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Curriculum Map Tenth Grade Literature and Composition

By Katie Martinez,2014-08-20 21:54
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Curriculum Map Tenth Grade Literature and Composition

    Curriculum Map: Tenth Grade Literature and Composition

    stnd1 Nine Weeks 2 Nine Weeks

    BIG Ideas/Enduring Understandings BIG Ideas/Enduring Understandings Students will gain and utilize the knowledge, skills, and processes necessary to use critical analysis in determining Students will produce writing that clearly, logically, and purposefully applies persuasive writing strategies acquired in previous grades and the first nine weeks of the semester by raising the level of critical thinking skills and rhetorical techniques. Students will produce a research paper the theme in a work of literature and using textual evidence to defend that theme through expository and that demonstrates a conceptual understanding of the research process and synthesis of information. Students will practice persuasive process persuasive writing. The focus is mostly on the theme related to the topic of “choices. Students will engage in and timed writing in preparation for the GHSG Writing test to be administered during their eleventh grade year. reading fiction, nonfiction, poetry, and drama and identify how similar themes can be expressed across genres and connect themes to own lives.

    Unit 1: Literature and Writing- Unit 2: Drama and Persuasion Unit 3: Research and Persuasion Unit 4: Persuasion and GHSGT Writing Preparation Expository and Persuasive (5 weeks) (4 weeks) (4 weeks) (5 weeks)

    GPS Standards: GPS Standards: GPS Standards: GPS Standards: ELA10RL 1 (fiction) a, b, c ELA10RL2 a, c, d ELA10RL1 (drama) a-d ELA10RL2 a-e ELA10RL2 a-d ELA10RL3 a-c ELA 10W1a-g ELA10RL3 a, b ELA10RL4 b ELA10RL3 a-c ELA10RL4 a-d ELA10RL4 a-c ELA10W1 a-g ELA10W2 a-h ELA10W1 a, b, c, g ELA10W1 a-g ELA10W2 a-h ELA10W2 a-h ELA10W4 a-e ELA10W3 a-e ELA10W2 (persuasive) a, b, d, e ELA10W3 a-e ELA10W4a-e ELA10LSV 1, 2, 3 ELA10W4 a-e ELA10W4 a-e ELA10LSV 1, 2, 3 *ELA10RC1 (25 Book Standard): Students will be engaged *ELA10RC1 (25 Book Standard): Students will be *ELA10RC1 (25 Book Standard): Students will be *ELA10RC1 (25 Book Standard): Students will be engaged in the reading of texts, in the reading of texts, using a variety of texts with an engaged in the reading of texts, using a variety of engaged in the reading of texts, using a variety of using a variety of texts with an emphasis on nonfiction, throughout the nine week emphasis on nonfiction, throughout the nine week texts with an emphasis on nonfiction, throughout the texts with an emphasis on nonfiction, throughout the period.* period.* nine week period.* nine week period.*

    Essential Questions Essential Questions Essential Questions Essential Questions *How does an author create meaning in a fictional text? *How is a play similar to and different from a *How does an author create meaning in a non-*What characterizes effective persuasive writing? *What reading strategies help us determine meaning novel, short story, or poem? fiction or informational text? *How does a clear, distinctive, and coherent thesis or perspective help contribute to *How does an author of informational from a text? *What are the characteristics of a classical tragedy? the effectiveness of persuasive writing? text/nonfiction use logic, evidence, and *What is textual evidence in literature? *How has drama changed over time (from Greece * How can I determine the most effective organizational structure for a specific rhetorical devices to persuade? *How does a reader analyze and apply examples of to today)? persuasive essay? *How can we use evidence from the text to textual evidence and validate themes in a text? *How are strategies for reading/viewing drama *What skills and strategies will help me exceed when composing a persuasive essay? *How is textual evidence used as supporting detail in different than those for reading other fiction, non-demonstrate our understanding of that text? * How are texts products of or indicative of the literary analysis? fiction, or poetry? time in which they are written? *How are poetry and prose different? How are they the *How is a dramatic work a product of and *How does a reader determine the validity of an same? indicative of the time during which it was written? informational text? *How is literature (fiction, nonfiction, and poetry)a *What lessons may be learned from the reading of product of or indicative of the time in which it was classical and modern drama (didactic literature)? How do persuasive messages, both explicit and implicit, shape our ideas, values, beliefs, and/or written? *How do we use textual evidence to support behaviors? *How is theme evident in both poetry and prose? theme? *How can I use the reading strategies and skills I *How is literature a reflection of life? *How can we use persuasive writing to show *How can we write persuasively in response to understanding of the big ideas & conventions have acquired for researching a specific topic? literature? found in dramatic literature? *How can I most effectively organize and present *Why does my understanding of a poem or other *How do patterns of imagery and symbolism researched information? literary text improve when I talk about it with one or contribute to the unity of action in a classical *How can strategies for argumentation, more people? tragedy? description, narration, and exposition be applied to *How can we use context clues to determine meaning *How are archetypal characters a reflection of research writing? of unfamiliar words? human nature? *What determines an appropriate research *How can we determine word meanings from context? *Why have archetypal patterns been prevalent in question? *How can I incorporate appropriate print *How can appropriate use of grammar and literature throughout history? and multi-media resources into my research? mechanics help or hinder an audience in * Why do people write dramatic literature? * Why do I need to document? understanding or being moved by an argument? * How can we write persuasively in response to * Why are editing and revision crucial components literature? of the research process? *How do writers use the writing process to create *How does application of appropriate conventions well-organized and well-supported responses to lend credibility to research writing? literature? * Why is it important for research writing to conform to appropriate format requirement? *Why should I formulate my research questions prior to conducting research interviews or conferences? *How can I effectively organize and present the results of my research in a multimedia format?

    Skills and Concepts Skills and Concepts Skills and Concepts Skills and Concepts *Develop strategies to improve reading comprehension Compose a persuasive document that conveys ideas clearly and Develop strategies to improve reading Use textual evidence to demonstrate

*Use textual evidence to demonstrate comprehension of comprehension comprehension of informational and effectively for a designated audience fictional texts both orally and in writing, using standard *Use textual evidence to demonstrate media texts Orally present contents of persuasive argument to a designated audience conventions and manuscript form as appropriate comprehension of classical tragedy, both orally and in Read, discuss, and put texts in Use research and technology to support writing *Apply knowledge content vocabulary to analyze parts of writing context Establish and sustain an argument in a logical fashion. or whole stories, poems, and/or novels *Apply knowledge of content vocabulary to analyze Compose a persuasive print and Evaluate the use and manipulation of language for persuasivepurposes *Read, discuss, and put fictional texts in context parts of or an entire classical tragedy or historical play multimedia document that conveys Use rhetorical devices for specific persuasive purposes *Compose a persuasive document that conveys ideas *Read, discuss, and put classical tragedy, modern ideas clearly and effectively for a clearly and effectively for a designated audience drama, and history plays in context designated audience *Identify universal ideas (choices, coming of age, *Connect historical background (setting) and Connect historical background relationships, etc) in a text contemporary context (events at time work was (setting) and contemporary context *Analyze an author’s use of language or style to advance written to meaning) (events at time work was written) to theme *Apply characteristics of classical tragedies to meaning *Theme or meaning of a selection represents a universal determine meaning Evaluate media and persuasive view or comment on life or society *Discern and validate themes in a classical tragedy effects of media *Use technology to identify and analyze archetypes in Evaluate and formulate a response to literature persuasive arguments Evaluate use of and manipulation of language for specific purposes (style & diction) Analyze author’s use of rhetorical devices and features for specific purposes Orally present contents of persuasive argument to a designated audience Sample Tasks: (3)universal connections cluster map, (2)a Sample Tasks: (5) mini-research project, (6) compare Sample Tasks: courtroom closing arguments, Sample Tasks: (3) universal connections cluster map, (17) TIME top 100, (20) using novel idea persuasive writing, (15)planning a persuasive and contrast types of drama, (7) critical analysis role (3)connections cluster map, (11) persuasion in media and documenting sources essay, (8) analysis of sonnets and ballads, (9) timed play, courtroom closing arguments bias, (12) viewing habits and active viewing, (13) thematic compare/contrast, (18) unconventional task proposition for you, (14) logical fallacies, (16) proportional support, (19) personal editorial Content Vocabulary: Content Vocabulary: Content Vocabulary: Content Vocabulary: FICTION: language, style, character development, point of DRAMA: archetype (characters, patterns, symbols), PERSUASIVE WRITING: thesis, rhetorical devices, classical tragedy, history play, modern drama, view, irony- dramatic, situational, verbal, imagery, ethos, logos, pathos, anecdote, argument (causation, PERSUASIVE WRITING: thesis, rhetorical devices, ethos, logos, pathos, anecdote, structure- unity of time, place, and action; tragic symbolism, structures (chronological, in media res, analogy, authority, emotion, and logic), logical fallacy argument (causation, analogy, authority, emotion, and logic), logical fallacy (ad hero, deux ex machina, recognition, reversal, chorus, flashback, frame narrative, archetype, diction, allusion, (ad hominem, false causality, red herring, hominem, false causality, red herring, overgeneralization, bandwagon effect) aside, dramatic irony, verbal irony, theme foreshadow, mood, setting, tone POETRY: (sound) overgeneralization, bandwagon effect) PERSUASIVE WRITING: thesis, argument, rhetorical alliteration, end rhyme, slant rhyme, internal rhyme, RESEARCH: audience, thesis, rhetorical devices, devices, ethos, logos, pathos, anecdote, analogy, consonance, assonance, (form) lyric, narrative, fixed ethos, logos, pathos, anecdote, analogy, bias, evidence forms- ballad, sonnet, blank verse, free verse (figurative research questions, primary source, secondary

    language) personification, imagery, metaphor, extended source, summarize, paraphrase, discrepancy, internal metaphor, simile, synecdoche, hyperbole, citation, works cited, plagiarism, logic, allusion, understatement, paradox purpose

    NONFICTION(PERSUASION): bias, proposition of fact, proposition of value, proposition of problem, proposition of policy POETRY: (sound) alliteration, end rhyme, internal rhyme,

    consonance, assonance, (form) lyric, narrative, fixed forms- ballad, sonnet, (figurative language) personification, imagery, metaphor, simile, synecdoche,

    hyperbole, understatement, paradox PERSUASIVE WRITING: thesis, rhetorical devices, descriptions, facts and statistics, specific example) ethos, logos, pathos, anecdote, analogy, evidence

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