Cholla Academy ELA Grade 10 CURRICULUM MAP

Course: ELA Grade 10

UNIT 1 TITLE: Narratives (Parts of Plot & Characters Types) (5 Weeks)
OBJECTIVES
1. Students will be able to define the parts of plot and identify them within selected texts.
2. Students will be able to definite the major character types and identify example within
selected texts.
3. Students will be able to construct a narrative that includes the parts of plot and welldeveloped characters.
ELA STANDARDS:
LANGUAGE / WRITING FOCUS:
RL.10.1 Cite strong and thorough textual
L.10.1 Demonstrate command of
evidence to support analysis.
conventions of standard English grammar.
RL.10.2 Determine theme or central idea of
L.10.4 Determine meaning of unknown
a text.
words. A) Use context as a clue to the meaning
RL.10.4 Determine the meaning of words
of a word or phrase. D) Verify preliminary
and phrases as they are used in a text.
determination of meaning.
RL.10.5 Analyze authors choices about text L.10.6 Acquire and use domain specific
structure.
words.
RI.10.5 Analyze how authors claims are
developed.
W.10.3(a-e) Write narratives.
SL.10.4 Present findings and supporting
W.10.5 Develop and strengthen writing as
evidence clearly.
needed.
W.10.10 Write routinely for a variety of
tasks, purposes, and audiences.
ESSENTIAL QUESTION(S):
1. What rules do all basic plots follow?
2. Why is following the rules satisfying to the reader?
3. How does the development of characters and setting work to further the plot?
4. How does a reader determine a characters motivations?
5. How does a reader determine a characters type (e.g., protagonist, antagonist, dynamic
character, flat character, etc.)?
SKILLS:
Literary Skills:
Analyze plot, time, sequence, flashback, setting, and mood.
Analyze influences on characters (such as internal and external conflict and motivation)
and the way those influences affect the plot.
Determine characters traits from what the characters say about themselves.
Reading Skills:
Identify causes and effects; synthesis information from several sources on a single topic;
ELA Curriculum Map Grade 10

make predictions; analyze the writers purpose.

Analyze and elaborate on ideas presented in primary and secondary sources.
Vocabulary Skills: Understand and use prefixes; understand etymology, connotations and
denotations, multiple-meaning words; complete word analogies.
Writing Skills: Develop, write and revise a narrative.
Listening and Speaking Skills: Present a narrative.
CORE TEXTS: Holt Elements of Literature 3rd Course
Everyday Use (pp. 77-83)
Interview with Alice Walker (pp. 89-90)
Thinkin on Marryin (pp. 91-92)
A Babys Quilt to Sew Up the Generations (p. 93)
SUGGESTED TEXTS:
Two Kinds (pp. 98-108)
Catch the Moon (233-240)
ASSESSMENT / EVIDENCE
Plot diagram using core and/or suggested texts
Character description using language of character types and evidence from text
Narrative essay
Weekly reading comprehension, grammar, vocabulary quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR INTEGRATION:
1. Review Parts of Speech

RESOURCES:

ELA Curriculum Map Grade 10

UNIT 2 TITLE: Arguments (Narrator/Voice, Comparing Themes, Persuasive Techniques) (5

Weeks)
OBJECTIVES
1. Students will be able to identify the three most common points of view, using textual
evidence to support their identification.
2. Students will be able to identify a works theme and support their interpretation with
textual evidence.
3. Students will be able to identify persuasive techniques in a piece of writing.
4. Students will be able to utilize persuasive techniques in their own argumentative essay.
ELA STANDARDS:
LANGUAGE / WRITING FOCUS:
RL.10.1 and RI.10.1 Cite strong and
L.10.1 Demonstrate command of
thorough textual evidence to support analysis.
conventions of standard English grammar.
RL.10.2 Determine theme or central idea of
L.10.2(a-b) Demonstrate command of the
a text.
conventions of standard English capitalization,
RL.10.9 Analyze how author draws on
punctuation, and spelling.
source materials.
L.10.3 Apply knowledge to understand how
RI.10.2 Determine the central idea of a text.
language functions in different contexts.
RI.10.4 Determine the meaning of words and L.10.4 Determine meaning of unknown
phrases as they are used in a text.
words. A) Use context as a clue to the meaning
RI.10.7 Analyze various accounts of a
of a word or phrase.
subject told in different mediums.
SL.10.3 Evaluate speakers point of view,
W.10.1(a-e) Write arguments to support
reasoning, and use of evidence and rhetoric.
claims.
W.10.5 Develop and strengthen writing as
needed.
ESSENTIAL QUESTION(S): Power is the ability to influence
1. How do authors use point of view to influence their readers understanding of a story?
2. How does the theme of a story reveal an authors attitude toward the world?
3. How does the genre of a piece of writing influence its theme or message?
4. How can practical knowledge of persuasive techniques strengthen a writers argument?
5. How can practical knowledge of persuasive techniques make people more discerning
decisions-makers?
SKILLS:
Literary Skills: Understand theme, universal theme, how genre affects theme, analyze
character; conflict, purpose, and main idea.
Reading Skills: Compare and contrast themes and a theme across genres; make a
generalization; make inferences about character motivation; determine an authors
purpose; summarize the main idea; and evaluate author arguments.
Vocabulary Skills: Identify figurative language; understanding synonyms and antonyms,
word roots, connotations, jargon, and multiple-meaning words.
ELA Curriculum Map Grade 10

 Writing Skills: Develop, write, and revise a comparison-contrast essay.

CORE TEXTS: Holt Elements of Literature 3rd Course
And of Clay Are We Created (pp. 257-265)
Ill-Equipped Rescuers Dig Out Volcano Victims; Aid Slow to Reach Colombian Town
(pp. 267-269)
The Man in the Water (pp. 273-277)
SUGGESTED TEXTS:
Goldilocks and the Three Bears (http://www.sacred-text.com/neu/eng/eft19.htm)
The Storyteller (pp. 155-159)
The Parable of the Good Samarian (p. 278)
A State Champion Versus Runners Conscience (p. 279-280)
If Decency Doesnt, Law Should Make Us Samaritans (pp. 284-287)
Good Samaritans USA Are Afraid to Act (pp. 288-289)
ASSESSMENT / EVIDENCE
Rewrite different text from different point of view and explain how changing the point of
view affects the story.
TEPAC Analytical Paragraph discussing theme of core and/or supplemental text
Argumentative essay
Weekly reading comprehension, grammar, vocabulary quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR INTEGRATION:
1. Review Parts of Speech
2. Phrases and Clauses

RESOURCES:

ELA Curriculum Map Grade 10

UNIT 3 TITLE: Change Can Be Unexpected (Irony & Academic Summary) (3 Weeks)
OBJECTIVES
5. Students will be able to identify the three most common points of view, using textual
evidence to support their identification.
6. Students will be able to identify a works theme and support their interpretation with
textual evidence.
7. Students will be able to identify persuasive techniques in a piece of writing.
8. Students will be able to utilize persuasive techniques in their own argumentative essay.
ELA STANDARDS:
LANGUAGE / WRITING FOCUS:
RL.10.1 and RL 10.1 Cite strong and
L.10.1 Demonstrate command of
thorough textual evidence to support analysis.
conventions of standard English grammar.
RL.10.2 and RL.10.2 Determine a central
L.10.2(a-b) Demonstrate command of the
idea of a text and analyze its development.
conventions of standard English capitalization,
RL.10.3 Analyze complex characters.
punctuation, and spelling.
RL.10.5 Analyze authors choices on hot wo L.10.4 Determine meaning of unknown
structure a text.
words.
RI.10.3 Analyze how the author unfolds and L.10.6 Acquire and use accurately general
analysis or series of ideas.
academic and domain-specific words and
RI.10.5 Analyze how authors claims are
phrases.
developed.
RI.10.6 Determine authors point of view or W.10.2(a-f) Write informative/explanatory
purpose and analysis use of rhetoric.
texts.
SL.10.2 Integrate multiple sources of
W.10.4 produce clear and coherent writing.
information presented in diverse media or
formats.
ESSENTIAL QUESTION(S): Change generates additional change
1. How do people respond to changes in their lives?
2. How do authors use irony to build mystery, tension, and suspense?
3. Why do people have different perspectives on the same event?
SKILLS:
Literary Skills: Analyze verbal irony, situational irony, dramatic irony, ambiguity,
subjective and objective writing, contradictions, incongruities, and subtleties.
Reading Skills: Make and review predictions; analyze text structures and cause and
effect; generate research questions and evaluate sources; make inferences.
Vocabulary Skills: Use context clues; make semantic maps; understand words derived
from Greek mythology, technical vocabulary, Greek and Latin roots, word roots;
complete word analogies.
Writing Skills: Develop, write, and revise an essay comparing media genres.
CORE TEXTS: Holt Elements of Literature 3rd Course
Lamb to the Slaughter (pp. 317-324)
Excerpt from Into Thin Air (pp. 353-362)
ELA Curriculum Map Grade 10

What Really Happened in Into Thin Air: Climbers Who Were There Discuss the Events of May
10, 1996 (http://classic.mountainzone.com/climbing/fischer/letter.html)
SUGGESTED TEXTS:
Everest (IMAX documentary, 1998)
ASSESSMENT / EVIDENCE
Rewrite different text from different point of view and explain how changing the point of
view affects the story.
TEPAC Analytical Paragraph discussing theme of core and/or supplemental text
Argumentative essay
Weekly reading comprehension, grammar, vocabulary quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR INTEGRATION:
3. Review Parts of Speech
4. Phrases and Clauses

RESOURCES:

ELA Curriculum Map Grade 10

UNIT 4 TITLE: Response to Literature (Symbolism/Allegory and Poetry) (4 Weeks)

OBJECTIVES
1 Students will be able to identify examples of poetic devices in selected texts.
2 Students will be able to utilize poetic devices in writing their own poems.
3 Students will be able to write an analytical essay discussing the use of symbolism in a
selected text.
ELA STANDARDS:
LANGUAGE / WRITING FOCUS:
RL.10.1 and RI.10.1 Cite strong and
L.10.2(a-b) Demonstrate command of the
thorough textual evidence to support analysis.
conventions of standard English capitalization,
RL.10.2 and RI.10.2 Determine a central
punctuation, and spelling.
idea of a text and analyze its development.
L.10.3 Write and edit work so that it
RL.10.4 Determine the meaning of words
conforms to the guidelines in a style manual
and phrases as they are used in a text.
(e.g., MLA Handbook)
RI.10.4 Determine the meaning of words and L.10.5(a-b) Demonstrate understanding of
phrases as they are used in a text.
figurative language, word relationship, and
SL.10.1 Initiate and participate effectively in nuances in word meanings.
a range of collaborative discussions.
L.10.6 Acquire and use accurately general
academic and domain-specific words and
phrases.
W.10.1(a-e) Write arguments to support
claims in an analysis of substances texts.
W.10.9 Draw evidence from literary texts to
support analysis
ESSENTIAL QUESTION(S): Exploration may result in new findings or the confirmation of
old findings.
1 Why might an author use symbols rather than directly stating meaning?
2 Why are symbolic rituals important in all cultures?
3 How do authors use poetic devices to support a theme?
4 What makes poetry different than prose?
SKILLS:
Literary Skills: Analyze various literary devices, including allegory and symbolism.
Reading Skills: Synthesis the content from several sources on a single issue.
CORE TEXTS: Holt Elements of Literature 3rd Course
Coming of Age, Latino Style (pp. 412-413)
Vision Quest (p. 413)
Crossing a Threshold of Adulthood (pp. 414-415)
Through the Tunnel (pp. 400-408)
Same Song (p. 462)
Eating Together (p. 466)
Grape Sherbet (p. 468)
ELA Curriculum Map Grade 10

Shall I Compare Thee to a Summers Day? (p. 494)

Ode to My Socks (pp. 498-499)
SUGGESTED TEXTS:
Masque of the Red Death (pp. 419-427)
The Black Death (pp. 429-430)
The Taxi (p. 481)
I Am Offering This Poem (p. 483)
Jazz Fantasia (p. 536)
ASSESSMENT / EVIDENCE
Student Poem
Analytical Essay (i.e., Response to Literature)
Weekly reading comprehension, grammar, vocabulary quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR INTEGRATION:
1 Review Parts of Speech
2 Phrases and Clauses
3 Effective Complex Sentences

RESOURCES:

ELA Curriculum Map Grade 10

UNIT 5 TITLE: Consumer $ Workplace Documents (Business Letter/Technical Documents) (2

Weeks)
OBJECTIVES
1. Students will be able to identify and analyze the elements of a variety of consumer and
workplace documents.
2. Students will be able to write a business letter, using appropriate tone, vocabulary, and
format.
ELA STANDARDS:
LANGUAGE / WRITING FOCUS:
RI.10.1 Cite strong and thorough textual
L.10.1b Use various types of phrases.
evidence to support analysis.
L.10.2 Demonstrate command of the
RI.10.2 Determine a central idea of a text
conventions of standard English capitalization,
and analyze its development.
punctuation, and spelling.
RI.10.4 Determine the meaning of words
and phrases as they are used in a text.
W.10.2(a-f) Write informative/explanatory
RI.10.5 Analyze in detail how an authors
texts.
ideas or claims are developed and refined.
W.10.5 Develop and strengthen writing as
RI.10.6 Determine an authors point of view needed.
or purpose in a text and analyze how an author W.10.6 Use technology, including the
uses rhetoric.
Internet, to produce, publish, and update
SL.10.6 Adapt speech to a variety of
individual or shared writing products.
contexts and tasks, demonstrating command of W.10.10 Write routinely for a variety of
formal English when appropriate.
tasks, purposes, and audiences.
ESSENTIAL QUESTION(S): Order is a form of communication
1. Why is it important to know how to read consumer and workplace documents?
2. Why are informational materials organized in specialized ways?
3. How can knowing how to write an effective business letter positively impact your future?
SKILLS:
Literary Skills:
Evaluate the logic of functional documents.
Reading Skills:
Follow technical directions to use technology
Analyze the way authors use the structure and format of functional workplace documents
to achieve their purposes.
Understand how to cite internet sources on Works Cited list.
Understand and analyze elements of consumer documents.
CORE TEXTS: Holt Elements of Literature 3rd Course
Evaluating the Logic of Functional Documents (pp. 909-912)
Analyzing Functional Workplace Documents (pp. 916-920
Writing Business Letters (pp. 934-937)
SUGGESTED TEXTS:
Introduction: Music of the E-Frontier (p. 908)
NOTE: Because of the publication date of the textbooks, we understand that many of the
ELA Curriculum Map Grade 10

informational texts are out of date. Please feel free to augment the textbook selections in this unit
with outside complex texts.
ASSESSMENT / EVIDENCE
Business Letter
Weekly reading comprehension, grammar, vocabulary quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR INTEGRATION:
1. Review Parts of Speech
2. Phrases and Clauses
3. Complex sentence structures
RESOURCES:

ELA Curriculum Map Grade 10

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UNIT 6 TITLE: AzMerit & Research Paper (Test Preparations and Research Paper) (4 Weeks)
OBJECTIVES
1. Students will be able to use test-taking strategies to improve test performance.
2. Students will be able to write a properly-formatted and -cited research paper.
ELA STANDARDS:
LANGUAGE / WRITING FOCUS:
Review of all reading standards in preparation L.10.3a Write and edit work so that it
for AZ Merit.
conforms to the guidelines in a style manual
SL.10.2 Integrate multiple sources of
(i.e., MLA Handbook).
information.
SL.10.4 Present informative, findings, and
W.10.7 Conduct short as well as more
supporting evidence clearly.
sustained research projects.
SL.10.5 Make strategic use of digital media
W.10.8 Gather relevant information from
presentations.
multiple authoritative print and digital sources.
W.10.9 Draw evidence from informational
texts to support analysis, reflection, and
research.
ESSENTIAL QUESTION(S): Patters allow for prediction
1. What patterns of thinking and reasoning are helpful on standardized exams?
2. Why is it essential to verify facts and use credible sources?
3. Why is plagiarism considered intellectual theft?
SKILLS:
Literary Skills: Understand biographical and historical approaches to text: analyze
historical context, a writers background. Analyze the question and the context to which it
was written in.
Reading Skills: Analyze primary and secondary sources: summarize a text.
Vocabulary Skills: Understand synonyms, connotations, and etymologies; complete word
analogies; analyze words using context clues.
Writing Skills: Develop, write, and revise a research paper.
Listening and Speaking Skills: Adapt a research a paper for oral presentation.
CORE TEXTS: Holt Elements of Literature 3rd Course
AzMerit Review and Research Materials to be determined by Galileo Results
NOTE: Although drama is introduced in the next unit, dramatic devices should be reviewed in
this unit before the AzMerit.
Citing Internet Sources (pp. 921-926)
SUGGESTED TEXTS:
Writing a Research Paper (pp. 690-709)
Presenting Research (pp. 710-711)
ASSESSMENT / EVIDENCE
AzMerit
Reading assessments, grammar, vocabulary quizzes
Cloze reading method activities
ELA Curriculum Map Grade 10

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 MLA Works Cited page for Research Paper

ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR INTEGRATION:

RESOURCES:

ELA Curriculum Map Grade 10

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UNIT 7 TITLE: Drama (The Play) (5 Weeks)

OBJECTIVES
1. Students will be able to identify the literary devices unique to drama.
2. Students will be able to analyze the development of theme/or character in the selected
play.
ELA STANDARDS:
LANGUAGE / WRITING FOCUS:
RL.10.1 and RI.10.1 Cite strong and
L.10.4 Determine or clarify the meaning of
thorough textual evidence to support analysis. unknown and multiple-meaning words and
RL.10.2 and RI.10.2 Determine a central
phrases.
idea of a text and analyze its development.
L.10.4c Consult general and specialized
RL.10.4 Determine the meanings of words
reference materials to find the pronunciation of
and phrases as they are used in the text.
a word.
RL.10.5 Analyze an authors choices
L.10.5(a-b) Demonstrate understanding of
concerning how to structure a text.
figurative language, word relationships, and
RL.10.9 Analyze how an author draws on
nuances in word meanings.
and transforms source material.
SL.10.1a Come to discussions prepared.
W.10.2(a-f) Write informative/explanatory
SL.10.1c Propel conversations by posing and texts.
responding to questions.
W.10.4 Produce clear and coherent writing.
W.10.9 Draw evidence from literary texts to
support analysis, reflection, and research.
W.10.10 Write routinely for a variety of
tasks, purposes, and audiences
ESSENTIAL QUESTION(S): Depends on the play
1. Depends on the play chosen
SKILLS:
Literary Skills:
Analyze the characteristics of different forms of dramatic literature such as comedy,
farce, and tragedy.
Analyze the characteristics of stagecraft in dramatic literature.
Reading Skills:
Evaluate the credibility of an authors argument by examining generalizations, the scope
of the evidence, and the intentions of the authors.
CORE TEXTS: Holt Elements of Literature 3rd Course
Drama (pp. 745-749)
What is a Tragic Hero? (pp. 872-873)
Plays to choose: Julius Caesar, A Midsummer Nights Dream, Oedipus, Antigone
SUGGESTED TEXTS:
The Elizabeth State (pp. 745-749)
ELA Curriculum Map Grade 10

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 The Play: The Results of Violence (pp 750-751)

How to Read Shakespeare (pp. 752-753)
Julius Caesar in the Absorbing Production (pp. 882-885)
Vocabulary Development: Recognizing Puns (p. 781)
Analyzing and Evaluating Speeches (pp. 898-901)
ASSESSMENT / EVIDENCE
Response to Literature assessment of teachers choice (e.g., essay or creative project)
Weekly reading comprehension, grammar, vocabulary quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR INTEGRATION:
4 Review Parts of Speech
5 Phrases and Clauses

RESOURCES:

ELA Curriculum Map Grade 10

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UNIT 8 TITLE: Society & the Individual (To Kill a Mockingbird or Lord of the Flies) (8
Weeks)
OBJECTIVES
1. Students will be able to write a series of analytical paragraphs analyzing how the author,
three characters from the novel, and they have been influenced and shaped by society.
ELA STANDARDS:
LANGUAGE / WRITING FOCUS:
RI.10.1 and RI.10.1 Cite strong and thorough L.10.1 Demonstrate command of
textual evidence to support analysis.
conventions of standard English grammar.
RL.10.2 and RI.10.2 Determine a central
L.10.2(a-b) Demonstrate command of the
idea of a text and analyze its development.
conventions of standard English capitalization,
RL.10.3 Analyze complex characters.
punctuation, and spelling.
RL.10.4 and RI.10.4 Determine the meaning L.10.6 Acquire and use accurately general
of words and phrases as they are used in a text. academic and domain-specific words and
RI.10.9 Analyze seminal U.S. documents of
phrases.
historical and literary significance.
RL.10.10 and RI.10.10 By the end of grade
W.10.1 Write arguments to support claims.
10, read and comprehend complex grade level
W.10.4 Produce clear and coherent writing.
text proficiently.
W.10.9 Draw evidence from literary texts to
SL.10.1 Initiate and participate effectively in support analysis reflection, and research.
range of collaboratively discussions.
ESSENTIAL QUESTION(S): Depends on the play
1. How does a writers background influence his/her work?
2. How does a time period influence an authors work?
3. How does a writers style affect his/her purpose?
4. How does society influence or shape individuals?
SKILLS:
Literary Skills: Understand point of view; analyze first-person point of view, setting,
omniscient point of view, satire, third-person-limited point of view, and the writers
voice.
Reading Skills: Draw conclusions; analyze the writers purpose; monitor your reading;
generate relevant research questions; evaluate credibility; and understand how to use
research resources, including print resources and the Internet.
Vocabulary Skills: Understand and use suffixes; use context clues; understand synonyms
and antonyms; make semantic maps.
Writing Skills: Develop, write, and revise an essay analyzing problems and solutions.
Listening and Speaking Skills: Present a characterization, persuasive speech
CORE TEXTS: Holt Elements of Literature 3rd Course
To Kill a Mockingbird, Harper Lee
Lord of the Flies by William Golding
SUGGESTED TEXTS:
To Kill a Mockingbird
ELA Curriculum Map Grade 10

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Classic Trials (The People of the State of California vs. Defendant A, Lizzie Borden
vs. State of Massachusetts, Sleepy Lagoon Murder Case: The People vs. Zamora,
The Trial of Galileo , State of Florida vs. Defendant E)
Background Articles (Harper Lee Biography, Jim Crow Laws, Southern Women,
Lynching with Strange Fruit
Scottsboro Video Clips Transcript
The Psychology of Mob Mentality and Violence by Dr. Wendy James, PhD.
Lord of the Flies
Nature vs. Nurture
Philosophies of Thomas Hobbes
Totalitarianism
Beelzebub
Killing Centers, William Golding Biography, McCarthyism, Bomb Shelters,
Gas Masks, Cold War
ASSESSMENT / EVIDENCE
Flip chart with five analytical paragraphs (To Kill a Mocking Bird)
Digital Survival Challenge/Compare and Contrast Essay (Lord of the Flies)
Weekly comprehension, vocabulary, grammar quizzes
Cloze Reading Activities
ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR INTEGRATION:
General Grammar Mechanics and Conventions

RESOURCES:

ELA Curriculum Map Grade 10

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