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Grade 10 Curriculum Guide—World Literature

  1. Genre-3.0 Literary Response and Analysis: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent patterns and themes. 1.10 Listening and Speaking: Analyze historically significant speeches to find the rhetorical devices and features that make them memorable.
    1. Fiction
      1. Short fiction
        1. "The Book of Sand" by Borges: HRW p. 43
        2. "The Bet" by Chekov: HRW p. 209
        3. "A Very Old Man with Enormous Wings" by Marquez: HRW p. 222
      2. Narratives
        1. "Abraham and Isaac" Biblical Narrative (Jewish): HRW p. 904
        2. "Jacob and Rachel" New English Bible: HRW p. 128
      3. Novels
        1. Epic Novel: Excerpt from Don Quijote by Cervantes: HRW p. 577
        2. Required: The Lord of The Flies by Henry Golding
      4. Fable-Traditional Indian: HRW p. 940
      5. Anecdotes-Taoist: HRW p. 931
      6. Parable
        1. Traditional Buddhist: HRW p. 937
        2. New English Bible: HRW p. 916
      7. Legend
        1. Excerpts from "Le Morte D'arthur" by Sir Thomas Malory
        2. HRW p. 950, p. 964
    2. Non-fiction
      1. Essays-"No News from Auschwitz" by Rosenthal: HRW p. 409
      2. Autobiography-
        1. "Typhoid Fever" excerpt from Angela's Ashes by Frank McCourt: HRW p. 365
        2. Required: Night by Elie Wiesel
        3. Student Choice from Recommended Readings Lists (World Literature)
      3. Theory-"What is a Tragic Hero?" by Aristotle: HRW p. 739
      4. Letter-"The Greatest of These is Charity" from King James Bible: HRW p. 922
      5. Technical writing
        1. Writers Inc: Section 208
        2. Technical Writing for Success: A School to Work Approach: pp. 365-384
      6. Workplace documents
        1. HRW p. 546
        2. HRW "Communication Workshop" sections
      7. Speeches
        1. "Pericles' Funeral Oration"-Teacher's Resource Manual
        2. "Nuremburg Trials" by Robert H. Jackson-HRW p. 884
    3. Poetry related to study of World Religions
      1. Psalms: HRW p. 909
      2. Biblical verses: HRW p. 911
      3. Suras: HRW p. 925
      4. Poems: from the Tao Te Ching: HRW p. 933
    4. Drama-Required: Julius Caesar by William Shakespeare: HRW p 774 (copies in bookroom: Julius Caesar (71 & 158)

  2. Writing/Modes of Discourse-1.0 Writing Strategies: Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose. Students progress through the stages of the writing process as needed. 2.0 Writing Applications: Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each.
    1. Exposition (Pair with Speaking Applications 2.2 & 2.4 a-d)
      1. analysis-3.3, 3.4, 3.5 Literary Response and Analysis
        1. 2.3 a-f Process analysis (Grade 9)
        2. 2.2 a-e Literary analysis (Grades 9 & 10)
    2. Argument/Persuasion (Pair with Speaking Applications 2.5 a-d)
      1. 1.4 a-d Appeal to reason and intellect
      2. 2.4 b-d Appeal to emotions
        1. Writers Inc: Sections 108, 134, 125-128
        2. HRW: pp. 85, 328, 492, 892
        3. Writers Inc Language Series Program Guide Section 2
      3. Thinking Logically (Listening and Speaking: 1.1, 1.3; Writing Applications 2.4)
        1. Writers Inc: Section 558-574
        2. Teacher's Resource Manual
    3. Narration (Pair with Speaking Applications 2.1)
      1. 2.1 a-e biographical
      2. 2.1 a-e autobiographical
      3. 2.1 a-e short stories
        1. HRW pp. 85, 128, 325, 380, 904
        2. Writers Inc. Sections 132, 134, 422, 277-293
        3. Writers Inc Language Series Program Guide Section 2
        4. Teacher's Resource Manual
    4. Research Paper: (Research and Technology) 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9 (Speaking Applications 2.3 a-g: interviewing techniques)
      1. World Religion Research-Reading Comprehension 2.3-2.5; Writing Applications 2.3 a-f
        1. Animism, Deism, Pantheism
        2. Ancient Religions: Egyptian, Babylonian, Assyrian, Greek, Roman, Celtic, Norse
        3. Judaism, Eastern Orthodoxy, Christianity (Protestantism and all denominations), Catholicism, Mormonism, Shakers, Amish, Quakers
        4. Native American
        5. Buddhism, Confucianism, Taoism, Shintoism, Zoroastrian
        6. Hinduism
        7. Islam (Mohammedism)
      2. "Writer's Workshop Series": HRW 448
      3. Writers Inc. 163-265 (Manuscript Form Standards 1.4 & 1.5)
    5. Workplace Writing-Reading Comprehension (Focus on Informational Materials) 2.1
      1. Letters-HRW p. 922, 928
      2. Play Review-HRW p. 878

  3. Literary Terms/Figures of Speech/Vocabulary Development-3.0 Literary Response and Analysis: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes. #1.0 Word Analysis, Fluency, and Systematic Vocabulary Development: Students apply their knowledge of word origins to determine new words encountered in reading materials and use those words accurately. *1.0 Written and Oral English Language Conventions: Students write and speak with a command of standard English Conventions. ^Writing Strategies 1.1 & 1.2
    1. #1.1 Language/Diction: ambiguous, emphasis, metaphorical, Biblical, formal, informal, didactic, prose, poetry
    2. *1.2, ^1.2 Syntax/Sentence Structure: loose, parallel construction, periodic, rhetorical question, fragment, passive/active voice
    3. 3.6, ^1.1 Narrative Devices/Techniques: chronological, manipulation of time, narrator, parable, parallel incidents, sub-plot
    4. *1.2 Organization/Rhetorical Structure/Features: anecdote, argumentative, case study, cause/effect, extended metaphor, least to most important, order of importance, parallel paragraph, persuasion
    5. Argument (especially in analyzing dialogue in Julius Caesar): analogy, bandwagon, claim, deductive, definition of terms, fallacy, formal, inductive, premise, rebuttal, summary, syllogism, thesis (Writing Applications 2.4)
    6. Persuasion/Devices (especially in analyzing dialogue in Julius Caesar): audience, bias, ethos, logos, pathos, purpose, "charged words", promote action, subjective (Writing Strategies-1.4, 1.9)
    7. #1.2 Selection of Detail/Imagery/Figures of Speech: atmosphere, auditory, connotation/denotation, tactile
    8. 3.7 Figurative Devices: allusion, contradictions, imagery, incongruity, irony, subtlety, symbolism
    9. 3.9 Poetic Form/Structure (as needed for readings in world lit): description, meditation, narrative
    10. 3.1 , 3.4, 3.10 Dramatic Terms: character foil, dramatic irony, tragedy, pathos, complication, dramatic monologue
      1. Writers Inc: Sections 417-427, 133-134
      2. Teacher's Resource Manual
      3. HRH "Handbook of Literary Terms" p. 995

  4. Social/Cultural/Political/Historical Contexts-3.0 Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent patterns and themes.
    1. Movements-3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period.
      1. Naturalism
      2. Realism/Magical Realism
      3. Metaphysical
    2. Cultural Contexts of World Literature-3.0 Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science.
      1. The Americas
      2. Asia
      3. Europe
      4. The Middle East
        1. HRW "Readings in World Literature" Index page 34
        2. Teacher's Resource Manual

  5. Grammar/Syntax/Conventions-1.0 Written and Oral English Language Conventions: Students write and speak with a command of standard English conventions. 1.0 Writing Strategies: Students write coherent and focused essays.
    1. 1.3 Parallel Structure/Sentence Structure
      1. HRW p. 275, 333. 497, 563, 585, 623, 897, 915, 1038
      2. Writers Inc: Sections 101, 540
      3. Teacher's Resource Manual
    2. 1.2 Subordination
      1. HRW "Sentence Workshop": 385
      2. Writers Inc: Section 746
    3. 1.2, 1.3 Proper Placement of Modifiers
      1. HRW Sentence Workshops: 169, 245, 287, 333, 1031
      2. Writers Inc: Sections 088, 069-070, 087
    4. 1.3 Consistency of Verb Tenses
      1. HRW: p. 31, 275, 320, 1026
      2. Writers Inc: Sections 727, 728
    5. 1.2 Active vs. Passive Voice
      1. HRW p. 221
      2. Writers Inc: Sections 726, 728
      3. Teacher's Resource Manual
    6. 1.2 Sensory Details
      1. HRW p. 42, 156, 208, 234, 467
    7. 1.3, 1.2 Diction
      1. HRW p. 80, 145, 305
      2. Writers Inc: Sections 066-068, 111

    (Supplement with grammar books: English Blue Level (150), Holt 10 (211) Heath Grammar and Composition 4th Course (243)

  6. Speaking and Listening-1.0 Listening and Speaking Strategies: Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.
    1. Class Participation Rubric
    2. Inner-Outer Circle Activity
    3. Spectogram
    4. "Lord of the Flies" Activity

  7. Systematic Vocabulary Development-1.0 Word Analysis, Fluency, and Systematic Vocabulary Development: Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately.
    1. 1.1 Literal and Figurative Meanings
    2. 1.2 Connotation and Denotation
      1. HRW p. 68, 181, 467
      2. Writers Inc: Sections 065, 071, 133, 134, 419
      3. Teacher's Resource Manual Grade 9

  8. Reading Critically: Focus on Informational Materials-2.0 Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions. The selections in Recommended Literature, Grades Nine Through Twelve (1990) illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. In grades nine and ten, students make substantial progress toward this goal.
    1. 2.1 Structure and format
    2. 2.2 Bibliography of reference materials
    3. 2.3 Relevant questions to research
    4. 2.4 Synthesis of several sources
    5. 2.5 Original analysis, evaluation, elaboration
    6. 2.6 Understanding technical directions
    7. 2.7 Logic of functional documents
    8. 2.8 Credibility of an author's argument
      1. Writers Inc: Sections 163-177; 185-240 (MLA Style)
      2. Teacher's Resource Manual

  9. Technology-Writing Strategies 1.0: Research and Technology
    1. 1.3, 1.4, 1.5 Research
    2. 1.8 Presentations
    3. 1.8 Publication

  10. Supplemental Reading:
    1. Recommended Literature, Grades Nine Through Twelve
    2. American Library Association Recommended Reading (Teacher's Resource Manual)
    3. Summer (to be determined) and supplemental texts in bookroom.
      The World Anthology (93)
      Literature of the World (146)
      All Quiet on the Western Front (78)
      Alas, Babylon (141)
      Anne Frank: The Diary of a Young Girl
      Cry, the Beloved Country (97)
      Currents in Poetry (185)
      Cyrano de Bergerac (173)
      David Copperfield (66)
      The Good Earth (100)
      The Illiad (76)
      Lord of the Flies (131)
      MacBeth (32)
      Man of La Mancha (48)
      Mayor of Casterbridge (166)
      Merchant of Venice (122)
      Midsummer Night's Dream (176)       		World Literature (131)
      Nectar in a Sieve (98)
      1984 (84)
      Our Town (37)
      Picture of Dorian Gray (70)
      The Pigman (207)
      Pygmalion (83)
      Siddhartha (109)
      Slaughterhouse Five (160)
      A Solitary Blue (87)
      The Sound of Waves (88)
      A Tale of Two Cities (121, 192, 105,22)
      Where the Red Fern Grows (116)
    4. Notetaking-Dialectical Journals
      1. Writers Inc: Sections 482-485
      2. Teacher's Resource Manual

Suggested Timeline for Grade 10 Literature Study:

Quarter One:
Narration; Narrative Essay
Non-Fiction: Night by Elie Wiesel

Quarter Three:
Argument/Persuasion; Persuasive Essay
Drama: Julius Caesar by Wm. Shakespeare

Quarter Two:
Speeches
Fiction: Lord of the Flies by Wm. Golding

Quarter Four:
Research Paper-World Religions
Readings in World Literature


All required writings are to be kept in student's portfolios from Grade 9.

Bibliography

Elements of Literature Third Course; Holt, Rinehart and Winston; 2000

Writers Inc; Write Source Great Source Education Group; 1996

Reading/Language Arts Framework for California Public Schools; California Department of Education; 1999

Performance Standards and Assessments Criteria in English Language Arts for California High School Graduates; Intersegmental Coordinating Committee; July 1999

Teacher's Resource Manual for Grade 9; Mark Keppel High School English Department; 2000

Recommended Literature Grades Nine Through Twelve; California State Department of Education; 1989

Strategic Teaching and Learning: Standards-Based Instruction to Promote Content Literacy in Grades Four Through Twelve; California State Department of Education; 2000

Technical Writing for Success: A School-to-Work Approach; South-Western Educational Publishing; 1997.