English 10 curriculum

Greensburg Community School Corporation

Curriculum

English 10 CP

Prepared by

Carla Conti Leach

Nichole Haub

Jean Hoffman

June 2006

Greensburg Community Schools

English 10 CP

Mission Statement

The mission of the Greensburg Community School Corporation is to provide and promote lifelong learning through its commitment to quality educational programs that prepare the students to be effective, successful, and responsible citizens. This is to be accomplished in a financially prudent manner.

Greensburg Community Schools

English 10 CP

Narrative Description

This two semester course focuses on the integration of reading, writing, listening, speaking, and critical thinking. Students analyze literary works, speeches, essays, and poetry of World literature. They develop vocabulary through the study of Greek and Latin roots; demonstrate the appropriate use of basic public speaking skills; demonstrate knowledge of the writing process and use of Standard English conventions as tools in developing both written and oral presentations.

Greensburg Community Schools

English 10 CP

Course Concepts and Generalizations

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading and use those words accurately.

Students read and understand grade-level appropriate material. They analyze the organizational patterns and evaluate author’s arguments and positions.

In addition to regular classroom reading, students read a wide variety of classic and contemporary literature, poetry, magazines, newspaper, reference materials, and online information.

Students read and respond to grade level appropriate historically or culturally significant works of literature and conduct in depth analyses of recurrent themes.

Students write coherent and focused texts that show well defined point of view and tightly reasoned argument. The writing demonstrates students’ progression through the stages of the writing process.

Students combine the rhetorical strategies of narration, exposition, persuasion, and description of texts.

Students demonstrate, through their writing, a command of Standard English conventions.

Students deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning.

UNITS/AREA OF STUDY LENGTH OF TIME

1. Vocabulary- Greek & Latin Roots throughout the school year

2. Survey of World Literature throughout the school year

3. Writing throughout the school year

4. Speech Communication throughout the school year

5. Grammar as needed

Greensburg Community Schools

English 10 CP

Unit 1 Plan

Vocabulary – Latin & Greek Roots

Individual Learner Objectives

1. During class, students and teacher discuss the meanings of the vocabulary words.

2. Students are assigned to complete at least two exercises per list

3. Students are encouraged to bring in examples of the vocabulary studied from sources such as newspapers, magazines, and the internet.

4. Students are encouraged to use the words in their own writing when appropriate.

5. Students are encouraged to use the words in their own speaking.

6. Students practice various formats used in standardized tests (SAT; ACT) in order to gain an understanding of those formats.

Unit 1 – Vocabulary Subject Outline

A. Seven to ten units of vocabulary

1. wordlists, which include definition, examples and literal translations of words and phrases

a. definition

b. examples

c. literal translations of words

d. examples used in context

2. Exercises

B. Brief survey of the history of the English Language

Modifications

Modifications of instructional content in this course may include, but are not limited to, the following:

Modified pace

Modified homework assignments

Modified tests

Adaptive equipment

Use of Resource Staff

Other modifications as specified in a student’s IEP

Greensburg Community Schools

English 10 Honors

Unit 2 Plan

Literature

Individual Learner Objectives

Students will:

1. create a project analyzing a novel

2. compare themes across genres

3. read various literary pieces and discuss them orally in class.

4. write in response to what they are reading.

5. utilize literary terms in analyzing entirely new works of literature of a variety of genres.

6. read plays aloud, stage various scenes.

Unit 2 - Subject Outline

I. Literary Genres

A. Short Story

1. Plot

a. exposition

b. complication and rising action

c. climax

d. denouement, resolution, and falling action

e. conclusion

f. conflict

i. internal

ii. external

g. foreshadowing

h. suspense

i. surprise

English 10 CP

Unit 2 Plan

Literature

2. Character

a. protagonist

b. antagonist

c. methods of characterization

3. Theme

4. Point of View

a. first person

b. third person

c. omniscient

d. limited omniscient

e. objective (camara)

5. Symbolism

6. Tone

7. Irony

8. Satire

B. Poetry

2. Imagery

3. Figurative Language

a. simile

b. metaphor

c. personification

d. hyperbole

e. allusion

4. Rhyme

a. exact

b. internal

c. approximate

d. determining rhyme scheme

5. Rhythm

6. Sound Devices

a. onomatopoeia

b. alliteration

c. assonance

d. consonance

8. Symbolism

9. Lines

a. end-stopped

b. run-on

10. Stanzas

11. Types of Poems

English 10 CP

Unit 2 Plan

Literature

C. Drama

1. tragedy

2. irony

3. blank verse

4. Elizabethan

5. dialect

6. pun

7. soliloquy

8. aside

9. anachronism

10. chorus

11. prologue

12. epilogue

D. Nonfiction

2. descriptive essay

3. narrative essay

4. expository essay

5. argument/persuasive essay

6. personal essay

7. subjective

8. objective

E. Novel

Modifications

Modifications of instructional content in this course may include, but are not limited to, the following:

Modified pace

Modified homework assignments

Modified tests

Adaptive equipment

Use of Resource Staff

Other modifications as specified in a student’s IEP

Greensburg Community Schools

English 10 CP

Unit 3 Plan

Writing

Individual Learner Objectives

1. Students use writing to record personal experiences.

2. Students use writing for real life purposes, including business letters and work related writing.

3. Students use persuasive techniques in their writing.

4. Students write responses to open ended questions.

5. Students use descriptive writing skills to explain processes and give instruction.

6. Students use technology to create documents.

7. Students use appropriate research and citation techniques to create documents.

Unit 3 Subject Outline

I. Five-Step Writing Process

A. Prewriting

B. Drafting

C. Revising

1. use of transitions

2. choosing better words

3. use of sentence combining

D. Editing

E. Presenting

II. Autobiographical Writing

A. Journals

B. Book

III. 5 Paragraph Essay Revisited

A. Introduction

B. Body

C. Conclusion

English 10 CP

Unit 3 Plan -Writing

Subject Outline

IV. Responses to Literature

A. Write in complete sentences.

B Write enough to fill ¾ of given lines.

C. Answer the question asked.

D. Mechanics

E. Support your answer with facts, info from the reading.

V. Expository Writing

A. Cause/Effect

B. Comparison/Contrast

C. Problem/Solution

VI. Persuasive Writing

A. Providing appropriate background information on topic

B. Formation of thesis statement

C. Determining pros and cons

D. Determining appropriate order of pro points

E. Matching of con points to pro points

F. "Putting meat on the bones" of middle paragraphs

1. use of experiences of individuals

2. use of statistics

3. use of expert opinion

G. Use of transitions to move from one paragraph to the next

H. Correct use of con points

I. Restatement of thesis statement at beginning of conclusion

J. Conclusion.

VII. Poetry

A. Students write poems, choosing from the variety of types studied

B. Students write an analysis of a newly encountered poem, demonstrating their understanding of the elements of poetry

Greensburg Community Schools

English CP 10

Subject Outline – Unit 3

VIII. Research Paper

A. Methods of research

B. Structure of paper

1. decision on order of information gathered

2. determining appropriate materials for introduction

3. determining appropriate materials for body

4. determining appropriate materals for conclusion

Modifications

Modifications of instructional content in this course may include, but are not limited to, the following:

Modified pace

Modified homework assignments

Modified tests

Adaptive equipment

Use of Resource Staff

Other modifications as specified in a student’s IEP

Greensburg Community Schools

English 10 CP

Unit 4 Plan

Speech Communication

Individual Learner Objectives

Students will:

research, organize, and deliver a speech,
create an outline
analyze a speaker’s purpose and point of view
analyze the strategies used by the media to inform and persuade
work productively in groups

Subject Outline

A. 5 Steps To Giving a Speech

1. Choosing a Topic

2. Researching

3. Outlining

4. Rehearsing

5. Delivering

B. Famous Speeches

1. Techniques used

2. Principles of Persuasion

3. Historical Context

Modifications

Modifications of instructional content in this course may include, but are not limited to, the following:

Modified pace

Modified homework assignments

Modified tests

Adaptive equipment

Use of Resource Staff

Other modifications as specified in a student’s IEP

Greensburg Community Schools

English 10 CP

Unit 5 Plan

Grammar

Individual Learner Objectives

Students apply grammar rules to sample sentences

Students do homework assignments from the grammar textbook

Students do some of homework assignment during class, allowing them a chance to ask questions about trouble spots before continuing with the remainder of the assignment.

Students are assigned to ask for further explanation of any items in homework with which they had problems.

Students exhibit knowledge of grammar studied in their own writing, in their own speaking, and in proofreading the papers of other students as well as in recognizing errors in newspapers, magazines, internet sources, and other areas involving communications skills.

Students bring in examples of grammar errors they detect in newspapers, magazines, and internet sources.

Subject Outline

I. Review of Freshman Grammar

A. capitalization

B. punctuation

C. abbreviations

D. numbers

II. Verbs

A. Verb Conjugation

B. Recognition of Infinitives

C. Recognition of Verb Tenses

D. Consistency of Verb Tenses in Writing

E. Active Voice Verbs

F. Passive Voice Verbs

G. Indicative Mood

H. Subjunctive Mood

English 10 CP

Unit 5 Plan -Grammar

III. Phrases

A. Definition of phrases as "group of words without subject and verb"

B. Prepositional phrases

C. Infinitive phrases

D. Appositive phrases

E. Participial phrases

F. Gerundial phrases

G. Use of commas with phrases

H. Recognition of lone phrases as sentence fragments

IV. Subject-Verb Agreement

A. Determining of correct subject-verb agreement via eliminating phrases

B. Tricky subject-verb agreement involving collective nouns

C. Tricky subject-verb agreement involving singular pronouns, plural pronouns, and sometimes singular/sometimes plural pronouns

V. Clauses

A. Definition of clauses as "group of words with subject and verb"

B. Independent clauses

1. methods of joining independent clauses: comma followed by coordinating conjunction or semi-colon.

2. identification of subject and verb NOT used with subordinating conjunction

3. recognition of conjunctive adverbs

4. recognition of incorrectly joined independent clauses as run-on sentences

C. Dependent clauses (subordinating clauses)

1. recognition of subordinating conjunctions

2. recognition of lone dependent clauses as sentence fragments

3. methods of joining dependent clauses to independent clauses

a. correct use of subordinating conjunctions

b. correct use of conjunctive adverbs

c. adverb clauses

i. movable from beginning of sentence to end and vice versa

ii. if at beginning of sentence, should be followed by a comma

d. adjective clauses

f. noun clauses

D. Types of sentences

1. Simple (one independent clause)

2. Compound (two or more independent clauses)

3. Complex (one independent clause and one or more dependent clauses)

4. Compound-Complex (two or more independent clauses and one or more dependent clauses)

5. Correct punctuation in joining clauses of all types to each other.

English 10 CP

Unit 5 Plan -Grammar

VI. Pronoun-Antecedent Agreement

A. Identifying the number of tricky pronouns

B. Identifying the number of collective nouns and pronouns referring back to them

C. Isolating pronouns and antecedents via eliminating prepositional phrases and infinitives

VII. Modifiers

A. Degrees of Adjectives and Adverbs

1. Positive

2. Comparative

3. Superlative

B. Misplaced Modifiers

C. Dangling Modifiers

VIII. Usage Glossary

Modifications

Modifications of instructional content in this course may include, but are not limited to, the following:

Modified pace

Modified homework assignments

Modified tests

Adaptive equipment

Use of Resource Staff

Other modifications as specified in a student’s IEP