Dates
8/7 – 8/10
8/13 – 9/17
Content
**The definitions for the codes listed in this column can be found in the appendix that is located at the end of this document.
A. Reading
1a, 1b, 1c
2a, 2b, 2c, 2d, 2e
3a
5b, 5c, 5e, 5f, 5g,
5h
8d, 8g, 8h
B. Writing
1a, 1b, 1c, 1d
2a, 2b, 2c, 2d, 2e,
2f
3a, 3b, 3c, 3d, 3e
4a, 4b, 4c, 4d, 4e,
4f
5a, 5b, 5c, 5d, 5e,
5f
6a, 6b, 6c
E. Study skills and
Test taking a, b, c, d
th
Skills
Students will learn the proper procedures for conducting class in a safe and productive manner.
Students will…..
…..learn what constitutes a narrative, its structure, and its purpose.
…..learn about and practice the prewriting process for a narrative.
…..learn about and practice the drafting process for a narrative.
…..will learn about and practice revising narratives utilizing the proper standards and guidelines
…..create effective sentences by applying a variety of structures and lengths, by maintaining parallel structure, and by developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate.
…..exemplify effective language choices by applying correct grammar and usage, by applying concise use of language, by incorporating strong verbs, precise nouns, concrete
Activities
Class discussions
Various activities
Assessments
Homework participation
Journal writing
Discussion/participation
Read selections as models for personal expressive writing:
“The Washwoman”
“New Directions”
“from a White House
Diary”
“My English”
Selection questions
DOL/PLAN activity
Parts of Speech activity
Prewrite, rough draft, revision, and final draft of personal writing
DOL/PLAN quiz
Parts of Speech quiz
Final draft paper
Homework & discussion participation
Reading quiz
Resources
Class syllabus
Handbook/Code of
Conduct
Prentice Hall
Literature textbook
Prentice Hall
Writing and
Grammar textbook
Writer’s INC Daily
Oral Language
Workouts
Laying the
Foundation program materials
DOL/PLAN quiz
Parts of speech quiz
Activboard notes
Media center
PL/CS
Journal writing/career choices topic
Humanities
Discussion of occupations in readings
Cultures and lifestyles of various story settings will be discussed

9/18 – 10/29 A. Reading
1a, 1b, 1c
2a, 2b, 2c, 2d, 2e
3a
5a, 5g, 5h
6b, 6c, 6d
8a, 8c, 8d, 8e
B. Writing
1a, 1b, 1c, 1d
2a, 2b, 2c, 2d, 2e,
2f
3a, 3b, 3c, 3d, 3e
4a, 4b, 4c, 4d, 4e,
4f
5a, 5b, 5c, 5d, 5e,
5f
6a, 6b, 6c
C. Research a, b, c, d, e, f
D. Listening,
Viewing, &
Speaking
1a
2a, 2b, 2c, 2d, 2f,
2g
E. Study & Testtaking skills a, b, c, d details, and sensory details, and by applying language appropriate to the content, purpose, and audience.
…..communicate clearly by applying correct spelling, punctuation, and capitalization
Students will…..
…..learn what constitutes a formal speech, its structure, and its purpose.
…..learn about and practice the drafting process for a formal speech utilizing the proper standards and guidelines
…..learn about and practice the revising process for a formal speech utilizing the proper standards and guidelines
…..learn the proper technique for recording and citing research sources
…..create effective sentences by applying a variety of structures and lengths, by maintaining parallel structure, and by developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate.
…..exemplify effective language choices by applying correct grammar and usage, by applying concise use of language, by incorporating strong verbs, precise nouns, concrete details, and sensory details, and by applying language appropriate to the content,
Discussion/participation
Peer evaluation of writing
Revision of persuasive letter
Read informational selections from text: pp.
42-45, 118-121, 240-
243, 446-449, 514-519,
653-655, 852-855, and complete accompanying questions
DOL/PLAN activity
Parts of speech activity
Response to Literature paper
Independent reading project (book cover)
DOL/ PLAN quiz
Parts of Speech quiz
Final draft paper
Writing Process assessment
Homework participation
Classroom & discussion participation
Formal speech
Listening assessment
Book review
Prentice Hall
Literature textbook
Prentice Hall
Writing and
Grammar textbook
Writer’s INC Daily
Oral Language
Workouts
Laying the
Foundation program materials
DOL/PLAN quiz
Parts of speech quiz
Activboard notes
Computer lab/Media
Center
Discuss information contained in readings as it pertains to various occupations
Students will create a book cover as part of the reading project presentation using a variety of materials

10/30 – 12/18
(Short story)
A. Reading
1a, 1b, 1c purpose, and audience.
…..communicate clearly by applying correct spelling, punctuation, and capitalization
….. use text structure cues
(e.g., chronology, cause/effect, compare/contrast, proposition/support, description, classification, logical/sequential) to aid in comprehension
…..
use information from texts to accomplish a specific task or answer questions
…..
explain the main ideas of a passage and identify the key ideas or information that support them
….. analyze the effectiveness of text features in organizing information for clarity or for usefulness
….. identify organizational patterns and describe how understanding the structure helps to understand the text; analyze the organizational pattern used
(e.g., description, sequence, cause/effect, compare/contrast, logical/sequential, problem/solution, proposition/support, deductive/inductive) and explain how effective it is in understanding the passage and meeting the author’s purpose
Students will…..
…..create effective Character analysis DOL/PLAN quiz Prentice Hall Students will Discuss the

2a, 2b, 2c, 2d, 2e
3a
4a
5a, 5b, 5c, 5d, 5e,
5g
7a, 7b,
8a, 8b, 8c, 8d, 8e,
8f
B. Writing
2d
4a, 4b, 4c, 4d, 4e,
4f
5a, 5b, 5c, 5d, 5e,
5f
6a, 6b, 6c
E. Study skills and
Test taking a, b, c, d sentences by applying a variety of structures and lengths, by maintaining parallel structure, and by developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate.
…..exemplify effective language choices by applying correct grammar and usage, by applying concise use of language, by incorporating strong verbs, precise nouns, concrete details, and sensory details, and by applying language appropriate to the content, purpose, and audience.
…..communicate clearly by applying correct spelling, punctuation, and capitalization
…..formulate questions to guide reading
…..
interpret the meaning of jargon, dialect, or specialized vocabulary in context
….. make text-based inferences; state generalizations; draw conclusions based on what is read
….. explain or analyze how external or internal conflicts are resolved
…..
analyze the relationship between a character’s motivation and behavior, as revealed by the dilemmas
…..
make comparisons and synthesize information within and across texts
Plot graphs
DOL/PLAN activity
Parts of speech activity
Read the following selections from the textbook: “The Most
Dangerous Game”,
“The Cask of
Amontillado”, “The
Secret Life of Walter
Mitty”, “The Scarlet
Ibis”, and “The
Necklace” and complete questions
Discuss plot development and character analysis.
Selection questions
Reading quizzes
Characterization activity
Plot graph activity
View select videos for compare and contrast activity
Response to Literature paper #2 (Independent reading project)
Parts of Speech quiz
Short story comprehension quiz
Short story unit test
Book review
Mid-term assessment
Homework & discussion participation
Literature textbook
Prentice Hall
Writing and
Grammar textbook
Writer’s INC Daily
Oral Language
Workouts
Laying the
Foundation program materials
DOL/PLAN quiz
Parts of speech quiz
Activboard notes
Short story quiz
Short story unit test complete sample applications for a variety of purposes
(i.e. employment, scholarships, entry forms) time periods and history of the settings of the selected readings
Watch video adaptation of selected short stories

1/2 – 2/1
(Poetry)
A. Reading
1a, 1b, 1c
2b, 2c
3a, 3d
5a, 5g
7a, 7b
8a, 8b, 8c, 8d, 8e,
8f
B. Writing
1a
2a, 2d
4a, 4b, 4c, 4d, 4e,
4f
5a, 5b, 5c, 5d, 5e,
5f
6a, 6b, 6c
E. Study skills and
Test taking a, b, c, d
(e.g., comparing themes, ideas, concept development, literary elements, events, genres)
….. evaluate what is read, based on the author’s purpose, message, word choice, sentence variety, content, tone, style or use of literary elements
….. analyze the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)
Students will …
…Learn to read poetry fluently
…learn to paraphrase
…..
make comparisons and synthesize information within and across texts
(e.g., comparing themes, ideas, concept development, literary elements, events, genres)
….. evaluate what is read, based on the author’s purpose, message, word choice, sentence variety, content, tone, style or use of literary elements
….. analyze the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)
Read various poems differing in style, length, and complexity from the textbook
DOL/PLAN activity
Parts of speech activity
Selection questions
Reading quizzes
Construct a Poem
DOL/PLAN quiz
Parts of Speech quiz
Poem comprehension quiz
Poetry unit test
Prentice Hall
Literature textbook
Prentice Hall
Writing and
Grammar textbook
Writer’s INC Daily
Oral Language
Workouts
Laying the
Foundation program materials
DOL/PLAN quiz
Parts of speech quiz
Activboard notes
Poetry quiz
Poetry unit test
Discuss the time of composition of poems and how the time period influenced the writer

2/4 – 3/22
(Drama,
Shakespeare,
& Romeo and Juliet)
A. Reading
1a, 1c
2a, 2b, 2c, 2d
3a, 3c, 3d
4a, 4b
5a, 5b, 5c, 5e, 5g
7a, 7b
8a, 8b, 8c, 8d, 8e,
8g, 8h
B. Writing
2d
4a, 4b, 4c, 4d, 4e,
4f
5a, 5b, 5c, 5d, 5e,
5f
…..create effective sentences by applying a variety of structures and lengths, by maintaining parallel structure, and by developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate.
…..exemplify effective language choices by applying correct grammar and usage, by applying concise use of language, by incorporating strong verbs, precise nouns, concrete details, and sensory details, and by applying language appropriate to the content, purpose, and audience.
…..communicate clearly by applying correct spelling, punctuation, and capitalization
…..
interpret the meaning of jargon, dialect, or specialized vocabulary in context
Students will…..
…..create effective sentences by applying a variety of structures and lengths, by maintaining parallel structure, and by developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate.
…..exemplify effective language choices by applying correct grammar and usage, by applying concise use of language, by
DOL/PLAN activity
Parts of speech activity
Shakespeare research project
Read “The Tragedy of
Romeo and Juliet” aloud in class
Discuss play scene-byscene
Reading comprehension quizzes
DOL/PLAN quiz
Parts of speech quiz
Romeo & Juliet final assessment
Prentice Hall
Literature textbook
Prentice Hall
Writing and
Grammar textbook
Writer’s INC Daily
Oral Language
Workouts
Laying the
Foundation program materials
Comprehension
Discuss the time periods and history of the settings of the selected readings
Watch video adaptation of dramatic play
Research and discuss the

6a, 6b, 6c
E. Study skills and
Test taking a, b, c, d incorporating strong verbs, precise nouns, concrete details, and sensory details, and by applying language appropriate to the content, purpose, and audience.
…..communicate clearly by applying correct spelling, punctuation, and capitalization
…..formulate questions to guide reading
…..
interpret the meaning of jargon, dialect, or specialized vocabulary in context
….. make text-based inferences; state generalizations; draw conclusions based on what is read
….. explain or analyze how external or internal conflicts are resolved
…..
analyze the relationship between a character’s motivation and behavior, as revealed by the dilemmas
…..
make comparisons and synthesize information within and across texts
(e.g., comparing themes, ideas, concept development, literary elements, events, genres)
….. evaluate what is read, based on the author’s purpose, message, word choice, sentence variety, content, tone, style or use of literary elements
….. analyze the effectiveness of literary devices or figurative language in evoking what
Journal writing
Watch videos of play
(both versions)
Power point review
Unit assessment
Web Quest
Speech rough draft
Persuasive letter rough draft quizzes
DOL quiz
Parts of speech quiz
Videos
Final assessment
Power Point Review program
Activboard notes living standards, government forms, and customs of
14 th century
Italy

3/25 – 4/26
(Novel &
Persuasive letter)
A. Reading
1a, 1b, 1c
2a, 2b, 2c, 2d, 2e
3a
4a
5a, 5b, 5c, 5d, 5e,
5g
7a, 7b,
8a, 8b, 8c, 8d, 8e,
8f
B. Writing
1a, 1b, 1c, 1d
2c, 2d,
3a, 3b, 3c, 3d, 3e
4a, 4b, 4c, 4d, 4e,
4f
5a, 5b, 5c, 5d, 5e,
5f
6a, 6b, 6c
E. Study skills and
Test taking a, b, c, d the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)
….. explain the meaning of concrete or abstract terms, based on the context (e.g.,
“loaded” words, connotation, denotation
….. paraphrase and summarize information from texts of various lengths; distinguish between a summary and a critique
Students will…..
…..will learn about and practice editing personal narratives utilizing the proper standards and guidelines
…..will learn and practice the proper techniques for publishing a personal writing
…..create effective sentences by applying a variety of structures and lengths, by maintaining parallel structure, and by developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate.
…..exemplify effective language choices by applying correct grammar and usage, by applying concise use of language, by incorporating strong verbs, precise nouns, concrete details, and sensory details, and by applying language
Peer evaluation of writing
Rough draft, revision, and final draft of persuasive letter
DOL/PLAN activity
Parts of speech activity
Read selected novel(s)
Response to literature paper #3 / Independent reading project presentation
Persuasive letter revision and final draft
Persuasive letter final draft
DOL/PLAN quiz
Parts of speech quiz
Reading comprehension quiz
Novel unit test(s)
Project presentation
Prentice Hall
Literature textbook
Prentice Hall
Writing and
Grammar textbook
Writer’s INC Daily
Oral Language
Workouts
Laying the
Foundation program materials
DOL/PLAN quiz
Parts of speech quiz
Activboard notes
Novel quiz
Novel unit test
Video
Discuss the various settings of stories and how they affect the plot

4/29 – 5/3
(Reading project presentations)
A. Reading
1a, 1b, 1c
2a, 2b, 2c, 2d, 2e
3a
5a, 5b, 5c, 5d, 5e,
5f, 5g, 5h
D. Listening,
Viewing, &
Speaking
1a
2a, 2b, 2c, 2d, 2f
E. Study & Testtaking skills a, b, c, d appropriate to the content, purpose, and audience.
…..communicate clearly by applying correct spelling, punctuation, and capitalization
…..learn what constitutes a short story, its structure, and its purpose.
…..make predictions while reading
…..interpret the meaning of jargon, dialect, or specialized vocabulary in context
….. make text-based inferences; state generalizations; draw conclusions based on what is read
….. explain or analyze how external or internal conflicts are resolved
….. analyze the relationship between a character’s motivation and behavior, as revealed by the dilemmas
Students will ……
…..prepare and present reading project
Independent reading presentation
Multimedia/PowerPoint presentation
Presentation
Audience participation
Student produced project

5/6 – 5/14 E. Study & Testtaking skills a, b, c, d
Students will …..
…..prepare to take final exam
Final exam review and assessment
Final exam Final exam