ENGLISH II-GRADE 10 CURRICULUM MAP

ENGLISH II-GRADE 10 CURRICULUM MAP

English 1: Literary Genres English 2: American Literature English 3: British Literature English 4: World Literature Reading: Reading: Reading: Reading: Night The Crucible Beowulf Hamlet Romeo and Juliet Fever Macbeth Personal statement Poetry unit Independent reading Animal Farm Anthem Short Story unit selection Lord of the Flies Little Prince Reading strategies Of Mice and Men Reading strategies Reading strategies Critical reading skills Reading strategies Critical reading skills Critical reading skills Vocabulary acquisition Critical reading skills Vocabulary acquisition Vocabulary acquisition Vocabulary acquisition Writing: Writing: Writing: Writing process Writing: Analytical writing skills Analytical writing skills Grammar skills Analytical writing skills Resume writing Personal essay writing MLA format Grammar skills Research skills Research skills Critical writing skills Research skills Literary analysis Literary analysis Expressive writing skills Literary analysis Expressive writing skills Expressive writing skills Informational writing skills Expressive writing skills Informational writing skills Informational writing skills Informational writing skills Speaking: Speaking: Speaking: Informal speaking Speaking: Informal speaking Informal speaking techniques Informal speaking techniques techniques Formal speaking techniques techniques Formal speaking techniques Formal speaking techniques Formal speaking techniques Sample thematic topics: Sample thematic topics: Sample thematic topics: Genre characteristics Sample thematic topics: Periods of British literature Identity Archetypal characters Periods of American lit. Conventions of British lit Truth Archetypal plots Conventions of American lit. Heroic tradition Justice Archetypal images Puritanism Elizabethan England Diaspora Allegory McCarthyism Satire Fate vs. free will Holocaust Romanticism Social issues Alienation Mythology Transcendentalism Nature vs. civilization Heroism Renaissance Realism Colonialism Modernism Irony Naturalism Victorianism Postmodernism Story elements Modernism Industrial Revolution Cultural practices Poetic devices Postmodernism Empire Thematic oppositions Figurative language Native American lit. Enlightenment Initiation American Dream

Grade 10 The Crucible Unit Semester 1--COMMON ESSENTIAL QUESTION: How does the play reflect Puritan society? What are the central conflicts that arise due to Puritan beliefs? Assessment Student Understandings Instructional Plan Summative Assessment COMMON: Required Extended Task: Response to literature essay that addresses three conflicts resulting from Puritan beliefs. Continuous Assessment: Student application of teacher-modeled thinking strategies through oral and written response Student understanding of literary elements and author s craft through oral and written response Student ability to respectfully and responsibly listen and respond to others Student prior knowledge and zone of proximal development Guiding Questions: What beliefs can be identified as Puritan? How do Puritan beliefs affect their everyday life? What conflicts can be identified within the play? How is life during this time different from today? Knowledge/Skills: Identify the meaning of unfamiliar vocabulary (R-10-2) Show breadth of vocabulary knowledge by identifying word origins and dialects and explain connotation, denotation, shades of meanings/nuance or idioms (R-10-3.1. 3.2) Demonstrate understanding by making logical predictions about protagonist/antagonist or identify any changes in relationships over time (R-10-4, 4.1) Define and identify aspects of Puritan society (R-10-5,5.5, R-10-8, W-10-3.3, W-10-2, 2.3) Explain how the author s purpose is demonstrated in the text (bias, point of view) (R-10-5.5) Define and identify literary elements employed in this play (R-10-4) Demonstrate understanding of plot, ideas and concepts by selecting and summarizing key ideas (R-10-4.2) to set context appropriate to audience (W-10-2.1) Generate questions before, during, and after reading (R-10-4.3) Identify the characteristics of a variety of types/genres of literary texts (R- 10-4.4) including literary devices such as diction, syntax, point of view, bias, and symbolism (R-4.5) Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining logical outcomes based on interactions between characters or evolving plot and examining relationships that reveal character traits, motivations, or changes over time to make inferences (R- 10-5, R-10-5.1, R-10-5.2, R-10-5.3) Required Text The Crucible Suggested Materials: Historical/cultural background information Additional resources and texts Suggested instructional strategies/scaffolds: Prior knowledge Adapted texts Graphic organizers Note-taking Film clips Cooperative learning One-one conference

Make and support analytical judgments by establishing an interpretive claim in the form of a thesis when responding to a given prompt (W-10-3, 3.1-3.4) Use precise and descriptive language that clarifies and supports intent and establishes authoritative voice (W-10-7.4-7.5) Select and summarize key ideas to set context appropriate to audience (W- 10-2.1) Select and analyze accurate information, connecting the text to prior knowledge, to oneself, or to the broader world of ideas in order to advance relevant ideas or themes (W 10-2.3, 3.3) Maintain focus (W 10-5.5, 7.2) Select appropriate and relevant information (excluding extraneous details) to set context (W-10-6.2) Interpret text by making inferences and drawing a credible conclusion that synthesizes information (W 10-6.4, 8.5, 3.2) Use an organizational structure that allows for a progression of ideas to develop (W 10-1.1, 1.2, 1.3, 1.4, 3.4, 4.6, 14.3, 14.5) Demonstrate control of usage, grammar, punctuation, sentence construction, and spelling (W 10-9.1, 9.2, 9.3, 9.4, 9.5) Summarize, paraphrase questions, or contribute to information presented (OC 10-1.2) Participate in large and small group discussions showing respect for a range of individual ideas (OC 10-1.4) Use a variety of strategies of address to communicate ideas effectively (OC 10-2.5) Possible Applications: homework, discussion questions, class discussion, oral presentations, quizzes, quote analysis maintain daily reader response journals graphic organizers

Grade 10 American Romantic Period Required Author Study -- Edgar Allan Poe Semester 1--COMMON ESSENTIAL QUESTION: How does Poe s writing reflect the themes of the Romantic period? What writing qualities define this author? Assessment Student Understandings Instructional Plan Summative Assessment: COMMON: On demand reflective essay with common prompt. Continuous Assessment: Student application of teacher-modeled thinking strategies through oral and written response Student understanding of romantic concepts, literary elements and author s craft through oral and written response Student ability to respectfully and responsibly listen and respond to others Student prior knowledge and zone of proximal development Guiding Questions: What themes can be identified in Poe s writing? What new types of literature does Poe develop? What stylistic and literary elements are employed by this author? How does Poe illustrate the human condition through his writing? Knowledge/Skills: Identify the meaning of unfamiliar vocabulary (R-10-2) Show breadth of vocabulary knowledge by identifying word origins and dialects and explain connotation, denotation, shades of meanings/nuance or idioms (R-10-3.1. 3.2) Demonstrate understanding by making logical predictions about protagonist/antagonist or identify any changes in relationships over time (R-10-4, 4.1) Define and identify author s themes and explain how each theme is supported within the text (R-10-5,5.5, R-10-8, W-10-3.3, W-10-2, 2.3) Explain how the author s purpose is demonstrated in the text (bias, point of view) (R-10-5.5) Define and identify literary elements employed by this author (R-10-4) Demonstrate understanding of plot, ideas and concepts by selecting and summarizing key ideas (R-10-4.2) to set context appropriate to audience (W-10-2.1) Generate questions before, during, and after reading (R-10-4.3) Identify the characteristics of a variety of types/genres of literary texts (R- 10-4.4) including literary devices such as diction, syntax, point of view, bias, and symbolism (R-4.5) Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining logical outcomes based on interactions between characters or evolving plot and examining relationships that reveal character traits, motivations, or changes over time to make inferences (R- 10-5, R-10-5.1, R-10-5.2, R-10-5.3) Required Texts: The Black Cat The Masque of the Red Death The Tell-Tale Heart The Cask of Amontillado Suggested Materials: Historical/Author background information Class set of The US in Literature :Poe selections from text Poe Collection of additional stories and/or poems Literary criticism, essays Additional Resources Suggested instructional strategies/scaffolds: Prior knowledge Adapted texts Graphic organizers Note-taking Film clips

Explain how the author s style is evident (R-10-5.4) and how the author s purpose to entertain, inform, or persuade is supported in the text (R-10-5.5) Analyze and interpret author s craft by demonstrating knowledge of author s style or use of literary elements and devices, such as analogy, allusion, diction, syntax (R-10-6.1) Make and support analytical judgments by establishing an interpretive claim in the form of a thesis when responding to a given prompt (W-10-3, 3.1-3.4) Use precise and descriptive language that clarifies and supports intent and establishes authoritative voice (W-10-7.4-7.5) Select and summarize key ideas to set context appropriate to audience (W- 10-2.1) Select and analyze accurate information, connecting the text to prior knowledge, to oneself, or to the broader world of ideas in order to advance relevant ideas or themes (W 10-2.3, 3.3) Analyze a condition, or situation of significance as the basis for the reflection (W-10-14.2) Make connections between personal ideas and experiences and more abstract aspects of life (W-12-14.6) Maintain focus (W 10-5.5, 7.2) Select appropriate and relevant information (excluding extraneous details) to set context (W-10-6.2) Interpret text by making inferences and drawing a credible conclusion that synthesizes information (W 10-6.4, 8.5, 3.2) Use an organizational structure that allows for a progression of ideas to develop. The response includes an opening, body, and closure (W 10-1.1, 1.2, 1.3, 1.4, 3.4, 4.6, 14.3, 14.5) Demonstrate control of usage, grammar, punctuation, sentence construction, and spelling; occasional errors do not interfere with meaning (W 10-9.1, 9.2, 9.3, 9.4, 9.5) Demonstrate listening skills by following verbal instructions, to perform specific tasks, to answer questions, or to solve problems (OC 10-1.1) Summarize, paraphrase questions, or contribute to information presented (OC 10-1.2) Participate in large and small group discussions showing respect for a range of individual ideas (OC 10-1.4) Use a variety of strategies of address to communicate ideas effectively (OC 10-2.5) Cooperative learning

Possible Applications: homework, discussion questions, quizzes, quote analysis, maintain daily reader response journals create PowerPoint of romantic themes write a short story or poem in the author s style translate The Raven into a short story Poster presentations

Grade 10 Independent Reading Unit Semester 2 ESSENTIAL QUESTION: How can you apply the knowledge and skills you have gained this year when reading independently? Assessment Student Understandings Instructional Plan Summative Assessment Options: End of unit exam Essay Quote analysis Book talk Poster presentation Continuous Assessment: Student application of teacher-modeled thinking strategies through oral and written response Student understanding of literary elements and author s craft through oral and written response Student ability to respectfully and responsibly listen and respond to others Student prior knowledge and zone of proximal development Guiding Questions: What literary elements emerge as significant in this text? What text-to-self, text-to-text, or text-to-world connections can you make? What strategies can you use to actively engage in independent reading? Knowledge/Skills: Identify the meaning of unfamiliar vocabulary (R-10-2) Show breadth of vocabulary knowledge by identifying word origins and dialects and explain connotation, denotation, shades of meanings/nuance or idioms (R-10-3.1. 3.2) Demonstrate understanding by making logical predictions about protagonist/antagonist or identify any changes in relationships over time (R-10-4, 4.1) Explain how the author s purpose is demonstrated in the text (bias, point of view) (R-10-5.5) Define and identify literary elements employed in this text (R-10-4) Generate questions before, during, and after reading (R-10-4.3). Identify the characteristics of a variety of types/genres of literary texts (R- 10-4.4) including literary devices such as diction, syntax, point of view, bias, and symbolism (R-10-4.5) Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining logical outcomes based on interactions between characters or evolving plot and examining relationships that reveal character traits, motivations, or changes over time to make inferences (R- 10-5, R-10-5.1, R-10-5.2, R-10-5.3) Other Writing and/or Oral Communication GSE s may be applied as necessary, according to continuous and summative assessment. Possible Applications: homework, discussion questions, class discussions, oral presentations, quizzes, quote analysis maintain daily reader response journals graphic organizers Required Text Teacher or student selected Suggested Materials: Historical/cultural background information Additional resources Reading Log Suggested instructional strategies/scaffolds: Prior knowledge Adapted texts Graphic organizers Note-taking Cooperative learning One-on-one conferences

Grade 10 Realism Period Semester 2--COMMON ESSENTIAL QUESTION: How does this literature reflect the culture of this period? How do the authors of the Realism period employ literary elements in their writing? Assessment Student Understandings Instructional Plan Summative Assessment: COMMON Extended Task: Literary analysis of themes in Of Mice and Men Continuous Assessment: Student application of teacher-modeled thinking strategies through oral and written response Student understanding of romantic concepts, literary elements and author s craft through oral and written response Student ability to respectfully and responsibly listen and respond to others Student prior knowledge and zone of proximal development Guiding Questions: How does the literature of this period reflect change in American society? What themes can be identified from the American Realism period? What types of literature evolve in this period? What types of writing techniques can be recognized in American Realism writing? What stylistic and literary elements are employed by the authors of this period? Knowledge/Skills: Identify the meaning of unfamiliar vocabulary (R-10-2) Show breadth of vocabulary knowledge by identifying word origins and dialects and explain connotation, denotation, shades of meanings/nuance or idioms (R-10-3.1. 3.2) Demonstrate understanding by making logical predictions about protagonist/antagonist or identify any changes in relationships over time (R-10-4, 4.1) Define and identify American Realism themes and explain how each theme is supported within the text (R-10-5,5.5, R-10-8, W-10-3.3, W-10-2, 2.3) Explain how the author s purpose is demonstrated in the text (bias, point of view) (R-10-5.5) Define and identify literary elements employed in this period (R-10-4) Demonstrate understanding of plot, ideas and concepts by selecting and summarizing key ideas (R-10-4.2) to set context appropriate to audience (W-10-2.1) Generate questions before, during, and after reading (R-10-4.3). Identify the characteristics of a variety of types/genres of literary texts (R- 10-4.4) including literary devices such as diction, syntax, point of view, bias, and symbolism (R-10--4.5) Analyze and interpret elements of literary texts, citing evidence where Required Text: Of Mice and Men Suggested Materials: Historical/cultural background information Class set of The US in Literature: Variations and Departures unit Literary criticism, essays, short stories, poetry Additional resources and texts Specific examples of regional writing Suggested instructional strategies/scaffolds: Prior knowledge Adapted texts Graphic organizers Note-taking Film clips Cooperative learning

appropriate by explaining logical outcomes based on interactions between characters or evolving plot and examining relationships that reveal character traits, motivations, or changes over time to make inferences (R- 10-5, R-10-5.1, R-10-5.2, R-10-5.3) Explain how the author s style is evident (R-10-5.4) and how the author s purpose to entertain, inform, or persuade is supported in the text (R-10-5.5) Analyze and interpret author s craft by demonstrating knowledge of author s style or use of literary elements and devices, such as analogy, allusion, diction, syntax (R-10-6.1) Make and support analytical judgments by establishing an interpretive claim in the form of a thesis when responding to a given prompt (W-10-3, 3.1-3.4) Use precise and descriptive language that clarifies and supports intent and establishes authoritative voice (W-10-7.4-7.5) Select and summarize key ideas to set context appropriate to audience (W- 10-2.1) Select and analyze accurate information, connecting the text to prior knowledge, to oneself, or to the broader world of ideas in order to advance relevant ideas or themes (W-10-2.3, 3.3) Maintain focus (W-10-5.5, 7.2) Select appropriate and relevant information (excluding extraneous details) to set context (W-10-6.2) Interpret text by making inferences and drawing a credible conclusion that synthesizes information (W-10-6.4, 8.5, 3.2) Use an organizational structure that allows for a progression of ideas to develop. The response includes an opening, body, and closure (W-10-1.1, 1.2, 1.3, 1.4, 3.4, 4.6, 14.3, 14.5) Demonstrate control of usage, grammar, punctuation, sentence construction, and spelling; occasional errors do not interfere with meaning (W-10-9.1, 9.2, 9.3, 9.4, 9.5) Summarize, paraphrase questions, or contribute to information presented (OC 10-1.2) Participate in large and small group discussions showing respect for a range of individual ideas (OC 10-1.4) Use a variety of strategies of address to communicate ideas effectively (OC 10-2.5) Possible Applications:

homework, discussion questions, quizzes, quote analysis maintain daily reader response journals create PowerPoint of realism themes collaborative group work Poster presentations