william blake's, and john keats' poems battle (epic

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10/23/08

HighSchoolEnglishLanguageArts SuggestedPacingChart- Grade 12Dr.SandraC.Harrell,Director

TeacherName School Classtitle/Period Room#

1

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

RecommendedResourcesandStrategies I = Introduced Benchmarked MasteredCHUNK1(Weeks1-121 T =Tauaht

ACOS1 HoltElementsofLiterature-SixthCourseCompareorganizationalstructure,figurativelanguage,andliterarydevices,includinguseofparadox,among Collection1- 'TheAnglo-Saxons:449-1066-predominantlyBritishshortstories,drama,poetry,essays, SongsofAncientHeroes'(timeline;politicalandandothernonfictionliterature. socialmilestones;introductiontotheliterary

Examples:A ChristmasCarol;RobinHood;Gulliver's period);BeowulF(introduction);'from BeowulFTravels;RobinsonCrusoe;Aesop'sFables;A.Conan (epic);'from Grendel"novel);'Lifein999'Doyle'sshortstories;WilliamShakespeare'splays;Robert (magazinearticle):'from Beowulf:TheFinalBums',WilliamBlake's,andJohnKeats'poems Battle"(epic);'TheFuryofNorthmen'(article);. Explaininguseofallusions Epics:Storiesona GrandScale(informational. Interpretingirony nonfiction);'from Gilgamesh:AVerseNarrative'. Analyzingpoetryforrhymeschemes (epic);'theIliad,fromBook22:TheDeathof. Identifyinguseofparody Hector"(epic);'TrojanGoldfromGods,Graves,. Analyzingmajorhistoricaldevelopmentsin andScholars'(history);TheAnglo-Saxons:449-

languageandliteratureintheBritishIsles 1066(informationalnonfiction);'from AHistoryofExamples:relationshipstoplaceandtime, theEnglishChurchandPeople'(history);"The

includingspecificinfluencesofvariousculluresand Seafarer"(poem);'TheWife'sLamenf(poem)languages,warsandvictorsinthosewars,andwond Media(AudioCDLibrary)Disc1;Visualliterarytrends Connections:VideoProgramon DVD- Segments1

and2;FineArtTransparencies,1and2ACOS3 Textbook Resources - The Holt Reader; pp.1043

AnalyzeBritishLiteratureforstyle,audienceappeal,cultural TheHoltAdaptedReader,pp.8-23;HoltReadingsignificance,andplotstructure. Solutions,pp.3145;ResourcesforTeaching

Examples:style-lengthandcomplexityofsentences, AdvancedStudents,pp.57-63;Vocabularydiction,StandardEnglishversusdialect Development,pp.1,2,3. Distinguishbetweenparalleland circularplots Skills- evaluatethe philosophical,political,

w religious,ethical,andsocial influencesof a0:::ACOS 4 historicalperiod;analyzearchetypes,universal

Identifyliteraryelementsin Britishliteraryselectionsfrom themes,epic poetry,epic sillies,and the epic;w

variousgenres. compareand contrastliteraryformsof differentt:...J historicalperiods;understandand identifyAnglo-a ACOS 5 Saxonwords andaffixes;createsemanticmaps;zis Determineword meaningin Britishliteratureusingword use contextclues to determinethe meaningofUS0::: structureandcontext clues. word; develop,write, and revisea descriptiveessay

Examples: prefixes,suffixes,rootwords Assessment- One-StopPlanner with ExamView;Holt Assessment:Literature,Reading,and

ACOS 6 Vocabulary,pp. 17-30

Comparewritingstylesof two or more Britishauthors. Collection 2- 'The middleAges: 1066-1485'(time

Examples: GeoffreyChaucer,WilliamShakespeare,Oscar line; introductionto the literaryperiod);'lord

Wilde Randall' (ballad);'The CanterburyTales:Snapshopof anAge" (introduction);'from The CanterburyTales'(narrativepoem);'Right Mindand WrongMind"(fable)Media (AudioCDLibrary)Discs2 and3; VisualConnections: Video Program on DVD - Segments 1

and 3; FineArt Transparency,3Textbook Resources - The Holt Reader; pp.53-79

The HoltAdaptedReader,pp.2849; Holt ReadingSolutions,pp.51-59;ResourcesforTeachingAdvancedStudents,pp.74-80;VocabularyDevelopment,pp.6-12Skills- evaluatethe philosophical,political,religious,ethical,andsocial influencesof ahistoricalperiod;analyzeballads,framestories,narrators,fables,archetypes,characterization,imagery,verbaland situationalirony,coupletsandthe useof rhymes;compareand contrastworksofmajor literaryperiods;analyzestyleusing keydetails;interpretcharacter;evaluatehistoricalcontext;compareinfluencesof differenthistoricalperiods;createsemanticmapswith antonyms;

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10/23/08HighSchoolEnglishLanguageArts SuggestedPacingChart- Grade 12

Dr. SandraC. Harrell,Director


2

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

CHUNK 1 (Weeks1-12) T = TauQht

BCS EnhancedACOS Skills- understandetymologiesand multipleUse priorknowledgeand contextclues to comprehendand meaningwords;completeword analogies;develop,elaboratethe meaningsof texts write, and revisea literaryresearchpaper;present

a literarypaperBroadenknowledgeand applicationof synonyms,antonyms, Assessment- One-StopPlanner with ExamView;analogies,idioms,and rootsand affixes fromother Holt Assessment:Literature,Reading,andlanguages Vocabulary,pp. 39-69

Collection 3 - 'The Renaissance:1484-1660'

Developand employwide-rangingdenotativeand (time line; introductionto the literaryperiod);'Theconnotativevocabularies PassionateShepherdto HisLove' (poem);'The

Nymph'sReplyto the Shepherd'(poem);'To be orEmployclose readingtext analysisto analyzestyleand key not to be from Hamler (soliloquy);'Tomorrow, anddetails tomorrow,andtomorrowfrom The tragedyof

Macbeth' (soliloquy);'A ValedictionForbiddingAnnotatetext Mouming' (poem);'Axioms from the Essays'

(axioms);'from FemaleOrations' (debate);'PsalmReferto the toneof literarypiecesusinga rangeof specific 137' (psalm);'The Parableof the ProdigalSon"terms (parable);, Nighr (sacredtext); 'from The Analects

of Confucius'(maxims); 'The Fallof SatanfromAnalyzefigurative languageand literarydevicesusing ParadiseLosr (epic); 'from The Pilgrim'ssupportingevidence,text details,and crossreferencesto Progress"(allegory);The RenaissanceTheaterother texts (introductionnonfiction);The Tragedyof Macbeth:

The Sourceof the Play (informationalnonfiction)Analyzeand synthesizea wide rangeof printand non-print 'The Tragedyof Macbeth:Act I, Act II, andAct V"

(tragedy);'Macbeth and the Witches' (parody)

w Analyzeand supportan author'spurpose,audience,and Media (AudioCDLibrary)Discs 14.19;Visualintentof the author Connections: Video Program on DVD - Segments

4,5,6,and6A;FineArtTransparencies,4 and5

Analyzelinguisticandculturaldiversityinliterature Textbook Resources - The Holt Reader; pp. 93-w115;TheHoltAdaptedReader,pp.50-69;Holtt::

....IReadingSolutions,pp.71-87;Resourcesfora Analyzethe powerof languageto evokeemotions,expand:z Teaching AdvancedStudents,pp.91-99;is thinking, influenceproblem-solving,and promptdecisionVocabularyDevelopment,pp.15-17UIj makingSkills - evaluatethe philosophical,political,

Evaluatethe philosophical,political,religious,ethical,andreligious,ethical,and social influencesof a

social influencesof a historicalperiodhistoricalperiod;pastoralpoems,carpe diempoetry,Shakespeareansonnets,dramaticsongs,

Analyzethe archetypeof the epic heromonologue,soliloquy,metaphysicalpoetry,metaphysicalconceits,tone, paradox,epigrams,

Analyzethe characteristicsof ballads,couplets,Spenserianpointsof view on a topic, parallelism,didacticliterature,epic similes,blankverse, allusion,

stanzas,epigrams,parablesallegory;compareandcontrastworks fromdifferentculturesand literaryperiods;draw inferences,;analyzearguments;understandMilton'sstyle;identifyword relationships;understandand usewords derivedfromGreekand Latin;understandand use synonyms;write and revisea literaryanalysisof a poem;presenta recitationof a poem,speech,or dramaticsoliloquyAssessment- One-StopPlannerwithExamView;Holt Assessment:Literature,Reading,andVocabulary,pp.208-226

10/23/08High SchoolEnglishLanguageArts SuggestedPacingChart- Grade 12



3

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

CHUNK 1 (Weeks1-12) T = Taught

BCS Pre-AP@ Collection 4 - 'The Restorationandthe EighteenthApply denotativeand connotativevocabularyappropriatelyin Century: 1660-1800"(timeline; politicaland socialvariouscontexts milestones;introductionto the literaryperiod);The

Restorationandthe EighteenthCentury:1660-Employclose readingtext analysis 1800"(informationalnonfiction);'A Modest

Proposal"(essay);'Heroic Couplets"(couplets);Annotatetext 'from An Essayon Man"(philosophicalpoem);

from The Rapeof the Lock' (mockepic); 'fromEmployinductiveanddeductivethinkingprocessesto arrive Don Quixote"(novel);'from The Bumingof Romeat logicalconclusions/inferences/hypotheses/judgments from theAnnals' (annal)

Media (AudioCD Library)Discs7 and 8; VisualRecognize,interpretand discussmajorhistoricalevents Connections:VideoProgramon DVD- Segments6usedto establishliteraryelementssuch as plot,setting, and 7; FineArt Transparencies,6-9characterization,etc. TextbookResources- The Holt Reader; pp. 125-

159;The HoltAdaptedReader,pp. 76-89;HoltUnderstandthe culturaland historicalimpactof literarytexts ReadingSolutions,pp.95-109;Resourcesfor

Teaching AdvancedStudents,pp.127-143;Understandand analyzestaticand dynamic characterization VocabularyDevelopment,pp.20-24

Skills - evaluatethe philosophical,political,Discussparallelsbetweenmythologicalplots,theologies,and religious,ethical,and social influencesof arituals historicalperiod;analyzeverbalirony,diction,

connotations,antithesis,epigrams,mockepic,Discussdirect characterizationand indirectcharacterization satire, parody,tone;compareand contrastworks

from differentculturesand literaryperiods;analyzeUnderstandand analyzealliterationand kennings persuasivetechniques(logical,emotional,and

w ethicalappeals),the writer'sstance,rhetoricalAnalyzeand apply figurativelanguage,diction,symbolism, devices,patternsof organization,and a writer's:;)syntax, irony,connotation,denotation,imagery,shift and argument;compareword meanings;analyze

w tone connotations,word analogies,the meaningsandt: originsof words;createetymologymaps;develop,.....I

C3 Distinguish,interpret,andanalyzeminor,major,and write,andreviseanessayanalyzingworksof:z universalliterarythemeswithattentiontoconnectionsto literature;deliveranoralresponseto literatureisU) othertexts,toself,and toothersintheworld Assessment- One-StopPlannerwithExamView;

HoltAssessment:Literature,Reading,andAnalyzeimageryincharacterizationandinverbaland Vocabulary,pp.146-171situationalirony Collection5- 'TheRomanticPeriod:1798-1832"

(timeline;politicalandsocialmilestones;Analyzeanduseparallelismandparadox introductiontotheliteraryperiod);TheRomantic

Period:1798-1832"(informationalnonfiction);'TheAnalyzeandevaluatetheuniversalthemesofepicpoetry Tyger"(poem);'TheLamb'(poem);'from Evidence

GivenBeforetheSadlerCommittee(primarysourceLiteraryterms: evidence);'LinesComposedaFewMilesAbove. Alexandrin TintemAbbey"(poem);'KublaKhan"(poem);'The. Anticlimactic RimeoftheAncientMariner"(narrativepoem);. Anticlimax 'Ozymandias"(sonnet);'Odetoa GrecianUm". Antithesis (ode). Apostrophe Media(AudioCDLibrary)Discs9and10;Visual. Caesura Connections:VideoProgramonDVD- Segments6. CarpeDiem and8;FineArtTransparencies,10,11,and12. Classicism TextbookResources- TheHoltReader;pp.168-. Conceit 195;TheHoltAdaptedReader,pp.90-111;Holt. EpicConventions

ReadingSolutions,pp.115-135;ResourcesforTeachingAdvancedStudents,pp.156-168;. Epigram VocabularyDevelopment,p. 27

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10/23/08

HighSchoolEnglishLanguageArts SuggestedPacingChart-Grade 12Dr. SandraC. Harrell,Director


4

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

CHUNK1(Weeks1-1il T =Taught

Literaryterms: Skills- evaluatethephilosophical,political,. Humanism religious,ethical,andsocialinfluencesofa. Kenning historicalperiod;analyzesymbols,parallelism,. Metonymy theme,blankverse,personification,allusion,. Neo-Classicism Romanticlyricpoetry,haiku,imagery,alliteration,. Synesthesia irony,situationalirony,ode, terza rima,rhymescheme,Chinesepoetry,mood,synesthesia,metaphor;compareand contrastworks fromdifferentculturesand literaryperiods;analyzepattemsof organization,archaicwords, rhymeandrhythm,invertedsyntax;visualizeimagery;understandwordanalogies,wordswith multiplemeanings;use contextclues;develop,write, andrevisean essayabouta personalexperience;deliver anoral presentationof a reflectiveessayAssessment- One-StopPlannerwith ExamView;HoltAssessment:Literature,Reading,andVocabulary,pp. 179-235Collection 6 - 'The VictorianPeriod: 1832-1901"

(time line; politicaland socialmilestones;introductionto the literaryperiod);The VictorianPeriod: 1832-1901(informationalnonfiction);'thelady of Shalor (narrativepoem);'Sonnet43"(sonnet);'Pied Beauty"(poem);'to an AthleteDyingYoung'(poem);"Deathand OtherGrave

w Matters"(history);'The Markof the Beasr short0:: story);"The Ber (shortstory);'from In Memoriam:J

A.H.H."(elegy);Porphyria'slover' (dramaticw monologue);WritingWorkshop:ComparingandI: ContrastingLiterature(informationalnonfiction)....

Media (AudioCDLibrary)Discs 11and 13;Visualaz

Connections: Video Program on DVD - Segments 6isand 9; FineArt Transparencies,13 and 14

0:: Textbook Resources - The Holt Reader; pp.206-

235;The Holt AdaptedReader,pp. 116-131;HoltReadingSolutions,pp. 139-155;ResourcesforTeachingAdvancedStudents,pp. 180-188;VocabularyDevelopment,p. 30Skills - evaluatethe philosophical,political,religious,ethical,andsocial influencesof ahistoricalperiod;analyzesounddevicesin poetry,dramaticmonologue,Petrachansonnet,alliteration,assonance,mood,couplets,intemaland extemalconflict,allegory,theme;compareandcontrastrealistworksandworksfrom differentliteraryperiods;analyzecontrastingimages,conflictsandresolutions,inferences;draw inferencesfromtextualclues;makeand revisepredictions;understandconnotations;identifyantonyms;analyzeword analogies;develop,write, and revisean essaycomparingand contrastingtwo literaryworks

Assessment- One-StopPlannerwith ExamView;Holt Assessment:Literature,Reading,andVocabulary,pp. 243-279




5


CHUNK1(Weeks1-12\ T =Tauaht

AHSGE StrateaiesRII-1ldentifymainideaRII-2Drawconclusions . CloseReadingRII-3Determinecauseandeffect . JigsawRII-5Recognizestatementsthatadequatelysummarizea . K-W-Lpassage . InteractiveReadingGuideRIII-2Analyzeliteraryelements . AnticipationGuideRIII-3Demonstrateunderstandingoffigurativelanguageand . GuidedReadinganalogy . WordmapsandvocabularyfilesRIV-1Determinewordmeaningthroughtheuseofcontext . SkimmingandScanningcluesRIV-2Demonstratetheabilitytopreviewandpredict

. SOAPStone. MarkingthetextColieaeBoard@ . Chunkingthetext

Respondto textsandputtextsincontext. Fishbowl. Strand:Connectingthetext to personal. Think-Pair-Share

experience . Listeningactively. Strand:Connectingthetextto subjectmatter. TP-CASTT

knowledge . T-ChartforCharacterAnalysis. Strand:Connectingthetextto world . Literary3X3(threesentenceplotknowledge summary). Strand:Analyzingresponsesto texts . Somebody-Wanted-But-So

Reflectonanddirectprocessesforconstructingmeaning . Literature/Socraticllnner-OuterCircles. Strand:Reflectontext featuresthataffect . LiteratureLogsunderstanding . GraphicOrganizers. Strand:Reflectonselfasareader

::;) constructingmeaningfromtexts. Strand:Reflectontherequirementsof thew readingtaskandstrategiesfor completingt::

the readingtask-oJazi5ifja:

A+ ColleaeReadv/Lavinathe Foundation

To be added

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6


ResourcesandStrategies I = Introduced Benchmarked MasteredCHUNK1(Weeks1-12) T =Tauoht

ACOS7 HoltElementsofLiterature-SixthCourseWriteforavarietyofpurposes,includingcriticalessaysonliterarytopics,collegeapplicationessays,resumes. Collection1- WritingWorkshop:Writinga. Editingdraftsforappropriatestyle DescriptiveEssay,pp.679-683;WritingMini-. Developingan effectivevoicesuitablefor Workshop:AnalyzingLiterature,pp.739-742;

audienceand purpose WritingMini-Workshop:Writinga BiographicalNarrative,pp.813-815;WritingMini-Workshop:

ACOS 8 Analyzinga Novel,pp.870-877;HoltAssessment::Demonstrateappropriateuse of ellipses,parentheses, Writing,Listening,and Speaking,pp.52, 19-21,56hyphensandsuspendedhyphens,hyphenationof number- Collection 2 - WritingWorkshop:Reportingand-nounmodifiers,slashes,and use of commaswith LiteraryResearch,pp.240-259;Workshopsubordinateclausesand nominativeabsolutes. Resources:Writing,Listening,and Speaking,pp. 9-

16;Holt Assessment::Writing,Listening,andBCSEnhancedACOS Speaking,pp.7-11Use an abbreviatedwriting processto write an essay in Collection 3 - WritingWorkshop:Analyzingtimed and un-timedsituations Literature,pp.542-559;WorkshopResources:

Writing,Listening,and Speaking,pp. 23-29; HoltUse a varietyof pattemsto organize informationin multi- Assessment:Writing,Listening,and Speaking,ppparagraphwritings 12-14

Collection 4 - WritingWorkshop:Writinga LiteraryUse effectivevoicesuitable for audienceand purpose Essay,pp. 684-691;WorkshopResources:Writing,

Listening,andSpeaking,pp.36-43; HoltUse a varietyof sentencepattems Assessment:Writing,Listening,and Speaking,pp.

15-18

Proofreadand correcterrors in sentencestructure,content, Collection 5 - WritingWorkshop:Writingaand organization ReflectiveEssay,pp.856-863;Workshop

wResources:Writing,Listening,and Speaking,pp.

Use self-monitoringand peer/teacherfeedbackto assess 23-29; HoltAssessment:Writing,Listening,andC) progressin written expression Speaking,pp. 19-22:z:s Collection6- WritingWorkshop:ComparingandQ Understandandemploystructuralelementsoftexts ContrastingLiterature,pp.1002-1009;Holt:z<C Assessment:Writing,Listening,andSpeaking,pp.C) Applyprinciplesofgrammar,mechanics,andusagein 23-26:zE writing,speakingand presenting.a:: GlencoeWriter's Choice-Level 12;:

Constructdescription,narration,exposition,persuasion,andargumenteffectively T.E. Weekly Planner Section

Week 1, PersonalWritingand Partsof Speech,pp.Edit formaland informallanguageappropriately 4-15 (PersonalWriting);pp.431-436(Partsof

Speech)Correcterrors in sentencestructure,content,and Week 2, PersonalWritingand Partsof Speech,pp.organization 16-19(PersonalWriting);pp.458-466(Partsof

Speech)

Writeexplicitsupportingdetails Week 3, PersonalWritingand Partsof SpeechReview,pp.36-49(PersonalWriting);pp.467-482

Writeexplicitexplanationsandcauses (Partsof Speech)Week 4, The EnglishLanguage,pp.755-769

Edit andarrangethe partsof a sentenceappropriately Week 5, The WritingProcessand Partsof theSentence,pp.52-63(TheWritingProcess);pp.485-493(Partsof the Sentence)Week 6, The WritingProcessand Partsof theSentence,pp.64-81(TheWritingProcess);pp.494-509(Partsof the Sentence)Week 9, UsingDictionaries,Vocabulary,andSpelling,pp. 780-783(UsingDictionaries);pp. 794-799 (Vocabulary);pp. 798-803(Spelling)

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10/23/08High SchoolEnglishLanguageArts SuggestedPacingChart- Grade 12



7


CHUNK 1 (Weeks1-12) T = Tauaht

BCSEnhancedACOS GlencoeWriter'sChoice-Level 12Edit verbs/verbforms

T.E. Weekly Planner SectionEdit punctuationand capitalization Week 10, TIME:Facingthe BlankPage,

DescriptiveWriting,and Clausesand SentenceEdit parallelismerrors in phrasesand clauses Structure,pp. 109-119(Facingthe BlankPage); pp.

122-125(DescriptiveWriting);pp. 533-536Edit verb tenseshiftswithin paragraphs (Clausesand SentenceStructure)

Week 11, DescriptiveWriting,andClausesandApply subject-verbagreementwith indefinitepronouns SentenceStructure,pp. 132-143(Descriptive

Writing);pp. 537-559(Clausesand SentenceUse parallelstructurewith verbals Structure)

Week 12, DescriptiveWriting,andDiagrammingUse and appropriatelyedit the partsof sentencesincluding Sentences,pp. 144-159(DescriptiveWriting);pp.compoundsubjects,compoundpredicates,subject-verb 561-569(DiagrammingSentences)agreement,verb forms,collectivenouns Week 13, NarrativeWritingandVerb Tenses,

Voice,and Mood,pp. 162-175(NarrativeWriting);Use the writingprocesswhere composingvariousforms of pp. 571-582(Tenses,Voice,and Mood)written expression Week 14, NarrativeWritingandVerb Tenses,. Prewriting(choosingtopic,developing Voice,andMood,pp.176-187(NarrativeWriting);

wordltopicbanks) pp.583-591(Tenses,Voice,andMood). Drafting(focusingonpurpose) Week15,NarrativeWritingandVerbTenses,. Revising(clarifyingthemeaningaltera teacher Voice,andMoodReview,pp.188-205(Narrativeconference) Writing);pp.592-597(Tenses,Voice,andMood). Editing(Makingneededcorrections) Week17,ExpositoryWritingandSubject-Verb

w . Publishing(sharingorally, makingroom Agreement,pp.208-229(ExpositoryWriting);pp.C)

displays) 601-608(Subject-VerbAgreement)«:::0 Week18,ExpositoryWritingandSubject-VerbC)Agreement,pp.230-251(ExpositoryWriting);pp.z

:5 609-613(Subject-VerbAgreement)c

Week20,ExpositoryWritingandSubject-Verbz« AgreementReview,pp.252-267(ExpositoryC)z Writing);pp.614-619(Subject-VerbAgreement)i=

Week21,PersuasiveWritingandUsingPronouns0:::!: Correctly,pp.270-287(PersuasiveWriting);pp.

621-626(UsingPronounsCorrectly)Week22,PersuasiveWritingandUsingPronounsCorrectly,pp.288-305(PersuasiveWriting);pp.627-629(UsingPronounsCorrectly)Week24,PersuasiveWritingandUsingPronounsCorrectlyReview,pp.306-317(PersuasiveWriting);pp.630-645(UsingPronounsCorrectly)Week31,TroubleshooterandCapitalization,pp.380-396(Troubleshooter);pp.691-699(Capitalization)

Strateaies

. RAFT. Previewing. Visualizing. Semanticmapping. DialecticalJournal. AssertionJournal. ThinkAloud. Comparativegenreessay. Researchpaper




8


CHUNK1(Weeks1-12) T =Taught

BCSPre-AP@ Seeprevioussection

Writeliteraryanalysesthatexplainhowwritersusestylistictechniquestoconveymeaningortheme

Writeliteraryexplicationessaysusinga passageof literaturetoexaminethemethodsusedbytheauthortodeliverhismessageto thereader. Focusexplicitlyontheoriginaltextitselfwithout

addingtextorauthorbackgroundcomments. Include:Paragraph1-lntroductionlThesisParagraph;Paragraph2- Analysisof 1stliterarydevice;Paragraph3- Analysisof 2ndliterarydevice;Paragraph4- Analysisof 3rdliterarydevice;and Paragraph5 - Conclusion

AHSGE

LI-1 Identifycorrectnounforms( plural andsingular)LI-2 Identifycorrectverb formsL1-3 recognizesubject-verbagreementLI-4 Recognizepronoun-antecedentagreementin numberand genderLI-5 Identifycorrect pronouncaseLlI-1 Usewords that createclarity,precision,andvividdescription

w LlI-2 Use formaland informallanguageappropriatelyC)<

ColleqeBoard@::::IC)

Engageideas andaudiencesthroughtextz:5 . Strand:Writingtodiscoverandlearnc . Strand:Developingexpositorytextsz< . Strand:DevelopingliterarytextsC)z . Strand:SituatingtextsEa: Presenttechnicallysoundtexts. Strand:Conventions,grammar,andusage. Strand:Stylisticconventions




9


ResourcesandStrategies I = Introduced Benchmarked MasteredCHUNK1(Weeks1.1i) T - Tauaht

ACOS10 HoltElementsofLiterature- SixthCourseUsetheresearchprocesstomanage,document,organize,andpresentinfonmationtosupportathesisonateacher-approvedtopicof Collection1-N/Astudentinterest. Collection2- ListeningandSpeakingWorkshop:

Examples:literarytopic,careerstudy,historicalresearch PresentingLiteraryResearch,p.260;Workshop. Editingdraftstoavoidplagiarism Resources:Writing,Listening,andSpeaking,pp.17.22;HoltAssessment::Writing,Listening,andSpeaking,p.40

BCSEnhancedACOSConductindividualresearchusingallaspectsoftheresearchprocess. Collection3- NA. Managinginformation(Examples:locating,selecting, Collection4- NA

retrieving,evaluating) Collection5- N/A. Documentinginformation(Example:correctuseof Collection6-N/Acopyrightedmaterials). Organizinginfonmation(Examples:presentation GlencoeWrites Choice- Level12method,followingastylesheet)

:5 . Presentinginformation(Examples:theI-Searchpaper, T.E.WeeldyPlannerSectiona

acareer-searchpaper) Week9,UsingDictionaries,Vocabulary,andSpelling,pp.a5 780-783(UsingDictionaries);pp.785-792(Vocabulary);0z: Useavailabletechnologytoworkcollaborativelyincoursesandon pp.794-799(Spelling)4(

projectswithpeersinotherEnglishlanguageartsclassroomswithin Week16,LibraryResourcesandElectronicResources,pp.:I:andoutsideof theschooldistrict. 775-782(LibraryResources);pp.771-778(Vocabulary);

Lti pp.870-889(ElectronicResources)V) Usetheresearchprocesstoorganizedatatosupporta thesis Week25,ResearchPaperWritingandUsingModifiersw Correctly,pp.320-329(ResearchPaperWriting);pp.647-a::

Useparaphrasinganddocumentationofsourcestoavoidplagiarism 654(UsingModifiersCorrectly)Week26,ResearchPaperWritingandUsingModifiers

Useeffectivereadingandresearchstrategiestodevelopskillssuch Correctly,pp.330-339(ResearchPaperWriting);pp.655-asnotetaking,paraphrasing,textsummarization,quoting,and 663(UsingModifiersCorrectly)documentationforresearch Week27,ResearchPaperWritingandUsingModifiers

CorrectlyReview,pp.340-353(ResearchPaperWriting);Demonstrateethicaluseof research pp.664-669(UsingModifiersCorrectly)

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

ACOS11 HoltElementsofLiterature-SixthCourseCritiquevisualcommunicationforeffectiveness.

Examples:films,advertisements Collection1-NA. UsingavailabletechnologyforvariouscommunicationCollection2-ListeningandSpeakingWorkshop:purposes,includingmultimediapresentations PresentingLiteraryResearch,p.260;Workshop

Resources:Writing,Listening,andSpeaking,pp.17-22;z: ColieaeBoard@ HoltAssessment::Writing,Listening,andSpeaking,p.400 Interpretandanalyzethecommunicationcontext Collection3-ListeningandSpeakingWorkshop:Reciting. Strand:Purpose,audience,andcontext Literature,pp.550-551;WorkshopResources:Writing,(..) Presenttechnicallysoundtexts Listening,andSpeaking,pp.30-35;HoltAssessment:Z . Strand:Conventions,grammar,andusage Writing,Listening,andSpeaking,p.44:;)::::s . Strand:Stylisticconventions Collection4- ListeningandSpeakingWorkshop:::::s Presentinga LiteraryResponse,pp.44-49; Holt0(..) Assessment:Writing,Listening,andSpeaking,p.48-J Collection5 - ListeningandSpeakingWorkshop:4(:;) "PresentingaReflection",p.864;WorkshopResources;V)

Writing,Listening,andSpeaking,pp.57-60;Holt:>0 Assessment:Writing,Listening,andSpeaking,pp.19-22z: Collection6 - NA4(-J

0

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10/23/08High SchoolEnglishLanguageArts SuggestedPacingChart- Grade12


TeacherName School Classtitle/Period Room#_

10

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

CHUNK2 (Weeks13-16) T =Taught

ACOS2 HoltElementsofLiterature-SixthCourseReadwithcomprehensionavarietyofinformationalandfunctionalreadingmaterials,includingcomparingbiasand Collection7- "TheModemWorld:1900to thepersuasivetechniquesinpassages. Presenr(timeline;politicalandsocialmilestones;

Examples:biasandpersuasivetechniques- introductiontotheliteraryperiod));TheModemtransference,bandwagon,snobappeal,experttestimony World:1900tothePresent(informational. Recognizingfaultylogicororganization nonfiction); "TheHollowMan"(poem);"Onthe. Analyzingcharts and tablesfor conclusions Bottomfrom SurvivalinAuschwitz"(memoir);

"from Nighf (memoir);"Blood,Sweat,andTears"BCSEnhancedACOS (speech);"In the Shadowof War"(shortstory);Analyze,and critiqueauthor's useof literaryand rhetorical "Shakespeare'sSisterfrom A Roomof One's Own"

devices, languageand style (i.e. language,imagery,syntax, (essay);"No Witchcraftfor Sale" (shortstory);"Thediction, rhetoricalquestion,repetition,parallelism,and SecondComing"(poem);"Araby"(shortstory);analogy) "Fem Hill" (poem);"Do Not Go GentleintoThat

Good Nighf (poem);"Gamesat Twilighf (shortAnalyze informationaland functionalreadingmaterialsto story);"from the UniversalDeclarationof Humanconnecttext ideas and themesto other texts, to self, and to Rights"(politicalstatement);"from The Questionofthe world. SouthAfrica"(speech);"from Towardsa True

Refuge"(speech)Evaluatethe strengthof an argumentthroughanalysisof Media (AudioCD Library)Discs20-27A;Visualpropaganda Connections:VideoProgramon DVD,Segments6,

10,and 11; FineArt Transparencies,15,16,17,andAnalyzedifferencesin rhetoricaldevices, languageusage, 18

and style elementsof variousmodem authors TextbookResources- The Holt Reader; pp.247-340;The HoltAdaptedReader,pp. 132-157;HoltReadingSolutions,pp.161-211; Resourcesfor

w Teaching AdvancedStudents,pp.199-216;a: VocabularyDevelopment,pp.45-61;Holt:;)

Assessment:Literature,Reading,and Vocabulary,

w pp. 36-57t: Skills - evaluatethe philosophical,political,....Ja religious,ethical,andsocial influencesof az

historicalperiod;analyzefiguresof speech,Callusion,pointsof viewon a topic, memoir,theme,

a: irony,satire,epiphany,flashback,magicrealism,paradox,foreshadowing,extendedmetaphor,lyricpoetry;compareand contrastworksfrom differentliteraryperiods;make inferencesaboutthemeandcharactermotivation;comparemain ideasacrosstexts;evaluatehistoricalcontextandan author'sbeliefs;identifylanguagestructuresand politicalinfluences;make,modify,and reviewpredictions;compareand contrastaspectsof a story;analyzepointof view; usesynonymsand antonyms;completeword analogies;understandetymologies;analyzeand findcontextclues;analyzestrategiesused by differentformsof media;prepareapersuasivespeech

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HighSchoolEnglishLanguageArts SuggestedPacingChart- Grade 12Dr. SandraC. Harrell,Director


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

CHUNK2 (Weeks13-11'» T =Taught

BCSEnhancedACOS HoltElementsofLiterature-SixthCourseAnalyzecharacteristicsofgenre

Assessment- One-StopPlannerwithExamView;Makeinferencesaboutcharactersandtheirmotives HoltAssessment:Literature,Reading,and

Vocabulary,pp.288-415Analyzeanduseanalogies

StrateaiesOrganizestepsofa processandothersequences . CloseReadingAnalyzesupportingevidenceofexplicitandimplicitcauses . Jigsawforeffects,actions,events,andbehaviors . K-W-L. InteractiveReadingGuideBCSPre-Al@ . AnticipationGuideManipulatetherhetoricalrelationshipamongspeakers, . GuidedReadingaudiences,subjects,andcontextsthroughthetraditional . Wordmapsandvocabularyfilesappealsof logos,ethos,andpathos . SkimmingandScanning

Analyzeandsupportthecommunicationintentionoraimof. SOAPStone

rhetoric . Markingthetext. Chunkingthetext

Analyzevisualrhetoricsuchassymbols,graphics,film,art,. Fishbowl

etc.toprintedrhetoric . Think-Pair-Share. ListeningactivelyAnalyzethesignificanceofthevoiceofthespeaker/narrator . TP-CASTTto theaudience,purpose,andcontextofthetext . T-ChartforCharacterAnalysis. Literary3X3(threesentenceplotAnalyzetheeffectsofpersonalandculturalinfluencesonthe summary)

w worksofwriters . Somebody-Wanted-But-Soa::::I . Literature/Socrati<:Jlnner-OuterCirclesApplyclosereadingstrategiestoprose . LiteratureLogsw . RhetoricalTrianglet:... Distinguishbetweendirectaddressand indirectaddress . Jolliffe'sRhetoricalFrameworka throughanalysisoftheaudiencez: . GraphicOrganizersCAnalyzethepurpose,audience,andcontextofworksof

. AP@ EnglishRetiredQuestionsa:

variousauthorsand genres

Analyzethe rhetoricof drama,poetry,and prose

Write timed analysesof worksof various lengthsandgenresin stylisticallyand grammaticallycorrectsentences

Analyzefigurativelanguage,diction,symbolism,syntax,irony,connotation,denotation,imagery, shift, and tone inmajorworks from historical literaryperiods

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CHUNK2 (Weeks13-16\ T =Taught

Literaryterms: Seeprevioussection. OttavaRima. Oxymorom. Pastoral. Renaissance. SpenserianStanza. TerzaRima. Villanelle

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

ColieaeBoard@Respondtotextsandputtextsincontext. Strand:Connectingthetexttopersonal

experience. Strand:Connectingthetexttosubjectmatterknowledge. Strand:Connectingthetexttoworldknowledge

w . Strand:Analyzingresponsestotexts0:: Interpretandanalyzethecommunicationcontext::;) . Strand:Purpose,audience,andcontextw Interpretandanalyzetextelementsandstructurest:: . Strand:Elementsandconnectionsin...J(3 expositorytextszi5 . Strand:Elementsandconnectionsin

literarytexts0::

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CHUNK2 (Weeks13-16) T = Tauqht

ACOS 9 Holt Elementsof Literature-SixthCourseRevisedraftsto increasesentencecomplexity.

Examples: expanding word choice by using phrases, Collection 7 - WritingWorkshop:Presentingandincluding verbals; combining short sentences to form AnalyzingSpeeches,pp. 1352-1354;Workshopcomplexand compoundsentences Resources:Writing,Listening,and Speaking,pp.

77-79;HoltAssessment::Writing,Listening,andBCSEnhancedACOS Speaking,pp. 59-60Use a varietyof patternsto organizeinformationin multi-paragraphwritings GlencoeWriter's Choice-Level 12

Developan effectivevoicesuitable for audienceand purpose T.E. Weekly Planner SectionWeek 29, SentenceCombiningand Usage

Use a varietyof sentencepatterns Glossary,pp. 356-367(SentenceCombining);pp.671-681(UsageGlossary)

Writeeffectivelyin the four modesof writing Week 30, SentenceCombiningand UsageGlossaryReview,pp.368-377(Sentence

Proofreadand edit languagefor sentencestructure,content, Combining);pp. 682-689(UsageGlossary)organization,and spelling Week 33, BusinessandTechnicalWritingand

Punctuation,Abbreviations,and Numbers,pp.405-Writeanalysesof cross-contentlcross-culturefictionand non- 413 (BusinessandTechnicalWriting);pp.709-727fiction (Punctuation,Abbreviations,and Numbers)

Week 34, BusinessandTechnicalWritingandDeterminetopic relevancefor specificaudiencesand Punctuation,Abbreviations,and Numbers,pp. 414-purposes 424(TechnicalWriting);pp.714-727(Punctuation,

Abbreviations,and Numbers)Understandand appropriatelyedit formaland informal Week 34, BusinessandTechnicalWritingand

w language Punctuation,Abbreviations,and NumbersReview,C)

pp. 425-429(TechnicalWriting);pp. 728-751«;:) Edit for sentenceclarity,expression(preciselanguage)and (Punctuation,Abbreviations,and Numbers)C)z effectiveness:sc

Useself-monitoringandpeer/teacherfeedbacktoassessz«

progressinwrittenexpressionC)zEex:3:




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CHUNK2 (Weeks13-16) T =Taught

AHSGE StrateaiesLI-6identifycorrectpronounuseLI-7Identifyeffectiveuseofvoice . RAFTL1-8determinecorrectplacementofmodifiers . SemanticmappingLI-5Identifycorrectpronouncase . DialecticalJoumalLlII-1Correctrun-onsentences,sentencefragments.and . AssertionJoumalcommasplices. . ComparativegenreessayLlII-2Correctsentencesthatlackintemalparallelism . ResearchpaperLlV-1Demonstratecorrectuseofcapitalization . PredictingLlV-2Demonstratecorrectuseofcommas . SummarizingLlV-3Demonstratecorrectuseofa semicolonanda colonLlV-4Demonstratecorrectuseofquotationmarksand

. Underliningunderlining

. NotetakingLlV-5Demonstratecorrectuseoftheapostrophe

. Outlining

LV-1Demonstratelogicalprogressionandcompletenessof. Classifying

paragraphs

ColieaeBoard@Interpretandanalyzethecommunicationcontext. Strand:Purpose,audience,andcontextInterpretandanalyzetextelementsandstructures. Strand:Elementsandconnectionsin

expositorytexts. Strand:Elementsandconnectionsinliterarytexts

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PresenttechnicallysoundtextsEa:= . Strand:Conventions,grammar,andusage:= . Strand:Stylisticconventions

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CHUNK2 (Weeks 13-16) T =Taught

ACOS10 HoltElementsofLiterature-SixthCourseUsetheresearchprocesstomanage,document,organize,andpresentinformationtosupportathesisona teacher- N/Aapprovedtopicofstudentinterest.

Examples:literarytopic,careerstudy,historicalresearch GlencoeWriter'sChoice-Level12. Editingdrafts to avoid plagiarism

5 T.E. Weekly Planner SectionCJ BCSEnhancedACOS Week 28, StudySkillsand EssayTests and

Use paraphrasingand documentationof sourcesto avoid StandardizedTests, pp.801-806(StudySkills);pp.Qz plagiarism 808-843(EssayTests and StandardizedTests)<

Demonstrateethicalusageof research:I:u0::U5 ColieaeBoard@V)

Conductresearchandgatherinformationw0:: . Strand:ResearchDesign

PlanandorganizeresearchFormulatequestions;identifysourcesUnderstandplagiarismUnderstandtheethicsofwritingDeveloppointofview

ACOS12 HoltElementsofLiterature-SixthCourseEvaluateoralpresentationskillsofselfandothersforeffectiveness. Collection7-ListeningandSpeakingWorkshop:

Examples:lectures,speeches,debates PresentingandAnalyzingSpeeches,pp.1352-1354;MediaWorkshop:AnalyzingandUsing

ACOS13 Media,pp.1344-1351;WorkshopResources:Analyzenonprintmediaforuseofpropaganda. Writing,Listening,andSpeaking,pp.77-79,86-87;

Examples:films,televisionadvertisements,speeches HoltAssessment::Writing,Listening,andSpeaking,pp.59-62

ColieaeBoard@Interpretandanalyzethecommunicationcontext GlencoeWriter'sChoice-Level12. Strand:Purpose,audience,andcontextPresenttechnicallysoundtexts T.E.WeeklyPlannerSection

z . Strand:Conventions,grammar,andusage Week20,ListeningandSpeaking,pp.845-8530Strand:Stylisticconventions Week24,ViewingandRepresenting,pp.855-864i= .

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

CHUNK3 (Weeks17-18\ T = Taught

END OF COURSEASSESSMENTS ReviewCHUNKS1 and2

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CHUNK3 (Weeks 17-18) T =Taught

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10/23108HighSchoolEnglishLanguageArts SuggestedPacingChart-Grade 12


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