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Vance County Schools English IV Pacing Guide

COURSE DESCRIPTION English IV Overview: This course examines British and Western European literature through the concepts of the heroic and the ideal. Emphasis is placed on strengthening critical reading, writing, and communication skills to effectively prepare students for the challenges of college and the workplace. At the end of the semester students will take the North Carolina Final Examination (NCFE) for English IV.

Day Objective Skill/Concept Suggested Readings

Aug. 29-Sep 12

Introduction to Course: -Syllabus -Reading Strategies -Book Report/ Journal/Article Expectations - Context Clues -Construct Response Expectations -Pre-Test- This can be the pre-test online for English IV. http://www.dpi.state.nc.us/docs/accountability/common-exams/released-items/highschoolitems/eng4release14.pdf Click the above link and make class sets for your students.

2-3 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings:

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

Discussion Evidence Beowulf, Part One Senior Portfolio

http://www.dpi.state.nc.us/docs/accountability/common-exams/released-items/highschoolitems/eng4release14.pdf

http://www.dpi.state.nc.us/docs/accountability/common-exams/released-items/highschoolitems/eng4release14.pdf

RI1, RI3, RI4, RI5, RI6, RI9 Essay: W1, W2, W3, W4, W5, W6

Essay: Introduce Senior Portfolio - Develop narratives with use of description and imagery - 5 2-page chapters. Background: Introduction to Britain and the Anglo-Saxon Age. - Historical Relevance - 21st Century Skill - Characteristics of Early Literature Reading: - Archetype - Characterizations of Epic Heroes - Analyzing Character Development - Paganism/Christianity - Imagery

3-4 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5,

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Essay: Senior Portfolio allotted time (optional)

Discussion Evidence Beowulf, Part Two

RI6, RI9 Essay: W1, W2, W3, W4, W5, W6

Reading: - Establish thematic events between works Background: - Elegies - Historical connections - Tone

4-5 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9 Vocabulary: L1, L2, L3

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Reading: - Tone - Establish connections - Speaker - Character Development Vocabulary: Parts of Speech, Conventions of

Discussion Evidence “Wife’s Lament” “The Ruin” Vocabulary List

Standard English, Vary Syntax for effect (Sentences)

6 Discussions: SL1, SL2, SL3, SL4, SL5, SL6

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Grammar Mini-Lesson: Review Nouns and Pronouns Review Anglo-Saxon Test - History - Archetypes - Tone - Characterizations of Epics and Elegies - Imagery

Discussion Evidence Review


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles

Discussion Evidence

as needed. Suggested Test Date: Anglo-Saxon Test Background: Middle Ages - Historical effects on literature - Effects of French influence (Norman Conquest) - Notable Authors

8 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Background: Ballads Reading: - Symbolism - Make Inferences - Question/Answer Ballad - Humor in Ballads - Character inferences - Refrains/Chorus - Incremental Repetition

Discussion Evidence “Lord Randall” “Get Up and Bar the Door” Assorted Modern Ballad(?)

9 - 10 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9 Vocabulary: L1, L2, L3

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Senior Portfolio allotted time. Background: Chaucer/Frame Tales Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) Reading: Characterization - Character Group Activity - Tone - Stereotypes - Inferences of morality

Discussion Evidence “The Prologue” by Chaucer Vocabulary Lists

11-12 Discussions: SL1, SL2, SL3, SL4, SL5, SL6


Discussion Evidence “The Pardoner’s Tale”

Readings: RI1, RI3, RI4, RI5, RI6, RI9

Senior Portfolio allotted time. Reading: - Irony (3) - Evidence from the reading to support Irony - Symbolism

13-14 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Senior Portflio allotted time. Reading: - Irony - Allusions to King Arthur - Narrator - Character Development - The Archetype

Discussion Evidence “The Wife of Bath’s Tale”

15 Discussions: Student-led Discussion: Promote civil, Discussion Evidence

SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9 Vocabulary: L1, L2, L3

democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) Background: The Legend of King Arthur. - Characteristics of a Legend - Comparison to the 21st Century Reading: - The Romantic Hero - The Comparison/Contrast between English Romance and American Romanticism

“Le Mort de Arthur” by Sir Thomas Mallory



Discussion Evidence

Mini Lesson: L1, L2, L3, L4

Grammar Mini Lesson: Review Nouns and Pronouns. Analyze Subject/Predicate, Verbs. - Grammar Activity

17 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Review: RI1, RI3, RI4, RI5, RI6, RI9

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Review: - Characteristics of Legends - Characters of Romance - Irony(3) - Background - Allusions/Symbolism


18-19 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings:


Discussion Evidence Middle Ages Unit Test

RI1, RI3, RI4, RI5, RI6, RI9

Suggested Test Day: Middle Ages Unit Test Background: The Renaissance - Historical significance - Sonnet types

20 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9 Vocabulary: L1, L2, L3

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: - Historical Poetry - Pastoral Poems - Comparing and Contrasting - Carpe Diem - Satire Classwork Assignment - Write personal response to The Passionate Shepherd Vocabulary: Parts of Speech, Conventions of

Discussion Evidence “Whoso List to Hunt” by Thomas Wyatt “To the Virgins, to Make Much of Time” “The Passionate Shepherd to His Love” “The Nymph’s Reply to the Shepherd”

Standard English, Vary Syntax for effect (Sentences)

21 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9 Project: R1, R2, R3, R4, R6, R7, R10

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Introduction of Project: - Assigned Sonnet - Present Sonnet in Powerpoint Presentation - 10 slides Readings: -Shakespeare 29: Tone, Similie, Tone, Couplet, Characterization of Shakespearean Sonnet - Shakespeare 30: Speaker, Metaphors, Alliteration, Characterization of Shakespeare Sonnets

Discussion Evidence “Sonnet 29” by William Shakespeare “Sonnet 30” by William Shakespeare

22 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9 Project: R1, R2, R3, R4, R6, R7, R10

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Group Time To Work on Projects Readings: - Sonnet 71: Tone, Alliteration, Mood, Couplet, etc - Sonnet 130: Conceit, Metaphor, imagery, Volta

Discussion Evidence “Sonnet 71” by William Shakespeare “Sonnet 130” by William Shakespeare

23-24 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9 Project: R1, R2, R3, R4,

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Group Time to Work on Projects Background: John Donne/Metaphysical Poetry Readings:

Discussion Evidence “Song” by John Donne “A Valediction: Forbidding Mourning” by John Donne “Death be not proud” by John Donne

R6, R7, R10 - Metaphysical Poetry Characteristics - Hyperbole, Tone, Speaker, Exaggeration - Simile, Inferring Information, Metaphysical Poetry Characteristics, Conceit, Imagery, Speaker

25 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9 Project: R1, R2, R3, R4, R6, R7, R10 Vocabulary L1, L2, L3

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Project Presentations: Sonnet Projects. Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) Vocabulary Test

Discussion Evidence Vocabulary Lists

26 Discussions: SL1, SL2,

Student-led Discussion: Promote civil, democratic discussions and

Discussion Evidence

SL3, SL4, SL5, SL6 Mini Lesson: L1, L2, L3, L4, L5, L6

decision-making, set clear goals and deadlines, and establish individual roles as needed. Grammar Mini-Lesson: Review Nouns/Pronouns/Verbs Analyze: Adjectives and Adverbs


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Review: Renaissance Unit Test

Discussion Evidence Review - Parts of a Sonnet - Type of Sonnet - Metaphysical Poetry - Elements of Poetry - Historical Background

28 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3,

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Suggested Test Date: Renaissance Unit

Discussion Evidence Test, Part I

RI4, RI5, RI6, RI9

Test (part 1) Background: William Shakespeare


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Suggested Test Date: Renaissance Unit Test (part 2) Background: Historical background/ influence of Merchant of Venice. - Shakespeare Bio - 2nd Class Citizens - Holocaust - History of Judaism - History of Gender Roles - Cross Dressing and Shakespeare - Properties of a Shakespearean Comedy

Discussion Evidence Test, Part II


SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9 Vocabulary: L1, L2, L3

democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) Vocabulary Test Reading: - Metaphors – Actors on a Stage / Conceit - Priorities of Noble Men in Shakespeare - Undertones – Antonio in Love? - Antonio Character: Passive/Decisive - Women’s Roles

Shakespeare Reading: Merchant of Venice, Act I; scene i-ii



Discussion Evidence

SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9

decision-making, set clear goals and deadlines, and establish individual roles as needed. Reading: - Shylock Character analysis (Bad/Good) - Stereotypes (Jewish Communities) - Villain Archetype: Does Shylock fit? - Antonio Character Development - Shylock’s Sin: Wrath versus Antonio’s Sin: Wrath - Shylock's purpose as a Character -

Shakespeare Reading: Merchant of Venice, Act I; scene iii


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Reading: - Racism expectations in Prince (Dark Complexion) - Shylock Character Development

Discussion Evidence Shakespeare Reading: Merchant of Venice, Act II; i-iv

- Comedic Relief - Jessica’s Shame


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Reading: - Shylock Character Development - Undertones (sexuality) - Portia Character Analysis (Good Girl or Selfish Brat) - Analysis of Comedic Elements compared to Shakespearean times.

Discussion Evidence Shakespeare Reading: Merchant of Venice, Act II; v-ix

34 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5,

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Reading: - Control in Shakespearean society

Discussion Evidence Shakespeare Reading: Merchant of Venice, Act III; i-ii

RI6, RI9

(The Figure Head and the Man behind the Curtain - Jessica’s Treatment by her “Fellows” - Christian values and the use of Shakespearean irony - The difference between Shylock and typical Jewish antagonists in the Renaissance - Who is the Hero(ine)?: Shylock, Bassanio, Portia

35 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9 Vocabulary: L1, L2, L3

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) Reading: - Consequences of unpaid loans (Connection to the Great Depression)

Discussion Evidence Shakespeare Reading: Merchant of Venice, Act III; iii-v

- Cross Dressing as a plot device - Jessica’s Attraction to – Portia? - Shylock's Bond - Symbolism (What Portia means to Jessica; What Shylock's bond means to him; etc)


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Reading: - Pound of flesh – Slavery in Venice - Elements of Comedies – The Sense of Justice in the Law - Antagonists pervert the law (Shylock) whereas protagonists uphold (Portia.) - Shylock’s Bond: Cruelty or Equality? - The quality of Mercy - History versus Today – Is it easy to laugh at Shylock? - Elements of Comedies – The villain

Discussion Evidence Shakespeare Reading: Merchant of Venice, Act IV – Act V

‘vanquished’ and prank played with the rings. - Friends or Women? (Bassanio’s Dilemma) - The use of Music as a symbol - Happy Ending? - Relationships between dull men and intelligent women.

37 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Review: RI1, RI3, RI4, RI5, RI6, RI9 Mini Lesson: L1, L2, L3, L4, L5, L6

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Grammar Mini Lesson: Review Nouns/Pronouns/Verbs/Adjectives/Adverbs Analyze Articles, Interjections Review: Merchant of Venice Unit Test




Discussion Evidence

SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9

decision-making, set clear goals and deadlines, and establish individual roles as needed. Suggested Test Date: Merchant of Venice Unit Test Background: The Restoration Period - Historical Significance - Characterizations - Notable Authors

Merchant of Venice Unit Test - Comedy Plot Outline - Significant Quotes - Character Analysis - Cross-Dressing and Sexuality - Irony and Christian Values - Shakespeare’s Purpose - Opinion

39-40 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9 Vocabulary: L1, L2, L3

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) Reading: - Satire

Discussion Evidence “A Modest Proposal” by Jonathan Swift

- Historical Relevance - Style - Irony - Persuasion Techniques

41 - 42 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Reading: - Parody - Mock Epic - Interpretation - Tone/Style - Satire - Allusion

Discussion Evidence “Rape of Lock” by Alexander Pope


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Reading:

Discussion Evidence Don Quixote by Miguel de Cervantes

RI4, RI5, RI6, RI9

- Parody - Characterization - Irony - Foils


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Reading: - Tone - Historical Relevance - Persuasion Tactics - Rhetorical Devices - Women’s Rights

Discussion Evidence Vindication of the Rights of Women by Mary Wollstonecraft

45 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5,

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Grammar Mini Lesson: Review Nouns/ Pronouns/ Verbs/ Adjectives/ Adverbs/

Discussion Evidence Vocabulary Lists

RI6, RI9 Vocabulary: L1, L2, L3

Articles/ Interjections -Analyze Prepositions Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Review: Restoration Unit Test

Discussion Evidence Review: - Satire - Rhetorical Devices - Persuasion Techniques - Parody - Historical Evidence


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Suggested Test Date: Restoration Unit

Discussion Evidence Test

RI4, RI5, RI6, RI9

Test Background: Romantic Unit Test - Revolutions - Characterizations of Romanticism


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: - Compare / Contrast - Innocence vrs Experience - Dramatic Irony - Symbolism - Characterization of Romanticism

Discussion Evidence “The Chimney Sweeper” (Innocence) “The Chimney Sweeper” (Experience)

49-50 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3,

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Vocabulary:

Discussion Evidence “Lines Composed a Few Miles Above Tintern Abbey” by William Woodsworth

RI4, RI5, RI6, RI9 Vocabulary: L1, L2, L3

Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) Reading: - Characterizations of Romantic Poetry - Nature - Interpretation - Theme - Blank Verse - Run-On Lines


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Background: Lord Byron Readings: - Simile - Compare/Contrast - Analyze and Interpret

Discussion Evidence “She Walks in Beauty” by Lord Byron

Grammar Mini Lesson: Review Nouns, Pronouns, Verbs, Adjective, Adverbs, Articles, Interjections, Prepositions Analyze Conjunctions


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Review: Romanticism Unit Test - Compare/Contrast - Characterizations - Nature Theme - Innocence Versus Experience



Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Suggested Test Date: Romanticism Unit Test


Background: Victorian Unit - Historical - Propriety - Aestheticism - Notable Authors


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: - Identifying Contrasting Images - Word Choices and their impacts - Word Music - Symbolism of Objects - Connection between Literary Units - Pathetic Fallacy - Imagery - Arguments of Lady Shallott

Discussion Evidence “The Lady of Shalott” by Alfred, Lord Tennyson

55 Discussions: SL1, SL2, SL3, SL4,

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and

Discussion Evidence “My Last Duchess” by Robert Browning

SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9 Vocabulary: L1, L2, L3

deadlines, and establish individual roles as needed. Readings: - Dramatic Monologue - Making Inferences - Nature of Relationships Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences

Vocabulary Lists


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Background: Rise of Realism - Aestheticism falls in art and in literature - Stark honesty of human nature - Likely Events Readings:

Discussion Evidence “The Jewels” by Guy de Maupassant

- Background – Classism - Realism - Inferences - Characterization - Theme - Conflict - Irony

57-58 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Background: The Controversial Life of Oscar Wilde - Trial and Life - Other Notable Works - Influence on Victorian Society Reading: - Characteristics of Aestheticism - Interpreting Text - Applying interpretation to 21st Century - Scathing attack on aestheticism

Discussion Evidence From Picture of Dorian Gray by Oscar Wilde

59 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Mini Lesson: L1, L2, L3, L4, L5, L6

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Grammar Mini Lesson: Review Nouns, Pronouns, Verbs, Articles, Adjectives, Adverbs, Conjunctions, Prepositions, Interjections. Analyze Comma Uses.

Discussion Evidence

60 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Review: RI1, RI3, RI4, RI5, RI6, RI9 Vocabulary: L1, L2, L3

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Review: - Aestheticism - Realism - Dramatic Irony - Symbolism - Imagery


Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences)

61 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings RI1, RI3, RI4, RI5, RI6, RI9

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Suggested Test Date: Victorian Unit Literature Background: Modern Unit - Characterizations of Time Period - Advancements - Cultural Identity - Effects of War




Discussion Evidence “The Hollow Men” by T.S. Eliot

Readings RI1, RI3, RI4, RI5, RI6, RI9

Reading: - Paradox - Allusion - Analyzing Text - Biblical Allusions


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Background: - Holocaust - Effects on Writing - Survivor Story - Memoirs Reading: - Characteristics of Memoirs - Inferences of the Holocausts - Word Uses - Inferences of Character - Philosophy of Abuse

Discussion Evidence “On the Bottom” from Survival in Auschwitz by Primo Levi


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Reading: - Irony - Cultural Influences - Analyzing Inferences - Foreshadowing/Predictions - Colonialism - Purpose/Tone

Discussion Evidence “Shooting an Elephant” by George Orwell

65 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings RI1, RI3, RI4, RI5, RI6, RI9 Vocabulary: L1, L2, L3

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) Reading:

Discussion Evidence “Araby” by James Joyce

- Epiphany - Personification - Analyzing Text - Making Inferences - Irony - Characterizations - Word Choices and Origins - Compare/Contrast

66-67 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings RI1, RI3, RI4, RI5, RI6, RI9

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Reading: - Symbolism - Situational Irony - Opinion - Inferencing Text - Cause and Effect - Drawing Conclusions - Imagery - Compare/Contrast - Analyzing Characters - Irony

Discussion Evidence “The Rocking Horse Winner” by D.H. Lawrence

- Theme/Purpose

68 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings RI1, RI3, RI4, RI5, RI6, RI9 Mini Lesson: L1, L2, L3, L4, L5, L6

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Grammar Mini Lesson: Review Nouns, Pronouns, Verb, Adjectives, Adverbs, Articles, Interjections, Conjunctions, Prepositions, and Comma Use Analyze Semi-Colons

Discussion Evidence


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Review: - Characteristics - Analyzing Characters


- Irony - Symbolism - Allusion - Memoirs

70-74 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Reading: RI1, RI3, RI4, RI5, RI6, RI9

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Suggested Test Date: Modern Unit Test Background: Arthur Miller - The American Dream - Idealism and Optimism Reading: - Strength of delusions - Expectations versus Reality - Sequence of Events - Fluidity of Time - Willy’s Treatment of Life as a novel - The Favorite Child dynamic - Character relationships - Symbolism of The Woman

Discussion Evidence Unit Test American Drama: Death of a Salesman by Arthur Miller Act I

- Willy’s suicidal tendencies - Why won’t Willy yell at his child? - Linda’s symbolism

75-78 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Reading: RI1, RI3, RI4, RI5, RI6, RI9

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Reading: - Willy’s Character versus his Employment - Riches = American dream - Success from luck or hard work? - Singleman’s tragedy - Is Money King? - Failure in Math Symbolism - Constructed Reality - Biff the Truth? - Identity

Discussion Evidence American Drama: Death of a Salesman, Act II


SL1, SL2, SL3, SL4, SL5, SL6 Reading: RI1, RI3, RI4, RI5, RI6, RI9

democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Death of a Salesman Unit Review

American Drama: Death of a Salesman Review

78 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Reading: RI1, RI3, RI4, RI5, RI6, RI9

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Suggested Test Date: Death of a Salesman Unit Test

Discussion Evidence American Drama: Death of a Salesman Unit Test

79-81 Final Exam Review

82-83 Final Exams- NCFE English IV

How to Find Released test Items in Schoolnet for English How to Find a Passage in Schoolnet based on the English Standards. Remember that you go to my.ncedcloud.org and type in your username and password. From the homepage you then click on the school building icon that takes you to schoolnet. Once in schoolnet follow the directions below.. 1. Hover at the Assessment Admin link once you are in schoolnet 2. Click find an item, passage, or rubric 3. Click Advance search 4. Click Standard Look up 5. Select Standard Document- Drop down arrow that allows you to select your subject 6. Select grade level 7. Select your subject by clicking on the + sign. You can also select specific standards 8. Once you click the plus (+) sign the subject that you have chosen will automatically drop down to specific standards for your subject 9. You can select specific standards by checking the box beside each standards 10. If you click the + sign beside specific standards you will be taken to the sub topic for each standard. 11. After you decide which standards you want click the box beside each standard. 12. Then click add 13. You are now to scroll down to the properties section and type ncdpi_classroom for the publisher in the passage properties section. 14. Then you would click search passages at the bottom of the page. Always search passages and not items…

English IV Standards

All English courses are broken down into five standards: Reading Literature, Reading Informational, Writing, Speaking and Listening and Language.

Reading Literature (RL)

The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness

expectations—the former providing broad standards, the latter providing additional specificity.

Key Ideas and Details:

CCSS.ELA-LITERACY.RL.11-12.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text,

including determining where the text leaves matters uncertain.


Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they

interact and build on one another to produce a complex account; provide an objective summary of the text.


Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set,

how the action is ordered, how the characters are introduced and developed).

Craft and Structure:


Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the

impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh,

engaging, or beautiful. (Include Shakespeare as well as other authors.)

http://www.corestandards.org/ELA-Literacy/RL/11-12/3/





Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story,

the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.


Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant

(e.g., satire, sarcasm, irony, or understatement).

Integration of Knowledge and Ideas:


Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry),

evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American

dramatist.)


(RL.11-12.8 not applicable to literature)


Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including

how two or more texts from the same period treat similar themes or topics.

Range of Reading and Level of Text Complexity:







By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity

band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR

text complexity band independently and proficiently.

Reading Informational (RI)

Key Ideas and Details:

CCSS.ELA-LITERACY.RI.11-12.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from

the text, including determining where the text leaves matters uncertain.


Determine two or more central ideas of a text and analyze their development over the course of the text, including how they

interact and build on one another to provide a complex analysis; provide an objective summary of the text.


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

over the course of the text.

Craft and Structure:

http://www.corestandards.org/ELA-Literacy/RI/11-12/1/






Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical

meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how

Madison defines faction in Federalist No. 10).


Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the

structure makes points clear, convincing, and engaging.


Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and

content contribute to the power, persuasiveness or beauty of the text.

Integration of Knowledge and Ideas:


Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as

well as in words in order to address a question or solve a problem.


Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal

reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of

public advocacy (e.g., The Federalist, presidential addresses).








Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance

(including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural

Address) for their themes, purposes, and rhetorical features.

Range of Reading and Level of Text Complexity:


By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with

scaffolding as needed at the high end of the range.

By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band

independently and proficiently.

Writing (W)

Text Types and Purposes:

CCSS.ELA-LITERACY.W.11-12.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

evidence.

CCSS.ELA-LITERACY.W.11-12.1.A

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or

opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.W.11-12.1.B


http://www.corestandards.org/ELA-Literacy/W/11-12/1/

http://www.corestandards.org/ELA-Literacy/W/11-12/1/a/

http://www.corestandards.org/ELA-Literacy/W/11-12/1/b/

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the

strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible

biases.

CCSS.ELA-LITERACY.W.11-12.1.C

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the

relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-LITERACY.W.11-12.1.D

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which

they are writing.

CCSS.ELA-LITERACY.W.11-12.1.E

Provide a concluding statement or section that follows from and supports the argument presented.


Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately

through the effective selection, organization, and analysis of content.


Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it

to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to

aiding comprehension.





http://www.corestandards.org/ELA-Literacy/W/11-12/1/e/

http://www.corestandards.org/ELA-Literacy/W/11-12/1/d/

http://www.corestandards.org/ELA-Literacy/W/11-12/1/c/

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,

quotations, or other information and examples appropriate to the audience's knowledge of the topic.


Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the

relationships among complex ideas and concepts.


Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the

complexity of the topic.


Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which

they are writing.

CCSS.ELA-LITERACY.W.11-12.2.F

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,

articulating implications or the significance of the topic).


Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and

well-structured event sequences.





http://www.corestandards.org/ELA-Literacy/W/11-12/2/f/



Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple

point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.


Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,

events, and/or characters.


Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a

particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).


Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting,

and/or characters.


Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the

narrative.

Production and Distribution of Writing:


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)








Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on

addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command

of Language standards 1-3 up to and including grades 11-12 here.)


Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to

ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge:


Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a

problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation.


Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the

strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively

to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for

citation.


Draw evidence from literary or informational texts to support analysis, reflection, and research.





http://www.corestandards.org/ELA-Literacy/L/11-12/


Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and

early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat

similar themes or topics").


Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts,

including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority

opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential

addresses]").

Range of Writing:


Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or

a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening (SL)

Comprehension and Collaboration:

CCSS.ELA-LITERACY.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.



http://www.corestandards.org/ELA-Literacy/SL/11-12/1/


CCSS.ELA-LITERACY.SL.11-12.1.A

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring

to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-LITERACY.SL.11-12.1.B

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish

individual roles as needed.

CCSS.ELA-LITERACY.SL.11-12.1.C

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range

of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative

perspectives.

CCSS.ELA-LITERACY.SL.11-12.1.D

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve

contradictions when possible; and determine what additional information or research is required to deepen the investigation or

complete the task.


Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to

make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any

discrepancies among the data.


http://www.corestandards.org/ELA-Literacy/SL/11-12/1/d/

http://www.corestandards.org/ELA-Literacy/SL/11-12/1/a/

http://www.corestandards.org/ELA-Literacy/SL/11-12/1/c/



http://www.corestandards.org/ELA-Literacy/SL/11-12/1/b/

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among

ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas:


Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow

the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style

are appropriate to purpose, audience, and a range of formal and informal tasks.


Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance

understanding of findings, reasoning, and evidence and to add interest.


Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See

grades 11-12 Language standards 1 and 3 here for specific expectations.)

Language (L)

Conventions of Standard English:

CCSS.ELA-LITERACY.L.11-12.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.11-12.1.A


http://www.corestandards.org/ELA-Literacy/L/11-12/


http://www.corestandards.org/ELA-Literacy/L/11-12/1/

http://www.corestandards.org/ELA-Literacy/L/11-12/1/a/


Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

CCSS.ELA-LITERACY.L.11-12.1.B

Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage,

Garner's Modern American Usage) as needed.


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Observe hyphenation conventions.


Spell correctly.

Knowledge of Language:


Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning

or style, and to comprehend more fully when reading or listening.


Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of

syntax to the study of complex texts when reading.

Vocabulary Acquisition and Use:






http://www.corestandards.org/ELA-Literacy/L/11-12/1/b/



Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and

content, choosing flexibly from a range of strategies.


Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to

the meaning of a word or phrase.


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

conception, conceivable).

CCSS.ELA-LITERACY.L.11-12.4.C

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the

pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

CCSS.ELA-LITERACY.L.11-12.4.D

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in

a dictionary).


Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.


http://www.corestandards.org/ELA-Literacy/L/11-12/4/c/


http://www.corestandards.org/ELA-Literacy/L/11-12/4/d/





Analyze nuances in the meaning of words with similar denotations.


Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,

and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when

considering a word or phrase important to comprehension or expression.


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