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1 1 of 6 9/22/ :24 AM Map: English 10H Grade Level: 10 School Year: Author: Jonathan Bond District/Building: Minisink Valley CSD/High School Created: 10/08/2008 Last Updated: 03/23/2009 << Refresh Map Content << Printable Version

2 2 of 6 9/22/ :24 AM What is the individual's role in society? What is the difference between relative and objective morality? What influence do dreams have in our lives? What are the psychological effects of guilt? What is redemption? How do people attain it? What is an epiphany? What is an epic? What are the qualities of an epic hero? What does the Epic of Gilgamesh state about Mesopotamian culture? What commonalities are there between the Epic of Gilgamesh and the Bible? What do both David and Goliath represent? What is an allegory? What is symbolic landscape? Crime and Punishment "Epic of Gilgamesh" "David and Goliath" Lord of the Flies Students will be able to analyze quotes for elements of theme and characterization. Students will discuss how the epic form/medium has changed. Students will differentiate between an ancient epic hero and a modern day epic hero. Students will interpret an excerpt from Nietzche's philosophy of the superman and relate it to Crime and Punishment. Students will be able to define and identify allegory and symbolic landscape. the parts of speech. Crime and Punishment Essay Vocabulary Quiz Parts of Speech Quiz Group Activity (Epics) ELA2-10.R.9 ELA2-10.R.9 ELA1-10.R.5 ELA1-10.R.8 ELA3-10.R.3 ELA4-10.R.1 ELA4-10.R.2 ELA1-10.L.5 ELA1-10.S.4 ELA3-10.L.6 ELA4-10.S.1 What are the parts of speech? Warriner's Chapter 1: Parts of Speech [Click to Edit] Vocabulary Workshop Units 1-2 What is the nature of humanity? What is the "Beast"? What is honor? How is the Greek epic hero different from the Mesopotamian epic hero? What are Homer's perceptions of anger and human suffering? What is an epic simile? What is a code of ethics? Finish Lord of the Flies Read excerpts from Leviathan by Hobbes and a speech by Rousseau Read Books 1, 6, 18, 22, and 24 of The Iliad Vocabulary Workshop Units 3-4 Warriner's Grammar Chapter 2 Students will be able to differentiate between two distinct philosophies of human nature. Students will be able to apply the philosophies of both Hobbes and Rousseau to Lord of the Flies. Students will analyze character development in relation to allegory in Lord of the Flies. Students will compare/contrast both Achilles and Hector in The Iliad. an epic simile. Students will read The Iliad as an anti-war poem. Students will be able to define and identify a paradox. the different types of figurative language. Human Nature Essay Vocab. Quizzes Parts of Sentence Quiz ELA1-10.R.3 ELA1-10.R.4 ELA1-10.R.8 ELA2-10.R.8 ELA2-10.R.9 0 ELA2-10.W.3 ELA3-10.R.1 ELA3-10.L.4 ELA3-10.L.2 ELA4-10.R.1 ELA4-10.R.2 Students will be able to analyze images for deeper contextual meaning. subject/verbs, predicate adjectives/nominatives, and direct/indirect objects. [Click to Edit] What is the role of government in any culture/society? What is propaganda? What is a dystopia? What is the difference between capitalism, communism, and socialism? 1984 Warriner's (Fourth Course) Chapter 3: Phrases Vocabulary Workshop Level E (Units 5-6) Students will analyze and evaluate different forms of government in relation to 1984 Students will be able to define dystopia. and analyze propaganda. Students will analyze 1984 (test essay/project) Create a Haiku Phrase Quiz Unit 5-6 Vocabulary Quizzes ELA1-10.R.3 ELA1-10.W.4 ELA1-10.L.2

3 3 of 6 9/22/ :24 AM What is the relationship between Soviet Russia and Big Brother's government in 1984? Is 1984 accurate to the modern world? sophisticated methods of control in a totalitarian state in relation to and write appositive, participial, infinitive, and gerund phrases. ELA3-10.R.8 [Click to Edit] ELA3-10.L.2 How did the French revolution show aspects of both love and hatred? What is the cause of hatred? What are the qualities of love? What is the role of a nation? A Tale of Two Cities Vocabulary Workshop Level E: Units 7 8 Warriner's Grammar Fourth Course: Chapter 3: Phrases, cont. Students will be able to examine the meaning of love. Students will examine the causes and consequences of hatred and revenge. Students will discuss the role of a nation to the individual in relation to Tale. the the different types of figurative language (paradox, metaphor, personification, etc.) and analyze passages for fig. language. A Tale of Two Cities (Test/Essay) Vocabulary Quizzes Clause Quiz ELA1-10.L.3 ELA1-10.L.5 ELA2-10.W.1 Students will begin to "read" images and interpret meaning. the four types of sentences. the role of a subordinate clause in a sentence. What is the American dream? What is the value of friendship vs. the effects of loneliness? What are the effects of discrimination? Of Mice and Men Grammar Chapter 4: The Clause Vocabulary Review Midterm Review and analyze the examples of symbolism and foreshadowing in Of Mice and Men. Students will compose and present speeches on the relevance of the literature we read in the first semester. Students will review Sept.-Jan. for the midterm. Of Mice and Men (quote test) Speeches Midterm ELA1-10.S.2 ELA2-10.R.8 ELA3-10.W.1 ELA4-10.R.3 What is innocence, and how is it lost? What pressures are placed on teens in the modern world, and how do they differ from the pressures placed on Holden Caulfied in Catcher in the Rye? What is cultural conformity? What is research? How do I avoid plagerism? What is an epic? What is the significance/relevance of The Aeneid to the modern day student? Catcher in the Rye by JD Salinger Research Manual The Aeneid by Virgil and explain the symbols in Catcher. Students will be able to analyze the characters in the novel and discuss their relevance in terms of character types to fellow teens. Students will discuss the relevance of the novel to the modern world. Students will find sources on their research topic. Students will create a thesis statement. specific characters/gods from The Aeneid. Comprehension Quizzes Catcher Quote test Thesis Statement Works Cited Page ELA1-10.R.1 ELA1-10.R.4 ELA1-10.R.5 ELA1-10.R.8 ELA1-10.W.1 ELA1-10.W.5 ELA1-10.W.6 ELA2-10.R.5 ELA4-10.L.5

4 4 of 6 9/22/ :24 AM What makes The Aeneid and The Divine Comedy classical works? Is punishment necessary to alter negative behavior? Does Dante provide an objective view of Hell in "The Inferno"? What is a tragedy? What was the purpose of tragedy in ancient Greece? What is a catharsis? The Aeneid by Virgil The Divine Comedy by Dante Aligheri Macbeth by William Shakespeare Students will create an epic poem based on a classroom activity. Students will utilize poetic devices into their epic. Students will act out Macbeth in front of the class. Students will be able to apply vocabulary words from Units Epic Poem Epic Test Vocabulary Quizzes ELA1-10.W.6 ELA1-10.W.4 ELA2-10.R.5 ELA2-10.R.8 ELA2-10.W.1 ELA4-10.L.5 ELA4-10.S.4 What is a tragic hero? tragic flaw? Shakespearean Sonnets [Click to Edit] Notecards for Research Paper due Vocabulary Workshop Level E [Click to Edit] What is ambition and when is it taken too far? What makes people evil? What are the effects of guilt? Macbeth by William Shakespeare Begin A Streetcar Named Desire Students will analyze and paraphrase Shakespearean language. poetic devices in Shakespeare's language. Macbeth Quizzes and test Macbeth Essay ("Time") Vocabulary Quizzes ELA3-10.R.3 ELA3-10.R.8 ELA4-10.R.3 ELA4-10.W.4 Vocabulary Workshop [Click to Edit] Research Paper Due What is marriage? What defines a successful marriage/relationship? A Streetcar Named Desire by Tennessee Williams Warriner's English Grammar and Composition: Fourth Course Chapters 7-9 Students will select last work of literature. Students will act in front of the class select scenes from A Streetcar Named Desire. Students will be able to use pronouns and verbs correctly. Students will be able to distinguish between the use of adverbs and adjectives. Agreement, Usage and Modifier Test Streetcar Test/Essay sentences with dangling modifiers and correct them. Students will answer questions based on thematic content of elected work of literature. Chosen Work of Literature Warriner's English Grammar and Composition: Fourth Course Vocabulary Workshop: Level E Students will choose and analyze an elected work of literature from either the World Masterpieces text or another offered novel. Students will review works/concepts from the second semester for the final exam. Vocabulary/Grammar Quizzes Regents Essay (Comparative Genre) Research Paper Revisions ELA1-10.W.4 ELA2-10.R.5 ELA3-10.R.4 ELA3-10.S.5 ELA4-10.R.2 ELA4-10.L.5 ELA4-10.S.1 Key to Standards used in this Map ELA1-10.R.1 [1 occurrence] - ELA Standard 1 - Reading Strand - Performance Indicator 10.R.01 - locate and use school and public library resources for information and research - set purpose for reading by asking questions about what they need to know for their research ELA1-10.R.3 [2 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 10.R.03 - read and follow written directions and procedures to solve problems and accomplish tasks - use workplace documents ELA1-10.R.4 [2 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 10.R.04 - skim texts to gain an overall impression and scan texts for particular information - focus on key words/phrases to generate questions

5 5 of 6 9/22/ :24 AM ELA1-10.R.5 [2 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 10.R.05 - identify and evaluate the reliability and validity of informational sources ELA1-10.R.8 [3 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 10.R.08 - analyze information from different sources, making connections and showing relationships to other texts, ideas, and subjects - employ a range of post-reading practices to think about new learning and plan further learning [9 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 10.R.01 - read, view, and interpret texts and performances in every medium (e.g., short stories, novels, plays, film and video productions, poems, and essays) from a wide variety of authors, subjects, and genres - build background by activating prior knowledge through questioning what they already know about the form in which the story is presented and the period in which it was written [9 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 10.R.02 - read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives [5 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 10.R.03 - read literary criticism to increase comprehension and appreciation of literary texts, with assistance [8 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 10.R.04 - recognize how authors use tone to express their ideas or an attitude toward the subject matter or the audience ELA2-10.R.5 [3 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 10.R.05 - distinguish between different forms of poetry, such as sonnet, lyric, elegy, narrative, epic, and ode, and recognize how the author uses poetic form to convey message or intent [4 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 10.R.07 - read literary texts aloud to convey an interpretation of the work [Grade 10] ELA2-10.R.8 [3 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 10.R.08 - interpret literary texts on the basis of an understanding of the genre and the literary period ELA2-10.R.9 [3 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 10.R.09 - interpret multiple levels of meaning and subtleties in text 0 [1 occurrence] - ELA Standard 2 - Reading Strand - Performance Indicator 10.R.10 - recognize relevance of literature to contemporary and/or personal events and situations ELA3-10.R.1 [1 occurrence] - ELA Standard 3 - Reading Strand - Performance Indicator 10.R.01 - form opinions and make judgments about the validity of persuasive texts [5 occurrences] - ELA Standard 3 - Reading Strand - Performance Indicator 10.R.02 - generate a list of significant questions to assist with analysis of text [Grade 10] ELA3-10.R.3 [2 occurrences] - ELA Standard 3 - Reading Strand - Performance Indicator 10.R.03 - analyze and evaluate nonfiction texts, including - determine the writer s perspectives, purposes, and intended audiences - determine the reliability and significance of information - recognize the format and its significance to content ELA3-10.R.4 [1 occurrence] - ELA Standard 3 - Reading Strand - Performance Indicator 10.R.04 - analyze and evaluate poetry in order to recognize the use and effect of - sensory imagery - figurative language - verse form [6 occurrences] - ELA Standard 3 - Reading Strand - Performance Indicator 10.R.06 - analyze and evaluate fiction, including - the background in which the text is written - the effect created by the author s tone or mood [5 occurrences] - ELA Standard 3 - Reading Strand - Performance Indicator 10.R.07 - form opinions and make judgments about literary works, by analyzing and evaluating texts from more than one critical perspective, such as cultural and historical ELA3-10.R.8 [2 occurrences] - ELA Standard 3 - Reading Strand - Performance Indicator 10.R.08 - select, reject, and reconcile ideas and information in light of beliefs [Grade 10] [5 occurrences] - ELA Standard 3 - Reading Strand - Performance Indicator 10.R.09 - make judgments about the quality of literary texts and performances by applying personal and academic criteria, such as that found in literary criticism ELA4-10.R.1 [2 occurrences] - ELA Standard 4 - Reading Strand - Performance Indicator 10.R.01 - share reading experiences with a peer or adult; for example, read together silently or aloud, or discuss reactions to texts ELA4-10.R.2 [3 occurrences] - ELA Standard 4 - Reading Strand - Performance Indicator 10.R.02 - consider the age, gender, social position, and cultural traditions of the writer ELA4-10.R.3 [2 occurrences] - ELA Standard 4 - Reading Strand - Performance Indicator 10.R.03 - recognize the types of language (e.g., informal vocabulary, culture-specific terminology, jargon, colloquialisms, and conventions) that are appropriate to social communication ELA1-10.W.1 [1 occurrence] - ELA Standard 1 - Writing Strand - Performance Indicator 10.W.01 - use both primary and secondary sources of information for research ELA1-10.W.4 [3 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 10.W.04 - take notes and organize information from written and oral texts, such as lectures and interviews ELA1-10.W.5 [1 occurrence] - ELA Standard 1 - Writing Strand - Performance Indicator 10.W.05 - use a range of organizational strategies (e.g., clustering, webbing, and mapping) to present information ELA1-10.W.6 [2 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 10.W.06 - define the meaning of and understand the consequences of plagiarism; investigate school policy ELA2-10.W.1 [2 occurrences] - ELA Standard 2 - Writing Strand - Performance Indicator 10.W.01 - write original literary texts - use literary devices, such as figurative language, allegory, irony, symbolism, and stream of consciousness - create multiple levels of meaning, with assistance - use language and sentence structure creatively to elicit the reader s emotional response [6 occurrences] - ELA Standard 2 - Writing Strand - Performance Indicator 10.W.02 - write interpretive and responsive essays of approximately three pages to - express judgments and support them through references to the text, using direct quotations and paraphrase - explain how the author s use of literary devices affects meaning - examine development and impact of literary elements, such as character (protagonist and antagonist), action (conflict, intrigue, suspense, and climax), and setting (locale and time period), in literary texts and performances - compare and contrast the treatment of literary elements in different genres and by more than one author - engage in a variety of prewriting experiences, such as using a variety of visual representations to express interpretations, feelings, and new insights ELA2-10.W.3 [1 occurrence] - ELA Standard 2 - Writing Strand - Performance Indicator 10.W.03 - use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive texts ELA3-10.W.1 [1 occurrence] - ELA Standard 3 - Writing Strand - Performance Indicator 10.W.01 - articulate one or more perspectives, such as one's own and/or those of a special interest group, to summarize arguments on different sides of issues [4 occurrences] - ELA Standard 3 - Writing Strand - Performance Indicator 10.W.02 - develop critiques from more than one perspective, such as historical and cultural ELA4-10.W.4 [1 occurrence] - ELA Standard 4 - Writing Strand - Performance Indicator 10.W.04 - distinguish between the conventions of academic writing and the conventions of and instant messaging ELA1-10.L.2 [1 occurrence] - ELA Standard 1 - Listening Strand - Performance Indicator 10.L.02 - anticipate the speaker s points and assess their validity, with assistance ELA1-10.L.3 [1 occurrence] - ELA Standard 1 - Listening Strand - Performance Indicator 10.L.03 - determine the need for more information for clarification ELA1-10.L.5 [2 occurrences] - ELA Standard 1 - Listening Strand - Performance Indicator 10.L.05 - recognize appropriate voice, tone, and diction [10 occurrences] - ELA Standard 2 - Listening Strand - Performance Indicator 10.L.01 - interpret and respond to texts from a variety of genres, authors, and subjects [5 occurrences] - ELA Standard 2 - Listening Strand - Performance Indicator 10.L.02 - respond to authors reading and discussing their works [5 occurrences] - ELA Standard 2 - Listening Strand - Performance Indicator 10.L.03 - recognize features of literary genres in interpreting and responding to presentations of literary texts [6 occurrences] - ELA Standard 2 - Listening Strand - Performance Indicator 10.L.04 - recognize and respond to historical and contemporary social and cultural conditions in presentation of literary texts ELA3-10.L.2 [2 occurrences] - ELA Standard 3 - Listening Strand - Performance Indicator 10.L.02 - determine points of view and clarify positions ELA3-10.L.4 [1 occurrence] - ELA Standard 3 - Listening Strand - Performance Indicator 10.L.04 - evaluate the expertise and possible bias of the speaker, in order to judge the validity of the content ELA3-10.L.6 [1 occurrence] - ELA Standard 3 - Listening Strand - Performance Indicator 10.L.06 - analyze and evaluate information, ideas, options, issues, themes, and experiences from a range of academic and nonacademic presentations, such as speeches, interviews, and editorials ELA4-10.L.5 [3 occurrences] - ELA Standard 4 - Listening Strand - Performance Indicator 10.L.05 - withhold judgment ELA1-10.S.2 [1 occurrence] - ELA Standard 1 - Speaking Strand - Performance Indicator 10.S.02 - express a point of view, providing supporting facts and details ELA1-10.S.4 [1 occurrence] - ELA Standard 1 - Speaking Strand - Performance Indicator 10.S.04 - ask and respond to probing questions to acquire information [9 occurrences] - ELA Standard 2 - Speaking Strand - Performance Indicator 10.S.01 - describe the features of the genre and the period to interpret and respond to texts

6 6 of 6 9/22/ :24 AM [4 occurrences] - ELA Standard 3 - Speaking Strand - Performance Indicator 10.S.01 - express opinions or make judgments about ideas, information, experiences, and issues in literary, scientific, and historical articles and in advertisements ELA3-10.S.5 [1 occurrence] - ELA Standard 3 - Speaking Strand - Performance Indicator 10.S.05 - respond to constructive criticism ELA4-10.S.1 [2 occurrences] - ELA Standard 4 - Speaking Strand - Performance Indicator 10.S.01 - speak informally with familiar and unfamiliar people, individually and in group settings ELA4-10.S.4 [1 occurrence] - ELA Standard 4 - Speaking Strand - Performance Indicator 10.S.04 - respond respectfully