Unit one’s theme is “The Dead.” Students explore the role of death in literature. Students compare and contrast ways the death and dying is experienced around the world. Evidence based writing will focus on explaining how different people and characters react to and cope with the threat of and/or the vent of death. There are additional thematic resources available in the CCSD curriculum portal. All units focus primarily on the reading standards. Teacher will find, however, there are logical extensions to be made in order to integrate all standards. Use EdConnect resources to support your instruction Priority Standards: RL.10.1 RL.10.2 RL.10.3 RL.10.5 RI.10.1 RI.10.2 RI.10.4 W.10.2 W.10.4 W.10.5 W.10.9 W.10.10 L.10.4 English II Pacing Calendar September 2018 Monday Tuesday Wednesday Thursday Friday 3 4 5 6 7
See learning plan (unit plan two) Paired text: Lyndon Baines Johnson’s 1964 State of the Union speech See learning plan (unit plan two) November 2018 Monday Tuesday Wednesday Thursday Friday 1 2 RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Anchor text: “The War We Haven’t Won Yet” (Anna Quindlen) RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences from the text. RI.10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Anchor text: “The War We Haven’t Won Yet” (Anna Quindlen) Paired text: Lyndon Baines Johnson’s 1964 State of the Union speech See learning plan (unit plan two)
organization, and analysis of content. Anchor text: The Grapes of Wrath- introduction (see novel guide) and appendix materials available. Focal scenes highlighted Focal scene #1: Chpt. 1 p. 1-4 Focal scene #2: Chpt. 2 p. Anchor text: The Grapes of Wrath Focal scene #3: Chpt. 4 p. 17-30 19 20 21 22 23 RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. W.10.2 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. Anchor text: The Grapes of Wrath Focal scene #5: Chpt. 8 p. 67-85 RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. W.10.2 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. Anchor text: The Grapes of Wrath RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences from the text. RL.10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. W.10.2 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. Anchor text: The Grapes of Wrath Focal scene #5: Chpt. 8 p. Thanksgiving Schools Closed Thanksgiving Schools Closed
Students examine the ideas of fate and free will, as portrayed in classics and/or modern texts. Students analyze the use of rhythm, punctuation and imagery to convey motives, thoughts and feelings of characters. Evidence based writing focuses on arguing whether fate or free will played a role in the outcome of an event. Anchor text: “The Other Wes Moore” by: Wes Moore These text sets will examine the effect of poverty, race, and education on a person’s life expectancy, life quality, and outcome? All focus primarily on the reading standards. Teacher will find, however, there are logical extensions to be made in order to integrate all standards. Use EdConnect resources to support your instruction Priority standards: RL.10.1 RL.10.2 RL.10.7 RI.10.1 RI.10.2 RI.10.3 RI.10.6 W.10.1 W.10.4 W.10.5 W.10.7 W.10.8 W.10.9 W.10.10 January 2019 Monday Tuesday Wednesday Thursday Friday 31 1 2 3 4 Winter Schools Closed Winter Break Schools Closed Unit three introduction: Fate or Free Will? RI.10.6 Determine an author’s of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.10.1 Cite strong and thorough textual evidence to support analysis of what RI.10.6 Determine an author’s of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Anchor text sets: “Troubling Statistics for African RI.10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Anchor text sets: “Troubling Statistics for African Americans Males in the Classroom” and “The Way Out of the Black Poverty Cycle” See Unit 3 plan
which the points are made, how they are introduced and developed, and the connections that are drawn between them. Anchor text: The Other Wes Moore scene 2: Chapter 3-4 or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Anchor text: The Wes Moore scene 2: Chapter including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Anchor text: The Wes Moore Focal scene 2: Chapter 3-4 the points are made, how they are introduced and developed, and the connections that are drawn between them. Anchor text: The Other Wes Moore Focal scene 2: Chapter 3-4 connections that are drawn between them. Anchor text: The Wes Moore Focal scene 2: Chapter 3-4 February 2019 Monday Tuesday Wednesday Thursday Friday 1 All Day PD 4 5 6 7 8 RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.10.3 Analyze how the author unfolds an analysis or series of ideas or events, RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.10.3 Analyze how the author unfolds an RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.10.3 Analyze how the author unfolds an analysis or series of ideas or events, RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.10.3 Analyze how the author unfolds an analysis or series of ideas or events, RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.10.3 Analyze how the author unfolds an analysis or series of or events, including the order in which the points are made, how they are introduced
10.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). First week should highlight Novel Guide Appendix A-J. Anchor text: Hamlet indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). First week should highlight Novel Guide Appendix Anchor text: Hamlet analysis, analytical; advocate, advocacy). First week should highlight Novel Guide Appendix A-J. Anchor text: Hamlet Anchor text: Hamlet 25 26 27 28 29 RL 10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Anchor text: Hamlet Act I Scene 1. See novel guide. Text dependent questions and evidence based answers embedded. RL 10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. W.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Anchor text: Hamlet (see novel guide) Focal scene- Act I Scene 2 RL 10.2 Determine a or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Anchor text: Hamlet Act I Scenes 3 and 4 RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. W.10.1 arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Anchor text: Hamlet Act I Scene 5 (focal scene) RL 10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Anchor text: Hamlet Act I recap, Act II Scene 1 (may want to begin scene two (very long)
TDQ/evidence based answers Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Act III Scene 4 (focal scene) See page 19 of novel guide focal scene and TDQ/ evidence based answers Act III Scene 4 See page 19 of novel guide focal scene and TDQ/ evidence based answers. Discussion task: Students will pair up and read the dialogue between Gertrude and Hamlet. Students will then compose a BCR explaining the tension between Hamlet and Gertrude and then discuss their responses. 15 16 17 18 19 RL 10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Read Act IV Scene 5 RL 10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Read Act IV Scenes 6 and 7 RL 10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. W.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Write a summary of act four. See novel guide for additional resources and question stems. RL 10.2 Determine a or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. W.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Write a summary of act four. See novel guide for additional resources and question stems. Spring Schools Closed
RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Three Maus: Chapter 5, pages 107-127 RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences from the text. Four Maus: Chapter 6, pages 130-159 analysis of what the text says explicitly as well as inferences from the text. Four Maus: Chapter 6, pages 130-159 analysis of what the text says explicitly as well as inferences from the text. Five Night: pages 3-12 Students human atrocities, from slavery to genocide to Hiroshima, exploring the question of “how could we do this to each other?” Examining fictional and factual texts, art, music and memorials, students face the facts. Evidence based writing focuses on creating narratives that depict real or imagined atrocities or large-scale injustices. Anchor text sets: “The Perils of Indifference” Wiesel “Night”- Wiesel “Maus” - Spiegelman There are a variety of text sets that coincide with the unit’s theme. The anchor and close reading texts must be read with the others available as supplements. All units focus primarily on the reading standards. Teacher will find, however, there are logical extensions to be made in order to integrate all standards. Use EdConnect resources to support your instruction Priority standards: RL.10.1 RL.10.2 RL.10.3 RL.10.6 RI.10.1 RI.10.2 RI.10.7 June 2019 Monday Tuesday Wednesday Thursday Friday