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Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 First of all, we’d like to thank you, the teacher, for guiding our students in their endeavor to master the Next Generation English
Language Arts Sunshine State Standards (http://www.floridastandards.org/homepage/index.aspx). Through your efforts, our “students
will complete school prepared for ongoing learning as well as community and global responsibilities,” as stated in our CCPS Vision
Statement.
In essence, there are three major components involved in lesson planning:
Standards (What do I want my students to know?),
Materials (What will my students read/use/manipulate?),
and Checks for Understanding (How will I know if my students mastered the standard?).
This curriculum map is a wonderful document that we provide you to guide your instructional planning. In order to eliminate
confusion about the term “fidelity,” we offer you these qualifiers:
Teachers must demonstrate that their students are mastering the standards. The district expectation is that teachers will use
SpringBoard as the curricular framework, reinforced by Prentice Hall selections throughout the year to help their students
master the standards. Your CCPS literacy curriculum maps provide direction in the use of all CCPS adopted resources to meet
student needs, based on the Next Generation Sunshine State Standards.
When analyzing student data, it may prove beneficial to your students to carefully and meaningfully add to a SpringBoard
activity, or, conversely, to carefully and meaningfully delete a SpringBoard activity. In your efforts to support our students’
mastery of the standards, please exercise your autonomy as an expert to make these careful and meaningful curricular
modifications. With the SpringBoard system as your framework, you are encouraged to blend the resources you find in this
curriculum map to meet students’ needs.
The department of Secondary Literacy is very proud to share this outstanding document with you. Special recognition is owed to our
SpringBoard liaison, Kristal Ayres; and our SpringBoard curriculum map authors, Wylie Bertuna, Daniel Boddison, Allison
Brietenstine, Marci Garner, and Sara Treiser.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Sunshine State Standards Key
! = Reading Process Strand (Standards: Fluency, Vocab, Comprehension)
@ = Literary Analysis Strand (Standards: Fiction and Nonfiction)
# = Writing Process Strand (Standards: grammar, pre-write, draft, revise, edit, publish)
^ = Writing Application Strand (Standards: Creative, Informative, Persuasive)
& = Communication Strand (Standards: Listening and Speaking)
% = Information and Media Literacy Strand (Standards: Informational text, Research, Technology)
The research project --- District requirement. Starting the research process before the 4th
quarter in smaller
sections is advisable as the Pre-Laureate Program requirements are substantial.
1. Research Process Hotlinks: http://www.collierschools.com/research/
2. Research Specifications: http://www.collier.k12.fl.us/gifted/ (click on the “teacher link on left side of page)
SpringBoard Resources:
1. Collier County Site: http://www.collier.k12.fl.us/teachers/
2. SpringBoard official site: www.springboard.collegeboard.org
FCAT Focus: For FCAT practice, see PH Skills Navigator, FL 60-71 (Skills Listed: Make Predictions, Author’s
Purpose, Make Inferences,
Cause & Effect, Main Idea, Evaluate Persuasion, Read Fluently, Paraphrase, Summarize, Compare & Contrast,
Historical/Cultural Focus).
Addendums: There are 2 addendums listed after the 4th
quarter: Prentice Hall and SpringBoard alignment and the
district’s Sacred Book list.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Quarter 1
Writing Workshops: www.springboard.collegeboard.com Directions: Log in, click on “Find
Materials,” click on your level and click on Writing Workshops. There are 10 per grade level.
Essential Questions:
1 How can cultural experiences shape, impact, or influence our perception of the world?
2 How does one’s voice function in and beyond the contexts of writing?
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Power Benchmarks Recommended Strategies
SpringBoard Texts Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
! Vocabulary Development: The student uses multiple strategies to develop grade appropriate vocabulary.
Skim/Scan Mark the Text Predicting Visualize Brainstorm Word maps Context Clues
ELA Level 5, Unit 1 Vocabulary Workshop: Using a Dictionary and Thesaurus 210 Vocabulary Workshop: Word Origins 430
Word Wall FCAT: Diction, Tone, Main Idea, Supporting Details
Completion of Word maps
Vocabulary Notebook
@ Analyze author’s purpose/perspective. Understand how they affect meaning. !@ Explain and analyze the author’s use of figurative language: simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery. !@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. !@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion !@ Evaluate the author’s use of idioms, mythological and literary allusions. Explain how they impact meaning.
Mark the Text SIFT Questioning the Text Brainstorm Think-pair-share Fishbowl Quick Write
Activity 1.2-1.12 Poetry: “My Mother Pieced Quilts” Poetry: “Theme for English B” Poetry: “Legal Alien” Poetry: “Where I’m From” Memoir: excerpt from Funny in Farsi Film: clips from Grease
Poetry: “Mowing” 658 Poetry: “A Tree Telling of Orpheus” 659 Poetry: “Making a Fist” 664 Poetry: “Spring & All” 665 Memoir: excerpt from Desert Exile: The Uprooting of a Japanese-American Family 586
Quick Write activities for Week 19 in the Daily Bell Ringer Activities booklet Grammar: -punctuation -dependent clause -appositive Six Traits: -Word Choice -Voice -Conventions -Organization Prewrite, Draft, Revise, Proofread, Publish
Literary analysis of selections Exit Card Oral Questioning- HOTS
Tests/Quizzes Essays (expository) Embedded Assessment #1- Creating an Artistic Representation of My Culture FCAT Practice: Reading and Writing pp. 782-787
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Power Benchmarks Recommended Strategies
SpringBoard Texts Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
% Explain how text features aid the reader’s understanding (charts, maps, diagrams, sub-headings, captions, illustrations, graphs)
! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. & ^ Publish a final product for an intended audience ^ &The student develops and demonstrates creative writing.
Brainstorm Mark the Text Think-pair-share Quick Write Guided Writing Paraphrasing
Activity 1.13 Song: “Imagine”
Cornelius Eady 628-637
See It! DVD- segment 3 (PH)
Writing Workshop- On Writing Poetry About Music 771 Peer and Self- Assessment Observation Reflection
Present an original analytic poem
@ Analyze author’s purpose/perspective. Understand how they affect meaning. ! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. ^ &The student develops and demonstrates creative writing. ! Analyze a variety of text structures and explain their impact on meaning in text (Comparison/contrast, cause/effect, chronological & ^ Publish a final product for an intended audience
Fishbowl SOAPSTone Brainstorm Think-pair-share TWIST Drama games Presenting
Activity 1.15 Monologues: “Brace Yourself” “The Crush” “The Job Interview” “The Date” “Off the Court” “Dinner Guest”
Communications Workshop: Viewing and Evaluating a Speech 432
www.filmsite.org/bestspeeches.html
Peer and Self- Assessment Observation Reflection Communications Workshop: Delivering an Oral Interpretation of a Literary Work p.780
Create a student generated monologue Present an original monologue
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Power Benchmarks Recommended Strategies
SpringBoard Texts Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
!@ Explain and analyze the author’s use of figurative language: simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery. @ Analyze author’s purpose/perspective. Understand how they affect meaning. !@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot.
SOAPSTone Mark the Text RAFT
Activity 1.16-1.18 Poetry: “Sure You Can Ask Me A Personal Question”
Speech: “Hold Fast Your Dreams—“ 760 Poetry: “All” 764 Poetry: “Also All” 765
http://www.thevillager.com/villager_198/dianeburnsnative.html
Small Group Discussion Observation Reflection FCAT Practice: p.434-439
Embedded Assessment #2- Presenting Two of My Voices Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Quarter 2
Essential Questions:
1. How do external factors affect one’s sense of identity?
2. How do we synthesize multiple sources into a cohesive argument?
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 Power Benchmarks Recommended
Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
! Vocabulary Development: The student uses multiple strategies to develop grade appropriate vocabulary.
Skim/Scan Mark the Text Predicting Visualize Brainstorm Word maps Context Clues
ELA Level 5, Unit 2
Vocabulary Workshop: Words with Multiple Meanings 614
Word Wall FCAT: Diction, Tone, Main Idea, Supporting Details, Diction, Word Choice
Completion of Word maps
Vocabulary Notebook
@ Analyze author’s purpose/perspective. Understand how they affect meaning. !@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. Compare and contrast elements in multiple texts
Activate Prior Knowledge Quick Write Think-pair-share Graphic Organizer
Activity 2.1-2.3 Art: The Builders & The Family Art: This is a Family Living in Harlem
Short Story: “Magdalena Looking” 9
http://www.louvre.fr/llv/commun/home.jsp?bmLocale=en See It! DVD Segment 1 Grammar: -Sentence Structure -Active/Passive Voice -Conjunctions -Action/Linking Verbs Six Traits: -Word Choice -Voice -Conventions -Organization -Sentence Fluency -Ideas Prewrite, Draft, Revise, Proofread, Publish
Take a virtual tour of the Louvre Literary Analysis Whole Group Discussion Oral Questioning- HOTS Writing Workshop: Descriptive Essay pp. 708-713
Publish an original short story inspired by a painting Essays (Descriptive)
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 Power Benchmarks Recommended
Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
@ Analyze author’s purpose/perspective. Understand how they affect meaning. !@ Explain and analyze the author’s use of figurative language: simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery. !@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. & ^ Publish a final product for an intended audience !@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion !@ Evaluate the author’s use of idioms, mythological and literary allusions. Explain how they impact meaning.
Activate Prior Knowledge Mark the Text Close Reading Think-pair-share
Activity 2.4-2.7 Essay: “Thanksgiving” A Personal History Essay: “Us and Them” (David Sedaris) Film: Bend It Like Beckham
Humorous Essay: “The Dog That Bit People” 525 Humorous Speech: “A Toast to the Oldest Inhabitant” The Weather of New England
(David Sedaris) Short Stories & Essays Holidays on Ice
3-2-1 Cornell Notes Small Group Discussion THIEVES Observation Reflection
Present an original humorous essay Create a satirical commercial or political cartoon
!@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot.
Close Reading Think-pair-share Graphic Organizer
Activity 2.8 Article: “Matrimony with a Proper Stranger
Journaling Concept Map Literary Analysis
Compose Expository text Autobiographical narrative
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 Power Benchmarks Recommended
Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Double-Entry Journal Writing Workshop: Autobiographical Narrative pp.57,87,108
!@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion
Brainstorming Graphic Organizer
Activity 2.10 Poetry: “Father and Son”
Short Story: “Tepeyac” 104 Short Story: “A Visit to Grandmother” 242 Poetry: “Fear” 702
Edgar Allen Poe’s “To My Mother” W.B. Yeats “A Prayer for My Daughter” News Report: http://www.youtube.com/watch?v=henmRGf_67k
KWL Embedded Assessment #1- Writing About a Cultural Conflict FCAT Practice: Reading and Writing 214-219
!@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot.
Mark the Text Sketch Images
Activity 2.14 Essay: “Where Worlds Collide”
Cornell Notes Small Group Discussion Observation Reflection
Develop a Synthesis Paper
!@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion
Diffusing Socratic Seminar Close Reading
Activity 2.15 Memoir: “The Hunger of Memory”
Small Group Discussion Observation Reflection
Develop a Synthesis Paper
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 Power Benchmarks Recommended
Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Compare and contrast elements in multiple texts !@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion
Mark the Text Quick Write Graphic Organizer
Activity 2.16 Essay: “An Indian Father’s Plea”
Poetry: “An Indian Education” Sherman Alexie Writing Workshop: Reflective Essay p. 810
Oral Questioning- HOTS Whole Group Discussion THIEVES Literary Analysis
Develop a Synthesis Paper
@ Analyze author’s purpose/perspective. Understand how they affect meaning. ! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail.
SIFT SOAPStone Graphic Organizer
Activity 2.17-2.18 Essay: from “Dave Barry Does Japan” Essay: from Small Wonder “Going to Japan” Short Story: “Everyday Use”
Small Group Discussion Observation Reflection Oral Questioning- HOTS
Embedded Assessment #2- Writing a Synthesis Paper End of Unit online Assessment Mid-term Exam
Online End of Unit Assessment: Go to website:www.springboard.collegeboard.com Students take the online end of Unit
assessment. -- See Results for item analysis.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Quarter 3
Essential Questions:
1. How can an author use a work of fiction to make a statement about culture?
2. How might the cultural fabric of a community be stretched or altered when it
encounters new ideas and members?
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 Power Benchmarks Recommended
Strategies SpringBoard Text Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
! Vocabulary Development: The student uses multiple strategies to develop grade appropriate vocabulary.
Skim/Scan Mark the Text Predicting Visualize Brainstorm Word maps Context Clues
ELA Level 5, Unit 3 Vocabulary Workshop: Connotation and Denotation 778 Vocabulary Workshop: Borrowed and Foreign Words 1034
Word Wall FCAT: Summarize, Generalize Infer, Interpret, Analyze, Hypothesize, Theme, Myths
Completion of Word maps
Vocabulary Notebook
! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. ! Analyze a variety of text structures and explain their impact on meaning in text (Comparison/contrast, cause/effect, chronological order, argument/support, lists) !@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. !@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion
Activate Prior Knowledge KWHL chart Paraphrasing Note Taking
Activity 3.4 Relevant Research
Short Story: “How Much Land Does A Man Need?” 337 Short Story: “Civil Peace” 357 Informational Texts: Research Source/Course Catalog: Analyze Text Structures p. 578
http://www.nigeria.gov.ng/ Grammar: -Adverbial Phrases/Clauses -Parallel Structure Six Traits: -Word Choice -Voice -Conventions -Organization -Sentence Fluency -Ideas Prewrite, Draft, Revise, Proofread, Publish
Literary analysis of selections Oral Questioning-HOTS Writing Workshop: Problem & Solution Essay pp. 367, 399, 420-427
Tests/Quizzes Essay (Problem & Solution)
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 Power Benchmarks Recommended
Strategies SpringBoard Text Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
!@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. ! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. !@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion
Graphic Organizer Double-Entry Journal Mark the Text Skim and Scan Think Aloud Role Play Note Taking Think-pair-share
Activity 3.5-3.12 Novel: Things Fall Apart
Informational Texts: Book Review/Movie Review: Critique Generalizations and Evidence p. 1122 Myths: “The Orphan Boy and The Elk Boy” 1075 “The Street of Canon” 271
Double-Entry Journal
Embedded Assessment #1- Researching and Reflecting on Community FCAT Practice: Reading and Writing pp. 618-623
% Explain how text features aid the reader’s understanding (charts, maps, diagrams, sub-headings, captions, illustrations, graphs) % Organize, Synthesize, Analyze, and Evaluate the validity and reliability of information from multiple sources to draw conclusions using a variety of techniques, and correctly use standardized MLA citations
Jigsaw Graphic Organizer Socratic Seminar Chunk the Text Quick Write
Activity 3.13-3.21 Poem: “ Prayer to the Masks” Poem: “The Second Coming” Interview: An African Voice
Writing Workshop: Analytic Response to Literature 768 Informational Text: Interview/Public Document: Generate Questions p. 1122 From “Places Left Unfinished at the Time of Creation—“
Whole Group Discussion Cornell Notes THIEVES
Embedded Assessment #2- Writing a Literary Analysis Essay FCAT Practice: Reading and Writing pp 1038-1043 Online End of Unit Assessment: Go to website:
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 Power Benchmarks Recommended
Strategies SpringBoard Text Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
!@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. ! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail.
1053 www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Quarter 4
Essential Questions:
1. What is the nature of justice?
2. How does one conduct a persuasive argument?
3. *Unit 5: How do cultural differences contribute to conflicts over environmental issues?
4. *Unit 5: What is the value of self-reflection in preparing for one’s future?
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Power Benchmarks Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
! Vocabulary Development: The student uses multiple strategies to develop grade appropriate vocabulary.
Skim/Scan Mark the Text Predicting Visualize Brainstorm Word maps Context Clues
ELA Level 5, Unit 4
Vocabulary Workshop: Idioms, Jargon, and Technical Terms 1252
Word Wall FCAT: Respond, Connect, Support, Draw Conclusions
Completion of Word maps
Vocabulary Notebook
! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. ! Analyze a variety of text structures and explain their impact on meaning in text (Comparison/contrast, cause/effect, chronological order, argument/support, lists) ! Identify advanced word/phrase relationships and their meanings
Mark the Text Think-pair-share Graphic Organizer
Activity 4.2 Excerpt from “Romeo and Juliet”
Grammar: - Prepositional Phrases - Sentence Structure Six Traits: -Word Choice -Voice -Conventions -Organization -Sentence Fluency -Ideas Prewrite, Draft, Revise, Proofread, Publish
Oral Questioning- HOTS Exit Card
Quiz
@ Analyze author’s purpose/perspective. Understand how they affect meaning. ! @ Determine main idea through inferring, paraphrasing,
Mark the Text Quick Write Cornell Notes Discussion Groups Paraphrasing
Activity 4.4-4.5 Editorial: “Time to Assert American Values” Article: “Rough Justice”
Informational Texts: Newspaper Editorial/Primary Source: Paraphrase p. 402
Cornell Notes Publish an original editorial
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Power Benchmarks Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
summarizing, and identifying relevant detail.
“Declaration of the Rights of the Child” Speech: President Nelson Mandela’s Statement on International Children’s Day Essay: “School’s Out for Summer”
@ Analyze author’s purpose/perspective. Understand how they affect meaning.
Graphic Organizer SMELL Think-pair-share
Activity 4.6 Drama: excerpt from “Julius Caesar”
“The Tragedy of Julius Caesar” 886
Quiz
@ Analyze author’s purpose/perspective. Understand how they affect meaning. ! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail.
Activate Prior Knowledge Quick Write Jigsaw Graphic Organizer Think-pair-share
Activity 4.7 Article: “An Immodest Idea” Editorial: “Comment” Article: “Germany Divided Over Hijab” Article: “An Unfair Dress
“Editorial on the Anniversary of the Fall of the Berlin Wall” 403 “Voices from the Wall” 405
Whole Group Discussion THIEVES Oral Questioning- HOTS Cornell Notes
Essay
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Power Benchmarks Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Code?” Testimony: “Religious Expression”
! Analyze a variety of text structures and explain their impact on meaning in text (Comparison/contrast, cause/effect, chronological order, argument/support, lists) !@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion
KWL Activate Prior Knowledge Think-pair-share Discussion Groups Graphic Organizer Guided Reading Mark the Text
Activity 4.8 Speech: excerpt from “On Civil Disobedience” Speech: excerpt from “Letter from Birmingham Jail”
“The American Idea” 559
Writing Workshop: Technical Document pp. 1146-1151 Communications Workshop: Viewing and Evaluating a Speech p. 432 Communications Workshop: Delivering a Persuasive Speech p. 616
Essay (persuasive)
! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. & ^ Publish a final product for an intended audience
Anticipation Guide Chunking the Text Discussion Groups
Activity 4.9 Essay: Kohlberg’s Six Stages of Moral Reasoning
Small Group Discussion Exit Card
Group Presentations
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Power Benchmarks Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
@ Analyze author’s purpose/perspective. Understand how they affect meaning. % Explain how text features aid the reader’s understanding (charts, maps, diagrams, sub-headings, captions, illustrations, graphs) Compare/contrast elements in multiple texts
Think-pair-share Diffusing Guided Reading Brainstorming Graphic Organizer
Activity 4.11 Essay: “One Word of Truth outweighs the World” Article: “Guernica Returned to Spain”
Informational Texts: Feature Article/Newsletter p.90
Cornell Notes Oral Questioning- HOTS
Embedded Assessment #1-Composing a Persuasive Text FCAT Practice: Reading and Writing pp. 1256-1261
! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. !@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. % Explain how text features aid the reader’s understanding (charts, maps, diagrams, sub-headings, captions, illustrations, graphs)
Read Aloud Mark the Text Graphic Organizer Visualizing Drama Games Oral Reading Role Playing
Activity 4.15 “Antigone”
Informational Texts: Drama Reviews: Synthesize: Connect Ideas p. 864
Mock trial 861 Drama Games Embedded Assessment #2-Creating a Living Tableau
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
SpringBoard Unit
5
Optional in
Quarter 4
Power
Benchmarks
Recommended
Strategies
SpringBoard
Texts
Prentice Hall
Texts
Ancillary
Materials
Recommended
Formative
Assessments
Recommended
Summative
Assessments
! Vocabulary
Development: The
student uses
multiple strategies
to develop grade
appropriate
vocabulary.
Skim/Scan
Mark the Text
Predicting
Visualize
Brainstorm
Word maps
Context Clues
ELA Level 5, Unit 5 Vocabulary
Workshop: Review
Units 1-4
Word Wall
FCAT: Respond,
Connect, Support,
Draw Conclusions
Completion of Word
maps
Vocabulary
Notebook
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Power
Benchmarks
Recommended
Strategies
SpringBoard
Texts
Prentice Hall
Texts
Ancillary
Materials
Recommended
Formative
Assessments
Recommended
Summative
Assessments
@ Analyze author’s
purpose/perspective.
Understand how
they affect meaning.
! @ Determine main
idea through
inferring,
paraphrasing,
summarizing, and
identifying relevant
detail.
!@ Analyze the
author’s use of
literary elements:
theme, point of view,
characterization,
setting, and plot.
% Explain how text
features aid the
reader’s
understanding
(charts, maps,
diagrams, sub-
headings, captions,
illustrations, graphs)
TP-CASTT
RAFT
Mark the Text
Activity 5.2
Song: “I Need To
Wake Up”
“The Marginal
World” 156
Grammar:
Clauses
-Direct Quotations
Six Traits:
-Word Choice
-Voice
-Conventions
-Organization
-Sentence Fluency
-Ideas
Prewrite, Draft,
Revise, Proofread,
Publish
Communications
Workshop:
Analyzing Media
Presentations p.
212
Communications
Workshop:
Comparing Media
Coverage p. 1254
Compose original
song lyrics
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Power
Benchmarks
Recommended
Strategies
SpringBoard
Texts
Prentice Hall
Texts
Ancillary
Materials
Recommended
Formative
Assessments
Recommended
Summative
Assessments
@ Analyze author’s
purpose/perspective.
Understand how
they affect meaning.
& ^ Publish a final
product for an
intended audience
! @ Determine main
idea through
inferring,
paraphrasing,
summarizing, and
identifying relevant
detail.
Identify cause/effect
relationships
SMELL
Think Aloud
Graphic Organizer
Questioning
Summarize
Mark the Draft
Jigsaw
Generating
Questions
Activity 5.5
Film: Life in the
Freezer: The Big
Freeze
Film: March of the
Penguins
Film: An
Inconvenient Truth
“The Marginal
World” 156
Oral Questioning-
HOTS
Group Discussions
Exit Card
Double-Entry
Journal
Produce a movie
trailer
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Power
Benchmarks
Recommended
Strategies
SpringBoard
Texts
Prentice Hall
Texts
Ancillary
Materials
Recommended
Formative
Assessments
Recommended
Summative
Assessments
% Organize,
synthesize, Analyze,
and Evaluate the
validity and reliability
of information from
multiple sources to
draw conclusions
using a variety of
techniques, and
correctly use
standardized MLA
citations
SMELL
Close Read
Mark the Text
Activity 5.9
Essay: “Science `a la
Joe Camel”
Essay: “Don’t
Believe the Hype”
Essay: “The Moral
Flaws of Al Gore’s
An Inconvenient
Truth”
Writing Workshop:
Letter to the Editor
pp. 532-537
Essay
@ Analyze author’s
purpose/perspective.
Understand how
they affect meaning.
! @ Determine main
idea through
inferring,
paraphrasing,
summarizing, and
identifying relevant
detail.
Think Aloud
Paraphrasing
Mark the Text
Activity 5.10
Declaration:
“Resolution
Adopted by the
General Assembly”
Small Group
Discussions
Speech
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Power
Benchmarks
Recommended
Strategies
SpringBoard
Texts
Prentice Hall
Texts
Ancillary
Materials
Recommended
Formative
Assessments
Recommended
Summative
Assessments
@ Analyze author’s
purpose/perspective.
Understand how they
affect meaning.
! @ Determine main
idea through inferring,
paraphrasing,
summarizing, and
identifying relevant
detail.
! Analyze a variety of
text structures and
explain their impact
on meaning in text
(Comparison/contrast,
cause/effect,
chronological order,
argument/support,
lists)
& ^ Publish a final
product for an
intended audience
Mark the Text
Quick Write
Think-pair-share
Graphic Organizer
Activity 5.11-5.12
Article: “A Roaring
Battle Over Sea
Lions”
Whole Group
Discussions
Oral Questioning-
HOTS
Observations
Reflections
Produce a group
documentary
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Power
Benchmarks
Recommended
Strategies
SpringBoard
Texts
Prentice Hall
Texts
Ancillary
Materials
Recommended
Formative
Assessments
Recommended
Summative Assessments
@ Analyze author’s
purpose/perspective.
Understand how
they affect meaning.
! @ Determine main
idea through
inferring,
paraphrasing,
summarizing, and
identifying relevant
detail.
% Explain how text
features aid the
reader’s
understanding
(charts, maps,
diagrams, sub-
headings, captions,
illustrations, graphs)
% Organize,
Synthesize, Analyze,
and Evaluate the
validity and reliability
of information from
multiple sources to
draw conclusions
using a variety of
Graphic Organizer
Activity 5.13-5.14
Article: “A Stay of
Execution for Sea
Lions at
Bonneville Dam”
Whole Group
Discussions
Oral Questioning-
HOTS
Observations
Communications
Workshop:
Delivering a
Multimedia
Presentation p.
1036
Embedded Assessment #1-
Presenting a Solution to an
Environmental Conflict
Embedded Assessment #2-
Presenting My Portfolio
District Final Exam
Online End of Unit
Assessment: Go to website:
www.springboard.collegeboard.com
And have students take the online
end of Unit assessment. Look at the
roster reports for detailed
assessment results.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 techniques, and
correctly use
standardized MLA
citations
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Addendum #1: 10th Regular Prentice Hall and SpringBoard Alignment
ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
UNIT 1: Voices of Modern Culture
Springboard Unit Goals:
To examine a variety of voices writers and speakers use and the reasons they use them (audience, purpose, context, and genre)
To apply analytical, critical, creative, and reflective strategies to published, personal, and peer-generated texts
To develop effective speaking and listening skills that build
Key Representative Matches for Unit Goals from Prentice Hall Literature:
Voice, 408, 419, 533; also see:
Author's perspective, 59, 63, 64, 65, 67, 69, 71, 72, 74, 75, 80, 85, 446, 457,
459
Point of view, short story, 306, 309, 310, 312, 313, 315, 316, 317, 318, 320,
322, 323, 324, 325, 326, 327
Archetypal narrative patterns, 1051, 1128, 1131, 1132, 1134, 1136, 1139,
1140, 1143, 1144, 1145
Worldview, theme and, 1228, 1230, 1232, 1234, 1236, 1237, 1239, 1240, 1241
Peer review, use, 204, 424, 608, 772, 1025, 1246
Writing Workshop: Response to Literature, 768–775; Writing to Compare
Literary Works, 107, 199, 327, 419, 531, 603, 707, 767, 877, 1019, 1145, 1241
Communications Workshop, 212, 432, 616, 780, 1036, 1254
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
capacity for effective communication
Debate, 555, 777; Interview, 57, 1251; Group Discussion, 209, 367, 429, 691;
Listen actively, 1254; also see: Critical Thinking: Discuss, 42, 54, 134, 176, 237,
292, 354, 396, 572, 982, 1000
Learning Focus: Signifying Our Selves, 4
SpringBoard Readings:
Poetry: "My Mother Pieced Quilts," by Teresa Paloma Acosta
Memoir: Excerpt from Funny in Farsi, by Firoozeh Dumas
Poetry: "Theme for English B," by Langston Hughes
Poetry: "Where I'm From," by George Ella Lyon
Suggested Texts from Prentice Hall Literature:
“Occupation: Conductorette,” from, “I Know Why the Caged Bird Sings,” Maya
Angelou, 78–84
Marian Anderson: Famous Concert Singer, Langston Hughes, 98–103
‘Tepeyac,” Sandra Cisneros, 104–106
“Games at Twilight,” Desai, Anita, 138–148
“A Visit to Grandmother,” William Melvin Kelley, 242–252
“The Street of Canon,” Josephina Niggli, 271–280
“The Leader in the Mirror,” Pat Mora, 414–418
“Desert Exile: The Uprooting of a Japanese-American Family,” Yoshiko
Uchida, 586–594
“The Way to Rainy Mountain,” N. Scott Momaday, 595–602
‘The Weary Blues,” Langston Hughes, 737
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
Academic Vocabulary:
Culture
Subculture
Symbol
Perspective
Stereotype
Coverage of Academic Vocabulary in Prentice Hall Literature:
Culturally specific theme, 868, 877
What is the Oral Tradition?, 1048–1049
Cultural context, details, 1051, 1052, 1059, 1061
Themes in the Oral Tradition, 1050–1051
Archetypal narrative patterns, 1128, 1131, 1132, 1134, 1136, 1139, 1140,
1143, 1144, 1145
Symbolism, 369, 380, 381, 385, 389, 392, 397
Author's perspective, 7, 59, 63, 64, 65, 67, 69, 71, 72, 74, 75, 80, 85, 446, 457,
459
Stereotypes, be aware of, 212
Grammar & Usage:
Dependent clauses, 11
Suggested Activities from Prentice Hall Literature:
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
Anaphora & repetition, 22
Clauses, independent/subordinate, 860, 1088, 1118
Repetition: nonfiction, 539, 545, 553, poetry, 630, 636
Activities to Prepare for Embedded Assessment:
1.2 Class Culture Quilt, 6
1.3 Contemplating Culture, 10
1.4 Aspects of Culture: Introducing Outside Reading, 11
1.7 Culture and Art, 17
1.8 Culture and Literature, 18
1.9 Circles of Influence, 21
1.5 Components of Effective Communication, 14
1.6 What Contributes to Our Perception of the World?, 16
Suggested Activities from Prentice Hall Literature:
Comparing Universal and Culturally Specific Themes, 868, 871, 872, 873, 875,
876, 877
What is the Oral Tradition?, 1048–1049
Cultural context, details, 1051, 1052, 1059, 1061
Themes in the Oral Tradition, 1050–1051
Archetypal narrative patterns, 1128, 1131, 1132, 1134, 1136, 1139, 1140,
1143, 1144, 1145
Does all communication serve a positive purpose? 626, 776; Poetry, 628, 637,
654, 666, 680, 688, 703, 722, 728, 740, 746, 763, 766; Writing About, 640,
656, 674, 682, 701, 706, 716, 724, 734, 742, 759, 777; Informational Texts,
694, 696, 698, 752, 754, 756
Independent Reading, 781
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
Embedded Assessment 1:
Creating an Artistic
Representation of My Culture, 24
Suggested Activities from Prentice Hall Literature:
Writing Workshop: Autobiographical Narrative, 108–113, Reflective Essay,
878–883
Recollection, oral, 509
Learning Focus: Learning Focus: You Have Great Voice, 28
SpringBoard Readings:
Poem: "Legal Alien," by Pat Mora
Song Lyrics: "Imagine," by John Lennon
Monologue: "Brace Yourself," by Debbie Lamedman
Monologue: "The Crush," by Debbie Lamedman
Monologue: "The Job Interview," by Debbie Lamedman
Monologue: "The Date," by Debbie Lamedman
Suggested Texts from Prentice Hall Literature:
Humorous Speech: “A Toast to the Oldest Inhabitant: The Weather of New
England,” 520–524
‘Keep Memory Alive,” Elie Wiesel, 542–544
from “Nobel Lecture,” Alexander Solzhenitsyn, 547–552
“A Tree Telling of Orpheus,” Denise Levertov, 659
“Making a Fist,” 66, Naomi Shihab Nye
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
Monologue: "Off the Court," by Debbie Lamedman
Monologue: "Dinner Guest," by Debbie Lamedman
Poem: "Sure You Can Ask Me a Personal Question,"
by Diane Burns
“Hold Fast Your Dreams—and Trust Your Mistakes,” Billy Joel, 760
Dramatic Speeches in Julius Caesar, William Shakespeare, 939, 941, 947, 948,
949, 950, 952, 953, 955, 963
Grammar & Usage:
Syntax & word choice, 30
Suggested Activities from Prentice Hall Literature:
Syntax, 96
Word Choice: Writer's Toolbox, 205, 609, 709
Activities to Prepare for Embedded Assessment:
1.10 What Gives Writing a Voice?, 29
1.11 Analyzing Components of Voice, 31
1.12 Voice and Style, 32
1.13 Experimenting with Tone, 33
1.14 Contrasting Voices, 34
1.15 Punctuating Personality, 35
Suggested Activities from Prentice Hall Literature:
Style, comparison, 96, 99, 100, 103, 104, 106, 107
Comparing Tone in Fiction and Nonfiction, 408, 411, 412, 413, 415, 417, 419
Humorous writing, 518, 521, 523, 524, 526, 529, 530, 531
Writer’s Toolbox: Finding Your Voice, 533
Persuasive writing, 539, 543, 545, 549, 553
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
1.16 Voices Against Stereotypes, 43
1.17 Many Voices, Many Selves, 47
1.18 Sharing Your Voice, 48
Evaluate Persuasion, 557, 562, 565, 573
The Speaker in Poetry, 639, 643, 647, 649, 651, 655, 659, 660, 662, 663, 664,
665, 667
Comparing Tone and Mood, 700, 702, 703, 705, 709, 707
Embedded Assessment 2:
Presenting Two of My Voices, 49
Suggested Activities from Prentice Hall Literature:
Writing Workshop: Autobiographical Narrative, 108–113, Reflective Essay,
878–883
Memoir, 509
Lyric poem, 669
UNIT 2: Cultural Conversations
Springboard Unit Goals:
To recognize how we define ourselves as individuals through our interactions with external cultural forces
To recognize the role that culture plays in defining
Key Representative Matches for Unit Goals from Prentice Hall Literature:
Mythology, personal, 1048
Family stories, 1052, 1061
Comparing Universal and Culturally Specific Themes, 868, 871, 872, 873, 875,
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
ourselves as individuals
To identify and understand significant cultural conversations within a variety of media sources
To apply the appropriate conventions and elements of a synthesis essay
To understand and apply the basic elements of argument
876, 877
Cultural context, 1063, 1067, 1073, 1077, 1082, 1085, 1087, 1091, 1096, 1097,
1099, 1102, 1104, 1105, 1110, 1113, 1116, 1117
Comparing Themes and Worldviews, 1228, 1230, 1232, 1234, 1236, 1237,
1239, 1240, 1241
Literature in Context: Culture Connection: Mexican American Pride, 503, Greek
Chorus, 830, Ancient Greek Funeral Rites, 844, Roman Augurs, 928, Twelve
Olympian Gods, The, 1068, Traditional Great Plains Culture, 1081, Griot: The
Mind of the People, 1103
Writing Workshop: Problem-and-Solution Essay, 420–427; Letter to the
Editor, 532–537; Persuasive Essay, 604–611; also see: Writing (Integrated
Language Skills): Proposal, 179; Book Review, 295; Critical essay, 731;
Editorial, 1003
Learning Focus: Does My Culture Define Me?, 58
SpringBoard Readings:
Essay: "Thanksgiving: A Personal History" by Jennifer New
Essay: "Us and Them," by David Sedaris
Suggested Texts from Prentice Hall Literature:
“Tepeyac,” Sandra Cisneros, 104–106
“A Visit to Grandmother,” William Melvin Kelley, 242–252
“Desert Exile: The Uprooting of a Japanese-American Family,” Yoshiko Uchida,
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
Article: "Matrimony with a Proper Stranger," by Miguel Helft
Poetry: "Father and Son," by Tomasz Jastrun
586–594
“The Way to Rainy Mountain,” N. Scott Momaday, 595–602
“Fear,” Gabriela Mistral, 702
Academic Vocabulary:
Persona
Juxtaposition
Cultural Conflict
Satire
Humor
Synthesis
Coverage of Academic Vocabulary in Prentice Hall Literature:
Persona, 408, 419
Satire, 518, 531
Can progress be made without conflict? 222, 428; Independent Reading, 433;
Informational Texts, 298, 302, 304, 402, 404, 406; Short Stories, 224, 237,
252, 264, 280, 292, 313, 326, 354, 364, 380, 396, 413, 418; Writing About,
240, 254, 270, 282, 307, 336, 356, 370, 382, 409, 429
Satire & Humorous writing, 518, 521, 523, 524, 526, 529, 530, 531
Synthesize: to make generalizations, 752, 757, and connect ideas, 864, 867
Arguments, 539, 545, 553Informational Texts: evaluate credibility of author’s
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
Argument
argument (question, critique generalizations and evidence), 1222–1227
Grammar & Usage:
Conjunctions, 64
Vivid verbs and & powerful adjectives, 69
Sentence types & style, 84
Suggested Activities from Prentice Hall Literature:
Conjunctions, 1027, 1249
Details, use sensory, 87, 509
Adjectives, use vivid, 399
Metaphor, use, 880
Writing Workshop: Focus on Complete Sentences, 333; Grammar: Infinitives,
748, Absolutes and Absolute Phrases, 1002, Simple and Compound Sentences,
1088, Complex and Compound-Complex Sentences, 1118; Writer’s Toolbox:
Sentence Fluency, 535, 711, 1027, 1149, 1247
Activities to Prepare for Embedded Assessment:
2.2 Introduction to Family and Tradition, 60
2.3 Reading Art: An Artistic Perspective on Family, 61
Suggested Activities from Prentice Hall Literature:
Mythology, personal, 1048
Family stories, 1052, 1061
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
2.4 Thanksgiving: Changes in Perspective, 65
2.5 Family Perspectives: Neighbors, 72
2.8 Marriage Is an Arrangement, 82
2.9 Conflicting Expectations, 88
2.10 Parents and Children, 89
2.11 Soccer Culture, 91
2.12 Stereotypes and Conflict, 93
2.13 Deconstructing a Prompt, 94
To what extent does experience determine what we perceive? 790, 1032;
Drama, 792, 807, 832, 858, 876, 912, 936, 962, 982, 1000, 1018; Independent
Reading, 1037; Informational Texts, 864, 865, 866, 1008, 1010, 1012; Writing
About, 812, 838, 869, 888, 1015, 1033
Embedded Assessment 1:
Writing About a Cultural Conflict, 96
Suggested Activities from Prentice Hall Literature:
Comparison-and-contrast essay: universal and culturally specific themes, 877
Writing about conflict, 240, 254, 270, 282, 307, 336, 356, 370, 382, 409, 429
Writing about the extent that experience determines what we perceive, 812,
838, 869, 888, 1015, 1033
Learning Focus: Learning Focus: Synthesizing Many Parts into a Whole, 99
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
SpringBoard Readings:
Memoir: from Hunger of Memory, by Richard Rodriguez
Essay: "Where Worlds Collide," by Pico lyer
Essay: "An Indian Father's Plea," by Robert Lake
Essay: from Dave Barry Does Japan, by Dave Barry
Essay: from Small Wonder, by Barbara Kingsolver
Short Story: "Everyday Use," by Alice Walker
Suggested Texts from Prentice Hall Literature:
“How Much Land Does a Man Need?” Leo Tolstoy, 338–354
“Civil Peace,” Chinua Achebe, 357–364
“Editorial on the Anniversary of the Fall of the Berlin Wall,” 403–404
“Voices from the Wall,” 405
“Keep Memory Alive,” Elie Wiesel, 542–544
“The American Idea,” Theodore H. White, 559–564
“Desert Exile: The Uprooting of a Japanese-American Family,” Yoshiko Uchida,
586–594
Grammar & Usage:
Transitive verbs & active voice, 109
Suggested Activities from Prentice Hall Literature:
Active voice, 398
Activities to Prepare for Embedded Assessment:
2.14 Colliding Worlds, 100
2.15 Struggling with Identity: Re-thinking Persona, 103
2.16 A Father's Plea: Evaluating a Cultural Argument, 108
Suggested Activities from Prentice Hall Literature:
Comparison-and-contrast essay: universal and culturally specific themes, 877
Writing about conflict, 240, 254, 270, 282, 307, 336, 356, 370, 382, 409, 429
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
2.17 Why Choose Humor?, 115
2.18 A Family Perspective on Heritage, 127
1.19 Synthesis: Drafting Your Position, 136
1.20 Synthesis: Presenting Your Position, 137
Satire & Humorous writing, 518, 521, 523, 524, 526, 529, 530, 531
Writing Workshop: Letter to the Editor, 532–537; Persuasive Essay, 604–611;
also see: Writing (Integrated Language Skills): Proposal, 179; Book Review,
295; Critical essay, 731; Editorial, 1003
Embedded Assessment 2:
Writing a Synthesis Paper, 138
Suggested Activities from Prentice Hall Literature:
Writing Workshop: Letter to the Editor, 532–537; Persuasive Essay, 604–611;
also see: Writing (Integrated Language Skills): Proposal, 179; Book Review,
295; Critical essay, 731; Editorial, 1003
UNIT 3: Community
Springboard Unit Goals:
To analyze character relationships and motivations in a literary work
Key Representative Matches for Unit Goals from Prentice Hall Literature:
Character's motivation, 1014, 1017, 1019; also see:
Characterization, direct/indirect, short story, 227, 239, 244, 245, 248, 251,
253, 258, 260, 262, 264, 265; Character, 794, 796, 803, 807, 887, 1050, 1051,
1063, 1073, 1087
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
To apply academic writing skills to a literary analysis
To research and make connections between one's culture and the culture of another time and place
Writing Workshop: Response to Literature, 768–775
Writing: Book review, 295, Character analysis, 367, Critique, 575, Analyze
mood, 707, Critical essay, 731, Explore conflict, 835
Cultural context, analyze, 1063, 1067, 1073, 1077, 1082, 1085, 1087, 1091,
1096, 1097, 1099, 1102, 1104, 1105, 1110, 1113, 1115, 1117
Learning Focus: Connecting to an Unfamiliar Community, 146
SpringBoard Readings:
*Novel: Things Fall Apart, by Chinua Achebe
Suggested Texts from Prentice Hall Literature:
Civil Peace, Chinua Achebe, 357–364
Academic Vocabulary:
Validity
Reliability
Plagiarism
Coverage of Academic Vocabulary in Prentice Hall Literature:
Validity, evaluate, 1022
Reliability, evaluate, 267, 731
Plagiarism, avoid, 1025
Tragic heroes: drama, 795, Shakespeare's, 887, 985, 988, 990, 992, 994, 995,
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
Tragic Hero
997, 1001
Grammar & Usage:
Active voice, 155
Suggested Activities from Prentice Hall Literature:
Active voice, 398
Activities to Prepare for Embedded Assessment:
3.2 Palatable Proverbs and Fascinating Folk Tales, 148
3.3 Introducing the Novel: Predictions and Pronunciations, 150
3.4 Relevant Research: Putting Text in Context, 151
3.5 Culture Wheel, 153
3.6 In the Beginning, 155
3.7 Charting Fears and Feelings, 156
Suggested Activities from Prentice Hall Literature:
Myths, 1048, 1051, 1063, 1067, 1072, 1073, 1079, 1080, 1086, 1087
Legends, 1048, 1051, 1153, 1158, 1160, 1165, 1167, 1168, 1170, 1171, 1181,
1182, 1184, 1185
Predictions, make, 29, 36, 39, 43, 48, 52, 55, 59, 63, 65, 68, 72, 75, 82, 85
Cultural context, analyze, 1063, 1067, 1073, 1077, 1082, 1085, 1087, 1091,
1096, 1097, 1099, 1102, 1104, 1105, 1110, 1113, 1115, 1117
Archetypal narrative patterns, 1128, 1131, 1132, 1134, 1136, 1139, 1140,
1143, 1144, 1145
Comparing Themes and Worldviews, 1228, 1230, 1232, 1234, 1236, 1237,
1239, 1240, 1241
Characters, relate to own experience, 239, 253, 265, compare/contrast, 985,
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
3.8 A Man of Prestige, 157
3.9 Okonkwo's Family, 159
3.10 An Ibo Tableau, 161
3.11 Understanding a Pivotal Chapter, 162
3.12 Character Responses, 164
987, 990, 998, 1001
Embedded Assessment 1:
Researching and Reflecting
on Community, 165
Suggested Activities from Prentice Hall Literature:
Research and Technology: Annotated map on Santos and family, 1061,
Biographical brochure, 1219
Learning Focus: Learning Focus: Analyzing a Literary Work, 169
SpringBoard Readings:
*Novel: Things Fall Apart, by Chinua Achebe
Poetry: "Prayer to the Masks," by Leopold Sedar Senghor
Poetry: "The Second Coming," by William Butler Yeats
Interview: "An African Voice," by Katie Bacon
Suggested Texts from Prentice Hall Literature:
Civil Peace, Chinua Achebe, 357–364
From “Sundiata: An Epic of Old Mali,” D.T. Niane, 1093–1104
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
Grammar & Usage:
Complex sentences, 177
Dashes, 185
Suggested Activities from Prentice Hall Literature:
Simple and Compound Sentences, 1088, Complex and Compound-Complex
Sentences, 1118
Dashes, 1186
Activities to Prepare for Embedded Assessment:
3.13 A Matter of Civility, 170
3.14 Multiple Roles and Responses, 171
3.15 Acts of Violence, 172
3.16 Gender Views in the Novel, 173
3.17 Is Okonkwo a Tragic Hero?, 174
3.18 Colliding Cultures, 176
3.19 Missionaries and Misunderstandings, 177
3.20 Culture Clash, 178
3.21 Poetic Connections, 180
3.22 A Letter to the District Commissioner, 184
Suggested Activities from Prentice Hall Literature:
Tragic heroes: drama, 795, Shakespeare's, 887, 985, 988, 990, 992, 994, 995,
997, 1001
Comparison-and-contrast essay: universal and culturally specific themes, 877
Writing about conflict, 240, 254, 270, 282, 307, 336, 356, 370, 382, 409, 429
Comparing Themes and Worldviews, 1228, 1230, 1232, 1234, 1236, 1237,
1239, 1240, 1241
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
3.23 The Author's Perspective, 185
Embedded Assessment 2:
Writing a Literary Analysis Essay, 193
Suggested Activities from Prentice Hall Literature:
Writing Workshop: Response to Literature, 768–775; Writing to Compare
Literary Works, 107, 199, 327, 419, 531, 603, 707, 767, 877, 1019, 1145, 1241
UNIT 4: Justice
Academic Vocabulary:
To examine perspectives of justice across cultures and over time
To recognize effective elements of persuasion
Coverage of Academic Vocabulary in Prentice Hall Literature:
For related activities see: What kind of knowledge changes our lives?
Nonfiction, 444, 459, 470, 482, 496, 506, 524, 530, 544, 552, 564, 572, 594,
602
Persuasive writing, 539, 543, 545, 549, 553; Evaluate Persuasion, 557, 562,
565, 573; Informational Texts: evaluate credibility of author’s argument
(question, critique generalizations and evidence), 1222–1227
Writing Workshop: Letter to the Editor, 532–537; Persuasive Essay, 604–611;
also see: Writing (Integrated Language Skills): Proposal, 179; Book Review,
295; Critical essay, 731; Editorial, 1003
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
To create a persuasive piece
To rehearse and present a dramatic Interpretation
Communications Workshop: Delivering a Persuasive Speech, 616
Communications Workshop: Delivering an Oral Interpretation of a Literary
Work, 780
Mock trial, 861, Retelling, 1089, Dialogue, improvised, 1119
Learning Focus: What Can You Do?, 200
SpringBoard Readings:
Drama: Excerpt from Romeo and Juliet,
by William Shakespeare
Editorial: "Time to Assert American Values"
Article: "Rough Justice," by Alejandro Reyes
Proclamation: United Nations Declaration of the Rights
of the Child
Suggested Texts from Prentice Hall Literature:
“How Much Land Does a Man Need?” Leo Tolstoy, 338–354
“Editorial on the Anniversary of the Fall of the Berlin Wall,” 403–404
“Voices from the Wall,” 405
“Keep Memory Alive,” Elie Wiesel, 542–544
from “Nobel Lecture,” Alexander Solzhenitsyn, 547–552
“The American Idea,” Theodore H. White, 559–564
Developmental and Advanced English Language Arts
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2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
Speech: President Mandeta's Statement on International Children's
Day, by Nelson Mandela
Essay: "School's Out for Summer," by Anna Quindlen
Drama: Excerpt from Act III, Scene 2,Julius Caesar,
William Shakespeare
Article: "An Immodest Idea," by Anna Mulrine
Editorial: "Comment," by Pat Lancaster
Article: "Germany Divided Over Hijab," by Andreas Tzortzis
Article: "An Unfair Dress Code?"
Testimony: "Religious Expression," by Nashala Hearn
Speech: Excerpt from "On Civil Disobedience,"
by Mohandas K. Gandhi
Letter: Excerpt from "Letter from Birmingham Jail,"
by Dr. Martin Luther King, Jr.
Essay: "Kohlberg's Six Stages of Moral Reasoning,"
by Lawrence Kohlberg
Essay: "One Word of Truth," by Alexander Solzhenitsyn
Article: "Guernica Returned to Spain," The History Channel
“Desert Exile: The Uprooting of a Japanese-American Family,” Yoshiko Uchida,
586–594
“Julius Caesar,” William Shakespeare, 886–1000
From “A Raisin in the Sun,” Lorraine Hansberry, 1016–1018
Informational Texts: newspaper editorial, 405–407
Developmental and Advanced English Language Arts
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2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
Academic Vocabulary:
Justice
Chorus
Coverage of Academic Vocabulary in Prentice Hall Literature:
For related activities see: What kind of knowledge changes our lives?
Nonfiction, 444, 459, 470, 482, 496, 506, 524, 530, 544, 552, 564, 572, 594,
602
Chorus, 795
Grammar & Usage:
Prepositional phrases, 210
Rhetorical question, 240
Adverbial phrases & adverbial clauses, 241
Suggested Activities from Prentice Hall Literature:
Prepositional phrases, 668, 711, 730, 773, 1247
Rhetorical devices, use, 534, 616, 861
Adverb phrases, 730; Adverb clauses, 860, 1027, 1247
Activities to Prepare for Embedded Assessment:
4.3 What Is Justice?, 206
Suggested Activities from Prentice Hall Literature:
Comprehension Skills
Debate, 555, 777What kind of knowledge changes our lives? 442, 612;
Developmental and Advanced English Language Arts
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2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
4.4 Justice and Culture, 208
4.5 International Justice, 215
4.6 Arguing for Justice, 227
4.7 Legal Justice, 235
4.8 Civil Disobedience, 247
4.9 Justice and Moral Reasoning, 256
4.10 Conflicts in Justice, 261
4.11 Depicting Injustice, 262
4.12 "Get Up, Stand Up": Protest Music, 270
Independent Reading, 617; Informational Texts, 512, 514, 516, 578, 580, 582;
Nonfiction, 444, 459, 470, 482, 496, 506, 524, 530, 544, 552, 564, 572, 594,
602; Writing About, 462, 472, 488, 498, 519, 540, 546, 558, 566, 585, 613;
Women's history report, 1005
Embedded Assessment 1:
Composing a Persuasive Text, 272
Suggested Activities from Prentice Hall Literature:
Writing Workshop: Letter to the Editor, 532–537; Persuasive Essay, 604–611;
also see: Writing (Integrated Language Skills): Proposal, 179; Book Review,
295; Critical essay, 731; Editorial, 1003
Communications Workshop: Delivering a Persuasive Speech, 616
Learning Focus: Learning Focus: From Ancient Beliefs to Our Own, 275
Developmental and Advanced English Language Arts
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Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
SpringBoard Readings:
Drama: Antigone, by Sophocles
Nonfiction: Excerpt from Making Comics, by Scott McCloud
Suggested Texts from Prentice Hall Literature:
“Antigone, Part 1”, Sophocles, 814–832
“Antigone, Part 2”, Sophocles, 839–858
Activities to Prepare for Embedded Assessment:
4.13 How Do You Feel?, 276
4.14 Meet the Cadmus Family, 279
4.15 Charting the Action, 284
4.16 Antigone in the Amphitheater, 326
4.17 Creon's Changing Character, 327
4.18 Two Sides of the Coin, 330
4.19 Applying Kohlberg to Antigone, 334
4.20 Collaborative Chorus, 336
Suggested Activities from Prentice Hall Literature:
What is Drama, 792–793; Elements of Drama 794–795; Greek Tragedies, 836,
837, 840, 841, 843, 846, 851, 856, 859; Shakespeare’s Tragedies, 887, 897,
900, 902, 909, 913
Dramatic speeches, 939, 941, 947, 948, 949, 950, 952, 953, 955, 961, 963
Embedded Assessment 2:
Creating a Living Tableau, 338
Suggested Activities from Prentice Hall Literature:
For related activities see: Communications Workshop: Delivering an Oral
Interpretation of a Literary Work, 780
Developmental and Advanced English Language Arts
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Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
Mock trial, 861, Retelling, 1089, Dialogue, improvised, 1119
UNIT 5: Building Cultural Bridges
Springboard Unit Goals:
To examine how nonfiction texts (both print and non-print) construct our perceptions of what is true
To analyze how writers and speakers use evidence to impact the persuasiveness of a claim
To examine how perceptions of a writer or speaker's ethics affect the credibility of a text or its author
To explore a complex issue or problem from multiple perspectives and to work with peers to present a solution
Key Representative Matches for Unit Goals from Prentice Hall Literature:
What are Fiction/Nonfiction, 4–5; What is Nonfiction?, 444–445; Characteristics of Essays and Speeches, 446–447; Nonfiction, 449, 464, 474, 490, 500, 512, 520, 525, 542, 548, 560, 568, 586, 595; Informational Texts, 90–95, 182–187, 298–305, 402–407, 512–517, 578–583, 694–699, 752–757, 864–867, 1008–1013, 1122–1127, 1222–1227
Persuasive writing, 539, 543, 545, 549, 553; Evaluate Persuasion, 557, 562,
565, 573; Informational Texts: evaluate credibility of author’s argument
(question, critique generalizations and evidence), 1222–1227
Author's perspective, 446, 457, 459 ; Main idea, 461, 466, 470, 471, 477, 479,
483, 487, 492, 494, 497, 502, 504, 507
Writing Workshop: Problem-and-Solution Essay, 420–427
Developmental and Advanced English Language Arts
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Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
To reflect on academic strengths and identify areas for further development
Reflecting on Your Writing & Rubric for Self-Assessment, 113, 207, 333, 427,
537, 611, 713, 775, 883, 1031, 1151, 1249
Learning Focus: Solving the World's Problems, 346
SpringBoard Readings:
Song: "I Need to Wake Up," by Melissa Etheridge
Essay: "Science a la Joe Camel," by Laurie David
Essay: "There Is No 'Consensus' on Global Warming," by Richard S.
Lindzen
Essay: "The Moral Flaws of Al Gore's An Inconvenient Truth," by
Glenn Easterbrook
Declaration: Excerpt from the United Nations Millennium
Declaration
Article: "A Roaring Battle over Sea Lions," by Bill Hewitt
Article: "A Stay of Execution for Sea Lions at Bonneville Dam," by
the Humane Society of the United States
Suggested Texts from Prentice Hall Literature:
“The Marginal World,” Rachel Carson, 156–164
“Editorial on the Anniversary of the Fall of the Berlin Wall,” 403–404
“Voices from the Wall,” 405
“Keep Memory Alive,” Elie Wiesel, 542–544
from “Nobel Lecture,” Alexander Solzhenitsyn, 547–552
“The American Idea,” Theodore H. White, 559–564
“Desert Exile: The Uprooting of a Japanese-American Family,” Yoshiko Uchida,
586–594
“How Big is Your Footprint?”, Kelley Weitzel, 510–511
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
Academic Vocabulary:
Documentary Film
Objectivity
Subjectivity
Coverage of Academic Vocabulary in Prentice Hall Literature:
For related activities see: Communications Workshop: Analyzing Media
Presentations, 212; Delivering a Multimedia Presentation, 1036; Comparing
Media Coverage, 1254
Grammar & Usage:
Quotations from sources, 371
Dependent (subordinate) clauses, 387
Suggested Activities from Prentice Hall Literature:
Quotations: record, 769; use exact, 770; record, 1022 , use/credit, 1023
Clauses, independent/subordinate, 860, 1088, 1118
Activities to Prepare for Embedded Assessment:
5.1 Previewing the Unit, 347
5.2 The Call to Act, 348
5.3 Reel or Real, 352
5.4 That's Just the Way It Is, 353
5.5 Previewing An Inconvenient Truth, 357
Suggested Activities from Prentice Hall Literature:
What kind of knowledge changes our lives? 442, 612; Nonfiction, 444, 459,
470, 482, 496, 506, 524, 530, 544, 552, 564, 572, 594, 602; Writing About,
462, 472, 488, 498, 519, 540, 546, 558, 566, 585, 613; Informational Texts,
512, 514, 516, 578, 580, 582; Independent Reading, 617
Is there a difference between reality and truth?: Informational Texts, 90, 92,
94, 182, 184, 186
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
5.6 The Nature of the Problem, 360
5.7 Consequences, 362
5.8 "We as Human Beings", 365
5.9 Whose Truth Is True?, 366
5.10 Why Do Reasonable People Disagree?, 380
5.11 Exploring One Conflict Together, 386
5.12 A World of Conflicts, 391
5.13 What's at Stake?, 394
5.14 Creating and Delivering a Position Paper, 400
Embedded Assessment 1:
Presenting a Solution to an Environmental Conflict, 405
Suggested Activities from Prentice Hall Literature:
For related activities see: Writing Workshop: Problem-and-Solution Essay,
420–427
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 ENGLISH TEXTUAL POWER, LEVEL 5 PRENTICE HALL LITERATURE, GRADE TEN ©2010
Learning Focus: Learning Focus: Setting the Stage for Growth, 412
Activities to Prepare for Embedded Assessment:
5.15 Mapping Expectations, 413
5.16 Reading the Signs, 415
5.17 Off to See the Wizard, 417
5.18 Plotting My Course, 418
Embedded Assessment 2:
Presenting my Portfolio, 419
Suggested Activities from Prentice Hall Literature:
Reflecting on Your Writing & Rubric for Self-Assessment, 113, 207, 333, 427, 537, 611, 713, 775, 883, 1031, 1151, 1249
Developmental and Advanced English Language Arts
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Grade 10
2011-2012
Addendum #2: Sacred Book List
Lists were compiled from:
1. Collier County Public School Current “Sacred Book” list
2. Sunshine State Young Readers’ Novels
3. Sunshine State: Florida Teen Reads
4. Reader’s Journey Novels
5. SpringBoard Suggested Novels
6. Prentice Hall Literature Suggested Novels
7. Janet Allen Suggested Novels
8. College Board Top 100 Novel List
9. Advanced Placement Recommendations:
High School Teacher Syllabi
College Board A.P. Literature Suggestions
College Board A.P. Language Suggestions
Novels from A.P. Free Response Questions
Developmental and Advanced English Language Arts
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Grade 10
2011-2012
High School Reading List
9 10 11 12
* Romeo and Juliet *Things Fall Apart *Into the Wild *Pygmalian
* To Kill a Mockingbird ~ Phineas Gage *Their Eyes are Watching God *Othello
* Slam ~ Among the Hidden * The Crucible * Poisonwood Bible
* Speak ~ Devil's Arithmetic ^ The Awakening Brave New World
* Star Girl ~ Birmingham, 1963 ^ Catcher in the Rye Crime and Punishment
* Monster ~ The Girls' Life Guide to Growing Up ^ Ethan Frome Cry, the Beloved Country
~ The Great Fire ~ Horrible Science: Disgusting Digestion
^ I Know Why the Caged Bird Sings Cyrano de Bergerac
~ No More Dead Frogs ~ Oh Yikes! History's Grossest, Wackiest, Moments
^ The Scarlett Letter Death and the King's Horseman
~ The Skin I'm In ~ Snowbound: The Tragic Story of the Donner Party
! Daisy Miller Death of a Salesman
~ Are We Alone?: Scientists Search for Life in Space
~ Tales of the Cryptids: Mysterious Creatures That May or May Not Exist
! Billy Budd Hamlet
~ Cold Light: Creatures, Discoveries, and Inventions That Glow
~ Tell All the Children Our Story: Memories and Mementos of Being Young and Black in America
! The Great Gatsby Heart of Darkness
~ Curse of the Pharaohs: My Adventures with Mummies
Alas, Babylon ~ Getting Away with Murder: The True Story of the Emmett Till Case
The Importance of Being Earnest
~ The Down-to Earth Guide to Global Warming
All Quiet on the Western Front ~ Bronx Masquerade Lysisrata
~ Journeys for Freedom: A New Look at America's Story
Antigone ~ Finn: A Novel MacBeth
~ Oh Yuck!: The Encyclopedia of Everything Nasty
Farewell to Manzanar ~ Dear Miss Breed: True Stories of the Japanese Incarceration of World War II and a Librarian Who Made a Difference
Madame Bovary
Developmental and Advanced English Language Arts
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Grade 10
2011-2012 ~ Out of Darkness: The Story of Louis Braille
Grendel ~ From Bone Shakers to Choppers: The Rip-Roaring History of Motorcycles
Much Ado About Nothing
~ We Are One: The Story of Bayard Rustin
The Illiad ~ Guinea Pig Scientists: Bold Self-Experimenters in Science and Medicine
1984
~ Mick Harte Was Here Julius Caesar ~ Let Me Play: The Story of Title IX: The Law that Changed the Future of Girls in America
One Hundred Years of Solitude
~ Nightjohn Kitchen God's Wife ~ Mental Floss Presents Condensed Knowledge: A Deliciously Irreverent Guide to Feeling Smart Again
Portrait of the Artist as a Young Man
~ Scorpions Midsummer's Night Dream ~ Tough Boy Sonatas The Stranger
~ Who Put That Hair on My Toothbrush Medea ~ Tupac Shakur (Just the Facts Biographies
A Tale of Two Cities
Adventures of Huckleberry Finn Night ~ Is and Them: A History of Intolerance in America
Tess of the D'Urbervilles
Alice in Wonderland Power of One The Bluest Eye Waiting for Godot
Animal Farm River Ran Out of Eden Cannery Row Woman Warrior
^ Great Expectations The Children's Story Rosenkrantz and Guildenstern are dead
Lord of the Flies Siddartha Fahrenheit 451 Beowulf
The Odyssey Glass Menagerie
Of Mice and Men ^ Hiroshima Grapes of Wrath
Old Man and the Sea ^Gilgamesh Inherit the Wind
^ A Separate Piece Sir Gawain and the Green Knight Night Thoreau Spent in Jail
Roll of Thunder, Hear My Cry ^ A Dolls House Old Man and the Sea
Walkabout ^ Oedipus Rex Ordinary People
Fallen Angels Our Town
Raisin in the Sun
Red Badge of Courage
! Beloved
Developmental and Advanced English Language Arts
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Grade 10
2011-2012
KEY
* Required Reading - Springboard
* Supplemental - Springboard
~ Janet Allen
^ Advanced
! AP
(No notation) Existing Supplemental Reading List
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