Grade+10


 * Teachers **** : ** (Mrs. Christy Clay)
 * Purpose: **This yearlong course emphasizes a comprehensive study and use of the English language through various applications of Midwestern literature comprehension enhanced by ethically efficient writing.

2. Develop strategies for reading and responding personally and analytically to short stories 3. Determine how ideas, issues, and/or subjects developed in specific short stories apply to your own life 4. Determine similarities and differences between reading stories, poems, and plays 5. Analyze the concepts of "truth" and "imagination" in literature 6. Improve written argument by writing critically about fiction || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: Recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.3.2.a: Apply listening skills needed to summarize and evaluate information given in multiple situations and modalities. 12.3.2.b: Listen and respond to messages by expressing a point of view on the topic using questions, challenges, or affirmations. 12.3.2.c: Listen to and evaluate the clarity, quality, and effectiveness of important points, arguments, and evidence being communicated. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. 12.4.1.f: Gather and share information and opinions as a result of communication with others. || 20 || Literary Elements and vocabulary pertaining to each story || Textbook, Teacher made materials || Notes, Discussion, Text questions || Quizzes & Tests || 2. Practice poetry writing skills such as rhyme, rhyming, descriptive vocabulary. 3. Follow the writing process to create original poetry. 4. Understand how to review and revise their own writing. 5. Use web technology to post original writing online. || 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: Recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. || 15 || Literary Elements || textbook, Poetry Out Loud materials, teacher made materials || reading, discussion, writing, study guides || tests and quizzes, oral interpretation of poem, projects || 2. To read, comprehend, analyze, and critique drama. 3. To develop word analysis skills, fluency and systematic vocabulary. 4. To understand and apply written and oral language conventions. 5. To understand and apply appropriate writing and research strategies. 6. To understand and apply listening and speaking strategies. 7. Identify and discuss the historical events of William Shakespeare’s life and times. 8. Identify and discuss the elements of the Shakespearean theater. 9. Identify and discuss, interpret, analyze, and show an understanding of the elements of the play ‘Julius Caesar’. || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: Recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. || 37 || Literary elements and terms relating to Shakespeare's theater, life, publication and plays || Text, film, study guides || Oral readings, study guide questions, discussion, notes, group work || Quizzes, Tests, and Teacher made projects || 2. Evaluate the cultural and historical context of Greek drama and its role in Greek society 3. Reconstruct the experience of seeing a Greek drama performed and share that experience in an imaginative presentation, performance, and report || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: Recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. || 18 || Literary Elements & Vocabulary relating to play || Text, Film, Study guides || Oral readings, Study guide questions, Discussion, Notes, Group work || Quizzes, Tests, and Teacher made projects || 2. Integrate ideas from more than one work of literature. 3. Summarize and reflect on reading. 4. Recognize and record elements found in the novel. 5. Connect the novel to life in a meaningful way. 6. Assess reading comprehension through factual, interpretive, and evaluative questions. 7. Evaluate interpretations of the novel using textual evidence, personal experience, and knowledge of related literature. || 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.f: Gather and share information and opinions as a result of communication with others. || 20 || Literary Elements and Terms Relating to the period || Novel, Teacher made materials || Discussion, Notes, Project, Lecture, Socratic seminar, Study guides || Quizzes, Test, Project || 2. Recognize the ways in which contemporary American Indian writers draw upon and trans- form the oral tradition in their written texts 3. Generalize about typical themes, concerns, and narrative forms in contemporary American Indian literature 4. Compare the migration legends and creation myths of the European explorers and the Native Americans 5. Sketch out some differences between the values, beliefs, and assumptions of Native North Americans and Europeans at the time of first contact during the fifteenth and sixteenth centuries || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: Recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.3.2.a: Apply listening skills needed to summarize and evaluate information given in multiple situations and modalities. 12.3.2.b: Listen and respond to messages by expressing a point of view on the topic using questions, challenges, or affirmations. 12.3.2.c: Listen to and evaluate the clarity, quality, and effectiveness of important points, arguments, and evidence being communicated. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. 12.4.1.f: Gather and share information and opinions as a result of communication with others. || 14 || Literary Elements and Terms Relating to the Period/ Culture || Text, Teacher made materials, Literature in History || discussion, questions, notes, project, || Quizzes, Test, Project || a. Immigrant rights b. Workplace exploitation c. Urban poverty d. Race e.Culture f. Individual and Corporate Identity formation g. Challenges faced by immigrant youth in school, family, and peer relations 2. Make complex and abstract inferences by synthesizing fictional plot information and judging it against factual documentation simultaneously along the lines of these textual issues: a. Immigration history b. Asian American experiences c. U. S. History post-1945 d. Economic justice e. Urban studies 3. Summarize and reflect on reading. 4. Recognize and record elements found in the novel. 5. Connect the novel to life in a meaningful way. 6. Assess reading comprehension through factual, interpretive, and evaluative questions. 7. Evaluate interpretations of the novel using textual evidence, personal experience, and knowledge of related literature. || 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.f: Gather and share information and opinions as a result of communication with others. || 20 || Literary Elements and Terms Relating to the period || Novel, Teacher made materials || Discussion, Notes, Project, Lecture, Socratic seminar, Study guides || Quizzes, Test, Project || 2. Understand the importance of faith in Elie’s life 3. Identify various terms associated with hate during the Holocaust as well as identify hate groups in today’s society 4. Identify foreshadowing and the effectiveness of such a literary device 5. Identify key events within the novel and understand the effects of those events on Elie’s beliefs 6. Identify similes and metaphors in the author’s style of writing and the importance of using such figurative language 7. Recognize the various types of conflict found throughout this section of the novel 8. Give voice to the silent victims of the Holocaust and, in doing so, connect personally with the events in the novel 9. Relate the Holocaust of the past to events occurring in the present 10. Identify key characters and events within the novel 11. Identify allusions and how they give greater meaning to the novel 12. Recognize cause and effect in the novel 13. Identify the ways in which some of the prisoners resist the depravity around them 14. Recognize major themes within the novel 15. Discuss the author’s purpose in writing the novel 16. Identify examples of vivid imagery and wording 17. Write snapshot images of their own life events 18. Identify irony and its purpose in literature 19. Identify key quotations and their meaning || 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.f: Gather and share information and opinions as a result of communication with others. || 14 || Literary Elements and Terms Relating to the Period/ Culture || Text, Teacher made materials, Literature in History || discussion, questions, notes, project, || Quizzes, Test, Project || 2. Assess reading comprehension through factual, interpretive, and evaluative questions. 3. Evaluate interpretations of the novel using textual evidence, personal experience, and knowledge of related literature. 4. Learn to challenge societal norms which endorse social prejudice. 5. Find an appreciation for classic American text. 6. Understand how canonical texts have modern applications. 7. Develop group management skills for efficient and effective productivity. 8. Analyze more than one text genre to find common themes among them. 9. Think critically about society in order to identify honest areas of prejudice. 10. Identify and analyze literary, universal, and cultural themes found in To Kill a Mockingbird. 11. Use contextual clues to define unknown textual words. 12. Recall and summarize information in a written news article/broadcast. 13. Analyze newspaper articles to locate uncivilized behavior. 14. Understand the impact and relevance of society’s daily use of lingual stereotypes. 15. Recognize the sources or inspirations of lingual stereotypes. 16. Distinguish why a video clip about lingual stereotypes is absurd and ironic. 17. Acknowledge personal perceptions of lingual stereotypes, and conceptualize tolerance. 18. Read together and participate in Literature circles. 19. Write a reflection of their reading of a text. 20. Analyze a video and identify racial prejudices. 21. Read independently and remain task oriented. 22. Synthesize information from different text forms to draw conclusions and form judgments. 23. Express ideas through visual art composition. 24. Demonstrate reading comprehension by forming an academic opinion concerning characters. 25. Write about social/cultural intolerance as witnessed personally. 26. Gather information from several sources and compile notes for use later. 27. Demonstrate understanding of their reading by summarizing events. 28. Demonstrate knowledge of the text by participation in a debate about the characters. 29. Analyze text with instances of prejudicial treatment concerning sexual orientation. || 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.f: Gather and share information and opinions as a result of communication with others. || 14 || Literary Elements and Terms Relating to the Period/ Culture || Text, Teacher made materials, Literature in History || discussion, questions, notes, project, || Quizzes, Test, Project || 1. Pronounce each word correctly. 2. Apply pronunciation rules. 3. Spell each word correctly. 4. Apply spelling rules. 5. Give the opposite of a word. 6. Give all the words that share the same meaning. 7. Group related words together. 8. Give the part of speech of each word. || 12.1.5.a: Determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: Relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. || 35 || Word Lists for each unit || Greek and Latin Roots Vocabulary Series || Workbook exercises, Daily vocabulary word || Quizzes, Graded workbook assignments || 2. Expand the sentence through modifiers of principal parts. 3. Expand ideas into paragraph form. 4. Correct mechanical errors in context, individually or through writer’s groups. 5. Identify and demonstrate competent uses of the essay especially in the form of an essay test question. 6. Write effective paragraphs demonstrating skills is essay writing. || 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 40 || plagiarism, nomnative, compliment, gerund, participle, subordinant conjunction, dependent clause, terms relating to Grammar and Mechanics || Resource books, encyclopedias, grammar texts, Sentence Writing Strategies Unit, etc. || Note taking, Researching, Organizing, Writing informational text || Quizzes, Tests, and Teacher made projects || 2. Proofreading || Writing Process: 12.2.1: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information 12.2.1.b: Generate a draft by: Constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject; Structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience; Applying standard rules of sentence formation, including parallel structure and subordination 12.2.1.c: Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice) 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing 12.2.1.e: Edit writing for format and conventions (e.g., spelling, capitalization, grammar, punctuation) 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document (e.g., fonts, spacing, highlighting, images, style conventions, manuscript requirements) || 15 || 1. Composition Terms: Transitions, etc. 2. Writing Composition Terms: revision, etc. || Teacher made materials, State writing rubric and topics || Discussion, Lecture, Practice || State Writing Rubric ||
 * Textbooks: //Elements of Lit//**.-Fourth Course, Student texts; Holt-Rinehart-Winston; ©2003; ISBN#: 0-03-067282-1
 * //Warriner's Handbook//**-Fourth Course, Student Texts; Holt-Rinehart-Winston; ©2008; ISBN#: 978-0-03-099003-8
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 1 || Short Stories || 1. Identify and analyze the conventions of the short story
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 2 || Poetry || 1. Identify unique characteristics of the poetry genre.
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 3 || Drama: Julius Caesar || 1. To analyze and respond to literary elements.
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 4 || Drama: Antigone || 1. Appreciate ancient Greek drama through study of a play by Sophocles
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 5 || 30s; Migrant Workers; Great Depression; Ranch Life; American Dream NOVEL: Of Mice and Men || 1. Relate prior knowledge to novel.
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 6 || Midwest History; Native American; Nebraskan Author NOVEL: Black Elk Speaks || 1. Identify some of the genres, meanings, and purposes of American Indian oral narrative and song
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 7 || 80s Asian-Immigrant Child Labor NOVEL: Girl in Translation || 1. Critique the effects of historical, cultural, political, and biographical influences in a variety of genres based on the following themes identified in this primary text by comparing and contrasting it with other texts:
 * 7 || 80s Asian-Immigrant Child Labor NOVEL: Girl in Translation || 1. Critique the effects of historical, cultural, political, and biographical influences in a variety of genres based on the following themes identified in this primary text by comparing and contrasting it with other texts:
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 8 || Holocaust' Cultural Intollerance; WWII; NOVEL: Night || 1. Identify the key characters within the novel and their unique attributes, especially those of Elie and his father
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 9 || Civil Rights; Deep South; African American Racism; NOVEL: Secret Life of Bees or The Help || 1. Relate prior knowledge to novel.
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 10 || Reading Response Record (R3) || Students are required to read twenty paperback books, ten per semester, during the school year, completing weekly writing reactions with peers. || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 40 || As per individual students' needs || Chosen Novels, Internet Forum Discussion || One free-reading day every week, Discussion, Forum writing || Book Talks, Creative Projects, Free Reading Journals ||
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 11 || Vocabulary || At the end of each lesson, the student should be able to:
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 12 || Grammatical Mechanics || 1. Write a complete simple sentence.
 * = **Obj. #** ||= **Unit** ||= **Objective: (The learner will…"** ||= **Standards(s)** ||= **Number of Days** ||= **Vocab** ||= **Resources** ||= **Student Learning Activities** ||= **Assessment** ||
 * 13 || Persuasive Essay & Essays || 1. Actual writing of the paper to meet specific requirements