Course Description

  • The overall emphasis in this course will be on developing effective writing, reading, and listening skills, with an emphasis on composing organized paragraphs and essays. Grammar, mechanics, and usage will be reviewed in all written and oral communication. In addition to short story, poetry, and non-fiction selections, students will also read novels through literature circles as well as World War II literature. Students will write a formal argumentative composition and write essays that analyze the literary techniques used in literature as well.

Proficiency learning targets for Grade 10 ELA

  • Writing Proficiency Targets

    As evidenced based on classroom assessments, the student is able to:

    • Make and develop claims to support an argument. (9.7.1.1)
    • Support claims with sufficient evidence. (9.7.1.1)
    • Acknowledge counterclaims. (9.7.1.1)
    • Organize using formal academic writing. (9.7.1.1)
    • Produce clear and coherent writing. (9.7.4.4)
    • Organize and develop content using a formal writing process. (9.7.4.4)
    • Generate effective research questions. (9.7.7.7)
    • Develop an outline according to evidence gathered (9.7.7.7)
    • Synthesize multiple sources to support research questions. (9.7.7.7)
    • Integrate multiple types of credible sources to support research (9.7.8.8)
    • Provide accurate citations for evidence. (9.7.8.8)

    Reading-Literature Proficiency Targets

    As evidenced based on classroom assessments, the student is able to:

    • Find and use textual evidence to support analysis (9.4.1.1)
    • Summarize a text. (9.4.2.2)
    • Explain how a theme develops over the course of a text. (9.4.2.2)
    • Use context clues to define words and phrases, including figurative language. (9.4.4.4)
    • Explain how words and phrases contribute to tone and mood. (9.4.4.4)
    • Self-select a variety of student-appropriate texts based on interest. (9.4.10.10)

    Speaking and Listening Proficiency Targets

    As evidenced based on classroom assessments, the student is able to:

    • Participate in a variety of discussions on substantive topics. (9.9.1.1)
    • Prepare for discussions by gathering evidence and perspectives. (9.9.1.1)
    • Abide by commonly held rules, goals, and outcomes that define the purpose of the discussion. (9.9.1.1)
    • Provide citations (oral and written) when presenting evidence. (9.9.4.4)
    • Logically organize information for an audience. (9.9.4.4)
    • Recognize ethical standards in media literacy. (9.9.7.7)
    • Formally present information clearly, concisely, and logically. (9.9.4.4)

    Language Proficiency Targets

    As evidenced based on classroom assessments, the student is able to:

    • Correctly use grammar in speaking and writing. (9.11.1.1; 9.11.2.2)
    • Correctly use punctuation and spelling in writing. (9.11.1.1; 9.11.2.2)
    • Use context clues and word structure to determine meaning of words. (9.11.4.4)

Materials Used

  • Various Short Stories

    • Scarlet Ibis, Monkey’s Paw, Cask of Amontillado, The Lottery, Most Dangerous Game

    Native American Texts

    • Walking the Rez Road  by Jim Northrup

    Various perspective novels (student choice), including:

    •  To Kill a Mockingbird by Harper Lee

    • Black Like Me by John Howard Griffin

    • The Underground Railroad by Colson Whitehead

    • Defiant by Wade Hudson

    • The Invention of Wings by Sue Monk Kidd

    • Where Wolves Don’t Die by Anton Treuer

    • Memoirs Including I Have Lived 1000 Years by Livia Bitton-Jackson

    • A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah

    • Goodbye Antoura by Karnig Panian

    • First, They Killed My Father by Loung Ung

    • An Ordinary Man by Paul Rusesabagina

    • Night by Elie Wiesel

    Slave Narratives from the Federal Writers’ Project from 1936-1938