats
1. How can I use
my creative skills
and knowledge of
literary techniques
to write various
types of poems?
Standard 1
Standard 2
Standard 3
Standard 4
Working individually
and in groups,
students will:
-Gain exposure to a
variety of poetic
formats.
-Write original poetry
in a variety of
formats.
-Read original poetry
aloud to peers.
-Various poems
in a variety of
formats.
-Students will write
original poetry in a
variety of formats.
-Literary
elements and
techniques.
Students will read
a variety of
poems, with a
specific focus on
the unique
elements of each
format.
Students will write
original poetry in a
variety of formats.
5 weeks
(2/22-3/26)
Historical Fiction
– The Roaring 20s
1. How can I
identify and analyze
the essential
elements of
historical fiction
writing?
2. How can I
identify and analyze
the effects of
symbolism within
The Great Gatsby?
3. How can I write
an essay
Standard 1
Standard 2
Standard 3
Standard 4
Working individually
and in groups,
students will:
-Evaluate the positive
and negative aspects
of the post-World
War I generation.
-Analyze the effect of
symbolism in The
Great Gatsby.
-Compare and
contrast the issues of
the post-World War I
generation with those
of the current
generation.
-The Great
Gatsby by F.
Scott Fitzgerald
-The Great
Gatsby film
(starring Robert
Redford)
-Quizzes on The
Great Gatsby.
-Essay describing
parallel symbols
from The Great
Gatsby and students’
current lives.
-Terminology
associated with
the post-World
War I
generation.
-Literary
elements and
techniques.
Within The Great
Gatsby, students
will:
-Identify and
analyze essential
elements of
historical fiction
writing.
-Identify and
analyze the effects
of symbolism.
Students will write
an essay
describing parallel
symbols from The
Great Gatsby and
their current lives.
Educating for Global Business
Other
( Lab Themes
/ Trips/
Enrichment)
-Trip to a Gold
Coast mansion
(Oheka Castle in
Huntington?)
30-20 Thomson Avenue
Long Island City, NY 11101
Phone: (718) 389-362
Fax: (718) 389-3724
Gilberto Vega, Principal
Victoria Armano, Assistant Principal
Gary Ross, Assistant Principal
AOFE CURRICULUM MAP –Subject : ELA GRADE 10 (Aliza Israel)
Time
Frame
(Month,
days, #
week)
Big Ideas/
Themes
Essential
Questions
NYS
Standards
and Key
Ideas
Covered
Performance
Indicators /
skills
Texts Used
and Addn’
Resources /
Chapters
used
Assessments
Critical
Vocabulary
Reading
Focus /
Seminars
Writing Focus
5 weeks
(4/7-5/12)
-Breaking text into
thoughts
-Evolution of
language.
-Comedy
-How does one
define comedy?
-How are gender
roles defined by this
play?
Standard 1
Standard 2
Standard 3
Standard 4
Working individually
and in groups,
students will:
-Break language into
thoughts.
-Use context clues to
define words.
-Explain how
precision of language
can create multiple
meanings within a
text.
-“As You Like
It” by William
Shakespeare
-Quizzes on “As You
Like It”
- Working within a
group, students will
re-write a scene of
“As You Like It” in
modern language.
Students will then
write stage
directions, assemble
costumes and act out
this scene for their
peers.
-Rapid-fire
dialogue
-Comedy
-Pun
-Eloquence
-Copiousness
-Allusion
Within “As You
Like It,” students
will:
-Identify and
analyze comedic
elements.
-Identify and
analyze gender
roles.
Working within a
group, students
will re-write a
scene of “As You
Like It” in modern
language.
2 days
(5/13-5/14)
Preparing for the
ELA Regents
exam – Session 1
Part B
(Persuasive
Writing)
-How can I read and
interpret a nonfiction text and
graph, and apply
my findings in a
persuasive format?
Standard 1
Standard 2
Standard 3
Standard 4
Working individually
and in groups,
students will:
-Read and interpret a
non-fiction text and a
graph.
-Apply their findings
in a persuasive
format.
-Use peer editing
skills to provide both
positive and
corrective criticism
on rough drafts.
-New York
State Regents
exams.
-Graphic organizer to
plan persuasive
writing piece.
-Rough draft of
persuasive writing
piece.
-Final draft of
persuasive writing
piece.
-Literary
elements and
techniques.
Students will
focus on strategic
ways to approach
reading
instructions on
tests.
Students will write
a rough and final
draft of a
persuasive writing
piece.
Educating for Global Business
Other
( Lab Themes
/ Trips/
Enrichment)
30-20 Thomson Avenue
Long Island City, NY 11101
Phone: (718) 389-362
Fax: (718) 389-3724
Gilberto Vega, Principal
Victoria Armano, Assistant Principal
Gary Ross, Assistant Principal
AOFE CURRICULUM MAP –Subject : ELA GRADE 10 (Aliza Israel)
Time
Frame
(Month,
days, #
week)
4 weeks
(5/17-6/11)
Big Ideas/
Themes
Self-realization
Problem solving
Essential
Questions
1. How can I
analyze Speak with
a specific focus on
the literary element
Point of View?
2. How can I make
a text-to-world
connection
regarding Melinda’s
rape?
NYS
Standards
and Key
Ideas
Covered
Standard 1
Standard 2
Standard 3
Standard 4
Performance
Indicators /
skills
Working individually
and in groups,
students will:
-Focus on the literary
element Point of
View to interpret the
ways in which
Melinda Sordino
deals with her crisis.
-Assess Melinda
Sordino’s judgment
as she attempts to
solve her problems.
Texts Used
and Addn’
Resources /
Chapters
used
-Speak by
Laurie Halse
Anderson
-Speak film
version.
-Maya
Angelou’s
biography.
-Maya
Angelou’s
“Still I Rise.”
-“Sound of
Silence” by
Simon &
Garfunkel
Assessments
-Group work in
which students
represent Melinda
Sordino as a tree,
represent the other
people/factors in her
life as images
surrounding this tree,
and provide a written
and spoken
explanation for their
creative designs.
-Test on Speak.
Educating for Global Business
Critical
Vocabulary
-Terminology
associated with
the
psychological
results of rape.
-Literary
elements and
techniques.
Reading
Focus /
Seminars
Writing Focus
Within Speak,
students will:
-Identify and
analyze the effects
of literary
elements and
techniques
(specifically point
of view, dialogue,
symbolism, etc.)
-Make a text-toworld connection
regarding
Melinda’s rape.
-Students will
write explanations
to accompany
their group work
assignments.
-Students will
write personal
journal entries
regarding problem
solving, etc. in an
effort to work
toward selfrealization.
Other
( Lab Themes
/ Trips/
Enrichment)
30-20 Thomson Avenue
Long Island City, NY 11101
Phone: (718) 389-362
Fax: (718) 389-3724
Gilberto Vega, Principal
Victoria Armano, Assistant Principal
Gary Ross, Assistant Principal
AOFE CURRICULUM MAP –Subject : ELA GRADE 10 (Aliza Israel)
Time
Frame
(Month,
days, #
week)
Big Ideas/
Themes
Essential
Questions
NYS
Standards
and Key
Ideas
Covered
Performance
Indicators /
skills
Texts Used
and Addn’
Resources /
Chapters
used
Assessments
Educating for Global Business
Critical
Vocabulary
Reading
Focus /
Seminars
Writing Focus
Other
( Lab Themes
/ Trips/
Enrichment)
30-20 Thomson Avenue
Long Island City, NY 11101
Phone: (718) 389-362
Fax: (718) 389-3724
Gilberto Vega, Principal
Victoria Armano, Assistant Principal
Gary Ross, Assistant Principal
AOFE CURRICULUM MAP –Subject : ELA GRADE 10 (Aliza Israel)
Time
Frame
(Month,
days, #
week)
Big Ideas/
Themes
Essential
Questions
NYS
Standards
and Key
Ideas
Covered
Performance
Indicators /
skills
Texts Used
and Addn’
Resources /
Chapters
used
Assessments
Educating for Global Business
Critical
Vocabulary
Reading
Focus /
Seminars
Writing Focus
Other
( Lab Themes
/ Trips/
Enrichment)