English Language Arts (10th Grade)

Transcription

1 Curriculum Package English Language Arts (10th Grade) English Language Arts 10 is an integrated approach to reading, writing, and speaking curriculum based on the Included Reading/Language Arts Frameworks Course Outline for the California Public Schools and Unpacked Standards the objectives contained within the 10 th Grade Subject Area Standards STAR Achievement Test. This class is a year long and was originally created Assessment Skills Tested by Twin Rivers Unified School District Teachers for use at the high school level. Subject Area Standards Assessment Guide Testing Protocols On-Demand Theme Analysis Materials..49 Controversial Topic Research Materials 52 Persuasive Speech Materials ELA Roots and Affixes th Grade CST Blueprints CST and CAHSEE Comparison Chart P a g e

2 To inspire students to extraordinary achievement everyday! Dear TRUSD Educator, Welcome to a new academic year! This curriculum package has been created to help teachers and other instructional support personnel plan instruction and prepare students for the subject area standards assessments. Additionally, this curriculum package was written to promote high quality, standards-based instruction in all subject areas. Included you will find Expected Learning Outcomes, Course Outline, Unpacked Standards to help establish the breadth and depth to which each content standard must be addressed, Subject Area Standards Assessment Guides, and an appendix. The appendix contains a selection of helpful instructional resources. Curriculum development is a continuous process. As such, these packages are subject to periodic revisions to reflect possible changes in student population and future amendments as the State Educational Frameworks are being rewritten. Through the hard work and commitment of passionate educators over many years, this curriculum package was made a reality. This document reflects the common vision of these dedicated educators. For questions about any section of this package, or to offer comments and suggestions for improvements, please contact the Secondary Curriculum and Instruction Office. Thank you. Curriculum and Instruction 2 P a g e

3 Secondary Division DEPARTMENT: ENGLISH COURSE TITLE: ELA 10 GRADE LEVEL: 10 Length: 1 Academic School Year Number of Credits: 5 per semester Prerequisites: Consult Site Counselor Other: This course satisfies A-G requirement COURSE DESCRIPTION English 10 is an integrated approach to reading, writing, listening, and speaking curriculum based on the Reading/Language Arts Frameworks for California Public Schools. This course is a balanced, comprehensive program that develops skill in reading and writing, speaking and listening and fosters the appreciation of language arts. Students will continue to apply the knowledge and skills acquired in the ninth grade, but in a more refined and sophisticated form. TEXTBOOK: The Language of Literature, McDougal Littell (adopted 2002) SUPPLEMENTAL MATERIALS: McDougal Littell support materials District approved audio visual materials COURSE OBJECTIVES: Teachers are responsible for covering all the standards in the frameworks; however, in this curriculum packet, the essential standards based on the California STAR Blueprints are highlighted throughout the school year and will be assessed through Subject Area Standards Assessments (SASA) and writing tests. These culminating tests will focus on the essential standards as a means to measure mastery of those standards deemed critical for TRUSD students. Instruction should be designed to cover multiple standards that will be measured in the culminating assessment. This packet includes suggested prompts, culminating assessments, and complementary rubrics outlining proficiency levels with corresponding California Content Standards in reading, writing, written and oral conventions, and speaking and listening. Teachers are expected to plan instruction in writing, written and oral conventions, vocabulary development, and literature as they are mapped on page # 13. However, these are not the only assignments and standards that teachers are expected to teach. In addition to the culminating assessments, the following outline lists other instructional responsibilities as described in the course description 3 P a g e

4 ELA Standards for Grades 9 and 10 Mastery of a given standard will be achieved the year it is specified as key. Key Standards are in bold and highlighted in grey. If a standard is not in bold, it is not to imply that the standard is not to be taught. Recently added key standards are in bold and highlighted in yellow. I. READING GOALS: Students will: Develop vocabulary using a variety of tools and approaches. Learn comprehension strategies while reading grade-level materials and literature. Increase their ability to apply these strategies in encountering new material. Read, understand and analyze literature and informational materials. Develop the ability to compare literary themes. Make logical and thoughtful connections between literary works or information collected within their own lives. Explore socio-cultural issues while experiencing literature. 1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students apply their knowledge of word origins both to determine the meaning of new words encountered in reading materials and to use those words accurately. Vocabulary and Concept Development: 1.1 Identify and use the literal and figurative meanings of words, and understand word derivation. 1.2 Distinguish between the denotative and connotative meanings of words, and interpret the connotative power of words. 1.3 Identify and use knowledge of the origins of Greek, Roman, and Norse mythology to understand the meaning of new words (e.g., the word "narcissistic" drawn from the myth of Narcissus and Echo). 2.0 READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Structural Features of Informational Materials: 2.1 Analyze both the structure and format of functional workplace documents, including format, graphics, and headers and how authors use the features to achieve their purposes. 2.2 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents. 4 P a g e

5 Comprehension and Analysis of Grade-Level-Appropriate Text: 2.3 Generate relevant questions about readings that can be researched. 2.4 Synthesize the content and ideas from several sources dealing with a single issue or written by a single author, and paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension. 2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration. 2.6 Demonstrate use of sophisticated learning tools by following technical directions calculators, specialized software programs, access guides to Internet worldwide websites. Expository Critique: 2.7 Critique the logic of functional documents by examining the sequence of information and procedures and the anticipation of possible reader misunderstandings. 2.8 Evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and how the author's intent affects the text's structure and tone (e.g., professional journals, editorials, political speeches, primary source material). 3.0 LITERARY RESPONSE AND ANALYSIS: Structural Features of Literature: 3.1 Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue). 3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic. Narrative Analysis of Grade-Level-Appropriate Text: 3.3 Analyze interactions between main and subordinate characters in literary text (e.g., internal and external conflicts, motivations, relationships, and influences) and how they affect the plot. 3.4 Determine characters' traits by what they say about themselves in narration, dialogue, dramatic monologue, soliloquy. 3.5 Compare works that express a universal theme, and provide evidence to support the ideas expressed in each work. 3.6 Analyze and trace an author's development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks). 3.7 Recognize and understand the significance of a wide range of literary elements and techniques, including figurative language, imagery, allegory, and symbolism, and explain their appeal. 5 P a g e

6 3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in text. 3.9 Explain how voice, persona, and narrator affect tone, characterization, plot, and credibility Identify and describe the function of dialogue, scene design, soliloquies, and asides and character foils in dramatic literature. II. WRITING Literary Criticism: 3.11 Valuate the aesthetic qualities of style, including the impact that diction and figurative language have on tone, mood, and theme, using the terminology of literary criticism (Aesthetic Approach) Analyze how a work of literature is related to the themes and issues of its historical period (Historical Approach). GOALS: Students will write clear, coherent, and focused essays. write essays that exhibit awareness of the audience and purpose. create essays with organizational structure containing formal introductions. use supporting evidence and conclusions. create research documents using applications in technology. evaluate, revise, and improve essay organization through the stages of the writing process. WRITING STRATEGIES: Students write coherent and focused texts that convey a well-defined perspective and tightly-reasoned argument. Student writing demonstrates awareness of audience and purpose and use of the stages of the writing process, as needed. Organization and Focus: 1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintains a consistent tone and focus throughout the piece of writing. 1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice. Research and Technology: 1.3 Use clear research questions and coherent research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources. 1.4 Develop key ideas within the body of the composition through supportive evidence (e.g., scenarios, commonly held beliefs, hypothetical, and/or definitions). 6 P a g e

7 1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and how different perspectives are found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents). 1.6 Integrate quotations and citations into written text, while maintaining the flow of ideas. 1.7 Use appropriate conventions for documentation in text, notes, and bibliographies, adhering to style manuals (e.g., the Modern Language Association Handbook or Chicago Style Manual). 1.8 Design and publish multi-page documents using advanced publishing software and graphic programs. Revising and Evaluating Strategies: 1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone, taking into consideration the audience, purpose, and formality of the context. 2.0 WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce text of at least 1,500 words, when appropriate. Student writing demonstrates a command of standard English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. Using the writing strategies outlined in Writing Standard 1.0, students: 2.1 Write biographical, autobiographical narratives, and/or short stories that a. narrate a sequence of events and communicate their significance to the audience. b. locate scenes and incidents in specific places. c. develop the narrative elements with concrete sensory details and language (e.g., visual details of scenes; descriptions of sounds, smells, specific actions; movements and gestures; interior monologue; feelings of characters). d. pace the presentation of actions to accommodate time/ mood changes. e. make effective use of descriptions of appearance, images, shifting perspectives, and/or sensory details. 2.2 Write responses to literature that a. advance a judgment that demonstrates a comprehensive grasp of the significant ideas of works or passages. b. support key ideas and viewpoints through accurate and detailed references to the text or to other works. c. demonstrate awareness of the author's use of stylistic devices and an appreciation of the effects created. d. identify and assess the impact of perceived ambiguities, nuances, and complexities within text. 7 P a g e

8 2.3 Write expository compositions, including analytical essays and research reports that a. marshal evidence in support of a thesis and related claims, including information on all relevant perspectives. b. convey information and ideas from primary and secondary sources accurately and coherently. c. make distinctions about the relative value and significance of specific data, facts, and ideas. d. organize and record information on charts, maps, and graphs for use as visuals, employing appropriate technology. e. anticipate and address readers' potential misunderstandings, biases, and expectations. f. use technical terms and notations accurately. 2.4 Write persuasive compositions that a. structure ideas and arguments in a sustained and logical fashion. b. use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; personal anecdote, case study, or analogy). c. clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs and logical reasoning. d. address readers' concerns, counterclaims, biases, and/or expectations. 2.5 Write business letters that a. are clear and purposeful, and address the intended audience appropriately. b. use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients c. highlight central ideas or images. d. follow conventional style, and use page formats, fonts, and spacing that contribute to the documents' readability and impact. 2.6 Write technical documents (e.g., manual on rules of behavior for conflict resolution, procedures for conducting a meeting, transcription of minutes of a meeting) that a. report and/or convey information and ideas logically and correctly. b. offer detailed and accurate specifications. c. include scenarios, definitions, and examples to aid comprehension (e.g., troubleshooting guide). d. anticipate readers' problems, mistakes, and misunderstandings. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (English Language Conventions are integral to Writing and to Listening and Speaking. Thus, these standards have been placed between the other two.) 1. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions. Grammar and Mechanics: 8 P a g e

9 1. Identify and use clauses (e.g., main and subordinate), phrases (e.g., gerunds, infinitives and participles), mechanics (e.g., semi-colons, colons, ellipses and hyphens), usage (e.g., tense consistency), and sentence structure (e.g., parallel structure, properly placed modifiers). Manuscript Form: 2. Demonstrate control of grammar, paragraph and sentence structure, diction, syntax, and usage. 3. Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. 4. Reflect appropriate manuscript requirements, including a. title page presentation, b. pagination, c. spacing and margins, and d. integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations. 1.0 LISTENING AND SPEAKING 1.0 LISTENING AND SPEAKING STRATEGIES: Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. They incorporate gestures, tone, and vocabulary tailored to audience and purpose. Comprehension: 1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence. 1.2 Compare and contrast how media genres (e.g., nightly news, news magazines, documentaries, on-line information) cover the same event. Organization and Delivery of Oral Communication: 1.3 Choose logical patterns of organization (e.g., chronological, topical, cause/effect) to inform and to persuade by soliciting agreement or action, or to unite audiences behind a common belief or cause. 1.4 Choose appropriate devices for introduction and conclusion (e.g., literary quotations, anecdotes, references to authoritative sources). 1.5 Recognize and use elements of classical speech form (introduction, first and second transitions, body, and conclusion), formulating rational arguments and applying the art of persuasion and debate. 1.6 Present and advance a clear thesis statement and choose appropriate types of proofs (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance. 9 P a g e

10 1.7 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations. 1.8 Produce concise notes for extemporaneous delivery. 1.9 Analyze interests of the audience and implications of the occasion to choose effective verbal and non-verbal strategies for presentations (e.g., voice, gestures, eye contact. Analysis and Evaluation of Oral and Media Communications: 1.10 Analyze a group of historically significant speeches to find the rhetorical devices and features that make them memorable (e.g., Abraham Lincoln's Gettysburg Address and Martin Luther King's I Have a Dream) Assess how language and delivery affect the mood and tone of the oral communication and impact the audience Evaluate the clarity, quality, effectiveness, and overall coherence of a speaker's key points, arguments, evidence, organization of ideas, delivery, diction, and syntax Analyze types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them (e.g., compare Shakespeare's Henry V to Kenneth Branagh's 1990 film version). 2.0 SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students deliver polished formal and extemporaneous presentations that combine traditional rhetorical strategies of narration, exposition, persuasion and description. Student speaking demonstrates a command of standard English and the organization and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies outlined in Listening and Speaking Standard 1.0, students: 2.1 Deliver narrative presentations (autobiographical or fictional) that a. narrate a sequence of events and communicate their significance to the audience. b. locate scenes and incidents in specific places. c. develop the narrative elements with concrete sensory details and language (e.g., visual details of scenes; descriptions of sounds, smells, specific actions, movements, and gestures; feelings of characters). d. pace the presentation of actions to accommodate time or mood changes. 2.2 Deliver expository presentations that a. marshal evidence in support of a thesis and related claims, including information on all relevant perspectives. b. convey information and ideas from primary and secondary sources accurately. 10 P a g e

11 c. make distinctions about the relative value and significance of specific data, facts, and ideas. d. organize and record information on charts, maps, and graphs for use as visuals, employing appropriate technology. e. anticipate and address the listener's potential misunderstandings, biases, and expectations. f. use technical terms and notations accurately. 2.3 Apply appropriate interviewing techniques. a. Prepare and ask relevant questions. b. Make notes of responses. c. Use language that conveys maturity, sensitivity, and respect. d. Respond correctly and effectively to questions. e. Demonstrate knowledge of the subject or organization. f. Compile and report responses. g. Evaluate the effectiveness of the interview. 2.4 Deliver oral responses to literature that a. advance a judgment that demonstrates a comprehensive grasp of the significant ideas of works or passages (i.e., makes and supports warranted assertions about the text). b. support key ideas and viewpoints through accurate and detailed references to the text or to other works. c. demonstrate awareness of the author's use of stylistic devices and an appreciation of the effects created. d. identify and assess the impact of perceived ambiguities, nuances, and complexities within text. 2.5 Deliver persuasive arguments, including evaluation and analysis of problems/solutions and causes/effects that a. structure ideas and arguments in a coherent, logical fashion. b. use specific rhetorical devices to support assertions (e.g., by appeal to logic through reasoning; by appeal to emotion or ethical belief; by personal anecdote, case study, or analogy). c. clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs and logical reasoning. d. anticipate and address the listener's concerns and counter-arguments. 2.6 Deliver descriptive presentations that a. provide a clear spatial perspective on the subject of the presentation. b. clearly establish the speaker's relationship with that subject (e.g., dispassionate observation, personal involvement). c. use factual descriptions of appearance, concrete images, shifting perspectives and vantage points, and sensory detail effectively. 11 P a g e

12 Suggested Teaching Strategies and Evaluation Techniques SUGGESTED TEACHING STRATEGIES: Whole-group instructions and discussions Mini-lessons Cooperative learning groups: response groups for writing and literature Modeling/imitative writing and speaking Role playing and dramatization Individualized instruction Independent practice Meta-cognitive evaluations of processes Teacher/student conferencing Group conferencing Audio-visual assisted instruction Thematic approach Individual and/or group projects Outside guest speakers EVALUATION TECHNIQUES: Teacher evaluation of student writing Self-assessment of writing Teacher/student/parent conferences Portfolios SAT 9 Publications Participation Assignments completed Teacher assessment of improvement Observation NOTE: A list of varied formative assessments with descriptions and examples can be found in the Appendix Section. 12 P a g e

13 Outline of Instructional Responsibilities Teachers are responsible for including the following in their course of study: Writing (See writing applications, Standard 2.0) Two mandated culminating district assessments: a. Thematic analysis b. Research Paper-open topic Sixteen writing assignments per year four of which will be of final draft quality representing narrative, expository, descriptive, and persuasive genres. The two mandated written district assessments can be counted as part of the final draft requirement. Business Letter writing. Timed writing practice to prepare students for formal assessments Oral Presentations (See Speaking Applications, Standard 2.0) Six oral presentations, one of which will be the persuasive culminating assessment; the others representing narrative, expository, and descriptive genres. Standards with Writing and Oral Conventions (See Standards in Written and Oral Language Conventions) Appropriate grammatical conventions applicable to the assignment. Conventions pre-test, benchmark test, and post-test are in progress. Vocabulary Development Refer to list of roots and prefixes for grade level in this packet. High frequency academic word list in progress. Reading-Response to Literature, Informational Text: (See informational text section in McDougal-Littell.) DISTRICT ASSESSMENT GUIDE: See page numbers P a g e

14 Deconstruction and Unpacking the Standards Course: ELA 10 Key Standard: Vocab. 1.1 Standard: Deconstruct Identify skill & topic Vocabulary 1.1- Identify and use the literal and figurative meanings of words and understand word derivation. Key Elements: (Unpack) Vocab Identify the literal meaning of words. Vocab Identify the figurative meaning of words. Vocab Understand word derivation. Vocab Use literal meaning of words. Vocab Use the figurative meaning of words. Course: ELA 10 Key Standard: Vocab. 1.2 Standard: Deconstruct Identify skill, topic & context Vocabulary 1.2- Distinguish between the denotative and connotative meanings of words, and interpret the connotative power of words. Key Elements: (Unpack) Vocab Distinguish between the denotative and connotative meanings of words. Vocab Interpret the connotative power of words. 14 P a g e

15 Course: ELA 10 Key Standard: Vocab. 1.3 Standard: Deconstruct Identify skill, topic & context Vocabulary 1.3- Identify and use knowledge of the origins of Greek, Roman, and Norse mythology to understand the meaning of new words. Key Elements: (Unpack) **Vocab Identify the origin of Greek mythology to understand the meaning of new words. Vocab Identify the origin of Roman mythology to understand the meaning of new words. **Vocab Identify the origin of Norse mythology to understand the meaning of new words. **Vocab Use knowledge of Greek mythology to understand the meaning of new words. Vocab Use knowledge of Roman mythology to understand the meaning of new words **Vocab Use knowledge of Norse mythology to understand the meaning of new words. Course: ELA 10 Key Standard: Reading Comprehension 2.1 Standard: Deconstruct Identify skill, topic & context Reading Comprehension 2.1 Analyze both (1) the structure and format of functional workplace documents, including format, graphics, and headers and (2) how authors use the features to achieve their purposes. Key Elements: (Unpack) RC Analyze the structure of functional workplace document. (writing structure) RC Analyze the format of functional workplace documents. (layout: text, graphics, headers) RC Analyze how authors use the features to achieve their purposes. 15 P a g e

16 Course: ELA 10 Key Standard: Reading Comprehension 2.3 Standard: Deconstruct Identify skill, topic & context Reading Comprehension 2.3 Generate relevant questions about readings on issues that can be researched. Key Elements: (Unpack) RC Generate relevant questions about readings on issues that can be researched. Course: ELA 10 Key Standard: Reading Comprehension 2.4 Standard: Deconstruct Identify skill, topic & context Reading Comprehension 2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension. Key Elements: (Unpack) RC Synthesize the content from several sources by a single author dealing with a single issue. RC Paraphrase the author s ideas to demonstrate comprehension. RC Connect the paraphrased ideas on related topics from other sources to demonstrate comprehension. 16 P a g e

17 Course: ELA 10 Key Standard: Reading Comprehension 2.5 Standard: Deconstruct Identify skill & topic Reading Comprehension 2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration. Key Elements: (Unpack) RC Extend ideas presented in primary or secondary sources through original analysis. RC Extend ideas presented in primary or secondary sources through original evaluation. RC Extend ideas presented in primary or secondary sources through original elaboration. Course: ELA 10 Key Standard: Reading Comprehension 2.7 Standard: Deconstruct Identify skill & topic Reading Comprehension 2.7 Critique the logic of functional documents by examining the sequence of information and procedures and the anticipation of possible reader misunderstandings. Key Elements: (Unpack) RC Critique the logic of functional documents by examining the sequence of information. RC Critique the logic of functional documents by examining its procedures. RC Critique the logic of functional documents by anticipating possible reader misunderstandings. 17 P a g e

18 Course: ELA 10 Key Standard: Reading Comprehension 2.8 Standard: Deconstruct Identify skill & topic Reading 2.8 Evaluate the credibility of an author s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author s intent affects the tone. Key Elements: (Unpack) **RC Evaluate the credibility of an author s argument or defense of a claim by critiquing the relationship between generalizations and evidence. RC Evaluate the credibility of an author s argument or defense of a claim by critiquing the comprehensiveness of evidence. RC Evaluate the credibility of an author s argument or defense of a claim by critiquing the way in which the author s intent affects the tone. Course: ELA 10 Key Standard: Reading Comprehension 3.3 Standard: Deconstruct Identify skill & topic Reading 3.3 Analyze interactions between main and subordinate characters in literary text (e.g. internal and external conflicts, motivations, relationships, and influences) and how they affect plot. Key Elements: (Unpack) RC Analyze interactions between main and subordinate characters (e.g. internal and external conflicts, motivations, relationships, and influences) and how they affect plot. 18 P a g e

19 Course: ELA 10 Key Standard: Reading Comprehension 3.4 Standard: Deconstruct Identify skill & topic Reading 3.4 Determine characters traits by what they say about themselves in narration, dialogue, dramatic monologue, and soliloquy. Key Elements: (Unpack) RC Determine characters traits by what they say about themselves in narration. RC Determine characters traits by what they say about themselves in dialogue. RC Determine characters traits by what they say about themselves in dramatic monologue (ie. soliloquy). Course: ELA 10 Key Standard: Reading Comprehension 3.5 Standard: Deconstruct Identify skill & topic Reading 3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work. Key Elements: (Unpack) RC Compare works that express a universal theme. RC Provide evidence to support the ideas expressed in each work. 19 P a g e

20 Course: ELA 10 Key Standard: Reading Comprehension 3.7 Standard: Deconstruct Identify skill & topic Reading 3.7 Recognize and understand the significance of a wide range of literary elements and techniques, including language, imagery, allegory, and symbolism, and explain their appeal. Key Elements: (Unpack) **RC Recognize imagery. RC Recognize allegory. **RC Recognize symbolism. **RC Understand the significance of imagery. RC Understand the significance of allegory. **RC Understand the significance of symbolism. **RC Explain the appeal of imagery. RC Explain the appeal of allegory. **RC Explain the appeal of symbolism. 20 P a g e

21 Course: ELA 10 Key Standard: Reading Comprehension 3.11 Standard: Deconstruct Identify skill & topic Reading 3.11 Evaluate the aesthetic qualities of style including the impact of diction and figurative language on tone, mood, and theme using the terminology of literary criticism. Key Elements: (Unpack) **RC Evaluate the qualities of style, including the impact of diction on tone. **RC Evaluate the qualities of style, including the impact of diction on mood. **RC Evaluate the qualities of style, including the impact of diction on theme. RC Evaluate the qualities of style, including the impact of figurative language on tone. RC Evaluate the qualities of style, including the impact of figurative language on mood. RC Evaluate the qualities of style, including the impact of figurative language on theme. Course: English 10 Key Standard: Writing 1.1 Standard: Deconstruct - Identify skill & topic 1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintains a consistent tone and focus throughout the piece of writing. Key Elements: (Unpack) Establish a controlling impression/coherent thesis that conveys a clear and distinctive perspective on the subject Maintain a consistent tone throughout the piece of writing Maintain a consistent focus throughout the piece of writing. 21 P a g e

22 Course: English 10 Key Standard: Writing 1.2 Standard: Deconstruct - Identify skill & topic 1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice. Key Elements: (Unpack) Use precise language Use action verbs Use sensory details Use appropriate modifiers Use active rather than passive voice. Course: English 10 Key Standard: Writing 1.3 Main Strand/ Unit: Writing Strategies 1.0 Standard: Deconstruct - Identify skill & topic 1.3 Use clear research questions and coherent research methods to elicit and present evidence from primary and secondary sources. Key Elements: (Unpack) Use clear research questions to present evidence from primary sources Use clear research questions to present evidence from secondary sources Use coherent research methods to present evidence from primary sources Use coherent research methods to present evidence from secondary sources. 22 P a g e

23 Course: English 10 Key Standard: Writing Strategies 1.4 Main Strand/ Unit: Writing Strategies 1.0 Standard: Deconstruct - Identify skill & topic 1.4 Develop key ideas within the body of the composition through supportive evidence. Key Elements: (Unpack) Develop key ideas within the body of the composition through supportive evidence. Course: English 10 Key Standard: Writing Strategies 1.5 Main Strand/ Unit: Writing Strategies 1.0 Standard: Deconstruct - Identify skill & topic 1.5 Synthesize information from multiple sources and identify complexities and different perspectives are found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents). Key Elements: (Unpack) **1.5.1 Synthesize information from multiple sources Identify complexities as found in multiple mediums (e.g., almanacs, microfiche, news sources, indepth field studies, speeches, journals, and technical documents) Identify different perspectives as found in multiple mediums (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents). 23 P a g e

24 Course: English 10 Key Standard: Writing Strategies 1.6 Main Strand/ Unit: Writing Strategies Standard: Deconstruct - Identify skill & topic Integrate quotations and citations into written text while maintaining flow of ideas. Key Elements: (Unpack) Integrate quotations into written text while maintaining flow of ideas Integrate citations into written text while maintaining flow of ideas. Course: English 10 Key Standard: Writing Strategies 1.7 Main Strand/ Unit: Writing Strategies 1.0 Standard: Deconstruct - Identify skill & topic Use appropriate conventions for documentation in text, notes, and bibliographies, adhering to style manuals. Key Elements: (Unpack) Use appropriate conventions for documentation in text adhering to MLA format Use appropriate conventions for documentations in notes adhering to MLA format Use appropriate conventions for documentation in bibliographies adhering to MLA format. 24 P a g e

25 Course: English 10 Key Standard: Writing Applications 2.2 Main Strand/ Unit: Writing Applications 2.2 Standard: Deconstruct - Identify skill & topic Write responses to literature that a. demonstrate a comprehensive grasp of the significant ideas of literary works, and b. support important ideas and viewpoints through accurate references to the text. Key Elements: (Unpack) Write responses to literature, demonstrating a comprehensive grasp of the significant ideas of literary works Write responses to literature supporting important ideas and viewpoints through accurate references to the text. Course: English 10 Key Standard: Writing Applications 2.3 Main Strand/ Unit: Writing Applications 2.3 Standard: Deconstruct - Identify skill & topic Write expository compositions, including analytical essays and research reports. Key Elements: (Unpack) **2.3.1 Write expository compositions: analytical essays Write expository compositions: research reports. 25 P a g e

26 Course: English 10 Key Standard: Written & Oral Language 1.1 Main Strand/ Unit: Written and Oral Language 1.1 Standard: Deconstruct - Identify skill & topic Identify and correctly use clauses, phrases, and mechanics of punctuation. Key Elements: (Unpack) **1.1.1 Identify clauses. **1.1.2 Identify phrases. **1.1.3 Identify mechanics of punctuation Correctly use clauses Correctly use phrases Correctly use mechanics of punctuation. 26 P a g e

27 Course: English 10 Key Standard: Written & Oral Language 1.3 Main Strand/ Unit: Written and Oral Language 1.3 Standard: Deconstruct - Identify skill & topic Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction and syntax. Key Elements: (Unpack) Demonstrate control of grammar Demonstrate control of paragraphs and sentence structure Demonstrate control of diction Demonstrate control of syntax. Course: English 10 Key Standard: Listening and Speaking 1.3 Main Strand/ Unit: Listening and Speaking 1.3 Standard: Deconstruct - Identify skill & topic Choose logical patterns of organization. Key Elements: (Unpack) Choose logical patterns of organization (in speeches and presentations). 27 P a g e

28 Course: English 10 Key Standard: Listening and Speaking 1.6 Main Strand/ Unit: Listening and Speaking 1.6 Standard: Deconstruct - Identify skill & topic Present and advance a clear thesis statement and choose appropriate types of proof that meet standard tests for evidence, including credibility, validity, and relevance. Key Elements: (Unpack) Present and advance a clear thesis statement Choose appropriate types of proof that are credible, valid, and relevant. Course: ELA 9 Key Standard: Speaking Applications Standard: Deconstruct Identify skill & topic Reading Comprehension Key Elements: (Unpack) **2.1 Deliver a narrative presentation. 2.2 Deliver an expository presentation. 2.3 Deliver interview findings presentation. **2.4 Deliver an oral response to literature. 2.5 Deliver a descriptive presentation. 28 P a g e

29 Note: No Local Assessment for Q 4 in 9 th & 10 th due to CST. Objective Test = Local Assessment ELA 10 Assessment Overview Type Quarter 1 Quarter 2 Quarter 3 Quarter 4 Performance On-Demand Universal Theme Analysis Persuasive Speech Research Paper Test Objective Test #1 Objective Test #2 See CAHSEE Blueprint Objective Test #3 Poetry/Drama CAHSEE Model Fiction/Fable Reading- 1. Word Analysis (Vocabulary in context, roots List Skills- and affixes) 1. Nonfiction narrative 2. Imply / illustrate / infer 2. Interview essay 3. Universal theme Reading- 3. Functional document 4. Figurative meaning of 1. Reading comprehension / essay words 2. Vocabulary in context Reading- 5. Speaker 3. Conclusions / inference 1. Conclusions / 6. Literary Terms 4. Characterization inference 7. Sequence of events Grammar- 2. Research Q # s 8. Tone 1. Parts of speech standards 2. Sentence and it s parts 3. Figurative meanings Grammar- 3. Sentence types 4. Vocabulary in context 1. Sentence structure 4. Vocabulary/Word Parts 5. Connotation 2. Verb use & tense 5. Appositives 6. Denotation 3. Spelling/Punctuation/ 6. Adverbs & Adjectives 7. Purpose Capitalization (colons, semi 7. Sentence type Grammar- colons, apostrophe usage) identification 1. Verb tense 4. Compound sentences 8. Simple subject / predicate 2. Phrase identification 5. Complex sentences identification 3. Writing strategies 9. Complex sentences 4. Commas in a series 10. Pronoun reference 5. Compound / complex 11. Punctuation: comma rules sentences CAHSEE-State Mandated 6. Capitalization Research & Speech 1. MLA 2. In text citation 3. Works cited 4. Credibility 5. Evaluating web sources CST-State Mandated 29 P a g e

30 ELA 10 Subject Area Standards Assessment Guide ELA 10 Quarter 1 ELA 10 Quarter 2 ELA 10 Quarter 3 ELA 10 Quarter 4 R R R R R R R LC LC LC LC LC LC R R R R R1.2.1 R R R R R R R R R R LC LC LC LC WA WA WS WS WS WS WS WS WS WS WS WS WS R R R R R R R R R R R R R R R LC LC LC WS WS S.A.2.5 SA 2.6 L/S 1.7 L/S 1.9 L/S 1.11 R R R LC LC LC LC LS LS LS WA WS WS WS WS WS WS WS WS WS WS WS WS WS WS WS WS WS WS SA 2.2 SA 2.3 S.A.2.5 SA 2.6 L/S 1.7 L/S 1.9 L/S 1.11 Note: The district pacing matrix and pacing guide reflects the district ELA 10 Key Standards. ELA 10 standards which are not considered Key Standards for the district shall still be addressed in ELA 10 classes; however, they will be informally assessed at the classroom level. Revised 06/09 Italicized elements are tested in performance exams. Highlighted standards were added. 30 P a g e

31 ELA 10 Quarter 1 Key Standards At-a-Glance R 1.1 R 1.3 R 3.3 R 3.4 R 3.5 LC 1.1 LC Understand word derivation Identify the origin of Roman mythology to understand the meaning of new words Analyze interactions between main and subordinate characters (e.g. internal and external conflicts, motivations, relationships, and influences) and how they affect plot Determine characters traits by what they say about themselves in narration and in dialogue Compare works that express a universal theme Provide evidence to support the ideas expressed in each work Correctly use clauses Correctly use phrases Correctly use mechanics of punctuation Demonstrate control of grammar Demonstrate control of diction Demonstrate control of syntax. 31 P a g e

32 R 1.1 R 1.2 R 2.3 R 2.4 R 2.5 R 2.8 LC 1.3 WS 1.1 WS 1.2 WS 1.4 WS 1.6 WA 2.2 ELA 10 Quarter 2 Key Standards At-a-Glance No sample questions are provided for the standards highlighted in green Identify the literal meaning of words Identify the figurative meaning of words Use literal meaning of words Use the figurative meaning of words Distinguish between the denotative and connotative meanings of words Interpret the connotative power of words Generate relevant questions about readings on issues that can be researched Synthesize the content from several sources by a single author dealing with a single issue Paraphrase the author's ideas to demonstrate comprehension Connect the paraphrased ideas on related topics from other sources to demonstrate comprehension Extend ideas presented in primary or secondary sources through original analysis (2.5.2) evaluation, and (2.5.3) elaboration Evaluate the credibility of an author's argument or defense of a claim by critiquing the comprehensiveness of evidence Evaluate the credibility of an author's argument or defense of a claim by critiquing the way in which the author's intent affects the tone Demonstrate control of grammar Demonstrate control of paragraphs and sentence structure Demonstrate control of diction Demonstrate control of syntax. WS Establish a controlling impression/coherent thesis that conveys a clear and distinctive perspective on the subject. WS Maintain a consistent tone throughout the piece of writing. WS Maintain a consistent focus throughout the piece of writing. WS Use precise language. WS Use action verbs. WS Use sensory details. WS Use appropriate modifiers. WS Use active rather than passive voice. WS Develop key ideas within the body of the composition through supportive evidence. WS Integrate quotations into written text while maintaining flow of ideas. WS Integrate citations into written text while maintaining flow of ideas. WA Write responses to literature, demonstrating a comprehensive grasp of the significant ideas of literary works. WA Write responses to literature supporting important ideas and viewpoints through accurate references to the text. 32 P a g e

33 R 1.3 R 2.1 R 2.7 R 3.3 R 3.4 R 3.7 R 3.11 LC 1.3 WS 1.5 S.A.2.5 SA 2.6 L/S 1.7 L/S 1.9 L/S 1.11 ELA 10 Quarter 3 Key Standards At-a-Glance Newly added standards highlighted in yellow Use knowledge of Roman mythology to understand the meaning of new words Analyze the structure of functional workplace document. (writing structure) Analyze the format of functional workplace documents. (layout: text, graphics, headers) Analyze how authors use the features to achieve their purposes Critique the logic of functional documents by examining the sequence of information Critique the logic of functional documents by examining its procedures Critique the logic of functional documents by anticipating possible reader misunderstandings Analyze interactions between main and subordinate characters (e.g. internal and external) Determine characters' traits by what they say about themselves in dramatic monologue or soliloquy Recognize allegory Understand the significance of allegory Explain the appeal of allegory. Evaluate the qualities of style including the impact of figurative language on tone Evaluate the qualities of style, including the impact of figurative language on tone Evaluate the qualities of style, including the impact of figurative language on mood Evaluate the qualities of style, including the impact of figurative language on theme Demonstrate control of grammar Demonstrate control of diction Demonstrate control of syntax Identify complexities as found in multiple mediums (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents) Identify different perspectives as found in multiple mediums (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents). 2.5 Deliver persuasive arguments, including evaluation and analysis of problems/solutions and causes/effects. Deliver descriptive presentations. Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations. Analyze interests of the audience and implications of the occasion to choose effective verbal and non-verbal strategies for presentations (e.g., voice, gestures, eye contact). Assess how language and delivery affect the mood and tone of the oral communication and impact the audience. 33 P a g e

34 R 2.5 LC 1.3 LS 1.3 LS 1.6 WA 2.3 WS 1.1 WS 1.2 WS 1.3 WS 1.4 WS 1.6 WS 1.7 SA 2.2 SA 2.3 S.A.2.5 SA 2.6 L/S 1.7 L/S 1.9 L/S 1.11 ELA 10 Quarter 4 Key Standards At-a-Glance Extend ideas presented in primary or secondary sources through original analysis Extend ideas presented in primary or secondary sources through original evaluation Extend ideas presented in primary or secondary sources through original elaboration Demonstrate control of grammar Demonstrate control of paragraphs and sentence structure Demonstrate control of diction Demonstrate control of syntax Choose logical patterns of organization (in speeches and presentations) Present and advance a clear thesis statement Choose appropriate types of proof that are credible, valid, and relevant Write expository compositions: research reports Establish a controlling impression/coherent thesis that conveys a clear and distinctive perspective on the subject Maintain a consistent tone throughout the piece of writing Maintain a consistent focus throughout the piece of writing Use precise language Use action verbs Use sensory details Use appropriate modifiers Use active rather than passive voice Use clear research questions to present evidence from primary sources Use clear research questions to present evidence from secondary sources Use coherent research methods to present evidence from primary sources Use coherent research methods to present evidence from secondary sources Develop key ideas within the body of the composition through supportive evidence Integrate quotations into written text while maintaining flow of ideas Integrate citations into written text while maintaining flow of ideas Use appropriate conventions for documentation in text adhering to MLA format Use appropriate conventions for documentations in notes adhering to MLA format Use appropriate conventions for documentation in bibliographies adhering to MLA format. SA 2.2 Deliver an expository presentation. 2.3 Deliver interview findings presentation. 2.5 Deliver persuasive arguments, including evaluation and analysis of problems/solutions and causes/effects. Deliver descriptive presentations. Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations. Analyze interests of the audience and implications of the occasion to choose effective verbal and non-verbal strategies for presentations (e.g., voice, gestures, eye contact. Assess how language and delivery affect the mood and tone of the oral communication and impact the audience. 34 P a g e