ENGLISH CURRICULUM GUIDE GRADE 10

[Pages:85]ENGLISH CURRICULUM GUIDE GRADE 10

LOUDOUN COUNTY PUBLIC SCHOOLS

2012-2013

English Leadership Team

Rhonda Alley Steve Barham Freyja Bergthorson Laura Bolyard Melanie Buckley Neelum Chaudhry Chris Cuozzo Cassandra Donahue Meghann Donohue Peggy Gearhart Shelli Glynn David Hoffman Colleen Milligan Jim Noland

Shelah Novak Shannon O'Neill Marcia Owens Jo Ann Pearson Laura Purvis Toni Rader Phil Rosenthal Fatima Scherer Holly Sharp Karen Skees Tammy Svitek Allyson White Jason White

Dr. Edgar B. Hatrick Superintendent

Sharon D. Ackerman Assistant Superintendent, Instruction

Eric L. Stewart Director, Curriculum and Instruction

Dr. Michele Schmidt Moore Supervisor, English/Language Arts

David Arbogast English Specialist

This document, based on the Virginia Department of Education's English Standards of Learning

Curriculum Framework (2010), provides extensions and additions to form the Loudoun

y English

Curriculum.

LOUDOUN COUNTY PUBLIC SCHOOLS ENGLISH 10 CURRICULUM GUIDE

CONTENTS

Mission Statement............................................................................................ 2 BMA Checklists............................................................................................... 3 LCPS and Virginia SOL Requirements.................................................................... 8 Communication Strand....................................................................................... 9 Reading Strand................................................................................................ 13 Writing Strand................................................................................................. 32 Research Strand............................................................................................... 46 Vocabulary Strand............................................................................................ 52 Sample Unit.................................................................................................... 53 Appendix Internet Safety................................................................................................. 63 LCPS Plagiarism Policy....................................................................................... 65 LCPS Guidelines for Video/DVD Use, Grades 9-12...................................................... 65 Ten Things Teachers Should Know about Copyright..................................................... 66 How to Request Permission to Duplicate Copyrighted Materials....................................... 67 Critical Perspectives........................................................................................... 68 Standardized Test Preparation............................................................................... 71 Resources for Writing and Critical Reading............................................................... 80

THE LCPS H IGH SCHOOL ENGLISH PRO GRAM

High school English courses provide instruction in oral language, reading and literature, writing and grammar, research, and vocabulary. Students engage in a variety of formal and informal speech activities. They practice whole-class and independent reading, and teachers provide skills for reading fiction and non-fiction. Students engage in analytic, argumentative, research-based, creative, and reflective writing. They also practice timed writings to prepare them for standardized tests. They master a range of grammar and usage skills. Research instruction emphasizes the ability to analyze, synthesize, evaluate, and document information from a variety of sources. Vocabulary instruction not only prepares students for PSAT, SAT, and SOL tests, it helps to develop students' reading comprehension and their ability to express themselves orally and in writing. Teachers focus on the use of context clues to understand unfamiliar words; distinctions between denotation and connotation; and a study of synonyms, antonyms, and homophones. Grade level courses challenge students to master rigorous standards while providing students with individualized support. Academic courses focus on the same content and skills as grade level courses but require more independent work. Honors courses are offered in grades 9, 10, and 11. While they focus on the same content and skills as grade level and academic courses, honors courses are distinguished by a more rigorous study of literature. They move at an accelerated pace, cover a greater breadth and depth of textual study, and require more independent work. They also are designed to prepare students to take Advanced Placement English in their senior year. Accordingly, they emphasize the ability to synthesize information from a variety of sources as they read and write. The honors level final exam is prepared at the district level and parallels the form of an AP test.

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LCPS English Department Mission Statement

Here are six beliefs that we strive to make true for all of our students.

Students communicate and collaborate effectively in wr

iscourse in ever-changing, real

world situations.

Therefore, we will

? develop active and involved listeners

? teach students to self-advocate and ask for clarification

? show students how to use the right language and dictio situations

informal and formal

? develop learning activities that encourage students to communicate in authentic contexts

? provide opportunities for collaborative learning in research and other projects.

Students think critically.

Therefore, we will

? provide opportunities to critically analyze language a

ia

? teach processes for critical thinking and making informed decisions

? show students how to refine their arguments based on new information.

Students understand and respect multiple perspectives and cultures.

Therefore, we will

? explore literature that reflects many cultures ? engage students in multiple perspectives and ideas.

Students value and appreciate the power of language through reading and writing.

Therefore, we will

? provide opportunities for students to choose and engage in relevant and meaningful texts

? provide opportunities for students to choose the audie writing.

d purpose for their

Students take on challenges and reflect on progress.

Therefore, we will

? provide opportunities for increased rigor in assignments

? provide frequent opportunities for students to reflect on their growth as communicators.

Students are well-versed in technology tools used to help them communicate.

Therefore, we will

? integrate technology tools in our teaching and in student learning.

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10th Grade BMA Checklist: 1st Semester

This checklist indicates the content and skills that are to be covered during the first semester. Using the checklist will ensure a continuity of instruction across the district. Although there is currently no benchmark assessment test for this grade level, this checklist denotes the semester in which the skill may be assessed in the future. Use the space in front of each item to track when it has been taught and practiced.

READING REQUIRED READING 10th grade students in LCPS can and should read 6-8 books per quarter. The 2010 Virginia SOL suggest that at least half of these be nonfiction. These may include books read independently, in reading groups, and as whole-class novels. While many books will be selected from the Reserved or Supplemental Reading Lists, students should also select independent reading books from the school library or other sources.

LITER ATURE _____(LCPS) Use literary te rms in describing and analyzing selections, especially pe rtaining to plays.

10.4 Read, comprehend, and analyze literary texts of different cultures and eras. _____ a. Identify main and supporting ideas. _____ b. Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. _____ d. Analyze the cultural or social function of literature. _____ g. Explain the influence of historical context on the form, style, and point of view of a literary text. _____ h. Evaluate how an author's specific word choices, syntax, tone, and voice shape the intended meaning of the text, achieve specific effects, and support the author's purpose. _____ k. Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literar devices convey a message and elicit a reader's emotions. _____ m. Use reading strategies to monitor comprehension throughout the reading process.

12.4 Read, comprehend, and analyze the development of British literature and lite rature of other cultures. _____ a. Compare and contrast the development of British literature in its historical context. _____ b. Recognize major literary forms and their elements. _____ c. Recognize the characteristics of major chronological eras. _____ d. Relate literary works and authors to major themes and issues of their eras. _____ e. Analyze the social and cultural function of British literature.

SK IL L S 10.5 Read, inte rpret, analyze, and evaluate nonfiction texts.

_____ a. Identify text organization and structure. _____ b. Recognize an author's intended audience and purpose for writing. _____ f. Draw conclusions and make inferences on explicit and implied information using textual support as evidence. _____ h. Use reading strategies throughout the reading process to monitor comprehension.

VOCABU L ARY 10.3 Apply knowledge of word o rig ins, de rivation, and figurative language to extend vocabulary development in

authentic texts. _____ a. Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. _____b. Use context, structure, and connotations to determine meanings of words and phrases clues. _____ c. Discriminate between connotative and denotative meanings and interpret the connotation. _____ d. Identify the meaning of common idioms. _____ e. Identify literary and classical allusions and figurative language in text. _____ f. Extend general and specialized vocabulary through speaking, reading, and writing. _____ g. Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning

of texts. _____ (LCPS) Practice PSAT and SAT type questions.

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COMMUNICATION/MEDIA LITERACY 10.1 Participate in, collaborate in, and report on small-group learning activities.

_____ a. Assume responsibility for specific group tasks. _____b. Collaborate in the preparation or summary of the group activity. _____ c. Include all group members in oral presentation. _____ d. Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose. _____ e. Demonstrate the ability to work effectively with diverse teams to accomplish a common goal. _____ f. Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. _____ g. Access, critically evaluate, and use information accurately to solve problems.

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10th Grade BMA Checklist: 1st Semester

This checklist indicates the content and skills that are to be covered during the first semester. Using the checklist will ensure a continuity of instruction across the district. Although there is currently no benchmark assessment test for this grade level, this checklist denotes the semester in which the skill may ssessed in the future. Use the space in front of each item to track when it has been taught and practiced.

WR ITING

Students should be writing daily for a variety of audiences and purposes. Each 9 week period should, however, include at least one core unit focusing on a specific kind of writing. The four required modes are listed in capital letters below. They are described more fully in the Writing section of this guide. In addition, throughout the year students should be engaged in Reflective Writing, also described later in this guide.

REQUIRED WRITINGS* _______________ ANALYTIC WRITING (English 10: 1 per semester; Honors English 10: 2 per semester) _______________ ARGUMENTATIVE WRITING (1 per semester) _______________ RESEARCHED-BASED WRITING (English 10: 1 per year, Honors English 10: 2 per year) _______________ CREATIVE WRITING (English 10: 1 per year, Honors English 10: 1 per semester) _______________ REFLECTIVE WRITING (1 per quarter) ? _______________ TIMED WRITING (3 per semester) ?

*The required numbers of required writings refer to fin drafts throughout the unit.

?May be done in conjunction with a required writing. ?May be the first draft of another writing.

afts. It is expected that students will be working toward those

10.6 Develop a variety of writing to pe rsuade, inte rpret, analyze, and evaluate with an emphasis on exposition and analysis. _____ a Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose. _____b. Synthesize information to support a thesis. _____c. Elaborate ideas clearly through word choice and vivid description. _____d. Write clear and varied sentences, clarifying ideas with precise and relevant evidence. _____ e. Organize ideas into a logical sequence using transitions. _____ f. Revise writing for clarity of content, accuracy, and depth of information. _____ g. Use computer technology to plan, draft, revise, edit, and publish writing.

10.7 Self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

_____ c. Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.

_____d. Differentiate between in-text citations and works cited on the bibliography page.

RESEARCH

10.8 Collect, evaluate, organize, and present information to create a research product. (Follow the 6-Step process described in the LCPS Information Literacy Framework.)

_____ a. Use technology as a tool to research, organize, evaluate, synthesize, and communicate information. _____ b. Develop the central idea or focus. _____ c. Verify the accuracy, validity, and usefulness of information. _____ d. Make sense of information gathered from diverse sources by identifying misconceptions, main and

supporting ideas, conflicting information, point of view or bias. _____ e. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of

the Modern Language Association (MLA) or the American Psychological Associations (APA). _____ f. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and

using information .

____ Produce a multi-page documented paper using a minimum of 4 sources including at least 1 book, 1 print pe riodical, and 1 Inte rnet source (see required number of research based writings, above.)

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