Tom Jones
(Manchester - United States)I am a retired high school principal in my 3rd year of post-retirement re-employment teaching high school English.
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- Contributed By: Sarah Lorntson
1. Students read a
wide range of print and non-print texts to build an understanding of
texts, of themselves, and of the cultures of the United States and the
world; to acquire new information; to respond to the needs and demands
of society and the workplace; and for personal fulfillment. Among these
texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Semester/Quarter 1 (English 10A):
Rhetoric Unit - an introduction to the concepts of rhetoric
This I Believe Essay - a personal essay writing unit
Persuasive Essay - an excellent capstone to the rhetoric unit
Phrase Unit - best used while students are writing personal or persuasive essay
Words Commonly Confused - students review common errors made in their writing
Antigone Unit - students read and analyze the play
A Separate Peace Unit - students read and analyze the novel
Outside Reading Project - Fiction
Final Exam - covers units from semester/quarter 1
Semester/Quarter 2 (English 10B): Fiction Unit - students review the elements of fiction while reading short stories Short Story Writing - students employ elements of fiction in their own original stories Memoir Unit - students write a memoir about a specific theme Clause Unit - best used during a writing unit Punctuation Unit - also best used during a writing unit Julius Caesar - students read and analyze the play Poetry - students read and analyze poetry Outside Reading Project - Nonfiction Final Exam - covers units from semester/quarter 2
Semester/Quarter 2 (English 10B): Fiction Unit - students review the elements of fiction while reading short stories Short Story Writing - students employ elements of fiction in their own original stories Memoir Unit - students write a memoir about a specific theme Clause Unit - best used during a writing unit Punctuation Unit - also best used during a writing unit Julius Caesar - students read and analyze the play Poetry - students read and analyze poetry Outside Reading Project - Nonfiction Final Exam - covers units from semester/quarter 2
These graphic organizer templates are great for many different areas of a Language Arts class, especially reading, vocabulary, and writing.
This resource is part of the English 10 course.
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