HARRISONBURG CITY SCHOOLS CURRICULUM PACING GUIDE

GRADE/COURSE: ENGLISH 10 UPDATED: 6/13

Instruction, Review, or Enrichment

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Unit/SOLs

Literacy Level
Honors Level
Regular /

SOL #

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Written Resources

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Technology Resources

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Assessments

1st quarter
VOCABULARY: Emphasis on word/concept origins
I / Use prefixes, suffixes, root derivations, and cognate to determine the meaning and relationships among words / 10.3a / teacher-made worksheets, Vocabulary Their Way, texts themselves, thematic units
Shared Eng dept vocab google doc
* 2013 10 Honors Vocab
(shared Google doc) / PowerPoints
Various intra-web resources
* College Board Web-
site (SAT Vocab) / Quizzes, informal discussion, poster presentations, small quizzes
Quizzes and weekly writing using the words
* Weekly quizzes
R / Recognize terms: synonym and antonym (thesaurus), diction, connotation, denotation, differentiate between figurative and literal language. / 10.3b,c / Teacher-made resources, art projects, poetry
All texts and trade books. Also, nonfiction. / PowerPoints
Various intra-web resources, Socrative.com (as delivery method) / Quizzes, informal discussion, poster presentations, small quizzes
Quizzes, Tests, Papers, Projects, Daily Classroom assignments, Exit Tickets, Student Presentations
R / Infer words meaning based on context clue strategies / 10.3d / teacher-made worksheets, Vocabulary Their Way, texts themselves, thematic units
All texts and trade books. Also, nonfiction.
* Various non-fiction
articles (AoW protocol) / Picture Projections
Online VDOE Practice tools,Various intra-web resources / * Weekly assessment
by rubric
Papers, Projects, Daily Classroom assignments, Exit Tickets, Student Presentations
I / Define universal theme: struggle with nature, survival of the fittest, coming of age, power of love, struggle with self, loss of innocence, good overcoming evil, alienation and isolation, effects of progress, tolerance of the atypical, great journey, noble sacrifice, revenge, love and friendship / 10.4e / To kill a Mockingbird, Sold, A Christmas Story, Macbeth, Much Ado about Nothing, various short stories,
All adopted texts and trade books. In 10, A Raisin in the Sun, A Lesson Before Dying, Kite Runner, Things Fall Apart, etc.
* novels (Farewell to Manzanar,
The Kite Runner, Things Fall Apart,
The Bean Trees, Antigone, A Raisin
in the Sun, Lord of the Flies, choice
novel) / video clips
Various intra-web resources, Dept-shared Google docs / (Ongoing, as they arise in the literature)
Quizzes, Tests, Papers, Projects, Daily Classroom assignments, Exit Tickets, Student Presentations
I / Define archetypes: hero, trickster, faithful companion, outsider, rugged individualist, villain, shrew, innocent, caretaker, mother earth, rebel, misfit, monster, father/mother figure, scapegoat, and lonely orphan / 10.3f / *Into with PP then pull out examples from To kill a Mockingbird, Sold, A Christmas Story, Macbeth, Much Ado about Nothing, various short stories,
* Archetype Definitions
handout / Video Clips, PowerPoint
* Glogster
* Wordle
* Tagxedo / Quizzes, informal discussion, poster presentations, small quizzes
Archetype poster/
wordle
* Midterm/Final exam
* Benchmark testing
LITERATURE: Emphasis on style
R / Evaluate plot structure, setting, theme, conflict, characters (protagonist/antagonist/foil/tragic hero) / 10.4h / To kill a Mockingbird, Sold, A Christmas Story, Macbeth, Much Ado about Nothing, various short stories,
* novels (Farewell to Manzanar,
The Kite Runner, Things Fall Apart,
The Bean Trees, Antigone, A Raisin
in the Sun, Lord of the Flies, choice
novel) / movie clips, you tube, cartoons / Quizzes, informal discussion, poster presentations, small quizzes, character maps
* Short story tracker
* Plot diagrams
* Character maps
R / Identify the point of view: third person limited, third person omniscient, speaker, narrator, main idea / 10.4a,g / To kill a Mockingbird, Sold, A Christmas Story, Macbeth, Much Ado about Nothing, various short stories, / * Narrative perspective
PowerPoint/activity / * Responses to slides
(collaborative)
I / Differentiate between tone, mood, voice, atmosphere, and style / 10.4h / poetry / songs and def jam poetry / Quizzes, informal discussion, poster presentations, small quizzes
R / Use reading comprehension skills to interpret a variety of text: inference, prediction, and activating prior knowledge / 10.4b & m / Dice game, lit circles, book clubs / Dave Loughran’s website, VDOE online resources / * Anticipation guides
* KWL charts
I / Analyze literature for archetypes and universal themes / 10.4e & i / Above novels and short stories
* novels (Farewell to Manzanar,
The Kite Runner, Things Fall Apart,
The Bean Trees, Antigone, A Raisin
in the Sun, Lord of the Flies, choice
novel) / Various intra-web resources, Dept-shared Google docs / (Ongoing, as they arise in the literature)
WRITING: Emphasis on writing process
R / Apply writing process to create a five paragraph essay on topic of teacher discretion / 10.8b
10.6b / Practice SOL essays using rubrics and graphic organizers / Word and PowerPoint
Dave Loughran’s website, VDOE online resources / * 5-Paragraph essays
(persuasive, compare-
contrast, expository,
literary analysis, narra-
tive)
same
I / Create a character analysis for archetypes as the major product / 10.4c&i / character sketches, essays, / Dave Loughran’s website, VDOE online resources / essay and poster projects
I / Apply writing process to compose a non-literary persuasive paper / 10.8b, 10.6a, 10.6d / Practice SOL essays using rubrics and graphic organizers, article of the week / * Pearson Perspective
anchor papers
* VDOE release SOL
writing prompts (2010) / * Persuasive essay
same
E / Create a written product for definition organization / 10.6a / Practice SOL essays using rubrics and graphic organizers
E / Create a written product for classification organization / 10.6a / Practice SOL essays using rubrics and graphic organizers / * Noodle Tools
* My Big Campus
(discussion threads)
* Google Docs
(collaborative tool)
R / Use computer technology to assist in writing process / 10.6g& 10.8 a / * Noodle Tools
* My Big Campus
(discussion threads)
* Google Docs
(collaborative tool)
GRAMMAR: Emphasis on review
R / Differentiate parts of speech, clauses, phrases, compound, and complex sentences / 10.6d&f / Daily exercises
* Warriner’s grammar
text book / Quizlet / Daily exercises
* Assigned grammar
exercises
R / Use correct subject/verb agreement / 10.6d / Daily exercises
* Warriner’s grammar
text book / Quizlet / Daily exercises
* Assigned grammar
exercises
RESEARCH: Emphasis on basic citation
R / Discuss ethical and practical consequences of plagiarism / 10.8f / class discussion and examples to identify / * Plagiarism tutorial
library / * Certificate of comple-
tion (with passing score)
R / Use a Noodle Tools account to review citation format / 10.8a & e / library / * Noodle Tools
library / * Note Cards
* Works Cited
I / Intregrate research process with at least one written assignment / 10.8 all / library / * Noodle Tools
* Google Docs
library / * Unit essays
* Research paper
I / Use MLA format to cite relevant sources / 10.8e / library
* MLA documentation
handout / * Noodle Tools
* Google Docs
library / * Literary theme folders
* Unit essays
* Research paper
2nd quarter
VOCABULARY: Emphasis on using vocabulary for poetry and media analysis
I / Use this vocabulary to evaluate media: intent, content, credibility, opinion, impact, effectiveness, bias, concept / 10.2b & 10.3f / teacher-made worksheets, Vocabulary Their Way, texts themselves, thematic units / PowerPoint, commercials / Quizzes, informal discussion, poster presentations, small quizzes
I / Use this vocabulary to evaluate poetry: allusion, personification, oxymoron, simile, metaphor, apostrophe, sound, tone, voice, connotation, and imagery / 10.3e&f / *poetry, powerpoints, i.d. exercises
* The Language of
Literature / def jam, clips / Student generated poetry, poetry analysis
* Poetry project
LITERATURE: Emphasis on poetry and media analysis
R/I / Differentiate poetry forms: review lyric types and epic, add haiku and sonnet / 10.4k / poetry, powerpoints, i.d. exercises
* The Language of
Literature / * Poetry power point
You Tube music videos
PoetryFoundation.org / Student generated poetry, poetry analysis
* End of unit test
R/I / Compare and contrast how literary and classical allusion, personification, oxymoron, simile, metaphor, apostrophe, sound, tone, voice, and imagery convey a message / 10.3e, 10.4k & h
10.5d / poetry, powerpoints, i.d. exercises
* Lit Tunes database
(shared on Google Docs)
* Song Ideas (shared on
Google Docs) / * You Tube music videos
Songs
I / Analyze, compare and contrast visual and verbal media messages for content (word choice, and information choice), intent (persuasive techniques), impact (public opinion trends), and effectiveness (effect on audience). / 10.2all
10.5f,g / write persuasive essays, persuasion development, methods of persuasion
* Print ads (newspaper)
* Political cartoons / * PSA announcments
* Movie trailers
* TV commercials / * Clicker (interactive,
real-time responses)
WRITING: Emphasis on voice and style
R / Create a summary and a critique of a single piece / 10.1 all & 10.4j / 5-finger method (5wh), evaluation/analyze writing, dice game / * Cut & Grow PowerPoint
Google Docs/Sharing/Comments for in-class peer editing and sharing / Student generated essays
* Cut & Grow written
product (collaborative)
* Chalk Talk
I / Create writing with different voices, tones, and styles with one subject, and at least two voices/tones (include sarcastic, foreboding, humorous, apathetic, empathetic, bitter, mocking, compassionate, vindictive, and pessimistic) / 10.3f & 10.4h / guided writings, diary entries, first person narratives from char perspective / Richard Morrell’s website. / Student generated essays
* Fractured fairy tales
I / Identify essay organization, emphasis on chronological and spatial / 10.6e / organizations taught, practiced, then stations, pictures / Student generated essays
R / Use visual and sensory language for effect / 10.6c / * Paragraphs for High
School / Student generated essays
* Writing workshop
activities (by chapter)
R / Use computer technology to assist in writing process / 10.6g& 10.8 a / use word and google docs to process papers / * Noodle Tools
* My Big Campus
(discussion threads)
* Google Docs
(collaborative tool)
GRAMMAR: Emphasis on common usage errors
R / Use active voice / 10.7a / Daily exercises
* Warriner’s grammar
text book / project examples
grammar check
spell check
PollEverywhere (in-class assessment and exercises), Socrative.com / Daily exercises
* Assigned grammar
exercises
R / Fix commonly confused words / 10.6f / Daily exercises
* Warriner’s grammar
text book / project examples
grammar check
spell check / Daily exercises
* Assigned grammar
exercises
R / Use superlatives: many, much, more, less, etc. / 10.6c / Daily exercises / project examples
grammar check
spell check
R / Use transition words effectively / 10.6e / Daily exercises
RESEARCH: Emphasis on evaluating sources
I / Narrow searches and research topics / 10.8b / graphic organizers / noodle tools, library, google docs
Google Scholar search and search tools / Student generated essay
* Funnel diagrams on
white board
R / Evaluate reliability and credibility of sources / 10.8c& d / library / * Internet Evaluation Prezi
and practice (Library Classes)
Opposing Viewpoints, WorldBook Web / * Website evaluation
form
R / Create a card on Noodle Tools that quotes, paraphrases, and summarizes a primary and secondary source / 10.8a / library / * Noodle Tools / * Note Cards
3rd quarter
VOCABULARY: Emphasis on drama analysis
R / Define inference / 10.4b
R / Revisit traits of a play: act, scene, line, chorus, stage directions, asides, cast list (dramatis personae), dialogue, monologue, soliloquy / 10.4f,m / * The Language of
Literature / * Greek Drama PowerPoint
TeacherTube.com
* Drama PowerPoint
LITERATURE: Emphasis on drama analysis
I / Compare and contrast different sets of foils / 10.4l / * Improvisations
E / Compare and contrast characterization in dramas vs. other forms of literature / 10.4l / * The Language of
Literature
* Dramas (Antigone,
A Raisin in the Sun) / * Open Mind
* Improvisations
R / Apply inference skills to improve comprehension / 10.4b
R / Evaluate use of dialogue, music, and set to convey meaning / 10.4l / * DVD of literature
(A Raisin in the Sun)
WRITING: Emphasis on compare and contrast
E / Refine voice and style / 10.3f & 10.4h / * Paragraphs for High
School / * Writing workshop
activities (by chapter)
R / Identify compare and contrast language: but, alike, etc. / 10.6 d
I / Differentiate between the four modes of compare-contrast: analogy, order of importance, alternating, grouping / 10.6 e
R / Apply writing process to compose a strong compare and contrast essay between literary texts / 10.6 all / * novels (Farewell to Manzanar,
The Kite Runner, Things Fall Apart,
The Bean Trees, Antigone, A Raisin
in the Sun, Lord of the Flies, choice
novel) / * Google Docs / * Compare-contrast
essay
R / Use computer technology to assist in writing process / 10.6g& 10.8 a / * Noodle Tools
* My Big Campus
(discussion threads)
* Google Docs
(collaborative tool)
GRAMMAR: Emphasis on punctuation
R / Use proper punctuation: commas, semicolons, colons, quotation marks, and periods / 10.7b / * Warriner’s grammar
text book / * Assigned grammar
exercises
R / Use dialogue and quotation rules / 10.7c
RESEARCH: Emphasis on research analysis
I / Create a research product using internal citations and works cited page (MLA) / 10.8a, c & e / * MLA documentation
handout / * Noodle Tools
* Google Docs / * Research paper and
Works Cited page
R / Verify the validity and accuracy of information / 10.2b & 10.8c / * Internet Evaluation Prezi
and practice (Library Classes) / * Website evaluation
form
4th quarter
VOCABULARY: Emphasis on group oral presentations and research
I / Evaluate group oral presentations on enunciation, poise, logic, loaded words, elevated language, rhetorical question, appeal to emotion, repetition, call to action, conclusion, rate, volume, eye contact, inflection / 10.1h-k / * Peer evaluation rubric
LITERATURE: Emphasis on nonfiction / * various articles (AoW)
* memoir/autobiograph-
ical lit (Farewell to Manzanar)
E / Use skimming and scanning skills to find information in nonfiction texts / 10.5c, g / * local newspaper
(current edition) / * Ring competitions
(bell work)
I / Interpret and use maps, charts, tables, time lines, and diagrams / 10.5e, a / * community brochures / * student-generated
SOL questionsitems
R / Analyze and synthesize information / 10.5f / * Various non-fiction
articles (AoW protocol) / * Weekly assessment
by rubric
R / Recognize audience and purpose / 10.5b / * Various non-fiction
articles (AoW protocol) / * Weekly assessment
by rubric
I / Analyze the relationships between culture and universal themes in a major piece of work / 10.4e / * novels (Farewell to Manzanar,
The Kite Runner, Things Fall Apart,
The Bean Trees, A Raisin in the Sun) / * In-class essays on
novels
WRITING: Emphasis on analysis
R / Apply knowledge from past quarters on paper construction / 10.6-10.8
R / Summarize and Critique oral presentations / 10.1j, 10.1a-j, & 10.4j / * Socratic seminar
observation sheets
(peers) and rubrics
(facilitator)
R / Create a writing product in problem-solution order / 10.6e
I / Refine thesis statements / 10.6b
I / Apply writing process to compose a strong cultural analysis: include universal theme and research techniques / 10.4i, 10.4c, 10.4e, 10.8a / * novels (Farewell to Manzanar,
The Kite Runner, Things Fall Apart,
The Bean Trees, A Raisin in the Sun) / * In-class essays on
novels
R / Use computer technology to assist in writing process / 10.6g& 10.8 a / * Noodle Tools
* My Big Campus
(discussion threads)
* Google Docs
(collaborative tool)
GRAMMAR: Emphasis on
E / Use editing marks to edit writing of self and peers / 10.7g & 10.7h / * Student rough drafts
& peer-editing forms
R / Use pronouns correctly: nominative, objective, and possessive types / 10.7e,g / * Warriner’s grammar
text book / * Assigned grammar
exercises
R / Practice subject/verb agreement / 10.7e,g / * Warriner’s grammar
text book / * Assigned grammar
exercises
R / Total review of grammar, usage, and mechanics / 10.7all / * Warriner’s grammar
text book / * Midterm/Final exam
* Benchmark testing
RESEARCH: Emphasis on practical research product
I / Analyze and synthesize information in order to solve problems and/or analyze cultural traits / 10.8all, 10.2b, 10.4d
R / Use print, electronic databases, online resources, and other media to access information to create a research product / 10.8all, 10.6g / * Noodle Tools
* various online data-
bases (Library Media
Center resources page) / * Works Cited page
(research paper)

Virginia SOL Curriculum Framework Scope and Sequence