10 th GRADE ENGLISH SPECIAL EDUCATION (CD) COURSE OF STUDY

Transcription

1 10 th GRADE ENGLISH SPECIAL EDUCATION (CD) COURSE OF STUDY FINDLAY CITY SCHOOLS 2006

2 10 TH GRADE ENGLISH SPECIAL EDUCATION (CD) TABLE OF CONTENTS 1. Findlay City Schools Mission Statement and Beliefs 2. 1 st Quarter Curriculum Map 3. 1 st Quarter Indicators 4. 2 nd Quarter Curriculum Map 5. 2 nd Quarter Indicators 6. 3 rd Quarter Curriculum Map 7. 3 rd Quarter Indicators 8. 4 th Quarter Curriculum Map 9. 4 th Quarter Indicators WRITING TEAM Donna Leonard Cindy Amon Sandy White Text (Literature): Literature (2007); American Guidance Service, Inc. Student ISBN # ; Teacher ISBN # (Grammar): Basic English; American Guidance Service, Inc.; Student ISBN # ; Teacher ISBN #

3 Mission Statement The mission of the Findlay City Schools, a community partnership committed to educational excellence, is to instill in each student the knowledge, skills and virtues necessary to be lifelong learners who recognize their unique talents and purpose and use them in pursuit of their dreams and for service to a global society. This is accomplished through a passion for knowledge, discovery and vision shared by students, families, staff and community. Beliefs Our beliefs form the ethical foundation of the Findlay City Schools. We believe. every person has worth every individual can learn family is the most important influence on the development of personal values. attitude is a choice and always affects performance motivation and effort are necessary to achieve full potential honesty and integrity are essential for building trust. people are responsible for the choices they make. performance is directly related to expectations. educated citizens are essential for the survival of the democratic process. personal fulfillment requires the nurturing of mind, body and spirit. every individual has a moral and ethical obligation to contribute to the well-being of society. education is a responsibility shared by students, family, staff and community. the entire community benefits by investing its time, resources and effort in educational excellence. a consistent practice of shared morals and ethics is essential for our community to thrive.

4 SOPHOMORE ENGLISH Special Education CD REQUIRED SKILLS: 1 ST 9 WEEKS THEME: Plot, Setting, Character, Tall Tales, Legends READING BENCHMARK(S) B. Acquisition of Vocabulary C. Reading Process: Concepts of Print, Comprehension Strategies, and Self- Monitoring Strategies D. Reading Applications: Informational, Technical, and Persuasive Text E. Reading Applications: Literary Text TIME PERIOD: GRAMMAR/CONVENTION BENCHMARK(S) H. Writing Conventions COMPOSITION BENCHMARK(S) F. Writing Processes G. Writing Applications CORE READING (CR): Nonfiction: The Story of My Life (p. 345) Tall Tale / Legend: Life and Adventures of Calamity Jane, by Herself (p. 115) Short Stories: Everyday Use (p. 158) SRI SUPPLEMENTAL READINGS: Newspapers & Periodicals: The Courier, Time for Kids, Choices, Action, Extra, Story Works Tuesday s with Morrie by Mitch Albom (movie) Unfinished Message (p. 200) The Miracle Worker (movie) American History (p. 175) The Phantom Hitchhiker (p. 128) WRITING Basic writing - nouns, pronouns, sentences, paragraph basics, vocabulary, letter writing NOVEL(S) AND/OR PLAY(S) Tuesday s with Morrie by Mitch Albom (excerpts) reflective journal responses TIME FRAME KEY

5 GRADE 10 ENGLISH INDICATORS 1 st QUARTER INDICATORS DESCRIPTION OF INDICATORS LOCATIONS IN TEXTBOOK (A) Phonemic Awareness, Word Recognition and Fluency (B) Acquisition of Vocabulary B.10.1 B.10.2 B.10.4 B.10.5 B.10.6 (C) Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies C.10.1 C.10.2 Define unknown words through context clues and the author s use of comparison, contrast and cause and effect. Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships. Analyze the ways that historical events influenced the English language. Use knowledge of Greek, Latin and Anglo- Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies). Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media SRI, Life and Adventures of Calamity Jane, by Herself The Story of My Life Everyday Use, Life and Adventures of Calamity Jane, by Herself text, Ch. 3 Life and Adventures of Calamity Jane, by Herself Tuesday s with Morrie Life and Adventures of Calamity Jane, by Herself

6 C.10.4 C.10.5 (D) Reading Applications: Informational, Technical and Persuasive Text D.10.3 D.10.7 D.10.8 (E) Reading Applications: Literary Text E.10.1 E.10.2 E.10.4 GRADE 10 ENGLISH INDICATORS 1 st QUARTER Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). Evaluate the effectiveness of information found in maps, charts, tables, graphs, diagrams, cutaways and overlays. Analyze the effectiveness of the features (e.g., format, graphics, sequence, headers) used in various consumer documents (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., jobrelated materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials). Describe the features of rhetorical devices used in common types of public documents, including newspaper editorials and speeches. Compare and contrast an author s use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies. Analyze the features of setting and their importance in a literary text. Interpret universal themes across different works by the same author or by different authors. SRI SRI, Literature text, Tuesday s with Morrie The Story of My Life, Everyday Use, Life and Adventures of Calamity Jane, by Herself, The Courier The Story of My Life The Story of My Life Everyday Use, Everyday Use Everyday Use

7 E.10.5 E.10.6 E E (F) Writing Processes F.10.1 F.10.2 F.10.3 F.10.4 F.10.5 F.10.6 F.10.7 F.10.8 GRADE 10 ENGLISH INDICATORS 1 st QUARTER Analyze how an author s choice of genre affects the expression of a theme or topic. Explain how literary techniques, including foreshadowing and flashback, are used to shape the plot of a literary text. Describe the effect of using sound devices in literary texts (e.g., to create rhythm, to appeal to the senses or to establish mood). Explain ways in which an author develops a point of view and style (e.g., figurative language, sentence structure and tone), and cite specific examples from the text. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure, and point of view) to address purpose and audience. Use organizational strategies (e.g., notes, outlines) to plan writing. Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion, and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure). Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing Everyday Use, The Story of My Life Everyday Use Journal Entries & /or Responses Everyday Use Life and Adventures of Calamity Jane, by Herself Personal Essay, text, Ch. 14 text, Ch. 14 Life and Adventures of Calamity Jane, by Herself, Everyday Use Everyday Use text, Ch. 14 text, Ch.1, 2 & 3 text, Ch. 14

8 F GRADE 10 ENGLISH INDICATORS 1 st QUARTER sentences and maintaining coherence across the whole through the use of parallel structures. Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice. Literature text (G) Writing Applications G.10.1 G.10.2 G.10.3 G.10.6 Write narratives that: (a) sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense); (b) use a range of strategies and literary devices including figurative language and specific narration; and (c) include an organized, well-developed structure. Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge. Write business letters, letters to the editor and job applications that: (a) address audience needs, stated purpose and context in a clear and efficient manner; (b) follow the conventional style appropriate to the text using proper technical terms; (c) include appropriate facts and details; (d) exclude extraneous details and inconsistencies; and (e) provide a sense of closure to the writing. Produce informal writings (e.g., journals, notes and poems) for various purposes. Personal Essay, Reflective journal response Journal entries and/or responses, Tuesday s with Morrie Letter writing Journal writing &/or responses, Tuesday s with Morrie (H) Writing Conventions H.10.1 Use correct spelling conventions. text, Ch. 1, 2 & 3 H.10.2 Use correct capitalization and punctuation. text, Ch. 1, 2 & 3 H.10.3 Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial). H.10.4 Use parallel structure to present items in a series and items juxtaposed for emphasis. Everyday Use

9 GRADE 10 ENGLISH INDICATORS 1 st QUARTER (I) Research I.10.5 Integrate quotations and citations into written text to maintain a flow of ideas. Literature Focus, Journal responses

10 SOPHOMORE ENGLISH Special Education CD REQUIRED SKILLS: 2nd 9 WEEKS THEME: Compare & Contrast, Fables, Myths READING BENCHMARK(S) B. Acquisition of Vocabulary C. Reading Process: Concepts of Print, Comprehension Strategies, and Self- Monitoring Strategies D. Reading Applications: Informational, Technical, and Persuasive Text E. Reading Applications: Literary Text TIME PERIOD: GRAMMAR/CONVENTION BENCHMARK(S) H. Writing Conventions COMPOSITION BENCHMARK(S) F. Writing Processes G. Writing Applications CORE READING (CR): Fables: The King and the Shirt (p. 14) How the Fly Saved the River (p. 15) Myth: The Beginning and End of the World (p. 47) Suspense Short Stories: The Monkey s Paw (p. 249) SRI NOVEL(S) AND/OR PLAY(S) SUPPLEMENTAL READINGS: Newspapers & Periodicals: The Courier, Time for Kids, Choices, Action, Extra, Story Works The Singing Turtle (p. 18) Loki and the Master Builder (p. 53) The Moon Spirit and Coyote Woman (p.60) Red Moccasins (p. 266) A Raisin in the Sun (p.465) WRITING Basic writing verbs, adjectives, adverbs, compound & complex sentences, vocabulary Reflective journal responses TIME FRAME KEY

11 GRADE 10 ENGLISH INDICATORS 2 nd QUARTER INDICATORS DESCRIPTION OF INDICATORS LOCATIONS IN TEXTBOOK (A) Phonemic Awareness, Word Recognition and Fluency (B) Acquisition of Vocabulary B.10.3 (C) Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies C.10.3 C.10.4 C.10.5 (D) Reading Applications: Informational, Technical and Persuasive Text D.10.3 (E) Reading Applications: Literary Text Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). Evaluate the effectiveness of information found in maps, charts, tables, graphs, diagrams, cutaways and overlays. How the Fly Saved the River, The King and the Shirt The Beginning and End of the World SRI, Literature text SRI How the Fly Saved the River, The Courier

12 GRADE 10 ENGLISH INDICATORS 2 nd QUARTER E.10.2 Analyze the features of setting and their importance in a literary text. The Beginning and End of the World, The Monkey s Paw, E.10.3 Distinguish how conflicts, parallel plots and subplots affect the pacing of action in literary text. The Beginning and End of the World E.10.4 Interpret universal themes across different works by the same author or by different authors. The Beginning and End of the World, The Monkey s Paw E.10.7 Recognize how irony is used in a literary text. The King and the E.10.8 (F) Writing Processes Analyze the author s use of point of view, mood and tone. Shirt The King and the Shirt F.10.1 F.10.2 F.10.3 F.10.4 F.10.5 F.10.6 F.10.7 Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure, and point of view) to address purpose and audience. Use organizational strategies (e.g., notes, outlines) to plan writing. Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion, and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure). How the Fly Saved the River text, Ch. 4, 5,7 & 12 text, Ch. 4, 5,7 & 12 How the Fly Saved the River Literary focus, text, Ch. 4, 5, 7, & 12, Keynote Address text, Ch. 12 text, Ch. 12

13 F.10.8 F.10.9 GRADE 10 ENGLISH INDICATORS 2 nd QUARTER Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures. Use language, including precise language, action verbs, sensory details and colorful modifiers, and style as appropriate to audience and purpose, and use techniques to convey a text, Ch. 12 text, Ch. 4, 5, 7 & 12 personal style and voice. F Use available technology to compose text. Literature text Technology Tips F F F Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure. Rearrange words, sentences and paragraphs and add transitional words and phrases to clarity meaning and maintain consistent style, tone and voice. Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice. text, Ch. 12 text, Ch. 12 text, Ch. 4 & Literature text F (G) Writing Applications G.10.1 G.10.2 G.10.3 Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. Write narratives that: (a) sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense); (b) use a range of strategies and literary devices including figurative language and specific narration; and (c) include an organized, well-developed structure. Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge. Write business letters, letters to the editor and job applications that: (a) address audience needs, stated purpose and context in a clear and efficient manner; (b) follow the conventional text, Ch. 12 The King and the Shirt, Reflective journal responses, Basic English text, Ch.12 The Monkey s Paw Letter writing

14 G.10.4 G.10.6 (H) Writing Conventions H.10.3 GRADE 10 ENGLISH INDICATORS 2 nd QUARTER style appropriate to the text using proper technical terms; (c) include appropriate facts and details; (d) exclude extraneous details and inconsistencies; and (e) provide a sense of closure to the writing. Write informational essays or reports, including research that: (a) pose relevant and tightly drawn questions that engage the reader; (b) provide a clear and accurate perspective on the subject; (c) create an organizing structure appropriate to the purpose, audience and context; (d) support the main ideas with facts, details, examples and explanations from sources; and (e) document sources and include bibliographies. Produce informal writings (e.g., journals, notes and poems) for various purposes. Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial). Reflective journal responses Reflective journal responses text, Ch. 12 H.10.4 Use parallel structure to present items in a series and items juxtaposed for emphasis. The Beginning and End of the World H.10.5 Use proper placement modifiers. text, Ch. 4, 5, 7 & 12 (I) Research I.10.5 Integrate quotations and citations into written text to maintain a flow of ideas. Literature Focus, Reflective journal responses

15 SOPHOMORE ENGLISH Special Education CD REQUIRED SKILLS: 3rd 9 WEEKS THEME: Poetry, Biographical, Historical READING BENCHMARK(S) B. Acquisition of Vocabulary C. Reading Process: Concepts of Print, Comprehension Strategies, and Self- Monitoring Strategies D. Reading Applications: Informational, Technical, and Persuasive Text E. Reading Applications: Literary Text TIME PERIOD: GRAMMAR/CONVENTION BENCHMARK(S) H. Writing Conventions COMPOSITION BENCHMARK(S) F. Writing Processes G. Writing Applications I. Research CORE READING (CR): Nonfiction: Gather Together in My Name (p.337) Poetry: The Streets of Laredo (p. 385) Of Dry Goods & Bow Ties (p. 324) Haiku (p. 409) SUPPLEMENTAL READINGS: Newspapers & Periodicals: The Courier, Time for Kids, Choices, Action, Extra, Story Works Chicago (p. 424) Nikki Rosa (p.426) Oranges (p. 406) Ballad of Birmingham (p. 386) Walk Two Moons, by Sharon Creech The rooster s crowing (p. 409) Gathering (p. 410) The Bells (p. 395) My Life Story (p. 421) A Headstrong Boy (p. 422) SRI WRITING Basic writing sentence patterns, editing, vocabulary reflective journal responses TIME FRAME KEY NOVEL(S) AND/OR PLAY(S) Al Capone Does My Shirts,

16 GRADE 10 ENGLISH INDICATORS 3 rd QUARTER INDICATORS DESCRIPTION OF INDICATORS LOCATIONS IN TEXTBOOK (A) Phonemic Awareness, Word Recognition and Fluency (B) Acquisition of Vocabulary B.10.1 B.10.6 (C) Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies C.10.1 C.10.2 C.10.4 C.10.5 Define unknown words through context clues and the author s use of comparison, contrast and cause and effect. Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). Of Dry Goods & Bow Ties Gather Together in My Name, The Streets of Laredo, The Bells, Of Dry Goods & Bow Ties, Al Capone Does My Shirts Al Capone Does My Shirts Al Capone Does My Shirts Literature text, Journal responses, SRI, Literary focus Al Capone Does My Shirts, SRI

17 (D) Reading Applications: Informational, Technical and Persuasive Text D.10.1 D.10.4 D.10.5 D.10.6 (E) Reading Applications: Literary Text E.10.1 E.10.2 E.10.3 E.10.5 GRADE 10 ENGLISH INDICATORS 3 rd QUARTER Identify and understand organizational patterns (e.g., cause-effect, problem-solution) and techniques, including repetition of ideas, syntax and word choice, that authors use to accomplish their purpose and reach their intended audience. Assess the adequacy, accuracy and appropriateness of an author s details, identifying persuasive techniques (e.g., transfer, glittering generalities, bait and switch) and examples of propaganda, bias and stereotyping. Analyze an author s implicit and explicit argument, perspective or viewpoint in text. Identify appeals to authority, reason and emotion. Compare and contrast an author s use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies. Analyze the features of setting and their importance in a literary text. Distinguish how conflicts, parallel plots and subplots affect the pacing of action in literary text. Analyze how an author s choice of genre affects the expression of a theme or topic. The Streets of Laredo, Al Capone Does My Shirts, SRI My Life Story, A Headstrong Boy, Haiku, The rooster s crowing My Life Story, A Headstrong Boy, Haiku, The rooster s crowing My Life Story, A Headstrong Boy, Haiku, The rooster s crowing Al Capone Does My Shirts Gather Together in My Name, Al Capone Does My Shirts Al Capone Does My Shirts Gather Together in My Name, Of Dry Goods & Bow Ties

18 E.10.9 (F) Writing Processes F.10.1 F.10.2 F.10.3 F.10.5 F.10.6 F.10.7 F.10.8 GRADE 10 ENGLISH INDICATORS 3 rd QUARTER Explain how authors use symbols to create broader meanings. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing Use organizational strategies (e.g., notes, outlines) to plan writing. Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion, and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure). Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures. Of Dry Goods & Bow Ties Journal responses, Literary focus Gathering, text, Ch. 10 & 13 text, Ch. 10 & 13 Gathering text, Ch. 10 & 13 text, Ch. 10 & 13 text, Ch. 10 & 13 F Use available technology to compose text. Literature text Technology Tips F F Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure. Add and delete information and details to better elaborate on stated central idea and more effectively accomplish purpose. text, Ch.10 & 13 text, Ch. 10 & 13 F Rearrange words, sentences and paragraphs and add transitional words and phrases to clarity meaning and maintain consistent style, tone and voice. text, Ch. 10 & 13

19 F F F (G) Writing Applications G.10.1 G.10.2 G.10.4 G.10.5 G.10.6 GRADE 10 ENGLISH INDICATORS 3 rd QUARTER Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-one and eliminate inappropriate slang or informal language. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. Write narratives that: (a) sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense); (b) use a range of strategies and literary devices including figurative language and specific narration; and (c) include an organized, well-developed structure. Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge. Write informational essays or reports, including research that: (a) pose relevant and tightly drawn questions that engage the reader; (b) provide a clear and accurate perspective on the subject; (c) create an organizing structure appropriate to the purpose, audience and context; (d) support the main ideas with facts, details, examples and explanations from sources; and (e) document sources and include bibliographies. Write persuasive compositions that: (a) support arguments with detailed evidence; (b) exclude irrelevant information; and (c) cite sources of information. Produce informal writings (e.g., journals, notes and poems) for various purposes. text, Ch. 10 & 13, Literature text text, Ch. 13 text, Ch. 13 Reflective journal responses Al Capone Does My Shirts, Literary focus, Reflective journal response Literary focus, Reflective journal response Of Dry Goods & Bow Ties Literary focus, Reflective journal response

20 GRADE 10 ENGLISH INDICATORS 3 rd QUARTER (H) Writing Conventions H.10.1 Use correct spelling conventions. text, Ch. 13 H.10.2 Use correct capitalization and punctuation. text, Ch. 13 I.10.5 Integrate quotations and citations into written text to maintain a flow of ideas. Literary focus, Journal responses, Literature text

21 SOPHOMORE ENGLISH Special Education CD REQUIRED SKILLS: 4th 9 WEEKS THEME: Informational text READING BENCHMARK(S) B. Acquisition of Vocabulary C. Reading Process: Concepts of Print, Comprehension Strategies, and Self- Monitoring Strategies D. Reading Applications: Informational, Technical, and Persuasive Text E. Reading Applications: Literary Text TIME PERIOD: GRAMMAR/CONVENTION BENCHMARK(S) H. Writing Conventions COMPOSITION BENCHMARK(S) F. Writing Processes G. Writing Applications CORE READING (CR): Nonfiction: Keynote Address p. 364 SRI SUPPLEMENTAL READINGS: Newspapers & Periodicals: Time for Kids, Choices, Action, Extra, Story Works The Courier NOVEL(S) AND/OR PLAY(S) How Rude, The Teenagers Guide to Good Manners, Proper Behavior, and Not Grossing People Out by Alex J. Packer The Real World Aptitude Test, by Homer E. Moyer, Jr. WRITING Basic writing expanded paragraphs, vocabulary, letter & report writing reflective journal responses TIME FRAME KEY

22 GRADE 10 ENGLISH INDICATORS 4 TH QUARTER INDICATORS DESCRIPTION OF INDICATORS LOCATIONS IN TEXTBOOK (A) Phonemic Awareness, Word Recognition and Fluency (B) Acquisition of Vocabulary B.10.1 B.10.6 (C) Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies C.10.1 C.10.2 C.10.4 C.10.5 (D) Reading Applications: Informational, Define unknown words through context clues and the author s use of comparison, contrast and cause and effect. Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). Literature Supplemental materials Literature Supplemental materials, Basic English text, Ch.15 & 16 Literature Supplemental materials, Basic English text, Ch. 15 & 16 Keynote Address SRI, Literature, Supplemental materials SRI

23 Technical and Persuasive Text D.10.1 D.10.2 D.10.3 D.10.7 D.10.8 (E) Reading Applications: Literary Text E.10.3 E.10.4 (F) Writing Processes F.10.1 GRADE 10 ENGLISH INDICATORS 4 TH QUARTER Identify and understand organizational patterns (e.g., cause-effect, problem-solution) and techniques, including repetition of ideas, syntax and word choice, that authors use to accomplish their purpose and reach their intended audience. Critique the treatment, scope and organization of ideas from multiple sources on the same topic. Evaluate the effectiveness of information found in maps, charts, tables, graphs, diagrams, cutaways and overlays. Analyze the effectiveness of the features (e.g., format, graphics, sequence, headers) used in various consumer documents (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., jobrelated materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials). Describe the features of rhetorical devices used in common types of public documents, including newspaper editorials and speeches. Distinguish how conflicts, parallel plots and subplots affect the pacing of action in literary text. Interpret universal themes across different works by the same author or by different authors. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. Keynote Address, Literature text, text, Ch. 15 & 16 Literature Supplemental materials, The Courier Literature Supplemental materials, The Courier Literature Supplemental materials Literature Supplemental materials Keynote Address Literature Supplemental materials Literature, Literary focus,

24 F.10.2 F.10.3 F.10.5 F.10.6 F.10.7 F.10.8 F.10.9 GRADE 10 ENGLISH INDICATORS 4 TH QUARTER Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing Use organizational strategies (e.g., notes, outlines) to plan writing. Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion, and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure). Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures. Use language, including precise language, action verbs, sensory details and colorful modifiers, and style as appropriate to audience and purpose, and use techniques to convey a Journal responses text, Ch. 15 & 16 text, Ch. 15 & 16 text, Ch. 15 & 16, Report writing text, Ch. 15 & 16 text, Ch. 15 & 16 text, Ch. 15 & 16 text, Ch. 15 & 16 personal style and voice. F Use available technology to compose text. Literature text Technology Tips F F F F Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure. Add and delete information and details to better elaborate on stated central idea and more effectively accomplish purpose. Rearrange words, sentences and paragraphs and add transitional words and phrases to clarity meaning and maintain consistent style, tone and voice. Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective text, Ch. 15 & 16 text, Ch. 15 & 16 text, Ch. 15 & 16 Literature

25 F F F.10.l7 (G) Writing Applications G.10.1 G.10.2 G.10.4 GRADE 10 ENGLISH INDICATORS 4 TH QUARTER and precise vocabulary that maintains consistent style, tone and voice. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-one and eliminate inappropriate slang or informal language. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. Write narratives that: (a) sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense); (b) use a range of strategies and literary devices including figurative language and specific narration; and (c) include an organized, well-developed structure. Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge. Write informational essays or reports, including research that: (a) pose relevant and tightly drawn questions that engage the reader; (b) provide a clear and accurate perspective on the subject; (c) create an organizing structure appropriate to the purpose, audience and context; (d) support the main ideas with facts, Supplemental materials, Basic English text, Ch. 15 & 16 text, Ch. 15 & 16 Report writing text, Ch. 15 & 16, Report writing Reflective journal responses Literature Supplemental materials, Literary focus of written responses, Reflective journal responses text, Ch. 15 & 16

26 GRADE 10 ENGLISH INDICATORS 4 TH QUARTER details, examples and explanations from sources; and (e) document sources and include bibliographies. (H) Writing Conventions H.10.1 Use correct spelling conventions. text, Ch. 15 & 16, Literature, text, Unit Review, Keynote Address H.10.2 Use correct capitalization and punctuation. text, Ch. 15 & 16, Literature, text, Unit Review Keynote H.10.3 Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial). Address Keynote Address H.10.4 (I) Research I.10.1 I.10.2 I.10.3 I.10.4 I.10.5 Use parallel structure to present items in a series and items juxtaposed for emphasis. Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). Determine the accuracy of sources and the credibility of the author by analyzing the sources validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.). Evaluate and systematically organize important information, and select appropriate sources to support central ideas, concepts and themes. Integrate quotations and citations into written text to maintain a flow of ideas. Literary focus, Unit Review, Keynote Address Literary focus, Journal responses, Report writing Report writing, Report writing Report writing Literary focus, Journal

27 I.10.6 I.10.7 GRADE 10 ENGLISH INDICATORS 4 TH QUARTER Use style guides to produce oral and written reports that give proper credit for sources, and include an acceptable format for source acknowledgement. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas. responses, Report writing Report writing Report writing, Literary focus