Revised for 2014-2015

Week
1
Dates

9/2 thru 9/5

& 2/2 thru 2/6
2014-15

Petersburg Public Schools

GRADE 11 /English ----- B. Kistner / M. Dodson/ H. Powers
ENGLISH 11
Pacing Guide 2014-2015
Week
Week
Week
Week
Week
Week
2
3
4
5
6
7
9/89/12
& 2/9 2/13

See next page.

Week
8

9/159/19
& 2/17--2/20

9/229/26
& 2/232/27

9/29-30 + 10/1-3
& 3/2--6

10/610/10
& 10/710/10

10/1310/17
& 10/1610/20

10/2010/24
& 3/233/27

For some
reason,

the alignment of

this document

shifted. I will

try to correct

this shift soon.

Week
9
10/2710/31
& 3/304/3

Objectives
*Incorporate
into daily/
weekly
lessons

Textbook
Dates
Complete

Discuss
classroom
rules
-----------------Highlighted
SOLs are
tested>>>>>
-----------------11.1, 11.6, 11.7
(a-h) (a-h)(c,
e)
---Introduce
spelling,vocab
ulary in
context,
capitalization
& punctuation,
sentence
formation/vari
ety, usage, and
mechanics
skills.
------------------ Administer
diagnostic tests
Reading and
Writing.
--Focus on the
four types of
writing, with
emphasis on
narration:
organizationa
l
patterns/tone.
----------------Provide a list
of transitions.
--Utilize a
writing rubric/
checklist to
assist students
with the two
(2) Writing
Domains:
composing/
written exp.
and usage
(3) Begin
reading
remediation.

11.3Initiate
study of word
origins and
general and
specialized
vocabulary, i. e.
affixes, idioms,
euphemisms,
connotation and
denotation.
---------------------11.1, 11.6, 11.7(f)
Writing (ongoing)
--Incorporate
Marzano, Hunter,
and peer editing
---------------------Initiate persuasive
writing, focusing
on strong openings
and closings along
with COUNTERCLAIMS,
THREE TYPES
OF APPEALS,
FALLACIES,
adding pertinent
supporting details.
Adhere strictly to
writing criteria
based on a grading
rubric (11.6)
-------------------11.4 (all bullets)
Continue
reading
remediation.
Focus on fiction,
nonfiction,
poetry.
--------------------TUTORING +
INDEPENDENT
ASSIGNMENTS
(See list of same
under Week 5)

-- Begin SOL
DAILY
DRILLING
--------------------11.1, 11.6, 11.7

See addendum

See addendum

See addendum

Writing and
Reading

- Continue
Persua sion/all
vocab. exercises
-------------------Continue
grammar-based
lessons, focusing
on capitalization,
punctuation,
ETC.
--------------------11.4--- (all
bullets)
Continue
reading
remediation.
Sascurriculum
pathways.com
http://PollEV.
com
--edmodo
-itunes / itunes U
-Promethean
Planet
--smarttech.com
--Web 2.0 (Web
Comics)
-------------------TUTORING +
INDEPEN.
ASSIGNMENT

-- Continue SOL
DAILY
DRILLING
-----------------------11.1, 11.6. 11.7
Continue
Persuasion
AND ALL
VOCAB. EXS.
Continue grammarbased lessons,
including online
cites below:
(1)
www.englishmedia
lab.com/Grammar
Games/wheel/conju
nctions_wheel.html
(2)http://chomp
chomp.com
(3)www.Englishzone..com (gameformat)
(4)
citationmachine.net
(5) NCS mentor
-----------------------11.8-- (A-J) Introduce Research
(Part I)

Continue SOL
Daily Drilling
--------------------11.1, 11.6, 11.7
Continue
Persuasive
Writing
Intensify review:
1. vdoe.org
2.
SaScurriculum
pathways.com
3. Quia websites
(Reading
remediation)
---------------------

1. capitalization
and
punctuation
2. commas

--Grammar/VOC.
(ONGOING)
-------------------(11.8 A-J)
RESEARCH-(ONGOING)
-------------------

See addendum

See addendum

11.1, 11.6, 11.7

Allow students to
continue writing
and editing drafts,
incorporating
peer editing and
other needed
feedback, or
(continue reading
remediation if
writing test is
administered
first).
--------------------- All Vocabulary
(ONGOING)
-- All Grammar
(ONGOING)

5. apostrophes
6. parallel
Structure
7. phrases and
Clauses

11.4 Continue
reading strategies.
-----------------------TUTORING

Continue SOL
Daily Drilling
---------------------

3. semi-colons
4. colons

TUTORING +
INDEPENDEN
T
ASSIGNMENT
S
(1) Voc.
(2) Essay
(3) Affixes
(4) Roots
(5) Article
s
and/or
book
excerpt

-- Provide list of
possible
topics/outlines.
-- Review model
research papers.
-- Assist students in
avoiding
plagiarism.

Continue SOL
Daily Drilling
-------------------Administer Fall
or Spring
Writing test
October 2014
March 2015--(11.1,11.2, , 11.6,
11.7, 11.8)
--------------------After testing,
remediate for
skill areas listed
below:

8. sentence
Combining
9. affixes
10. spelling
11.8 (A- J)
RESEARCH
(ONGOING)

See addendum

Tentative SOL
Writing test

CULMINATE
PART I OF THE
RESEARCH
UNIT-- 11.8
(SEE WEEK 15
TO BEGIN
PART II OF
THE
RESEARCH
UNIT
OR

Continue SOL
DAILY
DRILLING
--------------------11.4(a-e,h)
Analysis of the
Colonial Period:
Introduce
literary terms,
archetypes, and
universal themes
related to
literature.
--------------------11.3 (a-g)
Continue study of
word origins and
general and
specialized
vocabulary, i. e. ,
affixes, idioms,
euphemisms, con
notation and
denotation
(ONGOING)
--------------------(Web)-- Diigo

--Continue SOL
DAILY
DRILLING

-- PD 360
-webtools4u2use.
wikispaces.com

(SEE WEEKS

------------------TUTORING +
INDEPENDEN
T
ASSIGNMENT
S

INITATE
NOVEL UNIT
-----------TUTORING =+
INDEPENDEN
T
ASSIGNMENT
S
See addendum

See addendum

--------------------11.4-- (all
bulllets)
(Continued)-Offer historical
background for
each unit
whether based
on fiction or on
nonfiction based
on these writers:
Lopez
Bradstreet
Edwards
Franklin
Henry
Jefferson
-------------------11.3-- (Cont)

1 -5 )
-------------------TUTORING +
INDEPENDENT
ASSIGNMENTS

Diagnostic
testing

Petersburg Public Schools

Revised for 2014-2015
Week
10

Dates

11/311/7
& 4/134/17
(2014-2015)

Week
11

11/1011/14
& 4/204/24

GRADE 11 / English -- Second and Fourth Nine Weeks

Pacing Guide 2014-2015
Week
Week
Week
Week
12
13
14
15

11/17-- 11/21
& 4/27-30 + 5/1

11/2411/26
& 5/45/8

12/112/5
& 5/11 5/15

12/812/12
& 5/185/22

Week
16

12/1512/19
& 5/255/29

Week
17

1/51/9
& 6/1-6/5

Week
18

1/121/16 +
30
&6 /8-6/12

Objective
s
*Incorporat
e into daily/
weekly
lessons

--Continue
DRILLING
Highlighted
items are tested
-------------------Use the following
suggested study
unit(s):

-- Continue
SOL DAILY
DRILLING
--------------------11.511.4 (C-J)

11.511.4( C-J)
TLW READ
AND ANALYZE
A VARIETY OF
NONFICTION
TEXTS:
(1)Millers The
Crucible (11.4 -I)

Discuss test
results (weekly
and SOL Writing
results-- if
available)
--------------------Focus on the
following

(OPTIONAL):

--author s
intent and
viewpoint

(1)Franklins
Autobiography
(2) Angelous
Caged Bird
(3) Holt Reader=
Fred Douglass
Autobiography
(4)Lit. book=
Equianos
autobiography

(See Week 10)

---------------------

--themes, motifs,
universal
characters,
genres
--verbal,
situational, and
dramatic irony
---FACT AND
OPINION
-------------------

----------------------

Text book
Dates
Complete
d

-- Continue SOL
DAILY DRILLING
----------------------11.5-- 11.4(C-J)

Continue to
incorporate
essential skills
which address all
SOL objectives

Culminate this
objective (perhaps
using a follow-up
video)
-----------------------Review authors use
of archetypes,
authors
tone/purpose, main
theme, etc. and all
related SOL
related subject
matter.

(11.3, 11.4, 11.5)

---------------------Continue to review
related literary
terminology
related to all
objectives and also
relate same to the
upcoming test.
----------------------

11.3== Vocabulary
(ONGOING)

Continue to
supplement all
activities utilizing
SOL Reading
Released tests to
reinforce student
comprehension
and to prep for
SOL testing.
(ONGOING)
------------------------

---------------------

** TUTORING+
INDEPENDENT
ASSIGNMENTS

** TUTORING+
INDEPENDENT
ASSIGNMENTS

See addendum

See addendum

11.3== Vocabulary (Ongoing)

-----------------**
TUTORING

-- Continue
SOL DAILY
DRILLING
-------------------11.4 ( f-g )
TLWExplain
how the tone,
imagery and
sound of a
poem (rhyme,
rhythm,
onomatopoeia,
repetition,
alliteration,
assonance, and
parallelism)
supports the
subject, mood,
authors
purpose, and
theme.
-----------------Suggested
poets:
(1) Poe
(2) Dickinson
(3) Anne
Bradstreet
(4) E. E.
Cummings,
ETC.

--------------------

11.3==Vocabulary (Ongoing)

See addendum

--DAILY SOL
DRILLING
---------------------11.511.4(C-J)

See addendum

-------------------11.3-VOCAB.
*TUTORING+
INDEP.
ASSIGNMEN
T

--INTENSIFY
SOL DAILY
DRILLING
--------------------11.4 (f-g)
Continued-INTRODUCE
NOVEL UNIT-

--INTENSIFY
SOL DAILY
DRILLING
-- 11.4 (f-g) Cont

- INTENSIFY
SOL DAILY
DRILLING
------------------

--CONTINUE
NOVEL UNIT

CULMINATE
NOVEL
UNIT

(OR)
(OR)

(11.4)
Website==
Gutenberg.org
(books on line)
-------------------(1) Twains
Huckleberry
Finn
(2) Hawthornes
The Scarlet
Letter
(3) Malcolm X
(4) Fitzgeralds
The Great
Gatsby
(OR)
-- 11.8 (A-J)
Return to
research
-- Select/narrow
topic(s)
-- Formulate
outline
--Locate three
sources
-- Begin note
taking
--------------------** TUTORING
See previous wk.

See addendum

PETERSBURG PUBLIC SCHOOLS

ENGLISH 11
FIRST/SECOND SEMESTER
PACING GUIDE ADDENDUM
2014-2015

----RESEARCH
(11.8) -- PART II
------------------------ Review MLA
Style guide
Continue
note
taking,
which
must be
completed
in two
weeks.
Follow
research
checklist
regarding
how to
write the
rough
draft,
incorporat
ing
parentheti
cal
citations.
---------------------**TUTORING
(See pervious wk.

See addendum

See addendum

Jan. and May

2015== SOL
LOCK-IN

May 2015
Mock SOL test

Culminate all
research.
Collect final
drafts of
research
papers.
------------------

See addendum

Reading SOL
Test
-------------------First Semester=
Jan. 2015
-------------------Second
Semester=
May 2015
--------------------Make-up testing
and Expedites==
January 2015
and May 2015
--------------------

See addendum

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK ONE
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WRITING
11.1 TLW make informative and persuasive presentations: (Refer to Curriculum Framework. See A through H).
Essential Knowledge, Skills, and Processes:
To be successful with this standard, students are expected to . . .
(A) Define a position and select evidence to support that position through reading, writing, and discussion.
(B)Establish a purpose
(C) Develop well-organized presentations to defend a position or present information
(D) Apply and evaluate persuasive rhetorical devices and techniques including rhetorical questioning, parallel structuring, metaphor,
imagery, figures of speech, alliterative expressions, etc.
(E) Use effective evidence and oral-delivery skills to convince an audience
(F) Make oral-language choices based on predictions of target audience response
(G) Listen actively by asking clarifying and elaborating questions.
(H) Develop effective multimedia presentations
(I) Demonstrate mastery of content through small group collaboration
TEXTBOOKS: ELEMENTS OF LANGUAGE PP. 1008+ = WRITERS HANDBOOK SECTION
VIRGINIA ROADMAP COACH (GREEN) === Unit 1 (p. 35), Unit 2 (p. 51), Unit 3 (p. 85), Unit 4 (p. 113)
Unit 5 (p. 141), Unit 6 (p. 169), Unit 7 (p. 199), Unit 8 (p. 227), Unit 9 (p. 261)
Sterns WRITING COACH, BEIGE/TAN COACH, BLUE WRITING COACH (Use supplemental units in these coach books
along with the Virginia Roadmap coach).
11.3---TLWstudy word orignins, general and specialized vocabulary, i. e. affixes, idioms, eupehemisms, connotation/denotation.

ADDENDUM PAGE 2
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK ONE (CONTINUED)
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WRITING (ONGOING)
11.6 TLW-- write in a variety of forms, with an emphasis on persuasion: (Refer to Curriculum Framework (A through H).

Essential Knowledge, Skills, and Processes:

To be successful with this standard, students are expected to. . .
(A) Apply a variety of planning strategies to generate and organize ideas
(B) Present a thesis that focuses on the problem or argument to be solved
(C) Anticipate and address the counterevidence, counterclaims, and counterarguments.
(D) Use effective rhetorical appeals, to establish credibility and persuade intended audience
(E) Refine the thesis by considering whether the claim is relevant, interesting, logical, and meaningful
(G) Use appropriate and varied transitions to link sentences and paragraphs.
(H) Elaborate ideas clearly and accurately
(I) Show how evidence supports each main point of the argument and justify why the evidence credibly supports the claims
(J) Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims.
(K) Organize the reasons and evidence logically
(L) Use specific revision strategies and adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
(M) Select an appropriate audience by analyzing assumptions, values, and background knowledge.
(N) Develop the topic thoroughly by selecting facts, details, quotations, and appropriate examples for the audience and purpose.
(O) Use MLA (Modern Language Association) or APA (American Psychological Association) style for formatting rules and documentation
TEXTBOOKS: (See previous page. Also, use KAPLANS ENGLISH LANGUAGE ARTS SKILLS REVIEW (LEVEL J) PAGES 180 -181).
11.3-- TLW study word origins, genera and specialized vocabulary, i. e. affixes, idioms, euphemisms, connotation and denotation.

ADDENDUM PAGE 3
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK ONE (CONTINUED)
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WRITING (ONGOING)
11.7

TLW-- self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing
(Refer to Curriculum Framework (A through F).

Essential Knowledge, Skills, and Processes:

To be successful with this standard, students are expected to. . .
(A) Apply MLA or APA style for punctuation conventions and formatting direct quotations.
(B) Use correctly the following verbal phrases in writing:
B 1== gerund phrase
B 2== infinitive phrase
B3==participial phrase; and
B4==absolute phrase
(C) Place main subjects of sentences in front of strong, active verbs and avoid forms of the verb to be [ The baseball was thrown
by the pitcher (passive construction; better: The pitcher threw the baseball (active construction).]
(D) Use in-text citations including parenthetical references and a corresponding list of works cited at the end of the paper.
(E) Use clauses and phrases for sentence variety.
(F) Revise and edit writing for appropriate style and language in informal and formal contexts.
TEXTBOOKS: See page 1 ADDENDUM. Also, use http://chompchomp.com

and

www.English.zone.com to supplement.

11.3TLW-- study word origins, general and specialized vocabulary, i. e. affixes, idioms, euphemisms, connotation and denotation.
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK TWO
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WRITING (ONGOING)
CONTINUE SOLS 11.1, 11.7 (F), 11.3 AND ADD 11.2 (See 11.2 on the next page).
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

ADDENDUM PAGE 4
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK TWO-- (CONTINUED)
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WRITING (ONGOING)
11.2 TLW examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (Refer to Curriculum Framework (A-D).

Essential Knowledge, Skills, and Processes:

To be successful with this standard, students are expected to
(A) Organize knowledge and display learning using visual images, text, graphics, and/or music to create media messages with visual, audio,
and graphic effects.
(B) Demonstrate an awareness of the transactional and interactive nature of media by considering audience, context, and purpose in all
stages of media production.
(C) Evaluate visual and verbal media messages for content (word choice and choice of information), intent (persuasive techniques),
impact (public opinion trends), and effectiveness (effect on the audience).
(D) Determine authors purpose and distinguish factual content from opinion and possible bias.
(E) Analyze and critique how media reach the targeted audience for specific purposes (to persuade, to entertain, to provoke to action, to
appeal to ethics or beliefs, etc.).

TEXTBOOKS: See page 1 ADDENDUM. Also, KAPLANS ENGLISH LANGUAGE ARTS SKILLS REVIEW (LEVEL J) , P. 129-133.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK THREE
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Initiate DAILY SOL PRACTICE DRILLS

CONTINUE SOLS 11.1, 11.6, 11.7, 11.3. ALSO, CONTINUE 11.2, BUT PUT MORE EMPHASIS ON 11.2 == B, C OF CURRICULUM FRAMEWORK
WHICH CALLS FOR USE OF
TECHNOLOGY TO CREATE PRODUCTS.

ADDENDUM 5
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK FOUR
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WRITING (ONGOING)

CONTINUE SOLS 11.1, 11.6, 11.7,11.3 AND 11.2. SEE WEEK TWO. ADD SOL 11.8 (RESEARCH)
SOL PRACTICE DRILLS (ONGOING)
(PART I) ------ 11.8 TLW Analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product (SEE WEEK 15).
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK FIVE
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WRITING (ONGOING)
THIS WEEK MEANS THE ADMINISTRATION OF THE 41/2 WEEK BENCHMARK TEST FOR THE FIRST NINE WEEKS AND THE ADMINISTRATION OF
THE 22 BENCHMARK TEST FOR THE THIRD NINE WEEKS.
CONTINUE SOLS 11.1, 11.6, 11.7, 11.3 AND 11.2. SEE WEEK TWO. SOL PRACTICE DRILLS (ONGOING)
(PART I)------- 11.8 (Cont)-- Analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product (SEE WEEK 15).
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK SIX
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WRITING (ONGOING)
CONTINUE SOLS 11.1, 11.6, 11.7,11.3 AND 11.2. SEE WEEK TWO.
SOL PRACTICE DRILLS (ONGOING)
(Part I) --------- 11.8 (Cont)-- Analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product (SEE WEEK 15).
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK SEVEN
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WRITING (ONGOING)
CONTINUE SOLS 11.1, 11.6,11.7, 11.3, AND 11.2. SEE WEEK TWO.

SOL PRACTICE DRILLS

(Part I)------ Culminate 11.8 SOL dealing with preliminary criteria for RESEARCH PAPERS (AVOIDING PLAGIARISM). Initiate Part II during Week 15)

ADDENDUM 6
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK EIGHT
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------LITERATURE/DRAMA/POETRY AND SPECIALIZED VOCABULARY (Keep 11.3)

Initiate LITERARY SOL PRACTICE

11.4-- TLW read, comprehend, and analyze relationships among American literature, history, and culture. (See Curriculum Framework (A-K).

Essential Knowledge, Skills, and Processes:

To be successful with this standard, students are expected to. . .
(A) Use reading strategies to improve comprehension and to achieve the purposes for reading: predicting and adjusting predictions;
questioning the text; restating main ideas and summarizing supporting details; and close reading.
(B) Discuss how the subject matter, style, literary type, theme, and purpose of literary works often reflect the culture and events of the
times in which the works were written.
(C) Analyze how connections among motifs, setting, character traits, character development, and plot suggest multiple themes.
(D) Analyze and critique themes across texts and within various social, cultural, and historical contexts.
(E) Describe and contrast literary movements and representative texts associated with each literary movement, including how two or more
texts from the same period treat similar themes or topics. Literary movements include:
E1== Colonialism/Puritanism (17th Century);

E2== Revolutionary movement/Rationalism;

E3==Romanticism, Transcendentalism, Regionalism, Realism, Naturalism (l9th Century)

E4== Symbolism/Modernism, Harlem Renaissance, Postmodernism (20 Century); and
E5==Contemporary poetry (21st Century)
(F) Differentiate among ARCHETYPAL CHARACTERS in American literature, such as the following:
F1== hero/heroine

F2==trickster

F3== faithful companion

F4== outsider/outcast

F6== innocent

F7==villain

F5==rugged individualist

(OVER------)

ADDENDUM 7
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK EIGHT (CONTINUED)
(F) Differentiate among ARCHETYPAL CHARACTERS--- ( F 8 THROUGH
F 8== caretaker

F9== Earth mother

F 16)
F10== rebel

F11== misfit

F12== lonely orphan

F13== shrew

F15== monster/villain

F14== mother/father figure

F16==scapegoat

(G) Identify major themes in American literature, such as the following:

G1== The American Dream
G4==relationship with nature

G2== loss of innocence

G5==relationship with society

G7== alienation and isolation

G3==coming of age
G6==relationship with science

G8== survival of the fittest

G9== disillusionment

G10== rebellion and protest

(H) Analyze texts to identify the authors attitudes, viewpoints, and beliefs and critique how these relate to larger historical, social, and cultural contexts.
(I) Analyze the representation of a subject or a key scene in two different media (perhaps this means short stories and plays).
(J) Describe how the use of context and language structures conveys and authors intent and viewpoint.
(K) Analyze the impact of the authors choices in developing the elements of a story or drams (e. g., setting, plot structure, and character development).
(L) 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.
(M) Analyze a case in which a point of view requires distinguishing what is directly stated in a text from what is really meant (e. g. SATIRE, IRONY,
SARCASM, UNDERSTATEMENT)
(N) Use poetic elements to explain, analyze, and evaluate poetry.
(O) Compare and contrast the subject matter, theme, form, language, development, and purpose of works of classic POETS WITH THOSE OF
CONTEMPORARY POETS.
(P) Compare how poems of the same form use elements-- sound, figurative language, imagery, symbols, and allusionsdifferently to convey meaning.

ADDENDUM 8
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK EIGHT (CONTINUED)
11.4

(Q) Identify and discuss the elements and techniques that poets use to achieve a desired result, such as the following:
Q1== imagery

Q2== precise word choice

Q3== sound devices

Q4= metrical patterns

Q5== metaphorical/figurative language

(R) Describe the language choices and devices that authors use, such as the following:
R1== rhetorical question R 2== sarcasm
R6== pun
R10== diction

R3== satire R 4== parallelism

R7==irony

R8== tone

R5==connotation/denotation

R9== dialect

R11== figurative language

(S) Identify and describe dramatic conventions

(T) Compare and evaluate adaptations and interpretations of a script for stage, film, television or other media.
11.3 (CONTINUED)--

TLW== apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic
texts.
Essential Knowledge, Skills, and Processes:
To be successful with this standard (11.3), students are expected to . . .

(A) Use roots or affixes to determine or clarify the meaning of words.

(B) Demonstrate an understanding of idioms.
(C) Use prior reading knowledge and other study to identify the meaning of literary and classical ALLUSIONS.
(D) Interpret figures of speech (e. g. euphemism, oxymoron, hyperbole, paradox) in context and analyze their roles in the text.
(E) Analyze the connotation o f words with similar denotations.
(F) Use context (e. g., the overall meaning of a sentence, paragraph, or test; a words position or function in a sentence) as a clue to the meaning of
a word or phrase.

ADDENDUM 9
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK EIGHT (CONTINUED)
11.3 (CONTINUED) TLW apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic
texts.
(G) Identify and correctly use patterns of word changes that indicate different meanings or parts of speech ( e. g. conceive, conception,
conceivable).

(H) 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.
(I) Demonstrate understanding of figurative language, word relationships, and connotations in word meanings.
TEXTBOOKS: Lindsay Carleton and Robert Marzanos Vocabulary Games for the Classroom( P. 204); Elements of Literature (pp. 1169+ == Handbook)
Vocabulary for the College Bound Student (Level F Honors). Also consult teacher resource books with prefixes, roots, suffixes (affixes).
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK NINE
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------LITERATURE/DRAMA/POETRY/SPECIALIZED VOCABULARY (ONGOING)
CONTINUE 11.4 AND 11.3
SEE WEEK EIGHT. LITERARY PRACTICE DRILLS (ONGOING)
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK TEN
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------LITERATURE/DRAMA/POETRY/SPECIALIZED VOCABULARY (ONGOING)
CONTINUE 11.4, FOCUSING ON C THROUGH J
Also, initiate study for the following SOL:

11.5

LITERARY SOL DRILLS (ONGOING)

TLW-- read and analyze a variety of nonfiction texts. (Refer to Curriculum Framework A- H)
Essential Knowledge, Skills, and Processes:
To be successful with this standard, students are expected to . . .

(A) Analyze the vocabulary (jargon, technical terminology, and content-specific) and ideas of informational
Texts from various academic disciplines in order to clarify understandings of concepts
(over)

ADDENDUM 10
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK TEN (CONTINUED)
11.5---- (Letters B through N)
(B) Know the purpose of the text they are to read and their own purpose in reading it.

(C) Use format (page design and layout), text structures, and features to aid in understanding of text.
(D) Understand how an organizational pattern enhances the meaning of a text.
(E) Distinguish main ideas from supporting details in complex informational text to generalize ideas and make predictions
about other texts.
(F) Analyze information from a text to make inferences and draw conclusions.
(G) 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.
(Note: The video A Series of Unfortunate Events may prove helpful here)
(H) Compare and contrast how two or more texts treat two or more of the same ideas and analyze the development of those
ideas including how they interact and build on one another to provide a complex analysis.
(I) Provide an objective summary of the text.
(J) Analyze how a variety of logical arguments could reach conflicting conclusions.
(K) Evaluate the relevance and quality of evidence used to support a claim
(L) Analyze and identify false premises that intentionally manipulate audiences
(M) Determine an authors point of view or purpose in a rhetorically rich text, analyzing how ambiguity, contradiction,
Paradox, irony, hyperbole, overstatement, and understatement contribute to the text.
(N) Before drinking, and after reading texts, generate and respond to a variety of critical thinking questions to activate
prior knowledge, engage actively with learning new information, and reflect on new learning or fresh insights.
TEXTBOOKS: (TENTATIVE)- (1) Millers The Crucible (2) Hansberrys A Raisin in the Sun (3) Steinbecks Of Mice and Men
(4) The Autobiography of Malcolm X (5) Units based on Poe, Emerson, Thoreau, Hughes, Wheatley (6) Angelous Caged Bird
(7) Selections in ELEMENTS OF LITERATURE
ADD 11.3-- TLW APPLY KNOWLEDGE OF WORD ORIGINS, DERIVATIONS, AND FIGURATIVE LANGUAGE TO EXTEND VOCABULARY.
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------(OVER)

ADDENDUM 11
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK ELEVEN
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------LITERATURE/DRAMA/POETRY/SPECIALIZED VOCABULARY

CONTINUE SOLS 11.3, 11.5 AND 11.4 (C-J)

SEE WEEK TEN

LITERARY SOL DRILLS (ONGOING)

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK TWELVE
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------LITERATURE/DRAMA/POETRY/SPECIALIZED VOCABULARY

CONTINUE 11.3, 11.5 AND 11.4 (C-J) SEE WEEK TEN

LITERARY SOL DRILLS (ONGOING)

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK THIRTEEN
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------LITERATURE/DRAMA/POETRY/SPECIALIZED VOCABULARY

SEE WEEK TEN=== LITERARY DRILLS (ONGOING)

-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK FOURTEEN
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------LITERATURE/DRAMA/POETRY/SPECIALIZED VOCABULARY

SEE WEEK TEN== LITERARY DRILLS (ONGOING)

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

LITERARY DRILLING IS CONTINUOUS!!!!!!!!!!

ADDENDUM 12
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK FIFTEEN
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

LITERATURE/POETRY/SPECIALIZED VOCABULARY/

RESEARCH PAPER/NOVEL UNIT

INTRODUCE OR CONTINUE 11.4 (F-G)----

NOVEL UNIT

AND/OR INITIATE STEPS FOR RESEARCH---------

11.8-- TLW-- Analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product. (Refer to Curriculum Framework (A-J).
Essential Knowledge, Skills, and Processes
To be successful with this standard, students are expected to . . .
(A) Utilize technology to conduct research, organize information, and develop writing.
(B) Identify and narrow a topic for research through a variety of strategies, such as MAPPING, LISTING, BRAINSTORMING,
WEBBING, AND USING AN INTERNET SEARCH ENGINE.
(C) Develop a plan to locate and collect relevant information about the chosen topic.
(D) Identify a variety of primary and secondary sources of information.
(E) Generate notes while following a logical note-taking system.
(F) Preview resource materials to aid in selection of a suitable topic.
(G) Identify valid main and supporting details in various sources and distinguish them from misconceptions and biased points
of view when information conflicts.
(H) Synthesize information in a logical sequence.
(I) document print and electronic sources using MLA or APA style, including in-text citation and corresponding works cited
list.
(J) Incorporate ideas and quotations skillfully by directly quoting, paraphrasing, or summarizing text from reliable sources
and citing them appropriately. (over for ll.8 K through M).
11.3TLW continue study of word origins, general and specialized vocabulary, i.e. affixes, idioms, euphemisms, connotation and denotation.

ADDENDUM 13
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------WEEK FIFTEEN (CONTINUED)
11.8 -- RESEARCH PAPER

(K THROUGH M)

(K) Revise writing for effect, clarity, accuracy, and depth of information.
(L) Follow style manual conventions to edit materials for correct grammar, spelling, punctuation, and capitalization.
(M) Avoid plagiarism by doing the following:
M1== Understand that plagiarism is the act of presenting someone elses ideas as your own.
M2== Recognizing that one must correctly cite sources to give credit to the author of the original work.
M3== Recognize that sources of information must be cited even when the information has been paraphrased, and
M4== Using quotation marks when someone elses exact words are quoted.

TEXTBOOKS: BEIGE/TAN COACH MANUALS (Unit 6--- RESEARCH PAPERS, PP. 50- 60+)
ELEMENTS OF LANGUAGE (HANDBOOK, P. 1008+)
MODEL RESEARCH PAPERS LOCATED ONLINE (WWW.GOOGLE.COM)
NOVEL UNIT: UTILIZE AN AMERICAN WRITER AND TWENTY-PLUS PAPERBACK BOOKS FOR THIS UNIT
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

WEEKS SIXTEEN, SEVENTEEN EIGHTEEN

(SEE DATES ON THE PACING GUIDE FOR THESE WEEKS)
Culminate 11.8 by collecting final drafts of research papers and/or 11.4 by
completing the novel unit. Administer SOL Reading test.