FCPS Program of Studies

Language Arts/English Curriculum

English 10

Students read and analyze a variety of literary and nonfiction texts, comparing and contrasting the techniques authors use in literature of different cultures and eras. Language study continues to extend students’ vocabulary through learning about connotations, denotations, word origins, and structures. Students apply their understanding of grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing to varied and frequent writing assignments. With an emphasis on expository and analytic writing, students expand their understanding of writing as a process and develop their skills in revising to address a specific audience and purpose. In the research process, students collect, evaluate, organize, and present accurate and valid information to create a research product. They also improve communication and collaboration skills through small- and large-group discussions and presentations.

(This is a Standards of Learning aligned course, which is tested in 11th grade.)

Last Updated: 08/17/12 10:17 AM

ELA.G10

Standard 1

PARTICIPATE IN, COLLABORATE IN, AND REPORT ON SMALL-GROUP ACTIVITIES

Benchmark 1.a

Assume Responsibility for Specific Group Tasks

	Indicator 1.a.1
	Assume shared responsibility for collaborative work

Benchmark 1.b

Collaborate in the Preparation or Summary of the Group Activity

	Indicator 1.b.1
	Collaborate to set rules for group presentations and discussions

	Indicator 1.b.2
	Collaborate with peers to set clear goals and deadlines

	Indicator 1.b.3
	Collaborate with peers to define individual roles as needed

Benchmark 1.c

Include All Group Members in Oral Presentation

	Indicator 1.c.1
	Include all group members in oral presentation

	Indicator 1.c.2
	Actively contribute to group activities, participate in presentations

Benchmark 1.d

Choose Language Appropriate to Topic, Audience, and Purpose

	Indicator 1.d.1
	Choose language appropriate to topic, audience, and purpose

	Indicator 1.d.2
	Use grammatically correct language

	Indicator 1.d.3
	Use persuasive and compelling language and visual techniques

Benchmark 1.e

Work Effectively with Diverse Teams to Accomplish a Common Goal

	Indicator 1.e.1
	Exercise flexibility to make compromises to accomplish a goal

Benchmark 1.f

Collaborate with Others to Exchange Ideas, Solve Problems, etc.

	Indicator 1.f.1
	Collaborate with others to exchange ideas, solve problems, etc.

	Indicator 1.f.2
	Engage others in a conversation by posing and responding to questions

	Indicator 1.f.3
	Summarize points of agreement and disagreement, qualifying views, etc.

	Indicator 1.f.4
	Ensure all ideas are treated respectfully

	Indicator 1.f.5
	Acknowledge differing points of view

	Indicator 1.f.6
	Apply background knowledge to develop new understandings, etc.

Benchmark 1.g

Access, Critically Evaluate, and Use Information to Solve Problems

	Indicator 1.g.1
	Access and organize information as part of a group project

	Indicator 1.g.2
	Pose solutions to authentic problems based on documented research

Benchmark 1.h

Evaluate One's Own Role in Preparation and Delivery of Oral Reports

	Indicator 1.h.1
	Evaluate one's own role in preparation and delivery of oral reports

	Indicator 1.h.2
	Evaluate strengths and weaknesses of small-group presentations

Benchmark 1.i

Use a Variety of Strategies to Listen Actively

	Indicator 1.i.1
	Demonstrate active listening through posture, gestures, etc.

	Indicator 1.i.2
	Demonstrate active listening with follow-up questions, discussion

Benchmark 1.j

Analyze and Interpret Others' Presentations

	Indicator 1.j.1
	Analyze and interpret others' presentations

	Indicator 1.j.2
	Evaluate the impact of presentations, use group feedback for revision

Benchmark 1.k

Evaluate Effectiveness of Group in Prep and Delivery of Oral Reports

	Indicator 1.k.1
	Evaluate overall effectiveness of groups' preparation, presentation

	Indicator 1.k.2
	Examine preparation, interaction, and performances as group members

ELA.G10

Standard 2

ANALYZE, PRODUCE, EXAMINE SIMILARITIES/DIFFERENCES BETWEEN MESSAGES

Benchmark 2.a

Use Media, Visual Literacy, and Technology Skills to Create Products

	Indicator 2.a.1
	Use media, visual literacy, and technology skills to create products

	Indicator 2.a.2
	Apply knowledge of special effects and persuasive techniques

Benchmark 2.b

Evaluate Sources for Relationships among Intent, Facts, Opinions

	Indicator 2.b.1
	Identify and analyze the sources and viewpoint of publications

	Indicator 2.b.2
	Compare, contrast media messages for content, intent, impact, etc.

	Indicator 2.b.3
	Compare and contrast visual and verbal media messages

Benchmark 2.c

Determine Author's Purpose and Effect on Intended Audience

	Indicator 2.c.1
	Determine author's purpose, factual content, opinion and/or bias

	Indicator 2.c.2
	Analyze persuasive language, word connotations to convey bias

Benchmark 2.d

Identify the Tools and Techniques Used to Achieve the Intended Focus

	Indicator 2.d.1
	Identify the tools and techniques used to achieve the intended purpose

	Indicator 2.d.2
	Evaluate effectiveness of tools, techniques on audience beliefs, etc.

ELA.G10

Standard 3

EXTEND VOCABULARY DEVELOPMENT IN AUTHENTIC TEXS

Benchmark 3.a

Use Structural Analysis of Roots, Affixes, Etc. to Understand Words

	Indicator 3.a.1
	Use roots or affixes to determine the meanings of complex words

	Indicator 3.a.2
	Use synonyms and antonyms to understand the meaning of complex words

	Indicator 3.a.3
	Use cognates to understand the meaning of complex words

Benchmark 3.b

Use Context, Structure, etc. to Determine Meanings of Words, Phrases

	Indicator 3.b.1
	Use context as a clue to the meaning of a word or phrase

	Indicator 3.b.2
	Use word structure to analyze and relate words

	Indicator 3.b.3
	Demonstrate an understanding of connotations in word meanings

	Indicator 3.b.4
	Demonstrate an understanding of word relationships in word meanings

	Indicator 3.b.5
	Use patterns of word changes that indicate different meanings, etc.

Benchmark 3.c

Discriminate between Connotative and Denotative Meanings

	Indicator 3.c.1
	Analyze and interpret connotations of words with similar denotations

	Indicator 3.c.2
	Demonstrate understanding of word relationships, nuances in meaning

	Indicator 3.c.3
	Connect how author's purpose affects the connotations of words

Benchmark 3.d

Identify the Meaning of Common Idioms

	Indicator 3.d.1
	Demonstrate an understanding of idioms

Benchmark 3.e

Identify Literary, Classical Allusions and Figurative Language in Text

	Indicator 3.e.1
	Use prior knowledge and other study to identify meaning of allusions

	Indicator 3.e.2
	Demonstrate an understanding of figurative language in word meanings

	Indicator 3.e.3
	Interpret figures of speech in context and analyze their roles in text

	Indicator 3.e.4
	Evaluate use of figurative language to determine how it enriches text

Benchmark 3.f

Extend Vocabulary Through Speaking, Reading, and Writing

	Indicator 3.f.1
	Extend vocabulary through speaking, reading, and writing

	Indicator 3.f.2
	Consult reference materials to find pronunciation, meaning, etc.

Benchmark 3.g

Use Knowledge of Language to Comprehend Texts

	Indicator 3.g.1
	Use knowledge of language to comprehend texts

	Indicator 3.g.2
	Analyze how word etymology impacts contemporary usage

ELA.G10

Standard 4

READ, COMPREHEND, AND ANALYZE LITERARY WORKS

Benchmark 4.a

Identify Main and Supporting Ideas

	Indicator 4.a.1
	Identify main and supporting ideas

Benchmark 4.b

Draw Inferences, etc. to Support Reading Comprehension

	Indicator 4.b.1
	Draw inferences, etc. to support reading comprehension

	Indicator 4.b.2
	Make connections between prior knowledge and new information

	Indicator 4.b.3
	Reflect on accuracy of own predictions based on new knowledge

Benchmark 4.c

Compare, Contrast Lit Techniques, Forms from Different Cultures, Eras

	Indicator 4.c.1
	Compare, contrast lit techniques, forms from different cultures, eras

	Indicator 4.c.2
	Explain similarities among lit genres from different cultures

	Indicator 4.c.3
	Compare and contrast literary works from different cultures and eras

	Indicator 4.c.4
	Describe common archetypes that pervade literature

	Indicator 4.c.5
	Analyze literary features of texts from different cultures and eras

Benchmark 4.d

Analyze the Cultural or Social Function of Literature

	Indicator 4.d.1
	Analyze the cultural or social function of literature

	Indicator 4.d.2
	Analyze cultural function of a text in relation to time period, etc.

Benchmark 4.e

Identify Universal Themes Prevalent in Lit of Different Cultures

	Indicator 4.e.1
	Identify universal themes

Benchmark 4.f

Examine a Literary Selection from Several Critical Perspectives

	Indicator 4.f.1
	Examine a literary selection from several critical perspectives

Benchmark 4.g

Explain Influence of Historical Context on Form, Style, Point of View

	Indicator 4.g.1
	Explain influence of historical context on the form, and style of text

	Indicator 4.g.2
	Analyze a point of view or cultural experience reflected in a work

	Indicator 4.g.3
	Analyze literature for historical information

Benchmark 4.h

Evaluate How Word Choice, Tone, etc. Shape Meaning, Purpose, etc.

	Indicator 4.h.1
	Evaluate how word choice, tone, etc. shape meaning, purpose, etc.

	Indicator 4.h.2
	Apply elements of authors' styles to create a new work

Benchmark 4.i

Compare and Contrast Literature from Different Cultures and Eras

	Indicator 4.i.1
	Compare and contrast literature from different cultures and eras

	Indicator 4.i.2
	Compare, contrast authors' use of literary elements among genres

	Indicator 4.i.3
	Evaluate how literature reflects society and culture

Benchmark 4.j

Distinguish between a Critique and a Summary

	Indicator 4.j.1
	Distinguish between a critique and a summary

	Indicator 4.j.2
	Understand the purpose of both critiques and summaries

Benchmark 4.k

Compare, Contrast How Literary Devices Convey Message, Elicit Emotions

	Indicator 4.k.1
	Compare, contrast how literary devices convey message, elicit emotions

	Indicator 4.k.2
	Compare, contrast literary devices that convey poem's message, emotion

	Indicator 4.k.3
	Interpret and paraphrase the meanings of selected poems

	Indicator 4.k.4
	Analyze the relationship between and among elements of literature

Benchmark 4.l

Compare Character Development in Plays and in Other Literary Forms

	Indicator 4.l.1
	Analyze the use of dialogue, music, set, etc. to interpret characters

	Indicator 4.l.2
	Analyze different functions that characters play in a literary text

	Indicator 4.l.3
	Analyze how characters' actions, etc. reveal nuances and advance plot

	Indicator 4.l.4
	Analyze representation of a subject, key scene in two different media

	Indicator 4.l.5
	Identify and describe dramatic conventions

Benchmark 4.m

Use Reading Strategies to Monitor Comprehension

	Indicator 4.m.1
	Use reading strategies to improve comprehension

ELA.G10

Standard 5

READ, INTERPRET, ANALYZE, AND EVALUATE NONFICTION MATERIALS

Benchmark 5.a

Identify Text Organization and Structure

	Indicator 5.a.1
	Identify text organization and structure

Benchmark 5.b

Recognize an Author's Intended Audience and Purpose for Writing

	Indicator 5.b.1
	Recognize an author's intended audience and purpose for writing

	Indicator 5.b.2
	Compare, contrast nonfiction and fiction passages on the same topic

Benchmark 5.c

Skim Manuals or Informational Sources to Locate Information

	Indicator 5.c.1
	Skim manuals or informational sources to locate information

	Indicator 5.c.2
	Identify main ideas in informational texts

	Indicator 5.c.3
	Identify essential details in complex informational passages

	Indicator 5.c.4
	Use text features to identify information for a specific task

Benchmark 5.d

Compare and Contrast Informational Texts

	Indicator 5.d.1
	Compare and contrast informational texts

	Indicator 5.d.2
	Identify different formats, purposes of informational, technical texts

	Indicator 5.d.3
	Analyze two or more texts addressing the same topic

	Indicator 5.d.4
	Evaluate the effectiveness of information across multiple texts

Benchmark 5.e

Interpret and Use Data in Maps, Charts, Graphs, Timelines, etc.

	Indicator 5.e.1
	Interpret and use data in maps, charts, graphs, timelines, etc.

Benchmark 5.f

Draw Conclusions, Make Inferences on Explicit and Implied Information

	Indicator 5.f.1
	Draw conclusions and make inferences from informational texts

	Indicator 5.f.2
	Use textual evidence when drawing conclusions, making inference

	Indicator 5.f.3
	Analyze how authors use rhetoric to advance their points of view

Benchmark 5.g

Analyze and Synthesize Information to Solve Problems, etc.

	Indicator 5.g.1
	Analyze and synthesize information to solve problems, etc.

	Indicator 5.g.2
	Synthesize information across multiple informational texts

	Indicator 5.g.3
	Analyze, synthesize info. to pose solutions to authentic problems

Benchmark 5.h

Use Reading Strategies to Monitor Comprehension

	Indicator 5.h.1
	Use reading strategies to monitor comprehension

ELA.G10

Standard 6

DEVELOP A VARIETY OF WRITING, WITH EMPHASIS ON EXPOSITION, ANALYSIS

Benchmark 6.a

Generate, Gather, Plan, and Organize Ideas for Writing

	Indicator 6.a.1
	Plan and organize ideas for writing

	Indicator 6.a.2
	Develop writing that analyzes complex issues

	Indicator 6.a.3
	Write expository texts that enumerate details, explain a process, etc.

	Indicator 6.a.4
	Write persuasively and analytically on a variety of subjects

	Indicator 6.a.5
	Evaluate analytical writing; understand how parts relate to the whole

	Indicator 6.a.6
	Generate ideas for writing to address specific audience and purpose

	Indicator 6.a.7
	Gather ideas and evidence necessary to develop writing

	Indicator 6.a.8
	Practice writing for shorter and extended time frames

	Indicator 6.a.9
	Draw evidence from literary or informational texts to support analysis

	Indicator 6.a.10
	Write to interpret, analyze, or evaluate a need in the community

Benchmark 6.b

Synthesize Information to Support the Thesis

	Indicator 6.b.1
	Synthesize information to support the thesis

Benchmark 6.c

Elaborate Ideas Clearly Through Word Choice and Vivid Description

	Indicator 6.c.1
	Elaborate ideas clearly through word choice and vivid description

	Indicator 6.c.2
	Elaborate ideas in order to provide support for the thesis

	Indicator 6.c.3
	Use visual and sensory language as needed for effect

Benchmark 6.d

Write Clear, Varied Sentences, Clarifying Ideas with Relevant Evidence

	Indicator 6.d.1
	Identify and apply features of the writing domains

	Indicator 6.d.2
	Vary sentence structures for effect

	Indicator 6.d.3
	Craft individual writing style through sentence structure, tone, etc.

Benchmark 6.e

Organize Ideas into a Logical Sequence Using Transitions

	Indicator 6.e.1
	Develop ideas, apply effective organizational patterns, techniques

	Indicator 6.e.2
	Arrange paragraphs into a logical progression

	Indicator 6.e.3
	Use words and phrases to signal organizational pattern and transitions

Benchmark 6.f

Revise Writing for Clarity of Content, Accuracy, Depth of Information

	Indicator 6.f.1
	Revise writing for clarity of content and presentation

	Indicator 6.f.2
	Demonstrate understanding of composing, written expression, etc.

	Indicator 6.f.3
	Use peer- and self-evaluation to review and revise writing

	Indicator 6.f.4
	Reflect on personal progress toward established goals

Benchmark 6.g

Use Computer Technology to Plan, Draft, Revise, Edit, Publish Writing

	Indicator 6.g.1
	Use computer technology to assist in the writing process

	Indicator 6.g.2
	Compose and revise drafts collaboratively using technology

ELA.G10

Standard 7

EDIT WRITING FOR CORRECT GRAMMAR, PUNCTUATION, SPELLING, ETC.

Benchmark 7.a

Distinguish Between Active and Passive Voice

	Indicator 7.a.1
	Distinguish between active, passive voice to convey a desired effect

Benchmark 7.b

Apply Rules Governing Use of the Colon

	Indicator 7.b.1
	Know and apply the rules for the use of a colon

	Indicator 7.b.2
	Distinguish among comma, semicolon, and colon use

Benchmark 7.c

Apply MLA, APA Style for Punctuation and Formatting Direct Quotations

	Indicator 7.c.1
	Use direct quotations in writing; apply MLA or APA style

Benchmark 7.d

Differentiate between In-Text Citations and Works Cited

	Indicator 7.d.1
	Differentiate between in-text citations and works cited

Benchmark 7.e

Analyze the Writing of Others

	Indicator 7.e.1
	Analyze writings critically, using knowledge of composition, etc.

	Indicator 7.e.2
	Use specific criteria to provide feedback

Benchmark 7.f

Describe How the Author Accomplishes the Intended Purpose of a Piece

	Indicator 7.f.1
	Describe how the author accomplishes the intended purpose a piece

	Indicator 7.f.2
	Analyze literary devices and structural patterns of written language

	Indicator 7.f.3
	Evaluate the degree to which an author accomplishes his or her purpose

Benchmark 7.g

Suggest How Writing Might Be Improved

	Indicator 7.g.1
	Suggest how writing might be improved

	Indicator 7.g.2
	Correct grammatical or usage errors

	Indicator 7.g.3
	Evaluate logical sequencing of ideas to ensure clarity and cohesion

	Indicator 7.g.4
	Collaborate to improve writing through small, large group discussions

Benchmark 7.h

Proofread and Edit Final Product for Intended Audience and Purpose

	Indicator 7.h.1
	Use peer- and self-evaluation to edit writing

	Indicator 7.h.2
	Proofread and prepare final product for intended audience and purpose

	Indicator 7.h.3
	Proofread, edit final product for correct grammar, spelling, etc.

	Indicator 7.h.4
	Reflect on the strengths and weaknesses of one's own writing

ELA.G10

Standard 8

COLLECT, EVALUATE, ORGANIZE, PRESENT INFORMATION FOR RESEARCH

Benchmark 8.a

Use Technology to Research, Organize, Evaluate, and Communicate Info.

	Indicator 8.a.1
	Use technology to gather information from various sources

	Indicator 8.a.2
	Organize information and maintain coherence throughout the piece

	Indicator 8.a.3
	Use organizational patterns/techniques

	Indicator 8.a.4
	Synthesize information from a variety of print and electronic sources

Benchmark 8.b

Develop the Central Idea or Focus

	Indicator 8.b.1
	Develop the central idea or focus

Benchmark 8.c

Verify the Accuracy and Usefulness of Information

	Indicator 8.c.1
	Evaluate sources for credibility, reliability, strengths, limitations

	Indicator 8.c.2
	Distinguish between reliable and unreliable sources

	Indicator 8.c.3
	Evaluate the usefulness of information to the research product

Benchmark 8.d

Make Sense of Information Gathered from Diverse Sources

	Indicator 8.d.1
	Make sense of information gathered from diverse sources

Benchmark 8.e

Credit Sources of Information Using MLA or APA Documentation Style

	Indicator 8.e.1
	Cite primary and secondary sources of information using MLA or APA

	Indicator 8.e.2
	Cite sources of paraphrased information

	Indicator 8.e.3
	Understand that using MLA, APA protects intellectual property

Benchmark 8.f

Define Plagiarism and Follow Guidelines for Using Information

	Indicator 8.f.1
	Understand that plagiarism is presenting someone else's ideas as own

	Indicator 8.f.2
	Follow ethical and legal guidelines for gathering, using information

	Indicator 8.f.3
	Distinguish one's own ideas from ideas created by others

	Indicator 8.f.4
	Use quotation marks when someone else's exact words are quoted

	Indicator 8.f.5
	Cite sources to give credit to the author of an original work

	Indicator 8.f.6
	Understand the consequences of plagiarism in college and careers

Essential - Standard, benchmark, or indicator from the VDOE Standards of Learning document. In the absence of VDOE standards for a given course, content subject to testing such as AP and IB can be labeled Essential.
Expected - Standard, benchmark, or indicator added by the FCPS Program of Studies to provide a context, a bridge, or an enhancement to the Essential SBIs.
Extended - Standard, benchmark, or indicator added by the FCPS Program of Studies generally used to differentiate instruction for advanced learners (Honors/GT)