English 10 Honors

Third Quarter

Time / Major Work/Shorter Texts / Standards/Learning Targets / Writing Prompts
Weeks 1-4 / Required Major Work(s):
40 Model Essays, 2nd Edition, edited by Jane Aaron
Shorter texts (options):
“Waste Not, Want Not,” Bill McKibben
“Forget Shorter Showers,” Derrick Jensen
“The Death Penalty,” David Bruck
“Death and Justice,” Edward Koch / Standards
·  RI.10.1-6
·  W.10.1
·  L.10.1-6
·  SL.10.1-6
Learning Targets:
·  Analyze how a speaker/author builds and supports an argument
·  Identify how a text is structured and analyze how that structure relates to an author’s central idea
·  Write purpose statements for a text
·  Analyze how an author creates and uses logical, ethical, or emotional appeals
·  Analyze logical fallacies present in a text
·  Use SOAPSTone to analyze a text
·  Write a rhetorical précis
·  Identify author’s argument and analyze how that argument is developed throughout the course of text
·  Identify author’s purpose(s) and analyze how the purpose(s) are developed throughout the course of a text
·  Compare and contrast the development of central ideas in multiple texts
·  Compare argument, purpose, method, and structure of multiple texts / Prompt 1: Using the two texts, write an argumentative essay taking a position on whether or not simple living helps the environment. Your essay must be based upon ideas, concepts, and information that can be determined through analysis of the two passages.
Prompt 2: Using the two texts, write an argumentative essay taking a position on whether or not the death penalty should be used in the United States. Your essay must be based upon ideas, concepts, and information that can be determined through analysis of the two passages.
Small group presentation: You will have one whole class period to present and discuss your assigned essay as a group.
·  Present the main claims (overall and sub claims) being made by the essay
·  Identify the evidence to back up each claim and how each piece backs up claim
·  Identify any fallacies that are present in the essay (and there are a few in each!)
·  Lead the class in a discussion of the claims presented in the essay
Weeks 5-6 / Required Major Work(s):
40 Model Essays, 2nd Edition, edited by Jane Aaron
Shorter texts (options)
“The Ritual of Fast Food,” Margaret Visser
“The Tipping Point,” Malcolm Gladwell
“Sex, Drugs, Disasters, and the Extinction of Dinosaurs,” Stephen Gould
“In Praise of Chain Stores,” Virigina Postrel
“I Want a Wife,” Judy Brady
Students begin reading the following text at the end of this quarter:
A Long Way Gone, by Ishmael Beah / Standards
·  RI.10.1-6
·  W.10.1
·  L.10.1-6
·  SL.10.1-6
Learning Targets:
·  Analyze how a speaker/author builds and supports an argument
·  Identify how a text is structured and analyze how that structure relates to an author’s central idea
·  Write purpose statements for a text
·  Analyze how an author creates and uses logical, ethical, or emotional appeals
·  Analyze logical fallacies present in a text
·  Use SOAPSTone to analyze a text
·  Write a rhetorical précis
·  Identify author’s argument and analyze how that argument is developed throughout the course of text
·  Identify author’s purpose(s) and analyze how the purpose(s) are developed throughout the course of a text
·  Compare and contrast the development of central ideas in multiple texts
·  Compare argument, purpose, method, and structure of multiple texts / Small group presentation: You will have one whole class period to present and discuss your assigned essay as a group.
·  Present the main claims (overall and sub claims) being made by the essay
·  Identify the evidence to back up each claim and how each piece backs up claim
·  Identify any fallacies that are present in the essay (and there are a few in each!)
·  Lead the class in a discussion of the claims presented in the essay
Weeks
7-9 / Required Major Work(s):
A Long Way Gone—Ishmael Beah
Shorter texts (options)
“Once More to the Lake,” E. B. White
“The Santa Ana,” Joan Didion
“The Chase,” Annie Dillard
“Shooting an Elephant,” George Orwell / Standards:
·  W.10.3
·  RI.10.1-6
·  L.10.1-6, 9
Learning Targets:
·  Analyze descriptive methods present in a text
·  Analyze figurative language
·  Analyze an author’s narrative techniques (dialogue, pacing, description, reflection, etc)
·  Analyze how an author builds and develops a theme
·  Analyze how an author’s conclusion follows from and reflects what is experienced, observed, or resolved over the course of the narrative / Write a short narrative based on the provided image. Include all elements of a short story (exposition, conflict, rising action, climax, falling action, conclusion/denouement). Use the narrative rubric to guide your writing.