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ENGLISH CURRICULUM GUIDE GRADE 10 - lcps.org

ENGLISH CURRICULUM GUIDE . GRADE 10. LOUDOUN COUNTY PUBLIC SCHOOLS. 2012-2013. ENGLISH Leadership Team Rhonda Alley Shelah Novak Steve Barham Shannon O'Neill Freyja Bergthorson Marcia Owens Laura Bolyard Jo Ann Pearson Melanie Buckley Laura Purvis Neelum Chaudhry Toni Rader Chris Cuozzo Phil Rosenthal Cassandra Donahue Fatima Scherer Meghann Donohue Holly Sharp Peggy Gearhart Karen Skees Shelli Glynn Tammy Svitek David Hoffman Allyson White Colleen Milligan Jason White Jim Noland Dr. Edgar B. Hatrick Sharon D. Ackerman Superintendent Assistant Superintendent, Instruction Eric L. Stewart Dr. Michele Schmidt Moore Director, CURRICULUM and Instruction Supervisor, ENGLISH /Language Arts David Arbogast ENGLISH Specialist This document, based on the Virginia Department of Education's ENGLISH Standards of Learning CURRICULUM Framework (2010), provides extensions and additions to form the Loudoun y ENGLISH CURRICULUM .

3 10th Grade BMA Checklist: 1st Semester READING (LCPS) Use literary terms in describing and analyzing selections, especially pertaining to plays. 10.4 Read, comprehend, and analyze literary texts of different cultures and eras.

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Transcription of ENGLISH CURRICULUM GUIDE GRADE 10 - lcps.org

1 ENGLISH CURRICULUM GUIDE . GRADE 10. LOUDOUN COUNTY PUBLIC SCHOOLS. 2012-2013. ENGLISH Leadership Team Rhonda Alley Shelah Novak Steve Barham Shannon O'Neill Freyja Bergthorson Marcia Owens Laura Bolyard Jo Ann Pearson Melanie Buckley Laura Purvis Neelum Chaudhry Toni Rader Chris Cuozzo Phil Rosenthal Cassandra Donahue Fatima Scherer Meghann Donohue Holly Sharp Peggy Gearhart Karen Skees Shelli Glynn Tammy Svitek David Hoffman Allyson White Colleen Milligan Jason White Jim Noland Dr. Edgar B. Hatrick Sharon D. Ackerman Superintendent Assistant Superintendent, Instruction Eric L. Stewart Dr. Michele Schmidt Moore Director, CURRICULUM and Instruction Supervisor, ENGLISH /Language Arts David Arbogast ENGLISH Specialist This document, based on the Virginia Department of Education's ENGLISH Standards of Learning CURRICULUM Framework (2010), provides extensions and additions to form the Loudoun y ENGLISH CURRICULUM .

2 LOUDOUN COUNTY PUBLIC SCHOOLS. ENGLISH 10 CURRICULUM GUIDE . CONTENTS. Mission Statement .. 2. BMA Checklists .. 3. LCPS and Virginia SOL Requirements .. 8. Communication Strand 9. Reading Strand 13. Writing Strand . 32. Research Strand .. 46. Vocabulary Strand .. 52. Sample Unit . 53. Appendix Internet Safety . 63. LCPS Plagiarism Policy .. 65. LCPS Guidelines for Video/DVD Use, Grades 9-12 .. 65. Ten Things Teachers Should Know about Copyright .. 66. How to Request Permission to Duplicate Copyrighted Materials 67. Critical Perspectives . 68. Standardized Test Preparation . 71. Resources for Writing and Critical Reading 80. THE LCPS H IGH SCHOOL ENGLISH PRO GRAM. High school ENGLISH courses provide instruction in oral language, reading and literature, writing and grammar, research, and vocabulary.

3 Students engage in a variety of formal and informal speech activities. They practice whole-class and independent reading, and teachers provide skills for reading fiction and non-fiction. Students engage in analytic, argumentative, research -based, creative, and reflective writing. They also practice timed writings to prepare them for standardized tests. They master a range of grammar and usage skills. Research instruction emphasizes the ability to analyze, synthesize, evaluate, and document information from a variety of sources. Vocabulary instruction not only prepares students for PSAT, SAT, and SOL tests, it helps to develop students' reading comprehension and their ability to express themselves orally and in writing. Teachers focus on the use of context clues to understand unfamiliar words; distinctions between denotation and connotation; and a study of synonyms, antonyms, and homophones.

4 GRADE level courses challenge students to master rigorous standards while providing students with individualized support. Academic courses focus on the same content and skills as GRADE level courses but require more independent work. Honors courses are offered in grades 9, 10, and 11. While they focus on the same content and skills as GRADE level and academic courses, honors courses are distinguished by a more rigorous study of literature. They move at an accelerated pace, cover a greater breadth and depth of textual study, and require more independent work. They also are designed to prepare students to take Advanced Placement ENGLISH in their senior year. Accordingly, they emphasize the ability to synthesize information from a variety of sources as they read and write. The honors level final exam is prepared at the district level and parallels the form of an AP test.

5 1. LCPS ENGLISH Department Mission Statement Here are six beliefs that we strive to make true for a ll of our students. Students communicate and collaborate effectively in wr iscourse in ever-changing, real world situations. Therefore, we will develop active and involved listeners teach students to self-advocate and ask for clarification show students how to use the right language and dictio informal and formal situations develop learning activities that encourage students to communicate in authentic contexts provide opportunities for collaborative learning in research and other projects. Students think critically. Therefore, we will provide opportunities to critically analyze language a ia teach processes for critical thinking and making informed decisions show students how to refine their arguments based on new information.

6 Students understand and respect multiple perspectives and cultures. Therefore, we will explore literature that reflects many cultures engage students in multiple perspectives and ideas. Students value and appreciate the power of language through reading and writing. Therefore, we will provide opportunities for students to choose and engage in relevant and meaningful texts provide opportunities for students to choose the audie d purpose for their writing. Students take on challenges and reflect on progress. Therefore, we will provide opportunities for increased rigor in assignments provide frequent opportunities for students to reflect on their growth as communicators. Students are well-versed in technology tools used to help them communicate. Therefore, we will integrate technology tools in our teaching and in student learning.

7 2. 10th GRADE BMA Checklist: 1st Semester This checklist indicates the content and skills that are to be covered during the first semester. Using the checklist will ensure a continuity of instruction across the district. Although there is currently no benchmark assessment test for this GRADE level, this checklist denotes the semester in which the skill may be assessed in the future. Use the space in front of each item to track when it has been taught and practiced. READING. REQUIRED READING. 10th GRADE students in LCPS can and should read 6 -8 books per quarter. The 2010 Virginia SOL suggest that at least half of these be nonfiction. These may include books read independently, in reading groups, and as whole-class novels. While many books will be selected from the Reserved or Supplemental Reading Lists, students should also select independent reading books from the school library or other sources.

8 LITERATURE. _____ (LCPS) Use literary te rms in describing and analyzing selections, especially pe rtaining to plays. Read, comprehend, and analyze literary texts of different cultures and eras. _____ a. Identify main and supporting ideas. _____ b. Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. _____ d. Analyze the cultural or social function of literature. _____ g. Explain the influence of historical context on the form, style, and point of view of a literary text. _____ 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. _____ k. Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literar devices convey a message and elicit a reader's emotions.

9 _____ m. Use reading strategies to monitor comprehension throughout the reading process. Read, comprehend, and analyze the development of British literature and lite rature of other cultures. _____ a. Compare and contrast the development of British literature in its historical context. _____ b. Recognize major literary forms and their elements. _____ c. Recognize the characteristics of major chronological eras. _____ d. Relate literary works and authors to major themes and issues of their eras. _____ e. Analyze the social and cultural function of British literature. SKILLS. Read, inte rpret, analyze, and evaluate nonfiction texts. _____ a. Identify text organization and structure. _____ b. Recognize an author's intended audience and purpose for writing. _____ f. Draw conclusions and make inferences on explicit and implied information using textual support as evidence.

10 _____ h. Use reading strategies throughout the reading process to monitor comprehension. VOCABULARY. Apply knowledge of word o rig ins, de rivation, 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. _____b. Use context, structure, and connotations to determine meanings of words and phrases clues. _____ c. Discriminate between connotative and denotative meanings and interpret the connotation. _____ d. Identify the meaning of common idioms. _____ e. Identify literary and classical allusions and figurative language in text. _____ f. Extend general and specialized vocabulary through speaking, reading, and writing. _____ g. Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.


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