Warren County SchoolsEnglish I Pacing Guide

English I

2013-2014

“Putting Our Children First!”

Warren County SchoolsEnglish I Pacing Guide

#Reading Informational Text RI 1-3 (20-29%)

Approximately 6 to 8 of the multiple choice items will come from these standards.1st4 ½Weeks

2nd 4 ½Weeks

3rd 4 ½Weeks

4th 4 ½Weeks

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

X X

2 Determine a central idea of a text and analyze its development over the course of the text, includinghow it emerges and is shaped and refined by specific details; provide an objective summary of thetext.

X X

3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in whichthe points are made, how they are introduced and developed, and the connections that are drawnbetween them.

X X

Reading Informational Text: RI 4-6 (20-25%) Constructed Response Items (2 -8%)**

Approximately 5 to 7 of the 27 multiple choice items will come from these standards.

4 **Determine the meaning of words and phrases as they are used in a text, including figurative,connotative, and technical meanings; analyze the cumulative impact of specific word choices onmeaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

X

5 **Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences,paragraphs, or larger portions of a text (e.g., a section or chapter).

X

6 **Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric toadvance that point of view or purpose.

X X X

7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in bothprint and multimedia), determining which details are emphasized in each account.

X

8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning isvalid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

X

9 Analyze seminal U.S. documents of historical and literary significance including how they addressrelated themes and concepts.

X X

10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexityband proficiently, with scaffolding as needed at the high end of the range.

X X X

Warren County SchoolsEnglish I Pacing Guide

#Reading Literary Text (30-34 %)

Approximately 20 to 23 questions on the EOC will come from the highlighted standards.

1st4 ½Weeks

2nd 4 ½Weeks

3rd 4 ½Weeks

4th 4 ½Weeks

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

X X

2 Determine a theme or central idea of a text and analyze in detail its development over the course of thetext, including how it emerges and is shaped and refined by specific details; provide an objectivesummary of the text.

X X

3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop overthe course of a text, interact with other characters, and advance the plot or develop the theme.

X X

4 Determine the meaning of words and phrases as they are used in the text, including figurative andconnotative meanings; analyze the cumulative impact of specific word choices on meaning and tone(e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

X X

Reading Literary Text RL5 (6-11%) Constructed Response (2-4%)**

5 **Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,parallel plots), and manipulate time create such effects as mystery, tension, or surprise.

X X X

6 Analyze a particular point of view or cultural experience reflected in a work of literature from outsidethe United States, drawing on a wide reading of world literature.

X X

7 Analyze the representation of a subject or a key scene in two different artistic mediums, includingwhat is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’sLandscape with the Fall of Icarus).

X

8 (not applicable to literature)

9 Analyze how an author draws on and transforms source material in a specific work (e.g., howShakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play byShakespeare).

X X

10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in thegrades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

X X X

Warren County SchoolsEnglish I Pacing Guide

#Writing (8-11 %)

The Common Exam for English I will have 3 constructed response (CR) items.Two will be short answer and the other an extended constructed response (ECR).

1st 4 ½Weeks

2nd 4 ½Weeks

3rd 4 ½Weeks

4th 4 ½Weeks

1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoningand relevant and sufficient evidence.

X X X

2 Write informative/ explanatory texts to examine and convey complex ideas, concepts, andinformation clearly and accurately through the effective selection, organization, and analysis ofcontent.

X X X

3 Write narratives to develop real or imagined experiences or events using effective technique,well-chosen details, and well-structured event sequences.

X X

4 Produce clear and coherent writing in which the development, organization, and style are appropriateto task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards1–3 above.)

X X

5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a newapproach, focusing on addressing what is most significant for a specific purpose and audience.

X X

6 Use technology, including the Internet, to produce, publish, and update individual or shared writingproducts, taking advantage of technology’s capacity to link to other information and to displayinformation flexibly and dynamically.

X X

7 Conduct short as well as more sustained research projects to answer a question (including aself-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;synthesize multiple sources on the subject, demonstrating understanding of the subject underinvestigation.

X X X

8 Gather relevant information from multiple authoritative print and digital sources, using advancedsearches effectively; assess the usefulness of each source in answering the research question;integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism andfollowing a standard format for citation.

X X X

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

10 Write routinely over extended time frames and shorter time frames for a range of purposes. X X X X

Warren County SchoolsEnglish I Pacing Guide

#Language (15-20%)

Approximately 4 to 5 questions will come from the highlighted standards.

1st4 ½Weeks

2nd 4 ½Weeks

3rd 4 ½Weeks

4th 4 ½Weeks

1 Demonstrate command of the conventions of standard English grammar and usage when writing orspeaking.

X X

2 Demonstrate command of the conventions of standard English capitalization, punctuation, andspelling when writing.

X X

3 Apply knowledge of language to understand how language functions in different contexts, to makeeffective choices for meaning or style, and to comprehend more fully when reading or listening.

X X

4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based ongrades 9–10 reading and content, choosing flexibly from a range of strategies.

X X

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

X

6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient forreading, writing, speaking, and listening at the college and career readiness level; demonstrateindependence in gathering vocabulary knowledge when considering a word or phrase important tocomprehension or expression.

X X X

Warren County SchoolsEnglish I Pacing Guide

#Speaking & Listening

A minimum of 3 formal presentations is a suggested expectation:(1-2) includes multimedia (1-2) focused on argument

1st4 ½Weeks

2nd 4 ½Weeks

3rd 4 ½Weeks

4th 4 ½Weeks

1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, andteacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideasand expressing their own clearly and persuasively.

X X

2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,quantitatively, orally) evaluating the credibility and accuracy of each source.

X X

3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying anyfallacious reasoning or exaggerated or distorted evidence.

X X

4 Present information, findings, and supporting evidence clearly, concisely, and logically such thatlisteners can follow the line of reasoning and the organization, development, substance, and style areappropriate to purpose, audience, and task.

X X X

5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) inpresentations to enhance understanding of findings, reasoning, and evidence and to add interest.

X

6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English whenindicated or appropriate.

X

Warren County SchoolsEnglish I Pacing Guide

Unit/Texts

1st Unit

Bolded texts

are Common

Core Text

Exemplars

Overview of All Units:Unit One: Community (Shakespeare)Unit Two: Care (empathy, sympathy, humanity)Unit Three: Zest (Culture: Author's voice, style, personal voice)Unit Four: OptimisimUnit Five: Grit (Repressed Peoples Through Poetry and Song: Irish, Native American, African­American, andAsian/Asian­American)**Recommendation: Use the first semester plan for a semester­long class. For a year­long class, use a semester­long time frame, but repeat it bothsemesters, completing semester one during the fall and semester two during the spring.

Unit One:Literary: ShakespeareSemester One: Romeo and Juliet

Semester Two: A Midsummer Night's Dream

Informational:Semester One:Biography:

“Shakespeare Biography”Authorship:

“To Be or Not to Be Shakespeare”History of Elizabethan England:

The Time Traveller's Guide to Elizabethean England“Betrothal and Wedding”“Science and Health”

Elizabethan Theatre:“Elizabethan Playhouses, Actors, and Audiences”

Sonnet Comparison:“Blason Poetry”

Sonnet 130 (without comparison):“Sonnet 130”

Film Comparison:Romeo + Juliet, by Baz Luhrman (1996)

Warren County SchoolsEnglish I Pacing Guide

Modern Romeo and Juliet:“In America; Romeo and Juliet in Bosnia”

Slam Poetry:“My Shakespeare” by Kate Tempest

Semester Two:**Below is an entire unit plan for A Midsummer Night's Dream. The recommendation is to use this unit plan as a basis for pacing, activities, andassignments. Objectives still need to be aligned to the Common Core Standards listed below.

Unit Plan:http://arapahoe.littletonpublicschools.net/LinkClick.aspx?fileticket=JDyQvLHZSOI=

Home Site (with links to multiple articles):http://researchguides.mvc.edu/content.php?pid=124302&sid=1067380

Some Recommended Articles:Unit Plan:

http://arapahoe.littletonpublicschools.net/LinkClick.aspx?fileticket=JDyQvLHZSOI=Home Site (with links to multiple articles):

http://researchguides.mvc.edu/content.php?pid=124302&sid=1067380

Time Frame(Days/weeks)

Semester—3 weeks/15 days Year—6 weeks/30 daysThe year­long time frame expresses how much time will be spent over a year on Shakespeare. However, the semester­long time frame is the one thatshould be used when planning. Shakespeare should not be covered in a 6­week chunk.

Common Core

StandardsRI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, howthey are introduced and developed, and the connections that are drawn between them.RI6:**Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point ofview or purpose. (CRI)RL3: 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.RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time andplace; how it sets a formal or informal tone).RL5: ** Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and

Warren County SchoolsEnglish I Pacing Guide

manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. (CRI)W1:Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficientevidence.W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, andaudience. (Grade­specific expectations for writing types are defined in standards 1–3 above.)W10:Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sittingor a day or two) for a range of tasks, purposes, and audiences.S/L3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning orexaggerated or distorted evidence.L4: Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on grades 9–10 reading andcontent, choosing flexibly from a range of strategies.L6: Acquire and use accurately general academic and domain­specific words and phrases, sufficient for reading, writing, speaking,and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whenconsidering a word or phrase important to comprehension or expression.

KNOW

Academic

Vocabulary

& Facts

RI: RL: WITextual Evidence Determine Write/ ReviseAnalyze/Analysis Analyze Analyze/ Scaffolding Reasoning Research ReflectSL3 LEvaluate DetermineIdentify ClarifyReasoning AcquireEvidence Demonstrate ComprehensionTier 3

RI: RL: WI:Plot Theme Argumentative WritingAuthor’s Point of View Characterization ClaimAuthor’s Purpose Plot Figurative/ ConnotativeRhetoric Motivation Word Choice Tone Tone

Warren County SchoolsEnglish I Pacing Guide

Word Choice Text Parallel Plots Non­fiction Flashbacks Mystery, Tension, Surprise Figurative/Connotative

SL3 LPoint of View VocabularyRhetoricSpeaker’s Point of ViewFallaciousExaggeratedDistorted

UNDERSTAND

Essential

Questions &

Big Ideas

Big Idea Semester 1: How does tragedy affect a community?Big Idea Semester 2: Not everything looks like what it seems.

DO

Learning

Outcomes

&

Learning

Activities

(RI3) Analyze how the author develops and reveals a series of ideas or events. (RI6) Determine an author’s point of view or purpose and analyze the rhetoric/language used to further that point of view or

purpose. (RL3) Analyze how complex characters develop over time in a text, personally, in relation to other characters, and in relation

to the plot. (RL4) Determine the meaning of both figurative and connotative vocabulary in context and determine its effect on the mood of

a text. (RL5) Analyze the effects of an author’s choice of structure in a text on the mood/tone of the story. (W1) Write arguments to support claims. (W4) Produce clear and coherent writing that is appropriate to the task, audience, and purpose. (W10) Write routinely over a period of time. (L4) Determine or clarify the meaning of unknown and multiple­meaning words. (L6) Acquire and accurately use general academic and domain­specific words in reading, writing, speaking, and listening at

the college and career readiness level; demonstrate independence in gathering vocabulary knowledge. (S/L3) Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any incorrect reasoning or

misused evidence.

Warren County SchoolsEnglish I Pacing Guide

Unit/Texts

2nd Unit

Bolded texts

are Common

Core Text

Exemplars

Literary:Semester One:Anchor Texts:

“The Scarlet Ibis” by James Hurst“The Gift of the Magi” by O. Henry

Semester Two:Anchor Texts: excerpts from Persepolis by Marjane Satrapi and The Kite Runner and A Thousand Splendid Suns by KahledHosseini

Informational:Semester One:Ronald Reagan Faux Pas:

“Remarks on Presenting the Congressional Gold Medal to Elie Wiesel and on Signing the Jewish Heritage WeekProclamation” by Ronald Reagan and Elie Wisel

“Hope, Despair, and Memory” by Elie WiselFull Text of Reagan Article

Web Resource: Papers of Princeton (Actual Paper)

Semester Two:Persepolis Non­Fiction Article:

“Defining and Redefining Culture, Gender and Genre” by Tara Ann CarterSpeech Video:

“Obama's Top 5 Greatest Speeches”Chose the one about Newtown, Connecticut

Modern Connections:

“Strike on Syria Would Lead to Retaliation on Israel” by Iran Warns

“For Afghan boys and men, kite flying is a way of life” by Kirk Semple

Warren County SchoolsEnglish I Pacing Guide

Time Frame(Days/weeks)

Semester—2 weeks/10 daysYear—4 weeks/20 days

Common Core

StandardsRI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, howthey are introduced and developed, and the connections that are drawn between them.RI4: **Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technicalmeanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opiniondiffers from that of a newspaper). (CRI)RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence isrelevant and sufficient; identify false statements and fallacious reasoning. (Informational not literary)RL3: 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.RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time andplace; how it sets a formal or informal tone).W2: Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accuratelythrough the effective selection, organization, and analysis of content.W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, andaudience. (Grade­specific expectations for writing types are defined in standards 1–3 above.)W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing onaddressing what is most significant for a specific purpose and audience.S/L1: Initiate and participate effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) withdiverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly andpersuasively.S/L5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentationsto enhance understanding of findings, reasoning, and evidence and to add interest.L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

KNOW

Academic

Vocabulary

Tier 2

RI RL WDetermine Determine WriteAnalyze Analyze Analysis

Warren County SchoolsEnglish I Pacing Guide

& Facts Evaluate ExamineAssess ProduceReasoning DrawIdentify Reflection ResearchSL LInitiate DemonstrateParticipate WriteDiscussion SpeakExpressDigital MediaPresentUnderstand

Tier 3RI RL WFigurative/Connotative Figurative/Connotative DevelopmentWord Choice Word Choice OrganizationTone Tone StyleArgument Formal/Informal PurposeClaims AudienceFallicious Reasoning ClaimsFalse Statements Evidence Planning Revising Editing Rewriting Purpose AudienceSL LPersuasive Standard English GrammarFindings CapitalizationReasoning PunctuationEvidence Spelling

Warren County SchoolsEnglish I Pacing Guide

UNDERSTAND

Essential

Questions &

Big Ideas

Big Idea: Students will understand the importance of sympathizing and empathizing with struggling members of their communities.They will also understand the importance of speaking truth to power.

DO

Learning

Outcomes

&

Learning

Activities

(RI8) Delineate and evaluate the argument and specific claims in a text, assessing the validity of the reasoning and therelevance and sufficiency of text evidence and identifying any faulty reasoning.

(RI4/RL4) Determine the meaning of figurative, connotative, and technical vocabulary in context and determine its effect onthe mood of a text.

(W2) Write to inform/explain. (W4) Produce clear and coherent writing that is appropriate to the task, audience, and purpose. (W5) Plan, revise, and edit with support. (L1) Demonstrate command of standard English grammar/usage (L2) Demonstrate command of standard English mechanics (capitalizations, punctuation, and spelling) (S/L1) Engage effectively in academic/collaborative discussions. (S/L5) Use media to express info and enhance understanding.

Argumentative Essay: “Speak Truth to Power”: What is something that you care about in your community?

Warren County SchoolsEnglish I Pacing Guide

Unit/Texts

3rd Unit

Bolded texts

are Common

Core Text

Exemplars

Unit Three:Literary:Semester One:Anchor Text: “A Very Old Man With Enormous Wings” by Gabriel Garcia Marquez

Supplementary Text: excerpts from Like Water for Chocolate by Laura Esquivel

Semester Two:Anchor Text: excerpts Wide Sargasso Sea by Jean Rhys

Supplementary Texts: excerpts from It Begins With Tears by Opal Palmer Adisa and The Brief Wondrous Life of Oscar Waoby Junot Diaz

Semester Three:Anchor Text: The Help

Supplementary Texts:Songs:

Civil Rights song and lyricsPoetry:

“We Wear the Mask,” Paul Lawrence Dunbar“Let America Be America Again,” Langston Hughes“The House of Liberty,” Joyce Brown“Strong Men,” Sterling Brown

Informational:***US documents MUST be included in semesters one and two.Semester One:Articles and Background on the Author:

“Men with Wings: One Look at Teaching Magical Realism through Gabriel García Márquez”Myth:

Demeter and PersephoneIcarus

Warren County SchoolsEnglish I Pacing Guide

Slam Poetry:“Icarus” by Kate Tempest

Semester Two:History:

“Colonial Caribbean: A Step Back in Time”Interactive History:

“What was happening in 1628 in the Caribbean Islands?”Live Science:

“How Sugar Changed the World”Literary Criticism:

“Rochester and Colonialism Article”

Semester Three:Anchor Text: Letter From a Birmingham Jail (August 1963)

Supplementary Text:Brown v. Board of Education, 1954An Inextinguishable Fire imageRosa Parks Quotes (1955); gallery walkLittle Rock Nine letter (1957)Letter to JFK (September, 1962) [pdf of letter in Google Drive]RFK: Blacks Can Wait (May 3, 1963)Telegram from Wallace to Kennedy (June 3, 1963)JFK to Wallace: You’re the Problem (June 10, 1963)Civil Rights Act of 1964

Time Frame(Days/weeks)

Semester—1.5 weeks/7 daysYear—3 weeks/14 days

Common Core

StandardsRI9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the GettysburgAddress, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themesand concepts.

Warren County SchoolsEnglish I Pacing Guide

RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a themeor topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).W3: Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details, andwell­structured event sequences.W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, takingadvantage of technology’s capacity to link to other information and to display information flexibly and dynamically.S/L2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,orally) evaluating the credibility and accuracy of each source.S/L4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the lineof reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices formeaning or style, and to comprehend more fully when reading or listening.

KNOW

Academic

Vocabulary

& Facts

Tier 2RI RL WAnalyze Analyze Write Develop Utilize Produce SL LIntegrate ApplyPresent Comprehend

Tier 3RI RL WSeminal U.S. Documents Theme NarrativeHistorical Significance Comparison Writing TechniqueLiterary Significance Contrast DetailsTheme Event Sequences Evidence Literary Informational Text SL LCredibility LanguageAccuracy StyleEvidence ConciselyLogically Line of Reasoning Organization Style Purpose Audience Task

Warren County SchoolsEnglish I Pacing Guide

UNDERSTAND

Essential

Questions &

Big Ideas

Big Idea: Students will understand the importance of cultural identities, their own and others.

DO

Learning

Outcomes

&

Learning

Activities

(RI9) Analyze how U.S. documents of historical and literary significance address similar topics/themes; compareapproaches authors take

(RL9) Analyze how an author draws on and transforms source material in a specific work (W3) Write narratives. (W6) Use technology to produce, publish, collaborative, and cite sources. (L3) Apply knowledge of style/effective language choices. (S/L2) Integrate and evaluate diverse media. (S/L4) Present findings appropriate to task, audience, and purpose.

Warren County SchoolsEnglish I Pacing Guide

Unit/Texts

4th Unit

Bolded texts

are Common

Core Text

Exemplars

Unit Four:Literary:Semester One:

Great Expectations by Charles Dickens (excerpts from)Study Guide for Great Expectations

Semester Two: The Hunger Games

Informational:Semester One:

“A Journey from Innocence to Experience”

“Newgate, London's most Notorious Prison”

Charles Dickens Biography

Victorian Crime

The Victorian Web: Social Class

Semester Two:TBD

Time Frame(Days/weeks)

Semester—3.5 weeks/17 daysYear—7 weeks/34 days

Common Core

Standards

RI1:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn fromthe text.RI2:Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and isshaped and refined by specific details; provide an objective summary of the text.RI6: **Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point ofview or purpose. (CRI)RL1:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn fromthe text.

Warren County SchoolsEnglish I Pacing Guide

RL2:Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how itemerges and is shaped and refined by specific details; provide an objective summary of the text.RL6:Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States,drawing on a wide reading of world literature.W1:Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficientevidence.W2:Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accuratelythrough the effective selection, organization, and analysis of content.S/L1:Initiate and participate effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diversepartners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.L3:Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaningor style, and to comprehend more fully when reading or listening.L6:Acquire and use accurately general academic and domain­specific words and phrases, sufficient for reading, writing, speaking,and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whenconsidering a word or phrase important to comprehension or expression.

KNOW

Academic

Vocabulary

& Facts

Tier 2RI: RL: WAnalyze Analyze AnalysisInfer Infer WriteDetermine Determine

S/L LDiscuss Apply Comprehend Utilize Demonstrate

Tier 3RI: RL: WText Evidence Cite ArgumentsSeries of Events Text Evidence Sufficient EvidenceConnections Theme Organization Informative/Explanatory Point ofViewAuthor’s Point of View Cultural Experience

Warren County SchoolsEnglish I Pacing Guide

Author’s Purpose LiteratureRhetoric

S/L LCollaborative LanguagePersuasively Meaning Style Figurative Language Word Relationships Vocabulary

UNDERSTAND

Essential

Questions &

Big Ideas

Big Idea: Students will understand the importance of maintaining a positive attitude throughout difficult scenarios.

DO

Learning

Outcomes

&

Learning

Activities

(RI1/RL1) Make inferences; cite evidence (RI2/RL2) Determine central ideas/themes; provide objective summary (RI6) Determine an author’s point of view or purpose and analyze the rhetoric/language used to further that point of view or

purpose. (RL6) Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United

States, drawing on a wide reading of world literature. (W1) Write arguments to support claims in an analysis of texts or topics, using valid reasoning and relevant and sufficient

text evidence. (W2) Write to inform/explain. (L3) Apply knowledge of style/effective language choices. (L4) Determine or clarify the meaning of unknown and Tier 2 (multiple­meaning) words. (S/L1) Engage effectively in academic/collaborative discussions.