10th GRADE ENGLISH SPECIAL EDUCATION (CD) · PDF fileenglish special education (cd) course of...

10th GRADE

ENGLISH SPECIAL EDUCATION (CD)

COURSE OF STUDY

FINDLAY CITY SCHOOLS 2006

10TH GRADE ENGLISH SPECIAL EDUCATION (CD)

TABLE OF CONTENTS

1. Findlay City Schools Mission Statement and Beliefs 2. 1st Quarter Curriculum Map 3. 1st Quarter Indicators 4. 2nd Quarter Curriculum Map 5. 2nd Quarter Indicators 6. 3rd Quarter Curriculum Map 7. 3rd Quarter Indicators 8. 4th Quarter Curriculum Map 9. 4th Quarter Indicators

WRITING TEAM

Donna Leonard Cindy Amon Sandy White

Text – (Literature): Exploring Literature (2007); American Guidance Service, Inc. Student ISBN #0785440755; Teacher ISBN #0785440763. (Grammar): Basic English; American Guidance Service, Inc.; Student ISBN #0785429050; Teacher ISBN #0785429069

Mission Statement

The mission of the Findlay City Schools, a community partnership committed to educational excellence, is to instill in each student the knowledge, skills and virtues necessary to be lifelong learners who recognize their unique talents and purpose and use them in pursuit of their dreams and for service to a global society. This is accomplished through a passion for knowledge, discovery and vision shared by students, families, staff and community.

Beliefs Our beliefs form the ethical foundation of the Findlay City Schools. We believe….

• every person has worth • every individual can learn • family is the most important influence on the

development of personal values. • attitude is a choice and always affects performance • motivation and effort are necessary to achieve full

potential • honesty and integrity are essential for building

trust. • people are responsible for the choices they make. • performance is directly related to expectations. • educated citizens are essential for the survival of

the democratic process. • personal fulfillment requires the nurturing of mind,

body and spirit. • every individual has a moral and ethical obligation to

contribute to the well-being of society. • education is a responsibility shared by students,

family, staff and community. • the entire community benefits by investing its time,

resources and effort in educational excellence. • a consistent practice of shared morals and ethics is

essential for our community to thrive.

GRAMMAR/CONVENTION BENCHMARK(S) H. Writing Conventions

COMPOSITION BENCHMARK(S)

F. Writing Processes G. Writing Applications

THEME: TIME PERIOD: Plot, Setting, Character, Tall Tales, Legends

SOPHOMORE ENGLISH – Special Education CD REQUIRED SKILLS: 1ST 9 WEEKS

CORE READING (CR): Nonfiction: “The Story of My Life” (p. 345) Tall Tale / Legend: “Life and Adventures of Calamity Jane, by Herself” (p. 115) Short Stories: “Everyday Use” (p. 158) SRI NOVEL(S) AND/OR PLAY(S) Tuesday’s with Morrie by Mitch Albom (excerpts)

SUPPLEMENTAL READINGS: Newspapers & Periodicals: “The Courier”, “Time for Kids”, “Choices”, “Action”, “Extra”, “Story Works” Tuesday’s with Morrie by Mitch Albom (movie) “Unfinished Message” (p. 200) The Miracle Worker (movie) “American History” (p. 175) “The Phantom Hitchhiker” (p. 128)

WRITING Basic writing - nouns, pronouns, sentences, paragraph basics, vocabulary, letter writing reflective journal responses

TIME FRAME KEY

READING BENCHMARK(S)

B. Acquisition of Vocabulary C. Reading Process: Concepts of Print,

Comprehension Strategies, and Self-Monitoring Strategies

D. Reading Applications: Informational, Technical, and Persuasive Text

E. Reading Applications: Literary Text

GRADE 10 – ENGLISH INDICATORS 1st QUARTER

INDICATORS DESCRIPTION OF INDICATORS LOCATIONS IN TEXTBOOK

(A) Phonemic Awareness, Word Recognition and Fluency

(B) Acquisition of Vocabulary

B.10.1 Define unknown words through context clues and the author’s use of comparison, contrast and cause and effect.

SRI, “Life and Adventures of Calamity Jane, by Herself”

B.10.2 Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships.

“The Story of My Life”

B.10.4 Analyze the ways that historical events influenced the English language.

“Everyday Use”, “Life and Adventures of Calamity Jane, by Herself”

B.10.5 Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).

Basic English text, Ch. 3

B.10.6 Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars.

“Life and Adventures of Calamity Jane, by Herself”

(C) Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

C.10.1 Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.

Tuesday’s with Morrie

C.10.2 Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media



C.10.4 Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

SRI

C.10.5 Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

SRI, Exploring Literature text, Tuesday’s with Morrie

(D) Reading Applications: Informational, Technical and Persuasive Text

D.10.3 Evaluate the effectiveness of information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.

“The Story of My Life”, “Everyday Use”, “Life and Adventures of Calamity Jane, by Herself”, “The Courier”

D.10.7 Analyze the effectiveness of the features (e.g., format, graphics, sequence, headers) used in various consumer documents (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job-related materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials).


D.10.8 Describe the features of rhetorical devices used in common types of public documents, including newspaper editorials and speeches.


(E) Reading Applications: Literary Text

E.10.1 Compare and contrast an author’s use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies.

“Everyday Use”,

E.10.2 Analyze the features of setting and their importance in a literary text.

“Everyday Use”

E.10.4 Interpret universal themes across different works by the same author or by different authors.

“Everyday Use”


E.10.5 Analyze how an author’s choice of genre affects the expression of a theme or topic.

“Everyday Use”, ”The Story of My Life”

E.10.6 Explain how literary techniques, including foreshadowing and flashback, are used to shape the plot of a literary text.

“Everyday Use”

E.10.10 Describe the effect of using sound devices in literary texts (e.g., to create rhythm, to appeal to the senses or to establish mood).

Journal Entries & /or Responses

E.10.11 Explain ways in which an author develops a point of view and style (e.g., figurative language, sentence structure and tone), and cite specific examples from the text.

“Everyday Use”

(F) Writing Processes

F.10.1 Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.


F.10.2 Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys).

Personal Essay, Basic English text, Ch. 14

F.10.3 Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing


F.10.4 Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure, and point of view) to address purpose and audience.

“Life and Adventures of Calamity Jane, by Herself”, Everyday Use”

F.10.5 Use organizational strategies (e.g., notes, outlines) to plan writing.

“Everyday Use”

F.10.6 Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion, and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing.


F.10.7 Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure).

Basic English text, Ch.1, 2 & 3

F.10.8 Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing



sentences and maintaining coherence across the whole through the use of parallel structures.

F.10.14 Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice.

Exploring Literature text

(G) Writing Applications

G.10.1 Write narratives that: (a) sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense); (b) use a range of strategies and literary devices including figurative language and specific narration; and (c) include an organized, well-developed structure.

Personal Essay, Reflective journal response

G.10.2 Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge.

Journal entries and/or responses, Tuesday’s with Morrie

G.10.3 Write business letters, letters to the editor and job applications that: (a) address audience needs, stated purpose and context in a clear and efficient manner; (b) follow the conventional style appropriate to the text using proper technical terms; (c) include appropriate facts and details; (d) exclude extraneous details and inconsistencies; and (e) provide a sense of closure to the writing.

Letter writing

G.10.6 Produce informal writings (e.g., journals, notes and poems) for various purposes.

Journal writing &/or responses, Tuesday’s with Morrie

(H) Writing Conventions

H.10.1 Use correct spelling conventions.

Basic English text, Ch. 1, 2 & 3

H.10.2 Use correct capitalization and punctuation.

Basic English text, Ch. 1, 2 & 3

H.10.3 Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial).

H.10.4 Use parallel structure to present items in a series and items juxtaposed for emphasis.

“Everyday Use”


(I) Research

I.10.5 Integrate quotations and citations into written text to maintain a flow of ideas.

Exploring Literature Focus, Journal responses




THEME: TIME PERIOD: Compare & Contrast, Fables, Myths

SOPHOMORE ENGLISH – Special Education CD REQUIRED SKILLS: 2nd 9 WEEKS

CORE READING (CR): Fables: “The King and the Shirt” (p. 14) “How the Fly Saved the River” (p. 15) Myth: “The Beginning and End of the World” (p. 47) Suspense Short Stories: “The Monkey’s Paw” (p. 249) SRI NOVEL(S) AND/OR PLAY(S)

SUPPLEMENTAL READINGS: Newspapers & Periodicals: “The Courier”, “Time for Kids”, “Choices”, “Action”, “Extra”, “Story Works” “The Singing Turtle” (p. 18) “Loki and the Master Builder” (p. 53) “The Moon Spirit and Coyote Woman” (p.60) “Red Moccasins” (p. 266) A Raisin in the Sun (p.465)

WRITING Basic writing – verbs, adjectives, adverbs, compound & complex sentences, vocabulary Reflective journal responses

TIME FRAME KEY






GRADE 10 – ENGLISH INDICATORS 2nd QUARTER




B.10.3 Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns.

“How the Fly Saved the River”, “The King and the Shirt”


C.10.3 Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.

“The Beginning and End of the World”


SRI, Exploring Literature text


SRI



“How the Fly Saved the River”, “The Courier”




“The Beginning and End of the World”, “The Monkey’s Paw”,

E.10.3 Distinguish how conflicts, parallel plots and subplots affect the pacing of action in literary text.



“The Beginning and End of the World”, “The Monkey’s Paw”

E.10.7 Recognize how irony is used in a literary text.

The King and the Shirt”

E.10.8 Analyze the author’s use of point of view, mood and tone.

The King and the Shirt”



“How the Fly Saved the River”


Basic English text, Ch. 4, 5 ,7 & 12


Basic English text, Ch. 4, 5 ,7 & 12

F.10.4 Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure, and point of view) to address purpose and audience.

“How the Fly Saved the River”


Literary focus, Basic English text, Ch. 4, 5, 7, & 12, “Keynote Address”






F.10.8 Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures.


F.10.9 Use language, including precise language, action verbs, sensory details and colorful modifiers, and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice.

Basic English text, Ch. 4, 5, 7 & 12

F.10.10 Use available technology to compose text.

Exploring Literature text Technology Tips

F.10.11 Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure.


F.10.13 Rearrange words, sentences and paragraphs and add transitional words and phrases to clarity meaning and maintain consistent style, tone and voice.



Basic English text, Ch. 4 & Exploring Literature text

F.10.16 Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.




“The King and the Shirt”, Reflective journal responses, Basic English text, Ch.12


“The Monkey’s Paw”

G.10.3 Write business letters, letters to the editor and job applications that: (a) address audience needs, stated purpose and context in a clear and efficient manner; (b) follow the conventional

Letter writing


style appropriate to the text using proper technical terms; (c) include appropriate facts and details; (d) exclude extraneous details and inconsistencies; and (e) provide a sense of closure to the writing.

G.10.4 Write informational essays or reports, including research that: (a) pose relevant and tightly drawn questions that engage the reader; (b) provide a clear and accurate perspective on the subject; (c) create an organizing structure appropriate to the purpose, audience and context; (d) support the main ideas with facts, details, examples and explanations from sources; and (e) document sources and include bibliographies.

Reflective journal responses








H.10.5 Use proper placement modifiers.

Basic English text, Ch. 4, 5, 7 & 12

(I) Research


Exploring Literature Focus, Reflective journal responses



F. Writing Processes G. Writing Applications I. Research






CORE READING (CR): Nonfiction: “Gather Together in My Name” (p.337) Poetry: “The Streets of Laredo” (p. 385) “Of Dry Goods & Bow Ties” (p. 324) “Haiku” (p. 409) “The rooster’s crowing” (p. 409) “Gathering” (p. 410) “The Bells” (p. 395) “My Life Story” (p. 421) “A Headstrong Boy” (p. 422) SRI NOVEL(S) AND/OR PLAY(S) Al Capone Does My Shirts,

SUPPLEMENTAL READINGS: Newspapers & Periodicals: “The Courier”, “Time for Kids”, “Choices”, “Action”, “Extra”, “Story Works” “Chicago” (p. 424) “Nikki Rosa” (p.426) “Oranges” (p. 406) “Ballad of Birmingham” (p. 386) Walk Two Moons, by Sharon Creech

WRITING Basic writing – sentence patterns, editing, vocabulary reflective journal responses

TIME FRAME KEY

THEME: TIME PERIOD: Poetry, Biographical, Historical

SOPHOMORE ENGLISH – Special Education CD REQUIRED SKILLS: 3rd 9 WEEKS

GRADE 10 – ENGLISH INDICATORS 3rd QUARTER





“Of Dry Goods & Bow Ties”


“Gather Together in My Name”, “The Streets of Laredo”, “The Bells”, “Of Dry Goods & Bow Ties”, Al Capone Does My Shirts



Al Capone Does My Shirts

C.10.2 Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.



Exploring Literature text, Journal responses, SRI, Literary focus


Al Capone Does My Shirts, SRI



D.10.1 Identify and understand organizational patterns (e.g., cause-effect, problem-solution) and techniques, including repetition of ideas, syntax and word choice, that authors use to accomplish their purpose and reach their intended audience.

“The Streets of Laredo”, Al Capone Does My Shirts, SRI

D.10.4 Assess the adequacy, accuracy and appropriateness of an author’s details, identifying persuasive techniques (e.g., transfer, glittering generalities, bait and switch) and examples of propaganda, bias and stereotyping.

“My Life Story”, “A Headstrong Boy”, “Haiku”, “The rooster’s crowing”

D.10.5 Analyze an author’s implicit and explicit argument, perspective or viewpoint in text.

“My Life Story”, “A Headstrong Boy”, Haiku”, “The rooster’s crowing”

D.10.6 Identify appeals to authority, reason and emotion.

“My Life Story”, “A Headstrong Boy”, Haiku”, “The rooster’s crowing”


E.10.1 Compare and contrast an author’s use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies.



“Gather Together in My Name”, Al Capone Does My Shirts



E.10.5 Analyze how an author’s choice of genre affects the expression of a theme or topic.

“Gather Together in My Name”, “Of Dry Goods & Bow Ties”


E.10.9 Explain how authors use symbols to create broader meanings.




Journal responses, Literary focus


“Gathering”, Basic English text, Ch. 10 & 13


Basic English text, Ch. 10 & 13


“Gathering”










Basic English text, Ch.10 & 13

F.10.12 Add and delete information and details to better elaborate on stated central idea and more effectively accomplish purpose.






Basic English text, Ch. 10 & 13, Exploring Literature text

F.10.15 Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-one and eliminate inappropriate slang or informal language.








Al Capone Does My Shirts, Literary focus, Reflective journal response

G.10.4 Write informational essays or reports, including research that: (a) pose relevant and tightly drawn questions that engage the reader; (b) provide a clear and accurate perspective on the subject; (c) create an organizing structure appropriate to the purpose, audience and context; (d) support the main ideas with facts, details, examples and explanations from sources; and (e) document sources and include bibliographies.

Literary focus, Reflective journal response

G.10.5 Write persuasive compositions that: (a) support arguments with detailed evidence; (b) exclude irrelevant information; and (c) cite sources of information.



Literary focus, Reflective journal response








Literary focus, Journal responses, Exploring Literature text




THEME: TIME PERIOD: Informational text

SOPHOMORE ENGLISH – Special Education CD REQUIRED SKILLS: 4th 9 WEEKS

CORE READING (CR): Nonfiction: “Keynote Address” p. 364 SRI “The Courier” NOVEL(S) AND/OR PLAY(S)

SUPPLEMENTAL READINGS: Newspapers & Periodicals: “Time for Kids”, “Choices”, “Action”, “Extra”, “Story Works” How Rude, The Teenagers’ Guide to Good Manners, Proper Behavior, and Not Grossing People Out by Alex J. Packer The Real World Aptitude Test, by Homer E. Moyer, Jr.

WRITING Basic writing – expanded paragraphs, vocabulary, letter & report writing reflective journal responses

TIME FRAME KEY






GRADE 10 – ENGLISH INDICATORS 4TH QUARTER





Exploring Literature Supplemental materials


Exploring Literature Supplemental materials, Basic English text, Ch.15 & 16



Exploring Literature Supplemental materials, Basic English text, Ch. 15 & 16

C.10.2 Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media

“Keynote Address”


SRI, Exploring Literature, Supplemental materials


SRI

(D) Reading Applications: Informational,


Technical and Persuasive Text D.10.1 Identify and understand organizational patterns

(e.g., cause-effect, problem-solution) and techniques, including repetition of ideas, syntax and word choice, that authors use to accomplish their purpose and reach their intended audience.

“Keynote Address”, Exploring Literature text, Basic English text, Ch. 15 & 16

D.10.2 Critique the treatment, scope and organization of ideas from multiple sources on the same topic.

Exploring Literature Supplemental materials, “The Courier”


Exploring Literature Supplemental materials, “The Courier”

D.10.7 Analyze the effectiveness of the features (e.g., format, graphics, sequence, headers) used in various consumer documents (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job-related materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials).


D.10.8 Describe the features of rhetorical devices used in common types of public documents, including newspaper editorials and speeches.









Exploring Literature, Literary focus,


Journal responses






Basic English text, Ch. 15 & 16, Report writing







F.10.9 Use language, including precise language, action verbs, sensory details and colorful modifiers, and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice.






F.10.12 Add and delete information and details to better elaborate on stated central idea and more effectively accomplish purpose.




F.10.14 Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective

Exploring Literature


and precise vocabulary that maintains consistent style, tone and voice.

Supplemental materials, Basic English text, Ch. 15 & 16

F.10.15 Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-one and eliminate inappropriate slang or informal language.



Report writing

F.10.l7 Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.

Basic English text, Ch. 15 & 16, Report writing





Exploring Literature Supplemental materials, Literary focus of written responses, Reflective journal responses

G.10.4 Write informational essays or reports, including research that: (a) pose relevant and tightly drawn questions that engage the reader; (b) provide a clear and accurate perspective on the subject; (c) create an organizing structure appropriate to the purpose, audience and context; (d) support the main ideas with facts,



details, examples and explanations from sources; and (e) document sources and include bibliographies.



Basic English text, Ch. 15 & 16, Exploring Literature, text, Unit Review, “Keynote Address”


Basic English text, Ch. 15 & 16, Exploring Literature, text, Unit Review “Keynote Address”




Literary focus, Unit Review, “Keynote Address”

(I) Research

I.10.1 Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation.

Literary focus, Journal responses, Report writing

I.10.2 Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).

Report writing,

I.10.3 Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).

Report writing

I.10.4 Evaluate and systematically organize important information, and select appropriate sources to support central ideas, concepts and themes.

Report writing


Literary focus, Journal


responses, Report writing

I.10.6 Use style guides to produce oral and written reports that give proper credit for sources, and include an acceptable format for source acknowledgement.

Report writing

I.10.7 Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas.

Report writing, Literary focus

10th GRADE ENGLISH SPECIAL EDUCATION (CD) · PDF fileenglish special education (cd) course of...

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