Tulsa Public Schools
English Pre-Advanced Placement Pacing Calendar
Tenth Grade

Because Pre-AP English courses are designed to develop advanced critical thinking, reading, and writing skills, the pacing calendars vary significantly from those for standard Language Arts courses. Standard course benchmarks are embedded in AP skills. AP English Examinations evaluate important texture skills: diction, tone, inference, vocabulary in context, syntax, main idea/purpose, function, grammar, figures of speech, and point of view.

PASS Objectives are indicated on the calendar.
Pre-AP designation indicates a more advanced skill.
VT Guide designation indicates The College Board Vertical Teams™ Guide for English, Second Edition.

1st Quarter

Comprehension: Close Reading Strategies for Nonfiction Prose

• II.1a-d Rhetorical Analysis: Identify main idea through analysis of text using patterns of diction, syntax, and organization and connect them to meaning
• III.1.2. Rhetorical Analysis: Determine speaker, audience, and purpose Use knowledge of style (syntax, diction, imagery, punctuation, language, and vocabulary) to accurately interpret the speaker’s message. Symbol: examine the title and text for symbolism Images: identify images and sensory details Figures of speech: analyze figurative language and other devices Tone and Theme: examine how all devices reveal tone and theme
• II.4a Identify fact from opinion and inference from faulty inference
• II.3a,c Paraphrase and summarize
  • a. Identify the main idea and supporting details by producing summaries of text.
  • c. Summarize and paraphrase complex, implicit hierarchic structures in informational texts, including relationships among concepts and details in those structures.
• II.2a-c Use text details and language features to make inferences, summarize, and
• II.3b make predictions
• II.1b,d Annotate, read for patterns, motifs, refrains, words that echo previous ones
• I.2-6 Recognize connotation and denotation, dialect, euphemism, idiom, vocabulary in context Understand and analyze imagery: concrete and sensory

Literature: Close Reading Strategies in Narrative Prose

• III.1a,b a. Recognize the theme
• III.3a,b b. Explain how author’s voice and/or choice of a narrator affect the
• Pre-AP characterization and the point of view, tone, plot, mood, irony, allusions, and credibility of a text.
• II.2f Recognize archetypal characters, settings, and themes in fiction
• II.2b Identify setting, style, and tone through diction, imagery, details, point of view
• Pre-AP Identify how setting is a reflection of character
• III.2e Analyze characters, antagonist/protagonist, dynamic/static, flat/round, epiphany, foil, motivation, and stock
• III.3a-d Identify and review figurative language and sound devices; then, analyze how they affect the tone or purpose of a literary work.
• Pre-AP Recognize and interpret poetic elements such as metaphor, simile, personification, and the effect of sound on meaning.

Close Reading: Research Information

• IV.1a-c Accessing Information – Select the best source for a given purpose.
  • a. Access information from a variety of primary and secondary sources.
  • b. Skim text for an overall impression and scan text for particular information.
  • c. Use organizational strategies as an aid to comprehend increasingly difficult content material (e.g., compare/contrast, cause/effect, problem/solution, sequential order).
• IV.2a-b Interpreting Information – The student will analyze and evaluate information from a variety of sources.
  • a. Summarize, paraphrase, and/or quote relevant information.
  • b. Determine the author’s viewpoint to evaluate source credibility and reliability.

Forms of Writing with Grammar/Usage and Mechanics

• I.2 Use extension and elaboration to develop an idea.
• I.3 Demonstrate organization, unity, and coherence by using transitions and sequencing.
• I.4 Use precise word choices, including figurative language, that convey specific meaning and tone.
• I.5 Use a variety of sentence structures, types, and lengths to contribute to fluency and interest.
• I.6 Evaluate own writing and others’ writing (e.g., determine the best features of a piece of writing, determine how own writing achieves its purpose, ask for feedback, respond to classmates’ writing).
• II.5a-c Write reflective papers that may address one of the following purposes:
  • a. Express the individual’s insight into conditions or situations.
  • b. Express the individual’s insight into conditions or situations.
  • c. Compare a scene from a work of fiction with a lesson learned from experience.
  • d. Complete a self-evaluation on a class performance. Example: Write a reflective paper that discusses reasons for selections used in a portfolio of works that documents skills learned in different subjects.

2nd Quarter

Comprehension: Close Reading Strategies in Nonfiction Prose

• II.4b-c Analysis and Evaluation
  • b. Recognize deceptive and/or faulty arguments in persuasive texts.
  • c. Analyze the structure and format of informational and literary documents and explain how authors use the features to achieve their purposes.
• Pre-AP Understand and identify the rhetorical triangle.
• VT Guide Understand how rhetoric is words to persuade in writing or speaking in all types writing—fiction, non-fiction, drama, poetry

Literary Elements: Close Reading Strategies in Narrative Prose

• III.2c,d
  • c. Recognize and understand the significance of various devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
  • d. Analyze interactions between characters in a literary text and explain the way those interactions affect the plot in narrative text.
• III.4 Literary Works – The student will read and respond to historically and culturally significant works of literature.
  • a. Analyze and evaluate works of literature and the historical context in which they were written.
  • b. Analyze and evaluate literature from various cultures to broaden cultural awareness.

Close Reading: Research and Information

• IV.2c-e Interpreting Information – The student will analyze and evaluate information from A variety of sources.
  • e. Summarize, paraphrase, and/or quote relevant information.
  • f. Determine the author’s viewpoint to evaluate source credibility and reliability.
  • g. Organize and convert information into different forms such as charts, graphs, and drawings to create multiple formats to interpret information for multiple audiences and purposes, and cite sources completely.
  • h. Identify complexities and inconsistencies in the information and the different perspectives found in each medium, including almanacs, microfiche news sources, in-depth field studies, speeches, journals, technical documents, or Internet sources.
  • i. Draw conclusions and synthesize the information gathered

Forms of Writing, Grammar/Usage and Mechanics

• III.1 Create media products to include billboard, cereal box, short editorials, and a three-minute documentary or print ad to engage specific audiences.
• III.2 Create, present, test, and revise a project and analyze a response, using data- gathering techniques such as questionnaires, group discussions, and feedback forms.
• III.1a-f Standard English Usage – Demonstrate correct use of Standard English in speaking and writing.
  • a. Distinguish commonly confused words.
  • b. Use correct verb forms and tenses.
  • c. Use correct subject-very agreement
  • d. Use active and passive voice.
  • e. Correct pronoun/antecedent agreement and clear pronoun reference.
  • f. Use correct forms of comparative and superlative adjectives.
• III.3a-d Sentence Structure – Demonstrate appropriate sentence structure and mechanics in writing.
• III.2a-d
  • a. Use a parallel structure in complex sentence patterns
  • b. Use active verbs.
  • c. Edit and revise sentences for pace and clarity
  • d. Use rhetorical fragments effectively.
  • e. Use colons and semicolons correctly.

3rd Quarter

Comprehension: Close Reading Strategies in Nonfiction Prose

• II.4d Analysis and Evaluation
• Pre-AP d. Identify techniques (e.g., language, organization, tone, context) used to convey point of view or impressions.
• Pre-AP Compare narrative pace though a variety of arguments/essays
• Pre-AP Analyze structure of argument and texture in selections.
• Pre-AP Understand the rhetorical triangle*

Literary Elements: Close Reading Strategies in Narrative Prose

• III.1e,f e. Analyze characters and identify author’s point of view. Identify literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect and comic relief as appropriate to the selections being read.
• Pre-AP Compare narrative pace though a variety of fiction selections.
• VT Guide Analyze narrative structure and texture of fiction selections.
• III.1a,b Literary Genres – Demonstrate a knowledge of and an appreciation for various forms of literature.
• Pre-AP, a. Analyze the characteristics of genres: drama
• VT Guide b. Analyze the characteristics of subgenres: tragedy
• III.5 Compare works that express the recurrence of archetypal (universal odes or patterns) characters, settings and themes in literature and provide evidence to support the ideas expressed in each work.

Close Reading: Research and Information

• 4.2d-e Interpreting Information – The student will analyze and evaluate information from a variety of sources.
  • a. Identify complexities and inconsistencies in the information and the different perspectives found in each medium, including almanacs, microfiche news sources, in-depth field studies, speeches, journals, technical documents, or Internet sources.
  • b. Draw conclusions and synthesize the information gathered
• Pre-AP Identify the purpose, audience, and appeals of logic, emotion, and ethics
• VT Guide

Forms of Writing, Grammar/Usage and Mechanics

• II.2.a-g Write persuasive compositions that:
  • a. organize ideas and appeal in a sustained and effective fashion with the strongest emotion first and the least powerful last.
  • b. use specific rhetorical (communication) devices to support assertions, such as appealing to logic through reasoning; appealing to emotion or ethical beliefs; or relating to a personal anecdote, case study, or analogy.
  • c. clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
  • d. address reader’s concerns, counterclaims, biases, and expectations.
    Example: Write a letter to the principal or the president of the school Board persuade that person to support your views on some educational policy that has been adopted by the local district, such as a dress code, a change to or from block scheduling, or a decision about grade requirements to participate in extracurricular activities.
• II.7a-b Write responses to literature that:
  • a. demonstrate a comprehensive grasp of the significant ideas of literary works.
  • b. Support important ideas and viewpoints through accurate and detailed reference to the text or to other works.
• Pre-AP Syntax—The manner in which a writer constructs a sentence to affect what a writer understands.
• VT Guide Demonstrates meaning and effect related to patterns of (parts of speech, phrases, clauses, sentences) including advanced syntax techniques: anaphora, asyndeton, chiasmus/antimetabole, polysyndeton, stichomythia, zeugma

4th Quarter

Comprehension: Close Reading Strategies in Nonfiction Prose

• Pre-AP The student’s will analyze and synthesize non-fiction selections:
  • a. establish setting,
  • b. provide context,
  • c. actively read using the SOAPSTone strategy of subject, occasion, audience, purpose, speaker, tone (from the College Board’s “Pre-AP Interdisciplinary Strategies for English and Social Studies”)
  • d. make meaning,
  • e. asking questions, and
  • f. write reflectively
• I.1 Document the use of stereotypes and biases in visual media.
• I.2 Indicate how symbols, images, sounds, and other conventions are used in visual media (e.g., time lapse in films; set elements that identify a particular time period or culture).
• II.1 Select people with special interests and expectations who are the target Pre-AP audience for particular messages or products in visual media.
• II.2 Define and design language and content that reflect the target audience for
• Pre-AP particular messages and products (e.g., in advertising and sales techniques aimed specifically towards teenagers; in products aimed toward different classes, races, ages, genders; in the appeal of popular television shows and films for particular audience).

Literary Elements: Close Reading Strategies in Verse

• III.1,a Demonstrates a knowledge of and an appreciation for various forms of literature.
  • a. Analyze the characteristics of genres: sonnet, epic poetry, lyric poetry, and narrative poetry.
• Pre-AP Understand the purpose of point of view • Participant—major character or minor character orstream of
• Pre-AP Consciousness • Non-participant—omniscient and objective
• Pre-AP Recognizes purpose of using archetypal characters and archetypal settings
• Pre-AP Describe and practice recognizing types and changes in style

Forms of Writing, Grammar/Usage and Mechanics

• Pre-AP Practice the classical argumentative scheme.
• VT Guide Write a rhetorical analysis with introduction, claim, evidence, appeals concessions, and conclusion

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