Huntsville City Schools
Instructional Guide 2015-2016
Course: English Grade: 10
For a detailed exposition of the pacing guide, refer to the following websites: http://www.apluscollegeready.org/teachers
For a list of suggested and supplemental texts, refer to the following website: https://qc.vantage.com/qualitycore/do/log
To access document matching QC standards to CCR standards, refer to the following website: https://qc.vantage.com/qualitycore/do/log
Standards to be assessed each nine weeks will be highlighted in red.
* “Note that LTF lessons are designed to be modified by the teacher to use with any appropriate text.”
FIRST NINE WEEKS:
AUGUST 4 – OCTOBER 2, 2015
No Required Text
Standard
(RL.9-10.1 & RI.9-10.1)
Cite strong and thorough
textual evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text. Standard assessed.
1
Suggested
Resources
“I Can” Statements *
PH Lit:
All resources used within the
nine weeks.
Pacing
Recommendation
/ Date(s) Taught
1st nine weeks:
ALL WEEKS
2
(RL.9 -10.2) Determine a
theme or central idea of a
text and analyze in detail
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.
(RL.9-10.3) Analyze how
complex characters
develop over the course of
a text, interact with other
characters, and advance
the plot or develop the
theme.
PH Lit:
- “Earth on Turtle’s Back”
- “When Grizzlies Walked
Upright”
- “The Navajo Origin
Legend”
- “Museum Indians”
- “Huswifery”
1st nine weeks:
Weeks 1, 2, 4
PH Lit:
- “Museum Indians”
- Straw Into Gold: The
Metamorphosis of the
Everyday
- The Interesting Life of
Olaudah Equiano
1st nine weeks:
Weeks 1, 2, 6
(RL.9-10.4) Determine the
meaning of words and
phrases as they are used
in the text, including
figurative and connotative
meanings; analyze the
cumulative impact of
specific word choices on
meaning and tone.
PH Lit:
All suggested resources
1st nine weeks:
ALL WEEKS
(RL.9-10.5) Analyze how
an author’s choices
concerning how to
structure a text, order
events within it (e.g.,
PH Lit:
1st nine weeks:
- “To My Dear and Loving
Week 2
Husband”
- “Sinners in the Hands of an
Angry God”
parallel plots), and
manipulate time (e.g.,
pacing, flashbacks) create
such effects as mystery,
tension, or surprise.
(RL.9-10.6) Analyze a
particular point of view or
cultural experience
reflected in a work of early
American literature to
1900, drawing on a wide
range of American
literature. Standard
assessed.
3
PH Lit:
- “Earth on Turtle’s Back”
- “When Grizzlies Walked
Upright”
- “The Navajo Origin
Legend”
- “Museum Indians”
- “Huswifery”
- from “Moby Dick”
1st nine weeks:
Weeks 1, 2, 4, 7
(RL.9-10.9) 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 early
American authors draw
upon the Bible for religious
themes and issues).
PH Lit:
1st nine weeks:
- “To My Dear and Loving
Week 2
Husband”
- “Sinners in the Hands of an
Angry God”
(RL.9-10.10) By the end of
Grade 10, read and
comprehend literature,
including stories, dramas,
and poems, in the Grades
9-10 text complexity band
PH Lit:
All suggested resources
1st nine weeks:
ALL WEEKS
independently and
proficiently, with
scaffolding as needed at
the high end of the range.
4
(RI. 9 – 10.1) Cite strong
and thorough textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text. Standard assessed.
PH Lit:
Unit 1: Speech to the
Virginia Convention,
Declaration of
Independence, From “The
American Crisis”
1st nine weeks:
ALL WEEKS
(RI.9 – 10.2) 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. Standard
assessed.
PH Lit:
- Patrick Henry’s “Speech to
the Virginia Convention”
- Declaration of
Independence
- From “The American Crisis”
1st nine weeks:
Weeks 1, 2, 3
(RI.9-10.6) Determine the
author’s point of view or
purpose in a text and
analyze how an author
uses rhetoric to advance
that point of view or
purpose.
PH Lit
- Speech to the Virginia
Convention
- Declaration of
Independence
- From “The American Crisis”
1st nine weeks:
Weeks 1, 2, 4, 5, 7
5
(RI.9-10.9) Analyze
seminal United States
documents of historical
and literary significance
(e.g., Washington’s
Farewell Address, the
Gettysburg Address),
including how they address
related themes and
concepts.
PH Lit:
- Speech to the Virginia
Convention
- Declaration of
Independence
- From “The American Crisis”
1st nine weeks:
Weeks 7
(RI.9-10.10) By the end of
Grade 10, read and
comprehend literary
nonfiction in the Grades 910 text complexity band
proficiently, with
scaffolding as needed at
the high end of the range.
All suggested resources
1st nine weeks:
ALL WEEKS
(RI. 11-12.9)
Analyze seventeenth,
eighteenth, and
nineteenth-century
foundational United States
documents of historical
and literary significance
(including The Declaration
of Independence, the
PH Lit:
- Speech to the Virginia
Convention
- Declaration of
Independence
- The Gettysburg Address
1st nine weeks: All
Preamble to the
Constitution, the Bill of
Rights, and Lincoln’s
Second Inaugural Address)
for their themes, purposes,
and rhetorical features.
Standard assessed.
(W.9-10-2) Write
informative or explanatory
texts to examine and
convey complex ideas,
concepts, and information
clearly and accurately
through the effective
selection, organization,
and analysis of content.
(W.9-10.4) Produce clear
and coherent writing in
which the development,
organization, and style are
appropriate to task,
purpose and audience.
(W.9-10.5) Develop and
strengthen writing as
needed by planning,
revising, editing, rewriting,
or trying a new approach,
focusing on addressing
what is most significant for
a specific purpose and
audience.
6
PH Lit:
1st nine weeks:
Writing prompt on myths pg. Weeks 2, 3, 5, 6,
30
7, 9
PH Lit:
1st nine weeks:
Writing prompt on myths pg. Weeks 2, 3, 5, 7, 9
30
PH Lit:
1st nine weeks:
Writing prompt on myths pg. Weeks 2, 3, 5, 7, 9
30
7
(W.9-10.10) Write
routinely over extended
time frames, including time
for research, reflection,
and revision, and shorter
time frames such as a
single sitting or a day or
two for a range of tasks,
purposes, and audiences.
(SL.9-10.3) Evaluate a
speaker’s point of view,
reasoning, and use of
evidence and rhetoric,
identifying any fallacious
reasoning or exaggerated
or distorted evidence.
PH Lit:
1st nine weeks:
Writing prompt on myths pg. Weeks 2, 3, 5, 7, 9
30
PH Lit:
- Consult Speaking and
Listening Communications
Workshop on pages 196 and
448
1st nine weeks:
Weeks 2, 4
(SL.9-10.4) Present
information, findings, and
supporting evidence
clearly, concisely, and
logically such that the
listeners can follow the line
of reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task.
All suggested resources
1st nine weeks:
ALL WEEKS
(L.9 – 10.2) Demonstrate
command of the
conventions of Standard
English capitalization,
punctuation, and spelling
when writing. Standard
assessed.
All pieces of writing
1st nine weeks:
Week 2, 3, 5, 7, 9
(L.9 – 10.4) Determine or
clarify the meaning of
unknown and multiplemeaning words and
phrases based on Grade 10
reading and content,
choosing flexibly from a
range of strategies.
All suggested resources
1st nine weeks:
ALL WEEKS
(L.9 – 10.5) Demonstrate
understanding of figurative
language (metaphor,
simile, allusion, analogy,
personification etc.), word
PH Lit:
- “ Sinners in the Hands of
an Angry God”
- Earth on Turtle’s Back
Weeks 1, 2, 4
(L. 10.2a) Use a semicolon
(and perhaps a conjunctive
adverb) to link two or
more closely related
independent clauses.
(L. 10.2b) Use a colon to
introduce a list or
quotation.
(L. 10.2c) Spell correctly.
8
relationships, and nuances
in word meanings.
Standard assessed.
(L. 10.5a) Interpret figures
of speech (e.g.,
euphemism, oxymoron) in
context and analyze their
role in the text.
(L. 10.5b) Analyze nuances
in the meaning of words
with similar denotations.
(L.9 – 10.6) Acquire and
use accurately general
academic and domainspecific words and
phrases, sufficient for
reading, writing, speaking,
and listening at the college
and career readiness level;
demonstrate independence
in gathering vocabulary
knowledge when
considering a word or
phrase important to
comprehension or
expression.
9
- When Grizzlies Walked
Upright
- The Navajo Origin Legend
- Museum Indians
- “Huswifery”
All suggested resources
1st nine weeks:
ALL WEEKS
Huntsville City Schools
Instructional Guide 2015-2016
Course: English
Grade: 10
For a detailed exposition of the pacing guide, refer to the following websites: http://www.apluscollegeready.org/teachers
For a list of suggested and supplemental texts, refer to the following website: https://qc.vantage.com/qualitycore/do/log
To access document matching QC standards to CCR standards, refer to the following website: https://qc.vantage.com/qualitycore/do/log
Standards to be assessed each nine weeks will be highlighted in red.
Standards assessed first nine weeks and second nine weeks will be highlighted in yellow.
* “Note that LTF lessons are designed to be modified by the teacher to use with any appropriate text.”
SECOND NINE WEEKS:
OCTOBER 12 – DECEMBER 18, 2015
Required Text- The Scarlet Letter
Standard
(RL. 9-10.1) Cite strong
and thorough textual
evidence to support
analysis of what the text
10
“I Can” Statements *
Resources
PH Lit:
- “The Devil and Tom
Walker”
- “Where is Here?”
Pacing
Recommendation
/ Date(s) Taught
2nd nine weeks:
Weeks 1, 2, 8, 9
says explicitly as well as
inferences drawn from the
text.
- “The Outcasts of Poker
Flat”
- “Fall of the House of
Usher”
(RL. 9-10.2) Determine a
theme or central idea of a
text and analyze in detail
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. Standard
assessed.
(RL. 9-10.3) Analyze how
complex characters (e.g.)
those with multiple or
conflicting motivations)
develop over the course of
the text, interact with
other characters, and
advance the plot or
develop the theme.
Standard assessed.
PH Lit:
- “The Devil and Tom
Walker”
- “Where is Here?”
- “The Outcasts of Poker
Flat”
- “Fall of the House of
Usher”
2nd nine weeks:
Weeks 1, 2, 8, 9
PH Lit:
- “The Devil and Tom
Walker”
- “Where is Here?”
- “The Outcasts of Poker
Flat”
- “Fall of the House of
Usher”
- “The Minister’s Black Veil”
- “Wagner Matinee”
2nd nine weeks:
Weeks 1, 2, 3, 8, 9
(RL. 9-10.4) Determine the
meaning of words and
phrases as they are used
in the text, including
figurative and connotative
11
PH Lit:
- “The Devil and Tom
Walker”
- “Where is Here?”
2nd nine weeks:
Weeks 1, 2, 3
meanings; analyze the
cumulative impact of
specific word choices on
meaning and tone.
- “The Outcasts of Poker
Flat”
- “Fall of the House of
Usher”
- “The Minister’s Black Veil”
- “Wagner Matinee”
(RL. 9 – 10.6) Analyze a
particular point of view or
cultural experience reflect
in a work of early
American literature to
1900, drawing on a wide
reading of American
literature.
PH Lit
- Snapshot of the Period P.
210-224
- “The Devil and Tom
Walker”
- Snapshot of the Period p.
462-472
- “An Occurrence at Owl
Creek Bridge”
- “An Episode of War”
- “The Minister’s Black Veil”
2nd nine weeks:
Weeks 8 and 9
(RL. 9-10.7) Analyze the
representation of a subject
or a key scene in two
artistic mediums, including
what is emphasized or
absent in each treatment
(e.g. Auden’s “Musee des
Beaux Arts” and Brueghel’s
Landscape with the Fall of
Icarus).
(RL. 9-10.8) Analyze how
an author draws on and
transforms source material
PH Lit:
- “The Fall of the House of
Usher”
- “I Hear America Singing”
2nd nine weeks:
Week 9
PH Lit:
- “Sinners in the Hands of
an Angry God”
2nd nine weeks:
Weeks 8 and 9
12
in a specific work (e.g. how
Shakespeare treats a
theme or topic from Ovid
or the Bible or how early
American authors draw
upon the Bible for religious
themes and issues).
- “The Devil and Tom
Walker”
- “The Minister’s Black Veil”
(RL. 9-10.10) By the end
of Grade 10, read and
comprehend literature,
including stories, dramas,
and poems, in the Grades
9-10 text complexity band
independently and
proficiently, with
scaffolding as needed at
the high end of the range.
PH Lit:
See all other suggested
resources
2nd nine weeks:
All weeks
(RI. 9-10.1) Cite strong
and thorough evidence to
support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
PH Lit:
- “The Minster’s Black Veil”
- “Wagner Matinee”
- “Walden”
- “Civil Disobedience”
2nd nine weeks:
Weeks 3, 4, 5
(RI. 9 – 10.2) 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
PH Lit:
- “The Minster’s Black Veil”
- “Wagner Matinee”
- “Walden”
- “Civil Disobedience”
2nd nine weeks:
Weeks 3, 4, 5
13
an objective summary of
the text.
(RI. 9 – 10.4) Determine
the meaning of words and
phrases as they are used
in a text, including
figurative, connotative,
and technical meanings;
analyze the cumulative
impact of specific word
choices on meaning and
tone (e.g., how the
language of court differs
from that of a newspaper).
Standard assessed.
(RI 9 – 10.5) Analyze in
detail how an author’s
ideas or claims are
developed and refined by
particular sentences,
paragraphs, or larger
portions of a text (e.g., a
section or chapter).
Standard assessed.
(RI. 9-10.6) Determine the
author’s point of view or
purpose in a text and
analyze how an author
uses rhetoric to advance
that point of view or
purpose.
14
PH Lit:
- “The Minster’s Black Veil”
- “Wagner Matinee”
- “Walden”
- “Civil Disobedience”
2nd nine weeks:
Weeks 3, 4, 5
PH Lit
2nd nine weeks:
- “Walden”
Weeks 3, 4, 5
- “Civil Disobedience”
Primary Source Documents
- “Commission of Meriwether
Lewis”
- “Crossing the Great
Divide”
PH Lit
Primary Source Documents
“Commission of Meriwether
Lewis” and “Crossing the
Great Divide”
2nd nine weeks:
Weeks 3, 4, 5
(RI. 9 – 10.8) Delineate
and evaluate the argument
specific claims in a text,
assessing whether the
reasoning is valid and the
evidence is relevant and
sufficient; identify false
statements and fallacious
reasoning.
(W. 9 – 10.2) Write
informative or explanatory
texts to examine and
convey complex ideas,
concepts, and information
clearly and accurately
through the effective
selection, organization,
and analysis of content.
(W.9 – 10.3) Write
narratives to develop real
or imagined experiences or
events using effective
technique, well-chosen
details, and well-structured
event sequences.
(W. 9-10.4) Produce clear
and coherent writing in
which the development,
organization, and style are
appropriate to task,
purpose, and audience.
15
PH Lit
Analyzing Functional and
Expository Texts p. 392-397
2nd nine weeks:
Weeks 3, 4, 5
PH Lit
- Writing Prompts
accompanying short stories
previously listed for weeks
1,2 and 3 on pages 286,
320, 333
2nd nine weeks:
Weeks 3, 5, 6, 7
PH Lit:
- Writing Prompts
accompanying short stories
previously listed for weeks
1,2 and 3 on page 241
2nd nine weeks:
Weeks 1, 2, 3
PH Lit:
- See all other writing
resources including writing
performance tasks listed on
page 456
2nd nine weeks:
Weeks 5, 6, 7
(W. 9-10.5) Develop and
strengthen writing as
needed by planning,
revising, editing, rewriting,
or trying a new approach,
focusing on addressing
what is most significant for
a specific purpose and
audience.
(W. 9-10.6) Use
technology, including the
Internet, to produce,
publish, and update
individual or shared writing
products, taking advantage
or technology’s capacity to
link to other information
and to display information
flexibly and dynamically.
(W. 9-10.7) Conduct short
as well as more sustained
research projects to
answer a question
(including a self-generated
question) or solve a
problem; narrow or
broaden the inquiry when
appropriate; and
synthesize multiple sources
on the subject,
demonstrating
understanding of the
subject under
investigation.
16
PH Lit:
- See all other writing
resources including writing
performance tasks listed on
page 456
2nd nine weeks:
Weeks 5, 6, 7
PH Lit:
- See all other writing
resources including writing
performance tasks listed on
page 456
2nd nine weeks:
Weeks 5, 6, 7
PH Lit:
- See all other writing
resources including writing
performance tasks listed on
page 456
2nd nine weeks:
Week 4
(W. 9-10.8) Gather
relevant information from
multiple authoritative print
and digital sources, using
advanced searches
effectively; assess the
usefulness of each source
in answering the research
question; and integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and following a
standard format for
citation.
PH Lit:
- Tasks p. 254
2nd nine weeks:
Week 4
(W.9 -10.9) Draw evidence
from literary or
informational texts to
support analysis,
reflection, and research.
(W. 9-10.10) Write
routinely over extended
time frames, including time
for research, reflection,
and revision, and shorter
time frames such as a
single sitting or a day or
two for a range of tasks,
purposes, and audiences.
(SL.9-10.2) Integrate
multiple sources of
information presented in
PH Lit
- All resources previously
listed for this 9 weeks
2nd nine weeks:
Week 4
PH Lit
- All resources previously
listed for this 9 weeks.
2nd nine weeks:
Weeks 4, 5, 6, 7
PH Lit
- Task p. 476
- Speaking task p. 321
2nd nine weeks:
Weeks 4, 5, 6, 7
17
diverse media or formats
(e.g., visually,
quantitatively, orally)
evaluating the credibility
and accuracy of each
source.
(SL. 9 – 10.4) Present
information, findings, and
supporting evidence
clearly, concisely, and
logically such that the
listeners can follow the line
of reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task.
PH Lit
- Performance Tasks p. 204205
- Speaking task p. 321
2nd nine weeks:
Weeks 4, 5, 6, 7
(SL. 9 – 10.6) Adapt
speech to a variety of
contexts and tasks,
demonstrating command
of formal English when
indicated or appropriate.
PH Lit
- Performance Task p. 457
- Speaking task p. 321
2nd nine weeks:
All weeks
(L. 9-10.2) Demonstrate
command of the
conventions of Standard
English capitalization,
punctuation, and spelling
when writing.
PH Lit:
- Test Taking Practice p.
200-203
2nd nine weeks:
All weeks
18
(L. 10.2a) Use a semicolon
(and perhaps a conjunctive
adverb) to link two or
more closely related
independent clauses.
(L. 10.2b) Use a colon to
introduce a list or
quotation.
(L. 10.2c) Spell correctly.
(L. 9-10.4) Determine or
clarify the meaning of
unknown and multiplemeaning words and
phrases based on Grade 9
reading and content,
choosing flexibly from a
range of strategies.
Standard assessed.
(L 9-10.6) Acquire and use
accurately general
academic and domainspecific words and
phrases, sufficient for
reading, writing, speaking,
and listening at the college
and career readiness level;
demonstrate independence
in gathering vocabulary
knowledge when
considering a word or
phrase important to
19
PH Lit:
- Performance Tasks p. 456
2nd nine weeks:
All weeks
PH Lit:
- Performance Tasks p. 456
2nd nine weeks:
All weeks
comprehension or
expression.
20
Huntsville City Schools
Instructional Guide 2015-2016
Course: English
Grade: 10
For a detailed exposition of the pacing guide, refer to the following websites: http://www.apluscollegeready.org/teachers
For a list of suggested and supplemental texts, refer to the following website: https://qc.vantage.com/qualitycore/do/log
To access document matching QC standards to CCR standards, refer to the following website: https://qc.vantage.com/qualitycore/do/log
Standards to be assessed each nine weeks will be highlighted in red.
* “Note that LTF lessons are designed to be modified by the teacher to use with any appropriate text.”
THIRD NINE WEEKS:
JANUARY 5 – MARCH 4, 2016
Required Text- Julius Caesar
Standard
(RL. 9-10.1) Cite strong
and thorough textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text.
21
“I Can” Statements *
Resources
PH Lit:
- Hughes’s “Mother to Son”
- Brooks’ “We Real Cool”
- “Booker T. and W.E.B.”
Pacing
Recommendation
/ Date(s) Taught
3rd nine weeks:
Weeks 3, 4, 5, 7, 9
(RL. 9-10.3) Analyze how
complex characters
develop over the course of
a text, interact with other
characters, and advance
the plot or develop the
theme.
PH Lit:
- Julius Caesar
3rd nine weeks:
Weeks 3, 4, 7, 9
(RL. 9-10.4) Determine the
meaning of words and
phrases as they are used
in the text, including
figurative and connotative
meanings; analyze the
cumulative impact of
specific word choices on
meaning and tone.
Standard assessed.
PH Lit:
- Julius Caesar
- Hughes’s “Mother to Son”
- Brooks’ “We Real Cool”
- “Booker T. and W.E.B.”
3rd nine weeks:
Weeks 3, 4, 7, 9
(RL. 9-10.5) Analyze how
an author’s choices
concerning how to
structure a text, order
events within it (e.g.,
parallel plots), and
manipulate time (e.g.,
pacing, flashbacks) create
such effects as mystery,
tension, or surprise.
Standard assessed.
PH Lit:
- “To His Excellency, George
Washington”
- Julius Caesar
3rd nine weeks:
Weeks 3, 4, 7, 9
(RL.9 – 10.6) Analyze a
particular point of view or
cultural experience
PH Lit
- “To His Excellency, General
Washington”
3rd nine weeks:
Weeks 3, 4, 6, 7
22
reflected in a work of early
American literature to
1900, drawing on a wide
reading of American
literature. (Alabama
Standard)
(RL.9- 10.10) By the end
of Grade 10, read and
comprehend literature,
including stories, dramas,
and poems, in the Grades
9-10 text complexity band
independently and
proficiently, with
scaffolding as needed at
the high end of the range.
- Hughes’ “Mother to Son”
- Brooks’ “We Real Cool”
- “Booker T. and W.E.B.”
PH Lit
- see all previously listed
resources
3rd nine weeks: All
Weeks
(RI. 9-10.1) Cite strong
and thorough textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text.
PH Lit:
- Lincoln’s “First Inaugural
Address”
- Lincoln’s “Gettysburg
Address”
- Benjamin Franklin’s
“Speech in the Convention”
- Patrick Henry’s “Speech in
the Virginia Convention”
3rd nine weeks:
Weeks 1 & 2
(RI. 9-10.2) 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
PH Lit:
- Lincoln’s “First Inaugural
Address”
- Lincoln’s “Gettysburg
Address”
3rd nine weeks:
Weeks 1 & 2
23
by specific details; provide
an objective summary of
the text.
- Benjamin Franklin’s
“Speech in the Convention”
- Patrick Henry’s “Speech in
the Virginia Convention”
- Brutus’ speech in Julius
Cesar
- Marc Antony’s speech in
Julius Caesar
(RI. 9-10.3) 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.
Standard assessed.
PH Lit:
- Lincoln’s “First Inaugural
Address”
- Lincoln’s “Gettysburg
Address”
- Benjamin Franklin’s
“Speech in the Convention”
- Patrick Henry’s “Speech in
the Virginia Convention”
- Brutus’ speech in Julius
Caesar
- Marc Antony’s speech in
Julius Caesar
3rd nine weeks:
Weeks 1 & 2
(RI. 9-10.6) Determine the
author’s point of view or
purpose in a text and
analyze how an author
uses rhetoric to advance
that point of view or
purpose. Standard
assessed.
PH Lit:
- Lincoln’s “First Inaugural
Address”
- Lincoln’s “Gettysburg
Address”
- Benjamin Franklin’s
“Speech in the Convention”
- Patrick Henry’s “Speech in
the Virginia Convention”
3rd nine weeks:
Weeks 1, 2, 6
24
- Marc Antony and Brutus’
speeches in Julius Caesar
(RI. 9-10.7) 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.
PH Lit:
- Spielberg’s Lincoln Film
3rd nine weeks:
Weeks 1 & 2
(RI. 9-10.8) 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. Standard
assessed.
PH Lit:
- Lincoln’s “First Inaugural
Address”
- Lincoln’s “Gettysburg
Address”
- Benjamin Franklin’s
“Speech in the Convention”
- Henry’s “Speech in the
Virginia Convention”
3rd nine weeks:
Weeks 1, 2, 6
(RI. 9-10.10) By the end
of Grade 9, read and
comprehend literary
nonfiction in the Grades 910 text complexity band
independently and
proficiently, with
scaffolding as needed at
the high end of the range.
PH Lit:
- See all previously listed
resources
3rd nine weeks:
Weeks 1, 2, 6
25
(W.9-10. 1) Write
arguments to support
claims in an analysis of
substantive topics or texts,
using valid reasoning and
relevant sufficient
evidence.
(W.9-10.2) Write
informative or explanatory
texts to examine and
convey complex ideas,
concepts, and information
clearly and accurately
through the effective
selection, organization,
and analysis of content.
PH Lit
- Writing prompt on page
DR-225
3rd nine weeks:
Weeks 7, 8, 9
PH Lit
- Writing prompt on page
DR-225
3rd nine weeks:
Weeks 7, 8, 9
(W.9-10.4) Produce clear
and coherent writing in
which the development,
organization, and style are
appropriate to task,
purpose and audience.
(W. 9-10.5) Develop and
strengthen writing as
needed by planning,
revising, editing, rewriting,
or trying a new approach,
focusing on addressing
what is most significant for
a specific purpose and
audience.
PH Lit
- Writing prompt on page
DR-225
3rd nine weeks:
Weeks 7, 8, 9
PH Lit
- Writing prompt on page
DR-225
3rd nine weeks:
Weeks 7, 8, 9
26
(W. 9 – 10.10) Write
routinely over extended
time frames, including
time for research,
reflection, and revision,
and shorter time frames
such as a single sitting or a
day or two for a range of
tasks, purposes, and
audiences.
PH Lit
- all writing resources
3rd nine weeks: All
weeks
(SL.9 – 10.2) Integrate
multiple sources of
information presented in
diverse media or formats
(e.g., visually,
quantitatively, orally),
evaluating the credibility
and accuracy of each
source.
PH Lit:
- Adapted topics for debate
or presentation around
Julius Caesar
3rd nine weeks:
Week 8
(SL. 9-10.4) Present
information, findings, and
supporting evidence
clearly, concisely, and
logically such that the
listeners can follow the line
of reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task.
PH Lit:
- Adapted topics for debate
or presentation around
Julius Caesar
3rd nine weeks:
Week 8
27
(SL. 9-10.5) Make
strategic use of digital
media (e.g., textual,
graphical, audio, visual,
and interactive elements)
in presentations to
enhance understanding of
findings, reasoning, and
evidence and to add
interest.
PH Lit:
- Adapted topics for debate
or presentation around
Julius Caesar
3rd nine weeks:
Week 8
(L. 9-10.1) Demonstrate
command of the
conventions of Standard
English grammar usage
when writing or speaking.
Standard assessed.
PH Lit
- DR-248
- DR-206
- Test Taking Practice p.
200-203
3rd nine weeks: All
weeks
(L. 10.1a) Use parallel
structure.*
(L. 10.1b) 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.
28
(L. 10.1c) Apply rules of
subject-verb agreement
when the subject is
compound in form but
singular in meaning and
when the subject is plural
in form but singular in
meaning.
(L. 9-10.2) Demonstrate
command of the
conventions of Standard
English capitalization,
punctuation, and spelling
when writing.
(L. 9-10.3) 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. Standard
assessed.
(L. 9-10.4) Determine or
clarify the meaning of
unknown and multiplemeaning words and
phrases based on Grade 9
reading and content,
choosing flexibly from a
range of strategies.
29
PH Lit:
- Test Taking Practice p.
200-203
3rd nine weeks: All
weeks
PH Lit:
- DR-248
- Test Taking Practice p.
200-203
3rd nine weeks:
Weeks 7, 8, 9
PH Lit:
- DR-230
- Test Taking Practice p.
200-203
3rd nine weeks: All
weeks
(L. 9-10.6) Acquire and
use accurately general
academic and domainspecific words and
phrases, sufficient for
reading, writing, speaking,
and listening at the college
and career readiness level;
demonstrate independence
in gathering vocabulary
knowledge when
considering a word or
phrase important to
comprehension or
expression. Standard
assessed.
30
PH Lit:
- Vocabulary at the
beginning of each act of
Julius Caesar
3rd nine weeks: All
weeks
Huntsville City Schools
Instructional Guide 2015-2016
Course: English
Grade: 10
For a detailed exposition of the pacing guide, refer to the following websites: http://www.apluscollegeready.org/teachers
For a list of suggested and supplemental texts, refer to the following website: https://qc.vantage.com/qualitycore/do/log
To access document matching QC standards to CCR standards, refer to the following website: https://qc.vantage.com/qualitycore/do/log
Standards to be assessed each nine weeks will be highlighted in red.
* “Note that LTF lessons are designed to be modified by the teacher to use with any appropriate text.”
FOURTH NINE WEEKS:
MARCH 7 – MAY 20, 2015
Required Texts- The Narrative of the Life of Frederick Douglass
Standard
The EOC assessment
will be given this nine
weeks. Teach and
assess all standards.
Focus on ALL RL, RI and
L standards and hit the
ones that have not been
previously taught and
assessed.
31
“I Can” Statements *
Resources
PH Lit:
- “The Spider and the Wasp”
- “Keep Memory Alive”
- “An Occurrence at Owl
Creek Bridge”
- from “My Bondage and My
Freedom”
- from “Black Boy”
- “Douglass” and “We Wear
the Mask” poetry
Pacing
Recommendation
/ Date(s) Taught
4th nine weeks:
Weeks 1 - 5
- from “How to Tell a Story”
- “The Notorious Jumping
Frog of Calaveras County”
- “The Story of an Hour”
(W.9-10.2): Write
informative or explanatory
texts to examine and
convey complex ideas,
concepts, and information
clearly and accurately
through the effective
selection, organization,
and analysis of content.
PH Lit
- Performance tasks on p.
456
- adapt Oral Presentation
Task on p. 476
4th nine weeks:
Weeks 6-9
(W.9-10.4): Produce clear
and coherent writing in
which the development,
organization, and style are
appropriate to task,
purpose and audience.
PH Lit
- Performance tasks on p.
456
- adapt Oral Presentation
Task on p. 476
4th nine weeks:
Weeks 6-9
(W. 9 – 10.5) Develop and
strengthen writing as
needed by planning,
revising, editing, rewriting,
or trying a new approach,
focusing on addressing
what is most significant for
a specific purpose and
audience.
(W.9—10.10): Write
routinely over extended
PH Lit
- Performance tasks on p.
456
- adapt Oral Presentation
Task on p. 476
4th nine weeks:
Weeks 6-9
PH Lit:
- all writing resources
4th nine weeks:
Weeks 6-9
32
time frames, including time
for research, reflection,
and revision, and shorter
time frames such as a
single sitting or a day or
two for a range of tasks,
purposes, and audiences.
(S.L.9-10.2): Integrate
multiple sources of
information presented in
diverse media or formats
(e.g., visually,
quantitatively, orally),
evaluating the credibility
and accuracy of each
source.
(S.L.9-10.4): Present
information, findings, and
supporting evidence
clearly, concisely, and
logically such that the
listeners can follow the line
of reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task.
* To be completed by school teams for English and Math
33
PH Lit:
- adapt Oral Presentation
Task on p. 476
4th nine weeks:
Weeks 6-9
PH Lit:
- adapt Oral Presentation
Task on p. 476
4th nine weeks:
Weeks 6-9