Huntsville City Schools
Instructional Guide 2015-2016
Course: Honors English
Grade: 10
For a detailed exposition of the pacing guide, refer to the following websites: http://www.apluscollegeready.org/teachers
For a list of suggested and supplemental texts, refer to the following website: https://qc.vantage.com/qualitycore/do/log
To access document matching QC standards to CCR standards, refer to the following website: https://qc.vantage.com/qualitycore/do/log
Standards to be assessed each nine weeks will be highlighted in red.
* “Note that LTF lessons are designed to be modified by the teacher to use with any appropriate text.”
FIRST NINE WEEKS:
AUGUST 4 – OCTOBER 2, 2015
Required Honors Text- Warriors Don’t Cry
Standard
1
Suggested
Resources
“I Can” Statements *
(RL.9-10.1 & RI.9-10.1)
Cite strong and thorough
textual evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text. Standard assessed.
PH Lit:
(RL.9 -10.2) Determine a
theme or central idea of a
text and analyze in detail
its development over the
PH Lit:
- “Earth on Turtle’s Back”
- “When Grizzlies Walked
Upright”
Pacing
Recommendation
/ Date(s) Taught
1st nine weeks:
ALL WEEKS
All resources used within the
nine weeks.
1st nine weeks:
Weeks 1, 2, 4
course of the text,
including how it emerges
and is shaped and refined
by specific details; provide
an objective summary of
the text.
(RL.9-10.3) Analyze how
complex characters
develop over the course of
a text, interact with other
characters, and advance
the plot or develop the
theme.
(RL.9-10.4) Determine the
meaning of words and
phrases as they are used
in the text, including
figurative and connotative
meanings; analyze the
cumulative impact of
2
- “The Navajo Origin
Legend”
- “Museum Indians”
- “Huswifery”
LTF Additional
Resources/ Honors:
- Analyzing a Visual Text—
The Fall of Icaraus
- Annotations and Author’s
Purpose: “Riding is an
Exercise of the Mind”
PH Lit:
- “Museum Indians”
- Straw Into Gold: The
Metamorphosis of the
Everyday
- The Interesting Life of
Olaudah Equiano
LTF Additional
Resources/ Honors:
- Edna’s Ruthie
Characterization lesson
- “The First Day”
characterization lesson
PH Lit:
All suggested resources
LTF Additional
Resources/ Honors:
- General History of Virginia:
Annotation and Author’s
Purpose lesson
1st nine weeks:
Weeks 1, 2, 6
1st nine weeks:
ALL WEEKS
specific word choices on
meaning and tone.
- Annotation and Author’s
Purpose “Riding is an
Exercise of the Mind”
- Rhetorical Analysis and
Persuasion: Columbus’s
Letter on the Fourth Voyage
(RL.9-10.5) Analyze how
an author’s choices
concerning how to
structure a text, order
events within it (e.g.,
parallel plots), and
manipulate time (e.g.,
pacing, flashbacks) create
such effects as mystery,
tension, or surprise.
PH Lit:
1st nine weeks:
- “To My Dear and Loving
Week 2
Husband”
- “Sinners in the Hands of an
Angry God”
(RL.9-10.6) Analyze a
particular point of view or
cultural experience
reflected in a work of early
American literature to
1900, drawing on a wide
range of American
literature. Standard
assessed.
LTF Additional
Resources/ Honors:
- Annotation and Author’s
Purpose “Riding is an
Exercise of the Mind”
PH Lit:
- “Earth on Turtle’s Back”
- “When Grizzlies Walked
Upright”
- “The Navajo Origin
Legend”
- “Museum Indians”
- “Huswifery”
- from “Moby Dick”3
LTF Additional
Resources/ Honors:
“Sinners in the Hands of an
Angry God” Rhetorical
Analysis Lesson
3
1st nine weeks:
Weeks 1, 2, 4, 7
(RL.9-10.9) Analyze how
an author draws on and
transforms source material
in a specific work (e.g.,
how Shakespeare treats a
theme or topic from Ovid
or the Bible or how early
American authors draw
upon the Bible for religious
themes and issues).
PH Lit:
1st nine weeks:
- “To My Dear and Loving
Week 2
Husband”
- “Sinners in the Hands of an
Angry God”
(RL.9-10.10) By the end of
Grade 10, read and
comprehend literature,
including stories, dramas,
and poems, in the Grades
9-10 text complexity band
independently and
proficiently, with
scaffolding as needed at
the high end of the range.
1st nine weeks:
ALL WEEKS
(RI. 9 – 10.1) Cite strong
and thorough textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text. Standard assessed.
4
LTF Additional
Resources/ Honors:
- “Sinners in the Hands of
an Angry God” Rhetorical
Analysis Lesson
PH Lit:
All suggested resources
LTF Additional
Resources/ Honors:
All suggested resources
PH Lit:
Unit 1: Speech to the
Virginia Convention,
Declaration of
Independence, From “The
American Crisis”
1st nine weeks:
ALL WEEKS
(RI.9 – 10.2) Determine a
central idea of a text and
analyze its development
over the course of the text,
including how it emerges
and is shaped and refined
by specific details; provide
an objective summary of
the text. Standard
assessed.
(RI.9-10.6) Determine the
author’s point of view or
purpose in a text and
analyze how an author
uses rhetoric to advance
5
LTF Additional
Resources/ Honors:
- General History of Virginia:
Annotation and Author’s
Purpose lesson
- “Sinners in the Hands of an
Angry God” Rhetorical
Analysis Lesson
- Dialectical Journal Lesson
- Patrick Henry, “Speech to
the Virginia Convention:”
Understanding the Author’s
Purpose through Diction,
Detail, and Imagery activity
PH Lit:
1st nine weeks:
- Patrick Henry’s “Speech to Weeks 1, 2, 3
the Virginia Convention”
- Declaration of
Independence
- From “The American Crisis”
LTF Additional
Resources/ Honors:
- General History of Virginia:
Annotation and Author’s
Purpose lesson
- “Sinners in the Hands of an
Angry God” Rhetorical
Analysis Lesson
PH Lit
1st nine weeks:
- Speech to the Virginia
Weeks 1, 2, 4, 5, 7
Convention
- Declaration of
Independence
that point of view or
purpose.
- From “The American Crisis”
(RI.9-10.9) Analyze
seminal United States
documents of historical
and literary significance
(e.g., Washington’s
Farewell Address, the
Gettysburg Address),
including how they address
related themes and
concepts.
PH Lit:
- Speech to the Virginia
Convention
- Declaration of
Independence
- From “The American Crisis”
(RI.9-10.10) By the end of
Grade 10, read and
comprehend literary
nonfiction in the Grades 96
LTF Additional
Resources/ Honors:
- Foundation Lesson:
Author’s Purpose
- Syntax Lesson
- Patrick Henry, “Speech to
the Virginia Convention”:
Understanding the Author’s
Purpose through Diction,
Detail, and Imagery
LTF Additional
Resources/ Honors:
- Analyzing a Visual Text:
Washington Crossing the
Delaware Analysis
Assignment
- General History of Virginia:
Annotation and Author’s
Purpose lesson
All suggested resources
1st nine weeks:
Weeks 7
1st nine weeks:
ALL WEEKS
10 text complexity band
proficiently, with
scaffolding as needed at
the high end of the range.
7
(RI. 11-12.9)
Analyze seventeenth,
eighteenth, and
nineteenth-century
foundational United States
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.
Standard assessed.
PH Lit:
- Speech to the Virginia
Convention
- Declaration of
Independence
- The Gettysburg Address
1st nine weeks: All
(W.9-10-2) Write
informative or explanatory
texts to examine and
convey complex ideas,
concepts, and information
clearly and accurately
through the effective
selection, organization,
and analysis of content.
PH Lit:
1st nine weeks:
Writing prompt on myths pg. Weeks 2, 3, 5, 6,
30
7, 9
LTF Additional
Resources/ Honors:
- Patrick Henry, “Speech to
the Virginia Convention”:
Understanding the Author’s
Purpose through Diction,
Detail, and Imagery
- Declaration of
Independence Analysis
Activity
LTF Additional
Resources/ Honors:
- LTF Writing Prompt for
“Sinners in the Hands of
Angry God” from the
Rhetorical Analysis lesson
8
(W.9-10.4) Produce clear
and coherent writing in
which the development,
organization, and style are
appropriate to task,
purpose and audience.
PH Lit:
1st nine weeks:
Writing prompt on myths pg. Weeks 2, 3, 5, 7, 9
30
(W.9-10.5) Develop and
strengthen writing as
needed by planning,
revising, editing, rewriting,
or trying a new approach,
focusing on addressing
what is most significant for
a specific purpose and
audience.
PH Lit:
1st nine weeks:
Writing prompt on myths pg. Weeks 2, 3, 5, 7, 9
30
LTF Additional
Resources/ Honors:
-LTF Writing Prompt for
“Sinners in the Hands of
Angry God” from the
Rhetorical Analysis lesson --Foundation Lesson:
Creating Effective Thesis
Statements
LTF Additional
Resources/ Honors:
-LTF Writing Prompt for
“Sinners in the Hands of
Angry God” from the
Rhetorical Analysis lesson
-Foundation Lesson:
Creating Effective Thesis
Statements
-Foundation Lesson:
Creating Effective Topic
Sentences
-Foundation Lesson: Using
Quotations Effectively
Sentence Variety Revision
Activities
9
(W.9-10.10) Write
routinely over extended
time frames, including time
for research, reflection,
and revision, and shorter
time frames such as a
single sitting or a day or
two for a range of tasks,
purposes, and audiences.
PH Lit:
1st nine weeks:
Writing prompt on myths pg. Weeks 2, 3, 5, 7, 9
30
(SL.9-10.3) Evaluate a
speaker’s point of view,
reasoning, and use of
evidence and rhetoric,
identifying any fallacious
reasoning or exaggerated
or distorted evidence.
PH Lit:
- Consult Speaking and
Listening Communications
Workshop on pages 196 and
448
LTF Additional
Resources/ Honors:
- LTF Rhetorical Analysis
Lesson
LTF Additional
Resources/ Honors:
-LTF Writing Prompt for
“Sinners in the Hands of
Angry God” from the
Rhetorical Analysis lesson
-Foundation Lesson:
Creating Effective Thesis
Statements
-Foundation Lesson:
Creating Effective Topic
Sentences
-Foundation Lesson: Using
Quotations Effectively
Sentence Variety Revision
Activities
1st nine weeks:
Weeks 2, 4
(SL.9-10.4) Present
information, findings, and
supporting evidence
clearly, concisely, and
logically such that the
listeners can follow the line
of reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task.
All suggested resources
1st nine weeks:
ALL WEEKS
(L.9 – 10.2) Demonstrate
command of the
conventions of Standard
English capitalization,
punctuation, and spelling
when writing. Standard
assessed.
All pieces of writing
1st nine weeks:
Week 2, 3, 5, 7, 9
(L. 10.2a) Use a semicolon
(and perhaps a conjunctive
adverb) to link two or
more closely related
independent clauses.
(L. 10.2b) Use a colon to
introduce a list or
quotation.
(L. 10.2c) Spell correctly.
10
(L.9 – 10.4) Determine or
clarify the meaning of
unknown and multiplemeaning words and
phrases based on Grade 10
reading and content,
choosing flexibly from a
range of strategies.
All suggested resources
1st nine weeks:
ALL WEEKS
(L.9 – 10.5) Demonstrate
understanding of figurative
language (metaphor,
simile, allusion, analogy,
personification etc.), word
relationships, and nuances
in word meanings.
Standard assessed.
PH Lit:
- “ Sinners in the Hands of
an Angry God”
- Earth on Turtle’s Back
- When Grizzlies Walked
Upright
- The Navajo Origin Legend
- Museum Indians
- “Huswifery”
Weeks 1, 2, 4
(L. 10.5a) Interpret figures
of speech (e.g.,
euphemism, oxymoron) in
context and analyze their
role in the text.
(L. 10.5b) Analyze nuances
in the meaning of words
with similar denotations.
(L.9 – 10.6) Acquire and
use accurately general
academic and domainspecific words and
phrases, sufficient for
reading, writing, speaking,
11
LTF Additional
Resources/ Honors:
- Patrick Henry, “Speech to
the Virginia Convention”:
Understanding the Author’s
Purpose through Diction,
Detail, and Imagery
All suggested resources
1st nine weeks:
ALL WEEKS
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.
12
Huntsville City Schools
Instructional Guide 2015-2016
Course: Honors English
Grade: 10
For a detailed exposition of the pacing guide, refer to the following websites: http://www.apluscollegeready.org/teachers
For a list of suggested and supplemental texts, refer to the following website: https://qc.vantage.com/qualitycore/do/log
To access document matching QC standards to CCR standards, refer to the following website: https://qc.vantage.com/qualitycore/do/log
Standards to be assessed each nine weeks will be highlighted in red.
Standards assessed first nine weeks and second nine weeks will be highlighted in yellow.
* “Note that LTF lessons are designed to be modified by the teacher to use with any appropriate text.”
SECOND NINE WEEKS:
OCTOBER 12 – DECEMBER 18, 2015
Required Text- The Scarlet Letter
Standard
(RL. 9-10.1) Cite strong
and thorough textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text.
13
“I Can” Statements *
Resources
PH Lit:
- “The Devil and Tom
Walker”
- “Where is Here?”
- “The Outcasts of Poker
Flat”
- “Fall of the House of
Usher”
Pacing
Recommendation
/ Date(s) Taught
2nd nine weeks:
Weeks 1, 2, 8, 9
LTF Additional
Resources/ Honors:
-Short Story Elements
Resource from A+
-Point of View “The First
Day” Lesson
-Character Analysis “The
First Day” Lesson
-Syntax and Mood “The First
Day” Lesson
(RL. 9-10.2) Determine a
theme or central idea of a
text and analyze in detail
its development over the
course of the text,
including how it emerges
and is shaped and refined
by specific details; provide
an objective summary of
the text. Standard
assessed.
14
PH Lit:
- “The Devil and Tom
Walker”
- “Where is Here?”
- “The Outcasts of Poker
Flat”
- “Fall of the House of
Usher”
LTF Additional
Resources/ Honors:
-Analyzing a Visual Text—
The Fall of Icaraus
-Annotations and Author’s
Purpose: “Riding is an
Exercise of the Mind”
-Theme Dialectical Journal
-Common Themes in
Literature Resource from A+
-Determining Theme
Through Character Study:
TKAM
-Conflict and Theme
2nd nine weeks:
Weeks 1, 2, 8, 9
(RL. 9-10.3) Analyze how
complex characters (e.g.)
those with multiple or
conflicting motivations)
develop over the course of
the text, interact with
other characters, and
advance the plot or
develop the theme.
Standard assessed.
-Establishing Theme Using
Character Analysis Journals:
TKAM
PH Lit:
- “The Devil and Tom
Walker”
- “Where is Here?”
- “The Outcasts of Poker
Flat”
- “Fall of the House of
Usher”
- “The Minister’s Black Veil”
- “Wagner Matinee”
LTF Additional
Resources/ Honors:
-Characterization and
Relationships Activity from
A+
-Dialectical Journal for “The
Outcasts of Poker Flat” from
A+
-Character Analysis Activity
for “The Minister’s Black
Veil” from A+
- Edna’s Ruthie
Characterization
- Establishing Theme Using
Character Analysis Journals:
TKAM
- Passage Annotation and
Character Study: To Kill a
Mockingbird
15
2nd nine weeks:
Weeks 1, 2, 3, 8, 9
- Character Analysis “The
First Day”
- Characterization and
Relationships Using Ender’s
Game
(RL. 9-10.4) Determine the
meaning of words and
phrases as they are used
in the text, including
figurative and connotative
meanings; analyze the
cumulative impact of
specific word choices on
meaning and tone.
PH Lit:
- “The Devil and Tom
Walker”
- “Where is Here?”
- “The Outcasts of Poker
Flat”
- “Fall of the House of
Usher”
- “The Minister’s Black Veil”
- “Wagner Matinee”
LTF Additional
Resources/ Honors:
- Identifying and
Interpreting Figurative
Language in the Odyssey
- Literary analysis- Julius
Caesar Act I
- How an Author Creates an
Intended Effect with Diction
- How Literary Elements
Create Meaning in “Riding Is
an Exercise of the Mind”
16
2nd nine weeks:
Weeks 1, 2, 3
(RL. 9 – 10.6) Analyze a
particular point of view or
cultural experience reflect
in a work of early
American literature to
1900, drawing on a wide
reading of American
literature.
PH Lit
- Snapshot of the Period P.
210-224
- “The Devil and Tom
Walker”
- Snapshot of the Period p.
462-472
- “An Occurrence at Owl
Creek Bridge”
- “An Episode of War”
- “The Minister’s Black Veil”
2nd nine weeks:
Weeks 8 and 9
LTF Additional
Resources/ Honors:
- Dialectical Journals
- Point of View Foundation
Lesson
(RL. 9-10.7) Analyze the
representation of a subject
or a key scene in two
artistic mediums, including
what is emphasized or
absent in each treatment
(e.g. Auden’s “Musee des
Beaux Arts” and Brueghel’s
Landscape with the Fall of
Icarus).
17
PH Lit:
- “The Fall of the House of
Usher”
- “I Hear America Singing”
LTF Additional
Resources/ Honors:
- Analyzing a Visual Text:
“The Fall of Icarus”
- Analyzing a Visual Text
“Starry Night”
- Analyzing a Visual Text
“American Gothic”
- Faces of a Pharaoh:
Synthesizing Literary,
2nd nine weeks:
Week 9
(RL. 9-10.8) Analyze how
an author draws on and
transforms source material
in a specific work (e.g. how
Shakespeare treats a
theme or topic from Ovid
or the Bible or how early
American authors draw
upon the Bible for religious
themes and issues).
(RL. 9-10.10) By the end
of Grade 10, read and
comprehend literature,
including stories, dramas,
and poems, in the Grades
9-10 text complexity band
independently and
proficiently, with
scaffolding as needed at
the high end of the range.
(RI. 9-10.1) Cite strong
and thorough evidence to
support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
Informational, and Visual
Texts
PH Lit:
- “Sinners in the Hands of
an Angry God”
- “The Devil and Tom
Walker”
- “The Minister’s Black Veil”
LTF Additional
Resources/ Honors:
- Common Themes in
Literature Activity
PH Lit:
See all other suggested
resources
2nd nine weeks:
All weeks
LTF Additional
Resources/ Honors:
All LTF Lessons regarding
“The First Day”; all other
suggested resources
PH Lit:
- “The Minster’s Black Veil”
- “Wagner Matinee”
- “Walden”
- “Civil Disobedience”
LTF Additional
Resources/ Honors:
18
2nd nine weeks:
Weeks 8 and 9
2nd nine weeks:
Weeks 3, 4, 5
(RI. 9 – 10.2) Determine a
central idea of a text and
analyze its development
over the course of the text,
including how it emerges
and is shaped and refined
by specific details; provide
an objective summary of
the text.
(RI. 9 – 10.4) Determine
the meaning of words and
phrases as they are used
in a text, including
figurative, connotative,
and technical meanings;
analyze the cumulative
impact of specific word
choices on meaning and
tone (e.g., how the
language of court differs
19
- How Literary Elements
Create Meaning: “Riding is
an Exercise of the Mind”
- all LTF lessons regarding
“Riding is an Exercise of the
Mind”
PH Lit:
- “The Minster’s Black Veil”
- “Wagner Matinee”
- “Walden”
- “Civil Disobedience”
LTF Additional
Resources/ Honors:
- Annotation and Author’s
Purpose: “Riding is an
Exercise of the Mind”
- LTF Reading Sources for
Support Lesson
- Summarizing and
Identifying Issues in
Nonfiction Lesson
PH Lit:
- “The Minster’s Black Veil”
- “Wagner Matinee”
- “Walden”
- “Civil Disobedience”
LTF Additional
Resources/ Honors:
- Annotation and Author’s
Purpose: “Riding is an
Exercise of the Mind”
2nd nine weeks:
Weeks 3, 4, 5
2nd nine weeks:
Weeks 3, 4, 5
from that of a newspaper).
Standard assessed.
(RI 9 – 10.5) Analyze in
detail how an author’s
ideas or claims are
developed and refined by
particular sentences,
paragraphs, or larger
portions of a text (e.g., a
section or chapter).
Standard assessed.
(RI. 9-10.6) Determine the
author’s point of view or
purpose in a text and
analyze how an author
uses rhetoric to advance
that point of view or
purpose.
20
- How Literary Elements
Create Meaning “Riding is an
Exercise of the Mind”
- Foundation Lesson Best
Word for the Job”
PH Lit
2nd nine weeks:
- “Walden”
Weeks 3, 4, 5
- “Civil Disobedience”
Primary Source Documents
- “Commission of Meriwether
Lewis”
- “Crossing the Great
Divide”
LTF Additional
Resources/ Honors:
- Summarizing and
Identifying Issues in
Nonfiction Lesson
PH Lit
Primary Source Documents
“Commission of Meriwether
Lewis” and “Crossing the
Great Divide”
LTF Additional
Resources/ Honors:
- Summarizing and
Identifying Issues in
Nonfiction Lesson
- Structure in Persuasion
Lesson
- Point of View Foundation
Lesson
2nd nine weeks:
Weeks 3, 4, 5
(RI. 9 – 10.8) Delineate
and evaluate the argument
specific claims in a text,
assessing whether the
reasoning is valid and the
evidence is relevant and
sufficient; identify false
statements and fallacious
reasoning.
(W. 9 – 10.2) Write
informative or explanatory
texts to examine and
convey complex ideas,
concepts, and information
clearly and accurately
through the effective
selection, organization,
and analysis of content.
21
PH Lit
Analyzing Functional and
Expository Texts p. 392-397
LTF Additional
Resources/ Honors:
- Structure in Persuasion
Lesson
- Faces of a Pharaoh:
Synthesizing Literary,
Information, and Visual
Texts
PH Lit
- Writing Prompts
accompanying short stories
previously listed for weeks
1,2 and 3 on pages 286,
320, 333
LTF Additional
Resources/ Honors:
- Foundation Lesson:
Creating Effective Thesis
Statements
- Foundation Lesson:
Creating Effective Topic
Sentences
- Writing Analysis and
Developing Commentary
Using Rebecca by Daphne
du Maurier
- Faces of a Pharaoh:
Synthesizing Literary,
2nd nine weeks:
Weeks 3, 4, 5
2nd nine weeks:
Weeks 3, 5, 6, 7
(W.9 – 10.3) Write
narratives to develop real
or imagined experiences or
events using effective
technique, well-chosen
details, and well-structured
event sequences.
(W. 9-10.4) Produce clear
and coherent writing in
which the development,
organization, and style are
appropriate to task,
purpose, and audience.
22
Information, and Visual
Texts
PH Lit:
- Writing Prompts
accompanying short stories
previously listed for weeks
1,2 and 3 on page 241
LTF Additional
Resources/ Honors:
- Point of View Foundation
Lesson
- Writers Workshop Using
Night: Foundation Lesson
(adapt the Night prompt)
PH Lit:
- See all other writing
resources including writing
performance tasks listed on
page 456
LTF Additional
Resources/ Honors:
- Foundation Lesson:
Creating Effective Thesis
Statements
- Foundation Lesson:
Creating Effective Topic
Sentences
- Writing Analysis and
Developing Commentary
Using Rebecca by Daphne
du Maurier
2nd nine weeks:
Weeks 1, 2, 3
2nd nine weeks:
Weeks 5, 6, 7
(W. 9-10.5) Develop and
strengthen writing as
needed by planning,
revising, editing, rewriting,
or trying a new approach,
focusing on addressing
what is most significant for
a specific purpose and
audience.
(W. 9-10.6) Use
technology, including the
Internet, to produce,
publish, and update
individual or shared writing
products, taking advantage
or technology’s capacity to
link to other information
and to display information
flexibly and dynamically.
(W. 9-10.7) Conduct short
as well as more sustained
23
- Structure in Persuasion
Lesson
- Faces of a Pharaoh:
Synthesizing Literary,
Information, and Visual
Texts
PH Lit:
- See all other writing
resources including writing
performance tasks listed on
page 456
LTF Additional
Resources/ Honors:
- LTF Reading Sources for
Support Lesson
- Writing Analysis and
Developing Commentary
Using Rebecca by Daphne
du Maurier
PH Lit:
- See all other writing
resources including writing
performance tasks listed on
page 456
LTF Additional
Resources/ Honors:
- Faces of a Pharaoh:
Synthesizing Literary,
Information, and Visual
Texts
PH Lit:
2nd nine weeks:
Weeks 5, 6, 7
2nd nine weeks:
Weeks 5, 6, 7
2nd nine weeks:
Week 4
research projects to
answer a question
(including a self-generated
question) or solve a
problem; narrow or
broaden the inquiry when
appropriate; and
synthesize multiple sources
on the subject,
demonstrating
understanding of the
subject under
investigation.
(W. 9-10.8) Gather
relevant information from
multiple authoritative print
and digital sources, using
advanced searches
effectively; assess the
usefulness of each source
in answering the research
question; and integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and following a
standard format for
citation.
(W.9 -10.9) Draw evidence
from literary or
informational texts to
24
- See all other writing
resources including writing
performance tasks listed on
page 456
LTF Additional
Resources/ Honors:
- LTF Reading Sources for
Support Lesson
- Faces of a Pharaoh:
Synthesizing Literary,
Information, and Visual
Texts
PH Lit:
- Tasks p. 254
2nd nine weeks:
Week 4
LTF Additional
Resources/ Honors:
- LTF Reading Sources for
Support Lesson
- Faces of a Pharaoh:
Synthesizing Literary,
Information, and Visual
Texts
PH Lit
- All resources previously
listed for this 9 weeks
2nd nine weeks:
Week 4
support analysis,
reflection, and research.
(W. 9-10.10) Write
routinely over extended
time frames, including time
for research, reflection,
and revision, and shorter
time frames such as a
single sitting or a day or
two for a range of tasks,
purposes, and audiences.
(SL.9-10.2) Integrate
multiple sources of
information presented in
diverse media or formats
(e.g., visually,
quantitatively, orally)
25
LTF Additional
Resources/ Honors:
- LTF Reading Sources for
Support Lesson
- Writing Analysis and
Developing Commentary
Using Rebecca by Daphne
du Maurier
- Faces of a Pharaoh:
Synthesizing Literary,
Information, and Visual
Texts
PH Lit
- All resources previously
listed for this 9 weeks.
LTF Additional
Resources/ Honors:
- Writing Analysis and
Developing Commentary
Using Rebecca by Daphne
du Maurier
- Structure in Persuasion
Lesson
- Faces of a Pharaoh:
Synthesizing Literary,
Information, and Visual
Texts
PH Lit
- Task p. 476
- Speaking task p. 321
2nd nine weeks:
Weeks 4, 5, 6, 7
2nd nine weeks:
Weeks 4, 5, 6, 7
evaluating the credibility
and accuracy of each
source.
(SL. 9 – 10.4) Present
information, findings, and
supporting evidence
clearly, concisely, and
logically such that the
listeners can follow the line
of reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task.
LTF Additional
Resources/ Honors:
- Faces of a Pharaoh:
Synthesizing Literary,
Information, and Visual
Texts
PH Lit
- Performance Tasks p. 204205
- Speaking task p. 321
LTF Additional
Resources/ Honors:
- Faces of a Pharaoh:
Synthesizing Literary,
Information, and Visual
Texts
(SL. 9 – 10.6) Adapt
speech to a variety of
contexts and tasks,
demonstrating command
of formal English when
indicated or appropriate.
PH Lit
- Performance Task p. 457
- Speaking task p. 321
(L. 9-10.2) Demonstrate
command of the
conventions of Standard
English capitalization,
punctuation, and spelling
when writing.
PH Lit:
- Test Taking Practice p.
200-203
(L. 10.2a) Use a semicolon
(and perhaps a conjunctive
26
2nd nine weeks:
Weeks 4, 5, 6, 7
2nd nine weeks:
All weeks
LTF Additional
Resources/ Honors:
LTF Additional
Resources/ Honors:
- Writing Analysis and
Developing Commentary
Using Rebecca by Daphne
2nd nine weeks:
All weeks
adverb) to link two or
more closely related
independent clauses.
du Maurier
- Structure in Persuasion
Lesson
(L. 10.2b) Use a colon to
introduce a list or
quotation.
(L. 10.2c) Spell correctly.
(L. 9-10.4) Determine or
clarify the meaning of
unknown and multiplemeaning words and
phrases based on Grade 9
reading and content,
choosing flexibly from a
range of strategies.
Standard assessed.
(L 9-10.6) Acquire and use
accurately general
academic and domainspecific words and
phrases, sufficient for
reading, writing, speaking,
and listening at the college
and career readiness level;
demonstrate independence
in gathering vocabulary
knowledge when
considering a word or
phrase important to
comprehension or
expression.
27
PH Lit:
- Performance Tasks p. 456
2nd nine weeks:
All weeks
LTF Additional
Resources/ Honors:
- How Literary Elements
Create Meaning “Riding is an
Exercise of the Mind”
PH Lit:
- Performance Tasks p. 456
LTF Additional
Resources/ Honors:
- Structure in Persuasion
Lesson
2nd nine weeks:
All weeks
Huntsville City Schools
Instructional Guide 2015-2016
Course: Honors English
Grade: 10
For a detailed exposition of the pacing guide, refer to the following websites: http://www.apluscollegeready.org/teachers
For a list of suggested and supplemental texts, refer to the following website: https://qc.vantage.com/qualitycore/do/log
To access document matching QC standards to CCR standards, refer to the following website: https://qc.vantage.com/qualitycore/do/log
Standards to be assessed each nine weeks will be highlighted in red.
* “Note that LTF lessons are designed to be modified by the teacher to use with any appropriate text.”
THIRD NINE WEEKS:
JANUARY 5 – MARCH 4, 2016
Required Text- Julius Caesar
Standard
(RL. 9-10.1) Cite strong
and thorough textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text.
28
“I Can” Statements *
Resources
PH Lit:
- Hughes’s “Mother to Son”
- Brooks’ “We Real Cool”
- “Booker T. and W.E.B.”
LTF Additional
Resources/Honors:
Pacing
Recommendation
/ Date(s) Taught
3rd nine weeks:
Weeks 3, 4, 5, 7, 9
(RL. 9-10.3) Analyze how
complex characters
develop over the course of
a text, interact with other
characters, and advance
the plot or develop the
theme.
(RL. 9-10.4) Determine the
meaning of words and
phrases as they are used
in the text, including
figurative and connotative
meanings; analyze the
cumulative impact of
specific word choices on
meaning and tone.
Standard assessed.
(RL. 9-10.5) Analyze how
an author’s choices
29
- The Shipping News:
Characterization of a
Protagonist LTF Lesson
PH Lit:
- Julius Caesar
LTF Additional
Resources/ Honors:
- Multiple Choice Group
Activities from LTF
- Literary Analysis Julius
Caesar Act 1 LTF Lesson
- The Shipping News:
Characterization of a
Protagonist LTF Lesson
PH Lit:
- Julius Caesar
- Hughes’s “Mother to Son”
- Brooks’ “We Real Cool”
- “Booker T. and W.E.B.”
LTF Additional
Resources/ Honors:
- Literary Analysis Julius
Caesar Act 1 LTF Lesson
- Vocabulary Lesson- Julius
Caesar
- The Shipping News:
Characterization of a
Protagonist LTF Lesson
- Figurative Language as
Persuasion Lesson
PH Lit:
3rd nine weeks:
Weeks 3, 4, 7, 9
3rd nine weeks:
Weeks 3, 4, 7, 9
3rd nine weeks:
Weeks 3, 4, 7, 9
concerning how to
structure a text, order
events within it (e.g.,
parallel plots), and
manipulate time (e.g.,
pacing, flashbacks) create
such effects as mystery,
tension, or surprise.
Standard assessed.
- “To His Excellency, George
Washington”
- Julius Caesar
(RL.9 – 10.6) Analyze a
particular point of view or
cultural experience
reflected in a work of early
American literature to
1900, drawing on a wide
reading of American
literature. (Alabama
Standard)
PH Lit
- “To His Excellency, General
Washington”
- Hughes’ “Mother to Son”
- Brooks’ “We Real Cool”
- “Booker T. and W.E.B.”
(RL.9- 10.10) By the end
of Grade 10, read and
comprehend literature,
including stories, dramas,
and poems, in the Grades
9-10 text complexity band
independently and
proficiently, with
scaffolding as needed at
the high end of the range.
PH Lit
- see all previously listed
resources
30
LTF Additional
Resources/ Honors:
- Activity for “Booker T. and
W.E.B.”
3rd nine weeks:
Weeks 3, 4, 6, 7
LTF Additional
Resources/ Honors:
- Activity for “Booker T. and
W.E.B.”
- Literary Analysis Julius
Caesar Act I LTF Lesson
LTF Additional
Resources/ Honors:
- All literature resources
previously listed
3rd nine weeks: All
Weeks
(RI. 9-10.1) Cite strong
and thorough textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text.
PH Lit:
- Lincoln’s “First Inaugural
Address”
- Lincoln’s “Gettysburg
Address”
- Benjamin Franklin’s
“Speech in the Convention”
- Patrick Henry’s “Speech in
the Virginia Convention”
3rd nine weeks:
Weeks 1 & 2
LTF Additional
Resources/ Honors:
- Analyzing An Argument
with Lincoln’s First Inaugural
Address
- Analyzing Ethical Appeal in
Primary Sources with
Alabama Clergymen’s Letter
to MLK Jr.
- Analyzing Rhetorical
Appeals in Lyndon B.
Johnson’s “The American
Progress”
(RI. 9-10.2) Determine a
central idea of a text and
analyze its development
over the course of the text,
including how it emerges
and is shaped and refined
by specific details; provide
an objective summary of
the text.
31
PH Lit:
- Lincoln’s “First Inaugural
Address”
- Lincoln’s “Gettysburg
Address”
- Benjamin Franklin’s
“Speech in the Convention”
- Patrick Henry’s “Speech in
the Virginia Convention”
3rd nine weeks:
Weeks 1 & 2
- Brutus’ speech in Julius
Cesar
- Marc Antony’s speech in
Julius Caesar
(RI. 9-10.3) Analyze how
the author unfolds an
analysis or series of ideas
or events, including the
order in which the points
are made, how they are
introduced and developed,
and the connections that
are drawn between them.
Standard assessed.
32
LTF Additional
Resources/ Honors:
- Analyzing An Argument
with Lincoln’s First Inaugural
Address
- Analyzing Ethical Appeal in
Primary Sources with
Alabama Clergymen’s Letter
to MLK Jr.
- Analyzing Rhetorical
Appeals in Lyndon B.
Johnson’s “The American
Progress”
PH Lit:
- Lincoln’s “First Inaugural
Address”
- Lincoln’s “Gettysburg
Address”
- Benjamin Franklin’s
“Speech in the Convention”
- Patrick Henry’s “Speech in
the Virginia Convention”
- Brutus’ speech in Julius
Caesar
- Marc Antony’s speech in
Julius Caesar
3rd nine weeks:
Weeks 1 & 2
(RI. 9-10.6) Determine the
author’s point of view or
purpose in a text and
analyze how an author
uses rhetoric to advance
that point of view or
purpose. Standard
assessed.
LTF Additional
Resources/ Honors:
- Analyzing An Argument
with Lincoln’s First Inaugural
Address
- Analyzing Ethical Appeal in
Primary Sources with
Alabama Clergymen’s Letter
to MLK Jr.
- Analyzing Rhetorical
Appeals in Lyndon B.
Johnson’s “The American
Progress”
- LTF Lesson Patrick Henry’s
“Speech in the Virginia
Convention”
PH Lit:
- Lincoln’s “First Inaugural
Address”
- Lincoln’s “Gettysburg
Address”
- Benjamin Franklin’s
“Speech in the Convention”
- Patrick Henry’s “Speech in
the Virginia Convention”
- Marc Antony and Brutus’
speeches in Julius Caesar
LTF Additional
Resources/ Honors:
- Analyzing An Argument
with Lincoln’s First Inaugural
Address
33
3rd nine weeks:
Weeks 1, 2, 6
(RI. 9-10.7) Analyze
various accounts of a
subject told in different
mediums (e.g., a person’s
life story in both print and
multimedia), determining
which details are
emphasized in each
account.
(RI. 9-10.8) Delineate and
evaluate the argument and
specific claims in a text,
assessing whether the
reasoning is valid and the
evidence is relevant and
sufficient; identify false
statements and fallacious
reasoning. Standard
assessed.
34
- Analyzing Ethical Appeal in
Primary Sources with
Alabama Clergymen’s Letter
to MLK Jr.
- Analyzing Rhetorical
Appeals in Lyndon B.
Johnson’s “The American
Progress”
- LTF Lesson Patrick Henry’s
“Speech in the Virginia
Convention”
PH Lit:
- Spielberg’s Lincoln Film
LTF Additional
Resources/ Honors:
- Extension activity with
Recognizing Images
as Visual Texts:
Close Reading
Skills and Critical
Responses
- Using Parts of Speech to
Analyze a Visual Text
PH Lit:
- Lincoln’s “First Inaugural
Address”
- Lincoln’s “Gettysburg
Address”
- Benjamin Franklin’s
“Speech in the Convention”
- Henry’s “Speech in the
Virginia Convention”
3rd nine weeks:
Weeks 1 & 2
3rd nine weeks:
Weeks 1, 2, 6
(RI. 9-10.10) By the end
of Grade 9, read and
comprehend literary
nonfiction in the Grades 910 text complexity band
independently and
proficiently, with
scaffolding as needed at
the high end of the range.
(W.9-10. 1) Write
arguments to support
claims in an analysis of
substantive topics or texts,
using valid reasoning and
relevant sufficient
evidence.
35
LTF Additional
Resources/ Honors:
- Analyzing An Argument
with Lincoln’s First Inaugural
Address
- Analyzing Ethical Appeal in
Primary Sources with
Alabama Clergymen’s Letter
to MLK Jr.
- Analyzing Rhetorical
Appeals in Lyndon B.
Johnson’s “The American
Progress”
- LTF Lesson Patrick Henry’s
“Speech in the Virginia
Convention”
PH Lit:
- See all previously listed
resources
3rd nine weeks:
Weeks 1, 2, 6
LTF Additional
Resources/ Honors:
- See all previously listed
resources
PH Lit
- Writing prompt on page
DR-225
LTF Additional
Resources/ Honors:
- Julius Caesar Writing
Prompt LTF
3rd nine weeks:
Weeks 7, 8, 9
- LTF writing prompt on
Marc Antony’s Funeral
Oration
(W.9-10.2) Write
informative or explanatory
texts to examine and
convey complex ideas,
concepts, and information
clearly and accurately
through the effective
selection, organization,
and analysis of content.
PH Lit
- Writing prompt on page
DR-225
(W.9-10.4) Produce clear
and coherent writing in
which the development,
organization, and style are
appropriate to task,
purpose and audience.
PH Lit
- Writing prompt on page
DR-225
(W. 9-10.5) Develop and
strengthen writing as
needed by planning,
revising, editing, rewriting,
or trying a new approach,
focusing on addressing
what is most significant for
36
3rd nine weeks:
Weeks 7, 8, 9
LTF Additional
Resources/ Honors:
- Julius Caesar Writing
Prompt LTF
LTF Additional
Resources/ Honors:
- Julius Caesar Writing
Prompt LTF
- LTF writing prompt on
Marc Antony’s Funeral
Oration
PH Lit
- Writing prompt on page
DR-225
LTF Additional
Resources/ Honors:
- Julius Caesar Writing
Prompt LTF
3rd nine weeks:
Weeks 7, 8, 9
3rd nine weeks:
Weeks 7, 8, 9
a specific purpose and
audience.
(W. 9 – 10.10) Write
routinely over extended
time frames, including
time for research,
reflection, and revision,
and shorter time frames
such as a single sitting or a
day or two for a range of
tasks, purposes, and
audiences.
(SL.9 – 10.2) Integrate
multiple sources of
information presented in
diverse media or formats
(e.g., visually,
quantitatively, orally),
evaluating the credibility
and accuracy of each
source.
(SL. 9-10.4) Present
information, findings, and
supporting evidence
clearly, concisely, and
logically such that the
listeners can follow the line
of reasoning and the
organization, development,
37
- Julius Caesar Prompt
Deconstruction
- LTF writing prompt on
Marc Antony’s Funeral
Oration
PH Lit
- all writing resources
LTF Additional
Resources/ Honors:
- all writing resources
- The Shipping News:
Characterization of a
Protagonist LTF Lesson
- Julius Caesar Writing
Prompt LTF
PH Lit:
- Adapted topics for debate
or presentation around
Julius Caesar
LTF Additional
Resources/ Honors:
Portia Wounding Her Thigh:
Connecting a Visual to
Shakespeare Lesson
PH Lit:
- Adapted topics for debate
or presentation around
Julius Caesar
3rd nine weeks: All
weeks
3rd nine weeks:
Week 8
3rd nine weeks:
Week 8
substance, and style are
appropriate to purpose,
audience, and task.
(SL. 9-10.5) Make
strategic use of digital
media (e.g., textual,
graphical, audio, visual,
and interactive elements)
in presentations to
enhance understanding of
findings, reasoning, and
evidence and to add
interest.
(L. 9-10.1) Demonstrate
command of the
conventions of Standard
English grammar usage
when writing or speaking.
Standard assessed.
(L. 10.1a) Use parallel
structure.*
(L. 10.1b) Use various
types of phrases (noun,
verb, adjectival, adverbial,
participial, prepositional,
absolute) and clauses
(independent, dependent;
noun, relative, adverbial)
to convey specific
38
LTF Additional
Resources/ Honors:
- Debate based on prompt
from Betrayal or Honest
Mistake?
PH Lit:
- Adapted topics for debate
or presentation around
Julius Caesar
3rd nine weeks:
Week 8
LTF Additional
Resources/ Honors:
- Debate based on prompt
from Betrayal or Honest
Mistake?
PH Lit
- DR-248
- DR-206
- Test Taking Practice p.
200-203
LTF Additional
Resources/ Honors:
- Using Parts of Speech to
Analyze a Visual Text
3rd nine weeks: All
weeks
meanings and add variety
and interest to writing or
presentations.
(L. 10.1c) Apply rules of
subject-verb agreement
when the subject is
compound in form but
singular in meaning and
when the subject is plural
in form but singular in
meaning.
(L. 9-10.2) Demonstrate
command of the
conventions of Standard
English capitalization,
punctuation, and spelling
when writing.
(L. 9-10.3) Apply
knowledge of language to
understand how language
functions in different
contexts, to make effective
choices for meaning or
style, and to comprehend
more fully when reading or
listening. Standard
assessed.
39
PH Lit:
- Test Taking Practice p.
200-203
LTF Additional
Resources/Honors:
- The Shipping News:
Characterization of a
Protagonist LTF Lesson
PH Lit:
- DR-248
- Test Taking Practice p.
200-203
LTF Additional
Resources/ Honors:
- Julius Caesar Analysis
Lesson
3rd nine weeks: All
weeks
3rd nine weeks:
Weeks 7, 8, 9
(L. 9-10.4) Determine or
clarify the meaning of
unknown and multiplemeaning words and
phrases based on Grade 9
reading and content,
choosing flexibly from a
range of strategies.
PH Lit:
- DR-230
- Test Taking Practice p.
200-203
(L. 9-10.6) Acquire and
use accurately general
academic and domainspecific words and
phrases, sufficient for
reading, writing, speaking,
and listening at the college
and career readiness level;
demonstrate independence
in gathering vocabulary
knowledge when
considering a word or
phrase important to
comprehension or
expression. Standard
assessed.
PH Lit:
- Vocabulary at the
beginning of each act of
Julius Caesar
40
3rd nine weeks: All
weeks
LTF Additional
Resources/ Honors:
- Julius Caesar Vocabulary
Lesson
LTF Additional
Resources/ Honors:
- Julius Caesar Vocabulary
Lesson
3rd nine weeks: All
weeks
Huntsville City Schools
Instructional Guide 2015-2016
Course: Honors English
Grade: 10
For a detailed exposition of the pacing guide, refer to the following websites: http://www.apluscollegeready.org/teachers
For a list of suggested and supplemental texts, refer to the following website: https://qc.vantage.com/qualitycore/do/log
To access document matching QC standards to CCR standards, refer to the following website: https://qc.vantage.com/qualitycore/do/log
Standards to be assessed each nine weeks will be highlighted in red.
* “Note that LTF lessons are designed to be modified by the teacher to use with any appropriate text.”
FOURTH NINE WEEKS:
MARCH 7 – MAY 20, 2015
Required Texts- The Narrative of the Life of Frederick Douglass Honors AlternateThe Adventures of Huckleberry Finn
Standard
The EOC assessment
will be given this nine
weeks. Teach and
assess all standards.
Focus on ALL RL, RI and
L standards and hit the
ones that have not been
previously taught and
assessed.
41
“I Can” Statements *
Resources
PH Lit:
- “The Spider and the Wasp”
- “Keep Memory Alive”
- “An Occurrence at Owl
Creek Bridge”
- from “My Bondage and My
Freedom”
- from “Black Boy”
Pacing
Recommendation
/ Date(s) Taught
4th nine weeks:
Weeks 1 - 5
- “Douglass” and “We Wear
the Mask” poetry
- from “How to Tell a Story”
- “The Notorious Jumping
Frog of Calaveras County”
- “The Story of an Hour”
(W.9-10.2): Write
informative or explanatory
texts to examine and
convey complex ideas,
concepts, and information
clearly and accurately
through the effective
selection, organization,
and analysis of content.
42
LTF Additional
Resources/ Honors:
-Satire Lesson
-“War is Kind” poetry lesson
-Huck Finn LTF lessons
-LTF multiple choice
supplements
- “The Great Imagination
Heist” LTF lesson
-“Lives of a Cell”
-Quality Core mock test
resources: ACT.org
-Schoolnet EOC questions
PH Lit
- Performance tasks on p.
456
- adapt Oral Presentation
Task on p. 476
LTF Additional
Resources/ Honors:
-Flocabulary lesson
-Rhetorical Analysis “The
Great Imagination Heist”
-“All Together Now”
4th nine weeks:
Weeks 6-9
(W.9-10.4): Produce clear
and coherent writing in
which the development,
organization, and style are
appropriate to task,
purpose and audience.
(W. 9 – 10.5) Develop and
strengthen writing as
needed by planning,
revising, editing, rewriting,
or trying a new approach,
focusing on addressing
what is most significant for
a specific purpose and
audience.
(W.9—10.10): Write
routinely over extended
time frames, including time
for research, reflection,
and revision, and shorter
time frames such as a
single sitting or a day or
43
-Sequel Final Project for
Huck Finn
PH Lit
- Performance tasks on p.
456
- adapt Oral Presentation
Task on p. 476
LTF Additional
Resources/ Honors:
-Synthesis Essay Pt. 1
-Synthesis Essay Pt. II
-Recognizing Images
-Waters of Babylon
PH Lit
- Performance tasks on p.
456
- adapt Oral Presentation
Task on p. 476
LTF Additional
Resources/ Honors:
-Synthesis Essay Pt. 1
-Synthesis Essay Pt. II
-Recognizing Images
-Waters of Babylon
PH Lit:
- all writing resources
LTF Additional
Resources/ Honors:
-Synthesis Essay Pt. 1
-Synthesis Essay Pt. II
-Recognizing Images
4th nine weeks:
Weeks 6-9
4th nine weeks:
Weeks 6-9
4th nine weeks:
Weeks 6-9
two for a range of tasks,
purposes, and audiences.
(S.L.9-10.2): Integrate
multiple sources of
information presented in
diverse media or formats
(e.g., visually,
quantitatively, orally),
evaluating the credibility
and accuracy of each
source.
(S.L.9-10.4): Present
information, findings, and
supporting evidence
clearly, concisely, and
logically such that the
listeners can follow the line
of reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task.
* To be completed by school teams for English and Math
44
-Waters of Babylon
PH Lit:
- adapt Oral Presentation
Task on p. 476
LTF Additional
Resources/ Honors:
-Synthesis Essay Pt. 1
-Synthesis Essay Pt. II
-Recognizing Images
-Waters of Babylon
-Appeals in Advertising
PH Lit:
- adapt Oral Presentation
Task on p. 476
LTF Additional
Resources/ Honors:
-Synthesis Essay Pt. 1
-Synthesis Essay Pt. II
-Recognizing Images
-Waters of Babylon
-Ender’s Game
4th nine weeks:
Weeks 6-9
4th nine weeks:
Weeks 6-9