Daily Pacing Map
Subject: NLHS English II
Unit # 1
Length: 20 Days
1
DART: I CAN understand
the rules and procedures of
the classroom.
1. Daily Opener: ACT
Practice
2. Discuss
Agenda/Classroom
Procedures
Last Revised: May 17, 2012
Unit Name: Short Stories and Parts of a Sentence
2
DART: I CAN identify the elements
of plot.
1. Daily Opener: ACT
2. Grammar Journal: Parts
of A Sentence
3. Notes on Elements of
Plot
4. Vocabulary for
“Contents of a Dead
Man’s Pocket”
3. Handout Textbooks
6
DART: I CAN identify parts of a
sentence.
1. Daily Opener: ACT
Practice
2. Grammar Journal:
Parts of A Sentence
3. Guided Notes:
Characterization
4. Vocabulary for
“Everyday Use”
11
DART: I CAN identify and explain
point of view and theme.
1. Daily Journal: ACT
2. Grammar Journal:
Parts of A Sentence
3. Notes on “Point of
View” and “Theme”
4. Vocabulary for “The
Bass, the River, and
Sheila Mant”
5. Anticipation Guide
3
DART: I CAN write a summary of the
plot of a short story.
1. Daily Opener: Timed
Reading—Answer
comprehension
questions about reading
2. Review Vocabulary
3. Read “Contents of A
Dead Man’s Pocket”
4. Write a summary of the
story
7
DART: I CAN analyze author’s use of
characterization.
1. Daily Opener: ACT
2. Grammar Journal: Parts
of A Sentence
3. Review
Vocabulary/Characteriza
tion
4. Read “Everyday Use”
5. Begin Dialectical Journal
on Character Analysis of
one character from story
12
DART: I CAN identify and explain
point of view and theme.
1. Daily Journal: ACT
2. Grammar Journal: Parts
of A Sentence
3. Review Vocabulary/Point
of View/Theme
4. Discuss Anticipation
Guide
5. Read “The Bass, the
River, and Sheila Mant”
8
DART: I CAN identify inference.
1. Daily Opener: Timed
Reading
2. Vocabulary Worksheet
3. Minilesson: Inference/
Biggest Fears
4. Complete Dialectical
journal
13
DART: I CAN closely read a passage
to find the theme.
1. Daily Opener: Timed
Reading
2. Review Vocabulary
3. Close Reading: Concept
Circles—Finding Theme
4. LTF Lesson Foundation
Lesson Sentence
Strategies
4
DART: I CAN discuss time-sequence
and effect.
1. Daily Opener: ACT
2. Grammar Journal: Parts
of A Sentence
3. Vocab CLOZE
4.
Discuss Time-Sequence
and Effect on
Text/Questions from Text
5
DART: I CAN write an analysis using
thesis, evidence and commentary.
1. Daily Opener: ACT
2. Grammar Journal: Part of A
Sentence
3. Vocabulary Test
4. Minilesson: Writing
Analysis using Thesis,
Evidence, Commentary
using Mossflower Model
from LTF
9
10
DART: I CAN highlight thesis,
evidence, and commentary in a text.
1. Daily Opener: ACT
2. Grammar Journal: Parts
of A Sentence
3. Check Vocab WS
4. Writing: Use dialectical
journal to write character
analysis paragraph for
“Everyday Use”; highlight
thesis, evidence, and
commentary
DART: I CAN identify vocabulary in
context.
1. Daily Opener: ACT/ Take-up
openers
2. Grammar Journal: Parts of
A Sentence
3. Vocabulary Test
4. Edit/Write Final Draft of
Character Analysis
Paragraph
14
15
DART: I CAN identify the point of
view of a story.
1. Daily Opener: ACT
2. Grammar Journal: Parts
of A Sentence
3. Discuss Point of View and
students’ comprehension
of story
4. Finish Close Reading
Theme circles
5. Students present to class
DART: I CAN identify and explain irony,
symbolism, and allegory.
1. Daily Opener: ACT
2. Grammar Journal: Parts of
A Sentence
3. Vocabulary Test
4. Finish Presentations
5. Begin Powerpoint/Guided
Notes on Irony, Symbolism,
and Allegory
16
DART: I CAN identify meaning of
vocabulary in context.
1. Daily Opener: ACT
2. Grammar Journal:
Parts of A Sentence
3. Finish Powerpoint
Notes
4. Vocabulary for “Lamb
to the Slaughter”
5. Anticipation Guide
17
DART: I CAN identify irony.
1. Daily Opener: ACT
2. Grammar Journal: Parts
of A Sentence
3. Review Vocab
4. Discuss Anticipation
Guide
5. Read “Lamb to the
Slaugther”
6. Complete Irony chart
Daily Pacing Map
Subject: NLHS English II
Unit # 2
Length: 20 Days
1
DART: I CAN identify types of
phrases.
1.Daily Opener: ACT
2. Grammar Journal: Phrases
3. Intro Activity: Lord of the Flies
3. Hand out Novels/study guides
4. Vocabulary: Chapters 1-4
5. Begin reading ch. 1-4
18
19
DART: I CAN discuss ironic situations
in a text.
1. Daily Opener: Timed
Reading
2. Review Vocab
3. Discuss “Lamb to the
Slaughter” and Irony
chart
DART: I CAN explain parts of a short
story and parts of a sentence.
1. Daily Opener: ACT
2. Powerpoint Review:
Short Story and Parts of a
Sentence using Response
Cards for Test tomorrow!
20
DART: I CAN explain parts of a short
story and parts of a sentence.
1. Daily Opener: ACT/Take-up
openers
2. TEST: Short Story and Parts
of A Sentence
Unit Name: Lord of the Flies and Phrases
2
3
4
5
DART: I CAN identify new
vocabulary in context.
DART: I CAN read for
comprehension and speed.
DART: I CAN write to learn more
about a text.
DART: I CAN analyze theme and
symbolism.
1. Daily Opener: ACT
2. Grammar Journal: Phrases
3. Activity: Name Island
4. Writing: Survivor Journal
5. Review Vocabulary
6. Cont. reading ch. 1-4
1. Daily Opener: Timed Reading
2. Review Vocabulary
3. Cont. Reading Chapters 1-4
4. Answer study guide questions
5. LTF Lesson “Finding Patterns and
Contrasts”
1. Daily Opener: ACT
2. Grammar Journal: Phrases
3. Writing: Survivor Journal
4. Vocabulary: Review
5. Cont. Reading Chapters 14/Answer Study Guide Questions
1. Daily Opener: ACT
2. Grammar Journal: Phrases
3. Vocabulary: Test
4. Activities: Analysis of Theme and
Symbolism of the Conch Worksheets—
Discuss
5. Finish Ch. 1-4 and Study Guide
Questions
6
7
8
9
10
DART: I CAN discuss major
themes from a text in a group
setting.
DART: I CAN write to learn more
about a text.
DART: I CAN read for
comprehension and speed.
DART: I CAN use vocabulary in a
creative way.
DART: I CAN analyze the theme,
societal control, in relation to a text.
1. Daily Opener: ACT/take-up openers
2. Grammar Journal: Phrases
3. Vocabulary: Test
4. Activities: Analysis of Theme—
Societal Control—Nonlinguistic
Representation
5. Finish Ch. 5-8/answer study guide
questions
1. Daily Opener: ACT
2. Grammar Journal: Phrases
3. Vocabulary: Chapters 5-8
4. Student-Led Discussion of
Chapters 1-4 using Study Guide
Questions
5. Begin Reading Chapters 5-8
1. Daily Opener: ACT
2. Grammar Journal: Phrases
3. Vocabulary: Review
4. Writing: Survivor Journal
5. Cont. Reading Ch. 5-8
1. Daily Opener: Timed Reading
2. Review Vocabulary
3. Cont. Reading Chapters 5-8
4. Answer study guide questions
5. LTF Lesson “How an author
creates an intended effect with
diction”
1. Daily Opener: ACT
2. Grammar Journal: Phrases
3. Writing Survivor Journal
4. Nonlinguistic Representation: Voc
WS
5. Cont. Reading Ch. 5-8/Answer
study guide questions
11
12
13
14
15
DART: I CAN discuss major
ideas from a text in a group
setting.
DART: I CAN write to learn more
about a text.
DART: I CAN read for speed and
comprehension.
DART: I CAN represent vocabulary
knowledge in an artistic way to
DART: I CAN analyze a character
and symbolism.
1. Daily Opener: ACT
2. Grammar Journal: Phrases
3. Vocabulary: Chapters 9-12
4. Whole Class Discussion of Ch.
5-8
5. Begin reading chapters 9-12
1. Daily Opener: ACT
2. Grammar Journal: Phrases
3. Vocabulary: Review
4. Writing: Survivor Journal
5. Cont. Reading Ch. 9-12
1. Daily Opener: Timed Reading
2. Review Vocabulary
3. Cont. Reading Chapters 9-12
4. Answer study guide questions
5. LTF Lesson “Identifying and
writing gerund phrases”
better understand the word.
1. Daily Opener: ACT
2. Grammar Journal: Phrases
3. Writing: Survivor Journal
4. Nonlinguistic Representation: Voc
WS
5. Cont. Reading Ch. 9-12/Answer
study guide questions
1. Daily Opener: ACT
2.Grammar Journal: Phrases
3. Vocabulary: Test
4. Activities: Symbolism of “The Pig’s
Head”, Character Analysis of Jack,
Piggy, Ralph, and Simon—Discuss
5. Finish Ch. 9-12/answer study guide
questions
16
17
18
19
20
DART: I CAN identify types of
phrases.
1.Daily Opener: ACT
2. Grammar Journal: Phrases
3. Discussion of the Ch. 9-12/the
novel as a whole
4. Creating effective thesis
statements
DART: I CAN use available technology to
proofread, edit, and publish my writing.
DART: I CAN use available technology to
proof, edit, and publish my writing.
DART: I CAN identify and explain
phrases, symbolism, and theme.
1.Daily Opener: ACT
2.Grammar Journal: Phrases
3.Take up Survivor Journal
4. Take up Novels
5. Review for Test over novel and
Phrases
DART: I CAN identify and explain
phrases, symbolism and theme.
Computer Lab: Students should
utilize the lab to proofread, edit,
and turn their survivor journals into
publishable pieces of writing which
should be assigned a grade based
on a rubric.
Daily Pacing Map
Subject: NLHS English II
Unit # 3
Length: 25 Days
1
DART: I CAN identify
independent and
dependent clauses.
1.
2.
3.
Notes and practice for
identifying and using
independent and
dependent
(subordinate) clauses.
Read “The Lottery”
with questions about
theme.
Give out books,
bookmarks, and maps
for The Hunger
Games
Computer Lab: Students should
utilize the lab to proofread, edit, and
turn their survivor journals into
publishable pieces of writing which
should be assigned a grade based on
a rubric.
1. Daily Opener: ACT/take-up openers
2. Test: Lord of the Flies and Phrases
Unit Name: Hunger Games (or Novel #2) and Clauses, Phrases, Literary Analysis
2
DART: I CAN relate
background information
to the context of a novel.
5.
6.
7.
8.
Daily Opener: ACT
10 minute Grammar
Pratice – Independent
and Dependent Clauses
Video Guide Interview
with Suzanne Collins.
Read Chapter One of The
Hunger Games with
Guided Questions and
Vocabulary
3
DART: I CAN identify new
vocabulary in context.
5.
6.
7.
8.
Daily Opener: ACT
10 minute Grammar
Practice – Independent
and Dependent Clauses
Classroom Reaping
Activity
Read The Hunger Games
Chapter 2 with Guided
questions and
Vocabulary
4
DART: I CAN explain
symbolism.
5.
6.
7.
8.
Daily Opener: ACT
10 minute Grammar
Practice – Independet
and Dependent Clauses
Symbolism Chart using
FOOD from the novel
Read The Hunger Games
Chapters 3-5 with Guided
Questions and
Vocabulary
5
DART: I CAN analyze the
importance of specific
quotations.
5.
6.
7.
Grammar Quiz - Clauses
Quotation Analysis for
Hunger Games Chapters 15
Read Chapters 6-7 with
Guided Questions and
Vocabulary
6
DART: I CAN identify
adjective clauses.
5. Notes and practice for
adjective clauses
(Give out LTF CLAUSE
TOOLBOX)
6.
Dialectical Journals
for The Hunger
Games Chapters 6-7
7.
Read Chapters 8-9
with Guided
Questions and
Vocabulary
11
DART: I can identify and
use adverbial clauses.
6.
7.
Notes and practice for
Adverbial Clauses
Read Chapters 15-17
of The Hunger Games
with Guided
Questions and
Vocabulary
7
DART: I can write using
evidence and
commentary.
6.
7.
8.
9.
Daily Opener: ACT
10 minute Grammar
Practice – Adjective
Clauses
Dialectical Journals for
The Hunger Games
Chapters 8-9
Review for a Part One
Test
12
DART: I can discuss
important elements of a
novel with peers.
6.
7.
8.
Daily Journal: ACT
10 minute Grammar
Practice – Adverbial
Clauses
Literature Circles for
Chapters 14-17 of The
Hunger Games with a
packet for each chapter
8
DART: I CAN write using
evidence, commentary,
and vocabulary.
5.
6.
7.
No Opener – Test
Summative Assessment
for The Hunger Games
Part One – with
Constructed Response
using Dialectical Journals
Guided Questions /
Vocabulary Sentences
due
9
DART: I CAN identify an
author’s use of
symbolism.
5.
6.
7.
8.
13
14
DART: I CAN recognize and
DART: I CAN locate
explain vocabulary in important information in a
context.
text to accomplish a task.
5.
6.
7.
8.
Daily Opener: ACT
10 minute Grammar
Practice – Adverbial
Clauses
Read Chapter 18 of The
Hunger Games with
Guided Questions and
Vocabulary
Review Part Two
6.
7.
8.
9.
16
DART: I CAN analyze
author’s use of
characterization.
6.
7.
Notes and Practice for
Noun Clauses
Finish work in groups
on Post-Mortem of a
Protagonist
17
DART: I CAN identify and
use noun clauses.
7.
8.
Daily Opener: ACT
10 minute Grammar
Practice – Noun Clauses
9. Present work for PostMortem of a Protagonist
10. Read Chapters 19-21
with Guided Questions
and Vocabulary
Daily Opener: ACT
Grammar Practice –
Adjective Clauses
Revisit the symbolism
chart and add additional
symbols through food
Read Chapters 10-13 of
The Hunger Games with
Guided Questions and
Vocabulary
18
DART: I CAN analyze
important quotations
from a novel.
4.
5.
6.
7.
Daily Opener: ACT
10 minute Grammar
Practice – Noun Clauses
Quotation Analysis for
Chapters 19-21
Read Chapters 22-24
with Guided Questions
and Vocabulary
Sentences
No Opener or Grammar
Practice
Review more for Part
Two
Part Two Summative
Assessment – Guided
Questions and
Vocabulary Sentences
Due
Review for Adverb Clause
Quiz
19
DART: I CAN identify and
explain the significance of
figurative language use.
3.
4.
5.
6.
Daily Opener: ACT
10 minute Grammar
Practice – Noun Clauses
Figurative Language
Worksheet
Read Chapters 25-26
with Guided Questions
and Vocabulary
10
DART: I CAN discuss
important elements of a
novel with peers.
5.
6.
7.
Grammar Quiz – Adjective
Clauses
Literature Circles for
analysis of Chapters 10-13
Read Chapter 14 of The
Hunger Games
15
DART: I CAN analyze an
author’s use of
characterization.
6.
7.
Grammar Quiz – Adverbial
Clause
Begin LTF Post-Mortem of a
Protagonist for characters
in The Hunger Games by
having students individually
pick out quotes. Group
students and begin work.
20
DART: I CAN identify noun
clauses.
3.
4.
5.
Grammar Quiz – Noun
Clauses
Read Chapter 27
Complete Character Map
for the novel
21
DART: I CAN make realworld connections with
a text.
1.
2.
Review The Hunger
Games for a Unit
Exam.
Facebook Group
Activity for the novel
22
DART: I CAN recall and
explain important ideas
related to a novel.
1.
2.
Unit Exam – The Hunger
Games
All Guided Questions
and Vocabulary
Sentences Due
23
DART: I CAN write a
literary analysis.
1.
2.
3.
4.
Daily Pacing Map
Subject: NLHS English II
Unit # 4
Length: 34 Days
1
DART: I CAN identify
and correct my own
subject-verb
agreement.
1.
2.
3.
Notes and Practice for
Subject Verb
Agreement
Peer and teacher
revisions for Literary
Analysis rough drafts.
Begin typing essays
Daily Opener – Act
10 minute Grammar
Practice – Review Clauses
Literary Analysis Essay for
The Hunger Games
prompt given and
discussed
Begin MLA Notes and
Practice with
hypothetical examples
and models
24
DART: I can record
evidence through
quotations.
1. Daily Opener: ACT
2. 10 minute Grammar Practice –
Review Clauses
3. More MLA in-text and Works
Cited Practice with hypothetical
examples and models
4. Students begin recording
evidence through quotations that
they will use in their essay
25
DART: I CAN write a literary
analysis.
1.
2.
3.
Grammar Test – Clauses
Work individually and
conference with teacher for
in-text citations and Works
Cited page for actual
student essays
Begin rough drafts of
Literary Analysis Essay for
The Hunger Games
Unit Name: Julius Caesar, Persuasive Appeals, Using Verbs, and Syntax
2
DART: I CAN use available
technology to publish my
writing.
1. Daily Opener: ACT
2. 10 minute Grammar Practice –
Subject/Verb Agreement
3. Finish typing essays – complete
Works Cited page
4. Essays due
3
DART: I CAN work with
peers to analyze a text.
1.
2.
3.
4.
Daily Opener: ACT
10 minute Grammar
Practice – Subject/Verb
Agreement
Assign Groups for Final
Projects The Hunger
Games
Group selection of
project and work draft
with roles
4
DART: I CAN use correct
subject-verb agreement.
1. Daily Opener: ACT
2. 10 Minute Grammar Practice –
Subject/Verb Agreement
3. Final Project work
5
DART: I CAN identify and
review persuasive
techniques.
1.
2.
3.
Grammar Quiz –
Subject/Verb Agreement
Present Final Projects
The Baroness Persuasion
Activity
6
DART: I CAN identify
rhetorical appeals.
1. Notes and Practice for
Pronoun/Antecedent Agreement
3. Rhetorical Appeals Notes
4. Rhetorical Appeals
Worksheets with speech
excerpts
11
DART: I CAN analyze
rhetorical appeals
through syntax.
1.Daily Opener: ACT
2. Notes for creating appeals by
manipulating syntax
3. LTF Appeals through Syntax
assignment – in pairs (walk
through as a class)
Or
LTF LESSON: Foundation Lesson “
Defend, Challenge, Qualify”
7
DART: I CAN identify and
correctly use
pronoun/antecedent
agreement
1. Daily Opener: ACT
2. 10 minute Grammar Practice –
Pronoun/Antecedent Agreement
3. Persuasive Appeals Notes
4. Persuasive Appeals Youtube
videos
5. Homework – Appeals in Media
12
DART: I CAN write a nonfiction analysis.
1. Daily Opener: ACT
2. 10 minute Grammar Practice –
Review Agreement
3. On- Demand Writing Prompt –
Non-Fiction Analysis – Focus on use
of Appeal and Rhetoric
8
DART: I CAN explain
rhetorical appeals.
1.
2.
3.
4.
Daily Opener: ACT
10 minute Grammar
Practice –
Pronoun/Antecedent
agreement
Students present appeal
examples from media to
class.
QuickWrite- which
appeals APPEAL to you?
13
DART: I CAN identify and
use correct agreement in
writing.
1.
Daily Opener: ACT
2.
10 minute Grammar
Practice – Review
Agreement
3.
Models of On-Demand
writing used. Proof and
revise yesterday’s
responses.
9
DART: I CAN analyze a
speech for rhetorical
appeals.
1. Daily Opener: ACT
2. 10 minute Grammar Practice –
Pronoun/Antecedent Agreement
3. LTF Letter to Birmingham Activity
for rhetoric
14
DART: I CAN write a nonfiction analysis.
1.Daily Opener: ACT
2.10 minute Grammar Practice –
Review Agreement
3. New On-Demand Prompt – NonFiction Analysis – Focus on use of
Appeal and Rhetoric.
10
DART: I CAN analyze
contemporary speeches for
rhetorical appeal.
1.
2.
Grammar Quiz –
Pronoun/Antecedent
Agreement
Analyze Contemporary
Speeches (Bush, Gore, etc)
for persuasive appeals
using LTF assignment
15
DART: I CAN research for
information to use in
writing.
1.
2.
3.
Grammar Test – Agreement
Students will begin lab
research in order to
complete the Persuasive
Powerpoint/Short Speech
Assignment.
MLA is reviewed. This
assignment will be brief in
comparison to the
Persuasive Essay with
Research later in the year.
Students will be preparing
to begin Caesar.
16
DART: I CAN use
correct verb
tenses.
9. Daily Opener: ACT
10. Grammar Journal:
Verb Tenses
11. Power Point on
theatre: stage,
directions, etc.
21
DART: I CAN write to learn about
foreshadowing while finding
evidence.
10. Daily Opener: ACT
11. Grammar Journal:
Verb Tenses
12. Continue Julius Caesar
13. Dialectical journal for
foreshadowing
LTF LESSON: “LITERARY
ANALYSIS – ACT I CAESAR”
26
DART: I CAN compare and
contrast character motivation.
9. Daily Journal: ACT
10. Grammar Journal:
Verb Tenses
11. Continue Julius Caesar
12. Compare and contrast
characters of Portia
and Calpurnia in
graphic organizer
31
DART: I CAN discuss theme with
my peers.
11. Daily Opener: ACT
12. Grammar Journal:
Verb Tenses Quiz
13. Finish Julius Caesar
14. Literary circles on
theme
17
DART: I CAN relate the background
context of a novel to ideas
presented in the writing.
1. Daily Opener: ACT
2. Grammar Journal: Verb
Tenses
3. Guided Notes on
Renaissance
4. Film on Renaissance
18
DART: I CAN read for information to
relate to a text.
9. Daily Opener: Timed
Reading—Answer
comprehension
questions about reading
10. Grammar Journal: Verb
Tenses
11. Informational reading on
Renaissance theatre with
ACT-like questions
23
DART: I CAN relate an informational
passage to Shakespeare’s ideas.
1. Daily Opener: Timed
Reading
2. Grammar Journal: Verb
Tenses
3. Quiz on Julius Caesar
4. Informational reading on
Roman history/Julius
Caesar
19
DART: I CAN analyze an
informational reading passage.
8. Daily Opener: ACT
9. Grammar Journal: Verb
Tenses
10. Informational Reading on
William Shakespeare
with ACT-like questions
11. Notes on William
Shakespeare
20
DART: I CAN identify and explain an
author’s use of humor and
foreshadowing.
8. Daily Opener: ACT Practice
9. Grammar Journal: Verb
Tenses
10. Begin reading Julius Caesar
11. Dialectical Journal for use
of humor and
foreshadowing
24
DART: I CAN find evidence for
imagery use.
1. Daily Opener: ACT
2. Grammar Journal: Verb
Tenses
3. Continue Julius Caesar
4. Dialectical journal for
imagery
25
DART: I CAN identify and correctly use
verb tenses.
1. Daily Opener: ACT
2. Grammar Journal: Verb
Tenses quiz
3. Continue Julius Caesar
4. Analyze article for
augmentation
27
DART: I CAN artistically
demonstrate novel events.
Daily Opener: ACT
Grammar Journal: Verb
Tenses
Continue Julius Caesar
Draw a comic strip that
shows the events
leading up to this point
28
DART: I CAN analyze an author’s use
of characterization.
1. Daily Opener: Timed
Reading
2. Grammar Journal: Verb
Tenses
3. Character analysis on one
of the main characters
(students’ choice)
30
DART: I CAN analyze a speech for
elements.
8. Daily Opener: ACT
9. Grammar Journal:
Grammar Journal: Verb
Tenses
10. Continue Julius Caesar
11. Analysis of funeral speech
32
DART: I CAN I read for
comprehension and speed.
8. Daily Opener: Timed
Reading
9. Grammar Journal:
Review verb tenses
10. View film
15. Journal compare and
contrast text to media
version of Julius Caesar
33
DART: I CAN compare and contrast a
text to media.
7. Daily Opener: ACT
8. View film
9. Journal compare and
contrast text to media
version of Julius Caesar
11. Review for test
29
DART: I CAN write to explain
rhetorical devices.
10. Daily Opener: ACT
11. Grammar Journal: Verb
Tenses
12. Continue Julius Caesar
13. Dialectical journal for
rhetorical devices
14. LTF LESSON:
“PERSUASION AND
PROPAGANDA”
34
DART: I CAN use correct verb tense
and explain aspects of a
Shakespearian play.
6. Daily Opener: ACT/Takeup openers
7. TEST: Julius Caesar and
verb tenses
8. LTF – “FORMATIVE
ASSESSMENT – MULT.
CHOICE”
22
DART: I CAN write to learn about
characterization while finding
evidence.
1. Daily Opener: ACT
2. Grammar Journal: Verb
Tenses
3. Continue Julius Caesar
4. Dialectical journal for
character
1.
2.
3.
4.
1
DART: I CAN correctly cite sources
using MLA format.
1. Daily Opener
2. Notes on MLA format
3. Exit slip
Daily Pacing Map
Subject: NLHS English II
Unit # 5
Length: 5 Days
2
DART: I CAN correctly cite
sources using MLA format.
1. Daily Opener
2. Notes on MLA format
3. Works Cited activity
4. Exit slip
3
DART: I CAN correctly cite sources
using MLA format.
1. Daily Opener
2. Library to complete MLA
works cited scavenger
hunt
Daily Pacing Map
Subject: NLHS English II
Unit # 6
Length: 16 Days
2
DART: I CAN analyze pro/con
argument.
1. Daily opener
2. Read examples of
pro-con articles
3. Write response to the
article
Unit Name: MLA
4
DART: I CAN correctly cite sources
using MLA format.
1. Daily Opener
2. Library to complete MLA
works cited scavenger
hunt
5
DART: I CAN correctly cite sources
using MLA format.
1. Daily Opener
2. Library to complete MLA
works cited scavenger
hunt
1
DART: I CAN explain pro and con
arguments in contrast with each other.
1. Daily opener
2. Read examples of pro-con
articles
3. Write response to the
article (on-demand)
Unit Name: Persuasive Essay; On-Demand and EOC Practice
3
DART: I CAN use the SIRS database
for argument.
1. Daily opener
2. Presentation on SIRS
database
3. Practice using database
4
DART: I CAN research evidence to
use in my writing.
1. Daily opener
2. Library to research essay
topic
3. LTF Lesson : “Using the
appeals to plan your
argument”
5
DART: I CAN research evidence to
use in my writing.
1. Daily opener
2. Library to research essay
topic
6
DART: I CAN begin the writing process
with a persuasive essay.
1. Daily Opener
2. Rough draft of persuasive
paper
3. LTF LESSON:
“Strengthening Claims –
Analyzing Syntax in
Quotations”
7
DART: I CAN take a persuasive
essay with research and evidence
through the writing process.
4. Daily Opener
5. Rough draft of
persuasive paper
8
DART: I CAN take a persuasive essay
with research and evidence through
the writing process.
1.
2.
Daily opener
Computer lab to type
paper
9
DART: I CAN take a persuasive essay
with research and evidence through
the writing process.
1.
2.
Daily opener
Computer lab to type
paper
10
DART: I CAN take a persuasive essay
with research and evidence through
the writing process.
1.
2.
3.
12
DART: I CAN take a persuasive
essay with research and evidence
through the writing process.
1.
2.
13
DART: I CAN write on demand using
detail and form.
1.
2.
Daily opener
Computer lab to
revise, edit and
correct essay
3.
Daily Pacing Map
Subject: NLHS English II
Unit # 7
Length: 20 Days
1
DART: I CAN relate the
background context to
text.
Opening: ACT MC
w/Justification
Grammar: Agreement of
Subject/ Verb
Introduction to Novel 3:
Background/Historical
context/Powerpoint w/
Guided Notes
Daily Opener
Timed Reading
passage
Timed on-demand
practice
14
DART: I CAN write on demand using
detail and form.
1. Daily opener
2. Peer score of ondemand essay
3. Timed Reading
passage
Daily opener
Lecture on active and
passive voice
Handout and activity on
active and passive voice
15
DART: I CAN USE English skills to
answer multiple choice questions.
1. Daily Opener
2. Practice ACT reading section
11
DART: I CAN take a persuasive essay
with research and evidence through
the writing process.
1.
2.
3.
4.
Daily opener
Peer review of writing
Highlight for
claim/data/commentary
Self-review of writing
16
DART: I CAN write on demand using
detail and form.
1. Daily opener
2. Practice on-demand essay
Unit Name: Rhetorical Analysis and Subject-Verb Agreement (ANIMAL FARM)
2
DART: I CAN identify
vocabulary in context.
Opening: ACT MC
w/Justification
Grammar: Check exercise
Novel 3: Distribute Books and
Study Guides
--Vocabulary for Chapters 1-2
--Begin Reading Chapters 1-2
3
DART: I CAN identify and
use indefinite pronouns.
Opening: Timed Reading
Grammar: Indefinite Pronouns
Novel 3: Words in context (Voc)
--Read Ch. 1-2 and work on
study guide questions
LTF LESSON – Allusions in
Advertising.
4
DART: I CAN identify
vocabulary and use
indefinite pronouns.
Opening: ACT MC
w/Justification
Grammar: Check Indefinite
Pronoun exercise
Novel 3: Review Vocabulary
--Continue to read and work on
study guides
5
DART: I CAN identify and
use compound subject and
conjunctions.
Opening: ACT MC w/Justification
Grammar: Coumpound Subject
and conjunctions
Novel 3: Vocab/Reading Test
--Begin to study characterization
(implementation of LTF activitiesAnalyzing appeals in advertising)
6
DART: I CAN explain
new vocabulary in
context.
Opening: ACT MC w/
Justification
Grammar: Check exercise
Novel 3: New vocabulary list
--Continue to read and work
on study guide
questions/analyze
11
DART: I CAN analyze a
text for diction, tone,
syntax, and rhetorical
devices.
Opening: ACT MC w/
Justification
Grammar: Special Problems
in subject/verb
Novel 3: New Vocabulary List
--Continue to read and
analyze passages of text for
diction, tone, syntax, and
rhetorical devices)
16
DART: I CAN analyze for
rhetoric.
Opening: ACT MC w/
Justification
Grammar: Check Review (use
response cards)
Novel 3: New Vocabulary List
--Continue to read and
analyze novel
--Work on rhetorical analysis
7
DART: I CAN analyze the
allegorical context of a
novel.
Opening: ACT MC w/
Justification
Grammar: Collective
nouns/verbs
Novel 3: Word in Context
--Continue to read/analyze
novel (LTF) activities
8
DART: I CAN analyze
allegorical, satirical, and
fable aspects of a novel.
Opening: Timed Reading
Grammar: Check exercise
Novel 3: Vocabulary Review
--Continue to read/analyze
novel w/ implementation of LTF
activities
9
10
DART: I CAN analyze DART: I CAN analyze a novel
detect special problems
for theme.
Opening:
ACT
MC
w/
Justification
with subject/verb
Opening: ACT MC w/
Justification
Grammar: Special Problems in
Subject/Verb
Novel 3: Vocabulary Review
--Continue to read/analyze
novel w/ implementation of LTF
activities
(--Take up Openers)
Grammar: Check exercise
Novel 3: Vocabulary/Reading Test
--Begin to explore theme
(implementation of LTF activities)
12
13
14
15
DART: I CAN analyze a
DART: I CAN use new
DART: I CAN use new
DART: I CAN read for
novel for character
vocabulary in a correct
vocabulary in a correct comprehension and speed.
motivation and author’s
way.
way. Opening: ACT MC w/ Justification
Grammar: Review F in green
Opening:
Timed
Reading
Opening:
ACT
MC
w/
purpose.
Opening: ACT MC w/
Justification
Grammar: Check exercise
Novel 3: Words in Context
--Continue to Read and analyze
novel
17
DART: I CAN use correct
subject/verb agreement.
Opening: ACT MC w/
Justification
Grammar: Subject/Verb
Agreement : TEST!
Novel 3: Work on rhetorical
analysis
--continue to read and analyze
novel
Grammar: Review E in green
language book (pg. 530)
Novel 3: Vocabulary Review
--Continue to read and analyze
novel
LTF LESSON – “SYNTAX IN
PERSUASION”
Justification
Grammar: Check review E (use
response cards)
Novel 3: Vocabulary Review
--Continue to read/analyze
novel
language book (pg. 531)
Novel 3: Vocabulary/Reading Test
--Begin Rhetorical Analysis
LTF LESSON: “Rhetorical Claims in
Quotations”
18
19
20
DART: I CAN analyze
DART: I CAN revise and
DART: I CAN correctly use
rhetorical analysis for
edit rhetorical analysis.
the nominative case.
Opening: ACT MC w/ Justification
thesis, evidence and Opening: ACT MC w/
(--Take-up Openers)
commentary. Justification
Opening: Timed Reading
Grammar: “Case Forms of
Pronouns” Notes/Exercise
Novel 3: Vocabulary Review
--Continue to read/analyze
--Highlight rhetorical analysis for
thesis, evidence, and
commentary
Grammar: Check “Case Forms”
Exercise
Novel 3: Vocabulary Review
--Finish up novel/discuss
--Revise/edit rhetorical analysis
Grammar: “The Nominative Case”
Notes/Exercise
Novel 3: Test w/ Constructed
Response
--Turn in Rhetorical Analysis
Daily Pacing Map
Subject: NLHS English II
Unit # 8
Length: 15 Days
1
DART: I CAN correctly
use the nominative
case.
Opener: ACT MC w/
Justification
Grammar: Check “The
Nominative Case”
Poetry: Introduction to
Reading Poetry Activity (LTF
Activity)
Unit Name: Poetry and Using Pronouns Correctly
2
3
DART: I CAN begin
DART: I CAN read poetry
manipulating diction for
for analysis of elements.
Opener:
Timed Reading
poetry.
Opener: ACT MC w/
Justification
Grammar: “The Objective Case”
Poetry: Finish Activity
--Writing: Make a List of words
you hate/love the sound of
Grammar: Check “The Objective
Case”
Poetry: Worksheet: Reading
Poetry
--Writing: Write about a stream
of consciousness
4
5
DART: I CAN use the
DART: I CAN analyze poetic
correct case form of
elements.
Opener:
ACT
MC
w/
Justification
personal pronouns.
Opener: ACT MC w/ Justification
Grammar: “Case Forms of
Personal Pronouns” Review
Poetry: Finish worksheet
--Write “Wrong Dream” Poem
Grammar: Check Review
Poetry: Share Poems
--“Grape Sherbet”
--Analyze elements
LTF LESSON : “A MIDSUMMER
NIGHT’S DREAM” - SONNETS
6
7
DART: I CAN analyze
DART: I CAN analyze a
author’s purpose in a
poem for theme.
poem. Opener: ACT MC w/
Opener: ACT MC w/
Justification
Grammar: “The Possessive
Case” “Who” and “Whom”
Poetry: Continue to discuss
and analyze author’s purpose
of “Grape Sherbet”
Justification
Grammar: Check “The
Possessive Case”
Poetry: “since feeling is first”
--analyze and discuss
LTF LESSON: LANGSTON
HUGHES “ MOTHER TO SON”
8
DART: I CAN correctly use
the words “who” and
“whom”
Opener: Timed Reading
Grammar: “Who” or “Whom”
Exercise
Poetry: “We Real Cool”
--analyze elements and
discuss
9
10
DART: I CAN write my own
DART: I CAN identify and
poetry using poetic
use appositives and
elements discussed in
pronouns.
class. Opener: ACT MC w/ Justification
Opener: ACT MC w/ Justification
Grammar: Check “Who” or
“Whom” Exercise
Poetry: Finish Discussion of “We
Real Cool”
--Free Writing: Writing about
least/favorite part of body (will
lead into a “body” poem)
--Take-up Openers-Grammar: “Appositives” and
Pronouns
Poetry: Write “Body” Poems
11
DART: I CAN analyze
and use syntax, tone,
voice, and poetic
strategies.
12
DART: I CAN analyze and
use syntax, tone, voice,
and poetic strategies.
13
DART: I CAN analyze and
use syntax, tone, voice,
and poetic strategies.
Opener: Flashback/Test Review
Grammar: Check “Reflexive”
and “Intensive” Pronouns
Poetry: Origami House Project
14
DART: I CAN analyze and
use syntax, tone, voice,
and poetic strategies.
Opener: Flashback/Test Review
Grammar: Clear Pronoun
Reference
Poetry: Review for poetry test
15
DART: I CAN analyze and
use syntax, tone, voice, and
poetic strategies.
Opener: Flashback/Test
Review
Grammar: Check
“Appositive” exercise
Poetry: Read/Turn in “Body”
Poems
--Begin “Origami” House
Project (LTF Activity)
Opener: Flashback/Test Review
Grammar: “Reflexive” and
“Intensive” Pronouns
Poetry: Origami House Project
Opener: Flashback/Test Review
Grammar: Check “Clear Pronoun
Reference”
Poetry: Poetry Test
End of Year:
Testing Window/Final
Exams
End of Year:
End of Year:
End of Year:
End of Year:
Testing Window/Final
Testing Window/Final
Testing Window/Final
Testing Window/Final
Exams
Exams
Exams
Exams