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). Anchor text: The Crucible Focal Scene 1: (Four Days) Introduction to Act I, pp. 3-8 (plain text) *informational text in appendix and developed). Anchor text: The Crucible Focal Scene 1: (Four Days) Introduction to Act I, pp. 3-8 (plain text) *informational text in appendix 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). Anchor text: The Crucible Focal Scene 1: (Four Days) Introduction to Act I, pp. 3-8 (plain text) *informational text in appendix text) *informational text in appendix English III Pacing Calendar October 2018 Monday Tuesday Wednesday Thursday Friday 1 2 3 4 5
days) Excerpts from Act I, pp. 8-11 and pp. 42-48 Informational Texts* Crucible Focal Scene 4 (four days) Act IV, meeting of John and Elizabeth Proctor, p. 131 to the end *Informational texts appear in the Appendix 15 16 17 18 19 RL.11.1 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. RL.11.2 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. RL.11.3 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). Anchor text: The Crucible Focal Scene 4 (four days) W.11.2 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. W.11.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Written Response to Culminating Question (Three days) W.11.2 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. W.11.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Written Response to Culminating Question (Three days) W.11.2 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. W.11.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Written Response to Culminating Question (Three days) All Day PD
29 30 31 Anchor texts: “Self-Reliance” Emerson Students experience literature and non-fiction prose from the Transcendentalists through the Civil War. Students may read short contemporary works to consider how the themes of liberty and justice live today in modern America. writing focuses on explaining how authors addressed critical questions regarding the American individual, justice, liberty, and the American promise, with a focus on examining the conflicting viewpoints that culminated in the Civil War. Priority Standards: RI 11.1 RI 11.2 RI 11.3 RI 11.9 L 11.4 W. 11.2 W 11.4 W 11.5 W 11.9 English III Pacing Calendar November 2018 Monday Tuesday Wednesday Thursday Friday 1 2
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. RI.11.3 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. Anchor text: “Self Reliance” by Emerson (see learning plan) and Holt Lit. book 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. RI.11.3 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. Anchor text: “Self Reliance” by Emerson (see learning plan) and Holt Lit. book 19 20 21 22 23 Complete writing activity (summative) 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. Complete writing activity (summative) 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. Complete writing activity (summative) CCSS.ELA-LITERACY.W.11-12.2 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. Thanksgiving Schools Closed Thanksgiving Schools Closed
Students examine twentieth century American literature, including, for example, the Harlem Renaissance and “The Lost Generation.” Students identify the alienation of the modern man and the tensions that are embedded in the modernist works, while using literary criticism to enrich their analyses of literature. writing focuses on how similar themes are developed differently in various texts and arguing which theme is conveyed in a more compelling manner. Priority standards: RL.11.1 RL.11.2 RI.11.1 RI.11.2 RI.11.5 RI.11.8 W.11.1 W.11.4 L. 11.4 English III Pacing Calendar January 2019 Monday Tuesday Wednesday Thursday Friday 31 1 2 3 4 Winter Break Schools Closed Winter Break Schools Closed Unit three starts RI.11.1 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. RL.11.4 Determine the RI.11.1 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. Anchor text: The Negro Artist RI.11.2 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. Anchor text: The Negro Artist 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.) (embedded throughout text) Anchor text: The Great Gatsby Appendix A- Introduction Appendix A- Introduction for additional information 28 29 30 31 RL.11.1 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. RL.11.2 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. RL.11.1 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. RL.11.2 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 RL.11.1 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. RL.11.2 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. RL.11.1 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. RL.11.2 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. Anchor text: The Great
Anchor text: The Great Gatsby Focal scene One: Chapter 1 (all) See novel guide summary of the text. Anchor text: The Great Gatsby Focal scene One: Chapter 1 (all) See novel guide Anchor text: The Great Gatsby Focal scene One: Chapter 1 (all) See novel guide Gatsby Focal scene Two: From middle of Chapter V (bottom of page 89) to the end of Chapter V See novel guide English III Pacing Calendar February 2019 Monday Tuesday Wednesday Thursday Friday 1 All Day PD 4 5 6 7 8 RL.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as RL.11.1 Cite strong and thorough textual evidence to support analysis of what the RL.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as RL.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as RL.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text,
how they interact and build on one another to produce a complex account; provide an objective summary of the text. Anchor text: The Great Gatsby Focal scene Four: “One of my most vivid memories…”p. 183) to the end of chapter IX 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. Anchor text: The Great Gatsby Focal scene Four: “One of my most vivid memories…” p. 183) to the end of chapter IX 18 19 20 21 22 Presidents Day Schools Closed Unit four begins RL.11.4 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.) (embedded throughout text) Anchor text: The Autobiography of Malcolm X RL.11.4 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.) (embedded throughout text) Anchor text: The Autobiography of Malcolm X (unit plan and teacher module) Vocabulary focus RL.11.4 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.) (embedded throughout text) Anchor text: The Autobiography of Malcolm X (unit plan and teacher module) Vocabulary focus RL.11.4 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.) (embedded throughout text) Anchor text: The Autobiography of Malcolm X (unit plan and teacher module) Vocabulary focus
25 26 27 28 29 Use the next to weeks to catch up on text set completion. Focus on SL, W and L standards Use the next to weeks to catch up on text set completion. Focus on SL, W and L standards Use the next to weeks to catch up on text set completion. Focus on SL, W and L standards Use the next to weeks to catch up on text set completion. Focus on SL, W and L standards Use the next to weeks to catch up on text set completion. Focus on SL, W and L standards English III Pacing Calendar April 2019 Monday Tuesday Wednesday Thursday Friday 1 2 3 4 5 Use the next to weeks to catch up on text set completion. Focus on SL, W and L standards Use the next to weeks to catch up on text set completion. Focus on SL, W and L standards Use the next to weeks to catch up on text set completion. Focus on SL, W and L standards Use the next to weeks to catch up on text set completion. Focus on SL, W and L standards Use the next to weeks to catch up on text set completion. Focus on SL, W and L standards 8 9 10 11 12 Summative writing assignment- see unit plan Summative writing assignment- see unit plan Summative writing assignment- see unit plan Summative writing assignment- see unit plan Summative writing assignment- see unit plan
Summative writing assignment: see unit plan page 1 Summative writing assignment: see unit plan page 1 Summative writing assignment: see unit plan page 1 Summative writing assignment: see unit plan page 1 Summative writing assignment: see unit plan page 1 17 18 19 20 21 Last Day of School End of unit Recap/review end of unit/year Last Day of School End of unit Recap/review end of unit/year Last Day of School End of unit Recap/review end of unit/year 24 25 26 27 28