Major Works by Quarter
Weekly Socratic Seminar discussion begin during the first quarter, but are not noted. Only reading/writing
foci are mapped for the year. Plans are flexible and subject to change.
Quarter 1
Instructional Focus
Texts
Assessments
August: build relationship, make initial assessments of reading/writing skill, AR-C
19-24
Establish close reading
and daily writing
routines
Summer Reading:
40 Model Essays
Alexie, “The Joy of Reading and
Writing: Superman and Me”
26-30
Establish
reading/writing
routines,
cite textual evidence,
analyze how paired
texts develop a topic
Across the Universe
(11-14)
Adler, “How to Mark a Book”
surveys, initial
assessments
(academic
priorities, summer
assignments); AP
style multiple
choice
Analysis essay (in
class)
September: continue initial assessment, literary theories, connect literary devices to rhetorical
devices
2-6
analyze development of Tan, “Mother Tongue” (257)
narrative draft
central ideas ,
Lamott, “The Crummy First
analyze structure of
Draft” (186-89)
text,
analyze how word
choice shapes
meaning/tone,
write narratives using a
variety of techniques to
sequence events
9-13
analyze structure
(process analysis),
Didion, “Why I Write”
draft narrative essay
analyze how word
Orwell, “Why I Write”
due
choice shapes
meaning/tone,
introduce critical lenses
16-20
Write
Steinbeck, Of Mice and Men
Socratic discussion
informative/explanatory Gillespie, Doing Literary
texts to examine and
Criticism
convey complex ideas. Steinbeck, Of Mice and Men
23-27
Critical Reading
Draw evidence from
Gillespie, Doing Literary
Presentations: Each
literary or informational
texts to support
Criticism
analysis, reflection, and
research.
October: introduce elements of argument, logical appeals, fallacies
Group Different
Theory
Sept 30Oct4
analyze structure
(Puritan speeches),
analyze how word
choice shapes
meaning/tone
Edwards, “Sinners in the
Hands of an Angry God”
note chart(s)
notes on fallacies
Puritans Voicethread:
geographical
history/beliefs/
customs/gender
roles/connections to
Reformation
7-11
RL1
Hawthorne, “The Minister’s
Black Veil” and/or “Young
Goodman Brown”
Miller, The Crucible
Analyze author’s tone
toward Puritan ideals
14-18
21-25
Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly as
well as inferences
drawn from the text;
RL2
Determine two or
more themes or central
ideas of a text and
analyze their
development over the
course of the text
Miller, The Crucible
Introducing Logical
Fallacies
Analyzing Fallacies
Fallacy envelopes
Mid-term exam
includes The Crucible
Quarter 2
Standard Focus
28-Nov1
RL1
25-29 Thanksgiving
RL1
Texts
Major
Assignment(s)
Essay: What is the
Puritan ideal? Do
these authors
support Puritan
ideals, or are they
critical of them?
Support your ideas
with analysis and
well-explained
examples.
Cite strong and
Finish The Cruicible
thorough textual
essays from This I
evidence to support
Believe
analysis of what the
text says explicitly as
well as inferences
drawn from the text;
RL2
Determine two or
more themes or central
ideas of a text and
analyze their
development over the
course of the text
November: review expository text structures, organization and levels/types of detail
(D.R.A.P.E.S.), theme-symbol-motif
W2
4-8
Write
Brady, “I Want a
Satirical definition
informative/explanatory Wife” (241)
essay
texts
Perrin,
W2.a
organization
“Androgynous
W2.b
support: facts,
Man” (246)
extended definitions,
11-15
essays from This I
This I Believe
quotes and concrete
Believe
essay/podcast
details
18-22
Revise using model Media Center:
W2.c
transitions
essays from This I
Record This I
W2.d
techniques such as Believe
Believe podcasts
metaphor, simile, and
Begin reading The
analogy
Great Gatsby
Cite strong and
thorough textual evidence
to support analysis of
what the text says
explicitly as well as
inferences drawn from the
text;
RL2
Determine two or more
themes or central ideas of
a text and analyze their
development over the
course of the text
RL7
Analyze multiple
interpretations
Read The Great
Gatsby
Envelope
assignment
December
2-6
9-18 Project for
Awesome
19-20
RL1
Cite strong and
thorough textual evidence
to support analysis of
what the text says
explicitly as well as
inferences drawn from the
text;
RL2
Determine two or more
themes or central ideas of
a text and analyze their
development over the
course of the text
RL7
Analyze multiple
interpretations
Fitzgerald, The
Great Gatsby
Fitzgerald, The
Great Gatsby
Envelope
assignment
Project for
Awesome 12/17
Fitzgerald, The
Great Gatsby
Essay/ presentation
based on envelope
collection
W2
23- Jan 3 Winter Break
Write
informative/explanatory
texts
W2.a
organization
W2.b
support: facts,
extended definitions,
quotes and concrete
details
W12.6
Use technology to
publish/share
Read, read, read
January: Elements of argument (appeals, fallacies, propaganda techniques)
6-10 Exam Review
13-17 Exam Week (1315) and Student
Holidays (16-17)
Exam Review
Demonstrate learning
begin reading group Review charts of
chapter of Fast Food major works
Nation or Chew on
This
Exams
Quarter 3
20-24
27-31
February:
3-7
10-14
Standard Focus
RI5
Anchor Texts
Major Assignment(s)
Analyze structure
of argument
RI 6
Determine point
of view and purpose,
analyze how style
contributes to
persuasiveness
W1
Write arguments
to support claims in
analysis of
substantive topics
W1.a
establish the
significance of the
claim(s), distinguish
the claim(s) from
alternate or opposing
claims, and create an
organization that
logically sequences
claim(s),
counterclaims,
reasons, and
evidence.
4-year-old
Cheeseburger video
Bittman, article
Visser, “The Rituals of
Fast Food” (133)
Argument
presentation/speech
RL6
Pete Wells, “As Not
Seen on TV” (AoW)
Digital Learning Day
Feb 5
Locavore synthesis
essay
compare/contrast
essay draft (232)
analyze how
point of view and
satire contribute to
meaning/purpose
RI1
Cite textual
evidence to support
analysis of what the
text says explicitly
as well as inferences
RI2
Determine two or
more central ideas of
a text and analyze
their development
over the course of
the text
RI 3
Analyze a
complex set of ideas
over the course of
multiple texts.
argument analysis
Shah,“The Secret to the
Immortality of
McDonald’s Food”
Rebuttal to
cheeseburger video
read Chew On This
Fast Food Nation
Rodriguez, “Private
Language, Public
Language” (224)
Lay That Trumpet in
Their Hands,
Their Eyes Were
Watching God, Hurston
Native Son, Wright
Huckleberry Finn,
Twain
Invisible Man, Ellison
American Novel
Project
17-21
24-28
Cite textual
evidence to support
analysis of what the
text says explicitly
as well as inferences
RI2
Determine two or
more central ideas of
a text and analyze
their development
over the course of
the text
RI 3
Analyze a
complex set of ideas
over the course of
multiple texts.
Naylor, “The Meanings
of a Word” (251)
King, “I Have a
Dream” (341)
RI1
optional:
articles from the New
York Times, Race
Relations in American
"The Tipping Point" by
Malcom Gladwell p.
(275)
RI1
Staples, “Black Men
and Public Space”
(115)
Lincoln’s Second
Inaugural Address
Race in Orange
County history
project (interview,
research,create,
present)
Q2 2005 Form B
Anderson Cooper on
Race-in-America
March
2-7
10-14
17-21 End of Quarter 3
(3/20), Student Holiday
(3/21)
24-28 Spring Break
Cite textual
evidence to support
analysis of what the
text says explicitly
as well as inferences
RI2
Determine two or
more central ideas of
a text and analyze
their development
over the course of
the text
RI 3
Analyze a
complex set of ideas
over the course of
multiple texts.
Present Race in
Orange County
pieces
Listen to NPR story
Mid-term exam
http://is.gd/loadedwords
Read pages 1-100 In Cold Blood and watch the movie online
Quarter 4
Standard Focus
Anchor Texts
Major
Assignment(s)
April: continue essay a week,
31-April 4
RI4
7-11
RI1
14-18
21-25
28- May 2
May
5-9
Determine the
meaning of words and
phrases, including
figurative, connotative
Cite textual evidence
to support analysis of
what the text says
explicitly as well as
inferences
RI2 RI 3
Determine two
or more central ideas of
a text and analyze their
development over the
course of text(s)
W1
Write arguments to
support claims
W7
Conduct research to
answer a question;
synthesize sources
RI 8
Delineate and
evaluate the reasoning
in seminal U.S. texts
"The Tipping Point" by analysis essay
Malcom Gladwell p.
(275)
Listen to NPR story
http://is.gd/loadedwords
Koch, “Death and
argument essay
Justice” (319)
investigate The
Innocence Project
Bruck, “The Death
documented essay
Penalty”
Video: Death Row Kids
On Being a Good AP
Citizen:
“Declaration of
Independence
The Bill of Rights
essay and m.c.
practice
essay and m.c.
practice
excerpt Emerson, “Self- essay and m.c.
Reliance”
practice
RI 5
Analyze and evaluate the Devices Review
AP Exam Fri, May
effectiveness of the structure
9
an author uses
12-16
19-23
W2
Write
College Essay #37
informative/explanatory Tufts, “Math Dance
texts
Girl”
College Essay #73
26-30 Holiday (5/26), Exam Review
Exam Review
June
2-4 Exam Week
Exams
College Project
Screen College
videos