English 9A Pacing Guide Textbook: Pearson 2012-2013 Quarter 1 August 15 Oct. 14 1 Essential Standard(s)/Objectives Material(s) Assessments/Aces Vocabulary Disc One Stranded Cerebellum SAT 1.1; 1.2 Students will identify the figurative Vocab. (serene, rudimentary, empirical, oblivious, (connotative) and literal (denotative) meanings of resent, efface, consolidate, fatuous, obsolete, words and their derivations. animosity) 2.1 Structural Features of Informational Materials: analyze the structure and format of functional workplace documents. 2.8 Expository Critique: evaluate the credibility of an author s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author s intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material) Preteach: Classroom procedures/syllabus Textbook/Wbook Scavenger Hunt handout Literary terms: headings, bold, numbers, lists, graphics, etc. Main idea, purpose, audience, structure, language/diction Vocab. Quiz #1 (spell words Rhetorical Analysis Handout Questions = A.O.W. (TBA) http://www.kellygallagher.org/r esources/articles.html (complete in class to model for the students; next week will begin the homework tasks) Week of August 15-19 1.1 Organization and Focus: 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 1.0 1.3 Grammar and Mechanics of Writing: demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax Elements of Argumentation (audience, purpose, focus, voice, logos, pathos, ethos, fallacies, modes of discourse, and structure of classical argumentative scheme) Prompt: Should Wasco High School make students wear uniforms to school daily? Should Wasco High School adopt a zero-tolerance policy for cell phones? Parts of Speech review in HOLT Handbook (pp. 2-36) Third Course Write a multi-paragraph, argumentative essay (preassessment) Chapter Review pg. 37-38 (HOLT)
2 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. Week of August 22-26 2.8 Expository Critique: evaluate the credibility of an author s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author s intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material) 3.4, Narrative Analysis of Grade-Level-Appropriate Text: determine characters traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy 3.3, Narrative Analysis of Grade-Level-Appropriate Text: analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot 1.1 Organization and Focus: 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 1.0 1.1Grammar and Mechanics of Writing: identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semi-colons, colons, ellipses, hyphens) Vocabulary Disc One Stranded Cerebellum SAT Vocab. (revoke, refuge, scoff, usurp, undermine, exasperate, flourish, reconcile, ravenous, illusory) This week s etymology (school-wide): Prefix: A- (away from, not, no) Root: ERG, URG ( work ) Suffix: -AC, -IC (like, pertaining to) Main idea, purpose, audience, structure, language/diction Homework due on Friday Selection The Cask of Amontillado Textbook pp. 60-68 Poison Tree (theme of revenge) Literary Terms: narrator, point of view, foreshadow, suspense, plot, climax, etc. on pg. 58-59 Thesis (subject, direction, reasons), Introduction, Body Paragraphs, Conclusion Prompt: Critical Thinking pg. 68 Can Truth Change? Chapter 3 HOLT (phrases vs. clauses) (What is a phrase?) pg. 70 and complete Diagnostic Preview A on pg. 68 vs. Clauses (What is a clause?) pg. 98. Assess/Extend: Vocab. Quiz #2 (spell words Rhetorical Analysis Handout Questions = A.O.W. (TBA) http://www.kellygallagher.org/r esources/articles.html Obama Tolerance Islamic Mosque Selection Test B Unit One Resource pp. 105-107 Whole-class Essay: TBA
3 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. Week of August 29 Sept. 2 1.0 RIT 2.8 Expository Critique: evaluate the credibility of an author s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author s intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material) 3.3 Narrative Analysis of Grade-Level-Appropriate Text analyze internal and external conflicts, motivations, relationships, influences and explain the way those interactions affect the plot. 2.0 WS 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 1.9 Evaluation and Revision: 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 context 1.0 1.1Grammar and Mechanics of Writing: identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semi-colons, colons, ellipses, hyphens) Vocabulary Disc One Stranded Cerebellum SAT Vocab. (futile, impassive, trite, substantiate, languid, verbose, incongruous, ardor, pristine, cajole) This week s etymology: Prefix: PRO- (for, in favor of, forward) Root: VIG ( be lively, be energetic ) Suffix: -ATE (to make) Main idea, purpose, audience, structure, language/diction Homework due on Friday Selections The Most Dangerous Game in Reader s Notebook pg. 90-112 Literary Terms: conflict, internal conflict, external conflict, plot, epiphany, resolution pp. 212-213 ESSAY: Write a persuasive essay about (agree/disagree Zaroff s philosophy pg. 102 Stop to Reflect in Reader s Notebook) Chapter 4 HOLT (independent clauses and subordinate) Clauses pg. 98-100 Exercise 1. Assess: Vocab. Quiz #3 (spell words Rhetorical Analysis Questions = A.O.W. (TBA) http://www.kellygallagher.org/r esources/articles.html Selection Test B Unit Two Resource pp. 38-40 ESSAY
4 Essential Standard(s)/Objectives Material(s) Assessments/Aces 1.1; 1.2 Word Analysis, Fluency, and Systematic Vocabulary Development Students will identify the figurative (connotative) and literal (denotative) meanings Week of September 6-9 Labor Day 2.8 Expository Critique: evaluate the credibility of an author s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author s intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material) 3.3 Narrative Analysis of Grade-Level-Appropriate Text analyze internal and external conflicts, motivations, relationships, influences and explain the way those interactions affect the plot. 3.4 3.7 Narrative Analysis: Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal. 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 1.0 1.1Grammar and Mechanics of Writing: identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and Vocabulary Disc One Stranded Cerebellum SAT Vocab. (compel, duplicity, resolve, acclaim, adroit, persevere, conciliate, opportune, despondent, buoyant) This week s etymology: Prefix: ANTI-, ANT- (against, opposite) Root: IG, AG, ACT ( do, drive, act ) Suffix: -AL (pertaining to) Main idea, purpose, audience, structure, language/diction Homework due on Friday Preteach: Activity #1, Activity #2 Selections Lord of the Flies (novella) and read the first half of the book (Chpt. 1-7) Literary Terms: figurative language (metaphor, simile, hyperbole, personification, idiom, etc.), imagery, symbolism Response to Literature: Write a timed journal log Chapters 1-7 on pg. 31 and 43 in A Navigational Novel Guide Literary devices: topic sentences, support, concluding sentence CONVENTIONS/WS Chapter 4 HOLT (independent clauses and subordinate) HOLT CD printouts/workbook Vocab. Quiz #4 (spell words Rhetorical Analysis Questions = A.O.W. (TBA) http://www.kellygallagher.org/r esources/articles.html Chpt. Quiz 1, 2-4, 5-7 from The Center of Learning Curriculum Unit (pg. 56-58) DISCUSSION QUESTIONS Chpt. 1 Quest. 1 Chpt. 2 Quest. 1 Chpt. 3 Quest. 3 Chpt. 4 Quest. 1 Chpt. 5 Quest. 1 Chpt. 6 Quest. 2 Chpt. 7 What do you think of the novel so far?
mechanics of punctuation (e.g., semi-colons, colons, ellipses, hyphens) 5 Essential Standard(s)/Objectives Material(s) Assessments/Aces 1.1; 1.2 Word Analysis, Fluency, and Systematic Vocabulary Development Students will identify the figurative (connotative) and literal (denotative) meanings Week of September 12-16 2.8 Expository Critique: evaluate the credibility of an author s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author s intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material) 3.3 Narrative Analysis of Grade-Level-Appropriate Text analyze internal and external conflicts, motivations, relationships, influences and explain the way those interactions affect the plot. 3.7 Narrative Analysis: Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal. 3.0 WS 1.1 Organization and Focus: 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 1.1Grammar and Mechanics of Writing: identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and Vocabulary Disc One Stranded Cerebellum SAT Vocab. (copious, incredulous, lament, enhance, homogenous, suppress, expedite, apprehensive, debunk, laconic) This week s etymology: Prefix: COUNTER-, CONTRA- (against, opposing) Root: POS, PON ( to place, to put ) Suffix: -IL, ILE (pertaining to, capable of) Main idea, purpose, audience, structure, language/diction Homework due on Friday Selections Lord of the Flies (novella) and read the second half of the book. Literary Terms: figurative language (metaphor, simile, hyperbole, personification, idiom, etc.), imagery, symbolism Response to Literature: Write a timed journal log Chapters 8-12 on pg. 58 and 69 in A Navigational Novel Guide Literary devices: topic sentences, support, concluding sentence CONVENTIONS/WS Chapter 4 HOLT (independent clauses and subordinate) HOLT CD printouts/workbook September 16 - Progress Reports Due Vocab. Quiz #5 (spell words ACE #1 Rhetorical Analysis Questions = A.O.W. (TBA) http://www.kellygallagher.org/r esources/articles.html Chpt. Quiz 8, 9-10, 11-12 from The Center of Learning Curriculum Unit (pg. 56-58) DISCUSSION QUESTIONS Chpt. 8 Quest. 1 Chpt. 9 Quest. 1 Chpt. 10 Quest. 3 Chpt. 11 Quest. 2 Chpt. 12 Quest. 2..Online Quiz: http://grammar.ccc.commnet.e du/grammar/quizzes/indep_cla
mechanics of punctuation (e.g., semi-colons, colons, ellipses, hyphens) use_quiz.htm 6 Essential Standard(s)/Objectives Material(s) Assessments/Aces 1.1; 1.2 Word Analysis, Fluency, and Systematic Vocabulary Development Students will identify the figurative (connotative) and literal (denotative) meanings 2.4 Comprehension and Analysis of Grade-Level- Appropriate Text: 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, and, in conjunction with Writing Strategies 2.8 Expository Critique: evaluate the credibility of an author s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author s intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material) Vocabulary Disc One Stranded Cerebellum SAT Vocab. (vulnerable, extol, elucidate, nebulous, eulogy, solemn, feasible, exuberant) This week s etymology: Prefix: EU- (good, well) Root: STAN, STAT ( to stand, to stand something up ) Suffix: -OUS (full of) Peer Pressure, Media Fuel Youth Violence by Susie Morris International Patterns of Teen Violence by Ross Hetherington AOW (TBA) EAP Module The Beast : Activities 1-6 pp. 3-8 Literary Terms: reading rhetorically, predicting, and language Assess: Vocab. Quiz #6 (spell words http://abcnews.go.com/health/ story?id=116734&page=1 http://www.aboutkidshealth.ca/ En/NewsDevelopment/Pages/I nternational-patterns-of-teenviolence.aspx Rhetorical Analysis Questions = A.O.W. (TBA) http://www.kellygallagher.org/r esources/articles.html Week of September 19-23 1.0 1.1Grammar and Mechanics of Writing: identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semi-colons, colons, ellipses, hyphens) CONVENTIONS/WS HOLT Chapter 19 pp. 451-453 Exercise 1,2
7 Essential Standard(s)/Objectives Material(s) Assessments/Aces Vocabulary Disc Two Artists Cerebellum SAT Vocab. 1.1; 1.2 Word Analysis, Fluency, and Systematic (eccentric, venerate, opaque, abstinence, emulate, Vocabulary Development tranquil, aesthetic, amalgam, mutable, candid) Students will identify the figurative (connotative) and literal (denotative) meanings This week s etymology: Prefix: BENE- (good, well) Root: THES, THET ( placing or having been placed ) Suffix: -IZE, ISE (to make) Assess: Vocab. Quiz #7 (spell words 2.4 Comprehension and Analysis of Grade-Level- Appropriate Text: 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, and, in conjunction with Writing Strategies Peer Pressure, Media Fuel Youth Violence by Susie Morris International Patterns of Teen Violence by Ross Hetherington AOW (TBA) EAP Module The Beast : Activities 7-11 pp. 9-13 Literary Terms: summarizing and responding Rhetorical Analysis Questions = A.O.W. (TBA) http://www.kellygallagher.org/r esources/articles.html Week of September 26-30 1.0 1.1Grammar and Mechanics of Writing: identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semi-colons, colons, ellipses, hyphens) HOLT Chapter 19 pp. 453-455 Exercise 3
8 Essential Standard(s)/Objectives Material(s) Assessments/Aces 1.1; 1.2 Word Analysis, Fluency, and Systematic Vocabulary Development Students will identify the figurative (connotative) and literal (denotative) meanings Week of October 3-7 2.4 Comprehension and Analysis of Grade-Level- Appropriate Text: 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, and, in conjunction with Writing Strategies 1.1 Organization and Focus: 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 Vocabulary Disc Two Artists Cerebellum SAT Vocab. (acerbic, autonomy, belie, reclusive, nostalgia, enthrall, collaborate, galvanize, abhor, innovative) This week s etymology: Prefix: DIF, DIS- (negative, not) Root: CEPT, CIP, CIEVE ( to take, seize ) Suffix: -ANT, -ENT (full of) Peer Pressure, Media Fuel Youth Violence by Susie Morris International Patterns of Teen Violence by Ross Hetherington AOW (TBA) EAP Module The Beast : Activities 12-16 pp. 14-23 Literary Terms: egos, pathos, logos EAP Essay Assess: Vocab. Quiz #8 (spell words Rhetorical Analysis Questions = A.O.W. (TBA) http://www.kellygallagher.org/r esources/articles.html 1.0 1.1Grammar and Mechanics of Writing: identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semi-colons, colons, ellipses, hyphens) HOLT Chapter 19 pp. 458-461 Exercise 5 and Review A
9 Essential Standard(s)/Objectives Material(s) Assessments/Aces This week s etymology: 1.1; 1.2 Word Analysis, Fluency, and Systematic Prefix: FOR- (against, away) Vocabulary Development Root: HAB, HIB ( to have, hold, to have a home, to Students will identify the figurative (connotative) and dwell ) literal (denotative) meanings Suffix: -ABLE, -IBLE (capable of) 1.0 RIT 2.4 Comprehension and Analysis of Grade-Level- Appropriate Text: 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, and, in conjunction with Writing Strategies Peer Pressure, Media Fuel Youth Violence by Susie Morris International Patterns of Teen Violence by Ross Hetherington EAP Module The Beast : Activities 17-24 pp. 24-40 Literary Terms: egos, pathos, logos October 14 - End of First Quarter (44 days) MIDTERM EXAM (ACES and Vocab.) Week of October 10-14 2.0 RL 3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal. 2.0 WS 1.1 Organization and Focus: 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 EAP Essay
English 9 Pacing Guide Textbook: Pearson 2011-2012 Quarter 2 October 17 Dec. 22 Essential Standard(s)/Objectives Material(s) Assessments/Aces Vocabulary Disc Two Artists Cerebellum SAT Vocab. (meager, ) Vocab. Quiz #9 (spell words Week of Oct. 17-21 3.0 RIT 2.4 Comprehension and Analysis of Grade-Level- Appropriate Text: 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..8 Evaluate the credibility of an author s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author s intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material) and in conjunction 4.0 RL Preteach: Textbook Informational Text (pg. 566) Selection I Have a Dream (pp. 541-548) and All in One (pp. 159-163) Textbook Critical Thinking (pg. 548) Selection from Nothing to Fear (pg. 567-568) Selection Radio Address on Drought Conditions (pp. 569-570) Author Biography pg. 10 Secondary Solutions PDF file The Great Depression pg. 11 Secondary Solutions PDF file Plessy vs. Ferguson and the Jim Crow Laws pg. 13 Secondary Solutions PDF file Textbook Comparing Informational Text and Timed Writing (pg. 571) purpose Rhetorical Analysis Handout Questions 1.2 Grammar and Mechanics of Writing: understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses) HOLT Chapter 5 (Verbs)
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. Vocab. Quiz #10 (spell words Week of Oct.24-28 3.3, Narrative Analysis of Grade-Level-Appropriate Text: analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot 3.4, Narrative Analysis of Grade-Level-Appropriate Text: determine characters traits by what the characters say about themselves in narration, dialogue Chpt. 1-6 TKMB Character Relationships Map pg. 25 Fifty Graphic Organizers Notebook entries: Summary/Predict/Etc. Exposition Chpts. 1,2 Secondary Solutions pg. 36 Foreshadowing the Ewells A Navigational Novel Guide pg. 26 Dialect and Slang Secondary Solutions pg. 46 Literary Devices: plot, setting, conflict, main character, subordinate character, relationships Comprehension Check Chpts. 1-6 Secondary Solutions Atticus s Motto Journal Write A Navigational Novel Guide pg. 27 1.2 Grammar and Mechanics of Writing: understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses) CONVENTIONS/WS: (HOLT HANDBOOK) HOLT Chapter 5 (Verbs)
Essential Standard(s)/Objectives Material(s) Assessments/Aces Vocab. Quiz #11 (spell words Week of Oct. 31 Nov. 4 4.0 RL 3.3, Narrative Analysis of Grade-Level-Appropriate Text: analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot 3.4, Narrative Analysis of Grade-Level-Appropriate Text: determine characters traits by what the characters say about themselves in narration, dialogue Chpt. 7-11 TKMB: Character Map pg. 23 Fifty Graphic Organizers for Jem, Atticus, Scout, Miss Maudi Literary Analysis A Navigational Novel Guide pg. 40 Notebook entries: Summary/Predict/Etc. Literary Devices: (thoughts, feelings, actions, words) direct and indirect characterization, traits, evidence, main character, subordinate character, theme Comprehension Check Chpts. 7-11 Secondary Solutions Theme Analysis Summary A Navigational Novel Guide only pg. 39 Part I Test 1.2 Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses) HOLT HANDBOOK HOLT Chapter 5 (Verbs)
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. Week of Nov. 7-10 5.0 RL 3.3, Narrative Analysis of Grade-Level-Appropriate Text: analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot 3.4, Narrative Analysis of Grade-Level-Appropriate Text: determine characters traits by what the characters say about themselves in narration, dialogue 3.7 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 Chpt. 12-16 TKMB Figurative Language Secondary Solutions pg. 63 Analyze Poetry Secondary Solutions pg. 69 Notebook entries: Summary/Predict/Etc. Literary Devices: Figurative language, metaphor, simile, hyperbole, personification Mob Mentality Research Paper: Under what circumstances is it justified to follow along with a mob mentality? Navigational Novel Guide pg. 43 Theme Analysis Mob Mentality TKMB Chpt. Quiz 12-16 1.2 Grammar and Mechanics of Writing: understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses) HOLT Chapter 5 (Verbs)
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. Week of Nov. 14-18 6.0 RL 3.3, Narrative Analysis of Grade-Level-Appropriate Text: analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot 3.4, Narrative Analysis of Grade-Level-Appropriate Text: determine characters traits by what the characters say about themselves in narration, dialogue 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 Chpt. 17-21 TKMB Exploring Expository Writing Secondary Solutions pg. 79 Theme Analysis Prejudice pg. 48 Navigational Novel Guide Rhetoric Secondary Solutions pg. 85 Character Analysis Atticus Closing Argument pg. 50 Navigational Novel Guide Notebook entries: Summary/Predict/Etc. Literary Devices: TKMB Chpt. Quiz 17-21 1.2 Grammar and Mechanics of Writing: understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses) HOLT Chapter 6 (Verbs)
Essential Standard(s)/Objectives Material(s) Assessments/Aces Assess: Week of Nov. 21-23 7.0 RL 3.3, Narrative Analysis of Grade-Level-Appropriate Text: analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot 3.4, Narrative Analysis of Grade-Level-Appropriate Text: determine characters traits by what the characters say about themselves in narration, dialogue 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 Chpt. 22-24 TKMB Conflict pg. 92 Secondary Solutions Character Map on Tom, Mayella, Mr. Ewell, Dill pg. 23 Fifty Graphic Organizers Symbolism Mockingbird pg. 58 Navigational Novel Guide Notebook entries: Summary/Predict/Etc. Literary Devices: TKMB Chpt. Quiz 22-24 1.2 Grammar and Mechanics of Writing: understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses) HOLT Chapter 6 (Verbs)
Essential Standard(s)/Objectives Material(s) Assessments/Aces Assess: Week of Nov. 28 Dec. 2 2..8 Evaluate the credibility of an author s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author s intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material) and in conjunction 8.0 RL 3.3, Narrative Analysis of Grade-Level-Appropriate Text: analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot 3.4, Narrative Analysis of Grade-Level-Appropriate Text: determine characters traits by what the characters say about themselves in narration, dialogue 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 context Based on True Stories Scottsboro Trials on pg. 16 Secondary Solutions Excerpt from: The Shocking Story of Approved Killing in Mississippi on pg. 17 Secondary Solutions Chpt. 24-28 TKMB Author s Style pg. 96 Secondary Solutions Theme Analysis Compassion pg. 63 Navigational Novel Guide Theme is Context pg. 102 Secondary Solutions Notebook entries: Summary/Predict/Etc. Literary Devices: Rhetorical Analysis Handout Questions TKMB Chpt. Quiz 24-28 1.2 Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses) HOLT Chapter 6 (Verbs)
Essential Standard(s)/Objectives Material(s) Assessments/Aces 3.0 RIT Week of Dec. 5-9 9.0 RL 3.3, Narrative Analysis of Grade-Level-Appropriate Text: analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot 3.4, Narrative Analysis of Grade-Level-Appropriate Text: determine characters traits by what the characters say about themselves in narration, dialogue 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 1.9 Evaluation and Revision: 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 context Chpt. 29-31 TKMB Theme pg. 107 Secondary Solutions Symbolism Another Mockingbird pg. 65 Navigational Novel Guide Journal Bending the Law pg. 66 Navigational Novel Guide Character Analysis: Boo pg. 67 Navigational Novel Guide Notebook entries: Summary/Predict/Etc. Literary Devices: TKMB Chpt. Quiz 29-31 1.2 Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses) HOLT Chapter 6 (Verbs)
Week of Dec. 12-16 Essential Standard(s)/Objectives Material(s) Assessments/Aces FINAL EXAM (TKMB) and ACE questions 3.10 Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature 3.3 Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot 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 TKMB Extend: TKMB Novel Guide Challenge DVD Review Verbs Review Chapter Vocabulary Review Academic Vocabulary (identify,etc.) Review Content Vocabulary (dialogue, conflict, plot, five-part pattern, etc.) 1.2 Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses) HOLT Chapter 6 (Verbs)