Laurens County Pacing Guide
First Nine Weeks
Persuasive Writing and
Colonial Period: Reading
Comp.48%, Literary
Analysis 38%,
Conventions and Writing
14%
Second Nine Weeks
The Revolutionary Period and
Early National Period
Reading Comp. 48%, Literary
Analysis 38%, Conventions and
Writing 14%
Third Nine Weeks
The Late 19th Century Period and
Research
Reading Comp. 48%, Literary
Analysis 38%, Conventions and
Writing 14%
Fourth Nine Weeks
Modernism and
Postmodernism, Drama and
Expository Writing
Reading Comp. 48%,
Literary Analysis 38%,
Conventions and Writing
14%
Laurens County Pacing Guide
Unit 1: Persuasive Writing
Unit 3: The Revolutionary Period
Unit 5: The Late 19th Century Period
Standards:
ELA11W1 The student produces
writing that establishes an
appropriate organizational
structure, sets a context and
engages the reader, maintains a
coherent focus throughout, and
signals a satisfying closure.
Standards:
ELAALRL1 The student demonstrates
comprehension by identifying evidence
(i.e., examples of diction, imagery, point of
view, figurative language, symbolism, plot
events and main ideas) in a variety of texts
representative of different genres (i.e.,
poetry, prose [short story, novel, essay,
editorial, biography], and drama) and using
this evidence as the basis for interpretation.
Standards:
ELAALRL1 The student demonstrates
comprehension by identifying evidence
(i.e., examples of diction, imagery, point of
view, figurative language, symbolism, plot
events and main ideas) in a variety of texts
representative of different genres (i.e.,
poetry, prose [short story, novel, essay,
editorial, biography], and drama) and using
this evidence as the basis for interpretation.
Elements:
e. Analyzes and explains the structures and
elements of nonfiction works of American
literature such as letters, journals and
diaries, speeches, and essays.
f. Analyzes and evaluates the logic and use
of evidence in an author’s argument.
g. Analyzes, evaluates, and applies
knowledge of the ways authors use
language, style, syntax, and rhetorical
strategies for specific purposes in nonfiction
works.
Elements:
b. Locates and analyzes such elements in
fiction as language and style, character
development, point of view, irony, and
structures (i.e., chronological, in medias res,
flashback, frame narrative, epistolary novel)
in works of American fiction from different
time periods.
d. Relates identified elements in fiction to
theme or underlying meaning.
g. Traces the history of the development of
American fiction.
The student identifies and analyzes
elements of poetry from various periods of
American literature and provides evidence
from the text to support understanding; the
student:
a. Identifies, responds to, and analyzes the
effects of diction, tone, mood, syntax,
sound, form, figurative language, and
structure of poems as these elements relate
to meaning.
i. sound: alliteration, end rhyme, slant
rhyme, internal rhyme, consonance,
assonance
ii. form: fixed and free, lyric, ballad, sonnet,
narrative poem, blank verse
Elements:
a. Establishes a clear, distinctive,
and coherent thesis or perspective
and maintains a consistent tone
and focus throughout.
b. Selects a focus, structure, and
point of view relevant to the
purpose, genre, expectations,
audience, length, and format
requirements.
c. Constructs arguable topic
sentences, when applicable, to
guide unified paragraphs.
d. Uses precise language, action
verbs, sensory details, appropriate
modifiers, and active rather than
passive voice.
e. Writes texts of a length
appropriate to address the topic or
tell the story.
f. Uses traditional structures for
conveying information.
g. Supports statements and claims
with anecdotes, descriptions, facts
and statistics, and specific
examples.
Standards:
ELA11W4 The student practices
Standards:
ELAALRL2 The student identifies,
analyzes, and applies knowledge of theme
in a work of American literature and
provides evidence from the work to support
understanding.
Elements:
f. Evaluates the way an author’s choice of
words advances the theme or purpose of the
work.
h. Analyzes and compares texts that express
universal themes characteristic of American
literature across time and genre (i.e.,
American individualism, the American
Unit 7: Modernism and
Postmodernism
Standards:
ELAALRL1 The student
demonstrates comprehension by
identifying evidence (i.e., examples
of diction, imagery, point of view,
figurative language, symbolism, plot
events and main ideas) in a variety of
texts representative of different
genres (i.e., poetry, prose [short
story, novel, essay, editorial,
biography], and drama) and using
this evidence as the basis for
interpretation.
Elements:
h. Locates and analyzes such
elements in fiction as language and
style, character development, point of
view, irony, and structures (i.e.,
chronological, in medias res,
flashback, frame narrative, epistolary
novel) in works of American fiction
from different time periods.
i. Identifies and analyzes patterns of
imagery or symbolism.
j. Relates identified elements in
fiction to theme or underlying
meaning.
k. Analyzes, evaluates, and applies
knowledge of the ways authors use
techniques and
elements in fiction for rhetorical and
aesthetic purposes.
m. Traces the history of the
development of American fiction.
Standards:
ELAALRL2 The student identifies,
analyzes, and applies knowledge of
Laurens County Pacing Guide
both timed and process writing
and, when applicable, uses the
writing process to develop, revise,
and evaluate writing.
Elements:
a. Plans and drafts independently
and resourcefully.
b. Revises writing to improve the
logic and coherence of the
organization and
controlling perspective.
c. Revises writing for specific
audiences, purposes, and
formality of the contexts.
d. Revises writing to sharpen the
precision of word choice and
achieve desired tone.
e. Revises text to highlight the
individual voice and to improve
sentence variety and style.
f. Edits writing to improve word
choice, grammar, punctuation, etc.
Standards:
ELA11C1 The student
demonstrates understanding and
control of the rules of the English
language, realizing that usage
involves the appropriate
application of conventions and
grammar
in both written and spoken
formats.
Elements:
m. Demonstrates an
understanding of proper English
usage and control of grammar,
sentence and paragraph structure,
diction, and syntax.
o. Demonstrates an understanding
dream, cultural diversity, and tolerance) and
provides support from the texts for the
identified themes.
Standards:
ELAALRL3 The student deepens
understanding of literary works by relating
them to their contemporary context or
historical background, as well as to works
from other time periods.
Elements:
a. Relates a literary work to the seminal
ideas of the time in which it is set or the
time of its composition.
ii. Revolutionary/National literature
Standards:
ELAALRL4 The student employs a variety
of writing genres to demonstrate a
comprehensive grasp of significant ideas in
selected literary works.
Elements:
d. Demonstrate awareness of an author’s
use of stylistic devices and an appreciation
of the effects created by the devices.
e. Analyze the use of imagery, language,
and other particular aspects of a text that
contribute to theme or underlying meaning.
g. Analyze multiple, relevant historical
records of a single event and examine their
critical relationships to a literary work.
Standards:
ELAALRL5 The student understands and
acquires new vocabulary and uses it
correctly in reading and writing.
Elements:
e. Uses knowledge of mythology, the Bible,
and other works often alluded to in
American literature to understand the
meanings of new words.
f. Uses general dictionaries, specialized
dictionaries, thesauruses, or related
iii. figurative language: personification,
imagery, metaphor, conceit, simile,
metonymy, synecdoche, hyperbole,
symbolism, allusion
b. Analyzes and evaluates the effects of
diction and imagery (i.e., controlling
images, figurative language, extended
metaphor, understatement, hyperbole, irony,
paradox, and tone) as they relate to
underlying meaning.
c. Traces the historical development of
poetic styles and forms in American
literature
Standards:
ELAALRL2 The student identifies,
analyzes, and applies knowledge of theme
in a work of American literature and
provides evidence from the work to support
understanding.
Elements:
q. Applies knowledge of the concept that
the theme or meaning of a selection
represents a universal view or comment on
life or society and provides support from the
text for the identified theme.
r. Evaluates the way an author’s choice of
words advances the theme or purpose of the
work.
s. Applies knowledge of the concept that a
text can contain more than one theme.
t. Analyzes and compares texts that express
universal themes characteristic of American
literature across time and genre (i.e.,
American individualism, the American
dream, cultural diversity, and tolerance) and
provides support from the texts for the
identified theme.
Standards:
ELAALRL3 The student deepens
understanding of literary works by relating
theme in a work of
American literature and provides
evidence from the work to support
understanding.
Elements:
u. Applies knowledge of the concept
that the theme or meaning of a
selection represents a universal view
or comment on life or society and
provides support from the text for
the identified theme.
v. Evaluates the way an author’s
choice of words advances the theme
or purpose of the work.
x. Analyzes and compares texts that
express universal themes
characteristic of American
literature across time and genre (i.e.,
American individualism, the
American dream, cultural diversity,
and tolerance) and provides support
from the texts for the identified
theme.
Standards:
ELAALRL3 The student deepens
understanding of literary works by
relating them to their contemporary
context or historical background, as
well as to works from other time
periods.
Elements:
b. Relates a literary work to the
characteristics of the literary time
period that it represents.
iv. Modernism (including Harlem
Renaissance)
Standards:
ELAALRL4 The student employs a
variety of writing genres to
Laurens County Pacing Guide
of sentence construction (i.e.,
subordination, proper placement
of modifiers, parallel structure)
and proper English usage (i.e.,
consistency of verb tense and
agreement.
Time: 3 weeks
Unit 2 Colonial Period
Standards:
ELAALRL1 The student
demonstrates comprehension by
identifying evidence (i.e.,
examples of diction, imagery,
point of view, figurative language,
symbolism, plot events and
main ideas) in a variety of texts
representative of different genres
(i.e., poetry, prose [short
story, novel, essay, editorial,
biography], and drama) and using
this evidence as the basis for
interpretation.
Elements:
c. Analyzes, evaluates, and
applies knowledge of the ways
authors use language, style,
syntax, and rhetorical strategies
for specific purposes in nonfiction
works.
The student identifies and
analyzes elements of poetry from
various periods of American
literature and provides evidence
from the text to support
understanding.
references as needed to increase learning.
Standards:
ELAALRC1 The student reads a minimum
of 25 grade-level appropriate books or book
equivalents (approximately 1,000,000
words) per year from a variety of subject
disciplines.
Standards:
ELAALRC2 The student participates in
discussions related to curricular learning in
all subject areas.
Elements:
h. Responds to a variety of texts in multiple
modes of discourse.
j. Evaluates the merits of texts in every
subject discipline.
k. Examines the author’s purpose in writing.
Standards:
ELAALRC3 The student acquires new
vocabulary in each content area and uses it
correctly.
b. Uses content vocabulary in writing and
speaking.
Standards:
ELAALRC4 The student establishes a
context for information acquired by reading
across subject areas.
Elements:
a. Explores life experiences related to
subject area content.
Standards:
ELA11W1 The student produces writing
that establishes an appropriate
organizational structure, sets a context and
engages the reader, maintains a coherent
focus throughout, and signals a satisfying
closure.
a. Establishes a clear, distinctive, and
coherent thesis or perspective and maintains
a consistent tone and focus throughout.
them to their contemporary context or
historical background, as well as to works
from other time periods.
Elements:
b. Relates a literary work to the
characteristics of the literary time period
that it represents.
ii. Realism
iii. Naturalism
Standards:
ELAALRL4 The student employs a variety
of writing genres to demonstrate a
comprehensive grasp of significant ideas in
selected literary works. The student
composes essays, narratives,
poems, or technical documents.
Elements:
l. Demonstrate awareness of an author’s use
of stylistic devices and an appreciation of
the effects created by the devices.
m. Analyze the use of imagery, language,
and other particular aspects of a text that
contribute to theme or underlying meaning.
n. Draw comparisons between specific
incidents in a text and broader themes that
illustrate the writer’s important beliefs or
generalizations about life.
Standards:
ELAALRL5 The student understands and
acquires new vocabulary and uses it
correctly in reading and writing.
Elements:
j. Identifies and correctly uses idioms,
cognates, words with literal and figurative
meanings, and patterns of word changes that
indicate different meanings or functions.
Standards:
ELAALRC2 The student participates in
discussions related to curricular learning in
all subject areas.
demonstrate a comprehensive
grasp of significant ideas in selected
literary works. The student composes
essays, narratives, poems, or
technical documents.
Elements:
p. Analyze the use of imagery,
language, and other particular aspects
of a text that contribute to theme or
underlying meaning.
Standards:
ELAALRL5 The student understands
and acquires new vocabulary and
uses it correctly in reading and
writing;
k. Identifies and correctly uses
idioms, cognates, words with literal
and figurative meanings, and patterns
of word changes that indicate
different meanings or functions.
l. Uses knowledge of mythology, the
Bible, and other works often alluded
to in American literature to
understand the meanings of new
words.
Standards:
ELAALRC1 The student reads a
minimum of 25 grade-level
appropriate books or book
equivalents (approximately
1,000,000 words) per year from a
variety of subject disciplines.
Standards:
ELAALRC2 The student participates
in discussions related to curricular
learning in all subject areas.
Elements:
w. Relates messages and themes
from one subject area to those in
another area.
Laurens County Pacing Guide
a. Identifies, responds to, and
analyzes the effects of diction,
tone, mood, syntax, and sound.
Standards:
ELAALRL2 The student
identifies, analyzes, and applies
knowledge of theme in a work of
American literature and provides
evidence from the work to support
understanding.
Elements:
a. Applies knowledge of the
concept that the theme or meaning
of a selection represents a
universal view or comment on life
or society and provides support
from the text for the identified
theme.
d. Analyzes and compares texts
that express universal themes
characteristic of American
literature across time and genre.
Standards:
ELAALRL3 The student deepens
understanding of literary works by
relating them to their
contemporary context or historical
background, as well as to works
from other time periods.
Elements:
a. Relates a literary work to the
seminal ideas of the time in which
it is set or the time of its
composition.
i. Native American literature
ii. Colonial literature
b. Selects a focus, structure, and point of
view relevant to the purpose, genre
expectations, audience, length, and format
requirements.
c. Constructs arguable topic sentences,
when applicable, to guide unified
paragraphs.
d. Uses precise language, action verbs,
sensory details, appropriate modifiers, and
active rather than passive voice.
e. Writes texts of a length appropriate to
address the topic or tell the story.
Standards:
ELA11W2 The student demonstrates
competence in a variety of genres.
Standards:
ELA11W3 The student uses research and
technology to support writing.
Elements:
d. Integrates quotations and citations into a
written text while maintaining the flow of
ideas.
Standards:
ELA11W4 The student practices both timed
and process writing and, when applicable,
uses the writing process to develop, revise,
and evaluate writing.
g. Plans and drafts independently and
resourcefully.
h. Revises writing to improve the logic and
coherence of the organization and
controlling perspective.
i. Revises writing for specific audiences,
purposes, and formality of the contexts.
j. Revises writing to sharpen the precision
of word choice and achieve desired tone.
k. Revises text to highlight the individual
voice and to improve sentence variety and
style.
l. Edits writing to improve word choice,
Elements:
o. Identifies messages and themes from
books in all subject areas.
p. Responds to a variety of texts in multiple
modes of discourse.
s. Examines the author’s purpose in writing.
Standards:
ELAALRC4 The student establishes a
context for information acquired by reading
across subject areas.
Elements:
a. Explores life experiences related to
subject area content.
Standards:
ELA11W1 The student produces writing
that establishes an appropriate
organizational structure, sets a context and
engages the reader, maintains a coherent
focus throughout, and signals a satisfying
closure.
Elements:
g. Supports statements and claims with
anecdotes, descriptions, facts and statistics,
and
specific examples.
Standards:
ELA11W2 The student demonstrates
competence in a variety of genres.
Elements:
o. Engages the interest of the reader.
p. Formulates a coherent thesis or
controlling idea.
q. Coherently develops the controlling idea
and/or supports the thesis by
incorporating evidence from both primary
and secondary sources, as applicable.
r. Conveys information and ideas from
primary and secondary sources, when
applicable, accurately and coherently.
t. Maintains coherence by relating all topic
y. Examines the author’s purpose in
writing.
Standards:
ELAALRC3 The student acquires
new vocabulary in each content area
and uses it correctly.
Elements:
c. Explores understanding of new
words found in subject area texts.
Standards:
ELA11W1 The student produces
writing that establishes an
appropriate organizational structure,
sets a context and engages the reader,
maintains a coherent focus
throughout, and signals a
satisfying closure.
Elements:
a. Establishes a clear, distinctive, and
coherent thesis or perspective and
maintains a consistent tone and focus
throughout.
b. Selects a focus, structure, and
point of view relevant to the purpose,
genre expectations, audience, length,
and format requirements.
c. Constructs arguable topic
sentences, when applicable, to guide
unified paragraphs.
d. Uses precise language, action
verbs, sensory details, appropriate
modifiers, and active rather than
passive voice.
e. Writes texts of a length appropriate
to address the topic or tell the story.
f. Uses traditional structures for
conveying information (i.e.,
chronological order, cause and effect,
similarity and difference, and posing
and answering a question).
Laurens County Pacing Guide
Standards:
ELAALRL5 The student
understands and acquires new
vocabulary and uses it correctly in
reading and writing.
Elements:
c. Uses general dictionaries,
specialized dictionaries,
thesauruses, or related references
as needed to increase learning.
Standards:
ELA11LSV1 The student
participates in student-to-teacher,
student-to-student, and group
verbal interactions.
Elements:
a. Initiates new topics in addition
to responding to adult-initiated
topics.
b. Asks relevant questions.
c. Responds to questions with
appropriate information.
d. Actively solicits another
person’s comments or opinion.
e. Offers own opinion forcefully
without domineering.
f. Volunteers contributions and
responds when directly solicited
by teacher or discussion leader.
g. Gives reasons in support of
opinions expressed.
h. Clarifies, illustrates, or expands
on a response when asked to do
so; asks classmates for similar
expansions.
i. Employ group decision-making
techniques such as brainstorming
grammar, punctuation, etc.
Standards:
ELA11C1 The student demonstrates
understanding and control of the rules of the
English language, realizing that usage
involves the appropriate application of
conventions and grammar in both written
and spoken formats.
Elements:
d. Demonstrates an understanding of proper
English usage and control of grammar,
sentence and paragraph structure, diction,
and syntax.
e. Correctly uses clauses (i.e., main and
subordinate), phrases (i.e., gerund,
infinitive, and participial), and mechanics of
punctuation (i.e., end marks, commas,
semicolons, quotations marks, colons,
ellipses, hyphens).
f. Demonstrates an understanding of
sentence construction (i.e., subordination,
proper placement of modifiers, parallel
structure) and proper English usage (i.e.,
consistency of verb tenses, agreement).
Standards:
ELA11C2 The student demonstrates
understanding of manuscript form, realizing
that different forms of writing require
different formats.
Elements:
e. Produces writing that conforms to
appropriate manuscript requirements.
f. Produces legible work that shows
accurate spelling and correct use of the
conventions of punctuation and
capitalization.
g. Reflects appropriate format requirements,
including pagination, spacing, and margins,
and integration of source material with
appropriate citations (i.e., in-text citations,
sentences to the thesis or controlling idea,
as applicable.
u. Structures ideas and arguments
effectively in a sustained way and
follows an organizational pattern
appropriate to the purpose and
intended audience of the essay.
v. Demonstrates an understanding of the
elements of expository discourse (i.e.,
purpose, speaker, audience, form).
z. Attains closure (i.e., by including a
detailed summary of the main points,
restating the thesis, generalizing the thesis
or controlling idea for additional purposes,
or employing a significant quotation that
brings the argument in the composition
together.
Standards:
ELA11W4 The student practices both timed
and process writing and, when applicable,
uses the writing process to develop, revise,
and evaluate writing.
v. Revises writing to sharpen the precision
of word choice and achieve desired tone.
w. Revises text to highlight the individual
voice and to improve sentence variety and
style.
x. Edits writing to improve word choice,
grammar, punctuation, etc.
Standards:
ELA11C1 The student demonstrates
understanding and control of the rules of the
English language, realizing that usage
involves the appropriate application of
conventions and grammar
in both written and spoken formats.
Elements:
m. Demonstrates an understanding of
proper English usage and control of
grammar, sentence and paragraph structure,
g. Supports statements and claims
with anecdotes, descriptions, facts
and statistics, and specific examples.
Standards:
ELA11C1 The student demonstrates
understanding and control of the
rules of the English
language, realizing that usage
involves the appropriate application
of conventions and grammar
in both written and spoken formats. T
p. Demonstrates an understanding of
proper English usage and control of
grammar, sentence and paragraph
structure, diction, and syntax.
Standards:
ELA11C2 The student demonstrates
understanding of manuscript form,
realizing that different forms of
writing require different formats.
Elements:
k. Produces writing that conforms to
appropriate manuscript requirements.
l. Produces legible work that shows
accurate spelling and correct use of
the conventions.
Standards:
ELA11LSV1 The student participates
in student-to-teacher, student-tostudent, and group verbal
interactions.
Elements:
a. Initiates new topics in addition to
responding to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with
appropriate information.
d. Actively solicits another person’s
comments or opinion.
e. Offers own opinion forcefully
Laurens County Pacing Guide
or a problem solving sequence
(i.e., recognizes problem, defines
problem, identifies possible
solutions, selects optimal solution,
implements solution, evaluates
solution).
j. Divides labor so as to achieve
the overall group goal efficiently.
Standards:
ELA11LSV2 The student
formulates reasoned judgments
about written and oral
communication in various media
genres. The student delivers
focused, coherent, and
polished presentations that convey
a clear and distinct perspective,
demonstrate solid
reasoning, and combine
traditional rhetorical strategies of
narration, exposition,
persuasion, and description.
Elements:
a. Uses effective and interesting
language, including informal
expressions for effect,
Standard American English for
clarity, technical language for
specificity.
b. Evaluates and uses different
effects (i.e., visual, music, sound,
graphics) to create competent
presentations or productions.
c. Analyzes effective speeches
made for a variety of purposes
and prepares and delivers a speech
containing these same features.
d. Delivers oral presentations that
incorporate the elements of
narration, exposition, persuasion,
use of direct quotations, paraphrase, and
summary, and weaving of source and
support materials with writer’s own words,
etc.).
Standards:
ELA11LSV1 The student participates in
student-to-teacher, student-to-student, and
group verbal interactions.
Elements:
a. Initiates new topics in addition to
responding to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate
information.
d. Actively solicits another person’s
comments or opinion.
e. Offers own opinion forcefully without
domineering.
f. Volunteers contributions and responds
when directly solicited by teacher or
discussion leader.
g. Gives reasons in support of opinions
expressed.
h. Clarifies, illustrates, or expands on a
response when asked to do so; asks
classmates for similar expansions.
i. Employ group decision-making
techniques such as brainstorming or a
problem solving sequence (i.e., recognizes
problem, defines problem, identifies
possible solutions, selects optimal solution,
implements solution, evaluates solution).
j. Divides labor so as to achieve the overall
group goal efficiently.
Standards:
ELA11LSV2 The student formulates
reasoned judgments about written and oral
communication in various media genres.
Elements:
a. Uses effective and interesting language,
diction, and syntax.
o. Demonstrates an understanding of
sentence construction (i.e., subordination,
proper placement of modifiers, parallel
structure) and proper English usage (i.e.,
consistency of verb tense and agreement.
Standards:
ELA11LSV1 The student participates in
student-to-teacher, student-to-student, and
group verbal interactions.
a. Initiates new topics in addition to
responding to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate
information.
d. Actively solicits another person’s
comments or opinion.
e. Offers own opinion forcefully without
domineering.
f. Volunteers contributions and responds
when directly solicited by teacher or
discussion leader.
g. Gives reasons in support of opinions
expressed.
h. Clarifies, illustrates, or expands on a
response when asked to do so; asks
classmates for similar expansions.
j. Divides labor so as to achieve the overall
group goal efficiently.
Standards:
ELA11LSV2 The student formulates
reasoned judgments about written and oral
communication in various media genres.
Elements:
k. Analyzes the effect of dialect and
language on positive or negative stereotypes
among social groups.
4 weeks
Unit 6 Research
without domineering.
f. Volunteers contributions and
responds when directly solicited by
teacher or discussion leader.
g. Gives reasons in support of
opinions expressed.
h. Clarifies, illustrates, or expands on
a response when asked to do so; asks
classmates for similar expansions.
i. Employ group decision-making
techniques such as brainstorming or a
problem solving sequence (i.e.,
recognizes problem, defines problem,
identifies possible solutions, selects
optimal solution, implements
solution, evaluates solution).
j. Divides labor so as to achieve the
overall group goal efficiently.
4 weeks
Unit 8: Drama and Expository
Writing
Standards:
ELAALRL1 The student
demonstrates comprehension by
identifying evidence (i.e., examples
of diction, imagery, point of view,
figurative language, symbolism, plot
events and main ideas) in a variety of
texts representative of different
genres (i.e., drama) and using this
evidence as the basis for
interpretation.
Elements:
a. Identifies and analyzes types of
dramatic literature (i.e., political
drama, modern drama, theatre of the
absurd).
b. Analyzes the characters, structures,
Laurens County Pacing Guide
and/or literary analysis.
Time: 5 weeks
including informal expressions for effect,
Standard American English for clarity,
technical language for specificity.
b. Evaluates and uses different effects (i.e.,
visual, music, sound, graphics) to create
competent presentations or productions.
c. Analyzes effective speeches made for a
variety of purposes and prepares and
delivers a speech containing these same
features.
d. Delivers oral presentations that
incorporate the elements of narration,
exposition, persuasion, and/or literary
analysis.
4 weeks
Unit 4: The Early National Period
Standard:
ELAALRL1 The student demonstrates
comprehension by identifying evidence
(i.e., diction, imagery, point of view,
figurative language, symbolism, plot events
and main ideas) in a variety of texts
representative of different genres (i.e.,
poetry, prose [short story, novel, essay,
editorial, biography], and drama) and using
this evidence as the basis
for interpretation.
Elements:
a. Identifies, responds to, and analyzes the
effects of diction, tone, mood, syntax,
sound, form, figurative language, and
structure of poems as these elements relate
to meaning.
i. sound: alliteration, end rhyme, slant
rhyme, internal rhyme, consonance,
assonance
ii. form: fixed and free, lyric, ballad, sonnet,
Standards:
ELA11W1 The student produces writing
that establishes an appropriate
organizational structure,
sets a context and engages the reader,
maintains a coherent focus throughout, and
signals a satisfying closure.
Elements:
a. Establishes a clear, distinctive, and
coherent thesis or perspective and maintains
a consistent tone and focus throughout.
b. Selects a focus, structure, and point of
view relevant to the purpose, genre
expectations, audience, length, and format
requirements.
c. Constructs arguable topic sentences,
when applicable, to guide unified
paragraphs.
d. Uses precise language, action verbs,
sensory details, appropriate modifiers, and
active rather than passive voice.
e. Writes texts of a length appropriate to
address the topic or tell the story.
f. Uses traditional structures for conveying
information (i.e., chronological order, cause
and effect, similarity and difference, and
posing and answering a question).
g. Supports statements and claims with
anecdotes, descriptions, facts and statistics,
and specific examples.
Standards:
ELA11W2 The student demonstrates
competence in a variety of genres.
Elements:
m. Engages the interest of the reader.
n. Formulates a coherent thesis or
controlling idea.
o. Coherently develops the controlling idea
and/or supports the thesis by
incorporating evidence from both primary
and themes of dramatic literature.
c. Identifies and analyzes dramatic
elements, (i.e., stage directions,
fourth wall, expressionism,
minimalism, dramatic irony).
d. Identifies and analyzes how
dramatic elements support and
enhance the interpretation
of dramatic literature.
Standards:
ELAALRL2 The student identifies,
analyzes, and applies knowledge of
theme in a work of
American literature and provides
evidence from the work to support
understanding.
Elements:
y. Applies knowledge of the concept
that the theme or meaning of a
selection represents a universal view
or comment on life or society and
provides support from the text for
the identified theme.
z. Evaluates the way an author’s
choice of words advances the theme
or purpose of the work.
aa. Applies knowledge of the concept
that a text can contain more than one
theme.
bb. Analyzes and compares texts that
express universal themes
characteristic of American
literature across time and genre (i.e.,
American individualism, the
American dream, cultural diversity,
and tolerance) and provides support
from the texts for the identified
themes.
Standards:
ELAALRL3 The student deepens
Laurens County Pacing Guide
narrative poem, blank verse
iii. figurative language: personification,
imagery, metaphor, conceit, simile,
metonymy, synecdoche, hyperbole,
symbolism, allusion
b. Analyzes and evaluates the effects of
diction and imagery (i.e., controlling
images, figurative language, extended
metaphor, understatement, hyperbole, irony,
paradox, and tone) as they relate to
underlying meaning.
c. Traces the historical development of
poetic styles and forms in American
literature.
Elements:
ELAALRL2 The student identifies,
analyzes, and applies knowledge of theme
in a work of American literature and
provides evidence from the work to support
understanding.
i. Applies knowledge of the concept that the
theme or meaning of a selection represents
a universal view or comment on life or
society and provides support from the text
for the identified theme.
l. Analyzes and compares texts that express
universal themes characteristic of American
literature across time and genre (i.e.,
American individualism, the American
dream, cultural diversity, and tolerance) and
provides support from the texts for the
identified themes.
Standards:
ELAALRL3 The student deepens
understanding of literary works by relating
them to their contemporary context or
historical background, as well as to works
from other time periods.
Elements:
a. Relates a literary work to the seminal
and secondary sources, as applicable.
p. Conveys information and ideas from
primary and secondary sources, when
applicable, accurately and coherently.
q. Includes a variety of information on
relevant perspectives, as applicable.
r. Maintains coherence by relating all topic
sentences to the thesis or controlling idea,
as applicable.
s. Structures ideas and arguments
effectively in a sustained way and follows
an organizational pattern appropriate to the
purpose and intended audience of the essay.
t. Demonstrates an understanding of the
elements of expository discourse (i.e.,
purpose, speaker, audience, form).
u. Incorporates elements of discourse from
other writing genres into exposition.
v. Enhances meaning by employing
rhetorical devices, including the use of
parallelism, repetition, and analogy.
w. Uses language, point of view,
characterization, style, and related elements
effectively for specific rhetorical and
aesthetic purposes.
x. Attains closure (i.e., by including a
detailed summary of the main points,
restating the thesis, generalizing the thesis
or controlling idea for additional purposes,
or employing a significant quotation
that brings the argument in the
composition together).
Standards:
ELA11W3 The student uses research and
technology to support writing.
a. Formulates clear research questions and
utilizes appropriate research venues (i.e.,
library, electronic media, personal
interview, survey) to locate and incorporate
understanding of literary works by
relating them to their contemporary
context or historical background, as
well as to works from other time
periods.
Elements:
b. Relates a literary work to the
characteristics of the literary time
period that it represents.
iv. Modernism (including Harlem
Renaissance)
v. Postmodernism
Standards:
ELAALRL4 The student employs a
variety of writing genres to
demonstrate a comprehensive
grasp of significant ideas in selected
literary works.
Elements:
q. Demonstrate awareness of an
author’s use of stylistic devices and
an appreciation of the effects created
by the devices.
r. Analyze the use of imagery,
language, and other particular aspects
of a text that contribute to theme or
underlying meaning.
s. Draw comparisons between
specific incidents in a text and
broader themes that illustrate the
writer’s important beliefs or
generalizations about life.
t. Analyze multiple, relevant
historical records of a single event
and examine their critical
relationships to a literary work.
Standards:
ELAALRC1 The student reads a
minimum of 25 grade-level
appropriate books or book
Laurens County Pacing Guide
ideas of the time in which it is set or the
time of
its composition.
ii. National literature
b. Relates a literary work to the
characteristics of the literary time period
that it represents.
i. Romanticism/Transcendentalism
Standards:
ELAALRL4 The student employs a variety
of writing genres to demonstrate a
comprehensive grasp of significant ideas in
selected literary works.
Elements:
h. Demonstrate awareness of an author’s
use of stylistic devices and an appreciation
of the effects created by the devices.
Stamdards:
ELAALRL5 The student understands and
acquires new vocabulary and uses it
correctly in reading and writing.
Elements:
g. Identifies and correctly uses idioms,
cognates, words with literal and figurative
meanings, and patterns of word changes that
indicate different meanings or functions.
h. Uses knowledge of mythology, the Bible,
and other works often alluded to in
American literature to understand the
meanings of new words.
i. Uses general dictionaries.
Standards:
ELAALRC1 The student reads a minimum
of 25 grade-level appropriate books or book
equivalents (approximately 1,000,000
words) per year from a variety of subject
disciplines.
Standards:
ELA11LSV1 The student participates in
student-to-teacher, student-to-student, and
evidence from primary and secondary
sources.
b. Uses supporting evidence from multiple
sources to develop the main ideas within the
body of a researched essay, a composition,
or a technical document.
c. Synthesizes information from multiple
sources and identifies complexities,
discrepancies, and different perspectives
found in a variety of media (i.e., almanacs,
microfiche, news sources, in-depth field
studies, speeches, journals, technical
documents).
d. Integrates quotations and citations into a
written text while maintaining the flow of
ideas.
e. Uses appropriate conventions for
documentation in the text, notes, and
bibliographies by adhering to those in style
manuals such as the Modern Language
Association Handbook, The Chicago
Manual of Style, Turabian, American
Psychological Association, etc.
f. Uses systematic strategies to organize and
record information (i.e., anecdotal
scripting, annotated bibliographies).
g. Designs and publishes documents, using
such aids as advanced publishing software
and graphic programs.
Standards:
ELA11W4 The student practices both timed
and process writing and, when applicable,
uses the writing process to develop, revise,
and evaluate writing.
Elements:
kk. Plans and drafts independently and
resourcefully.
ll. Revises writing to improve the logic and
coherence of the organization and
controlling perspective.
equivalents (approximately
1,000,000 words) per year from a
variety of subject disciplines. The
student reads both informational and
fictional texts in a variety of genres
and modes of discourse.
Standards:
ELAALRC2 The student participates
in discussions related to curricular
learning in all subject areas.
Elements:
a. Identifies messages and themes
from books in all subject areas.
z. Responds to a variety of texts in
multiple modes of discourse.
aa. Relates messages and themes
from one subject area to those in
another area.
Standards:
ELAALRC3 The student acquires
new vocabulary in each content area
and uses it correctly.
Elements:
a. Demonstrates an understanding of
contextual vocabulary in various
subjects.
b. Uses content vocabulary in writing
and speaking.
Standards:
ELAALRC4 The student establishes
a context for information acquired by
reading across subject areas.
Elements:
a. Explores life experiences related to
subject area content.
b. Discusses in both writing and
speaking how certain words and
concepts relate to multiple subjects.
Standards:
ELA11W1 The student produces
Laurens County Pacing Guide
group verbal interactions.
Elements:
a. Initiates new topics in addition to
responding to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate
information.
d. Actively solicits another person’s
comments or opinion.
e. Offers own opinion forcefully without
domineering.
f. Volunteers contributions and responds
when directly solicited by teacher or
discussion leader.
g. Gives reasons in support of opinions
expressed.
h. Clarifies, illustrates, or expands on a
response when asked to do so; asks
classmates for similar expansions.
i. Employ group decision-making
techniques such as brainstorming or a
problem solving sequence (i.e., recognizes
problem, defines problem, identifies
possible solutions, selects optimal solution,
implements solution, evaluates solution).
j. Divides labor so as to achieve the overall
group goal efficiently.
Standards:
ELA11LSV2 The student formulates
reasoned judgments about written and oral
communication in various media genres.
Elements:
e. Uses effective and interesting language,
including informal expressions for effect,
Standard American English for clarity,
technical language for specificity.
4 weeks
mm. Revises writing for specific audiences,
purposes, and formality of the contexts.
nn. Revises writing to sharpen the precision
of word choice and achieve desired tone.
oo. Revises text to highlight the individual
voice and to improve sentence variety and
style.
pp. Edits writing to improve word choice,
grammar, punctuation, etc.
Standards:
ELA11C1 The student demonstrates
understanding and control of the rules of the
English language, realizing that usage
involves the appropriate application of
conventions and grammar in both written
and spoken formats.
Elements:
t. Demonstrates an understanding of proper
English usage and control of grammar,
sentence and paragraph structure, diction,
and syntax.
u. Correctly uses clauses (i.e., main and
subordinate), phrases (i.e., gerund,
infinitive, and participial), and mechanics of
punctuation (i.e., end marks, commas,
semicolons, quotations marks, colons,
ellipses, hyphens).
v. Demonstrates an understanding of
sentence construction (i.e., subordination,
proper placement of modifiers, parallel
structure) and proper English usage (i.e.,
consistency of verb tenses, agreement).
Standards:
ELA11C2 The student demonstrates
understanding of manuscript form, realizing
that different forms of writing require
different formats.
Elements:
o. Produces writing that conforms to
appropriate manuscript requirements.
writing that establishes an
appropriate organizational structure,
sets a context and engages the reader,
maintains a coherent focus
throughout, and signals a
satisfying closure.
Elements:
a. Establishes a clear, distinctive, and
coherent thesis or perspective and
maintains a consistent tone and focus
throughout.
b. Selects a focus, structure, and
point of view relevant to the purpose,
genre expectations, audience, length,
and format requirements.
c. Constructs arguable topic
sentences, when applicable, to guide
unified paragraphs.
d. Uses precise language, action
verbs, sensory details, appropriate
modifiers, and active rather than
passive voice.
e. Writes texts of a length appropriate
to address the topic or tell the story.
f. Uses traditional structures for
conveying information (i.e.,
chronological order, cause and effect,
similarity and difference, and posing
and answering a question).
g. Supports statements and claims
with anecdotes, descriptions, facts
and statistics, and specific examples.
Standards:
ELA11W2 The student demonstrates
competence in a variety of genres.
Elements:
a. Engages the interest of the reader.
b. Formulates a coherent thesis or
controlling idea.
c. Coherently develops the
Laurens County Pacing Guide
p. Produces legible work that shows
accurate spelling and correct use of the
conventions of punctuation and
capitalization.
q. Reflects appropriate format requirements,
including pagination, spacing, and margins,
and integration of source material with
appropriate citations (i.e., in-text citations,
use of direct quotations, paraphrase, and
summary, and weaving of source and
support materials with writer’s own words,
etc.).
r. Includes formal works cited or
bibliography when applicable.
5 weeks
controlling idea and/or supports the
thesis by incorporating evidence
from primary sources accurately and
coherently.
k. Uses language, point of view,
characterization, style, and related
elements effectively
for specific rhetorical and aesthetic
purposes.
l. Attains closure (i.e., by including a
detailed summary of the main points,
restating the thesis, generalizing the
thesis or controlling idea for
additional purposes, or employing a
significant quotation that brings the
argument in the composition
together).
Standards:
ELA11W4 The student practices
both timed and process writing and,
when applicable, uses the
writing process to develop, revise,
and evaluate writing.
Elements:
ee. Plans and drafts independently
and resourcefully.
ff. Revises writing to improve the
logic and coherence of the
organization and controlling
perspective.
gg. Revises writing for specific
audiences, purposes, and formality of
the contexts.
hh. Revises writing to sharpen the
precision of word choice and achieve
desired tone.
ii. Revises text to highlight the
individual voice and to improve
sentence variety andstyle.
jj. Edits writing to improve word
Laurens County Pacing Guide
choice, grammar, punctuation, etc.
Standards:
ELA11C1 The student demonstrates
understanding and control of the
rules of the English language,
realizing that usage involves the
appropriate application of
conventions and grammar in both
written and spoken formats.
Elements:
t. Demonstrates an understanding of
proper English usage and control of
grammar,
sentence and paragraph structure,
diction, and syntax.
u. Correctly uses clauses (i.e., main
and subordinate), phrases (i.e.,
gerund, infinitive, and participial),
and mechanics of punctuation (i.e.,
end marks, commas, semicolons,
quotations marks, colons, ellipses,
hyphens).
v. Demonstrates an understanding of
sentence construction (i.e.,
subordination, proper placement of
modifiers, parallel structure) and
proper English usage (i.e.,
consistency of verb tenses,
agreement).
Standards:
ELA11C2 The student demonstrates
understanding of manuscript form,
realizing that different forms of
writing require different formats.
Elements:
o. Produces writing that conforms to
appropriate manuscript requirements.
p. Produces legible work that shows
accurate spelling and correct use of
the conventions of punctuation and
Laurens County Pacing Guide
capitalization.
q. Reflects appropriate format
requirements, including pagination,
spacing, and margins,
and integration of source material
with appropriate citations (i.e., in-text
citations, use of direct quotations,
paraphrase, and summary, and
weaving of source and support
materials with writer’s own words,
etc.).
r. Includes formal works cited or
bibliography when applicable.
4 weeks