Assessment

Techniques

Grade 10

Language Standards:  2.5, 2.6, 3.14, 3.15, 3.16,  4.23, 4.24, 4.25, 5.23, 5.24, 5.25, 5.26, 5.27, 5.28, 6.8

Academic Expectations #3  “Students will learn to seek and use information effectively, creatively, and ethically to construct knowledge.” 

Reading/Literature Standards: 8.29, 8.30, 8.31, 9.6, 9.7, 10.5, 10.6, 11.5, 12.5, 13.24, 13.25, 14.5, 15.7, 17.7

Academic Expectation #1

“Students will read actively and critically.”

Composition Standards: 19.26, 20.5, 21.8, 22.9, 23.13, 25.5

Academic Expectation #2

 “Students will speak and write effectively.” 

Academic Expectation #3

Media Standards:

26.5, 27.6

Academic Expectations #  2 and #3

I.  Teacher-made quizzes and tests

II.  Student self-assessment

(formative assessments, student-generated rubrics)

III.  Performance tests

IV.  Criterion Referenced tests

(student self-selected individual objectives)

V.  Criterion referenced tests based on small group objectives

VI.  Standardized Achievement Tests (SDRT)

VII.  Criterion-referenced achievement tests based on a student’s potential

At the conclusion of English 10,

students will be able to:

identify the function of

a word’s part of speech from

context

write coherent sentences according to

directions

identify the function of a poetic

figure of speech

write a coherent well-organized

5-paragraph essay

understand and be able to

demonstrate the difference in

oral and written presentations

between summary and analysis

PSAT Practice:  Sentence completions, reading comprehension, timed writing (responding to a pro/con question), grammar practice

Project-based original oral presentations: 

Students will present con-temporary sermons based on Jonathan Edwards’ techniques in “Sinners in the Hands of an Angry God.”

Students will present oral reports to the class on outside reading that they have done on their own

Public Speaking resources in EMC Willow Level (1082)

Language awareness:

Continuation of literary terms in context (Glossary at end of McDougall-Littell, Prentice-Hall, and EMC Literature and the Language Arts: Understanding Literature Willow Level, pp. 1119-1140).

Students will enlarge their vocabulary through understanding of words from the context of their reading, using strategies such as restatement and apposition (EMC p. 1015). 

Vocabulary for the High School Student (B) (College Prep)

Greek and Latin roots

(continue expansion, reinforcement from English 9)

Vocabulary for the College-Bound Student (Honors)

Greek and Latin roots

Grammar:  Warriner, Fourth Course (5.23, 5.24, 5.25, 5.26, 5.27, 5.28, 5.29)

1.  Identify simple, compound, complex, compound-complex sentences (5.23)

Chapter 4

2. Phrases, clauses (prepositional, verbal, appositive)  Chapters 3 and 4 (5.24, 5.35)

3.  Modifiers

Chapter 9 (5.28)

Mechanics:

1. Punctuation: semicolon, colon, hyphen (5.28)

2.  use of quotation marks

3. use of italics vs. quotation marks

EMC Literature and the Language Arts: Understanding Literature Willow Level

McDougall-Littell Literature:

Blue Level

American Literature from Prentice-Hall, The American Experience

(1607 – 1830)

Nonfiction:

Identify and analyze elements of nonfiction.

Nonfiction: diaries, historical documents, speeches, sermon (Native American Voices, Bradford, Edwards, Mather, Patrick Henry, Jefferson, Abigail Adams, Olaudah Equiano)

Night, Wiesel

Readings in EMC Willow Level  from Primo Levi and Anne Frank (Narrative), Hughes and  Coretta Scott King (Informative Biography and History), Oliver Sacks and Barry Lopez (Informative/Narrative Essay), David Quammen (Persuasive/Informative Essay), Chief Seattle (Speech), Jean-Dominique Bauby (Expressive/Narrative Memoir)

The Color of Water, James Mc Bride (memoir)

Drama:

Identify and analyze dramatic conventions.

Oedipus

Othello or

Julius Caesar (required)

The Crucible

Fiction:

Identify and analyze elements of fiction.

Introduction to dystopias:  Fahrenheit 451 or 1984

And Then There Were None

Fallen Angels, Myers

Animal Farm, Orwell

Lord of the Flies, Golding

Joy Luck Club, Amy Tan

Readings in EMC Willow Level from Hernando Tellez (Setting and Mood), Edgar Allan Poe and Saki (Plot and Conflict),Nadine Gordimer (Point of View), Guy de Maupassant and Tillie Olsen (Character and Motivation), R.K. Narayan and Italo Calvino (Theme).

Poetry: 

Compare and contrast literary works across genres. 

The Odyssey

Poetry analogues:  “Ithaca” by Louise Gluck

“Circe’s Power,” also by Louise Gluck

Readings in EMC Willow Level from Derek Walcott, Gwendolyn Brooks, Langston Hughes, William Carlos Williams, Archibald MacLeish, Marianne Moore, Rainer Maria Rilke, Emily Dickenson, Tzu Yeh (Lyric Poetry), Denise Levertov (Narrative Poetry), Jamaica Kincaid (Prose Poetry), Elias Lonnrot (Epic Poetry)

Continuation of myths

Five-paragraph essay: 

Persuasive essay

Development of topic/thesis statement/ideas

Reinforce use of textual evidence

MCAS and AP Preparation:

Buckle Down

Summit

Critical Thinking Skills:

Reinforce these skills through open-ended writing assignments and

through factual support for positions (textual support, personal observation and experience).

Warriner, 4^th Course:  Chapters 1-4 , 8, 12-14, 19-22

Continuation of resume, business letters, as needed

Research:

EMC Willow Level (1094-1106)

1.  supporting documentation, minimum number of sources, differentiating between types of sources, MLA format

2.  Students will use print and nonprint resources, primary and secondary

3.  Students will include their personal response (their perspective, opinion, voice).

4. How to avoid plagiarism

Record original presentations (Give an example.)

Internet research for an essay or a project (Give an example.)

Compare and contrast media to an original work (Give an example.)