Tenth Grade: ELA Core Standards Overview - ELA …csdela.weebly.com/uploads/9/5/6/3/9563459/tenth_grade_2016-17...Tenth Grade: ELA Core Standards Overview ... Ø Writing a literary

Tenth Grade: ELA Core Standards Overview

Ø Understanding more from and making fuller use of written materials, including using a wider range of evidence to support an analysisØ Making more connections about how complex ideas interact and develop within a book, essay, or article

Ø Evaluating arguments and specific claims; assessing whether the reasoning is valid and the evidence is sufficient; and as appropriate,

detecting inconsistencies and ambiguitiesØ Analyzing the meaning of foundational U.S. documents (the Declaration of Independence, the Preamble to the Constitution, the Bill of

Rights)Ø Making an argument that is logical, well-reasoned, and supported by evidence

Ø Writing a literary analysis, report, or summary that develops a central idea and a coherent focus and is well supported with relevant

examples, facts, and detailsØ Conducting several research projects that address different aspects of the same topic, using more complex books, articles, and other sources

Ø Responding thoughtfully to diverse perspectives; synthesizing comments, claims, and evidence made on all sides of an issue; and resolving

contradictions when possibleØ Sharing research, findings, and evidence clearly and concisely

Ø Making strategic use of digital media (e.g., animations, video, websites, podcasts) to enhance understanding of findings and to add interest

Ø Determining or clarifying the meaning of words and phrases, choosing flexibly from multiple strategies, such as using context, Greek and

Latin roots (e.g., bene as in benefactor or benevolent), patterns of words (conceive, conception, conceivable), and consulting specialized reference materials (e.g., dictionaries, glossaries, thesauruses)

Ø Interpreting figures of speech (e.g., hyperbole, paradox) in context and analyzing their role in the written materials

National PTA, 1250 N Pitt Street, Alexandria, VA 22314, PTA.org • [email protected] © 2011 PTA All rights reserved.

Tenth Grade English Language Arts

2016-17 4-6 weeks 5-9 weeks 5-8 weeks 4-8 weeks 2-4 weeks

UnitTheme RitesofPassage Justiceand

DemocracyThePowerof

FearRespectingDiversity

BetheChange…

EssentialQuestion

Whatisthemeaningofariteofpassage,andwhydowehavethem?

Whatisjustice?Whataretheroles

andresponsibilitiesofcitizensinademocracy?

Whatisfear?

Whatisthevalueofrespectingdiversity

intheworld

Whatcanyoudotoeffectchangeinthe

world?

WritingFocus

Narrative/Informative

Informative/Argument

Argument Informative Narrative/Argument

Vocabulary REVIEW:foreshadowing,pointofview(firstperson,secondperson,thirdperson),figurativelanguage,plotstructureTIER2:riteofpassage,initiate,separation,transformationTIER3:connotation,diction,hyperbole,imagery,metaphor,parallelstructure,syntax,tone

REVIEW:claim(thesis,controllingidea),theme,informative,Rhetoricaldevices(Tier3fromUnit1)TIER2:evidence,justice,revenge,objective,subjective,summarize,paraphrase,fairness,facts,inquiry,sources,credibility,accuracy,citation,synthesisTIER3:rhetoricalappeals(ethos,pathos,logos),extendeddefinitions,concretedetails,quotations,transitions,preciselanguage,formalstyle,objectivetone,objectivesummary,NewRhetoricalDevices(allusion,analogy,anecdote,juxtaposition,rhetoricalquestion,allegory,antithesis),fallacy

REVIEW:Fear,tone,intolerance,plot,figurative,connotative,formalstyle,objectiveTIER2:substantivetopics,research,reflection,revision,organization,development,substance,purpose,audience,taskTIER3:complexcharacter,textstructures,argument,preciseclaim(s),counterclaims,reasons(warrants),evidence,phrases,clauses,concludingstatement

REVIEW:Diversity,stereotype,prejudice,discrimination,tolerance,intolerance,acceptance,textstructures,seriesofideasorevents,author’spointofvieworpurpose

REVIEW:figurativelanguage,plotstructure,sensorylanguage,theme(centralidea),seriesofideasorevents,precisewords,conclusion,organization,development,substance,purposetask,tellingdetailsTIER2:change,apathy,empathy,sympathy

GeographicConnections

Throughoutthe10thgradeyear,drawonawidereadingofworldliteraturefromnumerousculturalareastoanalyzeeachtheme.

Tenth Grade

English Language Arts Connections

SocialStudies

Connections

Historicalexamplesofheroism.Whatshapedthelivesofmodern/historical

heroes?

Howcanwritinginfluencehistoricalconflicts?

Whatcauseshistoricalrevolutions?

Howdogovernmentalregimes(Fascists,tyrants)usefeartoconditionanddrivecitizens’collective

behavior?

Whatmakesagovernmentor

culturemoreorlesstolerant?

Howcanstudyingpastmistakeshelpus

prepareforthefuture?

ScienceConnections

Howdoorganismsimprovethemselves?Howdohumans

react/adapttonaturaldisasters?

Howdotheprinciples

ofbiologicalevolutionapplytotheprinciplesofthelegal

system?Whyisitimportantforcitizenstounderstandsciencewhenmakingpoliticaldecisions?

Howdoesfearimpactourevolutionas

people?Asasociety?

Howdothedifferencesof

organismscontributetotheoverallhealthofanecosystem?

Howdoesaperson’senvironmentinfluence

his/herfuture?

PEConnections

Howisphysicalhardshipandtraininganexampleofariteofpassage?

Howdorulesensurejustice/fairnessinathletics?Howarerulesinsports

established,interpretedandenforced?Howdoesthatrelatetoa

democraticgovernment?

Howcanfearimpactourplaying?

Howdowemakesportsaccessibletopeoplewithavarietyofskillsandphysical

abilities?

Howcanfitnessgoalsimproveourqualityoflifeandourabilitiestomakeadifferenceand

helpothers?

MathConnections

Howdoeslearninghowtosolve

problemshelpusgrow?

Galileo,Newton,Copernicus,Kepler,etc.

Balancedequations,

logic

Howcanfearaffectyourabilitytoproblem-solve?

Howcanwerespectthosewithvaryingabilitiesindifferingareasofexpertise?

Howcanweuseresearch,statistics,anddatatoapositivedifferenceinthe

world?

SALTAHonors10Portfolio

Rationale: Prepare students for success in AP English with a focus on standards, skills, and content. Similarly, students will focus on skills tocomplementcurrentAPHistoryclasses.Portfolio/ePortfolio:Honorsstudentswillrevise,publish,andpresentanePortfoliothatdemonstratestheirprogressandmasteryofthecontentandstandardsthrough:1.ArtifactsofLearningfromEachUnitofStudywhichmayinclude:

Reading Writing SpeakingandListening

● DialecticalJournals● WorksCited● AnnotatedBibliographies● Abstract● Conceptmapping● AnnotatedTexts● Summary● BookTalks● BookReviews

● ArgumentativeEssays● InformativeEssays● RhetoricalAnalysis● LiteraryAnalysis● Autobiographical/Memoir● ReflectionsandJournals● NarrativePieces● SatiricalCartoons● Poetry(includingtwovoicepoems)● AcademicWriting● TechnicalWriting● TimedWritingpieces● MLAResearchPapers● Compare/contrastWriting● Précis● Surveys

● Videoreflections● SocraticSeminarpreparationand

reflections● Fishbowlpreparationandreflections● Presentationmaterials● Debatenotesand/orvideo● Podcasts● Spokenwordpoems● Skypequestionsandresponses● Researchinterviews● Shortfilms● BookTalks

2.AnOverarchingResearchQuestionWiththis,studentswillchooseaquestionatthebeginningoftheyeartoresearch.Astheyresearchtheirquestion,theywillmodifyanddevelopitthroughoutthecourseoftheyear,makingconnectionswiththeirresearchonthisquestiontothethemes,texts,andideasencounteredineachunit.Somequestionsmayinclude:● Howdoesjusticerelatetodiversity?● Isfearourworstenemy?● Whoreallyshapesoursociety?● Howcanastudentinhighschoolmakea

lastingandvaluablecontributiontosociety?● Whatistherelationshipbetweenfearand

intolerance?● Whatisthedifferencebetweenjusticeand

fairness?● Doesfearbenefitorharmpeoplemore?● Whatistheidealsociety?

● Whatenableshumanstosurvivehorrificconditionsorevents?

● Wheredopeoplegofortruth?● Howdoeswarchangeourvalues?● Whydoweseekpower?● Dotheendsjustifythemeans?● Whenisprogressaproblem?● Dopeopleinfluencetechnologyordoes

technologyinfluencepeople?● Whatisawomen’sroleinpubliclife?● Whatdoesmoralcouragelooklikein

● Aretheoldwaysthebestways?● Justbecauseyoucandosomething,does

thatmeanyoushould?● Only20animalspeciesoutofmorethantwo

millionhaveevolvedtocooperate-eusociality.Whyisthis?

● PeterJenningsoncesaid,“Whoevercontrolsthemedia,controlsreality.”Doyouagree?Dowebelievethenewswereadandseeontelevision?Canthenewsmediabeusedtomanipulateus?

● Howcanstudyingpastmistakeshelpusprepareforthefuture?

● Whatispeacewithoutsocialjustice?● Howdoeslanguageinfluencethought?● Whatmakesusstandoutamongstasociety

thatvaluessameness?

contemporarysociety?● Isviolenceeverjustified?● Howdoweuseourwordstopersuade

others?● Whatqualitiesdefineaneffectiveleader?

● Canyoubefromtwoculturesatonce?● Howdoestheprocessofself-discovery

shapeanindividual'sidentity?● Howdoessocial/economic/classstructure

affectanindividual'sidentity?

3.ACumulativeReflectionThroughouttheyear,studentswillreflectontheirlearningprogressbyanalyzingtheirartifacts.Inthelaterpartoftheyear,studentswillselectoneartifactfromeachofthestrands(reading,writing,andspeakingandlistening)toevaluateasevidenceofcontentmastery.Thisreflectionproductservestwopurposesforstudents:(1)forthestudenttorecognizehisorheracademicandpersonalgrowthoverthecourseoftheyearand(2)togivethestudentsanopportunitytosynthesizedocumentsintoonelargerreflectivepiece.

ReflectionPiecesmightinclude:● Processpiece● Videoreflection● Presentation● Personalessay● Reflectionessay

SuggestedTextstoSupportAP(recommendedbyCollegeBoard)“101BookstoReadBeforeYouGotoCollege”https://www.dropbox.com/s/lwxyro5d6qiffpx/TheCollegeBoard101Books.docx?dl=0

Argument"OnSelf-Respect"byJoanDidion"WhistleblowingandProfessionalResponsibility"bySisselaBok"FutureSchlock"byNeilPostman"WhyBlameT.V."byJohnLeonard"SavetheWhales,ScrewtheShrimp"byJoyWilliamsfrom"TheEndofNature"byBillMcKibbin"IsBusinessBluffingEthical?"byAlbertCarr"AProposaltoAbolishGrading"byPaulGoodman"WhyNotaFootballDegree?"byWilliamF.ShurhartII

Style:SchemesandTropes"MarryingAbsurd"byJoanDidion"IWantaWife"byJudyBrady"AssortedSpeeches"bySpiroAgnew"Guysvs.Men"byDaveBarry"ASmallPlace"byJamaicaKincaid

RhetoricalAnalysis"AnEndtoAudience"byMargaretAtwood"ShootinganElephant"byGeorgeOrwell"WhatHighSchoolIs”byTedSizer"KillingMeMicrosoftly"byJuliaKeller"DistancingtheHomeless"byJonathonKozol"AVindicationoftheRightsofWomen"byMaryWollstonecraft

TenthGradeUnit1Theme:RitesofPassage

Inthisunit,studentswillreflect,read,andstudyliteraturecitingtextualevidenceastothesignificanceofhavingritesofpassageintoday’sworld.

EssentialQuestion

SupportingQuestions

KeyTerms WritingFocus

Whatisthesignificanceofariteofpassage,andwhydowehavethem?

Howhaveritesofpassageaffectedyourlife?Whydoculturesneedritesofpassage?Whatpurposedotheyserve?Howdoauthorsuselanguagetocreatemeaning?

REVIEW:foreshadowing,pointofview(firstperson,secondperson,thirdperson),figurativelanguage,plotstructure

TIER2:riteofpassage,initiate,separation,transformation

TIER3:connotation,diction,hyperbole,imagery,metaphor,parallelstructure,syntax,tone

Narrative/Informative

SocialStudiesConnections

ScienceConnections PEConnections MathConnections

Historicalexamplesofheroism.Whatshapedthelivesofmodern/historicalheroes?

CHEMISTRY:Originsofelementswithintheuniverse.Whatcausestheseelementstodevelopandchangeovertime?PHYSICS:Acceleration;Newton’slawsofmotion.Whatcausesobjectstomoveforward?Whatstandsintheirway?BIOLOGY:Evolution;adaptation.Howdoorganismsimprovethemselves?

Howisphysicalhardshipandtraininganexampleofariteofpassage?

Howdoeslearninghowtosolveproblemshelpusgrow?Howdidthesemathematiciansexperiencedifferentritesofpassage?Galileo,Newton,Copernicus,Kepler,etc.

Prioritizedstandardsarehighlighted.Theseshouldbeemphasizedineachunit.

ELACoreStandards StudentLearningTargetsREADING

RL.9-10.1:Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.

• Icanrecognizethedifferencebetweenwhattheauthorstatesdirectlyandwhathe/sheimpliesinthetext.

• Icandetermineifthereissufficientevidencetosupportwhatthetextsaysexplicitly.

• Icandetermineifthereissufficientevidencetosupportinferencesdrawnfromthetext.

RL.9-10.4:Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzethecumulativeimpactofspecificwordchoicesonmeaningandtone(e.g.,howthelanguageevokesasenseoftimeandplace;howitsetsaformalorinformaltone

• Icandeterminethemeaningofwordsandphrasesastheyareusedinthetext.

• Icandeterminefigurativemeaningsofwords.• Icandetermineconnotativemeaningsofwords.

RL.9-10.6:AnalyzeaparticularpointofvieworculturalexperiencereflectedinaworkofliteraturefromoutsidetheUnitedStates,drawingonawidereadingofworldliterature

• IcananalyzeapointofviewreflectedinaworkofliteraturefromoutsidetheUnitedStates

• IcananalyzeaculturalexperiencereflectedinaworkofliteraturefromoutsidetheUnitedStates.

• Icandrawonawidereadingofworldliterature.RL9-10.7:Analyzetherepresentationofasubjectorakeysceneintwodifferentartisticmediums,includingwhatisemphasizedorabsentineachtreatment(e.g.,Auden’s“MuséedesBeauxArts”andBreughel’sLandscapewiththeFallofIcarus).

• Icananalyzeasubjectorsceneintwodifferentartisticmediumsanddiscusswhatisemphasizedorabsentineach.

RI.9-10.5:Analyzeindetailhowanauthor’sideasorclaimsaredevelopedandrefinedbyparticularsentences,paragraphs,orlargerportionsofatext(e.g.,asectionorchapter).

• Icananalyzeindetailhowanauthor'sideasorclaimsaredevelopedbyparticularsentences.

• Icananalyzeindetailhowanauthor'sclaimsaredevelopedandrefinedbyparagraphsorlargerportionsoftext.

RI.9-10.7:Analyzevariousaccountsofasubjecttoldindifferentmediums(e.g.,aperson’slifestoryinbothprintandmultimedia),determiningwhichdetailsareemphasizedineachaccount.

• Icananalyzevariousaccountsofasubjecttoldindifferentmediums.

• Icandeterminewhichdetailsareemphasizedineachaccount.

RI.9-10.8:Delineateandevaluatetheargumentandspecificclaimsinatext,assessingwhetherthereasoningisvalidandtheevidenceisrelevantandsufficient;identifyfalsestatementsandfallaciousreasoning.

• Icanbreakdownanauthor'sargumentintoclaims,evidence,andreasoning.

• Icanassesswhetherthereasoningisvalid.• Icanassesswhethertheevidenceisrelevantand

sufficient.• Icanidentifyfalsestatementsandfallaciousreasoning.

ELACoreStandards StudentLearningTargets

WRITING

W9-10.3:Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well-chosendetails,andwell-structuredeventsequences.

• Icanwriteawell--structured,detailednarrativeaboutrealorimaginedeventsorexperiences.

a.Engageandorientthereaderbysettingoutaproblem,situation,orobservation,establishingoneormultiplepoint(s)ofview,andintroducinganarratorand/orcharacters;createasmoothprogressionofexperiencesorevents.

• Icanengagethereaderbyintroducingaproblem,situation,orobservation.

• Icanengageandorientthereaderbysettinguponeormorepointsofviewandintroducinganarratorand/orcharacters.

• Icanwriteeventsandexperiencesthatprogresssmoothlyandlogically.

b.Usenarrativetechniques,suchasdialogue,pacing,description,reflection,andmultipleplotlines,todevelopexperiences,events,and/orcharacters.

• Icanwritenarrativeusingtechniquessuchasdialogue,timing,description,reflectionsandmorethanoneplotline.

c.Useavarietyoftechniquestosequenceeventssothattheybuildononeanothertocreateacoherentwhole.

• Icanarrangetheeventsinmystoryinvariouswaysandstillbeclear.

d.Useprecisewordsandphrases,tellingdetails,andsensorylanguagetoconveyavividpictureoftheexperiences,events,setting,and/orcharacters.

• Icanuseprecisewords,details,andsensorylanguagetocreateamentalpictureinmynarrative.

e.Provideaconclusionthatfollowsfromandreflectsonwhatisexperienced,observed,orresolvedoverthecourseofthenarrative.

• Icanconcludemystorybyreflectingonwhatisexperienced,observed,orresolved.

W.9-10.2:Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.

• Icanwriteinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccurately.

• Icaneffectivelyselectorganizeandanalyzecontent.

a)Introduceatopic;organizecomplexideas,concepts,andinformationtomakeimportantconnectionsanddistinctions;includeformatting,graphics,andmultimediawhenusefultoaidingcomprehension.

• Icanintroduceatopic.• Icanorganizecomplexideas,concepts,andinformation.• Icanmakeimportantconnectionsanddistinctions• Icanuseformatting,graphics,andmultimediawhenuseful

toaidincomprehension.b)Developthetopicwithwell--chosen,relevant,andsufficientfacts,extendeddefinitions,concretedetails,quotations,orotherinformationandexamplesappropriatetotheaudience'sknowledgeofthetopic.

• Icandevelopthetopicwithwell-chosen,relevant,andsufficientfacts

• Icanuseextendeddefinitions,concretedetails,quotations,orotherinformationandexamplesappropriatetotheaudience'sknowledgeofthetopic.

c)Useappropriateandvariedtransitionstolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsamongcomplexideasandconcepts.

• Icanuseappropriateandvariedtransitionstolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsamongcomplexideasandconcepts.

d)Usepreciselanguageanddomain--specificvocabularytomanagethecomplexityofthetopic.

• Icanusepreciselanguageanddomain--specificvocabularytomanagethecomplexityofthetopic.

W.9-10.4:Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.(Grade--specificexpectationsforwritingtypesaredefinedinstandards1–3above.)

• Icanbreakdownanauthor'sargumentintoclaims,evidence,andreasoning.

• Icanassesswhetherthereasoningisvalid.• Icanassesswhethertheevidenceisrelevantandsufficient.

W.9-10.5:Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.(EditingforconventionsshoulddemonstratecommandofLanguagestandards1–3uptoandincludinggrades9–10onpage54.)

• Icanfocusonaddressingwhatismostsignificantforaspecificpurposeandaudience.

• Icandevelopmywritingthroughplanning,revising,editing,andrewriting.

• Icandevelopmywritingbytryinganewapproach.

W.9-19.9:Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.

• Icandrawevidencefromliterarytextstosupportanalysis,reflection,andresearch.

• Icandrawevidencefrominformationaltesttosupportanalysis,reflection,andresearch.

W9-10.10:Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeoftasks,purposes,andaudiences.

• Icanwriteroutinelyoverextendedtimeframes.• Icanwriteroutinelyovershortertimeframes.• Icanwritetoarangeoftasks,purposes,and

audiences.


S&L

SL.9-10.6:Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandofformalEnglishwhenindicatedorappropriate.(Seegrades9–10Languagestandards1and3onpages54forspecificexpectations.)

• Icanadaptmyspeechtoavarietyofcontexts.• Icanadaptmyspeechtoavarietyoftasks.• IcandemonstrateacommandofformalEnglishwhen

indicatedorappropriate.ELACoreStandards StudentLearningTargets

LANGUAGE

L.9-10.1:DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.

• Icanuselanguagecorrectlywhenwritingorspeaking.

a.Useparallelstructure. • Icandefineparallelstructureanduseitcorrectly.

b.Usevarioustypesofphrases(noun,verb,adjectival,adverbial,participial,prepositional,absolute)andclauses(independent,dependent;noun,relative,adverbial)toconveyspecificmeaningsandaddvarietyandinteresttowritingorpresentations.

• Icanusevarioustypesofphrasesandclausestowriteorpresentideasinaninterestingway.

L.9-19.5:Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeaning.

• Icandemonstrateanunderstandingoffigurativelanguage.

• Icandemonstrateanunderstandingofwordrelationships.

• Icandemonstrateanunderstandingofnuancesinwordmeanings.

L.9-10.6:Acquireanduseaccuratelygradeappropriategeneralacademicanddomain-specificwordsandphrases;gathervocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.

• Icanacquiregradeappropriategeneralacademicanddomainspecificwordsandphrases.

• Icangathervocabularyknowledgewhenconsideringawordorphraseimportanttocomprehension.

• Icangathervocabularyknowledgewhenconsideringawordorphraseimportanttoexpression.

Unit1TextResources

Literary Informational(Asia)TheRamayana,Menon,Ramesh(L1340)(Asia)TheRamayan

ofValmiki(Non---Prose)

(Asia)GilgameshandtheQuestforImmortality,SIRSDiscoverer(L

1040)*(Asia)TheGoodEarth,Buck,PearlS.(L1530)

IgnazSemmelweisTrueman,Chris(L1300)InherittheWind*,Lawrence,Jerome;Lee,RobertE(L850)InherittheWindFilmClip

Beowulf(L1090L)

TheDoctorWhoWouldn’tAcceptNo,Chazin,Suzanne(L1270)ExcerptsfromTheIngeniousGentlemanDonQuixoteofLaMancha(L1410)ContentsoftheDeadMan’sPocketsbyJackFinney

IntotheWildbyJonKrakauer(L1270)SirGawainandtheGreenKnightWomanHolleringCreek,Cisneros,Sandra(L960)BecauseofRomek:AHolocaustSurvivor'sMemoirbyDavidFaberATaleofTwoCitiesbyCharlesDickens

(Asia)SearchingforZhengHeTheGuardian(L1440)TheDr.WhoDrankInfectiousBroth,GaveHimselfanUlcer,andSolvedaMedicalMystery,DiscoveryMagazine(L950)ElvistheWelshCorgishowsCalculusisaBreeze,Powers,Pamela(EBSCO)(L1330)Planetsfoundatdawnofuniverse,buttheirexistenceisamystery,Spotts,Pete(EBSCO)(L1290)SupersizeAntsOfferEvolutionClue,Ferguson,Will(EBSCO)(L1480)TheBravestoftheBraveNewAmerican(L1280)MIA:APilotCrashes------AWifeWaits22YearsStarTribune(L1030)CharlieRoseinterviewwithJonKrakauer“Deathofan

Innocent”articlebyJonKrakauer

“The7HabitsofHighlyEffectiveTeens:theUltimateTeenage

SuccessGuide”bySeanCovey

PleaserefertoCanvasCourse“10thGradeELABoard”foradditionalresources.CAUTION:ThesetitlesarenotnecessarilyontheDistrictapprovedlists.*IndicatesthattheLexilelevelofthetextisbelowtherecommendedLexilerangeforthatgradelevel.

TenthGradeUnit1GlossaryofKeyTerms

KeyTerm DefinitionConnotation Theassociationsandemotionalovertonesthathavebecomeattachedtoawordorphrase,inadditiontoitsstrictdictionary

definition.Diction Aspeakerorwriter’schoiceofwords;revealstone.Hyperbole Figureofspeechthatusesover-the-topexaggerationoroverstatementforeffect.Imagery Theuseoflanguagetoevokeapictureoraconcretesensationofaperson,athing,aplace,oranexperience;adescription

thatengagesanyoneofthefivesenses.Foreshadowing Inliterature,itsusehintsaboutthingstocomeinlaterplotdevelopments.Itcanbeobvious,oritmaybesubtler,involving

theuseofsymbolsthatareconnectedtolaterturnsintheplot.Metaphor Afigureofspeechinwhichawordorphraseliterallydenotingonekindofobjectorideaisusedinplaceofanotherto

suggestalikenessbetweenthem;afigureofspeechinwhichacomparisonisimpliedbyanalogy,butisnotstateddirectly.ParallelStructure

(Parallelism)Similargrammaticalstructureinapairorseriesofrelatedwords,phrases,orclauses.Itcanbeusedbyawriterorspeakertoemphasizeapoint.

PlotStructure Thestructureoftheactionsinadramaticornarrativework,orderedandrenderedtowardachievingparticularemotionalandartisticeffects.Themostbasicelementsinaplotlineare:(a)exposition,(b)risingaction,(c)climax,crisis,orturningpoint,(d)fallingaction,and(e)resolutionordenouement.

PointofView(1st,2nd,3rd)

Theperspectiveorperspectivesestablishedbyanauthorthroughwhichthereaderispresentedwiththecharacters,actions,setting,andeventsthatconstitutethenarrativeinaworkoffiction.Therearemultiplemodesofpointofview,including:First-personnarration:Anarrativemodewhereastoryistoldbyonecharacteratatime,speakingforandabouthimselforherself.Thenarratormaybeaminorcharacterobservingtheactionorthemainprotagonistofthestory.Afirst-personnarratormaybereliableorunreliable.First-personperspective:Theperspectiveimplicitinfirst---personnarration,intimateontheonehandandcircumscribedontheother.Third-personnarration:Anarrativemodeinwhichastoryistoldbyanarratorwhorelatesallactioninthirdperson,usingthird-personpronounssuchasheorshe.Third-personomniscience:Amethodofstorytellinginwhichthenarratorknowsthethoughtsandfeelingsofallofthecharactersinthestory,asopposedtothirdpersonlimited,whichadherescloselytothethoughtsandfeelingsofasinglecharacter.

RiteofPassage Aritualeventthatsignifiesanindividual’stransformationfromonementalorphysicalstatetoanotherSimile Afigureofspeechorotherdirectcomparisonoftwothingsthataredissimilar,usingthewordslikeoras(orotherwordsof

comparison)Syntax Thewayinwhichwordsareputtogethertoformclausesorphrases;theharmoniousarrangementofpartsorelementsina

text.

Theme Atopicofdiscussionorwriting;amajorideaorpropositionbroadenoughtocovertheentirescopeofaliteraryorotherworkofart.Athememaybestatedorimplied,butcluesaboutthethememaybefoundintheideasthataregivenspecialprominenceortendtorecurinawork.

Tone Attitudeawritertakestowardthesubjectofawork,thecharactersinit,ortheaudience.Itisrevealedthroughdiction,figurativelanguage,andorganization.

Transformation Amarkedchange,asinappearanceorcharacter,usuallyforthebetter.

Unit1PlanningandNotes

TenthGradeUnit2Theme:JusticeandDemocracy

Inthisunit,studentswillanalyzethethemeofjustice;studentswillexplorethisideathroughcollaborativediscussions,research,andinformative/argumentativewriting.

EssentialQuestion

SupportingQuestions KeyTerms WritingFocus

Whatisjustice?Whataretherolesandresponsibilitiesofcitizensinademocracy?

Howdoescultureaffectjustice?Iswhatisjustalwaysfair?Whataresomeobstaclestojustice?Isfreedomofexpressionanessentialcomponentofdemocracy?Whatlimitationsmightagovernmentplaceonfreedomofexpression?Whatresponsibilities,ifany,doschoolshavetoteachstudentshowtoengageininformed,civicdiscourse?

REVIEW:claim(thesis,controllingidea),theme,informative,Rhetoricaldevices(Tier3fromUnit1)TIER2:evidence,justice,revenge,objective,subjective,summarize,paraphrase,fairness,facts,inquiry,sources,credibility,accuracy,citation,synthesisTIER3:rhetoricalappeals(ethos,pathos,logos),extendeddefinitions,concretedetails,quotations,transitions,preciselanguage,formalstyle,objectivetone,objectivesummary,newrhetoricaldevices(allusion,analogy,anecdote,juxtaposition,rhetoricalquestion,allegory,antithesis),fallacy

Informative/Argumentative



Howcanwritinginfluencehistoricalconflicts?HowcanwritinginfluencechangeintheCivilRightsMovementorresistancetodictatorship?

CHEMISTRY:Howdochemicalconflictsrelatetoliterary/historicalconflicts?PHYSICS:Analyzethephysicalforcesthatactuponanobject.Howdotheseforcesrelatetotheforcesthatimpactaperson?BIOLOGY:Howdotheprincipalsofbiologicalevolutionapplytotheprincipalsofthelegalsystem?

Howdorulesensurejustice/fairnessinathletics?

Balancedequations,logic

Prioritizedstandardsarehighlighted.Theseshouldbeemphasizedineachunit. ELACoreStandards StudentLearningTargetsREADING RL.9-10.1:Citestrongandthoroughtextualevidenceto

supportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.

• Icandetermineathemeorcentralideaofatext.• Icananalyzeindetailatheme'sdevelopmentoverthecourseof

thetext.• Icananalyzehowitemergesandisshapedandrefinedby

specificdetails.• Icanprovideanobjectivesummaryofthetext.

RL.9-10.2:Determineathemeorcentralideaofatextandanalyzeindetailitsdevelopmentoverthecourseofthetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext.


• Icandeterminefigurativemeaningintext.• Icandetermineconnotativemeanings.• Icananalyzethecumulativeimpactofspecificwordchoiceson

meaningandtone.RL.9-10.4:Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzethecumulativeimpactofspecificwordchoicesonmeaningandtone(e.g.,howthelanguageevokesasenseoftimeandplace;howitsetsaformalorinformaltone).

• Icananalyzehowanauthor'schoiceofstructurecreatessucheffectsasmystery,tension,orsurprise.

• Icananalyzehowtheauthor'suseoforderofeventsortimemanipulationcreatessucheffectsasmystery,tension,orsurprise.

RL.9-10.5:Analyzehowanauthor’schoicesconcerninghowtostructureatext,ordereventswithinit(e.g.,parallelplots),andmanipulatetime(e.g.,pacing,flashbacks)createsucheffectsasmystery,tension,orsurprise.

• Icancitestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitly.

• Icandetermineifthereissufficientevidencetosupportinferencesdrawnfromthetext.

RI.9-10.1:Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencedrawnfromthetext.

• Icanfindacentralideainatext.• Icanexplainhowspecificdetailsdevelopthecentralidea.• Icanexplainhowspecificdetailsrevealanddefinethecentral

idea.• Icansummarizeatext.

RI.9-10.2:Determineacentralideaofatextandanalyzeitsdevelopmentoverthecourseofthetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext.

• Icandeterminethemeaningofwordsandphrasesastheyareusedintext.

• Icandeterminefigurative,connotative,andtechnicalmeanings.

• Icananalyzethecumulativeimpactofspecificwordchoicesonmeaningandtone.

• Icananalyzehowwordchoicechangesdependingonpurpose.

RI.9-10.4:Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurative,connotative,andtechnicalmeanings;analyzethecumulativeimpactofspecificwordchoicesonmeaningandtone(e.g.,howthelanguageofacourtopiniondiffersfromthatofanewspaper).

• IcancomparehistoricU.S.documentsandidentifyrelatedthemesandconcepts.


WRITING W.9-10.2:Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.

• Icanwriteinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccurately.

• Icaneffectivelyselectorganizeandanalyzecontent.a)Introduceatopic;organizecomplexideas,concepts,andinformationtomakeimportantconnectionsanddistinctions;includeformatting,graphics,andmultimediawhenusefultoaidingcomprehension.

• Icanintroduceatopic.• Icanorganizecomplexideas,concepts,andinformation.• Icanmakeimportantconnectionsanddistinctions• Icanuseformatting,graphics,andmultimediawhenuseful

toaidincomprehension.b)Developthetopicwithwell-chosen,relevant,andsufficientfacts,extendeddefinitions,concretedetails,quotations,orotherinformationandexamplesappropriatetotheaudience'sknowledgeofthetopic.

• Icandevelopthetopicwithwell-chosen,relevant,andsufficientfacts.

• Icanuseextendeddefinitions,concretedetails,quotations,orotherinformationandexamplesappropriatetotheaudience'sknowledgeofthetopic.

c)Useappropriateandvariedtransitionstolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsamongcomplexideasandconcepts.

• Icanuseappropriateandvariedtransitionstolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsamongcomplexideasandconcepts.

d)Usepreciselanguageanddomain-specificvocabularytomanagethecomplexityofthetopic.

• Icanusepreciselanguageanddomain-specificvocabularytomanagethecomplexityofthetopic.

e)Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.

• Icanestablishandmaintainaformalstyleandobjectivetone.

• IcanattendtothenormsandconventionsofthedisciplineinwhichIamwriting.

W9-10.6:Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts,takingadvantageoftechnology’scapacitytolinktootherinformationandtodisplayinformationflexiblyanddynamically.

• IcanusetechnologyincludingtheInternettoproduce,publish,andupdateindividualwriting.

• IcanusetechnologyincludingtheInternettoproduce,publish,andupdatesharedwritingproducts.

W.9-10.7:Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself-generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.

• Icanconductshortresearchprojectstoansweraquestionorsolveaproblem.

• Icanconductmoresustainedresearchprojectstoansweraquestionorsolveaproblem.

• Icannarroworbroadentheinquirywhenappropriate.• Icansynthesizemultiplesourcesonmysubject.• IcandemonstrateunderstandingofthesubjectIinvestigate.

W.9-10.10:Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeoftasks,purposes,andaudiences.

• Icanwriteroutinelyoverextendedtimeframes.• Icanwriteroutinelyovershortertimeframes.• Icanwritetoarangeoftasks,purposes,andaudiences.


SPEAKING&LISTENING

SL.9-10.1:Initiateandparticipateeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnersongrades9–10topics,texts,andissues,buildingonothers’ideasandexpressingtheirownclearlyandpersuasively.

● Icaninitiatecollaborativediscussionsincludingoneonone,group,andteacher-leddiscussions.

● Icanparticipateeffectivelyinarangeofcollaborativediscussions,includingone-on-one,group,andteacherled

● Icanparticipateindiscussionswithdiversepartnersongradetenthgrade,texts,andissues

• Icanbuildonothers'ideasandexpressmyownclearlyandpersuasively.

SL.9-10.2:Integratemultiplesourcesofinformationpresentedindiversemediaorformats(e.g.visually,quantitativelyorally)evaluatingthecredibilityandaccuracyofeachsource.

• Icanexaminesourcesofinformationpresentedvisually,orally,orinnumbersandevaluatethecredibilityandaccuracyofeachsource.

SL9--10.3:Evaluateaspeaker’spointofview,reasoning,anduseofevidenceandrhetoric,identifyinganyfallaciousreasoningorexaggeratedordistortedevidence.

• Icanevaluateaspeaker'spointofview,reasoning,anduseofevidenceandrhetoric.

• Icanidentifyanyfallaciousreasoningorexaggeratedordistortedevidence.


LANGUAGE L.9--10.2:DemonstratecommandoftheconventionsofStandardEnglishcapitalization,punctuation,andspellingwhenwriting.

• IcandemonstrateacommandoftheconventionsofStandardEnglishcapitalizationwhenIwrite.

• IcandemonstrateacommandoftheconventionsofStandardEnglishpunctuationwhenIwrite.

• IcandemonstrateacommandofspellingwhenIwrite.

Unit2TextResources

Literary Informational(Europe)JuliusCaesar,Shakespeare,William(Non---

Prose)

(Europe)Macbeth,Shakespeare,William(Non-Prose)(Europe)MerchantofVenice,WilliamShakespeare(Europe)CountofMonteCristo,Dumas,Alexandre

(930L)*(Europe)TaleofTwoCities,Dickens,

Charles(990L)*

ASeparatePeace,Knowles,John

(1110L)ToToKillaMockingbird*

Lee,Harper(870L)*

TwelveAngryMen,Rose,Reginald(Non---Prose)

**PleaserefertoCanvasCourse“10thGradeELABoard”for

additionalresources.

CAUTION:These titles are not necessarily on the District approved lists.* Indicates that the Lexile level of the text is below the recommended Lexile range for that grade level.

(Europe)LayingDowntheLaw*,Brown,Bryan(SIRS

Discoverer)(900L)*(Europe)TheJustinianCodeofLaw

(2120L)

(Europe)“AModestProposal”Jonathan

Swift(1520L)(Europe)TheTrialof

SocratesLidner,Doug(1360L)

TheDeclarationofIndependenceoftheUnitedStatesof

America,Jefferson,Thomas(1980L)

“LettersfromaBirminghamJail”KingJr.,Martin

Luther(1180L)“I“IHaveaDream”KingJr.,

MartinLuther

AmusementParkPhysics,

Annenberg/CPB(1090L)Gettingit

RightatGroundZero–RudiGiuliani

TheChildren’sMarch–Documentary

film

BillofRights

Unit2GlossaryofKeyTerms

KeyTerm Definition

Allegory Storiesorpoemsinwhichcharacters,settings,andeventsstandforotherpeopleoreventsorforabstractideasorqualities.

Allusion Areferencetosomeoneorsomethingthatisknownfromhistory,literature,religion,politics,sports,science,oranotherbranchofculture.

Analogy Comparisonmadebetweentowthingstoshowhowtheyarealike.

Anecdote Ashortstorytoldtoillustrateapointorserveasanexampleofsomething.

Antithesis Afigureofspeechthatbalanceswords,phrases,orideasthatarestronglycontrastedorinopposition,oftenbymeansofgrammaticalstructure,Example:CharlesDickenswroteinATaleofTwoCities,“Itwasthebestoftimes,itwastheworstoftimes,itwastheageofwisdom,itwastheageoffoolishness…”

Claim Aspecificpositiononadebatableorcontroversialtopic.Amainclaim(orthesis)hassupportingclaims(ortopicsentences).Claimsusuallyfallintothesefourcategories:

Claimsoffactordefinition—Positionfocusesonthedefinitionofsomethingorwhethersomethingisasettledfact.Claimsofcauseandeffect—Positionfocusesonwhichperson,thing,oreventcausedanotherthingoreventtooccur.Claimsaboutvalue—Positionevaluatesofworth,whetherwevalueitornot,orhowwewouldrateorcategorizesomething.Claimsaboutsolutionsorpolicies—Positionfororagainstacertainsolutionorpolicyapproachtoaproblem.

Concretedetail Thesearedetails(facts,examples,illustrations,evidence,support,plotreferences,paraphrases,citations,quotations,plotsummary,etc.)thatrelatetoordescribeactual,specificthingsorevents.

Extendeddefinition

Becauseawordcanmeandifferentthingsatdifferenttimes,anextendeddefinitioninwritingexplainsaconcepttoensurethereaderhasthesameconceptinmindasthewriter.

Evidence Theavailablebodyoffactsorinformationindicatingwhetherabelieforpropositionistrueorvalid.

Fallacy Acommonerrorinreasoningthatwillunderminethelogicofanargument.Fallaciescanbeeitherillegitimateargumentsorirrelevantpoints,andareoftenidentifiedbecausetheylackevidencethatsupportstheirclaim.YoucanlookupcommonfallaciesatthePurdueOnlineWritingLab

Formalstyle Academicspeechorwritingmarkedbyanimpersonal,objective,andpreciseuseoflanguageasopposedtoinformalorcasualstyle.

Justice Astateofaffairsinwhichconductoractionisbothfairandright,giventhecircumstances.

Juxtaposition Rhetoricaldeviceinwhichnormallyunassociatedideas,words,orphrasesareplacednexttoeachother,creatinganeffectofsurpriseandwit.

Objective Notinfluencedbypersonalfeelingsoropinionsinconsideringandrepresentingfacts.Objectivesummary—Ashortenedversionofatextthathighlightsitskeypointsanddoesnotincludeone’sownideasorinterpretations.Objectivetone—Fairandaccuratelanguagethatisnotpersonal,judgmentaloremotive;avoidsexaggeration,bias,and,typically,first-personpronouns.

Perspective Thestateofone’sideas,thefactsknowntoone,andtheanglefromwhichoneviewsasituation.Preciselanguage

Vocabularyofspecificnounsandvividverbstohelpcreatementalpicturesandavoidwordiness.

Quotations Somethingapersonsaysorwritesthatisrepeatedorusedbysomeoneelseinanotherpieceofwritingoraspeech.Theactofusingquotationsinapieceofwritingoraspeech

Revenge Toavengeusuallybyretaliatinginkindordegree.Rhetoric Theartofusinglanguageeffectively,especiallyforpersuasion,inspeakingorwriting,especiallyinoratory.

Threerhetoricalappealsorstrategies:Ethos—Ethicalappealbasedonthecharacterofthespeaker,thespeaker’scredibility.Pathos—Appealtoemotion.Logos—Appealtologicorreason.

RhetoricalQuestion

Aquestionaskedforeffect,notrequiringananswer

Subjective Basedonorinfluencedbypersonalfeelings,tastes,oropinions.

Theme Atopicofdiscussionorwriting;amajorideaorpropositionbroadenoughtocovertheentirescopeofaliteraryorotherworkofart.Athememaybestatedorimplied,butcluesaboutthethememaybefoundintheideasthataregivenspecialprominenceortendtorecurinawork.

Transition Aconnectionbetweentwopartsofapieceofwriting,bridgingoneideatoanotherandcreatingcohesion.


TenthGradeUnit3Theme:ThePowerofFear

Inthisunit,studentswillanalyzecomplexcharactersandhowauthorsdrawonsourcematerialtodevelopthethemeofthepoweroffear;studentswillexploretheseideasthroughdiversemediaandargumentwriting.

EssentialQuestion SupportingQuestions KeyTerms WritingFocus

Whatistherelationshipbetweenfearandintolerance?

• Howdoesfeardriveindividualandcollectivebehavior?

• Whatistherelationshipbetweenfearandintolerance?

• Whatareweconditionedtofear?• Howdoesfearimpede

rationalthought?• Howdoesfearrelateto

intolerance?

REVIEW:Fear,tone,intolerance,plot,figurative,connotative,formalstyle,objectiveTIER2:substantivetopics,research,reflection,revision,organization,development,substance,purpose,audience,taskTIER3:complexcharacter,textstructures,argument,preciseclaim(s),counterclaims,reasons(warrants),evidence,phrases,clauses,concludingstatement

Argument

SocialStudiesConnections ScienceConnections PEConnections MathConnections

Howdogovernmentalregimes(fascists,tyrants)usefeartoconditionanddrivecitizens’collectivebehavior?Whatareweconditionedtofear?

CHEMISTRY:Atomicenergy.Whatdowehavetofearfromatomicenergy?PHYSICS:Forcesactinguponobjects.Howdoesfearactuponpeople?BIOLOGY:Evolution;biologicaleffectsoffear/stress.Howdoesfearimpactourevolutionaspeople?Asasociety?

Howcanfearimpactourplaying? Howcanfearaffectyourabilitytoproblemsolve?

Prioritizedstandardsarehighlighted.Theseshouldbeemphasizedineachunit.ELACoreStandards StudentLearningTargets

READING RL.9-10.3:Analyzehowcomplexcharacters(e.g.,thosewithmultipleorconflictingmotivations)developoverthecourseofatext,interactwithothercharacters,andadvancetheplotordevelopthetheme.

• Icananalyzehowcomplexcharactersdevelopoverthecourseofatext.

• Icananalyzehowcomplexcharactersinteractwithothercharacters.

• Icananalyzehowcomplexcharactersadvanceplotordeveloptheme.

RL.9-10.4:Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzethecumulativeimpactofspecificwordchoicesonmeaningandtone(e.g.,howthelanguageevokesasenseoftimeandplace;howitsetsaformalorinformaltone).


• Icandeterminefigurativemeaningintext.• Icandetermineconnotativemeanings.• Icananalyzethecumulativeimpactofspecificwordchoices

onmeaningandtone.




RL9-10.9:Analyzehowanauthordrawsonandtransformssourcematerialinaspecificwork(e.g.,howShakespearetreatsathemeortopicfromOvidortheBibleorhowalaterauthordrawsonaplaybyShakespeare).

• Icanrecognizereferencestootherwell---knownworksthattheauthorusesthroughoutatext

• Icanconnectaspecificauthor'sworktoapriorwell---knowntext.

• Icananalyzehowanauthorhastransformedwell---knowntextsintohisownwork.

ELACoreStandards StudentLearningTargetsWRITING W9-10.1:Writeargumentstosupportclaimsinan

analysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.

• Icanusevalidreasoningtosupportclaims.• Icanuserelevantandsufficientevidencetosupportclaims.• Icanwriteargumentstosupportclaimsinananalysisof

substantivetopicsortexts.a)Introducepreciseclaim(s),distinguishtheclaimsfromalternateoropposingclaimsandcreateanorganizationthatestablishesclearrelationshipsamongclaims,counterclaims,reasons,andevidence.

• Icanintroducepreciseclaims.• Icandistinguishmyclaimfromalternateoropposingclaims.• Icancreateanorganizationthatestablishesclear

relationshipsamongclaims,counterclaims,reasons,andevidence.

b)Developclaimsandcounterclaimsfairly,supplyingevidenceforeachwhilepointingoutthestrengthsandlimitationsofbothinamannerthatanticipatestheaudience'sknowledgelevelandconcerns.

• Icandevelopclaimsandcounterclaimsfairly.• Icansupplyevidenceforclaimsandcounterclaimswhile

pointingoutthestrengthsandlimitationsofboth.• Icananticipateaudienceknowledgelevelandconcerns.

c)Usewords,phrases,andclausestolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsbetweenclaimsandreasonsbetweenreasonsandevidenceandbetweenclaimsandcounterclaims.

• Icanusewords,phrases,andclausestolinkmajorsectionsoftext.

• Icanusewords,phrases,andclausestocreatecohesionandclarifytherelationshipsbetweenclaimsandreasons,reasonsandevidence,claimsandcounterclaims.

d)Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.


• IcanattendtothenormsandconventionsofthedisciplineinwhichIamwriting.

e)Provideaconcludingstatementorsectionthatfollowsfromandsupportstheargumentpresented.

• Icanprovideaconcludingstatementorsectionthatfollowsformandsupportstheargumentpresented.

W9-10.6:Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts,takingadvantageoftechnology’scapacitytolinktootherinformationandtodisplayinformationflexiblyanddynamically.

• IcanusetechnologyincludingtheInternettoproduce,publish,andupdateindividualwriting.

• IcanusetechnologyincludingtheInternettoproduce,publish,andupdatesharedwritingproducts.

W9-10.10:Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeoftasks,purposes,andaudiences.

• Icanwriteroutinelyoverextendedtimeframes.• Icanwriteroutinelyovershortertimeframes.• Icanwritetoarangeoftasks,purposes,andaudiences.

ELACoreStandards StudentLearningTargetsSPEAKING&LISTENING

SL9-10.2:Integratemultiplesourcesofinformationpresentedindiversemediaorformats(e.g.,visually,quantitatively,orally)evaluatingthecredibilityandaccuracyofeachsource.


SL9-10.4:Presentinformation,findings,andsupportingevidenceclearly,concisely,andlogicallysuchthatlistenerscanfollowthelineofreasoningandtheorganization,development,substance,andstyleareappropriatetopurpose,audience,andtask.

• Icanpresentinformation,findings,andevidenceclearly,conciselyandlogically.

• Icanpresentinformationsothatmylistenerscanfollowmylineofreasoning.

• Icanpresentinformationsothattheorganization,developmentandsubstance,andstyleareappropriatetomypurpose,audience,andtask.

SL9-10.5:Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.

• IcangiveapresentationwhereIintentionallyusedigitalmediatosupporttheunderstandingofmyresearch.

ELACoreStandards StudentLearningTargetsLANGUAGE

L9-10.4:Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrades9–10readingandcontent,choosingflexiblyfromarangeofstrategies.

• Icanuseavarietyofstrategiestodeterminewhatawordorphrasemeans.

a.)Usecontext(e.g.)overallmeaningofasentence,paragraph,ortext:aword’spositionorfunctioninasentence)asacluetothemeaningofawordorphrase.

• Icandeterminethemeaningofawordthroughcontextcluesorbythewayitisusedinasentenceortext.

b)Identifyandcorrectlyusepatternsofwordchangesthatindicatedifferentmeaningsorpartsofspeech(e.g.,analyze,analysis,analytical;advocate,advocacy).

• Icanidentifyhowalteringpartsofwordscanchangetheirmeaningsandfunctions.

• Icancorrectlyusealternatewordendingstochangethemeaningsofsimilarwords.

c)Consultgeneralandspecializedreferencematerials(e.g.,dictionaries,glossaries,thesauruses),bothprintanddigital,tofindthepronunciationofawordordetermineorclarifyitsprecisemeaning,itspartofspeech,oritsetymology.

• Icanusereferencematerialstofindthepronunciation,themeaning,andtheoriginofunfamiliarwords.

d)Verifythepreliminarydeterminationofthemeaningofawordorphrase(e.g.,bycheckingtheinferredmeaningincontextorinadictionary).

• IcanguessatthemeaningofawordandthendoublechecktoseeifIamrightbyusingadictionary.

Unit3TextResourcesLiterary Informational

1984,GeorgeOrwell(L1090)* AllButMyLifebyGerdeWeismannKlein

SixMillionPaperclips,LeisahNamm---JewishNewsofGreaterPhoenix(L1650)AModestProposal,JonathanSwift

MausbyArtSpiegelman

TheAnatomyoftheHolocaust(L1050)*

TheSunflowerbySimonWeismann

TheTrialofGalileo,AndrewSchumanandRobertCouins(L1280)

RayBradburyInspiredTechnologyButAlsoWarnedAgainstIt,JohnBreedenII(L1290)

RequiembyAnnaAkhmatova OneDayintheLifeofIvanDenisovich,AlexanderSolzhenitsyn(L900)*

AtomicAnxiety,BradfordPlummer,TheNewRepublic.(L1500)

AnimalFarm,GeorgeOrwell(L:1370) HowDoestheBrainHandleFear,AmandaOnion,ABCNews(L1170) ThePedestrian,RayBradbury(L:1440) FightingPhobias------TheThingsThatGoBumpIntheNightFDA

Consumer(L1170)ContentsoftheDeadMan’sPockets,JackFinney(L:1230)

Frankenstein,MaryWollstonecraftShelley(L:1170)JurassicPark,MichaelCrichton

TheDaytheEarthStoodStilldirectedbyRobertWise(1951)

NPR.com."16thStreetBaptistChurchBombingFortyYearsLater,Birmingham

OneSurvivorRemembersfromTolerance.org

StillStruggleswithViolentPast."15Sept.2003. **PleaserefertoCanvasCourse“10thGradeELABoard”foradditionalresources.

CAUTION:ThesetitlesarenotnecessarilyontheDistrictapprovedlists.*IndicatesthattheLexilelevelofthetextisbelowtherecommendedLexilerangeforthatgradelevel.


KeyTerm Definitions

Argument Discourseintendedtopersuadeanotherfororagainstsomething.

Complexcharacter

Acharacterwithmultipleofconflictingmotivations.Thesecharactersareusuallyrealisticandmultifaceted.

Preciseclaim Aspecificpositiononadebatableorcontroversialtopicthatincludesthereasonswhy.

Clause Apartofasentencethathasitsownsubjectandverb.Repeatingaclauseisonewaytoconnectideasinanessay.

Counterclaim Aclaimthatnegatesordisagreeswiththethesis/claim.

Concludingstatement

Discussionwrap-upbypullingbackintomoregeneralinformationthatrestatesthemainpointsoftheargument,andpossiblycallsforactionoraddressescounterclaims.

Evidence Proof(facts,figures,details,quotations,orothersourcesofdataandinformation)usedtobackuptheargumentclaim.Evidenceshouldbefair,objective,andcomplete.

Fear Adistressingemotionarousedbyimpendingdanger,evil,pain,etc.,whetherthethreatisrealorimagined;thefeelingorconditionofbeingafraid.

Intolerance Lackingrespectforpracticesandbeliefsotherthanone'sown.

Phrase Agroupoftwoormorewordsthatexpressasingleideabutdonotusuallyformacompletesentence.Thesearephrasescommonlyusedastransitions:forexample,infact,inaddition,notonly,incontrast,ontheotherhand.

Reason(warrant)

Explanationofwhyorhowthedatasupportstheclaim,theunderlyingassumptionthatconnectsyourdatatoyourclaim.

Refutation Thepartofanargumentinwhichaspeakerorwritercountersopposingpointsofview.

Textstructure

Organizationofatextforapurpose.Forexample,parallelplots(twoormorestorieslinkedbycharacterortheme),pacing(speedortempoofanauthor’swriting),andflashbacks(interruptionofchronologicalsequencetodescribeapastincident)createmystery,tension,orsurprise.


TenthGradeUnit4Theme:RespectingDiversity

Inthisunit,studentswillexplorethemesofdiversitybyanalyzingtexts,researching,andwriting.

EssentialQuestion


Whatisthevalueofrespectingdiversityintheworld?

• Howdoeslabelingandstereotypinginfluencehowwelookatandunderstandtheworld?

• Howdowefulfillourresponsibilitytolearnaboutothercultures?

• Howdoweacknowledgediversity?

REVIEW:Diversity,stereotype,prejudice,discrimination,tolerance,intolerance,acceptance,textstructures,seriesofideasorevents,author’spointofvieworpurpose

Informational



Whatmakesagovernmentorculturemoreorlesstolerant?

CHEMISTRY:Molecularbonding;differentelementsbondtocreatesomethingstronger.Whatdoesthisteachusaboutdiversity?PHYSICS:Lawsofmotion/gravity.Howdolawsofmotion/gravityunitethehumanrace?BIOLOGY:Biologicaldiversitysupportsanecosystem.Howdothedifferencesoforganismscontributetotheoverallhealthofanecosystem?

Howdowemakesportsaccessibletopeoplewithavarietyofskillsandphysicalabilities?

Howcanwerespectthosewithvaryingabilitiesindiffering

areasofexpertise?

Prioritizedstandardsarehighlighted.Theseshouldbeemphasizedineachunit.

ELACoreStandards StudentLearningTargetsREADING

RL.9-10.3:Analyzehowcomplexcharacters(e.g.,thosewithmultipleorconflictingmotivations)developoverthecourseofatext,interactwithothercharacters,andadvancetheplotordevelopthetheme.

• Icananalyzehowcomplexcharactersdevelopoverthecourseofatext.

• Icananalyzehowcomplexcharactersinteractwithothercharacters.

• Icananalyzehowcomplexcharactersadvanceplotordeveloptheme.




RL9-10.7:Analyzetherepresentationofasubjectorakeysceneintwodifferentartisticmediums,includingwhatisemphasizedorabsentineachtreatment(e.g.,Auden’s“MuséedesBeauxArts”andBreughel’sLandscapewiththeFallofIcarus).

• Icananalyzeasubjectorsceneintwodifferentartisticmediumsanddiscusswhatisemphasizedorabsentineach.

RI.9-10.3:Analyzehowtheauthorunfoldsananalysisorseriesofideasorevents,includingtheorderinwhichthepointsaremade,howtheyareintroducedanddeveloped,andtheconnectionsthataredrawnbetweenthem.

• Icananalyzehowtheauthorunfoldsananalysisorseriesofideasorevents.

• Icananalyzehowtheauthorusesorderinwhichpointsaremade.

• Icananalyzehowtheauthorusesintroductionanddevelopmentofpoints.

• Icananalyzehowtheauthordrawsconnectionsbetweenpoints.

RI.9-10.6:Determineanauthor’spointofvieworpurposeinatextandanalyzehowanauthorusesrhetorictoadvancethatpointofvieworpurpose.

• Icandetermineanauthor'spointofviewinatext.• Icandetermineanauthor'spurposeinatext.• Icananalyzehowanauthorusesrhetorictoadvancea

pointofvieworpurpose.RI.9-10.7:Analyzevariousaccountsofasubjecttoldindifferentmediums(e.g.,aperson’slifestoryinbothprintandmultimedia),determiningwhichdetailsareemphasizedineachaccount.

• Icananalyzevariousaccountsofasubjecttoldindifferentmediums.

• Icandeterminewhichdetailsareemphasizedineachaccount.


WRITING

W9-10.2:Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.

• Icanexamineandconveycomplexideas,concepts,andinformation

• Icanuseeffectiveselection,organization,andanalysisofcontent.

a.)Introduceatopic:organizecomplexideas,conceptsandinformationtomakeimportantconnectionsanddistinctions;includeformatting(e.g.headings),graphics(e.g.figures,tables)andmulti-mediawhenusefultoaidingcomprehension.

• Icanintroduceatopic,andorganizecomplexideas,conceptsandinformationtomakeimportantconnectionsanddistinctions.

b.)Developthetopicwithwell-chosen,relevant,andsufficientfacts,extendeddefinitions,concretedetails,quotations,orotherinformationandexamplesappropriatetotheaudience’sknowledgeofthetopic.

• Icandevelopatopicwithwell-chosen,relevant,andsufficientfacts,extendeddefinitions,concretedetails,quotations,orotherinformation.

c.)Useappropriateandvariedtransitionstolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsamongcomplexideasandconcepts.

• Icanuseappropriateandvariedtransitionstolinkmajorsectionsoftext.

• Icanusetransitionstoclarifytherelationshipsamongcomplexideasandconcepts.

d.)Usepreciselanguageanddomain-specificvocabularytomanagethecomplexityofthetopic.

• Icanusepreciselanguageanddomain-specificvocabularytomaketextappropriatelycomplex.

e.)Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.


• Icanattendtothenormsandconventionsofthediscipline.

f.)Provideaconcludingstatementorsectionthatfollowsfromandsupportstheinformationorexplanationpresented(e.g.,articulatingimplicationsorthesignificanceofthetopic).

• Icanprovideaconcludingstatementorsectionthatfollowsfromandsupportstheinformationorexplanationpresented.

W.9-10.7:Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself-generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourceonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.

• Icanconductshortresearchprojectstoansweraquestionorsolveaproblem.

• Icanconductmoresustainedresearchprojectstoansweraquestionorsolveaproblem.

• Icannarroworbroadenmyinquirywhenappropriate.

• Icansynthesizemultiplesourcesonmysubject.• Icandemonstrateunderstandingofmysubject.


SPEAKING&

LISTENING

SL9-10.2:Integratemultiplesourcesofinformationpresentedindiversemediaorformats(e.g.,visually,quantitatively,orally)evaluatingthecredibilityandaccuracyofeachsource.



LANGUAGE

L.9-19.3:Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.

• Icanapplyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts.

• Icanapplyknowledgeoflanguagetomakeeffectivechoicesformeaningorstyle.

• Icanapplyknowledgeoflanguagetocomprehendmorefullywhenreadingorlistening.

Unit4TextResources

Literary Informational(Africa)“MarriageisaPrivateAffair”byChinuaAchebe AlexanderFalconbridge’sAccountoftheSlaveTradeSocial

Education:(Africa)“ThingsFallApart”byChinuaAchebe(L890)* TheOfficialJournaloftheNationalCouncilfortheSocialStudies:(L

1280)(Africa)“NoWitchcraftforSale”

ArmenianGenocideinformationArmenianNationalInstitute(1300L)

(MiddleEast)TheAdventuresofIbnBattuta:AMuslimTravelerofthe FourteenthCenturybyRossE.Dunn(L1300)* ArmenianGenocidescholarlyarticleSocialEducation:The

OfficialJournaloftheNationalCouncilfortheSocialStudies(L1430)

PrideandPrejudicebyJaneAusten(L1190)*

ParallelJourneysbyEleanorAyer(L1050)* "FieldsofTears"TheEconomist(L1060)RaisinintheSunLorraineHansberry+ TheirEyesWereWatchingGodZoraNealeHurston(1080L) ChangingtheConversationonImmigrationTheDeseretNews4June

2012(L1310)

TheAbsolutelyTrueDiaryofaPart---TimeIndianbyShermanAlexie TheSunflowerbySimonWiesenthal TheEnduringRelevanceofAffirmativeActionAmericanProspect

(L1570)TheFreedomWritersDiarybyErinGruwell(900L)*ToKillaMockingbird*Lee,Harper(870L)*

AreAmericanSchoolsReturningtoSegregation?ChristianScienceMonitor(1250L)

**PleaserefertoCanvasCourse“10thGradeELABoard”foradditionalresources

TheChildren’sMarch–Documentaryfilm

CAUTION:ThesetitlesarenotnecessarilyontheDistrictapprovedlists.*IndicatesthattheLexilelevelofthetextisbelowtherecommendedLexilerangeforthatgradelevel.


KeyTerm DefinitionDiversity Commitmenttorecognizingandappreciatingthevarietyofcharacteristicsthatmakeindividualsunique

inanatmospherethatpromotesandcelebratesindividualandcollectiveachievement.Stereotype Acharacter,withgeneralizedtraits(characteristicsthatmakethecharacteragrouprepresentative

ratherthananindividual).Writerssometimesusestereotypesasminorcharacters.Prejudice Preconceivedopinionnotbasedonreasonorexperience.

Racism Abeliefthatraceistheprimarydeterminantofhumantraitsandcapacitiesandthatracialdifferences

produceaninherentsuperiorityofaparticularraceBigotry Hatingorrefusingtoacceptthemembersofaparticulargroup(suchasaracialorreligiousgroup)

Discrimination Theunjustorprejudicialtreatmentofdifferentcategoriesofpeopleorthings,esp.onthegroundsofrace,age,orsex.

Tolerance Theabilityorwillingnesstotoleratesomething,inparticulartheexistenceofopinionsorbehaviorthatonedoesnotnecessarilyagreewith.

Intolerance Lackingrespectforpracticesandbeliefsotherthanone'sown.

Acceptance Apositivewelcome;favorandendorsement.Inwhich,apersoncouldlikesomeoneand,haveacceptanceforthemduetotheirapprovalofthatperson.


TenthGradeUnit5Theme:Bethechange…Throughanalyzingliteraryandinformationaltextandproducingnarrativewriting,thisunitexplorestheroleoftheindividualineffectingapositivesocietalchange.

EssentialQuestion


Whatcanyoudotomaketheworldabetterplace?

• Whydowecare?Whataretheeffectsifwedon’tcare?

• Whatisaneedinourcommunitythatwecanhelpwith?

• Whatisthebestthingwecandotoeffectthemostchangewiththetimeandresourceswehave?

• Howcanwritinginfluencechangeorincreaseawareness?

REVIEW:figurativelanguage,plotstructure,sensorylanguage,theme(centralidea),seriesofideasorevents,precisewords,conclusion,organization,development,substance,purposetask,tellingdetailsTIER2:change,apathy,empathy,sympathy

Narrative/Argumentative

SocialStudiesConnections ScienceConnections PEConnections MathConnectionsHowcanstudyingpastmistakeshelpusprepareforthefuture?

CHEMISTRY:Unpredictability/predictabilityofatoms.Whatdoesatomicunpredictabilityteachusabouttheworldaroundus?PHYSICS:Energytransference;everyactionhasanoppositereaction.Howcanouractionstodayhelppredictourfutures?BIOLOGY:Naturevs.nurture.Howdoesaperson’senvironmentinfluencehis/herfuture?

Howcanfitnessgoalsimproveourqualityoflifeandourabilitiestomakeadifferenceandhelpothers?

Howcanweuseresearch,statistics,anddatatomakeapositivedifferenceintheworld?

Prioritizedstandardsarehighlighted.Theseshouldbeemphasizedineachunit.ELACoreStandards StudentLearningTargets

READING RL9-10.2:Determineathemeorcentralideaofatextandanalyzeindetailitsdevelopmentoverthecourseofthetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext.

• Icandetermineathemeorcentralideaofatext.• Icananalyzeindetailatheme'sdevelopmentoverthe

courseofthetext.• Icananalyzehowitemergesandisshapedandrefinedby

specificdetails.• Icanprovideanobjectivesummaryofthetext.

RL9--10.9:Analyzehowanauthordrawsonandtransformssourcematerialinaspecificwork(e.g.,howShakespearetreatsathemeortopicfromOvidortheBibleorhowalaterauthordrawsonaplaybyShakespeare).

• Icanrecognizereferencestootherwell---knownworksthattheauthorusesthroughoutatext.

• Icanconnectaspecificauthor'sworktoapriorwell---knowntext.

• Icananalyzehowanauthorhastransformedwell---knowntextsintohisownwork.

RI.9--10.2:Determineacentralideaofatextandanalyzeitsdevelopmentoverthecourseofthetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext.

• Icanfindacentralideainatext.• Icanexplainhowspecificdetailsdevelopthecentralidea.• Icanexplainhowspecificdetailsrevealanddefinethe

centralidea.• Icansummarizeatext.

RI9--10.3:Analyzehowtheauthorunfoldsananalysisorseriesofideasorevents,includingtheorderinwhichthepointsaremade,howtheyareintroducedanddeveloped,andtheconnectionsthataredrawnbetweenthem.

• Icanexplainhowanauthoroutlinesananalysisinatext.• Icanexplainhowanauthoroutlinesaseriesofideasor

eventsinatext.• Icandeterminetheorderinwhichtheauthor'spointsare

madeinatext.• Icandeterminehowtheauthor'spointsareintroduced

anddevelopedinatext.• Icandeterminehowtheauthor'skeypointsinatextare

connected.ELACoreStandards StudentLearningTargets

WRITING W9---10.3:Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well-chosendetails,andwell-structuredeventsequences.

• Icanwriteawell-structured,detailednarrativeaboutrealorimaginedeventsorexperiences.

a)Engageandorientthereaderbysettingoutaproblem,situation,orobservation,establishingoneormultiplepoint(s)ofview,andintroducinganarratorand/orcharacters;createasmoothprogressionofexperiencesorevents.

• Icanhookthereaderbyintroducingaproblem,situation,orobservation.

• Icanhookthereaderbysettinguponeormorepointsofviewandintroducinganarratorand/orcharacters.

• Icanwriteeventsandexperiencesthatprogresssmoothlyandlogically.

b)Usenarrativetechniques,suchasdialogue,pacing,description,reflection,andmultipleplotlines,todevelopexperiences,events,and/orcharacters.

• Icanwritenarrativeusingtechniquessuchasdialogue,timing,description,reflection,andmorethanoneplotline.

c)Useavarietyoftechniquestosequenceeventssothattheybuildononeanothertocreateacoherentwhole.

• Icanarrangetheeventsinmystoryinvariouswaysandstillbeclear.

d)Useprecisewordsandphrases,tellingdetails,andsensorylanguagetoconveyavividpictureoftheexperiences,events,setting,and/orcharacters.

• Icanuseprecisewords,details,andsensorylanguagetocreateamentalpictureinmynarrative.

e)Provideaconclusionthatfollowsfromandreflectsonwhatisexperienced,observed,orresolvedoverthecourseofthenarrative.

• Icanconcludemystorybyreflectingonwhatisexperienced,observed,orresolved.

W9-10.1:Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.

• Icanusevalidreasoningtosupportclaims.• Icanuserelevantandsufficientevidencetosupport

claims.• Icanwriteargumentstosupportclaimsinananalysisof

substantivetopicsortexts.a.)Introducepreciseclaim(s),distinguishtheclaim(s)fromalternateoropposingclaims,andcreateanorganizationthatestablishesclearrelationshipsamongclaim(s),counterclaims,reasons,andevidence.

• Icanintroducepreciseclaims• Icandistinguishmyclaimfromotherclaims

b.)Developclaim(s)andcounterclaimsfairly,supplyingevidenceforeachwhilepointingoutthestrengthsandlimitationsofbothinamannerthatanticipatestheaudience’sknowledgelevelandconcerns.

• Icandevelopclaimsandcounterclaimsfairly• Icansupplyevidenceforallpoints

c.)Usewords,phrases,andclausestolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsbetweenclaim(s)andreasons,betweenreasonsandevidence,andbetweenclaim(s)andcounterclaims.

• Icanusewords,phrases,andclausestolinksectionsofthetext.

• Icanusetransitionstocreatecohesionandclarifyrelationshipsbetweenclaimsandreasons,reasonsandevidence,andclaimsandcounterclaims.

d.)Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.


• Icanattendtothenormsandconventionsofawritingdiscipline.

e.)Provideaconcludingstatementorsectionthatfollowsfromandsupportstheargumentpresented.

• Icanprovideaconcludingstatementorsectionthatfollowsfromandsupportstheargument.

•

ELACoreStandards • StudentLearningTargetsSPEAKING&LISTENING

SL9-10.4:Presentinformation,findings,andsupportingevidenceclearly,concisely,andlogicallysuchthatlistenerscanfollowthelineofreasoningandtheorganization,development,substance,andstyleareappropriatetopurpose,audience,andtask.

• Icanpresentinformation,findings,andevidenceclearly,conciselyandlogically.

• Icanpresentinformationsothatmylistenerscanfollowmylineofreasoning.

• Icanpresentinformationsothattheorganization,developmentandsubstance,andstyleareappropriatetomypurpose,audience,andtask.

SL9-10.5:Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.

• IcangiveapresentationwhereIintentionallyusedigitalmediatosupporttheunderstandingofmyresearch.


LANGUAGE

L.9---10.1:DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.

• Icanuselanguagecorrectlywhenwritingorspeaking.

a)Useparallelstructure. • Icandefineparallelstructureanduseitcorrectly.

b)Usevarioustypesofphrases(noun,verb,adjectival,adverbial,participial,prepositional,absolute)andclauses(independent,dependent;noun,relative,adverbial)toconveyspecificmeaningsandaddvarietyandinteresttowritingorpresentations.

• Icanusevarioustypesofphrasesandclausestowriteorpresentideasinaninterestingway.

L9---10.4:Determineorclarifythemeaningofunknownandmultiple--meaningwordsandphrasesbasedongrades9–10readingandcontent,choosingflexiblyfromarangeofstrategies.

• Icanuseavarietyofstrategiestodeterminewhatawordorphrasemeans.

a)Usecontext(e.g.,theoverallmeaningofasentence,paragraph,ortext;aword’spositionorfunctioninasentence)asacluetothemeaningofawordorphrase.

• Icandeterminethemeaningofawordthroughcontextcluesorbythewayitisusedinasentenceortext.

b)Identifyandcorrectlyusepatternsofwordchangesthatindicatedifferentmeaningsorpartsofspeech(e.g.,analyze,analysis,analytical;advocate,advocacy).

• Icanidentifyhowalteringpartsofwordscanchangetheirmeaningsandfunctions.

• Icancorrectlyusealternatewordendingstochangethemeaningsofsimilarwords.

c)Consultgeneralandspecializedreferencematerials(e.g.,dictionaries,glossaries,thesauruses),bothprintanddigital,tofindthepronunciationofawordordetermineorclarifyitsprecisemeaning,itspartofspeech,oritsetymology.

• Icanusereferencematerialstofindthepronunciation,themeaning,andtheoriginofunfamiliarwords.

d)Verifythepreliminarydeterminationofthemeaningofawordorphrase(e.g.,bycheckingtheinferredmeaningincontextorinadictionary).

• IcanguessatthemeaningofawordandthendoublechecktoseeifIamrightbyusingadictionary.

Unit5TextResources

Literary InformationalThingsFallApart,ChinuaAchebe(L890)* PollShowsHigherEducationBenefitsUtahnsFinancially,Personally,

Prosperity2020(L1760)MarriageisaPrivateAffair,ChinuaAchebe(L780)* TheMeaningoftheButterfly,PeterDizikes(L1180)TheHouseonMangoStreet,SandraCisneros(L870)* HowtoPredicttheFutureofTechnology,DavidPogue---Scientific

American(LBlessMe,Ultima,RudolfoAnaya(L840)* 750)*

TheLeap,LouiseErdrich(L1230)

WorstCaseScenarioSurvivalHandbook,JoshuaPivenandDavidBorgenicht(L:960)*

CatchTheMoon,JudithOrtizCoferExpectingtheUnexpectedinAnUnpredictableWorld,JoshFreed(L1340)

ARoseforEmily,WilliamFaulkner(L1270) ExpectingtheUnexpectedDoesNotImproveOne’sChancesofSeeingIt,NewStudyFinds,ScienceDaily(L1340)

IntoThinAirbyJonKrakauer

IntotheWildbyJonKrakauer

HowFakeMoneySavedBrazil,ChanaJoffe---Walt,NPR(L1010)*

ALongWayGonebyIshmaelBeah **PleaserefertoCanvasCourse“10thGradeELABoard”foradditionalresources

KiteRunnerbyKhaledHosseini FarewelltoManzanarbyJamesHoustonandJeanneWakatsukiHouston

TheFreedomWriter’sDiarybyErinGruwell

AWalkintheWoodsbyBillBryson

CAUTION:ThesetitlesarenotnecessarilyontheDistrictapprovedlists.*IndicatesthattheLexilelevelofthetextisbelowtherecommendedLexilerangeforthatlevel.

Unit5

GlossaryofKeyTerms

KeyTerm DefinitionApathy Lackofemotion,concernorinterest.Change Tobecomedifferent,tomakesomethingorsomeonedifferent.Empathy Abilitytounderstandandshareanother'sexperiencesandemotions.

FigurativeLanguage

Languagethatdeviatesfromastandardsignificanceofsequenceofwordsinordertoachieveaspecialmeaningoreffect(e.g.,similesandmetaphors).

Plotstructure Thestructureoftheactionsinadramaticornarrativework,orderedandrenderedtowardachievingparticularemotionalandartisticeffects.Themostbasicelementsinaplotlineare:(a)exposition,(b)risingaction,(c)climax,crisis,orturningpoint,(d)fallingaction,and(e)resolutionordenouement.

Sympathy Theactofthinkingorfeelinglikeanother.


Documents

Tenth Grade: ELA Core Standards Overview - ELA …csdela.weebly.com/uploads/9/5/6/3/9563459/tenth_grade_2016-17...Tenth Grade: ELA Core Standards Overview ... Ø Writing a literary