MCPS English II (10th Grade) Pacing Guide

1

MCPS 10th Grade ELA Pacing Guide 2022-2023

MCPS English II (10th Grade) Pacing Guide

MCPS Vision for Learning

Using high-quality instructional materials, teachers will prepare learning experiences that include standards-aligned questions

and tasks to create rigorous learning opportunities. Students build knowledge that is transferable to experiences outside the

classroom through ownership of their reading, writing, thinking, problem solving and collaboration, with support as needed, to

ensure access for all. Leadership will support these expectations through a reflective culture of improvement and accountability.

In pursuing student mastery of new and prior content, sound assessment practices and the scaffolding of remediation are

utilized to address standards gaps.

Maury County Public Schools provides a Scope & Sequence to guide English Language Arts teachers in organizing their

teaching and assessment of students on the Tennessee ELA Academic Standards.

This Scope & Sequence is developed in alignment with myPerspectives™, a standards-aligned program that includes a flexible

instructional model; thematic units; multi-genre texts; integrated reading, writing, speaking and listening, and language skills

instruction; and collaborative activities.

Each unit of the S&S will feature:

Unit Topics and Essential

Questions

The essential questions frame all unit activities and discussions.

Focus Standard These ELA standards are assessed on each Savvas unit test. Consider these standards

when planning common formative assessments with your PLC team.

CFA Standards These standards are generated from the TNReady Blueprints.

Performance Tasks and Assessment Options

Refer to the MCPS Pacing Guide below.

2


Pacing Calendar

Block Schedule Year-long Schedule

Unit 1 August 1-August 23 August 1-September 13

Unit 2 August 24-September 13 September 14-October 28

Unit 3 September 14-September 30 October 31-December 16

Unit 4 October 10-October 26 January 4-February 13

Unit 5 October 27-November 16 February 14-March 24

Unit 6 November 17-December 16 March 27-May 22

Following the suggested pacing calendar above will preserve time over the course of the year to ensure that students

build the full body of knowledge provided by each unit. This pacing should be used in conjunction with the Unit

Preparation Guide (UPG), particularly Step 3. Each year, teachers need to reflect on the standards students need to

master (based on student data and TN Blueprints) and prepare the units to reflect these needs. Step 3 of the UPG

allows teachers to determine the texts and lessons that are considered “must dos” and “may dos.” It is understood

that all lessons in a unit may not be completed in the time allocated. Therefore, teachers should judiciously select

lessons based on data and grade-level expectations to prepare students for end of unit tasks and standards mastery.

3


*percentages reflect number of questions, not weight of questions

Performance Based Unit Assessments

Unit Literature & Speaking/Listening Writing Unit 1 RL.KID.2, RL.CS.5, SL.PKI.4a, SL.PKI.6 W.TTP.2a-f, W.RBPK.9

Unit 2 RI.KID.2, SL.PKI.4 W.TTP.1a-e, W.RBPKI.8, W.RBPK.9

Unit 3 RI.CS.6, SL.PKI.4, SL.PKI.5, SL.PKI.6 W.TTP.2a-f, W.RBPKI.9

Unit 4 RI.CS.5, SL.PKI.4, SL.PKI.4a W.TTP.2a-f, W.RBPKI.9

Unit 5 RI.CS.5, SL.PKI.4 W.TTP.1a-e, W.RBPK.9

Unit 6 RI.KID.3, SL.CC.1, SL.CC.1a, SL.PKI.5, SL.PKI.6 W.TTP.3a-e, W.RBPKI.9

10th Grade Year at a Glance (standards assessed with My Perspectives Unit Assessments) Conventions 13-14%/ Vocab. 13-18% Reading Literature 32-34% Reading Informational Texts 32-34%

U1 U2 U3 U4 U5 U6 Standard U1 U2 U3 U4 U5 U6 Standard U1 U2 U3 U4 U5 U6 Standard

A A A A A A 9-10.L.CSE.1* A A A A 9-10.RL.KID.1* 9-10.RI.KID.1*

A 9-10.L.CSE.2* A A A A 9-10.RL.KID.2* A 9-10.RI.KID.2*

A 9-10.L.KL.3* A A A 9-10.RL.KID.3* A A 9-10.RI.KID.3*

A A A A A 9-10.L.VAU.4* A A A A A A 9-10.RL.CS.4* A A 9-10.RI.CS.4*

A A 9-10.L.VAU.4a A A A A A 9-10.RL.CS.5* A A 9-10.RI.CS.5*

A 9-10.L.VAU.4b 9-10.RL.CS.6* A A A A A 9-10.RI.CS.6*

A 9-10.L.VAU.4c 9-10.RL.IKI.7* 9-10.RI.IKI.7*

A 9-10.L.VAU.4d 9-10.RL.IKI.9* A 9-10.RI.IKI.8*

A A A A 9-10.L.VAU.5* A A 9-10.RL.RRTC.10 9-10.RI.IKI.9*

A 9-10.L.VAU.6* 9-10.RI.RRTC.10*

Writing 2-4% Writing 2-4% (Continued)

U1 U2 U3 U4 U5 U6 Standard U1 U2 U3 U4 U5 U6 Standard

A A 9-10.W.TTP.1* A 9-10.W.TTP.3*

9-10.W.TTP.1.a,b 9-10.W.TTP.3.a,b,c,d

Speaking and Listening c 9-10.W.TTP.1.c,d f 9-10.W.TTP.3.e,f

U1 U2 U3 U4 U5 U6 Standard 9-10.W.TTP.1.e,f 9-10.W.TTP.3.g

9-10.SL.CC.1 A A 9-10.W.TTP.2* 9-10.W.PDW.4

9-10.SL.CC.2 A A 9-10.W.TTP.2.a,b 9-10.W.PDW.5

9-10.SL.CC.3 c 9-10.W.TTP.2.c,d 9-10.W.PDW.6

9-10.SL.PKI.4 f f 9-10.W.TTP.2.e,f 9-10.W.RBPK.7

9-10.SL.PKI.5 g 9-10.W.TTP.2.g A 9-10.W.RBPK.8

9-10.SL.PKI.6 9-10.W.RBPK.9

9-10.W.RW.10

4


Unit 1 Inside the Nightmare

Essential Questions What is the allure of fear?

Unit Texts • My Introduction to Gothic Literature (900L)

• The Fall of the House of Usher (1410L)

• House Taken Over (1030L)

• from How to Tell You’re Reading a Gothic Novel

(NP)

• Where is Here? (950L)

• from The Dream Collector (NP)

• Why Do Some Brains Enjoy Fear? (1180L)

• beware: do not read this poem (NP)

• The Raven (NP)

• Windigo (NP)

• How Maurice Sendak’s “Wild Things”

Moved Children’s Books Toward Realism

(1420L)

• Sleep Paralysis: A Walking Nightmare

(1090L)

• The Feather Pillow (990L)

• Stone Age Man’s Terrors Still Stalk Modern

Nightmares (1180L)

Standards Instructed throughout Unit Language Standards (CSE,

KL, AU, VAU)

Literature & Informational Text

Reading Standards (KID, CS,

IKI, RRTC)

Speaking & Listening

Standards (CC, PKI)

Writing Standards (TTP, PDW,

RBPK, RW)

9-10.L.CSE.1

9-10.L.VAU.4

9-10.L.VAU.5

9-10.L.VAU.6

9-10.RL.KID.1

9-10.RL.KID.2

9-10.RL.KID.3

9-10.RL.CS.4

9-10.RL.CS.5

9-10.RL.CS.6

9-10.RI.KID.3

9-10.SL.CC.1

9-10.SL.CC.2

9-10.SL.PKI.4

9-10.SL.PKI.5

9-10.SL.PKI.6

9-10.W.TTP.3

9-10.W.TTP.2

9-10.W.PDW.4

9-10.W.RBPK.7

9-10.W.RBPK.9

Standards Assessed Throughout Unit Performance-Based Assessment #1 Performance-Based Assessment #2 Common Formative Assessment

Task: Explanatory Essay – How and when

does imagination overcome reason?

Task: Deliver an explanatory presentation

– In literature, how does a sense of

uncertainty help to create an atmosphere

of fear?

Task: MCPS Unit 1 Selected Response Test

Performance-Based Assessment: Explanatory

Essay – In what ways does transformation play

a role in stories meant to scare us?

Standards:

9-10.W.TTP.1a-f

9-10.W.TTP.3

9-10.W.TTP.3d

9-10.W.PDW.4

9-10.W.PDW.5

9-10.W.RBPK.9

Standards:

9-10.SL.CC.1

9-10.SL.CC.1b

9-10.SL.PKI.4

9-10.SL.PKI.5

9-10.SL.PKI.6

Standards:

9-10.RL.KID.1 9-10.RL.KID.2

9-10.RL.KID.3 9-10.L.CSE.1

9-10.RL.CS.5 9-10.RI.KID.3

9-10.L.CSE.1 9-10.L.VAU.4

9-10.L.VAU.5 9-10.L.VAU.6

9-10.W.TTP.2 9-10.W.RBPK.9

9-10.W.TTP.2a-g 9-10.SL.PKI.4a

9-10.SL.PKI.6

5


Additional Notes: Suggested supplemental novels are The Invisible Man, Frankenstein, and Dracula. Grammar exercises

related to the Language Standards can be found on Savvas EasyBridge under Resources.

6


Unit 2 Outsiders and Outcasts

Essential Questions Do people need to belong?

Unit Texts • Isn’t Everyone a Little Bit Weird? (950L)

• The Metamorphosis (1310L)

• Franz Kafka and Metamorphosis (NP)

• The Doll’s House (740L)

• Sonnet, With Bird (NP)

• Elliptical (NP)

• Fences (NP)

• Revenge of the Geeks (1050L)

• Encountering the Other: The Challenge

for the 21st Century (1310L)

• The Orphan Boy and the Elk Dog (950L)

• By Any Other Name (1100)

• Outsider’s Art is Saluted at Columbia,

Then Lost Anew (1120L)

• Fleeing to Dismal Swamp, Slaves and

Outcasts Found Freedom (NP)


KL, AU, VAU)



IKI, RRTC)

Speaking & Listening Standards

(CC, PKI)


RBPK, RW)

9-10.L.CSE.1

9-10.L.VAU.4

9-10.L.VAU.5

9-10.L.VAU.6

9-10.RL.KID.2

9-10.RL.CS.4

9-10.RL.CS.5

9-10.RL.IKI.9

9-10.RI.KID.1

9-10.RI.KID.2

9-10.RI.KID.3

9-10.RI.CS.5

9-10.RI.IKI.8

9-10.SL.CC.1

9-10.SL.CC.3

9-10.SL.PKI.4

9-10.SL.PKI.5

9-10.SL.PKI.6

9-10.W.TTP.1 9-10.W.TTP.2

9-10.W.PDW.4 9-10.W.PDW.5

9-10.W.PDW.6 9-10.W.RBPK.8

9-10.W.RW.10

Standards Assessed throughout Unit Performance-Based Assessment #1 Performance-Based Assessment #2 Common Formative Assessment

Task: Argumentative Essay – Are outsiders simply

those who are misjudged or misunderstood?

Task: Create a multimedia

presentation in which you use text,

audio, and visuals to clearly state and

defend your position – Is difference a

weakness? Is sameness a strength?


Performance-Based Assessment: Argument – Is

the experience of being an outsider universal?

Standards:

9-10.W.TTP.1a-e

9-10.W.TTP.3a

9-10.W.RBPK.8

9-10.WRBPK9

9-10.W.RW.10

9-10.W.PDW.5

9-10.L.KL.3a

Standards:

9-10.SL.PKI.4

9-10.SL.PKI.5

9-10.SL.CC.1b

Standards:

9-10.RL.KID.2

9-10.RL.CS.4

9-10.RL.CS.5

9-10.RI.KID.2

9-10.RI.CS.5

9-10.RI.IKI.8

9-10.RBPK.9

9-10.L.CSE.1

9-10.L.VAU.4

9-10.L.VAU.4b

9-10.L.VAU.5

9-10.W.TTP.1a-e

9-10.W.RBPK.8

9-10.SL.PKI.4

7


Additional Notes: Suggested supplemental novels are The Alchemist; The Scarlet Letter; and The Hobbit. Grammar exercises


8


Unit 3 Extending Freedom’s Reach

Essential Questions What is the relationship between power and freedom?

Unit Texts • Born Free: Children and the Struggle for

Human Rights (1100L0

• From The “Four Freedoms” Speech (1300L)

• Inaugural Address (1410L)

• Inaugural Address (NP)

• Speech at the United Nations (870L)

• Diane Sawyer Interviews Malala Yousafzai

(NP)

• I Know Why the Caged Bird Sings (NP)

• Some Advice to Those Who Will Serve Time

in Prison (NP)

• The Censors (1170L)

• From Freedom of the Press Report 2015 (NP)

• Law and Rule of Law: The Role of Federal

Courts (NP)

• Misrule of Law (1200L)

• Harrison Bergeron (810L)

• Credo: What I Believe (1070L)


KL, AU, VAU)



IKI, RRTC)


Standards (CC, PKI)


RBPK, RW)

9-10.L.VAU.4

9-10.L.VAU.4a, b, d

9-10.L.VAU.6

9-10.L.CSE.1

9-10.RI.CS.4

9-10.RI.CS.6

9-10.RI.IKI.7

9-10.RI.IKI.8

9-10.RI.IKI.9

9-10.RI.IKI.9

9-10.RI.KID.2

9-10.RL.CS.4

9-10.RL.CS.6

9-10.SL.PKI.4

9-10.SL.PKI.5

9-10.SL.PKI.6

9-10.SL.CC.1

9-10.W.TTP.2

9-10.W.TTP.3

9-10.W.TTP.3d

9-10.W.PDW.6


Task: Informative Essay- What can one

person do to defend the human rights of all

people?

Task: Deliver a multimedia presentation-

Develop, refine, and deliver a multimedia

presentation that addresses the question:

When, if ever, are limits on freedom

necessary?


Performance-Based Assessment –

Informational Essay – What does it mean to

“be free?”

Standards:

9-10.W.TTP.2a-f

9-10.W.PDW.5

9-10.W.RBPK.7

9-10.W.RBPK.8

9-10.W.RBPK.9

9-10.W.RW.10

9-10.L.CSE.1

9-10.L.CSE.2c

Standards:

9-10.SL.PKI.4

9-10.SL.PKI.5

9-10.SL.PKI.6

9-10.SL.CC.1a

9-10.SL.CC.1b

Standards:

9-10.RL.CS.4

9-10.RL.RRTC.10

9-10.RI.KID.2

9-10.RI.KID.3

9-10.RI.CS.6

9-10.W.RBPK.9

9-10.SL.PKI.4

9-10.SL.PKI.5

9-10.SL.PKI.6

9-10.W.RBPK.8

9-10.L.CSE.1

9-10.L.VAU.4

9-10.L.VAU.4a

9-10.W.TTP.2a-f

9


Additional Notes: Suggested supplemental novels are Beloved; Things Fall Apart; and Incidents in the Life of a Slave Girl.

Grammar exercises related to the Language Standards can be found on Savvas EasyBridge under Resources.

10


Unit 4 All That Glitters

Essential Questions What do our possessions reveal about us?

Unit Texts • I Came, I Saw, I Shopped (990L)

• The Necklace (910L)

• Civil Peace (820L)

• Fit for a King: Treasures of Tutankhamun (NP)

• In La Rinconada, Peru, Searching for Beauty in

Ugliness (1240L)

• Avarice – The Good Life – Money (NP)

• The Golden Touch (1130L)

• From King Midas (NP)

• The Thrill of the Chase (1130L)

• The Gold Series: The History of Gold

(NP)

• Ads May Spur Unhappy Kids to

Embrace Materialism (1250L)

• A Dose of What the Doctor Never

Orders (1300L)

• My Possessions, Myself (1250L)

• Heirlooms’ Value Shifts From

Sentiment to Cash (1110L)


KL, AU, VAU)



IKI, RRTC)


Standards (CC, PKI)


RBPK, RW)

9-10.L.VAU.5 9-10.L.VAU.6

9-10.L.KL.3 9-10.L.CSE.1

9-10.L.CSE.2

9-10.L.VAU.4 a, b, c, d

9-10.RL.KID.1 9-10.RL.KID.2

9-10.RL.KID.3 9-10.RL.CS.4

9-10.RL.CS.5 9-10.RI.CS.6

9-10.RL.IKI.7 9-10.RL.IKI.9

9-10.SL.CC.1

9-10.SL.PKI.4

9-10.SL.PKI.5

9-10.SL.PKI.6

9-10.W.TTP.2 a, b, c, d, e, f, g

9-10.W.TTP.3

9-10.W.PDW.5

9-10.W.PDW.6

9-10.W.RW.10


Task: Informative Essay- What makes

something valuable? What makes

something a treasure?

Task: Deliver a Multimedia Presentation- In

what ways can material possessions create

both a sense of comfort and a sense of

anxiety?


Performance-Based Assessment –

Informative Essay – How do we decide what

we want versus what we need? What can

result from an imbalance between want

and need?

Standards:

9-10.W.TTP.2a-f 9-10.W.RW.10

9-10.L.CSE.2 9-10.W.RBPK.9

9-10.L.CSE.2a 9-10.W.PDW.5

Standards:

9-10.SL.PKI.4

9-10.SL.PKI.4a

9-10.SL.PKI.5

Standards:

9-10.RL.KID.1 9-10.RL.KID.2

9-10.RL.CS.4 9-10.RL.CS.5

9-10.RL.RRTC.10 9-10.RI.CS.4

9-10.RI.CS.5 9-10.SL.PKI.4

9-10.L.VAU.4a, b 9-10.SL.PKI.4a

9-10.W.TTP.2a-f 9-10.L.CSE.1

11


Additional Notes: Suggested supplemental novels are The Great Gatsby, Great Expectations, and Treasure Island. Grammar

exercises related to the Language Standards can be found on Savvas EasyBridge under Resources.

12


Unit 5 Virtue and Vengeance

Essential Questions What motivates us to forgive?

Unit Texts • Neither Justice nor Forgetting: Defining

Forgiveness (1010)

• The Tempest, Acts I, II, III, IV, V (NP)

• En el Jardin de los Espejos Quebrados (NP)

• Caliban Catches a Glimpse of His Reflection (NP)

• Caliban (NP)

• They are hostile nations (NP)

• Under a Certain Little Star (NP)

• Let South Africa Show the World How to Forgive

(1100L)

• The Sun Parlor (980L)

• The Forgiveness Project: Eric Lomax

(880L)

• A Dish Best Served Cold (1010L)

• from Shakespeare and the French

Poet (1520L)

• What We Plant, We Will Eat (910L)

• Understanding Forgiveness (1010L)


KL, AU, VAU)



IKI, RRTC)


Standards (CC, PKI)


RBPK, RW)

9-10.L.VAU.4.a 9-10.L.VAU.4.b

9-10.L.VAU.4.c 9-10.L.VAU.4.d

9-10.L.VAU.5 9-10.L.VAU.6

9-10.L.CSE.1

10.RL.RRTC.10 9-10.RL.CS.4

9-10.RL.CS.5 9-10.RL.KID.2

9-10.RL.KID.3 9-10.RI.KID.2

9-10.RI.KID.3 9-10.RL.IKI.9

9-10.SL.PKI.4

9-10.SL.PKI.6

9-10.SL.CC.1

9-10.W.PDW.4 9-10.W.PDW.5

9-10.W.PDW.6 9-10.W.TTP.1

9-10.W.TTP.2 9-10.W.RW.10

9-10.W.RBPK.7 9-10.W.RBPK.9


Task: Argument Essay- Is there more

value in vengeance or virtue

(forgiveness)?

Task: Present an Argument- Does forgiveness

first require an apology?

Task: Argument Essay- Can justice and

forgiveness go hand in hand?

Performance-Based Assessment: Argument

Essay – Can just and forgiveness go hand in

hand?

Standards:

9-10.W.TTP.1.a, b, c, d, e

9-10.W.TTP.2.e, f

9-10.W.RW.10

9-10.W.RBPK.9

9-10.W.PDW.4

9-10.W.PDW.5

9-10.L.CSE.1b

Standards:

9-10.SL.PKI.4

9-10.SL.CC.1a

9-10.SL.CC.1c

9-10.SL.CC.1d

Standards:

9-10.RL.KID.1 9-10.RL.KID.2

9-10.RL.KID.3 9-10.RL.CS.4

9-10.RL.CS.5 9-10.RL.CS.6

9-10.L.CSE.1 9-10.L.VAU.4

9-10.W.TTP.1a-e 9-10.SL.PKI.4

9-10.W.RBPK.9

13


Additional Notes: Suggested supplemental novels are Hamlet, The Count of Monte Cristo, and Moby-Dick. Grammar exercises


14


Unit 6 Blindness and Sight

Essential Questions What does it mean to see?

Unit Texts • Just Six Dots (970L)

• Historical Context: Oedipus the King (NP)

• Oedipus the King, Part I (NP)

• Oedipus the King, Part II (NP)

• View from the Empire State Building (1150L)

• Blind (NP)

• The Blind Seer of Ambon (NP)

• On His Blindness (NP)

• The Country of the Blind (1170L)

• The Neglected Senses (1060L)

• from Blindness (980L)

• Dr. Geoffrey Tabin Helps Blind Ethiopians

Gain Sight (NP)

• How Your Eyes Trick Your Mind (NP)

• Blind, Yet Seeing: The Brain’s Subconscious

Visual Sense (1320L)

• Experience: I First Saw My Wife Ten Years

After We Married (960L)

• Visual Neuroscience: Look and Learn

(1200L)


KL, AU, VAU)



IKI, RRTC)


Standards (CC, PKI)


RBPK, RW)

9-10.L.VAU.4.b-d

9-10.L.VAU.5

9-10.L.VAU.6

9-10.L.CSE.1

9-10.RL.CS.4

9-10.RL.CS.5

9-10.RL.KID.2

9-10.RL.IKI.7

9-10.RI.CS.4

9-10.RI.CS.5

9-10.RI.KID.2

9-10.RI.KID.3

9-10.SL.CC.1

9-10.SL.CC.2

9-10.SL.CC.3

9-10.SL.PKI.4

9-10.W.PDW.4 9-10.W.PDW.6

9-10.W.TTP.1 9-10.W.TTP.3

9-10.W.RBPK.7


Task: Nonfiction Narrative- Can we see

ourselves as clearly as others see us?

Task: Present an Oral Retelling- Work with your

group to develop and refine an oral retelling of

one of the selections that attempts to answer the

following question: Can on have sight but no

vision, or vision but no sight?


Performance-Based Assessment: Nonfiction

Narrative – Is there a difference between

seeing and knowing?

Standards:

9-10.W.TTP.3a-e 9-10.L.VAU.4c

9-10.W.RW.10 9-10.L.VAU.5

9-10.L.CSE.1b

9-10.L.CSE.2a, c

9-10.W.PDW.5

9-10.W.RBPK.9

Standards:

9-10.SL.PKI.4

9-10.SL.PKI.4b

9-10.SL.PKI.5

Standards:

9-10.RL.KID.1 9-10.RL.KID.3

9-10.RL.CS.4 9-10.RL.CS.5

9-10.RI.KID.3 9-10.RI.CS.4

9-10.RI.CS.5 9-10.RI.CS.6

9-10.L.VAU.4 9-10.L.VAU.4a

9-10.L.VAU.5 9-10.L.CSE.1

9-10.W.TTP.3a-f 9-10.W.RBPK.9

9-10.SL.CC.1a 9-10.SL.PKI.5, 6

15


Additional Notes: Suggested supplemental novels are King Lear; Blindness; and All the Light We Cannot See. Grammar

exercises related to the Language Standards can be found on Savvas EasyBridge under Resources.

TCAP Assessment Blueprint The standards listed below are the standards assessed on TCAP.

Literature Informational Text Reading:

Vocabulary

Written Expression Conventions

9-10.RL.KID.1

9-10.RL.KID.2

9-10.RL.KID.3

9-10.RL.CS.5

9-10.RL.CS.6

9-10.RL.IKI.7

9-10.RL.IKI.9

9-10.RI.KID.1

9-10.RI.KID.2

9-10.RI.KID.3

9-10.RI.CS.5

9-10.RI.CS.6

9-10.RI.IKI.7

9-10.RI.IKI.8

9-10.RI.IKI.9

9-10.RL.CS.4

9-10.RI.CS.4

9-10.FL.VA.4

9-10.FL.VA.5

9-10.W.TTP.1

9-10.W.TTP.2

9-10.W.TTP.3

9-10.L.CSE.1

9-10.L.CSE.2

9-10.L.VAU.6

16


Tennessee Academic Standards English Language Arts Language: Conventions of Standard English

9-10.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; use

effective parallel structure and various types of phrases and clauses to convey specific meaning and add variety

and interest to writing or presentations. 9-10.L.CSE.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing; when reading and writing, explain the functions of semicolons and colons to separate related ideas and

use them correctly to do so; write and edit work so that it conforms to a style guide appropriate for the discipline

and writing type. Language: Knowledge of Language

9-10.L.KL.3 Apply knowledge of language to understand how language functions in different contexts, to make effective

choices for meaning or style, and to comprehend more fully when reading or listening. Language: Vocabulary Acquisition and Use

9-10.L.VAU.4 Determine or clarify the meaning of unknown or multiple-meaning words and phrases based on 9th – 10th grade-

level text by choosing flexibly from a range of strategies.

a. Use context as a clue to the meaning of a word or a phrase.

b. Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase.

c. Consult reference materials, both print and digital, to find the pronunciation of a word or phrase.

Use etymological patterns in spelling as clues to the meaning of a word or phrase. 9-10.L.VAU.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 9-

10 reading and content; interpret figures of speech in context and analyze their role in a text; analyze nuances in

the meaning of words with similar denotations.

9-10.L.VAU.6 Acquire and accurately use general academic and domain-specific words and phrases sufficient for reading,

writing, speaking, and listening at the post-secondary and workforce readiness level; demonstrate independence in

building vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Literature Reading Standards: Key Ideas and Details 9-10.RL.KID.1 Analyze what a text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to

support conclusions. 9-10.RL.KID.2 Determine a theme or central idea of a text and analyze its development; provide an objective or critical summary.

9-10.RL.KID.3 Analyze how complex characters, events, and ideas develop and interact over the course of a text to impact

meaning.

Literature Reading Standards: Craft and Structure 9-10.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative

meanings; analyze the cumulative impact of specific word choices on meaning and tone, such as how language

evokes a sense of time and place, and how it communicates an informal or formal tone.

17


9-10.RL.CS.5 Analyze how an author’s choices concerning text structure, plot structure, and/or time manipulation create effects

such as mystery, tension, or surprise.

9-10.RL.CS.6 Analyze how point of view and/or author purpose shapes the content and style of diverse texts.

Literature Reading Standards: Integration of Knowledge and Ideas 9-10.RL.IKI.7 Evaluate the topic, subject, and/or theme in two diverse formats or media. 9-10.RL.IKI.9 Analyze a variety of related literary texts and evaluate how an author draws on, alludes to, or transforms source

material to provide a deeper and more thorough interpretation of the text.

Literature Reading Standards: Range of Reading and Level of Text Complexity 9-10.RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 9-10 text complexity band

independently and proficiently. Informational Text Reading Standards: Key Ideas and Details

9-10.RI.KID.1 Analyze what a text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to

support conclusions. 9-10.RI.KID.2 Determine a central idea of a text and analyze its development; provide an objective or critical summary.

9-10.RI.KID.3 Analyze how an author presents and develops key ideas and events to impact meaning.

Informational Text Reading Standards: Craft and Structure 9-10.RI.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and

technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. 9-10.RI.CS.5 Analyze how an author’s ideas or claims and developed and refined by particular sentences, paragraphs, or larger

portions of a text.

9-10.RI.CS.6 Determine an author’s point of view or purpose and analyze how an author uses rhetoric to advance that point of

view or purpose.

Informational Text Reading Standards: Integration of Knowledge and Ideas 9-10.RI.IKI.7 Evaluate the topic or subject in two diverse formats or media. 9-10.RI.IKI.8 Evaluate how reasoning and evidence affects the argument and specific claims in a text.

9-10.RI.IKI.9 Analyze a variety of thematically-related texts of historical and literary significance for the way they address related

topics, facts, and concepts.

Informational Text Reading Standards: Range of Reading and Level of Text Complexity 9-10.RI.RRTC.10 Read and comprehend a variety of literary nonfiction throughout the grades 9-10 text complexity band proficiently,

with a gradual release of scaffolding at the higher end as needed. Speaking and Listening: Comprehension and Collaboration

9-10.SL.CC.1 Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate 9th-

10th grade topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 9-10.SL.CC.2 Integrate and evaluate multiple sources of information presented in diverse media formats; evaluate the credibility

and accuracy of each source.

18


9-10.SL.CC.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; identify any fallacious reasoning

and/or exaggerated or distorted evidence.

Speaking and Listening: Presentation of Knowledge and Ideas 9-10.SL.PKI.4 Present information, findings, and supporting evidence clearly, concisely, and logically, so that listeners can follow

the line of reasoning and the organization, development, substance, and style are appropriate to purpose,

audience, and task. 9-10.SL.PKI.5 Make strategic use of digital media and visual displays in presentations to enhance understanding of findings,

reasoning, and evidence and to add interest.

9-10.SL.PKI.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or

appropriate.

Writing: Text Types and Protocol 9-10.W.TTP.1 Write arguments to support claims in analysis of substantive topics or texts, using valid reasoning supported by

relevant and sufficient evidence.

a. Introduce precise claim(s).

b. Develop claim(s) and counterclaim(s) fairly, supplying evidence for each claim and counterclaim while

pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge

level and concerns.

c. Create an organization that establishes cohesion and clear relationships among claim(s), counterclaim(s),

reasons, and evidence.

d. Provide a concluding statement or section that follow from and supports the argument presented.

e. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

f. Establish and maintain a formal style and objective tone.

9-10.W.TTP.2 Write informative/explanatory texts to analyze and convey complex ideas, concepts, and information clearly and

accurately through the effective selection and organization of content.

a. Provide an introduction that is relevant to the rest of the text and effectively engages the audience.

b. Organize ideas to create cohesion and clarify relationships among ideas and concepts, including but not

limited to use of appropriate and varied transitions.

c. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,

quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

d. Provide a concluding statement or section that follow from and supports the information or explanation

presented.

e. Use appropriate formatting, graphics, and multimedia to aid comprehension.

f. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

g. Establish and maintain a formal style and objective tone.

9-10.W.TTP.3 Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-

chosen details, and well-structured event sequences.

19


a. Engage and orient the reader by setting out a problem, situation, or observation, establishing point of view,

and introducing a narrator/speaker, and/or characters.

b. Sequence events so that they build on one another to create a coherent whole.

c. Create a smooth progression of experiences or events.

d. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to convey

experiences, events, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the

course of the narrative.

f. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the

experiences, events, setting, and/or characters.

g. Establish and maintain an appropriate style and tone.

Writing: Production and Distribution of Writing 9-10.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 9-10.W.PDW.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,

focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should

demonstrate command of Language standards 1-3 up to and including grades 9-10.)

9-10.W.PDW.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products,

taking advantage of technology’s capacity to link to other information and to display information flexibly and

dynamically.

Writing: Research to Build and Present Knowledge 9-10.W.RBPK.7 Conduct and write short as well as more sustained research projects to answer a question (including a self-

generated question) or solve a problem by narrowing or broadening the inquiry when appropriate, synthesizing

multiple sources on the subject, and demonstrating a new understanding of the subject under investigation. 9-10.W.RBPK.8 Use multiple search terms to generate a variety of print and digital sources; integrate information into the text

selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

9-10.W.RBPK.9 Support and defend interpretations, analyses, reflections, or research with evidence found in literature and

informational texts, applying grade band 9-10 standards for reading to source material.

9-10.W.RW.10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.

MCPS English II (10th Grade) Pacing Guide

Documents

Transcript of MCPS English II (10th Grade) Pacing Guide