GLEN RIDGE PUBLIC SCHOOLS
Curriculum Guide
Course
Title: English
10 C.P.
Subject: English
Grade
Level: Grade
10
Department/School: English/Glen
Ridge High School
Duration: Full year
Number
of Credits 5
Prerequisite: English 9 C.P.
Elective
or Required: Required
Author: Stephanie
Pollak
Date Submitted: July
2006
English 10 C.P.
American
literature emphasizes the diversity and cultural richness of the American
experience.
GLEN RIDGE
PUBLIC SCHOOLS
LANGUAGE
ARTS MISSION STATEMENT
In order to pursue interdisciplinary lifelong learning, students need the skills to communicate effectively. Through a challenging, sequential academic curriculum, the Glen Ridge Language Arts Literacy Program provides all students with varied and integrated experiences. The skills of reading, writing, listening, speaking, viewing, presenting, and researching will enable them to effectively participate in school and in society, respectful of various points of views while displaying creative and critical thinking skills.
Goals of the Language Arts
Program
Provided with an
environment that encourages creativity as well as expression of unique feelings
and thoughts, students will:
·
become
competent critical readers who learn to analyze, evaluate, reflect upon and
respond to the ideas of others;
·
approach
reading with an appreciation for a variety of literary styles, genres and
contexts;
·
implement
the writing process including pre-writing, drafting, revising, grammar,
proofreading and publishing;
·
write
in clear, concise, organized language that varies in content and form for
different audiences and purposes;
·
apply
appropriate conventions of spelling, grammar, punctuation and language usage;
·
speak
for a variety of real purposes and audiences;
·
listen
interactively in diverse situations to information from a variety of sources;
·
view,
understand and construct meaning from non-textual sources;
·
gather,
evaluate, synthesize and cite data from a variety of technological sources and
print materials;
·
share,
display and/or publish individual and collaborative products.
·
Students
will read 6-8 literary selections within the curriculum per year, will read
additional core works by grade level, and will complete supplemental reading
outside the curriculum.
Writing:
·
Students
will complete a minimum of 2-3 significant writing assignments per marking
period and weekly forms of writing in a variety of formats.
·
Students
will incorporate literature-based research using MLA format.
All
skills of the New Jersey Core Curriculum Standards for Language Arts Literacy
and the High School Proficiency Assessment are met, exceeded and referenced
throughout the curriculum.
D. Fluency
1.
Read developmentally appropriate
materials at an independent level with accuracy and speed.
2.
Use appropriate rhythm, flow, meter,
and pronunciation when reading.
3.
Read a variety of genres and types
of text with fluency and comprehension.
E. Reading Strategies (before, during, and after reading)
1.
Identify, assess, and apply personal
reading strategies that were most effective in previous learning from a variety
of texts.
2.
Practice visualizing techniques
before, during, and after reading to aid in comprehension.
3.
Judge the most effective graphic
organizers to use with various text types for memory retention and monitoring
comprehension.
F. Vocabulary and Concept Development
1.
Use knowledge of word origins and
word relationships, as well as historical and literary context clues, to
determine the meanings of specialized vocabulary.
2.
Use knowledge of root words to
understand new words.
3.
Apply reading vocabulary in
different content areas.
G. Comprehension Skills and Response to Text
1.
Identify, describe, evaluate, and
synthesize the central ideas in informational texts.
2.
Understand the study of literature
and theories of literary criticism.
3.
Understand that our literary
heritage is marked by distinct literary movements and is part of a global
literary tradition.
4.
Compare and evaluate the
relationship between past literary traditions and contemporary writing.
5.
Analyze how works of a given period
reflect historical and social events and conditions.
6.
Recognize literary concepts, such as
rhetorical device, logical fallacy, and jargon, and their effect on meaning.
7.
Interpret how literary devices
affect reading emotions and understanding.
8.
Analyze and evaluate the
appropriateness of diction and figurative language (e.g., irony, paradox).
9.
Distinguish between essential and
nonessential information, identifying the use of proper references and
propaganda techniques where present.
10.
Differentiate between fact and
opinion by using complete and accurate information, coherent arguments, and
points of view.
11.
Analyze how an author’s use of words
creates tone and mood, and how choice of words advances the theme or purpose of
the work.
12.
Demonstrate familiarity with
everyday texts such as job and college applications, W-2 forms, and contracts.
13.
Read, comprehend, and be able to
follow information gained from technical and instructional manuals (e.g.,
how-to books, computer manuals, or instructional manuals).
H. Inquiry and Research
1.
Select appropriate electronic media
for research and evaluate the quality of the information received.
2.
Develop materials for a portfolio
that reflect a specific career choice.
3.
Develop increased ability to critically
select works to support a research topic.
4.
Read and critically analyze a
variety of works, including books and other print materials (e.g., periodicals,
journals, manuals), about one issue or topic, or books by a single author or in
one genre, and produce evidence of reading.
5.
Apply information gained from
several sources or books on a single topic or by a single author to foster an
argument, draw conclusions, or advance a position.
6.
Critique the validity and logic of
arguments advanced in public documents, their appeal to various audiences, and
the extent to which they anticipate and address reader concerns.
A. Writing as a Process (prewriting, drafting, revising,
editing, post writing)
1.
Engage in the full writing process
by writing daily and for sustained amounts of time.
2.
Use strategies such as graphic
organizers and outlines to plan and write drafts according to the intended
message, audience, and purpose for writing.
3.
Analyze and revise writing to
improve style, focus and organization, coherence, clarity of thought,
sophisticated word choice and sentence variety, and subtlety of meaning.
4.
Review and edit work for spelling,
usage, clarity, and fluency.
5.
Use the computer and word-processing
software to compose, revise, edit, and publish a piece.
6.
Use a scoring rubric to evaluate and
improve own writing and the writing of others.
7.
Reflect on own writing and establish
goals for growth and improvement.
B. Writing as a Product (resulting in a formal product or
publication)
1.
Analyze characteristics, structures,
tone, and features of language of selected genres and apply this knowledge to
own writing.
2.
Critique published works for
authenticity and credibility.
3.
Draft a thesis statement and
support/defend it through highly developed ideas and content, organization, and
paragraph development.
4.
Write multi-paragraph, complex
pieces across the curriculum using a variety of strategies to develop a central
idea (e.g., cause/effect, problem/solution, hypothesis/results, rhetorical
questions, parallelism).
5.
Write a range of essays and
expository pieces across the curriculum, such as persuasive, analytic,
critique, or position paper.
6.
Write a literary research paper that
synthesizes and cites data using researched information and technology to
support writing.
7.
Use primary and secondary sources to
provide evidence, justification, or to extend a position, and cite sources,
such as periodicals, interviews, discourse, and electronic media.
8.
Foresee readers’ needs and develop
interest through strategies such as using precise language, specific details,
definitions, descriptions, examples, anecdotes, analogies, and humor as well as
anticipating and countering concerns and arguments and advancing a position.
9.
Provide compelling openings and
strong closure to written pieces.
10.
Employ relevant graphics to support
a central idea (e.g., charts, graphic organizers, pictures, computer-generated
presentation).
11.
Use the responses of others to
review content, organization, and usage for publication.
12.
Select pieces of writing from a literacy
folder for a presentation portfolio that reflects performance in a variety of
genres.
C. Mechanics, Spelling, and Handwriting
1.
Use Standard English conventions in
all writing, such as sentence structure, grammar and usage, punctuation,
capitalization, and spelling.
2.
Demonstrate a well-developed
knowledge of English syntax to express ideas in a lively and effective personal
style.
3.
Use subordination, coordination,
apposition, and other devices effectively to indicate relationships between
ideas.
4.
Use transition words to reinforce a
logical progression of ideas.
5.
Exclude extraneous details,
repetitious ideas, and inconsistencies to improve writing.
6.
Use knowledge of Standard English
conventions to edit own writing and the writing of others for correctness.
7.
Use a variety of reference
materials, such as a dictionary, grammar reference, and/or Internet/software
resources to edit written work.
8.
Write legibly in manuscript or
cursive to meet district standards.
D. Writing Forms, Audiences, and Purposes (exploring a variety
of forms
1.
Employ the most effective writing
formats and strategies for the purpose and audience.
2.
Demonstrate command of a variety of
writing genres, such as:
·
Persuasive essay
·
Personal narrative
·
Research report
·
Literary research paper
·
Descriptive essay
·
Critique
·
Response to literature
·
Parody of a particular narrative
style (fable, myth, short story)
·
Poetry
3.
Evaluate the impact of an author’s
decisions regarding tone, word choice, style, content, point of view, literary
elements, and literary merit, and produce an interpretation of overall
effectiveness.
4.
Apply all copyright laws to
information used in written work.
5.
When writing, employ structures to
support the reader, such as transition words, chronology, hierarchy or
sequence, and forms, such as headings and subtitles.
6. Compile and synthesize information for everyday and workplace purposes, such as