Buford High School CURRICULUM CALENDAR
COURSE: CP 10th World Literature & Composition
SEMESTER: S13
TEACHER(S): Beach and Lane
WEEK
Weeks
9/10
DAY
Monday, 3/11
CONCEPT
Review
OBJECTIVES
INSTRUCTIONAL STRATEGIES
Review
-Warm-up: SAT Vocabulary (5 min)
STANDARDS
(CCGPS, GPS, AP)
L4, L5, L6
Review for Benchmark
Benchmark
Week #2
http://www.nps.gov/museum/tmc/MANZ/handouts/Andrew_Jackson_Annu
al_Message.pdf
Tuesday, 3/12
Wednesday, 3/13
LANGUAGE ARTS + FINE ARTS
Argument
-Present a welldefended argument in a
debate format
-Warm-up: Identify the point of view expressed in a current
news editorial and explain why you agree or disagree with
the writer. (10 min)
RI1, RI5, RI6, RI8
W1 a, b
W9
SL4, SL6
Moral courage debate
Thursday, 3/14
Friday, 3/15
Monday, 3/18
Tuesday, 3/19
Professional Learning (Student Holidays)
Reading
Comprehension/
Literary Analysis
-Participate in the close
reading of a literary text
-Understand how
writers develop
character and theme
and use literary devices
-Warm-up: SR book talk
Reading
Comprehension/
Literary Analysis
-Participate in the close
reading of a literary text
-Understand how
writers develop
character and theme
and use literary devices
-Warm-up: Journal: What is today’s version of the American
Dream? Does it still exist? (10 min)
L4, L5, L6
Dreams, Hopes & Plans – Intro to Steinbeck, Of Mice and Men
The Great Depression
The American Dream
Burns “To A Mouse”
Dreams, Hopes & Plans – Of Mice and Men
Chapter 1, read and discuss
Start Steinbeck paragraph activity
1
W3, W10
SL1 a, c, d
RL1, RL2, RL3, RL4,
RL5, RL6
Buford High School CURRICULUM CALENDAR
COURSE: CP 10th World Literature & Composition
SEMESTER: S13
TEACHER(S): Beach and Lane
Wednesday, 3/20
Reading
Comprehension/
Literary Analysis
-Participate in the close
reading of a literary text
-Understand how
writers develop
character and theme
and use literary devices
Thursday, 3/21
Friday, 3/22
WEEK
Week 11
DAY
Monday, 3/25
Tuesday, 3/26
Wednesday, 3/27
-Warm-up: Identify the point of view expressed in a current
news editorial and explain why you agree or disagree with
the writer. (10 min)
W1, W10
SL1 a, c, d
RL1, RL2, RL3, RL4,
RL5, RL6
Dreams, Hopes & Plans – Of Mice and Men – Chapter 2
Read and discuss
Discuss Steinbeck paragraph activity
Early Release  PSAT books/catch-up OMM
CONCEPT
OBJECTIVES
INSTRUCTIONAL STRATEGIES
Reading
Comprehension/
Literary Analysis
-Participate in the close
reading of a literary text
-Understand how
writers develop
character and theme
and use literary devices
-Warm-up: SAT Vocabulary (5 min)  WC 14
Reading
Comprehension/
Literary Analysis
-Participate in the close
reading of a literary text
-Understand how
writers develop
character and theme
and use literary devices
- finish chapter 3
Reading
Comprehension/
Literary Analysis
-Participate in the close
reading of a literary text
-Understand how
writers develop
character and theme
and use literary devices
-Warm-up: Identify the point of view expressed in a current
news editorial and explain why you agree or disagree with
the writer. (10 min)  OR check out
http://www.nytimes.com/2013/03/31/magazine/domillennials-stand-a-chance-in-the-realworld.html?pagewanted=2&_r=0&ref=economy
discuss chapter 4 as needed
Dreams, Hopes & Plans – Of Mice and Men – Chapter 3
Read and discuss
OMM Quiz #1 (ch 1-3)
Dreams, Hopes & Plans – Of Mice and Men – Chapter 4
Read and discuss
Dreams, Hopes & Plans – Of Mice and Men – Chapter 5
Read and discuss
2
STANDARDS
(CCGPS, GPS, AP)
L4, L5, L6
SL1 a, c, d
RL1, RL2, RL3, RL4,
RL5, RL6
W3, W10
SL1 a, c, d
RL1, RL2, RL3, RL4,
RL5, RL6
RI1, RI5, RI6, RI8
SL1 a, c, d
RL1, RL2, RL3, RL4,
RL5, RL6
Buford High School CURRICULUM CALENDAR
COURSE: CP 10th World Literature & Composition
SEMESTER: S13
TEACHER(S): Beach and Lane
Thursday, 3/28
Reading
Comprehension/
Literary Analysis
-Participate in the close
reading of a literary text
-Understand how
writers develop
character and theme
and use literary devices
-Warm-up: Journal: In 150 wds, Brother’s Keeper (10 min)
http://change.gov/newsroom/entry/a_season_o
f_giving_a_sense_of_common_purpose/
Discussion: How does the allusion of “my brother’s keeper”
come up in Of Mice and Men? Does Steinbeck share Obama’s
opinion that as Americans we are our brother’s keeper?
W1, W10
SL1 a, c, d
RL1, RL2, RL3, RL4,
RL5, RL6
Dreams, Hopes & Plans – Of Mice and Men – Chapter 6
Read and discuss
Friday, 3/29
WEEK
Week 12
DAY
Monday, 4/1
Tuesday, 4/2
Wednesday, 4/3
Reading
Comprehension/
Literary Analysis
CONCEPT
-Participate in the close
reading of a literary text
-Understand how
writers develop
character and theme
and use literary devices
-Warm-up: Analysis of visual text (10 min)
Quiz #2 (ch 4-6)
Dreams, Hopes & Plans – Of Mice and Men –
Catch up w/ reading and discuss
HW: handout Socratic Seminar sheet
OBJECTIVES
Reading
Comprehension/
Literary Analysis
-Participate in the close
reading of a literary text
-Understand how
writers develop
character and theme
and use literary devices
Reading
Comprehension/
Literary Analysis
Assessment
Responding to a
document-based
question
-Compose an essay
response to a
document-based
question
-What is the American
RI7 or RL7
SL1 a, c, d
RL1, RL2, RL3, RL4,
RL5, RL6
INSTRUCTIONAL STRATEGIES
Dreams, Hopes & Plans – Of Mice and Men – Wrap-up Day
Socratic Seminar
-Warm-up: Journal: In 150 wds, TBD (10 min)
Dreams, Hopes & Plans – Of Mice and Men – UNIT TEST
- Warm-up: Students will share their current event/editorial
w/ a partner before sharing w/ whole class (10 minutes) 
Interesting to read these with the context of Of Mice and
Men in my mind. These links are 60 minutes' documentation
of the current "Hard Times Generation." The poverty level
3
STANDARDS
(CCGPS, GPS, AP)
L4, L5, L6
SL1 a, c, d
RL1, RL2, RL3, RL4,
RL5, RL6
W3, W10
RL1, RL2, RL3, RL4,
RL5, RL6
RI1, RI5, RI6, RI8
W2 a, b, c, d, e, f
W4, W5, W9, W10
Buford High School CURRICULUM CALENDAR
COURSE: CP 10th World Literature & Composition
SEMESTER: S13
TEACHER(S): Beach and Lane
Dream?
among children in American reached 25% in recent years:
these are the highest levels of poverty since the Great
Depression. Pelley interviews families of Orlando, Florida to
see how it's affected the children there:
https://www.youtube.com/watch?v=L2hzRPLVSm4
https://www.youtube.com/watch?v=dK_RnxYdrqU
OMM 11-sent paragraph assignment
- SAT Vocabulary (5 min)  WC #14 quiz
Thursday, 4/4
Responding to a
document-based
question
-Compose an essay
response to a
document-based
question
-What is the American
Dream?
-Warm-up: Journal: In 150 wds, TBD (10 min)
The Tipping Point intro ppt.
W1, W10
W2 a, b, c, d, e, f
W4, W5, W9, W10
Discussion of epidemics and social change
Read TPP Intro (p.1-14)
Friday, 4/5
-Warm-up: Analysis of visual text (10 min)
Read TTP ch 1 (p. 15-29)
RI7 or RL7
SPRING BREAK
WEEK
Week 13
DAY
Monday, 4/15
Tuesday, 4/16
CONCEPT
Reading
Comprehension/
Understanding
Nonfiction
Reading
Comprehension/
Understanding
Nonfiction
OBJECTIVES
INSTRUCTIONAL STRATEGIES
-Warm-up: SAT Vocabulary (5 min)  WC 15
-Participate in the close
reading of a nonfiction
text
-Understand how
writers develop and
organize an
informational text for a
specific purpose
-Participate in the close
reading of a nonfiction
text
-Understand how
Dreams, Hopes & Plans – The Tipping Point
Read ch 2 (p. 30-46)
-Warm-up: Journal: In 150 wds, TBD (10 min)
Dreams, Hopes & Plans – The Tipping Point
Chapter 2 (p. 46-59)
4
STANDARDS
(CCGPS, GPS, AP)
L4, L5, L6
RI1, RI2, RI3, RI4
RI5, RI6
W3, W10
RI1, RI2, RI3, RI4
RI5, RI6
SL1 a, b, c, d
Buford High School CURRICULUM CALENDAR
COURSE: CP 10th World Literature & Composition
SEMESTER: S13
TEACHER(S): Beach and Lane
writers develop and
organize an
informational text for a
specific purpose
Wednesday, 4/17
Thursday, 4/18
Friday, 4/19
Reading
Comprehension/
Understanding
Nonfiction
Reading
Comprehension/
Understanding
Nonfiction
Reading
Comprehension/
Understanding
Nonfiction
The Law of the Few: The 80/20 Principle states that in any situation
roughly 80 percent of the 'work' will be done by 20 percent of the
participants. This idea is central to the Law of the Few theory where
a tiny percentage of people do the majority of work. But say you
took those 20 people who do all the "work" away, would changes or
epidemics never occur or would the next 20 people step into that
role and assume the position of "workers"? Is one born an
exceptional person, a 'one of the few,' or could someone eventually
learn how to become a member of this exceptional group?
-Participate in the close
reading of a nonfiction
text
-Understand how
writers develop and
organize an
informational text for a
specific purpose
-Participate in the close
reading of a nonfiction
text
-Understand how
writers develop and
organize an
informational text for a
specific purpose
-Participate in the close
reading of a nonfiction
text
-Understand how
writers develop and
organize an
informational text for a
-Warm-up: Identify the point of view expressed in a current
news editorial and explain why you agree or disagree with
the writer. (10 min)
Dreams, Hopes & Plans – The Tipping Point
Chapter 2 p. 49-51, 53-59
Discuss Connectors, Mavens, and Salesmen
-Warm-up: Journal: In 150 wds, TBD (10 min)
Dreams, Hopes & Plans – The Tipping Point
Chapter 2 (p. 59-69, 69-74)
Intro Vignette Assignment
Dreams, Hopes & Plans – The Tipping Point
Wrap-up chapter 2 (p. 80-88)
Open Book Quiz #1
Stickiness Factor: Stickiness means that a message makes an
5
SL2, SL3, SL4, SL5
SL6
RI1, RI5, RI6, RI8
RI1, RI2, RI3, RI4
RI5, RI6
SL1 a, b, c, d
SL2, SL3, SL4, SL5
SL6
W1, W10
RI1, RI2, RI3, RI4
RI5, RI6
SL1 a, b, c, d
SL2, SL3, SL4, SL5
SL6
RI7 or RL7
RI1, RI2, RI3, RI4
RI5, RI6
SL1 a, b, c, d
SL2, SL3, SL4, SL5
SL6
Buford High School CURRICULUM CALENDAR
COURSE: CP 10th World Literature & Composition
SEMESTER: S13
TEACHER(S): Beach and Lane
specific purpose
WEEK
Week 14
Benchmark
#3
DAY
Monday, 4/22
Tuesday, 4/23
Wednesday, 4/24
Thursday, 4/25
CONCEPT
impact and doesn't go in one ear and out the other. Take a
simple, every day example of this. Think about a song that
you couldn't get out of your head or that television
commercial you still remember from when you were a kid.
Could you pinpoint what it is you think makes them "sticky?"
OBJECTIVES
INSTRUCTIONAL STRATEGIES
Reading
Comprehension/
Understanding
Nonfiction
-Participate in the close
reading of a nonfiction
text
-Understand how
writers develop and
organize an
informational text for a
specific purpose
LANGUAGE ARTS + FINE ARTS
Reading
-Participate in the close
Comprehension/
reading of a nonfiction
Understanding
text
Nonfiction
-Understand how
writers develop and
organize an
informational text for a
specific purpose
Reading
-Participate in the close
Comprehension/
reading of a nonfiction
Understanding
text
Nonfiction
-Understand how
writers develop and
organize an
Dreams, Hopes & Plans – The Tipping Point
Chapter 3 (p. 89-99)
Benchmark Review
-Warm-up: Journal: In 150 wds, TBD (10 min)
Dreams, Hopes & Plans – The Tipping Point
Chapter 3 (p. 99-112)
-Warm-up: Identify the point of view expressed in a current
news editorial and explain why you agree or disagree with
the writer. (10 min)
Dreams, Hopes & Plans – The Tipping Point
Chapter 3 (p. 122-132)
6
STANDARDS
(CCGPS, GPS, AP)
L4, L5, L6
RI1, RI2, RI3, RI4
RI5, RI6
SL1 a, b, c, d
SL2, SL3, SL4, SL5
SL6
W3, W10
RI1, RI2, RI3, RI4
RI5, RI6
SL1 a, b, c, d
SL2, SL3, SL4, SL5
SL6
RI1, RI5, RI6, RI8
RI1, RI2, RI3, RI4
RI5, RI6
SL1 a, b, c, d
SL2, SL3, SL4, SL5
SL6
Buford High School CURRICULUM CALENDAR
COURSE: CP 10th World Literature & Composition
SEMESTER: S13
TEACHER(S): Beach and Lane
Friday, 4/26
WEEK
Week 15
DAY
Monday, 4/29
Tuesday, 4/30
Wednesday, 5/1
Reading
Comprehension/
Understanding
Nonfiction
CONCEPT
Reading
Comprehension/
Understanding
Nonfiction
Reading
Comprehension/
Understanding
Nonfiction
Reading
informational text for a
specific purpose
-Participate in the close
reading of a nonfiction
text
-Understand how
writers develop and
organize an
informational text for a
specific purpose
-Warm-up: Journal: In 150 wds, TBD (10 min)
Dreams, Hopes & Plans – The Tipping Point
Chapter 4 (p. 133-147)
The Power of Context: This says that human beings are a lot more
sensitive to their environment than they may seem. How attuned
are you to your environment and its effect on you? Have you felt
your mood change because of the surroundings even if it's as subtle
as standing near a couple in a bitter argument or being in a
cluttered, messy bedroom?
OBJECTIVES
INSTRUCTIONAL STRATEGIES
-Participate in the close
reading of a nonfiction
text
-Understand how
writers develop and
organize an
informational text for a
specific purpose
-Participate in the close
reading of a nonfiction
text
-Understand how
writers develop and
organize an
informational text for a
specific purpose
-Warm-up: SAT Vocabulary (5 min)  WC 17
-Participate in the close
Dreams, Hopes & Plans – The Tipping Point
Chapter 4 (p. 150-168)
7
W1, W10
RI1, RI2, RI3, RI4
RI5, RI6
SL1 a, b, c, d
SL2, SL3, SL4, SL5
SL6
STANDARDS
(CCGPS, GPS, AP)
RI7 or RL7
RI1, RI2, RI3, RI4
RI5, RI6
SL1 a, b, c, d
SL2, SL3, SL4, SL5
SL6
-Warm-up:
L4, L5, L6
Dreams, Hopes & Plans – The Tipping Point
Chapter 5 (p. 169-182)
The Ya-Ya Sisterhood epidemic reveals the critical role that groups
play in social epidemics. Psychologists tell us much the same thing:
that when people are asked to consider evidence or make decisions
in a group, they come to very different conclusions than when they
are asked the same questions by themselves. Can we ever really
make a decision in a vacuum, solely based on our own feelings, or
do our peers or surroundings always influence us somehow?
RI1, RI2, RI3, RI4
RI5, RI6
SL1 a, b, c, d
SL2, SL3, SL4, SL5
SL6
-Warm-up: Journal: In 150 wds, TBD (10 min)
W3, W10
Buford High School CURRICULUM CALENDAR
COURSE: CP 10th World Literature & Composition
SEMESTER: S13
TEACHER(S): Beach and Lane
Comprehension/
Understanding
Nonfiction
Thursday, 5/2
Friday, 5/3
WEEK
Week 16
DAY
Monday, 5/6
Reading
Comprehension/
Understanding
Nonfiction
Reading
Comprehension/
Understanding
Nonfiction
CONCEPT
Reading
Comprehension/
Understanding
Nonfiction
reading of a nonfiction
text
-Understand how
writers develop and
organize an
informational text for a
specific purpose
-Participate in the close
reading of a nonfiction
text
-Understand how
writers develop and
organize an
informational text for a
specific purpose
TPP Chapter 5 (p. 182-192)
-Warm-up: Journal: In 150 wds, TBD (10 min)
Dreams, Hopes & Plans – The Tipping Point
Chapter 6 (p. 193-203)
How do weird, idiosyncratic things that really cool kids do end up in
the mainstream? They are translated from a highly specialized
world into a language the rest of us can understand. So, when we
judge things as being weird and idiosyncratic are we really saying
that we just don't understand it? It's not the product but our
interpretation of it that is limited? Could everything, if 'sugarcoated'
in a way we recognize, ultimately, become palatable and even
enjoyable?
-Participate in the close
reading of a nonfiction
text
-Understand how
writers develop and
organize an
informational text for a
specific purpose
-Warm-up: Analysis of visual text (10 min)
Dreams, Hopes & Plans – The Tipping Point
Chapter 6 (p. 203-215)
OBJECTIVES
INSTRUCTIONAL STRATEGIES
-Warm-up: SAT Vocabulary (5 min)  WC 17 quiz
-Participate in the close
reading of a nonfiction
text
-Understand how
writers develop and
organize an
Dreams, Hopes & Plans – The Tipping Point
Chapter 7 (p. 216-233)
"Telling teenagers about the health risks of smoking -- it will make
you wrinkled! It will make you impotent! It will make you dead! -- is
8
W1, W10
RI1, RI2, RI3, RI4
RI5, RI6
SL1 a, b, c, d
SL2, SL3, SL4, SL5
SL6
RI7 or RL7
RI1, RI2, RI3, RI4
RI5, RI6
SL1 a, b, c, d
SL2, SL3, SL4, SL5
SL6
STANDARDS
(CCGPS, GPS, AP)
L4, L5, L6
RI1, RI2, RI3, RI4
RI5, RI6
SL1 a, b, c, d
SL2, SL3, SL4, SL5
SL6
Buford High School CURRICULUM CALENDAR
COURSE: CP 10th World Literature & Composition
SEMESTER: S13
TEACHER(S): Beach and Lane
Tuesday, 5/7
Wednesday, 5/8
Thursday, 5/9
Reading
Comprehension/
Understanding
Nonfiction
Reading
Comprehension/
Understanding
Nonfiction
Reading
Comprehension/
Understanding
Nonfiction
informational text for a
specific purpose
useless," says Judith Harris. Is this morally incomprehensible advice
or the sad truth? What do you think about the psychologist David
Rowe's theory that "the role of parents is a passive -- providing a set
of genes at loci relevant to smoking risk, but not socially influencing
their offspring?" Should parents spend more time trying to monitor
and shape their children's peer group than correcting and
disciplining them in the home?
-Participate in the close
reading of a nonfiction
text
-Understand how
writers develop and
organize an
informational text for a
specific purpose
-Participate in the close
reading of a nonfiction
text
-Understand how
writers develop and
organize an
informational text for a
specific purpose
-Warm-up: WC 18
-Participate in the close
reading of a nonfiction
text
-Understand how
writers develop and
organize an
informational text for a
specific purpose
-Warm-up: Journal: In 150 wds, TBD (10 min)
Dreams, Hopes & Plans – The Tipping Point
Chapter 7 (p. 233-252)
-Warm-up: Identify the point of view expressed in a current
news editorial and explain why you agree or disagree with
the writer. (10 min)
Dreams, Hopes & Plans – The Tipping Point
Chapter 8 (p. 253-259)
What underlies successful epidemics, in the end, is a bedrock belief
that change is possible, that people can radically transform their
behavior or beliefs in the face of the right kind of impetus. Can
leopards really change their spots and do you agree that it only
takes the smallest infractions to cause the greatest changes? With
the slightest push in the right place, can the world around us be
tipped?
Dreams, Hopes & Plans – The Tipping Point
Wrap-up, final discussion/review  Socratic Seminar
9
W3, W10
RI1, RI2, RI3, RI4
RI5, RI6
SL1 a, b, c, d
SL2, SL3, SL4, SL5
SL6
RI1, RI5, RI6, RI8
RI1, RI2, RI3, RI4
RI5, RI6
SL1 a, b, c, d
SL2, SL3, SL4, SL5
SL6
W1, W10
RI1, RI2, RI3, RI4
RI5, RI6
SL1 a, b, c, d
SL2, SL3, SL4, SL5
SL6
Buford High School CURRICULUM CALENDAR
COURSE: CP 10th World Literature & Composition
SEMESTER: S13
TEACHER(S): Beach and Lane
Friday, 5/10
Assessment
Assessment
LAB DAY
Dreams, Hopes & Plans – The Tipping Point
Vignette Assignment Due to Turnitin.com by 11:59pm
AP Exams
Monday, 5/6 – AP Chemistry (AM) and AP Psychology (PM)
Wednesday, 5/8 – AP Calculus (AM)
Thursday, 5/9 – AP English Literature (AM)
Friday, 5/10 – AP English Language (AM), AP Art (AM), and AP Statistics (PM)
WEEK
Week 17
DAY
CONCEPT
RI7 or RL7
RI1, RI2, RI3, RI4
RI5, RI6
Career Pathways Testing
Tuesday, 5/7
Wednesday, 5/8
Thursday, 5/9 (PM – Make-Up Exams)
OBJECTIVES
INSTRUCTIONAL STRATEGIES
Monday, 5/13
Vocabulary,
Rhetorical
Analysis,
Persuasive
Writing
What is rhetoric?
- Warm-up: Students will practice language acquisition skills
through activity designed to prepare for SAT/AP (5 minutes)
- Review / discussion of U.S. documents of historical and
literary significance (15 minutes)
- In groups, students pick out U.S. document and analyze for
rhetorical strategies (20 minutes)
-Present group’s findings on rhetorical strategies (10
minutes)
Tuesday, 5/14
Rhetorical
Analysis, Media
Literacy,
Persuasive
What is rhetoric?
- Warm-up: Journal  Think about all of the advertisements
you see/hear on a daily basis. Where do you encounter
advertising? Which specific advertisements stick in your
head? Why? What makes them memorable? Do you think
10
STANDARDS
(CCGPS, GPS, AP)
L4 a, b, c, d
L5
L6
RI1
RI2
RI3
RI4
RI5
RI6
RI7
RI8
RI9
RI10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
W3 a, b, c, d, e
W4
W9
W10
Buford High School CURRICULUM CALENDAR
COURSE: CP 10th World Literature & Composition
SEMESTER: S13
TEACHER(S): Beach and Lane
Writing
advertisements have an effect on your personal interests? (5
minutes)
- Review / discussion of U.S. documents of historical and
literary significance (10 minutes)
- Review ethos/pathos/logos with note sheet. Have students
pull specific examples from the advertisements they listed in
their journals (5 minutes)
- Distribute Demographics note sheet. Have students
complete and discuss results (15 minutes)
- Show select commercials. Discuss targeted groups based on
ethos/pathos/logos review and demographics work (15
minutes)
Homework: find current event/editorial  150-word
response due w/ copy of article tomorrow
Wednesday, 5/15
Cultural
Awareness,
Rhetorical
Analysis, Media
Literacy
What is rhetoric?
- Warm-up: Students will share their current event/editorial
w/ a partner before sharing w/ whole class (10 minutes)
- Review / discussion of U.S. documents of historical and
literary significance (10 minutes)
- Distribute the Analyzing Ads handout and discuss the
expectations and format for response (5 minutes)
- Students will analyze six advertisements: two print ads, two
television commercials, and two Internet
advertisements. The Internet advertisements should take
the form of marketing Websites featuring a particular
product, or pop-ups/embedded ads in Websites unrelated to
the product. This activity will allow students to practice their
recognition of pathos, logos, and ethos in three different
modes of advertising. Students should also record any of the
"other strategies" explained on Persuasive Techniques in
Advertising handout (20 minutes)
-Discuss results as a class (5 minutes)
- If there is time, have students find their own two
11
RI1
RI2
RI3
RI4
RI5
RI6
RI7
RI8
RI9
RI10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
W2 a, b, c, d, e, f
W8
W9
W10
RI1
RI2
RI3
RI4
RI5
RI6
RI8
RI9
RI10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
Buford High School CURRICULUM CALENDAR
COURSE: CP 10th World Literature & Composition
SEMESTER: S13
TEACHER(S): Beach and Lane
Thursday, 5/16
Rhetorical
Analysis, Media
Literacy,
Persuasive
Writing
What is rhetoric?
advertisements and discuss.
- Warm-up: Journal  Now that we have reviewed rhetorical
strategies and various other components of advertising,
revisit your journal from the other day. How do
advertisements impact who you are? What do you consume
(literally and figuratively) on a daily basis that has an effect
on you? (Be sure to focus specifically on the rhetorical terms
we have discussed.) (5 minutes)
- Review / discussion of U.S. documents of historical and
literary significance (10 minutes)
- Wrap up this section of the lesson by using the Advertising
Advantages: Television vs. Print vs. Online note sheet to
engage students in a discussion of the advantages of each
mode of advertising, using the examples on the handout as a
guide (25 minutes)
- Discuss results and compare as a class (10 minutes)
(END DREAMS, HOPES, AND PLANS UNIT)
Friday, 5/17
AP Exams
Monday, 5/13 – AP Biology (AM) and AP Music Theory (AM)
Tuesday, 5/14 – AP Government (AM)
Wednesday, 5/15 – AP US History (AM)
Thursday, 5/16 – AP Macroeconomics (AM) and AP World History (AM)
Friday, 5/17 – AP Human Geography (AM)
WEEK
Week 18
Benchmark
DAY
Monday, 5/20
Tuesday, 5/21
CONCEPT
W1 a, b, c, d, e
W4
W9
W10
RI1
RI2
RI3
RI4
RI5
RI6
RI7
RI8
RI9
RI10
SL1 a, b, c, d
SL2
SL3
SL4
SL5
SL6
EOCTs, Yearbooks, Carnival, Class Night
REVIEW FOR BENCHMARK
EOCTs
Thursday, 5/16 – Economics
Friday, 5/17 – 9th Lit & Comp, Math 2
(Other EOCTs will be given during Semester Exam periods.)
OBJECTIVES
INSTRUCTIONAL STRATEGIES
STANDARDS
(CCGPS, GPS, AP)
Senior Exams (Benchmark #4 – 5th, 6th, & 7th)  Final Exam Review
Senior Exams (Benchmark #4 – 1st, 2nd, 3rd, & 4th) / Semester Exams (Benchmark #4 – 7th)  Final Exam Review
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Buford High School CURRICULUM CALENDAR
COURSE: CP 10th World Literature & Composition
SEMESTER: S13
TEACHER(S): Beach and Lane
Week #4
Wednesday, 5/22
Thursday, 5/23
Friday, 5/24
Semester Exams (Benchmark #4 – 1st & 2nd)
Semester Exams (Benchmark #4 – 3rd & 4th)
Semester Exams (Benchmark #4 – 5th & 6th)
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