Developmental and Advanced English Language Arts Curriculum Map Grade 10 2011-2012 First of all, we’d like to thank you, the teacher, for guiding our students in their endeavor to master the Next Generation English Language Arts Sunshine State Standards (http://www.floridastandards.org/homepage/index.aspx). Through your efforts, our “students will complete school prepared for ongoing learning as well as community and global responsibilities,” as stated in our CCPS Vision Statement. In essence, there are three major components involved in lesson planning: Standards (What do I want my students to know?), Materials (What will my students read/use/manipulate?), and Checks for Understanding (How will I know if my students mastered the standard?). This curriculum map is a wonderful document that we provide you to guide your instructional planning. In order to eliminate confusion about the term “fidelity,” we offer you these qualifiers: Teachers must demonstrate that their students are mastering the standards. The district expectation is that teachers will use SpringBoard as the curricular framework, reinforced by Prentice Hall selections throughout the year to help their students master the standards. Your CCPS literacy curriculum maps provide direction in the use of all CCPS adopted resources to meet student needs, based on the Next Generation Sunshine State Standards. When analyzing student data, it may prove beneficial to your students to carefully and meaningfully add to a SpringBoard activity, or, conversely, to carefully and meaningfully delete a SpringBoard activity. In your efforts to support our students’ mastery of the standards, please exercise your autonomy as an expert to make these careful and meaningful curricular modifications. With the SpringBoard system as your framework, you are encouraged to blend the resources you find in this curriculum map to meet students’ needs. The department of Secondary Literacy is very proud to share this outstanding document with you. Special recognition is owed to our SpringBoard liaison, Kristal Ayres; and our SpringBoard curriculum map authors, Wylie Bertuna, Daniel Boddison, Allison Brietenstine, Marci Garner, and Sara Treiser.
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Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 First of all, we’d like to thank you, the teacher, for guiding our students in their endeavor to master the Next Generation English
Language Arts Sunshine State Standards (http://www.floridastandards.org/homepage/index.aspx). Through your efforts, our “students
will complete school prepared for ongoing learning as well as community and global responsibilities,” as stated in our CCPS Vision
Statement.
In essence, there are three major components involved in lesson planning:
Standards (What do I want my students to know?),
Materials (What will my students read/use/manipulate?),
and Checks for Understanding (How will I know if my students mastered the standard?).
This curriculum map is a wonderful document that we provide you to guide your instructional planning. In order to eliminate
confusion about the term “fidelity,” we offer you these qualifiers:
Teachers must demonstrate that their students are mastering the standards. The district expectation is that teachers will use
SpringBoard as the curricular framework, reinforced by Prentice Hall selections throughout the year to help their students
master the standards. Your CCPS literacy curriculum maps provide direction in the use of all CCPS adopted resources to meet
student needs, based on the Next Generation Sunshine State Standards.
When analyzing student data, it may prove beneficial to your students to carefully and meaningfully add to a SpringBoard
activity, or, conversely, to carefully and meaningfully delete a SpringBoard activity. In your efforts to support our students’
mastery of the standards, please exercise your autonomy as an expert to make these careful and meaningful curricular
modifications. With the SpringBoard system as your framework, you are encouraged to blend the resources you find in this
curriculum map to meet students’ needs.
The department of Secondary Literacy is very proud to share this outstanding document with you. Special recognition is owed to our
SpringBoard liaison, Kristal Ayres; and our SpringBoard curriculum map authors, Wylie Bertuna, Daniel Boddison, Allison
SpringBoard Texts Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
! Vocabulary Development: The student uses multiple strategies to develop grade appropriate vocabulary.
Skim/Scan Mark the Text Predicting Visualize Brainstorm Word maps Context Clues
ELA Level 5, Unit 1 Vocabulary Workshop: Using a Dictionary and Thesaurus 210 Vocabulary Workshop: Word Origins 430
Word Wall FCAT: Diction, Tone, Main Idea, Supporting Details
Completion of Word maps
Vocabulary Notebook
@ Analyze author’s purpose/perspective. Understand how they affect meaning. !@ Explain and analyze the author’s use of figurative language: simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery. !@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. !@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion !@ Evaluate the author’s use of idioms, mythological and literary allusions. Explain how they impact meaning.
Mark the Text SIFT Questioning the Text Brainstorm Think-pair-share Fishbowl Quick Write
Activity 1.2-1.12 Poetry: “My Mother Pieced Quilts” Poetry: “Theme for English B” Poetry: “Legal Alien” Poetry: “Where I’m From” Memoir: excerpt from Funny in Farsi Film: clips from Grease
Poetry: “Mowing” 658 Poetry: “A Tree Telling of Orpheus” 659 Poetry: “Making a Fist” 664 Poetry: “Spring & All” 665 Memoir: excerpt from Desert Exile: The Uprooting of a Japanese-American Family 586
Quick Write activities for Week 19 in the Daily Bell Ringer Activities booklet Grammar: -punctuation -dependent clause -appositive Six Traits: -Word Choice -Voice -Conventions -Organization Prewrite, Draft, Revise, Proofread, Publish
Literary analysis of selections Exit Card Oral Questioning- HOTS
Tests/Quizzes Essays (expository) Embedded Assessment #1- Creating an Artistic Representation of My Culture FCAT Practice: Reading and Writing pp. 782-787
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Power Benchmarks Recommended Strategies
SpringBoard Texts Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
% Explain how text features aid the reader’s understanding (charts, maps, diagrams, sub-headings, captions, illustrations, graphs)
! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. & ^ Publish a final product for an intended audience ^ &The student develops and demonstrates creative writing.
Brainstorm Mark the Text Think-pair-share Quick Write Guided Writing Paraphrasing
Activity 1.13 Song: “Imagine”
Cornelius Eady 628-637
See It! DVD- segment 3 (PH)
Writing Workshop- On Writing Poetry About Music 771 Peer and Self- Assessment Observation Reflection
Present an original analytic poem
@ Analyze author’s purpose/perspective. Understand how they affect meaning. ! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. ^ &The student develops and demonstrates creative writing. ! Analyze a variety of text structures and explain their impact on meaning in text (Comparison/contrast, cause/effect, chronological & ^ Publish a final product for an intended audience
Fishbowl SOAPSTone Brainstorm Think-pair-share TWIST Drama games Presenting
Activity 1.15 Monologues: “Brace Yourself” “The Crush” “The Job Interview” “The Date” “Off the Court” “Dinner Guest”
Communications Workshop: Viewing and Evaluating a Speech 432
www.filmsite.org/bestspeeches.html
Peer and Self- Assessment Observation Reflection Communications Workshop: Delivering an Oral Interpretation of a Literary Work p.780
Create a student generated monologue Present an original monologue
SpringBoard Texts Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
!@ Explain and analyze the author’s use of figurative language: simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery. @ Analyze author’s purpose/perspective. Understand how they affect meaning. !@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot.
SOAPSTone Mark the Text RAFT
Activity 1.16-1.18 Poetry: “Sure You Can Ask Me A Personal Question”
Speech: “Hold Fast Your Dreams—“ 760 Poetry: “All” 764 Poetry: “Also All” 765
Small Group Discussion Observation Reflection FCAT Practice: p.434-439
Embedded Assessment #2- Presenting Two of My Voices Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
1. How do external factors affect one’s sense of identity?
2. How do we synthesize multiple sources into a cohesive argument?
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 Power Benchmarks Recommended
Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
! Vocabulary Development: The student uses multiple strategies to develop grade appropriate vocabulary.
Skim/Scan Mark the Text Predicting Visualize Brainstorm Word maps Context Clues
ELA Level 5, Unit 2
Vocabulary Workshop: Words with Multiple Meanings 614
Word Wall FCAT: Diction, Tone, Main Idea, Supporting Details, Diction, Word Choice
Completion of Word maps
Vocabulary Notebook
@ Analyze author’s purpose/perspective. Understand how they affect meaning. !@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. Compare and contrast elements in multiple texts
Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
@ Analyze author’s purpose/perspective. Understand how they affect meaning. !@ Explain and analyze the author’s use of figurative language: simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery. !@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. & ^ Publish a final product for an intended audience !@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion !@ Evaluate the author’s use of idioms, mythological and literary allusions. Explain how they impact meaning.
Activate Prior Knowledge Mark the Text Close Reading Think-pair-share
Activity 2.4-2.7 Essay: “Thanksgiving” A Personal History Essay: “Us and Them” (David Sedaris) Film: Bend It Like Beckham
Humorous Essay: “The Dog That Bit People” 525 Humorous Speech: “A Toast to the Oldest Inhabitant” The Weather of New England
(David Sedaris) Short Stories & Essays Holidays on Ice
3-2-1 Cornell Notes Small Group Discussion THIEVES Observation Reflection
Present an original humorous essay Create a satirical commercial or political cartoon
!@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot.
Close Reading Think-pair-share Graphic Organizer
Activity 2.8 Article: “Matrimony with a Proper Stranger
Journaling Concept Map Literary Analysis
Compose Expository text Autobiographical narrative
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 Power Benchmarks Recommended
Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials
Strategies SpringBoard Texts Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Compare and contrast elements in multiple texts !@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion
Mark the Text Quick Write Graphic Organizer
Activity 2.16 Essay: “An Indian Father’s Plea”
Poetry: “An Indian Education” Sherman Alexie Writing Workshop: Reflective Essay p. 810
Oral Questioning- HOTS Whole Group Discussion THIEVES Literary Analysis
Develop a Synthesis Paper
@ Analyze author’s purpose/perspective. Understand how they affect meaning. ! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail.
SIFT SOAPStone Graphic Organizer
Activity 2.17-2.18 Essay: from “Dave Barry Does Japan” Essay: from Small Wonder “Going to Japan” Short Story: “Everyday Use”
Small Group Discussion Observation Reflection Oral Questioning- HOTS
Embedded Assessment #2- Writing a Synthesis Paper End of Unit online Assessment Mid-term Exam
Online End of Unit Assessment: Go to website:www.springboard.collegeboard.com Students take the online end of Unit
! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. ! Analyze a variety of text structures and explain their impact on meaning in text (Comparison/contrast, cause/effect, chronological order, argument/support, lists) !@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. !@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion
Short Story: “How Much Land Does A Man Need?” 337 Short Story: “Civil Peace” 357 Informational Texts: Research Source/Course Catalog: Analyze Text Structures p. 578
Strategies SpringBoard Text Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
!@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. ! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. !@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion
Graphic Organizer Double-Entry Journal Mark the Text Skim and Scan Think Aloud Role Play Note Taking Think-pair-share
Activity 3.5-3.12 Novel: Things Fall Apart
Informational Texts: Book Review/Movie Review: Critique Generalizations and Evidence p. 1122 Myths: “The Orphan Boy and The Elk Boy” 1075 “The Street of Canon” 271
Double-Entry Journal
Embedded Assessment #1- Researching and Reflecting on Community FCAT Practice: Reading and Writing pp. 618-623
% Explain how text features aid the reader’s understanding (charts, maps, diagrams, sub-headings, captions, illustrations, graphs) % Organize, Synthesize, Analyze, and Evaluate the validity and reliability of information from multiple sources to draw conclusions using a variety of techniques, and correctly use standardized MLA citations
Jigsaw Graphic Organizer Socratic Seminar Chunk the Text Quick Write
Activity 3.13-3.21 Poem: “ Prayer to the Masks” Poem: “The Second Coming” Interview: An African Voice
Writing Workshop: Analytic Response to Literature 768 Informational Text: Interview/Public Document: Generate Questions p. 1122 From “Places Left Unfinished at the Time of Creation—“
Whole Group Discussion Cornell Notes THIEVES
Embedded Assessment #2- Writing a Literary Analysis Essay FCAT Practice: Reading and Writing pp 1038-1043 Online End of Unit Assessment: Go to website:
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012 Power Benchmarks Recommended
Strategies SpringBoard Text Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
!@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. ! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail.
1053 www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
3. *Unit 5: How do cultural differences contribute to conflicts over environmental issues?
4. *Unit 5: What is the value of self-reflection in preparing for one’s future?
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Power Benchmarks Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
! Vocabulary Development: The student uses multiple strategies to develop grade appropriate vocabulary.
Skim/Scan Mark the Text Predicting Visualize Brainstorm Word maps Context Clues
ELA Level 5, Unit 4
Vocabulary Workshop: Idioms, Jargon, and Technical Terms 1252
Word Wall FCAT: Respond, Connect, Support, Draw Conclusions
Completion of Word maps
Vocabulary Notebook
! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. ! Analyze a variety of text structures and explain their impact on meaning in text (Comparison/contrast, cause/effect, chronological order, argument/support, lists) ! Identify advanced word/phrase relationships and their meanings
@ Analyze author’s purpose/perspective. Understand how they affect meaning. ! @ Determine main idea through inferring, paraphrasing,
Mark the Text Quick Write Cornell Notes Discussion Groups Paraphrasing
Activity 4.4-4.5 Editorial: “Time to Assert American Values” Article: “Rough Justice”
Informational Texts: Newspaper Editorial/Primary Source: Paraphrase p. 402
Cornell Notes Publish an original editorial
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Power Benchmarks Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
summarizing, and identifying relevant detail.
“Declaration of the Rights of the Child” Speech: President Nelson Mandela’s Statement on International Children’s Day Essay: “School’s Out for Summer”
@ Analyze author’s purpose/perspective. Understand how they affect meaning.
Graphic Organizer SMELL Think-pair-share
Activity 4.6 Drama: excerpt from “Julius Caesar”
“The Tragedy of Julius Caesar” 886
Quiz
@ Analyze author’s purpose/perspective. Understand how they affect meaning. ! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail.
“Editorial on the Anniversary of the Fall of the Berlin Wall” 403 “Voices from the Wall” 405
Whole Group Discussion THIEVES Oral Questioning- HOTS Cornell Notes
Essay
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Power Benchmarks Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Code?” Testimony: “Religious Expression”
! Analyze a variety of text structures and explain their impact on meaning in text (Comparison/contrast, cause/effect, chronological order, argument/support, lists) !@ Analyze the author’s use of descriptive language: tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion
KWL Activate Prior Knowledge Think-pair-share Discussion Groups Graphic Organizer Guided Reading Mark the Text
Activity 4.8 Speech: excerpt from “On Civil Disobedience” Speech: excerpt from “Letter from Birmingham Jail”
“The American Idea” 559
Writing Workshop: Technical Document pp. 1146-1151 Communications Workshop: Viewing and Evaluating a Speech p. 432 Communications Workshop: Delivering a Persuasive Speech p. 616
Essay (persuasive)
! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. & ^ Publish a final product for an intended audience
Anticipation Guide Chunking the Text Discussion Groups
Activity 4.9 Essay: Kohlberg’s Six Stages of Moral Reasoning
Small Group Discussion Exit Card
Group Presentations
Developmental and Advanced English Language Arts
Curriculum Map
Grade 10
2011-2012
Power Benchmarks Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
@ Analyze author’s purpose/perspective. Understand how they affect meaning. % Explain how text features aid the reader’s understanding (charts, maps, diagrams, sub-headings, captions, illustrations, graphs) Compare/contrast elements in multiple texts
Embedded Assessment #1-Composing a Persuasive Text FCAT Practice: Reading and Writing pp. 1256-1261
! @ Determine main idea through inferring, paraphrasing, summarizing, and identifying relevant detail. !@ Analyze the author’s use of literary elements: theme, point of view, characterization, setting, and plot. % Explain how text features aid the reader’s understanding (charts, maps, diagrams, sub-headings, captions, illustrations, graphs)
Read Aloud Mark the Text Graphic Organizer Visualizing Drama Games Oral Reading Role Playing
Activity 4.15 “Antigone”
Informational Texts: Drama Reviews: Synthesize: Connect Ideas p. 864
Mock trial 861 Drama Games Embedded Assessment #2-Creating a Living Tableau