Download Grade 11 Quarter 3 Pacing Guide

Pacing Guide: Grade 11, Quarter 3
Fiction (2 selections)
“The Notorious Jumping Frog of Calaveras County”
“The Story of an Hour”
Nonfiction (8 selections)
from “Nature”
“Of Man and the Stream of Time”
“Touching the Earth”
from My Bondage and Freedom
“An Account of an Experience with Discrimination”
from The Life and Times of the Thunderbolt Kid
“The Night the Ghost Got In”
from Dust Tracks on a Road
Poetry (18 poems)
“A Blessing”
“The Honey Tree”
“Flying at Night”
“The Peace of Wild Things”
“The Gift Outright”
“Go Down, Moses” and “Swing Low, Sweet Chariot” (spirituals)
“Lucinda Matlock” and “Richard Bone”
“Douglass”
“The Negro Speaks of Rivers,” “I, Too,” “Dream Variations,” “Refugee in America” “We Wear the Mask”
McKay, Bontemps, and Cullen : “The Tropics in New York,” “A Black Man Talks of Reaping,”
“From the Dark Tower”
Novel/Nonfiction Study
Teacher choice of genre (Pacing guide provides a suggested list of novels, drama, and nonfiction selections that are taken from Appendix B
of the Common Core State Standards document.)
Writing Portfolio: Informational/Explanatory Text*
*This portfolio writing assignment in the curriculum resources is a continuation of the former capstone writing assignment for grade 11 from quarter
two. You may still use this valid assignment, or replace it with an informational/explanatory portfolio writing piece of your choice.
COLUMBUS CITY SCHOOLS
ENGLISH GRADE 11
PACING GUIDE
Unit/Topics
1. Reading for Information;
Writing; Speaking and
Listening; Language
This informational/explanatory
writing assignment is the portfolio
writing assignment for quarter 3.
It is also part two of the senior
capstone assignment.
Prewriting
Whole class discussion
Socratic Seminar
Analysis of primary source
documents
Research
Small group discussion
Evaluating sources
Narrowing topics
Note-taking
Summarizing
Citing sources
Creating an outline
Creating and evaluating
claim statements
Supporting details
Peer review
Revision
Editing
GRADING PERIOD 3
Common Core
Periods
Textbook/Supplemental Materials
State Standards
Weeks 12
Periods:
8
RI.11-12.1
RI.11-12.2
RI.11-12.5
RI.11-12.6
RI.11-12.7
RI.11-12.8
W.11-12.1
W.11-12.2
W.11-12.4
W.11-12.5
W.11-12.6
W.11-12.7
W.11-12.8
W.11-12.9
SL.11-12.1
SL.11-12.4
SL.11-12.5
SL.11-12.6
L.11-12.1
L.11-12.2
L.11-12.3
Assessments/Assignments
Textbook (hard copy or eBook)
Literature: The American Experience
“The Story Behind the Documents” p. 1394
“Urban Renewal” pp. 1395-1396
“Playing for the Fighting Sixty-Ninth” pp. 13971399
Reading
“The Story Behind the
Documents” (nonfiction)
“Urban Renewal” (nonfiction)
“Playing for the Fighting SixtyNinth” (nonfiction)
Writing and Grammar
Chapter 13, section 13.2 – “Narrowing Your
Topic,” “Considering Your Audience and
Purpose,” “Gathering Details”
Chapter 12, section 12.3 – “Providing
Elaboration”
Chapter 13, section 13.3 – “Shaping Your
Writing,” “Drafting: Develop an Organizational
Plan,” “Writing a Formal Outline,” “Providing
Elaboration,” “Prepare to Credit Your Sources”
Chapter 13, section 13.4 – “Peer Review,”
“Revising”
Chapter 13, section 13.6 – “Rubric for SelfAssessment”
Chapter 13, section 13.7 – sample research paper
Writing
Prewriting: quick write on
defining global issues
Prewriting: defining global
issues activity
Responding to critical thinking
questions regarding global issues
Student-written formal summary
of source information
Student-written outline
Student-written draft
Students use the Rubric for SelfAssessment
Curriculum Guide Website
A complete lesson plan is located on the
curriculum guide website in the writing folder.
Speaking and Listening
Whole group discussion defining
global issues
Socratic seminar discussing
global issues
Peer revision
Five minute multimedia
presentation that relates to the
student’s research
Multimedia presentation
The Essential Question: How
does literature shape or reflect
society?
2. Reading Literature; Reading for
Information; Writing; Speaking
and Listening; Language
Close reading
Critical viewing
Paraphrasing
Transcendentalism
Comparing/contrastin
g Irony
Paradox
Author’s attitude
Syntax
Personification
Metaphor
Denotation and
connotation
Etymology
Diction
Antithesis
Main idea
Socratic seminar
Weeks 24
Periods:
8
RL.11-12.1
RL.11-12.2
RL.11-12.4
RL.11-12.6
RL.11-12.9
RL.11-12.10
RI.11-12.1
RI.11-12.2
RI.11-12.3
RI.11-12.4
RI.11-12.5
RI.11-12.6
RI.11-12.7
RI.11-12.10
W.11-12.1
W.11-12.2
W.11-12.9
W.11-12.10
SL.11-12.1
SL.11-12.2
SL.11-12.3
SL.11-12.4
SL.11-12.5
SL.11-12.6
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.4
L.11-12.5
L.11-12.6
Textbook (hard copy or eBook)
Literature: The American Experience
Transcendentalism: The Seekers pp. 360-361
Contemporary Commentary pp. 362-363
Online Resources
Clip from Ken Burns’ Documentary: The
National Parks: America’s Best Idea
http://www.pbs.org/nationalparks/watchvideo/#762
Transcendentalism Ideas: Definitions
http://transcendentalism-legacy.tamu.edu/ideas/traldef.html
The Starry Night (painting)
http://en.wikipedia.org/wiki/File:Van_Gogh__Starry_Night_-_Google_Art_Project.jpg
The Metropolitan Museum of Art’s Hudson River
School
http://metmuseum.org/toah/hd/hurs/he_hurs.htm
The American Art Gallery’s web collection of
Hudson River School paintings
http://americanartgallery.org/exhibit/details/view/l
ist/id/8
Socratic Seminar
http://www.teachingchannel.org/videos/bringsocratic-seminars-to-the-classroom
“American Transcendentalism: A Brief
Introduction” from Perspectives in American
Literature from California State University
Stanislaus
http://www.csustan.edu/english/reuben/pal/chap4/
4intro,html
American Transcendentalism, Washington State
University
http://public.wsu.edu/~campbelld/amlit/amtrans.
e du
Ann Woodlief’s Transcendentalism Web at
Virginia Commonwealth University
http://transcendentalism-legacy.tamu.edu/
Van Gogh Museum’s web collection of letters
http://vangoghletters.org/vg/letters/let691/letter.ht
ml
Yale: New Haven’s Teacher’s College Unit on
Reading
“A Blessing” (poem)
“The Honey Tree” (poem)
“Flying at Night” (poem)
from “Nature” (nonfiction)
“Of Man and the Stream of
Time” (nonfiction)
“Touching the Earth”
(nonfiction)
“The Peace of Wild Things”
(poem)
“The Gift Outright” (poem)
“The Negro Speaks of Rivers”
(poem)
The Starry Night (painting)
In the Woods (painting)
The Titan’s Goblet (painting)
View from Mount Holyoke,
Massachusetts, after a
Thunderstorm—The Oxbow
(painting)
Writing
Journal: What is our
relationship with nature? How
does the natural world affect us
physically, emotionally,
economically, and spiritually?
Students reflect in writing on the
content of a claim by a writer or
philosopher about the
environment by providing a
personal example, a reaction, or
a critique.
Speaking and Listening
Small group discussion
Whole class discussion
Socratic seminar
Language
Vocabulary Central
the Wilderness Concept by Nancy Cowdin
http://www.yale.edu.edu/ynhi/curriculum/units/19
90/3/90.03.01.x.html
Curriculum Guide Website
A complete lesson plan is located on the
curriculum guide website in the Reading/English
folder.
The Essential Question: How does
literature shape or reflect society?
3. Reading Literature; Reading for
Information; Writing; Speaking
and Listening; Language
Cause and effect to clarify
word meaning
Narrative nonfiction
Firsthand/secondhan
d accounts
Close reading
Repetition of ideas and
diction used to reach
intended audience
Distinguish between valid
and invalid inferences
Analyze the content from
several sources
Compare and contrast
motivations of speakers
confronting similar
conflicts
Allusions
Week 4
Periods:
3
RL.11-12.1
RL.11-12.2
RL.11-12.4
RL.11-12.6
RL.11-12.7
RL.11-12.9
RL.11-12.10
RI.11-12.1
RI.11-12.2
RI.11-12.3
RI.11-12.6
RI.11-12.10
W.11-12.2
W.11-12.4
W.11-12.9
W.11-12.10
SL.11-12.1
SL.11-12.2
SL.11-12.4
SL.11-12.5
SL.11-12.6
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.4
L.11-12.5
L.11-12.6
Textbook (hard copy or eBook)
Literature: The American Experience
Focus On Literary Forms: Narrative Nonfiction
pp. 516-517
Before You Read pp. 518-519
from My Bondage and Freedom (1110L) pp. 520527
After You Read p.528
Integrated Language Skills p. 529
Before You Read p. 530
“Go Down, Moses” and “Swing Low, Sweet
Chariot” pp. 520-527
After You Read p.535
Before You Read pp. 552-553
“An Account of an Experience with
Discrimination” pp. 554-556
After You Read p.557
“Douglass” pp. 636-637
Unit 3 Resources:
from My Bondage and Freedom pp. 47-62
“Go Down, Moses” and “Swing Low, Sweet
Chariot” pp. 65-80
“An Account of an Experience with
Discrimination” pp. 112-127
Technology
Interactive Digital Path
Before You Read [Get Connected Video (:52/ :49/
:52), The Essential Question, Literary Analysis,
Reading Strategies, Vocabulary Central, Meet
the Author, Cultural Information Background
Video (:58/ 1:10), Background]
While You Read (Warm-ups, Reading Selections,
Critical Reading)
After You Read (Skill Question, Writing)
Vocabulary
Music
Games
Worksheets
Reading
from My Bondage and Freedom
(nonfiction)
“Douglass” (poem)
“Go Down, Moses” and “Swing
Low, Sweet Chariot” (spirituals)
“An Account of an Experience
with Discrimination”
(nonfiction)
Writing
Journal: Describe one leader
you respect and explain why.
Analyze how Douglass’s
description of Mrs. Auld reflects
his attitude toward human nature.
Explain what personal qualities
helped Douglass become an
effective champion of human
rights.
Describe the reasons Douglass
chose two of the events.
Describe the qualities of the
places in the songs and evaluate
how they compare to the actual
places inhabited by the slaves.
Identify one biblical allusion from
a spiritual and explain how it
functions as an allegory.
Analyze what Truth’s account
suggests about the individual’s
responsibility to act with
courage to promote positive
social change.
Essay Scorer Prompt: Essay
about Causes and Effects in
Essay Scorer
Prompt: Essay about Causes and Effects in
History
History
Speaking and Listening
Whole group discussion
Small group discussion
Small group presentation
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheets
Assessments
Formative and/or summative
assessments should be
incorporated weekly into each
lesson.
Critical Viewing p.520
(painting)
Selection tests
Oral presentation
Intervention/Enrichment
Identify the writer’s purpose.
Identify the historical influences
in Douglass’s narrative.
Identify the subject and verb in
long sentences.
Record examples of rhythm and
rhyme from the spirituals and the
moods these sound devices
create.
Research the rebellion led by
Nat Turner.
Create a visual that captures the
power of knowledge and the
relationship between the Aulds
and Douglass.
Rewrite Truth’s account as a
newspaper article.
The Essential Question: What
makes American literature
American?
4. Reading Literature; Reading for
Information; Writing; Speaking
and Listening; Language
Connotation and
denotation
Comparing and contrasting
literary works from
different time periods
Close reading
Recognizing the
characteristics of
subgenres
Social and cultural context
of setting
Dialect
Incongruity
Hyperbole
Irony
Informal writing
Week 5
Periods:
4
RL.11-12.1
RL.11-12.3
RL.11-12.4
RL.11-12.5
RL.11-12.6
RL.11-12.10
RI.11-12.1
RI.11-12.3
RI.11-12.5
RI.11-12.6
RI.11-12.10
W.11-12.2
W.11-12.4
W.11-12.9
W.11-12.10
SL.11-12.1
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.4
L.11-12.5
Textbook (hard copy or eBook)
Literature: The American Experience
Literary History: Mark Twain pp.564-565
Author in Depth pp. 566-568
Before You Read p. 569
from “How to Tell a Story” p. 575
“The Notorious Jumping Frog of Calaveras
County” (1190L) pp. 576-581
After You Read p. 582
Integrated Language Skills p.583
Illustrated Literary History p.586
Comparing Literary Works pp. 587-588
from The Life and Times of the Thunderbolt Kid
pp. 589-592
After You Read p. 593
Before You Read pp. 858-859
“The Night the Ghost Got In” (740L) pp. 860-864
After You Read p. 865
Unit 3 Resources:
“The Notorious Jumping Frog of Calaveras
County” pp. 130-147
from The Life and Times of the Thunderbolt Kid
pp. 150-153
Unit 4 Resources:
“The Night the Ghost Got In” pp. 221-238
Technology
Interactive Digital Path
Before You Read [Get Connected Video (:55/
:49), The Essential Question, Pop Culture
Connection, Literary Analysis, Reading
Strategies, Comparing Literary Works,
Vocabulary Central, Meet the Author,
Background Video (:30)]
While You Read (Warm-ups, Reading Selections,
Critical Reading)
After You Read (Skill Questions, Writing,
Grammar Lesson, Grammar Practice, Questions
on Comparing, Writing to Compare)
Reading
“The Notorious Jumping Frog of
Calaveras County” (fiction)
from The Life and Times of the
Thunderbolt Kid (nonfiction)
“The Night the Ghost Got In”
(nonfiction)
Writing
Chart a list of exaggerations
from the Twain selection and
evaluate which are the most
extreme examples.
Journal: How does the use of
dialect add to the humor of the
selection?
What image of America does
Twain’s humorous story paint?
Students analyze place,
characters, and events to
describe his depiction.
Journal: Would you move a
great distance from family and
friends for a career opportunity?
Journal: If you were to start a
“school of humor,” who would
be on the faculty?
Compare and contrast the
humorous techniques Twain and
Bryson use to make readers
laugh.
Journal: What kinds of food do
you like, dislike, or never try?
Journal: Has humor changed
since Thurber wrote his account
in 1915?
Speaking and Listening
Whole group discussion about
the difference between telling
jokes and humorous stories
Partner discussion
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheets
Assessments
Critical thinking questions
Connecting to the essential
question
Critical viewing of caricature p.
577
Selection tests
Open-book test
Intervention/Enrichment
To interpret regional dialect,
students should read unfamiliar
words aloud.
Rephrase regional dialect into
Standard English.
Students identify unfamiliar
foods.
Students create a pie chart or other
graphic representation to show
how far forty dollars, at the
middle of the nineteenth century,
would go for food, clothing, and
housing expenses.
Rewrite a portion of Bryson’s
memoir as if it were being told
by Twain’s Simon Wheeler.
The Essential Question: How does
literature shape or reflect society?
5. Reading Literature; Writing;
Speaking and Listening;
Language
Using a dictionary and
thesaurus
Predictions
Inferences
Philosophical assumptions
and beliefs about a subject
Narrative poems
Week 6
Periods:
3
RL.11-12.1
RL.11-12.2
RL.11-12.3
RL.11-12.4
RL.11-12.5
RL.11-12.6
W.11-12.4
W.11-12.9
W.11-12.10
SL.11-12.1
SL.11-12.4
SL.11-12.6
Textbook (hard copy or eBook)
Literature: The American Experience
Before You Read pp. 626-627
“The Story of an Hour” pp. 628-632
“Challenging Women’s Roles” p.631
After You Read p. 633
Before You Read pp. 640; 645
“Lucinda Matlock” and “Richard Bone” pp.
646- 647
After You Read p. 648
Unit 3 Resources
pp. 178-195
Reading
“The Story of an Hour”
(fiction)
“Lucinda Matlock” and “Richard
Bone” (poems)
Writing
Chart examples of verbal,
situational, and dramatic irony
and evaluate their effectiveness.
Analyze examples from “The Story
of an Hour” which support
Dramatic monologue
Point of view
The effect of voice on
credibility
Personification
Symbolism
Imagery
Figurative language
Tone
Genre as it relates to theme
or topic
Informal writing
Irony
Characterization
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.4
L.11-12.5
Technology
Interactive Digital Path
Before You Read [Get Connected Video (:54/
:54), The Essential Question, Vocabulary Central,
Meet the Author, Background]
While You Read (Warm-ups, Reading Selections,
Critical Reading)
After You Read (Skill Questions, Writing)
the philosophical argument that
society denies women their full
humanity.
Explain how irony in the short
story creates humor and if this
detracts from the seriousness of
the theme.
Compare characters’ outward
images with their internal
realities.
Journal: Do you like surprise
endings?
Analyze why Chopin does not
elaborate about Mrs. Mallard’s
death.
Journal: Could the dramatic
monologues from Spoon River
Anthology provide the basis for
an interesting television series?
Compare the speakers in the
narrative poems and what they
unintentionally reveal about
themselves.
Describe the image of smalltown America that the poems
project.
Speaking and Listening
Whole group discussion
Partner discussion
Small group performance of
poems
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheets
Assessments
Critical thinking questions
Connecting to the essential
question
Selection tests
Open-book test
Intervention/Enrichment
Define verbal, situational, and
dramatic irony prior to reading.
During reading of the short
story, students identify details
and their related issues.
Identify the plot, character, and
setting in the narrative poems.
Research the use of pseudonyms
among women writers of the
time period.
Students investigate telegrams
and changes in communication
from 1890’s to today.
Students analyze how even
though both poems are written in
the first person, the voices of the
speakers are distinct.
The Essential Question: What
makes American literature
American?
6. Reading Literature; Writing;
Speaking and Listening;
Language
Analogous word
relationships
Close reading
Analyze the content from
several sources on a single
issue
Historical and cultural
context of setting
Universal themes
Genre
Speaker
Imagery
Figurative language
Sounds of language
Rhyme
Meter
Allusion
Weeks 67
Periods:
4
RL.11-12.1
RL.11-12.2
RL.11-12.3
RL.11-12.4
W.11-12.4
W.11-12.7
W.11-12.9
W.11-12.10
SL.11-12.1
SL.11-12.4
SL.11-12.6
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.4
L.11-12.5
Textbook (hard copy or eBook)
Literature: The American Experience
The Harlem Renaissance p. 895; Literary History
pp. 896-897
Author in Depth: Langston Hughes pp. 898-900
“The Negro Speaks of Rivers,” “I, Too,” “Dream
Variations,” “ “Refugee in America” pp. 901-908
Integrated Language Skills pp. 909-911
Harlem Renaissance Poets pp. 920-921
Before You Read p. 922
“The Tropics in New York,” “A Black Man
Talks of Reaping,” “From the Dark Tower”
pp. 923-926
After You Read p. 927
Unit 4 Resources
Langston Hughes’ Poetry pp. 281-300
McKay, Bontemps, and Cullen Poetry pp. 306321
Technology
Interactive Digital Path
Literary History (The Harlem Renaissance)
Before You Read [Get Connected Video (:44/
:56), The Essential Question, Vocabulary Central,
Reading
“The Negro Speaks of Rivers,”
“I, Too,” “Dream Variations,”
“Refugee in America” (poetry)
“The Tropics in New York,” “A
Black Man Talks of Reaping,”
“From the Dark Tower”
(poetry)
Writing
Journal: What kinds of
experiences would you expect
Harlem Renaissance writers and
artists to document?
As students read the poems, they
record examples of social or
historical perspective, archetypal
perspective, and biographical
perspective.
Journal: What places do you
associate with your ancestry?
Why?
Write a literary interpretation of
the poems analyzing how
diction, images, and figurative
Literary Analysis, Reading Strategy, Meet
the Authors, Background]
While You Read (Warm-ups, Reading Selection,
Critical Reading)
After You Read (Skill Questions, Writing,
Grammar Lesson, Grammar Practice)
language reveal themes about
racial identity, pride, and
perseverance.
Speaking and Listening
Whole group discussion
Students work in groups to
conduct internet searches of key
lines from Hughes’s poems to
see whether they appear as titles
or ideas in later works.
Students deliver an interpretation
or critical assessment of a
literary work in forms involving
video, audio, performance,
illustration, or other expressive
media. (p. 910)
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheets
Assessments
Critical viewing painting p. 904
Self-tests
Selection tests
Open-book test
Intervention/Enrichment
Create a word web with the
word speaker in the center and
characteristics that they have
inferred about the speaker on the
ray lines.
Interpret figurative language
prior to comprehension
questions.
Students research the influence
of Jazz music at pbs.org.
Students research AfricanAmerican artists whose artistic
accomplishments are helping to
The Essential Question: How
does literature shape or reflect
society?
7. Reading Literature; Reading for
Information; Writing; Speaking
and Listening; Language
Recalling and summarizing
details
Close reading
Analyze the content from
several sources on a single
issue
Author’s beliefs
Historical context of
setting
Dialogue
Indirect characterization
Tone
Theme
Write informational reports
Genre/subgenre
Weeks 78
Periods:
3
RL.11-12.1
RL.11-12.4
RL.11-12.6
RL.11-12.10
RI.11-12.1
RI.11-12.2
RI.11-12.4
RI.11-12.5
RI.11-12.10
W.11-12.2
W.11-12.4
W.11-12.7
W.11-12.9
W.11-12.10
SL.11-12.1
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.4
L.11-12.5
L.11-12.6
Textbook (hard copy or eBook)
Literature: The American Experience
“We Wear the Mask” p. 638
Before You Read pp. 928-929
from Dust Tracks on a Road (920L) pp. 930-936
After You Read p. 937
Unit 4 Resources
pp. 324-341
Technology
Interactive Digital Path
Before You Read [Get Connected Video (:50),
The Essential Question, Vocabulary Central,
Literary Analysis, Reading Strategy, Meet the
Authors, Background]
While You Read (Warm-ups, Reading Selection,
Critical Reading)
After You Read (Skill Questions, Writing)
shape contemporary culture.
Investigate how researchers are
seeking out and preserving oral
literature.
Reading
“We Wear the Mask” (poem)
from Dust Tracks on a Road
(nonfiction)
Writing
Journal: How do you feel when
you must appear or behave as
others expect?
Analyze the effect of an author’s
purpose on meaning.
Journal: Describe a time in your
childhood when someone made
you feel special.
Explain what this episode from
Hurston’s childhood suggests
about the qualities that helped
people in her era succeed despite
social barriers, such as those of
gender or race.
Speaking and Listening
Whole group discussion
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheets
Assessments
Critical viewing
Self-tests
Selection tests
Open-book test
Intervention/Enrichment
Interpret words or phrases and
explain how they relate to the
poem.
8. Reading Literature; Reading for
Information; Writing; Speaking
and Listening; Language
Teach the Common Core State
Standards as needed to prepare
students for the AIR assessments
in Reading and Writing, and to
prepare students to be college and
career ready.
Weeks 89
Periods:
9
Teach the Common
Core State
Standards as needed
to prepare students
for the AIR
assessments in
Reading and
Writing, and to
prepare students to
be college and
career ready.
Discuss social context--attitudes,
customs, and beliefs--prior to
reading.
Organize small reading groups
having them read the excerpt
aloud, stopping the reading
every few paragraphs to ask
comprehension questions.
Students analyze how the
expression of personal emotion
might lead to social change.
Students conduct library and
internet research to find
examples of both positive and
negative reactions to the works
of Dunbar and Hurston.
Novel/Nonfiction/Drama Suggestions:*
Austen, Jane. Pride and Prejudice
Brontë, Charlotte, Jane Eyre
Dostoevsky, Fyodor. Crime and Punishment
Fitzgerald, F. Scott. The Great Gatsby
Faulkner, William. As I Lay Dying
Garcia, Cristina. Dreaming in Cuban Hansberry,
Lorraine. A Raisin in the Sun Hurston,
Zora Hurston. Their Eyes Were Watching God
Jefferson, Thomas. The Declaration of
Independence
Lahiri, Jhumpa. The Namesake
Mencken, H.L. The American Language, 4th
Edition
Miller, Arthur. Death of a Salesman
Paine, Thomas. Common Sense
Shakespeare, William. The Tragedy of Hamlet
Thoreau, Henry David. Walden
Wilde, Oscar. The Importance of Being Earnest
Wright, Richard. Black Boy
*The above is not meant to be a required reading list.
Use your professional judgment of the text and your
students to make your selection. In keeping with the
guidelines established by the Common Core State
Standards in ELA, your choice should be similar in
complexity and quality to the titles on the list above.
Reading
The reading assignment will be
either fiction or nonfiction
depending upon teacher choice.
Writing
Journal writing
Creative prose and poetry
responses
Critical analysis
In-class essays
Essay Scorer: Review of a
Novel
Speaking and Listening
Whole group discussion
Partner discussion
Pair work
Language
Integrated vocabulary activities
Integrated grammar and usage
activities
Assessments
Selection tests
Portfolio projects
Multimedia presentations
Intervention/Enrichment
Teacher-modeled reading
strategies
Students write a different ending
for the story.
Students write a one act play
based on characters, conflicts
and themes from the book.
* This pacing guide is based on 50 minute periods and should be adjusted to fit alternative schedules.
**Common Core State Standards: RL = Reading Literature; RI = Reading Information; W = Writing; SL = Speaking and Listening; L = Language
Common Core State Standards
Reading Literature
Key Ideas and Details
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.
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.
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).
Craft and Structure
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.)
5. Analyze how an author’s choices concerning how to structure specific arts 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.
6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant
(e.g., satire, sarcasm, irony, or understatement).
Integration of Knowledge and Ideas
7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry),
evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
8. (Not applicable to literature)
9. Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American literature,
including how two or more texts from the same period treat similar themes or topics.
Range of Reading and Level of Text Complexity
10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11—CCR text
complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11—
CCR text complexity band independently and proficiently.
Reading Informational Text
Key Ideas and Details
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.
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.
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.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, including figurative and 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 (e.g., how Madison
defines faction in Federalist No. 10).
5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the
structure makes points clear, convincing, and engaging.
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.
Integration of Knowledge and Ideas
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well
as in words in order to address a question or solve a problem.
8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal
reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of
public advocacy (e.g., The Federalist, presidential addresses).
9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance
(including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural
Address) for their themes, purposes, and rhetorical features.
Range of Reading and Level of Text Complexity
10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11—CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11—CCR text complexity band
independently and proficiently.
Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible
biases.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which
they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
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.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it
to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the
complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which
they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, and its significance, establishing one or more
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a
particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting,
and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the
narrative.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
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. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grades 11-12.)
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
Research to Build and Present Knowledge
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 under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11-12 Reading standards to literature (e.g., ―Analyze how an author draws on and transforms source material in a
specific work (e.g., ―Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat similar themes or topics”).
b. Apply grades 11-12 Reading standards to literary nonfiction (e.g., ―Delineate and evaluate the reasoning in seminal U.S. texts,
including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court majority opinions
and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential
addresses].
Range of Writing
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, and audiences.
Speaking and Listening
Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring
to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and establish individual
roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range
of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information on research is required to deepen the investigation or
complete the task.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to
make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies
among the data.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas,
word choice, points of emphasis, and tone used.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the
line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See
grades 11-12 Language standards for specific expectations.)
Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage,
Garner’s Modern American Usage) as needed.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of
syntax to the study of complex texts when reading.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content,
choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to
the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in
a dictionary).
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering
a word or phrase important to comprehension or expression.