English 10 Planning

Please delete my 9th grade notes below as you need to. I'm just trying to fill in the gaps for you. Dawn

Global Studies Units and Themes | English 10 Resources | Eng 10 Syllabus Draft | Link | Link

Goals for English 10

General Goal:
English 10 should be a solid bridge between English 9 and English 11 (regular or AP Language), building on skills and concepts from 9th grade, but fully preparing students for the next level.

Threads: I have a big chart that shows the various threads that run through the year, such as writing, reading, etc. But from the list below, about the only ones missing are technology and career. I have the document at school, so maybe I can do it Thursday. Dawn

End project is the wiki research project (keep as is for 2011)
  • Improve students’ research skills incrementally
    • Build from 9th grade multigenre project skills
    • create a series of small research experiences that teach skills such as
      • evaluating sources
      • creating citations
      • summarizing and paraphrasing
      • using outside sources to support a claim
      • weaving quotations, summaries, etc. into text
      • using direct and indirect quotations
    • goal is for students working in teams
Main Objectives
  1. WCKE prep in Sep/Oct
  2. improve reading skills
    1. inferencing
    2. critical reading skills
    3. teach reading strategies
      1. 9th: rereading and ??
    4. Read variety of genres, including non fiction
    5. Choice: more independent choices
      1. continue the pattern from 9th grade, except open choice to fiction or nonfiction for each quarter (or, fewer books if that works best for you).
      2. Continue student blogging for reader response and as an easy way to continue using their blogs.
      3. Our independent unit from 9th grade (so you can build on it, change it, or whatever)
  3. improve writing skills
    1. build from what we stressed in 9th grade, which was to find your own voice, weave in text citations from single and multiple texts (using MLA style, when needed; this was just a beginning skill), eliminate sentence faults (if sophs are still writing comma splices you should shame them openly), develop details. . .
    2. research writing (this was only done with our living histories unit)
    3. literary analysis (we did quite a bit of this, though not on a sophisticated scale, just having students make some claim about what they read and support it with evidence from the book. We led them through whole class analysis, of course in discussions of Speak and To Kill a mockingbird)
    4. revision (alas, students were not allowed to go back and edit/revise work they'd published on their blogs. I hope that we can change that this year. That was a HUGE weakness in our blog experiment last year. But....just having their work on their blogs for them to see again and again, did help them see themselves as writers, did show them their weaknesses, and did compel them to change their writing habits, so, in a sense, there was still revision, albeit mental revision, which is not quite as good. We urged our students to draft and revise in their draft versions prior to submitting for publication. Most took that to heart and did it).
    5. some timed writings (one or two)
  4. speaking:
    1. mix up formal, informal, group, individual
  5. Cross curricular integration with Global Studies, a required social studies course for all sophomores.