ENGLISH 10 CURRICULUM MAP and UNIT PLAN

Course Description: English 10 is an integrated English foundations course. We will focus on the development of specific language skills in an academic context to
enable students to understand multi-modal lessons, speak proficiently through class and group discussions, write concise essays, master basic grammar and
punctuation rules, and comprehend various themed texts.

California Common Core Standards and Benchmarks MUIDS Standards and Benchmarks ESLOs Language Functions

RL4/ Rl4: 1.0 Reading: Word Analysis and Vocabulary Development Strategic Learners Description

Determine the meaning of words and phrases as they are used in the Students apply their knowledge of word origins to determine the meaning of Articulate Communicators Classification
text, including figurative and connotative meanings; analyze the new words encountered in reading materials and use those words correctly.
cumulative impact of specific word choices on meaning and tone (e.g., Principle
how the language evokes a sense of time and place; how it sets a formal a) Distinguish between the denotative and connotative meanings of
or informal tone). words

b) Identify and use the literal and figurative meanings of words

c) Apply knowledge of affixes to draw inferences concerning the

meaning of scientific, social science, and mathematical
terminology

d) Discern the meaning of analogies; i.e. analyzing specific

comparisons as well as relationships and inferences

RL 1 2.0 Reading: Comprehension Innovative thinkers Evaluation

Cite strong and thorough textual evidence to support analysis of what Students read and understand grade-level-appropriate material. They Morally Intelligent Persons Principle
the text says explicitly as well as inferences drawn from the text. analyze the organization and development of ideas.

1
 ENGLISH 10 CURRICULUM MAP and UNIT PLAN

RL2 a) Generate relevant questions about readings Altruistic Global Citizens Directive

Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and
is shaped and refined by specific details; provide an objective summary
of the text.
RI1.
Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
b) Synthesize the content from several sources dealing with a single
issue; paraphrase the ideas to demonstrate comprehension
c) Extend ideas presented in sources through analysis, evaluation,
and elaboration
d) Evaluate the credibility of an author’s argument, the
comprehensiveness of evidence, and the way in which the
author’s intent affects the structure and tone of the text

RI2. e) Compare and contrast the presentation of similar themes or

Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
RI3.
Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are
introduced and developed, and the connections that are drawn
between them.
topics across reading selections to explain how the authors
present the theme
f) Analyze interactions between main and subordinate characters in
a literary text (e.g. internal and external conflicts, motivations,
relationships, influences) and explain the way those interactions
affect the plot
i) Analyze the use of text features (e.g., graphics, headers, captions)
in functional workplace documents.

RI5.

Analyze in detail how an author’s ideas or claims are developed and

refined by particular sentences, paragraphs, or larger portions of a text

2
 ENGLISH 10 CURRICULUM MAP and UNIT PLAN

(e.g., a section or chapter).

RI6.

Determine an author’s point of view or purpose in a text and analyze

how an author uses rhetoric to advance that point of view or purpose.

RI8.

Delineate and evaluate the argument and specific claims in a text,

assessing whether the reasoning is valid and the evidence is relevant
and sufficient; identify false statements and fallacious reasoning.

W1. 3.0 Writing: Strategies Strategic Learners Sequence

Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.
Students develop their knowledge and skills through the stages of the Innovative thinkers Expressive
writing process. They write coherent and focused essays that convey a well-
defined perspective and tightly reasoned argument. The writing Classification
demonstrates students’ awareness of the audience and purpose.
a) Establish a thesis statement that conveys a clear focus; organize
the writing to fulfill the promise of the thesis statement

b. Develop claim(s) and counterclaims fairly, supplying evidence b) Use appropriate language, action verbs, sensory details and
for each while pointing out the strengths and limitations of appropriate modifiers
both in a manner that anticipates the audience’s knowledge

3
 ENGLISH 10 CURRICULUM MAP and UNIT PLAN

level and concerns. c) Integrate quotations and citations into a written text

c. Use words, phrases, and clauses to link the major sections of d) Use appropriate conventions for documentation in the text and
the text, create cohesion, and clarify the relationships notes
between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims. e) Design and publish documents by using publishing software and
graphic programs
d. Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the f) Revise writing to improve the logic and coherence of the essay,
discipline in which they are writing. the precision of word choice, and the tone by taking into
consideration the audience, purpose, and the formality of the
e. Provide a concluding statement or section that follows from context
and supports the argument presented.

W6.

Use technology, including the Internet, to produce, publish, and update

individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly
and dynamically.

W2. 4.0 Writing: Genres and Their Characteristics Strategic Learners Classification

Write informative/explanatory texts to examine and convey complex Students write narrative, expository, persuasive, and descriptive essays to Morally Intelligent Persons Principles
ideas, concepts, and information clearly and accurately through the produce texts of at least 600 words each. Student writing demonstrates a
effective selection, organization, and analysis of content. command of standard English. Altruistic Global Citizens Evaluation

a. Introduce a topic or thesis statement; organize complex a) Write expository compositions, including analytical essays and
ideas, concepts, and information to make important

4
 ENGLISH 10 CURRICULUM MAP and UNIT PLAN

connections and distinctions; include formatting (e.g., research reports

headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension. CA b) Write persuasive compositions

b. Develop the topic with well-chosen, relevant, and sufficient c) Write reports
facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the
audience’s knowledge of the topic.

c. Use appropriate and varied transitions to link the major

sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.

d. Use precise language and domain-specific vocabulary to

manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone

while attending to the norms and conventions of the
discipline in which they are writing.

f. Provide a concluding statement or section that follows from

and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).

W3.
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event
sequences.
a. Engage and orient the reader by setting out a problem,

5
 ENGLISH 10 CURRICULUM MAP and UNIT PLAN

situation, or observation, establishing one or multiple

point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or
events.

b. Use narrative techniques, such as dialogue, pacing,

description, reflection, and multiple plot lines, to develop
experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they

build on one another to create a coherent whole.

e. Provide a conclusion that follows from and reflects on what is

experienced, observed, or resolved over the course of the
narrative.

W8.

Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively; assess the usefulness of
each source in answering the research question; integrate information
into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation including
footnotes and endnotes.

6
 ENGLISH 10 CURRICULUM MAP and UNIT PLAN

L3. 5.0 Language Conventions Strategic Learners Expressive

Apply knowledge of language to understand how language different Students write and speak with a command of standard English conventions Articulate Communicators Classification
contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening. a) Write clear and logical sentences and paragraphs Choice

a. Write and edit work so that it conforms to the guidelines in a b) Identify and correctly use clauses (e.g., main and subordinate),
style manual (e.g., MLA Handbook, Turabian’s Manual for phrases (e.g., gerund, infinitive, and participial), and mechanics of
Writers) appropriate for the discipline and writing type. punctuation (e.g., semicolons, colons, ellipses, hyphens)

c. Consult general and specialized reference materials (e.g., c) Produce legible work that shows accurate English usage, correct
college-level dictionaries, rhyming dictionaries, bilingual spelling, punctuation, and capitalization
dictionaries, glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or determine or clarify its
precise meaning, its part of speech, or its etymology.

L4.

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grades 9–10 reading and content, choosing
flexibly from a range of strategies.

L5.

Demonstrate understanding of figurative language, word relationships,

and nuances in word meanings.

a. Interpret figures of speech (e.g., euphemism, oxymoron) in

7
 ENGLISH 10 CURRICULUM MAP and UNIT PLAN

context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar

denotations.

L6.

Acquire and use accurately general academic and domain-specific words

and phrases, sufficient for reading, writing, speaking, and listening at the
college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.

SL1. 6.0 Listening and Speaking Articulate Communicators Expressive

Initiate and participate effectively in a range of collaborative discussions Students deliver focused and coherent presentations of their own that Strategic Learners Choice
(one-on-one, in groups, and teacher-led) with diverse partners on convey clear and distinct perspectives and solid reasoning. They use
grades 9–10 topics, texts, and issues, building on others’ ideas and gestures, tone, and vocabulary tailored to the audience and purpose. Evaluation
expressing their own clearly and persuasively.
a) Formulate judgments about the ideas under discussion and
a. Come to discussions prepared, having read and researched support those judgments with convincing evidence
material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the b) organize content and use organizational language (e.g.,
topic or issue to stimulate a thoughtful, well-reasoned introduction, transitions, body, and conclusion)
exchange of ideas.
c) Support arguments with literary quotations, anecdotes, statistics,
c. Propel conversations by posing and responding to questions and references
that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and d) Use props, visual aids, graphs, and electronic media to improve
presentations
8
 ENGLISH 10 CURRICULUM MAP and UNIT PLAN

clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize

e) Choose effective verbal and nonverbal techniques (e.g., voice,
points of agreement and disagreement, and, when gestures, eye contact) for presentation
warranted, qualify or justify their own views and
understanding and make new connections in light of the
evidence and reasoning presented.

SL2.

Integrate multiple sources of information presented in diverse media or

formats (e.g., visually, quantitatively, orally) evaluating the credibility
and accuracy of each source.

SL3.

Evaluate a speaker’s point of view, reasoning, and use of evidence and

rhetoric, identifying any fallacious reasoning or exaggerated or distorted
evidence.

SL5.
Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.

9
 ENGLISH 10 CURRICULUM MAP and UNIT PLAN

Unit Topics Lessons Length Essential Questions Essential Understandings Assessment Skills Suggested
Materials

Unit 1: Intro to Lesson 1: Classroom 6-8 What are historical Public speakers like politicians, preachers, Summative Speaking and Listening; Lectures with
Academic Function Skills weeks changes that had businessmen, inspirational speakers, lecturers and Assessment: 1.Report on a given topic by simple to
Speaking and 1.1 Defining terms been influenced by others deliver powerful and persuasive speeches for Q1: Written and using proper words and complex
Listening 1.2 Describing public speaking? reasons that include changing their listeners’ speaking Exam expression, gestures and voice. topics
instruments and perception, behavior and attitude towards sensitive Written test: 50 2. Present impromptu and
processes issues and topics. items extemp speeches focusing on
How is public Students’
1.3 Narrating historical Speaking: 10 points delivery.
speaking used as a work
events Extemp speech 3. Take down notes,
tool for social
1.4 Explaining and and present information with
change?
elaborating an idea fluency Sample
1.5 Arguing and speeches of
persuading Formative famous
assessment: Writing:
1.6 Reporting (oral people
Impromptu Speaking 1. Write short notes as guides
presentations)
on topics related to for speeches
local and global 2. Write speeches TOEFL-ITP CD
issues.
Lesson 2: Effective Reading:
Listening 1.Read some examples of
2.1 Note taking: main Extemp Speaking on
topics related to powerful speeches
idea, supporting 2. Read academic texts excerpts
details, content words local and global
issues. to develop vocabulary,
2. 2 Reporting:
comprehension, and
speakers’ purpose and

10
 ENGLISH 10 CURRICULUM MAP and UNIT PLAN

lectures’ main points conventions (grammar,

punctuation, etc.)
Debate on topics
Lesson 3: Effective related to local and
Speaking global issues.
3.1 Impromptu
speaking
3.2 Extemporaneous Required:
speaking End of unit portfolio
presentation

Weekly journals

Unit Topics Lessons Length Essential Questions Essential Performance Task(s) Skills Suggested
Understandings Materials

Unit 2: Intro to Lesson 4: Sentence structure and paragraph 10-12 How does English English is the Choices: Writing: Students’ work
Academic writing weeks affect learning language of global 1. Write a well-developed
Writing 4.1 Sentence types and punctuations content subjects? academics; thus, it is paragraph on a given theme

11
 ENGLISH 10 CURRICULUM MAP and UNIT PLAN

4.2 Topic sentence and supporting details imperative that ESL Submit entries to essay observing proper sentence Sample SAT
4.3 Theme composition: introduction - body - students should be writing competitions construction, punctuations, and essays
conclusion equipped with basic topic development.
4.4 Editing compositions: identifying errors language skills in Blog essays 2. Write concise essays according Research
and rewriting sentences facilitating the to each type with appropriate excerpts and
learning process. use of transition, word choice, abstracts
Lesson 5: Essay Writing Compile self-written voice and style.
5.1 Types of essay summaries and 3. Paraphrase academic texts.
5.2 Developing a five-paragraph essay: conclusions 4. Write letters and messages Tables and
transition, conciseness, word choice, and using proper language graphs
writing style 2.3 Paraphrasing Compile self-written expressions.
textbook passages and other academic texts sample letters of intent Language Convention (TOEFL): Sample letters
1. Identify grammar errors by Excerpts from
Lesson 6: Writing summary and conclusion mastering basic rules of SVA, academic
Required:
6.1 Writing summaries of lab reports and pronoun antecedents, word textbooks
End of unit portfolio
academic articles order, etc. using various texts.
presentation
6.2 Writing conclusions from lab findings, Reading/Vocabulary:
surveys, graphs, etc. 1. Identify topic sentences, thesis
Weekly journals statements, and supporting
Lesson 7: Writing emails, messages and other details of various texts.
letters of intent 2. Determine types of texts based
7.1 Types of letters on the academic and technical
7.2 Using common phrases and expressions words used by the writer.
used in writing emails and letters 3. Use knowledge of affixes and
context clues in improving
vocabulary.
Speaking & Listening:
1. Present summaries of texts
and compositions.
Unit 3: Intro to Lesson 8: Identifying main ideas and 8-10 How does one read A person reads critically Choices: Reading: Excerpts of
Academic supporting details weeks critically? when he inquisitively 1. Understand various academic academic texts
Reading 8.1 Identifying and understanding topic finds out how reliable texts by answering literal, Research
12
 ENGLISH 10 CURRICULUM MAP and UNIT PLAN

sentences, main ideas, and supporting details the information is; how Annotate texts, tables inferential and evaluative excerpts and
(facts vs.opinions) How does critical credible the writer is; and graphs questions. abstracts
8.2 Identifying and understanding technical reading shape a and how he can use the 2. Use context clues in News and
vocabularies: science, law, arts and humanities person’s point of view? information to further TOEFL-Reading understanding key concepts and biographies
Lesson 9: Understanding vocabularies through his knowledge. Comprehension sample points. Texts of speeches
contextual clues test Reading
9.1 Context clues using synonyms, antonyms, Writing: materials used in
definitions, explanations, comparisons and 1. Write summaries, conclusions TOEFL tests
contrasts Paper presentation
and analysis.
9.2 Figure of language: idioms, simile, 2. Make graphic organizers as
metaphor, etc Required: representation of written texts
9.3 Vocabulary : the use of phrasal verbs and End of unit portfolio Speaking:
word form presentation 3. Present a synopsis of a text
Lesson 10: Reading purposes, and writers’
read.
purposes and tones Note: Summative
10.1 Identifying and understanding the Assessment : Q3 Exam
purposes of reading
10.2 Identify plot line of short stories
Lesson 11: Levels of reading comprehension
11.1 Literal and Inferential: answering WH-
questions (Skimming and Scanning) and making
inferences
11.2 Analytic and Critical: analyzing excerpts
and theme
11.3 Summarizing, paraphrasing, highlighting
important points, and note taking
Unit 4: Intro to Lesson 12: Introduction 8-9 When is writing Writing a research Write a research Reading: Edge text
Technical Review: weeks effective? paper is an authentic report/paper 1. Reading, exploring, and MU Library
Writing: Thesis statement activity that involves (at least of 1,500 words; analyzing research reports databases
Research In-text citation How does writing style using other peoples’ at least five references) 2. Identifying parts of research Internet: online
Report paraphrasing vary with purpose? ideas, but your reports resources and
(APA/MLA) 12.1 Statements of purposes and objectives language, thoughts and Required: Writing: databases
12.2 Background of Study opinions. 1. Summarizing, paraphrasing, Downloaded
13
 ENGLISH 10 CURRICULUM MAP and UNIT PLAN

Lesson 13: Body What is quality Documentation is End of unit portfolio and writing research information digital resources
13.1 Related researches and studies research? essential for writing an presentation 2. Using APA/MLA styles
Lesson 14: Conclusion effective research Research Exhibition Sample students’
14.1 Concluding statement How to create a paper. research reports
14.2 Writing recommendations for future reliable research Paraphrasing and other
research report? skills are necessary to
Lesson 15: References/Bibliography avoid plagiarism.
15.1 Books and periodicals Effective writing
15.2 Online sources incorporates proper
15.4 Reference Lists (APA) conventions, word
choice, voice,
organization and
original ideas.

Recommendations: (Late Wednesday : 25/04/2018)

Unit 1 : Assessments

1. Doing oral presentation using for Unit 1 (Project)

14
 ENGLISH 10 CURRICULUM MAP and UNIT PLAN

2. Impromptu and Extemporaneous Speaking (Assignments/quizzes)

3. Debating on relevant social issues (Project)
4. Using Quarter 1 examination for summative assessment (Examination)
Unit 2: Assessment

1. Covering four major types of essays: persuasive/argumentative, narrative, descriptive,expository (Submit two essays for the examination)
2. Focusing on academic vocabulary: sentence structure and paragraph/composition development
Unit 3: Assessment

1. Reading non-fiction (news,lab report,academic passages)

2. Reading fiction (short stories written by Asian authors)
3. Quarter 3 Exam
4. Focusing on academic vocabulary: sentence structure and paragraph/composition development
Unit 4: Assessment

1. Research paper/report writing

2. Conducting a survey
3. Present research reports
4. Display/exhibit research reports and paper as a culminating activity
End Year Assessment : Progress Report

1. Identify students according to level of English Proficiency based on teacher observation, grades, TOEFL scores

15
 ENGLISH 10 CURRICULUM MAP and UNIT PLAN

2. Categorize students into three levels: advanced, intermediate, beginner (Descriptors to be presented later)
3. Submit to grade 11 teachers for reference

NOTE: In light of the plan to use the NYS CCS in ELA as basis of our curriculum review discussion, please read the articles and reviews of ESL teachers and
experts by TESOL International Assoc. that are shared in our GDrive folder as they shed light on how our students and English teachers at MUIDS prepare in
adapting the ‘curriculum.’ The strongest recommendation of these experts and practitioners is that ESOL/ ESL/L2 learners should be exposed more to various
NONFICTION texts according to their English language proficiency level so they can reach the standards set by the United States. What I propose is to
ADHERE to the recommendation that we need to build on the skills that our students need through teaching the English foundations and Academic English,
and add literary texts that are suitable to our students’ background and English proficiency. - (Abel Cadias, May 11, 2018)

16