camden city school district€¦ · web viewthe harlem renaissance. students create charts to list...

District Office Pacing Calendar 2017-2018ENGLISH III

January 2018

Monday Tuesday Wednesday Thursday Friday

1 New Year’s Day- No School

2

UNIT III BEGINS

Mid-year post –break classroom norm and culture of learning reset.

Introduction of terms/elements and historical background of

The Harlem Renaissance. Students create charts to list prior knowledge regarding icons or legends from that time period. Students make predictions about the kinds of texts we will explore for this time period.

RI.11.4

3



RI.11.4

4



RI.11.4

5

DOQ 3.1 Window Opens. Test ID: 135400

FIRST READ – DUST TRACKS ON A ROAD - HURSTON

Students do a first read. Teacher orchestrates stops in key areas of the text to check for understanding.

Teacher chunks part of the text to demonstrate UNIT’S focus on the Harlem Renaissance/the 20th century outlook for the modern man and his struggles.

OR

See page 9 & 10 in the Eng. III Unit 3 plan for additional text options.

Leveled literacy libraries- station/center workRI.11.1, RI.11.2, RI.11.4, RI.11.6

8Interim II Assessment Window Opens

FIRST READ – DUST TRACKS ON A ROAD - HURSTON

Students do a first close read. Teacher orchestrates stops

9

2nd/3rd READ – DUST TRACKS ON A ROAD - HURSTON

Students do a second read accompanied by an assignment instructing them to identify AND analyze the author’s

10

2nd/3rd READ – DUST TRACKS ON A ROAD - HURSTON

Students do a second read accompanied by an assignment instructing them to identify AND analyze the author’s

11

3rd READ – DUST TRACKS ON A ROAD - HURSTON

Students do a third read accompanied by an assignment instructing them to answer Unit plan Phase III: Digging Deeper: Analyzing and

12

1st /2nd READ – HARLEM by LANGSTON HUGHES

Students read this short poem by Hughes and dare to answer the question posed in this poem – What happens to a dream deferred? Open


in key areas of the text to check for understanding. See Unit Plan Phase I questions on page 3.

OR



point of view, literary style and use of language. See Unit Plan Phase II: Determining the Author’s Central Ideas (RI.11.2) questions. See page 4 of the curriculum unit plan.

OR



point of view, literary style and use of language. See Unit Plan Phase II: Determining the Author’s Central Ideas (RI.11.2) questions. See page 4 of the curriculum unit plan.

OR



Evaluating the Author’s Structure (RI.11.5) questions. See page 4 of the curriculum unit plan.

OR



class discussion. Students examine the style and words at use by Hughes – explicit/implicit meanings

OR



15

Martin Luther King Jr. Day

No School

16

3rd READ – HARLEM by LANGSTON HUGHES

Students read this short poem by Hughes and dare to answer the question posed in this poem – What happens to a dream deferred? Open class discussion. Students examine the style and words at use by Hughes – explicit/implicit meanings

RI.11.1, RI.11.2, RI.11.4, RI.11.6

OR


17

Writing Workshop

Writing effective ARGUMENTATIVE ESSAYS. Strategies for the AE.

What does the ‘modern’ man want? What is man’s constant struggle despite the era? Who are the lost/forgotten?

W.11.4, W.11.5, W.11.9

18

DOQ 3.2 Window Opens. Test ID 135421

Writing Workshop



W.11.4, W.11.5, W.11.9

19 DOQ 3.1 Window Closes

DOQ 3.2 Window Opens. Test ID 135421

Review/Reteach DOQ 3.1 standards

Writing Workshop



W.11.4, W.11.5, W.11.9


22

Interim II Assessment Window Closes

Writing Workshop



Leveled literacy libraries- station/center workW.11.4, W.11.5, W.11.9

23

1st READ – THE GREAT GATSBY

*emphasis on CHAP 1

Introduce Unit anchor text. Target words, stop and jots. Socratic seminar on The Great Gatsby and the American Dream.

See curriculum Novel guide for specific close reading activities and focal passages.

Leveled literacy libraries- station/center workRL.11.1, RL.11.2, RL.11.4, RL.11.6

24

1st/2nd/3rd READ – THE GREAT GATSBY *emphasis on CHAP 1

Students should engage in an initial close reading of the focal pages of Chapter One.



25


Students should complete ia 2nd or 3rd close reading of the focal pages of Chapter One. Students should complete additional text based questions and engage in evidence based discussions on Gatsby themes.



26

No School for Students

Staff Professional Learning Day

29


Target words, stop and jots. Socratic seminar on The Great Gatsby and the American Dream.


Leveled literacy libraries-

30


Students should engage in an initial close reading of the focal pages of Chapter Five


Leveled literacy libraries-

31


Students should complete a 2nd or 3rd close reading of the focal pages of Chapter One. Students should complete additional text based questions and engage in evidence-based discussions on Gatsby themes.

See curriculum Novel guide for specific close


station/center workRL.11.1, RL.11.2, RL.11.4, RL.11.6

station/center workRL.11.1, RL.11.2, RL.11.4, RL.11.6

reading activities and focal passages.


STANDARDS :

W.11.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.11.5 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.

W.11.9 Draw evidence from literary or informational text to support analysis, reflection.

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 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.

RL.11.4 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.

RL.11.6 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.

RL.12.5 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.

W.11.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.12.7. 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

W.12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. Apply grades 11–12 Reading standards to literature

W.12.10. 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.

camden city school district€¦ · web viewthe harlem renaissance. students create charts to list...

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