English 10 focuses on reading, the writing process, speaking, listening, group work, public speaking and college and work expectations. Selected fiction, non-fiction, poetry and drama are explored and studied using all aspects of English language arts. After completing English 10, students will be prepared for English 11 and the Common Core exam that will be taken the following year.
None. The following texts will be provided by the school:
- “Night,” by Elie Wiesel
- “Animal Farm” by George Orwell
- non-fiction informational texts and poems.
- 2-inch binder
- 5 to 7 index tabs
- Lined paper
- Pens and pencils
Course Format and Procedures
The class meets daily for 42 minutes and includes some periods of lecture, reading, writing or conferencing (in groups, pairs or with the teacher). Students are expected to participate in discussions and share select pieces of their work with their peers and, on occasion, with a larger community audience.
In keeping with BP Board of Education policies:
- Grades reported on progress reports and report cards shall be derived from work that measures mastery of knowledge, skills and student learning objectives.
- When calculating student grades, more weight shall be given to assignments/assessments designed to evaluate student learning than to assignments/assessments provided to practice and guide next-step instruction.
- Quarterly grades are broken down as follows:
- Tests and essays: 30%
- Quizzes: 35%
- Homework: 35%
- Mid-term and final exams each count as 10% of the final grade.
Student and Parent Resources
Students: After-school help is available every day until 2:25 p.m.; during free periods by appointment; and via Google Classroom.
Parents: Email is the best way to contact the instructor, who will respond within 24 hours. Kelly Gallagher articles are great reading sources with annotation directions and writing prompts.
Unit 1: Reading Closely for Textual Details (Weeks 1-2)
Develop students’ abilities to read closely for textual details and compare authors’ perspectives through an examination of a series of photographs, non-fiction informational texts and short stories.
Unit 2: Making Evidence-Based Claims (Weeks 3-6)
Make evidence-based claims through activities based on a close reading of three texts: “The Masque of the Red Death,” by Edgar Allan Poe, “The Seven Ages of Man,” by William Shakespeare, and various non-fiction informational texts about Poe and the gothic literature genre. Students will write an essay based on a central idea and will go through the writing process from start to finish to attain their writing goals.
Unit 3: Building Evidence-Based Arguments (Weeks 7-15)
Analyze arguments from a range of perspectives on a variety of modern and current topics in the United States, such as racism. Students also learn to develop, write and revise their own evidence-based arguments using the writing process from start to finish. Students will also study and illustrate their use of ethos, pathos and logos (rhetoric) in their writing and through a project that consists of creating a commercial using persuasive techniques.
Unit 4: Poetry (Weeks 16-17)
Analyze poetry from a range of perspectives of different genres and time periods. Students will learn the elements of poetry and create their own forms of poetry. Their assessment will consist of working in groups and teaching the class about a certain aspect of a poem.
Unit 5: Research to Deepen Understanding (Weeks 18-25)
Students learn how to deepen their understanding of topics. Students pose and refine inquiry questions, exploring areas involving World War II and the Holocaust. They find and assess sources and organize researched material in ways that will support their analysis and integration of information. As their inquiry progresses, they evaluate and extend their research, synthesize their information and express their evolving evidence-based perspective. After the research has been completed, students will read “Night” and use their newfound knowledge to make connections to the novel.
Unit 6: Short Stories (Weeks 26-32))
Analyze a variety of short stories from a range of perspectives of different genres and time periods. Major themes such as love, conflict, jealousy, fate and power will be explored with titles such as “The Lottery” by Shirley Jackson; “All Summer in a Day” by Ray Bradbury; “Lamb to the Slaughter” by Roald Dahl; and “The Jumping Frog of Calaveras County” by Mark Twain.
Unit 7: “Animal Farm” (Weeks 33-38)
Read a historical fiction text pertaining to the Cold War and communism. Numerous non-fiction informational texts will be embedded to develop students’ abilities to analyze texts and make connections between them. Argumentative writing will also be focused upon, using the writing process.