HARLAN INDEPENDENT SCHOOL DISTRICT: CURRICULUM MAP
Course: English 1
Week of
Week 1
UNIT
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8/13-8/15
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Syllabus and
course
description
ACT
Reading
Diagnostic
Test &
Review
Introduction
of Literary
Terms
Week 2
Kaplan Review
8/18-8/22
Where have we
been, Where are
we going?
From August 14th to December 9th, 2008
Teachers: Tracie Luttrell
HISD Standards
FF-S-3 Read increasingly complex
material with automaticity
FF-S-4c Interpret and explain literal and
non-literal meanings of words or phrases,
analogies, idioms based on context
RD-9-2.1 Paraphrase information in a
passage (DIU-S-4)
RD-9-2.7 Make inferences, draw
conclusions, or make generalizations
based on evidence from a passage (DIUS-5)
DIU-S-7a Locate key ideas, information,
facts, or details
DIU-S-7b Use information from text to
state and support central/main idea
RD-9-3.2 Identify or explain an author’s
purpose in a passage(IT-S-1; IT-S-2; ITS-3)
RD-9-3.3 Explain an author’s position
based on evidence in a passage (IT-S-6b;
IT-S-6c; IT-S-6d)
RD-9-1.3 Formulate questions to guide
reading(FF-S-4a)
RD-9-2.1 Paraphrase information in a
passage (DIU-S-4)
RD-9-2.5 Interpret concrete or abstract
terms using context from the passage
RD-9-2.7 Make inferences, draw
conclusions, or make generalizations
based on evidence in a passage (DIU-S5)
KEY TOPICS
(Knowledge and Skills)
 The Landscape of the
ACT
Essential Vocabulary
Resources Needed
Syllabus
Kaplan Advantage
workbook 19-31;
pages 34-39; 44-47

Strategy for taking the
ACT

Test Taking Tips
PowerPoint and
NoteGuide

Evaluate personal
progress toward
meeting goals in
literacy skills
English 1 Literary
Terms
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Introduce the 3-step
method for ACT
Comprehension
Question the Author
Examine the stems
Answering the
questions
Answer detail
questions using Track
It Down
Who I Am Prompt
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Summarize
Main Idea
Author’s purpose
Detail
Inference
Paraphrase
Broad Questions
Narrow Questions
Writer’s view
KAPLAN advantage
workbook pgs 50-64;
65-79; 81-95; 98-111;
113-129
PowerPoint and
Noteguide
Literary Elements quiz
HARLAN INDEPENDENT SCHOOL DISTRICT: CURRICULUM MAP
Course: English 1
Week of
UNIT
HISD Standards
DIU-S-6b Explain the main idea of a
passage and identify the key ideas or
information that support them
DIU-S-7a Locate key ideas, information,
facts, or details
DIU-S-7b Use information from text to
state and support central/main idea
RD-9-3.2 Identify or explain an author’s
purpose in a passage(IT-S-1; IT-S-2; ITS-3)
RD-9-3.3 Explain an author’s position
based on evidence in a passage (IT-S-6b;
IT-S-6c; IT-S-6d)
Week 3
8/25-8/29
Kaplan Review
From August 14th to December 9th, 2008
Teachers: Tracie Luttrell
FF-S-3 Read increasingly complex
material with automaticity
FF-S-4c Interpret and explain literal and
non-literal meanings of words or phrases,
analogies, idioms based on context
RD-9-2.1 Paraphrase information in a
passage (DIU-S-4)
RD-9-2.7 Make inferences, draw
conclusions, or make generalizations
based on evidence from a passage (DIUS-5)
DIU-S-7a Locate key ideas, information,
facts, or details
DIU-S-7b Use information from text to
state and support central/main idea
RD-9-3.1 Explain or analyze how a
conflict in a passage is resolved
RD-9-3.2 Identify or explain an author’s
purpose in a passage (IT-S-1; IT-S-2; ITS-3)
KEY TOPICS
(Knowledge and Skills)
 Answer Function
questions using Think
Like the Author
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Answer vocabulary-incontext by using
Context Clues
Answer narrowinference questions by
using Getting
Grounded in the details
Answer broadinference questions by
using Eliminating for
Truth
Answer writer’s view
questions by using
Analyzing the Author’s
Approach
Identify the sequence
of event in a passage
Essential Vocabulary
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Resources Needed
Function
Vocabulary-incontext
Prediction
Elimination
1
Context Clues
Inferences
Conclusion
Main Idea
Author’s purpose
Point of View
The Kaplan Advantage
Workbook pages 131145; 148-163; 165177; 179-193
Literary Elements quiz
2
HARLAN INDEPENDENT SCHOOL DISTRICT: CURRICULUM MAP
Course: English 1
Week of
UNIT
From August 14th to December 9th, 2008
Teachers: Tracie Luttrell
HISD Standards
KEY TOPICS
(Knowledge and Skills)
Essential Vocabulary
Resources Needed
Narrative Poetry
Alliteration
Consonance
Assonance
Onomatopoeia
Symbolism
Imagery
Paraphrase
Literary Elements quiz
3
RD-9-3. Explain an author’s position
based on evidence in a passage (IT-S-6b;
IT-S-6c; IT-S-6d)
RD-9-3.6 Analyze the relationship
between a speaker’s or a character’s
motivation and behavior in a passage, as
revealed by the dilemmas
Week 4
9/2-9/5
Where we have
been, Where we
are going
RD-9-2.1 paraphrase information in
passage
RD-9-2.5 Interpret concrete or abstract
terms using context from the passage
RD-9-2.7 Make inferences, draw
conclusions, or make generalizations
based on evidence from a passage (DIUS-5)
RD-9-3.1 Explain or analyze how a
conflict in a passage is resolved
RD-9-5.2 Analyze or evaluate the
effectiveness of literary elements within
a passage
RD-9-5.3 Analyze the author’s use of
literary devices in a passage
DIU-S-6a Identify characteristics of
different types of literary texts
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
Identify different
literary elements
Explain an Author’s
craft
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The Bells WS
Highlighters
Identification of
alliteration, assonance,
consonance,
onomatopoeia, sensory
language
Evaluate the use of
sound devices in The
Bells
Sensory Language
graphic organizer
The Raven WS
Paraphrase each stanza
of The Raven
HARLAN INDEPENDENT SCHOOL DISTRICT: CURRICULUM MAP
Course: English 1
Week of
Week 5
9/8-9/12
Week 6
9/16-9/19
UNIT
HISD Standards
Where we have
been, Where we
are going
RD-9-2.1 Paraphrase information in a
passage (DIU-S-4)
RD-9-2.7 Make inferences, draw
conclusions, or make generalizations
based on evidence from a passage (DIUS-5)
DIU-S-7a Locate key ideas, information,
facts, or details
DIU-S-7b Use information from text to
state and support central/main idea
RD-9-3.1 Explain or analyze how a
conflict in a passage is resolved
RD-9-3.2 Identify or explain an author’s
purpose in a passage (IT-S-1; IT-S-2; ITS-3)
RD-9-3. Explain an author’s position
based on evidence in a passage (IT-S-6b;
IT-S-6c; IT-S-6d)
RD-9-3.6 Analyze the relationship
between a speaker’s or a character’s
motivation and behavior in a passage, as
revealed by the dilemmas
Where are we
going?
From August 14th to December 9th, 2008
Teachers: Tracie Luttrell
RD-9-2.1 Paraphrase information in a
passage (DIU-S-4)
RD-9-2.5 Interpret concrete or abstract
terms using context from the passage
RD-9-2.7 Make inferences, draw
conclusions, or make generalizations
based on evidence in a passage (DIU-S5)
DIU-S-6b Explain the main idea of a
passage and identify the key ideas or
information that support them
KEY TOPICS
(Knowledge and Skills)
 identify the sequence
of event in a passage
 make references from
texts to provide
evidence to support
conclusions
 Discuss the author’s
style
 Analyze the
effectiveness of literary
devices or figurative
language
 Interpret the
interactions between
and among literary
elements within a text

Identify the types of
conflict within a
passage
Essential Vocabulary
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Plot
Exposition
Inciting moment
Rising Action
Climax
Falling Action
Resolution
(Denouement)

Resources Needed
Literary Elements quiz
4
The Cask of
Amontillado pgs 61-68
Predictions Graphic
Organizer
Freytag’s pyramid
Visualization draw the
costumes and props
they would use in a
dramatized version of
the story
Open Response:
Mood
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Context Clues
Conflict
Internal Conflict
Man vs. Self
External Conflict
Man vs. Man
Man vs. Nature
Man vs. Society
Literary Elements quiz
5
The Most Dangerous
Game pgs 215-236
Predictions Graphic
Organizer
Visualization Draw
sketch of scene/traps
HARLAN INDEPENDENT SCHOOL DISTRICT: CURRICULUM MAP
Course: English 1
Week of
UNIT
From August 14th to December 9th, 2008
Teachers: Tracie Luttrell
HISD Standards
KEY TOPICS
(Knowledge and Skills)
Essential Vocabulary
DIU-S-7a Locate key ideas, information,
facts, or details
DIU-S-7b Use information from text to
state and support central/main idea
RD-9-3.2 Identify or explain an author’s
purpose in a passage(IT-S-1; IT-S-2; ITS-3)
RD-9-3.3 Explain an author’s position
based on evidence in a passage (IT-S-6b;
IT-S-6c; IT-S-6d
Week 7
9/22-9/26
The Road Not
Taken part 1
RD-9-1.4 Interpret the meaning of
jargon, dialect or specialized vocabulary
found in a passage
RD-9-2.3 Identify essential information
from a passage to accomplish a
task/procedure or to answer questions
about a passage
RD-9.3.6 Analyze the relationship
between a character’s motivation and
behavior in a passage, as revealed by
dilemmas
RD-9-4.1 Analyze the content or make
connections as it applies to students’
lives, real-world issues, or other texts
RD-9-4.2 Use evidence from a passage
to formulate opinions to a reading
passage
RD-9-5.2 Analyze the effectiveness of
literary elements in a passage
RD-9-5.3 Analyze the author’s use of
literary devices in a passage
Resources Needed
Journal Entry: What
does it mean to be
civilized?
Anticipation guide preand post-reading
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Compare life to a road
Explain
characterization and
how author’s develop
characters
Explain how author’s
use dialogue
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Symbolism
Metaphor
Conflict
Internal Conflict
External Conflict
Protagonist
Antagonist
Subordinate
Characters
Motivation
Flat Character
Dynamic Character
Round Character
Static Character
Speech
Dialogue
Appearance
Thoughts
Reactions
Direct
Characterization
Indirect
Literary Element quiz
6
The Road Not Taken
Unit Guide
Journal Entry
What choices or
decisions do young
people make could
change their lives
forever?
Metaphorical
Expressions How is a
decision like a
____________?
Describe 5 qualities of
the inanimate object.
Write a paragraph
describing an
inanimate object; then
replace the name with
HARLAN INDEPENDENT SCHOOL DISTRICT: CURRICULUM MAP
Course: English 1
Week of
UNIT
From August 14th to December 9th, 2008
Teachers: Tracie Luttrell
HISD Standards
KEY TOPICS
(Knowledge and Skills)
Essential Vocabulary

Characterization
Verisimilitude
Resources Needed
DECISIONS.
How is life like a road?
WS
The Road Not Taken
by Robert Frost
“The Road Not
Taken” Task Rotation
– designed to target the
four learning styles:
Mastery,
Understanding,
Interpersonal, SelfExpressive
Memorable character
WS
From The Adventures
of Tom Sawyer
Chapter 6
Characterization
worksheet
Week 8
9/29-10/3
The Road Not
Taken
RD-9-1.4 Interpret the meaning of
jargon, dialect or specialized vocabulary
found in a passage
RD-9-2.3 Identify essential information
from a passage to accomplish a
task/procedure or to answer questions
about a passage
RD-9.3.6 Analyze the relationship


Analyze the
effectiveness of literary
devices or figurative
language in evoking
what the author
intended.
Interpret the
interactions between
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Symbolism
Conflict
Internal Conflict
External Conflict
Protagonist
Antagonist
Subordinate
Literary Element quiz
7
Toni Cade Bombara
background
PowerPoint and Note
Guide
HARLAN INDEPENDENT SCHOOL DISTRICT: CURRICULUM MAP
Course: English 1
Week of
UNIT
From August 14th to December 9th, 2008
Teachers: Tracie Luttrell
HISD Standards
between a character’s motivation and
behavior in a passage, as revealed by
dilemmas
RD-9-4.1 Analyze the content or make
connections as it applies to students’
lives, real-world issues, or other texts
RD-9-4.2 Use evidence from a passage
to formulate opinions to a reading
passage
RD-9-5.2 Analyze the effectiveness of
literary elements in a passage
RD-9-5.3 Analyze the author’s use of
literary devices in a passage
KEY TOPICS
(Knowledge and Skills)
and among literary
elements within and
across a variety of texts
 Evaluate what is read
based on the author’s
purpose, message,
word choice, sentence
variety, style, tone, or
use of literary
elements.
 Interpret and explain
literal and non-literal
meanings of words or
phrases, analogies,
idioms, literary
allusions based on
context.

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
Essential Vocabulary
Resources Needed
Characters
Motivation
Characterization
Verisimilitude
Dialect
Journal entry: What
kinds of things you feel
are worth protecting or
defending. Use at least
three of the following
words: intervene,
oblige, promote,
prohibit
“Blues Ain’t No
Mocking Bird” pg
322-330
Dialogue/Dialect
Worksheet
Discussion of
symbolism in“Blues
Ain’t No Mocking Bird
Assessment: Multiple
Choice and Open
Response
Walking Across Egypt
Reading Schedule
Clyde Edgerton
PowerPoint and Note
Guide
Read Chapter 1 in
class – Open response
1 Character description
HARLAN INDEPENDENT SCHOOL DISTRICT: CURRICULUM MAP
Course: English 1
Week of
From August 14th to December 9th, 2008
Teachers: Tracie Luttrell
UNIT
HISD Standards
KEY TOPICS
(Knowledge and Skills)
Essential Vocabulary
Resources Needed
and comparison
Week 9

10/6-10/10
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RD-9-3.6 Students will analyze the
relationship between a speaker’s or
character’s motivation and behavior
in a passage, as revealed by
dilemmas. DOK 3
RD-9.4.1 Students will analyze the
content or make connections as it
applies to students’ lives, real-world
issues, or other texts. DOK 3
RD-9-4.2 Students will use evidence
from a passage to formulate
opinions to a reading passage. DOK
3
RD-9-5.2 Students will analyze or
evaluate the effectiveness of literary
elements within a passage. DOK 3
RD-9-5.3 Students will analyze the
author’s use of literary devices in a
passage. DOK 3
RD-9-5.4 Students will critique the
author’s word choice, style, tone, or
content. DOK 3
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


Analyze the
effectiveness of literary
devices or figurative
language in evoking
what the author
intended .
Interpret and explain
literal and non-literal
meanings of words or
phrases, analogies,
idioms, literary
allusions based on
context.
Demonstrate the
understanding of
literary elements and
literary passages/texts.
Analyze or evaluate the
relationship between a
character’s motivation
and behavior, as
revealed by the
dilemmas.
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Conflict
Internal Conflict
External Conflict
Protagonist
Antagonist
Subordinate
Characters
Motivation
Flat Character
Dynamic Character
Round Character
Static Character
Speech
Dialogue
Appearance
Thoughts
Reactions
Direct
Characterization
Indirect
Characterization
Verisimilitude
Literary Element quiz
8
Read aloud Chapter 1
discussion
PowerPoint –
Characterization
Read and discuss
chapters 2-3
Reading Quiz chapters
1-3
Lottie Moon
Introduction
Chapter 4-7 Reading
and Discussion
(Character
Development)
Open Response 2
Radio Play “Lottie
Moon”
Reading Quiz
Week 10
10/20-

RD-9-3.6 Students will analyze the
relationship between a character’s
motivation and behavior in a

Evaluate what is read,
based on the author’s
purpose, message,



External Conflict
Protagonist
Antagonist
Literary Element quiz
9
HARLAN INDEPENDENT SCHOOL DISTRICT: CURRICULUM MAP
Course: English 1
Week of
UNIT
HISD Standards
10/24
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
Week 11
The Road Not
Taken part 3
From August 14th to December 9th, 2008
Teachers: Tracie Luttrell
passage, as revealed by dilemmas.
DOK 3
RD-9.4.1 Students will analyze the
content or make connections as it
applies to students’ lives, real-world
issues, or other texts. DOK 3
RD-9-4.2 Students will use evidence
from a passage to formulate
opinions to a reading passage. DOK
3
RD-9-5.2 Students will analyze or
evaluate the effectiveness of literary
elements within a passage. DOK 3
RD-9-5.3 Students will analyze the
author’s use of literary devices in a
passage. DOK 3
RD-9-5.4 Students will critique the
author’s word choice, style, tone, or
content. DOK 3
KEY TOPICS
(Knowledge and Skills)
word choice, sentence
variety, style, tone, or
use of literary
elements.
 Analyze the
effectiveness of literary
devices or figurative
language in evoking
what the author
intended .
 Interpret and explain
literal and non-literal
meanings of words or
phrases, analogies,
idioms, literary
allusions based on
context.
 Demonstrate the
understanding of
literary elements and
literary passages/texts.
 Analyze or evaluate the
relationship between a
character’s motivation
and behavior, as
revealed by the
dilemmas.

10/2710/31

Use both direct and
indirect
characterization to
develop character
Support character types
Essential Vocabulary
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Subordinate
Characters
Motivation
Flat Character
Dynamic Character
Round Character
Static Character
Speech
Dialogue
Appearance
Thoughts
Reactions
Direct
Characterization
Indirect
Characterization
Verisimilitude
Resources Needed
Chapters 8-10 Reading
and Discussion(Food,
Family, Belonging,
Religion)
Chapters 11-14
Reading and
Discussion
Creating
Verisimilitude, Theme
Power Point
Objective Assessment
Comparison of
Walking Across Egypt
Novel and Movie
Celebration of Mattie
Biography Writing
Prompt
Computer lab
HARLAN INDEPENDENT SCHOOL DISTRICT: CURRICULUM MAP
Course: English 1
Week of
Week 12
11/5-11/7
UNIT
From August 14th to December 9th, 2008
Teachers: Tracie Luttrell
HISD Standards
KEY TOPICS
(Knowledge and Skills)
with specific examples
 Correct use of writing
conventions
 Describe influential
person using at least 3
adjectives
Essential Vocabulary
Revision checklist

You Never
Know How
High You Are
Resources Needed
Introductory poem:
“We Never Know
How High We Rise”
(Emily Dickinson)
Epic Poem: Selections
from The Odyssey
(Homer)
Week 13
11/1011/14
Week 14
11/1711/21
Week 15
11/2411/25
Week 16
You Never
Know How
High You Are

A Pair of StarCrossed Lovers

12/8-12/12
Drama: Romeo and
Juliet (William
Shakespeare)

A Pair of StarCrossed Lovers
A Pair of StarCrossed Lovers
Epic Poem: Selections
from The Odyssey
(Homer)
Epic Poem: Selections
from The Odyssey
(Homer)
You Never
Know How
High You Are
12/1-12/5
Week 17


Drama: Romeo and
Juliet (William
Shakespeare)
Humanities
connection:
comparison with West
HARLAN INDEPENDENT SCHOOL DISTRICT: CURRICULUM MAP
Course: English 1
Week of
UNIT
Teachers: Tracie Luttrell
HISD Standards
KEY TOPICS
(Knowledge and Skills)
From August 14th to December 9th, 2008
Essential Vocabulary
Resources Needed
Side Story (Leonard
Bernstein)
Writing piece:
analytical piece
Week 18
12/1512/19
A Pair of StarCrossed Lovers

Writing piece:
analytical piece