Monroe City Schools

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Monroe City Schools

10
th

Grade ELA Scope & Sequence

--

DRAFT



Unit and
Time Frame


Comprehensive
Curriculum
Preferred
Activities

Grade Level
Expectations

Guiding
Questions

Essential
Elements

Resources



Textbook Resources



Teacher Edition Pages



Other

Resources

Recommended Assessments

Week 1

Rules &
Procedures

(Writing
Samples)



Activity #

1

2

3

4

02a, 02b, , 11a,
11e,
01a, 01b,
01c, 01d, 25a,
25b, 28, 29

04a, 04e,

0
9d,
10c, 13, 23b,
23c, 24d
,
25a,
25b, 25c, 26a,
26b, 26c, 26d,
26e, 26f, 26g,
27b,

27d, 28



Can students apply
the rules and
procedures for the
classroom?

Activity 1: Reading (Ongoing)

Activity 2: Vocabulary

(Ongoing)

Activity 3:
Writing Prompts to Make Real
-
Life
Connections and to Assess Understanding

(Ongoing)

Activity
4:
Grammar Mini
-
Lessons

(Ongoing)


Elements of Language

Vocabulary Workshop

(Level E)

AR Books (Young Adult Literature)





Ongoing activities begin and continue
throughout the school year.

Week 2


Unit

1: Short
Story


Activity #

5

6


02a
,
02b
,
02c
,
02d
,
04a, 09d,
11a, 19d, 19c,
19f, 19g, 19h,
31c, 32c, 03c,
04c, 04e, 11c,
15a, 15b, 31c,
34b, 35a, 36,
37c, 38a

Can students
identify story
elements, such as
setting, character,
and plot in short
stories and analyze
their influence on
the story’s
effectiveness
?



Activity 5: Understanding the Elements of the Short
Story

Activity 6: The Flashback and Its Effect


McDougal Littell Literature


Activity 5
:
Student journal notebooks, short stories


Suggested Stories:



“The Most Dangerous Game” Richard
Connell



“Contents of a Dead Man’s Pocket” Jack
Finney



“To Build a Fire” Jack London



“Leiningen vs. the Ants” Carl Stephenson


Activity 6: Journal notebooks

Flashback Demonstration Rubric BLM

split
-
page notetaking
(literacy strategy)

Hollywood High

(software)


Suggested Stories:



“A Horseman in the Sky” Ambrose Bierce



“A Rose for Emily” William Faulkner


Formative and summative assessments
to include papers, presentations,
projects, journals, learning l
ogs,
quizzes, tests, and graphic organizers.

Monroe City Schools

10
th

Grade ELA Scope & Sequence

--

DRAFT



Unit and
Time Frame


Comprehensive
Curriculum
Preferred
Activities

Grade Level
Expectations

Guiding
Questions

Essential
Elements

Resources



Textbook Resources



Teacher Edition Pages



Other

Resources

Recommended Assessments



“A Turn with the Sun” John Knowles



“Lullaby” Leslie Silko




Week 3


Unit

1: Short
Story


Activity #

7

8

02a, 04a, 11e,
15c, 18a, 18c,
19b, 19d, 19e,
19f, 19g, 19h,
24d, 42c, 03a,
17a, 17b, 19c,
31c, 32c, 33b

Can students
compare and
contrast characters
in short stories
with
characters in real
life?


Can students
explain ways in
which literary
elements such as
symbolism, irony,
or theme are similar
in use and
effectiveness in two
short stories?

Activity 7: Comparison of Character Composition

Activity 8: Isn’t it Ironic:

What Irony is and What it
Isn’t



Act ivit y 7: Crit eria for Charact er Comparison Chart
BLM

Writ ing Rubric ~
Louisiana Teacher’s Guide to
Statewide Assessment

(
ht t p://www.doe.st at e.la.us/lde/saa/1341.ht ml
)

Chart Paper (Graphic Organizer)


Act ivit y 8: st udent journals

“Ironic” by Alanis Morisset t e
(
www.azlyrics.com/lyrics/alanismorisset t e/ironic.ht ml
)

“Lamb t o t he Slaught er” Roald Dahl

Lit erary Analysis Peer Review Checklist BLM

SPAWN

(lit eracy st rat egy)


McDougall Littell Literature

(t eacher select ed t ext )




Week 4


Uni t

1: Short
Story



Act ivit y
#

8 (cont.)

9

03a, 04a, 11e,
15c, 17a, 17b,
19c, 19d, 19e,
19f, 19g, 19h,
31c, 32c, 33b,
03h, 03i, 42c

Can s t udent s
int erpret t he
aut hor’s us e of
lit eral and figurat ive
language?



Act ivit y 9: Int erpret at ion of Figurat ive Language


McDougall Littell Liter
ature

(t eacher select ed t ext )

Vocabulary Card Example BLM

3” x 5” cards


Suggest ed st ories w/ imagery and figurat ive language:



“Appet izer” Robert Abel



“A Sound of Thunder” Ray Bradbury



Excerpt from
A Match to the Heart

Gret el
Ehrlich


Monroe City Schools

10
th

Grade ELA Scope & Sequence

--

DRAFT



Unit and
Time Frame


Comprehensive
Curriculum
Preferred
Activities

Grade Level
Expectations

Guiding
Questions

Essential
Elements

Resources



Textbook Resources



Teacher Edition Pages



Other

Resources

Recommended Assessments



“To Da
-
duh, in Memor
iam” Paule Marshall



“Chee’s Daughter” Juanita Platero and
Siyowin Miller


Week 5


Unit

1: Short
Story


Activity #

10

11


03b, 04a, 11f,
12a, 35b, 11c,
15c, 19c, 19d,
19e, 19f, 19g,
19h, 20, 21b,
23a, 23b, 23c

Can students
explain ways in
which literary
elements such as
symbolism, irony,
or theme are similar
in use and
effectiveness in two
short stories?

Activity 10: Does That Symbol Work?

Activity 11: Comparison of a Literary Element Across
Two Short Stories


McDougall Littell Literature


Activity 10:


sticky note pad, chalkboard or giant note
pad, short story selection

RAFT

(literacy strategy)


Suggested short stories:



“The Happy Man’s Shirt” Italo Calvino



“The Lottery” Shirley Jackson



“The Rocking Horse Winner” D.H.
Lawrence



“Through the Tunnel” Doris

Lessing



“The Masque of the Red Death” Edgar Allan
Poe


Activity 11: Graphic Organizers

Comparison Essay Peer Review Checklist BLM

Computer Access




Week 6


Unit


1: Short
Story


Activity #

12

13

14

02c, 04a, 09d,
11e, 11f, 13,
14, 39b, 40b,
02d, 03a, 03d,
04e, 08, 11c,
12a, 21b, 35b,
37a, 16b, 16c,
16e, 17d, 18c,
19a, 19c, 19d,
Can students show
how story authors
develop the same
(universal) theme,
using a variety of
lite
rary devices?


Can students plan

and create

a story
Activity 12: Tracing Theme

Activity 13: Recurrent Themes

Activity 14: Writing a Short Story




Activity 12: Computer w/ internet access

Graphic Organizer


Activity 13: Student Journals


Monroe City Schools

10
th

Grade ELA Scope & Sequence

--

DRAFT



Unit and
Time Frame


Comprehensive
Curriculum
Preferred
Activities

Grade Level
Expectations

Guiding
Questions

Essential
Elements

Resources



Textbook Resources



Teacher Edition Pages



Other

Resources

Recommended Assessments

19e, 19f, 19g,
19h, 23a, 23c

around short story
elements they
generate themselves
(setting, main
chara
cter, and
conflict)
considering plot
development,
theme, and mood?

Expository

Essay Peer Review Checklist BLM


Activity 14: Story starters

Short Story Peer Review Checklist BLM


Week 7


Unit 2:
Nonfiction





Activity #

5

6

03g, 04b, 10a,
11d, 11e, 15c,
15d, 32b
, 09a,
18b, 19b, 19d,
19e, 19f, 19g,
19h, 20, 22

Can students
identify the
techniques an
author uses to
persuade the reader
and explain their
effectiveness?


Can students
compare the
organization,
language, and tone
of a written
nonfiction work
with media genres
on the same topic?



Can students
develop complex
compositions using
writing processes,
including
determining purpose
and audience?

Activity 5:
Responding to Persuasive Style and Tone

Activity 6: Writing to Persuade


McDougall Littell Literature


Activity

5: Persuasive essay selection

SPAWN

(literacy strategy)


Suggested reading:



“Now You Take
Bambi

or
Snow White



That’s Scary!” Stephen King


Activity 6: Persuasive essay selection,

Persuasive Essay Peer Review BLM

Learning logs
(literacy strategy)

Formative and summative assessments
to include papers, presentations,
projects, journals, learning logs,
quizzes, tests, and graphic organizers.

Monroe City Schools

10
th

Grade ELA Scope & Sequence

--

DRAFT



Unit and
Time Frame


Comprehensive
Curriculum
Preferred
Activities

Grade Level
Expectations

Guiding
Questions

Essential
Elements

Resources



Textbook Resources



Teacher Edition Pages



Other

Resources

Recommended Assessments


Week 8


Unit 2:
Nonfiction



Activity #

7

8

03a, 04b, 09f,
11a, 11c, 11d,
19d, 19e, 19f,
19g, 19h, 20,
21a, 39b, 40a,
40b, 44, 45c
,
10a, 17b, 17c,
32c, 38b, 42c

Can students
compare/contrast
works of nonfiction
with works by
authors with varied
cultural
p
erspectives?




Activity 7: Comparing Perspectives in Speeches

Activity 8: A Memorable Event



Activity 7: Teacher
-
selected recording and print copy
of a famous speech
, Internet access, MLA style
manuals,
Characteristics of Effective Speeches BLM
,

Student Questions for Purposeful Learning (SQPL)



Suggested online resources:



http://www.americanrhetoric.com/speechban
k.htm



http://www.
historychannel.com/speeches/


Library resources should also be made available.


Activity 8: Writing Process Review

Writing Rubric



Week 9


Unit 2:
Nonfiction


End of 1
st

Nine
Weeks

Activity #

8 (cont.)

9


10a, 17b, 17c,
32c, 38b, 42c,
04b, 05, 09c,
11a, 11d, 12b,
24d, 42c

Can students show
how experiences
described in
multiple works
relate to a real
-
life
experience of a
friend, family
member, or
themselves?


Act ivit y 9: Aut obiography and My Life


Act ivit y 9: Aut obiography select ions

Graphic organi
zer


Suggest ed Readings:



Albom, Mit ch.
Tuesdays with Morrie.



Angelou, Maya.
I Know Why the Caged Bird
Sings.



Bragg, Rick.
All Over but the Shoutin’.



Hart, Elva Trevino.
Barefoot Heart: Stories
of a Migrant Child.



Hawk, Tony.
Hawk: Occupation,
Skateboar
der.



Houston, Jeanne Wakatsuki.
Farewell to
Manzanar.



Hurston, Zora Neale.
Dust Tracks on a Dirt

Monroe City Schools

10
th

Grade ELA Scope & Sequence

--

DRAFT



Unit and
Time Frame


Comprehensive
Curriculum
Preferred
Activities

Grade Level
Expectations

Guiding
Questions

Essential
Elements

Resources



Textbook Resources



Teacher Edition Pages



Other

Resources

Recommended Assessments

Road.



McCourt, Frank.
Angela’s Ashes.




O’Brien, Tim.
If I Die in a Combat Zone,
Box Me Up and Ship Me Home.



Pelzer, David J.
A Child Called “It:” One
Child’s Courage to Survive.



Rodriguez, Luis J.
Always Running: La Vida
Loca: Gang Days in L.A.



Washington, Booker T.
Up from Slavery.


Website for shorter autobiographical reading (See
page 34 of Comprehensive Curri culum.)

Week

10


Unit 2:
Nonfiction



Activity #

10

04b, 06, 11a,
11c, 11e, 17a,
17b, 17c, 17d,
19c, 19d, 19e,
19f, 19g, 19h,
21a

Can students
compare/contrast
works of nonfiction
with works by
authors with varied
cultural
perspectives?


Activity 10: Comparing
Cultural Perspectives


Nonfiction essays or memoirs (2) w/ common theme
or conflict,
Split page note
-
taking
(literacy strategy)
,

Peer Review Editing Guide


McDougall Littell Literature



Week 11


Unit 2:
Nonfiction


Activity #

11


01c, 04f, 11b,
12b,
15a, 15c,
15e, 31c, 34a,
35c, 35d, 38b,
38c

Can students
evaluate an author’s
pattern of
organization and
explain how the
organization
contributes to the
effectiveness of the
work?


Can students draw
conclusions and
make inferences
Activity 11: Advertising in America: Consumers,
Beware!


Activity 11: Sample advertisements

Teacher
-
created video clips of cu
rrent television
adv
ertisements,
Video camera access (Group activity)
,

Evaluating Advertisements Rubric BLM



Monroe City Schools

10
th

Grade ELA Scope & Sequence

--

DRAFT



Unit and
Time Frame


Comprehensive
Curriculum
Preferred
Activities

Grade Level
Expectations

Guiding
Questions

Essential
Elements

Resources



Textbook Resources



Teacher Edition Pages



Other

Resources

Recommended Assessments

about ideas and
informa
tion in
grade
-
appropriate
texts in oral and
written responses,
including
consumer/instructio
nal materials?


Week 12


Unit 2:
Nonfiction


Activity #

12

13

04f, 04g, 11d,
11e, 19a, 21a,
21c, 24b, 41,
45c

Can students select
and evaluate
relevant information
from both print and
electronic texts in
order to plan and
write effective
research reports and
documented essays?


Activity 12: The Real World

Activity 13: Writing Letters


Activity 12: Consumer doc
uments, instructional
materials or public documents, Internet access, MLA
style manuals or copies of MLA style guide


Suggested resources:



Termination of Executive Order 9066: An
American Promise



Executive Order 11246: Affirmative Action



Brown vs. Board of Education: “Separate
but equal has no place”



Roe vs. Wade: “Personal privacy includes
the abortion decision”



Title IX: “No person in the United States
shall, on the basis of sex, be excluded



from… any education program”



Schlosser, Er
ic. “What’s in the Meat?”
Fast
Food Nation,
2002.



Friedman, Thomas. “The Quiet Crisis.”
The
World is Flat,
2005.


Si tes for resources:



http://www.cdt.org/righttoknow/10mostwant
ed/

(10 Most Wante
d Government Documents)






Monroe City Schools

10
th

Grade ELA Scope & Sequence

--

DRAFT



Unit and
Time Frame


Comprehensive
Curriculum
Preferred
Activities

Grade Level
Expectations

Guiding
Questions

Essential
Elements

Resources



Textbook Resources



Teacher Edition Pages



Other

Resources

Recommended Assessments



http://www.fas.org/irp/offdocs/911comm.ht
ml

(The 911 Commission Report)



http://www.lsp.org/index.html

(Louisiana
State Polic
e site with consumer information
on insurance fraud, hurricane evacuation,
etc.)



http://www.usa.gov/

(United States
government site index for consumer

information)



http://www.pandemicflu.gov/

(Department
of Health and Human Services site with

U.S. government avian and pandemic flu
information)



http://www.ed.gov/nclb/landing.jhtml

(most current information on NCLB Act)


Activity 13: Models of basic types of letters,
computer access for word processing


http://owl.english.purdue.edu/handouts/pw

(professional writing resource
s)

http://wri teexpress.com/cat.html

“Letter
-
Wri ting Categories”

http://www.thewritesource.com/models.htm

(MLA s tyl e i nformation)



Week 13


Unit

3: Poetry

Activity #

5

6



04d, 09b, 11e,
32c, 38b, 40a,
40b

03b, 11c, 15b,
23c, 31c, 34a,
34b, 42c

Can students
analyze, in oral
and written
responses,
distinctive
elements,
including theme
and structure, of
Activity 5: First Things First

Activity 6: Simile Search and Metaphor Madness


McDougall Littell Literature


Activity 5: Literature examples (same content in
poetry and prose format)

http://www.britannica.com/eb/article?tocId=50837

Formative and summative assessments
to include papers, presentations,
projects, journals, learning logs,
quizzes, tests, and graphic

organizers.



Rubric for writing

http://teachology.com/web_tools/rubrics
Monroe City Schools

10
th

Grade ELA Scope & Sequence

--

DRAFT



Unit and
Time Frame


Comprehensive
Curriculum
Preferred
Activities

Grade Level
Expectations

Guiding
Questions

Essential
Elements

Resources



Textbook Resources



Teacher Edition Pages



Other

Resources

Recommended Assessments

literary forms and
types, including
lyric, nar
rative,
and dramatic
poetry?



“Introduction to Poetry” Billy Collins

http://www.loc.gov/poetry/180/001.html


Learning
log

(literacy strategy)


Activity 6: Evaluating Self
-
Metaphor Presentation
BLM, student notebook, means for presentations


/project/


Week 14


Unit 3: Poetry

Activity #

7

8

03a, 22, 04d,
09b, 11f, 13,
14, 31c



Can students
identify how the
poet’s work reveals
his/her attitude and
his/her perception
of life?


Activity 7: Everyone is a Poet: Imagery Partners

Activity 8: First Impressions


Activity 7:
McDougall Littell Literature

Poetry (Imagery)

Imagery
Critique BLM


Activity 8: Poems by contemporary poet

RAFT

(literacy strategy)

Student response journals


Contemporary Poets


Billy Collins

Jim Hall

Jimmy Santiago Baca

Maxine Kumin

Donald Justice

Anne Sexton

Sharon Olds

Julia Alvarez

Naomi Nye

Rita Dove

Julie Kane

Suji Kwock Kim

Mitsuye Yamada

Louise Glück

Maya

Angelou





Week 15


Unit 3: Poetry

Activity #

9

10

11a, 37b, 37c,
40c, 42d, 45c,
03g, 04d, 06,
08, 09b, 11c,
13, 17a, 17b,
19b, 19e, 19f,
Can students
analyze media
information and
evaluate the
messages for clarity,
quality,
Activity 9: Searching Other

Media Sources

Activity 10: Universal Theme


Activity 9: Access to technological and library
resources, contemporary poet list (activity 8), literary
criticism, MLA style guide

Rubric for writing

http://teachology.com/web_tools/rubrics
/project/


SEE PAGE 50 OF COMPREHENSIVE
CURRICULUM FOR RUBRIC GUIDE

Monroe City Schools

10
th

Grade ELA Scope & Sequence

--

DRAFT



Unit and
Time Frame


Comprehensive
Curriculum
Preferred
Activities

Grade Level
Expectations

Guiding
Questions

Essential
Elements

Resources



Textbook Resources



Teacher Edition Pages



Other

Resources

Recommended Assessments

19g, 21b, 24d

effectiveness,

motive, and
coherence?


Can students
compare the
effectiveness of
complex literary
elements in two
poems by authors
from different
cultures?


Can students
compare how
authors from the
same time period
treat a similar
theme?



Activity 10: Universal Theme Essay Peer Review

Poems by authors from differ
ent cultural backgrounds
(Suggested: “The Road Not Taken” Robert Frost and
“Choices” Nikki Giovanni)


McDougall Littell Literature

(teacher
-
selected poems)


Week 16


Unit 3: Poetry

Activity #

11

12


03b, 04d, 11c,
31c, 35b, 38a,
38c

03b, 22, 23c

Can students
compare symbolism
used in poetry to
symbolism used in
other genres?


Activity 11: Color Symbolism

Activity 12: Writing with Symbolism


McDougall Littell Literature

(teacher
-
selected poems)


Activity 11: Poems (color symbolism)

Response
journals

Evaluation Checklist BLM


Activity 12: Pen, paper


Poem examples (Writing with Symbolism)



“Late Rising” Jacques Prevert



“Hope is the thing with feathers” Emily
Dickinson


Monroe City Schools

10
th

Grade ELA Scope & Sequence

--

DRAFT



Unit and
Time Frame


Comprehensive
Curriculum
Preferred
Activities

Grade Level
Expectations

Guiding
Questions

Essential
Elements

Resources



Textbook Resources



Teacher Edition Pages



Other

Resources

Recommended Assessments



“Grape Sherbet” Rita Dove



“Books” Billy Collins



“We Wear the Mask” Paul Laurence Dunbar



“The Black Snake” Mary Oliver



Week 17


Unit 3: Poetry


Secondary
Finals

Activity #

13


02c, 03a, 03b,
03g, 03h, 03i,
04d, 11c, 42c

Can students
compare the
effectivene
ss of
complex literary
elements across
genres?


Activity 13: A Study of Literary Devices and
Elements Across Genres


McDougall Littell Literature

(student or teacher
-
selected poems)

Evaluating Literacy Device Presentation BLM

Question the author (QtA)
(literacy strategy)

Presentation Supplies
(access to computer, etc.)


Rubric for writing

http://teachology.com/web_tools/rubrics
/project/


Week 18





Secondary
Finals







Week 19


Unit 4: Drama

Activity #

5

6

02d, 03g, 04c,
07,
13

02a, 04c, 11f,
15b, 15c, 16b,
17a, 17b, 17c,
17d, 19c, 19d,
19e, 19f, 19g,
35b

Can students
identify ways a
dramatist’s work
reflects his or her
experiences and
view of life?


Activity 5: Opening Day: Setting the Stage &
Looking at Politics

Activity
6: Analyzing the Characters and Making
Predictions


McDougall Littell Literature


Activity 5: learning logs, notebooks, internet access
for research, five act play


Sites for interactive introduction to Ancient Greece
and Rome:

http://trackstar.4teachers.org/trackstar/

(Track #60429)

http://www.pbs.org/teachers/search/results.html?q=ro
man+empire&x=19&y=6

http://www.pbs.org/teachers/search/results.html?q=anc
Formative and summative assessments
to incl
ude papers, presentations,
projects, journals, learning logs,
quizzes, tests, and graphic organizers.

Monroe City Schools

10
th

Grade ELA Scope & Sequence

--

DRAFT



Unit and
Time Frame


Comprehensive
Curriculum
Preferred
Activities

Grade Level
Expectations

Guiding
Questions

Essential
Elements

Resources



Textbook Resources



Teacher Edition Pages



Other

Resources

Recommended Assessments

ient+greece

http://members.aol.com/Donnclass/Romelife.html


Activity 6:
Five
-
act play, learning logs, notebook,
Character Analysis Essay Peer Review BLM,
split
-
page note taking

b(literacy strategy)


Week 20


Unit 4: Drama

Activity #

7

02a, 02b, 03g,
09c, 11a, 11d,
12a, 15a, 15c,
31c, 32b, 32c

Can students
analyze the
development of
story elements,
including
characterization,
plot, setting, tone,
and word choice?


Activity 7: Analyzing and Summarizing


McDougall Littell Literature


Five
-
act play, overhead (SmartBoard),
GISTing
(literacy strategy)



Week 21


Unit 4: Drama

Activity #

8

9



02a, 02b,
02c,
04c, 31a, 32a,
32b, 34a, 35c,
38a, 38c, 03a,
03b, 03h, 03i,
11c, 12a)

Can students draw
conclusions and
make inferences
about ideas in text
orally and in
writing?


Can students
analyze the
development of
story elements,
including
characterization?


Ca
n students
compare and
contrast the
dramatist’s use of a
Activity 8: Acting Out and Analyzing Dialogue

Activity 9: Figurative Language is Everywhere!


McDougall

Littell Literature


Activity 8: Five
-
act play, learning logs


Activity 9: Five
-
act play, materials for creating a
visual aid, Figurative Language/Literary Device
Presentation BLM



Rubric for writing

http://teachology.com/web_tools/rubrics
/project/

http://teachnology.com/web_tools/rubri
cs/presentation/


Monroe City Schools

10
th

Grade ELA Scope & Sequence

--

DRAFT



Unit and
Time Frame


Comprehensive
Curriculum
Preferred
Activities

Grade Level
Expectations

Guiding
Questions

Essential
Elements

Resources



Textbook Resources



Teacher Edition Pages



Other

Resources

Recommended Assessments

selected literary
element, technique,
or device with a
similar one in other
literary forms?


Week 22


Unit 4:

Drama



Activity #

10

11

02c, 04c, 08,
09c, 11c, 17a,
17b, 19c, 19d,
19e, 19f, 19g,
19h, 21a, 21b,
24d, 42c

11a, 38b, 39a,
39b, 40a, 40b,
42b, 45c

Can students
compare the
development of
theme in a play and
a prose work?




Activity 10: Follow the Theme

Activity 11: Checking Out the Critics


McDougall Littell Literature


Activity 10: Five
-
act play, learning logs, graphic
organizer, State Writing Assessment Rubric BLM


Activity 11: Internet access for research,
Questioning
the Author (QtA )

(literacy s
trategy),
GISTing
(literacy
strategy), MLA guide



Week 23


Unit 4: Drama

Activity #

12


04b, 11a, 19c,
19d, 19e, 19f,
19g, 19h, 20,
27b, 45b, 45c



Can students
effectively integrate
quotations into text
and document
sources in correct
bibliographic
format?

Activity 12: Integrating Direct Quotations into Text


Internet access for research, Research Essay Peer
Review BLM


Week 24


Unit 5: Novel

Activity #

5

02b, 02c, 02d,
04a, 15a, 19c,
19d, 19g

Can students
analyze the
development of
story
elements,
including setting
and the author’s use
of setting to develop
the mood and tone
to develop plot
and/or theme?

Activity 5: More Than a Place: The Effect of the
Setting



Young

adult novel choices, Setting Graphic Organizer
BLM, learning logs



Formative and summative assessments
to include papers, presentations,
projects, journals, learning logs,
quizzes, tests, and graphic organizers.


Monroe City Schools

10
th

Grade ELA Scope & Sequence

--

DRAFT



Unit and
Time Frame


Comprehensive
Curriculum
Preferred
Activities

Grade Level
Expectations

Guiding
Questions

Essential
Elements

Resources



Textbook Resources



Teacher Edition Pages



Other

Resources

Recommended Assessments


Can students
develop complex
compositions using
the writing process?


Week 25


Unit 5: Novel

Activity #

6


02b, 03e, 03f,
03g, 04a, 11c,
16c, 16e, 19c,
19d, 19e, 19f,
19g, 21b, 24d,
25b, 25c, 26b,
26g, 38a, 38c

Can students
compare basic
literary elements
across genres and
infer connections to
real
-
life situations?


Can students
compare basic
literary elements

across genres and
infer connections to
real
-
life situations?


Activity 6: Comparing Across Genres and Life


Short story selection (previous units), young adult
novels (previous study), graphic presentation supplies,
State Writing Assessment Rubric BLM,
learning logs


Week 26


Unit 5: Novel

Activity #

7


02a, 11c, 12b,
12c, 13, 40b,
41, 42a, 42c

Can students
analyze the basic
elements of two
works by the same
author and
determine how they
reflect the author’s
life, historical
perspective, and
purpose?


Activity 7: Viewing the Character as a Reflection of
the Author


Two works by same author (short story/novel),
comparison graphic organizer, Internet access,

process guide

(literacy strategy)



Week 27


Activity #

8

10c, 18a, 18c,
43a, 43b, 43c,
Can students
analyze the basic
Activity 8: Research Project on a Novel and Novelist




Monroe City Schools

10
th

Grade ELA Scope & Sequence

--

DRAFT



Unit and
Time Frame


Comprehensive
Curriculum
Preferred
Activities

Grade Level
Expectations

Guiding
Questions

Essential
Elements

Resources



Textbook Resources



Teacher Edition Pages



Other

Resources

Recommended Assessments

Unit 5: Novel

43d, 44. 45b,
45c

elements of two
works by the same
author and
determine how they
reflect the author’s
life, historical
perspective, and
purpose?

Can students write a
research report that
integr
ates
quotations and
citations from
literature sources
using a specified
style guide such as
the
MLA Guide
?



Access to Internet and library resources for research,
MLA style guide, Research Essay
Peer Review BLM

Week 28


Unit 5: Novel

Activity #

9


11c, 19b, 19d,
19e, 19f, 19g,
20, 21b, 23a,
23b, 23c

Can students
critique the author’s
use of complex
literary devices
(such as symbolism)
and analyze their
effectiveness?


Can students
develop
complex
compositions using
the writing process?


Activity 9: Comparison of Symbolism Across Genres


Short story selections (previous readings)

Novels read for AR for comparison

State Writing
-
Assessment Rubric BLM




Week 29


Activity #

10

04a, 04e, 15a,
15b, 15c, 17a,
Can students
evaluate the
Activity 10: Evaluating the Effectiveness of a Movie
Interpretation of a Novel


Monroe City Schools

10
th

Grade ELA Scope & Sequence

--

DRAFT



Unit and
Time Frame


Comprehensive
Curriculum
Preferred
Activities

Grade Level
Expectations

Guiding
Questions

Essential
Elements

Resources



Textbook Resources



Teacher Edition Pages



Other

Resources

Recommended Assessments

Unit 5: Novel

17c, 18d, 26e,
37a, 37b

effectiveness of a
different
interpretation (e.g.,
film) of a written
work and support
their conclusion?


Can students
develop complex
compositions using
the writing process?



Movie version of novel studied in class

Persuasive Essay Peer Review BLM

Stat
e
-
Writing Assessment Rubric BLM


Teacher
-
developed rubric (
http://www.teach
-
nology.com/web_tools/rubrics/persuade
)


Week 30


Unit 6:
Writing About
Ourselves

Activity #

5

02d, 03g, 18a,
18b, 18c, 18d,
19c, 19d, 19e,
19f, 19g, 19h,
23b, 23c, 25c

Do students
understand and
appreciate the value
of reading and
writing memoirs?


Can students
identify and correct
their own style
errors in their
personal writing,
particularly those
related to clarity and
conciseness?


Activity 5: Memoir Writing


Who

am I and What
Has Made Me Who I Am?


McDougall Littell Literature

(teacher
-
selected text)


Memoir Writing Peer Review Checklist BLM


Some suggested memoir readings:



“A Chi l d’s Christmas in Wales,” Dylan
Thomas



“By Any Other Name,” Santha Rama Rau



“Li vi ng

Well, Livi ng Good,” Maya Angelou



“A Swi mming Lesson,” Jewelle Gomez



Travels with Charley,
John Steinbeck



Kaffir Boy,
Mark Mathabane



Farewell to Manzanar,
Jeanne Wakatsuki
Houston


Formative and summative assessments
to include papers, presentations,
pr
oject s, journals, learning logs,
quizzes, t est s, and graphic organizers.

Week 31


Uni t 6:
Wri ti ng About
Act ivit y #

6

7

03g, 04b, 19e,
11e, 13,

17c, 18a, 18b,
18c, 18d, 19c,
Can s t udent s
ident ify and correct
t heir own s t yle
errors in t heir
Act ivit y 6: Reading Creat iv
e Nonfict ion

Act ivit y 7: Writ ing Creat ive Nonfict ion


McDougall Littell Literature

(t eacher
-
select ed t ext )



Monroe City Schools

10
th

Grade ELA Scope & Sequence

--

DRAFT



Unit and
Time Frame


Comprehensive
Curriculum
Preferred
Activities

Grade Level
Expectations

Guiding
Questions

Essential
Elements

Resources



Textbook Resources



Teacher Edition Pages



Other

Resources

Recommended Assessments

Ourselves

19d, 19e, 19f,
19g, 19h, 23b,
23c, 25c

personal writing,
particularly those
related to clarity and
conciseness?


Can students select
vocabulary and
phrasing that reflect
their own voice in
writing?


Activity 6:
Learning logs, Characteristics of Creative
Nonfiction Handout BLM, creative nonfiction
readings
,
SQPL

(literacy strategy)


Additional
resources:

http://www.creativenonfiction.org/

http://www.class.uidaho.edu/druker/nonfic.html


Some suggested creative nonfiction titles:





“Once More to the Lake,” E. B. White
http://www.moonstar.com/~acpjr/Blackboar
d/Common/Essays/OnceLake.html




Death of a Moth,” Virginia Woolf

http://ebooks.adelaide.edu.au/w/woolf/virgin
ia/w91d/chap2.html




“Death of a Moth,” Annie Dillard

http://poetryparsnip.blogspot.com
/2003_05_
01_archive.html




“Curvature,” Michelle Richmond

http://www.creativenonfiction.org/brevity/A
rchives/brev5/richmond.htm



excerpts from
:



Louisiana in Words,
Joshua Clark (editor)



I Know Why the Caged Bird Sings,
Maya
Angelou
Friday Night Lights,
H. G. “Buzz”
Bissinger



In Cold Blood,
Truman Capote



Hiroshima,
John Hersey



There Are No Children Here,
Alex
Kotlowitz



And the Band Played On,
Randy Shilts



The Hunger of Memory,
Richard Rodriguez



The Right Stuff,
Tom Wolfe



Seabiscuit: An American Legend,
Laura
Hillenbrand

Monroe City Schools

10
th

Grade ELA Scope & Sequence

--

DRAFT



Unit and
Time Frame


Comprehensive
Curriculum
Preferred
Activities

Grade Level
Expectations

Guiding
Questions

Essential
Elements

Resources



Textbook Resources



Teacher Edition Pages



Other

Resources

Recommended Assessments


Activity 7: Learning logs, creative nonfiction
readings, Creative Nonfiction Essay Peer Review
Checklist BLM



Week 32

Activity #

8


31c, 32b, 32c,
35a, 35d

Can students use
select language
appropriate to
specific purposes
and audiences and
listen to detailed
instructions and
presentations to
carry out complex
procedures?

Activity 8: Perspectives: What is Beautiful?


Student journals,

learning logs,


Blackline mastets for analysis and survey:

http://www.peacecorps.gov/wws/educators/lessonplan
s/pdf/bridges.features.a.pdf

http://www.peacecorps.gov/wws/educators/lessonplan
s/pdf/bridges.features.b.pdf





Week 33




EOC TESTING





Week 34



EOC TESTING





Week 35

Activity #

9


04b, 04e, 19a,
19b,
19c, 19d,
39a, 39b, 40a,
40b, 40c, 41,
43a, 43b, 43d,
44, 45b, 45c,
45d

Can students
evaluate a text (print
and nonprint) for
reliability, accuracy,
and objectivity?


Can students
analyze the
problems associated
with a social issue
Activity 9: Writing for Social Change: Action
Research


Movie clip or excerpt from text about “writing for
social change,” journals, Graphic Organizer Example
BLM, computer and Internet access


Suggeste
d resources for teachers:
Writing for a
Change: Boosting Literacy and Learning through
Social Action,
NWP publication, 2006



Monroe City Schools

10
th

Grade ELA Scope & Sequence

--

DRAFT



Unit and
Time Frame


Comprehensive
Curriculum
Preferred
Activities

Grade Level
Expectations

Guiding
Questions

Essential
Elements

Resources



Textbook Resources



Teacher Edition Pages



Other

Resources

Recommended Assessments

and write
reflectively about
possible solutions?


For teachers & students:



Freedom Writers,
Erin Gruell



Be the Change,
Zach Hunter



1 Dead in Attic
Chris Rose



Fast Food Nation,
Eric Schlosser



Paper Clips
http://www.paperclipsmovie.com/synopsis.p
hp


Week 36


Unit 6:
Writing About
Ourselves

Activity #

10

04b, 04e, 19a,
19b, 19c, 19d,
39a, 39b, 40a,
40b, 40c, 41,
43a,
43b, 43d,
44, 45b, 45c,
45d

Can students
identify and correct
their own style
errors in their
personal writing,
particularly those
related to clarity and
conciseness?


Can students select
vocabulary and
phrasing that reflect
their own voice in
writing?



Activity 10: Writing for Social Change: Project
Report


Access to computers with Internet for research, MLA
style guides, Project Report Peer Review Checklist
BLM




Week 37


SECONDARY

FINALS