Pacing Guide: Grade 11, Quarter 4
Fiction (6 selections)
“A Worn Path”
“The Rockpile”
“Everyday Use”
“A Rose for Emily”
“Antojos”
“Trapped in a Comic Book” (graphic literature)
Nonfiction (7 selections)
“Life in His Language”
“Ambush”
from Letter from Birmingham City Jail
“Speech in the Virginia Convention”*
from Hiroshima
“Inaugural Address of John F. Kennedy”
“Coyote v. Acme”
Poetry (9 selections)
“The Death of the Ball Turret Gunner”
“Study the Masters”
“The Century Quilt”
“Lucinda Matlock”*
“Frederick Douglass”*
“Camouflaging the Chimera”
“For My Sister Molly Who in the Fifties”
“To His Excellency, General Washington”*
“The Love Song of J. Alfred Prufrock”*
Visual Literacy
Portraits of individuals or political figures*
(*Part of the Portfolio Writing Lesson)
Novel / Nonfiction Study
Teacher choice of genre (Pacing guide provides a suggested reading list of novels and nonfiction selections. In order to prepare students for the
Common Core State Standards, it is suggested that nonfiction be taught twice during the school year.)
Writing Portfolio: Argumentation (3 options)
-Prompt #1: After researching Gilbert Stuart’s painting and Phillis Wheatley’s poem on George Washington, write an essay that discusses the portrayal
of George Washington and evaluates the success of the works as fitting tributes to this former U.S. President. Be sure to support your position with
evidence from the texts. L2 Include opposing viewpoints.
-Prompt # 2: After analyzing the paintings and discussing the tension between the depiction of public figures and artistic expression, write an
argumentative essay using one or more of the presidential portraits and argue whether the artist’s interpretation is valid or not. L2 You should
acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.
-Prompt #3: After analyzing persuasive appeals and rhetorical devices in Patrick Henry’s “Speech in the Virginia Convention” and/or the speech of a
contemporary president about the necessity of armed conflict, write an essay that argues your position about armed conflict as a resolution. L2 You
should acknowledge competing views and use persuasive points from the speeches to clarify your position. L3 Give examples from past or current
events or issues to illustrate and clarify your position.
COLUMBUS CITY SCHOOLS
ENGLISH GRADE 11
PACING GUIDE
Unit/Topics
The Essential Questions:
What is the relationship
between place and literature?
How does literature shape or
reflect society?
1. Reading Literature;
Writing; Speaking and
Listening; Language
Cause and effect to
clarify word meaning
Close reading
Exposition
Internal/external
conflict
Resolution
Protagonis
t Theme
Point of view
Voice and narrator as
it affects
characterization and
plot
Tone
Mood
Symbol
Informal writing
Periods
Week 1
Periods:
4
GRADING PERIOD 4
Common Core
Textbook/Supplementa
State Standards
l Materials
RL.11-12.1
RL.11-12.2
RL.11-12.3
RL.11-12.4
RL.11-12.6
RL.11-12.10
W.11-12.4
W.11-12.9
W.11-12.10
SL.11-12.1
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.4
L.11-12.6
Textbook (hard copy or
eBook)
Literature: The American
Experience
Focus On Literary
Forms: Defining
Short Stories pp. 796797
Before You Read pp.
846-847
“A Worn Path”
(740L) pp. 849-856
After You Read p.857
Before You Read pp.
814
“A Rose for Emily”
(1400L) pp. 817-827
After You Read p.830
Integrated Language
Skills p.831
Unit 4 Resources:
“A Rose for Emily”
pp. 167-182
“A Worn Path” pp.
203-218
Technology
Interactive Digital Path
Before You Read
Assessments/Assignments
Reading
“A Worn Path” (fiction))
“A Rose for Emily” (fiction)
Writing
Journal: Describe the personal characteristics
heroes of quests have.
Describe both physical and social obstacles
Phoenix faces on her archetypal hero’s quest.
Explain, using examples of her words, tone,
and actions, how she deals with these
different types of challenges.
Journal: Can we trust our impressions of
public figures, such as celebrities or
politicians?
Analyze how Emily’s external conflicts with
the people of Jefferson reveal something
about her and about the town.
Speaking and Listening
Whole group discussion
Partner discussion
Whole group presentations
Small group presentation
Language
Vocabulary Central
Vocabulary
Music
[Get Connected
Video (:50/ :55), The
Essential Question,
Literary Analysis,
Reading Strategies,
Vocabulary Central,
Meet the Author,
Background,
Background Video
(1:04/ :36)
Background]
While You Read
(Warm-ups, Reading
Selections, Critical
Reading)
After You Read (Skill
Questions, Writing)
The Essential Questions:
What is the relationship
between place and literature?
How does literature shape or
reflect society?
2. Reading Literature;
Reading for Information;
Writing; Speaking and
Listening; Language
Causeeffect
Symbolism
Weeks 12
Periods:
3
RL.11-12.1
RL.11-12.3
RL.11-12.5
RL.11-12.6
RL.11-12.10
RI.11-12.1
RI.11-12.5
RI.11-12.10
SL.11-12.1
L.11-12.1
L.11-12.2
Textbook (hard copy or
eBook)
Literature: The American
Experience
Before You Read pp.
1080-1081
“The Rockpile”
(820L) pp. 1083-1090
After You Read p.
1091
Integrated Language
Games
Worksheets
Assessments
Formative and/or summative assessments
should be incorporated weekly into each
lesson.
Critical viewing
Selection tests
Oral presentation
Intervention/Enrichment
Students construct charts listing both concrete
and imagined details of Jackson’s journey
while reading “A Worn Path.”
As students read “A Rose for Emily,” to
clarify ambiguity, record open-ended or
inconsistent details about the action,
characterizations, and descriptions and then
record details which aid interpretation.
Students chart indirect characterization,
words, thoughts, actions, and how others
react, as they read.
Restate the main points in a section and the
characters involved.
Investigate Welty’s photographs, choosing one
to analyze. The class constructs a gallery
exhibit of the photographs with studentwritten informative blurbs accompanying the
images.
Students collect and analyze photographs of
Victorian architecture.
Reading
“The Rockpile” (fiction)
“Life in His Language” (nonfiction)
“Antojos” (fiction)
Writing
Journal: Describe how reading can have a
strong positive influence on people’s lives.
Give specific examples of authors whose
works have inspired, encouraged, or
challenged you.
Setting
Inference
Eulogy
Mood
Patterns of
organization
Determining word
meaning through roots
Plot development (in
medias res)
Flashback
Foreshadowing
Informal writing
L.11-12.4
L.11-12.6
Skills pp. 1092-1093
Before You Read pp.
1094-1095
“Life in His
Language” (1200L)
pp. 1096-1100
After You Read p.
1101
Unit 5 Resources
pp. 161-177
Literature: The American
Experience
Before You Read pp.
1296-1297
“Antojos” (980L) pp.
1299-1307
After You Read p.
1308
Integrated Language
Skills pp. 1309
Unit 6 Resources
pp. 9-22
Technology
Interactive Digital Path
Before You Read
[Get Connected
Video (:52/ :50/ :53),
The Essential
Question, Vocabulary
Central, Meet the
Author, Meet the
Author Video (2:24),
Background]
While You Read
(Warm-ups, Reading
Selections, Critical
Reading)
After You Read (Skill
Questions, Writing,
Grammar Lesson,
Grammar Practice)
Rewrite a passage of the selection “Antojos”
from a different point of view using sensory
details, flashbacks, internal monologue, and
dialogue to provide background and flesh out
the character’s world.
Speaking and Listening
Whole group
Partner discussion
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheets
Assessments
Critical thinking questions
Connecting to the essential question
Critical viewing
Selection tests
Open-book test
Intervention/Enrichment
Students document places, objects, actions,
and events, which could be symbols, as they
read, and after reading discuss possible
figurative representations.
While they read “Antojos,” students chart
where Yolanda is, what she sees, and whom
she sees.
Challenge students to invent a series of
alternative explanations to account for the
rockpile’s presence.
Research geographical and cultural
information about the Dominican Republic.
Investigate its relationship with the United
States.
Essential Question: How
does literature shape or
reflect society?
3. Reading Literature;
Writing; Speaking and
Listening; Language
Main idea
Symbolism
Diction
Close reading
Visual interpretation
Research
Character foils
Compare/contras
t essay
Socratic seminar
Weeks 24
Periods:
11
RL.11-12.1
RL.11-12.3
RL.11-12.4
RL.11-12.6
RL.11-12.10
W.11-12.2
W.11-12.4
W.11-12.5
W.11-12.6
W.11-12.7
W.11-12.9
W.11-12.10
SL.11-12.1
SL.11-12.4
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.5
L.11-12.6
Textbook (hard copy or
eBook)
Literature: The American
Experience
Before You Read pp.
1310-1311
“Everyday Use”
(790L) pp. 1312-1320
After You Read p.
1321
Integrated Language
Skills pp. 1322-1323
Unit5 Resources
pp. 27-43
Technology
Interactive Digital Path
Before You Read
[Get Connected
Video (:56), The
Essential Question,
Vocabulary Central,
Meet the Author,
Meet the Author
Video (2:24),
Background]
While You Read
(Warm-ups, Reading
Selections, Critical
Reading)
After You Read (Skill
Questions, Writing,
Grammar Lesson,
Grammar Practice)
Curriculum Guide Website
This complete lesson
plan is located on the
curriculum guide
website.
Reading
“Everyday Use” (fiction)
“For My Sister Molly Who in the Fifties”
(poem)
“The Century Quilt” (poem)
Writing
Students write a personal response to the
claim “A people without the knowledge of
their past history, origin and culture is like a
tree without roots.” --Marcus Garvey
In an exit ticket, students explain what Marcus
Garvey means by “people,” “history,”
“origin,” and “culture.”
Students research quilting by investigating the
Library of Congress website for American
Memory: Quilts and Quiltmaking in America
1978-1996.
Students write an essay in which they
compare/contrast the quilt symbolism in
“Everyday Use” and “The Century Quilt.”
Speaking and Listening
Small group discussion in response to Marcus
Garvey’s claim
Whole group discussion centered on the
intended effect of the design choices on the
poster of Marcus Garvey by Slim the
Phenomenon
Whole group discussion about quilts Whole
class discussion of “Everyday Use”
Socratic seminar on critics’ claims about
“Everyday Use”
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheets
Assessments
Critical thinking questions
Connecting to the essential question
Critical viewing
Selection tests
Open-book test
Intervention/Enrichment
Students document places, objects, actions,
and events, which could be symbols, as they
read, and after reading discuss possible
figurative representations.
Students chart indirect characterization for
the two sisters--thoughts-actions, physical
appearance, and the reactions of others--as
they read “Everyday Use.”
Students research quilting techniques and
designs. They design a quilt square that
represents them: what they like, what is
important to them and how they see
themselves.
Journal: Describe a family heirloom and its
significance.
Analyze how the experiences of the sisters in
“Everyday Use” shaped their differences.
Essential Question: How
does literature shape or
reflect society?
4. Reading Literature;
Reading for Information;
Writing; Speaking and
Listening; Language
Summarizing key
points
Close reading
Parody
Satire
Analyzing documents
Inferences
Stereotyping
Bias
Narrator
Diction
Flashback
Hyperbole
Week 4
Periods:
2
RL.11-12.1
RL.11-12.3
RL.11-12.5
RL.11-12.6
RL.11-12.10
RI.11-12.1
RI.11-12.2
RI.11-12.3
RI.11-12.4
RI.11-12.5
RI.11-12.6
W.11-12.4
W.11-12.5
W.11-12.9
W.11-12.10
SL.11-12.1
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.4
Textbook (hard copy or
eBook)
Literature: The American
Experience
Before You Read pp.
1382-1383
“Coyote v. Acme”
pp. 1384-1389
After You Read p.
1390
Integrated Language
Skills p. 1391
Unit 6 Resources
pp. 160-175
Literature: The American
Experience
Contemporary
Connection:
Cartooning as
Literature p. 888
“Trapped in a Comic
Reading
“Coyote v. Acme” (satirical essay)
“Trapped in a Comic Book” (graphic
literature)
Writing
Journal: Do you think humorous exaggeration
is an effective way to make a serious point?
Describe what details in the essay suggest
that Wile E. Coyote is a cartoon character.
Students write a brief representing the Acme
Company in a case resulting from a spurious
suit brought by the attorneys for Mr. Coyote.
They should write in the same style as the
essay.
Journal: What appeals to you most in
cartoons: the humor, the foibles of a
character, or the satirical message or
commentary?
Analyze a political cartoon.
Compare and contrast a political cartoon with
L.11-12.5
L.11-12.6
Book” pp. 889-894
Technology
Interactive Digital Path
Before You Read
[Get Connected
Video (:50), The
Essential Question,
Vocabulary Central,
Literary Analysis,
Reading Strategy,
Meet the Author,
Background]
While You Read
(Warm-ups, Reading
Selection, Critical
Reading)
After You Read (Skill
Questions, Writing)
Technology
Interactive Digital Path
Contemporary
Connection (Critical
Reading)
a humorous cartoon without a political
agenda.
Explain what Feiffer is saying about comic
books and the views of life they represent.
Speaking and Listening
Whole group discussion
Students share one-panel cartoons that they
have created.
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheet
s
Assessments
Critical viewing
Self-tests
Selection tests
Open-book test
Intervention/Enrichment
To help students appreciate the humor in the
essay, show them a selection of Road Runner
cartoons.
Before reading, familiarize students with
legal terms.
Write an essay comparing the style of a
contemporary cartoon with one from the
1950s and 1960s.
Students make a catalogue of Acme products
and explain how each one works.
Explain to students that the text on p. 893 is
spoken by the little boy, for whom there is no
room in most of the panels, and so his words
do not appear in bubbles.
Research the skills needed to be a graphicverbal artist.
Students construct comics by using Scholastic
comic book maker.
5. Reading Informational Text;
Writing; Speaking and
Listening; Language
Writing Portfolio:
Argumentation
Analysis of print and
non-print text
Persuasive appeals
Rhetorical devices
Writing a claim
statement
Audience and purpose
Gathering evidence
Providing elaboration
Parallelism
Weeks 56
Periods:
7
RI.11-12.1
RI.11-12.2
RI.11-12.5
RI.11-12.6
RI.11-12.7
RI.11-12.8
W.11-12.1
W.11-12.6
W.11-12.8
SL.11-12.1
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.5
Textbook (hard copy
or eBook)
Writing and Grammar
Chapter 7, Shaping
Your Writing, 129
Chapter 7, Audience
and Purpose, 127
Chapter 7, Gathering
Evidence, 128
Chapter 7, Providing
Elaboration, 130
Chapter 7,
Recognizing the
Correct Use of
Parallelism, 504-507
Chapter 7, 131135 (revision)
Literature: The
American Experience
“To His Excellency,
General
Washington”124-126
Communication
Workshop:
Evaluate Persuasive
Speech 196-197
“Lucinda Matlock”
646
“The Love Song of J.
Alfred Prufrock”
708-712
“Frederick
Douglass” 10661067
“Speech in the
Virginia
Convention” 100103
Technology
Internet sites:
Columbus
Museum of Art
Smithsonian
National Portrait
Gallery
The Whitehouse
Writing
Prompt #1: After researching Gilbert
Stuart’s painting and Phillis Wheatley’s
poem on George Washington, write an
essay that discusses the portrayal of
George Washington and evaluates the
success of the works as fitting tributes to
this former U.S. President. Be sure to
support your position with evidence from
the texts. L2 Include opposing viewpoints.
Prompt #2: After analyzing the paintings
and discussing the tension between the
depiction of public figures and artistic
expression, write an argumentative essay
using one or more of the presidential
portraits and argue whether the artist’s
interpretation is valid or not. L2 You
should acknowledge competing views. L3
Give examples from past or current events
or issues to illustrate and clarify your
position.
Prompt #3: After analyzing persuasive
appeals and rhetorical devices in Patrick
Henry’s “Speech to the Virginia
Convention” and/or the speech of a
contemporary president about the
necessity of armed conflict, write an essay
that argues your position about armed
conflict as a resolution. L2 You should
acknowledge competing views and use
persuasive points from the speeches to
clarify your position. L3 Give examples
from past or current events or issues to
illustrate and clarify your position.
Students analyze visual text using a three
column graphic organizer.
Students write a claim statement (as a whole
class) about a portrait.
Students create a 3-column graphic organizer
to record examples of words and images
found in the poem, “To His Excellency,
General Washington” according to ethos,
pathos, and logos.
Students-written drafts
Peer Editing
Purdue University’s
Online Writing Lab
Infohio
U.S. Department of
Labor
Billy Ireland Cartoon
Library and Museum
at The Ohio State
University
The Association for
American Editorial
Cartoonists
ACT
Ohio Resource Center
Note: The links to the above
websites are located within the
lesson plan.
Revision activity
Publishing
.
Speaking and Listening
Whole group discussion about artist
interpretation and evaluation of the quality
and significance of a portrait
Language
Word choice
Parallelism
Assessment
Use the CCSS writing portfolio rubric to
grade the writing assignment.
Curriculum Guide Website
This complete lesson
plan is located on the
curriculum guide
website.
Essential Questions: How
does literature shape or
reflect society? What makes
American literature
American?
6. Reading Literature;
Reading for Information;
Writing; Speaking and
Listening; Language
Connotation/
denotation
Implied theme
Close reading
Organizationa
l patterns
Analyzing a writer’s
political assumptions
Irony
Imagery
Weeks 67
Periods:
4
RL.11-12.1
RL.11-12.2
RL.11-12.3
RL.11-12.5
RL.11-12.10
RI.11-12.1
RI.11-12.2
RI.11-12.3
RI.11-12.4
RI.11-12.5
RI.11-12.6
RI.11-12.10
W.11-12.4
W.11-12.9
W.11-12.10
SL.11-12.1
SL.11-12.6
L.11-12.1
Textbook (hard copy or
eBook)
Literature: The American
Experience
Snapshot of the
Period pp. 966-967
Historical
Background pp. 968969
Essential Questions
of the Literary Period
pp. 970-977
Following Through p.
978
Unit 5 Resources
Introduction pp. 1-6
Literature: The American
Experience
Before You Read p.
Reading
from Hiroshima (nonfiction)
“The Death of the Ball Turret Gunner”
(poem)
“Ambush” (nonfiction)
“Camouflaging the Chimera” (poem)
Writing
Journal: Is there such a thing as a good war?
Do you read books or watch movies about
wars?
As they read from Hiroshima, students chart
how key details reveal both a writer’s
political assumptions and the deeper truths
about human beings.
After reading from Hiroshima, evaluate
President Truman’s decision to use the
atomic bomb.
Describe what the poet Randall Jarrell is
Relationship between
voice and credibility
Valid vs. invalid
inferences
Analysis of content
from several sources
on a single issue
Setting
Point of view
Genre
Sources for research
Informal writing
L.11-12.2
L.11-12.4
L.11-12.6
982-983
from Hiroshima pp.
984-995
Author Background
p. 996
“The Death of the
Ball Turret
Gunner” p. 997
After You Read p.998
Integrated Language
Skills p. 999
Unit 5 Resources
pp. 7-22
Literature: The American
Experience
Contemporary
Commentary pp. 808809
“Ambush” pp. 810813
Before You Read p.
1346
“Camouflaging the
Chimera” p.
1350-1351
After You Read p.135
Unit 4 Resources
“Ambush” pp. 147148
Unit 6 Resources
“Camouflaging the
Chimera” pp. 82-99
Technology
Interactive Digital Path
For from Hiroshima;
“The Death of the
Ball Turret
Gunner”
Before You Read
[Get Connected
Video (:52), The
Essential Question,
suggesting about the relationship between a
soldier in a war and the government.
Journal: How do you respond during situations
of high pressure, such as reacting to an
accident or sudden illness? Compare how
people make decisions during such moments
with how they make decisions when there is
less pressure.
Compare and contrast the short and long
versions in “Ambush.”
Evaluate whether the speaker in the poem
“Camouflaging the Chimera” wants to tell us
about the war or how to think about the war.
Speaking and Listening
Whole group discussion
Search for war propaganda graphics and
discuss their effectiveness with a partner
5 minute multimedia presentation, which
relates to research topic
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheets
Assessments
Critical viewing painting p. 904
Self-tests
Selection tests
Open-book test
Intervention/Enrichment
Discuss objective/subjective perspectives. Use
the first two paragraphs of “Ambush” to
preview the story for students explaining that
in the rest of the story, the narrator will revisit
the moment he killed an enemy soldier. Then
they read the long paragraph on pp. 812-813,
pausing after every couple of sentences to
visualize the scene.
Students create annotated maps of Hiroshima
Vocabulary Central,
Literary Analysis,
Reading Strategy,
Meet the Authors
Background Video
(:51)]
While You Read
(Warm-ups, Reading
Selection, Critical
Reading)
After You Read (Skill
Questions, Writing)
For “Ambush”
Contemporary
Commentary
(Introduction, Meet
the Author Video
(2:15), Background
Video (:32),
Selection, Critical
Reading)
Essential Question: What
makes American literature
American?
7. Reading Literature;
Reading for Information;
Writing; Speaking and
Listening; Language
Analogous word
relationships
Close reading
Genre
Speaker
Imagery
Figurative language
Rhetorical devices
Parallelism
Antithesis
Argument/support
Week 7
Periods:
3
RL.11-12.1
RL.11-12.4
RL.11-12.10
RI.11-12.1
RI.11-12.2
RI.11-12.3
RI.11-12.4
RI.11-12.5
RI.11-12.6
RI.11-12.10
W.11-12.4
W.11-12.9
W.11-12.10
SL.11-12.1
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.4
L.11-12.5
L.11-12.6
Textbook (hard copy or
eBook)
Literature: The American
Experience
Before You Read pp.
1102-1103
“Inaugural Address of
John F. Kennedy”
(1410L) pp. 11041107
Author Background
p. 1108
from Letter from
Birmingham City Jail
(1330L) pp.11091112
After You Read p.
1113
Integrated Language
Skills pp. 1114-1115
Unit 5 Resources
pp. 198-214
Literature: The American
and Nagasaki using the Investigating
Geography worksheet from the Professional
Development Guidebook.
Students research music written about
American involvement in the Vietnam War.
Reading
“Inaugural Address of John F. Kennedy”
(speech)
from Letter from Birmingham City Jail
(essay)
“Study the Masters” (poem)
Writing
Journal: What do you do or plan to do for the
good of your country?
Students record pledges and cooperative
actions as they read “Inaugural Address of
John F. Kennedy.”
Students evaluate how effective the challenge
is that Kennedy offers in the final paragraphs
of the speech.
Identify examples of persuasive appeals,
parallelism, and antithesis in from Letter from
Birmingham City Jail and describe the effect
of these rhetorical appeals.
Compare what both documents suggest are
the privileges and obligations of freedom.
Experience
Author Background
p. 914
“Study the Masters”
p. 915
Unit 4 Resources
pp.301-304
Technology
Interactive Digital Path
For “Inaugural
Address of John F.
Kennedy”; from
Letter from
Birmingham City
Jail; “Study the
Masters”
Before You Read
[Get Connected
Video (:57), The
Essential Question,
Vocabulary Central,
Literary Analysis,
Reading Strategy,
Meet the Authors,
Background Video
(:33)]
While You Read
(Warm-ups, Reading
Selection, Critical
Reading)
After You Read (Skill
Questions, Writing,
Grammar Lesson,
Grammar Practice)
8.
Reading Literature;
Reading for Information;
Writing; Speaking and
Listening; Language
Teach the Common Core
State Standards as needed to
prepare students for college
entrance exams in reading
Weeks 89
Periods:
9
Note: Teach the
Common Core State
Standards as needed
based on previous
assessments of
students’ reading,
writing, speaking and
listening, and
language skills.
Novel/Nonfiction/Dram
a Suggestions:*
Fitzgerald, F. Scott.
The Great Gatsby
Faulkner, William.
As I Lay Dying
Garcia, Cristina.
Dreaming in Cuban
Explain how the speaker in “Study the Masters”
feels about social status in America.
Speaking and Listening
Whole group discussion
Language
Vocabulary Central
Vocabulary
Music
Games
Worksheets
Assessments
Self-tests
Selection tests
Open-book test
Intervention/Enrichment
Create a list of metaphors from the selections
and work with a partner to figure out their
meanings.
Identify main ideas and chart the subsequent
supporting facts, examples, and reasons.
Use the multidraft reading strategy to aid in
interpreting the poem.
Students research an aspect of space
exploration and create a Power Point
presentation of their findings.
Create a newsmagazine with articles,
editorials, and interviews concerning the
Montgomery Bus Boycott.
Reading
The reading assignment will be either fiction or
nonfiction depending upon teacher choice.
Writing
Journal writing
Creative prose and poetry responses
Critical analysis
and writing, and to prepare
students to be college and
career ready.
Hansberry, Lorraine.
A Raisin in the Sun
Hurston, Zora Neale.
Their Eyes Were
Watching God
Jefferson, Thomas.
The Declaration of
Independence
Lahiri, Jhumpa. The
Namesake
Mencken, H.L. The
American Language,
4th Edition
Miller, Arthur. Death
of a Salesman
Paine, Thomas.
Common Sense
Thoreau, Henry
David. Walden
Wright, Richard.
Black Boy
*The above is not meant to be
a required reading list. Use
your professional judgment of
the text and your students to
make your selection. In
keeping with the guidelines
established by the Common
Core State Standards in ELA,
your choice should be similar
in complexity and quality to
the titles on the list above.
9.
Reading Literature;
Reading for Information;
Writing; Speaking and
Listening; Language
Week 9
Periods:
1
Review the Common
Core State Standards as
needed to prepare
students for the final
examination.
Textbook (hard copy or
eBook)
Literature: The American
Experience
Writing and Grammar
In-class essays
Speaking and Listening
Whole group discussion
Partner discussion
Pair work
Language
Integrated vocabulary activities
Integrated grammar and usage activities
Assessments
Selection tests
Portfolio projects
Multimedia presentations
Intervention/Enrichment
Teacher-modeled reading strategies
Students write a different ending for the
story.
Students write a one-act play based on
characters, conflicts and themes from the
book.
Select reading, writing, speaking/listening, and
language activities as necessary to prepare students
for the final exam.
10. Reading Literature;
Reading for Information;
Writing; Speaking and
Listening; Language
Exam
Week
Periods:
3+1
teacher
work day
Assess student
understanding of the
Common Core State
Standards.
Copy of final exam
Writing utensils
Teacher answer key
Final assessment of student reading, writing,
speaking/listening, and language skills
* This pacing guide is based on 50 minute periods and should be adjusted to fit alternative schedules.
**Common Core State Standards: RL = Reading Literature; RI = Reading Information; W = Writing; SL = Speaking and Listening; L = Language
Common Core State Standards
Reading Literature
Key Ideas and Details
1.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account; provide an objective summary of the text.
3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is
set, how the action is ordered, how the characters are introduced and developed).
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze
the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
5. Analyze how an author’s choices concerning how to structure specific arts of a text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant
(e.g., satire, sarcasm, irony, or understatement).
Integration of Knowledge and Ideas
7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry),
evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
8. (Not applicable to literature)
9. Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American literature,
including how two or more texts from the same period treat similar themes or topics.
Range of Reading and Level of Text Complexity
10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11—CCR text
complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11—
CCR text complexity band independently and proficiently.
Reading Informational Text
Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account; provide an objective summary of the text.
3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop
over the course of the text.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the
structure makes points clear, convincing, and engaging.
6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and
content contribute to the power, persuasiveness, or beauty of the text.
Integration of Knowledge and Ideas
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well
as in words in order to address a question or solve a problem.
8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal
reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of
public advocacy (e.g., The Federalist, presidential addresses).
9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance
(including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural
Address) for their themes, purposes, and rhetorical features.
Range of Reading and Level of Text Complexity
10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11—CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11—CCR text complexity band
independently and proficiently.
Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible
biases.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which
they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
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.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it
to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the
complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which
they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, and its significance, establishing one or more
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a
particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting,
and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the
narrative.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grades 11-12.)
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding
of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11-12 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a
specific work (e.g., “Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat similar themes or topics”).
b. Apply grades 11-12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts,
including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court majority opinions
and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential
addresses].
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring
to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and establish individual
roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range
of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information on research is required to deepen the investigation or
complete the task.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to
make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies
among the data.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas,
word choice, points of emphasis, and tone used.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the
line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
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.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See
grades 11-12 Language standards for specific expectations.)
Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage,
Garner’s Modern American Usage) as needed.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
Knowledge of Language
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.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of
syntax to the study of complex texts when reading.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content,
choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to
the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in
a dictionary).
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
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.