English 10 Course Curriculum

Issac Beh, Cynthia Berry, Nancy Brown, Lisa Heyborne, Christy Waite

Last Revised 05/2009

Quarter

Content / Core Standard

Learning Activity

Assessment

First

       2.1.b, 2.2.a, 2.3.a, 2.3.b

       1.3.b, 1.3.c, 1.3.d, 1.3.e

       1.3.a, 1.3.b, 1.3.c, 3.3.a, 3.3.b, 3.3.c, 3.3.d

       1.3.a, 1.3.b, 1.3.c, 1.3.d, 1.3.e, 2.1.c

       2.2.a

       2.1.c, 3.2.c

       3.1.a, 3.1.b, 3.1.c

       1.1.a, 1.1.b, 1.1.c

       1.1.d, 2.3.a, 2.3.b

       2.1.a, 2.1.b, 2.1.c, 2.2.a, 2.2.b, 2.2.c

       Introduction to the Six Traits of Writing and Jane Schaeffer model of essay writing through writing autobiographies

       Introduction to Reading Strategies

       Introduce the concept of the Hero’s Journey

       Read the novel Speak, listen to Speak being read aloud

       Write letters or memos at various times during the novel when appropriate

       Silent in-class reading

       Class discussions on various topics

       Vocabulary-Both from lists and texts

       Daily Oral Language

       Journals

       Initial Writing Assessment.  Read and scored by two English teachers and kept until the end of the year.  They are compared with the results of the Second Writing Assessment at the end of the year.

       Reading Assessment.  Students will take the GRADE Reading Test to determine reading level of all sophomores.

       Peer editing and evaluations and teacher assessment using department rubric

       Monitoring and/or graphic organizers and/or discussions

       Cooperative groups identify Hero’s Journey through pop culture and classic pieces.  Results displayed in the room and given scores by teacher

       Varied individual assignments and quizzes

       Teacher assessment using department rubric

       Reading logs and book reviews

       Informal assessments

       Weekly quizzes and class discussion

       Individual assignments and class discussion

       Teacher assessment with feedback to students

Second

       2.1.b, 2.2.a, 2.3.a, 2.3.b

       1.3.b, 1.3.c, 1.3.d, 1.3.e

       1.3.a, 1.3.b, 1.3.c, 1.3.d, 1.3.e, 2.1.c

       1.2.c, 1.3.b, 1.3.c, 1.3.e, 2.1.a, 2.1.b, 2.1.c, 2.2.a2.2.b, 2.2.c, 3.1.a, 3.1.b, 3.1.d, 3.2.a, 3.2.b, 3.2.c, 3.2.d

       2.2.b, 2.2.c

       2.1.c, 3.2.c

       3.1.a, 3.1.b, 3.1.c

       1.1.a, 1.1.b, 1.1.c

       1.1.d, 2.3.a, 2.3.b

       2.1.a, 2.1.b, 2.1.c, 2.2.a, 2.2.b, 2.2.c

       Continue with the Six Traits of Writing

       Continue with reading strategies

       Read the novel Speak, listen to Speak being read aloud, view the film

       Final project on Speak, including essays and artistic interpretations

       Learn persuasive essay format, using logic, emotion and ethics.  Write essay using format

       Silent in-class reading

       Class discussions on various topics

       Vocabulary-Both from lists and texts

       Daily Oral Language

       Journals

       Peer editing and evaluations and teacher assessment using department rubric

       Monitoring and/or graphic organizers and/or discussions

       Varied individual assignments and quizzes

       Teacher assessment using department rubric

       Peer evaluation  and teacher assessment using department rubric

       Reading logs and book reviews

       Informal assessments

       Weekly quizzes and class discussion

       Individual assignments and class discussion

       Teacher assessment with feedback to students

       Cumulative end of semester test on novel, vocabulary, grammar and reading comprehension 

Third

       2.1.b, 2.2.a, 2.3.a, 2.3.b

       1.3.b, 1.3.c, 1.3.d, 1.3.e

       1.2.a, 1.2.b, 1.2.c, 1.2.d, 1.3.c, 3.1.a, 3.1.b, 3.1.c, 3.1.d, 3.2.a, 3.2.b, 3.2.d

       1.3.a, 1.3.b, 1.3.c, 1.3.d, 1.3.e, 2.1.c

       1.2.c, 1.3.b, 1.3.c, 1.3.e, 2.1.a, 2.1.b, 2.1.c, 2.2.a2.2.b, 2.2.c, 3.1.a, 3.1.b, 3.1.d, 3.2.a, 3.2.b, 3.2.c, 3.2.d

       2.1.c, 3.2.c

       3.1.a, 3.1.b, 3.1.c

       1.1.a, 1.1.b, 1.1.c

       1.1.d, 2.3.a, 2.3.b

       2.1.a, 2.1.b, 2.1.c, 2.2.a, 2.2.b, 2.2.c

       Continue working with the Six Traits of Writing

       Continue with reading strategies

       Research the Great Depression

       Read the novel Of Mice and Men, listen to the novel being read aloud, view the film

       Final project on Of Mice and Men, including essays and artistic interpretations

       Silent in-class reading

       Class discussions on various topics

       Vocabulary-Both from lists and texts

       Daily Oral Language

       Journals

       Peer editing and evaluations and teacher assessment using department rubric

       Monitoring and/or graphic organizers and/or discussions.

       Class presentations graded on department rubric

       Varied individual assignments and quizzes

       Teacher assessment using department rubrics

       Reading logs and book reviews

       Informal assessments

       Weekly quizzes and class discussion

       Individual assignments and class discussion

       Teacher assessment with feedback to students

Fourth

       2.1.b, 2.2.a, 2.3.a, 2.3.b

       1.3.b, 1.3.c, 1.3.d, 1.3.e

       1.2.a, 1.2.b, 1.2.c, 1.2.d, 1.3.c, 3.1.a, 3.1.b, 3.1.c, 3.1.d, 3.2.a, 3.2.b, 3.2.d, 3.3.a, 3.3.b, 3.3.c, 3.3.d

       1.3.a, 1.3.b, 1.3.c, 1.3.d, 1.3.e, 2.1.c

       1.3.a, 1.3.b, 1.3.c, 1.3.e, 1.3.f

       2.2.a, 2.2.c, 2.3.a, 2.3.b

       3.3.a, 3.3.d

       1.3.c, 1.3.e, 1.3.f, 2.2.a, 2.2.c, 2.3.a, 2.3.b

       2.1.c, 3.2.c

       3.1.a, 3.1.b, 3.1.c

       1.1.a, 1.1.b, 1.1.c

       1.1.d, 2.3.a, 2.3.b

       2.1.a, 2.1.b, 2.1.c, 2.2.a, 2.2.b, 2.2.c

       Continue with the Six Traits of Writing

       Continue with reading strategies

       Study the history of Shakespeare, his life and times and complete small research project with formal paper, brochures and oral presentation

       Read excerpts of “Twelfth Night” in, listen to excerpts, watch film version

       Read poetry, contemporary and classic

       Write original poetry

       Recite published and original poetry to class

       Complete final poetry project/portfolio including published and original poetry, published and original lyrics

       Silent in-class reading

       Class discussions on various topics

       Vocabulary-Both from lists and texts

       Daily Oral Language

       Journals

       Final Writing Assessment.  Read and scored by two English teachers.  They are compared with the results of the Initial Writing Assessment at the beginning of the year.

       Reading Assessment.  Students will take the GRADE A Reading Test a second time to determine if the reading level of all sophomores has increased.

       Peer editing and evaluations and teacher assessment using department rubric

       Monitoring and/or graphic organizers and/or discussions

       Class presentations graded with department rubric

       Varied individual assignments and quizzes

       Discussions, quizzed and in-class writing

       Varied individual assignments and peer evaluation

       Teacher feedback

       Peer response and teacher evaluation based on 10th grade poetry rubric

       Reading logs and book reviews

       Informal assessments

       Weekly quizzes and class discussion

       Individual assignments and class discussion

       Teacher assessment with feedback to students