10th+Grade+Honors

=10th Grade Honors=

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Spoken and Written Language. Students adjust their spoken and written language to communicate effectively with a variety of audiences for a range of purposes and practical applications. ======

Writing Process. Students use the writing process for both informal and formal writing.
Language Skills. Students use appropriate language, mechanics and style in their written work (e.g. rich vocabulary, grammar, proofreading and editing, varied sentence structure).


 * __ Writing Skills __ . **
 * 1. Description of 10th Grade Writing Program ** (Reflect upon goals and aims, or describe how the writing and language skills standards are applied at this grade level.)

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The course challenges students to read closely and deeply, analyze a text carefully, discover bias, locate points of controversy, form an opinion, develop a thesis, find evidence to support it, systematically construct an argument, draw conclusions, and develop interpretations about the author's purpose. Frequent workshops give students practice in the writing process, from brainstorming and drafting through revision and peer editing.=====

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__1st trimester writing focus__: Short, focused pieces of writing. Writing to prompts. Extensive practice in structuring persuasive expository paragraphs, based on the Toulmin Model of Argument --a topic sentence that makes a claim, supported by evidence, commentary on evidence, and concluding sentences. Frequent daily practice in writing instruction focuses specifically on: microthemes, reading journal entries, informal responses, quotation analyses, introductory and concluding paragraphs. Students are introduced to short essay formats and conventions useful for organizing their ideas. There are frequent do-now written exercises to sum up ideas generated in Harkness seminar discussions. Vocabulary enrichment: vocabulary culled from the texts, Wordnik.com, Wordle.net=====

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__2nd trimester writing focus__: Sustaining a line of inquiry in essays of various lengths. e.g. Students read several articles of literary criticism (Marxist, feminist, psychoanalytic, reader response) and apply their findings to a synthesis essay on Mary Shelley's //Frankenstein.//=====

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__3rd trimester writing focus__: Continued practice in crafting expository essays.Timed in-class essays. Poetry analysis and terminology. Creative responses to the readings, such as videos, choreographed dances, visual narratives, rap songs.=====

__ Language Skills __ In written and oral work, students practice using academic discourse and the terminology associated with literary interpretation and criticism. Writing workshops focus on diction and style; students proofread, edit, and revise to craft polished, clear, crisp drafts. **2.** **Signature Strengths of the 10th Grade Writing Program** [] [] [] [|http://www.iub.edu/~cwp/assgn/biomods/assigntypes.shtml#microthemes]
 * **Writing instruction based on the Microtheme. See these links**.

A microtheme is a short, focused piece of writing that clearly states a point of view (which is the topic or thesis), presents tightly organized examples and explanations to support that thesis, and uses academic discourse. Present tense. Clear, clean language.  **Guidelines** for writing literary Microthemes. Feel free to deviate from these, but also feel free to lean on them if you’re unsure about the clarity and focus of your writing.  1. TOPIC SENTENCE that makes a claim 2. a point that supports your argument 3. an example to support that point (go to the text) 4. an explanation of your example (commentary) 5. [transition] to point 2 6. example from text 7. explanation | commentary 8. [transition] to point 3 9. example from text 10.explanation | commentary 11.CONCLUDING SENTENCE(s). These are 1-2 sentences that sum up and draw conclusions the paragraph’s ideas in a "So what?" statement that refers to the writer’s purpose. A good way to do this is to use phrases such as, Sophocles suggests, Sophocles implies, etc. Additional signature strengths :
 * **Instruction and practice in seminar discussion. Harkness table methodology. The roles: initiator, responder, facilitator, listener.**
 * **Focus on critical thinking and Bloom's higher order critical thinking skills. Instruction in the metacognitiive terms.**
 * **Discussion of tragedy as a genre. A study of Aristotle's theory of tragedy + close reading of //Oedipus Rex// and A//ntigone// gives students opportunities to make connections to prior studies in 9th grade World Literature, building on their extensive study of //The Odyssey.//**
 * **Connections to European history, especially to Enlightenment and Romantic thinkers and writers.**
 * **A cross-disciplinary study w Chemistry,Theology, Art teachers on issues related to the science and ethics in Shelley's //Frankenstein//**
 * **Connections to issues of social responsibility, justice, equity, action and service as raised by the Goals and Criteria.**
 * **Frequent use of technology and Web 2.0 applications (blogs, Prezi, RSA animate videos, mindmapping, etc) to enrich units of study: TED.com videos, Wordle clouds for analysis of character traits and values, video clips of different versions of //Macbeth// and //Frankenstein.//**

Include comments if/when applicable on:
 * Goals and Criteria. Class discussion focuses on the traits and values of characters as they wrestle with moral dilemmas. Students are encouraged to make connections to the values reflected in the Goals and Criteria.
 * Pedagogy | methodology
 * Diversity
 * Technology

Consider:
 * __3. Areas for Growth | New Directions__**
 * Resources
 * Class size
 * Support
 * schedule
 * Curriculum
 * Technology
 * Research
 * Time for collaboration


 * __4.Addenda__**
 * Course Description
 * Syllabus
 * Sample Handouts | Lessons
 * Samples of Student Work