Language Arts Pacing Guide



Language Arts Pacing Guide

Grade 10

To successfully complete tenth grade the learner will:

Core Standard 1: Vocabulary and Concept Development

Discover and explain the meanings of words from different fields and traditions. Explain the implications and figurative meanings of words in context and correctly use figurative language.

|Understand technical vocabulary in subject area reading. |

|Distinguish between what words mean literally and what they imply, and interpret what words imply. |

|Use the knowledge of mythology (Greek, Roman, and other mythologies) to understand the origin and meaning of new words (Wednesday/Odin, Thursday/Thor). |

|Identify and use the literal and figurative meanings of words and understand origins of words. |

|Learning Targets/Outcomes: |

|Figurative Language |

| |

|Evaluate literal and figurative meanings of words.* |

| |

|Word Origins |

| |

|Apply knowledge of mythology to understand the meaning of words. |

|Key Vocabulary: |

|tone |

Core Standard 2: Informational Text: Structure, comprehension, and Analysis

Analyze arguments or defenses of claims, judging which sources are the most reliable. Describe how the author’s purpose affects the structure, tone, features and arguments of each. Summarize and synthesize content from reliable sources for writing and speaking.

|Analyze the structure and format of various informational documents and explain how authors use the features to achieve their purposes. |

|Extend – through original analysis, evaluation, and elaboration – ideas presented in primary or secondary sources. |

|Evaluated an author’s argument or defense of a claim by examining the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent|

|affects the structure and tone of the text. |

|Make reasonable statements and draw conclusions about a text, supporting them with accurate examples. |

|Learning Targets/Outcomes: |

|Structural Features of Informational and Technical Manuals |

|Analyze the features and the persuasive devices of different types of public documents and the way the authors use those features and devices. |

| |

|Analysis of Grade-Level Appropriate Expository Texts |

|Extend ideas in primary and secondary sources. |

|Produce reasonable statements and draw conclusions about a text, supporting them with examples. |

|Key Vocabulary: |

|Primary sources |

|Secondary sources |

Core Standard 3: Reading Comprehension and Analysis of Literary Text

Identify the purposes and characteristics of different subgenres of literature. Analyze the author’s use of different types of characterization, universal themes, narrative voice, and sequence of events to communicate the mood and meaning of the work. Use evidence from the text to support conclusions. Describe the characteristics and contributions of major literary movements from specific time periods and places (including those belonging to American, British and world literature).

|Analyze the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue). |

|Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how each genre shapes the author’s presentation of the theme or topic. |

|Evaluate interactions between characters in a literary text and explain the way those interactions affect the plot. |

|Analyze characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves). |

|Compare works that express a universal theme and provide evidence to support the views expressed in each work. |

|Evaluate an author’s development of time and sequence, including the use of complex literary devices, such as foreshadowing (providing clues to future events) or flashbacks (interrupting the |

|sequence of events to include information about an event that happened in the past). |

|Evaluate the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and |

|symbolism (the use of a symbol to represent an idea or theme), and explain their appeal. |

|Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and inconsistencies in a text. |

|Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text. |

|Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature. |

|• Dialogue: a conversation between two characters |

|• Soliloquies: long speeches in which characters, on stage alone, reveal inner thoughts aloud |

|• Asides: words spoken by characters directly to the audience |

|• Character foils: characters who are used as contrasts to another character |

|• Stage designs: directions and drawings for the setting of a play |

|Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme. |

|Analyze the way in which a work of literature is related to the themes and issues of its historical period. |

|Explain how voice, persona, and the choice of speaker (narrator) affect the mood, tone, and meaning of text. |

|Learning Targets/Outcomes: |

| |

|Structural Features of Literature |

|Analyze the purposes and the characteristics of different forms of dramatic literature. |

|Evaluate and contrast the presentation of a similar theme or topic across genres to explain how effectively each genre impacts the author’s presentation of the theme or topic. |

| |

|Analysis of Grade-Level-Appropriate Literary Text |

|Evaluate character traits and interactions between characters in a literary text and explain the way those interactions affect the plot. |

|Analyze works that express a universal theme and provide evidence to support the views expressed in each work. |

|Evaluate an author’s development of time and sequence, including the use of complex literary devices, such as foreshadowing or flashbacks. |

|Evaluate the significance of various literary devices, including figurative language, imagery, allegory and symbolism and explain their appeal in poetry and prose.* |

|Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and inconsistencies in a text. |

|Analyze the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature. |

| |

|Literary Criticism |

|Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme. |

|Analyze the way in which a work of literature is related to the themes and issues of its historical period. |

|Key Vocabulary: |

|Inconsistencies |

|Credibility |

Core Standard 4: Writing: Informational, Research, and Persuasive Texts

Use a variety of strategies to develop topics and display knowledge of how to organize pieces for different purposes, topics, and audiences. Synthesize relevant information from carefully evaluated sources. Write pieces with a well-defined thesis, supporting evidence that is presented creatively, coherently and convincingly, and a clear and well supported conclusion. Revise writing, improving organization, word choice, and clarity. Edit writing, correctly crediting all ideas and wording from sources.

|10.2.1 Analyze the structure and format of various informational documents and explain how authors use the features to achieve their purposes. |

|10.2.2 Extend — through original analysis, evaluation, and elaboration — ideas presented in primary or secondary sources. |

|10.2.4 Evaluate an author’s argument or defense of a claim by examining the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s |

|intent affects the structure and tone of the text. |

|10.2.5 Make reasonable statements and draw conclusions about a text, supporting them with accurate examples. |

|10.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively. |

|10.4.2 Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing. |

|10.4.3 Use precise language, action verbs, sensory details, appropriate modifiers, and the active (I will always remember my first trip to the city) rather than the passive voice (My first trip |

|to the city will always be remembered). |

|10.4.4 Use clear research questions and suitable research methods, including texts, electronic resources, and personal interviews, to compile and present evidence from primary and secondary |

|print or Internet sources. |

|10.4.5 Develop main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions. |

|10.4.6 Synthesize information from multiple sources. Identify complexities and inconsistencies in the information and the different perspectives found in each medium, including almanacs, |

|microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources. |

|10.4.7 Integrate quotations and citations into a written text while maintaining the flow of ideas. |

|10.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies following the formats in different style manuals. |

|10.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs. |

|10.4.10 Review, evaluate, revise, edit, and proofread writing using an editing checklist. |

|10.4.11 Apply criteria developed by self and others to evaluate the mechanics and content of writing. |

|10.4.12 Provide constructive criticism to other writers with suggestions for improving organization, tone, style, clarity, and focus; edit and revise in response to peer reviews of own work. |

|10.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques. |

|10.5.2 Write responses to literature that: |

|demonstrate a comprehensive grasp of the significant ideas of literary works. |

|support statements with evidence from the text. |

|demonstrate awareness of the author’s style and an appreciation of the effects created. |

|identify and assess the impact of ambiguities, nuances, and complexities within the text. |

|extend writing by changing mood, plot, characterization, or voice. |

|10.5.3 Write expository compositions, including analytical essays, summaries, descriptive pieces, or literary analyses that: |

|gather evidence in support of a thesis (position on the topic), including information on all relevant perspectives. |

|communicate information and ideas from primary and secondary sources accurately and coherently. |

|make distinctions between the relative value and significance of specific data, facts, and ideas. |

|use a variety of reference sources, including word, pictorial, audio, and Internet sources to locate information in support of a topic. |

|include visual aids by using technology to organize and record information on charts, maps, and graphs. |

|anticipate and address readers’ potential misunderstandings, biases, and expectations. |

|use technical terms and notations correctly. |

|10.5.4 Write persuasive compositions that: |

|organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last. |

|use specific rhetorical (communication) devices to support assertions, such as appealing to logic through reasoning; appealing to emotion or ethical belief; or relating a personal anecdote, case |

|study, or analogy. |

|clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. |

|address readers’ concerns, counterclaims, biases, and expectations. |

|10.5.7 Use varied and expanded vocabulary, appropriate for specific forms and topics. |

|10.5.8 Write for different purposes and audiences, adjusting tone, style, and voice as appropriate. |

|10.5.9 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: |

|uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format |

|for citations. |

|synthesizes information gathered from a variety of sources, including technology and one’s own research, and evaluates information for its relevance to the research questions. |

|demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information. |

|demonstrates that sources have been evaluated for accuracy, bias, and credibility. |

|organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one’s own ideas from the ideas of others, and includes a bibliography (Works Cited). |

|Learning Targets/Outcomes: |

|Writing Organization and Focus |

|Formulate statements and supporting details from text to support conclusions. |

|Analyze the structure and format of a text and its effect on how the reader understands. |

|Create writing ideas through discussion to plan and select writing topics using prior knowledge and personal experiences. |

|Develop writing ideas and drafts alone and collaboratively that incorporate transitions and parallel structures to improve the cohesiveness of writing. |

| |

|Means of Communicating |

|Write and critique expository (informational and research) pieces using a systematic process that synthesizes a variety of sources (primary/secondary), provides precise vocabulary, a |

|well-developed structure that fits purpose/audience and incorporates research, ideas, and observations. |

|Create and cite evidence in a bibliographic source and within the text that correctly lists information used in research and writing. |

|Create responses to literature that assesses the author’s style and impact of ambiguities, nuances, and complexities which are supported by evidence from the text that incorporate varied word |

|choice. |

|Construct and deliver persuasive pieces that include a specific emotional appeal, includes rhetorical devices, which are supported by evidence. |

|Write pieces that anticipate and address readers’ concerns and apply tone and style that is appropriate for the genre. |

| |

|Revising and Editing |

|Evaluate writing (own and others) to identify possible revisions in order to improve ideas and details, word choice, clarity, meaning, and organization. |

|Revise writing to improve ideas and details, word choice, clarity, meaning, and organization. |

|Language conventions revisions should focus on grade level indicators found in Standard 6. |

|Key Vocabulary: |

|parallel structures |

|cohesiveness |

|bibliography |

|MLA citation |

|secondary sources |

|rhetorical |

Core Standard 5: Writing: Applications

Use a variety of strategies to plan writing and choose an appropriate genre. Write literary text that has a clear and developed narrative voice or persona, contains varied and meaningful details, and shows a command of literary devices to structure the text and advance the plot, define character, and set the tone. Review, revise, and edit writing.

|10.3.3 Evaluate interactions between characters in a literary text and explain the way those interactions affect the plot. |

|10.3.7 Evaluate the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences),|

|and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal. |

|10.3.9 Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text. |

|10.3.13 Explain how voice, persona, and the choice of speaker (narrator) affect the mood, tone, and meaning of text. |

|10.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively. |

|10.4.3 Use precise language, action verbs, sensory details, appropriate modifiers, and the active (I will always remember my first trip to the city) rather than the passive voice (My first trip |

|to the city will always be remembered). |

|10.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs. |

|10.4.10 Review, evaluate, revise, edit, and proofread writing using an editing checklist. |

|10.4.11 Apply criteria developed by self and others to evaluate the mechanics and content of writing. |

|10.4.12 Provide constructive criticism to other writers with suggestions for improving organization, tone, style, clarity, and focus; edit and revise in response to peer reviews of own work. |

|10.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques. |

|10.5.1 Write biographical or autobiographical narratives or short stories that: |

|describe a sequence of events and communicate the significance of the events to the audience. |

|locate scenes and incidents in specific places. |

|describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of short stories or |

|autobiographical narratives, use interior monologue (what the character says silently to self) to show the character’s feelings. |

|pace the presentation of actions to accommodate changes in time and mood. |

|10.5.7 Use varied and expanded vocabulary, appropriate for specific forms and topics. |

|10.5.8 Write for different purposes and audiences, adjusting tone, style, and voice as appropriate. |

|Learning Targets/Outcomes: |

|Writing Organization and Focus |

|Create writing ideas through discussion to plan and select writing topics using prior knowledge and personal experiences. |

|Develop writing ideas and drafts alone and collaboratively that incorporate transitions and parallel structures to improve the cohesiveness of writing. |

| |

|Means of Communicating |

|Compose biographical or autobiographical or short stories that include interior monologue and pace the presentation of actions to accommodate changes in mood and time as well as target a specific |

|audience. |

|Compose literary texts of different genres with clear and developed narrative voice, precise language, and varied word choice. |

|Demonstrate command of literary devices |

| |

|Revising and Editing |

|Evaluate writing (own and others) to identify possible revisions in order to improve ideas and details, word choice, clarity, meaning, and organization. |

|Revise writing to improve ideas and details, word choice, clarity, meaning, and organization. |

|Language conventions revisions should focus on grade level indicators found in Standard 6. |

|Key Vocabulary: |

|appropriate genre |

|significance |

|appeal |

|constructive criticism |

Core Standard 6: English Language Conventions

Write paragraphs that display clear and meaningful connections between ideas, varied word choice and sentence structures, correct spelling, grammar, and punctuation. Use appropriate manuscript form.

|10.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies following the formats in different style manuals. |

|10.6.1 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, |

|ellipses, and hyphens. |

|10.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of |

|consistent verb tenses. |

|10.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. |

|10.6.4 Apply appropriate manuscript conventions — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the |

|text, using direct quotations, and paraphrasing. |

|Learning Targets/Outcomes: |

|Grammar and Mechanics of Writing |

|Apply appropriate conventions for documentation in text, notes, and bibliographies. |

|Identify and correctly use clauses (main and subordinate), phrases (gerunds, infinitives, and participial), and the mechanics of punctuation (semicolons, colons, ellipses, and hyphens). |

|Apply correct sentence structure (parallel structure, subordination, proper placement of modifiers, proper English usage, and consistent verb tenses). |

| |

|Manuscript Form |

|Produce legible work with accurate spelling and correct grammar conventions. |

|Apply appropriate manuscript conventions. |

Core Standard 7: Listening and Speaking

Develop, clarify and defend positions using classical speech form and precise and relevant evidence. Use effective delivery techniques and multimedia aids to enhance presentations. Evaluate the coherence, clarity, arguments and evidence of speeches and media communications.

|10.7.1 Summarize a speaker’s purpose and point of view and ask questions concerning the speaker’s content, delivery, and attitude toward the subject. |

|10.7.2 Choose appropriate techniques for developing the introduction and conclusion in a speech, including the use of literary quotations, anecdotes (stories about a specific event), or |

|references to authoritative sources. |

|10.7.3 Recognize and use elements of classical speech forms (including the introduction, first and second transitions, body, and conclusion) in formulating rational arguments and applying the |

|art of persuasion and debate. |

|10.7.4 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations. |

|10.7.6 Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (including voice, gestures, and eye contact) for presentations. |

|10.7.7 Make judgments about the ideas under discussion and support those judgments with convincing evidence. |

|10.7.8 Compare and contrast the ways in which media genres (including televised news, news magazines, documentaries, and online information) cover the same event. |

|10.7.10 Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience. |

|10.7.11 Evaluate the clarity, quality, effectiveness, and general coherence of a speaker’s important points, arguments, evidence, organization of ideas, delivery, choice of words, and use of |

|language. |

|10.7.12 Analyze the types of arguments used by the speaker, including argument by causation, analogy (comparison), authority, emotion, and logic. |

|10.7.13 Identify the artistic effects of a media presentation and evaluate the techniques used to create them (for example, compare Shakespeare’s Henry V with Kenneth Branagh’s 1990 film |

|version). |

|10.7.14 Deliver narrative presentations that: |

|narrate a sequence of events and communicate their significance to the audience. |

|describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of characters. |

|time the presentation of actions to accommodate time or mood changes. |

|10.7.15 Deliver expository (informational) presentations that: |

|provide evidence in support of a thesis and related claims, including information on all relevant perspectives. |

|make distinctions between the relative value and significance of specific data, facts, and ideas. |

|include visual aids by employing appropriate technology to organize and display information on charts, maps, and graphs. |

|anticipate and address the listeners’ potential misunderstandings, biases, and expectations. |

|use technical terms and notations correctly. |

|10.7.18 Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects) that: |

|structure ideas and arguments in a coherent, logical fashion using inductive or deductive arguments. |

|contain speech devices that support assertions (such as by appeal to logic through reasoning; by appeal to emotion or ethical belief; or by use of personal anecdote, case study, or analogy). |

|clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. |

|anticipate and address the listeners’ concerns and counterarguments. |

|10.7.19 Deliver descriptive presentations that: |

|establish a clear point of view on the subject of the presentation. |

|establish the relationship with the subject of the presentation (whether the presentation is made as an uninvolved observer or by someone who is personally involved). |

|contain effective, factual descriptions of appearance, concrete images, shifting perspectives, and sensory details. |

|Learning Targets/Outcomes: |

|Comprehension |

|Summarize speaker’s purpose and ask questions for clarity to develop personal perspective |

|Determine logical order of directions and instructions* |

|Identify vocabulary and format appropriate for various types of directions* |

| |

|Organization and Delivery |

|Incorporate ways to hook audience in the introduction, transition thoughts and arguments throughout and bring closure in conclusion. |

|Evaluate and apply use of visual aids to enhance productions and presentations. |

| |

|Analysis and Evaluation Oral/Media Communications |

|Analyze types of arguments, and evaluate clarity, quality, and effectiveness of each |

|Analyze impact of word choice and delivery on mood and tone of communication and audience response |

|Analyze various media genre’s treatment of the same event |

|Identify and explain how visual image makers convey information and emotion. |

| |

|Speaking applications |

|Narrative Presentations |

|Expository (Research, Informational Presentations) |

| |

|Oral Responses to Literature |

|Persuasive Presentations |

|Descriptive Presentations |

|Key Vocabulary: |

|anecdotes |

|inductive reasoning |

|deductive reasoning |

|Details |

|types of arguments |

|speech devices to support assertions |

Core Standard 8: Workplace Skills

Summarize a speaker’s message, ask questions to clarify the message, and make relevant statements about ideas under discussion. Develop documents and presentations collaboratively, adjusting the approach for different purposes and audiences and including visual aids in presentations to increase understanding. Use a computer to design, edit and publish documents.

|10.5.5 Write business letters that: |

|provide clear and purposeful information and address the intended audience appropriately. |

|show appropriate use of vocabulary, tone, and style that takes into account the intended audience’s knowledge about and interest in the topic and the nature of the audience’s relationship to the |

|writer. |

|emphasize main ideas or images. |

|follow a conventional style with page formats, fonts (typeface), and spacing that contribute to the documents’ readability and impact. |

|10.5.6 Write technical documents, such as a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, or minutes of a meeting that: |

|report information and express ideas logically and correctly. |

|offer detailed and accurate specifications. |

|include scenarios, definitions, and examples to aid comprehension. |

|anticipate readers’ problems, mistakes, and misunderstandings. |

|10.5.9 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: |

|uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format |

|for citations. |

|synthesizes information gathered from a variety of sources, including technology and one’s own research, and evaluates information for its relevance to the research questions. |

|demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information. |

|demonstrates that sources have been evaluated for accuracy, bias, and credibility. |

|organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one’s own ideas from the ideas of others, and includes a bibliography (Works Cited). |

|10.7.9 Analyze historically significant speeches (such as Franklin Delano Roosevelt’s “Day of Infamy” speech) to find the rhetorical devices and features that make them memorable. |

|10.7.16 Apply appropriate interviewing techniques: |

|prepare and ask relevant questions. |

|make notes of responses. |

|use language that conveys maturity, sensitivity, and respect. |

|respond correctly and effectively to questions. |

|demonstrate knowledge of the subject or organization. |

|compile and report responses. |

|evaluate the effectiveness of the interview. |

|Learning Targets/Outcomes: |

|Create business letters that provide concise information, address an intended audience, use appropriate vocabulary, tone, and style, and follows a conventional style. |

|Create technical documents that correctly and logically report information, offer detailed and accurate specifications that include scenarios, definitions, and examples to aid comprehension, and |

|anticipate readers’ problems, mistakes, and misunderstandings. |

|Construct and deliver a research report that has been developed using a systematic research process. |

|Relate and apply appropriate interviewing techniques that prepare and ask relevant questions, make notes of responses, use language that conveys maturity, sensitivity, and respect and respond |

|correctly and effectively to questions. |

|Time-Frame |Content/Performance Standard Indicators Addressed |

|On-Going |10.1.3 Use the knowledge of mythology (Greek, Roman, and other mythologies) to understand the origin and meaning of new words (Wednesday/Odin, Thursday/Thor). |

| |10.2.5 Make reasonable statements and draw conclusions about a text, supporting them with accurate examples. |

| |10.3.5 Compare works that express a universal theme and provide evidence to support the views expressed in each work. |

| |10.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively. |

| |10.4.2 Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing. |

| |10.4.3 Use precise language, action verbs, sensory details, appropriate modifiers, and the active (I will always remember my first trip to the city) rather than the passive voice |

| |(My first trip to the city will always be remembered). |

| |10.4.5 Develop main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions. |

| |10.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs. |

| |10.4.10 Review, evaluate, revise, edit, and proofread writing using an editing checklist. |

| |10.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques. |

| |10.5.2 Write responses to literature that: |

| |• demonstrate a comprehensive grasp of the significant ideas of literary works. |

| |• support statements with evidence from the text. |

| |• demonstrate awareness of the author’s style and an appreciation of the effects created. |

| |• identify and assess the impact of ambiguities, nuances, and complexities within the text. |

| |• extend writing by changing mood, plot, characterization, or voice. |

| |10.5.8 Write for different purposes and audiences, adjusting tone, style, and voice as appropriate. |

| |10.6.1 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, |

| |colons, ellipses, and hyphens. |

| |10.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, |

| |including the use of consistent verb tenses. |

| |10.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. |

| |10.6.4 Apply appropriate manuscript conventions — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing |

| |sources within the text, using direct quotations, and paraphrasing. |

| |10.7.7 Make judgments about the ideas under discussion and support those judgments with convincing evidence. |

| |10.7.17 Deliver oral responses to literature that: |

| |• advance a judgment demonstrating a comprehensive understanding of the significant ideas of works or passages. |

| |• support important ideas and viewpoints through accurate and detailed references to the text and to other works. |

| |• demonstrate awareness of the author’s writing style and an appreciation of the effects created. |

| |• identify and assess the impact of ambiguities, nuances, and complexities within the text. |

|Time-Frame |Content/Performance Standard Indicators Addressed |

|Quarter 1 |10.1.2 Distinguish between what words mean literally and what they imply, and interpret what words imply. |

| |10.1.4 Identify and use the literal and figurative meanings of words and understand origins of words. |

| |10.2.4 Evaluate an author’s argument or defense of a claim by examining the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in|

| |which the author’s intent affects the structure and tone of the text. |

| |10.3.7 Evaluate the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about|

| |human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal. |

| |10.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and inconsistencies in a text. |

| |10.3.9 Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text. |

| |10.5.1 Write biographical or autobiographical narratives or short stories that: |

| |• describe a sequence of events and communicate the significance of the events to the audience. |

| |• locate scenes and incidents in specific places. |

| |• describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of |

| |short stories or autobiographical narratives, use interior monologue (what the character says silently to self) to show the character’s feelings. |

| |• pace the presentation of actions to accommodate changes in time and mood. |

| |10.5.4 Write persuasive compositions that: |

| |• organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last. |

| |• use specific rhetorical (communication) devices to support assertions, such as appealing to logic through reasoning; appealing to emotion or ethical belief; or |

| |relating a personal anecdote, case study, or analogy. |

| |• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical |

| |reasoning. |

| |• address readers’ concerns, counterclaims, biases, and expectations. |

| |10.7.8 Compare and contrast the ways in which media genres (including televised news, news magazines, documentaries, and online information) cover the same event. |

|Time-Frame |Content/Performance Standard Indicators Addressed |

|Quarter 1 |10.7.14 Deliver narrative presentations that: |

| |narrate a sequence of events and communicate their significance to the audience. |

| |locate scenes and incidents in specific places. |

| |describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of characters. |

| |time the presentation of actions to accommodate time or mood changes. |

| |10.7.18 Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects) that: |

| |structure ideas and arguments in a coherent, logical fashion using inductive or deductive arguments. |

| |contain speech devices that support assertions (such as by appeal to logic through reasoning; by appeal to emotion or ethical belief; or by use of personal anecdote, case study, |

| |or analogy). |

| |clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. |

| |anticipate and address the listeners’ concerns and counterarguments. |

|Time-Frame |Content/Performance Standard Indicators Addressed |

|Quarter 2 |Understand technical vocabulary in subject area reading. |

| |Analyze the structure and format of various informational documents and explain how authors use the features to |

| |achieve their purposes. |

| |Extend – through original analysis, evaluation, and elaboration – ideas presented in primary or secondary sources. |

| |Demonstrate use of sophisticated technology by following technical directions. |

| |Use clear research questions and suitable research methods, including texts, electronic resources, and personal |

| |interviews, to compile and present evidence from primary and secondary print or Internet sources. |

| |Synthesize information from multiple sources, Identify complexities and inconsistencies in the information and the |

| |different perspectives found in each medium, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources. |

| |Integrate quotations and citations into a written text while maintaining the flow of ideas. |

| |Use appropriate conventions for documentation in text, notes, and bibliographies following the formats in different |

| |style manuals. |

| |Apply criteria developed by self and others to evaluate the mechanics and content of writing. |

| |Write technical documents, such as a manual on rules of behavior for conflict resolution, procedures for conducting a |

| |meeting that: |

| |• report information and express ideas logically and correctly. |

| |• include scenarios, definitions, and examples to aid comprehension. |

| |• anticipate readers’ problems, mistakes, and misunderstandings. |

| |Use varied and expanded vocabulary, appropriate for specific forms and topics. |

| |Write or deliver a research report that has been developed using a systematic research process (defines the topic, |

| |gathers information, determines credibility, reports findings and that: |

| |• Uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently |

| |by using a consistent format for citations. |

| |• synthesizes information gathered from a variety of sources, including technology and one’s own research, and evaluates information for its relevance to the |

| |research questions. |

| |• demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn |

| |from synthesizing information. |

| |• demonstrates that sources have been evaluated for accuracy, bias, and credibility. |

| |• organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one’s own ideas from the ideas of others, and includes a |

| |bibliography (Works Cited). |

|Time- Frame |Content/Performance Standard Indicators Addressed |

|Quarter 3 |Analyze the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic |

| |monologue. |

| |Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how each |

| |genre shapes the author’s presentation of the theme or topic. |

| |Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme. |

| |Analyze the way in which a work of literature is related to the themes and issues of its historical period. |

| |Explain how voice, persona, and the choice of speaker (narrator) affect the mood, tone, and meaning of text. |

| |Provide constructive criticism to other writers with suggestions for improving organization, tone, style, clarity, and focus; edit and |

| |revise in response to peer reviews of own work. |

| |Write expository compositions, including analytical essays, summaries, descriptive pieces, or literary analyses that: |

| |• gather evidence in support of a thesis (position on the topic), including information on all relevant perspectives. |

| |• communicate information and ideas from primary and secondary sources accurately and coherently. |

| |• make distinctions between the relative value and significance of specific data, facts, and ideas. |

| |• use a variety of reference sources, including word, pictorial, audio, and Internet sources to locate information in support of a topic. |

| |• include visual aids by using technology to organize and record information on charts, maps, and graphs. |

| |• anticipate and address readers’ potential misunderstandings, biases, and expectations. |

| |• use technical terms and notations correctly. |

| |Analyze historically significant speeches (such as Franklin Delano Roosevelt’s “Day of Infamy” speech) to find the rhetorical |

| |devices and features that make them memorable. |

| |Identify the artistic effects of a media presentation and evaluate the techniques used to create them (for example, compare |

| |Shakespeare’s Henry V with Kenneth Branagh’s 1990 film version). |

| |Deliver expository (informational) presentations that: |

| |• provide evidence in support of a thesis and related claims, including information on all relevant perspectives. |

| |• convey information and ideas from primary and secondary sources accurately and coherently. |

| |• Make distinctions between the relative value and significance of specific data, facts, and ideas. |

| |• Include visual aids by employing appropriate technology to organize and display information on charts, maps, and graphs. |

| |• Anticipate and address the listeners’ potential misunderstandings, biases, and expectations. |

| |• Use technical terms and notations correctly. |

|Time- Frame |Content/Performance Standard Indicators Addressed |

|Quarter 4 |Evaluate interactions between characters in a literary text and explain the way those interactions affect the plot. |

| |Analyze characters’ traits by what the characters say about themselves in a narration, dialogue, and soliloguy (when they speak out |

| |loud to themselves). |

| |Evaluate an author’s development of time and sequences, including the use of complex literary devices, such as foreshadowing |

| |(providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past). |

| |Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage design in dramatic literature. |

| |• Dialogue: a conversation between two characters |

| |• Soliloquies: long speeches in which characters, on stage alone, reveal inner thoughts aloud |

| |• Asides: words spoken by characters directly to the audience |

| |• Character foils: characters who are used as contrasts to another character |

| |• Stage designs: directions and drawings for the setting of a play |

| |Write business letters that: |

| |• Provide clear and purposeful information and address the intended audience appropriately. |

| |• Show appropriate use of vocabulary, tone, and style that takes into account the intended audience’s knowledge about and interest in the topic and the nature of the |

| |audience’s relationship to the writer. |

| |• Emphasize main ideas or images. |

| |• Follow a conventional style with page formats, fonts (typeface), and spacing that contribute to the documents’ readability and impact. |

| |Apply appropriate interviewing techniques: |

| |• Prepare and ask relevant questions. |

| |• Make notes of responses. |

| |• Use language that conveys maturity, sensitivity, and respect. |

| |• Respond correctly and effectively to questions. |

| |• Demonstrate knowledge of the subject or organization. |

| |• Compile and report responses. |

| |• Evaluate the effectiveness of the interview. |

10th Grade English Essential Outcomes

1. Research skill can be applied to a variety of writing pieces. (Standard 4, 5, and Core Standard 4)

Learning Goals:

a. Students will evaluate and analyze ideas presented in primary or secondary sources. (4.1, 4.2)

b. Students will synthesize information from a variety of sources. (4.5, 4.6)

c. Students will demonstrate the ability to formulate valid research questions. (4.4, 5.9)

d. Students will be able to summarize and refine gathered information to draw conclusions. (4.5, 5.2, 5.7, 5.9)

e. Students will evaluate sources for accuracy and bias. (4.1)

f. Students will distinguish between their own ideas and the ideas of others through internal documentation and a works

citation page. (5.7, 5.9)

g. Students will write a research document demonstrating a systematic research and reporting process. (4.4, 4.6, 5.9))

2. A variety of essay and technical formats apply to writing applications. (Standard 1, 3, 4, 6 and Core Standard 1, 2, 4, 5, 6)

Learning Goals:

a. Students will use the writing process to focus, organize, and develop a variety of written text.

(3.2, 4.2, 4.13, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 6.1, 6.2, 6.3, 6.4)

b. Students will apply their knowledge of various essay formats in assigned and self-selected writing.

(2, 4.2, 4.13, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 6.1, 6.2, 6.3, 6.4

c. Students will organize and write persuasive compositions that use specific rhetorical devices to clarify and defend

positions. (5.4, 5.7, 6.1, 6.2, 6.3, 6.4)

d. Students will write business letters that provide clear and purposeful information in conventional styles.

(5.5, 5.7, 6.1, 6.2, 6.3, 6.4)

e. Students will be able to produce technical documents for a variety of purposes.(1.1,1.2, 1.3, 1.4, 5.6, 5.7)

f. Students will choose appropriate vocabulary and register as the topic

demands. (5.7)

3. Subgenres of literature are categorized by their characteristics. (Standard 1, 2, 3 and Core Standard 1, 2, 3, 6)

Learning Goals:

a. Students will be able to apply technical vocabulary in subject area reading. (1.1)

b. Students will be able to analyze the structure and format of various informational documents.

(All indicators for standard 3)

c. Students will be able to draw conclusions about a text, supporting them with accurate examples. (2.1, 2.5)

4. The writing process is used to respond appropriately to literary text. (Standard 3, 5, and Core Standard 3, 5)

Learning Goals:

a. Students will be able to demonstrate an understanding of a literary text.

(3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.10, 3.12)

5. Context clues and word parts are used to determine unknown words. (Standard 1 and Core Standard)

(Standard 1)

Learning Goals:

a. Students will be able to identify literal and figurative meaning of words. (1.2, 1.4)

b. Students will be able to use word origins to learn and understand new words. (1.3)

Learning Goals:

c. Students will evaluate and interactions between characters in a literary text and explain the impact on the plot.

(3.3)

d. Students will be able to analyze the methods of characterization. (3.4)

e. Students will be able to identify universal themes by analyzing and comparing selections from a variety of historical eras. (3.5)

f. Students will be able to identify and evaluate literary devices. (3.7, 3.8)

6. Paragraphs are written to display meaningful connection between ideas using correct language conventions. (Standard 6 and Core Standard 6)

Learning Goals:

a. Students will be able to identify and demonstrate correct usage of grammar and mechanics. (6.1, 6.2)

b. Students will demonstrate an understanding of sentence structure. (6.3)

7. Written documents and presentations are developed and determined by the audience. (Standard 7 and Core Standard 7)

|MICHIGAN CITY HIGH SCHOOL |

|English 10 |

|Ongoing/All Year |1st Quarter |2nd Quarter |3rd Quarter |4th Quarter |

|Course Title |Assessment Type |Assessment Type |Assessment Type |Assessment Type |

|Standard |Bundle |Bundle |Bundle |Bundle |

| |2B – Essay writing applications |1 – Research processes |2A – Technical writing |2B – Essay writing applications (Compare |

| |(Expository and Persuasive) |3 – Informational reading |4 – Literary text/novel based |and Contrast, Descriptive) |

| |Character analysis | | | |

| |4 – Literary text (poetry and short | | | |

| |stories) | | | |

| |Best Practice Methods |Best Practice Methods |Best Practice Methods |Best Practice Methods |

| | | | | |

English 10 #2A Technical Writing

English 10- #4 Literary Text

|Standard Indicator: Standard 3 and 5 – Comprehension and Analysis of Literary Text and Analysis of Writing Applications |

|3.2 3.7 5.2 |

|3.3 3.8 |

|3.5 3.10 |

|3.6 3.12 |

|Declarative Knowledge |Procedural Knowledge |

|Concepts |Read and understand a wide variety of literature |Processes |Apply the plot structure diagram |

| |Write responses to a wide variety of literature | |Discussion processes |

| |Present/discuss analysis of literature | | |

|Organizing |Students will evaluate interactions between characters in a literary text and explain the impact| | |

|Ideas |on the plot. | | |

| |Students will be able to analyze the methods of characterization. | | |

| |Students will be able to identify universal themes by analyzing and comparing selections from a | | |

| |variety of historical eras. | | |

| |Students will be able to identify and evaluate literary devices and elements. | | |

| |Students will be able to discuss and respond to literature. | | |

| |Students will be able to recognize a variety of fictional genres | | |

| |Students will be able to compare and contrast similar themes across genres | | |

| |Students will be able to identify literal and figurative meaning of words. | | |

|Details |Analyze plot structure and characters’ impact on the plot and theme. |Skills |Analysis of plot structure diagram|

| |Compare and contrast literary characters. | |Class discussion |

| |Identify the different types of characterization | |Group discussion |

| | | |Pair/share discussion |

| | | |Identification |

| | | |Recognition |

| | | |Compare |

| | | |Contrast |

|Vocabulary |Assessment Dialogue Theme | | |

| |Concept Author’s purpose Subtleties | | |

| |Analysis Chronology Contradictions | | |

| |Figurative Language Literary Terms Flashback | | |

| |Narrative hook Compare Aside | | |

| |Contrast Imagery Flashback Allegory | | |

| |Aside Characterization Genre | | |

English 10 - #3 – Informational Reading

|Standard Indicator: standard 1 and 2 |

|1.1 |

|2.1 |

|2.5 |

|Declarative Knowledge |Procedural Knowledge |

|Concepts |Apply technical vocabulary |Processes |Steps for drawing conclusions |

| |Analyze informational documents | |Analysis |

| |Draw conclusions | | |

|Organizing |Students will be able to apply technical vocabulary in | | |

|Ideas |subject area reading. | | |

| |Students will be able to analyze the author’s choice of | | |

| |structure and format of various informational documents. | | |

| |Students will be able to draw conclusions about a text, | | |

| |supporting them with accurate examples. | | |

| |Students will be able to distinguish between the denotation | | |

| |and connotation of words. | | |

| |Students will be able to use word parts to learn and | | |

| |understand new words | | |

| |Extend – through original analysis, evaluation, and elaboration, ideas presented in primary or secondary | | |

| |sources | | |

| |Make reasonable statements and draw conclusions about a text, supporting them with accurate examples. | | |

|Details |Use prefixes, suffixes, and roots to comprehend technical vocabulary in a reading selection |Skills |Using context clues |

| |Comprehend graphs, charts, and tables, in order to interpret and analyze their use in a document | |Using captions to support text |

| |Recognize the use and importance of sub-headings and captions | |Recognize a variety of |

| |Distinguish the meaning of words as used in the text | |technical formats |

| | | | |

|Vocabulary |Context clues | | |

| |Subheadings | | |

| |Captions | | |

English 10 - #2B Essay Writing Applications

|Standard Indicator: Standards 2, 4 and 5 |

|2.2 4.6 4.13 4.2 4.7 5.4 4.3 4.8 5.9 4.4 4.10 |

|Declarative Knowledge |Procedural Knowledge |

|Concepts |Synthesize information from a variety of primary and secondary sources. |Processes |Evaluate |

| |Formulate valid research questions based on self-selected area or assigned topics. | |Synthesize |

| |Draw conclusions from information gathered and summarized. | |Summarize and draw conclusions |

| |Evaluate sources for accuracy and bias. | |Evaluate for validity and bias |

| |Distinguish between their ideas and the ideas of others works citation page. | |MLA, internal and works-cited |

| |Write a research document demonstrating a systematic research and reporting process. | |documentation |

| | | |Writing process |

| | | |Analyze |

| | | |Manuscript formats |

| | | | |

| | | | |

| | | | |

|Organizing |Students will distinguish between primary and secondary source and evaluate and analyze ideas presented in each. | | |

|Ideas |Students will synthesize information from technical and hard-copy sources to draw conclusions. | | |

| |Students will formulate valid research questions resulting in an appropriate thesis statement for self-selected area or assigned | | |

| |topics. | | |

| |Students will evaluate sources for accuracy and bias. | | |

| |Students will distinguish between their own ideas and the ideas of others through parenthetical citations and a works cited page. | | |

| |Students will produce a research document developed through systematic research steps and using MLA documentation. | | |

| |Students will identify and apply correct grammar and mechanics. | | |

| |Students will produce research documents using varied and correct sentence structure. | | |

|Details |Select a topic and narrow the topic to a specific area |Skills |Outlining |

| |Formulate a thesis statement | |Note-taking |

| |Formulate valid research questions | |a. Paraphrase |

| |Evaluate sources for accuracy and bias | |b. Quote |

| |Documentation | |c. Summary |

| |Produce a research document | |Source cards |

| |Establish a clear research purpose | |Drawing conclusions |

| |Gather and organize information | | |

|Vocabulary |Thesis Direct quotations | | |

| |Works consulted Secondary sources | | |

| |Electronic sources Primary sources | | |

| |Parenthetical citations Supporting details | | |

English 10

Monthly/Weekly Placing Guide 2009-2010

|Week |Essential Outcome |Learning Goal (s) |Bundle # |Details/Skills/Proces|Suggested Activity |Formative Assessment |

| | | | |ses | | |

|Date: |#2B Distinguish |Organize and write persuasive |2 |Keyboard |Passage |Persuasive Essay |

|8/31-9/18 |characteristics of various|compositions. | |Outlining |Identification | |

| |essay and technical |Distinguish the types of various essay | |Summarizing |Cloze Exercise | |

|Quarter: |formats and apply those |formats. | |Paraphrasing |Locate context clues | |

|1 |characteristics in their |Construct extended response from a | | | | |

| |own writing |reading passage. | | | | |

|Weeks: | | | | | | |

|1-3 | | | | | | |

|Date: |#2 Students will write |1. Identify parts of business letter |2 |Analyze |Identify format |Business Letter |

|9/21-9/30 |business letters that | | |Format |Determine audience | |

| |provide clear and | | |Organize |Determine purpose | |

|Quarter: |purposeful information in | | | | | |

|1 |conventional styles. | | | | | |

| | | | | | | |

|Weeks: | | | | | | |

|4-5 | | | | | | |

|Date: |Students will produce a |Technical vocabulary. |2A |Keyboarding |Label document types |Produce a technical |

|10/1-10/16 |variety of technical |Read and understand instructional | |Outlining |Matching |document (which may |

| |documents including memos,|manuals. | |Summarizing |Vocabulary |include graphs and charts)|

|Quarter: |graphs and charts using |Identify types of instructional | |Paraphrasing | | |

|1 |appropriate vocabulary |documents. | |Formatting | | |

| | | | |Analyze | | |

|Weeks: | | | | | | |

|6-7 | | | | | | |

|Week |Essential Outcome |Learning Goal (s) |Bundle # |Details/Skills/Processes |Suggested Activity |Formative Assessment |

|Date: | | | | | | |

English 10 Assessment Planning Guide

English 10 Assessment Planning Guide

|Essential Outcome 2 | |

|Distinguish characteristics of various essay and technical formats and apply those characteristics in their own writing. | |

|Summative Assessment: extended written response to a prompt business letter, proposal, chart |Think As a Writer, page 28 for prompts |

| | |

|Describe Assessment and Timeline |Method |Knowledge |Types of Reasoning |Performance Skills |Product | |

|Formative: |Passage Identification |X | | | | |

|B-Recognize the formats for | | | | | | |

|compare/contrast, expository and persuasive | | | | | | |

|essay. | | | | | | |

| | | | | | | |

|Timeline: | | | | | | |

|5-7 days | | | | | | |

|Formative: |Persuasive |X |X | |X | |

|C-Use rhetorical devices to write a |Passage-based Multiple | | | | | |

|persuasive essay. |Choice | | | | | |

|A-Use writing process to develop a written | | | | | | |

|text | | | | | | |

| | | | | | | |

|Timeline: | | | | | | |

|3-5 days | | | | | | |

|Formative: |multiple choice GQE bk,| | | |X | |

|D, E, F-Produce technical documents using |p. 38-39 or 501 Rdng | | | | | |

|appropriate vocabulary. |cmp. 66-67 | | | | | |

| | | | | | | |

|Timeline: | | | | | | |

|5-7 days | | | | | | |

English 10 Assessment Planning Guide

|Essential Outcome 3 |

|Know a variety of reading strategies and apply appropriate reading strategies to various types of expository texts, with particular focus on technical documents. |

|Summative Assessment: |

| |

|Describe Assessment and Timeline |Method |Knowledge |Types of Reasoning |Performance Product |

| | | | |Skills |

|Formative: |Multiple choice or matching |x | | |

|Students will be able to define and understand technical vocabulary in| | | | |

|subject area reading. (1.1) |Use a passage from a technical | | | |

| |document (prefixes, suffixes, | | | |

| |roots, context clues) | | | |

|Timeline 1 week | | | | |

|Formative: |Use short passages, short extended|x |x | x |

|b. Students will be able to analyze the structure and format of |responses, multiple choice | | | |

|various informational documents. | | | | |

|(All indicators for standard 3) |b. 501 Rdng Comp (NB) pg 66-71 | | | |

|c. Students will be able to draw conclusions about a text, supporting | | | | |

|them with accurate examples. (2.1, 2.5) |c. GQE Power, pg 38-41 (KAS) | | | |

| | | | | |

| | | | | |

|Timeline 2 weeks | | | | |

English 10 Assessment Planning Guide

|Essential Outcome 4 |

|Create coherent written responses to reading selections |

|Summative Assessment: |

| |

|Describe Assessment and Timeline|Method |Knowledge |Types of Reasoning |Performance Skills |Product |

|Formative: |Use a fictional passage with |x |x | |x |

|a. Students will be able to |extended response questions | | | | |

|demonstrate an understanding of |(theme, plot, and | | | | |

|a literary text. |characterization) | | | | |

| | | | | | |

|Timeline: | | | | | |

|2 Weeks | | | | | |

English 10 Assessment Planning Guide

|Essential Outcome 5 |

|Demonstrate correct usage of vocabulary words by using roots, prefixes, suffixes, context clues, and parts of speech. |

|Summative Assessment: |

| |

|Describe Assessment and Timeline|Method |Knowledge |Types of Reasoning |Performance Skills |Product |

|Formative: |Multiple choice |x | | | |

|Students will be able to | | | | | |

|identify literal and figurative | | | | | |

|meaning of words. | | | | | |

| | | | | | |

|Timeline | | | | | |

|1 week | | | | | |

|Formative: |Multiple choice or matching |x | | | |

|Students will be able to use | | | | | |

|word origins to learn and | | | | | |

|understand new words. | | | | | |

| | | | | | |

|Timeline | | | | | |

|1 week | | | | | |

English 10 Assessment Planning Guide

|Essential Outcome 6 |

|Analyze literary text |

|Summative Assessment: |

| |

|Describe Assessment and Timeline |Method |Knowledge |Types of Reasoning |Performance Skills |Product |

|Formative: |Written response to |x |x | |x |

|Students will evaluate and interactions between characters in a |characters in literary text | | | | |

|literary text and explain the impact on the plot. | | | | | |

|Students will be able to analyze the methods of characterization.| | | | | |

|Timeline | | | | | |

|3 weeks | | | | | |

|Formative: |Written response |x |x | |x |

|Students will be able to identify universal themes by analyzing | | | | | |

|and comparing selections from a variety of historical eras. | | | | | |

|Timeline | | | | | |

|2 weeks | | | | | |

|Formative: |Multiple choice or matching | | | | |

|Students will be able to identify and evaluate literary devices. | | | | | |

|Timeline: | | | | | |

|1 week | | | | | |

| | | | | | |

-----------------------

|Standard Indicator: |

|Standard 1 Word Recognition, Fluency, and Vocabulary Development |

|Standard 4 Writing Process and Features |

|Standard 5 Writing Applications |

|Standard 6 English Language Conventions |

|1.1 1.4 4.2 5.5 5.8 6.1 6.4 |

|1.2 4.13 5.6 6.2 1.3 5.7 6.3 |

|Declarative Knowledge |Procedural Knowledge |

|Concepts |Writing Process |Processes |Organizational Procedures |

| |Technical Documents | |Writing Process |

| |Essay Formats | | |

| |Use appropriate grammar and mechanics | | |

|Organizing |Students will use the writing process to focus, organize, and develop a | | |

|Ideas |variety of written text. | | |

| |Students will be able to produce technical documents for a variety of | | |

| |purposes. | | |

| |Students will choose appropriate vocabulary and register as the topic | | |

| |demands. | | |

|Details |Instructional manuals |Skills |Keyboarding skills |

| |memos | |Outline |

| |Business letters | |Summarize |

| |Meeting Minutes | |Paraphrase |

| | | | |

|Vocabulary | | | |

| |Analyze Formatting | | |

| | | | |

| |Summarize Outline | | |

| |Paraphrase Register | | |

|Essential Outcome 1: Know the terms and processes of research and apply them to a variety of situations. |

|Summative Assessment: Students will write a research document demonstrating a systematic research and |

|reporting process. |

|Describe Assessment and Timeline |Method |Knowledge |Types of Reasoning |Performance Skills |Products |

|Formative: |a. 2 possible: 1 MC, 1 | |X | | |

|[pic]&“Q e…ä |MC and ID; pretest | | | | |

|™ |b. Nancy’s sheet and | | | | |

|ª |Bonnie’s webquest | | | | |

|¯ |e. article with | | | | |

|ÿ |questions | | | | |

| | | | | | |

| | | | | | |

|Xtt8?ÌÒÖÍÐgh©ªúû—-š-¶-">"·")#¼#($9$U$¡$œ&üðãÕǸǩǩǚ՚ǩÇüÇ©üšÕŽüǀǀ| | | | | |

|ǀǀǀǚ©Ç¸ÇüÇü©ÇšÕh|#CJOJQJ^J[?]aJh|#CJOJQJaJh|#5?CJOJQJ^J[?]aJh|#5?C| | | | | |

|JOJQJ^J[?]aJh|#6?CJOJQJ^J[?]aa. Evaluate and analyze ideas from | | | | | |

|primary and secondary sources. | | | | | |

|b. Synthesize/summarize information from a variety of sources. | | | | | |

|e. Evaluate sources for accuracy and bias. | | | | | |

| | | | | | |

|Timeline: | | | | | |

|7-10 days | | | | | |

|Formative: |3 multiple choice |X |X | | |

|c. Formulate valid research questions. |questions | | | | |

| |(KAS will have) | | | | |

|Timeline: | | | | | |

|3-5 days | | | | | |

|Formative: |3-4 short answer |X |X | | |

|d. Summarize and draw conclusions from information. |responses | | | | |

|f. distinguish between their own ideas and the ideas of others through|f. one page with note | | | | |

|internal documentation and a works cited page. |cards for students to | | | | |

| |place citation in | | | | |

|Timeline: |text)(KS) | | | | |

|5-8 days | | | | | |

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