Pacing Guide for English 2 Honors
For each week a minimum of five bullets has been provided for you to list your specific
activities, but please change this to fit your needs. Remember to keep your overall units between
two-four weeks long. Remember each week to include a cooperative learning activity (with a
partner or a group), a writing activity, and a reading activity. Vary your assessments so you are
not over-relying on objective tests. Also remember to use the Common Core Standards as you
are putting together this pacing guide.
First Nine Weeks Focus: Plot and Setting
Week One (Aug 20-24):
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Go over class policies, emergency procedures; ice breaker; Mythology study guide-due
next week; mythology business card-due next class
Summer Reading Test
Mythology board game activity-groups of 4-create a board game based on the Trojan
War, the Odyssey, the Oedipus trilogy, or the characters of the gods and goddessesgames will be brought in and played next week
Language in Mythology worksheet-literary term-allusion
Handout-What makes a great composition?
Week Two (Aug 27-31):
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Mythology test-Read “The Golden Apples”
Play board games
Discuss the use of diction and sentence structure to create style-passages from Wiesel,
Hamilton, and Wakatsuki-how does each one have a distinct and different sentence
structure and use of language?; Venn diagram for “The Golden Apples” by Osborne and
the same story in Hamilton’s text.
Write and essay discussing the differences in diction and sentence style between the two
versions of the tale and submit it to Turn it In
Week Three (Sept 4-7):
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Computer lab-web quest activity for Elie Wiesel/Night
Analyzing Literature activity for Night-figurative language, diction, irony
Night discussion questions-groups-whole class
Night Test
Oprah Winfrey and Elie Wiesel video-mini write-what surprised you about the video
even after having read the book? What images were especially shocking?
Survivor stories from Holocaust Museum-video
Week Four (Sept 10-14):
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FCAT Writes Essay on September 10 and September 11-Explain the purposes of the
myths and give examples of myths and how they support each purpose Peer edit
handwritten draft
Night Test
Farewell to Manzanar timeline project
Read “Evacuation Order No. 19”-how was this family’s situation similar to that of the
Wakatsukis? What generalizations can you make about the Japanese American
experience from these two accounts?
Teacher feedback on FCAT essay
Week Five (Sept 17-21):
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Final draft is written of the first FCAT Writes essay and submitted to www.turnitin.com;
peer editing is also completed on this essay on www.turnitin.com.
Literacy cards based on successful completion of summer reading assignment/project are
passed out by the end of the week
Glossary of Usage exercises 1-3 in textbook
Collection 1–Plot and Setting-preview vocabulary and read “Contents of the Dead Man’s
Pocket”-details for setting; plot chart and cause and effect diagram in groups-eview
vocabulary
Week Six (Sept 24-28):
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Spelling pretest-frequently misspelled words-go over missed words-quiz next week
Preview vocabulary and read “The Trip”-groups-create an illustration of three different
settings in the text. For each one-tell what the mood is in that setting and give support
from the text-post illustrations in the room
Glossary of Usage exercises 4-7 in textbook
Review term allusion-give examples from mythology-read text from Bible that title “By
the Waters of Babylon” alludes to-predict conflict based on allusion
Preview vocabulary and read “The First Seven Years” and “Coyote Kills the Giant”
Week Seven (Oct 1-5):
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Spelling quiz
Groups-Venn diagram and vocabulary review for “The First Seven Years” and “Coyote
Kills the Giant”
Glossary of Usage assessment-draw a list of ten randomly selected terms from the
Glosary of Usage and write a sentence using each one correctly.
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Collection 1 FCAT practice
Week Eight (Oct 9-12):
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Spelling quiz
Review guidelines for writing about literature
Collection 1 assessment
Grammar-Phrases; Prepositional phrases
Week Nine (Oct 15-19):
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Spelling quiz
Grammar- Participles and appositives
Grammar-gerunds and infinitives
Sentence combining activity-using phrases
Phrases assessment-combine sentences using various kinds of phrases-label phrases in
sentences
Second Nine Weeks Focus: _Characterization and Drama (relate the elements of a short
story to drama)
Week One (Oct 22-26):
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FCAT Writes essay on October 22 or October 23-persuasive-write to persuade me that I
should replace a summer reading book with one of your choice. Peer edit handwritten
essay
Collection 2-Character-terms: traits, direct/indirect characterization,
protagonist/antagonist
Show and tell-bring in an object that is important to you-tell the class about the object
and explain why it is important-class-categorize objects based on what they say about our
values-make generalizations about what we value based on what we brought in
FCAT essay feedback is given by the end of the week.
Preview vocabulary and read “Everyday Use”
List character traits for each sister and provide text to support trait
Week Two (Oct 29-Nov 2):
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Preview vocabulary and read “Two Kinds”- what motivates each character to behave as
she does at various points in the story-does the motivation change or remain constant?
Does this make the characters seem realistic?
Character traits for each character-text to support-review vocabulary
Sentence combining using phrases
Preview vocabulary and read “The First Seven Years”-direct/indirect characterization
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Direct/indirect characterization worksheet-rewrite sentences using indirect
characterization-tell what kind of indirect characterization you are using
Handout-Read Like a Rock Star reading options-discuss options about acquiring a book
including downloading e-book and books available in classroom
Week Three (Nov 5-9):
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Discuss allusion in title to Biblical text-groups brainstorm other possible titles for the
story that would still convey relationship to Biblical text-review vocabulary
Values chart for each character-how did values motivate actions?
Collection 2 FCAT practice
Collection 2 essay assessment- apply literary terms to stories other than that in which
they were studied-provide original examples from text
Week Four (Nov 12-16):
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Read like a Rock Star begins this week-15 minutes of reading time at the beginning of
each period
Collection 2 objective assessment-vocabulary and objective questions-provide textual
support and examples for answers to objective questions
Read intro to Shakespeare and Elizabethan theater; historical background
Groups-brainstorm questions you still have about theater, Caesar, or Shakespeareresearch answers and present them to class next period
Begin reading Julius Caesar aloud in class-complete AP study guide as we read
Week Five (Nov 26-30):
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FCAT Writes essay-expository. Peer review handwritten essay at the end of the period
Language-Shakespeare’s use of puns; skill-paraphrase/summary-No Fear Shakespeare
Continue reading Act I in class
Teacher feedback on FCAT essay
Act 1 assessment-write a summary of randomly assigned scenes-must include details
NOT included on print version of summary from website (Spark Notes, etc)
Week Six (Dec 3-7):
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Students write a final draft of their FCAT Writes essay and submit it to
www.turnitin.com; peer editing on this essay is also completed on www.turnitin.com.
Read Act II in class-character chart with traits and motivation-AP study guide
Literary term-anachronism
Read Like a Rock Star
Week Seven (Dec 10-14):
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Read like a Rock Star ends this week-Reading log activity due
Act 2 assessment- Write a character sketch of randomly assigned character-what
motivates him/her? How can you tell from the text? What traits has he/she shown? What
have been his/her major contributions to the action?
Read Act III aloud in class- III.i 183-295 – ii 1-73 independently
Week Eight (Dec 17-19):
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Act 3 assessment-plot chart-exposition (setting/conflicts) rising action, climax
Read Act 4 with AP study guide-scene 1, 2 independently
Acts 4 and 5 video-death chart-how does the motivation or manner or each character’s
death fit with his/her traits?
Week Nine (January 8-11):
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Julius Caesar review-5 groups-one for each act-take a quiz for your assigned act-look up
correct answers-choose 5 questions to ask the rest of the class-go over correct answers
Julius Caesar assessment-Objective test with elements of language and support from text
for answers (eesay will be on exam)
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Exam Week: Week Ten (Jan 14-18):
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Your midterm exam needs to include an essay. Make sure that 9th and 10th grade English
classes make it an FCAT Writes essay prompt.
Exam review- conventions for writing about literature
Exam
Third Nine Weeks Focus: Synthesizing ideas from multiple sources-evaluating arguments
Week One (Jan 22-25):
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Complete peer and self-editing on essay from midterm. Review of midterm.
Grammar-Clauses and sentence structure
Begin research paper-brainstorm research topics-computer lab-determining validity of
internet sources-begin looking for sources
Independent and subordinate clauses-fragments and run-ons
Week Two (Jan 28-Feb 1):
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Review format for and answer questions about annotated bibliography
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Preview vocabulary and read aloud “Trifles”-skills-motivation, making inferences-write a
character sketch of John Wright-how do his character traits motivate the actions of the
women? Give examples with specific support from the text
Term: farce-examples from TV or movies- preview vocabulary and read aloud “The
Brute”-how does this play fit the definition of a farce? Give examples with specific
support from the text
Annotated Bibliography due
Week Three (Feb 4-8):
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Go over format for outline and thesis statement-relationship between research question
and thesis statement
Grammar-types of subordinate clauses-use of commas with subordinate clauses
Outline for research paper due
Read Like a Rock Star-book of your choice with approval-at least 200 pgs.-on grade
level-have book approved and with you in class week of 2/18
Collection 6: Persuasion-skill-evaluation persuasive arguments in informational text-read
background p. 560-568
Week Four (Feb 11-14):
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Valentine’s Day love poems
Sentence combining to create compound and complex sentences-group activity
Sentence structure assessment- Sentence combining to create compound and complex
sentences
Preview vocabulary and read “There Comes a Time When People Get Tired” and
“Eulogy for Martin Luther King, Jr.” skills-connotation, loaded words, tone; termeulogy/elegy’; close reading –diction-what words convey tone?-Give examples from each
text of ways the authors use emotional appeals
Preview vocabulary and read “Silent Spring” and “Kiss and Tell” skills-tone, structure of
an argument, drawing conclusions-assessment-each selection uses a different POV-which
do you find more effective? Why? Use specific examples from the text
Week Five (Feb 18-22):
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Read like a Rock Star begins-15 minutes of reading time at the beginning of each class
period
Go over requirements and format for rough draft of research paper
Preview vocabulary and read excerpt from “Caesar’s Way” and “Pack of Lies” skillscomparing persuasive techniques in texts related to a similar topic-using headings as a
text feature-assessment –evaluate the logical and emotional appeals used in each piece-
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which do you find more convincing? What specific points resonated with you as a
reader?
Independent practice-unit assessment-read “Targer Real Violence, Not Video Games”
and “Harmless Fun?”- evaluate the logical and emotional appeals used in each piecewhich do you find more convincing? What specific points resonated with you as a
reader?-written in class
Collection 7 Poetry-read intro p. 644-654-create a glossary of literary terms
Close reading-model poem “The Stayer”-groups-read for diction and literary devicescombine group assessments for whole class
Week Six (Feb 25-March 1):
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Research paper rough draft due-submit to Turn It In for peer and teacher review
Handout-poem-“Abandoned Farmhouse”-write an original poem about your home that is
modeled after this one –include illustrations that support the imagery you used-at leas 15
lines-at least 2 literary devices
Groups-prepare dramatic reading of “Same Song”-skills-allusion, imagery
Groups-read “A Storm in the Mountains.” It’s called a prose poem. In your group decide
whether it fits the definition of a poem (or if you agree that there is even such a thing as a
prose poem) and support your arguments with details from the text
Read “Ode to My Socks” skill-definition of an ode-can an ode be written about
something like socks?-close reading for diction-does it have the tone of an ode-is it
means to be silly or serious?
Handout-choices for Read Like a Rock Star project
Week Seven (March 4-8):
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Read Like a Rock Star
Read “The Summer I was Sixteen” –skills theme/imagery. Assessment-write a poem of
15-20 lines about your 15th summer. Details and imagery need to support a theme. What
overall feeling do you want the reader to take away about that summer? What details
could convey that? Include illustrations that go with your imagery
Groups-prepare a dramatic reading of “I Am Offering This Poem.” How was your
reading meant to convey tone? Read Three Japanese Tanka-how does the attitudes toward
love conveyed in the tanka compare to that of the first poem?
Write three tanka based on the assigned topic
“Shall I Compare Thee to a Summer’s Day?” groups-annotate for diction-look up
unfamiliar words, -write a summary of each quatrain and the couplet-what point is
Shakespeare trying to make about the girl by comparing her to the summer’s day? How is
she different? Theme?
Week Eight (March 18-22):
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Read like a Rock Star ends this week-project due-book talk-What did you read? Brief
synopsis-rating on 1-10 scale
St. Patrick’s Day limericks-meter and rhyme-write 3 limericks to practice counting
syllables and imitating meter
Emily Dickinson-“The Moon was but a Chin of Gold” and “Heart! We will forget him!”skills-personification-assessment-write a poem in which you address an imamate object
as if it were alive and could undrestand
Groups-prepare a dramatic reading of either “Simile” or “Taxi”-use a tone of voice that
conveys the tone of the poem-speculate about the likely speaker and situation in each
one; what is each author saying through their use of similes? To what senses do they each
appeal? Imagery?
Groups-prepare a dramatic reading of either “Miss Rosie” or “This Morning”-use a tone
of voice that conveys the tone of the poem; What is each author saying through their use
of similes? To what senses do they each appeal? Imagery? Tone
Week Nine (Mar 25-28)
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Term:Scansion-scan lines 1-2 of “Sea Fever” together as a whole class; scan lines 3-4 in
groups; scan second stanza individuallyskills-alliteration, meter, imagery
Choral reading: “Bonny Barbara Allan” and “The Ballad of the Landlord” –how does
each fit the definition of a ballad? What story is taking place in each? Tone? How does
setting in “Ballad” relate to mood?
Groups-write a character sketch of the speaker in “The Flying Cat.” Cite lines from the
poem to support each trait you assign to her
Groups-rearrange the lines of “Today” into more meaningful stanzas. Annotate for
annotate for diction. List single-word adjectives to describe the day based on the author’s
description
“Ex’Basketball Player” and “We Real Cool” –What do these two have in common as far
as theme?
Fourth Nine Weeks Focus: Literary devices_
Week One (April 1-5):
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Poetry assessment-Poems by Robert Frost-Annotate for diction and literary devices.
What effect do these devices have? Make generalizations about Frost’s themes and tones
based on these two poems.
Introduction to Hamlet- in groups research Elizabethan beliefs about religion
(Anglican/Catholic), revenge, superstition, Ur Hamlet, marriage, Danish royal familypresent results of research to class-prepare a worksheet or outline for class to fill out as
you present
Read Hamlet Act 1 with AP study guide
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Sample AP essay-to give students a taste of what AP writing will be like
Week Two (Apr 8-12):
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Research Paper Final Draft due to Turn It In
Plot sketch-3 acts of revenge
Read Hamlet Act 1 with AP study guide
Themes- create a chart listing possible themes-insert details to support each theme as we
read
Guest speaker-Mrs. Rosenbaum-AP English
Week Three (Apr 15-19):
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Hamlet Act 1 assessment-for each quote, explain who said it, what the situation was. and
why it was significant
Hamlet Act 1 video-Kenneth Branaugh and Mal Gibson-how do the different settings and
costumes affect the mood of the opening act? Which do you prefer? Why? Which do you
think Shakespeare would prefer?
Read Hamlet Act 2 with AP study guide
The rising action of Shakespears’s plays is supposed to contain complications-keep a list
of these on your study guide.
Week Four (Apr 22-26):
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Read Hamlet Act 2 with AP study guide
Hamlet Act 2 assessment- Your little sister sees you reading Hamlet and asks you what
it’s about. Write your answer. Describe the traits of the main characters and the conflicts
that have been established so far
Hamlet Act 2 video-which actor is funnier? Which particular scenes do you think he
portrays more humorously
Read Hamlet Act 3 with AP study guide
Week Five (Apr 29-May 3):
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Assign possible Hamlet projects for students to complete when we finish the play
Read Hamlet Act 3 with AP study guide
Hamlet Act 3 Assessment-for three randomly assigned characters, trace the changes in
their character from the beginning of the play until now
Read Hamlet Acts 4 and 5 with AP study guide
Week Six (May 6-10):
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Read Hamlet Acts 4 and 5 with AP study guide
Hamlet Act 5 video-argue for the depiction of the ending that you prefer
Hamlet assessment-objective test with support from text
Collection 4:Symbolism and Irony-read background p. 308-320
Hamlet projects due
Week Seven (May 13-17):
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Preview vocabulary and read “Through the Tunnel” skills: mood/setting, imagery,
symbolism, POV-choose a passage and rewrite it from another POV-what does each
setting symbolize? Why is the ending ironic? What kind of irony is she using? Group
discussion-what are the rites of passage in our society? Do you know of rites of passage
in other cultures?
Preview vocabulary and read “The Possibility of Evil” appearance vs. reality-groups-list
the elements of Mrs. Strangeworth’s appearance and how each measures up to reality;
review vocabulary for first tow selections
Term: magic realism -list other examples of magic realism from movies or books;
combine lists-why is this style appealing to readers? Pre-reading-pro/con of being
famous, a famous person whose life you’d like to step into
Preview vocabulary and read “A very Old Man with Enormous Wings” ; characteristics
of magic realism? Is the setting realistic? Could any of it have actually happened?
Assessment: Choose a theme from the list on p. 363 and write about why this is the most
likely theme. Give support from the text to show how this theme is revealed.
Week Eight (May 20-24):
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Preview Poe-what experiences have you already had with his writing? What
generalizations can you make about his themes? Biographical background. Main
character’s name is Prospero-what does that sound like? What does he allegorically
represent? Look for other examples of allegory as you read.
Preview vocabulary and read “Masque of the Red Death” –assign each group a section-as
students read independently, they make a list of unfamiliar words in their section and
look up definitions-members of a group compile their lists in class-groups put words in
context and report to the whole class
Discuss use of allegory-what do elements of the text represent about death, time, fate?
What symbols are used in the story?
Assessment-plot chart with theme
Collection 4 assessment-Comparing Themes across texts-“The Seventh Man” and ‘The
Man in the Water”-read independently in class and Write a comparison/contrast essay
about themes
Week Nine (May 28-31):
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Collection 4 Assessment
Catch up time missed due to testing
Revise collection 4 essay
Exam review
Week Ten (June 3-6)
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Exam review
All teachers should have an essay on their final exam. All 9th and 10th grade teachers
should have an FCAT Writes prompt. The essay should be 25% of your final exam
grade.