10th st Nine Weeks Pacing Guide 1 SOL Skills/Concepts ... · PDF filesummative assessments . 10th ... Teacher Direct VDOE English Resources . 10th Grade: 3rd ... SOL Skills/Concepts

10th

Grade: 1st Nine Weeks Pacing Guide 1

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SOL Skills/Concepts Suggested Titles Resources Time

frame

Assessment

10.4

b.c.h.m Plot

Setting

Character

Point of View

Narrator and Voice

Evaluating Style

Contents of a Dead

Man’s Pockets

The Leap

The Pedestrian

Everyday Use

Two Kinds

By Any Other Name

By the Waters of Babylon

The Storyteller

The Cold Equations

Typhoid Fever

“Geraldo No Last

Name”

“Night Calls”

“A Very Old Man with

Enormous Wings”

Holt Elements of

Literature: Fourth

Course

Approved Selections

Study guides

Anticipation guides

10.4

4 weeks Teacher-generated

formative and

summative

assessments

10th


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Assessment

10.5

a.b.d.

10.8

Analyze and synthesize

information

Use reading strategies

Draw Conclusions

Recognize an author’s

intended audience and

purpose

Identify text structure

Double Daddy

Diary of a Mad Blender

The Child’s View of

Working Parents

Interview with Alice

Walker

Interview with Nikki

Giovanni

Thinkin’ on Marryin’

A Baby’s Quilt to Sew

Up the Generations

“Understanding the

Horror”

“Call of the Wild-Save

Us!”

Holt Elements of

Literature: Fourth

Course

10.5

10.8

To

accompany

fictional

readings.

Teacher-

generated

formative and

summative

assessments

10th


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Assessment

10.1

10.2

10. 7.d

10.8,

Research

Differentiate in-text

citations and bibliography

citations

40 Model Essays

Writing Workshop (in

Holt Elements of

Literature)

Holt Elements of

Language: Fourth

Course

Holt Handbook: Fourth

Course

Holt Elements of

Literature: Fourth

Course

Released SOL tests

10.1

10.2

10.7

10.8

4 weeks Teacher-

generated

formative and

summative

assessments

10th


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Assessment

10.3

a.b.f.g. Prefixes and suffixes

Word analogies

Etymology

Vocabulary

Development List

Connotation and

Denotation

Context Clues

Synonyms and

Antonyms

Word Maps

Wordly Wise 10

Sadlier Oxford

Holt Elements of

Literature: Fourth

Course

Semantic maps

Word maps

Quizlet

10.3

Weekly Teacher-

generated

formative and

summative

assessments

10th


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Assessment

10. 7.c. Parts of the sentence

Punctuating direct quotes

Holt Handbook Chapter 2 Holt Handbook: Fourth

Course

MLA or APA style guide

10.7

Weekly Teacher -

generated

formative and

summative

assessments

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Assessment

10.2, 10.8 Plagiarism

Evaluate Sources

Use media to create

products

Online research

Print materials

10.2

10.8

To

accompany

research

Teacher -

generated

formative and

summative

assessments

Teacher Direct Virginia Department of Education SOL Resources

10th

Grade: 2nd Nine Weeks Pacing Guide 1

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SOL Skills/Concepts

Collection 4,5,6,8

Suggested Titles Resources Time

frame

Assessment

10.4

10.5

A,B,C,H,

K

Theme

Symbolism

Allegory

Dramatic Irony

Situational Irony

Verbal Irony

Ambiguity

Style:

Diction

Sentence Structure

Figures of Speech

Tone

Mood

Theme

“Catch the Moon”

“The Bass, the River and

Sheila Mant”

“And of Clay Are We

Created “

“The Man in the Water”

Irony and Ambiguity

“Lamb to the Slaughter”

“RMS Titanic”

from “Into Thin Air”

Symbolism and Allegory

“Through the Tunnel”

“The Masque of the Red

Devil”

“Stopping by Woods on a

Snowy Evening”

“After Apple Picking”

Style

“Geraldo No Last

Name”

“Night Calls

“A Very Old Man

with Enormous

Wings”

Holt Elements of

Literature: Fourth

Course

Holt Resources Gr

10

Holt Adapted Reader

Audio CD Library

E2020 software

Teacher Generated

Anticipation Guides

Curriculum Reading

List (add Link)

10.4

10.5

4 -6

weeks

Textbook Software

Teacher generated

tests and quizzes

10th


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Sol Skills/Concepts Suggested Titles Resources Time

Frame

Assessment

10.5 D,E,I,

J,K

10.8 B,C

Evaluate author

arguments

Understand jargon

Word knowledge

Understand literal

and figurative uses of

words

Theme

“If Decency Doesn’t. Law

Should Make Us Samaritans

“Good Samaritans U.S.A.

Are Afraid to Act”

Irony and Ambiguity

“Explorers Say There’s

Lots to Look For”

“Notes from a Bottle”

Symbolism and Allegory

“Coming of Age Latino

Style”

“Vision Quest”

“Crossing a Threshold to

Adulthood”

Style

“Call of the Wild-Save

Us”

Holt Reader

Holt Adapted

Reader

Audio CD Library

E2020 software

Teacher selected

non-fiction

readings(print

media, newspapers)

Videos

10.5

10.8

To

accompany

fiction

readings

Teacher generated

tests and quizzes

Oral and written

reports

10th


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Assessment

10.6. A-G

10.7.a.f.g.h.

10.8

A,B,C,D,E

Compare and contrast

conflicts and themes

Biographical sketch

Persuasive essay

Mini- research related

to readings

Teacher generated

materials

Writing Center

10.6

10.7

10.8

3 weeks Teacher evaluated /

teacher generated

rubric

Oral and written

reports

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frame

Assessment

10.3.A.B,C,

E,F,G.

Synonyms

Connotations

Literal/Figurative

Language

Semantic maps

Technical Vocabulary

Context Clues

Word Analogies

Holt Elements of

Literature: Fourth

Course

Sadlier Oxford

Quia

Word maps

Semantic maps

Vocabulary.com

Lit words in text

Word Walls

10.3

On

Going

Teacher generated

tests and quizzes

Textbook

software

10th


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frame

Assessment

10.7 A Active and passive

voice

Pronoun reference

Holt Handbook:

Fourth Course

10.7

3 days Teacher generated

tests and quizzes

Text book software

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Assessment

10.1

F,G,H

10.2 A-

D

Compare different

media coverage

Relationship Building

(add link)

Holt Elements of

Literature: Fourth

Course

Presentation software

Comparing Media

Coverage .ppt

pbs.org/newshour

10.1

Teacher generated

Teacher Direct VDOE English Resources

10th

Grade: 3rd

Nine Weeks Pacing Guide 1

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SOL Skills/Concepts

Collection 7,10

Suggested Titles Resources Time

frame

Assessment

10.4.

d.f.g.h.k.

c.g.h.k.

c.g.h.k.

Poetic Forms

Imagery

Figurative Language

Poetic Devices

Imagery:

“A Storm in the

Mountains:

“Same Song”

“Eating Together”

“Grape Sherbet”

“The Legend”

Figurative Language

“Simile”

“I Am Offering This

Poem”

“since feeling is first”

“Heart! We Will Forget

Him”

“Three Japanese Tankas”

“Shall I Compare Thee to

a Summer’s Day?”

“Ode to My Socks”

Poetic Devices

“Sea Fever”

“Bonny Barbara Allan”

“The Flying Cat”

“Ex-Basketball Player”

“miss rosie”

“Remember”

“We Real Cool”

“Jazz Fantasia”

Holt Elements of

Literature: Fourth

Course

SMART Board Tools

3 weeks

Textbook Software

10th

Grade: 3rd


10.3.g.

10.4.

b.c.d.e.f.

h.

k.l.m.

Drama “The Brute: A Joke in One

Act”

“The Tragedy of Julius

Caesar”

“Macbeth”

Online Resources:

shakespearesglobe.com

folger.edu/index_sa.cfm?

specaudid=2 (teacher

resource page)

sparknotes.com (No Fear

Shakespeare)

Holt Elements of

Literature:Fourth

Course

SMART Board Tools

4 1/2

weeks

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SOL Skills/Concepts Suggested Titles Resources Time frame Assessment

10.4.

d.g.h.m.

10.5.a.f.g.h.

Analyze cultural and

social function

Analyze historical

context

Evaluate author’s

purpose

Reading strategies

William Shakespeare’s Life: A

Biographical Sketch

The Elizabethan Stage

The Play: The Results of

Violence

How to Read Shakespeare

Online Resources:

shakespearesglobe.com

folger.edu/index_sa.cfm

?specaudid=2 (teacher

resource page)

SMART Board Tools

3/4 days

10th

Grade: 3rd


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Assessment

10.6. a-g

10.7.a.f.g.h. Literary Analysis

Cause / Effect

SMART Board Tools

1 week Teacher evaluated per

SOL and/or teacher

generated rubric

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frame

Assessment

10.3.b-g. Analogies

Connotations

Puns

Semantic maps

Elizabethan language

Context Clues

Holt Elements of Literature:

Fourth Course

Sadlier Oxford Worktext

Prentice Hall 10th

Grade

Worktext

Textbook Software

Quizlet

Quia

Word maps

Semantic maps

Weekly

10th

Grade: 3rd


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Assessment

10.7.h. Transitional words and

phrases


Forth Course

Holt Handbook: Fourth

Course

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Assessment

10.1 Present a poem

Perform a dramatic scene

Present an oral

interpretation of dialogue


Fourth Course

Folgers.edu

10.1 The student will participate in, collaborate in, and report on small-group learning activities.

10th

Grade: 3rd


a) Assume responsibility for specific group tasks. b) Collaborate in the preparation or summary of the group activity. c) Include all group members in oral presentation. d) Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose. e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal. f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. g) Access, critically evaluate, and use information accurately to solve problems. h) Evaluate one’s own role in preparation and delivery of oral reports. i) Use a variety of strategies to listen actively. j) Analyze and interpret other’s presentations. k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

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. b) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion. c) Determine the author’s purpose and intended effect on the audience for media messages. d) Identify the tools and techniques used to achieve the intended focus.

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. b) Use context, structure, and connotations to determine meanings of words and phrases. 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.

10.4 The student will 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.

10th

Grade: 3rd


c) Explain similarities and differences of techniques and literary forms represented in the literature of different cultures and eras. d) Analyze the cultural or social function of literature. e) Identify universal themes prevalent in the literature of different cultures. f) Examine a literary selection from several critical perspectives. 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. i) Compare and contrast literature from different cultures and eras. j) Distinguish between a critique and a summary. k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. l) Compare and contrast character development in a play to characterization in other literary forms. m) Use reading strategies to monitor comprehension throughout the reading process.

10.5 The student will read, interpret, analyze, and evaluate nonfiction texts.

a) Identify text organization and structure. b) Recognize an author’s intended audience and purpose for writing. c) Skim manuals or informational sources to locate information. d) Compare and contrast informational texts. e) Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams. f) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. g) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. h) Use reading strategies throughout the reading process to monitor comprehension.

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. b) Synthesize information to support the thesis. c) Elaborate ideas clearly through word choice and vivid description. d) Write clear and varied sentences, clarifying ideas with precise and relevant evidence. e) Organize ideas into a logical sequence using transitions. f) Revise writing for clarity of content, accuracy, and depth of information. g) Use computer technology to plan, draft, revise, edit, and publish writing.

10th

Grade: 3rd


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. b) Apply rules governing use of the colon. 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. d) Differentiate between in-text citations and works cited on the bibliography page. e) Analyze the writing of others. f) Describe how the author accomplishes the intended purpose of a piece of writing. g) Suggest how writing might be improved. h) Proofread and edit final product for intended audience and purpose.

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. b) Develop the central idea or focus. c) Verify the accuracy, validity, and usefulness of information. d) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. 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). f) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

English 10 Pacing Guide 4th

Nine Weeks

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Assessment

10.4

C,D,G,I

10.5

A,B

Understand

biographical and

historical approaches to

text.

“Where Have You Gone,

Charming Billy”

“The Tale of Sir

Launcelot du Lake”

“Theseus”

“Sigurd, The Dragon

Slayer”

Holt Elements of

Literature

Approved

Selections

Study Guides

Anticipation

Guides

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Assessment

10.5

Evaluating Informational

Texts

“The War Escalates From

The American Nation”

“Dear Folks”

From “Declaration of

Independence from the

War in Vietnam

Biography and History:

How the Two Affect

Literary Criticism

“Music on the E-Frontier”

Informational Text:

Evaluating the Logic of

Functional Documents

Informational Text

Following Technical

Directions

Informational Text:

Analyzing Functional

Workplace Documents

Informational Text: Citing

Internet Sources

Informational Text:

Reading Consumer

Documents

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frame

Assessment

10.6

A,B,C,D,E,F,G

Explanatory Process

Process Analysis

Technical

Documents

Business Letters

40 Model Essays

“Writing Technical

Documents” (Holt

Elements of

Literature)

Writing Business

Letters (Holt

Elements of

Literature)

Holt Elements of

Literature

Holt Handbook

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Assessment

10.3

Prefixes and suffixes

Word analogies

Etymology

Vocabulary

Development list

Connotation and

Denotation

Context Clues

Synonyms and

Antonyms

Holt Elements of

Literature

Wordly Wise 10

Sadlier Oxford

Word Maps

Semantic Maps

Quizlet

Vocabulary.com

Weekly

G

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frame

Assessment

10.7

A, B

Self-edit for correct

grammar, capitalization,

punctuation, spelling,

sentence structure, and

paragraphing

To

accompany

explanatory

process

COMMUNICATION


frame

Assessment

10.8

A,B,C,D

Use media and

technology skills to

research readings

and topics related to

“suggested

readings”

Verifying accuracy,

usefulness and

validity of

information

Make sense of

information

gathered

Relationship

building

Internet research

40 Model essays

To

accompany

technical

writing