1 st Semester English 10 A Course: English 10A Pacing Guide Semester 1 Text: Pearson 10 1 st Semester

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1 1 st Semester English 10 A Course: English 10A Pacing Guide Semester 1 Text: Pearson 10 1 st Semester 1 Essential Standard(s)/ Learning Objectives Materials Assessments/Aces -Writing Sample to diagnose Writing 2.0 RIT Strategy Standards 3.0 RL Week Organization and Focus: use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice - W Book -Class Syllabus/Rules & Procedures -Writing Sample -Grammar Review WO Convention 1 st Quarter focus for : Types of phrases-(see Holt Handbook ch. 3, p ; sentence combining p ; commas p. 302) Clauses- (see Holt ch. 4, p ; sentence combining p ; commas p )

2 Course: English Pacing Guide 2 Essential Standard(s)/ Learning Objectives Materials Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Volume Selection Test B 1.1; 1.2 Students will identify the figurative 1/Word roots, prefixes, suffixes Magdalena Looking (connotative) and literal (denotative) meanings of words and their derivations. This week s etymology: Prefix: A- (away from, not, no) Root: ERG, URG ( work ) Suffix: -AC, -IC (like, pertaining to) Week RIT 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Reading: Artful Research RN P. 14(Informational Text) Rhetorical Analysis Questions Article of the Week: Rhetorical Analysis Questions (Article TBA) 3.0 RL 3.5 theme, main idea, author s purpose 3.3 analyze character interactions Reading: From Magdalena Looking RN P. 4 WO Convention 1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens). 1 st Quarter focus for : Types of phrases-(see Holt Handbook ch. 3, p ; sentence combining p ; commas p. 302) Clauses- (see Holt ch. 4, p ; sentence combining p ; commas p )

3 Course: English Pacing Guide 3 Essential Standard(s)/ Learning Objectives Materials Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Volume 1.1; 1.2 Students will identify the figurative 1/Word roots, prefixes, suffixes (connotative) and literal (denotative) meanings of Grammar quiz: words and their derivations. Sentence Combining Week RIT 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text This week s etymology: Prefix: PRO- (for, in favor of, forward) Root: VIG ( be lively, be energetic ) Suffix: -ATE (to make) Reading: Article of the Week: Rhetorical Analysis Questions (Article TBA) The Leap TXB P. 45 SAT vocabulary Volume 1 Test 1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens). 1 st Quarter focus for : Types of phrases-(see Holt Handbook ch. 3, p ; sentence combining p ; commas p. 302) Clauses- (see Holt ch. 4, p ; sentence combining p ; commas p )

4 Course: Pacing Guide 4 Essential Standard(s)/ Learning Objectives Materials Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Volume 1.1; 1.2 Students will identify the figurative 2/Word roots, prefixes, suffixes Selection Test B on (connotative) and literal (denotative) meanings of The street of the words and their derivations. This week s etymology: Canon Prefix: ANTI-, ANT- (against, opposite) Root: IG, AG, ACT ( do, drive, act ) Suffix: -AL (pertaining to) Week RIT 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text 3.0 LRA 3.7 Literary Devices: Plot, Symbolism, Imagery and Allegory 3.3 Internal and External Conflict and How conflicts affect the plot Reading: Article of the week Rhetorical Analysis Questions Reading: The Street of the Canon RN P. 124 Inference focus Essay 1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens). 1 st Quarter focus for : Types of phrases-(see Holt Handbook ch. 3, p ; sentence combining p ; commas p. 302) Clauses- (see Holt ch. 4, p ; sentence combining p ; commas p )

5 Course: Pacing Guide 5 Essential Standard(s)/ Learning Objectives Materials Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Volume 1.1; 1.2 Students will identify the figurative 2/Word roots, prefixes, suffixes (connotative) and literal (denotative) meanings of words and their derivations. Week RIT 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text 3.0 RL This week s etymology: Prefix: COUNTER-, CONTRA- (against, opposing) Root: POS, PON ( to place, to put ) Suffix: -IL, ILE (pertaining to, capable of) Reading: Article of the week Rhetorical Analysis Questions The Box Man Informational and Rhetorical Text: Rhetorical Analysis Questions Ace 1: Identified Essential Standards to Assess: RIT 2.7, 2.8, WO Conventions 1.1 (phrases, clauses, sentence combining) Assess: Persuasive Essay 2.4 Persuasion 1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens). Timed writing on The Box Man (Persuasion) 1 st Quarter focus for : Types of phrases-(see Holt Handbook ch. 3, p ; sentence combining p ; commas p. 302) Clauses- (see Holt ch. 4, p ; sentence combining p ; commas p )

6 Course: English Pacing Guide 6 Essential Standard(s)/ Learning Objectives Materials Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Volume SAT Vocabulary 1.1; 1.2 Students will identify the figurative 3/Word roots, prefixes, suffixes Volume 2 Test (connotative) and literal (denotative) meanings of words and their derivations. This week s etymology: Prefix: EU- (good, well) Root: STAN, STAT ( to stand, to stand something up ) Suffix: -OUS (full of) Test on Allusion A Day (First 15 Words) Week RIT 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Reading: Article of the week Rhetorical Analysis Questions Making History with Vitamin C, TXB P. 166 ( Cause and Effect) RN P

7 Course: English Pacing Guide 7 Essential Standard(s)/ Learning Objectives Materials Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Volume 1.1; 1.2 Students will identify the figurative 3/Word roots, prefixes, suffixes (connotative) and literal (denotative) meanings of words and their derivations. 2.0 RIT 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text This week s etymology: Prefix: BENE- (good, well) Root: THES, THET ( placing or having been placed ) Suffix: -IZE, ISE (to make) Reading: Article of the week Rhetorical Analysis Questions Rhetorical Analysis of Selling The Youth on Drinking Rhetorical Analysis Questions (We Do Lesson) Essay holistic scoring by a different teacher Final essay scored by students teacher (week 2) Week of 7 3.0RL 1.0WS 1.2 Organization and focus: Use precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice. 1.9 Evaluation and Revision: Revise writing to improve logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the text. -CAHSEE Practice warm ups (specific to modifiers, active vs. passive voice, action verbs, sensory details) See Grammar Practice Workbook for practice exercises in each area. -PowerPoint presentations on each are available at chompchomp.com 2.4 Write Persuasive Compositions Rhetorical Analysis Essay on Selling the Youth on Drinking 1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens). 1 st Quarter focus for : Types of phrases-(see Holt Handbook ch. 3, p ; sentence combining p ; commas p. 302) Clauses- (see Holt ch. 4, p ; sentence combining p ; commas p )

8 Course: English Pacing Guide 8 Essential Standard(s)/ Learning Objectives Materials Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Volume 1.1; 1.2 Students will identify the figurative 3/Word roots, prefixes, suffixes (connotative) and literal (denotative) meanings of words and their derivations. 2.0 RIT 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text This week s etymology: Prefix: BENE- (good, well) Root: THES, THET ( placing or having been placed ) Suffix: -IZE, ISE (to make) Reading: Article of the week Rhetorical Analysis Questions Rhetorical Analysis of Selling the Youth on Drinking Rhetorical Analysis Questions (We Do Lesson) Essay holistic scoring by a different teacher Final essay scored by students teacher (week 2) Week of 8 3.0RL 1.0WS 1.2 Organization and focus: Use precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice. 1.9 Evaluation and Revision: Revise writing to improve logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the text. -CAHSEE Practice warm ups (specific to modifiers, active vs. passive voice, action verbs, sensory details) See Grammar Practice Workbook for practice exercises in each area. -PowerPoint presentations on each are available at chompchomp.com 2.4 Write Persuasive Compositions Rhetorical Analysis Essay on Selling the Youth on Drinking 1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens). 1 st Quarter focus for : Types of phrases-(see Holt Handbook ch. 3, p ; sentence combining p ; commas p. 302) Clauses- (see Holt ch. 4, p ; sentence combining p ; commas p )

9 Course: English Pacing Guide 9 Essential Standard(s)/ Learning Objectives Materials Assessments/Aces October 15 - End of 1.1; 1.2 Students will identify the figurative First Quarter (44 (connotative) and literal (denotative) meanings of days) words and their derivations. Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Volume 3/Word roots, prefixes, suffixes This week s etymology: Prefix: FOR- (against, away) Root: HAB, HIB ( to have, hold, to have a home, to dwell ) Suffix: -ABLE, -IBLE (capable of) -Midterm : Cumulative 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Reading: Global Warming WebQuest (Argumentation and Rhetoric of Argumentation) Global Warming Webquest essay - Week 9 Grade 11 Standard 2.4 and Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, news sources, in-depth field studies, speeches, journals, technical documents) 1.9 Revise Writing to Improve Logic and Coherence and Controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the content. 2.0WA 2.4 Persuasion 1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens). Articles on Global Warming Synthesized Persuasive Essay 1 st Quarter focus for : Types of phrases-(see Holt Handbook ch. 3, p ; sentence combining p ; commas p. 302) Clauses- (see Holt ch. 4, p ; sentence combining p ; commas p )

10 Course: English Pacing Guide 10 Essential Standard(s)/ Learning Objectives Materials Assessments/Aces 1.1; 1.2 Students will identify the figurative (connotative) and literal (denotative) meanings of words and their derivations. Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Volume 3/Word roots, prefixes, suffixes This week s etymology: Prefix: FOR- (against, away) Root: HAB, HIB ( to have, hold, to have a home, to dwell ) Suffix: -ABLE, -IBLE (capable of) October 15 - End of First Quarter (44 days) Week Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Grade 11 Standard 2.4 and 2.5 Reading: Global Warming WebQuest (cont.) -Midterm : Cumulative Global Warming Webquest essay SAT Vocabulary Volume 3 Test 2.0 WS 1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, news sources, in-depth field studies, speeches, journals, technical documents) 1.9 Revise Writing to Improve Logic and Coherence and Controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the content. 2.0WA 2.4 Persuasion 1.2 Understand sentence construction (e.g., proper placement of modifiers, parallel structure) Articles on Global Warming Synthesized Argumentative/Persuasive Essay 2 nd Quarter focus for : Modifiers- (see Holt ch. 8, p ) Parallel Structure (see Holt & Grammar Pearson Resource)

11 Course: English Pacing Guide 11 Essential Standard(s)/ Learning Objectives Materials Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Volume Grammar Quiz: 1.1; 1.2 Students will identify the figurative 4/Word roots, prefixes, suffixes Modifiers, (connotative) and literal (denotative) meanings of words and their derivations. This week s etymology: Prefix: NON, UN- (not) Root: SANCT ( holy ) Suffix: -FY (to make) Week RIT 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text 3.0RL 3.3 Analyze the interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations and relationships, influences) and explain the way those interactions affect the plot. 3.7 Literary devices Reading: Things Fall Apart, 3 Weeks of Close Reading of the novel Analyzing the character of Okonkwo (CU Handout 2) 1.2 Understand sentence construction (e.g., proper placement of modifiers, parallel structure) 1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax 2 nd Quarter focus for : Modifiers- (see Holt ch. 8, p ) Parallel Structure (see Holt & Grammar Pearson Resource) Addition this week: -Continue with Diction & Tone development activities: Voice Lessons p (diction lessons) p (tone lessons) -Add elements of syntax: Voice Lessons p

12 Course: English Pacing Guide 12 Essential Standard(s)/ Learning Objectives Materials Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Volume Allusion A Day Test 1.1; 1.2 Students will identify the figurative 4/Word roots, prefixes, suffixes (Second 15 terms) (connotative) and literal (denotative) meanings of words and their derivations. This week s etymology: Prefix: NON, UN- (not) Root: SANCT ( holy ) Suffix: -FY (to make) Week RIT 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text 3.0RL 3.4 Analyze the interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations and relationships, influences) and explain the way those interactions affect the plot. 3.7 Literary devices Reading: Things Fall Apart, 3 Weeks of Close Reading of the novel A Close Look on Ibo Customs and Life CU Handout 4 The Combination of Tragedy, Fear and Joy (CU handout 5) 1.2 Understand sentence construction (e.g., proper placement of modifiers, parallel structure) 1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax 2 nd Quarter focus for : Modifiers- (see Holt ch. 8, p ) Parallel Structure (see Holt & Grammar Pearson Resource) Addition this week: -Continue with Diction & Tone development activities: Voice Lessons p (diction lessons) p (tone lessons) -Add elements of syntax: Voice Lessons p

13 Course: English Pacing Guide 13 Essential Standard(s)/ Learning Objectives Materials Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Volume 1.1; 1.2 Students will identify the figurative 4/Word roots, prefixes, suffixes (connotative) and literal (denotative) meanings of words and their derivations. This week s etymology: Prefix: NON, UN- (not) Root: SANCT ( holy ) Suffix: -FY (to make) November 11 - Veterans' Day Holiday ACE 2: Essential Standards: RC 2.7, 2.8 WO Conventions 1.2 (modifiers, parallel structure) Week RIT 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Reading: ArticleTBA) SAT Vocabulary Volume 4 Test 3.0RL 3.5 Analyze the interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations and relationships, influences) and explain the way those interactions affect the plot. 3.7 Literary devices: paradox, allegory, characterization, Things Fall Apart, 3 Weeks of Close Reading of the novel Living in Exile (CU handout 8) 1.2 Understand sentence construction (e.g., proper placement of modifiers, parallel structure) 2 nd Quarter focus for : Modifiers- (see Holt ch. 8, p ) Parallel Structure (see Holt & Grammar Pearson Resource)

14 Course: Pacing Guide 14 Essential Standard(s)/ Learning Objectives Materials Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Volume 1.1; 1.2 Students will identify the figurative 5/Word roots, prefixes, suffixes Selection test B on (connotative) and literal (denotative) meanings of Civil Peace words and their derivations This week s etymology: Prefix: MACRO- (big, large) Root: THE ( god ) Suffix: -ISM (doctrine, belief) Essay to be assessed. Week RIT 2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension. 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Grade 11 standard 2.5 Analyze the author s implicit and explicit philosophical assumptions and beliefs about a subject. Reading: Connected Reading: Civil Peace, TXB P. 356 Prompt to be assessed: In Civil Peace Achebe makes a philosophical assumption about what is truly important in life. In an essay, explain Achebe s philosophical assumption and how this assumption influences the theme of the story. Note details from the story that help the reader determine Achebe s philosophical assumption. 1.2 Use precise language, action verbs, sensory details, appropriate modifiers and the active rather than the passive voice. 1.2 Understand sentence construction (e.g., proper placement of modifiers, parallel structure) The exploration of the action Verbs and the use of the sensory details. TXB P nd Quarter focus for : Modifiers- (see Holt ch. 8, p ) Parallel Structure (see Holt & Grammar Pearson Resource)

15 Course: English Pacing Guide 15 Essential Standard(s)/ Learning Objectives Materials Assessments/Ace s Daily Vocabulary/Allusion-a-Day/SAT Vocabulary/Word roots, November ; 1.2 Students will identify the figurative prefixes, suffixes Thanksgiving (connotative) and literal (denotative) meanings of words Vacation and their derivations Assessment: This week s etymology: Prefix: MICRO-, MIN- (small) Root: HUM ( ground, earth ) Suffix: -CY (state of being) Grammar quiz: Parallel Structure Week RIT 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Grade 11 standard 2.5 Analyze the author s implicit and explicit philosophical assumptions and beliefs about a subject. 3.0 RL 3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic. 3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work. 3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text. Connected Readings: Poem with Like Theme: The Second Coming By William Butler Yeats Analysis of Poem and applying its theme to Achebe s Book CU Handout 17 Discover how the author use point of view to make his readers a part of the story CU handout Understand sentence construction (e.g., proper placement of modifiers, parallel structure) 2 nd Quarter focus for : Modifiers- (see Holt ch. 8, p ) Parallel Structure (see Holt & Grammar Pearson Resource)

16 Course: English Pacing Guide 16 Essential Standard(s)/ Learning Objectives Materials Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary/Word roots, Assessment: 1.1; 1.2 Students will identify the figurative prefixes, suffixes (connotative) and literal (denotative) meanings of words and their derivations AST Volume 5 Test This week s etymology: Prefix: MICRO-, MIN- (small) Root: HUM ( ground, earth ) Suffix: -CY (state of being) Allusion A Day test (Third 15 terms) Week Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Grade 11 standard 2.5 Analyze the author s implicit and explicit philosophical assumptions and beliefs about a subject. 3.0RL 3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic. 3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work. 3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text. Connected Readings: Poem with Like Theme: Journey of the Magi by T. S. Eliot Analysis of Poem and applying its theme to Achebe s Book CU Handout 18 Discover how the author use point of view to make his readers a part of the story CU handout Understand sentence construction (e.g., proper placement of modifiers, parallel structure) 2 nd Quarter focus for : Modifiers- (see Holt ch. 8, p ) Parallel Structure (see Holt & Grammar Pearson Resource)

17 Course: English Pacing Guide 17 Essential Standard(s)/ Learning Objectives Materials Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary/Word roots, Things Fall Apart End 1.1; 1.2 Students will identify the figurative prefixes, suffixes of the Novel Test (connotative) and literal (denotative) meanings of words and their derivations. This week s etymology: Prefix: HEMI-, DEMI-, SEMI-, MED- (half) Root: NEB, NIMB ( cloud ) Suffix: -ARY (connected) Final Exam Preparation Week Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Grade 11 standard 2.5 Analyze the author s implicit and explicit philosophical assumptions and beliefs about a subject. 1.2 Understand sentence construction (e.g., proper placement of modifiers, parallel structure) 2 nd Quarter focus for : Modifiers- (see Holt ch. 8, p ) Parallel Structure (see Holt & Grammar Pearson Resource)

18 Course: English Pacing Guide 18 Essential Standard(s)/ Learning Objectives Materials Assessments/Aces December 17 - End of Semester (41 days) Final exam : ACE #1&2 & rest of semester assessment, SAT -Final Exam Vocabulary Volume 1-5 Presentations - Finals Schedule Week 18 Final exam will include Standards in this semester

19 2 nd Semester English 10 A Course: English Pacing Guide 17 Essential Standard(s)/ Learning Objectives Materials Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Vol. 6/Word Assessment: RN 1.1; 1.2 Students will identify the figurative roots, prefixes, suffixes Pages on definitions (connotative) and literal (denotative) meanings of of Greek Tragedy. words and their derivations. Week Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Grade 11 standard 2.5 Analyze the author s implicit and explicit philosophical assumptions and beliefs about a subject. 3.0 RL 3.1 RL Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (tragic hero, tragedy) 3.12 RL Analyze the way in which a work of literature is related to the themes and issues of its historical period. 2.0 WS Elements of Drama P. 794 Types of Drama and Dramatic speech. P. 795 The historical background of Greek Theatre. P.808 The Structure of Greek Theatre P. 809 Discussion of the Great Philosophers of Greek Theatre; Aeschylus, Euripides, Sophocles. 1.2 Understand sentence construction (e.g., proper placement of modifiers, parallel structure) 3 rd Quarter Focus for : Writing complete, effective sentences (see Holt ch. 17, 18, p ) Sentence Style (see Holt p )

20 Course: English Pacing Guide Essential Standard(s)/Objectives Material(s) Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Vol. 6/Word roots, 1.1; 1.2 Students will identify the prefixes, suffixes figurative (connotative) and literal (denotative) meanings of words and their derivations. 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Grade 11 standard 2.5 Analyze the author s implicit and explicit philosophical assumptions and beliefs about a subject. Open Book Test for Prologue Scene 2 ( To demonstrate understanding of themes and archaic languages) 3.0 RL 3.3 Analyze interactions between main and subordinate characters in a literary text (internal and external conflict, motivations, relationship influences) and explain the way those interactions affect the plot. 1.0WS 2.0WA 2.2 Write response to literature The elements of Greek Tragedy/Analyze antagonist and protagonist. P. 811 Reading the Prologue to Scene 2 P The skill summarizing to demonstrate understanding. P. 811 Week Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax. 3 rd Quarter Focus for : Writing complete, effective sentences (see Holt ch. 17, 18, p ) Sentence Style (see Holt p )

21 Course: English Pacing Guide Essential Standard(s)/Objectives Material(s) Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Vol. 6/Word roots, 1.1; 1.2 Students will identify the prefixes, suffixes Assessment: Selection figurative (connotative) and literal Test B, Resource P. 41 (denotative) meanings of words and their derivations. 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Grade 11 standard 2.5 Analyze the author s implicit and explicit philosophical assumptions and beliefs about a subject. 2.1 Analyze the structure and format of functional workplace documents including the graphics and headers and explain how authors use the features to achieve their purpose. 2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension. Critical Reading(Active Reading) Santa Clause meets Sophocles P. 865 (Specific skill in synthesis from various sources) Informational Text: A Prequel to Antigone (Synthesize with Informational Text Santa Clause meets Sophocles) Quiz on SAT Vol. 6 Week of RL Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (tragic hero, tragedy) Understanding the tragic flaw and the role of faith in Greek Tragedy. P 837 Reading the Play Scenes 3-5, P

22 2.0WA 2.2 Write response to literature (Reflective Essay) 1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax. The skill summarizing to demonstrate understanding. Writing Skill/ Summarizing PD P. 158 Prewriting for a Reflective Essay p rd Quarter Focus for : Writing complete, effective sentences (see Holt ch. 17, 18, p ) Sentence Style (see Holt p ) Course: English Pacing Guide Essential Standard(s)/Objectives Material(s) Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Vol. 7/Word roots, 1.1; 1.2 Students will identify the prefixes, suffixes Assessment: The final figurative (connotative) and literal copy of the Reflective (denotative) meanings of words and their Essay derivations. 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Grade 11 standard 2.5 Analyze the author s implicit and explicit philosophical assumptions and beliefs about a subject. Grammar Quiz: Writing complete, effective sentences. Quiz on Allusion-a-Day vocabulary 1-15 Week of Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice. Review the work you did on Prewriting Reflective Essay. Prewriting Strategy: gathering sensory details. Find and refine and effective idea. Choose a logical organizational strategy. Use effective imagery=write the rough draft.

23 1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose and formality of the text. Revision Strategies: Revise for unity, precise word choice, sentence variety. Editing and Proofreading Publish and Present Use a rubric for Self Assessment 1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax. 3 rd Quarter Focus for : Writing complete, effective sentences (see Holt ch. 17, 18, p ) Sentence Style (see Holt p ) Course: English Pacing Guide Essential Standard(s)/Objectives Material(s) Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Vol. 7/Word roots, Ace 3: A full length 1.1; 1.2 Students will identify the prefixes, suffixes figurative (connotative) and literal CAHSEE Test (denotative) meanings of words and their Review Elements of Short Story P derivations. Week of Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Grade 11 standard 2.5 Analyze the author s implicit and explicit philosophical assumptions and beliefs about a subject. 3.0 RL 3.4 Determine the characters traits by Reading a short Story A Problem by Anton Checkov

24 what the characters say about themselves in narration, dialogue. Reading Skill: Making Inferences Literary Analysis: Character and Characterization. Course: English Pacing Guide Essential Standard(s)/Objectives Material(s) Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Vol. 7/Word roots, No work Feb 7 1.1; 1.2 Students will identify the prefixes, suffixes figurative (connotative) and literal Lincoln s Day (denotative) meanings of words and their derivations. Assess: 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Grade 11 standard 2.5 Analyze the author s implicit and explicit philosophical assumptions and beliefs about a subject. Holocaust Notes. Quiz: SAT Vol. 7 Week of RL 3.3 Making Inferences Analyze the way in which a work of literature is related to the themes and issues of its historical period. 3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text. Independent Reading for 3 Weeks following a Creating Reading Calendar for the novel Night Focus on the historical background of the Holocaust. Reading a Short Story There Will Comes Soft Rains Historical discussion of the Atomic Age Analysis of the story s Irony, Diction, Satire.

25 Course: English Pacing Guide Essential Standard(s)/Objectives Material(s) Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Vol. 8/Word roots, Assess: 1.1; 1.2 Students will identify the prefixes, suffixes figurative (connotative) and literal (denotative) meanings of words and their derivations. 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Grade 11 standard 2.5 Analyze the author s implicit and explicit philosophical assumptions and beliefs about a subject. Selection Test B, Specific Focus on Symbolism and Allegory 3.0 RL 3.7 Symbolism and Allegory 3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text. Continue Independent Reading of Night Short Story: The Masque of the Red Death P Symbolism and Allegory Draw Conclusions P. 397 Week of 7 Persuasive writing (see assessment)

26 1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax. 3 rd Quarter Focus for : Writing complete, effective sentences (see Holt ch. 17, 18, p ) Sentence Style (see Holt p ) Course: English Pacing Guide Essential Standard(s)/Objectives Material(s) Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Vol. 8/Word roots, -No School Feb ; 1.2 Students will identify the prefixes, suffixes President s Day figurative (connotative) and literal -Open House Feb 22 (denotative) meanings of words and their derivations. 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Grade 11 standard 2.5 Analyze the author s implicit and explicit philosophical assumptions and beliefs about a subject. 2.0 RL Assess: Independent Reading Test on novel Night Week of 8 Listening and Speaking Strategies 1.10 Analyze historically significant speeches (e.g., Abraham Lincoln s Gettysburg Address, Martin Luther Viewing and Evaluating a Speech: JFK s Inaugural Address. Observe and Use close reading Charts to analyze the persuasive techniques in his speech.

27 King Jr. s I Have a Dream ) to find the rhetorical devices and features that make them memorable Analyze the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion and logic. Generate questions Look at concrete detail Look at syntax and word choice Write a close reading summary of the speech. 1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence. 1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax. 3 rd Quarter Focus for : Writing complete, effective sentences (see Holt ch. 17, 18, p ) Sentence Style (see Holt p ) Course: English Pacing Guide Week of 9 Essential Standard(s)/Objectives Material(s) Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Vol. 8/Word roots, End of Novel Unit 1.1; 1.2 Students will identify the prefixes, suffixes figurative (connotative) and literal Test (denotative) meanings of words and their derivations. Quiz: SAT Vol Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Grade 11 standard 2.5 Analyze the author s implicit and explicit philosophical assumptions and beliefs about a subject.

28 3.0 RL Listening and Speaking Strategies 1.10 Analyze historically significant speeches (e.g., Abraham Lincoln s Gettysburg Address, Martin Luther King Jr. s I Have a Dream ) to find the rhetorical devices and features that make them memorable Analyze the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion and logic. Choosing a Topic for Speech: Researching the Topic, Keeping track of Resources. Synthesize the gathered information Criteria 1= Introduction; Thesis and opening Criteria 2= Body; Focus and Organization Criteria 3= Body; Evidence Criteria 4= Conclusion Criteria 5= Speaking Skills Prewriting Graphic Organizer for Speech Presentation. (Need to book the Computer Lab) Begin to Write and Memorize the Formal Speech 1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence. 1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax. 3 rd Quarter Focus for : Writing complete, effective sentences (see Holt ch. 17, 18, p ) Sentence Style (see Holt p )

29 Course: English Pacing Guide Essential Standard(s)/Objectives Material(s) Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Vol. 9/Word roots, Assessment: Giving the 1.1; 1.2 Students will identify the prefixes, suffixes figurative (connotative) and literal speech (denotative) meanings of words and their derivations. 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Grade 11 standard 2.5 Analyze the author s implicit and explicit philosophical assumptions and beliefs about a subject. 1.0 RL Listening and Speaking Strategies 1.10 Analyze historically significant speeches (e.g., Abraham Lincoln s Gettysburg Address, Martin Luther King Jr. s I Have a Dream ) to find the rhetorical devices and features that make them memorable. Giving the speech according to the rubric. Week of Analyze the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion and logic.

30 1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing 1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax. 3 rd Quarter Focus for : Writing complete, effective sentences (see Holt ch. 17, 18, p ) Sentence Style (see Holt p ) Course: English Pacing Guide Essential Standard(s)/Objectives Material(s) Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Vol. 9/Word Assessment: Compare and 1.1; 1.2 Students will identify the roots, prefixes, suffixes figurative (connotative) and literal Contrast Essay (denotative) meanings of words and their derivations. 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Grade 11 standard 2.5 Analyze the author s implicit and explicit philosophical assumptions and beliefs about a subject. Week of RL 3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic. 3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, symbolism and Comparing Humorous Writing: A Toast to the Oldest Inhabitant The Dog that Bit People Focus: Hyperbole, understatement and satire. P. 518

31 explain their appeal. Compare and Contrast 1.2 Proper English usage Writing an Essay to explain how two different authors use conflict to develop their humorous writing. 4 th Quarter focus for : Usage (see Holt ch. 9, p ) Course: English Pacing Guide Essential Standard(s)/Objectives Material(s) Notice: This is a 3-week lesson to be addressed in tandem with the CST practice sessions. 1.1; 1.2 Students will identify the figurative (connotative) and literal (denotative) meanings of words and their derivations. Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Vol. 9/Word roots, prefixes, suffixes Characteristics of Poetry and Literary Devices such as; sound devices, sensory language, rhyme scheme and etc. Assessments/Aces Quiz: SAT Vol. 9 Quiz: Allusion-a-day # Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Grade 11 standard 2.5 Analyze the author s implicit and explicit philosophical assumptions and beliefs about a subject. Week of RL 3.11 Evaluate the aesthetics qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the Literary Analysis of Poetic form: Poetic form, rhyme, meter, meter of tanka and sonnet (Shakespearean and Italian Sonnet), the villanelle.

32 terminology of literary criticism. 1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing (Tanka) Compare poems 1.2 Proper English usage Poetry to be analyzed: My City Equal Sonnet Do Not Go Gentle into that Night=villanelle Tanka The Waking=Rhymed Poem Sonnet 18=Shakespearean sonnet Create original poetry on student selected subject. They must create: sonnet, villanelle, and a tanka. Write a comparison/contrast for each poem 4 th Quarter focus for : Usage (see Holt ch. 9, p ) Course: English Pacing Guide Week of 13 Essential Standard(s)/Objectives Material(s) Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Vol. 10/Word 1.1; 1.2 Students will identify the roots, prefixes, suffixes figurative (connotative) and literal (denotative) meanings of words and their derivations. 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Grade 11 standard 2.5 Analyze the author s implicit and explicit philosophical assumptions and beliefs about a subject. Assessment: A cold read poem to be analyzed for sound device, tone, mood and depth of meaning.

33 3.0RL 3.2 compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic 3.9 Explain how voice, persona, and the choice of the narrator affect characterization and the tone, plot and credibility of the text Evaluate the aesthetics qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism. Poems to focus on tone, mood. Fear The Bean Eaters Article=How to react to Familiar Faces The Weary Blues The Flanders field The Jazz Fantasia Meeting at Night The Kraken Reapers 3.0 WS 1.2 Proper English usage 4 th Quarter focus for : Usage (see Holt ch. 9, p ) Course: English Pacing Guide Essential Standard(s)/Objectives Material(s) Same activities as last week plus the film Merlin Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Vol. 10/Word 1.1; 1.2 Students will identify the roots, prefixes, suffixes figurative (connotative) and literal (denotative) meanings of words and their Focus of this week will be writing SAT journals. derivations. Assessments/Aces Assessment: Article of the week assessment(cold Read) Week of Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and

34 the way in which the author s intent affect the structure and the tone of the text Grade 11 standard 2.5 Analyze the author s implicit and explicit philosophical assumptions and beliefs about a subject. 3.0RL 1.2 Proper English usage 4 th Quarter focus for : Usage (see Holt ch. 9, p ) Course: English Pacing Guide Week of 15 Essential Standard(s)/Objectives Material(s) Assessments/Aces Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Vol. 10/Word 1.1; 1.2 Students will identify the roots, prefixes, suffixes figurative (connotative) and literal (denotative) meanings of words and their Quiz: SAT Vol. 10 derivations. 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings 2.8 Critiquing author s argument and the way in which the author s intent affect the structure and the tone of the text Grade 11 standard 2.5 Analyze the author s implicit and explicit philosophical assumptions and beliefs about a subject.

35 3.0 RL 1.2 Proper English usage 4 th Quarter focus for : Usage (see Holt ch. 9, p ) Course: English Pacing Guide Essential Standard(s)/Objectives Material(s) Assessments/Aces 1.1; 1.2 Students will identify the figurative (connotative) and literal (denotative) meanings of words and their derivations. Daily Vocabulary/Allusion-a-Day/SAT Vocabulary Vol Review/Word roots, prefixes, suffixes Selection Test A 2.0 RIT 3.0 RL What are legends and who are legendary heroes? Writing about the Big Question p Read Arthur Becomes King of Britain p Proper English usage 4 th Quarter focus for : Usage (see Holt ch. 9, p ) Course: English Pacing Guide Essential Standard(s)/Objectives Material(s) Assessments/Aces Week of RIT 3.0 RL Read Arthur Becomes King of Britain p 1155 Heraldry Project