' 110.43 English Language Arts and Reading, English II (Grade 10)
Introduction
(1) READING AND LITERATURE. In Grade 10 students will read increasingly demanding texts for a variety of purposes. They will identify characteristics of various literary forms including short stories, novels, plays, essays, speeches; lyric and narrative poetry from a variety of eras in a variety of cultures. They will read and study notable literary selections, define and apply various literary terms, access career information, demonstrate note-taking styles, and utilize the library/media center frequently. They will analyze the stylistic techniques of authors.
(2) GRAMMAR. In Grade 10 students will use dashes, parentheses, ellipses, brackets, and italics correctly. They will punctuate verbal phrases correctly. They will use dependent clauses correctly. They will use parallel structure. They will continue to write and punctuate more complicated sentences correctly.
(3) COMPOSITION. In Grade 10 students will avoid verbosity and monotony in their writing. They will avoid fallacious reasoning. They will write many types of multi-paragraph compositions in correct, final form. Students will utilize informational materials found in the library/media center.
(4) SPELLING AND VOCABULARY. In Grade 10 students will learn the spelling and meanings of prefixes that have two meanings, Greek root words, and suffixes that connote smallness. They will identify the spelling/meanings of at least 50 pairs of homophones. They will analyze unfamiliar words based on individual word elements, spell and use words from professional lists prepared for grade level. They will add to their vocabulary new words that are found in literature selections. They will recognize the different shades of spelling/meaning of at least 50 pairs of words that are close in spelling/meaning.
Knowledge and Skills.
| Reading Comprehension and Fluency. The student analyzes various types of texts. |
The student is expected to:
(A) Read silently for longer periods of time and demonstrate comprehension through written or oral responses.
(B) Compare/contrast the use of symbols and other figures of speech including onomatopoeia and oxymoron.
(C) Understand the common and unique characteristics of short stories, novels, plays; lyric and narrative poetry; essays and speeches taken from a variety of eras in a variety of cultures.
(D) Compare/contrast the main ideas and/or themes.
(E) Describe cause/effect relationships and their impact on the plot.
(F) Compare/contrast the author's use of character, point of view, and tone to develop his/her theme and/or main idea.
(G) Compare/contrast the poetic elements of melody (repetition of like sounds) using rhyme, alliteration, assonance, consonance, and/or onomatopoeia.
(H) Compare/contrast the poetic elements of word choice, rhythm, and voice.
(I) Describe the impact of historical and/or cultural influences on an author's life and, hence, on his/her literary work.
(J) Explain how a literary selection can enrich or expand personal views or experiences.
(K) Describe the use of images and sounds to stimulate the reader's emotions.
(L) Explain the influence on the form, style, and point of view of the historical context in which a work was written.
(M) Explain similarities and differences among structures and images presented by different cultures.
(N) Identify universal themes prevalent in the literature of any culture.
(O) Identify a hypothesis to be confirmed, disproved, or modified.
(P) Evaluate a literary selection's structure.
(Q) Research the accuracy of information presented by the author.
(R) Synthesize information from a variety of sources and then present that information in written or oral presentations.
(S) Extend general and specialized vocabulary.
(T) Read and follow complex, multi-step directions.
(U) Work to determine the author's intent without imposing subjective interpretation.
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| Independent Reading / Assigned Reading / Guided Reading. The student reads and studies notable literary selections which are rich in vocabulary. |
The student is expected to:
(A) Present brief, comprehensive, narrative summaries of notable literary selections (e.g., "The Monkey's Paw," "The Red-Headed League," "Chee's Daughter," "April Showers," "Mammon and the Archer," "I Like To See It Lap the Miles," "Two Sentences for Gabriela Mistral," "A Child's Christmas in Wales," "Grant and Lee at Appomattox," "The Boar Hunt," "To Julia de Burgos," "Six Haiku," "Sunset," Julius Caesar, Cyrano de Bergerac, Idylls of the King, Rebecca, David Copperfield, The Count of Monte Cristo, Silas Marner, The Return of the Native, Gone with the Wind, Death Be Not Proud, Profiles in Courage, The Battle of Midway).
(B) Read independently books of various genres from accepted fiction and non-fiction lists.
(C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader).
(D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader).
(E) Adjust reading rate based on the purposes for reading.
(F) Demonstrate understanding of literature which is read aloud by others. |
| (3) Literary Terms. The student defines and identifies examples of various literary terms |
The student is expected to:
(A) Define the following terms: blank verse, connotation/denotation, paradox, personification, stereotype, analogy, couplet, dramatic convention, dramatic monologue, epic poetry, falling action, foil, foot, local color, meter, thesis, scansion, narrative hook, parallelism, pun, and rhyme scheme.
(B) Identify examples of the literary terms (mentioned above) in literary selections. |
| (4) Inquiry, Research, Study Strategies. The student utilizes various information sources and study techniques. |
The student is expected to:
(A) Research independently various topics (e.g., Greek, Roman, and world history; art and music appreciation; architecture; literary periods).
(B) Access vocational, college, and SAT/ACT information.
(C) Demonstrate various note-taking styles (e.g., organizing and condensing information, mapping, time lines, process diagrams, organizational charts, comparison/contrast charts). |
| (5) Grammar. The student uses correct grammar. |
The student is expected to:
(A) Recognize and use sentences with dashes, parentheses, ellipses, brackets, and italics.
(B) Generate sentences correctly which contain gerund, participial, and infinitive phrases.
(C) Identify problems correctly in sentences with dependent clauses (e.g., use of adverb clause where noun clause is needed; use of incorrect case of pronoun in noun or adjective clauses; incorrect choice of subordinate conjunction "when" instead of "if," "where" instead of "whereas").
(D) Identify problems correctly with parallel structure (same grammatical form ) (e.g., correlative conjunctions "not only...but also," "either...or").
(E) Write increasingly more involved simple, compound, complex, and compound-complex sentences.
(F) Write increasingly more complicated sentence structures in order to modify, refine, and alter meanings. |
| (6) Composition. Using various forms, the student writes for a variety of audiences and for a variety of purposes. |
The student is expected to:
(A) Avoid repetition and wordiness.
(B) Reduce clauses to phrases and phrases to words when possible.
(C) Avoid a wordy style (verbosity).
(D) Avoid joining sentences together with "so."
(E) Vary sentence length.
(F) Begin sentences with participial phrases, infinitive phrases, clauses, appositives, modifiers, and prepositional phrases.
(G) Identify fallacious reasoning (e.g., in advertisements, letters to the editor, student papers).
(H) Write an informal outline (before writing the composition) and a formal outline (while writing the composition) which includes the purpose (to inform, to persuade, to inspire, or to entertain), thematic statement, introduction, body, and conclusion.
(I) Demonstrate competency in pre-writing, drafting, revising, and proofreading skills in writing essays.
(J) Write persuasive essays with well-developed elaboration strategies (e.g., facts, figures, reasons, advantages, disadvantages, anecdotes, historical background), avoiding fallacious reasoning.
(K) Write a full research paper complete with correct research-writing format and the use of a minimum of four blended sources, including periodicals.
(L) Write a comparison/contrast essay.
(M) Write a categorical (classificatory) essay.
(N) Update personal essay document.
(O) Utilize most of the informational materials which are found in the library/media center.
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| (7) Spelling / Vocabulary. The student acquires extensive spelling/vocabulary knowledge through reading and systematic word study. |
The student is expected to:
(A) Use dictionaries to trace the etymology of spelling/vocabulary words.
(B) Tell the two meanings of the prefixes EX (out of /former), HOMO (same/man), DIS (not/apart), IN (not/within).
(C) Tell the spelling/meanings of the Greek root words ANTHROP, ARCH, ASTER/ASTR, AUTO, AVI, BIO, BIBL, CENTR, CHROM, CHRON, COSM, CRAT, CYCL, DEM, DERM, GAM, GEN, GEO, GNOS, GRAM, GRAPH, HEMO, HYDR, LITH, LOG, METER, MICRO, MON.
(D) Give the spelling/meaning of the suffixes ESS, INE, RIX, ET, ETTE, LET, LING.
(E) Study the spelling/meanings of at least 50 more pairs of homophones.
(F) Analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of the individual word elements.
(G) Spell and use words regularly and correctly from professional lists prepared for grade level.
(H) Identify the different shades of spelling/meaning of at least 50 more pairs of words that are close in spelling/meaning (e.g., revenge/avenge, assure/ensure/insure, aware/conscious).
(I) Add to cumulative, individualized record of new spelling/vocabulary words found in literature selections. |
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