Teacher Education Program

Secondary Curriculum Map Elements

Content Goals
What do you want students to learn during the time period covered by this curriculum map? What are the Enduring Understanding s? What content
and common core standards will you address?

We want our students to learn how to analyze critical and informational text, how to effectively assemble a
strong argument including different sources for support. Be able to interpret and question different types of
media representations and see the varied knowledge that can come from them. Work in groups and
communicate ideas constructively. Our essential questions will have students identify and analyze the course
texts as well as acknowledging the world as a living text. Our utmost goal in this class is to instill a critical lens
within our students so that they may be willing and able to acknowledge how literature/written text is a reflection
of society. Moreover, we want our reflections in class to empower our students’ narratives and encourage their
participation in the community as active agents of positive change.

Standards: W.10.3b, W.10.3d, RL.10.5, SL.10.3, RL.10.7, W.10.6, SL.10.1b, SL.10.1d, W.10.8, RI.10.8, RL.10.9,
W.10.9a, W.10.2a, W.10.2b, RI.10.9, W.10.1a, W.10.1b, L.10.1b.

Skills Goals
What do you want students to be able to know and be able to do? What skills will you work on developing with your students?

 Students will have a better grasp of the writing process and how to initiate the first steps independently.
 Students will be able to analyze the different elements of literature including but not limited to: plot
structure, author’s purpose, utilization of literary devices, etc.
 Students will become stronger communicators and organizers for individual initiatives and collective
objectives.
 Students will become comfortable with the writing process in its many different stages

Social Goals
In what ways will you develop safe spaces and interactional opportunities that are appropriate to students’ developmental levels?

 Students will be given space to work collaboratively on projects and other in-class assignments.
 Students will learn not only how to articulate their own “story,” but to actively listen with peers to
acknowledge commonalities and celebrate difference.
 Students will gain skill and practice in presenting their work and contributing to the development of
classmates works through constructive comments and questions.
 We want the students to be able to work backwards, identify who they are and understand why that is and
be able to understand why others have different perspectives.
 Curriculum Map
Course: English 10

Essential Question 1 (Units 1-3): How do we formulate our own identities? How do these identities affect the way we receive information and formulate
our own opinions?
Essential Question 2 (Units 4-6): How does literature and other text affect who we are and how we see ourselves in respect to our identities? How do
we relate to others from different communities and perspectives?

Unit Title & Enduring Important to Know Worth Being Familar With Focus Standards (Content, Number of
Essential Question Understandings and Do ELD, and Common Core) School Days

Our origin Provide context to explain Know: How to analyze an Dialogue, pacing, reflection, W.10.3b 6 weeks
stories. your statements and to help author’s text structure. sensory language. W.10.3d
the reader to follow your Evaluate a narrator's point RL.10.5
How do we reasoning. of view. Use sensory Parallel plots, flashbacks. SL.10.3
identify? Where language.
do we find our
culture and how Do: Use varied structure in
does it influence the narrative of the story.
how we see the Include sensory detail and
world? dialogue.

Deja Vu Understanding the potential Know: Art aesthetic, Media/Medium, Aesthetic, RL.10.7 4 weeks
and limits of different integration of knowledge Style, Composition, Form W.10.6
How many media, understanding the and ideas, global/cultural
different ways difference between connections to text. Mood, Element, Rhythm,
can we say the intention and impact. Juxtaposition
same thing? Do: Analyze difference
between text/media, find
commonality in
presentation, assess
impact of presentation.
Make Space/ How to balance working Know: Goal/Objective Primary Resource, SL.10.1b 6 weeks
Brave Space independently, then bring setting, online research, Secondary Resource, SL.10.1d
resources to a larger assessing group dynamic, Query W.10.8
How do we share collective. Students will formulate arguments. RI.10.8
space? learn how to present their Compassion, empathy,
evidence among other Do: Delegate tasks, Solidarity
students doing the same informational writing,
task. gathering evidence from
multiple sources.

Students will learn how Know: the connection Allusions, Metaphor, RL.10.9 4 weeks
important texts have drawn between texts, historical Classical Allusions, W.10.9a
Identity Theft from each other and which context, author biographies Epigraph, Motif
elements are lost/gained in
If no one is this process. Do: synthesize different Appropriation, Cultural
original, then texts, analyze key Appropriation
who did it better? commonalities/
deviations

Butterfly Effect History often omits large Know: Analyze text with a Historical vocabulary found W.10.2a 5 weeks
Whom are these groups of people, after this the perspective of the in dated writings and W.10.2b
texts written for, unit students should be counter narrative. Who was speeches. RI.10.9
what able to analyze and left out of these documents,
assessments can decipher critical text with a who was not addressed? Thesis statement.
we make about counter perspective.
these perceived Do: Make a claim and
narratives? What thesis statement giving
does it mean to students perspective on the
read a text with given text. Critique the
critical eyes? traditional narrative.
In your shoes. Be able to create a Know: How to do relevant Claim and counterclaim, W.10.1a 5 weeks
dialogue and constructive research and provide evidence. W.10.1b
How can we discussion with someone evidence based support. L.10.1b
communicate/arg with opposing viewpoints. Diverse sentence structure;
ue effectively? Understand before arguing. Do: Present information in including: adverbial,
What language a cohesive way in a paper prepositional, and
tools as well as and in a speech. Participate participial phrases, and
research tools in structured facilitated independent, and relative
help us form debate. clauses.
stronger
positions?