Grade Level & Subject: Honors English 10		Curriculum Map	Year 2004-2005
Calendar	April	May	June
	Fourth Nine Weeks – April - June
Possible Resources	Language of Literature, McDougal Littell, 2003
Nine Weeks Focus	“Witness for the Prosecution “ 871-891 Antigone 1011-1063 Twelve Angry Men drama Our Town drama “A Remembered War” 590-591 “Immigration Census Profile” 182 “Nelson Mandela” 662-663 “Volkswagen Television Ad” 916-917 “To Make a Nation…” 181
Skills/Standards	Acquisition of Vocabulary 1. Define unknown words through context clues and the author’s use of comparison, contrast and cause and effect. 5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies). Reading Process 1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. 2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. 3. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. Reading Applications 1. Identify and understand organizational patterns (e.g., cause-effect, problem-solution) and techniques, including repetition of ideas, syntax and word choice, that authors use to accomplish their purpose and reach their intended audience. 3. Evaluate the effectiveness of information found in maps, charts, tables, graphs, diagrams, cutaways and overlays. 4. Assess the adequacy, accuracy and appropriateness of an author’s details, identifying persuasive techniques (e.g., transfer, glittering generalities, bait and switch) and examples of propaganda, bias and stereotyping. 5. Analyze an author’s implicit and explicit argument, perspective or viewpoint in text. 6. Identify appeals to authority, reason and emotion. 7. Analyze the effectiveness of the features (e.g., format, graphics, sequence, headers) used in various consumer documents (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job-related materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials). 8. Describe the features of rhetorical devices used in common types of public documents, including newspaper editorials and speeches. Reading Applications: Literary Text 1. Compare and contrast an author’s use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies. 2. Analyze the features of setting and their importance in a literary text. 4. Interpret universal themes across different works by the same author or by different authors. 5. Analyze how an author’s choice of genre affects the expression of a theme or topic. 7. Recognize how irony is used in a literary text. 8. Analyze the author’s use of point of view, mood and tone. 9. Explain how authors use symbols to create broader meanings. 11. Explain ways in which an author develops a point of view and style 11 12 Writing Processes 1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. 2. Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). 3. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing. 4. Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure, and point of view) to address purpose and audience. 5. Use organizational strategies (e.g., notes, outlines) to plan writing. 6. Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion, and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. 7. Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure). 8. Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures. 9. Use language, including precise language, action verbs, sensory details and colorful modifiers, and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice. 10. Use available technology to compose text. 11. Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure. 12. Add and delete information and details to better elaborate on stated central idea and more effectively accomplish purpose. 13. Rearrange words, sentences and paragraphs and add transitional words and phrases to clarify meaning and maintain consistent style, tone and voice. 14. Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice. 15. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language. 16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. 17. Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. Writing Applications 2. Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge. 4. Write informational essays or reports, including research that: a. pose relevant and tightly drawn questions that engage the reader. b. provide a clear and accurate perspective on the subject. c. create an organizing structure appropriate to the purpose, audience and context. d. support the main ideas with facts, details, examples and explanations from sources; and e. document sources and include bibliographies. 5. Write persuasive compositions that: a. support arguments with detailed evidence; b. exclude irrelevant information; and c. cite sources of information. 6. Produce informal writings (e.g., journals, notes and poems) for various purposes. Writing Conventions 1. Use correct spelling conventions. 2. Use correct capitalization and punctuation. 3. Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial). 4. Use parallel structure to present items in a series and items juxtaposed for emphasis. 5. Use proper placement of modifiers. Research 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). 4. Evaluate and systematically organize important information, and select appropriate sources to support central ideas, concepts and themes. 5. Integrate quotations and citations into written text to maintain a flow of ideas. Communication: Oral and Visual 1. Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace) in a variety of settings. 5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience. 6. Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response. 8. Deliver informational presentations (e.g., expository, research) that: a. demonstrate an understanding of the topic and present events or ideas in a logical sequence; b. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; c. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution); d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and e. draw from multiple sources, including both primary and secondary sources, and identify sources used. 9. Deliver formal and informal descriptive presentations that convey relevant information and descriptive details.
Assessments