COURSE DESCRIPTION Tenth Grade Language Arts is designed ... · paraphrasing, summarizing, and identifying relevant details 5. ... To make a movie. ... Analyze the representation

GREENWOOD INTERNATIONAL SCHOOL Course Description ENGLISH DEPARTMENT 2018-19

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Course Title: Holt Elements of Literature 4th Course

Head of Department: Coordinator

Mr. Stephen Dacosta Ms. Sazina Khan

Teacher(s) + e-mail: Ms. Iman Siddiqui [email protected] Mr. Rabih B [email protected]

Cycle/Division: High School

Grade Level: 10

Credit Unit: 1

Duration: 1 year (2 semesters, 10 lessons per 2 weeks)

Course Prerequisites: NA

Department’s Vision:

To foster effective literacy instruction in English Language Arts for

pupils' intellectual, emotional, and social growth.

Department’s Mission:

To provide a substantial academic foundation and to maximize the

intellectual potential in each individual within a nurturing yet

academically challenging environment by equipping pupils with a

balanced study of reading, writing, speaking, and listening; thereby,

fostering self-confidence and independence to create lifelong readers,

writers and effective communicators.

COURSE DESCRIPTION:

Tenth Grade Language Arts is designed to involve the student in applying reading, writing,

listening, speaking, and viewing skills in an independent manner through meaningful,

interdisciplinary tasks. Students will continue to develop an appreciation for literature

through the study of literary elements in classic and contemporary selections. Emphasis is

placed on moving from the literal to the abstract in the students’ critical thinking skills and

in the use of language.

GENERAL COURSE LEARNING OBJECTIVES:

COMPREHENSION 1. To use inference and deduction skills. 2. To answer guided reading questions.

mailto:[email protected]

mailto:[email protected]


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3. To use background knowledge of subject and related content areas, prereading strategies (e.g., previewing, discussing, generating questions), text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection.

4. To determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details 5. To analyze a variety of text structures (e.g., comparison/contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text.

WRITING The students write effectively in a wide variety of styles. The students write journals/ news articles/timed essays and submission of research assignments. The students will write in a wide variety of writing styles.

STRATEGIES:-

To progress through the writing process.

To consider audience and purpose.

To evaluate and revise for coherence and unity.

To evaluate and revise for content and organization

To evaluate and organize for clarity and conciseness

APPLICATIONS:- 1. To write narrative texts. 2. To write expository texts. 3. To write persuasive and problem solution essays 4. To write expressive texts. 5. To write descriptive texts. 6. To write correspondence. 7. To write comparison and contrast essays.

WRITING LANGUAGE CONVENTIONS:- To proofread for correct usage. To proofread for correct verb/pronoun usage. To proofread for fragments and run-on-sentence. To proofread for correct spelling. To proofread for correct punctuation/capitalization. To proofread for correct manuscript.

VOCABULARY:-

1. To use context clues. 2. To analyze word structure. 3. To use multiple-meaning words.


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4. To understand connotation and denotation. 5. To identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.

6. To determine the correct meaning of words with multiple meanings in context;

GRAMMAR:-

1. To identify and use phrases. 2. To identify and use correct sentence structure 3. To identify and use modifiers 4. To using verbs correctly 5. To use subject- verb agreement 6. To understand and use contractions 7. To use tenses- Present Perfect versus Past Perfect & Simple Past versus Present Perfect 8. To use punctuation correctly. 9. To understand and identify the parts of a sentence 10. To use pronouns/verbs correctly

MEDIA AND TECHNOLOGY SKILLS:- To make a movie.

To present a multimedia presentation.

_________________________________________________________________ OBJECTIVES : LITERATURE

1. To understand and analyze plot and setting 2. To understand and analyze characterization 3. To understand and analyze point of view 4. To understand and analyze theme 5. To understand and analyze types of irony 6. To understand mood 7. To understand and analyze elements of poetry 8. To analyze different forms and types of poetry 9. To analyze elements of style, including diction, sentence structure, imagery, figurative language, tone, and

mood 10. Analyze historical context 11. To understand elements of drama 12. To understand forms of nonfiction 13. To understand and analyze persuasion 14. To analyze the writer’s purpose

OBJECTIVES: TOEFL iBT Reading:

1. To understand vocabulary from context 2. To recognize referents 3. To recognize paraphrases


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4. To insert sentences into the passage 5. To find factual information 6. To identify negative facts 7. To make inferences from stated facts 8. To infer rhetorical purpose questions 9. To select summary information 10. To complete organizational tables

Listening: 1. To understand the gist 2. To understand the details 3. To understand the function 4. To understand the speaker’s stance 5. To understand the organization 6. To understand relationships: inferences and drawing conclusions

Speaking: 1. To plan and perform an efficient free-choice response 2. To plan and perform an efficient paired-choice response 3. To answer efficiently integrated questions (reading, listening and speaking)

Writing: 1. To write an efficient response for the integrated task 2. To write an efficient response for the independent task

I.

STANDARDS/BENCHMARKS:

READING LITERATURE:-

Key Ideas and Details:

CCSS.ELA-LITERACY.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.


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.


Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a

text, interact with other characters, and advance the plot or develop the theme.

Craft and Structure:


Determine the meaning of words and phrases as they are used in the text, including figurative and connotative

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meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language

evokes a sense of time and place; how it sets a formal or informal tone).


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.


Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United

States, drawing on a wide reading of world literature.

Integration of Knowledge and Ideas:


Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized

or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).


(RL.9-10.8 not applicable to literature)


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 a later author draws on a play by Shakespeare).

Range of Reading and Level of Text Complexity:


By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text

complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the

grades 9-10 text complexity band independently and proficiently.

READING INFORMATIONAL TEXT:-

Key Ideas and Details:

CCSS.ELA-LITERACY.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.


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.


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.

Craft and Structure:


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 a court opinion differs from that of a newspaper).







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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).


Determine an 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.

Integration of Knowledge and Ideas:


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.


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.


Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the

Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they

address related themes and concepts.

Range of Reading and Level of Text Complexity:


By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently,

with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary

nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.

WRITING:-

Text Types and Purposes:

CCSS.ELA-LITERACY.W.9-10.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and

sufficient evidence.

CCSS.ELA-LITERACY.W.9-10.1.A

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that

establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.W.9-10.1.B

Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations

of both in a manner that anticipates the audience's knowledge level and concerns.

CCSS.ELA-LITERACY.W.9-10.1.C

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships

between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-LITERACY.W.9-10.1.D

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the

discipline in which they are writing.

CCSS.ELA-LITERACY.W.9-10.1.E

Provide a concluding statement or section that follows from and supports the argument presented.







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Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and

accurately through the effective selection, organization, and analysis of content.


Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions;

include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension.


Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or

other information and examples appropriate to the audience's knowledge of the topic.


Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the

relationships among complex ideas and concepts.


Use precise language and domain-specific vocabulary to manage the complexity of the topic.


Establish and maintain a formal style and objective tone while attending to the norms and conventions of the

discipline in which they are writing.

CCSS.ELA-LITERACY.W.9-10.2.F

Provide a concluding statement or section that follows from and supports the information or explanation presented

(e.g., articulating implications or the significance of the topic).


Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and

well-structured event sequences.


Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s)

of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.


Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop

experiences, events, and/or characters.


Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.


Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences,

events, setting, and/or characters.


Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of

the narrative.

Production and Distribution of Writing:


Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)


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. (Editing for conventions should

demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)







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Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking

advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge:


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; synthesize multiple sources on the subject,

demonstrating understanding of the subject under investigation.


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; integrate information into the text selectively

to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


Draw evidence from literary or informational texts to support analysis, reflection, and research.


Apply grades 9-10 Reading standards to literature (e.g., "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 a later author

draws on a play by Shakespeare]").


Apply grades 9-10 Reading standards to literary nonfiction (e.g., "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").

Range of Writing:


Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a

single sitting or a day or two) for a range of tasks, purposes, and audiences.

SPEAKING AND LISTENING:-

Comprehension and Collaboration:

CCSS.ELA-LITERACY.SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own

clearly and persuasively.

CCSS.ELA-LITERACY.SL.9-10.1.A

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation

by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned

exchange of ideas.

CCSS.ELA-LITERACY.SL.9-10.1.B

Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on

key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.

CCSS.ELA-LITERACY.SL.9-10.1.C

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or

larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.








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CCSS.ELA-LITERACY.SL.9-10.1.D

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when

warranted, qualify or justify their own views and understanding and make new connections in light of the evidence

and reasoning presented.


Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally)

evaluating the credibility and accuracy of each source.


Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or

exaggerated or distorted evidence.

Presentation of Knowledge and Ideas:


Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow

the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience,

and task.


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.


Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or

appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.

II.

RESOURCES:

NOVELS: FAHRENHEIT 451 PRIDE AND PREJUDICE

NOVELS' HANDOUTS/NOTES

CHROMEBOOK

HOLT ELEMENTS OF LITERATURE (my.hrw.com)

TEACHER’S HANDOUTS

HMH WRITE SOURCE SKILLS BOOK

POWERPOINT PRESENTATIONS

AUDIO CDs

WRITING RUBRICS

LONGMAN PREPARATION COURSE FOR THE TOEFL iBT TEST

INTERNET SITES

TEACHER’S WEBSITE AT FROGOS

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COURSE OUTLINE:

Semester 1:

Strand Reading

Literature

Reading

Informational

Text

Writing Speaking and

listening

Language

UNIT 1: Plot, Setting,

and Mood

Text Analysis

Workshop : Plot,

Setting, and Mood

Sentence Problems

Pretest: Sentence

Problems – Page 161

– 162

Harrison Bergeron Setting, Mood, Plot & Conflict, Draw Conclusions RL1 RL3

Journal

Writing

TOEFL Skills

Introduction

Sentence Fragments

1,2, and 3

Pages 163 – 165

UNIT 2: Character

Development

Text Analysis

Workshop :

Analyzing Character

Character

Development,

Character

Traits,

Character

Motivation RL3

TOEFL Skills Comma Splices

Page 166

The Teacher Who

Changed My Life

Characterization in Nonfiction, Author's Purpose

Literary

Nonfiction RI1

Evidence to

support

inference

TOEFL Skills Run-on Sentences

Page 167

Rambling Sentences


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RI4 Impact of

word choice

RI6 Author's

Purpose

Page 168

Writing Workshop:

Narrative Short

Story

Write a

Short Story

W3a-e, W4,

W5, W10

Misplaced Modifiers

Page 170

Dangling Modifiers

Page 171

UNIT 3: Narrative

Devices

Text Analysis

Workshop: Narrative

Devices

Choices About

the Narrator:

Choices about

Time RL5

Parallel Structure

Page 173 – 174

L.9-10.1.A

The Doll's House RL1 Cite textual

evidence

RL3 Character

development

RL4 Connotative

meaning

RL6 Analysis of

point of view

Latin Roots L4c, L5b

Writing Workshop:

Informative:

Analysis of Literary

Nonfiction

Write an

Analysis of

Literary

Nonfiction

W2a-f, W4,

W5, W9b

(RI1, RI4),

W10

Clauses

L.9-10.2.A

Page 135 – 137

Commas in Phrases

and Clauses L2

Speaking and

Listening Workshop:

Participating in a

Discussion

TOEFL iBT:

Recognize

paraphrases/inse

rt

sentences into

the

passage;

Participate in a

Discussion

SL 1a-d, SL3, SL4,

SL6

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Reading Skills

3/4; Listening

Skill 2/3

understand the

details when

listening/

understand the

function

Semester 2:

Strand Reading Literature Reading

Informational

Text


listening

Language

UNIT 4: Theme

Text Analysis

Workshop: Theme

and Symbol

Theme and Symbol

RL2, RL3, RL6

Comparing Texts

When Mr.Pirzada

Came to Dine

Interview With

Jhumpa Lahiri

Refugee Aid Society

Web Site

RL1 Textual Evidence

RL2 Theme

RL3 Character

Analysis

Analyze

Theme W2

Phrases (noun, verb,

adjectival, adverbial,

participial,

prepositional)

L.9-10.1.B

Pages 129 – 134

Writing Workshop:

Informative:

Comparison-

Contrast Essay

Write a

Comparison-

Contrast

Essay W2a-f,

W4, W5,W9,

W10

Speaking and

Listening

Workshop:

Participating in a

Group Discussion

Participate in a

Group Discussion

SL1a-d

UNIT 5: Author's

Purpose

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Text Analysis:

Author's Purpose

and Perspective

Semi-colon to link

independent clauses

The Plot Against

People

RI3 Series of Ideas

RI4 Impact of Word

Choice

Colon

L.9-10.2.A

UNIT 6: Argument

and Persuasion

Text Analysis

Workshop:

Argument and

Persuasion

Analyze and

Evaluate

arguments;

Analyze

Persuasive

Techniques;

Analyze

Rhetorical

Devices RI5,

RI6, RI8, RI9

Figurative Language

L.9-10.5

I Acknowledge

Mine

Persuasive

Techniques

RI8

Summarize

RI2, RI4

Write a

Summary

Set the Tone

W2e

TOEFL iBT:

Reading Skills

5/6; Listening

Skill 4

Find factual

information/i

dentify

negative

facts;

understand

the

speaker’s

stance

UNIT 7: The

Language of Poetry

Text Analysis Workshop: The Language of Poetry

Poetic Form RL5 Poetic Elements RL4, RL10


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There Will Come Soft Rains/ Meeting at Night/ The Sound of Night

Sound Devices RL4

Reading Poetry RL5, RL10

Interpret Theme W9a (RL2)

Figurative Language

L.9-10.5

TOEFL iBT: Reading Skills 7; Listening Skill 5

Make inferences from stated facts; understand the organization

UNIT 8: Author's

Style and Voice

Text Analysis Workshop: Authors Style and Voice

Style and Voice RL4

Birches

Mending Wall

Frost’s Style RL4 Make Inferences RL1

Write across Texts W9a

Figurative Language

(online resources)

L.9-10.5

TOEFL iBT: Speaking: independent speaking questions

Analyze Dialogue W9a (RL2)

Strand Reading Literature Reading

Informational

Text


listening

Language

UNIT 9: History,

Culture, and the

Author

TOEFL iBT: Reading Skills 8/9

Infer rhetorical Purpose questions/select summary information

A Eulogy for Dr. Martin Luther King, Jr.

Analyze Rhetorical

Cite Evidence W2




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Devices RI6, RI

TOEFL iBT: Reading Skill 10; Listening Skill 6

Write a Critical Review W1a-e, W4, W5, W9a ( RL7, Rl9), W10

Spell Correctly L2c Using Semicolons L2a

TOEFL iBT: Speaking: integrated questions (reading, listening and speaking)

Complete organizational tables; understand relationships: inferences and drawing 10 conclusions

Evaluate a Presentation SL 1a-d, SL3, SL 4

UNIT 11: The Tragedy of Julius Caesar

Text Analysis Workshop: Shakespearean Drama

RL.9-10.9 Characteristics of Shakespearean Tragedy, The Language of Shakespeare

Spell Correctly L2c Using Semicolons L2a

The Tragedy of Julius Caesar Act One Act Two Act Five

GRADING:



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Grading Policy/ Assessment Tools Homework will be checked for completeness, accuracy, and/or understanding.

Class work will be evaluated overall by the teacher.

Quizzes are given as needed.

Grammar will be assessed as applied to context.

Writing skills will be assessed to vocabulary, punctuation, grammar, varied openers and connectives used.

Reading: inference, deduction, skimming and scanning techniques will be used to test level of understanding. Fluency in reading and comprehending.

Pass mark 60.

Unit tests and assessments may consist of multiple-choice, short answers, inference and deduction, oral and written comprehension tasks, grammar, spellings, short and long writing tasks.

Grade Distribution:

English Semesters 1 & 2

Composition/Journals/ Articles 10

Reading Comprehension 5

Language, Usage & Mechanics 5

Grammar w/s 5

Research, PBL & Drama 10

Listening and Speaking 5

Graded Classwork 10

Quizzes 15

MAP 5

Mid-Year Exam (Semester 1)

Final Exam (Semester 2)

30

Total 100

Cross-Curricular Project(s): SEMESTER 1:

- Students write a research papers based on MLA Template and guidelines. The research paper topics are integrated with Science, Math, ICT, and Social Studies (Semester 1). Students are assessed based on the following criteria:


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- content of the paper - template and guidelines followed - authentic/ plagiarized - deadlines met/not met - Oral presentation of the paper

SEMESTER 2:

- Drama production based on the play covered in the curriculum where students’ works on their scripts, dialogue delivery, tone, diction in the language used stage direction in a group. The final grading is done based on the performance of the assigned roles.

- This project is integrated with International History.

Documents

COURSE DESCRIPTION Tenth Grade Language Arts is designed ... · paraphrasing, summarizing, and identifying relevant details 5. ... To make a movie. ... Analyze the representation