Essential Learnings Calendar
Time Frame
1st semester
Unit Works
1/2 Test Prep Vocabulary
1st semester
Unit
1-5
DGP Workbook (daily)
Grammar Book
English 11
CCSS
L.11-12.4c, d.
L.11-12.6. Acquire
and use accurately
general academic
and domain-specific
words and phrases,
sufficient for
reading, writing,
speaking, and
listening at the
college and career
readiness level;
demonstrate
independence in
gathering
vocabulary
knowledge when
considering a word
or phrase important
to comprehension or
Expression.
L.11-12.2a.
Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
L.11-12.1a-b.
Bonneville High School 2013-2014
Essential learnings
• Consult reference materials to
find the pronunciation, meaning,
part of speech or etymology of a
word.
•Generalize the meaning of
unknown words and phrases.
• Assess student generated
definitions with reference
materials.
•Illustrate the process. Transfer
found vocabulary into student
writing
Essential Questions
Why is it important that I do find
the meanings of unfamiliar words?
Why is it important to verify my
understanding of an unfamiliar
word?
Why is it important to understand
the academic language of the
classroom?
• Introduce hyphenation rules.
• Identify compound words and
numbers that should use a
hyphen.
• Locate correct and incorrect
hyphen usage.
• Construct sentences that
demonstrate correct hyphen
usage.
• Use references or other
resources to resolve issues of
complex or contested usage.
Why is it important to understand
current conventions of standard
English?
How does my ability to break down
and analyze a sentence effect my
speaking, writing, and reading?
Why is a hyphen not a dash?
Essential Learnings Calendar
1st quarter
1
The General History of
Virginia,
Of Plymouth Plantation,
The Declaration of
Independence, The Crisis
Sinners in the Hands of an
Angry God, Inaugural
address
RI.11-12.1. Cite
strong and thorough
textual evidence to
support analysis of
what the text says
explicitly as well as
inferences drawn
from the text,
including
determining where
the text leaves
matters uncertain.
RI.11-12.5.
RI.11-12.8.
RI.11-12.9.
RL.11-12.9.
1
Of Plymouth Plantation,
The Declaration of
Independence, The Crisis
Sinners in the Hands of an
Angry God, Inaugural
address
W.11-12.2a-e. Write
informative/
explanatory texts to
examine and convey
complex ideas,
concepts, and
information clearly
and accurately
4 weeks
4 weeks
English 11
Informational critique
Bonneville High School 2013-2014
• Summarize and evaluate the
reasoning in seminal U.S. texts.
• Draw conclusions from a text.
• Make inferences from a text.
• Identify specific passages that
support a drawn conclusion.
• Using both explicit and
implicit evidence, defend how
cited passages support drawn
conclusions.
• Identify the main points and
purpose(s) of a given text.
• Identify the specific
structure(s) used by the author.
• Assess the effectiveness of the
text’s structure in accomplishing
the author’s purpose(s).
• Identify the themes, purposes,
and rhetorical features in a
variety of seventeenth-,
eighteenth-, and nineteenthcentury foundational U.S.
documents.
• Compare and contrast the
themes, purposes, and rhetorical
features of foundational U.S.
documents.
• Identify types of evidence
including relevant facts, quotes,
examples, and definitions.
• Gather and evaluate evidence.
• Anticipate the audience’s
knowledge level, concerns, and
values.
Why is it important to understand
US foundational documents?
How can an understanding of
history and current events help a
reader understand informational
text?
How does the placement of an idea
in a particular point of the text
effect the readers understanding?
How can an understanding of
history and current events help a
reader understand informational
text?
How do I distinguish which facts
are important?
Essential Learnings Calendar
English 11
Bonneville High School 2013-2014
through the effective
selection,
organization, and
analysis of content.
L.11-12.2b.
• Choose an appropriate, logical
organization of evidence.
• Develop topic(s)thoroughly
using precise language
• Know and apply standard
conventions for punctuation,
capitalization, spelling, and
grammar.
1st Quarter
1
Painless Grammar/
Painless Writing
L.11-12.1
L.11-12.3a. 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.
W.11-12.10.
•Define syntax.
• Classify types of syntax (e.g.
sentence types, sentence
beginnings, phrases, clauses)
• Incorporate a variety of syntax
types for effect in student
writing.
• Identify a writing task,
purpose, and audience.
• Use skills developed in
standards 1-9 to compose
writing assignments of varied
length and complexity for a
range of tasks.
How does my ability to break down
a sentence effect speaking,
reading, and writing effectively?
Why is it important to understand
current conventions of standard
English?
How does writing routinely
strengthen my ability to articulate
my ideas etc.?
How does writing routinely
strengthen my ability to articulate
my ideas etc,
1st quarter
6 weeks
2
The Crucible
RL.11-12.3. Analyze
the impact of the
author’s choices
regarding how to
develop and relate
elements of a story
or drama (e.g.,
where a story is set,
how the action is
ordered, how the
• Distinguish how setting can
enhance the impact of a literary
work.
• Trace character development
throughout a work of literature.
• Diagram plot structure and
assess its effectiveness in the
selected piece.
How does reading literature help us
to better understand ourselves?
How does studying literature allow
us to experience things vicariously?
How do our own life experiences
help us draw inference from the
text?
How does the author’s
development of theme allow us to
connect to our own experiences?
Essential Learnings Calendar
English 11
Bonneville High School 2013-2014
characters are
introduced and
developed)
• Identify and critique how
motif and theme effect plot
development.
• Correlate the elements of a
story or dramatic piece as they
each contribute to the work as a
whole.
6 weeks
2
The Crucible
Character journals
W.11-12.10. Write
routinely over
extended time
frames (time for
research, reflection,
and revision) and
shorter time frames
(a single sitting or a
day or two) for a
range of tasks and
purposes.
• Identify a writing task,
purpose, and audience.
• Use skills developed in
standards 1-9 to compose
writing assignments of varied
length and complexity for a
range of tasks.
How does writing routinely
strengthen my ability to articulate
my ideas etc.,?
How does regular reflection on a
literary work through writing
improve my understanding?
6 weeks
2
The Crucible
SL.11-12.1a-c.
Initiate and
participate
effectively in a range
of collaborative
discussions (one-onone, in groups, and
teacher-led) with
diverse partners on
grades 11–12 topics,
texts, and issues,
building on others’
ideas and expressing
their own clearly and
persuasively.
• Work with peers to promote
civil, democratic discussions
and decision-making, set clear
goals and deadlines, and
establish individual roles as
needed.
•Propel conversations by posing
and responding to questions that
probe reasoning and evidence;
ensure a hearing for a full range
of positions on a topic or issue;
clarify, verify, or challenge
ideas and conclusions; and
promote divergent and
How does group discussion impact
my understanding of a text?
How do my insights contribute to
the understanding of my peers?
Why does textual evidence
strengthen my argument?
Essential Learnings Calendar
2 Weeks
3
“The Minister’s Black Veil”
Desiree’s Baby, Wife of His
Youth, Occurrence at Owl
Creek, Story of an Hour
2 weeks
3
“The Minister’s Black Veil”
Desiree’s Baby, Wife of His
Youth, Occurrence at Owl
Creek, Story of an Hour
2nd Quarter
4
Thematic Research Paper
(Based on Unit 3 short
stories)
English 11
RL.11-12.2.
Determine two or
more themes or
central ideas of a text
and analyze their
development over the
course of the text,
including how they
interact and build on
one another to
produce a complex
account; provide an
objective summary of
RL.11-12.3.
RL.11-12.4.
RL.11-12.1.
SL.11-12.1a-d.
Initiate and
participate
effectively in a range
of collaborative
discussions (one-onone, in groups, and
teacher-led) with
diverse partners on
grades 11–12 topics,
texts, and issues,
building on others’
ideas and expressing
their own clearly and
persuasively.
W.11-12.2a,b,c,d,e.
Write informative/
explanatory texts to
examine and convey
complex ideas,
Bonneville High School 2013-2014
• Determine the themes and/or
central ideas of a piece of
literature. • Analyze
development of theme(s) over
the course of a text. •Analyze
how ideas interact to convey
meaning and develop the text.
• Identify and critique how
motif and theme effect plot
development.
• Reference passages accurately
from a specific text and support
conclusions/inferences.
How does the author’s
development of theme allow us to
connect to our own experiences?
How do writers manipulate tone
through word choice?
How does the author use word
choice to evoke an emotional
response in the reader?
•Respond thoughtfully to
diverse perspectives; synthesize
comments, claims, and evidence
made on all sides of an issue;
resolve contradictions when
possible; and determine what
additional information or
research is required to deepen
the investigation or complete the
task.
How does group discussion impact
my understanding of a text?
How do my insights contribute to
the understanding of my peers?
Why does textual evidence
strengthen my argument?
Introduce a topic.
• Organize complex ideas,
concepts, and information so
that each new element builds on
How can I develop an opinion to
transition into a solid claim or
thesis?
How can I develop my topic
thoroughly?
Essential Learnings Calendar
English 11
concepts, and
information clearly
and accurately
through the effective
selection,
organization, and
analysis of content
W.11-12.5.
W.11-12.4.
W.11-12.9a-b. Draw
evidence from
literary or
informational texts
to support analysis,
reflection, and
research.
L.11-12.1a.
Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when
writing.
L.11-12.5a.
Bonneville High School 2013-2014
that which precedes it to create a
unified whole.
• Choose an appropriate, logical
organization of evidence.
• Clarify the relationships
among complex ideas and
concepts.
• Know and apply standard
conventions for punctuation,
capitalization, spelling, and
grammar.
• Draw evidence from a set of
given texts.
• Identify similar thematic
threads or topics through close
reading and analysis.
• Establish and maintain a
formal style and objective tone
while attending to the norms
and conventions of the
discipline in which they are
writing.
•Explain what a specific figure
of speech adds to a published
text and/or why the author chose
to use that specific figure of
speech.
• Demonstrate understanding of
figurative language by using
various figures of speech in
student writing.
• Engage in prewriting activities
to clarify specific topic, thesis,
and proposed development.
• Draft initial paper.
Why is it important that I anticipate
the knowledge level of my
audience and the questions they
might have?
How does the writer link
information throughout a
composition?
Why is it inappropriate to use first
and second personal pronouns in
any formal paper?
How is my claim strengthened by
reflection and research of various
texts?
How do different texts from the
same period interact and support
similar themes?
Essential Learnings Calendar
English 11
2nd Quarter
3 weeks
Unit
5
The Scarlet Letter
RL.11-12.3.
RL.11-12.5.
RL.11-12.7. Analyze
multiple
interpretations of a
story, drama, or
poem (e.g., recorded
or live production of
a play or recorded
novel or poetry),
evaluating how each
version interprets
the source text.
SL.11-12.1a-d.
1st Semester
Unit
6-9
DGP Workbook (daily)
Grammar Book
L.11-12.1a.
Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
L.11-12.2a.
L.11-12.3a.
Bonneville High School 2013-2014
• Revise for content,
organization, coherence, voice,
word choice, and fluency.
• Edit/proofread for
conventions.
• Correlate the elements of a
story or dramatic piece as they
each contribute to the work as a
whole
• Isolate specific passages in a
text for the purpose of
comparing and contrasting their
effectiveness within the
development of the purpose or
theme.
• Interpret the author’s choice of
resolution as it relates to the
overall effectiveness of the
piece.
• Compare and contrast different
versions of texts, including
different mediums.
• Explain that usage is a matter
of convention, can change over
time, and is sometimes
contested.
• Articulate examples which
demonstrate that usage is a
matter of convention, can
change over time, and is
sometimes contested.
• Recognize words have
changed in meaning and
convention overtime.
How does reading literature help us
to better understand ourselves?
How does studying literature allow
us to experience things vicariously?
How does the meaning of the text
change based on the readers
perspective?
How does changing the medium of
presentation effect the meaning?
Why is it important to understand
current conventions of standard
English?
How does my ability to break down
and analyze a sentence affect my
speaking, writing, and reading?
Essential Learnings Calendar
English 11
Bonneville High School 2013-2014
• Define syntax.
• Classify types of syntax (e.g.
sentence types, sentence
beginnings, phrases, clauses)
• Apply an understanding of
syntax to the study of complex
texts when reading.
• Incorporate a variety of syntax
types for effect in student
writing
3rd Quarter
Unit
6
The Adventures of
Huckleberry Finn
RL.11-12.3.
RL.11-12.4.
RL.11-12.6.
RL.11-12.7. Analyze
multiple
interpretations of a
story, drama, or
poem evaluating
how each version
interprets the source
text.
• Distinguish how setting can
enhance the impact of a literary
work.
Correlate the elements of a story
or dramatic piece as they each
contribute to the work as a
whole
• Identify specific words and
alternative definitions used
within the context of a piece of
writing to develop and enhance
meaning.
•Discern how poignant
statements within a text should
be interpreted.
• Categorize different authors’
views of their subjects (i.e.,
sarcasm, disdain, admiration,
understatement, satire).
• Compare and contrast different
versions of texts, including
different mediums.
How do writers manipulate tone
through word choice?
How does the author use word
choice to evoke and emotional
response in the reader?
What is the author’s purpose in
saying one thing and meaning
another?
How does changing the medium of
presentation effect the meaning?
Essential Learnings Calendar
English 11
Bonneville High School 2013-2014
• Critique and evaluate different
presentations of a literary piece
to determine the merits of each.
3rd Quarter
Unit
6
The Adventures of
Huckleberry Finn
vocabulary
L.11-12.4a.
Determine or clarify
the meaning of
unknown and
multiple-meaning
words and phrases
based on grades 11–
12 reading and
content, choosing
flexibly from a
range of strategies.
L.11-12.5b.
• Generalize the meaning of
unknown words based on
context clues.
• Assess student generated
definitions with reference
materials.
• Identify the denotative
meaning of common words.
• Interpret the implied
mood/tone of a word based on
its denotative meaning.
• Differentiate denotations of
common words used in
published works.
What are some strategies to find
the meanings of unfamiliar words?
Why is it important that I do find
the meanings of unfamiliar words?
Why is it important to verify my
understanding of an unfamiliar
word?
How do the nuances of words
change the meaning of a text?
3rd Quarter
Unit
7
The Adventures of
Huckleberry Finn
The Notorious Jumping
Frog of Calaveras County
Olaudah Equiano
Yellow Wallpaper
Outcast of Poker Flat
A Good Man is Hard to
Find,
W.11-12.3a-e. Write
narratives to
develop real or
imagined
experiences or
events using
effective technique,
well-chosen details,
and well-structured
event sequences.
• Know and apply techniques
for writing dialogue.
• Employ syntactical devices to
control pacing.
• Utilize vivid nouns and verbs
to describe characters, setting,
etc.
• Use narrative techniques, such
as dialogue, pacing, description,
reflection, and multiple plot
lines, to develop experiences,
events, and/or characters.
• Demonstrate understanding of
chronology.
• Understand how word choice
contributes to tone.
How does the interaction between
the characters move the plot
along?
How do my word choices alter the
reader’s perception of my work?
How can I take the reader on a
journey with me through language?
How does the structure of the story
impact the plot?
How do my life experiences inform
my writing?
How do writers manipulate tone
through word choice?
Essential Learnings Calendar
4th Quarter
Unit
8
Their Eyes Were Watching
God
English 11
Bonneville High School 2013-2014
• Identify and use sensory
language (imagery).
• Revise writing for precision
and detail.
• Use precise words and phrases,
telling details, and sensory
language to convey a vivid
picture of the experiences,
events, setting, and/or
characters.
• Provide a conclusion that
follows from and reflects on
what is experienced, observed,
or resolved over the course of
the narrative.
• Determine the themes and/or
RL.11-12.1.
central ideas of a piece of
RL.11-12.2.
literature.
Determine two or
•Analyze development of
more themes or
theme(s) over the course of a
central ideas of a
text.
text and analyze
•Analyze how ideas interact to
their development
convey meaning and develop
over the course of
the text.
the text, including
•Trace character development
how they interact
throughout a work of literature.
and build on one
• Determine how the author’s
another to produce
word choice contributes to the
a complex account;
provide an objective aesthetic appeal of the piece
summary of the text. •Isolate specific passages in a
RL.11-12.3.
text for the purpose of
RL.11-12.4
comparing and contrasting their
RL.11-12.5.
effectiveness within the
development of the purpose or
theme.
How does reading literature help us
to better understand ourselves?
How does the author’s
development of theme allow us to
connect to our own experiences?
How do our own life experiences
help us draw inference from the
text?
How does studying literature allow
us to experience things vicariously?
How does the meaning of the text
change based on the readers
perspective?
Essential Learnings Calendar
English 11
Bonneville High School 2013-2014
• Interpret the author’s choice of
resolution as it relates to the
overall effectiveness of the
piece.
4th Quarter
Unit
8
Their Eyes Were Watching
God
Reflection and analysis
journal/essay
W.11-12.1 Write
arguments to
support claims in an
analysis of
substantive topics or
texts, using valid
reasoning and
relevant and
sufficient evidence.
W.11-12.4.
W.11-12.6. Use
technology,
including the
Internet, to produce,
publish, and update
individual or shared
writing products in
response to ongoing
feedback, including
new arguments or
information.
W.11-12.7
W.11-12.8.
• Introduce precise,
knowledgeable claim(s).
• Establish the significance of
the claim(s).
• Distinguish the claim(s) from
alternate or opposing claims.
• Create an organization that
logically sequences claim(s),
counterclaims, reasons, and
evidence
• Draft a paper using
technology.
• Use the Internet to find
additional relevant information.
• Share the draft with peer
editing group.
• Apply suggestions to improve
writing.
• Use technology, including the
Internet, to produce, publish,
and update individual or shared
writing products in response to
ongoing feedback, including
new arguments or information.
• Conduct short, as well as,
more sustained research projects
to answer a question (including
a self-generated question) or
solve a problem.
How can I develop an opinion to
transition into a solid claim or
thesis? (thesis must be a debatable
claim but there are other sub
claims)
Why is it important that I anticipate
the knowledge level of my
audience and the questions they
might have? (developing claims)
What is the importance of keeping
up with current technology?
Why is it important for me to find
the answer myself?
Essential Learnings Calendar
English 11
Bonneville High School 2013-2014
• Gather relevant information
from multiple authoritative print
and digital sources, effectively
using advanced searches.
• Produce clear and coherent
writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.
4th Quarter
Unit
8
Their Eyes Were Watching
God
4th Quarter
Unit
9
Poetry
Selections from: Williams,
Frost, Hughes, Cullen, Plath,
etc.
SL.11-12.1a-d.
Initiate and
participate
effectively in a
range of
collaborative
discussions (one-onone, in groups, and
teacher-led) with
diverse partners on
grades 11–12 topics,
texts, and issues,
building on others’
ideas and expressing
their own clearly
and persuasively.
SL.11-12.2.
SL.11-12.3.
SL.11-12.4.
SL.11-12.6.
RL.11-12.4.
Determine the
meaning of words
and phrases as they
•Come to discussions prepared,
•Propel conversations
•Respond thoughtfully
•Evaluate the credibility and
accuracy of each source
•Assess the stance, premises,
links among ideas, word choice,
points of emphasis, and tone
used.
How does group discussion impact
my understanding of a text?
How do my insights contribute to
the understanding of my peers?
Why does textual evidence
strengthen my argument?
How does information change
when its presented orally?
• Using contextual clues,
determine the meanings of
unfamiliar words and phrases.
How can understanding figurative
language and nuances in word
meaning enhance my
understanding of what I read?
Essential Learnings Calendar
4th Quarter
Unit
9
Poetry
Original creations
English 11
are used in the text,
including figurative
and connotative
meanings; analyze
the impact of
specific word
choices on meaning
and tone, including
words with multiple
meanings or
language that is
particularly fresh,
engaging, or
beautiful.
RL.11-12.6.
L.11-12.5a.
Demonstrate
understanding of
figurative language,
word relationships,
and nuances in
word meanings.
W.11-12.10. Write
routinely over
extended time frames
(time for research,
reflection, and
revision) and shorter
time frames (a single
sitting or a day or
two) for a range of
tasks, purposes.
Bonneville High School 2013-2014
• Identify specific words and
alternative definitions used
within the context of a piece of
writing to develop and enhance
meaning.
• Determine how the author’s
word choice contributes to the
aesthetic appeal of the piece
• Categorize different authors’
views of their subjects
• Explain what a specific figure
of speech adds to a published
text and/or why the author chose
to use that specific figure of
speech.
How can manipulation of words
create infinite meaning?
How does the use of figurative
language create an experience for
the reader?
• Identify a writing task,
purpose, and audience.
• Use skills developed in
standards 1-9 to compose
writing assignments of varied
length and complexity for a
range of tasks.
How does writing routinely
strengthen my ability to articulate
my ideas etc,?
How does creating poetry
strengthen my ability to write other
types of work?