10th grade Advanced English Syllabus - PC\|MAC



10th grade Advanced English Syllabus

Shannon Luster

|WEEK |DAY |CONTENT |SOURCE |

|One |One |School Handbook and Code of Conduct; Assembly |School Handouts |

| | | | |

| |Two |Course description; syllabus; expectations |Teacher handouts |

| | | | |

| |Three |Reading Diagnostic Exam |Department test |

| | | | |

| |Four |Notebook set-up; book scavenger hunt |Teacher handouts |

| | | | |

| |Five |Literary Terms Definitions |Teacher-made worksheet |

|Two |One |Parts of Speech: singular and plural nouns; regular and irregular noun conjugation |Teacher handouts; chart nouns |

| | | | |

| | |Parts of Speech: singular and plural possessive nouns | |

| |Two | |Teacher handouts; chart nouns |

| | |Parts of Speech: singular, plural, and possessive noun review | |

| |Three | |Teacher-made review worksheet |

| | |Parts of Speech: singular, plural, and possessive noun review; define collective nouns | |

| |Four | |Teacher-made review worksheet; Grammar and Composition |

| | |Noun Test |Handbook pg 98 |

| | | | |

| |Five | |Teacher-made test |

|Three |One |Parts of Speech: personal and possessive pronouns |Writer’s Choice pgs 446-447 |

| | | | |

| |Two |Parts of Speech: reflexive and intensive pronouns |Writer’s Choice pgs 448-449 |

| | | | |

| |Three |Parts of Speech: demonstrative, relative, and interrogative pronouns |Writer’s Choice pgs 450-451 |

| | | | |

| |Four |Parts of Speech: indefinite pronouns |Writer’s Choice pg 452 |

| | | | |

| |Five |Parts of Speech: pronoun review |Teacher-made review worksheet |

|Four |One |Brief Pronoun Review; Vocabulary in context practice: define words, insert words into |Vocabulary Workbook pgs 21-26 |

| | |sentences, synonyms, and antonyms | |

| | | | |

| |Two |Pronoun Test |Teacher-Made Test |

| | | | |

| |Three |Parts of Speech: action and linking verbs |Writer’s Choice pgs 454-457 |

| | | | |

| |Four |Parts of Speech: verb phrases and verb review |Writer’s Choice pgs 458-459; Teacher-made worksheet |

| | | | |

| |Five | |Teacher-made test |

| | |Parts of Speech: Verb Test | |

|Five |One |Parts of Speech: adjectives and adverbs |Writer’s Choice pgs 460-461; 466-467; 471 |

| | | | |

| |Two |Parts of Speech: 3 forms of adjectives and adverbs |Grammar and Composition Handbook pgs 112 and 117 |

| | | | |

| |Three | |Teacher-made review worksheet |

| | |Parts of Speech: adjective and adverb review | |

| |Four | |Writer’s Choice pgs 473-475 |

| | |Parts of Speech: prepositions and prepositional phrases as modifiers | |

| |Five | |Writer’s Choice pg 482 |

| | |Parts of Speech: interjections | |

|Six |One |Parts of Speech: adjective, adverb, preposition, interjection review |Teacher-made review worksheet |

| | | | |

| |Two |Parts of Speech: adjective, adverb, preposition, interjection test |Teacher-made test |

| | | | |

| |Three |Parts of Speech: coordinating and correlative conjunctions |Writer’s Choice pgs 476-477 |

| | | | |

| |Four |Parts of Speech: subordinating conjunctions and conjunctive adverbs |Writer’s Choice pgs 478-479 |

| | | | |

| |Five |Parts of Speech: conjunction review |Teacher-made review worksheet |

|Seven |One |Brief Parts of Speech review; Main idea: differentiate between stated and implied main idea |AHSGE Reading Workbook pgs 36-38 |

| | | | |

| | |Conjunction Test | |

| |Two | |Teacher-made test |

| | |Identifying topic and subject of non-fiction articles | |

| |Three | |AHSGE Reading Workbook pgs 39-44 |

| | |Identifying the topic, thesis, and details of the expository essay | |

| |Four | |AHSGE Reading Workbook pgs 45-48 |

| | |Main idea, topic and thesis review | |

| |Five | |AHSGE Reading Workbook pgs 55-59 |

|Eight |One |Main idea, topic and thesis review |Teacher-made review worksheet |

| | | | |

| |Two |Main idea, topic and thesis test |Teacher-made test |

| | | | |

| |Three |Introduction to Native American literature |PowerPoint |

| | | | |

| |Four |Define, identify, and analyze sequence of events and details of “The World on a Turtle’s |American Literature pg 32 |

| | |Back” | |

| | | | |

| |Five |Identify and analyze sequence of events, details, and moral of “Coyote and Buffalo” |American Literature pg 42 |

|Nine |One |Native American Literature review |Teacher-made review worksheet |

| | | | |

| |Two |Native American Literature test |Teacher-made test |

| | | | |

| |Three |Defining the narrative essay; rules of punctuation in dialogue |Notes on Promethean Board |

| | | | |

| |Four |Narrative Essay Assignment: requirements, rubric; in-class writing |Teacher handout |

| | | | |

| |Five |Narrative Essay in-class writing |Students write and desk and conference with teacher |

|Ten |One |Turn in narrative essay; Parts of the sentence: subject and verb identification |NARRATIVE ESSAY DUE; Grammar Workbook pgs 75-82 |

| | | | |

| | |Parts of the sentence: action verbs and complements |Writer’s Choice pgs 506-508 |

| |Two | | |

| | |Parts of the sentence: basic sentence diagramming of action verbs and complements |Notes on Promethean board |

| |Three | | |

| | |Parts of the sentence: linking verbs and complements | |

| | | |Writer’s Choice pg 509 |

| |Four |Parts of the sentence: basic sentence diagramming of linking verbs and complements | |

| | | |Notes on Promethean board |

| |Five | | |

|Eleven |One |Parts of the sentence: diagramming compound structures |Notes on the Promethean board |

| | | | |

| |Two |Parts of the sentence review |Promethean board review exercise |

| | | | |

| |Three |Parts of the sentence review |Collaborative exercise |

| | | | |

| |Four |Parts of the sentence review |Teacher- made review sheet |

| | | | |

| |Five |Parts of the sentence diagramming test |Teacher-made test |

|Twelve |One |Introduction to the Puritanism movement of American Literature |PowerPoint |

| | | | |

| |Two |William Bradford and Of Plymouth Plantation: compare and contrast Puritan beliefs with |PowerPoint and American Literature pg 98 |

| | |Puritan actions | |

| | | | |

| |Three |Poetry: central meaning, figurative language |AHSGE Reading Workbook |

| | | | |

| |Four |Anne Bradstreet and the shifts of Puritan writing: “To My Dear and Loving Husband” and “Upon|PowerPoint and American Literature pgs 110-114 |

| | |the Burning of Our House”; examining allusion, figurative language, and central meaning | |

| | | | |

| | |AHSGE Reading Objectives: author’s purpose and style | |

| |Five | |AHSGE Reading Workbook |

|Thirteen |One |The Great Awakening Movement, Jonathan Edwards, and “Sinners in the Hands of an Angry God”; |PowerPoint and American Literature pg 118 |

| | |examining style and author’s purpose | |

| | | | |

| |Two |Puritanism review |Teacher-made review worksheet |

| | | | |

| |Three |Puritanism test |Teacher-made test |

| | | | |

| |Four |Subject-Verb Agreement: basic subjects and compound subjects |Grammar and Composition Handbook pgs 215-220 |

| | | | |

| |Five | |Teacher-made worksheet |

| | |Subject-Verb Agreement: factions, percentages, and nouns of amount | |

|Fourteen |One |Subject-Verb Agreement: collective nouns |Grammar Workbook pgs 169-170 |

| | | | |

| |Two |Subject-Verb Agreement: indefinite pronouns |Grammar Workbook pgs 175-176 |

| | | | |

| |Three |Subject-Verb Agreement: review |Teacher-made worksheet |

| | | | |

| |Four |Subject-Verb Agreement: test |Teacher-made test |

| | | | |

| |Five |Define, identify, and label the aspects of persuasive writing |ADAW Workbook pg 62 |

|Fifteen |One |Determine the organization and requirements of the persuasive essay; in-class writing |Teacher handout |

| | |In-class writing | |

| |Two | |Students write and conference with teacher |

| | |In-class writing | |

| |Three | |Students write and conference with teacher |

| | |In-class writing | |

| |Four | |Students write and conference with teacher |

| | |In-class writing: Turn-in the final draft of the essay at the end of class | |

| |Five | |Students write and conference with teacher |

|Sixteen |One |Introduction to the Enlightenment and Revolutionary Movement of American Literature: ethical|PowerPoint |

| | |appeals of persuasion | |

| | | | |

| |Two |Patrick Henry and “Speech to the Second Virginia Convention”; identifying persuasive |PowerPoint and American Literature pg 224 |

| | |techniques, tone, and author’s purpose | |

| | | | |

| |Three |Thomas Paine and “Crisis No. 1”; identify persuasive techniques, tone, and author’s purpose |PowerPoint and American Literature pg 234 |

| | | | |

| | |AHSGE Reading Objectives: supporting details | |

| |Four | |AHSGE Reading Workbook |

| | |Benjamin Franklin’s Autobiography: identifying the 13 virtues as supporting details | |

| |Five | |PowerPoint and American Literature pg 262 |

|Seventeen |One |Semester Exam Review |Teacher-made review worksheets |

| | | | |

| |Two |Semester Exam Review |Teacher-made review worksheets |

| | | | |

| |Three |Semester Exam Review |Teacher-made review worksheets |

| | | | |

| |Four |Semester Exam Review |Teacher-made review worksheets |

| | | | |

| |Five |Semester Exam Review |Teacher-made review worksheets |

|Eighteen |One-Five |Semester Exams | |

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