English 1 Pacing Guide - subject to change English 1 CP English 1 Honors
English 1 Honors students will be required to read more advanced texts, conduct more rigorous
research activities, and complete more advanced writing, speaking, and listening tasks.
Fall 2012 Based on Common Core Standards (Pacing Guide with 2007 South Carolina standards and
additional texts appended below)
• First Quarter of course
The Short Story/Epic Poetry
RL.9-10.1: Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order
in which the points are made, how they are introduced and developed, and the connections that are
drawn between them.
RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.
W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
Second Quarter of Course
The Novel
RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop the
theme.
RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order
in which the points are made, how they are introduced and developed, and the connections that are
drawn between them.
W.9-10.3: Write narratives to develop real or imagined experiences or events using effective
technique, well- chosen details, and well-structured event sequences.
SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g.,
visually, quantitatively, orally), evaluating the credibility and accuracy of each source.
L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 9–10 reading and content, choosing flexibly from a range of strategies.
Third Quarter of Course
Poetry and Literary non-fiction
•
RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of several word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or
informal tone).
RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary
of the text.
RI.9-10.9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s
Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from
Birmingham Jail”), including how they address related themes and concepts.
W.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation.
SL.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying
any fallacious reasoning or exaggerated or distorted evidence.
SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add
interest.
L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Fourth Quarter of Course
Drama/Literary Non-fiction
RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop the
theme.
RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.
RL.9-10.9: Analyze how an author draws on and transforms source material in a specific work (e.g.,
how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play
by Shakespeare).
RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L.9-10.6: Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
•
•English
1 Pacing Guide
Williston-Elko High School Fall, 2012
Page references are to M/L Literature (the big orange book)
August 16-19
Literature: Daughter of Invention p. 78
E1-1.1
inferences
E1-1.2
point of view
E1-1.4
relationship among character, plot, conflict, and theme
E1-1.5
author’s craft
E-1.3
use of modifiers, use of strong verbs
E1.4 Mechanics, conventions, E1.4.2 (sentences)
E-1.6 reference materials in the textbook (glossaries, indexes, guides)
August 20-27
E1.4 mechanics/conventions (agreement, apostrophes, quotation marks)
Informational text “Ticketed Teens…”
E1.2.1 (thesis)
E1.2.2 (conclusions, inferences)
E1.3.1 (context)
Sorry, Right Number p. 178
E1-1.4 (plot, characteristics of drama, suspense)
E1-1.5 author’s craft (flashback, foreshadowing, imagery)
E-1.6 reference materials in the textbook (glossaries, indexes, guides)
E1-5.2 Writing: narrative/descriptive tone/mood
Aug 30th – Sept. 2nd
E1-5-1 (informational piece, adjust language to audience)
Who Killed the Iceman? p 534 (Skeletal Sculptures)
E1-2.6 text elements
E1-2.7 graphics
E1-4 tenses
Pancakes p 192
E1-1.2 (point of view)
E1-1.4 (character, plot, them) characterization terms, setting
Sept 3rd – Sept 10th
E1-4.2 sentence formation (syntax, repetition, parallelism)
E1-4 punctuation as a means of developing sentences
Island Morning p 514
E1-1.2 point of view
E1-1.5 (author’s craft: tone, imagery)
E1-1.3 author’s craft (tone, mood, style in descriptive writing)
E1-2.3 bias, word choice, denotation/connotation
Qualifications for Seattle Police Officer
E1-2.2 conclusions, inferences
Sept 13th – Sept 16th
E1-3.2 Roots
Effective use of voice
E1-4 voice
E1-4.2 using mature sentences: simple, compound, complex, compound-complex
The Lost Boys 546
E1-2.3 bias, author’s purpose, mood
E1-2.7 graphic aids, visuals
I Know Why the Caged Bird Sings 236
E1-1 characterization, theme, autobiography, author’s perspective
E1-1.5 author’s craft
E1-1 character traits
Sept 17th –Sept 24th
Math and After Math 446
E1-1 analyze conflict (conflict of cultures, internal conflict)
E1-2 sequence, implied main idea, idiom, multiple-meaning words
E1-2.6 graphics
E1.4 combine sentences using phrases and clauses
E1-4.5 revision strategies (improve organization, develop content)
E1-4.6 editing
E1-4 Use of colon and dash
E1-3.2 roots
BENCHMARK TEST 1
Sept 27th –Sept 30th
E1-5 persuasion (constructing an argument, using emotional appeals)
E1.5 understanding logical fallacies
Michael J. Fox testimony p. 610
E1-2.1 thesis
E1-2.3 bias
E1-5.4 persuasion/argumentation
emotional appeals,
main idea/supporting details
E1-5.4 claim/support counterargument, facts, statistics, firsthand accounts
The Pedestrian 642
E1-1 theme, setting, mood – analysis of theme (too much tv?)
E1-3.2 roots
October1st- October 8th
E1-6 Incorporate direct quotations/summaries/paraphrasing
Research Strategies Workshop 1187
E1-6 Clarify and refine a research topic
E1-6 Access and use information from a variety of sources
E1-4 Use parentheses
E1-5.1 Create informational pieces, use language for audience
Chuck E. Cheese article
E1-2 informational pieces- analysis of cause and effect
E1-6 research (primary/secondary sources)
E1-3.1 vocabulary in context
E1-6 use a standardized system of documentation
My Papa’s Waltz 676 I Ask My Mother to Sing 680 Grape Sherbet 681
E1-1 Poetry rhythm, rhyme, imagery, mood, motivation
October 11th -14th
E1-5.2 narrative (tone and mood)
The Seven Ages of Man 720 The Road Not Taken (724)
E1-1.7 compare and contrast texts
E1-4.3 multiple paragraph, intro/conclusion thesis, support
E1-4.3 focus clear, details sufficient
October 15th – October 22nd
O What Is That Sound? 714
E1-1.7 poetry
E1-2.3 roots
Procrastinator letter
E1-2.3 bias, tone, irony, imperative sentences, vocab in context
October 26th –October 29th
E1-3.2 roots
The Cask of Amontillado 342
E1-1.1 literature (the definition of revenge)
E1-1.2 point of view (narrator complexity)
E1-1.4 character, plot, conflict
E1-1.5 author’s craft
Grocery store arson article
E1-1.2 informational text (definition of term as applies to a given incident)
E1-1.1 E1-1.2 style (literary, journalistic, formal, informal)
November 1st – November 5th
Angela’s Ashes 836
E1-1.1
E1-1.5
allusion,
memoir,
author’s background, historical background,
conclusions, inferences parallel stories
The Highwayman
Pyramus and Thisbe
E1-3.2 roots
BENCHMARK TEST 2
November 8th – November 12th
A Narrow Fellow in the Grass 790
Hope Is the Thing with Feathers 793
E1-1.7 poetry
Article on Facial Profiles
E1-2 informational text, bias,
E1-6 evaluating research
November 15th – November 23rd
Romeo and Juliet
E1-1 (study of play should approach standards at an advanced level. Other works of
literature should be explored if study of this play doesn’t help students)
Research process
Decriminalization of marijuana
Comparing texts
Vocab in context
November 29th – December 10th
The Odyssey
I’m Not Lying, I’m Telling a Future Truth
Where Have You Gone, Charming Billy 750
E1-1 E1-1.5
Elements of style:
Realistic dialogue
Sensory details
Long/short sentences
Flashback
Sequence
Point of view
Author’s background
Historical background
Repetition
Analyze visuals
Proofreading/editing review
Terms review (these are words used in sample test questions)
mood, suspense, trait, flat character, round character, static character, dynamic
character, plot, affects plot, foreshadowing, internal conflict, ironic, imagery, infer,
setting, third-person omniscient, conflict, external conflict, author’s primary
purpose, excerpt, narrator, claim, paraphrase, first-person narrator, third-person
limited narrator, motivation, analyze motivation, main idea, cause/effect, draw
conclusion, author’s purpose, connotation, denotation, synonym, antonym, multiplemeaning words, context clue, supports the idea, active voice/passive voice, precise
verb, strong verb, compound predicate, revise, adjective clause, relative pronoun,
precise adjective, series, sensory language, exposition, rising action, climax, falling
action, symbolize, appeal to senses, universal message, rhetorical device, repetition,
parallelism, analogy, rhetorical question, bias, association (bandwagon, testimonial)
emotional appeal (pity, vanity), argument, anticipate opposing argument
(counterclaim), fact, opinion, author’s purpose, details for support, classification,
chronological order, cite, subheading, transition, historical and cultural context and
background, alliteration, tone, metaphor, sonnet, ode, ballad, free-verse,
personified, simile, contraction, diction, rhyme scheme, emphasis, meter, rhythm,
theme, synthesize, homonym/homophone, end rhyme, iambic pentameter, blank
verse, allusion, assonance, epic hero, alliteration, narrowing the topic, plagiarism,
reliable source, validity of source, crediting source
•
•
•
•
•
•