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Sophomore
Year Courses
ENGLISH
10 (3123-3124)
Required – 10
Credit 2 – Year
*AHD – English
PREREQUISITE: English 9
Language arts instruction, as with math and other disciplines, is
cumulative. Thus, English 10 reinforces and continues to make full
use of many of the activities and skills of English 9. Beyond these,
English 10 adds the following emphasis: (1) consideration of a given
canon of literature, usually American Literature; and (2) increased
focus on the self-conscious choice of comprehension and writing
strategies. Literature instruction focuses on opportunities to:
Respond critically, reflectively, and imaginatively
to American Literature, including major authors from the Puritan
Era, Age of Reason, the Romantic Period, the Civil War Era, the
Twenties, Modern Black Literature, the Forties, the Fifties, and
Modern Drama, or World Literature including classic and contemporary
works, and recognizes the relevance of this literature in today’s
world; Practice distinguishing among the different types of contents
and purposes language can hold, for example, logic, opinion, ideology,
point-of-view, and suggestion. Moreover, students practice using
language for different, sophisticated purposes, including: (1) identifying
and forming conclusions; (2) recognizing and using persuasive devices;
(3) judging an author’s purpose, perspective, and expertise;
and (4) reading and interpreting public documents, instructions,
and symbols; and develop vocabulary through (1) decoding, (2) the
use of Greek and Latin roots, (3) literary terms and the use of
glossaries, (4) contextual clues, and (5) independent reading.
In addition, students should be responsible for taking
personal time for both instructional and recreational reading.
The Composition component of language arts provides
students with opportunities to write for various audiences and purposes.
Students identify and employ various elements of good writing in
well organized descriptive, expository, and narrative writings.
These elements include: (1) stating and supporting a point of view
or opinion, (2) using transitions effectively to relate individual
points and paragraphs to each other and to the main idea, (3) creating
expository essays of persuasion and literary analysis, and (4) completing
technical writing assignments.
Students use the basic modes of oral and written expression
through the development of effective descriptive and narrative procedures,
including focus and logical organization of ideas. As a part of
the writing process, students; (1) apply and use specialized reading
skills in the content areas; (2) listen attentively and critically
for different purposes and take appropriate notes; (3 ) interpret
research by summarizing, analyzing, evaluating, and making decisions
individually as well as in groups; (4) utilize rating scales and
checklists for personal assessment, and (5) use a variety of technological
tools in the learning process.
The formal study of grammar, usage, spelling, and
language mechanics is integrated into the study of writing. Using
technology, students receive instruction and practice in the writing
process including prewriting, drafting, revising, editing, and publishing.
Students are encouraged to use one of the manuals of style such
as Modern Language Association [MLA].
Oral Communication (speech) provides students with
opportunities to develop greater facility with choosing and employing
different elements of effective oral communication. Student expectations
include: (1) using effective delivery techniques; (2) communicating
responsibly, critically, and confidently on specialized topics when
speaking in public; (3) creating and using technological devises
in oral presentations; (4) using transitional devises effectively
and using the proper style of delivery; (5) using proper social
etiquette; and (6) demonstrating the various types of speeches and
developing an effective personal delivery style.
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ENGLISH
10-HONORS (3132-3133)
Elective – 10
Credit 2 – Year
*AHD – English
PREREQUISITE: Superior work in Honors English 9 or English 9; teacher
recommendation
Language arts instruction, as with math and other disciplines, is
cumulative. Thus, English 10 reinforces and continues to make full
use of many of the activities and skills of English 9. Beyond these,
English 10 adds the following emphasis: (1) consideration of a given
canon of literature, usually American Literature; and (2) increased
focus on the self-conscious choice of comprehension and writing
strategies. Literature instruction focuses on opportunities to:
Respond critically, reflectively, and imaginatively
to American Literature, including major authors from the Puritan
Era, Age of Reason, the Romantic Period, the Civil War Era, the
Twenties, Modern Black Literature, the Forties, the Fifties, and
Modern Drama, or World Literature including classic and contemporary
works, and recognizes the relevance of this literature in today’s
world; Practice distinguishing among the different types of contents
and purposes language can hold, for example, logic, opinion, ideology,
point-of-view, and suggestion. Moreover, students practice using
language for different, sophisticated purposes, including: (1) identifying
and forming conclusions; (2) recognizing and using persuasive devices;
(3) judging an author’s purpose, perspective, and expertise;
and (4) reading and interpreting public documents, instructions,
and symbols; and develop vocabulary through (1) decoding, (2) the
use of Greek and Latin roots, (3) literary terms and the use of
glossaries, (4) contextual clues, and (5) independent reading.
In addition, students should be responsible for taking
personal time for both instructional and recreational reading.
The Composition component of language arts provides
students with opportunities to write for various audiences and purposes.
Students identify and employ various elements of good writing in
well organized descriptive, expository, and narrative writings.
These elements include: (1) stating and supporting a point of view
or opinion, (2) using transitions effectively to relate individual
points and paragraphs to each other and to the main idea, (3) creating
expository essays of persuasion and literary analysis, and (4) completing
technical writing assignments.
Students use the basic modes of oral and written expression
through the development of effective descriptive and narrative procedures,
including focus and logical organization of ideas. As a part of
the writing process, students; (1) apply and use specialized reading
skills in the content areas; (2) listen attentively and critically
for different purposes and take appropriate notes; (3 ) interpret
research by summarizing, analyzing, evaluating, and making decisions
individually as well as in groups; (4) utilize rating scales and
checklists for personal assessment, and (5) use a variety of technological
tools in the learning process.
The formal study of grammar, usage, spelling, and
language mechanics is integrated into the study of writing. Using
technology, students receive instruction and practice in the writing
process including prewriting, drafting, revising, editing, and publishing.
Students are encouraged to use one of the manuals of style such
as Modern Language Association [MLA].
Oral Communication (speech) provides students with
opportunities to develop greater facility with choosing and employing
different elements of effective oral communication. Student expectations
include: (1) using effective delivery techniques; (2) communicating
responsibly, critically, and confidently on specialized topics when
speaking in public; (3) creating and using technological devises
in oral presentations; (4) using transitional devises effectively
and using the proper style of delivery; (5) using proper social
etiquette; and (6) demonstrating the various types of speeches and
developing an effective personal delivery style.
Students will be required to do a major long-term
inquiry project.
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Last updated
Wednesday, January 31, 2007
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