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Longman Keystone D Pacing Guide Course Title: English 2 through ESOL Course # 1002310 (H‐K) DRAFT COPY Page 1
Intensive Reading 1000410 (H‐K)
Grade 10 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.10.1 (1.1‐4.4)
Literature
LA.10.2 (1.1‐3.4)
Reading Process
LA.10.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.10.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.10.5 (1.1‐3.2)
Writing
LA.10.6 (1.1‐3.4)
SWBAT: Use adjectives, prepositions of place, and adjective clauses in oral and written context
Predict, skim, visualize and use visuals, as well as retell content orally and in writing
Write a series of descriptive paragraphs and a descriptive essay related to unit
SWBAT: Understand light and shadow from several perspectives
Identify thematic vocabulary using context clues, phonics, suffixes, compound words, antonyms, and dictionary
Read and analyze myth, informational texts, short story, and photo
“Grandmother Spider Brings the Sun” p. 8 SWB pp. 1‐7
“Light” p. 22 SWB pp. 8‐14 SRC pp. 1‐14
“A Game of Light and Shade” p. 36 SWB pp. 15‐21
Science
Myth
Short story
Predict, vocabulary, questioning, repetition
Skim, key words and academic words
Visualize, academic words and literary terms
eBook, audio CD, video, and web
Reader’s Theater
Read for fluency
Reader’s Theater
Descriptive, order of adjectives
Descriptive, adverb clauses of time
Descriptive, prepositions of place, antonyms
Unit 1 Essential Question: What is light?
Strand: 1‐Informational Text, 2.Literature, 3. Reading Process, 4. Research, Media and ICT Literacy, 5.Listening, Speaking, Collaborating, 6.Writing
Standards: 1.Text Features and Text Structures, Logic and Rhetoric, Reading Comprehension, 2. Literary Analysis and Literacy Response, Reading Comprehension, 3.Word Knowledge, Fluency, 4. Research, Media Literacy, ICT Literacy, 5. Listening, Speaking, Collaborating, 6. Writing Process, Writing Purpose, Writing Craft
Legend: TE= Teacher’s Edition TR = Teacher’s Resource Book TCD= Teacher’s eBook and CD‐ROM AB= Assessment Book ACD= Audio CD V= Video DVD
ST = Student Text SWB= Student Workbook SRC= Student Reader’s Companion SCD= Student CD EV= ExamView Web= longmankeystone.com
Assessments: Diagnostic Pre‐test (pp. 3‐ 12), Unit 1 Reading Tests 1‐4 (pp. 35‐50), Unit 1 Test (pp. 133‐142)
Extended Resources: The Phantom of the Opera (Penguin Reader), Longman Keystone Six Traits of Writing, Write Traits Level II, Rosetta Stone, Phonics Kit, and Transparencies
Longman Keystone D Pacing Guide Course Title: English 2 through ESOL Course # 1002310 (H‐K) DRAFT COPY Page 2
Intensive Reading 1000410 (H‐K)
Grade 10 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.10.1 (1.1‐4.4)
Literature
LA.10.2 (1.1‐3.4)
Reading Process
LA.10.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.10.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.10.5 (1.1‐3.2)
Writing
LA.10.6 (1.1‐3.4)
theme Explain (orally or in writing) the unit theme through the use of video, text visuals, website links, and artwork
Create oral and written projects and presentations using content obtained from media resources and Information Communication Technologies (ICT)
essay as they relate to the unit theme
Define and use literary terms: onomatopoeia, repetition, imagery, setting
View video, text visuals, website links, and artwork to understand the unit theme
Employ inquiry‐ based research to evaluate information, construct new understandings, and communicate findings
from The Eye of Conscience p. 48 SWB pp. 22‐31 SRC pp. 15‐28
Social Studies Use visuals, author’s purpose
Read for fluency Identify and nonidentity adjective clauses
Longman Keystone D Pacing Guide Course Title: English 2 through ESOL Course # 1002310 (H‐K) DRAFT COPY Page 3
Intensive Reading 1000410 (H‐K)
Grade 10 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.10.1 (1.1‐4.4)
Literature
LA.10.2 (1.1‐3.4)
Reading Process
LA.10.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.10.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.10.5 (1.1‐3.2)
Writing
LA.10.6 (1.1‐3.4)
SWBAT: Use sequence words, factual and unreal conditional sentences, simple past vs. present perfect tenses, and ‘have to’ orally and in writing
Identify and use compare and contrast vocabulary, and make inferences orally and in writing
SWBAT: Understand how people and things grow and change from several perspectives
Identify thematic vocabulary using related words, spelling patterns, idioms, and internet, and thesaurus
Read and analyze informational text, folktale,
“How Seeds and Plants Grow” p. 76 SWB pp. 33‐39 SRC pp. 29‐36
“Two Brothers and the Pumpkin Seeds” p. 78 SWB pp. 33‐39
Roll of Thunder, Hear My Cry p. 88 SWB pp. 40‐46
Science
Folktale
Novel excerpt
Use of visuals, key words, academic words, recognize sequence
Recognize author’s purpose
Literary terms, academic words, compare and contrast, question and answer
eBook, audio CD, video, website
Describe a process , read for fluency
Reader’s Theater
Sequence words, story writing
Conditional sentences, narrative writing
Unit 2 Essential Question: How are growth and change related?
Strand: 1‐Informational Text, 2.Literature, 3. Reading Process, 4. Research, Media and ICT Literacy, 5.Listening, Speaking, Collaborating, 6.Writing
Standards: 1.Text Features and Text Structures, Logic and Rhetoric, Reading Comprehension, 2. Literary Analysis and Literacy Response, Reading Comprehension, 3.Word Knowledge, Fluency, 4. Research, Media Literacy, ICT Literacy, 5. Listening, Speaking, Collaborating, 6. Writing Process, Writing Purpose, Writing Craft
Legend: TE= Teacher’s Edition TR = Teacher’s Resource Book TCD= Teacher’s eBook and CD‐ROM AB= Assessment Book ACD= Audio CD V= Video DVD
ST = Student Text SWB= Student Workbook SRC= Student Reader’s Companion SCD= Student CD EV= ExamView Web= longmankeystone.com
Assessments: Unit 2 Reading Tests 1‐4 (pp. 51‐66), Unit 2 Test (pp. 143‐152)
Extended Resources: Martin Luther King (Penguin Reader), Longman Keystone Six Traits of Writing, Write Traits Level II, Rosetta Stone, Phonics Kit, and Transparencies
Longman Keystone D Pacing Guide Course Title: English 2 through ESOL Course # 1002310 (H‐K) DRAFT COPY Page 4
Intensive Reading 1000410 (H‐K)
Grade 10 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.10.1 (1.1‐4.4)
Literature
LA.10.2 (1.1‐3.4)
Reading Process
LA.10.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.10.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.10.5 (1.1‐3.2)
Writing
LA.10.6 (1.1‐3.4)
Write a series of narrative paragraphs and a fictional narrative
Explain (orally or in writing) the unit theme through the use of video, text visuals, website links, and artwork
Create oral and written projects and presentations using content obtained from media resources and Information Communication Technologies (ICT)
novel excerpt, short story as well as chart and graph as they relate to theme
Define and use literary terms: point of view, plot, conflict, characterization, dialogue
View video, text visuals, website links, and artwork to understand the unit theme
Employ inquiry‐ based research to evaluate information, construct new understandings, and communicate findings
“Migration Patterns” p. 102 SWB pp. 47‐53 SRC pp. 37‐48
“Abuela Invents the Zero” p. 114 SWB pp. 54‐63
Social Studies
Short story
Scan, key words, academic words
Literary terms, academic words, make inferences
Charts and graphs
Retelling
Reader’s Theater, discussion
Simple past and present perfect, personal letter writing
Have to + verb, personal narrative, organization, word choice, and conventions, edit, and proof read
Longman Keystone D Pacing Guide Course Title: English 2 through ESOL Course # 1002310 (H‐K) DRAFT COPY Page 5
Intensive Reading 1000410 (H‐K)
Grade 10 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.10.1 (1.1‐4.4)
Literature
LA.10.2 (1.1‐3.4)
Reading Process
LA.10.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.10.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.10.5 (1.1‐3.2)
Writing
LA.10.6 (1.1‐3.4)
SWBAT: Use ‘must,’ ‘some,’ indefinite pronouns, would, and superlatives orally and in writing
Identify problems and solutions, distinguish fact from opinion
Identify author’s purpose, and summarize
SWBAT: Understand concepts of right and wrong from moral and factual perspectives
Identify thematic vocabulary using irregular plural spellings, prefixes, phonics, and synonyms
Read and analyze fable,
“The Golden Serpent” p. 140 SWB pp. 65‐71
“I ♥ Pluto” p. 154 SWB pp. 72‐78 SRC pp. 49‐60
from A Single Shard p. 166 SWB pp. 79‐85
Science
Fable
Novel excerpt
Identify problems and solutions, literary terms, academic words
Distinguish fact from opinion, key words, academic words
Identify author’s purpose, literary terms, academic words
eBook, audio CD, video, website
Reader’s Theater
In Your Own Words, read for fluency
Reader’s Theater
The Modal must, write a review
Some and indefinite pronouns, letter writing
The Uses of would, write a persuasive paragraph
Unit 3 Essential Question: How can we tell what’s right?
Strand: 1‐Informational Text, 2.Literature, 3. Reading Process, 4. Research, Media and ICT Literacy, 5.Listening, Speaking, Collaborating, 6.Writing
Standards: 1.Text Features and Text Structures, Logic and Rhetoric, Reading Comprehension, 2. Literary Analysis and Literacy Response, Reading Comprehension, 3.Word Knowledge, Fluency, 4. Research, Media Literacy, ICT Literacy, 5. Listening, Speaking, Collaborating, 6. Writing Process, Writing Purpose, Writing Craft
Legend: TE= Teacher’s Edition TR = Teacher’s Resource Book TCD= Teacher’s eBook and CD‐ROM AB= Assessment Book ACD= Audio CD V= Video DVD
ST = Student Text SWB= Student Workbook SRC= Student Reader’s Companion SCD= Student CD EV= ExamView Web= longmankeystone.com
Assessments: Unit 3 Reading Tests 1‐4 (pp. 67‐82), Unit 3 Test (pp. 153‐162), Midterm Test (pp. 13‐22)
Extended Resources: The Interpreter (Penguin Reader), Longman Keystone Six Traits of Writing, Write Traits Level II, Rosetta Stone, Phonics Kit, and Transparencies
Longman Keystone D Pacing Guide Course Title: English 2 through ESOL Course # 1002310 (H‐K) DRAFT COPY Page 6
Intensive Reading 1000410 (H‐K)
Grade 10 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.10.1 (1.1‐4.4)
Literature
LA.10.2 (1.1‐3.4)
Reading Process
LA.10.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.10.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.10.5 (1.1‐3.2)
Writing
LA.10.6 (1.1‐3.4)
orally and in writing. Write a series of persuasive paragraphs and a persuasive speech
Explain (orally or in writing) the unit theme through the use of video, text visuals, website links, and artwork
Create oral and written projects and presentations using content obtained from media resources and Information Communication Technologies (ICT)
editorial writing, novel excerpt, and social studies article
Define motivation, internal conflict and theme
View video, text visuals, website links, and artwork to understand the unit theme
Employ inquiry‐ based research to evaluate information, construct new understandings, and communicate findings
“Marian Anderson: A Voice for Change” p. 178 SWB pp. 86‐96 SRC pp. 61‐72
Social Studies Summarize, key words, academic words
In Your Own Words, read for fluency
Superlative adjectives, write an advertisement
Longman Keystone D Pacing Guide Course Title: English 2 through ESOL Course # 1002310 (H‐K) DRAFT COPY Page 7
Intensive Reading 1000410 (H‐K)
Grade 10 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.10.1 (1.1‐4.4)
Literature
LA.10.2 (1.1‐3.4)
Reading Process
LA.10.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.10.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.10.5 (1.1‐3.2)
Writing
LA.10.6 (1.1‐3.4)
SWBAT: Use possessive adjectives, present and past progressive, imperatives, and compound and complex sentences in oral and written context
Identify main idea and details, analyze text structure, monitor one’s own comprehension, and analyze
SWBAT: Understand how we can think with the heart from several perspectives
Identify thematic vocabulary using suffixes, contractions, related words, and phonics
Read and analyze play, short stories, and informational text as they
The Story of My Life p. 202 SWB pp. 97‐103 SRC pp. 73‐86
from The Little Prince: The Play p. 216 SWB pp. 104‐110
“The Heart: Our Circulatory System” p. 232
Heart‐Healthy Recipe p. 237 SWB pp. 111‐117 SRC pp. 87‐104
Social Studies
Science
Autobiography
Play excerpt
Identify main idea and details, key words, academic words
Analyze text structure, literary terms, academic words
Monitor comprehension, key words, academic words
eBook, audio CD, video, website
In Your Own Words, read for fluency
Reader’s Theater
In Your Own Words, read for fluency
Possessive adjectives, write a critique
Present and past progressive, write a summary
Imperatives, write instructions
Unit 4 Essential Question: Can we think with the heart?
Strand: 1‐Informational Text, 2.Literature, 3. Reading Process, 4. Research, Media and ICT Literacy, 5.Listening, Speaking, Collaborating, 6.Writing
Standards: 1.Text Features and Text Structures, Logic and Rhetoric, Reading Comprehension, 2. Literary Analysis and Literacy Response, Reading Comprehension, 3.Word Knowledge, Fluency, 4. Research, Media Literacy, ICT Literacy, 5. Listening, Speaking, Collaborating, 6. Writing Process, Writing Purpose, Writing Craft
Legend: TE= Teacher’s Edition TR = Teacher’s Resource Book TCD= Teacher’s eBook and CD‐ROM AB= Assessment Book ACD= Audio CD V= Video DVD
ST = Student Text SWB= Student Workbook SRC= Student Reader’s Companion SCD= Student CD EV= ExamView Web= longmankeystone.com
Assessments: Unit 4 Reading Tests 1‐4 (pp. 83‐98), Unit 4 Test (pp. 163‐172)
Extended Resources: The Hunchback of Notre‐Dame (Penguin Reader), Longman Keystone Six Traits of Writing, Write Traits Level II, Rosetta Stone, Phonics Kit, and Transparencies
Longman Keystone D Pacing Guide Course Title: English 2 through ESOL Course # 1002310 (H‐K) DRAFT COPY Page 8
Intensive Reading 1000410 (H‐K)
Grade 10 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.10.1 (1.1‐4.4)
Literature
LA.10.2 (1.1‐3.4)
Reading Process
LA.10.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.10.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.10.5 (1.1‐3.2)
Writing
LA.10.6 (1.1‐3.4)
cultural context orally and in writing
Write a series of expository paragraphs and an expository essay
Explain (orally or in writing) the unit theme through the use of video, text visuals, website links, and artwork
Create oral and written projects and presentations using content obtained from media resources and Information Communication Technologies (ICT)
relate to the unit theme
Define and use literary terms: fantasy, stage directions, and symbol
View video, text visuals, website links, and artwork to understand the unit theme
Employ inquiry‐ based research to evaluate information, construct new understandings, and communicate findings
“Ginger for the Heart” p. 246 SWB pp. 118‐128
Short story Analyze cultural context, literary terms, academic words
Reader’s Theater Compound and complex sentences, write a critical analysis
Longman Keystone D Pacing Guide Course Title: English 2 through ESOL Course # 1002310 (H‐K) DRAFT COPY Page 9
Intensive Reading 1000410 (H‐K)
Grade 10 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.10.1 (1.1‐4.4)
Literature
LA.10.2 (1.1‐3.4)
Reading Process
LA.10.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.10.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.10.5 (1.1‐3.2)
Writing
LA.10.6 (1.1‐3.4)
SWBAT: Use appositives, contrast and opposition (e.g. on the contrary), present tense, passive voice, and infinitives in oral and written context
Identify cause and effect, analyze historical context, draw conclusions, and ask questions orally and in writing
SWBAT: Understand what we can learn in times of war from several perspectives
Identify thematic vocabulary using roots, homophones, suffixes, borrowed words, and thesaurus
Read and analyze poetry, songs, autobiography, and
“World War I” p. 270 SWB pp. 129‐135 SRC pp. 105‐116
“In Flanders Fields” p. 284 “Anthem for Doomed Youth” p. 285 “Three Wonderful Letters from Home” p. 286 “Letter Home” p. 287 SWB pp. 136‐142
Social Studies
Poem
Poem
Song
Prose
Identify cause and effect, key words, academic words
Analyze historical context, literary terms, academic words
eBook, audio CD, video, website
In Your Own Words, read for fluency
Dramatic reading
Appositives, write a cause‐ and‐effect paragraph
Contrast and opposition, write to compare and contrast
Unit 5 Essential Question: What can we learn from times of war?
Strand: 1‐Informational Text, 2.Literature, 3. Reading Process, 4. Research, Media and ICT Literacy, 5.Listening, Speaking, Collaborating, 6.Writing
Standards: 1.Text Features and Text Structures, Logic and Rhetoric, Reading Comprehension, 2. Literary Analysis and Literacy Response, Reading Comprehension, 3.Word Knowledge, Fluency, 4. Research, Media Literacy, ICT Literacy, 5. Listening, Speaking, Collaborating, 6. Writing Process, Writing Purpose, Writing Craft
Legend: TE= Teacher’s Edition TR = Teacher’s Resource Book TCD= Teacher’s eBook and CD‐ROM AB= Assessment Book ACD= Audio CD V= Video DVD
ST = Student Text SWB= Student Workbook SRC= Student Reader’s Companion SCD= Student CD EV= ExamView Web= longmankeystone.com
Assessments: Unit 5 Reading Tests 1‐4 (pp. 99‐114), Unit 5 Test (pp. 173‐182)
Extended Resources: A Time to Kill (Penguin Reader), Longman Keystone Six Traits of Writing, Write Traits Level II, Rosetta Stone, Phonics Kit, and Transparencies
Longman Keystone D Pacing Guide Course Title: English 2 through ESOL Course # 1002310 (H‐K) DRAFT COPY Page 10
Intensive Reading 1000410 (H‐K)
Grade 10 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.10.1 (1.1‐4.4)
Literature
LA.10.2 (1.1‐3.4)
Reading Process
LA.10.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.10.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.10.5 (1.1‐3.2)
Writing
LA.10.6 (1.1‐3.4)
Write a series of expository paragraphs and an expository essay
Explain (orally or in writing) the unit theme through the use of video, text visuals, website links, and artwork
Create oral and written projects and presentations using content obtained from media resources and Information Communication Technologies (ICT)
informational text as they relate to theme
Define and use literary terms, figurative language, personification, diction, and tone
View video, text visuals, website links, and artwork to understand the unit theme
Employ inquiry‐ based research to evaluate information, construct new understandings, and communicate findings
“In the Name of His Father” p. 296 SWB pp. 143‐149 SRC pp. 117‐132
from Farewell to Manzanar p. 308 SWB pp. 150‐160
Social Studies
Autobiography
Draw conclusions, key words, academic words
Ask questions, literary terms, academic words
In Your Own Words, read for fluency
Reader’s Theater
Passive voice in the present perfect, write a news article
Using infinitives, write a problem‐and‐ solution paragraph
Longman Keystone D Pacing Guide Course Title: English 2 through ESOL Course # 1002310 (H‐K) DRAFT COPY Page 11
Intensive Reading 1000410 (H‐K)
Grade 10 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.10.1 (1.1‐4.4)
Literature
LA.10.2 (1.1‐3.4)
Reading Process
LA.10.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.10.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.10.5 (1.1‐3.2)
Writing
LA.10.6 (1.1‐3.4)
SWBAT: Use adjective phrases, relative pronouns, typical and atypical word order, and gerunds and infinitives in oral and written context
Connect ideas, evaluate new information, read aloud, and make generalizations orally and in writing.
SWBAT: Understand what makes animals so amazing from several perspectives
Identify the thematic vocabulary using suffixes spelling features (e.g. unusual spelling)
Read and analyze short stories, poetry, and informational
“The Parrot Who Wouldn’t Say ‘Cataño’” p. 334 SWB pp. 161‐167
“Getting to Know Real Bats” p. 346 SWB pp. 168‐174 SRC pp. 133‐146
“The Bat” p. 360 “A Narrow Fellow in the Grass” p.361 “Daybreak” p. 362 “Birdfoot’s Grandpa” p. 363
Science
Short story
Poems
Connect ideas, literary terms, academic words
Evaluate new information, key words, academic words
Read aloud, literary terms, academic words
eBook, audio CD, video, website
Reader’s Theater
In Your Own Words, read for fluency
Dramatic reading
Reduction of adjective clauses to adjective phrases, write an introductory paragraph
Relative pronouns as subjects, write classifying paragraphs
Typical and atypical word order, support the main idea
Unit 6 Essential Question: What makes animals so amazing?
Strand: 1‐Informational Text, 2.Literature, 3. Reading Process, 4. Research, Media and ICT Literacy, 5.Listening, Speaking, Collaborating, 6.Writing
Standards: 1.Text Features and Text Structures, Logic and Rhetoric, Reading Comprehension, 2. Literary Analysis and Literacy Response, Reading Comprehension, 3.Word Knowledge, Fluency, 4. Research, Media Literacy, ICT Literacy, 5. Listening, Speaking, Collaborating, 6. Writing Process, Writing Purpose, Writing Craft
Legend: TE= Teacher’s Edition TR = Teacher’s Resource Book TCD= Teacher’s eBook and CD‐ROM AB= Assessment Book ACD= Audio CD V= Video DVD
ST = Student Text SWB= Student Workbook SRC= Student Reader’s Companion SCD= Student CD EV= ExamView Web= longmankeystone.com
Assessments: Unit 6 Reading Tests 1‐4 (pp. 115‐1130), Unit 6 Test (pp. 183‐192), Final Exam/Posttest (pp. 23‐32)
Extended Resources: Jim Smiley and His Jumping Frog and Other Stories (Penguin Reader), Longman Keystone Six Traits of Writing, Write Traits Level II, Rosetta Stone, Phonics Kit, and Transparencies
Longman Keystone D Pacing Guide Course Title: English 2 through ESOL Course # 1002310 (H‐K) DRAFT COPY Page 12
Intensive Reading 1000410 (H‐K)
Grade 10 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6
Language Objectives
Content Objectives
Resources Informational Text
LA.10.1 (1.1‐4.4)
Literature
LA.10.2 (1.1‐3.4)
Reading Process
LA.10.3 (1.1‐2.1)
Research, Media & ICT Literacy
LA.10.4 (1.1‐3.2)
Listening, Speaking & Collaborating
LA.10.5 (1.1‐3.2)
Writing
LA.10.6 (1.1‐3.4)
Write a series of paragraphs to develop a research report related to the theme
Explain (orally or in writing) the unit theme through the use of video, text visuals, website links, and artwork
Create oral and written projects and presentations using content obtained from media resources and Information Communication Technologies (ICT)
text as they relate to the unit theme
Define and use literary terms: archetype, foil, metaphor, and simile
View video, text visuals, website links, and artwork to understand the unit theme
Employ inquiry‐ based research to evaluate information, construct new understandings, and communicate findings
SWB pp. 175‐181
from The Chimpanzees I Love p. 372 SWB pp. 182‐192 SRC pp. 147‐162
Science Make generalizations, key words, academic words
In Your Own Words, read for fluency
Gerunds and infinitives, quotations and citations