Greene County Public Schools
10th Grade English Curriculum & Pacing Guide 2014-2015 Quarter 1
KEY
Writing
Fiction
Non-Fiction
Presentation
Weekly Skill
SOL Not Tested
Bloom’s Taxonomy Abbreviations
R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create
Time/
Dates
SOL/
Strand
Objective/Content/Essential Questions/
Cognitive Level
Vertical
Alignment Vocabulary
Cross-
curricular
Connections
8/19-
8/21 (3
days)
10.6 a-e 10.6 The student will develop a variety of writing to persuade,
interpret, analyze, and evaluate with an emphasis on exposition
and analysis.
a) Generate, gather, plan, and organize ideas for writing to
address a specific audience and purpose. C
b) Synthesize information to support the thesis. C
c) Elaborate ideas clearly through word choice and vivid
description. C
d) Write clear and varied sentences, clarifying ideas with precise
and relevant evidence. C
e) Organize ideas into a logical sequence using transitions. Ap,
An, E, C
9.6: Narrative,
Expository, and
Persuasive Writing
11.6: Persuasive Writing
Formal Essay
Organization
Support
Topic Sentences
Usage/Mechanics
Written
Expression
Composition
8/22-
9/26
(5
weeks)
10.3 d, e;
10.4 a, b, d,
e, f, g, h, l,
m
10.3 The student will apply knowledge of word origins,
derivations, and figurative language to extend vocabulary
development in authentic texts.
d) Identify the meaning of common idioms. R
e) Identify literary and classical allusions and figurative
language in text. R 10.4 The student will read, comprehend, and analyze literary texts
of different cultures and eras.
a) Identify main and supporting ideas. R
b) Make predictions, draw inferences, and connect prior
knowledge to support reading comprehension. U
d) Analyze the cultural or social function of literature. An
9.4 c: Literary forms
9.4 e: Elements of
Literature
11.4 c: Motifs
11.4 f: Poetry Analysis
Drama
Dramatic Irony
Motif
Theme
Monologue
Soliloquy
Aside
Metaphor Character
development
Social Studies:
Role of
Women and
Divorce in 19th
Century and
the Present
Real-world
connections:
loans, interest,
e) Identify universal themes prevalent in the literature of
different cultures. R
f) Examine a literary selection from several critical perspectives.
An
g) Explain the influence of historical context on the form, style,
and point of view of a literary text. U
h) Evaluate how an author’s specific word choices, syntax, tone,
and voice shape the intended meaning of the text, achieve
specific effects and support the author’s purpose. E
l) Compare and contrast character development in a play to
characterization in other literary forms. An
m) Use reading strategies to monitor comprehension throughout
the reading process. Ap
Resources = A Doll’s House by Henrik Ibsen; Connecting poetry:
“To Helen” by Edgar Allen Poe and “My Mistress’s Eyes” by
William Shakespeare; 19th century photographs and magazine ads
11.4 i: Dramatic
Selections
11.4 j: Types of Irony
19th century
women’s role co-signers,
amortization
8/25-
8/29 (1
week)
10.3 a, b 10.3 The student will apply knowledge of word origins,
derivations, and figurative language to extend vocabulary
development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms,
and cognates to understand complex words. U
b) Use context, structure, and connotations to determine meanings
of words and phrases. U
9.3 a: Structural
Analysis
9.3 b: Context, structure
connotation
Prefixes, suffixes,
and roots
9/1-9/5
(1
week)
10.3 a, b 10.3 The student will apply knowledge of word origins,
derivations, and figurative language to extend vocabulary
development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms,
and cognates to understand complex words. U
b) Use context, structure, and connotations to determine meanings
of words and phrases. U
9.3 a: Structural
Analysis
9.3 b: Context, structure
connotation
Prefixes, suffixes,
and roots II:
Scientific
Vocabulary
Science:
Terms from
Biology
9/8-
9/12 (1
week)
10.4 a, j 10.4 The student will read, comprehend, and analyze literary
texts of different cultures and eras.
a) Identify main and supporting ideas. R
j) Distinguish between a critique and a summary. U
9.4 b: Summarize
Research: Main
points and
summary
9/15-
9/19 (1
week)
10.8 e, f
10.8 The student will collect, evaluate, organize, and present
information to create a research product
e) Cite sources for both quoted and paraphrased ideas using a
standard method of documentation, such as that of the Modern
Language Association (MLA) or the American Psychological
Association (APA). U
9.8 f: Paraphrase
9.8 h: Plagiarism
Research:
Paraphrase
f) Define the meaning and consequences of plagiarism and follow
ethical and legal guidelines for gathering and using
information. R
9/22-
9/26 (1
week)
10.6 a, c 10.6 The student will develop a variety of writing to persuade,
interpret, analyze, and evaluate with an emphasis on exposition
and analysis.
a) Generate, gather, plan, and organize ideas for writing to
address a specific audience and purpose. C
c) Elaborate ideas clearly through word choice and vivid
description. C
9.6 a: Gather, Plan,
Organize Ideas
9.6 e: Elaboration
Descriptive
Writing
9/29-
10/7
(7
days)
10.2 b, c;
10.8 a-e
10.2 The student will analyze, produce, and examine
similarities and differences between visual and verbal media
messages.
b) Evaluate sources including advertisements, editorials, blogs,
Web sites, and other media for relationships between intent,
factual content, and opinion. E
c) Determine the author’s purpose and intended effect on the
audience for media messages. U 10.8 The student will collect, evaluate, organize, and present
information to create a research product.
a) Use technology as a tool to research, organize, evaluate,
synthesize, and communicate information. Ap
b) Develop the central idea or focus. C
c) Verify the accuracy, validity, and usefulness of information. U
d) Make sense of information gathered from diverse sources by
identifying misconceptions, main and supporting ideas,
conflicting information, point of view or bias. R
e) Cite sources for both quoted and paraphrased ideas using a
standard method of documentation, such as that of the Modern
Language Association (MLA) or the American Psychological
Association (APA). U
f) Define the meaning and consequences of plagiarism and follow
ethical and legal guidelines for gathering and using
information. R
Resources = three articles on same event; library and library
databases
9.2 b: Determine
author’s purpose
9.2 d: Evaluate sources
9.8: Use media to create
research product
11.5 e: Analyze multiple
texts on same topic
11.8 f: Synthesize
information
Library research
Database research
Taking notes on
sources
Evaluating sources
Paraphrase
Summary
MLA citations
(works cited and
in-text)
9/29-
10/3 (1
week)
10.6 d 10.6 The student will develop a variety of writing to persuade,
interpret, analyze, and evaluate with an emphasis on exposition
and analysis.
d) Write clear and varied sentences, clarifying ideas with precise
and relevant evidence. C
9.6 d: Clear and Varied
Sentences
9.7 c: Main and
subordinate clauses
Independent and
Dependent Clauses
9.7 d: Using commas
with subordinate clauses
10/6-
10/10
(1
week)
10.6 d 10.6 The student will develop a variety of writing to persuade,
interpret, analyze, and evaluate with an emphasis on exposition
and analysis.
d) Write clear and varied sentences, clarifying ideas with precise
and relevant evidence. C
9.6 d: Clear and Varied
Sentences
9.7 c: Main clauses,
subordinate clauses
9.7 d: Using commas
with subordinate clauses
Sentence types I
10/8-
10/14
(5
days)
10.6 a, d, e,
f, g; 10.7 c,
d, h;
10.6 The student will develop a variety of writing to persuade,
interpret, analyze, and evaluate with an emphasis on exposition
and analysis.
a) Generate, gather, plan, and organize ideas for writing to address
a specific audience and purpose. C
b) Write clear and varied sentences, clarifying ideas with precise
and relevant evidence. C
c) Organize ideas into a logical sequence using transitions. Ap,
An, E, C
d) Revise writing for clarity of content, accuracy, and depth of
information. E, C
e) Use computer technology to plan, draft, revise, edit, and publish
writing. C 10.7 The student will self- and peer-edit writing for correct
grammar, capitalization, punctuation, spelling, sentence structure,
and paragraphing.
c) Use a style manual, such as that of the Modern Language
Association (MLA) or the American Psychological
Association (APA), to apply rules for punctuation and
formatting of direct quotations. Ap
d) Differentiate between in-text citations and works cited on the
bibliography page. An
h) Proofread and edit final product for intended audience and
purpose. U
Resource = MLA citation and formatting pamphlet
9.6 a: Generate, gather,
and organize ideas
9.6 d: Clear and varied
sentences
9.6: Elaborate on ideas
9.6 f: Organize
9.8 d: Cite sources using
MLA
9.7 f: Proofread and edit
11.8 f: Synthesize
information
Expository writing
Organizing writing
Paraphrase
Summary
MLA citations
(works cited and
in-text)
10/13-
10/17
(1
week)
10.6 d 10.6 The student will develop a variety of writing to persuade,
interpret, analyze, and evaluate with an emphasis on exposition
and analysis.
d) Write clear and varied sentences, clarifying ideas with precise
and relevant evidence. C
9.6 d: Clear and Varied
Sentences
9.7 c: Main and
subordinate clauses
9.7 d: Using commas
with subordinate clauses
Independent and
Dependent Clauses
10/15-
10/23
(7
days)
10.3 d, e;
10.4 a, b, h,
k, m
10.3 The student will apply knowledge of word origins,
derivations, and figurative language to extend vocabulary
development in authentic texts.
d) Identify the meaning of common idioms. R
e) Identify literary and classical allusions and figurative
language in text. R 10.4 The student will read, comprehend, and analyze literary
texts of different cultures and eras.
a) Identify main and supporting ideas. R
b) Make predictions, draw inferences, and connect prior
knowledge to support reading comprehension. U
h) Evaluate how an author’s specific word choices, syntax, tone,
and voice shape the intended meaning of the text, achieve
specific effects and support the author’s purpose. E
k) Compare and contrast how rhyme, rhythm, sound, imagery,
style, form, and other literary devices convey a message and
elicit a reader’s emotions. An
m) Use reading strategies to monitor comprehension throughout
the reading process. Ap
Resources = Possible works for short story unit: “The Voyage of
Sindbad the Sailor”; “Lamb to the Slaughter” by Roald Dahl;
“Contents of the Dead Man’s Pocket” by Jack Finney
9.4 a: Identify author’s
main idea
9.4 f: Compare/Contrast
literary devices convey
message
9.4 l: Make
predictions/draw
conclusions
9.4 m: Reading
strategies
11.4 g: Use of imagery
and figurative speech
Short Stories
Suspense
Horror
Adventure
10/24
(1 day)
10.5 a, b, f,
h
10.5 The student will read, interpret, analyze, and evaluate
nonfiction texts.
a) Identify text organization and structure. R, U
b) Recognize an author’s intended audience and purpose for
writing. R
f) Draw conclusions and make inferences on explicit and implied
information using textual support as evidence. E
h) Use reading strategies throughout the reading process to
monitor comprehension. U
Resource = The New York Times article “In Cluttered Home . . .”
by Vivian Yee
9.5 a: Audience and
Purpose
9.5 h: Draw Conclusions
based on text
9.5 k: Reading
Strategies
Frame Narrative
Narrative Hook
Biology: Body
Decomposition
Bloom’s Taxonomy Abbreviations
R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create
KEY
Writing
Fiction
Non-Fiction
Presentation
Weekly Skill
SOL Not Tested
Greene County Public Schools
10th Grade English Curriculum & Pacing Guide 2014-2015 Quarter 2
KEY
Writing
Fiction
Non-Fiction
Presentation
Weekly Skill
SOL Not Tested
Bloom’s Taxonomy Abbreviations
R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create
Time/
Dates
SOL/
Strand
Objective/Content/Essential Questions/
Cognitive Level
Vertical
Alignment
Vocabulary Cross-
curricular
Connections
10/20-10/24 (1
week)
10.6 d 10.6 The student will develop a variety of writing to
persuade, interpret, analyze, and evaluate with an emphasis
on exposition and analysis.
d) Write clear and varied sentences, clarifying ideas with
precise and relevant evidence. C
9.6 d: Clear and Varied
Sentences
9.7 c: Main clauses,
subordinate clauses
9.7 d: Using commas
with subordinate
clauses
Sentence Types II
10/27-10/31 (1
week)
10.6 c 10.6 The student will develop a variety of writing to
persuade, interpret, analyze, and evaluate with an emphasis
on exposition and analysis.
c) Elaborate ideas clearly through word choice and vivid
description. C
9.6 e: Word Choice and
Vivid Description
Vivid Word
Choice
10/28-11/7
(5 days within
this window)
10.1 d, h, i,
j; 10.4 h, k,
m
10.1 The student will participate in, collaborate in, and
report on small-group learning activities.
c) Choose vocabulary, language, and tone appropriate to the
topic, audience, and purpose. Ap
h) Evaluate one’s own role in preparation and delivery of
oral reports. E
i) Use a variety of strategies to listen actively. Ap
j) Analyze and interpret other’s presentations. An
9.1 d: Appropriate
vocabulary and
language
9.1 j: Listening
strategies
Poetry Out Loud
Formal recitation
Interpretation and
analysis of poetry
Peer evaluation of
presentation
10.4 The student will read, comprehend, and analyze
literary texts of different cultures and eras.
h) Evaluate how an author’s specific word choices, syntax,
tone, and voice shape the intended meaning of the text,
achieve specific effects and support the author’s purpose.
E
k) Compare and contrast how rhyme, rhythm, sound,
imagery, style, form, and other literary devices convey a
message and elicit a reader’s emotions. An
m) Use reading strategies to monitor comprehension
throughout the reading process. Ap
Resources = Poetry Out Loud website; selected poems
9.4 k: Author’s use of
language to support
purpose
9.4 f: Author’s use of
language to convey
message
9.4 m: Reading
strategies
11.4 f: Analysis of
Poetry
11/10 (1 day) 10.1 b, e, f,
k
10.1 The student will participate in, collaborate in, and
report on small-group learning activities.
b) Collaborate in the preparation or summary of the group
activity. U
e) Demonstrate the ability to work effectively with diverse
teams to accomplish a common goal. Ap
f) Collaborate with others to exchange ideas, develop new
understandings, make decisions, and solve problems. Ap.
C
k) Evaluate effectiveness of group process in preparation
and delivery of oral reports. E
Resources = Introduction to Fahrenheit 451 by Ray Bradbury
9.1 l: Collaboration Informal group
brainstorming
and presentation
Dystopia
Social and culture
analysis
Social Studies:
Culture
11/10-12/10
(4 weeks)
10.3 d, e;
10.4 a, b, d,
e, f, k, m
10.3 The student will apply knowledge of word origins,
derivations, and figurative language to extend vocabulary
development in authentic texts. d) Identify meaning of common idioms. R
e) Identify literary and classical allusions and figurative
language in text. R
10.4 The student will read, comprehend, and analyze
literary texts of different cultures and eras.
a) Identify main and supporting ideas. R
b) Make predictions, draw inferences, and connect prior
knowledge to support reading comprehension. U
e) Identify universal themes prevalent in the literature of
different cultures. R
f) Examine a literary selection from several critical
perspectives. An
k) Compare and contrast how rhyme, rhythm, sound,
imagery, style, form, and other literary devices convey a
message and elicit a reader’s emotions. An
9.3: Literary and
Classical allusions
9.4 a: Identify main
idea
9.4 e: Theme
9.4 f: Author’s use of
language to convey
message
9.4 l: Make predictions
Allusion
Symbolism
Theme
Social Critique
Dystopia
Irony
Censorship
World History
II:
Cold War Era
Real-world
connections:
Evaluating the
role of
technology in
everyday life
m) Use reading strategies to monitor comprehension
throughout the reading process. Ap
Resources = Fahrenheit 451 by Ray Bradbury
Connecting poetry: Allusion—“Dover Beach” by Matthew
Arnold, “The Tyger” by William Blake; Theme—“To an
Unknown Citizen” by W. H. Auden; “Richard Cory” by
Edwin Arlington Robinson
9.4 m: Reading
strategies
11.4 c:
Analysis/Discussion of
American Literature
11.4 f: Analysis of
Poetry
11/10-12/10
(4 days
throughout)
10.2 c, d;
10.5 b, f, g-
h
10.2 The student will analyze, produce, and examine
similarities and differences between visual and verbal media
messages.
c) Determine the author’s purpose and intended effect on the
audience for media messages. U
d) Identify the tools and techniques used to achieve the
intended focus. R
10.5 The student will read, interpret, analyze, and evaluate
nonfiction texts.
b) Recognize an author’s intended audience and purpose for
writing. R
f) Draw conclusions and make inferences on explicit and
implied information using textual support as evidence. E
g) Analyze and synthesize information in order to solve
problems, answer questions, and generate new
knowledge. An, C
h) Use reading strategies throughout the reading process to
monitor comprehension. U
Resources = ALA website and banned book lists; “Does
Paper Really Burn at 451 Degrees Fahrenheit?” by Brian
Palmer (article); “Facebook Leads to Narcissism, ‘Shallow
Relationships’ New Study Claims” (article); “Status Update:
‘I’m So Glamorous’” by J.H. Tucker (article)
9.2 b: Author’s purpose
9.5 a: Author’s purpose
9.5 h: Draw conclusions
9.5 g: Problem solving
9.5 k: Reading
Strategies
Censorship
Scientific Method
Hypothesis
US
Government:
Censorship
First
Amendment
Rights
Sociology /
Psychology
Chemistry:
Temperature
and Chemical
Reactions
11/10-11/14 (1
week)
10.3 b, f 10.3 The student will apply knowledge of word origins,
derivations, and figurative language to extend vocabulary
development in authentic texts.
f) Extend general and specialized vocabulary through
speaking, reading, and writing. C
9.3 f: Word origins and
figurative language
Fahrenheit 451
Vocabulary
11/17-11/21 (1
week)
10.6 a, c 10.6 The student will develop a variety of writing to
persuade, interpret, analyze, and evaluate with an emphasis
on exposition and analysis.
a) Generate, gather, plan, and organize ideas for writing to
address a specific audience and purpose. C
9.6 a: Gather, Plan,
Organize writing
Fahrenheit 451
Descriptive
Writing
c) Elaborate ideas clearly through word choice and vivid
description. C
9.6 e: Elaborate through
vivid description
12/1-12/5 (1
week)
10.4. h, k 10.4 The student will read, comprehend, and analyze
literary texts of different cultures and eras.
h) Evaluate how an author’s specific word choices, syntax,
tone, and voice shape the intended meaning of the text,
achieve specific effects and support the author’s purpose.
E
k) Compare and contrast how rhyme, rhythm, sound,
imagery, style, form, and other literary devices convey a
message and elicit a reader’s emotions. An
9.4 f: Author’s use of
language to convey
message
9.4 m: Reading
strategies
Symbolism in
Fahrenheit 451
12/15-12/19 (1
week)
10.4 j 10.4 The student will read, comprehend, and analyze
literary texts of different cultures and eras.
j) Distinguish between a critique and a summary. U
Resource = Article “More Teachers ‘Flipping’ The School
Day Upside Down” by Grace Hood
Research Skills:
Summary and
critique
Counterargument
and response
KEY
Writing
Fiction
Non-Fiction
Presentation
Weekly Skill
SOL Not Tested
Bloom’s Taxonomy Abbreviations
R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create
Greene County Public Schools
10th Grade English Curriculum & Pacing Guide 2014-2015 Quarter 3
KEY
Writing
Fiction
Non-Fiction
Presentation
Weekly Skill
SOL Not Tested
Bloom’s Taxonomy Abbreviations
R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create
Time/
Dates SOL/Strand
Objective/Content/Essential Questions/
Cognitive Level
Vertical
Alignment Vocabulary
Cross-
curricular
Connections
1/5-1/9
(1
week)
10.2 b 10.2 The student will analyze, produce, and examine
similarities and differences between visual and verbal media
messages.
b) Evaluate sources including advertisements, editorials, blogs,
Web sites, and other media for relationships between intent,
factual content, and opinion. E
9.2 d: Evaluate Sources
Logical and
Emotional Appeals
1/5-
1/14
(8
days)
10.6 a, e 10.6 The student will develop a variety of writing to
persuade, interpret, analyze, and evaluate with an emphasis on
exposition and analysis.
a) Generate, gather, plan, and organize ideas for writing to
address a specific audience and purpose. C
b) Organize ideas into a logical sequence using transitions. Ap,
An, E, C
Resources = Student samples of introductory paragraphs
9.6 a: Gather, Plan,
Organize writing
9.6 e: Elaborate through
vivid description
11.6 b: Develop a Thesis
for Persuasive Writing
Exploring topics
Brainstorming
Thesis Statements
Introductory
paragraphs
Organizing /
Outlining
1/15-
1/20
(4
days)
10.8 a-e 10.8 The student will collect, evaluate, organize, and present
information to create a research product.
a) Use technology as a tool to research, organize, evaluate,
synthesize, and communicate information. Ap
b) Develop the central idea or focus. C
c) Verify the accuracy, validity, and usefulness of information.
U
d) Make sense of information gathered from diverse sources by
identifying misconceptions, main and supporting ideas,
conflicting information, point of view or bias. R
9.8: Research
11.8: Synthesize/present
information in logical
sequence
Research
Taking notes on
sources
Incorporating
sources into
writing
Paraphrase
Direct Quotation
e) Cite sources for both quoted and paraphrased ideas using a
standard method of documentation, such as that of the
Modern Language Association (MLA) or the American
Psychological Association (APA). U
Resources = Library and library databases; article to practice
incorporating sources
MLA citations
(works cited and
in-text)
1/19-
1/23 (1
week)
10.8 a, d, e 10.8 The student will collect, evaluate, organize, and present
information to create a research product.
a) Use technology as a tool to research, organize, evaluate,
synthesize, and communicate information. Ap
d) Make sense of information gathered from diverse sources by
identifying misconceptions, main and supporting ideas,
conflicting information, point of view or bias. R
e) Cite sources for both quoted and paraphrased ideas using a
standard method of documentation, such as that of the
Modern Language Association (MLA) or the American
Psychological Association (APA). U
9.8 e: Information from
Diverse Sources
9.8 f-g: Cite Sources
11.8: Synthesize/present
information in logical
sequence
Incorporating
Sources into
Writing
1/21-
1/30
(8
days)
10.6 b-d, f, g;
10.7 c-h
10.6 The student will develop a variety of writing to
persuade, interpret, analyze, and evaluate with an emphasis on
exposition and analysis.
b) Synthesize information to support the thesis. C
c) Elaborate ideas clearly through word choice and vivid
description. C
d) Write clear and varied sentences, clarifying ideas with
precise and relevant evidence. C
f) Revise writing for clarity of content, accuracy, and depth of
information. E, C g) Use computer technology to plan, draft, revise, edit, and
publish writing. C
10.7 The student will self- and peer-edit writing for correct
grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
c) Use a style manual, such as that of the Modern Language
Association (MLA) or the American Psychological
Association (APA), to apply rules for punctuation and
formatting of direct quotations. Ap
d) Differentiate between in-text citations and works cited on the
bibliography page. An
e) Analyze the writing of others. An
f) Describe how the author accomplishes the intended purpose
of a piece of writing. U
g) Suggest how writing might be improved. E
h) Proofread and edit final product for intended audience and
purpose. U
9.6 d: Clear and Varied
Sentences
9.6 e: Elaborate ideas
9.6 i: Use of computer
technology
9.7 f: Proofread and Edit
Composing
Expanding on
ideas
Organizing
Peer Review
Editing
Revising
Proofreading
Resources = Student drafts; Google drive
2/2-2/6
(1
week)
10.7 h 10.7 The student will self- and peer-edit writing for correct
grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
h) Proofread and edit final product for intended audience and
purpose. U
9.7 d: Use commas
9.7 f: Proofread and Edit
Commas
2/2-
2/20
(3
weeks)
10.3 d, e;
10.4 a, c-e, h,
i, m
10.3 The student will apply knowledge of word origins,
derivations, and figurative language to extend vocabulary
development in authentic texts.
d) Identify the meaning of common idioms. R
e) Identify literary and classical allusions and figurative
language in text. R
10.4 The student will read, comprehend, and analyze literary
texts of different cultures and eras.
a) Identify main and supporting ideas. R
c) Explain similarities and differences of techniques and literary
forms represented in the literature of different cultures and
eras. U
d) Analyze the cultural or social function of literature. An
e) Identify universal themes prevalent in the literature of
different cultures. R
h) Evaluate how an author’s specific word choices, syntax,
tone, and voice shape the intended meaning of the text,
achieve specific effects and support the author’s purpose. E
i) Compare and contrast literature from different cultures and
eras. An
m) Use reading strategies to monitor comprehension throughout
the reading process. Ap
Resources = Possible works for short story unit themed around
(dis)continuity between generations and the passage of time:
Excerpt from Dandelion Wine by Ray Bradbury, “Dead Man’s
Path” by Chinua Achebe, “Once More to the Lake” by E. B.
White, “Everyday Use” by Alice Walker, “Teenage Wasteland”
by Anne Tyler
9.4 a: Main idea
9.4 g: Cultural/social
function of literature
9.4 e: Theme
9.4 k: Analyze language
9.4 m: Reading strategies
11.4 c: Discuss/Analyze
American literature
11.4 g: Imagery and
Figurative Language
theme
juxtaposition
symbolism
double meaning
compare-contrast
World History
II:
Post-Colonial
Africa
2/2-
2/20
(3 days
within
short
story
unit)
10.2 b, c;
10.5 a, b, d,
f-h
10.2 The student will analyze, produce, and examine
similarities and differences between visual and verbal media
messages.
b) Evaluate sources including advertisements, editorials, blogs,
Web sites, and other media for relationships between intent,
factual content, and opinion. E
c) Determine the author’s purpose and intended effect on the
audience for media messages. U
9.2 d: Evaluate media
sources
9.2 b: Determine
purpose/effect of mass
media
Enumeration /
Listing
Order of
importance
Generalization
Sociology
Real-world
connections:
Navigating
Internet media
10.5 The student will read, interpret, analyze, and evaluate
nonfiction texts.
a) Identify text organization and structure. R, U
b) Recognize an author’s intended audience and purpose for
writing. R
d) Compare and contrast informational texts. An
f) Draw conclusions and make inferences on explicit and
implied information using
textual support as evidence. E
g) Analyze and synthesize information in order to solve
problems, answer questions, and generate new knowledge.
An, C
h) Use reading strategies throughout the reading process to
monitor comprehension. U
Resources = Buzzfeed generational lists; infographics
9.5 a: Recognize
purpose/audience
9.5 h: Draw Conclusions
9.5 g: Problem Solving
9.5 k: Reading Strategies
11.5 a: Clarify
Understanding of
Concepts
2/2-
2/20
(2 days
at end
of unit)
10.2 a 10.2 The student will analyze, produce, and examine
similarities and differences between visual and verbal media
messages.
a) Use media, visual literacy, and technology skills to create
products. C
Resource = Examples from Buzzfeed
Enumeration /
Listing
Order of
importance
Generalization
2/16-
2/20 (1
week)
10.7 b 10.7 The student will self- and peer-edit writing for correct
grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
b) Apply rules governing use of the colon. Ap
Colons
2/23-
2/24 (2
days)
10.2 b, c, d
10.4 a, b, d,
e, g, k, l
10.6 b
10.2 The student will analyze, produce, and examine
similarities and differences between visual and verbal media
messages.
b) Evaluate sources including advertisements, editorials, blogs,
Web sites, and other media for relationships between intent,
factual content, and opinion. E
c) Determine the author’s purpose and intended effect on the
audience for media messages. U
d) Identify the tools and techniques used to achieve the intended
focus. R
10.4 The student will read, comprehend, and analyze literary
texts of different cultures and eras.
a) Identify main and supporting ideas. R
b) Make predictions, draw inferences, and connect prior
knowledge to support reading comprehension. U
d) Analyze the cultural or social function of literature. An
e) Identify universal themes prevalent in the literature of
different cultures. R
9.2 b: Determine purpose
of mass media
9.2 d: Evaluate media
sources
9.4 a: Main Ideas
9.4 l: Make Predictions
9.4 g: Social/Cultural
Function
9.4 e: Theme
Historical fiction
Metaphor
Foreshadowing
Drawing
Inferences
Making
Predictions
Supporting
w/Evidence
Propaganda
Visual Media
World History:
World War
II/Nazi
Germany
g) Explain the influence of historical context on the form, style,
and point of view of a literary text. U
k) Compare and contrast how rhyme, rhythm, sound, imagery,
style, form, and other literary devices convey a message and
elicit a reader’s emotions. An
l) Compare and contrast character development in a play to
characterization in other literary forms. An
Resources = “The Spy” by Bertolt Brecht;
Propaganda (both Nazi and anti-Nazi): commercials, posters,
short films
9.4 i: Historical Context
9.4 f: Use of language to
convey message
11.4 j: Use of dramatic
conventions/Types of
Irony
2/25-
3/20 (3-
1/2
Weeks)
10.3 a-b
10.4 a, b, d,
e, g, h, k, m
10.3 The student will apply knowledge of word origins,
derivations, and figurative language to extend vocabulary
development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms,
antonyms, and cognates to understand complex words. U
b) Use context, structure, and connotations to determine
meanings of words and phrases. U
10.4 The student will read, comprehend, and analyze literary
texts of different cultures and eras.
a) Identify main and supporting ideas. R
b) Make predictions, draw inferences, and connect prior
knowledge to support reading comprehension. U
d) Analyze the cultural or social function of literature. An
e) Identify universal themes prevalent in the literature of
different cultures. R
g) Explain the influence of historical context on the form, style,
and point of view of a literary text. U
h) Evaluate how an author’s specific word choices, syntax,
tone, and voice shape the intended meaning of the text,
achieve specific effects and support the author’s purpose. E
k) Compare and contrast how rhyme, rhythm, sound, imagery,
style, form, and other literary devices convey a message and
elicit a reader’s emotions. An
m) Use reading strategies to monitor comprehension throughout
the reading process. Ap
Resources = Night by Elie Wiesel
9.3 a: Understanding
complex words
9.3 b: Structure and
connotation to determine
meaning
9.4 a: Main Ideas
9.4 l: Make Predictions
9.4 g: Social/Cultural
Function
9.4 e: Theme
9.4 i: Historical Context
9.4 f: Use of language to
convey message
9.4 m: Reading Strategies
Memoir
Historical Context
Themes
Mood
Tone
Allusion
Imagery
Motif Character
Development
German Vocabulary
Roots
World History
II:
Holocaust
Physics:
Death by
Hanging
2/25-
3/20
(5-6
days
through
out)
10.5 a-h 10.5 The student will read, interpret, analyze, and evaluate
nonfiction texts.
a) Identify text organization and structure. R, U
b) Recognize an author’s intended audience and purpose for
writing. R
c) Skim manuals or informational sources to locate information.
U
d) Compare and contrast informational texts. An
9.5 a: Author’s purpose
9.5 g: Problem solving
9.5 h: Draw conclusions
and make inferences
Non-fiction
Classification
Process
Cause-Effect
Visual Media
Inferences
Personal Narrative
Social Studies:
Psychological /
Behavioral
Experimentatio
n; WWII Nazi
Germany and
the Holocaust;
Bloom’s Taxonomy Abbreviations
R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create
e) Interpret and use data and information in maps, charts,
graphs, timelines, tables, and diagrams. Ap
f) Draw conclusions and make inferences on explicit and
implied information using textual support as evidence. E
g) Analyze and synthesize information in order to solve
problems, answer questions, and generate new knowledge.
An, C
h) Use reading strategies throughout the reading process to
monitor comprehension. U
Resources = “The Perils of Obedience” by Stanley Milgram;
Webquest on Jewish Culture and Culture and Historical
Context; Interactive Maps; Concentration Camp Classification
Chart; “Auschwitz” personal narrative by Joanne Kacperski;
news clips; “For Mentally Ill Survivors, Holocaust Lives On”;
“89-year-old Philly man charged . . .” by Terrence McCoy
9.5 k: Reading Strategies
World
Religions; Map
skills
Science:
Voltage and
electric shock;
PTSD
Math:
kilometers to
miles
2/23-27
(1
week)
10.3 b, c 10.3 The student will apply knowledge of word origins,
derivations, and figurative language to extend vocabulary
development in authentic texts.
b) Use context, structure, and connotations to determine
meanings of words and phrases. U
c) Discriminate between connotative and denotative meanings
and interpret the connotation. Ap
9.3 b: Connotation and
context
9.3 c: Connotation and
Denotation
Connotation and
Denotation in
Night
3/2-3/6
(1
week)
10.3 f 10.3 The student will apply knowledge of word origins,
derivations, and figurative language to extend vocabulary
development in authentic texts.
f) Extend general and specialized vocabulary through speaking,
reading, and writing. C
9.3 f: Extend
Vocabulary
Night Vocabulary
(context clues)
3/9-
3/13 (1
week)
10.3 f 10.3 The student will apply knowledge of word origins,
derivations, and figurative language to extend vocabulary
development in authentic texts.
f) Extend general and specialized vocabulary through speaking,
reading, and writing. C
9.3 f: Extend
Vocabulary
Night Vocabulary
(context clues)
KEY
Writing
Fiction
Non-Fiction
Presentation
Weekly Skill
SOL Not Tested
Greene County Public Schools
10th Grade English Curriculum & Pacing Guide 2014-2015 Quarter 4
KEY
Writing
Fiction
Non-Fiction
Presentation
Weekly Skill
SOL Not Tested
Bloom’s Taxonomy Abbreviations
R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create
Time/
Dates
SOL/
Strand
Objective/Content/Essential Questions/
Cognitive Level
Vertical
Alignment Vocabulary
Cross-
curricular
Connections
3/23-3/27
(1 week)
10.4 j,
10.8 d, e
10.4 The student will read, comprehend, and analyze literary
texts of different cultures and eras.
j) Distinguish between a critique and a summary. U
10.8 The student will collect, evaluate, organize, and present
information to create a research product.
d) Make sense of information gathered from diverse sources by
identifying misconceptions, main and supporting ideas,
conflicting information, point of view or bias. R
e) Cite sources for both quoted and paraphrased ideas using a
standard method of documentation, such as that of the
Modern Language Association (MLA) or the American
Psychological Association (APA). U
Resource = “Transport of Jews from Dusseldorf to Riga” (article)
9.8 e: Make sense of
Diverse Sources
9.8 g: Cite sources using
MLA
11.5 e: Analyze two or
more texts on same topic
Research Skills:
Quote/Summary/Pa
raphrase
4/6-4/9 (4
days)
10.5 f 10.5 The student will read, interpret, analyze, and evaluate
nonfiction texts.
f) Draw conclusions and make inferences on explicit and
implied information using textual support as evidence. E
Resources = “Hiding in Northern Virginia, a Daughter of
Auschwitz” (article)
The Boy in the Striped Pajamas (film)
9.5 h: Draw conclusions
based on evidence
Supporting opinion
Drawing
conclusions
Comparing Fiction
and Non-Fiction
World History
II: Nazi
Germany/Holoc
aust
4/10 (1
day)
10.6 a, b,
e
10.6 The student will develop a variety of writing to
persuade, interpret, analyze, and evaluate with an emphasis on
exposition and analysis.
a) Generate, gather, plan, and organize ideas for writing to
address a specific audience and purpose. C
b) Synthesize information to support the thesis. C
e) Organize ideas into a logical sequence using transitions. Ap,
An, E, C
Resources = Night and The Boy in the Striped Pajamas
9.6 a: Gather, plan,
organize writing
9.6 f-g: Arrange
paragraphs and use
transitions
11.6: Persuasive Writing
Persuasive Writing
Compare-Contrast
Fact-Opinion
4/6-4/10
(1 week)
10.7 a 10.7 The student will self- and peer-edit writing for correct
grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
a) Distinguish between active and passive voice. An
9.7 e: Active and Passive
Voice
11.7 c: Active and Passive
Voice
Passive Voice vs.
Active Voice
4/13-4/17
(1 week)
10.3 a
10.7 h
10.3 The student will apply knowledge of word origins,
derivations, and figurative language to extend vocabulary
development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms,
antonyms, and cognates to understand complex words. U
10.7 The student will self- and peer-edit writing for correct
grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
h) Proofread and edit final product for intended audience and
purpose. U
9.3 a: Use roots, etc. to
understand words
9.7 f: Proofread and edit
Commonly
Confused Words
Part I
4/20-4/24
(1 week)
10.3 a,
10.7 h
10.3 The student will apply knowledge of word origins,
derivations, and figurative language to extend vocabulary
development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms,
antonyms, and cognates to understand complex words. U
10.7 The student will self- and peer-edit writing for correct
grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
h) Proofread and edit final product for intended audience and
purpose. U
9.3 a: use roots, etc. to
understand words
9.7 f: Proofread and edit
Commonly
Confused Words
Part II
4/27-5/1
(1 week)
10.3 a, b,
g
10.3 The student will apply knowledge of word origins,
derivations, and figurative language to extend vocabulary
development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms,
antonyms, and cognates to understand complex words. U
b) Use context, structure, and connotations to determine
meanings of words and phrases. U
9.3 a: use roots, etc. to
understand words
9.3 g: Evolution and
Diversity of Language
Greek Roots
Vocabulary I
(Oedipus)
g) Use knowledge of the evolution, diversity, and effects of
language to comprehend and elaborate the meaning of texts.
An, E
4/27-5/15
(3 weeks)
10.3 d, e;
10.4 a, b,
d, e, g, h,
k, l, m
10.3 The student will apply knowledge of word origins,
derivations, and figurative language to extend vocabulary
development in authentic texts.
d) Identify the meaning of common idioms. R
e) Identify literary and classical allusions and figurative
language in text. R 10.4 The student will read, comprehend, and analyze literary
texts of different cultures and eras.
a) Identify main and supporting ideas. R
b) Make predictions, draw inferences, and connect prior
knowledge to support reading comprehension. U
d) Analyze the cultural or social function of literature. An
e) Identify universal themes prevalent in the literature of
different cultures. R
g) Explain the influence of historical context on the form,
style, and point of view of a literary text. U
h) Evaluate how an author’s specific word choices, syntax,
tone, and voice shape the intended meaning of the text,
achieve specific effects and support the author’s purpose. E
k) Compare and contrast how rhyme, rhythm, sound, imagery,
style, form, and other literary devices convey a message and
elicit a reader’s emotions. An
l) Compare and contrast character development in a play to
characterization in other literary forms. An
Resources = Oedipus the King by Sophocles; Edith Hamilton’s
Mythology
9.4 a: Main idea
9.4 e: Theme
9.4 f: Use of language to
convey emotion/message
9.4 g: Social/Cultural
Function of Literature
9.4 i: Historical Context
9.4 k: Analyze author’s
word choice
9.4 l: Make Predictions
9.4 m: Reading Strategies
11.4 g: Use of Imagery
and figurative language
11.4 i: Dramatic
Selections
11.4 j: Analyze use of
literary elements/Types of
Irony
Dramatic Irony
Monologue
Soliloquy
Aside
Chorus
Tragic Hero
Tragic Flaw
Hubris
Theme
Symbolism
Imagery
Ancient Greek
Culture
World History:
Ancient Greek
Culture and
Civilization
Psychology:
Freud’s
Oedipus
Complex
5/14 (1
day)
10.5 d, f,
g, h
10.5 The student will read, interpret, analyze, and evaluate
nonfiction texts.
d) Compare and contrast informational texts. An
f) Draw conclusions and make inferences on explicit and
implied information using textual support as evidence. E
g) Analyze and synthesize information in order to solve
problems, answer questions, and generate new knowledge.
An, C
9.5 g: Problem Solving
9.5 h: Draw conclusions
9.5 k: Reading strategies
Non-fiction
Compare / Contrast
Drawing
Conclusions
Textual Synthesis
Biology:
Genetics and
Inbreeding
World History
II: Bloodlines
h) Use reading strategies throughout the reading process to
monitor comprehension. U
Resources = “Inbreeding and the downfall of the Spanish
Hapsburgs” by Razib Khan (article); “Genetic
diversity and intellectual disability” by Razib Khan
(article); “Ask a Geneticist: Conditions” by Zoe
Assaf (article)
in Royal
Families
5/4-5/8 (1
week)
10.3 a, b,
g
10.3 The student will apply knowledge of word origins,
derivations, and figurative language to extend vocabulary
development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms,
antonyms, and cognates to understand complex words. U
b) Use context, structure, and connotations to determine
meanings of words and phrases. U
g) Use knowledge of the evolution, diversity, and effects of
language to comprehend and elaborate the meaning of texts.
An, E
9.3 a: use roots, etc. to
understand words
9.3 g: Evolution and
Diversity of Language
Greek Roots
Vocabulary II
(Oedipus)
5/11-5/15
(1 week)
10.1 a, b,
c, d, e, f,
k
10.6 a
10.1 The student will participate in, collaborate in, and report
on small-group learning activities.
a) Assume responsibility for specific group tasks. Ap
b) Collaborate in the preparation or summary of the
group activity. U
c) Include all group members in oral presentation. R
d) Choose vocabulary, language, and tone appropriate
to the topic, audience, and purpose. Ap
e) Demonstrate the ability to work effectively with diverse
teams to accomplish a common goal. Ap
f) Collaborate with others to exchange ideas, develop new
understandings, make decisions, and solve problems. Ap. C
k) Evaluate effectiveness of group process in preparation and
delivery of oral reports. E
10.6 The student will develop a variety of writing to
persuade, interpret, analyze, and evaluate with an emphasis on
exposition and analysis.
a) Generate, gather, plan, and organize ideas for writing to
address a specific audience and purpose. C
9.1 d: Appropriate Tone
9.1 l: Collaboration
9.6 a: Generate, gather,
plan, organize writing
Skit Writing
Presentation in
small groups
5/11-5/15
(1 week)
10.4 k, l
10. 4 The student will read, comprehend, and analyze literary
texts of different cultures and eras.
k) Compare and contrast how rhyme, rhythm, sound, imagery,
style, form, and other literary devices convey a message and
elicit a reader’s emotions. An
l) Compare and contrast character development in a play to
characterization in other literary forms. An
9.4 f: Use of language to
convey emotion/message
11.4 j: Analyze use of
literary elements/Types of
Irony
Monologue/Soliloq
uy/Aside (Oedipus)
5/18 (1
day)
10.6 a-e
10.6 The student will develop a variety of writing to
persuade, interpret, analyze, and evaluate with an emphasis on
exposition and analysis.
a) Generate, gather, plan, and organize ideas for writing to
address a specific audience and purpose. C
b) Synthesize information to support the thesis. C
c) Elaborate ideas clearly through word choice and vivid
description. C
d) Write clear and varied sentences, clarifying ideas with
precise and relevant evidence. C
e) Organize ideas into a logical sequence using transitions.
Ap, An, E, C
9.6: Narrative,
Expository, and
Persuasive Writing
11.6: Persuasive Writing
Formal Essay
Organization
Support
Topic Sentences
Usage/Mechanics
Written Expression
Composition
5/19-5/22
(4 days)
10.1 a-i,
k
10.4 a-e,
g, h, i, m
10.5 a, b,
c, e, f, g,
h
10.1 The student will participate in, collaborate in, and report
on small-group learning activities.
a) Assume responsibility for specific group tasks. Ap
b) Collaborate in the preparation or summary of the group
activity. U
c) Include all group members in oral presentation. R
d) Choose vocabulary, language, and tone appropriate to the
topic, audience, and purpose. Ap
e) Demonstrate the ability to work effectively with diverse
teams to accomplish a common goal. Ap
f) Collaborate with others to exchange ideas, develop new
understandings, make decisions, and solve problems. Ap. C
g) Access, critically evaluate, and use information accurately to
solve problems. Ap, E
h) Evaluate one’s own role in preparation and delivery of oral
reports. E
i) Use a variety of strategies to listen actively. Ap
k) Evaluate effectiveness of group process in preparation and
delivery of oral reports. E
10.4 The student will read, comprehend, and analyze literary
texts of different cultures and eras.
a) Identify main and supporting ideas. R
b) Make predictions, draw inferences, and connect prior
knowledge to support reading comprehension. U
c) Explain similarities and differences of techniques and
literary forms represented in the literature of different
cultures and eras. U
d) Analyze the cultural or social function of literature. An
e) Identify universal themes prevalent in the literature of
different cultures. R
g) Explain the influence of historical context on the form,
style, and point of view of a literary text. U
9.1 d: Appropriate tone
9.1 l: Collaboration
9.4 a: Main idea
9.4 e: Theme
9.4 g: Social/Cultural
Function of Literature
9.4 i: Historical Context
9.4 k: Use of language to
support purpose
9.4 l: Make Predictions
9.4 m: Reading strategies
9.5 a: Audience and
Purpose
9.5 g: Problem solving
9.5 h: Draw conclusions
and make inferences
Instructional Text
Role-playing
Creative Writing
Epic Poetry
Epic Heroes
World History
I: Ancient
Greece
Biology: Germ
Theory/Commu
nicable
Diseases
h) Evaluate how an author’s specific word choices, syntax,
tone, and voice shape the intended meaning of the text,
achieve specific effects and support the author’s purpose. E
i) Compare and contrast literature from different cultures and
eras. An
m) Use reading strategies to monitor comprehension
throughout the reading process. Ap
10.5 The student will read, interpret, analyze, and evaluate
nonfiction texts.
a) Identify text organization and structure. R, U
b) Recognize an author’s intended audience and purpose for
writing. R
c) Skim manuals or informational sources to locate
information. U
e) Interpret and use data and information in maps, charts,
graphs, timelines, tables, and diagrams. Ap
f) Draw conclusions and make inferences on explicit and
implied information using textual support as evidence. E
g) Analyze and synthesize information in order to solve
problems, answer questions, and generate new knowledge.
An, C
h) Use reading strategies throughout the reading process to
monitor comprehension. U
Resources = The Zombie Survival Guide; World War Z by Max
Brooks
Superhero films; Iliad by Homer
9.5 k: Reading Strategies
5/25-5/29
(1 week)
Final Exam Review
KEY
Writing
Fiction
Non-Fiction
Presentation
Weekly Skill
SOL Not Tested
Bloom’s Taxonomy Abbreviations
R = Remember; U = Understand; Ap = Apply; An = Analyze; E = Evaluate; C = Create