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)