Course: English 10 sdaie 1st Quarter



Download 191.73 Kb.
Date08.12.2018
Size191.73 Kb.

Culver City High School

Curriculum Planning



Course: English 10 SDAIE

1st Quarter

Timeline

(Weeks)

Standard

# CST Questions

Original Language (standards)

Student Friendly Language (standards)

Textbook Alignment

Suggested Projects

or Activities



RC 2.7

4

Critique the logic of functional documents by examining the sequence of information and the procedures in anticipation of possible reader misunderstandings.


I can evaluate functional documents looking for logical order of information.





Cell phone instructional manual; work place documents



RL 3.3

2

Analyze interactions between main and subordinate characters in a literary text [e.g., internal and external conflicts, motivations, relationships, influences] and explain the way those interactions affect the plot.


I can analyze the interactions between major and minor characters and explain how those interactions affect the plot.


Conflict p. 32-34, 41, 43, 66, 69, 78, 143, 519, 632-633, 860, 997, 1003

T-charts



RL 3.9

1

Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.


I can recognize how the author uses techniques to enhance characterization, tone, plot, and believability of the text.

Pt of view p. 130, 246, 259, 262-263, 1003

Tone p. 87, 262-263, 375








WC 1.4

3

Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.


I can spell correctly, write neatly and use correct capitalization and punctuation.


p. 1021-1064

various lessons



Interactive Notebooks

Aligned with CAHSEE

Enhance text with “mini-lessons” as needed




WC 1.3

3

Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction and syntax.

I can use correct: subject verb agreement, word choice, sentence structure (fragment vs. complete sentence), and formal English usage (academic writing).

See above and

word choice – p. 80, 112, 352, 382, 590, 603, 757, 998



Memoir diction activity

“Voice” Handbook - syntax





WS 1.1

3

Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.


I can write a clear, thoughtful thesis and maintain a consistent tone and focus throughout a piece of writing.

Tone – p. 382, 494, 537, 567, 753; voice – p. 87, 375, 544



Jane Shaffer method



WS 1.2

3

Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice.

I can use precise or clear language, including action verbs, sensory details (relating to the 5 senses), appropriate modifiers (descriptive words), and active rather than passive voice.


p. 221, 1028

Edit/Revision activities

Teacher Modeling on LCD





WS 1.4

2

Develop the main ideas within the body of the composition through supportive evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions)

I can develop main ideas with supportive evidence. (Concrete detail)

Persusasive p. 85, 492; expository 164, 585, 986; evaluation 333, narrative 385, research 448, Lit response 240, 618

Graphic organizers



RW 1.1

n/a

Identify and use the literal and figurative meanings of words and understand word derivation.

I can identify and use the literal (dictionary definition) and figurative meaning of words and understand how a word originated (roots, prefixes, suffixes).

Connotation p. 68, 181, 467, 486, 520, 525, 542, 997

Vocabulary program

Poetry Reader’s Toolkit

Word Walls





RL 3.12

n/a

Analyze the way in which a work of literature is related to the themes and issues of its historical period [Historical Approach]

I can analyze the way in which a work of literature is related to the themes and issues of its historical period.




Night

Holocaust websearch



























RW 1.1

5

Identify and use the literal and figurative meanings of words and understand word derivation.

I can identify and use the literal (dictionary definition) and figurative meaning of words and understand how a word originated (roots, prefixes, suffixes).

Connotation p. 68, 181, 467, 486, 520, 525, 542, 997

Vocabulary program

Poetry Reader’s Toolkit

Word Walls





RW 1.2

2

Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.

I can tell the difference between the denotative (dictionary definition) and connotative (associations) meanings of words and interpret the power of word associations (connotation).

Connotation p. 68, 181, 467, 486, 520, 525, 542, 997

Vocabulary program

Poetry Reader’s Toolkit

Word Walls



2ndQuarter

Timeline

(Weeks)

Standard

# CST Questions

Original Language (standards)

Student Friendly Language (standards)

Textbook Alignment

Suggested Projects

or Activities



RW 1.1

n/a

Identify and use the literal and figurative meanings of words and understand word derivation.

I can identify and use the literal (dictionary definition) and figurative meaning of words and understand how a word originated (roots, prefixes, suffixes).

Connotation p. 68, 181, 467, 486, 520, 525, 542, 997

Vocabulary program

Poetry Reader’s Toolkit

Word Walls




RL 3.12

n/a

Analyze the way in which a work of literature is related to the themes and issues of its historical period [Historical Approach]

I can analyze the way in which a work of literature is related to the themes and issues of its historical period.




To Kill a Mockingbird

Eyes on the Prize/Scottsboro Trials/Story of Emmitt Till (DVD)






RW 1.1

5

Identify and use the literal and figurative meanings of words and understand word derivation.

I can identify and use the literal (dictionary definition) and figurative meaning of words and understand how a word originated (roots, prefixes, suffixes).

Connotation p. 68, 181, 467, 486, 520, 525, 542, 997

Vocabulary program

Poetry Reader’s Toolkit

Word Walls




RW 1.2

2

Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.

I can tell the difference between the denotative (dictionary definition) and connotative (associations) meanings of words and interpret the power of word associations (connotation).

Connotation p. 68, 181, 467, 486, 520, 525, 542, 997

Vocabulary program

Poetry Reader’s Toolkit

Word Walls




RC 2.8

4

Evaluate the credibility of an author’s argument or defense of claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material)

I can evaluate or judge an author’s credibility on an issue by commenting on the author’s use of commentary (opinions) and concrete details (evidence) to establish his/her position. I will consider how the author’s intent affects his/her use of tone.

Persuasive p. 85, 492,

“I Have a Dream” by MLK

Various speeches by FDR

TKAM journal article castigating the novel




RL 3.4

1

Determine characters’ traits by what characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.

I can determine character traits (personality, habits and physical appearance) by what the characters say about themselves in narration, dialogue, dramatic monologue and soliloquy.




TKAM characterization charts




RL 3.7

2

Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.


I can identify and explain the effect of literary devices including figurative language (imagery, allegory and symbolism).

Figures of speech/ literary terms p. 506-507, 995-1006

Teacher generated mini-lessons for TKAM




WC 1.2

3

Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses).

I can build simple, compound, complex, compound-complex sentences and use parallel structure, consistent verb tenses, modifiers, and active vs. passive voice.


Sentence structures 1034 - 1046

Parts of speech 1021 – 1025

Active/passive voice p. 1028


Sentence structures in conjunction with vocab program

Sentence Puzzles






WS 1.9

6

Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.


I can revise writing to improve logic, coherence, organization, tone, purpose, and formality.





TKAM character or theme analysis essay

Revision/Editing activities – provided by teacher






WS 1.6

n/a

Integrate quotations and citations into a written text while maintaining the flow of ideas.

I can integrate quotations and citations into written text while maintaining the flow of ideas.

p. 240 - 244

TKAM analysis essay

MLA handbook




3rd Quarter

Timeline

(Weeks)

Standard

# CST Questions

Original Language (standards)

Student Friendly Language (standards)

Textbook Alignment

Suggested Projects

or Activities




RC 2.4

2

Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.

I can blend the information from several sources or pieces of work from one author on one topic; put ideas into my own words and match my ideas to a related topic to demonstrate my understanding.




GOAL FOR 2010-2011




RL 3.5

2

Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.

I can compare works that express a universal (common) theme.




Midsummer Night’s Dream & various art and poetry relating to themes in play




RL 3.2

2

Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic.

I can compare and contrast a similar theme or topic from different genres and explain how the genre affects the theme or topic.




Midsummer Night’s Dream & various art and poetry relating to themes in play





WC 1.1

3

Identify and correctly use clauses, phrases, and the mechanics of punctuation.

I can identify and use the different kinds of clauses, phrases, and sophisticated punctuation (semi-colons, colons, ellipses, hyphens).

Sentence structures 1034 - 1046

Parts of speech 1021 – 1025

Active/passive voice p. 1028


Sentence structures in conjunction with vocab program

Sentence Puzzles






WS 1.3

2

Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources

I can generate and use clear research questions and present evidence from primary and secondary sources.

Research p. 448

MLA Handbook



WS 1.5

2

Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspective found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents)

I can gather information from multiple sources and evaluate their validity.




GOAL FOR 2010-2011




WS 1.7

2

Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., the Modern Language Association Handbook, The Chicago Manual of Style)


I can use MLA format for notes, bibliographies, works cited and parenthetical citations.


Research p. 448

MLA Handbook



RL 3.10

n/a

Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature.

I can identify and describe the function of dialogue, scene designs, soliloquies, asides and character foils in dramatic literature.

Stagecraft p. 683, 890

Shakespeare 762-772



Midsummer



WC 1.5

n/a

Reflect appropriate manuscript requirements including: title page presentation, pagination, spacing and margins, integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations)

I can use the Modern Language Association format correctly: pagination, spacing, margins, parenthetical citations, integration of direct quotes, paraphrasing, etc.





Research Paper


4th Quarter

Timeline

(Weeks)

Standard

# CST Questions

Original Language (standards)

Student Friendly Language (standards)

Textbook Alignment

Suggested Projects or Activities



WS 1.0, 1.1, 1.2, 1.3




Students will write clear, coherent essays using logical development and appropriate diction. Written forms may include persuasion, analysis, expository, compare/contrast, description, and interpretation.

I can write a well-organized, fully-developed essay using good word choice.




Analysis Essay for Catcher in the Rye



WC 1.0, 1.1, 1.2, 1.9




Students will demonstrate a command of standard American English.

I write using correct English.




Essay

Speeches


Vocabulary Program Practice

Cooperative Groups





WS 1.3, 1.4, 1.5, 1.6, 1.7, 1.8




Students will develop presentations by using clear research questions and creative and critical research strategies.

I can create clear questions to guide my research and put together a comprehensive presentation.




Diagnosis of Holden activity



WS 1.3, 1.6, 1.7, 1.9




Students will use systematic strategies to organize and record information.

I can take well-organized notes that are easy for me to use for studying and completing assignments.




Vocabulary Program

Cornell Notes





LS 1.0, 1.1, 1.2, 1.12, 1.13, 1.14




Students will formulate adroit judgment about oral communication.

I can skillfully judge another person’s speech/presentation.




Peer analysis of speeches



LS 1.3 – 1.9, 2.3, 2.6




Students will deliver oral presentations that use standard structural elements of expressive discourse.

I can deliver a structured and clear oral presentation.




GOAL FOR 2010-2011



LS 2.1, 2.3




Students will demonstrate listening skills through retelling information and collaborative work.

I can practice my listening skills by retelling information and working with my peers.




Call and Respond technique

Speech responses



Think-Pair-Share


Share with your friends:


The database is protected by copyright ©sckool.org 2019
send message

    Main page