GRADE 7 CURRICULUM GUIDE



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Introduction

The English Curriculum Guide serves as a guide for teachers when planning instruction and assessment. It defines the content knowledge, skills, and understandings that are measured by the Standards of Learning assessment. It provides additional guidance to teachers as they develop an instructional program appropriate for their students. It also assists teachers in their lesson planning by identifying essential understandings, defining essential content knowledge, and describing the intellectual skills students need to use. This Guide delineates in greater specificity the content that all teachers should teach and all students should learn.

The format of the Curriculum Guide facilitates teacher planning by identifying the key concepts, knowledge, and skills that should be the focus of instruction for each objective. The Curriculum Guide is divided into sections: Curriculum Information, Essential Knowledge and Skills, Key Vocabulary, Essential Questions and Understandings, Teacher Notes and Elaborations, Resources, and Sample Instructional Strategies and Activities. The purpose of each section is explained below.

Curriculum Information:

This section includes the objective and SOL Reporting Category, focus or topic, and in some, not all, foundational objectives that are being built upon.

Essential Knowledge and Skills with Bloom’s Taxonomy:

Each objective is expanded in this section. What each student should know and be able to do in each objective is outlined. This is not meant to be an exhaustive list nor a list that limits what is taught in the classroom. This section is helpful to teachers when planning classroom assessments as it is a guide to the knowledge and skills that define the objective.

Key Vocabulary:

This section includes vocabulary that is key to the objective and many times the first introduction for the student to new concepts and skills.

Essential Questions and Understandings:

This section delineates the key concepts, ideas and mathematical relationships that all students should grasp to demonstrate an understanding of the objectives.

Teacher Notes and Elaborations:

This section includes background information for the teacher. It contains content that is necessary for teaching this objective and may extend the teachers’ knowledge of the objective beyond the current grade level. It may also contain definitions of key vocabulary to help facilitate student learning.

Resources:

This section lists various resources that teachers may use when planning instruction. Teachers are not limited to only these resources.

Sample Instructional Strategies and Activities:

This section lists ideas and suggestions that teachers may use when planning instruction.

The following chart is the “quick glance” pacing guide for the Alleghany County English 10 Curriculum. The chart outlines standards that must be taught within the given marking period. The chart works in descending order, not in terms of order of importance. SOLs and objectives may overlap and run concurrently. More detailed instruction is given later in the guide for each SOL/Objective

1st Six Weeks

|English 10 |SOL/Objectives |

|Writing: Mechanics |10.7 – The student will self and peer edit writing for correct grammar, capitalization, punctuation, spelling, |

| |sentence structure, and paragraphing. |

|Writing: Expository |10.6 – The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an |

| |emphasis on exposition and analysis. |

|Reading: Literary |10.4 – The student will read, comprehend, and analyze literary texts of different cultures and eras. |

|Reading: Language |10.3 – The student will apply knowledge of word origins, derivations, and figurative language to extend |

| |vocabulary development in authentic texts. |

2nd Six Weeks

|English 10 |SOL/Objectives |

|Writing: Research |10.8- The student will collect, evaluate, organize, and present information to create a research product. |

|Writing: Mechanics |10.7 – The student will self and peer edit writing for correct grammar, capitalization, punctuation, spelling, |

| |sentence structure, and paragraphing. |

|Writing: Persuasive |10.6 – The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an |

| |emphasis on exposition and analysis. |

|Reading: Nonfiction |10.5 – The student will read, interpret, analyze, and evaluate nonfiction texts. |

|Reading: Language |10.3 – The student will apply knowledge of word origins, derivations, and figurative language to extend |

| |vocabulary development in authentic texts. |

|Communication |10.2 – The student will analyze, produce, and examine similarities and differences between visual and verbal |

| |media messages. |

3rd Six Weeks

|English 10 |SOL/Objectives |

|Writing: Research |10.8 - The student will collect, evaluate, organize, and present information to create a research product. |

|Writing: Mechanics |10.7 – The student will self-and peer-edit writing for correct grammar, capitalization, punctuation, spelling, |

| |sentence structure, and paragraphing |

|Writing: Persuasive with documentation |10.6 – The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an |

| |emphasis on exposition and analysis. |

|Reading: Literary |10.4 – The student will read, comprehend, and analyze literary texts of different cultures and eras. |

|Reading: Language |10.3 – The student will apply knowledge of word origins, derivations, and figurative language to extend |

| |vocabulary development in authentic texts. |

|Communication |10.1 – The student will participate in, collaborate in, and report on small-group learning activities. |

EOC Writing Test Blueprint Summary

|Reporting Category |Component |9th Grade Standards |

|Research, plan, compose, and revise for a variety of purposes. |Composing/Written Expression |10.6, 10.8 |

|Edit for correct use of language, capitalization, punctuation, and spelling |Usage/Mechanics |10.7 |

EOC Reading Test Blueprint Summary

|Reporting Category |9th Grade Standards |

|Use word analysis strategies and word reference materials |10.3 |

|Demonstrate comprehension of fictional texts |10.4 |

|Demonstrate comprehension of nonfiction texts |10.5 |

** SOLs 10.1 and 10.2 are not tested**

10th Grade English Cover Sheet

|Websites for teachers & students |Information to Keep in Mind |

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|Documentation styles (aid with MLA formatting) |* Tenth grade is a one-semester course with a focus on world literature with several short stories |

| |and novels. There is also a concentration on MLA research papers and persuasive essays. |

|Purdue OWL for MLA formatting | |

| |* Please see the dept. chair for novel unit assistance. |

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|Free lesson plans for 9-12 language arts created by teachers |* Vocabulary is based on the Greek and Latin root workbooks with heavy emphasis on context |

| |knowledge. |

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|Sample lesson plans from the VDOE: |*Benchmark testing will be utilized three times throughout the semester to measure progress towards |

| |individualized goals. |

|VDOE English 10 Standards of Learning | |

| |*There is not time built into the pacing guide to review for benchmark tests. |

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|Shakespearean Studies |*Much of the curriculum for tenth grade is a foundation for 11th and 12th grade English as well as |

| |the SOL assessments. |

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|Free reading worksheets |*Team collaboration is expected and necessary to communicate what works and what does not work. The |

| |tenth grade curriculum is dynamic and relies on teamwork to keep it effective and relevant to the |

|Resource for printable English worksheets |students’ needs. |

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|Create your own educational games, quizzes, surveys, and web pages. Search |Benchmark Test #1 – beginning of first six weeks |

|millions of games and quizzes created by educators around the world. |Benchmark Test #2 – middle of second six weeks |

| |Benchmark Test #3 – end of third six weeks |

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|Grammar rules, tips, and printable worksheets | |

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|Provide student writing models by mode | |

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|Curriculum Information |Essential Knowledge, Skills, and Processes with Bloom’s |Essential Questions and Understandings |

| |Alignment |Teacher Notes and Elaborations |

|SOL Reporting Category |To be successful with this standard, students are |Essential Questions |

|Research |expected to: |What is a reliable source? |

| |use technology, along with other resources, to gather |What is proper MLA citation (in text and works cited) – 7th edition? |

|Topics |information from various sources by summarizing, |How can students recognize plagiarism? |

|1. Use technology as a tool to research, |paraphrasing, and supporting a thesis. (create) |How can students avoid plagiarism? |

|organize, evaluate, synthesize, and communicate |organize information and maintain coherence throughout |What is the difference between paraphrasing and summarizing? |

|information. |the writing based on the topic, purpose, and audience. |How can students use technology to gather information? |

|2. Develop the central idea or focus. |(evaluate) |What are the organizational techniques? |

|3. Verify the accuracy, validity, and |use organizational patterns/techniques, such as: | |

|usefulness of information. |(analyze) |Essential Understandings |

|4. Make sense of information gathered from |comparison/contrast; |understand the steps involved in organizing information gathered from research. |

|diverse sources by identifying misconceptions, |chronological order; |verify the accuracy and usefulness of information. |

|main and supporting ideas, conflicting |spatial layout; |understand the appropriate format for citing sources of information. |

|information, point of view or bias. |cause and effect; |understand that using standard methods of documentation is one way to protect the intellectual property of |

|5. Cite sources for both quoted and paraphrased|definition; |writers. |

|ideas using a standard method of documentation, |order of importance; | |

|such as that of the Modern Language Association |explanation; |Teacher Notes and Elaborations |

|(MLA) or the American Psychological Association |enumeration; and |Students will utilize a variety of sources to access ideas, evaluate the information for accuracy and relevance, |

|(APA). |problem/solution. |and organize the facts into an oral presentation, a written report, or a visual product. |

|6. Define the meaning and consequences of |evaluate sources for their credibility, reliability, |Students will provide documentation to support their research product. |

|plagiarism and follow ethical and legal |strengths, and limitations. (evaluate) |Students will understand that plagiarism is the theft of intellectual property. |

|guidelines for gathering and using information. |demonstrate ability to distinguish between reliable and |Students will understand that there are consequences of plagiarism according to the guidelines established by |

| |unreliable sources. (evaluate) |local school divisions and the law. |

|Virginia SOL 10.8 |distinguish one’s own ideas from information created or | |

|The student will collect, evaluate, organize, |discovered by others. (evaluate) |Teacher Resources & Instructional Strategies |

|and present information to create a research |cite primary and secondary sources of information, using | |

|product. |the MLA or APA method of documentation for in-text |Purdue Owl – online source |

| |citations and works-cited pages. (apply) |resdoc – online source |

|English 10 Pacing |avoid plagiarism by: (create) |MLA handbook 7th edition (department) |

|2nd and 3rd six weeks |understanding that plagiarism is an act of presenting |Big chalk |

| |someone else’s ideas as one’s own; |Easybib and citationmachine – online resource |

| |citing correctly sources to give credit to the author of |VDOE materials |

| |an original work; |Preparing for the SOL English test – Amsco publication (classroom set) |

| |recognizing that sources of information must be cited | |

| |even when the information has been paraphrased; and | |

| |using quotation marks when someone else’s exact words are| |

| |quoted. | |

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| |Key Vocabulary | |

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| |Citation | |

| |In text citation | |

| |Works cited | |

| |Source | |

| |Plagiarism | |

| |Paraphrase | |

| |Summarize | |

| |Direct quote | |

| |Primary source | |

| |Secondary source | |

| |Documentation | |

| |References | |

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|Curriculum Information |Essential Knowledge, Skills, and Processes with Bloom’s |Essential Questions and Understandings |

| |Alignment |Teacher Notes and Elaborations |

|SOL Reporting Category |To be successful with this standard, students are |Essential Questions |

|Writing: Mechanics |expected to: |What is the difference between active and passive voice? |

| |distinguish between active voice and passive voice to |How do you use colons, commas, and semicolons correctly in writing? |

|Topics |convey a desired effect. (evaluate) |How do you use direct quotations in writing? |

|1. Distinguish between active and passive |know and apply the rules for the use of a colon: (apply) |When do you use apostrophes? The difference between plural and possessive |

|voice. |before a list of items; |What is the role of a peer editor/evaluator? When do I self edit? |

|2. Apply rules governing use of the colon. |before a long, formal statement or quotation; and | |

|3. Use a style manual, such as that of the |after the salutation of a business letter. |Essential Understandings |

|Modern Language Association (MLA) or the |use direct quotations in their writing, applying MLA or |understand that active voice means that the subject of a verb performs the action and passive voice means that |

|American Psychological Association (APA), to |APA style for punctuation and formatting. (apply) |the subject of a verb receives the action. |

|apply rules for punctuation and formatting of |use peer- and self-evaluation to edit writing. (evaluate)|use colons according to rules governing their use. |

|direct quotations. |proofread and prepare final product for intended audience|understand how writers use organization and details to communicate their purposes. |

|4. Differentiate between in-text citations and |and purpose. (evaluate) | |

|works cited on the bibliography page. |correct grammatical or usage errors. (evaluate) |Teacher Notes and Elaborations |

|5. Analyze the writing of others. | | |

|6. Describe how the author accomplishes the |Key Vocabulary |Students will continue to build knowledge of grammar through the application of rules for parts of a sentence and|

|intended purpose of a piece of writing. | |text. |

|7. Suggest how writing might be improved. |Active voice |Students will use a style manual, such as MLA or APA, to punctuate and format sentences and text. |

|8. Proofread and edit final product for |Passive voice |Students will analyze writings critically, using knowledge of composition, written expression, sentence |

|intended audience and purpose. |Independent clause |formation, and usage/mechanics. They will also suggest ways that writings can be improved. |

| |Dependent clause |Students will describe how writers accomplish their intended purpose. |

| |Subordinating clause | |

|Virginia SOL 10.7 |Possessive |Teacher Resources & Instructional Strategies |

|The student will self and peer edit writing for |Homonyms | |

|correct grammar, capitalization, punctuation, | |Holt Language textbook series (4th edition) |

|spelling, sentence structure, and paragraphing. | |Chomp- (online) |

| | | (online) |

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|English 10 Pacing | | |

|1st, 2nd, and 3rd six weeks | | |

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|Curriculum Information |Essential Knowledge, Skills, and Processes with Bloom’s |Essential Questions and Understandings |

| |Alignment |Teacher Notes and Elaborations |

|SOL Reporting Category |To be successful with this standard, students are |Essential Questions |

|Writing |expected to: |What are the persuasive techniques? |

| |write expository texts that: (create) |How do you write a thesis? How do you defend a thesis statement? |

|Topics |explain a process; |How do you develop and write a counterargument and rebuttal? |

|1. Generate, gather, plan, and organize ideas |compare and contrast ideas; |How do you organize your ideas for expository and persuasive writings? |

|for writing to address a specific audience and |show cause and effect; |How do you create an effective call to action? |

|purpose. |enumerate details; or | |

|2. Synthesize information to support the |define ideas and concepts. |Essential Understandings |

|thesis. |develop written products that demonstrate their |understand that writing is a process. |

|3. Elaborate ideas clearly through word choice |understanding of composing, written expression, and |understand expository and analytical texts and develop products that reflect that understanding. |

|and vivid description. |usage/mechanics (create) |understand effective organizational patterns. |

|4. Write clear and varied sentences, clarifying|write persuasively and analytically on a variety of | |

|ideas with precise and relevant evidence. |literary and nonliterary subjects. (create) |Teacher Notes and Elaborations |

|5. Organize ideas into a logical sequence using|develop writing that analyzes complex issues. (create) |Students will know how to move through the stages of a writing process, from planning to drafting, revising, |

|transitions. |plan and organize their ideas for writing. (create) |editing, and proofreading. |

|6. Revise writing for clarity of content, |state a thesis and support it. (create) |Students will understand that expository writing is prose that explains ideas through the use of a clear general |

|accuracy, and depth of information. |elaborate ideas in order to provide support for the |statement of the writer’s point (thesis) and through the development of ideas, using specific evidence and |

|7. Use computer technology to plan, draft, |thesis. (create) |illustrations for support. |

|revise, edit, and publish writing. |use visual and sensory language as needed for effect. |Analytical writing uses precise language and often divides the subject into parts and provides evidence on each |

| |(apply) |part. |

|Virginia SOL 10.6 |vary sentence structures for effect. (apply) |Students should have practice writing for shorter time frames as well as extended time frames. |

|The student will develop a variety of writing to|identify and apply features of the writing domains, | |

|persuade, interpret, analyze, and evaluate with |including: (analyze) |Teacher Resources & Instructional Strategies |

|an emphasis on exposition and analysis. |effective organization; | |

| |clear structure; |Holt Language textbook series (4th edition) |

|English 10 Pacing |sentence variety; |VDOE materials (writing prompts) |

|1st, 2nd, and 3rd six weeks |unity and coherence; |Teacher generated grading rubrics |

| |tone and voice; |Key Vocabulary |

| |effective word choice; |Deductive reasoning |

| |clear purpose; |Inductive reasoning |

| |appropriate mechanics and usage; and |Counterargument |

| |accurate and valuable information. |Rebuttal |

| |develop ideas deductively and inductively and organize |Thesis statement |

| |ideas into a logical sequence, applying effective |Call to action |

| |organizational patterns/techniques, such as: (create) | |

| |comparison/contrast; | |

| |chronological order; | |

| |spatial layout; | |

| |cause and effect; | |

| |definition; | |

| |order of importance; | |

| |explanation; | |

| |generalization; | |

| |classification; | |

| |enumeration; and | |

| |problem/solution. | |

| |evaluate analytical writing by examining and | |

| |understanding how individual parts of the text relate to | |

| |the whole, including the writing’s purpose and structure.| |

| |(evaluate) | |

| |revise writing for clarity of content and presentation. | |

| |(create) | |

| |use peer- and self-evaluation to review and revise | |

| |writing. (create) | |

| |use computer technology to assist in the writing process.| |

| |(apply) | |

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|Curriculum Information |Essential Knowledge, Skills, and Processes with Bloom’s |Essential Questions and Understandings |

| |Alignment |Teacher Notes and Elaborations |

|SOL Reporting Category |To be successful with this standard, students are |Essential Questions |

|Reading: Nonfiction |expected to: |What is a main idea? |

| |identify the different formats and purposes of |What is the difference between fact and opinion? |

|Topics |informational and technical texts. (analyze) |How are a variety of informational materials (charts, graphs, maps, timelines, etc) used in writing? |

|1. Identify text organization and structure. |analyze how authors use rhetoric to advance their point |What are inferences? How do you make a solid inference? |

|2. Recognize an author’s intended audience and |of view. (analyze) |What is the author’s purpose when it comes to nonfiction in comparison to fiction? |

|purpose for writing. |identify the main idea(s) in informational text. |How can you use summarizing, skimming, and highlighting to locate information? |

|3. Skim manuals or informational sources to |(analyze) | |

|locate information. |identify essential details in complex informational |Essential Understandings |

|4. Compare and contrast informational texts. |passages. (analyze) |understand that background knowledge may be necessary to understand handbooks and manuals. |

|5. Interpret and use data and information in |locate specific information in manuals or other |know that informational and technical writing is often non-linear, fragmented, and graphic-supported. |

|maps, charts, graphs, timelines, tables, and |informational sources by using strategies such as |understand how format and style in informational text differ from those in narrative and expository texts. |

|diagrams. |skimming, summarizing, and highlighting. (apply) |understand reading strategies and in particular, how they are used to locate specific information in |

|6. Draw conclusions and make inferences on |interpret and understand information presented in maps, |informational text. |

|explicit and implied information using textual |charts, timelines, tables, and diagrams. (evaluate) | |

|support as evidence. |make inferences and draw conclusions from informational |Teacher Notes and Elaborations |

|7. Analyze and synthesize information in order |text. (evaluate) |Students need to be skilled readers of nonfictional texts and technical manuals and have the ability to apply |

|to solve problems, answer questions, and |synthesize information across multiple informational |different reading strategies when engaging with a variety of such materials. |

|generate new knowledge. |texts. (evaluate) |Students will use a variety of reading strategies such as text annotation, QAR (Question-Answer Relationship), |

|8. Use reading strategies throughout the | |thinking aloud, etc. |

|reading process to monitor comprehension. |Key Vocabulary | |

| | |Teacher Resources & Instructional Strategies |

| |Inference | |

|Virginia SOL 10.5 |Explicit |Newspaper and magazine articles (library) |

|The student will read, interpret, analyze, and |Implied |Critical reading series (Huff) |

|evaluate a variety of nonfiction. |Rhetoric |Novels – Glass Castle, Angela’s Ashes |

| |Skimming | |

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|English 10 Pacing | | |

|2nd six weeks | | |

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|Curriculum Information |Essential Knowledge, Skills, and Processes with Bloom’s |Essential Questions and Understandings |

| |Alignment |Teacher Notes and Elaborations |

|SOL Reporting Category |To be successful with this standard, students are |Essential Questions |

|Reading: Literary |expected to: |What characteristics define genre? |

| |construct meaning from text by making connections between|How do you activate prior knowledge when reading? |

|Topics |what they already know and the new information they read.|How do you identify and analyze themes? |

| |(create) |How do you analyze cultures and eras in literary works? |

|Virginia SOL 10.4 |use reading strategies to improve comprehension and to |How do you analyze the purpose and qualities of characters? |

|The student will read, comprehend, and analyze |achieve the purposes for reading: predicting and |What is an archetype? |

|literary texts of different cultures and eras. |adjusting predictions; questioning the text; restating |How do you identify point of view especially in terms of a reliable narrator? |

| |main ideas and summarizing supporting details; and close |How do you connect the literature to the time period? |

|English 10 Pacing |reading. (evaluate) |What makes a theme universal? |

|1st and 3rd six weeks |compare and contrast a variety of literary works from | |

| |different cultures and eras, including: (analyze) |Essential Understandings |

| |short stories; |point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire,|

| |poems; |irony, sarcasm, understatement). |

| |plays; |evaluate how asides, monologues, and soliloquies focus on single characters, giving insight into their thinking |

| |novels; |and providing the audience with a deeper understanding of the play. |

| |essays; and |understand rhyme, rhythm, and sound elements. |

| |narrative nonfiction. |understand techniques poets use to evoke emotion in the reader. |

| |explain similarities and differences among literary |demonstrate understanding of selected poems. |

| |genres from different cultures, such as: (apply) | |

| |haikus; |Teacher Notes and Elaborations |

| |sonnets; |Students will know the ways that literature is defined by a variety of literary works, themes, and universal |

| |fables; |themes. They will read a wide range of literary genres from different cultures and time periods in order to gain |

| |myths; |an appreciation of various cultural histories and recognize similarities in images and themes that connect all |

| |novels; |peoples. |

| |graphic novels; and |Students will compare and contrast poetic elements that poets use to evoke an emotional response. |

| |short stories. |Students will interpret and paraphrase the meanings of poems to demonstrate understanding of the poems. |

| |analyze the different functions that characters play in a|Students should understand the difference between a critique and a summary: |

| |literary text (e.g., antagonist, protagonist, foil, |A summary restates what one just read in one’s own words, presents only main details, and maintains an objective |

| |tragic hero). (analyze) |voice. |

| |analyze how relationships among a character’s actions, |A critique analyzes what was read, offers interpretations, judgments, and evidence for support.  |

| |dialogue, physical attributes, thoughts, feelings, and |Students will explain ways that characterization in drama differs from that in other literary forms. |

| |other characters reveal nuances of character (e.g., |Students will use a variety of reading strategies such as text annotation, QAR (Question-Answer Relationship), |

| |beliefs, values, social class, and gender roles) and |thinking aloud, etc. |

| |advance the plot. (analyze) |Close reading entails close observation of the text, including annotating, determining all word meanings |

| |identify universal themes, such as: (apply) |including connotations, syntax, and structure. It also involves paying close attention to figures of speech, and |

| |struggle with nature; |other features that contribute to a writer’s style. Close reading also involves reflecting on deeper meanings of |

| |survival of the fittest; |text including considering relationships to other texts or social or cultural history. |

| |coming of age; |A complete list of literary devices is included under SOL 9.4 |

| |power of love; |Students will read and analyze poetry, focusing on rhyme, rhythm, and sound. |

| |loss of innocence; |Students will compare and contrast poetic elements that poets use to evoke an emotional response. |

| |struggle with self; |Students will interpret and paraphrase the meanings of poems to demonstrate understanding of the poems. |

| |disillusionment with life; | |

| |the effects of progress; |Teacher Resources & Instructional Strategies |

| |power of nature; | |

| |alienation and isolation; |Pearson literature series – short stories and poetry |

| |honoring the historical past; |Novels (room 101) |

| |good overcoming evil; |Reader logs and plot maps (Hopkins) |

| |tolerance of the atypical; |VDOE materials |

| |the great journey; | |

| |noble sacrifice; | |

| |the great battle; | |

| |love and friendship; and | |

| |revenge. | |

| |analyze works of literature for historical information | |

| |about the period in which they were written. (analyze) | |

| |describe common archetypes that pervade literature, such | |

| |as the: (analyze) | |

| |hero/heroine; | |

| |trickster; | |

| |faithful companion; | |

| |outsider/outcast; | |

| |rugged individualist; | |

| |shrew; | |

| |innocent; | |

| |villain; | |

| |caretaker; | |

| |Earth mother; | |

| |rebel; | |

| |misfit; | |

| |mother/father figure; | |

| |monster/villain; | |

| |scapegoat; and | |

| |lonely orphan. | |

| |examine a literary selection from several different | |

| |critical perspectives. (analyze) | |

| |analyze a particular point of view or cultural experience| |

| |reflected in a literary work. (analyze) | |

| |analyze the representation of a subject or a key scene in| |

| |two different media. (analyze) | |

| |compare and contrast literary devices in order to convey | |

| |a poem’s message and elicit a reader’s emotions. | |

| |(analyze) | |

| |interpret and paraphrase the meanings of selected poems. | |

| |(evaluate) | |

| |analyze the use of dialogue, special effects, music, and | |

| |set to interpret characters. (analyze) | |

| |identify and describe dramatic conventions. (analyze) | |

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| |Key Vocabulary | |

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| |See list provided above of literary terms. | |

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|Curriculum Information |Essential Knowledge, Skills, and Processes with Bloom’s |Essential Questions and Understandings |

| |Alignment |Teacher Notes and Elaborations |

|SOL Reporting Category |To be successful with this standard, students are |Essential Questions |

|Reading: Language/Vocabulary |expected to: |What is a root word? Affix? Idiom? Prefix? Suffix? |

| |use roots or affixes to determine or clarify the meaning |How is connotation and denotation used? |

|Topics |of words. (analyze) |How do you use context to determine meaning? |

| |demonstrate an understanding of idioms. (apply) |How do you use reference materials to determine word meaning? |

| |use prior reading knowledge and other study to identify |What is figurative language? |

|Virginia SOL 10.3 |the meaning of literary and classical allusions. (apply) |What is an allusion? |

|The student will apply knowledge of word |interpret figures of speech (e.g., euphemism, oxymoron) |What is a cognate? |

|origins, derivations, and figurative language to|in context and analyze their role in the text. (analyze) | |

|extend vocabulary development in authentic |analyze connotations of words with similar denotations. |Essential Understandings |

|texts. |(analyze) |use word structure to analyze and relate words. |

| |use context (e.g., the overall meaning of a sentence, |recognize that words have nuances of meaning and that understanding the connotations may be necessary to |

|English 10 Pacing |paragraph, or text; a word’s position or function in a |determine the appropriate meaning. |

|1st, 2nd, and 3rd six weeks |sentence) as a clue to the meaning of a word or phrase. |recognize that figurative language enriches text. |

| |(analyze) | |

| |identify and correctly use patterns of word changes that |Teacher Notes and Elaborations |

| |indicate different |The intent of this standard is that students will increase their independence as learners of vocabulary. |

| |meanings or parts of speech (e.g., conceive, conception, |Students will use prefixes, suffixes, roots, derivations, and inflections of polysyllabic words to determine |

| |conceivable). (analyze) |meaning and relationships among related words. |

| |consult general and specialized reference materials |Teachers should use a study of cognates, words from the same linguistic family, to enhance vocabulary |

| |(e.g., dictionaries, glossaries, thesauruses, both print |instruction. Cognates can occur within the same language or across languages night (English), nuit (French), |

| |and digital, to find the pronunciation of a word or |Nacht (German), nacht (Dutch), nicht (Scots), natt (Swedish, Norwegian), nat (Danish), raat (Urdu), nátt |

| |determine or clarify its precise meaning, its part of |(Faroese), nótt (Icelandic), noc (Czech, Slovak, Polish). |

| |speech, its etymology, or its standard usage. (analyze) |Students will evaluate the use of figurative language in text. |

| | |Students will use context and connotations to help determine the meaning of synonymous words and appreciate an |

| | |author’s choices of words and images. |

| |demonstrate understanding of figurative language, word |Connotation is subjective, cultural, and emotional. A stubborn person may be described as being either |

| |relationships, and connotations in word meanings. (apply)|strong-willed or pig-headed. They have the same literal meaning (i.e., stubborn). Strong-willed connotes |

| | |admiration for the level of someone's will, while pig-headed connotes frustration in dealing with someone. |

| |Key Vocabulary |Denotation is a dictionary definition of a word. |

| | |Idiom is an expression peculiar to a particular language or group of people that means something different from |

| |Denotation |the dictionary definition (e.g., blessing in disguise, chip on your shoulder). |

| |Connotation |An allusion is an indirect reference to a person, place, event or thing – real or fictional. J.D. Salinger's The|

| |Idiom |Catcher in the Rye is an allusion to a poem by Robert Burns. Stephen Vincent Benet's story By the Waters of |

| |Allusion |Babylon alludes to Psalm 137 in the Bible. |

| |Prefix | |

| |Suffix |Teacher Resources & Instructional Strategies |

| |Affix | |

| |Root |Prestwick House vocabulary series (Latin and Greek Roots, IV) |

| |Cognate |Sadlier vocabulary series (E edition) |

| |Context | |

| |Figurative | |

| |Literal | |

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|Curriculum Information |Essential Knowledge, Skills, and Processes with Bloom’s |Essential Questions and Understandings |

| |Alignment |Teacher Notes and Elaborations |

|SOL Reporting Category |To be successful with this standard, students are |Essential Questions |

|Communication: Speaking, Listening, and Media |expected to: |What is bias? Unbias? |

|Literacy |identify and analyze the sources and viewpoint of |How do you determine an author’s purpose? |

| |publications. (analyze) |How do you determine fact v. opinion? |

|Topics |analyze, compare, and contrast visual and verbal media |How do you analyze media messages for information? |

|1. Use media, visual literacy, and technology |messages for content (word choice and choice of | |

|skills to create products. |information), intent (persuasive techniques), impact |Essential Understandings |

|2. Evaluate sources including advertisements, |(public opinion trends), and effectiveness (effect on the|recognize that media messages express a viewpoint and contain values. |

|editorials, blogs, Web sites, and other media |audience). (analyze) |understand that there is a relationship between the author’s intent, the factual content, and opinion expressed |

|for relationships between intent, factual |determine author’s purpose, factual content, opinion, |in media messages. |

|content, and opinion. |and/or possible bias as presented in media messages. |understand the purposeful use of persuasive language and word connotations convey viewpoint and bias. |

|3. Determine the author’s purpose and intended |(evaluate) | |

|effect on the audience for media messages. | |Teacher Notes and Elaborations |

|4. Identify the tools and techniques used to |Key Vocabulary |Students will continue to develop media literacy by comparing and contrasting visual and verbal media messages. |

|achieve the intended focus. | |Students will continue to create products that reflect their expanding knowledge of media and visual literacy. |

| |Bias | |

| |Unbias |Teacher Resources & Instructional Strategies |

|Virginia SOL 10.2 |Editorial | |

|The student will analyze, produce, and examine | |DVD – Media literacy series (Linsin) |

|similarities and differences between visual and | |Advertisements (newspaper, magazine, online) |

|verbal media messages. | |Newspaper editorials |

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|English 10 Pacing | | |

|2nd six weeks | | |

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|Curriculum Information |Essential Knowledge, Skills, and Processes with Bloom’s |Essential Questions and Understandings |

| |Alignment |Teacher Notes and Elaborations |

|SOL Reporting Category |To be successful with this standard, students are |Essential Questions |

|Communication: Speaking, Listening, and Media |expected to: |What is active listening? |

|Literacy |assume shared responsibility for collaborative work. |How do you collaborate? |

| |(evaluate) |How do you engage others in active conversation? |

|Topics |collaborate with peers to set rules for group |How to exercise compromise when working in groups? |

|1. Assume responsibility for specific group |presentations and discussions, set clear goals and | |

|tasks. |deadlines, and define individual roles as needed. |Essential Understandings |

|2. Collaborate in the preparation or summary of|(create) | |

|the group activity. |respond thoughtfully by summarizing points of agreement |understand that small group collaboration exists beyond the classroom and their ability to effectively |

|3. Include all group members in oral |and disagreement, qualifying views and understanding. |participate is an essential skill |

|presentation. |(understand) | |

|4. Choose vocabulary, language, and tone |demonstrate active listening through use of appropriate |Teacher Notes and Elaborations |

|appropriate to the topic, audience, and purpose.|facial expressions, posture, and gestures. (apply) |Individual students will actively contribute to group activities and participate in small-group oral |

| |engage others in a conversation by posing and responding |presentations. |

|5. Demonstrate the ability to work effectively |to questions in a group situation. (create) |Students will evaluate their strengths and weaknesses when participating in small-group oral presentations. |

|with diverse teams to accomplish a common goal. |exercise flexibility and willingness in making |Students will examine their preparation, interaction, and performances as group members. In addition, students |

|6. Collaborate with others to exchange ideas, |compromises to accomplish a common goal. (apply) |will evaluate the overall effectiveness of their group’s preparation and presentation. |

|develop new understandings, make decisions, and |use grammatically correct language. (apply) | |

|solve problems. | |Teacher Resources & Instructional Strategies |

|7. Access, critically evaluate, and use |Key Vocabulary | |

|information accurately to solve problems. | |Group questionnaires/surveys/comments (Hopkins) |

|8. Evaluate one’s own role in preparation and |Collaborate |Teacher generated task list (when in small groups) |

|delivery of oral reports. |Active listening |Choices board and menus (Huff) |

|9. Use a variety of strategies to listen |Compromise | |

|actively. |Constructive criticism | |

|10. Analyze and interpret other’s |Flexibility | |

|presentations. | | |

|11. Evaluate effectiveness of group process in | | |

|preparation and delivery of oral reports. | | |

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|Virginia SOL 10.1 | | |

|The student will participate in, collaborate in,| | |

|and report on small-group learning activities. | | |

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|English 10 Pacing | | |

|3rd six weeks | | |

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English 10 Curriculum Guide 2015

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