English 10 Curriculum Map

Grade 10 English Curriculum

Pre-assessment: English 10 First days of school

Reading Comprehension: Multiple choice & open ended Writing: HSPA essay sample Vocabulary: Demo how to do portable word wall (pre-assessment can take place with each list) Grammar: Pre-assessment can take place with each unit

Unit 1: Common Reading: Unit 1: Personal Writing: Unit 2: Problem-Based “This I Believe” “This I Believe” Reading September – Mid October September – Mid October Mid October - November

Essential Questions Essential Questions Essential Questions

How does understanding a How do good writers express How do good writers express text’s structure help me better themselves? (3.2.A) themselves? (3.2.A) understand its meaning? (3.1.A) How do writers develop a well- How to rules of language effect written product? (3.2.B) communication? (3.2.C) How do readers construct meaning from a text? (3.1.G) How do rules of language affect communication? (3.2.C) How does a listener understand What skills does a writer a message?(3.4.B) Why does a writer choose a need to successfully tell a particular form of writing? story? “My Pal, Robert” (Personal (3.2.D) Narrative) Author or Genre Study:

“My First Lifeline” (Personal  Stephen King Memoir)  Edgar Allan Poe “A Doubting, Questioning Mind” (Personal Essay)  Nathaniel Hawthorne

Additional selected readings Belief Statements in the from This I Believe style of This I Believe

Honors: Listen to John Updike’s “Testing the Limits of What I Know and What I Feel”

CP: Listen to Helen Keller’s “The Light of a Brighter Day”

Basic:

Additional listening selections from thisibelieve.org

1 Grade 10 English Curriculum

Word Study: Word Study: Word Study:

SAT Vocabulary SAT Vocabulary SAT Vocabulary

Grammar Study:

Review Sentence Structure Purposeful Passive Voice

Performance Assessment: Students (1) create a digital story combining still images and music that connects thematically to their belief statement and (2) write a synthesis response that explains how their choice of images and music is appropriate to the topic/theme of their belief statement. (3.2.12.B.10) (3.5.12.C.4)

Unit 3: Reading, Writing, and Thinking About the Individual’s Place in the World November – December November – December Mid November – Midterm

How does understanding a How do I figure out a word I do How do readers construct text’s structure help me better not know? (3.1.C) meaning through text? (3.1.G) understand its meaning? (3.1.A) How does process shape the How does understanding a writer’s product? text’s structure help me better How do readers construct (3.2.A) understand its meaning? meaning from a text? (3.1.G) (3.1.A) How do writers develop a well- Identifying THEME in print written product? (3.2 B) Why do readers need to pay and film attention to a writer’s choice of Why does a writer choose a words? (3.1.F) Teacher-Choice Texts particular form of writing? (3.2.D) Music: Reading Through the Lens “Subdivisions” by Rush Argument I: Issue-based of THEME: Dystopia “Won’t Get Fooled Again” by argument based on The Who dystopian literature. Choice Texts Create an essay Film Options: that argues a Animal Farm (Basic) Mean Girls position on an by George Orwell City of God issue that occurs in The Island selected dystopian Fahrenheit 451 (CP) Metropolis literature. by Ray Bradbury Pleasantville Student Choice The Scarlet Letter (Honors) Short Stories: by Nathaniel Hawthorne “Harrison Bergeron” by Kurt At least one text from previous Vonnegut Jr. column cited in support of Lord of the Flies (Honors) “The Lottery” by Shirley essay position. by William Golding Jackson

“The Ones Who Walk Away Never Let Me Go by Kazuo from the Omelas” by Ursela K. Ishiguro Le Guin “The Machine Stops” by E.M. The Time Machine by H.G Forster Wells

Poetry: “The Unknown Citizen” by W.H. Auden

Nonfiction: Op-ed articles

Grammar Study:

Conjunctive Adverbs and the Semicolon

Essential/Nonessential Sentence Elements and the Comma (3.2.12.C.1) (3.2.12.C.3)

Performance Assessment: Students (1) create movie representation of an issue portrayed in whole-class novel in a new context in groups, and (2) write an individual synthesis response explaining the parallel between the issue in the context of the novel and the issue in the context presented in the move.

Unit 6: Argument Writing: Unit 4: Common Reading: Unit 5: Problem-Based Argument II (Research- Catcher in the Rye Reading: Fiction based) Midterm – early February February – early March March

What do readers do when they How does fluency affect Why conduct research? (3.1.H) do not understand everything in comprehension? (3.1.D) a text? (3.1.E) Argument II: Students How do I figure out a word I do demonstrate research and How do readers construct not know? (3.1.C) writing skills using the fictional meaning from a text? (3.1.G) works of their choice. Pairs or groups choose a The Catcher in the Rye used work of fiction to read (3.1.12.G.14) as a model for (Teacher approval needed) (3.1.12.H.1) writing a research (3.1.12.H.3) paper on a novel. (3.1.12.H.4) (3.1.12.H.5) (3.1.12.H.9)

SAT Vocabulary SAT Vocabulary SAT Vocabulary Portable Word Wall

Grammar Study:

Pronoun Agreement

Performance Assessment: Students (1) create a web log where they write research questions and observations about their chosen fictional work and (2) read and comment (by posting) on classmates’ blogs.

Unit 7: Shared Reading Unit 8: Writing Unit 9: Writing April – early May May June

What’s the media message? How do speakers express their How does understanding a (3.5.A) thoughts and feelings? (3.3.B) text’s structure help me better understand its meaning? What values, lifestyles, and How does the choice of words (3.1.A) points of view are represented affect the message? (3.3.C) in, or omitted from, media messages? (3.5.B) How does a speaker Responding to a Text: communicate so others will  Identify the claim Close Readings of a Variety listen and understand the  Respond to the claim of Styles and Texts: message (3.3.D)  Explain how the writer achieved the effect Advertisements Mimic the Style of One’s that created the claim TV Clips Choice Film Clips Critique of author’s writing Political Cartoons Teacher’s Choice of Authors style or content of author’s for Following Styles: argument  Informal (ex. King)  Formal (ex. Poe)  Original (ex. Hurston)  Journalistic (ex. Hemingway)  Archaic (ex. Hawthorne)

Grammar Study:

Parallel Structure

Performance Assessment: Students (1) create a pod cast on a topic of their choice in the literary style of their choice and (2) write a synthesis response that explains why they chose the literary style they did and how that style was appropriate to the topic they chose.

Final Examination

GRADE 10 Unit 1

Common Reading & Personal Writing (“This I Believe”)

Essential Questions

How does understanding a text’s structure help me better understand its meaning? (3.1.A) How do readers construct meaning from a text? (3.1.G) How does a listener understand a message?(3.4.B) How do good writers express themselves? (3.2.A) How do writers develop a well-written product? (3.2.B) How do rules of language affect communication? (3.2.C) Why does a writer choose a particular form of writing? (3.2.D)

NJCCCS (keyed throughout Curriculum Map, Teaching Points & Assessments) TIMEFRAME

September – Early October

TEACHING POINTS At the end of this unit… Students will know… Students will be able to… As evidenced by… The full writing process Engage in the full writing Group analysis of various (3.2.12.A.1) process by writing daily and writing passages for sustained amounts of time (3.2.12.A.1) Whole Class Personal Belief Activities: The concept of extraneous Exclude extraneous details,  Consensus details, repetitious ideas, and repetitious ideas, and  Four Corners inconsistencies inconsistencies to improve  Seeing is Believing (3.2.12.A.5) writing (3.2.12.A.5) Quote Activities Journal Entries The revision and editing Review and edit work for techniques spelling, usage, clarity, and Lead Option Journal Entries (3.2.12.A.6) fluency (3.2.12.A.6) Personal and Peer evaluation of “This I Believe” drafts The computer and word- Use the computer and word- processing software for processing software to Support Option Journal Entries purposes of composition, compose, revise, edit, and revision, editing, and publish a piece “This I Believe” Personal publishing a piece (3.2.12.A.7) Essay (multiple drafts (3.2.12.A.7)

The importance of using rubric Use a scoring rubric to for improving writing evaluate and improve own (3.2.12.A.8) writing and the writing of others (3.2.12.A.8)

The relationship between self- Reflect on own writing and reflection, goal setting, and establish goals for growth and personal growth improvement (3.2.12.A.9) (3.2.12.A.9)

Strategies for addressing Foresee readers' needs and readers’ needs and interests develop interest through (3.2.12.B.8) strategies such as using precise language, specific details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating and countering concerns (3.2.12.B.8)

Strategies for compelling Provide compelling openings openings and strong closure to and strong closure to written written pieces pieces (3.2.12.B.9) (3.2.12.B.9)

The value of outside feedback Use the responses of others to for the betterment of a piece review content, organization, (3.2.12.B.11) and usage for publication (3.2.12.B.11)

The characteristics of Write sentences of varying difference sentence types length and complexity using (3.2.12.B.13) precise vocabulary to convey intended meaning (3.2.12.B.13)

Standard English conventions Use Standard English (3.2.12.C.1) conventions in all writing (sentence structure, grammar and usage, punctuation, capitalization, spelling) (3.2.12.C.1)

The impact of Standard Use knowledge of Standard English on the editing process English conventions to edit (3.2.12.C.5) own writing and the writing of others for correctness (3.2.12.C.5)

The difference between Distinguish emotive from emotive and persuasive persuasive oral rhetoric rhetoric (3.4.12.A.2) (3.4.12.A.2)

Strategies for defining Identify and define unfamiliar unfamiliar vocabulary through vocabulary through context in context clues oral communications (3.4.12.A.4) (3.4.12.A.4)

How a speaker’s word choice Analyze how a speaker’s word and nonverbal cues reveal choice and nonverbal cues purpose, attitude, and reveal purpose, attitude, and perspective perspective (3.4.12.A.5) (3.4.12.A.5)

The ways in which the style Analyze the ways in which the and structure of a speech style and structure of a speech supports or confuses its supports or confuses its meaning or purpose meaning or purpose (3.4.12.B.7) (3.4.12.B.7)

FORMAL (PERFORMANCE) ASSESSMENT indicated on curriculum map

GRADE 10 / Unit 2

Problem-Based Reading

Essential Questions How do good writers express themselves? (3.2.A) How to rules of language effect communication? (3.2.C) What skills does a writer need to successfully tell a story? NJCCCS (keyed throughout Curriculum Map, Teaching Points & Assessments) TIMEFRAME

September – Mid October

TEACHING POINTS At the end of this unit… Students will know… Students will be able to… As evidenced by… FORMAL (PERFORMANCE) ASSESSMENT indicated on curriculum map

GRADE 10 Unit 3 Reading, Writing, and Thinking About the Individual’s Place in the World (formerly the “Dystopia” unit) Essential Questions

 How does understanding a text’s structure help me better understand its meaning? (3.1.A)  How do readers construct meaning from a text? (3.1.G)  How do readers identify THEME in print and film?  How do I figure out a word I do not know? (3.1.C)  How does process shape the writer’s product? (3.2.A)  How does process shape the writer’s product? (3.2.A)  How do writers develop a well-written product? (3.2 B)  Why does a writer choose a particular form of writing? (3.2.D)  Why do readers need to pay attention to a writer’s choice of words? (3.1.F)

NJCCCS (keyed throughout Curriculum Map, Teaching Points & Assessments)

TIMEFRAME

November - Midterm

TEACHING POINTS At the end of this unit… Students will know… Students will be able to… As evidenced by… The importance of topic Formulate topic sentences and Writing topic sentence for sentences to argumentative paragraphs based on a paragraphs where they are writing specific claim missing (3.1.12.A.1) (3.1.12.A.1)

Structure informs meaning or Analyze the ways in which a Textual Analysis: Focus on purpose text’s organizational structure identifying themes and how (3.1.12.E.3) supports or confounds its they connect to other works meaning or purpose (3.1.12.E.3) Small-group analysis of texts

Strategies for making meaning Apply knowledge of Whole-class, shared inquiry of unknown words specialized vocabulary to their discussions: Written (3.1.12.F.1) reading and writing reflections before and after (3.1.12.F.2) (3.1.12.F.1) shared inquiry discussions. (3.1.12.F.5) (3.1.12.F.2) Metacognitive writing tasks at Utilize context clues to help the end of the unit. define previously unfamiliar words Absence of Authority Activity: (3.1.12.F.5) Small group analysis of data

Vocabulary word illustrations Motivation and behavior of Analyze moral dilemmas in characters impacts the works of literature, as revealed Journal entries characters’ moral status by characters’ motivation and (3.1.12.G.13) behavior Assessment of peer critiquing (3.1.12.G.13) Checklist Themes recur across literary Identify and analyze recurring works themes across literary works Multiple drafts and (3.1.12.G.14) and the ways in which these conferencing themes and ideas are developed Argument I: Issue-based (3.1.12.G.14) argument

Authors of similar works can Read and compare at least reach similar or different two works, including books, conclusions related to the same genre, (3.1.12.H.9) topic, or subject and produce (3.1.12.D.3) evidence of reading (e.g., compare central ideas, characters, themes, plots, settings) to determine how authors reach similar or different conclusions. (3.1.12.H.9) (3.1.12.D.3)

The importance developing Draft a thesis statement and and supporting a thesis support/defend it through statement highly developed ideas and (3.2.12.B.3) content, organization, and paragraph development (3.2.12.B.3)

Strategies for writing a multi- Write multi-paragraph, paragraph, complex piece complex pieces across the across the curriculum curriculum using a variety of (3.2.12.B.4) strategies to develop a central idea (e.g., cause-effect, problem/solution, hypothesis/results, rhetorical questions, parallelism) (3.2.12.B.4)

Relational writing devices Use subordination, (3.2.12.C.3) coordination, apposition, and other devices effectively to indicate relationships between ideas (3.2.12.C.3)

Transitional devices Use transition words to (3.2.12.C.4) reinforce a logical progression of ideas (3.2.12.C.4)

GRADE 10 Unit 4

The Catcher in the Rye

Essential Questions

What do readers do when they do not understand everything in a text? (3.1.E)

 How do readers construct meaning from a text? (3.1.G.)  What do readers do when they do not understand everything in a text? (3.1.E)

NJCCCS (keyed throughout Curriculum Map, Teaching Points & Assessments)

TIMEFRAME

Midterm—Mid February

TEACHING POINTS At the end of this unit… Students will know… Students will be able to… As evidenced by… The context within which a text Connect ideas in the novel to is written American history and (3.1.12.G.1) contemporary culture (3.1.12.G.1)

The plot, setting, and main Use interpretive reading Focused journal entries after characters of The Catcher in strategies to interpret literature each section of reading. the Rye (3.1.12.E.1) Students must connect the (3.1.12.E.1) (3.1.12.G.12) literature to their lives. (3.1.12.G.12)

That a tension exists in Identify the ways in which Citation of relevant text to adolescents between retaining Holden embodies this tension support the character analysis. their innocence and growing (3.1.12.A.2) up. (3.1.12.G.13) (3.1.12.A.2) (3.1.12.G.13)

Stylistic devices used by J.D. Develop a well-reasoned Response papers written in Salinger in the novel. hypothesis through a close the voice of Holden. (3.2.12.D.3) reading of a text (3.3.12.B.5)

How to ask critical questions Differentiate among various Shared inquiry discussions in of a text questioning techniques. both whole-class and small (3.3.12.A.1) (3.3.12.A.1) group settings (3.3.12.A.2) (3.3.12.A.2) (3.3.12.A.1) (3.3.12.A.4) (3.3.12.A.4) (3.3.12.A.2) (3.3.12.B.1) (3.3.12.B.1) (3.3.12.A.4) (3.3.12.B.4) (3.3.12.B.4) (3.3.12.B.1) (3.3.12.B.6) (3.3.12.B.6) (3.3.12.B.4) (3.3.12.B.6)

GRADE 10 / Unit 5

Problem-Based Reading: Fiction

Essential Questions

 How does fluency affect comprehension? (3.1.D)  How do I figure out a word I do not know? (3.1.C)

February – early March

TEACHING POINTS At the end of this unit… Students will know… Students will be able to… As evidenced by… Word structure and context Decode new words using Reading logs provides clues to meaning structural and context analysis (3.1.12.C.1) (3.1.12.C.1) Double-entry journals

The importance of reading Read developmentally Peer-led book discussion developmentally appropriate appropriate materials (at an materials independent level) with Portable word wall (3.1.12.D.1) accuracy and speed (3.1.12.D.1)

The importance of reading Use appropriate rhythm, flow, with appropriate rhythm, flow, meter, and pronunciation meter, and pronunciation when reading (3.1.12.D.2) (3.1.12.D.2)

Strategies for memory Use a variety of graphic retention and monitoring organizers with various text comprehension types for memory retention (3.1.12.E.2) and monitoring comprehension (3.1.12.E.2)

The value of reference Clarify pronunciation, materials for clarifying meanings, alternate word pronunciation, meanings, choice, parts of speech, and alternate word choice, parts of etymology of words using the speech, and etymology of dictionary, thesaurus, words glossary, and technology (3.1.12.F.4) resources. (3.1.12.F.4)

The value of using reference Use a variety of reference materials for editing work materials, such as a (3.2.12.C.6) dictionary, grammar reference, and/or internet/software resources to edit written work (3.2.12.C.6)

GRADE 10 / Unit 6

Research-Based Argument

Essential Questions

Why conduct research? (3.1.H)

TEACHING POINTS At the end of this unit… Students will know… Students will be able to… As evidenced by… That a variety of internet Select appropriate electronic Synthesis of information in databases and other media for research and each piece of research researching tools exist. evaluate the quality of the (3.1.12.H.1) information received. Formulation of an appropriate (3.1.12.H.1) claim that can be supported by the research materials. Different techniques for Develop increased ability to selecting research materials. critically select works to Multiple drafts of an argument (3.1.12.H.3) support a research topic. essay—focusing on a single (3.1.12.H.3) text—that incorporates at least two outside sources for The importance of reading a Read and critically analyze a additional support. variety of texts critically variety of works, including (3.1.12.H.4) books and other print materials (e.g., periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading. (3.1.12.H.4)

The process of formulating an Apply information gained from argument, drawing several sources or books on a conclusions, or advancing a single topic or by a single position using several sources. author to foster an argument, (3.1.12.H.5) draw conclusions, or advance a position. (3.1.12.H.5)

The value of synthesizing Produce written and oral work multiple informational and that demonstrates synthesis of technical sources. multiple informational and (3.1 12.H.7) technical sources. (3.1 12.H.7) FORMAL (PERFORMANCE) ASSESSMENT indicated on curriculum map

GRADE 10/ Unit 7

Close-Reading

Essential Questions

 What’s the media message? (3.5.A)  What values, lifestyles, and points of view are represented in, or omitted from, media messages? (3.5.B)

April – early May

TEACHING POINTS At the end of this unit… Students will know… Students will be able to… As evidenced by… The central ideas in Identify, describe, evaluate, Shared Inquiry discussions of informational texts and synthesize the central “texts” (3.1.12.G.15) ideas in informational texts (3.1.12.G.15) Small group analysis of “texts”

The difference between fact Differentiate between fact and Written analysis of an and opinion in a text opinion by using complete and unfamiliar “text” (3.1.12.G.19) accurate information, coherent arguments, and points of view (3.1.12.G.19)

How propaganda and Determine when propaganda argument are used in oral and argument are used in oral forms forms (3.4.12.B.3) (3.4.12.B.3)

How a media product Identify and evaluate how a expresses the values of the media product expresses the culture that produced it values of the culture that (3.5.12.A.2) produced it (3.5.12.A.2)

The commonalities and Examine the commonalities conflicts between the visual and conflicts between the and print messages and how visual and print messages and words, sounds, and images recognize how words, sounds, are used to convey the and images are used to intended messages convey the intended (3.5.12.A.4) messages (3.5.12.A.4)

Media stereotypes Analyze media for (3.5.12.B.1) stereotyping (3.5.12.B.1)

How the media use visual Analyze visual techniques techniques for a particular used in media messages for a audience particular audience and (3.5.12.B.2) evaluate their effectiveness (3.5.12.B.2)

The effects of media Analyze the effects of media presentations and the presentations and the techniques to create them techniques to create them (3.5.12.B.3) (3.5.12.B.3)

GRADE 10 / Unit 8

Mimicking Style

Essential Questions

 How do speakers express their thoughts and feelings? (3.3.B)  How does the choice of words affect the message? (3.3.C)  How does a speaker communicate so others will listen and understand the message (3.3.D)

TEACHING POINTS At the end of this unit… Students will know… Students will be able to… As evidenced by… Word choice relates to tone Select and use precise words Group discussion of style and clarity in both oral and to maintain an appropriate written communication tone and clarify ideas in oral Independent style (3.3.12.C.1) and written communications classification of a variety of (3.3.12.C.1) texts

Rhetorical devices Improve word choice by Journal entries mimicking (3.3.12.C.2) focusing on rhetorical devices various writing styles (e.g., puns, parallelism, allusion, alliteration) Written piece in the style of (3.3.12.C.2) their choice (multiple drafts)

A variety of purposes for which Speak for a variety of to speak purposes (e.g., persuasion, (3.3.12.D.1) information, entertainment, literary interpretation, dramatization, and personal expression) (3.3.12.D.1)

A variety of organizational Use a variety of organizational strategies strategies (e.g., focusing idea, (3.3.12.D.2) attention getters, clinchers, repetition, and transition words) (3.3.12.D.2)

Demonstrate effective delivery Demonstrate effective delivery strategies strategies (e.g., eye contact, (3.3.12.D.3) body language, volume, intonation, and articulation) when speaking (3.3.12.D.3)

The importance of working Edit drafts of speeches with peer during the drafting independently and in peer process discussions (3.3.12.D.4) (3.3.12.D.4)

The value of self-reflection and Use a rubric to self-assess its connection to self- and improve oral improvement presentations (3.3.12.D.6) (3.3.12.D.6) Word choice relates to tone Select and use precise words Group discussion of style and clarity in both oral and to maintain an appropriate written communication tone and clarify ideas in oral Independent style (3.3.12.C.1) and written communications classification of a variety of (3.3.12.C.1) texts

Rhetorical devices Improve word choice by Journal entries mimicking (3.3.12.C.2) focusing on rhetorical devices various writing styles (e.g., puns, parallelism, allusion, alliteration) Written piece in the style of (3.3.12.C.2) their choice (multiple drafts)

A variety of purposes for which Speak for a variety of to speak purposes (e.g., persuasion, (3.3.12.D.1) information, entertainment, literary interpretation, dramatization, and personal expression) (3.3.12.D.1)

A variety of organizational Use a variety of organizational strategies strategies (e.g., focusing idea, (3.3.12.D.2) attention getters, clinchers, repetition, and transition words) (3.3.12.D.2)

Demonstrate effective delivery Demonstrate effective delivery strategies strategies (e.g., eye contact, (3.3.12.D.3) body language, volume, intonation, and articulation) when speaking (3.3.12.D.3)

The importance of working Edit drafts of speeches with peer during the drafting independently and in peer process discussions (3.3.12.D.4) (3.3.12.D.4)

The value of self-reflection and Use a rubric to self-assess its connection to self- and improve oral improvement presentations (3.3.12.D.6) (3.3.12.D.6)

GRADE 10/ Unit 9

Responding to a Text

Essential Questions

 How does understanding a text’s structure help me better understand its meaning? (3.1.A)

TEACHING POINTS At the end of this unit… Students will know… Students will be able to… As evidenced by… The difference between a Distinguish between a Written critique of author’s summary and a critique summary and a critique writing style or content of (3.1.12.G.21) (3.1.12.G.21) author’s argument (multiple drafts) The concept of “false premise” Identify false premises in an (3.1.12.G.24) argument (3.1.12.G.24)

The elements of style and Demonstrate personal style voice and how they support and voice effectively to purpose and impact an support the purpose and audience engage the audience of a (3.2.12.D.7) piece of writing (3.2.12.D.7)