TEACHER ELEMENTS

STUDENT ELEMENTS

GRADE 10

GRADE 10

THE TEACHER SHALL:

THE STUDENT SHOULD:

REVIEW, RETEACH, AND REASSESS PAST CONCEPTS.

NEW CONCEPTS

NEW CONCEPTS

READING COMPREHENSION AND FLUENCY

READING COMPREHENSION AND FLUENCY

Assign increasingly demanding texts for a variety of purposes.

Read silently for longer periods of time and demonstrate comprehension through written or oral responses.

Present 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.

Compare/contrast the use of symbols and other figures of speech including onomatopoeia and oxymoron. Understand 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.

Compare/contrast the main ideas and/or themes.

Describe cause/effect relationships and their impact on the plot.

Compare/contrast the author's use of character, point of view, and tone to develop his/her theme and/or main idea.

Compare/contrast the poetic elements of melody (repetition of like sounds) using rhyme, alliteration, assonance, consonance, and/or onomatopoeia.

Compare/contrast the poetic elements of word choice, rhythm, and voice.

Describe the impact of historical and/or cultural influences on an author's life and, hence, on his/her literary work.

Explain how a literary selection can enrich or expand personal views or experiences.

Describe the use of images and sounds to stimulate the reader's emotions.

Explain the influence on the form, style, and point of view of the historical context in which a work was written.

Explain similarities and differences among structures and images presented by different cultures.

Identify universal themes prevalent in the literature of any culture.

Use literary selections from a variety of print materials as models to analyze techniques and then apply those techniques to similar pieces of literature.

Identify a hypothesis to be confirmed, disproved, or modified.

Evaluate a literary selection's structure. Research the accuracy of information presented by the author.

Synthesize information from a variety of sources and then present that information in written or oral presentations.

Extend general and specialized vocabulary.

Read and follow complex, multi-step directions.

Work to determine the author's intent without imposing subjective interpretation.

INDEPENDENT READING/ASSIGNED READING/GUIDED READING

INDEPENDENT READING/ASSIGNED READING/GUIDED READING

Present opportunities for students to read and study 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 ).

Present brief, comprehensive, narrative summary 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 ).

Read independently books of various genres from accepted fiction and non-fiction lists.

Read regularly in independent-level materials (texts in which no more than 1 in 20 words is difficult for the reader).

Read regularly in instructional-level materials that are challenging but manageable (texts in which no more than 1 in 10 words is difficult for the reader).

Adjust reading rate based on the purposes for reading.

Demonstrate understanding of literature which is read aloud by others.

LITERARY TERMS

LITERARY TERMS

Teach 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.

Define and identify examples of 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.

INQUIRY, RESEARCH, AND STUDY STRATEGIES

INQUIRY, RESEARCH, AND STUDY STRATEGIES

Provide multiple opportunities for students to utilize the media center.

Research independently various topics (e.g., American, British, and world history; art and music appreciation; architecture; literary periods).

Access vocational, college, and SAT/ACT information.

Demonstrate various notetaking styles (e.g., organizing and condensing information, mapping, time lines, process diagrams, organizational charts, comparison/contrast charts).