English 10

Short Fiction and Literary Analysis - 3 weeks

Students will be studying the way that literary techniques are used cohesively to create and maintain a theme as well as work on analytical writing that makes a claim, introduces evidence, and provides commentary.

Julius Caesar and Analytical Writing - 3 weeks

With Julius Caesar, students will study drama and its place in literature, as well as become familiar with some canonized literature with roots in historical events. Students will end the unit with an essay focused on the development of a theme.

Poetry and Analytical Writing - 2 weeks

In this in depth look at poetry, students will analyze, annotate, and appreciate poetry in its many forms.  We will have a strong focus on figurative language and its use by the authors to create vivid writing. Students will use their close reading skills to write analytically about various aspects of poetry

Uncertainty and Change and Literary Analysis - 3 weeks

Students will read a variety of short and long texts focusing on the topics of uncertainty and change and continue to develop more sophisticated literary analysis through their writing.

This Tender Land and Analytical Writing - 4 weeks

Students will read this text and use it to engage in literary analysis, tracking topics as they emerge into themes, and creating their own claim that they support using evidence from the text and their own commentary.

All students are to adhere to rules and expectations set by the Pittsville Student Handbook. In addition:

• Students should arrive to class on time every day ready to give their best effort. This means having all materials as well as a learning-centered mindset.

• Students are expected to be respectful of all people, spaces, and materials.

• Students are expected to actively participate in all aspects of class.

• Students are expected to follow the Academic Integrity Policy

Assessments (including essays, tests, and projects)………………………….……….……..100%

Note:  All other work, while not ‘graded,’ is designed to help students build and practice knowledge and skills that are necessary for the skills being assessed.

RL.1/ RI.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.2/ RI.2 - 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.4 - 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 and informal tone

RI.4 - 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.8 - 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

W.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1. 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. 

2. 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. 

3. 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. 

4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

5.  Provide a concluding statement or section that follows from and supports the argument presented

W.3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 

1. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. 

2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. 

3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. 

4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. 

5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

W.8 - 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 - Draw evidence from literary or informational texts to support analysis, reflection, and research. 

1. Apply grades 9–10 Reading standards to literature (e.g., “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]”). 

2. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “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”).

SL.1 - 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. 

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. 

2. 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. 

3. 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. 

4. 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.4 - 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.