ࡱ> } bjbj55 ~__x) $P) 5֑&""v"$!#y{{{{{{j{()"^"(({2.2.2.(Zly2.(y2.2.&,Wȗ^)dde0֑)8p5#d$2.%c&5#5#5#{{T,5#5#5#֑((((5#5#5#5#5#5#5#5#5# :    Introduction The English Curriculum Guide serves as a guide for teachers when planning instruction and assessment. It defines the content knowledge, skills, and understandings that are measured by the Standards of Learning assessment. It provides additional guidance to teachers as they develop an instructional program appropriate for their students. It also assists teachers in their lesson planning by identifying essential understandings, defining essential content knowledge, and describing the intellectual skills students need to use. This Guide delineates in greater specificity the content that all teachers should teach and all students should learn. The format of the Curriculum Guide facilitates teacher planning by identifying the key concepts, knowledge, and skills that should be the focus of instruction for each objective. The Curriculum Guide is divided into sections: Curriculum Information, Essential Knowledge and Skills, Key Vocabulary, Essential Questions and Understandings, Teacher Notes and Elaborations, Resources, and Sample Instructional Strategies and Activities. The purpose of each section is explained below. Curriculum Information: This section includes the objective and SOL Reporting Category, focus or topic, and in some, not all, foundational objectives that are being built upon. Essential Knowledge and Skills with Blooms Taxonomy: Each objective is expanded in this section. What each student should know and be able to do in each objective is outlined. This is not meant to be an exhaustive list nor a list that limits what is taught in the classroom. This section is helpful to teachers when planning classroom assessments as it is a guide to the knowledge and skills that define the objective. Key Vocabulary: This section includes vocabulary that is key to the objective and many times the first introduction for the student to new concepts and skills. Essential Questions and Understandings: This section delineates the key concepts, ideas and mathematical relationships that all students should grasp to demonstrate an understanding of the objectives. Teacher Notes and Elaborations: This section includes background information for the teacher. It contains content that is necessary for teaching this objective and may extend the teachers knowledge of the objective beyond the current grade level. It may also contain definitions of key vocabulary to help facilitate student learning. Resources: This section lists various resources that teachers may use when planning instruction. Teachers are not limited to only these resources. Sample Instructional Strategies and Activities: This section lists ideas and suggestions that teachers may use when planning instruction. The following chart is the quick glance pacing guide for the Alleghany County English 10 Curriculum. The chart outlines standards that must be taught within the given marking period. The chart works in descending order, not in terms of order of importance. SOLs and objectives may overlap and run concurrently. More detailed instruction is given later in the guide for each SOL/Objective 1st Six Weeks English 10SOL/ObjectivesWriting: Mechanics10.7 The student will self and peer edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.Writing: Expository10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis.Reading: Literary10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.Reading: Language10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. 2nd Six Weeks English 10SOL/ObjectivesWriting: Research10.8- The student will collect, evaluate, organize, and present information to create a research product.Writing: Mechanics 10.7 The student will self and peer edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.Writing: Persuasive10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis.Reading: Nonfiction10.5 The student will read, interpret, analyze, and evaluate nonfiction texts.Reading: Language10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.Communication10.2 The student will analyze, produce, and examine similarities and differences between visual and verbal media messages. 3rd Six Weeks English 10SOL/ObjectivesWriting: Research10.8 - The student will collect, evaluate, organize, and present information to create a research product.Writing: Mechanics 10.7 The student will self-and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphingWriting: Persuasive with documentation10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis. Reading: Literary10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.Reading: Language10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. Communication10.1 The student will participate in, collaborate in, and report on small-group learning activities. EOC Writing Test Blueprint Summary Reporting CategoryComponent9th Grade StandardsResearch, plan, compose, and revise for a variety of purposes.Composing/Written Expression10.6, 10.8Edit for correct use of language, capitalization, punctuation, and spellingUsage/Mechanics10.7 EOC Reading Test Blueprint Summary Reporting Category9th Grade StandardsUse word analysis strategies and word reference materials10.3Demonstrate comprehension of fictional texts10.4Demonstrate comprehension of nonfiction texts10.5 ** SOLs 10.1 and 10.2 are not tested** 10th Grade English Cover Sheet Websites for teachers & students Documentation styles (aid with MLA formatting)  HYPERLINK "http://www.dianahacker.com/resdoc" http://www.dianahacker.com/resdoc Purdue OWL for MLA formatting  HYPERLINK "https://owl.english.purdue.edu/owl/resource/747/01/" https://owl.english.purdue.edu/owl/resource/747/01/ Free lesson plans for 9-12 language arts created by teachers  HYPERLINK "http://www.teach-nology.com/teachers/lesson_plans/language_arts/912/" http://www.teach-nology.com/teachers/lesson_plans/language_arts/912/ Sample lesson plans from the VDOE:  HYPERLINK "http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/" http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/ VDOE English 10 Standards of Learning  HYPERLINK "http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english10.pdf" http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english10.pdf Shakespearean Studies  HYPERLINK "http://www.folger.edu" http://www.folger.edu Free reading worksheets  HYPERLINK "http://www.ereadingworksheets.com/" http://www.ereadingworksheets.com/ Resource for printable English worksheets  HYPERLINK "http://www.englishforeveryone.org/" http://www.englishforeveryone.org/ Create your own educational games, quizzes, surveys, and web pages. Search millions of games and quizzes created by educators around the world.  HYPERLINK "http://www.quia.com/" http://www.quia.com/ Grammar rules, tips, and printable worksheets  HYPERLINK "http://www.chompchomp.com/" http://www.chompchomp.com/ Provide student writing models by mode  HYPERLINK "http://www.thewritesource.com/studentmodels/#inc" http://www.thewritesource.com/studentmodels/#inc Information to Keep in Mind * Tenth grade is a one-semester course with a focus on world literature with several short stories and novels. There is also a concentration on MLA research papers and persuasive essays. * Please see the dept. chair for novel unit assistance. * Vocabulary is based on the Greek and Latin root workbooks with heavy emphasis on context knowledge. *Benchmark testing will be utilized three times throughout the semester to measure progress towards individualized goals. *There is not time built into the pacing guide to review for benchmark tests. *Much of the curriculum for tenth grade is a foundation for 11th and 12th grade English as well as the SOL assessments. *Team collaboration is expected and necessary to communicate what works and what does not work. The tenth grade curriculum is dynamic and relies on teamwork to keep it effective and relevant to the students needs. Benchmark Test #1 beginning of first six weeks Benchmark Test #2 middle of second six weeks Benchmark Test #3 end of third six weeks Curriculum InformationEssential Knowledge, Skills, and Processes with Blooms AlignmentEssential Questions and Understandings Teacher Notes and ElaborationsSOL Reporting Category Research Topics 1. Use technology as a tool to research, organize, evaluate, synthesize, and communicate information. 2. Develop the central idea or focus. 3. Verify the accuracy, validity, and usefulness of information. 4. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. 5. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA). 6. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information. Virginia SOL 10.8 The student will collect, evaluate, organize, and present information to create a research product. English 10 Pacing 2nd and 3rd six weeks To be successful with this standard, students are expected to: use technology, along with other resources, to gather information from various sources by summarizing, paraphrasing, and supporting a thesis. (create) organize information and maintain coherence throughout the writing based on the topic, purpose, and audience. (evaluate) use organizational patterns/techniques, such as: (analyze) comparison/contrast; chronological order; spatial layout; cause and effect; definition; order of importance; explanation; enumeration; and problem/solution. evaluate sources for their credibility, reliability, strengths, and limitations. (evaluate) demonstrate ability to distinguish between reliable and unreliable sources. (evaluate) distinguish ones own ideas from information created or discovered by others. (evaluate) cite primary and secondary sources of information, using the MLA or APA method of documentation for in-text citations and works-cited pages. (apply) avoid plagiarism by: (create) understanding that plagiarism is an act of presenting someone elses ideas as ones own; citing correctly sources to give credit to the author of an original work; recognizing that sources of information must be cited even when the information has been paraphrased; and using quotation marks when someone elses exact words are quoted. Key Vocabulary Citation In text citation Works cited Source Plagiarism Paraphrase Summarize Direct quote Primary source Secondary source Documentation References Essential Questions What is a reliable source? What is proper MLA citation (in text and works cited) 7th edition? How can students recognize plagiarism? How can students avoid plagiarism? What is the difference between paraphrasing and summarizing? How can students use technology to gather information? What are the organizational techniques? Essential Understandings understand the steps involved in organizing information gathered from research. verify the accuracy and usefulness of information. understand the appropriate format for citing sources of information. understand that using standard methods of documentation is one way to protect the intellectual property of writers. Teacher Notes and Elaborations Students will utilize a variety of sources to access ideas, evaluate the information for accuracy and relevance, and organize the facts into an oral presentation, a written report, or a visual product. Students will provide documentation to support their research product. Students will understand that plagiarism is the theft of intellectual property. Students will understand that there are consequences of plagiarism according to the guidelines established by local school divisions and the law. Teacher Resources & Instructional Strategies Purdue Owl online source Dianahacker.com/resdoc online source MLA handbook 7th edition (department) Big chalk Easybib and citationmachine online resource VDOE materials Preparing for the SOL English test Amsco publication (classroom set) Curriculum Information Essential Knowledge, Skills, and Processes with Blooms AlignmentEssential Questions and Understandings Teacher Notes and ElaborationsSOL Reporting Category Writing: Mechanics Topics 1. Distinguish between active and passive voice. 2. Apply rules governing use of the colon. 3. Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations. 4. Differentiate between in-text citations and works cited on the bibliography page. 5. Analyze the writing of others. 6. Describe how the author accomplishes the intended purpose of a piece of writing. 7. Suggest how writing might be improved. 8. Proofread and edit final product for intended audience and purpose. Virginia SOL 10.7 The student will self and peer edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. English 10 Pacing 1st, 2nd, and 3rd six weeks To be successful with this standard, students are expected to: distinguish between active voice and passive voice to convey a desired effect. (evaluate) know and apply the rules for the use of a colon: (apply) before a list of items; before a long, formal statement or quotation; and after the salutation of a business letter. use direct quotations in their writing, applying MLA or APA style for punctuation and formatting. (apply) use peer- and self-evaluation to edit writing. (evaluate) proofread and prepare final product for intended audience and purpose. (evaluate) correct grammatical or usage errors. (evaluate) Key Vocabulary Active voice Passive voice Independent clause Dependent clause Subordinating clause Possessive Homonyms Essential Questions What is the difference between active and passive voice? How do you use colons, commas, and semicolons correctly in writing? How do you use direct quotations in writing? When do you use apostrophes? The difference between plural and possessive What is the role of a peer editor/evaluator? When do I self edit? Essential Understandings understand that active voice means that the subject of a verb performs the action and passive voice means that the subject of a verb receives the action. use colons according to rules governing their use. understand how writers use organization and details to communicate their purposes. Teacher Notes and Elaborations Students will continue to build knowledge of grammar through the application of rules for parts of a sentence and text. Students will use a style manual, such as MLA or APA, to punctuate and format sentences and text. Students will analyze writings critically, using knowledge of composition, written expression, sentence formation, and usage/mechanics. They will also suggest ways that writings can be improved. Students will describe how writers accomplish their intended purpose. Teacher Resources & Instructional Strategies Holt Language textbook series (4th edition) Chomp-chomp.com (online) Quia.com (online) Curriculum Information Essential Knowledge, Skills, and Processes with Blooms AlignmentEssential Questions and Understandings Teacher Notes and ElaborationsSOL Reporting Category Writing Topics 1. Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose. 2. Synthesize information to support the thesis. 3. Elaborate ideas clearly through word choice and vivid description. 4. Write clear and varied sentences, clarifying ideas with precise and relevant evidence. 5. Organize ideas into a logical sequence using transitions. 6. Revise writing for clarity of content, accuracy, and depth of information. 7. Use computer technology to plan, draft, revise, edit, and publish writing. Virginia SOL 10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis. English 10 Pacing 1st, 2nd, and 3rd six weeks To be successful with this standard, students are expected to: write expository texts that: (create) explain a process; compare and contrast ideas; show cause and effect; enumerate details; or define ideas and concepts. develop written products that demonstrate their understanding of composing, written expression, and usage/mechanics (create) write persuasively and analytically on a variety of literary and nonliterary subjects. (create) develop writing that analyzes complex issues. (create) plan and organize their ideas for writing. (create) state a thesis and support it. (create) elaborate ideas in order to provide support for the thesis. (create) use visual and sensory language as needed for effect. (apply) vary sentence structures for effect. (apply) identify and apply features of the writing domains, including: (analyze) effective organization; clear structure; sentence variety; unity and coherence; tone and voice; effective word choice; clear purpose; appropriate mechanics and usage; and accurate and valuable information. develop ideas deductively and inductively and organize ideas into a logical sequence, applying effective organizational patterns/techniques, such as: (create) comparison/contrast; chronological order; spatial layout; cause and effect; definition; order of importance; explanation; generalization; classification; enumeration; and problem/solution. evaluate analytical writing by examining and understanding how individual parts of the text relate to the whole, including the writings purpose and structure. (evaluate) revise writing for clarity of content and presentation. (create) use peer- and self-evaluation to review and revise writing. (create) use computer technology to assist in the writing process. (apply) Essential Questions What are the persuasive techniques? How do you write a thesis? How do you defend a thesis statement? How do you develop and write a counterargument and rebuttal? How do you organize your ideas for expository and persuasive writings? How do you create an effective call to action? Essential Understandings understand that writing is a process. understand expository and analytical texts and develop products that reflect that understanding. understand effective organizational patterns. Teacher Notes and Elaborations Students will know how to move through the stages of a writing process, from planning to drafting, revising, editing, and proofreading. Students will understand that expository writing is prose that explains ideas through the use of a clear general statement of the writers point (thesis) and through the development of ideas, using specific evidence and illustrations for support. Analytical writing uses precise language and often divides the subject into parts and provides evidence on each part. Students should have practice writing for shorter time frames as well as extended time frames. Teacher Resources & Instructional Strategies Holt Language textbook series (4th edition) VDOE materials (writing prompts) Teacher generated grading rubrics Key Vocabulary Deductive reasoning Inductive reasoning Counterargument Rebuttal Thesis statement Call to action Curriculum Information Essential Knowledge, Skills, and Processes with Blooms AlignmentEssential Questions and Understandings Teacher Notes and ElaborationsSOL Reporting Category Reading: Nonfiction Topics 1. Identify text organization and structure. 2. Recognize an authors intended audience and purpose for writing. 3. Skim manuals or informational sources to locate information. 4. Compare and contrast informational texts. 5. Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams. 6. Draw conclusions and make inferences on explicit and implied information using textual support as evidence. 7. Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. 8. Use reading strategies throughout the reading process to monitor comprehension. Virginia SOL 10.5 The student will read, interpret, analyze, and evaluate a variety of nonfiction. English 10 Pacing 2nd six weeks To be successful with this standard, students are expected to: identify the different formats and purposes of informational and technical texts. (analyze) analyze how authors use rhetoric to advance their point of view. (analyze) identify the main idea(s) in informational text. (analyze) identify essential details in complex informational passages. (analyze) locate specific information in manuals or other informational sources by using strategies such as skimming, summarizing, and highlighting. (apply) interpret and understand information presented in maps, charts, timelines, tables, and diagrams. (evaluate) make inferences and draw conclusions from informational text. (evaluate) synthesize information across multiple informational texts. (evaluate) Key Vocabulary Inference Explicit Implied Rhetoric Skimming Essential Questions What is a main idea? What is the difference between fact and opinion? How are a variety of informational materials (charts, graphs, maps, timelines, etc) used in writing? What are inferences? How do you make a solid inference? What is the authors purpose when it comes to nonfiction in comparison to fiction? How can you use summarizing, skimming, and highlighting to locate information? Essential Understandings understand that background knowledge may be necessary to understand handbooks and manuals. know that informational and technical writing is often non-linear, fragmented, and graphic-supported. understand how format and style in informational text differ from those in narrative and expository texts. understand reading strategies and in particular, how they are used to locate specific information in informational text. Teacher Notes and Elaborations Students need to be skilled readers of nonfictional texts and technical manuals and have the ability to apply different reading strategies when engaging with a variety of such materials. Students will use a variety of reading strategies such as text annotation, QAR (Question-Answer Relationship), thinking aloud, etc. Teacher Resources & Instructional Strategies Newspaper and magazine articles (library) Critical reading series (Huff) Novels Glass Castle, Angelas Ashes Curriculum Information Essential Knowledge, Skills, and Processes with Blooms AlignmentEssential Questions and Understandings Teacher Notes and ElaborationsSOL Reporting Category Reading: Literary Topics Virginia SOL 10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. English 10 Pacing 1st and 3rd six weeks To be successful with this standard, students are expected to: construct meaning from text by making connections between what they already know and the new information they read. (create) use reading strategies to improve comprehension and to achieve the purposes for reading: predicting and adjusting predictions; questioning the text; restating main ideas and summarizing supporting details; and close reading. (evaluate) compare and contrast a variety of literary works from different cultures and eras, including: (analyze) short stories; poems; plays; novels; essays; and narrative nonfiction. explain similarities and differences among literary genres from different cultures, such as: (apply) haikus; sonnets; fables; myths; novels; graphic novels; and short stories. analyze the different functions that characters play in a literary text (e.g., antagonist, protagonist, foil, tragic hero). (analyze) analyze how relationships among a characters actions, dialogue, physical attributes, thoughts, feelings, and other characters reveal nuances of character (e.g., beliefs, values, social class, and gender roles) and advance the plot. (analyze) identify universal themes, such as: (apply) struggle with nature; survival of the fittest; coming of age; power of love; loss of innocence; struggle with self; disillusionment with life; the effects of progress; power of nature; alienation and isolation; honoring the historical past; good overcoming evil; tolerance of the atypical; the great journey; noble sacrifice; the great battle; love and friendship; and revenge. analyze works of literature for historical information about the period in which they were written. (analyze) describe common archetypes that pervade literature, such as the: (analyze) hero/heroine; trickster; faithful companion; outsider/outcast; rugged individualist; shrew; innocent; villain; caretaker; Earth mother; rebel; misfit; mother/father figure; monster/villain; scapegoat; and lonely orphan. examine a literary selection from several different critical perspectives. (analyze) analyze a particular point of view or cultural experience reflected in a literary work. (analyze) analyze the representation of a subject or a key scene in two different media. (analyze) compare and contrast literary devices in order to convey a poems message and elicit a readers emotions. (analyze) interpret and paraphrase the meanings of selected poems. (evaluate) analyze the use of dialogue, special effects, music, and set to interpret characters. (analyze) identify and describe dramatic conventions. (analyze) Key Vocabulary See list provided above of literary terms. Essential Questions What characteristics define genre? How do you activate prior knowledge when reading? How do you identify and analyze themes? How do you analyze cultures and eras in literary works? How do you analyze the purpose and qualities of characters? What is an archetype? How do you identify point of view especially in terms of a reliable narrator? How do you connect the literature to the time period? What makes a theme universal? Essential Understandings point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, irony, sarcasm, understatement). evaluate how asides, monologues, and soliloquies focus on single characters, giving insight into their thinking and providing the audience with a deeper understanding of the play. understand rhyme, rhythm, and sound elements. understand techniques poets use to evoke emotion in the reader. demonstrate understanding of selected poems. Teacher Notes and Elaborations Students will know the ways that literature is defined by a variety of literary works, themes, and universal themes. They will read a wide range of literary genres from different cultures and time periods in order to gain an appreciation of various cultural histories and recognize similarities in images and themes that connect all peoples. Students will compare and contrast poetic elements that poets use to evoke an emotional response. Students will interpret and paraphrase the meanings of poems to demonstrate understanding of the poems. Students should understand the difference between a critique and a summary: A summary restates what one just read in ones own words, presents only main details, and maintains an objective voice. A critique analyzes what was read, offers interpretations, judgments, and evidence for support. Students will explain ways that characterization in drama differs from that in other literary forms. Students will use a variety of reading strategies such as text annotation, QAR (Question-Answer Relationship), thinking aloud, etc. Close reading entails close observation of the text, including annotating, determining all word meanings including connotations, syntax, and structure. It also involves paying close attention to figures of speech, and other features that contribute to a writers style. Close reading also involves reflecting on deeper meanings of text including considering relationships to other texts or social or cultural history. A complete list of literary devices is included under SOL 9.4 Students will read and analyze poetry, focusing on rhyme, rhythm, and sound. Students will compare and contrast poetic elements that poets use to evoke an emotional response. Students will interpret and paraphrase the meanings of poems to demonstrate understanding of the poems. Teacher Resources & Instructional Strategies Pearson literature series short stories and poetry Novels (room 101) Reader logs and plot maps (Hopkins) VDOE materials Curriculum Information Essential Knowledge, Skills, and Processes with Blooms AlignmentEssential Questions and Understandings Teacher Notes and ElaborationsSOL Reporting Category Reading: Language/Vocabulary Topics Virginia SOL 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. English 10 Pacing 1st, 2nd, and 3rd six weeks To be successful with this standard, students are expected to: use roots or affixes to determine or clarify the meaning of words. (analyze) demonstrate an understanding of idioms. (apply) use prior reading knowledge and other study to identify the meaning of literary and classical allusions. (apply) interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. (analyze) analyze connotations of words with similar denotations. (analyze) use context (e.g., the overall meaning of a sentence, paragraph, or text; a words position or function in a sentence) as a clue to the meaning of a word or phrase. (analyze) identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). (analyze) consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. (analyze) demonstrate understanding of figurative language, word relationships, and connotations in word meanings. (apply) Key Vocabulary Denotation Connotation Idiom Allusion Prefix Suffix Affix Root Cognate Context Figurative Literal Essential Questions What is a root word? Affix? Idiom? Prefix? Suffix? How is connotation and denotation used? How do you use context to determine meaning? How do you use reference materials to determine word meaning? What is figurative language? What is an allusion? What is a cognate? Essential Understandings use word structure to analyze and relate words. recognize that words have nuances of meaning and that understanding the connotations may be necessary to determine the appropriate meaning. recognize that figurative language enriches text. Teacher Notes and Elaborations The intent of this standard is that students will increase their independence as learners of vocabulary. Students will use prefixes, suffixes, roots, derivations, and inflections of polysyllabic words to determine meaning and relationships among related words. Teachers should use a study of cognates, words from the same linguistic family, to enhance vocabulary instruction. Cognates can occur within the same language or across languages night (English), nuit (French), Nacht (German), nacht (Dutch), nicht (Scots), natt (Swedish, Norwegian), nat (Danish), raat (Urdu), ntt (Faroese), ntt (Icelandic), noc (Czech, Slovak, Polish). Students will evaluate the use of figurative language in text. Students will use context and connotations to help determine the meaning of synonymous words and appreciate an authors choices of words and images. Connotation is subjective, cultural, and emotional. A stubborn person may be described as being either strong-willed or pig-headed. They have the same literal meaning (i.e., stubborn). Strong-willed connotes admiration for the level of someone's will, while pig-headed connotes frustration in dealing with someone. Denotation is a dictionary definition of a word. Idiom is an expression peculiar to a particular language or group of people that means something different from the dictionary definition (e.g., blessing in disguise, chip on your shoulder). An allusion is an indirect reference to a person, place, event or thing real or fictional. J.D. Salinger's The Catcher in the Rye is an allusion to a poem by Robert Burns. Stephen Vincent Benet's story By the Waters of Babylon alludes to Psalm 137 in the Bible. Teacher Resources & Instructional Strategies Prestwick House vocabulary series (Latin and Greek Roots, IV) Sadlier vocabulary series (E edition) Curriculum Information Essential Knowledge, Skills, and Processes with Blooms AlignmentEssential Questions and Understandings Teacher Notes and ElaborationsSOL Reporting Category Communication: Speaking, Listening, and Media Literacy Topics 1. Use media, visual literacy, and technology skills to create products. 2. Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion. 3. Determine the authors purpose and intended effect on the audience for media messages. 4. Identify the tools and techniques used to achieve the intended focus. Virginia SOL 10.2 The student will analyze, produce, and examine similarities and differences between visual and verbal media messages. English 10 Pacing 2nd six weeks To be successful with this standard, students are expected to: identify and analyze the sources and viewpoint of publications. (analyze) analyze, compare, and contrast visual and verbal media messages for content (word choice and choice of information), intent (persuasive techniques), impact (public opinion trends), and effectiveness (effect on the audience). (analyze) determine authors purpose, factual content, opinion, and/or possible bias as presented in media messages. (evaluate) Key Vocabulary Bias Unbias Editorial Essential Questions What is bias? Unbias? How do you determine an authors purpose? How do you determine fact v. opinion? How do you analyze media messages for information? Essential Understandings recognize that media messages express a viewpoint and contain values. understand that there is a relationship between the authors intent, the factual content, and opinion expressed in media messages. understand the purposeful use of persuasive language and word connotations convey viewpoint and bias. Teacher Notes and Elaborations Students will continue to develop media literacy by comparing and contrasting visual and verbal media messages. Students will continue to create products that reflect their expanding knowledge of media and visual literacy. Teacher Resources & Instructional Strategies DVD Media literacy series (Linsin) Advertisements (newspaper, magazine, online) Newspaper editorials Curriculum Information Essential Knowledge, Skills, and Processes with Blooms AlignmentEssential Questions and Understandings Teacher Notes and ElaborationsSOL Reporting Category Communication: Speaking, Listening, and Media Literacy Topics 1. Assume responsibility for specific group tasks. 2. Collaborate in the preparation or summary of the group activity. 3. Include all group members in oral presentation. 4. Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose. 5. Demonstrate the ability to work effectively with diverse teams to accomplish a common goal. 6. Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 7. Access, critically evaluate, and use information accurately to solve problems. 8. Evaluate ones own role in preparation and delivery of oral reports. 9. Use a variety of strategies to listen actively. 10. Analyze and interpret others presentations. 11. Evaluate effectiveness of group process in preparation and delivery of oral reports. Virginia SOL 10.1 The student will participate in, collaborate in, and report on small-group learning activities. English 10 Pacing 3rd six weeksTo be successful with this standard, students are expected to: assume shared responsibility for collaborative work. (evaluate) collaborate with peers to set rules for group presentations and discussions, set clear goals and deadlines, and define individual roles as needed. (create) respond thoughtfully by summarizing points of agreement and disagreement, qualifying views and understanding. (understand) demonstrate active listening through use of appropriate facial expressions, posture, and gestures. (apply) engage others in a conversation by posing and responding to questions in a group situation. (create) exercise flexibility and willingness in making compromises to accomplish a common goal. (apply) use grammatically correct language. (apply) Key Vocabulary Collaborate Active listening Compromise Constructive criticism FlexibilityEssential Questions What is active listening? How do you collaborate? How do you engage others in active conversation? How to exercise compromise when working in groups? Essential Understandings understand that small group collaboration exists beyond the classroom and their ability to effectively participate is an essential skill Teacher Notes and Elaborations Individual students will actively contribute to group activities and participate in small-group oral presentations. Students will evaluate their strengths and weaknesses when participating in small-group oral presentations. Students will examine their preparation, interaction, and performances as group members. In addition, students will evaluate the overall effectiveness of their groups preparation and presentation. 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