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Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 1 Intensive Reading 1000410 (H‐K) Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6 Language Objectives Content Objectives Resources Informational Text LA.11.1 (1.1‐4.4) Literature LA.11.2 (1.1‐3.4) Reading Process LA.11.3 (1.1‐2.1) Research, Media & ICT Literacy LA.11.4 (1.1‐3.2) Listening, Speaking & Collaborating LA.11.5 (1.1‐3.2) Writing LA.11.6 (1.1‐3.4) SWBAT: Use compound and complex sentences, and simple present verbs in oral and written contexts Visualize, preview, identify problems and solutions, and use visuals of content orally and in writing Write a series of descriptive paragraphs, and an essay SWBAT: Explain why people reach out to others Identify thematic vocabulary using related words, synonyms, and roots Read and analyze novel excerpts, poetry, and informational text as they relate to unit theme. Define and use “Criss Cross” (pg. 8) “Oranges” (pg. 14) SWB pp. 1‐7 “Managing Stress” (pg. 24) SWB pp. 8‐14 SRC pp. 1‐20 “Phantom Tollbooth” (pg. 38) Science Short story Poem Novel excerpt Visualize Literary terms Preview Read for Fluency Problem, solution eBook, audio CD, video, and website Reader’s Theater In your own words: summarize (pg. 30) Dramatic reading Compound and complex sentences, describe a place Describe a person; can, can’t, verb for ability or possibility Describe an event Simple present for habitual Unit 1 Essential Question: Why should we reach out to others? Strand: 1‐Informational Text, 2.Literature, 3. Reading Process, 4. Research, Media and ICT Literacy, 5.Listening, Speaking, Collaborating, 6. Writing Standards: 1.Text Features and Text Structures, Logic and Rhetoric, Reading Comprehension, 2. Literary Analysis and Literacy Response, Reading Comprehension, 3. Word Knowledge, Fluency, 4. Research, Media Literacy, ICT Literacy, 5. Listening, Speaking, Collaborating, 6. Writing Process, Writing Purpose, Writing Craft Legend: TE= Teacher’s Edition TR = Teacher’s Resource Book TCD= Teacher’s eBook and CD‐ROM AB= Assessment Book ACD= Audio CD V= Video DVD ST = Student Text SWB= Student Workbook SRC= Student Reader’s Companion SCD= Student CD EV= ExamView Web= longmankeystone.com Assessments: Diagnostic Pre‐test (pp. 3‐ 12), Unit 1 Reading Tests 1‐4 (pp. 35‐50), Unit 1 Test (pp. 133‐142) Extended Resources: Teacher Man (Penguin Reader), Longman Keystone Six Traits of Writing, Rosetta Stone, Phonics Kit, and Transparencies
Transcript of 1002320 - Collier County Public Schools / Homepage · Longman Keystone E Pacing Guide Course Title:...
Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 1
Intensive Reading 1000410 (H‐K)
Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.11.1 (1.1‐4.4)
Literature
LA.11.2 (1.1‐3.4)
Reading Process
LA.11.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.11.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.11.5 (1.1‐3.2)
Writing
LA.11.6 (1.1‐3.4)
SWBAT: Use compound and complex sentences, and simple present verbs in oral and written contexts
Visualize, preview, identify problems and solutions, and use visuals of content orally and in writing
Write a series of descriptive paragraphs, and an essay
SWBAT: Explain why people reach out to others
Identify thematic vocabulary using related words, synonyms, and roots
Read and analyze novel excerpts, poetry, and informational text as they relate to unit theme.
Define and use
“Criss Cross” (pg. 8) “Oranges” (pg. 14) SWB pp. 1‐7
“Managing Stress” (pg. 24) SWB pp. 8‐14 SRC pp. 1‐20
“Phantom Tollbooth” (pg. 38)
Science
Short story
Poem
Novel excerpt
Visualize Literary terms
Preview Read for Fluency
Problem, solution
eBook, audio CD, video, and website
Reader’s Theater
In your own words: summarize (pg. 30)
Dramatic reading
Compound and complex sentences, describe a place
Describe a person; can, can’t, verb for ability or possibility
Describe an event Simple present for habitual
Unit 1 Essential Question: Why should we reach out to others?
Strand: 1‐Informational Text, 2.Literature, 3. Reading Process, 4. Research, Media and ICT Literacy, 5.Listening, Speaking, Collaborating, 6.Writing
Standards: 1.Text Features and Text Structures, Logic and Rhetoric, Reading Comprehension, 2. Literary Analysis and Literacy Response, Reading Comprehension, 3.Word Knowledge, Fluency, 4. Research, Media Literacy, ICT Literacy, 5. Listening, Speaking, Collaborating, 6. Writing Process, Writing Purpose, Writing Craft
Legend: TE= Teacher’s Edition TR = Teacher’s Resource Book TCD= Teacher’s eBook and CD‐ROM AB= Assessment Book ACD= Audio CD V= Video DVD
ST = Student Text SWB= Student Workbook SRC= Student Reader’s Companion SCD= Student CD EV= ExamView Web= longmankeystone.com
Assessments: Diagnostic Pre‐test (pp. 3‐ 12), Unit 1 Reading Tests 1‐4 (pp. 35‐50), Unit 1 Test (pp. 133‐142)
Extended Resources: Teacher Man (Penguin Reader), Longman Keystone Six Traits of Writing, Rosetta Stone, Phonics Kit, and Transparencies
Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 2
Intensive Reading 1000410 (H‐K)
Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.11.1 (1.1‐4.4)
Literature
LA.11.2 (1.1‐3.4)
Reading Process
LA.11.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.11.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.11.5 (1.1‐3.2)
Writing
LA.11.6 (1.1‐3.4)
Explain (orally or in writing) the unit theme through the use of video, text visuals, website links, and artwork
Create oral and written projects and presentations using content obtained from media resources and Information Communication Technologies (ICT)
literary terms: characterization, setting, figurative language, allegory, narrative poem, irony
View video, text visuals, website links, and artwork to understand unit theme
Employ inquiry‐ based research to evaluate information, construct new understandings, and communicate findings
“Grandma Ling” (pg. 42) SWB pp. 15‐21
“Your Brain and Nervous System” (pg. 52) SWB pp. 22‐28 SRC pp. 21‐34
Link the Readings
Smithsonian: Bridging the Distance SWB pg. 31
Science
Poem
Critical Thinking and Discussion
Use Visuals
Read for Fluency
Fluency Check
Video: Yuriko Yamaguchi
In Your Own Words: Oral summarizing (pg. 56)
Listening and Speaking Workshop (pg. 62)
actions or routines; complex, compound sentences
Describe an object
Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 3
Intensive Reading 1000410 (H‐K)
Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.11.1 (1.1‐4.4)
Literature
LA.11.2 (1.1‐3.4)
Reading Process
LA.11.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.11.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.11.5 (1.1‐3.2)
Writing
LA.11.6 (1.1‐3.4)
SWBAT: Use modals, real and unreal conditional, and factual conditionals in oral and written contexts
Recognize cause/ effect, and classify; identify author’s purpose, connect ideas of content orally and in writing
SWBAT: Understand the notion of identify
Identify thematic vocabulary using phonics and compound words, two‐word verbs, and internet
Read and analyze novel excerpt, informational text, poetry as they relate to theme
“Finding Miracles” (pg. 76
A Coversation with Julia Alvarez (pg. 81) SWB pp. 33‐39
“What Do You Stand For? Four Teens: A Guide to Building Character” SWB pp. 40‐46 SRC pp. 35‐48
“An Interivew with An Na” (pg. 102)
Interview
Social Studies
Interview
Novel excerpt
Response to literature
Recognizing cause and effect
Classifying
Read for Fluency
Identifying author’s purpose
Reader’s Theater
In Your Own Words: Writing a summary (pg. 94)
Dramatic reading
Modals: Irregular and Regular; explain the steps in a process
Preferences with would/rather; explain how something is classified
Have to plus a verb, cause and effect; paragraph
Unit 2 Essential Question: What shapes our identity?
Strand: 1‐Informational Text, 2.Literature, 3. Reading Process, 4. Research, Media and ICT Literacy, 5.Listening, Speaking, Collaborating, 6.Writing
Standards: 1.Text Features and Text Structures, Logic and Rhetoric, Reading Comprehension, 2. Literary Analysis and Literacy Response, Reading Comprehension, 3.Word Knowledge, Fluency, 4. Research, Media Literacy, ICT Literacy, 5. Listening, Speaking, Collaborating, 6. Writing Process, Writing Purpose, Writing Craft
Legend: TE= Teacher’s Edition TR = Teacher’s Resource Book TCD= Teacher’s eBook and CD‐ROM AB= Assessment Book ACD= Audio CD V= Video DVD
ST = Student Text SWB= Student Workbook SRC= Student Reader’s Companion SCD= Student CD EV= ExamView Web= longmankeystone.com
Assessments: Unit 2 Reading Tests 1‐4 (pp. 51‐66), Unit 2 Test (pp. 143‐152)
Extended Resources: Gladiator (Penguin Reader), Longman Keystone Six Traits of Writing, Rosetta Stone, Phonics Kit, and Transparencies
Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 4
Intensive Reading 1000410 (H‐K)
Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.11.1 (1.1‐4.4)
Literature
LA.11.2 (1.1‐3.4)
Reading Process
LA.11.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.11.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.11.5 (1.1‐3.2)
Writing
LA.11.6 (1.1‐3.4)
Write a series of expository paragraphs and essay
Explain (orally or in writing) the unit theme through the use of video, text visuals, website links, and artwork
Create oral and written projects and presentations using content obtained from media resources and Information Communication Technologies (ICT)
Define and use literary terms: conflict, point of view, theme, suspense
View video, text visuals, website links, and artwork to understand the unit theme
Employ inquiry‐ based research to evaluate information, construct new understandings, and communicate findings
“A Step from Heaven”
“Learning English” (pg. 107) SWB pp. 47‐53
“Crime Scene” (pg. 116) SWB pp. 54‐60 SRC pp. 49‐66
Link the Readings
Smithsonian (pg. 134): Exploring Mixed Media SWB pg. 63
Novel excerpt
Poem
Connecting ideas, Read for fluency
Fluency Check
In Your Own Words: Writing a summary (pg. 122)
Wrap Up Discussion Panel Discussion
Factual Conditionals (present and future), write instructions
Expository Essay
Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 5
Intensive Reading 1000410 (H‐K)
Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.11.1 (1.1‐4.4)
Literature
LA.11.2 (1.1‐3.4)
Reading Process
LA.11.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.11.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.11.5 (1.1‐3.2)
Writing
LA.11.6 (1.1‐3.4)
SWBAT: Use past habit, simple past, reported speech, and passive form of modal in oral and written contexts
Write a series of persuasive paragraphs and an essay
Distinguish fact from opinion, recognize sequence, predict, and
SWBAT: Understand how taking a stand is important and how it can affect change
Identify vocabulary using homophones, and phonics
Read and analyze novel excerpt, informational text, short story as they relate to theme
“going going” (pg. 142) SWB pp. 65‐71
“Freedom Walkers: The Story of the Montgomery Bus Boycott” (pg. 156) SWB pp. 72‐78 SRC pp. 67‐78
“The Ravine” (pg. 168) SWB pp. 79‐85
Social Studies
Novel excerpt, Response to literature
Short story, Response to literature
Distinguishing fact from opinion
Recognize sequence, Reading for fluency
Predict
Reader’s theater
In your own words: Presenting a word web (pg. 160)
Reader’s theater
Used to + verb Would + verb; Write an advertisement
Simple past; Write a critique
Reported speech; Write a personal letter; Passive form of modals (should
Unit 3 Essential Question: When should you take a stand?
Strand: 1‐Informational Text, 2.Literature, 3. Reading Process, 4. Research, Media and ICT Literacy, 5.Listening, Speaking, Collaborating, 6.Writing
Standards: 1.Text Features and Text Structures, Logic and Rhetoric, Reading Comprehension, 2. Literary Analysis and Literacy Response, Reading Comprehension, 3.Word Knowledge, Fluency, 4. Research, Media Literacy, ICT Literacy, 5. Listening, Speaking, Collaborating, 6. Writing Process, Writing Purpose, Writing Craft
Legend: TE= Teacher’s Edition TR = Teacher’s Resource Book TCD= Teacher’s eBook and CD‐ROM AB= Assessment Book ACD= Audio CD V= Video DVD
ST = Student Text SWB= Student Workbook SRC= Student Reader’s Companion SCD= Student CD EV= ExamView Web= longmankeystone.com
Assessments: Unit 3 Reading Tests 1‐4 (pp. 67‐82), Unit 3 Test (pp. 153‐162), Midterm Test (pp. 13‐22)
Extended Resources: The Rain Maker (Penguin Reader), Longman Keystone Six Traits of Writing, Rosetta Stone, Phonics Kit, and Transparencies
Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 6
Intensive Reading 1000410 (H‐K)
Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.11.1 (1.1‐4.4)
Literature
LA.11.2 (1.1‐3.4)
Reading Process
LA.11.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.11.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.11.5 (1.1‐3.2)
Writing
LA.11.6 (1.1‐3.4)
evaluate new information of content orally and in writing
Explain (orally or in writing) the unit theme through the use of video, text visuals, website links, and artwork
Create oral and written projects and presentations using content obtained from media resources and Information Communication Technologies (ICT)
Define and use literary terms: hyperbole, dialogue, character and motivation, flashback, plot
View video, text visuals, website links, and artwork to understand the unit theme
Employ inquiry‐ based research to evaluate information, construct new understandings, and communicate findings
“Speak Your Mind” (pg. 184) SWB pp. 86‐92 SRC pp. 79‐90
Link the readings
Smithsonian: The Language of Art (pg. 200) SWB pg. 95
Social Studies Evaluate new information, Read for fluency
Critical thinking
Discussion
Fluency Check
In Your Own Words: Written and oral summary of main idea (pg. 188)
T.V. news show
be) Write a letter to the editor
Persuasive essay
Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 7
Intensive Reading 1000410 (H‐K)
Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.11.1 (1.1‐4.4)
Literature
LA.11.2 (1.1‐3.4)
Reading Process
LA.11.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.11.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.11.5 (1.1‐3.2)
Writing
LA.11.6 (1.1‐3.4)
SWBAT: Use transitions, gerunds as objects, indefinite pronouns, and past habit in oral and written contexts
Write a series of narrative paragraphs and essay
Read for enjoyment, skim, draw conclusions, and summarize content orally and in writing
SWBAT: Understand how overcoming challenging situations helps us to grow
Identify thematic vocabulary using suffixes, phonics, internet, thesaurus, encyclopedia
Read and analyze oral narrative, novel excerpt, informational texts, tall tale, and song as they relate to unit
“The Great Circle” (pg. 208)
“Touching Spirit Bear” (pg. 210) SWB pp. 97‐103
“Take a Chance” (pg. 224)
“A Survival Mini‐ Manual” (pg. 226) SWB pp. 104‐110 SRC pp. 91‐106
Math
Science
Oral narrative
Novel excerpt
Response to literature
Skim Reading for fluency
Dramatic reading
In your own words: Summarizing notes with partner (pg. 228)
Transitions and transitional expressions; Write a narrative paragraph
Gerunds as objects of verbs and prepositions
Write a story with a starter
Unit 4 Essential Question: What does it take to beat the odds?
Strand: 1‐Informational Text, 2.Literature, 3. Reading Process, 4. Research, Media and ICT Literacy, 5.Listening, Speaking, Collaborating, 6.Writing
Standards: 1.Text Features and Text Structures, Logic and Rhetoric, Reading Comprehension, 2. Literary Analysis and Literacy Response, Reading Comprehension, 3.Word Knowledge, Fluency, 4. Research, Media Literacy, ICT Literacy, 5. Listening, Speaking, Collaborating, 6. Writing Process, Writing Purpose, Writing Craft
Legend: TE= Teacher’s Edition TR = Teacher’s Resource Book TCD= Teacher’s eBook and CD‐ROM AB= Assessment Book ACD= Audio CD V= Video DVD
ST = Student Text SWB= Student Workbook SRC= Student Reader’s Companion SCD= Student CD EV= ExamView Web= longmankeystone.com
Assessments: Unit 4 Reading Tests 1‐4 (pp. 83‐98), Unit 4 Test (pp. 163‐172)
Extended Resources: Saving Private Ryan (Penguin Reader), Longman Keystone Six Traits of Writing, Rosetta Stone, Phonics Kit, and Transparencies
Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 8
Intensive Reading 1000410 (H‐K)
Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.11.1 (1.1‐4.4)
Literature
LA.11.2 (1.1‐3.4)
Reading Process
LA.11.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.11.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.11.5 (1.1‐3.2)
Writing
LA.11.6 (1.1‐3.4)
Explain (orally or in writing) the unit theme through the use of video, text visuals, website links, and artwork
Create oral and written projects and presentations using content obtained from media resources and Information Communication Technologies (ICT)
theme
Define and use literary terms: character, point of view, hyperbole, imagery, repetition (alliteration, assonance, rhyme, rhythm)
View video, text visuals, website links, and artwork to understand the unit theme
Employ inquiry‐ based research to evaluate information, construct new understandings, and communicate findings
“John Henry” (pg. 236) SWB pp. 111‐117
“Franklin Delano Roosevelt” (pg. 250)
“Eleanor Roosevelt” (pg. 253) SWB pp. 118‐124 SRC pp. 107‐118
Link the readings
Smithsonian: “Beating the Odds” (pg. 266) SWB pg. 127
Social Studies Tall Tale Song, Response to literature
Critical thinking and discussion
Drawing conclusions
Summarize, Read for fluency
Fluency check
Reader’s theater
In your own words: Writing a summary with visual (pg. 254)
Interview
Agreement with generic nouns and indefinite pronouns; Rewrite a familiar story
Habit in the past: would, Past ability: could, couldn’t; Biographical paragraph
Narrative Essay
Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 9
Intensive Reading 1000410 (H‐K)
Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.11.1 (1.1‐4.4)
Literature
LA.11.2 (1.1‐3.4)
Reading Process
LA.11.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.11.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.11.5 (1.1‐3.2)
Writing
LA.11.6 (1.1‐3.4)
SWBAT: Use nouns as adjectives, adverb clauses, modals, and present real conditional in oral and written contexts
Write a series of expository paragraphs and essay
Monitor comprehension, take notes, make inferences, and compare and contrast content
SWBAT: Understand how conflicts and resolutions affect us
Identify thematic vocabulary use antonyms, prefixes, phonics, dictionary, thesaurus
Read and analyze play, informational text, novel excerpt
“From Romeo & Juliet” (pg. 274) SWB pp. 129‐135
“Furious Feuds: Enemies by Association” (pg. 290) SWB pp. 136‐142 SRC pp. 119‐132
Social studies
Play excerpt
Response to literature
Monitor comprehension, Take notes
Read for fluency Make inferences
Dramatic reading
In your own Words: Discuss vocabulary and concept (pg. 294)
Transforming nouns into adjectives; Write a news article
Showing opposition: although, even though, even after; Write a problem and solution paragraph
Unit 5 Essential Question: How do conflicts affect us?
Strand: 1‐Informational Text, 2.Literature, 3. Reading Process, 4. Research, Media and ICT Literacy, 5.Listening, Speaking, Collaborating, 6.Writing
Standards: 1.Text Features and Text Structures, Logic and Rhetoric, Reading Comprehension, 2. Literary Analysis and Literacy Response, Reading Comprehension, 3.Word Knowledge, Fluency, 4. Research, Media Literacy, ICT Literacy, 5. Listening, Speaking, Collaborating, 6. Writing Process, Writing Purpose, Writing Craft
Legend: TE= Teacher’s Edition TR = Teacher’s Resource Book TCD= Teacher’s eBook and CD‐ROM AB= Assessment Book ACD= Audio CD V= Video DVD
ST = Student Text SWB= Student Workbook SRC= Student Reader’s Companion SCD= Student CD EV= ExamView Web= longmankeystone.com
Assessments: Unit 5 Reading Tests 1‐4 (pp. 99‐114), Unit 5 Test (pp. 173‐182)
Extended Resources: Ripley’s Game (Penguin Reader), Longman Keystone Six Traits of Writing, Rosetta Stone, Phonics Kit, and Transparencies
Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 10
Intensive Reading 1000410 (H‐K)
Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.11.1 (1.1‐4.4)
Literature
LA.11.2 (1.1‐3.4)
Reading Process
LA.11.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.11.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.11.5 (1.1‐3.2)
Writing
LA.11.6 (1.1‐3.4)
orally and in writing
Explain (orally or in writing) the unit theme through the use of video, text visuals, website links, and artwork
Create oral and written projects and presentations using content obtained from media resources and Information Communication Technologies (ICT)
View video, text visuals, website links, and artwork to understand the unit theme
Employ inquiry‐ based research to evaluate information, construct new understandings, and communicate findings
“Romiette and Julio” (pg. 302) SWB pp. 143‐149
“Conflict Resolution: The Win‐Win Situation” (pg. 316) SWB pp. 150‐156 SRC pp. 133‐150
Link the readings
Smithsonian (pg. 332): Fighting for Land SWB pg. 159
Social Studies
Novel excerpt
Response to literature
Critical thinking
Discussion
Compare and contrast
Read for Fluency
Reader’s theater
In your own words: Role play and discussion (pg. 320)
T.V. Talk Show
Should, ought to, had better; adverb clauses: if,;Support a position
Present real conditional; Write to compare and contrast
Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 11
Intensive Reading 1000410 (H‐K)
Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.11.1 (1.1‐4.4)
Literature
LA.11.2 (1.1‐3.4)
Reading Process
LA.11.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.11.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.11.5 (1.1‐3.2)
Writing
LA.11.6 (1.1‐3.4)
SWBAT: Use adjective clauses, reported speech, passive voice, and adverb clauses in oral and written contexts
Write a research report
Ask questions, analyze text, make generalizations, and identify main idea of content orally and in writing
SWBAT: Understand how our world and its people have changed through history
Identify thematic vocabulary using word roots, homographs, phonics, encyclopedia, internet, dictionary
Read and analyze novel excerpt, short story, myth,
“Catherine, Called Birdy” (pg. 340)
“The Dinner Party” (pg. 344) SWB pp. 161‐167
“Oh, Rats!: The Story of Rats and People” (pg. 354)
“Outbreak: Plagues that Changed History” (pg. 358) SWB pp. 168‐174
Science
Social Studies
Novel excerpt, short story Response to literature
Ask the 5‐W questions
Read for fluency
Reader’s Theater
In your own words: (pg. 360)
Adjective clauses; Write an introductory paragraph
Verb tense in reported speech, Include quotations and citations
Unit 6 Essential Question: Do things really change?
Strand: 1‐Informational Text, 2.Literature, 3. Reading Process, 4. Research, Media and ICT Literacy, 5.Listening, Speaking, Collaborating, 6.Writing
Standards: 1.Text Features and Text Structures, Logic and Rhetoric, Reading Comprehension, 2. Literary Analysis and Literacy Response, Reading Comprehension, 3.Word Knowledge, Fluency, 4. Research, Media Literacy, ICT Literacy, 5. Listening, Speaking, Collaborating, 6. Writing Process, Writing Purpose, Writing Craft
Legend: TE= Teacher’s Edition TR = Teacher’s Resource Book TCD= Teacher’s eBook and CD‐ROM AB= Assessment Book ACD= Audio CD V= Video DVD
ST = Student Text SWB= Student Workbook SRC= Student Reader’s Companion SCD= Student CD EV= ExamView Web= longmankeystone.com
Assessments: Unit 6 Reading Tests 1‐4 (pp. 115‐1130), Unit 6 Test (pp. 183‐192), Final Exam/Posttest (pp. 23‐32)
Extended Resources: American Life (Penguin Reader), Longman Keystone Six Traits of Writing, Rosetta Stone, Phonics Kit, and Transparencies
Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 12
Intensive Reading 1000410 (H‐K)
Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.11.1 (1.1‐4.4)
Literature
LA.11.2 (1.1‐3.4)
Reading Process
LA.11.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.11.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.11.5 (1.1‐3.2)
Writing
LA.11.6 (1.1‐3.4)
Explain (orally or in writing) the unit theme through the use of video, text visuals, website links, and artwork
Create oral and written projects and presentations using content obtained from media resources and Information Communication Technologies (ICT)
informational texts related to unit theme
Define and use literary terms: first‐person, third‐person, point of view, theme, mood
View video, text visuals, website links, and artwork to understand the unit theme
Employ inquiry‐ based research to evaluate information, construct new understandings, and communicate findings
SRC pp. 151‐166 “Dateline: Troy” (pg. 368) SWB pp. 175‐181
“Top Secret: A Handbook of Codes, Ciphers, and Secret Writing” (pg. 382) SWB pp. 182‐188 SRC pp. 167‐182
Link the Readings
Smithsonian: Old Becomes New (pg. 402) SWB pg. 191
Social Studies
Myth, Response to literature
Critical thinking
Discussion
Make generalizations
Identifying main idea
Fluency check
Reader’s theater
In your own words: Verbal summary (pg. 388)
Oral Report
Passive voice: overview of verb tenses, Include paraphrases and citations
Adverb clauses of time, Support the main idea
Research report
