Tenth Grade ELA Pacing Guide
High School Course Content Expectations (HSCCEs)
Unit 1: American Post World War II, Drama
Big Ideas/Themes/Essential Questions
Section / Standard / NotesBig Ideas
• powers of the individual, individual vs. government or religious authority, individuals as members of a community, willingness to make sacrifices for the truth, dealing with powerful accusers, Puritanism, resentment, hysteria, hypocrisy / CE 3.1.5 Comparatively analyze two or more literary or expository texts, comparing how and why similar themes are treated differently, by different authors, in different types of text, in different historical periods, and/or from different cultural perspectives.
CE 3.1.6 Examine differing and diverse interpretations of literary and expository works and explain how and why interpretation may vary from reader to reader.
CE 3.4.1Use methods of close and contextualized reading and viewing to examine, interpret, and evaluate print and visual media and other works from popular culture.
CE 3.4.2 Understand that media and popular texts are produced within a social context and have economic, political, social, and aesthetic purposes.
CE 3.4.3 Understand the ways people use media in their personal and public lives.
CE 3.4.4 Understand how the commercial and political purposes of producers and publishers influence not only the nature of advertisements and the selection of media content, but the slant of news articles in newspapers, magazines, and the visual media.
Themes
• Literature can be used to strengthen the individual and regain power from those who would use it for their own purposes.
• Truth has no meaning when men believe only what they want to believe.
Essential Questions
• What is the importance of individuality?
• How can people use their power to make a difference in their lives and the lives of others?
• What are the risks and rewards of using the power of the individual?
Quotations
“The closer a man approaches tragedy the more intense is his concentration of emotion upon the fixed point of his commitment, which is to say the closer he approaches what in life we call fanaticism.” –Arthur Miller
“Whatever hysteria exists is inflamed by mystery, suspicion, and secrecy. Hard and exact facts will cool it.” –Elia Kazan
“I am not sure what The Crucible is telling people now, but I know that its paranoid center is still pumping out the same darkly attractive warning that it did in the fifties.” –Arthur Miller / **MDE Notes 2.2., 2.3.4 – 2.3.7, 3.1.9, 3.1.10, 3.2.4, 3.2.5, 3.3.2
Tenth Grade ELA Pacing Guide
High School Course Content Expectations (HSCCEs)
Unit 1: American Post World War II, Drama
Literary Genre Focus/Anchor Texts
Section / Standard / NotesNarrative Text
Drama
The Crucible, Arthur Miller
Informational Text
Essay
“The Dying Girl That No One Helped,” Loudon Wainright
Persuasive Essay
“Civil Disobedience” Thoreau
Media
Movie Power of One / **MDE Notes 2.1.6, 2.3.1, 2.3.2, 2.3.3, 3.2.1 -3.2.3, 3.3, 3.4.1,- 3.4.4
Tenth Grade ELA Pacing Guide
High School Course Content Expectations (HSCCEs)
Unit 1: American Post World War II, Drama
Linking Texts/Media
Section / Standard / NotesMedia
Goodnight and Good Luck
“I am only one person; I don’t matter very much.”
“We will not walk in fear of one another.” / CE 3.1.5 Comparatively analyze two or more literary or expository texts, comparing how and why similar themes are treated differently, by different authors, in different types of text, in different historical periods, and/or from different cultural perspectives.
Hotel Rwanda video / CE 3.4.2 Understand that media and popular texts are produced within a social context and have economic, political, social, and aesthetic purposes.
Valentina’s Nightmare
A&E documentary: A Son’s Confession
excerpts from The Crucible Hytner, director, Day-Lewis, Allen, Ryder
Texts
“Why I Wrote The Crucible: An Artist’s Answer to Politics” by Arthur Miller
Timebends: A Life Arthur MillerAutobiography
Informational Text on Joseph McCarthy such as:
“Twentieth-Century Witch- Hunter: Joseph R. McCarthy”
“Reply to McCarthy” Owen Lattimore
“Miller Reacts to a Witch-Hunt” / CE 3.1.6 Examine differing and diverse interpretations of literary and expository works and explain how and why interpretation may vary from reader to reader.
Poetry
“The Road Not Taken” Robert Frost
Poetry of Taylor, Bradstreet, Bryant, Longfellow, Poe
Speeches/Essays
“On Civil Disobedience” Mohandis Ghandi (excerpts)
“Civil Disobedience” Henry David Thoreau
“The American Scholar” essays by Emerson (excerpts)
“Self-Reliance” by Emerson / CE 3.3.5 Demonstrate familiarity with world literature, including authors beyond American and British literary traditions.
Music Lyrics
“Outside a Small Circle of Friends” Phil Ochs (lyrics) / **MDE Notes 2.1.6, 2.3.1-2.3.3, 3.2.1-3.2.3, 3.3.1-3.3.4, 3.3.6, 3.4.1, 3.4.3, 3.4.4
Tenth Grade ELA Pacing Guide
High School Course Content Expectations (HSCCEs)
Unit 1: American Post World War II, Drama
Genre Study and Literary Analysis
Section / Standard / NotesNarrative Text
Genre Study
Characteristics of
• Historical Drama
• American Colonial Poetry
• American Renaissance Poetry and Essays
• Post World War II Drama
• Political Allegory / CE 1.2.3 Write, speak, and create artistic representations to express personal experience and perspective (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages).
Literary Elements
• elements of a drama
Bdialogue
Bstage directions
Bessential background information
Bexposition
Brising action
Bconflict (internal/external)
Bclimax
Bfalling action
Bresolution/denouement
Btheme
• character traits
• connections between plot, setting, theme, and selected literary devices
• chronology
• influence of syntax and diction
Literary Devices
• allusion
• paradox
• allegory
• irony (dramatic, situational, verbal)
• conceit (extended metaphor)
• propaganda
Historical/Cultural
• Puritanism/theocracy
• historical and political significance of play
• McCarthyism and prejudice
• gender inequality
• hysteria caused by “religious” people
Critical Perspective
• characteristics of literary critique
• quotations from the text to illustrate themes, motives, or author’s purpose
Informational Text
Genre Study
Characteristics of
• magazine article
• media clip
• biography and autobiography
• persuasive essay
• literary critique
Expository Elements
• thesis
• supporting ideas
• statistical evidence
• chronology
Persuasive Elements
• appeals
Blogical (begging the question, either/or thinking, the
Bdomino theory, equivocation, false analogy, false cause)
Bemotional (to fear, pity, hasty generalization, personal attack, special pleading)
Bethical (to authority)
Bstrategies to persuade (analogies, anecdotes, illustrations)
• style (diction, figurative language, imagery)
• elevated language
• rhetorical questions
• repetition
Organizational Patterns
• fact/opinion
• cause/effect
• theory/evidence
• compare/contrast
Features
• media conventions and special effects
• headings, subheadings, graphics, boldface, italics, parenthesis
• personal vs. business letter formats
Historical/Cultural
• McCarthyism and prejudice
• gender inequality
• hysteria caused by politicians
Critical Perspective
• knowledge vs. prejudice
• media: critical viewing, camera focus / **MDE Notes 2.1.2, 2.1.4 – 2.1.6, 2.1.8 - 2.1.19, 3.1.3 – 3.1.10, 3.2.1 – 3.2.3, 3.3.1 – 3.3.6, 3.4.1, 3.4.2, 3.4.4, 4.2.1 – 4.2.5
Tenth Grade ELA Pacing Guide
High School Course Content Expectations (HSCCEs)
Unit 1: American Post World War II, Drama
Reading, Listening/Viewing Strategies and Activities
Section / Standard / NotesReading
Reading Activities
• Reading portions of the play aloud
• Readers’ Theatre
• Viewing films with a critical focus on purpose
• Analyzing characters
• Making connections between films and text
• Making predications
• Building vocabulary
• Activating Schema
• Utilize research strategies
• Use character chart or web
• Critical reading: Describe the meaning of The Crucible at thesurface (literal) and allegorical levels
• Identify importance of stage directions in character development
• Identify themes in play
Bappearance vs. reality
Border vs. freedom
Bpower of the individual
Babsolutes vs. relativity
Bcharity vs. retribution
• Underline significant passages and defend their importance
• Identify thesis and supporting ideas in “Civil Disobedience”and other linking text essays
Reading strategies
• Visualize
• Make connections
• Predict
• Make inferences
Listening/Viewing
• Class/group discussion
• Comparisons of issues/themes between media anddramatic text
• Compare media with text and connect to self – perspectiveon gender inequality and hysteria based on prejudice
• Find intersections between visual images and verbalcommunication / CE 1.3.7 Participate collaboratively and productively in groups (e.g., response groups, work teams, discussion groups, and committees)—fulfilling roles and responsibilities, posing relevant questions, giving and following instructions, acknowledging and building on ideas and contributions of others to answer questions or to solve problems, and offering dissent courteously.
**MDE Notes 2.1.1 – 2.1.10, 2.2.1 -2.2.3, 2.3.7, 2.3.8, 3.4.1, 3.4.2, 3.4.4, 4.2.1 -4.2.5
Tenth Grade ELA Pacing Guide
High School Course Content Expectations (HSCCEs)
Unit 1: American Post World War II, Drama
Writing, Speaking, Expressing Strategies and Activities
Section / Standard / NotesWriting to learn
• character biography (explicit instruction) / CE 1.1.1 Demonstrate flexibility in using independent and collaborative strategies for planning, drafting, revising, and editing complex texts.
CE 1.1.2 Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free writing, clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers, taking notes, summarizing, paraphrasing).
CE 1.1.3 Select and use language that is appropriate (e.g., formal, informal, literary, or technical) for the purpose, audience, and context of the text, speech, or visual representation (e.g., letter to editor, proposal, poem, or digital story).
CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre.
CE 1.1.5 Revise drafts to more fully and/or precisely convey meaning—drawing on response from others, self-reflection, and reading one’s own work with the eye of a reader; then refine the text— deleting and/or reorganizing ideas, and addressing potential readers’ questions.
CE 1.1.6 Reorganize sentence elements as needed and choose grammatical and stylistic options that provide sentence variety, fluency, and flow.
CE 1.1.7 Edit for style, tone, and word choice (specificity, variety, accuracy, appropriateness, conciseness) and for conventions of grammar, usage and mechanics that are appropriate for audience.
CE 1.1.8 Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience.
CE 1.3.1 Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).
CE 1.3.3 Compose essays with well-crafted and varied sentences demonstrating a precise, flexible, and creative use of language.
persuasive essay (explicit instruction) / CE 1.3.2Compose written and spoken essays or work-related text that demonstrate logical thinking and the development of ideas for academic, creative, and personal purposes: essays that convey the author’s message by using an engaging introduction (with a clear thesis as appropriate), well-constructed paragraphs, transition sentences, and a powerful conclusion.
• Quickwrites
• Journal entries describing how John Proctor changes from the beginning of the play to the end, and the events that cause the changes
• Journal entries noting examples of narrative characteristics and persuasive elements (irony, conceit, paradox, appeals, internal/external conflict) / CE 1.2.3 Write, speak, and create artistic representations to express personal experience and perspective (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages).
• letter writing
• author’s craft
• written response to focus questions
Writing to Demonstrate Learning
• Summarize a scene from the play
• Comparison essay: use journal entries identifying the connections between events in 1690s Salem and 1950s America / CE 1.4.6 Use appropriate conventions of textual citation in different contexts (e.g., different academic disciplines and workplace writing situations).
• Literary analysis essay: compare John Proctor’s response to the claims of witchcraft to Arthur Miller’s reaction to the Red scare
• Literary analysis essay: identify themes and support with text; transfer themes to a real world context
• Character biography: use journal entries to describe how John Proctor changes throughout the book; support using text events that causedthe changes
• Reflective essay: discuss how The Crucible is a tragedy, and how John Proctor is a tragic hero. Use knowledge of tragedy from Romeo and Juliet.
• Write a review of the movie Power of One
Authentic Writing
Write a guide (pamphlet or booklet) to respond to: What can an individual do to act rationally in the face of hysteria caused by a local incident or a national or international disaster? / CE 1.2.1 Write, speak, and use images and graphs to understand and discover complex ideas.
CE 1.3.5 From the outset, identify and assess audience expectations and needs; consider the rhetorical effects of style, form, and content based on that assessment; and adapt communication strategies appropriately and effectively.
CE 1.3.6 Use speaking, writing, and visual presentations to appeal to audiences of different social, economic, and cultural backgrounds and experiences (e.g., include explanations and definitions according to the audience’s background, age, or knowledge of the topic; adjust formality of style; consider interests of potential readers).
Persuasive Essay —take a stand on a controversial issue
• Decide which issues you care about / CE 1.3.9 Use the formal, stylistic, content, and mechanical conventions of a variety of genres in speaking, writing, and multimedia presentations.
• Select and define one issue
• Try out a position statement
• Set up a pro-con table
• List arguments and counterargument.
• Debate both sides of the issue with peers / CE 1.3.8 Evaluate own and others’ effectiveness in group discussions and formal presentations (e.g., considering accuracy, relevance, clarity, and delivery; types of arguments used; and relationships among purpose, audience, and content).
• Write a persuasive essay based on debate reflection
• Publish essay in essay form or as a letter to a state representative or newspaper editor as appropriate / CE 1.5.3 Select format and tone based on the desired effect and audience, using effective written and spoken language, sound, and/or visual representations (e.g., focus, transitions, facts, detail and evidence to support judgments, skillful use of rhetorical devices, and a coherent conclusion).
Speaking
• Choral reading
• Readers’ Theater
• Think/pair/share
• Debate issues in preparation for persuasive writing
• Express judgments by taking a position on the issue in the writing prompt
• Maintain a focus on the topic throughout the debate
• Develop a position by using logical reasoning and by supporting ideas
• Organize ideas in a logical way
• Use language clearly and effectively according to the rules of standard spoken English
• Think about both sides of the argument
• Research Miller’s high school and college experiences; discuss hisdetermination to get a college degree and to become a writer; make connections with own plans for further education
Expressing
• Create a research poster / CE 1.4.7 Recognize the role of research, including student research, as a contribution to collective knowledge, selecting an appropriate method or genre through which research findings will be shared and evaluated, keeping in mind the needs of the prospective audience. (e.g., presentations, online sharing, written products such as a research report, a research brief, a multi-genre report, I-Search, literary analysis, news article).
• Research historical background of McCarthyism / CE 1.4.1 Identify, explore, and refine topics and questions appropriate for research.
CE 1.4.2 Develop a system for gathering, organizing, paraphrasing, and summarizing information; select, evaluate, synthesize, and use multiple primary and secondary (print and electronic) resources.
CE 1.4.4 Interpret, synthesize, and evaluate information/findings in various print sources and media (e.g., fact and opinion, comprehensiveness of the evidence, bias, varied perspectives, motives and credibility of the author, date of publication) to draw conclusions and implications.
CE 1.4.5 Develop organizational structures appropriate to the purpose and message, and use transitions that produce a sequential or logical flow of ideas.
• Create timelines of events in the Salem trials in the 1690s and of the events in the chronology of McCarthyism / **MDE Notes 1.2.3, 1.2.1, 1.4.3, 1.5.2, 1.5.4, 1.5.5, 2.1.7, 2.1.11, 2.1.12, 2.3.5 -2.3.8, 3.2.4, 3.2.5, 3.4.3, 4.1.1, 4.1.3, 4.1.4, 4.2.2, 4.2.4
Tenth Grade ELA Pacing Guide
High School Course Content Expectations (HSCCEs)
Unit 1: American Post World War II, Drama
On-Going Literacy Development
Section / Standard / NotesStudent Goal Setting and Self-Evaluation Strategies
• Maintain writing portfolio / CE 1.2.2 Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment).
• Reflect on selected journal entry / CE 1.2.2 Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment).
CE 1.2.4 Assess strengths, weaknesses, and development as a writer by examining a collection of own writing.
CE 2.2.2 Examine the ways in which prior knowledge and personal experience affect the understanding of written, spoken, or multimedia text.
CE 2.3.5 Engage in self-assessment as a reader, listener, and viewer, while monitoring comprehension and using a variety of strategies to overcome difficulties when constructing and conveying meaning.
• Reflect on two pieces of unit writing that represent best effort / CE 2.3.5 Engage in self-assessment as a reader, listener, and viewer, while monitoring comprehension and using a variety of strategies to overcome difficulties when constructing and conveying meaning.
CE 2.3.6 Reflect on personal understanding of reading, listening, and viewing; set personal learning goals; and take responsibility for personal growth.
CE 2.3.8 Develop and apply personal, shared, and academic criteria to evaluate own and others’ oral, written, and visual texts.
Daily Fluency
Reading
• Engage in partner reading
• Participate in choral reading
Writing
• Respond with Quickwrites
Vocabulary Development
• definition in context
• sense of different language patterns (meanings of terms from Colonial America)
• words from selection
• academic vocabulary / CE 2.3.5 Engage in self-assessment as a reader, listener, and viewer, while monitoring comprehension and using a variety of strategies to overcome difficulties when constructing and conveying meaning.
CE 4.1.2 Use resources to determine word meanings, pronunciations, and word etymologies (e.g., context, print and electronic dictionaries, thesauruses, glossaries, and others).
Writing Strategies
• process writing
• language appropriate for purpose and audience
• using MLA conventions / CE 1.1.7 Edit for style, tone, and word choice (specificity, variety, accuracy, appropriateness, conciseness) and for conventions of grammar, usage and mechanics that are appropriate for audience.
CE 1.4.3 Develop and refine a position, claim, thesis, or hypothesis that will be explored and supported by analyzing different perspectives, resolving inconsistencies, and writing about those differences in a structure appropriate for the audience (e.g., argumentative essay that avoids inconsistencies in logic and develops a single thesis; exploratory essay that explains differences and similarities and raises additional questions).
CE 1.4.4 Interpret, synthesize, and evaluate information/findings in various print sources and media (e.g., fact and opinion, comprehensiveness of the evidence, bias, varied perspectives, motives and credibility of the author, date of publication) to draw conclusions and implications.
Grammar Skills
• elements of dialogue
• usage and parts of speech
• possessive use
• subject-verb agreement
• correct apostrophe usage
• pronoun/antecedent agreement / CE 4.1.5 Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech, sentence structure and variety, spelling, capitalization, and punctuation.
Tenth Grade ELA Pacing Guide