English 10-1, 10-2

Year Plan
Mckenzie Matthews
September-January 2017-2018
Year Plan Mckenzie Matthews

Subject: ELA 10
Semester: September-January 2017-2018
Teacher: Mckenzie Matthews

Overview:
The course will consist of 5 units broken up by genres of literature being studied. Short Story/Poetry,
Novels, Shakespearean play, Contemporary play and Film will be the main focus of the five units, respectively.
By beginning with short stories and poetry it allows for a discussion of plot, theme and characterization right
away. In discussing these basic elements at the beginning of the course it allows for mastery of these concepts
by students that can be built upon in subsequent units and genres, such as the novel. While studying the vast
array of literature in the course, I hope to also connect themes and topics discussed to real-life events and
scenarios of today that apply to the students. In showing the relevance and lasting effects of literature, I hope
students will come to an understanding of the purpose of their studies and find projects and assignments
fulfilling and worthwhile.

Expectations:
I expect that students will enter the classroom, promptly, with a willingness to learn and an open mind
about the content and the ways in which it will be approached. I expect that students will complete assignments
within the given timeline and have the work completed to the best of their ability. I expect that students will
participate in class discussions and work time while providing useful insights to our class work. I expect that
students will respect themselves, their peers and classroom materials and resources. I expect that students will
come to class on time and be prepared with the proper materials to learn for the day. I expect students will
complete work honorably and truthfully with no plagiarism or cheating of any kind.

Key themes:
Literature in the context of today.
Analyzing and interpreting important literary works.
Researching and learning how to gather relevant information.
Creating students own meaningful pieces of writing.
Working and learning together as a group.

Strands:
Reading will be met daily as students read, as a class or individually, the required materials throughout
the course. Material ranges from multiple genres and units will be broken down into these genres. Students will
be asked to complete some reading on their own time, however majority will be done in class.
Writing will be met on a weekly basis. Every week that a formal in-class writing assignment does not
take place, students will be assigned a homework writing assignment to work on throughout the week and taken
in for formative assessment. Journals will also be used frequently as small, introductory and communicative
sources between the students and instructor.
Listening will be met in multiple faucets throughout the course. One way is reading aloud materials in
class, whether read aloud by myself or a peer, students will be listening. Through discussions, videos, film, and
collaborative learning, students will be listening throughout the course and in every unit.
Speaking will be met through group work and classroom discussion primarily. I hope to open
discussions and allow natural questioning to arise through our interactions with literature, which in turn will
allow students to voice their opinions.
Viewing will be met while students are encouraged to find supporting examples of themes we view in
literature. Films may also accompany many titles of our readings throughout our units and year in the
classroom. Film will also be a complete unit in and of itself in the new year, prior to the final exam.
Year Plan Mckenzie Matthews

Representing will be met through a myriad of projects that the students will be responsible for creating.
This will be achieved visually, through photo essays or creative response projects, and through spoken word in
the slam poem students will create as well.

Skills and Attitudes:

Throughout this course, I expect students to ultimately gain an appreciation of the English language
through the genres we look at and, hopefully, in engaging and meaningful projects. In doing so, students will be
taught to analyze literature and make connections to their lives, seeing a purpose in our studies. We will work
on essay writing, looking at structures and techniques that can help with clarity and organizing ideas. Essay
writing will take a significant role in this course through weekly writing assignments and multiple opportunities
for in-class writing on the different genres we will study. I hope to plan writers workshops and provide plenty
of feedback through peer evaluation and formative assignments. Through a Word of The Day introduction to
most lessons, I also hope to highlight the importance of words and expand students vocabulary for their writing
and comprehension in the future. Many of the genres we study will open their own discussion of topics and
themes. I hope to equip students with the skills they need in identifying and evaluating these themes in
connection to their own lives and the world of today. I hope to create situations and projects that allow for real-
life connections for students in order for them to see the purpose and value in spending their time on completing
these assignments.

Differentiation:
This course will be taught as a 10-1, 10-2 and 10 Knowledge and Employability course simultaneously. The
same pieces of literature will be used throughout the three courses, taught at one time. However, differentiation
will occur on the project and/or assignment outlines and rubrics given. Exams will also be reflective of the
differing Programs of Study. The same material will also be taught in class but the extent to which it will be
demonstrated and assessed will differ.

Assessment Strategy:

Exams and Essays 30%

6 Personal Response to Texts 5%
6 Critical Analytical Writing Assignments 5%
Short Story/Poetry Exam 5%
Novel Exam 5%
Romeo and Juliette Exam 5%
Death of a Salesman Exam 5%
Projects, assignments and presentations 40%
Slam Poetry Presentation 10%
SS Creative Response Project 10%
Group Banned Books Research Presentation 10%
Shakespeare Today Project 10%
Final Exam 30%

Unit Overviews:
Year Plan Mckenzie Matthews

September October November December January

Unit Poetry/Short Novel Inquiry Drama Contemporary Film Study/
Stories (Sept. 7- (Oct. 2- Nov. 22) Shakespeare (Nov. Play (Dec. 11- Poetry
Oct. 3) 2-Dec. 7) Dec. 19)
Specific 1.1.1 Form 1.2.1 Consider 1.2.1 Consider new 1.2.1 Consider 1.1.1 Form
Outcomes tentative new perspectives perspectives new perspectives tentative
understanding, 2.1.1 Discern and 2.1.1 Discern and 2.1.1 Discern understanding,
interpretations analyze content analyze content and analyze interpretations
and positions 2.1.2 Understand 2.1.2 Understand content and positions
1.1.2 Experiment and interpret and interpret 2.1.2 Understand 2.1.2
with language, content content and interpret Understand
image and 2.1.3 Engage prior 2.1.3 Engage prior content and interpret
structure knowledge knowledge 2.1.3 Engage content
1.2.1 Consider 2.2.1 Relate form, 2.2.1 Relate form, prior knowledge 2.1.4 Use
new perspectives structure and structure and 2.2.1 Relate reference
1.2.2 Express medium to medium to form, structure strategies and
preferences and purpose, audience purpose, audience and medium to reference
expand interests and content and content purpose, technologies
1.2.3 Set 2.3.1 Connect 2.3.1 Connect self, audience and 2.2.2 Relate
personal goals self, text, culture text, culture and content elements,
for language and milieu milieu 2.3.1 Connect devices and
growth 2.3.2 Evaluate 2.3.2 Evaluate self, text, culture techniques to
2.1.2 Understand verisimilitude, verisimilitude, and milieu created effects
and interpret appropriateness appropriateness 2.3.2 Evaluate 2.3.1 Connect
content and significance and significance of verisimilitude, self, text,
2.1.3 Engage of texts texts appropriateness culture and
prior knowledge 2.3.3 Appreciate 2.3.3 Appreciate and significance milieu
2.1.4 Use effectiveness and effectiveness and of texts 2.3.3
reference artistry of texts artistry of texts 2.3.3 Appreciate Appreciate
strategies and 3.2.3 Form 3.2.3 Form effectiveness effectiveness
reference generalizations generalizations and and artistry of and artistry of
technologies and conclusions conclusions texts print and
2.2.2 Relate 4.2.1 Enhance 4.2.1 Enhance 3.2.3 Form nonprint texts
elements, devices thought and thought and generalizations 3.2.3 Form
and techniques to understanding, understanding, and conclusions generalizations
created effects support and detail support and detail 4.2.1 Enhance and
2.3.1 Connect 4.2.2 Enhance 4.2.2 Enhance thought and conclusions
self, text, culture organization organization understanding, 4.2.2 Enhance
and milieu 4.2.3 consider and 4.2.3 consider and support and organization
2.3.3 Appreciate address matters of address matters of detail 4.2.3 consider
effectiveness and choice choice 4.2.2 Enhance and address
artistry of print organization matters of
and nonprint 4.2.3 consider choice
texts and address 5.1.2
5.1.2 Appreciate matters of Appreciate
diversity of choice diversity of
expression, expression,
Year Plan Mckenzie Matthews

opinion and opinion and

perspectives perspectives
Major -Writing own -Banned Book -Shakespeare -Scene/Act -Review
Teaching/ Slam poem Research Today assignment reviews/question activities in
Learning -Theme activities assignment (group?) s? preparation of
Activities - WOD and -Chapter reviews/ -Scene/Act -WOD and final exam.
vocabulary work questions? reviews/questions? vocabulary work
-Characterization -WOD vocabulary -WOD and -Discussion
activities -Discussion vocabulary work activities
-Discussion activities -Discussion -Context
activities for -Informal projects Activities -Relevance
texts -Symbolism -Movies
- adaptations and
what this affects
-Irony
-Context
Resources -Literary -Lord of The Flies -Romeo and Juliet -Death of a -Dead Poets
Experiences by William by William Salesman by Society
Volume One by Golding Shakespeare Arthur Miller directed by
Oster, Iveson, -To Kill a -Online Resources -Online Peter Weir
McClay Mockingbird by and Research Resources and
-Take the Mic: Harper Lee Research
The Art of -Online Resources
Performance and Research
Poetry, Slam and
the Spoken Word
by Marc Kelly
Smith
-Spoken Word
Workbook:
Inspiration from
Poets who Teach
by Sheri-d
Wilson
Assessment -Slam Poem -Lord of the Flies -2 In-class Critical -In-class -Film Exam
and -2 In-class Exam Analytical Personal -Monthly
Evaluations Personal -To Kill a assignment Response to Literary Term
Response to Mockingbird -2 In-class Personal Texts Test
Texts Exam Response to Texts -Death of a -Final Exam
-In-class Critical -In-class Critical -Shakespeare Salesman Exam
Analytical Essay Analytical Today Project -Practice
-Poetry/SS Exam assignment -Romeo and Reading Comp
-Practice Reading -In-class Personal Juliette Exam -Literary Term
Comprehension Response Texts -Practice Reading Test
- Literary Term -Reading Comp Comprehension
Test -Literary Term - Literary Term
Test Test

**missing SLOs will be met through writing assignments. See other document.