Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 1 of 30
Course Description: Honors 10th Grade Language Arts
This reading- and writing-intensive course follows the chronological evolution of literature from
the beginnings of Ancient Mesopotamia to the advancement of contemporary literary works.
Units of study will follow the beginnings of the oral tradition and continue on with the evolution
of stories over time into drama, satire, lyrical poetry, religious writings, the essay and the novel
in order to understand how the growth and development of society directly influenced the
structure and format of literature. In alignment with the Common Core State Standards, students
will also be exposed to a variety of literary nonfiction and informational texts in order to better
prepare students for the diverse texts they will encounter in both college and careers. Students
can expect a high level of rigor in this class, with the accompaniment of daily reading and
writing assignments in multiple genres. Students are expected to construct and use a three-ring
binder notebook for organization and use sticky notes for critical reading. Honors 10 Language
Arts is designed to prepare students who wish to continue on an honors track by laying the
foundation for Honors 11 and AP Language Arts.
Prerequisite: Language Arts 9-students MUST have no lower than a B average over the previous
two semesters
*This course cannot be taken as an independent study
**Course failure requires a reenrollment in Language Arts 10
***Transfer to Language Arts 10 will be strongly recommended if a student earn less than a 2.0 in
Fall semester
Assessment
Unit tests
Semester Exams
Composition Processes
Quizzes
Threaded discussions
Diverse Formatted Speeches
Grading Scale
90% - A
80% - B
70% - C
60% - D
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 2 of 30
Consistent through every unit are the Common Core Language standards (L 11…)
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (L 11.1)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (L 11.2)
3. Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening. (L 11.3)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grades 11-12 reading and content, choosing flexibly from range of strategies. (L 11.4)
5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. (L 11.5)
6. Acquire and use accurately general academic and domain-specific 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 work or phrase important
to comprehension or expression. (L 11.6)
Units of Study:
Unit 1: Epic Tales & Poetry (Ancient Mesopotamia & Ancient Greece): SUMMER ASSIGNMENT
Description of Unit 1: Beginning with the oral tradition, students will read and annotate the first known
epic tale The Epic of Gilgamesh. Students will learn about Ancient Mesopotamia and Sumerian society in
order to build a historical and social context for the time period and understand society’s impact on the
development of oral, epic tales. Students will then read and annotate excerpts from Homer’s epic poem
The Odyssey. Students will learn the impact of the evolution of society on literature from the oral tradition
to recorded, epic tales while analyzing both The Epic of Gilgamesh and The Odyssey through the lens of
the hero cycle. Students will be formally assessed on their comprehension of unit learning targets through
a seminar discussion, literary analysis write, and a unit exam. The reading and annotating of the texts will
happen over summer break and are a requirement for admission into Honors Language Arts 10.
Texts:
The Epic of Gilgamesh (excerpts) – Unknown author
The Odyssey (excerpts) - Homer
Various literary non-fiction pieces
Common Assessments:
Socratic Seminar
Unit Exam
Literary Analysis Write
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 3 of 30
Priority CC Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text (RL.9-10.1).
Determine a theme or central idea of a text and analyze in detail 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 (RL.9-10.2).
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text (RI.9-10.1).
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 (RI.9-10.2).
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme
(RL.9-10.3).
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence (W.9-10.1).
o Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence (W.9-10.1.A).
o Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing
out the strengths and limitations of both in a manner that anticipates the audience's
knowledge level and concerns (W.9-10.1.B).
o Use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims (W.9-10.1.C).
o Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing (W.9-10.1.D).
o Provide a concluding statement or section that follows from and supports the argument
presented (W.9-10.1.E).
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1-3 above) (W.9-10.4).
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. (Editing for conventions should demonstrate command of Language standards 1-3 up to
and including grades 9-10 here) (W.9-10.5).
Draw evidence from literary or informational texts to support analysis, reflection, and research
(W.9-10.9).
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others'
ideas and expressing their own clearly and persuasively (SL.9-10.1).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 4 of 30
o Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas (SL.9-
10.A).
o Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed (SL.9-10.B).
o Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions (SL.9-10.C).
o Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding
and make new connections in light of the evidence and reasoning presented (SL.9-10.D).
Supporting CC Standards:
Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal
tone) (RL.9-10.4).
Analyze how an author's choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise (RL.9-10.5).
Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature (RL.9-10.6).
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at
the high end of the grades 9-10 text complexity band independently and proficiently (RL.9-
10.10).
Analyze how the author unfolds an analysis or series of ideas or events, including the order in
which the points are made, how they are introduced and developed, and the connections that are
drawn between them (RI.9-10.3).
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper)
(RI.9-10.4).
Analyze in detail how an author's ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter) (RI.9-10.5).
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-
10 text complexity band independently and proficiently (RI.9-10.10).
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology's capacity to link to other information and to
display information flexibly and dynamically (W.9-10.6).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 5 of 30
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 tasks, purposes, and audiences (W.9-
10.10).
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task (SL.9-10.4).
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and to
add interest (SL.9-10.5).
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grades 9-10 Language standards 1 and 3here for specific
expectations) (SL.9-10.6).
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking (L.9-10.1).
o Use parallel structure (L.9-10.1.A)
o Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to writing or presentations (L.9-10.1.B).
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing (L.9-10.2).
o Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses (L.9-10.2.A)
o Use a colon to introduce a list or quotation (L.9-10.2.B).
o Spell correctly (L.9-10.2.C).
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 9-10 reading and content, choosing flexibly from a range of strategies (L.9-10.4).
o Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position
or function in a sentence) as a clue to the meaning of a word or phrase (L.9-10.4.A).
o Identify and correctly use patterns of word changes that indicate different meanings or
parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy) (L.9-10.4.B).
o Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning, its part of speech, or its etymology (L.9-10.4.C).
o Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary) (L.9-10.4.D).
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings (L.9-10.5).
o Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role
in the text (L.9-10.5.A)
o Analyze nuances in the meaning of words with similar denotations (L.9-10.5.B)
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 6 of 30
Acquire and use accurately general academic and domain-specific 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 (L.9-10.6).
Unit 2: Rhetoric
Description of Unit 2: Taking a short tangent from the evolution of the literary genre, this unit focuses
on the history of rhetoric and the presence and efficacy of rhetoric in the modern, contemporary world.
Students will become familiar with Aristotle’s teachings on the art of argument and the requirements of
ethos, pathos, and logos to be an effective rhetorician. Students will also become familiar with Aristotle’s
fallacies in order to identify fallacious reasoning in argumentative presentations/texts. Using this
rhetorical background, students will then be asked to analyze, through the lens of rhetoric, contemporary
advertisements, video game covers, and speeches. Students will analyze, in each medium, the rhetorical
appeals present, and will synthesize, based on the appeals, who the intended audience is and for what
purpose the audience is targeted. Students will then evaluate the efficacy of the rhetoric present. Students
will be formally assessed on the unit’s learning targets through a formal rhetorical analysis essay of a
video game cover. This unit serves as a foundational unit for the continuing examination of the use and
efficacy of rhetoric in primary documents and seminal works.
Texts:
Poetics and Rhetoric (excerpts) - Aristotle
Various non-print texts (magazine articles, video game covers, etc.)
Common Assessments:
Rhetorical Analysis Essay
Priority CC Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text (RI.9-10.1).
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 (RI.9-10.2).
Analyze how the author unfolds an analysis or series of ideas or events, including the order in
which the points are made, how they are introduced and developed, and the connections that are
drawn between them (RI.9-10.3).
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper)
(RI.9-10.4).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 7 of 30
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric
to advance that point of view or purpose (RI.9-10.6).
Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false statements and
fallacious reasoning (RI.9-10.8)
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content (W.9-10.2).
o Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension (W.9-10.2.A).
o Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the
audience's knowledge of the topic (W.9-10.2.B).
o Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts (W.9-10.2.C).
o Use precise language and domain-specific vocabulary to manage the complexity of the
topic (W.9-10.2.D).
o Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing (W.9-10.2.E).
o Provide a concluding statement or section that follows from and supports the information
or explanation presented (e.g., articulating implications or the significance of the topic)
(W.9-10.2.F).
Draw evidence from literary or informational texts to support analysis, reflection, and research
(W.9-10.9).
Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source (SL.9-10.2).
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted evidence (SL.9-10.3).
Acquire and use accurately general academic and domain-specific 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 (L.9-10.6).
Supporting CC Standards:
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's
Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter
from Birmingham Jail"), including how they address related themes and concepts (RI.9-10.9).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 8 of 30
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 tasks, purposes, and audiences (W.9-
10.10).
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology's capacity to link to other information and to
display information flexibly and dynamically (W.9-10.6).
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1-3 above) (W.9-10.4).
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 (W.9-10.5).
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others'
ideas and expressing their own clearly and persuasively (SL.9-10.1).
o Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas (SL.9-
10.1.A).
o Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed (SL.9-10.B).
o Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions (SL.9-10.1.C).
o Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding
and make new connections in light of the evidence and reasoning presented (SL.9-10.D).
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking (L.9-10.1).
o Use parallel structure (L.9-10.1.A).
o Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to writing or presentations (L.9-10.1.B).
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing (L.9-10.2).
o Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses (L.9-10.2.A).
o Use a colon to introduce a list or quotation (L.9-10.2.B).
o Spell correctly (L.9-10.2.C).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 9 of 30
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 9-10 reading and content, choosing flexibly from a range of strategies (L.9-10.4).
o Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position
or function in a sentence) as a clue to the meaning of a word or phrase (L.9-10.4.A).
o Identify and correctly use patterns of word changes that indicate different meanings or
parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy) (L.9-10.4.B).
o Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning, its part of speech, or its etymology (L.9-10.4.C).
o Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary) (L.9-10.4.D).
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings (L.9-10.5).
o Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role
in the text (L.9-10.5.A).
o Analyze nuances in the meaning of words with similar denotations (L.9-10.5.B).
Unit 3: Dramatic Age (Ancient Greece)
Description of Unit 3: Returning to the realm of ancient Greece, students will encounter the Dramatic
Age through a class reading of Sophocles’ Oedipus The King. Students will learn about the changing
societal structure of ancient Greece from Homer’s Odyssey to Sophocles’ Oedipus to understand the
impact on and shift in literary format. Within the play, students will examine and analyze the structure of
Grecian tragedy, the use and efficacy of dramatic irony, the characteristics of a tragic hero, the role of fate
vs. free will in human lives, the power and negative repercussions of hubris, and question whether it is
better for one to know the truth or live in ignorant bliss. Students will engage in a hot seat debate in order
to garnish a stronger comprehension of the major themes and motifs present within the text. Additionally,
students will be introduced to the argumentative form of writing. Students will be formally assessed on
their comprehension of unit learning targets through a unit exam and two formal writes in the form of an
argumentative essay and a literary analysis write.
Texts:
Oedipus the King- Sophocles
Various literary non-fiction pieces
Common Assessments:
Unit Exam
Literary Analysis Write
Argumentative Essay
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 10 of 30
Priority CC Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text (RL.9-10.1).
Determine a theme or central idea of a text and analyze in detail 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 (RL.9-10.2).
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme
(RL.9-10.3).
Analyze how an author's choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise (RL.9-10.5).
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text (RI.9-10.1).
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 (RI.9-10.2).
Analyze how the author unfolds an analysis or series of ideas or events, including the order in
which the points are made, how they are introduced and developed, and the connections that are
drawn between them (RI.9-10.3).
Analyze in detail how an author's ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter) (RI.9-10.5).
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence (W.9-10.1).
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1-3 above) (W.9-10.4).
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. (Editing for conventions should demonstrate command of Language standards 1-3 up to
and including grades 9-10 here) (W.9-10.5).
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology's capacity to link to other information and to
display information flexibly and dynamically (W.9-10.6).
Draw evidence from literary or informational texts to support analysis, reflection, and research
(W.9-10.9).
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others'
ideas and expressing their own clearly and persuasively (SL.9-10.1).
o Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 11 of 30
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas (SL.9-
10.A).
o Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed (SL.9-10.B).
o Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions (SL.9-10.C).
o Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding
and make new connections in light of the evidence and reasoning presented (SL.9-10.D).
Supporting CC Standards:
Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal
tone) (RL.9-10.4).
Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature (RL.9-10.6).
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at
the high end of the grades 9-10 text complexity band independently and proficiently (RL.9-
10.10).
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper)
(RI.9-10.4).
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-
10 text complexity band independently and proficiently (RI.9-10.10).
o Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence (W.9-10.1.A).
o Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing
out the strengths and limitations of both in a manner that anticipates the audience's
knowledge level and concerns (W.9-10.1.B).
o Use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims (W.9-10.1.C).
o Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing (W.9-10.1.D).
o Provide a concluding statement or section that follows from and supports the argument
presented (W.9-10.1.E).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 12 of 30
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 tasks, purposes, and audiences (W.9-
10.10).
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task (SL.9-10.4).
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grades 9-10 Language standards 1 and 3here for specific
expectations) (SL.9-10.6).
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking (L.9-10.1).
o Use parallel structure (L.9-10.1.A)
o Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to writing or presentations (L.9-10.1.B).
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing (L.9-10.2).
o Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses (L.9-10.2.A)
o Use a colon to introduce a list or quotation (L.9-10.2.B).
o Spell correctly (L.9-10.2.C).
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 9-10 reading and content, choosing flexibly from a range of strategies (L.9-10.4).
o Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position
or function in a sentence) as a clue to the meaning of a word or phrase (L.9-10.4.A).
o Identify and correctly use patterns of word changes that indicate different meanings or
parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy) (L.9-10.4.B).
o Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning, its part of speech, or its etymology (L.9-10.4.C).
o Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary) (L.9-10.4.D).
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings (L.9-10.5).
o Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role
in the text (L.9-10.5.A)
o Analyze nuances in the meaning of words with similar denotations (L.9-10.5.B)
Acquire and use accurately general academic and domain-specific 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 (L.9-10.6).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 13 of 30
Unit 4: Epic Poetry (Anglo-Saxon Age)
Description of Unit 4: Moving ahead to the time of the Anglo-Saxons, students will encounter the first
known text written in English, the epic poem Beowulf. While actively reading and annotating Beowulf,
students will learn about religious evolution in the Anglo-Saxon society and the impact of a blossoming
Christian religion on a pagan peoples and their literature. Students will continue to analyze the hero cycle
within Beowulf, while analyzing the success and failure of the code of comitatus, the roles of nobility, and
the impact of the blending of Christian and pagan ideals on a peoples. Students will be formally assessed
on their comprehension of unit learning targets through a seminar discussion, literary analysis write, and
unit exam.
Texts:
Beowulf – Unknown author
Grendel (excerpts) – John Gardner
Various literary non-fiction texts
Common Assessments:
Socratic Seminar
Unit Exam
Literary Analysis Write
Priority CC Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text (RL.9-10.1).
Determine a theme or central idea of a text and analyze in detail 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 (RL.9-10.2).
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme
(RL.9-10.3).
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence (W.9-10.1).
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1-3 above) (W.9-10.4).
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. (Editing for conventions should demonstrate command of Language standards 1-3 up to
and including grades 9-10 here) (W.9-10.5).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 14 of 30
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology's capacity to link to other information and to
display information flexibly and dynamically (W.9-10.6).
Draw evidence from literary or informational texts to support analysis, reflection, and research
(W.9-10.9).
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others'
ideas and expressing their own clearly and persuasively (SL.9-10.1).
o Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas (SL.9-
10.A).
o Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed (SL.9-10.B).
o Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions (SL.9-10.C).
o Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding
and make new connections in light of the evidence and reasoning presented (SL.9-10.D).
Supporting CC Standards:
Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal
tone) (RL.9-10.4).
Analyze how an author's choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise (RL.9-10.5).
Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature (RL.9-10.6).
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at
the high end of the grades 9-10 text complexity band independently and proficiently (RL.9-
10.10).
Analyze how an author draws on and transforms source material in a specific work (e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play
by Shakespeare) (RL.9-10.9).
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 15 of 30
meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper)
(RI.9-10.4).
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-
10 text complexity band independently and proficiently (RI.9-10.10).
o Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence (W.9-10.1.A).
o Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing
out the strengths and limitations of both in a manner that anticipates the audience's
knowledge level and concerns (W.9-10.1.B).
o Use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims (W.9-10.1.C).
o Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing (W.9-10.1.D).
o Provide a concluding statement or section that follows from and supports the argument
presented (W.9-10.1.E).
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 tasks, purposes, and audiences (W.9-
10.10).
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task (SL.9-10.4).
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grades 9-10 Language standards 1 and 3here for specific
expectations) (SL.9-10.6).
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking (L.9-10.1).
o Use parallel structure (L.9-10.1.A)
o Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to writing or presentations (L.9-10.1.B).
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing (L.9-10.2).
o Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses (L.9-10.2.A)
o Use a colon to introduce a list or quotation (L.9-10.2.B).
o Spell correctly (L.9-10.2.C).
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 9-10 reading and content, choosing flexibly from a range of strategies (L.9-10.4).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 16 of 30
o Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position
or function in a sentence) as a clue to the meaning of a word or phrase (L.9-10.4.A).
o Identify and correctly use patterns of word changes that indicate different meanings or
parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy) (L.9-10.4.B).
o Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning, its part of speech, or its etymology (L.9-10.4.C).
o Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary) (L.9-10.4.D).
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings (L.9-10.5).
o Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role
in the text (L.9-10.5.A)
o Analyze nuances in the meaning of words with similar denotations (L.9-10.5.B)
Acquire and use accurately general academic and domain-specific 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 (L.9-10.6).
Unit 5: Religious Poetry (Medieval Age)
Description of Unit 5: Rounding off first semester of Honors Language Arts 10, students will explore the
late medieval period and the far-reaching impact of the church on religious, political, and social ideals of
the age through the reading of Dante Alighieri’s The Inferno. Students will learn an extensive amount of
historical background in order to comprehend the many references and allusions within Dante’s text, and
their comprehension of the unit’s learning targets will be formally assessed in a unit exam in the form of
the semester final.
Texts:
The Inferno by Dante Alighieri
o Poetry:
“The Faerie Queene” by Edmund Spenser
Common Assessments:
Unit Exam (Semester 1 Final Exam)
Priority CC Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text (RL.9-10.1).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 17 of 30
Determine a theme or central idea of a text and analyze in detail 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 (RL.9-10.2).
Supporting CC Standards:
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme
(RL.9-10.3).
Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal
tone) (RL.9-10.4).
Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature (RL.9-10.6).
Analyze how an author draws on and transforms source material in a specific work (e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play
by Shakespeare) (RL.9-10.9).
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at
the high end of the grades 9-10 text complexity band independently and proficiently (RL.9-
10.10).
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper)
(RI.9-10.4).
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-
10 text complexity band independently and proficiently (RI.9-10.10).
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 tasks, purposes, and audiences (W.9-
10.10).
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others'
ideas and expressing their own clearly and persuasively (SL.9-10.1).
o Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas (SL.9-
10.A).
o Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed (SL.9-10.B).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 18 of 30
o Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions (SL.9-10.C).
o Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding
and make new connections in light of the evidence and reasoning presented (SL.9-10.D).
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking (L.9-10.1).
o Use parallel structure (L.9-10.1.A)
o Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to writing or presentations (L.9-10.1.B).
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing (L.9-10.2).
o Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses (L.9-10.2.A)
o Use a colon to introduce a list or quotation (L.9-10.2.B).
o Spell correctly (L.9-10.2.C).
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 9-10 reading and content, choosing flexibly from a range of strategies (L.9-10.4).
o Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position
or function in a sentence) as a clue to the meaning of a word or phrase (L.9-10.4.A).
o Identify and correctly use patterns of word changes that indicate different meanings or
parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy) (L.9-10.4.B).
o Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning, its part of speech, or its etymology (L.9-10.4.C).
o Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary) (L.9-10.4.D).
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings (L.9-10.5).
o Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role
in the text (L.9-10.5.A)
o Analyze nuances in the meaning of words with similar denotations (L.9-10.5.B)
Acquire and use accurately general academic and domain-specific 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 (L.9-10.6).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 19 of 30
Unit 6: The Novel (The Renaissance)
Description of Unit 6: The Common Core State Standards emphasize the importance of strong research
skills within every student’s arsenal of academic abilities. While smaller, more frequents research
projects are important, the sophomore year emphasizes the process of the research paper. Students will
learn to: evaluate sources, gather information from reliable sources, create functional note and reference
cards, use proper parenthetical citation, organize information into a working outline, write an abstract, and
write a references page in order to create an organized, focused APA formatted research paper covering
some aspect of the Renaissance. Upon completion of their research papers, students will be required to
give a 5 minute, formal speech over the main points of their paper. Students will learn effective, correct
ways of public speech delivery and will self-assess their speech delivery in order to prepare for future
public speaking activities both in and outside of class. Students will then use their knowledge gained from
their research to explore the development of literature during the Renaissance while reading excerpts from
what is widely regarded as the first novel, Miguel Cervantes’ Don Quixote.
Texts:
6th
Edition APA Formatting Guide
Don Quixote (excerpts) by Miguel Cervantes
Various literary non-fiction texts
Common Assessments:
APA Research Paper
Formal Speech
Priority CC Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text (RL.9-10.1).
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text (RI.9-10.1).
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence (W.9-10.1).
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1-3 above) (W.9-10.4).
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. (Editing for conventions should demonstrate command of Language standards 1-3 up to
and including grades 9-10 here) (W.9-10.5).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 20 of 30
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology's capacity to link to other information and to
display information flexibly and dynamically (W.9-10.6).
Conduct short as well as more sustained research projects to answer a question (including a self-
generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation (W.9-10.7).
Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and following a standard format for citation (W.9-10.8).
Draw evidence from literary or informational texts to support analysis, reflection, and research
(W.9-10.9).
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others'
ideas and expressing their own clearly and persuasively (SL.9-10.1).
o Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas (SL.9-
10.A).
o Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed (SL.9-10.B).
o Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions (SL.9-10.C).
o Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding
and make new connections in light of the evidence and reasoning presented (SL.9-10.D).
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task (SL.9-10.4).
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grades 9-10 Language standards 1 and 3here for specific
expectations) (SL.9-10.6).
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening (L.9-10.3).
o Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA
Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type
(L.9-10.3.A).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 21 of 30
Supporting CC Standards:
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme
(RL.9-10.3).
Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature (RL.9-10.6).
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at
the high end of the grades 9-10 text complexity band independently and proficiently (RL.9-
10.10).
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-
10 text complexity band independently and proficiently (RI.9-10.10).
o Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence (W.9-10.1.A).
o Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing
out the strengths and limitations of both in a manner that anticipates the audience's
knowledge level and concerns (W.9-10.1.B).
o Use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims (W.9-10.1.C).
o Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing (W.9-10.1.D).
o Provide a concluding statement or section that follows from and supports the argument
presented (W.9-10.1.E).
Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source (SL.9-10.2).
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking (L.9-10.1).
o Use parallel structure (L.9-10.1.A)
o Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to writing or presentations (L.9-10.1.B).
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing (L.9-10.2).
o Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses (L.9-10.2.A)
o Use a colon to introduce a list or quotation (L.9-10.2.B).
o Spell correctly (L.9-10.2.C).
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 9-10 reading and content, choosing flexibly from a range of strategies (L.9-10.4).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 22 of 30
o Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position
or function in a sentence) as a clue to the meaning of a word or phrase (L.9-10.4.A).
o Identify and correctly use patterns of word changes that indicate different meanings or
parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy) (L.9-10.4.B).
o Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning, its part of speech, or its etymology (L.9-10.4.C).
o Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary) (L.9-10.4.D).
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings (L.9-10.5).
o Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role
in the text (L.9-10.5.A)
o Analyze nuances in the meaning of words with similar denotations (L.9-10.5.B)
Acquire and use accurately general academic and domain-specific 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 (L.9-10.6).
Unit 7: The Neoclassical and Romantic Movements
Description of Unit 7: In this unit students will explore the ideologies of 18th and 19
th century England
through the lenses of the Neoclassical and Romantic movements. Students will be able to analyze changes
in literature from the Renaissance to the Neoclassic movement through their reading of two Neoclassical
primary texts in which the Neoclassic ideal of public appearance, public reputation, and restraint is made
clear. Students will then examine additional changes in the evolution of literature from the Neoclassical
movement to Romanticism through the reading and analysis of various poems from Romantic poets.
Students will explore the emphasized concepts of nature, religion, imagination, revolution, and
transcendence within the paradigm of Romanticism through the learning and teaching of a poem to the
rest of the class. Additionally, students will observe and analyze the ideologies of the Neoclassic and
Romantic movements through the mediums of music and art. All of this will serve as context for the
students’ readings of Frankenstein and The Strange Case of Dr. Jekyll and Mr. Hyde in which students
will then trace the evolution of Romanticism to Dark Romantics, or the Gothic. Students will be formally
assessed on the unit’s learning targets through their poetry presentations, an exam of the Neoclassic and
Romantic ages, two seminar discussions, a formal team debate, an argumentative essay, and an end of the
unit exam.
Texts
“From Letters to His Son” – Lord Chesterfield
“Letter to Her Daughter” – Lady Mary Wortley Montagu
Frankenstein – Mary Shelley
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 23 of 30
The Strange Case of Dr. Jekyll and Mr. Hyde –Robert Louis Stevenson
William Wilson – Edgar Allan Poe
o Poetry
“From the Prelude: Book I” – William Wordsworth
“The World Is Too Much With Us Late and Soon” – William Wordsworth
“The Garden of Love” – William Blake
“The Tyger” – William Blake
“Darkness” – Lord Byron
Various literary non-fiction texts
Common Assessments:
Poetry Presentations
Socratic Seminars (F & J/H)
Unit Exam (Neo/Ro)
Team Debate
Argumentative Essay
Unit Exam (F & J/H)
Priority CC Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text (RL.9-10.1).
Determine a theme or central idea of a text and analyze in detail 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 (RL.9-10.2).
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme
(RL.9-10.3).
Analyze the representation of a subject or a key scene in two different artistic mediums, including
what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and
Breughel's Landscape with the Fall of Icarus) (RL.9-10.7).
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text (RI.9-10.1).
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 (RI.9-10.2).
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence (W.9-10.1).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 24 of 30
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content (W.9-10.2).
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1-3 above) (W.9-10.4).
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. (Editing for conventions should demonstrate command of Language standards 1-3 up to
and including grades 9-10 here) (W.9-10.5).
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology's capacity to link to other information and to
display information flexibly and dynamically (W.9-10.6).
Draw evidence from literary or informational texts to support analysis, reflection, and research
(W.9-10.9).
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others'
ideas and expressing their own clearly and persuasively (SL.9-10.1).
o Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas (SL.9-
10.A).
o Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed (SL.9-10.B).
o Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions (SL.9-10.C).
o Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding
and make new connections in light of the evidence and reasoning presented (SL.9-10.D).
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted evidence (SL.9-10.3).
Supporting CC Standards:
Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal
tone) (RL.9-10.4).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 25 of 30
Analyze how an author's choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise (RL.9-10.5).
Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature (RL.9-10.6).
Analyze how an author draws on and transforms source material in a specific work (e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play
by Shakespeare) (RL.9-10.9).
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at
the high end of the grades 9-10 text complexity band independently and proficiently (RL.9-
10.10).
Analyze how the author unfolds an analysis or series of ideas or events, including the order in
which the points are made, how they are introduced and developed, and the connections that are
drawn between them (RI.9-10.3).
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper)
(RI.9-10.4).
Analyze in detail how an author's ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter) (RI.9-10.5).
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-
10 text complexity band independently and proficiently (RI.9-10.10).
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create
an organization that establishes clear relationships among claim(s), counterclaims, reasons, and
evidence (W.9-10.1.A).
o Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing
out the strengths and limitations of both in a manner that anticipates the audience's
knowledge level and concerns (W.9-10.1.B).
o Use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims (W.9-10.1.C).
o Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing (W.9-10.1.D).
o Provide a concluding statement or section that follows from and supports the argument
presented (W.9-10.1.E).
Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension (W.9-10.2.A).
o Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the
audience's knowledge of the topic (W.9-10.2.B).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 26 of 30
o Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts (W.9-10.2.C).
o Use precise language and domain-specific vocabulary to manage the complexity of the
topic (W.9-10.2.D).
o Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing (W.9-10.2.E).
o Provide a concluding statement or section that follows from and supports the information
or explanation presented (e.g., articulating implications or the significance of the topic)
(W.9-10.2.F).
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 tasks, purposes, and audiences (W.9-
10.10).
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task (SL.9-10.4).
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and to
add interest (SL.9-10.5).
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grades 9-10 Language standards 1 and 3here for specific
expectations) (SL.9-10.6).
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking (L.9-10.1).
o Use parallel structure (L.9-10.1.A)
o Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to writing or presentations (L.9-10.1.B).
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing (L.9-10.2).
o Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses (L.9-10.2.A)
o Use a colon to introduce a list or quotation (L.9-10.2.B).
o Spell correctly (L.9-10.2.C).
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 9-10 reading and content, choosing flexibly from a range of strategies (L.9-10.4).
o Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position
or function in a sentence) as a clue to the meaning of a word or phrase (L.9-10.4.A).
o Identify and correctly use patterns of word changes that indicate different meanings or
parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy) (L.9-10.4.B).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 27 of 30
o Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning, its part of speech, or its etymology (L.9-10.4.C).
o Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary) (L.9-10.4.D).
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings (L.9-10.5).
o Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role
in the text (L.9-10.5.A)
o Analyze nuances in the meaning of words with similar denotations (L.9-10.5.B)
Acquire and use accurately general academic and domain-specific 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 (L.9-10.6).
Unit 8: Drama and Humanism Movement
Description of Unit 8: Finishing off this survey of the evolution of literature, students will end
the year reading Henrik Ibsen’s play A Doll’s House in order to comprehend the impact of
Humanism on literature and society. With Humanism’s emphasis on the individual and the value and
agency of human beings, individually and collectively, Ibsen’s play highlights individual wants and needs
in conflict with societal expectations and frames the ideology that shaped modern literature. Students will
be formally assessed on the unit’s learning targets through a seminar discussion.
Texts:
The Doll’s House by Henrik Ibsen
Common Assessments:
Socratic Seminar
Priority CC Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text (RL.9-10.1).
Determine a theme or central idea of a text and analyze in detail 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 (RL.9-10.2).
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme
(RL.9-10.3).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 28 of 30
Draw evidence from literary or informational texts to support analysis, reflection, and research
(W.9-10.9).
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others'
ideas and expressing their own clearly and persuasively (SL.9-10.1).
Come to discussions prepared, having read and researched material under study; explicitly draw
on that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas (SL.9-10.A).
Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines,
and individual roles as needed (SL.9-10.B).
Propel conversations by posing and responding to questions that relate the current discussion to
broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify,
or challenge ideas and conclusions (SL.9-10.C).
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement,
and, when warranted, qualify or justify their own views and understanding and make new
connections in light of the evidence and reasoning presented (SL.9-10.D).
Supporting CC Standards:
Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal
tone) (RL.9-10.4).
Analyze how an author's choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise (RL.9-10.5).
Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature (RL.9-10.6).
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at
the high end of the grades 9-10 text complexity band independently and proficiently (RL.9-
10.10).
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-
10 text complexity band independently and proficiently (RI.9-10.10).
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 tasks, purposes, and audiences (W.9-
10.10).
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task (SL.9-10.4).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 29 of 30
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grades 9-10 Language standards 1 and 3here for specific
expectations) (SL.9-10.6).
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking (L.9-10.1).
o Use parallel structure (L.9-10.1.A)
o Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to writing or presentations (L.9-10.1.B).
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing (L.9-10.2).
o Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses (L.9-10.2.A)
o Use a colon to introduce a list or quotation (L.9-10.2.B).
o Spell correctly (L.9-10.2.C).
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 9-10 reading and content, choosing flexibly from a range of strategies (L.9-10.4).
o Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position
or function in a sentence) as a clue to the meaning of a word or phrase (L.9-10.4.A).
o Identify and correctly use patterns of word changes that indicate different meanings or
parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy) (L.9-10.4.B).
o Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning, its part of speech, or its etymology (L.9-10.4.C).
o Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary) (L.9-10.4.D).
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings (L.9-10.5).
o Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role
in the text (L.9-10.5.A)
o Analyze nuances in the meaning of words with similar denotations (L.9-10.5.B)
Acquire and use accurately general academic and domain-specific 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 (L.9-10.6).
Fremont County School District #1
Lander, Wyoming 82520
Course Name: 10th Grade Honors Language Arts
FCSD1 Syllabus: Approved May 2014, Page 30 of 30
Student and/ or Parent Signature:
I have read and understood the requirements and content of 10th Grade Honors Language Arts.
Parent: ________________________________ Student: ____________________________