Chalkboard

Copyright
Credits
Board Members
Foreword
Mission Statement
Introduction
Ordering Info

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Oroville Union High School District
English Curriculum
Language Arts - English 10

Word Analysis, Fluency, & Vocab Develop
Vocabulary
The learner will be able to acquire and uses vocabulary related to materials read in context.
Strand Scope Source Activities
Vocabulary & Concept Development Master Oroville Union High School District Standard Classroom
  Instructional Resources
 
· Discovery Channel.com Lessons, All Quiet on the Western Front Vocab. [On-line]
http://school.discovery.com/lessonplans/programs/quiet/index.html
  
Literal & Figurative Meanings
The learner will be able to identify and use the literal and figurative meanings of words and understand word derivations.
Strand Scope Source Activities
Vocabulary & Concept Development Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 1.1. CA HSEE Language Arts Blueprint, December 2000, 6 Multiple-Choice Items; STAR. Classroom
  Instructional Resources
 
· Oxford English Dictionary, OED [On-line]
http://etext.virginia.edu/oed.html
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pp. 506-7 [Textbook]
  Assessment Resources
 
· Skills Connection, EdVision.com, Version 2.1.0, 2001, Template: All Skills; Area: Language Arts; [Software]
Unit: Vocabulary/Word Analysis; Skills: Analogies - F, Antonyms - I, Homonyms - I, Synonyms - I, Sentence Completion - C, Multiple Meaning Words - B; Grade 10.
  
Denotative & connotative Meanings
The learner will be able to distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.
Strand Scope Source Activities
Vocabulary & Concept Development Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 1.2. CA HSEE Language Arts Blueprint, December 2000, 4 Multiple-Choice Items; STAR.. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pg. 68 [Textbook]
  
Mythology
The learner will be able to identify Greek, Roman, and Norse mythology and use the knowledge to understand the origins and meanings of new words.
Strand Scope Source Activities
Vocabulary & Concept Development Master CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 1.3; STAR. Classroom
  Instructional Resources
 
· Bulfinch's Mythology, Greek and Roman Mythology [On-line]
http://www.bulfinch.org/
· Encyclopedia Mythica, Mythology Lessons [On-line]
http://www.pantheon.org/mythica/
· Myths and Legends, http://pubpages.unh.edu/~cbsiren/myth.html [On-line]
  
Context
The learner will be able to begin to comprehend in context: cliché, colloquialisms, dialect, slang, and nonstandard English.
Strand Scope Source Activities
Vocabulary & Concept Development Master Oroville Union High School District Standard. Classroom
  Instructional Resources
 
· SCORE Cyber Guides, 2001, To Kill a Mockingbird [On-line]
http://www.sdcoe.k12.ca.us/score/tokil/mocktg.htm
  
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Reading Comprehension (Informational)
Workplace Documents
The learner will be able to analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.
Strand Scope Source Activities
Structural Features of Info. Materials Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.1. CA HSEE Language Arts Blueprint, December 2000, 3 Multiple-Choice Items; STAR. Classroom
  Assessment Resources
 
· Skills Connection, EdVision.com, Version 2.1.0, 2001, Template: All Skills; Area: Language Arts; [Software]
Unit: Functional Text; Skill: Instructions - E; Grade 10.
  
Bibliography
The learner will be able to prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents. .
Strand Scope Source Activities
Structural Features of Info. Materials Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.2. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items; STAR. Classroom
  
Relevant Questions
The learner will be able to generate relevant questions about readings on issues that can be researched.
Strand Scope Source Activities
Comprehension & Analysis of Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.3. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items; STAR. Classroom
  
Synthesize and Paraphrase Ideas
The learner will be able to synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
Strand Scope Source Activities
Comprehension & Analysis of Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.4. CA HSEE Language Arts Blueprint, December 2000, 3 Multiple-Choice Items; STAR. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pp. 1009-13 [Textbook]
  
Extension of Ideas
The learner will be able to extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
Strand Scope Source Activities
Comprehension & Analysis of Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.5. CA HSEE Language Arts Blueprint, December 2000, 3 Multiple-Choice Items. Classroom
  
Following Technical Directions
The learner will be able to demonstrate use of sophisticated learning tools by following technical directions.
Strand Scope Source Activities
Comprehension & Analysis of Text Master CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.6; STAR. Classroom
  
Logic of Functional Documents
The learner will be able to critique the logic of functional documents (e.g., business letters, memos, minutes, procedural manuals, advanced software programs, or Internet resources) by examining the sequence of information and procedures in anticipation of possible reader misunderstandings.
Strand Scope Source Activities
Expository Critique Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.7. CA HSEE Language Arts Blueprint, December 2000, 3 Multiple-Choice Items; STAR. Classroom
  Assessment Resources
 
· Skills Connection, EdVision.com, Version 2.1.0, 2001, Template: All Skills; Area: Language Arts; [Software]
Unit: Functional Text; Skill: Instructions - E; Grade 10.
  
Biases, Persuasion, & Propaganda
The learner will be able to identify biases, persuasive strategies, and propaganda techniques in sources.
Strand Scope Source Activities
Expository Critique Master Oroville Union High School District Standards. Classroom
  Instructional Resources
 
· Editorials, Opinion pieces, http://library.thinkquest.org/50084/index.shtml [On-line]
  
Credibility of Author
The learner will be able to evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, fact and opinion, and the way in which the author's intent and audience affect the structure and tone of the text.
Strand Scope Source Activities
Expository Critique Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 2.8. CA HSEE Language Arts Blueprint, December 2000, 7 Multiple-Choice Items; STAR. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, Stephen King Essay pp. 479-87 [Textbook]
  Assessment Resources
 
· Skills Connection, EdVision.com, Version 2.1.0, 2001, Template: All Skills; Area: Language Arts; [Software]
Unit: Author; Skill: Author - C; Grade 10.
  
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Literary Response and Analysis
Forms of Dramatic Literature
The learner will be able to articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, soliloquy, monologue, stage directions, and techniques).
Strand Scope Source Activities
Structural Features of Literature Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.1. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items; STAR. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pp. 627-769 [Textbook]
  
Selection of Genre
The learner will be able to compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic.
Strand Scope Source Activities
Structural Features of Literature Master CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.2; STAR. Classroom
  Instructional Resources
 
· Across Genres, http://www.bced.gov.bc.ca/irp/ela810/10comeng.htm [On-line]
  
Methods of Characterization
The learner will be able to analyze the methods of characterization and the interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, reactions of others, physical description, actions, protagonist, antagonist) and explain the way those interactions affect the plot.
Strand Scope Source Activities
Analysis of Grade-Level-Appropriate Text Reinforce Oroville Union High School District Standard in support of CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.3. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items; STAR. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pg. 110-11, 860, 996 [Textbook]
  Assessment Resources
 
· Skills Connection, EdVision.com, Version 2.1.0, 2001, Template: All Skills; Area: Language Arts [Software]
Unit: Author; Skill: Author - C; Grade 10.
· Skills Connection, EdVision.com, Version 2.1.0, 2001, Template: All Skills; Area: Language Arts; [Software]
Unit: Dialogue; Skill: Dialogue: Long Passage - D; Grade 10.
  
Character Traits
The learner will be able to determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.
Strand Scope Source Activities
Analysis of Grade-Level-Appropriate Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.4. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items; STAR. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pg. 818, 978 [Textbook]
  Assessment Resources
 
· Autobiographical Essay Rubric, OUHSD, 1999, Template: All Skills; Area: Language Arts; [On-line]
Unit: Dialogue; Skill: Dialogue: Long Passage - D; Grade 10.
  
Universal Themes and Archetypes
The learner will be able to compare works that express a universal themes and archetypes and provide evidence to support the ideas expressed in each work (e.g., hero's journey, including quest and initiation).
Strand Scope Source Activities
Analysis of Grade-Level-Appropriate Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.5. CA HSEE Language Arts Blueprint, December 2000, 4 Multiple-Choice Items; STAR. Classroom
  
Development of Plot and Setting
The learner will be able to analyze and trace an author's development of plot and setting, including the use of complex literary devices (e.g., exposition, rising action, conflict, climax, resolution/denouement, foreshadowing, flashbacks).
Strand Scope Source Activities
Analysis of Grade-Level-Appropriate Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.6. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items; STAR. Classroom
  Assessment Resources
 
· Skills Connection, EdVision.com, Version 2.1.0, 2001, Template: All Skills; Area: Language Arts; [Software]
Unit: Author; Skill: Author - C; Grade 10.
  
Literary Devices
The learner will be able to recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, allusion, paradox, and symbolism, and explain their appeal.
Strand Scope Source Activities
Analysis of Grade-Level-Appropriate Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.7. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items; STAR. Classroom
  Instructional Resources
 
· SCORE Cyber Guides, 2001, The Pearl [On-line]
http://www.sdcoe.k12.ca.us/score/pearl/pearltg.html
  Assessment Resources
 
· Skills Connection, EdVision.com, Version 2.1.0, 2001, Template: All Skills; Area: Language Arts; [Software]
Unit: Author; Skill: Author - C; Grade 10.
  
Ambiguity
The learner will be able to interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text.
Strand Scope Source Activities
Analysis of Grade-Level-Appropriate Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.8. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items; STAR. Classroom
  
Voice, Persona, and Point of View
The learner will be able to explain how voice, persona, and point of view affect characterization and the tone, plot, and credibility of a text.
Strand Scope Source Activities
Analysis of Grade-Level-Appropriate Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.9. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items; STAR. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, ""Hair" by Malcolm X w/ Alex Haley [Textbook]
pp. 344-52
· Author Webliography, Extensive Site on Author Histories [On-line]
http://www.lib.lsu.edu/hum/authors.html
  Assessment Resources
 
· Skills Connection, EdVision.com, Version 2.1.0, 2001, Template: All Skills; Area: Language Arts; [Software]
Unit: Author; Skill: Author - C; Grade 10.
  
Function of Dialoque
The learner will be able to identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature.
Strand Scope Source Activities
Analysis of Grade-Level-Appropriate Text Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.10. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items; STAR. Classroom
  Instructional Resources
 
· SCORE Cyber Guides, 2001, Julius Caesar [On-line]
http://www.lausd.k12.ca.us/lausd/resources/shakespeare/caesarwebguide.html
  
Types of Poetry
The learner will be able to recognize types of poetry (e.g., free verse, narrative, rhymed verse, meter, stanza, ballad, epic) and poetic devices (e.g., alliteration, onomatopoeia, hyperbole, imagery, metaphor, simile, personification, and rhyme scheme).
Strand Scope Source Activities
Analysis of Grade-Level-Appropriate Text Master Oroville Union High School District Standard. Classroom
  Instructional Resources
 
· SCORE Cyber Guides, 2001, Langston Hughes Poetry [On-line]
http://www.sdcoe.k12.ca.us/score/langhu/langhutg.html
· SCORE Cyber Guides, 2001, World War I poetry [On-line]
http://www.sdcoe.k12.ca.us/SCORE/wwpm/wwpmtg.html
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, Poetry Collection [Textbook]
pp. 501-546
· American Verse Project, American Poetry prior to 1920 [On-line]
  
Style
The learner will be able to evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism (aesthetic approach).
Strand Scope Source Activities
Literary Criticism Master CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.11. Classroom
  Instructional Resources
 
· SCORE Cyber Guides, 2001, The Pearl [On-line]
http://www.sdcoe.k12.ca.us/score/pearl/pearltg.html
  
Themes and Issues
The learner will be able to analyze the way in which a work of literature is related to the themes and issues of its historical period and the author's background (historical approach).
Strand Scope Source Activities
Literary Criticism Master CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Reading 3.12; STAR. Classroom
  
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Writing Strategies
Coherent Thesis
The learner will be able to establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone, sequence, and focus throughout the piece of writing.
Strand Scope Source Activities
Organization and Focus Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.1. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items; STAR. Classroom
  
Unity and Coherence
The learner will be able to maintain unity and coherence in paragraphing. a. Develop clearly focused topic sentences and supporting evidence that connect to the main thesis. b. Begin to conclude body paragraphs with clincher sentences that connect to the controlling idea. c. Create effect transitions between paragraphs. d. Recognize and exclude irrelevant details and opinions. e. Link quoted material to surrounding text. .
Strand Scope Source Activities
Organization and Focus Reinforce Oroville Union High School District(a) Standard; Supports Calirfornia Public Schools Lanuage Arts Content Standard 1.2. CA HSEE Language Arts Blueprint, December 2000, 3 Multiple-Choice Items; STAR. Classroom
  Instructional Resources
 
· Outta Ray's Head, Topic Sentence Development [On-line]
http://www.cgocable.net/~rayser/topsen.txt
  Assessment Resources
 
· Skills Connection, EdVision.com, Version 2.1.0, 2001, Template: All Skills; Area: Language Arts; [Software]
Unit: Language Expressions; Skills: Adjectives - H, Modifiers - D, Verb Tense - E; Grade 10.
  
Research Questions and Methods
The learner will be able to use clear research questions and suitable research methods (e.g., library, electronic media, and personal interview) to elicit and present evidence from primary and secondary sources.
Strand Scope Source Activities
Research and Technology Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.3. CA HSEE Language Arts Blueprint, December 2000, 1 Multiple-Choice Item; STAR. Classroom
  
Plagiarism
The learner will be able to recognize the term and concept of plagiarism. a. Avoid plagiarism by properly crediting the words and ideas of others. b. Distinguish between paraphrasing, summarizing, and quoting the work of others. .
Strand Scope Source Activities
Research and Technology Master Oroville Union High School District Standard. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pp. 1010-13 [Textbook]
  
Main Ideas
The learner will be able to develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).
Strand Scope Source Activities
Research and Technology Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.4. CA HSEE Language Arts Blueprint, December 2000, 1 Multiple-Choice Item; STAR. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pg. 470 [Textbook]
  
Paraphrase and Summary
The learner will be able to paraphrase and/or summarize from another writer's work (e.g. quotations, chapters, news articles).
Strand Scope Source Activities
Research and Technology Master Oroville Union High School District Standard. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pp. 618-9, 844, 940, 1008 [Textbook]
  
Synthesis
The learner will be able to synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents).
Strand Scope Source Activities
Research and Technology Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.5. CA HSEE Language Arts Blueprint, December 2000, 1 Multiple-Choice Item; STAR. Classroom
  
Quotations and Citations
The learner will be able to integrate quotations and citations into a written text while maintaining the flow of ideas.
Strand Scope Source Activities
Research and Technology Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.6. CA HSEE Language Arts Blueprint, December 2000, 1 Multiple-Choice Item. Classroom
  
Appropriate Conventions
The learner will be able to use appropriate conventions for documentation in the text, notes, and bibliographies adhering to the Modern Language Association Handbook.
Strand Scope Source Activities
Research and Technology Master CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.7; STAR. Classroom
  Instructional Resources
 
· Lesson Plans Page, Grammar through poetry [On-line]
http:www.lessonplanspage.com/LAPoetry9.htm
· Guide To Grammar and Writing, Various Grammar Lessons [On-line]
  
Publishing Software
The learner will be able to design and publish documents by using advanced publishing software and graphic programs.
Strand Scope Source Activities
Research and Technology Master CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.8. Classroom
  
Writing Revisions
The learner will be able to revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, voice, and formality of the context.
Strand Scope Source Activities
Evaluation and Revision Reinforce CA: English-Language Arts Content Standards, December 1997, Grades Nine/Ten, Writing 1.9. CA HSEE Language Arts Blueprint, December 2000, 2 Multiple-Choice Items; STAR. Classroom
  Instructional Resources
 
· Elements of Literature, 4th Course, Holt, Rinehart and Winston, 1997, pg. 89, 244-5 [Textbook]
· Paradigm Online Writing Assistant, Writing Revision [On-line]
http://www.powa.org/revifrms.htm
  
Writing Techniques
The learner will be able to use techniques that maintain style appropriate to audience and give writing power and impact (e.g., figurative language, effective syntax). a. Begin introductions with attention getters (e.g., quotations, startling statements, definitions, rhetorical questions). b. Write a closing that includes one or more of the following: a dramatic impact, application of thesis to lives of readers, a logical conclusion. c. Avoid use of "there is/there are" sentence beginnings. d. Combine simple sentences into compound, complex, and compound-complex. e. Vary sentence patterns (e.g., beginnings, arrangement of parts) by imitating models. f. Use action verbs and the active rather than the passive voice. g. Limit use of second person pronouns to informal writing. h. Maintain consistent point of view. i. Limit use of colloquial expressions to informal writing. j. Write out abbreviations, contractions, numbers of one or two words, and the numbers at the beginnings of sentences in formal writing. k. Maintain consistent verb tense. l. Use appropriate synonyms to avoid using the same word or phrases repeatedly. .
Strand Scope Source Activities
Evaluation and Revision Master Oroville Union High School District Standard. Classroom
  Instructional Resources
 
· Paradigm Online Writing Assistant, Writing Organization [On-line]
http://www.powa.org/orgnfrms.htm
  
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Writing Applications (Genres)
Biographical Narratives
The learner will be able to write biographical or autobiographical narratives or short stories: a. Relate a sequence of events and communicate the significance of the events to the audience. b. Locate scenes and incidents and specific places c. Describe with concrete sensory details the sights, sounds, and smells of the scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the character's feelings. d. Pace the presentation of actions to accommodate changes in time and mood. e. Make effective use of descriptions of appearance, images, showing not telling, shifting perspectives, and sensory details. f. Incorporates effective narrative techniques such as point of view, character development and motivation, and realistic dialogue. .
Strand Scope Source Activities
Writing Strateg