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Madison Public School English 10 Madison Public School English 10 Written by: Janice Nellins Ann Vilarino Anne Wessel Dwyer Revised by: Janice Nellins Anne Wessel Dwyer Reviewed by: Matthew A. Mingle Assistant Superintendent of Curriculum and Instruction Dr. Mark R. DeBiasse Supervisor of Humanities Approval date: October 14, 2014 Revisions approved September 29, 2015 Members of the Board of Education: Lisa Ellis, President Kevin Blair, Vice President Shade Grahling, Curriculum Committee Chairperson David Arthur John Flynn Johanna Habib Thomas Haralampoudis Leslie Lajewski Madison Public Schools 359 Woodland Road Madison, NJ 07940 www.madisonpublicschools.org Course Overview Description English 10 is an American Literature course. The course is organized chronologically beginning with the Romantics and culminating in contemporary works of fiction and nonfiction. The diversity and unity of the American experience is reflected in the works studied. Students are required to read difficult works of literature and informational texts, develop a higher level of thinking skills, expand their vocabulary, refine their use of language, integrate sources, create a multimedia presentation, and learn to write in a variety of forms, including narrative, argumentative, and explanatory, with periodic emphasis on prewriting, organizing, and revising. Students in all levels of English 10 will study both classic and contemporary American works in a variety of genre - novels, memoirs, short stories, poetry, films, including documentary - to broaden and refine the language and communication tools they need to navigate 21st century discourse. Language and literature study at this level provides a bridge from the experience of freshman year, an introduction to scholarship at the secondary level, to the experience of junior year, where students prepare for college-level reading comprehension, analysis and synthesis. While whole class texts form the basis of the curriculum, choice texts are integrated into the curriculum as well. Students should read two self-selected longer works. These texts may be the foundation of the fourth unit or they may be offered as part of two of the other units. Students enrolled in English 10 are expected to meet the learning objectives articulated in the Common Core State Standards which are specified within each curricular unit of instruction. In general, students enrolled in higher level courses (particularly honors) are expected to be more independent, self-disciplined, and self-motivated; they read a greater number of texts, many of which are of greater length and complexity; their writing is expected to be more fluent and more sophisticated; and their thinking more deeply analytical. Students enrolled in higher level courses (particularly honors) are also expected to produce work of exceptional quality and their work will be evaluated accordingly. Finally, students in higher level courses (particularly honors) can expect a faster pace of instruction and an increased number of assignments that often must be completed independently beyond the walls of the classroom. Goals This course aims to: ● develop analytical and critical reading strategies as well as an appropriate vocabulary to comprehend a variety of challenging and sophisticated texts; ● develop strategies to read text closely and support analysis through textual evidence both explicitly and inferentially; ● support the comprehension and analysis of a variety of genres; ● develop and nurture both a love of reading and advanced skills in interpreting literature through individually selected literature circle titles offered throughout the year; ● develop the writing process and writing to learn strategies through which students compose a variety of written responses for different purposes and audiences, employing a range of voices and taking compositional risks; ● use listening and viewing strategies to identify the intent of presentation, critically assess the message and increase listening and viewing sophistication. Materials Core: See texts listed under “Applicable Texts” in each unit ​ Supplemental: See list in Suggested Activities and Resources Page ​ Resources Suggested activities and resources page - English 10 Benchmarks Benchmark assessments are given at the conclusion of each unit and focus on the main ideas and anchor standards of the course. Modifications and Adaptations for Special Needs Learners (Gifted and Talented Students, English Language Learners, Special Education Students, At-Risk Students) Scope and Sequence Pacing Guide Unit Duration Topic of Study Number 1 1800-1900: Romanticism and Realism: Two Views of 32 lessons America 2 1900-1945: New Voices in the Literary Landscape 32 lessons 3 1945-1959 - The Problems and Possibilities of the 32 lessons American Dream in the Modern Age 4 1960-Present: Continuing the Conversation: 19 lessons Contemporary American Texts Unit 1 Overview Unit Title: 1800-1900: Romanticism and Realism: Two Views of America Unit Summary: This unit focuses on America’s development of a literary identity through Romantic literature in the early 19th century and then the reaction against it with the Realist and Regionalist writings of the late 19th century. While studying the Romantics, students will study the preoccupations of American writers such as Emerson, Thoreau, Irving, Poe, Fuller, and Hawthorne. While studying the techniques of Realist and Regionalist authors, students will examine the writings of Twain and Douglass. In addition, students will be focusing specifically on the author's use of setting, mood, diction, and detail. Writing exercises in this unit will focus on close reading through annotation and journals. Suggested Pacing: 32 lessons Learning Targets Unit Essential Questions: ● What are the tensions between idealism and realism as represented by American writers of the 19th century? ● How is the subject matter of 19th century American writers shaped by the American experience of history and geography? ● How did 19th century American writers use the resources of language to describe nature in both fiction and non-fiction? ● How have contemporary writers and artists been influenced by the preoccupations of 19th century American writers? Unit Enduring Understandings: ● Close reading requires careful attention to the writer’s choices and is achieved by such strategies as rereading, exploring connotation, and considering multiple points of view. ● Effective text analysis requires an ability to cite several pieces of textual evidence to support what the text says explicitly as well as what the text implies. ● Effective text analysis requires contextualizing and blending relevant support (quote or fact), creating a claim, and providing commentary. ● Creating an interpretation and establishing a viewpoint of a text requires active engagement with the text. ● The work of 19th century American writers has been shaped by their geography. ● The literature of the Romantic and Realist periods established the framework for contemporary American identity in literature. Evidence of Learning Formative Assessments: A variety of formative assessments will be used throughout the lesson, such as exit tickets, KWL charts, Flipgrid, ​ Edpuzzl, Quizlet, turn and talk, and dramatic interpretation. Summative Assessments: Close reading of two texts, including one “fresh” text, to assess understanding of the importance of ​ context, ability to determine meanings of vocabulary in context, identify theme or central idea, claims, evidence, and other rhetorical choices. Applicable Objectives Essential Suggested Standards (Students will be able (NJCCCS CPIs, CCSS, NGSS) Pacing Texts to…) Content Assessments Anchor Texts: Reading Reading Literature and Reading Literature and ● RL.9-10.1 Cite strong and thorough textual evidence to support 32 lessons Literature and Nonfiction/ Nonfiction/Information analysis of what the text says explicitly as well as inferences Literary Informational Texts: al Texts: drawn from the text. Dark ● Henry Wadsworth Nonfiction/ Romantics: Longfellow, “Nature” Informational ● Dark Romantics: May include: ● RL.9-10.2 Determine a theme or central idea of a text and 8 lessons (Fireside Poets) Texts: analyze in detail its development over the course of the text, ● Transcendentalists ● Reading comprehension including how it emerges and is shaped and refined by specific Transcende ● Henry Thoreau, SWBAT: checks details; provide an objective summary of the text. ntalists: 8 excerpts from “Civil ● Identify the lessons Disobedience” characteristics of ● Fireside Poets: ● Reading analysis quizzes ● RL.9-10.3 Analyze how complex characters (e.g., those with (Transcendentalism) the American multiple or conflicting motivations) develop over the course of Regionalists Romantic ● Realists and a text, interact with other characters, and advance the plot or : 8 lessons ● Ralph Waldo Emerson, literary and Regionalists: ● Informational readings develop a theme. artistic tradition related to excerpts from “Self-Reliance” (Dark ● Others: unit theme Realists: 8 Romanticism ● RL.9-10.5 Analyze how an author’s choices concerning how to (Transcendentalism) Walt Whitman lessons and structure a text, order events within it (e.g., parallel plots), and Emily Dickinson ● Journal assignments ​ manipulate time (e.g., pacing, flashbacks) create such effects ● Edgar Allan Poe, “The Transcendentalis as mystery, tension, or surprise. Masque of the Red m). ● Various literary ● Cite textual evidence to Death” (Dark ​ elements, including the support inferences in open Romanticism)
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