English 11 Pacing Guide 2014-2015

_________ Grade ______ Nine Weeks Petersburg Public SchoolsRevised for 2014-2015 GRADE 11 /English ----- B. Kistner / M. Dodson/ H. Powers ENGLISH 11 Pacing Guide 2014-2015

Week

1

Week

2

Week

3

Week

4

Week

5

Week

6

Week

7

Week

8

Week

9

Dates

9/2 thru 9/5

& 2/2 thru 2/6 2014-15

9/89/12 & 2/9 2/13

9/159/19

& 2/17--2/20

9/229/26

& 2/232/27

9/29-30 + 10/1-3

& 3/2--6

10/610/10

& 10/710/10

10/1310/17

& 10/1610/20

10/2010/24

& 3/233/27

10/2710/31

& 3/304/3

See next page.

For some reason,

the alignment of

this document

shifted. I will

try to correct

this shift soon.

Objectives

*Incorporate into daily/ weekly lessons

Discuss classroom rules

------------------

Highlighted SOLs are tested>>>>>

------------------

11.1, 11.6, 11.7

(a-h) (a-h)(c, e)

---Introduce spelling,vocabulary in context, capitalization & punctuation, sentence formation/variety, usage, and mechanics skills.

-----------------

-- Administer diagnostic testsReading and Writing.

--Focus on the four types of writing, with emphasis on narration: organizational patterns/tone.

-----------------

Provide a list of transitions.

--Utilize a writing rubric/

checklist to assist students with the two (2) Writing Domains:

composing/

written exp.

and usage

(3) Begin reading remediation.

11.3Initiate study of word origins and general and specialized vocabulary, i. e. affixes, idioms, euphemisms, connotation and denotation.

----------------------

11.1, 11.6, 11.7(f)

Writing (ongoing)

--Incorporate Marzano, Hunter, and peer editing

----------------------

Initiate persuasive writing, focusing on strong openings and closings along with COUNTER-

CLAIMS, THREE TYPES OF APPEALS, FALLACIES, adding pertinent supporting details. Adhere strictly to writing criteria based on a grading rubric (11.6)

--------------------

11.4 (all bullets) Continue reading remediation.

Focus on fiction, nonfiction, poetry.

---------------------

TUTORING +

INDEPENDENT ASSIGNMENTS

(See list of same under Week 5)

-- Begin SOL DAILY DRILLING

---------------------

11.1, 11.6, 11.7

- Continue Persua sion/all vocab. exercises

--------------------

Continue grammar-based lessons, focusing on capitalization, punctuation, ETC.

---------------------

11.4--- (all bullets)

Continue reading remediation.

Sascurriculum

pathways.com

http://PollEV.

com

--edmodo

-itunes / itunes U

-Promethean Planet

--smarttech.com

--Web 2.0 (Web Comics)

--------------------

TUTORING +

INDEPEN.

ASSIGNMENT

-- Continue SOL DAILY DRILLING

------------------------

11.1, 11.6. 11.7 Continue Persuasion

AND ALL VOCAB. EXS.

Continue grammar-based lessons, including online cites below:

(1) www.englishmedia

lab.com/Grammar

Games/wheel/conjunctions_wheel.html

(2)http://chomp

chomp.com

(3)www.English-zone..com (game-format)

(4) citationmachine.net

(5) NCS mentor

------------------------

11.8-- (A-J) Intro-

duce Research

(Part I)

-- Provide list of possible topics/outlines.

-- Review model research papers.

-- Assist students in avoiding plagiarism.

11.4 Continue reading strategies.

------------------------

TUTORING

Continue SOL Daily Drilling

---------------------

11.1, 11.6, 11.7 Continue Persuasive Writing

Intensify review:

1. vdoe.org

2. SaScurriculum

pathways.com

3. Quia websites

(Reading remediation)

---------------------

--Grammar/VOC. (ONGOING)

--------------------

(11.8 A-J)

RESEARCH--

(ONGOING)

-------------------

TUTORING +


(1) Voc.

(2) Essay

(3) Affixes

(4) Roots

(5) Articles and/or book excerpt


--------------------

Administer Fall or Spring Writing test

October 2014

March 2015---(11.1,11.2, , 11.6, 11.7, 11.8)

---------------------

After testing, remediate for skill areas listed below:

1. capitalization

and

punctuation

2. commas

3. semi-colons

4. colons

5. apostrophes

6. parallel

Structure

7. phrases and

Clauses

8. sentence

Combining

9. affixes

10. spelling

11.8 (A- J)

RESEARCH (ONGOING)


----------------------

11.1, 11.6, 11.7

Allow students to continue writing and editing drafts, incorporating peer editing and other needed feedback, or (continue reading remediation if writing test is administered first).

--------------------

-- All Vocabulary

(ONGOING)

-- All Grammar (ONGOING)

CULMINATE PART I OF THE RESEARCH UNIT-- 11.8

(SEE WEEK 15 TO BEGIN PART II OF THE RESEARCH UNIT

OR

INITATE NOVEL UNIT

------------

TUTORING =+


Continue SOL DAILY DRILLING

---------------------

11.4(a-e,h)

Analysis of the Colonial Period:

Introduce literary terms, archetypes, and universal themes related to literature.

----------------------

11.3 (a-g) Continue study of word origins and general and specialized vocabulary, i. e. , affixes, idioms, euphemisms, con notation and denotation

(ONGOING)

---------------------

(Web)-- Diigo

-- PD 360

--webtools4u2use.wikispaces.com

-------------------

TUTORING +


--Continue SOL DAILY DRILLING

---------------------

11.4-- (all bulllets)

(Continued)--

Offer historical background for each unit whether based on fiction or on nonfiction based on these writers:

Lopez

Bradstreet Edwards

Franklin

Henry

Jefferson

--------------------

11.3-- (Cont)

(SEE WEEKS

1 -5 )

--------------------

TUTORING +


Textbook

See addendum

See addendum

See addendum

See addendum

See addendum

See addendum

See addendum

See addendum

Dates Completed

Writing and Reading Diagnostic testing

Tentative SOL Writing test

Petersburg Public SchoolsRevised for 2014-2015 GRADE 11 / English -- Second and Fourth Nine Weeks

Pacing Guide 2014-2015

Week

10

Week

11

Week

12

Week

13

Week

14

Week

15

Week

16

Week

17

Week

18

Dates

11/311/7

& 4/134/17

(2014-2015)

11/1011/14

& 4/204/24

11/17-- 11/21

& 4/27-30 + 5/1

11/2411/26

& 5/45/8

12/112/5

& 5/11 5/15

12/812/12

& 5/185/22

12/1512/19

& 5/255/29

1/51/9

& 6/1-6/5

1/121/16 + 30

&6 /8-6/12

Objectives

*Incorporate into daily/ weekly lessons

--Continue DRILLING

Highlighted items are tested

--------------------

Use the following suggested study unit(s):

11.511.4( C-J) TLW READ AND ANALYZE A VARIETY OF NONFICTION TEXTS:

(1)Millers The Crucible (11.4 -I)

(OPTIONAL):

(1)Franklins Autobiography

(2) Angelous

Caged Bird

(3) Holt Reader=

Fred Douglass

Autobiography

(4)Lit. book=

Equianos autobiography

----------------------

11.3==Vocabu-lary (Ongoing)

-----------------** TUTORING


---------------------

11.511.4 (C-J)

(See Week 10)

---------------------

Discuss test results (weekly and SOL Writing results-- if available)

---------------------

Focus on the following

--author s intent and viewpoint

--themes, motifs, universal characters, genres

--verbal, situational, and dramatic irony

---FACT AND OPINION

-------------------

11.3== Vocabu-

lary (Ongoing)

---------------------

--DAILY SOL DRILLING

----------------------

11.511.4(C-J)

Continue to incorporate essential skills which address all SOL objectives

(11.3, 11.4, 11.5)

----------------------

Continue to review related literary terminology related to all objectives and also relate same to the upcoming test.

----------------------

Continue to supplement all activities utilizing SOL Reading Released tests to reinforce student comprehension and to prep for SOL testing.

(ONGOING)

--------------------

** TUTORING+



-----------------------

11.5-- 11.4(C-J)

Culminate this objective (perhaps using a follow-up video)

------------------------

Review authors use of archetypes, authors tone/purpose, main theme, etc. and all related SOL related subject matter.

11.3== Vocabulary (ONGOING)

------------------------

** TUTORING+



--------------------

11.4 ( f-g )

TLWExplain how the tone, imagery and sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject, mood, authors purpose, and theme.

------------------

Suggested poets:

(1) Poe

(2) Dickinson

(3) Anne Bradstreet

(4) E. E. Cummings, ETC.

--------------------

11.3-- VOCAB.

*TUTORING+

INDEP. ASSIGNMENT

--INTENSIFY SOL DAILY DRILLING

---------------------

11.4 (f-g)Continued--

INTRODUCE NOVEL UNIT-

(11.4)

Website==

Gutenberg.org

(books on line)

--------------------

(1) Twains Huckleberry Finn

(2) Hawthornes

The Scarlet Letter

(3) Malcolm X

(4) Fitzgeralds The Great Gatsby

(OR)

-- 11.8 (A-J) Return to research

-- Select/narrow topic(s)

-- Formulate outline

--Locate three sources

-- Begin note taking

---------------------

** TUTORING

See previous wk.

--INTENSIFY SOL DAILY DRILLING

-- 11.4 (f-g) Cont

--CONTINUE NOVEL UNIT

(OR)

----RESEARCH (11.8) -- PART II

-----------------------

-- Review MLA Style guide

Continue note taking, which must be completed in two weeks.

Follow research checklist regarding how to write the rough draft, incorporating parenthetical citations.

----------------------

**TUTORING

(See pervious wk.

- INTENSIFY

SOL DAILY DRILLING

------------------

CULMINATE NOVEL UNIT

(OR)

Culminate all research.

Collect final drafts of research papers.

------------------

Reading SOL Test

--------------------

First Semester= Jan. 2015

--------------------

Second Semester=

May 2015

---------------------

Make-up testing and Expedites== January 2015 and May 2015

--------------------

Text book

See addendum

See addendum

See addendum

See addendum

See addendum

See addendum

See addendum

See addendum

See addendum

Dates Completed

Jan. and May 2015== SOL LOCK-IN

May 2015

Mock SOL test

PETERSBURG PUBLIC SCHOOLS

ENGLISH 11

FIRST/SECOND SEMESTER

PACING GUIDE ADDENDUM

2014-2015

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WEEK ONE

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WRITING

11.1 TLW make informative and persuasive presentations: (Refer to Curriculum Framework. See A through H).

Essential Knowledge, Skills, and Processes:

To be successful with this standard, students are expected to . . .

(A) Define a position and select evidence to support that position through reading, writing, and discussion.

(B)Establish a purpose

(C) Develop well-organized presentations to defend a position or present information

(D) Apply and evaluate persuasive rhetorical devices and techniques including rhetorical questioning, parallel structuring, metaphor,

imagery, figures of speech, alliterative expressions, etc.

(E) Use effective evidence and oral-delivery skills to convince an audience

(F) Make oral-language choices based on predictions of target audience response

(G) Listen actively by asking clarifying and elaborating questions.

(H) Develop effective multimedia presentations

(I) Demonstrate mastery of content through small group collaboration

TEXTBOOKS: ELEMENTS OF LANGUAGE PP. 1008+ = WRITERS HANDBOOK SECTION

VIRGINIA ROADMAP COACH (GREEN) === Unit 1 (p. 35), Unit 2 (p. 51), Unit 3 (p. 85), Unit 4 (p. 113)

Unit 5 (p. 141), Unit 6 (p. 169), Unit 7 (p. 199), Unit 8 (p. 227), Unit 9 (p. 261)

Sterns WRITING COACH, BEIGE/TAN COACH, BLUE WRITING COACH (Use supplemental units in these coach books

along with the Virginia Roadmap coach).

11.3---TLWstudy word orignins, general and specialized vocabulary, i. e. affixes, idioms, eupehemisms, connotation/denotation.

ADDENDUM PAGE 2

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WEEK ONE (CONTINUED)

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WRITING (ONGOING)

11.6 TLW-- write in a variety of forms, with an emphasis on persuasion: (Refer to Curriculum Framework (A through H).


To be successful with this standard, students are expected to. . .

(A) Apply a variety of planning strategies to generate and organize ideas

(B) Present a thesis that focuses on the problem or argument to be solved

(C) Anticipate and address the counterevidence, counterclaims, and counterarguments.

(D) Use effective rhetorical appeals, to establish credibility and persuade intended audience

(E) Refine the thesis by considering whether the claim is relevant, interesting, logical, and meaningful

(G) Use appropriate and varied transitions to link sentences and paragraphs.

(H) Elaborate ideas clearly and accurately

(I) Show how evidence supports each main point of the argument and justify why the evidence credibly supports the claims

(J) Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims.

(K) Organize the reasons and evidence logically

(L) Use specific revision strategies and adapt content, vocabulary, voice, and tone to audience, purpose, and situation.

(M) Select an appropriate audience by analyzing assumptions, values, and background knowledge.

(N) Develop the topic thoroughly by selecting facts, details, quotations, and appropriate examples for the audience and purpose.

(O) Use MLA (Modern Language Association) or APA (American Psychological Association) style for formatting rules and documentation

TEXTBOOKS: (See previous page. Also, use KAPLANS ENGLISH LANGUAGE ARTS SKILLS REVIEW (LEVEL J) PAGES 180 -181).

11.3-- TLW study word origins, genera and specialized vocabulary, i. e. affixes, idioms, euphemisms, connotation and denotation.

ADDENDUM PAGE 3

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WEEK ONE (CONTINUED)

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WRITING (ONGOING)

11.7 TLW-- self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing

(Refer to Curriculum Framework (A through F).



(A) Apply MLA or APA style for punctuation conventions and formatting direct quotations.

(B) Use correctly the following verbal phrases in writing:

B 1== gerund phrase

B 2== infinitive phrase

B3==participial phrase; and

B4==absolute phrase

(C) Place main subjects of sentences in front of strong, active verbs and avoid forms of the verb to be [ The baseball was thrown

by the pitcher (passive construction; better: The pitcher threw the baseball (active construction).]

(D) Use in-text citations including parenthetical references and a corresponding list of works cited at the end of the paper.

(E) Use clauses and phrases for sentence variety.

(F) Revise and edit writing for appropriate style and language in informal and formal contexts.

TEXTBOOKS: See page 1 ADDENDUM. Also, use http://chompchomp.com and www.English.zone.com to supplement.

11.3TLW-- study word origins, general and specialized vocabulary, i. e. affixes, idioms, euphemisms, connotation and denotation.

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WEEK TWO

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WRITING (ONGOING)

CONTINUE SOLS 11.1, 11.7 (F), 11.3 AND ADD 11.2 (See 11.2 on the next page).

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ADDENDUM PAGE 4

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WEEK TWO-- (CONTINUED)

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WRITING (ONGOING)

11.2 TLW examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (Refer to Curriculum Framework (A-D).


To be successful with this standard, students are expected to

(A) Organize knowledge and display learning using visual images, text, graphics, and/or music to create media messages with visual, audio,

and graphic effects.

(B) Demonstrate an awareness of the transactional and interactive nature of media by considering audience, context, and purpose in all

stages of media production.

(C) Evaluate visual and verbal media messages for content (word choice and choice of information), intent (persuasive techniques),

impact (public opinion trends), and effectiveness (effect on the audience).

(D) Determine authors purpose and distinguish factual content from opinion and possible bias.

(E) Analyze and critique how media reach the targeted audience for specific purposes (to persuade, to entertain, to provoke to action, to

appeal to ethics or beliefs, etc.).

TEXTBOOKS: See page 1 ADDENDUM. Also, KAPLANS ENGLISH LANGUAGE ARTS SKILLS REVIEW (LEVEL J) , P. 129-133.

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WEEK THREE

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Initiate DAILY SOL PRACTICE DRILLS

CONTINUE SOLS 11.1, 11.6, 11.7, 11.3. ALSO, CONTINUE 11.2, BUT PUT MORE EMPHASIS ON 11.2 == B, C OF CURRICULUM FRAMEWORK

WHICH CALLS FOR USE OF

TECHNOLOGY TO CREATE PRODUCTS.

ADDENDUM 5

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WEEK FOUR

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WRITING (ONGOING)

CONTINUE SOLS 11.1, 11.6, 11.7,11.3 AND 11.2. SEE WEEK TWO. ADD SOL 11.8 (RESEARCH) SOL PRACTICE DRILLS (ONGOING)

(PART I) ------ 11.8 TLW Analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product (SEE WEEK 15).

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WEEK FIVE

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WRITING (ONGOING)

THIS WEEK MEANS THE ADMINISTRATION OF THE 41/2 WEEK BENCHMARK TEST FOR THE FIRST NINE WEEKS AND THE ADMINISTRATION OF THE 22 BENCHMARK TEST FOR THE THIRD NINE WEEKS.

CONTINUE SOLS 11.1, 11.6, 11.7, 11.3 AND 11.2. SEE WEEK TWO. SOL PRACTICE DRILLS (ONGOING)

(PART I)------- 11.8 (Cont)-- Analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product (SEE WEEK 15).

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WEEK SIX

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WRITING (ONGOING)

CONTINUE SOLS 11.1, 11.6, 11.7,11.3 AND 11.2. SEE WEEK TWO. SOL PRACTICE DRILLS (ONGOING)

(Part I) --------- 11.8 (Cont)-- Analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product (SEE WEEK 15).

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WEEK SEVEN

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WRITING (ONGOING)

CONTINUE SOLS 11.1, 11.6,11.7, 11.3, AND 11.2. SEE WEEK TWO. SOL PRACTICE DRILLS

(Part I)------ Culminate 11.8 SOL dealing with preliminary criteria for RESEARCH PAPERS (AVOIDING PLAGIARISM). Initiate Part II during Week 15)

ADDENDUM 6

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WEEK EIGHT

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LITERATURE/DRAMA/POETRY AND SPECIALIZED VOCABULARY (Keep 11.3) Initiate LITERARY SOL PRACTICE

11.4-- TLW read, comprehend, and analyze relationships among American literature, history, and culture. (See Curriculum Framework (A-K).



(A) Use reading strategies to improve comprehension and to achieve the purposes for reading: predicting and adjusting predictions;

questioning the text; restating main ideas and summarizing supporting details; and close reading.

(B) Discuss how the subject matter, style, literary type, theme, and purpose of literary works often reflect the culture and events of the

times in which the works were written.

(C) Analyze how connections among motifs, setting, character traits, character development, and plot suggest multiple themes.

(D) Analyze and critique themes across texts and within various social, cultural, and historical contexts.

(E) Describe and contrast literary movements and representative texts associated with each literary movement, including how two or more

texts from the same period treat similar themes or topics. Literary movements include:

E1== Colonialism/Puritanism (17th Century); E2== Revolutionary movement/Rationalism;

E3==Romanticism, Transcendentalism, Regionalism, Realism, Naturalism (l9th Century)

E4== Symbolism/Modernism, Harlem Renaissance, Postmodernism (20 Century); and

E5==Contemporary poetry (21st Century)

(F) Differentiate among ARCHETYPAL CHARACTERS in American literature, such as the following:

F1== hero/heroine F2==trickster F3== faithful companion F4== outsider/outcast

F5==rugged individualist F6== innocent F7==villain (OVER------)

ADDENDUM 7

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WEEK EIGHT (CONTINUED)

(F) Differentiate among ARCHETYPAL CHARACTERS--- ( F 8 THROUGH F 16)

F 8== caretaker F9== Earth mother F10== rebel F11== misfit

F12== lonely orphan F13== shrew F14== mother/father figure

F15== monster/villain F16==scapegoat

(G) Identify major themes in American literature, such as the following:

G1== The American Dream G2== loss of innocence G3==coming of age

G4==relationship with nature G5==relationship with society G6==relationship with science

G7== alienation and isolation G8== survival of the fittest G9== disillusionment

G10== rebellion and protest

(H) Analyze texts to identify the authors attitudes, viewpoints, and beliefs and critique how these relate to larger historical, social, and cultural contexts.

(I) Analyze the representation of a subject or a key scene in two different media (perhaps this means short stories and plays).

(J) Describe how the use of context and language structures conveys and authors intent and viewpoint.

(K) Analyze the impact of the authors choices in developing the elements of a story or drams (e. g., setting, plot structure, and character development).

(L) Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how TWO

OR MORE TEXTS FROM THE SAME PERIOD TREAT SIMILAR THEMES OR TOPICS.

(M) Analyze a case in which a point of view requires distinguishing what is directly stated in a text from what is really meant (e. g. SATIRE, IRONY,

SARCASM, UNDERSTATEMENT)

(N) Use poetic elements to explain, analyze, and evaluate poetry.

(O) Compare and contrast the subject matter, theme, form, language, development, and purpose of works of classic POETS WITH THOSE OF

CONTEMPORARY POETS.

(P) Compare how poems of the same form use elements-- sound, figurative language, imagery, symbols, and allusionsdifferently to convey meaning.

ADDENDUM 8

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11.4 (Q) Identify and discuss the elements and techniques that poets use to achieve a desired result, such as the following:

Q1== imagery Q2== precise word choice Q3== sound devices Q4= metrical patterns

Q5== metaphorical/figurative language

(R) Describe the language choices and devices that authors use, such as the following:

R1== rhetorical question R 2== sarcasm R3== satire R 4== parallelism R5==connotation/denotation

R6== pun R7==irony R8== tone R9== dialect

R10== diction R11== figurative language

(S) Identify and describe dramatic conventions

(T) Compare and evaluate adaptations and interpretations of a script for stage, film, television or other media.

11.3 (CONTINUED)-- TLW== apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic

texts.


To be successful with this standard (11.3), students are expected to . . .

(A) Use roots or affixes to determine or clarify the meaning of words.

(B) Demonstrate an understanding of idioms.

(C) Use prior reading knowledge and other study to identify the meaning of literary and classical ALLUSIONS.

(D) Interpret figures of speech (e. g. euphemism, oxymoron, hyperbole, paradox) in context and analyze their roles in the text.

(E) Analyze the connotation o f words with similar denotations.

(F) Use context (e. g., the overall meaning of a sentence, paragraph, or test; a words position or function in a sentence) as a clue to the meaning of

a word or phrase.

ADDENDUM 9

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11.3 (CONTINUED) TLW apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic

texts.

(G) Identify and correctly use patterns of word changes that indicate different meanings or parts of speech ( e. g. conceive, conception,

conceivable).

(H) Consult general and specialized reference materials (e. g., 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, its etymology, or its standard usage.

(I) Demonstrate understanding of figurative language, word relationships, and connotations in word meanings.

TEXTBOOKS: Lindsay Carleton and Robert Marzanos Vocabulary Games for the Classroom( P. 204); Elements of Literature (pp. 1169+ == Handbook)

Vocabulary for the College Bound Student (Level F Honors). Also consult teacher resource books with prefixes, roots, suffixes (affixes).

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WEEK NINE

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LITERATURE/DRAMA/POETRY/SPECIALIZED VOCABULARY (ONGOING)

CONTINUE 11.4 AND 11.3 SEE WEEK EIGHT. LITERARY PRACTICE DRILLS (ONGOING)

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WEEK TEN

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LITERATURE/DRAMA/POETRY/SPECIALIZED VOCABULARY (ONGOING)

CONTINUE 11.4, FOCUSING ON C THROUGH J LITERARY SOL DRILLS (ONGOING)

Also, initiate study for the following SOL: 11.5 TLW-- read and analyze a variety of nonfiction texts. (Refer to Curriculum Framework A- H)



(A) Analyze the vocabulary (jargon, technical terminology, and content-specific) and ideas of informational

Texts from various academic disciplines in order to clarify understandings of concepts (over)

ADDENDUM 10

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WEEK TEN (CONTINUED)

11.5---- (Letters B through N)

(B) Know the purpose of the text they are to read and their own purpose in reading it.

(C) Use format (page design and layout), text structures, and features to aid in understanding of text.

(D) Understand how an organizational pattern enhances the meaning of a text.

(E) Distinguish main ideas from supporting details in complex informational text to generalize ideas and make predictions

about other texts.

(F) Analyze information from a text to make inferences and draw conclusions.

(G) Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop

over the course of the text.

(Note: The video A Series of Unfortunate Events may prove helpful here)

(H) Compare and contrast how two or more texts treat two or more of the same ideas and analyze the development of those

ideas including how they interact and build on one another to provide a complex analysis.

(I) Provide an objective summary of the text.

(J) Analyze how a variety of logical arguments could reach conflicting conclusions.

(K) Evaluate the relevance and quality of evidence used to support a claim

(L) Analyze and identify false premises that intentionally manipulate audiences

(M) Determine an authors point of view or purpose in a rhetorically rich text, analyzing how ambiguity, contradiction,

Paradox, irony, hyperbole, overstatement, and understatement contribute to the text.

(N) Before drinking, and after reading texts, generate and respond to a variety of critical thinking questions to activate

prior knowledge, engage actively with learning new information, and reflect on new learning or fresh insights.

TEXTBOOKS: (TENTATIVE)- (1) Millers The Crucible (2) Hansberrys A Raisin in the Sun (3) Steinbecks Of Mice and Men

(4) The Autobiography of Malcolm X (5) Units based on Poe, Emerson, Thoreau, Hughes, Wheatley (6) Angelous Caged Bird

(7) Selections in ELEMENTS OF LITERATURE

ADD 11.3-- TLW APPLY KNOWLEDGE OF WORD ORIGINS, DERIVATIONS, AND FIGURATIVE LANGUAGE TO EXTEND VOCABULARY.

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(OVER)

ADDENDUM 11

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WEEK ELEVEN

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LITERATURE/DRAMA/POETRY/SPECIALIZED VOCABULARY

CONTINUE SOLS 11.3, 11.5 AND 11.4 (C-J) SEE WEEK TEN LITERARY SOL DRILLS (ONGOING)

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WEEK TWELVE

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CONTINUE 11.3, 11.5 AND 11.4 (C-J) SEE WEEK TEN LITERARY SOL DRILLS (ONGOING)

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WEEK THIRTEEN

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SEE WEEK TEN=== LITERARY DRILLS (ONGOING)

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WEEK FOURTEEN

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SEE WEEK TEN== LITERARY DRILLS (ONGOING)

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LITERARY DRILLING IS CONTINUOUS!!!!!!!!!!

ADDENDUM 12

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WEEK FIFTEEN

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LITERATURE/POETRY/SPECIALIZED VOCABULARY/RESEARCH PAPER/NOVEL UNIT

INTRODUCE OR CONTINUE 11.4 (F-G)---- NOVEL UNIT AND/OR INITIATE STEPS FOR RESEARCH---------

11.8-- TLW-- Analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product. (Refer to Curriculum Framework (A-J).

Essential Knowledge, Skills, and Processes


(A) Utilize technology to conduct research, organize information, and develop writing.

(B) Identify and narrow a topic for research through a variety of strategies, such as MAPPING, LISTING, BRAINSTORMING,

WEBBING, AND USING AN INTERNET SEARCH ENGINE.

(C) Develop a plan to locate and collect relevant information about the chosen topic.

(D) Identify a variety of primary and secondary sources of information.

(E) Generate notes while following a logical note-taking system.

(F) Preview resource materials to aid in selection of a suitable topic.

(G) Identify valid main and supporting details in various sources and distinguish them from misconceptions and biased points

of view when information conflicts.

(H) Synthesize information in a logical sequence.

(I) document print and electronic sources using MLA or APA style, including in-text citation and corresponding works cited

list.

(J) Incorporate ideas and quotations skillfully by directly quoting, paraphrasing, or summarizing text from reliable sources

and citing them appropriately. (over for ll.8 K through M).

11.3TLW continue study of word origins, general and specialized vocabulary, i.e. affixes, idioms, euphemisms, connotation and denotation.

ADDENDUM 13

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WEEK FIFTEEN (CONTINUED)

11.8 -- RESEARCH PAPER (K THROUGH M)

(K) Revise writing for effect, clarity, accuracy, and depth of information.

(L) Follow style manual conventions to edit materials for correct grammar, spelling, punctuation, and capitalization.

(M) Avoid plagiarism by doing the following:

M1== Understand that plagiarism is the act of presenting someone elses ideas as your own.

M2== Recognizing that one must correctly cite sources to give credit to the author of the original work.

M3== Recognize that sources of information must be cited even when the information has been paraphrased, and

M4== Using quotation marks when someone elses exact words are quoted.

TEXTBOOKS: BEIGE/TAN COACH MANUALS (Unit 6--- RESEARCH PAPERS, PP. 50- 60+)

ELEMENTS OF LANGUAGE (HANDBOOK, P. 1008+)

MODEL RESEARCH PAPERS LOCATED ONLINE (WWW.GOOGLE.COM)

NOVEL UNIT: UTILIZE AN AMERICAN WRITER AND TWENTY-PLUS PAPERBACK BOOKS FOR THIS UNIT

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WEEKS SIXTEEN, SEVENTEEN EIGHTEEN

(SEE DATES ON THE PACING GUIDE FOR THESE WEEKS)

Culminate 11.8 by collecting final drafts of research papers and/or 11.4 by completing the novel unit. Administer SOL Reading test.

English 11 Pacing Guide 2014-2015

Documents

Transcript of English 11 Pacing Guide 2014-2015