English 10Unit 1Short Story Unit
Focused Reading Selections
Page 6Active Reading
Page 19Reading Fiction
Page 8The InterlopersActive Reading Introduction
Page 20Harrison BergeronTheme
Page 159The Son from AmericaPlot and Theme
Page 386One Thousand DollarsPlot
Page 42By the Waters of BabylonPlot and Conflict
Page 316BrigidConflict-Characters
Page 503Everyday UseConflict and Resolution
Page 397InitiationInternal Conflict
Page 188Marriage is a Private AffairCultural Conflict
Page 57The Thrill of the GrassFlashback
Page 664After the BallFlashback
Page 71A Sound of ThunderForeshadowing
Page 86There Will Come Soft RainsSetting
Page 196Love Must Not Be ForgottenCultural Setting
Page 303The Californian’s TaleHistorical Setting-Mood
Page 30Searching for SummerCharacters
Page 148No Witchcraft for SaleCharacter and Theme
Page 239Sweet Potato PieCharacterization-Flashback-Setting
Page 95The PedestrianDescription and Mood
Page 329LallaPoint of View
Page 627On the Rainy RiverPoint of View 1st person
Page 652The Prisoner Who Wore GlassesPoint of View-3rd person
Page 547Two FriendsSituational Irony
Page 983And of Clay We CreatedStyle
Page 965A Chip of Glass RubyCharacterization-Dialogue
Page 871The Witness for the ProsecutionDialogue
Page 893TheBalek ScalesTone-Mood
Page 848 Like the SunHumor
Page 1001The LeapIndependent Reading
Page 420The OpportunityIndependent Reading
Page 585CranesIndependent Reading
Each story focuses on one or more literary elements. We will begin each story with class discussion about the focus area and the background information of that particular literary work. After reading the assigned story students will complete comprehension questions, critical thinking questions, and a worksheet including a focus area graphic organizer, multiple choice questions, and one or two short essays for real world application and critical thinking.
Vocabulary:
Vocabulary from Classical Roots lessons are completed weekly. We complete approximately eight lessons each nine weeks; three to four lessons each literary unit. Students complete a Key Word Activity Worksheet and Exercises A-C independently in class or as homework. Once completed we will go over each exercise as a class. Students will complete three review exercises in class and/or as homework as a review for the two lessons combined prior to each quiz. Quizzes will be given bi-weekly, they consist of 20 multiple choice questions using synonyms, antonyms, analogies, word application, least likely, most likely and best suited style questions. It is important for students to study these words each day in order to commit their meanings to memory as well as complete all exercises in order to practice the application of the words.
Terms:
Found at the beginning of selected works and in the glossary.
Active Reading (pg. 6-7)
Inferences
Protagonist
Characterization
Theme (pg. 145)
Falling action
Plot (pg. 383)
Setting
Dialect
Conflict (and 5 types)
Flashback
Foreshadowing
Rising action
Climax
Point-of view (pg. 623)
First person
Third person
Dynamic character
Static character
Historical Setting
Cultural Conflict
Cultural Setting
Exposition
Antagonist
Author’s Style (pg. 528)
Imagery (5 types)
Irony (pg. 543)
Situational Irony
External Conflict
Internal Conflict
Mood
Tone
Dialogue
Rite of passage
Symbolism
Diction (connotation and denotation)
Reading Strategies:
Active ReadingPage 6
Reading FictionPage 19
Making Inferences and PredictionsPage 545
Making JudgementsPage 688
QuestioningPage 821
Analyzing Page 870
ClarifyingPage 963
Understanding Context CluesPage 56
Denotation and ConnotationPage 494
Grammar:
- Review definitions of basic parts of speech
- Identify basic parts of speech
- Apply basic parts of speech in writing
- Verbs: Perfect and Progressive Tense
Writing:
- Writing ProcessPage 1144
- Format for Good WritingPage 1148
- Paragraph Construction
Communication:
- Critical ThinkingPage 1175
Visual Aides:
- Harrison Bergeron MovieCompare and Contrast
- The Sound of Thunder MoviePlot
**Any major assignment will come home to be signed and returned the next day for a homework grade. The purpose of this requirement is to increase communication between teacher, student, and parent. I am always available to speak with you about your child’s performance and experience in my class. The best way to contact me is by email, phone, or set up an appointment to conference. My goal is always to help your child grow and learn as a student and as an individual.
**Teacher reserves right to make adjustments to the material.
Block Schedule:
Beginning of 1st/ 3rd nine weeks to interim Short Story Unit
Interim to end of 1st/ 3rd nine weeksNon-Fiction Unit
Beginning of 2nd/4th nine weeks to interimPoetry Unit
Interim to end of 2nd/4th nine weeksDrama/Novel Unit
Revised 08/16