Effective communication is the ultimate goal of the English Language Arts (ELA) program. The District’s program is committed to producing reflective, critical, and creative thinkers by developing a positive learning community in which students are empowered to read, write, and respond to texts to prepare them for college and careers. Throughout the educational process, students shall strive to become expert readers and writers, effective speakers and listeners, thoughtful problem solvers, critical consumers of visual media and competent users of language. Instruction focuses on meaningful language experiences, which allow for whole-group, small-group and individualized instruction based on the needs of each student. Technology integration creates an interactive, engaging, and relevant learning environment. Through readings of both classic and contemporary literature as well as non-fiction selections, students are exposed to a variety of text modalities. By providing these opportunities, students are able to exercise skills in gathering, synthesizing, and communicating language. In all, the curriculum aims to develop problem solving skills and connect knowledge across curriculum to build an understanding of cultural diversities and complexities of the world.
Grade 10 Academic English Description:
Academic English 10 is designed to foster critical and reflective thinking along with strong, cogent writing skills in order to produce literate, productive and inquisitive world citizens. Through both guided and independent readings of novels, short stories, poems, drama and nonfiction texts, as well as analysis of primary source documents and media, students engage in critical reflection of what it means to be a citizen in and of the world. A study of various genres of multicultural literature will focus on social responsibility and justice while also allowing students to engage with texts via text-dependent analysis. Analysis of literary and rhetorical elements will promote critical thinking skills which will be demonstrated both orally and in writing. Students will learn what it means to be a critical consumer of information (print, digital and media) and will be able to discern valid from invalid sources of information. College-and-career level vocabulary will be ongoing throughout the year as students prepare themselves for the challenges following high school graduation.
Academic English 10 focuses on developing critical analysis and thinking skills through interaction with literature, writing, technology and oral discourse. A wide variety of literary genres, including fiction, nonfiction, narrative nonfiction, poetry, and drama are presented for discussion, analysis and critique. Multicultural literature will be highlighted in order to provide students with a vehicle to study other cultures and draw meaningful relevancies from their cultures to the cultures of others. Strong focus is placed on text-dependent analysis, the ability to make inferences from a given piece of text, and the ability to identify literary and rhetorical elements in a text and explicate how such elements create meaning within a text. Through a study of advertising, communication and propaganda, students will become discerning consumers of information and will be able to recognize both bias and invalid sources of information. Argumentative discourse and writing will be taught, and students will be able to develop logical, well-researched arguments and present such arguments with a strong, powerful voice in both oral discourse and in writing. Ongoing vocabulary study will allow students to further present themselves with confidence and authority.
Grade 10 Academic English Units:
- Unit 1:We Must Bear Witness… Night and Lessons from the Holocaust
- Unit 2:A World of Stories - The Short Story and Literary Elements
- Unit 3:This I Believe - A Narrative Writing Unit
- Unit 4: Timeless Literature, Timeless Messages
- Unit 5:Poetry - The Music of Words
- Unit 6:Advertising, Communication and Propaganda
- Unit7: Academic Vocabulary
Subject: Academic English 10 / Grade: 10 / Suggested Timeline: 6 - 8 weeks
Unit Title: We Must Bear Witness… Night and Lessons from the Holocaust
Unit Overview/Essential Understanding:
Using Night by Elie Wiesel as its foundation, this unit utilizes nonfiction and primary sources to not only examine the events of the Holocaust as it personally affected individuals, but also examines issues such as prejudice, discrimination, group-think and hate groups. Primary focus is on the need for personal responsibility in recognizing, addressing, and standing up to social injustices on a large scale and on a more personal level, both individually and collectively. Understanding that first-person accounts of the events of the Holocaust are dwindling, students will also recognize and demonstrate the importance of bearing witness to the personal stories of this dark chapter of history via critical oral discourse and writing so that lessons taught by its survivors will not be diminished.
This unit will focus on the following essential questions:
- What does it mean to “bear witness?”
- How can you bear witness to an event you did not personally experience?
- How do primary sources relate history in a manner different from secondary sources?
- How have concepts such as prejudice, discrimination, hatred, etc. impacted societies throughout history?
- What responsibilities do individuals have in addressing prejudice, discrimination, hatred, etc.?
- How do you effectively and rationally argue a point, both orally and in writing?
- What can YOU do to address injustices?
Unit Objectives:
- Students will be able to understand the events of the Holocaust by viewing it through different lenses.
- Students will recognize the amalgamation of events that took place in Europe which enabled the Holocaust to occur.
- Students will understand how the concepts of hate, discrimination and prejudice both differ and intersect.
- Students will be able to recognize propaganda and understand how propaganda can have negative influences on societies.
- Students will appreciate what it means to “bear witness” to another’s story.
- Students will understand how they can make a positive difference in the world
- Students will reflectively and critically participate in discussion.
- Students will demonstrate effective writing skills.
Focus Standards Addressed in this Unit:
- CC.1.2.9–10.A - Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
- CC.1.2.9–10.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject
- CC.1.2.9–10.D - Determine an author’s particular point of view and analyze how rhetoric advances the point of view
- CC.1.2.9–10.H - Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence
- CC.1.2.9–10.I - Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts
- CC.1.2.9–10.J - Acquire and use accurately general academic and domainspecific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression
- CC.1.2.9–10.L - Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently
- CC.1.3.9–10.A - Determine a theme or central idea of a text and analyze in detail its development over the course of the text
- CC.1.3.9–10.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject
- CC.1.3.9–10.E - Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create an effect
- CC.1.3.9–10.H - Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work
- CC.1.3.9–10.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools
- CC.1.3.9–10.J - Acquire and use accurately grade appropriate general academic and domain-specific words and phrases
- CC.1.3.9–10.K - Read and comprehend literary fiction on grade level, reading independently and proficiently
- CC.1.4.9–10.L - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling
- CC.1.4.9–10.X - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
- CC.1.5.9–10.B - Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence
- CC.1.5.9–10.G - Demonstrate command of the conventions of standard English when speaking based on Grades 9–10 level and content
Important Standards Addressed in this Unit:
- CC.1.2.9–10.E - Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text
- CC.1.2.9–10.F - Analyze how words and phrases shape meaning and tone in texts
- CC.1.3.9–10.C - Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme
- CC.1.3.9–10.F - Analyze how words and phrases shape meaning and tone in texts
- CC.1.5.9–10.D - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning
- CC.1.5.9–10.E - Adapt speech to a variety of contexts and tasks
- CC.1.5.9–10.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence
Misconceptions:
- Students may not see the power and influence that a single person can have in the world.
- Students may not see the relationship between past historical events and the present day.
- Students may not understand what it means to bear witness to events.
- Students confuse analysis with summary.
Concepts/Content:
- Interpretation, analysis, evaluation and synthesis
- Effective note-taking skills
- Effective annotation skills
- Text-dependent analysis
- Factors impacting social justice
- The role of the individual
- Rational discourse (oral and written)
- Writing skills
- Speaking skills
- Differentiate between summary and analysis
- Take notes in order to deepen understanding
- Annotate literature for greater understanding
- Utilize text-dependent analysis for deeper understanding
- Understand the significance of primary sources
- Effectively write expository and persuasive pieces
- Speak and write effectively in formal and informal situations
- Writing instruction in context
- Annotated readings
- Text-dependent analysis
- Cross-curricular activities
- Oral presentations
- Expository writing pieces
- Persuasive paper
- Formative and summative assessments
Assessments:
- Formal – tests, quizzes
- Informal – observation, class participation
- Written assignments and activities.
- Summative project
Interdisciplinary Connections:
- This unit can be connected to both US History and World History.
- Library resources
- Digital Resources (ex: ushmm.org and other Holocaust resources, video clips and testimony)
- District approved materials (Night by Elie Wiesel)
Subject: Academic English 10 / Grade: 10 / Suggested Timeline: 6 - 8 weeks
Unit Title: A World of Stories - The Short Story and Literary Elements
Unit Overview/Essential Understanding:
This unit will focus on literary elements and the short story. Specific attention will be given to multicultural stories, providing students with insights into different cultures and vehicles from identifying common human experiences among cultures. Students will analyze basic and advanced literary elements and how they combine to create depth and meaning within a short story. Special focus will be placed on text-dependent analysis of stories and making inferences from text. A variety of short story genres will be read and analyzed and will give outlet to critical discussion in order to provide insight and demonstrate comprehension of literature. As a capstone unit project, students will utilize the writing process to create an in-depth literary analysis of a selected short story.
This unit will focus on the following essential questions:
- What makes a memorable short story?
- How do literary elements combine to create a memorable story?
- How can short stories convey culture?
- What is textual-dependent analysis?
- What is the value of discussing literature?
- What is a literary analysis in terms of writing?
Unit Objectives:
- Students will be able to identify literary elements within a short piece of fiction.
- Students will be able to explain how literary elements combine to create a memorable piece of fiction.
- Students will be able to differentiate between a literary analysis and a summary of a piece of literature.
- Students will create a literary analysis.
- Students will demonstrate comprehension of increasingly complex texts.
- Students will demonstrate reflective and critical thinking skills when discussing literature.
- Students will recognize the impact that writing has on societies and cultures.
Focus Standards Addressed in this Unit:
- CC.1.3.9–10.A - Determine a theme or central idea of a text and analyze in detail its development over the course of the text
- CC.1.3.9–10.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject
- CC.1.3.9–10.C - Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme
- CC.1.3.9–10.D - Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text
- CC.1.3.9–10.E - Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create an effect
- CC.1.3.9–10.F - Analyze how words and phrases shape meaning and tone in texts
- CC.1.3.9–10.J - Acquire and use accurately grade appropriate general academic and domain-specific words and phrases
- CC.1.3.9–10.K - Read and comprehend literary fiction on grade level, reading independently and proficiently
- CC.1.4.9–10.K - Write with an awareness of the stylistic aspects of composition. Use precise language and domain-specific vocabulary to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing
- CC.1.4.9–10.L - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling
- CC.1.4.9–10.M - Write narratives to develop real or imagined experiences or event
- CC.1.4.9–10.N - Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters
- CC.1.4.9–10.O - Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters
- CC.1.4.9–10.P - Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative
- CC.1.4.9–10.Q - Write with an awareness of the stylistic aspects of writing. Use parallel structure. Use various types of phrases and clauses to convey meaning and add variety and interest
- CC.1.4.9–10.R - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling
- CC.1.4.9–10.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction
- CC.1.4.9–10.T - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience
- CC.1.5.9–10.A - Initiate and participate effectively in a range of collaborative discussions on grade-level topics
- CC.1.5.9–10.B - Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence
- CC.1.5.9–10.D - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning
- CC.1.5.9–10.G - Demonstrate command of the conventions of standard English when speaking based on Grades 9–10 level and content
Important Standards Addressed in this Unit:
- CC.1.5.9–10.E - Adapt speech to a variety of contexts and tasks
- CC.1.5.9–10.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence
Concepts/Content:
- Literary interpretation, evaluation and synthesis
- Text-dependent analysis
- Cultural awareness
- Literary elements
- Author’s purpose
- Writing effectively
- Editing and revision
- Speaking skills
- Analyze literature from different perspectives
- Identify how looking at literature from cultural viewpoints gives new insights or meaning into the literature
- Identify and analyze effect of literary elements
- Utilize the writing process
- Write a literary analysis paper
- Text-dependent analysis practice
- Creative writing exercises
- Literary elements scavenger hunt
- Literary analysis paper
- Engaging in writing process
- Formative and summative assessments
Assessments:
- Formal – tests and quizzes
- Informal – observation, class participation.
- Literary analysis paper
- Creation of original short story
Interdisciplinary Connections:
- This unit can be connected to any discipline based upon the selection of short stories to be analyzed in class.
- Digital Resources
- Literary magazines and journal
- World news services (print and online)
- Library resources
- District approved materials