VCS English III Pacing Guide English III - Vance County English III Pacing Guide English III Pacing Guide – Common Core Students will take the English III North Carolina Final Examination

VCS English III Pacing Guide

English III Pacing Guide – Common Core

Students will take the English III North Carolina Final Examination (NCFE) at the end of the semester.

Day Objectives Skill/Concept Suggested Readings

Aug.28-Sept 12 SL2 Introduction to Course: -Syllabus -Reading Strategies -Book Report/ Journal/Article Expectations - Context Clues -Construct Response Expectations -Pre-Test- This can be the pre-test online for English III. http://www.dpi.state.nc.us/docs/accountability/common-exams/released-items/highschoolitems/eng3release14.pdf Click the above link and make class sets for your students.

2-3 Standards: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9

Start Unit: Early America Background: Early American/Oral Tradition Student-led Discussion:

Discussion Evidence Native American creation stories; Supplemental Reading; Native American Literature; Student-led Evidence

1

http://www.dpi.state.nc.us/docs/accountability/common-exams/released-items/highschoolitems/eng3release14.pdf

http://www.dpi.state.nc.us/docs/accountability/common-exams/released-items/highschoolitems/eng3release14.pdf

Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

3-4 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: Analyze direct statements and compare two primary texts from colonizing America. Analyze multiple interpretations.

Discussion Evidence John Smith The General History of Virginia; William Bradford, Of Plymouth Plantation

2

5 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9 Vocabulary: L1, L2, L3

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: Analyze direct statements. Analyze multiple interpretations. Style, tone. Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences)

Discussion Evidence Mary Rowlandson, A Narrative of Captivity

6 Discussions: Student-led Discussion: Discussion Evidence

3

SL1, SL2, SL3, SL4, SL5, SL6 Reading: RI1, RI3, RI4, RI5, RI6, RI9, RI10 Essay: W1, W2, W7, W8, W4, W5, W6

Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: Compare Texts, Persuasive Writing Begin: Persuasive Essay. In Class Writing. (Pick Prompt) (Clarify Thesis Statement Uses)

Ben Franklin, Autobiography; Jefferson, Declaration of Independence; Sinners in the Hands of an Angry God* *If time permits.

7 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Essay: W1, W2, W7, W8, W4, W5, W6

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

Discussion Evidence Persuasive Essay Rubric, Outline, Discussion Evidence, Grammar PowerPoint

4

Mini Lesson: L1, L2, L3

Essay: Outline Essay (5 paragraph. 2 Main Points. 1 Opposing View) Post Outline online and comment on everyone else’s outline. (Media Center, if necessary) Grammar Mini Lesson: Begin Parts of Speech Noun/Pronoun – Subjects

8 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Essay: W1, W2, W4, W5, W6, W7, W8 Review: RI1, RI3, RI4, RI5, RI6, RI9,

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Essay: Research Topics and find sources to

Discussion Evidence; Persuasion Essay Outline; Persuasion Rubric; Early America Study Guide

5

RI10 defend perspective. How to write a Works Cited Page (Media Center) Review Early America Unit (Compare/Contrast) (Persuasion tactics) (Satire) (Style) (Tone) (Direct Statements)

9 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Test: RI1, RI3, RI4, RI5, RI6, RI9, RI10

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Suggested Test Date: Early America Unit Test Essay: Begin 1st

Discussion Evidence Covered: Comparing themes in John Smith and William Bradford – Historical Importance. Comparing Style and Theme (Mary Rowlandson). Persuasion Tactics (Jefferson). Satire (Ben Franklin). Multiple Interpretations (Creation Stories).

6

Paragraph of Persuasive Essay; Thesis Statement

10 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Reading: RI1, RI2, RI5, RI6, R1, R2, R3, R4, R5, R6, R7, R9, R10 Vocabulary: L1, L2, L3

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Begin: The Crucible Unit - Mass Hysteria, Spectral Evidence, Author Background, Red Scare Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences)

Discussion Evidence The Crucible notes Werewolf Game (Mass Hysteria)

7

11 & 12 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Reading: RI1, RI2, RI5, RI6, R1, R2, R3, R4, R5, R6, R7, R9, R10 Essay: W1, W2, W4, W5, W6, W7, W8

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: Character Development, Setting, Background, Mass Hysteria, Rhetorical Devices Essay: Begin 2nd Paragraph of Persuasive Essay. (1st main point: Research/Elaboration)

Discussion Evidence The Crucible Act I

13 & 14 Discussions: SL1, SL2, SL3,

Student-led Discussion: Promote civil,

Discussion Evidence

8

SL4, SL5, SL6 Reading: RI1, RI2, RI5, RI6, R1, R2, R3, R4, R5, R6, R7, R9, R10 Essay: W1, W2, W4, W5, W6, W7, W8

democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: Character Development, Juxtaposition, Setting analysis, Spectral Evidence Essay: Begin 3rd Paragraph of Persuasive Essay. (2nd main point: Research/Elaboration)

The Crucible, Act II

15 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Reading: RI1, RI2, RI5, RI6,

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish

Discussion Evidence; Vocabulary Lists The Crucible, Act III

9

R1, R2, R3, R4, R5, R6, R7, R9, R10 Vocabulary: L1, L2, L3

individual roles as needed. Readings: Climax, Character Analysis, Setting, Mass Hysteria, Connection to Modern Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences)

16 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Reading: RI1, RI2, RI5, RI6, R1, R2, R3, R4, R5, R6, R7, R9, R10

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: Climax,

Discussion Evidence The Crucible, Act III

10

Character Analysis, Setting, Mass Hysteria, Connection to Modern

17 - 18 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Reading: RI1, RI2, RI5, RI6, R1, R2, R3, R4, R5, R6, R7, R9, R10 Essay: W1, W2, W4, W5, W6, W7, W8

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Movie Juxtaposition and Comparison Essay: Write 4th paragraph, the Opposing View (Discuss opposite view and debunk)

Discussion Evidence The Crucible 1996

19 Discussions: SL1, SL2, SL3, SL4, SL5, SL6

Student-led Discussion : Promote civil, democratic discussions

Discussion Evidence

11

Reading: RI1, RI2, RI5, RI6, R1, R2, R3, R4, R5, R6, R7, R9, R10 Essay: W1, W2, W4, W5, W6, W7, W8

and decision-making, set clear goals and deadlines, and establish individual roles as needed. Review Date: The Crucible Essay: Write Conclusion of Persuasion Essay.

20-21 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Reading: RI1, RI2, RI5, RI6, R1, R2, R3, R4, R5, R6, R7, R9, R10 Vocabulary: L1, L2, L3

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Grammar: POS Vocabulary:

Discussion Evidence; Vocabulary Lists

12

Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences)

22 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Review: RI1, RI2, RI5, RI6, R1, R2, R3, R4, R5, R6, R7, R9, R10 Essay: W1, W2, W4, W5, W6, W7, W8

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Suggested Test Date: The Crucible Essay: Peer Review/ Edit. Signed by partner

Discussion Evidence The Crucible Unit Test


Student-led Discussion: Promote civil, democratic discussions and decision-making,

Discussion Evidence Romanticism Unit Notes

13

Readings: RI1, RI3, RI4, RI5, RI6, RI9

set clear goals and deadlines, and establish individual roles as needed. Begin Unit: Romanticism Notes – Characteristics of Literary Movement, Compare/Contrast of Literary Movements: Romanticism versus Dark Romanticism

“The Devil and Tom Walker”

24 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9 Project: SL2,


Discussion Evidence “The Devil and Tom Walker” – Washington Irving Windows Movie Maker

14

SL5 Background: Washington Irving Readings: Interpret meaning/analyze. Comparison between folk tales and short stories Technology Project: Film elements of Romanticism and edit. *Alternate Project : Romantic Rebels (Newspaper project for students without laptops)

25 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as

Discussion Evidence Windows Movie Maker “The Black Cat” – Edgar Allen Poe

15

Project: SL2, SL5 Vocabulary: L1, L2, L3

needed. Background: Edgar Allen Poe Technology Project: Film elements of Romanticism and edit. *Alternate Project : Romantic Rebels (Newspaper project for students without laptops) Readings: Interpret meaning/Analyze relation to Literary Movement. Characteristics of the Short Story; Characteristics of Literary Movement Vocabulary:

16

Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences)

26 – 27 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9 Project: SL2, SL5

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: Interpret meaning/analyze. Connect to 21st Century Skills. Focus on Character Development. Focus on the narrator/speaker. Presentations Due

Discussion Evidence Windows Movie Maker “The Black Cat” – Edgar Allen Poe

17

Essay Due

28-29 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9 Project: SL2, SL5

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: Interpret meaning/analyze. Characteristics of Transcendentalism. Compare to Romanticism. Background: Transcendentalism. Analyze Civil Disobedience; Comparison and Contrast to Romanticism. Writing Exercise.

Discussion Evidence Notes Windows Movie Maker Self Reliance by Ralph Waldo Emerson

18

30 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9 Vocabulary: L1, L2, L3

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: Interpret meaning/analyze. Comparison between Emerson philosophy and Thoreau. Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences)

Discussion Evidence Walden excerpts by Henry David Thoreau Video Clips (?) Vocabulary List

19

31 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9 Mini Lesson: L1, L2, L3

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Grammar Mini Lesson: Review Nouns/Pronouns/Verbs. Focus on conjunctions and comma usage.

Notes Review Grammar worksheet

32 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Review: RI1, RI3, RI4, RI5, RI6, RI9


Discussion Evidence Review

20

Review for Romanticism Test: - Compare Romanticism/Dark Romanticism - Analyze Characteristics - Analyze importance of quotes. - Character Development/ The Speaker - Symbolism - Civil Disobedience - Emerson vs Thoreau philosophy

33 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9, RI10


Discussion Evidence Romanticism Test “I Hear America Singing” by Walt Whitman Song of Myself poems

21

Suggested Test day: Romanticism Unit Test Background: Poetry Unit – Walt Whitman and Emily Dickinson history. Reading: Walt Whitman – - Elliptical Construction - Elements of Freeverse - Characterizations of both Realism and Romanticism



Discussion Evidence Song of Myself Poems

22

Readings: RI1, RI3, RI4, RI5, RI6, RI9, RI10

set clear goals and deadlines, and establish individual roles as needed. Reading: Walt Whitman – - Elliptical Construction - Elements of Freeverse - Characterizations of both Realism and Romanticism

“A Sight in Camp in the Daybreak Gray and Dim” by Walt Whitman “Because I Could Not Stop for Death” by Emily Dickinson

35 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Project: R1, R2, R4, R6, R7, R9, R10, SL3,


Discussion Evidence Emily Dickinson Project Rubric

23

SL4, SL5, SL6 Vocabulary: L1, L2, L3

needed. Project: Emily Dickinson Analytical Powerpoint Presentation (group) Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Project: Emily Dickinson Analytical Powerpoint Presentation (group) Vocabulary: Parts of Speech, Conventions of Standard English, Vary

24

Syntax for effect (Sentences)

36 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Project: R1, R2, R4, R6, R7, R9, R10, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9, RI10

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Project: Emily Dickinson Analytical Powerpoint Presentation (group) Reading: “If you were…” - Theme - Slant Rhyme - Understatement Reading: “Tell all the

Discussion Evidence “If you were coming in the Fall” – Emily Dickinson “Tell all the truth but tell it Slant” – Emily Dickinson

25

truth..” - Meaning - Opinion piece


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Project: Emily Dickinson Analytical Powerpoint Presentation (group) Reading: “Apparently…” - Tone - Philosophy of Death

Discussion Evidence “Apparently with no surprise” – Emily Dickinson “Success is counted sweetest” – Emily Dickinson

26

- Analyze speaker Reading: “Success…” - Alliteration - Slant Rhyme - Analyze meaning


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Project: Emily Dickinson Analytical Powerpoint Presentation (group) Reading: “Much Madness…” - Alliteration - Paradox - Theme

Discussion Evidence “Much Madness is divinest Sense” by Emily Dickinson

27

- Dashes - Tone - Comparison to Transcendentalism philosophy

39 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Project: R1, R2, R4, R6, R7, R9, R10, SL3, SL4, SL5, SL6 Mini Lesson: L1, L2, L3

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Project Presentations Grammar Mini-Lesson: Review – Noun/Pronoun/Verbs/Commas/ Conjunctions - Articles/Adjectives

Discussion Evidence Project Rubrics


Student-led Discussion: Promote civil, democratic discussions

Discussion Evidence Vocabulary Lists

28

Vocabulary: L1, L2, L3 Review: R1, R2, R4, R6, R7, R9, R10, SL3, SL4, SL5, SL6

and decision-making, set clear goals and deadlines, and establish individual roles as needed Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) Review Readings for Poetry Unit Test: - Elements of Whitman (E. Construction, Free Verse) - Elements of Dickinson (Slant Rhyme) - Comparison to Realism/ Transcendentalism

Review

29

- Poetic Elements

41 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Essay: L1, L2, L3, L4, L5, L6, SL1, Sl2, SL3, SL6, W1, W2, W4, W5, W6, W7, W8

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Introduce Research Paper: Selecting a Topic and narrowing down the Thesis Statement

Discussion Evidence Steps in writing a Research Paper: - Works Cited - In Text Citations - NoteCards - Research Techniques

42

Essay: L1, L2, L3, L4, L5, L6, SL1, Sl2, SL3, SL6, W1, W2, W4, W5, W6, W7, W8

Research Media Center

Works Cited Research Outline

43 Essay: L1, L2, Research Research

30

L3, L4, L5, L6, SL1, Sl2, SL3, SL6, W1, W2, W4, W5, W6, W7, W8

Media Center *Works Cited Page due (Rough Draft)

Outline NoteCards

44 Essay: L1, L2, L3, L4, L5, L6, SL1, Sl2, SL3, SL6, W1, W2, W4, W5, W6, W7, W8

Research Media Center Outlining

Research Outline NoteCards

45 Essay: L1, L2, L3, L4, L5, L6, SL1, Sl2, SL3, SL6, W1, W2, W4, W5, W6, W7, W8 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Vocabulary: L1, L2, L3

Research Media Center Drafting Rough Draft Inserting Citations

● NoteCards are due


Research Outline Notecards Discussion Evidence Vocabulary List

31

democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences)

46-47 Essay: L1, L2, L3, L4, L5, L6, SL1, Sl2, SL3, SL6, W1, W2, W4, W5, W6, W7, W8 Discussions: SL1, SL2, SL3, SL4, SL5, SL6

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Essay: How Not to Plagiarize mini lesson.

Discussion Evidence “Chickamauga” by Ambrose Bierce

32


- Trustworthy Sources - In text Citations - Works Cited Introduction to Realism Era: Analyze historical relevance to literary devices and characteristics of literary significance. Readings: - Symbolism - Analyze techniques in voice and character development - Determine significance of POV - Connection to 21st Century



Discussion Evidence “Go Down, Moses”

33


set clear goals and deadlines, and establish individual roles as needed Readings: - Spirituals - Focus on Auditory Learners - Analyze historical importance - Tone - Characteristics of Spirituals - Explain and analyze meaning and symbolism

“Follow the Drinking Gourd” “Swing Low, Sweet Chariot”

49 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4,


Discussion Evidence “The Lowest Mammal” by Mark Twain

34

RI5, RI6, RI9, RI10

individual roles as needed Reading: - Analyze Satirical humor - Analyze use of Irony in Satire - Different types of Satire - Identify Twain’s Satire type - Exaggeration techniques - Opinion based-evaluation


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed

Discussion Evidence “Richard Cory” by Edwin Arlington Robinson “Miniver Cheevy” by Edwin Arlington Robinson

35

Vocabulary: L1, L2, L3

Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) Reading: - Realism Poetry (Richard Cory) - Connotations - Analyze situational irony in Richard Cory - Characteristics of Realism - Moral of the Story - Realism Poetry (Miniver Cheevy) - Connotations - Analyze poetic devices (Symbolism, Personification) - Character analysis *Rough Draft Due

36

51 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Mini Lesson: L1, L2, L3

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Grammar Mini Lesson: -Review Nouns, Pronouns, Verbs, Articles, Conjunctions, Commas, and Adjectives. - Analyze use of Adverbs

Discussion Evidence

52 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Review: RI1, RI3, RI4,



37

RI5, RI6, RI9, RI10

individual roles as needed Review: - Characteristics of Realism - Historical analysis on literature - Connotations - Satire - Symbolism and Dichotomy - Exaggeration

53 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Mini Lesson: L1, L2, L3

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Suggested Test Date: Realism Unit Test

Discussion Evidence Test MiniLesson

38

Grammar MiniLesson: Review Nouns, Pronouns, Verbs, Adjectives, Adverbs, Articles, Conjunctions -Analyze Prepositions

54-55 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9, RI10 Vocabulary: L1, L2, L3

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Background: - Introduce Modern Literature Unit - Historical Relevance - Literary Characteristics - Notable Authors

Discussion Evidence “A Rose for Emily” by William Faulkner

39

Reading: - Focus and analyze setting and it’s effects on the writing - The Dream of Perfection - Time and its use in “A Rose…” - Elements of a Short Story - Literary Devices (Foreshadowing, Narrator, Symbolism, Setting) Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) *Final Draft Due

56-57 Discussions: SL1, SL2, SL3,


Discussion Evidence

40

SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9, RI10

democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Reading: - Stream of Consciousness - Analyze connection to Literary Characterizations - Irony - Use of verb tenses - Ambiguity - Time uses in Literature

“The Jilting of Granny Weatherall” by Katherine Anne Porter

58-59 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9,


Discussion Evidence Grammar Mini Lesson Background “Design” by Robert Frost

41

RI10

needed Grammar Mini Lesson: - Review: Nouns, Pronouns, Verbs, Articles, Conjunctions, Adjectives, Adverbs, Prepositions, Commas - Analyze Interjections Background: Robert Frost and Sonnets - Characterization of Sonnets - Analyze rhyme schemes and identify different types of sonnets Readings: - “Design” - Identify sonnet Characteristics - Analyze meaning and significance to

“Nothing Gold can Stay” by Robert Frost

42

literary movement - “Nothing…” - Identify Literary Devices such as paradoxes, imagery, symbolism, and allusions

60 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9, RI10 Vocabulary: L1, L2, L3 Essay: W3, W4, W5, W6, W10

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) Reading:

Discussion Evidence Vocabulary List “Mending Wall” by Robert Frost Essay Rubric

43

- Analyze characteristics for the literary period - Style - Ambiguity - Opinion Essay: Introduce 3rd 6 weeks essay: Creative Writing (Short Story) - Students create character - Pick a number of themes offered - Randomly assigned situation


Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed

“The Weary Blues” by Langston Hughes “Harlem” by Langston Hughes “The Negro Speaks of Rivers” by Langston Hughes

44

Essay: W3, W4, W5, W6, W10

Background: Harlem Renaissance - Connection to 21st Century Historical significance - Literary Characterization - Connection to art and music Readings: - Literary Characterization - Mood, Theme, Repetition, Colloquialism, Rhythm Essay: - Character Development - Literary Devices analysis

45

62 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Mini-Lesson: L1, L2, L3 Review: RI1, RI3, RI4, RI5, RI6, RI9, RI10 Essay: W3, W4, W5, W6, W10

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Grammar Mini-Lesson: - Review Parts of Speech - Identify and analyze Suggested Test Date for Parts of Speech Review: - Harlem Renaissance - Elements of the effects of Time - Literary Devices and their uses in

Discussion Evidence Test Review

46

literature

63 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Reading: RI1, RI3, RI4, RI5, RI6, RI9, RI10 Essay: W3, W4, W5, W6, W10

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Suggested Test Date: Modern Unit Test Background: Contemporary Unit Test - Historical Relevance - Notable authors - Literary Characteristics

Discussion Evidence Modern Unit Test

47

64 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Reading: RI1, RI3, RI4, RI5, RI6, RI9, RI10

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Reading: - Irony in Story Title - Style - Foreshadowing - Analysis of a Frame Tale - Interpret idioms

Discussion Evidence “Everything Stuck to Him” by Raymond Carver

65 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Reading: RI1, RI3, RI4, RI5, RI6, RI9,


Discussion Evidence “In Search of Our Mothers’ Gardens” by Alice Walker Video Clips (Fox News and MSNBC) (Topic to be announced)

48

RI10 Vocabulary: L1, L2, L3

Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) Reading: - Opinion-Based - Personal Gardens - Symbolism - Nonfiction - Interpreting idioms Other: - New Journalism - Biases versus neutral - Video clips of recent Journalists (Fox News vrs MSNBC)




49

and decision-making, set clear goals and deadlines, and establish individual roles as needed. Parts of Speech Review: -Worksheets Review: - New Journalism - Literary Devices - Analysis

67 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Reading: RI1, RI3, RI4, RI5, RI6, RI9, RI10

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Suggested Test Date:

Raisin in the Sun by Lorraine Hansberry, Act I

50

Contemporary Unit Test Background: Lorraine Hansberry - Historical Relevance - Author Characteristics - Comparison to Realism and Romanticism Reading: Start Raisin in the Sun - American Drama Characteristics - Historical comparisons

68 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Reading:

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and

Raisin in the Sun by Lorraine Hansberry, Act I

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RI1, RI3, RI4, RI5, RI6, RI9, RI10

deadlines, and establish individual roles as needed. Reading: - Character Development - Symbolism - Compare to Shakespeare, the English drama

69-70 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Reading: RI1, RI3, RI4, RI5, RI6, RI9, RI10 Vocabulary: L1, L2, L3

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect

Discussion Evidence Raisin in the Sun by Lorraine Hansberry, Act II

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(Sentences) Reading: - Plot advancement - Characteristics - Character development

71-74 Discussions: SL1, SL2, SL3, SL4, SL5, SL6 Reading: RI1, RI3, RI4, RI5, RI6, RI9, RI10

Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Reading: - Plot advancement - Character development - Literary Devices

Discussion Evidence Raisin in the Sun by Lorraine Hansberry, Act III

75-76 Discussions: SL1, SL2, SL3, SL4, SL5, SL6


Discussion Evidence Vocabulary List

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Reading: RI1, RI3, RI4, RI5, RI6, RI9, RI10 Vocabulary: L1, L2, L3 Mini Lesson: L1, L2, L3

and decision-making, set clear goals and deadlines, and establish individual roles as needed. Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) Mini Lesson: Review ALL Grammar lessons Movie: - Compare/Contrast Film to Book - Literary Devices - Character Development

Raisin in the Sun (2010)

77 Discussions: SL1, SL2, SL3,


Discussion Evidence

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SL4, SL5, SL6 Reading: RI1, RI3, RI4, RI5, RI6, RI9, RI10

democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Mini Lesson: Review Parts of Speech/ Commas Review: - Symbolism - Literary Devices - Characterizations - Character Development

Review Raisin in the Sun by Lorraine Hansberry



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individual roles as needed. Mini Lesson: Review Parts of Speech/Vocabulary Suggested Test Date: Raisin in the Sun

79-81 Review for Final Exams

82-83 Final Exams- English III NCFE This paper has constructed Responses as well.

How to Find Released test Items in Schoolnet for English

How to Find a Passage in Schoolnet based on the English Standards. Remember that you go to my.ncedcloud.org and type in your username and password. From the homepage you then click on the school building icon that takes you to schoolnet. Once in schoolnet follow the directions below.. 1. Hover at the Assessment Admin link once you are in schoolnet

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2. Click find an item, passage, or rubric 3. Click Advance search 4. Click Standard Look up 5. Select Standard Document- Drop down arrow that allows you to select your subject 6. Select grade level 7. Select your subject by clicking on the + sign. You can also select specific standards 8. Once you click the plus (+) sign the subject that you have chosen will automatically drop down to specific standards for your subject 9. You can select specific standards by checking the box beside each standards 10. If you click the + sign beside specific standards you will be taken to the sub topic for each standard. 11. After you decide which standards you want click the box beside each standard. 12. Then click add 13. You are now to scroll down to the properties section and type ncdpi_classroom for the publisher in the passage properties section. 14. Then you would click search passages at the bottom of the page. Always search passages and not items…

English III and IV Standards

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All English courses are broken down into five standards: Reading Literature, Reading Informational, Writing, Speaking and Listening and Language.

Reading Literature (RL) The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness

expectations—the former providing broad standards, the latter providing additional specificity.

Key Ideas and Details:

CCSS.ELA-LITERACY.RL.11-12.1

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.


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.


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:


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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.)


Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story,

the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.


Analyze a case in which grasping a 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:


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.)


(RL.11-12.8 not applicable to literature)


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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:


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 (RI)

Key Ideas and Details:

CCSS.ELA-LITERACY.RI.11-12.1

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.


Determine two or more central ideas of a text and analyze their development over the course of the text, including how they

interact and build on one another to provide a complex analysis; provide an objective summary of the text.


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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:


Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical

meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how

Madison defines faction in Federalist No. 10).


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.


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:


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.


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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).


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:


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 (W)

Text Types and Purposes:

CCSS.ELA-LITERACY.W.11-12.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

evidence.

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CCSS.ELA-LITERACY.W.11-12.1.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.

CCSS.ELA-LITERACY.W.11-12.1.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.

CCSS.ELA-LITERACY.W.11-12.1.C

Use words, phrases, and clauses as well as varied syntax 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.

CCSS.ELA-LITERACY.W.11-12.1.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.

CCSS.ELA-LITERACY.W.11-12.1.E

Provide a concluding statement or section that follows from and supports the argument presented.


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.


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http://www.corestandards.org/ELA-Literacy/W/11-12/1/c/

http://www.corestandards.org/ELA-Literacy/W/11-12/1/e/

http://www.corestandards.org/ELA-Literacy/W/11-12/1/b/


http://www.corestandards.org/ELA-Literacy/W/11-12/2/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.


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.


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.


Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the

complexity of the topic.


Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which

they are writing.

CCSS.ELA-LITERACY.W.11-12.2.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).

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Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and

well-structured event sequences.


Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple

point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.


Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,

events, and/or characters.


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).


Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting,

and/or characters.


Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the

narrative.

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Production and Distribution of Writing:


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.)


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 here.)


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:


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.


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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.


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


Apply grades 11-12 Reading standards to literature (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").


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 Case majority

opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential

addresses]").

Range of Writing:


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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 (SL)

Comprehension and Collaboration:

CCSS.ELA-LITERACY.SL.11-12.1

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.

CCSS.ELA-LITERACY.SL.11-12.1.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.

CCSS.ELA-LITERACY.SL.11-12.1.B

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish

individual roles as needed.

CCSS.ELA-LITERACY.SL.11-12.1.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.

CCSS.ELA-LITERACY.SL.11-12.1.D

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http://www.corestandards.org/ELA-Literacy/SL/11-12/1/a/

http://www.corestandards.org/ELA-Literacy/SL/11-12/1/c/

http://www.corestandards.org/ELA-Literacy/SL/11-12/1/d/

http://www.corestandards.org/ELA-Literacy/SL/11-12/1/b/

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 or research is required to deepen the investigation or

complete the task.


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.


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:


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.


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.

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Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See

grades 11-12 Language standards 1 and 3here for specific expectations.)

Language (L)

Conventions of Standard English:

CCSS.ELA-LITERACY.L.11-12.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.11-12.1.A

Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

CCSS.ELA-LITERACY.L.11-12.1.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.


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Observe hyphenation conventions.


Spell correctly.

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http://www.corestandards.org/ELA-Literacy/L/11-12/2/

http://www.corestandards.org/ELA-Literacy/L/11-12/1/a/


http://www.corestandards.org/ELA-Literacy/L/11-12/




Knowledge of Language:


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.


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:


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.


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.


Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,

conception, conceivable).

CCSS.ELA-LITERACY.L.11-12.4.C

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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.

CCSS.ELA-LITERACY.L.11-12.4.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).


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


Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.


Analyze nuances in the meaning of words with similar denotations.


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.

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Documents

VCS English III Pacing Guide English III - Vance County English III Pacing Guide English III Pacing Guide – Common Core Students will take the English III North Carolina Final Examination