Course Objective: This course serves as the first honors course offered in the English department and uses a humanities-based approach, asking students to grapple with historical events and topics, while incorporating all needed literacy and language skills. Thematic units focusing on the exploration of the human condition allow for deep analysis of classic and contemporary texts of varying genres. Writing workshops address all grade-level standards, with a focus on non-narrative non-fiction writing. There will be a heavy volume of informational texts throughout the year as we focus on rhetoric and argumentation. A large portion of the course will center on forming and defending arguments from both written and oral means.

                                                           

Mission Statement: We will use literature to analyze the human condition through a historical lens during politically adverse times in America. This mission statement will guide our units of study throughout the year. We will refer back to this statement through essential questions when reading whole class works. The workshop structure will allow us to maximize our time together and focus on important themes and units of writing during the year.

Required Materials:

• Your charged school computer
• A marble notebook—this will serve as your writer’s notebook.

Grading Policy: eSchool will serve as a live progress report throughout the school year. Please continue to check it on a weekly basis to see your progress and any work you might need to make up.

All quarter grades will fall into one of the following categories and account for 22.5% of your cumulative average, leaving a combined 10% for our midterm and final examinations:

• Product: 70%
  • Papers
  • Projects
  • Presentations
  • Exams

• Process: 30%
  • Classwork
  • Homework
  • Quizzes
  • Postings
  • Short Writing Pieces

Portfolio: This year, you will be maintaining a digital writing portfolio. The course itself will focus a lot on writing. In today’s world, it is important to keep a digital portfolio that enables your works to go through the writing process. Each quarter, you will be required to include a minimum of five writing assignments with three of these being more formal papers. You will be given a quarterly grade based on your portfolio, so it is your responsibility to maintain this throughout the year.

Writer’s Notebook: Throughout the year, a separate notebook will be kept for various writings. Although we have fully embraced the personal smart devices this year, it is important to continue to write. Although these writings will be seen as informal, they are pivotal to your success as a writer. It is expected that you maintain a strong notebook as it will receive a grade every quarter.

Independent Reading: Scholars agree that the average 8th grader should read at least 25 books per year. Independent reading is an important feature for any lifelong reader. It is expected that you have an independent reading book at all times. Each quarter, every student is responsible for one “Book Review” submission on the course webpage. This will also serve as a “Goodreads” dialogue for the class. Please utilize this as a community of readers.

Laptop Responsibility: Computers are ubiquitous and will be an integral part of your future education. This class will rely heavily on your devices for daily activities. You are expected to come to class with a fully charged computer every day. You will also be submitting daily classwork via OneNote and Teams. You will receive a daily preparedness grade that will count towards your Process Grade each quarter. They are also our vessel for Virtual Learning.

Extra Help Policy: Extra help is offered on Friday mornings in 235 7:00-7:40.

Absence Policy: Any missed work due to a legal absence is to be made up within two days of a student’s return. The student is required to attend the next available Extra Help session to clarify expectations. If this presents a conflict, the student must communicate this with the teacher and together they will work up an accommodation.

Late Policy: Late work will be penalized 5 points off every school day it is late.

Literature: Each quarter we will be exploring works of literature linked by a common theme. As we read our primary text, we will be reading various companion informational texts to better understand the historical context of these primary texts, which will allow us a deeper and more focused analysis.

*Please note that these works are subject to change throughout the year*

• Quarter 1 (09/04-11/07): Throughout the quarter, we will be focusing on rhetoric with a deep analysis on advertising and the media. As we navigate the use of language and imagery, we will be focusing on two essential texts, Animal Farm by George Orwell and Cyrano de Bergerac by Edmond Rostand. Within both of these texts, our essential question will be: “How is language power?”

• Quarter 2 (11/10-1/23): This quarter is a look into two texts that are often noted as the cornerstones of literature. Through an analysis of the time in which the texts were written, we will analyze author’s intent on their works. Our first text, Of Mice and Men by John Steinbeck, will be an exploration of the Great Depression and marginalized voices of the 1930’s. Our second text, To Kill a Mockingbird by Harper Lee, will be an investigation of many symbols of mid-century modern America. As a time capsule of a then adverse-America, we will be using a lot of informational texts to analyze the social reasonings that Harper Lee wrote her prose.

• Quarter 3 (01/26-04/17): In this quarter, we will be exploring two works of nonfiction that are rooted in the Holocaust. We will be reading Night by Elie Wiesel and The Diary of Anne Frank by Frances Goodrich. Both texts serve as commentary from different experiences of the Holocaust. Together, we will look closely at the author’s imagery and themes to further understand why they wrote their respective texts. This will also aim to enrich your experience on the 8^th grade trip.

• Quarter 4 (04/20-06/16): In our final quarter, we will be looking at the social commentary of our primary texts. Our first text, Flowers for Algernon by Daniel Keyes, will focus in the ethics of scientific exploration and medicine. Through a lot of supplementary informational texts, we will be exploring the deeper meaning of these texts, and we will be putting them in dialogue with a lot of modern-day issues. Our second text of the quarter will be A Midsummer Night’s Dream. This will be an introduction to William Shakespeare as we dive into his world and language. We will be exploring a lot of his themes and motifs as we navigate through the language of the text.

English 10R Curriculum Guide

2025-2026 school year

Course objectives and rationale:

Overview:

 ENG10R is designed to explore the wide breadth of human experience and to expose students to ideas and topics of high-interest and relevance at this exciting time in their development.  The core curriculum is aligned with the NYS Learning Standards and prepares students for success on both New York State’s Regents Exam and the SAT exam, both of which are taken the following year in 11^th grade.   Each of these standardized tests are important markers used by a majority of college admission departments.  For all 10^th grade students, whether college-bound or not, the curriculum supplies opportunities to develop critical thinking skills, creativity and a high-level of literacy to prepare them for entrepreneurial endeavors, career pursuits and a life enriched through an appreciation of the language arts in these four modalities: Reading, Writing, Listening and Speaking.

READING objectives and rationale:

Shakespeare's Macbeth, Golding's Lord of the Flies, and Salinger's The Catcher in the Rye collectively provide students with a profound exploration of human nature, morality, and the complexities of adolescence. Macbeth invites analysis of ambition, guilt, and the consequences of power, prompting discussions about ethical dilemmas and character motivations. In contrast, Lord of the Flies serves as a stark commentary on the intrinsic conflict between civilization and savagery, encouraging students to examine social dynamics and the darker aspects of humanity. Meanwhile, The Catcher in the Rye resonates with students as it addresses themes of identity, alienation, and the struggles of growing up, fostering personal reflection and empathy. Together, these works cultivate critical thinking, promote emotional intelligence, and deepen students' understanding of the multifaceted human experience.

WRITING objectives and rationale:

Teaching to the New York State Writing Standards in 10th grade ELA is essential for fostering students' writing proficiency across multiple genres. This phase of education allows students to enhance their communication skills, critical thinking, and creativity, all while preparing them for future academic challenges and real-world applications. Writing narrative, argumentative, literary analysis, and research papers equips students with the tools needed for effective expression and analysis, aligning with state standards and emphasizing the importance of well-rounded writing skills.

Grammar Objectives and rationale:

The 10^th grade grammar curriculum is aligned to the State Standards and to those skills emphasized on the SAT Exam and the NYS ELA Regents.  Those skills are:

Subject-Verb Agreement: Understanding that subjects and verbs must agree in number (singular or plural).

Sentence Structure: Identifying and correcting sentence fragments, run-on sentences, and comma splices

Verb Tenses: Using the correct verb tense consistently throughout a passage.

Pronoun Usage: Ensuring pronouns agree with their antecedents and using the correct case (subjective, objective, possessive).

Modifiers: Correct placement of modifiers to avoid ambiguity and misinterpretation.

Parallel Structure: Maintaining consistency in lists or comparisons within sentences.

Punctuation: Correct use of commas, semicolons, colons, and apostrophes.

Diction and Word Choice: Choosing words that convey the intended meaning and fit the context, including avoiding redundancy.

Logical Organization: Understanding how to structure ideas logically and cohesively within a passage.

Tone and Style: Ensuring that the writing fits a formal tone and appropriate style for the context.

SPEAKING Objective and rationale:

Practicing public speaking skills is essential for students as they prepare for college and their future careers. Effective communication enhances confidence, enabling individuals to articulate their ideas clearly and persuasively. This skill is invaluable in academic settings where presentations and group discussions are common, fostering collaboration and engagement. Furthermore, strong public speaking abilities are highly sought after by employers, as they indicate leadership potential, creativity, and the capacity to influence others.  This curriculum includes numerous opportunities for students to speak to both small groups and to the whole class, and a scaffolding approach allows students to increase time and exposure and to grow a comfort level through consistent practice.

LISTENING objectives and rationale:

Students will practice listening skills in a variety of contexts over the course of their sophomore year.  This includes focused listening in small group discussions, as well as listening to content through various media like podcasts and video throughout the year.  Listening for information and learning will be a focus each quarter.

Quarter One

Theme: Coming of Age

Essential Question: What experiences lead us from childhood into adulthood?

READING

1. Unit of Short Works on the theme (poetry, short story,non-fiction)
2. Novel: The Catcher in the Rye

Non-Fiction: Various articles about the challenges and opportunities of growing up today.

FIELD TRIP TO NYC!  Students will follow character Holden Caulfield’s footsteps through Central Park to the Museum of Natural History!  (November 15^th)

WRITING

1. Unit: Literary analysis and response
   1. Students will write well-developed paragraphs that focus on making and supporting claims.  Development of ideas includes making an accurate and supportable claim that addresses the question; providing relevant background context; selecting and incorporating multiple examples from the text to support claim; and discussing how the examples support their initial claim that reflects their own coming-of-age experience. This unit will reinforce student’s understanding of the elements of story. 
2. Grammar: Sentence types and varying sentence types for more fluidity / semicolon / conjunctions
3. Vocabulary: In-context study of vocabulary found in the reading selections from this unit.

LISTENING

Students will study strategies for effective public speaking by listening to speakers sharing personal stories (TED talks) and analyzing which speaking strategies have the greatest impact upon an audience.

SPEAKING

Students will read a section of their personal narrative aloud to the class that demonstrates the effective application of the lessons learned during the writing unit and mini-lessons on effective public speaking.

Quarter Two

Theme: Human Nature

Essential Question: Where in life do we see the struggle between civility and savagery in human nature?  Why do good people do bad things?

READING

1. Unit of Short Works on the theme (poetry, short story)
2. Novel: The Lord of the Flies
3. Non-Fiction: Various articles on the theme from both history and current events

WRITING

1. Unit: Argument
   1. Students will apply the conventions of argument to take a position on whether or not humankind is predominantly good or evil.  They will mine for examples of humankind’s capacity for both by researching historical figures and current events to build evidence and examples in support of a central claim/position.
2. Grammar: Parallel Structure / active vs. passive voice / agreement
3. Vocabulary: In-context study of vocabulary found in the reading selections from this unit.

LISTENING

Students will listen to various podcasts on the theme of human nature with a particular focus on inspirational and positive stories of people doing good in the world.

SPEAKING

Students will continue to practice speaking in front of the class throughout the quarter to build confidence through exposure and repetition.  This quarter, students will create a slide-show in support of their written arguments/position papers concerning the dual aspect of human nature.  They will focus on presenting their arguments visually and verbally with the aid of a PowerPoint presentation.

Quarter Three

Theme:  The struggle between fate and free will, and the moral consequences of one's actions.

Essential Questions: To what extent are our fates determined by external forces versus our own actions?  What is morality and what defines a person’s moral character?

READING

1. Unit of Short Works on the theme (poetry, short story)
2. Drama: Macbeth
3. Non-Fiction: Various articles on the theme from both history and current events

WRITING

1. Unit 1: Letter writing Unit
2. Unit 2: Writing a “10-minute play” focusing on dialogue-writing and creating believable characters
3. Grammar: Modifiers: Correct placement of modifiers to avoid ambiguity and misinterpretation.
4. Vocabulary: In-context study of vocabulary found in the reading selections from this unit.

LISTENING

Students will listen to certain sections of Macbeth read aloud by professional voice actors utilizing the critically acclaimed Arkangel audio production of the play.

SPEAKING

Students will take parts in our class reading of the play.  Speaking lessons will focus on speaking with the appropriate tone through an understanding of character and context.

Quarter Four

Theme: The art of research and synthesizing information

Essential Questions: What is research?  How do we select sources based on credibility and value?  How do we synthesize information from various sources in service of answering a central inquiry?  What is MLA formatting and what are the conventions of academic writing?

READING:

1. Students will be reading within the subject chosen as a research topic (Research = Reading).  Students will take out books from the library on the topics they are researching and will also read academic articles found in our academic databases.
2. Poetry (enhanced focus on poems during National Poetry Month and in support of the department’s annual poetry event Poem in your Pocket Day.
3. Non-fiction selection (TBD) focused on personal growth and development and/or “What makes the Good Life?”– based on the science of happiness.

WRITING/FINAL EXAM

Students will be challenged to write a 5-7 page research paper based on a self-chosen inquiry (Inquiry-based research).  Writing lessons for this quarter will focus on synthesis of information from various sources, summarizing main ideas, citing sources, determining source credibility, works-cited page, and MLA formatting.  This final paper will serve as the final exam for the year.

LISTENING

Podcasts and TED talks that feature academic findings and results to strengthen students’ understanding of attributing research to sources and the necessity of citing sources.

SPEAKING

Students will repeat their year-long exposure to and practice of speaking in front of a group.   and present their research topics and findings/conclusions to the class from the podium.

Note: This section is being filled-in as the year progresses, and some of the shorter works (articles, poems, etc) will change year-to-year.

READING SELECTIONS
Articles of the Week (Current Events)	Short Stories	Poems	Books/Plays
“If you think you can’t focus, you’re right”	“The Bet” Anton Chekov	“A View of a Pig” Ted Hughes	The Catcher in the Rye Salinger
“Here’s how to protect emotional well-being”	“Mr. Softee” Wally Lamb	“On Turning Ten”  Billy Collins	Lord of the Flies Golding
	“Crossing Spider Creek”	“Ode to Immortality” Wordsworth	Macbeth Shakespeare
	“Valediction” Sherman Alexi	“The Fish” Elizabeth Bishop	Non-fiction selection (TBD)
	“Lamb to the Slaughter”  Roald Dahl
	“Safety of Numbers” Lucy Tan