10^th Grade Literature Curriculum Map
Month	Essential Questions	Expectations	Assessment	Resources	Standards	Grammar	Vocabulary	Literary Terms
August 22-September 22 FOCUS READING: Novel: Life of Pi by Yann Martel WRITING: The Literary Analysis Essay GRAMMAR: Parts of speech	How do you interpret reality? Where would you look for the inspiration to survive? Why does Martel use this particular situation as the basis for his story? What is he trying to say with his almost inconceivable story? How does religion play a role in our community and in our world? How do religions affect our behavior?	STUDENTS WILL READING: -demonstrate understanding of literary terms -identify theme -analyze plot -understand multiple layers of interpretation -make personal connections with characters to discern their own potential reactions to similar situations WRITING -develop a focused analysis of the work, demonstrating understanding of the writing process (i.e. plan, draft, revise) and effective organization of writing (i.e. engaging introduction, logical development of ideas, and a satisfying conclusion GRAMMAR: - use correct standard English grammatical conventions	Class discussion Comprehension checks / quizzes Reading journals Oral presentations Projects Literary analysis essay Grammar may be assessed by quiz, as well as in writing context	Novella The Metamorphosis by F. Kafka TMHS Scope & Sequence of Literary Terms GLOSSARY of Terms for Reading and Writing Standards and CSAP Frameworks Wordly Wise Vocabulary Workbook Selected readings (essays, criticisms) for enhancing understanding of novel Text: Writing and Grammar; Communication in Action (PrenticeHall)	1 Students read and understand a variety of materials. 4 Students apply thinking skills to their reading, writing, speaking, listening, and viewing. 6 Students read and recognize literature as a record of human experience. 2 Students write and speak for a variety of purposes and audiences. 3 Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.	Text section 17-17.5 Review parts of speech and their function in sentence	-selections specific to text -selections from Wordly Wise	INCLUDE BUT NOT LIMITED TO: -existentialism -absurdity -theme -tone -mood -figurative language -critical reading -point of view -author’s purpose -symbolism
September 25-October 27 FOCUS READING: Play: Macbeth WRITING: The 5 Paragraph Essay Organization GRAMMAR: -Phrases -Clauses -Sentence fluency	Do we have control over our own destiny? What examples in today’s society parallel the evil traits demonstrated by the Macbeths? In an individual’s life, how does one deal with the potential for good or evil? What is a tragic figure? How do Macbeth and Lady Macbeth compare to the classic tragic figure? How does Shakespeare use language to convey the tension between good and evil?	STUDENTS WILL READING: -understand the Elizabethan era and Shakespeare’s “fit” into the culture -develop ability to comprehend Shakespearean language (dated speech and text) -identify universal themes from Macbeth and how they are prevalent today -read aloud from the play to experience the rhythm of the language WRITING -organize a coherent and concise 5 paragraph essay, supporting their thesis with proper support from text GRAMMAR: - use correct standard English grammatical conventions	-Class discussion -Comprehension checks / quizzes -Reading journals -Oral presentations -projects 5 paragraph essay Grammar may be assessed by quiz, as well as in writing context	Play: Macbeth TMHS Scope & Sequence of Literary Terms GLOSSARY of Terms for Reading and Writing Standards and CSAP Frameworks Wordly Wise Vocabulary Workbook Selected readings (essays, criticisms) for enhancing understanding of novel Text: Writing and Grammar; Communication in Action (PrenticeHall)	1 Students read and understand a variety of materials. 4 Students apply thinking skills to their reading, writing, speaking, listening, and viewing. 6 Students read and recognize literature as a record of human experience. 2 Students write and speak for a variety of purposes and audiences. 3 Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.	Text: Section 18.1-18.3 Subj/Predicate 19.1 – 19.4 Phrases Clause	-selections specific to text -selections from Wordly Wise	INCLUDE BUT NOT LIMITED TO: -couplet -act -scene -tragedy -soliloquy -aside -tension -imagery -hyperbole -
October 30 – November 30 FOCUS READING: Novel: The Awakening by Kate Chopin WRITING: Feminist critical analysis GRAMMAR: -Effective sentences	How has the feminist movement evolved since it began? Why is this novel so important and why was it so controversial? How does The Awakening speak to the roles of women and conventions of literature at the end of the 19^th century? How does Chopin use other characters in the story to cast Edna’s desires and social limitations in sharp relief? How can we interpret the ending of the novel? How does society affect our identity and our choices? How does one choose individual fulfillment rather than fitting in to society’s accepted roles?	STUDENTS WILL READING -understand the character in terms of the era of the novel -identify and interpret the novel’s symbols -understand the feminist philosophy and Chopin’s place in literary history -reflect upon how culture and setting play an important role in a novel WRITING: -analyze Edna’s character development, specifically in relation to other characters in the novella, and generally in relation to women’s roles in 19^th century America. GRAMMAR: -demonstrate understanding of difference between phrases and clauses	-Class discussion -Comprehension checks / quizzes -Reading journals -Oral presentations -Research era Essay: feminist critical analysis Grammar may be assessed by quiz, as well as in writing context	Novel The Awakening by Kate Chopin Anchor papers: feminist analyses of the novel TMHS Scope & Sequence of Literary Terms GLOSSARY of Terms for Reading and Writing Standards and CSAP Frameworks Wordly Wise Vocabulary Workbook Text: Writing and Grammar; Communication in Action (PrenticeHall)	1 Students read and understand a variety of materials. 4 Students apply thinking skills to their reading, writing, speaking, listening, and viewing. 6 Students read and recognize literature as a record of human experience. 5 Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. 2 Students write and speak for a variety of purposes and audiences. 3 Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.	Text Sections 20.1- 20.7 Effective sentences	-selections specific to text -selections from Wordly Wise	INCLUDE BUT NOT LIMITED TO: -symbolism -figurative language -local color -regionalism -dialect -diction -realism --historical context -mood -tone
December 1 – January 12 FOCUS READING: All the Pretty Horses by Cormac McCarthy WRITING: Persuasive essay GRAMMAR: -Verb usage	Is the idea of a hero simply a romantic ideal or is it reality? Is an initiation necessary in the quest for identity? In what way does the journey to self-realization / initiation cause a loss of innocence? Can one be true to his/herself and still conform to the rules of society? What is an archetypal myth, and what is the overarching myth that drives John Grady’s dream? How does McCarthy use language, structure, and “place” to enhance a message? What is the human and psychological cost of living according to a romantic ideal?	Students will: READING: -understand romantic idealism -understand the power of myth -discuss the idea of initiation and character of “coming of age” novels -understand that prose can be poetic WRITING: -write an essay or position paper supporting or declaiming living life by romantic ideal -use good organization and sufficient supporting details to produce coherence and precision GRAMMAR: - use correct standard English grammatical conventions	-Class discussion -Comprehension checks / quizzes -Reading journals -Oral presentations -Research archetypal myths Persuasive essay position paper Grammar may be assessed by quiz, as well as in writing context.	Novel All the Pretty Horses by Cormac McCarthy TMHS Scope & Sequence of Literary Terms GLOSSARY of Terms for Reading and Writing Standards and CSAP Frameworks Wordly Wise Vocabulary Workbook Text: Writing and Grammar; Communication in Action (PrenticeHall)	1 Students read and understand a variety of materials. 4 Students apply thinking skills to their reading, writing, speaking, listening, and viewing. 6 Students read and recognize literature as a record of human experience. 5 Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. 2 Students write and speak for a variety of purposes and audiences. 3 Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.