to enhance specific literary passages. silk stockings ... · pdf filecurriculum standards and...

10/23108High SchoolEnglishLanguageArts SuggestedPacingChart- Grade 11

Dr. SandraC. Harrell,Director

TeacherName School Classtitle/Period Room#

1

CurriculumStandardsandObjectivesDate(s) Date(s) Date(s)

RecommendedResourcesandStrategies I = Introduced Benchmarked MasteredCHUNK1(Weeks1-1fl T =Tauoht

ACOS1 HoltElementsofLiterature-FifthCourseAnalyzeauthors'useof literaryelements,indudingcharacterization,theme,tone,setting,mood,plot,andliterary Collection4- "TheRiseofRealism:TheCivilWarpointofview,inAmericanshortstories,drama,poetry,or to1914' (timeline;politicalandsocialmilestones;essaysandothernonfictionliterature,predominantlyfrom introductiontotheliteraryperiod);Comparing1900tothepresent PointsofView:Siavery'(nonfiction- main. Identifyingmajorhistoricaldevelopmentsof readings);'from NarrativeoftheLifeofFrederick

languageandliteratureinAmericafrom1900to Douglass'(autobiography);'from Incidentsinthethepresent LifeofaSlaveGirl'(autobiography);'GoDown

Examples:relationshipstoplaceandtime, Moses'(spiritual):' FollowtheDrinkingGourd'changesinAmericanlexiconasa resultofthe (spiritual);'SwingLowSweetCharior(spiritual);industrialrevolution,chronology,genre,style 'TheMostRemarkableWomanofThisAge'. Evaluatingauthortechnique (newspaperartide);'AnOccurrenceatOwlCreek

Bridge'(shortstory);'LettertoHisSon'(letter);ACOS2 "TheGettysburgAddress'(speech);'I WillFight

Analyzeuseoffigurativelanguageandliterarydevices, NoMoreForever"(speech);'The LowestAnimal'includinghyperbole,simile,metaphor,personification,and (essay);"To BuildaFire'(shortstory);'A Pairofotherimagery,toenhancespecificliterarypassages. SilkStockings'(shortstory);'RichardCory'(poem);. Explaininguseofallusions 'MiniverChevy'(poem);TheRiseofRealism. Analyzinguseofanalogiesformeaning (informationalnonfiction);'TheStoryofanHour". Interpretingirony (shortstory);'WeWeartheMask'(poem);'from. Analyzingpoetryfor rhythmand rhymeschemes The Red Badgeof Courage' (novelexcerpt)

Media (AudioCD Library)Discs9-13;Visual

ACOS6 Connections:VideoProgramon DVD- Segments1

Determineword meaningin twentiethandtwenty-firstcentury and 2; FineArt Transparencies,1, 7, and9

Americanliteratureusingword structureand contextclues Textbook Resources - The Holt Reader; pp.162-

Examples: prefixes,suffixes,rootwords 197;The HoltAdaptedReader,pp. 112-145;Holtw ReadingSolutions,pp.127-143; Resourcesfora::::::I

BCSEnhancedACOS Teaching AdvancedStudents,pp.126-134;

Use priorknowledgeand contextclues to comprehendand VocabularyDevelopment,pp.25-30w

Skills. evaluatethe philosophical,political,t: elaboratethe meaningsof texts...J religious,ethical,andsocialinfluencesofa(5z Broadenknowledgeandapplicationofsynonyms,antonyms, historicalperiod;analyzemetaphor,intemalandis extemalconflict,pointofview,verbalandLti analogies,idioms,and rootsand affIXesfrom othera::: languages situationalirony,comicdevices,satire,naturalism,

motivation,setting,connotations;analyzepoints of

Developand employwide-rangingdenotativeand view on a topic;comparepointsof viewacross

connotativevocabularies texts;analyzea writer'spurpose,author'sstyle,andhistoricalcontext;analyzecauseand effect;use

Employdose readingtext analysis contextdues; identifysynonymsandantonyms,and Greekand Latinroots;understandnoun-

Annotatetext formingsuffixes;analyzeanalogies;develop,write,and revisea historicalresearchreport;presentand

Referto the toneof literarypiecesusinga rangeof specific evaluatean oral researchreportterms Assessment- One-StopPlanner with ExamView;

Holt Assessment Literature,Reading,andVocabulary,pp. 174-198

10/23/08HighSchoolEnglishLanguageArts SuggestedPacingChart- Grade 11

Dr.SandraC.Harrell,Director

TeacherName School ClasstitlelPeriod Room#

2

Date(s) Date(s) Date(s)CurriculumStandardsand Objectives RecommendedResourcesand Strategies I = Introduced Benchmarked Mastered

CHUNK 1 (Weeks1-1f) T = TaUQht

BCSEnhancedACOS Collection 5 - 'The Modems:1914-1939'(timeRead selectionsby Americanauthorsof literary merit as well line; introductionto the literaryperiod);Symbolism,as literary critics from 1900 to presentto identify the effects Imagism,and Beyond(informationalnonfiction);of major historicaldevelopmentson American languageand 'The River-MerchanfsWife:A Letter"(poem);'Aliterature Few Don'tsby an Imagiste'(article);'The Love

Songof J. AlfredPrufrock' (poem);"TheRedAnalyzefigurative languageand literarydevicesusing Wheelbarrow'(poem);'Ars Poetica' (poeml);'whatsupportingevidence,text details,andcross referencesto if muchof a whichof a wind' (poem;)'Miracles areother texts to come' (primarysource introduction ); 'Soldier's

Home' (shortstory); 'A Rosefor Emily' (shortAnalyze andsynthesizea wide rangeof printand non-print story); 'The Leaderof the People' (shortstory); 'A

Wom Path' (shortstory);, Is PhoenixJackson's

Analyzeand supportan author'spurpose,audience,and GrandsonReallyDead?' (essay);'The SecretLifeintentof the author of WalterMilly" (shortstory); 'The NewYorker's

Farewell' (primarysourcetribute); 'Common

Analyze linguisticand culturaldiversityin literature Diction' (primarysourceconversation); 'NothingGold Can Stay"(poem);'The Deathof the Hired

Analyzethe powerof languageto evokeemotions,expandMan' (narrativepoem);Mini-Workshop:Writinga

thinking, influenceproblem-solving,and promptdecisionBiographicalNarrative(informationalnonfiction);

making The HarlemRenaissance(informationalnonfiction);'Tableau' (poem);'The WearyBlues' (poem);

BCSPre-AP@ 'Harlem' (poem);'Heyday in Harlem' (primary

Apply denotativeand connotativevocabularyappropriatelyinsourceessay);'the mississippiriverempties intothe gulf (poem);'from DustTrackson a Road'variouscontexts(autobiography);The Modems:1914-1939

Employclose readingtext analysis(informationalnonfiction);'Chicago' (poem);'Richard Bone' (poem);'A BlackManTalksof

wAnnotatetext Reaping' (poem);WritingWorkshop:Analyzingaa:

:::I Poem(informationalnonfiction);'America' (poem);

Employinductiveanddeductivethinkingprocessesto arrive'Homework' (poem)

w Media (AudioCD Library)Discs14-19;Visualt: at logicalconclusionslinferenceslhypothesesljudgments...J Connections:VideoProgramonDVD- Segments8aand 9; FineArt Transparencies,11, 12, 13,14,z

Recognize,interpretanddiscuss majorhistoricaleventsis and15used to establishliteraryelementssuch as plot, setting,

TextbookResources- The Holt Reader; pp.205-a: characterization,etc.248;The Holt AdaptedReader,pp. 146-177;Holt

Understandthe culturaland historicalimpactof literarytextsReadingSolutions,pp.147-167; ResourcesforTeaching AdvancedStudents,pp.146-162;

Analyzethe distinguishingcharacteristicsvaluesand beliefsVocabularyDevelopment,pp.33-41

of variouscultures Skills - evaluatethe philosophical,political,religious,ethical,and social influencesof a

Distinguishand discussparallelsbetweenmythologicalplots,historicalperiod;analyzedramaticmonologue,antihero,archetype,motivation,streamof

theologies, and ritualsconsciousness,ambiguity,parody,sonnets,

Distinguishand discussdirect characterizationand indirectphilosophicalideas,allusion,narrativepoetry,blank

characterization verse;compareworksfrom differentliteraryperiods;identifymainideasand detailsabout

Identify,interpret,and applyfigurativelanguage,diction,character;makeinferencesaboutcharacters;

symbolism,syntax,irony,connotation,denotation,imagery,analyzesyntax,sound,and punctuationin poetry;

shift and tone understandsynonymsand antonyms,GreekandLatin roots;analyzeconnotationsand analogies;

Distinguish,interpret,andanalyzeminor,major,anddevelop,write, and revisean analysisof a novel;

universalliterarythemeswith attentionto connectionstopresentand evaluatean oral responseto a literarywork

other texts, to self, and to others in the worldAssessment- One-StopPlannerwith ExamView;Holt Assessment Literature,Reading,andVocabulary,pp. 208-226

10/23108HighSchoolEnglishLanguageArts SuggestedPacingChart- Grade 11


TeacherName School ClasstiUelPeriod Room#

3

Date(s) Date(s) Date(s)CurriculumStandardsandObjectives ResourcesandStrategies I=Introduced BenchmarkedMastered

CHUNK1(Weeks1-11") T=Taught

Literaryterms: Strateaies. AmericanIndianOratory. Apophasis . CloseReading. Archetype . Jigsaw. Cadence . K-W-L. CatalogPoem . InteractiveReadingGuide. Deism . AnticipationGuide. Epic Conventions . GuidedReading. Epigram . Wordmapsandvocabularyfiles. Epiphany . SkimmingandScanning. SOAPStoneAHSGE . MarkingthetextRII-1ldentifymainidea . ChunkingthetextRII-2Drawconclusions . FishbowlRII-3Determinecauseandeffect . Think-Pair-ShareRII-5Recognizestatementsthatadequatelysummarizea . Listeningactivelypassage . TP-CASTTRIII-2Analyzeliteraryelements . T-ChartforCharacterAnalysisRIII-3Demonstrateunderstandingoffigurativelanguageand . Literary3X3(threesentenceplotanalogy summary)RIV-1Determinewordmeaningthroughtheuseofcontext . Somebody-Wanted-But-SoduesRIV-2Demonstratetheabilitytopreviewandpredict

. LiteratureISocraticllnner-OuterCircles. LiteratureLogsColieaeBoard@ . GraphicOrganizersRespondtotextsandputtextsincontext

w . Strand:Connectingthetexttopersonalexperience:;) . Strand:Connectingthetexttosubjectmatter

w knowledgeI: . Strand:Connecting the text to world....Ia knowledgezis . Strand:Analyzingresponsestotexts

ReflectonanddirectprocessesforconstructingmeaningStrand:Reflectontextfeaturesthataffect.understanding. Strand:Reflectonselfasareaderconstructingmeaningfromtexts. Strand:Reflectonthe requirementsof thereadingtaskandstrategiesfor completingthe readingtask

A+ColleaeReadvlLavinatheFoundation

Tobeadded



TeacherName School ClasstiUe/Period Room#

4

Date(s) Date(s) Date(s)CurriculumStandardsandObjectives ResourcesandStrategies I = Introduced Benchmarked Mastered

CHUNK1(Weeks1-1f) T =Taught

ACOS9 HoltElementsofLiterature-FifthCourseAnalyzewritingforparallelisminliteraryselectionsandstudentwriting Collection4- WritingWorkshop:Reporting

HistoricalResearch,pp.60221ACOS10

Editwritings,includingstudentpapers,forcorrectparallel Collection5- WritingMini-Workshop:Writingaformindausesina seriesandwithcorrelativeconjunctions DescriptiveEssay,pp.67983; WritingMini-andforcorrectuseofsubject-verbagreementwithsubjects Workshop:AnalyzingLiterature,pp.739-742;withinterveningphrases,collectivenounsassubjects, WritingMini-Workshop:Writinga Biographicalindefinitepronounsassubjectswhentheverbformdepends Narrative,pp.813-815; WritingMini-Workshop:ontherestofthesentence,andsubjectsinsentenceswith AnalyzingaNovel,pp.870-877; HoltAssessment::correlativeconjunctionsorin invertedorder. Writing,Listening,andSpeaking,pp.52,19-21,56. Editingwritingsformechanics,usage,grammar,

andstyle GlencoeWriter'sChoice-Level11. Demonstratingappropriateuse of ellipses,parentheses,hyphensand suspendedhyphens, T.E. Weekly Planner Sectionhyphenationof number-and-nounmodifiers, Week 1, PersonalWritingand Partsof Speech,pp.slashes,and use of commaswith subordinate 4-19 (PersonalWriting);pp.435-455(Partsofdauses and nominativeabsolutes Speech)

Week 2, PersonalWritingand Partsof Speech,pp.BCSEnhancedACOS 20-31(PersonalWriting);pp.456-479(PartsofUse an abbreviatedwritingprocessto write an essay in Speech)timed and un-timedsituations Week 3, PersonalWritingand Partsof Speech

Review,pp.32-45(PersonalWriting);pp.480-487Use a varietyof patternsto organizeinformationin multi- (Partsof Speech)paragraphwritings Week 4, Historyand Developmentof English,pp.

w 759-773C)< Demonstrateeffectivevoicesuitable for audienceand Week 5, TheWritingProcessand Partsof the::IC) purpose Sentence,pp.48-59(TheWritingProcess);pp.z:5 489-494(Partsof the Sentence)Q Use a varietyof sentencepattems Week 6, TheWritingProcessand Partsof thez< Sentence,pp.607 (TheWritingProcess);pp.C) Proofreadand correcterrors in sentencestructure,content 495-511(Partsof the Sentence)zE and organization Week 10, UsingDictionaries,Vocabulary,and0::

Spelling,pp.784-787(UsingDictionaries);pp. 789-Use self-monitoringand peer/teacherfeedbackto assess 796 (Vocabulary);pp.798-803(Spelling)progressin written expression Week 11, TIME:Facingthe BlankPage,

DescriptiveWriting,andClausesand SentenceUnderstand and employstructuralelementsof texts Structure,pp.111-121 (FacingtheBlankPage);pp.

124-135(DescriptiveWriting);pp. 535-539Apply principlesof grammar,mechanics,and usagein (Clausesand SentenceStructure)writing,speakingand presenting. Week 12, DescriptiveWriting,and Clausesand

SentenceStructure,pp. 136-147(DescriptiveConstructdescription,narration,exposition,persuasion,and Writing);pp.540-563(Clausesand Sentenceargumenteffectively Structure)

Week 14, NarrativeWritingand VerbTenses,Edit formaland informallanguageappropriately Voice,and Mood,pp. 168-177 (NarrativeWriting);

pp. 575-584(Tenses,Voice,and Mood)Correcterrors in sentencestructure,content and Week 15, NarrativeWritingand VerbTenses,organization Voice,and Mood,pp. 182-193(NarrativeWriting);

pp. 585-593(Tenses,Voice,and Mood)Writeexplicitsupportingdetails

Writeexplicitexplanationsand causes

Editand arrangethe partsof a sentenceappropriately




5


CHUNK1(Weeks1-11') T =Taught

BCSEnhancedACOS GlencoeWriter'sChoice-Level11Editverbs/verbforms

T.E.WeeklyPlannerSectionEditpunctuationandcapitalization Week16,NarrativeWritingandVerbTenses,

Voice,andMoodReview.pp.194-207(NarrativeEditparallelismerrorsinphrasesandclauses Writing);pp.594-599(Tenses,Voice,andMood)

Week22,PersuasiveWritingandUsingPronounsEditverbtenseshiftswithinparagraphs CorrecUy,pp.266-287(PersuasiveWriting);pp.

623-629(UsingPronounsCorrecUy)Applysubject-verbagreementwithindefinitepronouns Week23,PersuasiveWritingandUsingPronouns

Correctiy,pp.288-301(PersuasiveWriting);pp.Useparallelstructurewithverbals 630-641(UsingPronounsCorrecUy)

Week24,PersuasiveWritingandUsingPronounsUseandappropriatelyeditthepartsofsentencesincluding CorrecUyReview,pp.302-321(PersuasiveWriting);compoundsubjects,compoundpredicates.subject-verb pp.642-647(UsingPronounsCorrecUy)agreement,verbforms,collectivenouns

StrateaiesUsethewritingprocesswherecomposingvariousformsofwrittenexpression . RAFT. Prewriting(choosingtopic, developing . Previewing

word/topicbanks) . Visualizing. Drafting(focusingon purpose) . Semanticmapping. Revising(clarifyingthe meaningaftera teacher . DialecticalJournalconference) . AssertionJournal. Editing(Makingneededcorrections) . ThinkAloud. Publishing(sharingorally, makingroom . Comparativegenreessay

w displays) . ResearchpaperC)<C)z:50z<C)zE0::3:



TeacherName School Classtitle/Period Room#

6


CHUNK1(Weeks1-11\ T =Tauoht

BCSPre-AP@ Seeprevioussection

Writeliteraryanalysesthatexplainhowwritersusestylistictechniquestoconveymeaningortheme

Writeliteraryexplicationessaysusinga passageof literaturetoexaminethemethodsusedbytheauthortodeliverhismessagetothereader. Focusexplicitlyontheoriginaltextitselfwithout

addingtextorauthorbackgroundcomments. Include:Paragraph1-lntroductionfThesisParagraph:Paragraph2- Analysisof1"literarydevice;Paragraph3- Analysisof2ndliterarydevice;Paragraph4- Analysisof 31<1literarydevice;andParagraph5- Conclusion

AHSGELI-1ldentifycorrectnounforms( pluralandsingular)LI-2IdentifycorrectverbformsL1-3recognizesubject-verbagreementLI-4Recognizepronoun-antecedentagreementinnumberandgenderLI-5IdentifycorrectpronouncaseLlI-1Usewordsthatcreateclarity,precision,andvividdescriptionLlI-2Useformalandinformallanguageappropriately

wC) ColiooeBoard<!><:J EngageideasandaudiencesthroughtextC)z . Strand:Writingtodiscoverandlearn:s . Strand:Developingexpositorytextscz . Strand:Developingliterarytexts<C) . Strand:Situatingtextsz

PresenttechnicallysoundtextsE0:: . Strand:Conventions,grammar,andusage3: . Strand:Stylisticconventions



TeacherName School Classti1IelPeriod Room#

7


ResourcesandStrategies I = Introduced Benchmarked MasteredCHUNK1(Weeks1-1{\ T =Tauaht

ACOS12 Hol1ElementsofLiterature-FifthCourseUsetheresearchprocesstomanage,document,organize,andpresentinformationtosupportathesisona literarytopic Collection4. N/A

Examples:documentedessay,researchpaper Collection5- N/A. Usingparaphrasinganddocumentationofsourcestoavoidplagiarism GlencoeWriter'sChoice-Level11

BCSEnhancedACOS T.E.WeeklyPlannerSectionConductindividualresearchusingallaspectsoftheresearch Week10,UsingDictionaries,Vocabulary,andprocess. Spelling,pp.784-787(UsingDictionaries);pp.789-. Managinginformation(Examples:locating, 796(Vocabulary);pp.798-803(Spelling)

selecting,retrieving,evaluating) Week17,LibraryResourcesandElectronic. Documentinginformation(Example:correctuse Resources,pp.775-782(LibraryResources);pp.ofcopyrightedmaterials) 789-796(Vocabulary);pp.870-889(Electronic. Organizinginformation(Examples:presentation Resources)method,followinga stylesheet) Week27,ResearchPaperWritingandUsing. Presentinginformation(Examples:theI-Search ModifiersCorrectly,pp.330-337(ResearchPaper

:5 paper,acareer-searchpaper) Writing);pp.657-659(UsingModifiersCorrectiy)a Week28,ResearchPaperWritingandUsing0 Useavailabletechnologytoworkcollaborativelyincourses ModifiersCorrectiy,pp.338-347(ResearchPaperz

Writing);pp.660-665(UsingModifiersCorrectiy)cc andonprojectswithpeersinotherEnglishlanguagearts:c classroomswithinandoutsideof theschooldistrict. Week29,ResearchPaperWritingandUsinguc::: ModifiersCorrectiyReview,pp.348-357(Research

Usetheresearchprocesstoorganizedatatosupporta PaperWriting);pp.666-671(UsingModifiersenw thesis Correctiy)c:::

Useparaphrasinganddocumentationofsourcestoavoidplagiarism

Useeffectivereadingandresearchstrategiestodevelopskillssuchasnotetaking,paraphrasing,textsummarization,quoting,anddocumentationforresearch

Demonstrateethicaluseof research

ColieaeBoard@Research. Strand:Researchdesign. Strand:EvaluatingSources. Strand:CitingSources

ACOS13 HoltElementsofLiterature-FifthCourseComparetheuseoforalpresentationskillsofselfandothers

z Collection4- ListeningandSpeakingWorkshop:0ColieaeBoard@ "PresentingHistoricalResearch",p.622;Holt

u Interpretandanalyzethecommunicationcontext AssessmentWritingListening,andSpeaking,p.49Z:J . Strand:Purpose,audience,andcontext Collection5- ListeningandSpeakingWorkshop:::;;

Presenttechnicallysoundtexts "Presentinga LiteraryAnalysis",p.878;Workshop::;;0 . Strand:Conventions,grammar,andusage Resources;Writing,Listening,andSpeaking,pp.u...J . Strand:Stylisticconventions 56cc:Jen:>0zcc...J

0



TeacherName School Classtitle/Period Room#_

8


RecommendedResourcesandStrategies I = Introduced Benchmarl<ed MasteredCHUNK2IWeeks12-16\ T =Tauaht

ACOS3 HoltElementsofLiterature-FifthCourseReadwithcomprehensionavarietyofinformationalandfunctionalreadingmaterials,includingrecognizing Collection6- ' ContemporaryLiterature:1939toorganizationalpattems,evaluatingstrengthsand Presenr(timeline;politicalandsocialmilestones;weaknessesofargumenandidentifyingdirectionsimplied introductiontotheliteraryperiod));Comparingorembeddedina passage. PointsofView:WorldWarII (informational:main

Examples:informationalmaterials-employeemanuals, readings,nonfiction); 'TheDeathof theBallTurrettechnicalmanuals,safetyandtrouble-shootinginformation, Gunner"(poem);'TheBallTurrer(primarysourcesubject-areatexts comment);'from Nighr(memoir);'A Noiseless

functionalmaterials-postedweatherwamings, FlashfromHiroshima'(reportage);'Unforgettableleaseandcreditagreements,memoranda,federallaws, Fire'(primarysourcecomment);"TheArrogancemedicalinstructionsandinformation,nutritionpamphlets andCrueltyofPower'fromSpeechat the. Recognizingfallaciesin logic NurembergTrials'(speech);'from TheDiaryofa. Drawingconclusionstodetermineauthorintent YoungGirl'(diary);"TheBiggestBattleofAll. Applyingadvancedknowledgeofcontextclues History"fromTheGreatestGenerationSpeaks"

andstructuralanalysistodetermineword (letter);, fromAprilinGermany'(memoir);meaning 'EverythingStucktoHim'(shortstory);'A Still,. Evaluatingqualityof writing SmallVoice' (newspaperarticle); 'The

HandsomestDrownedManin the World' (shortACOS4 story); 'Rules of the Gamefrom The Joy Luck

Analyzetwentiethand twenty-firstcenturyAmericanliterary Club' (shortstory);'When Mr. PirzadaCameto

selectionsfor plotstructure,cultural significance,and use of Dine' (shortstory);'The RavagedPeopleof East

propaganda. Pakistan' (newspaperarticle);, The Bookof the

Examples: narratives,editorials Dead' (shortstory);Mini-Workshop:WritinganAutobiographicalNarrative(informational

ACOS 5 nonfiction);, from Black Boy' (autobiography);

w Evaluatetwentiethand twenty-firstcenturyAmericanauthors' 'AutobiographicalNotes' (autobiography);'from On

use of language,includinglengthand complexityof James Baldwin' (eulogy);'Straw into Gold' (essay);;:)sentences,diction,and standardEnglishversusdialect. 'The Bells' (poem);'The BeanEaters' (poem);'Ars

w Poetica' (poem);'Medusa' (poem);'Man Listeningt: ACOS7 to Disc' (poem);'Arthur Miller"(biography); 'Why I....Ia WrotetheCrucible'(essay);'TheCrucible':z:

ComparewritingstylesoftwoormoreAmericanauthorsor (drama);MediaWorkshop:AnalyzingandUsingispublic figures. Media(informationalnonfiction)

Examples: MartinLutherKing,Jr., ZoraNealeHurston, Media (AudioCD Library)Discs20-27A; Visual

EmestHemingway Connections:VideoProgramon DVD,Segments8and 10;FineArt Transparencies,16and 17

BCSEnhancedACOS TextbookResources- The Holt Reader; pp.286-

Interpre analyze,and critiqueauthor'suseof literaryand 349; TheHolt AdaptedReader,pp. 178-189;Holt

rhetoricaldevices, languageand style (i.e. language, ReadingSolutions,pp. 186-219;Resourcesfor

imagery,syntax,diction, rhetoricalquestion,repetition, Teaching AdvancedStudents,pp.179-189;

parallelism,and analogy) VocabularyDevelopmen pp.45-61;HoltAssessment:Literature,Reading,and Vocabulary,

Interpretand analyzeinformationalandfunctionalreading pp.291-398

materialsto connecttext ideas and themesto other texts,to Skills - evaluatetraditionsin Americanliterature;

self, and to the world. analyze impliedmetaphor,subjectiveand objectivereporting,persuasion,satire,magicrealism,

Evaluatethe strengthof an argumentthroughanalysisof dialoguein nonfiction,personalessay,allusion,

propaganda poeticdevices,figurativelanguage,and archetypes;analyzeand comparepointsof viewon a topic;

Analyzedifferencesin rhetoricaldevices, languageusage, compareand contrastworksfrom differentliterary

and style elementsof variouspre-twentiethcentury periods;analyzean author'scredibility,a writer'sAmericanauthors message,historicalcontext;make inferencesabout

characters;identifymain ideasand supportingdetails;evaluatean author'sargument understandconnotationsof synonymsandetymologies ofwords used in politicalscienceand history;usecontextclues; recognizesynonyms;analyzewordanalogies;develop,write, and revisea multimediapresentation;presentandevaluatean oralrecitationof literature

.




9

Date(s) Date(s) Date(s)CurriculumStandardsandObjectives RecommendedResourcesandStrategies I = Introduced Benchmarked Mastered

CHUNK2 (Weeks12-16) T =Taught

BCSEnhancedACOS HoltElementsofLiterature-FifthCourseCategorizecharacteristicsofgenre

Assessment- One-StopPlannerwithExamView;Makeinferencesaboutcharactersandtheirmotives HoltAssessmentLiterature,Reading,and

Vocabulary,pp.291-398Analyzeanduseanalogies

Strate<liesOrganizestepsofa processandothersequences . CloseReadingDetermineandprovidesupportingevidenceofexplicitand . Jigsawimplicitcausesforeffects,actions,events,andbehaviors . K-W-L. InteractiveReadingGuideBCSPre-AP@ . AnticipationGuideManipulatetherhetoricalrelationshipamongspeakers, . GuidedReadingaudiences,subjects,andcontextsthroughthetra'ditional . Wordmapsandvocabularyfilesappealsof logos,ethos,andpathos . SkimmingandScanning

Analyzeandsupportthecommunicationintentionoraimof. SOAPStone

rhetoric . Markingthetext. Chunkingthetext

Connectvisualrhetoricsuchassymbols,graphics,film,art,. Fishbowl

etc.toprintedrhetoric . Think-Pair-Share. ListeningactivelyAnalyzethesignificanceofthevoiceof thespeaker/narrator . TP-CASTTto theaudience,purpose,andcontextof thetext . T-ChartforCharacterAnalysis. Literary3X3(threesentenceplotAnalyzetheeffectsofpersonalandculturalinfluencesonthe summary)

w worksofwriters . Somebody-Wanted-But-So0::;:) . Literature/Socraticllnner-OuterCircles

Applyclosereadingstrategiestoprose . LiteratureLogsw . RhetoricalTrianglet::....I Distinguishbetweendirectaddressandindirectaddress . Jolliffe'sRhetoricalFrameworka throughanalysisoftheaudience GraphicOrganizersz .Q

Determinethespeaker'svoice. AP@ EnglishRetiredQuestions

0::

Identify,understand,and interpretthe rhetoricof drama

Write timed responsesto shortworks in stylisticallyandgrammaticallycorrectsentences

Analyzefigurativelanguage,diction,symbolism,syntax,irony,connotation,denotation,imagery, shift and tone invarioustexts



TeacherName School ClasstiUelPeriod Room#_

10


CHUNK2 !Weeks12-16) T =Tauoht

Literaryterms: Seeprevioussection. GothicTale. Humanism. InteriorMonologue. Naturalism. Transcendentalism. Vemacular. Villanelle

AHSGERII-4Detectpropaganda;distinguishfactfromopiniona passageRIII-1RecognizefallaciesoflogicandjudgestrengthofargumentRIV-3DiscemorganizationalpattemsRIV-4Demonstratetheabilityto locateinformationinreferencematerial

Colle<JeBoard@

Respondtotextsandputtextsincontext. Strand:Connectingthetexttopersonalexperience. Strand:Connectingthetexttosubjectmatterknowledge. Strand:Connectingthetexttoworldknowledge

w . Strand:Analyzingresponsesto texts0:: Interpretandanalyzethecommunicationcontext. Strand:Purpose,audience,andcontext

w Interpretandanalyzetextelementsandstructurest: . Strand:Elementsandconnectionsin..JC3 expositorytexts:zC . Strand:Elementsandconnectionsinin literary texts0::

A+ CoIle<JeReadvlLavinathe Foundation

To beadded



TeacherName School Classtitle/Period Room#_

11


ResourcesandStrategies I = Introduced Benchmarked MasteredCHUNK2(Weeks12-16) T =TaUQht

ACOS8 HoltElementsofliterature-FifthCourseWritethetextforanoralpresentationwithattentiontowordchoice,organizationalpatterns,transitionaldevices,and Collection6 - WritingMini-Workshop:Writingantone. AutobiographicalNarrative;WritingMini-Workshop:. Usingavarietyofsentencepatterns AnalyzingNonfiction;HoltAssessment:Writing,. Developingan effectivevoice suitablefor listening, and Speaking,pp. 57, 58

audienceand purposeGlencoeWriter's Choice-Level 11

ACOS 11

Differentiatebetweenthe useof activeand passivevoice. T.E. Weekly Planner SectionWeek 18, ExpositoryWritingand Subject-Verb

BCSEnhancedACOS Agreement,pp.210-235(ExpositoryWriting);pp.Use a variety of patternsto organizeinformationin multi- 601-607(Subject-VerbAgreement)paragraphwritings Week 19,ExpositoryWritingand Subject-Verb

Agreement,pp. 236-247(ExpositoryWriting);pp.Developan effectivevoicesuitable for audienceand purpose 608-615(Subject-VerbAgreement)

Week 20, ExpositoryWritingand Subject-VerbUse a varietyof sentencepatterns AgreementReview,pp.248-263(Expository

Writing);pp.616-621(Subject-VerbAgreement)Writeeffectivelyin the four modesof writing Week 31, SentenceCombiningand Usage

Glossary,pp.360-371(SentenceCombining);pp.

Proofreadand edit languagefor sentencestructure,content 673-691(UsageGlossary)organization,and spelling Week 33, Troubleshooter,pp.384-407)

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