LCS 11th Grade English Pacing Guide
1st Nine Week Marking Period
SOL
11.4
R
E
A
D
I
N
G:
F
I
C
T
I
O
N
Puritanism/Rationalism
Suggested
Titles
Resources
Time
frame
“The Sky
Tree”
Holt Elements of
Literature
1
week
“Coyote
Finishes his
Work”
Glossary of Literary
Terms
TSW read, comprehend, and analyze relationships among American literature,
history, and culture
Skills/Concepts:
a. Describe contributions of different cultures to the development of Am Lit
b. Compare & contrast the development of Am Lit in its historical context
c. Discuss Am Lit as it reflects traditional and contemporary themes, motifs, universal
characters, & genres
d. Analyze social & cultural function of Am Lit
e. Analyze how context & language convey intent/viewpoint
g. Explain how imagery/figures of speech appeal to
readers’ senses/experiences
h. Explain how diction, syntax, tone, voice support
author’s purpose
i. Read variety of dramatic selections
j. Analyze literary elements/dramatic conventions
including situational, dramatic, verbal irony
k. Generate/respond logically to literal, inferential,
evaluative, synthesizing, critical thinking questions
before, during, & after reading
Key Literary Terms:
Theme, motif, archetype, genre, mood, tone, imagery, point of view, allusion, metaphor,
simile, personification, plot, character, setting, climax, denouement, syntax, voice, diction,
situational, dramatic, and verbal irony,
Key Processing Terms:
Inference, synthesis, analysis, logic, critical thinking, evaluate, compare and contrast
Trade books
“The
Crucible”
or
“The
Scarlet
Letter”
Lesson Skill:
Comparing texts to
determine how
authors shape the
intended meaning
http://www.doe.virgi
nia.gov/testing/sol/sta
ndards_docs/english/
2010/lesson_plans/re
ading/fiction_nonficti
on/9-12/10_912_reading_fnf_com
paringtexts.pdf
Lesson Skill:
Recognizing point of
view
http://www.doe.virgi
nia.gov/testing/sol/sta
ndards_docs/english/
2010/lesson_plans/re
3 to 4
weeks
Assessme
nt
ading/fiction/912/12_912_readingfiction_rec
ognizing_point_of_vi
ew.pdf
Lesson Skill: Making
margin notes
http://www.doe.virgi
nia.gov/testing/sol/sta
ndards_docs/english/
2010/lesson_plans/re
ading/fiction/912/13_912_readingfiction_ma
king_margin_notes.p
df
Lesson Skill: Make
connections, using
metaphor
http://www.doe.virgi
nia.gov/testing/sol/sta
ndards_docs/english/
2010/lesson_plans/re
ading/vocabulary/912/8_912_vocabulary_make
%20connectionsmeta
phor.pdf
Media Literacy
Lesson Skill:
Research project
embedded with media
literacy
http://www.doe.virgi
nia.gov/testing/sol/sta
ndards_docs/english/
2010/lesson_plans/co
mmunication/68/3_68_communication_re
search_research_prod
uct_media_literacy.p
df
Lesson Skill:
Creating a research
project with
embedded media
literacy
http://www.doe.virgi
nia.gov/testing/sol/sta
ndards_docs/english/
2010/lesson_plans/co
mmunication/912/1_911_communicationre
search_embeddedme
dialiteracy.pdf
SOL Puritanism/Rationalism
Skills/Concepts:
R
E 11.5
A
D
I
N
G:
N
O
N
F
I
C
T
I
O
N
TSW read and analyze a variety of nonfiction texts.
Skills/Concepts:
a. Use info from texts to clarify concepts
c. Generalize ideas from selections to make
predictions about other texts
d. Draw conclusions/inferences from explicit and
implicit info
g. Recognize & analyze use of ambiguity,
contradiction, irony, overstatement, &
understatement
h. Generate/respond logically to literal, inferential,
evaluative, synthesizing, critical thinking questions
before, during, & after reading
Key Literary Terms:
Theme, motif, genre, mood, tone, imagery, point of view,
syntax, voice, diction, situational, dramatic, and verbal
irony, ambiguity, contradiction, paradox, overstatement,
understatement
Key Processing Terms:
Inference, synthesis, analysis, logic, critical thinking,
evaluate, compare and contrast, explicit, implicit
Suggested Titles:
Resources
“Encounters and Foundations…”
(textbook overview/ historical
context)
From EOL text:
“The Sun Still Rises…”(Bruchac)
Holt Elements of
Literature
“A Narrative of Captivity”
“Sinners in the Hands of an Angry
God”
“The Interesting Narrative of the
Life of…”
“Poor Richard’s Almanack” &
“Autobiography”(Franklin)
“Speech to the Virginia
Convention”
Factual readings related to “The
Crucible” and the Salem Witch
Trials
Time
frame
Ongoing
Assessment
Skills/Concepts
V
O
C
A
B
U
L
A
R
Y
Suggested Titles:
Resources:
SOL The student will apply knowledge of word
11.3
origins, derivations, and figurative language to
extend vocabulary development in authentic
texts.
a. Analyze: roots, affixes, synonyms, antonyms, Word within Word
cognates
Sadler-Oxford Vocabulary
b. Analyze: context, structure, connotations
Workshop
c. Analyze: denotation/connotation
e. Identify: literary/classical allusions,
figurative language
Key Terms: denotation, connotation, figurative
language
Context, roots, affixes, cognates, synonyms,
antonyms
Holt Elements of
Literature:
vocabulary from
reading selections
Time
frame
With
literature
Weekly
Weekly
Assessment
Programspecific
quizzes;
SOL Skills/Concepts
11.6
W
R
I
T
I
N
G
G
R 11.7
A
M
M
A
R
The student will write in a variety of forms,
with an emphasis on persuasion.
a. Generate, gather, plan, and organize ideas for
writing to audience, purpose
c. Organize ideas in a logical manner
e. Adapt content, vocabulary, voice, & tone to
audience, purpose, situation
f. Revise writing for clarity of content, accuracy,
depth of information
g. Use computer technology to plan, draft, revise,
edit, publish writing
The student will self- and peer-edit writing for
correct grammar, capitalization,
punctuation, spelling, sentence structure, and
paragraphing.
a. Use style manual to apply rules for punctuation,
formatting direct quotes
e. Adjust sentence & paragraph structures for a
variety of purposes and audiences
f. Proofread & edit writing for intended audience
and purpose
Suggested Prompts (persuasion)
Should there be video cameras in
school classrooms?
Should school be year round?
Should LCS go to uniforms for all
students?
Should college freshmen choose
their own roommates?
Should elementary students have
their own cell phones?
Should teenagers be allowed to
work a 40 hour week?
Do Americans eat too much fast
food?
Resources
Online VDOE-generated
resources
Time
frame
Assessment
Ongoing
Released SOL prompts (use first
full paper as diagnostic)
Released rated SOL essays
SOL Guides (Cracking the SOL,
etc)
Daily Oral Language
Released EOC Writing MC
Ongoing
Holt Handbook:
Ch 13&14: Punctuation
Ch. 17-19: Improving Sentences
(Note: begin with structured paragraph)
Note: Emphasis in the first 9 weeks of writing instruction is on students learning and using the high school writing rubric and the writing process for all written
products, learning the format and conventions of writing persuasive and/or argumentative essays, and improving sentence structure, mechanics, and usage.
Average-level students should write at least two/preferably three multi-paragraph persuasive papers as well as several shorter reflective, expository, or narrative
papers in the first nine weeks. Advanced students should write at least three/preferably four multi-paragraph persuasive papers.
SOL Skills/Concepts
M 11.1
E
D
I
A
L
I
T
E 11.2
R
A
C
Y
11.8
TSW examine how values and points of view are included or excluded and how media
influences beliefs and behaviors.
a. Use technology & info tools to organize & display knowledge
b. Use media, visual literacy, technology to create products
c. Evaluate sources (advertisements, editorials, blogs, Web sites, etc, for relationship
between intent, factual content, & opinion
d. Determine author’s purpose & intended effect on audience
TSW analyze, evaluate, synthesize, and organize information from a variety of sources
to produce a research product.
a) Use technology as a tool to research, organize, evaluate, and communicate information.
c) Collect information to support a thesis.
e) Make sense of information gathered from diverse sources by identifying misconceptions,
main and supporting ideas, conflicting information, point of view or bias.
f) Synthesize and present information in a logical sequence.
g) Cite sources for both quoted and paraphrased ideas using a standard
TSW make informative and persuasive presentations.
a. Gather & organize evidence to support a position
b. Present evidence clearly & convincingly
c. Address counterclaims
d. Support & defend ideas in public forums
e. Use grammatically correct language & vocab appropriate to topic, audience, &
purpose
f. Monitor listening/use variety of active listening strategies to evaluate
g. Use presentation technology
h. Collaborate & report on small-group learning activities
method of documentation, such as that of the Modern
Language Association (MLA) or the American
Psychological Association (APA).
i. Edit writing for grammatically correct use of language,
Suggested Titles
Group Project:
-Salem Witch Trials
-Puritanism
-Founding Fathers
-Slave Trade
Writing
Lesson Skill:
Brainstorming to
write a persuasive
essay on demand
http://www.doe.virgin
ia.gov/testing/sol/stan
dards_docs/english/20
10/lesson_plans/writi
ng/9-12/31_912_writing_prewritin
gpersuasive_essay.pd
f
Resources Time
frame
Ongoing
Assessment
spelling, punctuation, capitalization, and sentence/paragraph
structure.
j. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines
for gathering and using information.
English SOL resources
Teacher Direct
LCS 11th Grade English Pacing Guide
2nd Nine Week Marking Period
SOL
11.4
R
E
A
D
I
N
G:
F
I
C
T
I
O
N
American Enlightenment
TSW read, comprehend, and analyze relationships among American literature,
history, and culture
Skills/Concepts:
a. Describe contributions of different cultures to the development of Am Lit
b. Compare & contrast the development of Am Lit in its historical context
c. Discuss Am Lit as it reflects traditional and contemporary themes, motifs, universal
characters, & genres
d. Analyze social & cultural function of Am Lit
k. Generate and respond logically to literal, influential, evaluative, synthesizing, and
critical thinking questions before, during, and after reading texts.
Key Literary Terms:
Theme, motif, archetype, genre, mood, tone, imagery, point of view, allusion, metaphor,
simile, personification, plot, character, setting, climax, denouement, syntax, voice, diction,
situational, dramatic, and verbal irony,
Key Processing Terms:
Inference, synthesis, analysis, logic, critical thinking, evaluate, compare and contrast
Colonial Period through American Romanticism through Modernism powerpoints
American Sites.gppg;e.com/site/11thgradeamerican lit20102011/romanticism SOL
11.4.a,b,c
Suggested
Titles
Resources Time
frame
Holt
Elements
of
Literature
faculty.rec
.edu/buen
viaje/…/T
he%20Ag
e%20of20
http://ww
wtc.pbs.org/
benfrankli
n/teachers
gide.pdf
Discovery
education.
com>Teac
hers>Free
Lesson
Plans
Assessment
SOL American Romanticism
Skills/Concepts:
R
E 11.4
A
D
I
N
G:
N
O
N
F
I
C
T
I
O
N
11.5
TSW read, comprehend, and analyze relationships among American literature,
history, and culture
Skills/Concepts:
a. Describe contributions of different cultures to the development of Am Lit
b. Compare & contrast the development of Am Lit in its historical context
c. Discuss Am Lit as it reflects traditional and contemporary themes, motifs, universal
characters, & genres
f. Explain how the sound of a poem(rhyme, rhythm,
onomatopoeia, repetition, alliteration, assonance, and
parallelism) supports the subject, mood, and theme.
i. Read and analyze a variety of American dramatic selections.
TSW read and analyze a variety of nonfiction texts.
Skills/Concepts:
Suggested
Titles:
Resources
Holt Elements
of Literature
From EOL
text:
www.uncp.ed
u/home/canad
a/work/markp
ort/lit/amlit1...
/08Irving
AmericanRom
anticism.ppt.w
ww/.nsd131.or
g/classpages/
…American%
Romanticism
f. Identify false premises in persuasive writing
Key Literary Terms:
Theme, motif, genre, mood, tone, imagery, point of view, syntax, voice, diction,
situational, dramatic, and verbal irony, ambiguity, contradiction, paradox, overstatement,
understatement
Key Processing Terms:
Inference, synthesis, analysis, logic, critical thinking, evaluate, compare and contrast,
explicit, implicit
Time
frame
www.youtube.
com/watch?v=
U4hUMqg3M
I8
The Toulmin
Approach
Ongoing
Assessment
Skills/Concepts
V
O
C
A
B
U
L
A
R
Y
SOL The student will apply knowledge of word origins, derivations, and
11.3
figurative language to extend vocabulary development in authentic texts.
a. Analyze: roots, affixes, synonyms, antonyms, cognates
e. Identify: literary/classical allusions, figurative language
g. Use knowledge of the evolution, diversity, and effects of language to
comprehend and elaborate the meaning of texts.
Key Terms: denotation, connotation, figurative language
Context, roots, affixes, cognates, synonyms, antonyms
Suggested
Titles:
Resources:
Time
frame
Holt
Elements of
Literature:
vocabulary
from reading
selections
With
literature
Victoriousvoc
abulary.tumb
lr.com
Weekly
Weekly
Assessment
Programspecific
quizzes;
SOL Skills/Concepts
11.6
W
R
I
T
I
N
G
G
R
A
M 11.7
M
A
R
The student will write in a variety of forms, with
an emphasis on persuasion.
a. Generate, gather, plan, and organize ideas for
writing to audience, purpose
b. Product arguments in writing that develop a
thesis that demonstrates knowledgeable
judgments, addresses counterclaims, and
provides effective conclusions.
c. Organize ideas in a logical manner
d. Clarify and defend position with precise and
relevant evidence elaborating ideas clearly and
accurately.
e. Adapt content, vocabulary, voice, & tone to
audience, purpose, situation
Suggested Prompts
(persuasion)
Resources
Time
frame
Online VDOE-generated resources
Cornell Notes
powerpoint
Ongoing
Released SOL prompts (use first full paper as
diagnostic)
Released rated SOL essays
SOL Guides (Cracking the SOL, etc)
www.youtube.com/watch?v=D=YPPQztuOY
Daily Oral Language
The student will self- and peer-edit writing for
correct grammar, capitalization,
punctuation, spelling, sentence structure, and
paragraphing.
Released EOC Writing MC
Holt Handbook:
Ongoing
Assessment
Sh
SOL Skills/Concepts
M 11.1
E
D
I
A
L
I
T
E 11.8
R
A
C
Y
TSW examine how values and points of view are included or excluded and how media
influences beliefs and behaviors.
b. Present evidence clearly and convincingly.
e. Use grammatically correct language, including vocabulary appropriate to the topic,
audience,and purpose.
h. Collaborate and report on small-group learning activities
Suggested Titles
Group Project:
Ongoing
www.youtube.com/w
atch?v=D=YPPQztu
OY
TSW make informative and persuasive presentations.
f. Monitor listening/use variety of active listening strategies to evaluate
Additional Resources:
American Lit Literary Terms – Flashcard game
http://quizlet.com/17112963/ap-american-literature-literary-terms-flash-cards/
http://libguides.clarion.edu/content.php?pid=392918&sid=3218441
(Terms are defined and then hotlinked to their root word and other historical facts.)
https://www.koofers.com/flashcards/engl-literary-terms-1/review
(Fun flashcard game with terms – students have to determine if definition is correct or not)
http://www.glencoe.com/sec/literature/course/amlit/unit1/games.shtml
(This is the Glencoe American Lit textbook but the .pdf resources are free. These could be
worksheets for texts that we have in our Holt handbook or whatever.)
http://www.quia.com/quiz/270936.html
(This is a quia terms quiz quiz – I think it only gives a person a certain number of free uses
then it costs. Not sure.)
https://jeopardylabs.com/play/american-literature-eoct-review
(AWESOME Jeopardy! Based game on American Lit. PERFECT for Smartboard)
English SOL resources
Teacher Direct
Resources Time
frame
Writing
Lesson Skill:
Brainstorming to
write a persuasive
essay on demand
http://www.doe.virgin
ia.gov/testing/sol/stan
dards_docs/english/20
10/lesson_plans/writi
ng/9-12/31_912_writing_prewritin
gpersuasive_essay.pd
f
www.clcillinois.edu/d
epts/vpe/gened/ppt/C
ornell----NoteTaking
Assessment