Harrisburg School District English 11 Pacing Guide
Unit Number
Unit 1:
The American Dream
Unit 2:
American Forums: The
Marketplace of
Ideas
Unit 3:
The Power of Persuasion
November - January
● To identify the main
components and role of a
newspaper’s opD ed page-CCS: Reading:
Key Ideas and Details; Craft
and Structure; Integration
of Knowledge and Ideas.
● To analyze how writers
use logic, evidence and
rhetoric to advance their
opinions.
● To enable write
persuasive pieces and
refute the positions of
others--CCS: Speaking and
Listening: Presentation of
Knowledge and
Ideas.
● To recognize the symbols
and references that
editorial cartoonists use
● To analyze and apply
satirical techniques -- CCS
Language Vocabulary
Acquisition and
Use; Knowledge of Language.
February - mid-March
● To define and apply the
appeals and devices of
rhetoric --CCS Reading: Craft
and Structure; CCS: Language:
Vocabulary Acquisition and
Use; CCS Writing:
Argumentative - EA #1
● To analyze, create, and
present persuasive speeches
-- CCS Writing:
Argumentative;
CCS: Speaking & Listening:
Presentation
of Knowledge and Ideas - EA
#1
● To analyze, create and
present a dramatic scene
about a societal issue -- CCS
Speaking & Listening:
Comprehension and
Collaboration - EA #2
Testing
Window
Unit 4:
An American
Journey
Unit 5:
The Pursuit of
Happiness
Timeline
Unit Goals
September – October
● To understand and define
the concept of The
American Dream -CCS Writing:
Argumentative/Explanatory Synthesis Essay
● To identify and synthesize a
variety of perspectives that
exist about The American
Dream -- CCS
Reading: Key Details and Ideas
(implicit v. explicit text); CCS
Writing:
Argumentative/Explanatory Synthesis
● To conduct a survey and use
primary sources as a
functional text to prove or
disprove an assumption -CCS Research to Build and
Present Knowledge.
mid-March - April
● To explore an American
classic that addresses the
concept of “journey”--CCS
Reading: Key Ideas and
Detail; Craft and Structure:
● To analyze the writer’s rich
and complex writing style as a
model for making deliberate
stylistic choices--CCS
Language: Vocabulary
Acquisition and Use CCS
Writing: Production and
Distribution of Writing
(produce clear and coherent
developed and organized
writing.)
** The following Goals are
taught in other classes:
● (To investigate the
communication demands of a
career and to prepare to
meet those demands-CCS
Writing:
Research to Build and Present
Knowledge)
● (To use media production
elements and speaking and
May -- June
● To analyze and evaluate
the structural and stylistic
features of texts--CCS
Reading: Integration of
Knowledge and Ideas; Analyze
text to address similar
themes or topics.
● To compose a personal
essay that employs stylistic
techniques --CCS Language:
Knowledge of
Language; CCS Writing:
Narrative
● To synthesize research into
a MultiDGenre Research
Paper--CCS Writing: Research
to Build and Present
Knowledge; Draw evidence
from literary or
informational texts to
support analysis, reflection
and research.
Harrisburg School District English 11 Pacing Guide
Embedded
Assessments
EA#1: Presenting Findings
from a Survey (Note: see
resource section for
alternative assessment and
pre- teaching suggestions))
EA#2: Synthesizing the
American Dream
* Additional Assessments:
online Unit Assessment - pre
and post for Reading Goal
Essential
Questions
In what ways does the
American Dream manifest
itself in American life?
How does one create a
personal definition of the
American Dream?
Basic Skills UNIT I: ASSESSMENT #2
Review
THESIS clearly stated thesis
(Grammar/Wr supported with facts &
iting Process) definitions
—specific detail
—quotations/paraphrases
ORGANIZATION/structure is
clear
EA#1: Creating an OpD Ed
Page (Note: see resource
section for suggested
additional materials and
alternative assessment)
EA#2: Writing a Satirical
Piece (Note: see resource
section for suggested
additional materials.)
**More effective to have
students analyze a
satirical piece as EA 2 to
meet unit goals
How do newspapers
impact public opinion or
public perception?
How does a writer use tone
to advance an opinion?
EA#1: Creating and
Presenting a Persuasive
Speech
EA#2: Creating and
Performing a Dramatic
Scene (this assessment is not
essential to unit goals) -consider posting on YouTube
Should we use the Timed
Writing in lesson 3.23 (p.
276) as EA 2?
** Consider additional
assessment for Reading/
Language - see Unit
Assessment
How are the components of
rhetoric applied to the
creation and delivery of
persuasive
speeches?
How can artistic expression
advance social commentary?
UNIT II: ASSESSMENT #2
IDEAS
—topic is current, relevant &
debatable
—and demonstrates
techniques of satire
—writer’s position is
listening skills to construct a
presentation of self
appropriate for the audience)
EA#1: Writing an Style
Analysis Essay
The following EA is taught in
other classes:
EA#2: Using Communication
Skills to Present Myself
(eliminate this - taught in
other required class)
**Consider additional
assessment for Reading/Use
of
Language - see Unit
Assessment
How can an author’s style
construct and reflect identity?
How do communication skills
enhance self-expression?
EA#1: Writing a Personal
Essay
EA#2: Writing a MultiD
Genre Research Project
What does it mean to
pursue happiness?
How does a writer represent
research through multiple
texts?
Harrisburg School District English 11 Pacing Guide
—engaging lead
—sequence of ideas linked with
transitions
—concludes with thoughtful
reflection
LANGUAGE fits topic
—precise diction
—sentence variety
—standard conventions:
spelling, grammar, punctuation
WRITING PROCESS
—revising & editing drafts
Vocabulary
Manifest
primary/secondary source
survey
objective/subjective
trait
reflection
frugality citation
Literary Terms:
Synthesis
image
denotation/connotation
literary personification
artifact
aphorism
simile
thesis
metaphor
tone
convincing
ORGANIZATION
—arrangement of ideas fits
writer’s position
LANGUAGE
—uses litotes, irony &
hyperbole
—is skillfully chosen
—achieves desired tone &
satirical effect
—uses standard conventions:
spelling, grammar,
punctuation
op-ed page
editorial
bias
parody
skim
labeling
rhetorical
analogy
innuendo
downplayer
hyperbole
ridicule
hypothetical
invective
Literary Terms:
irony media
satire
concession fallacy
refutation
editorial
diction
reasoning
sarcasm
persuasion
hypocrisy
rhetoric
integrity
rhetorical device
volume commentary
smooth delivery
social commentary
movement
social issue
logical, emotional,
ethical
appeals
script
rhetorical question
dramatic scene
argument by analogy
artistic expression
irony
foil
paralell setting
motif
figurative language oral
tradition
dialect theme style
thematic statement
literal question
interpretative question
universal question
verbal communication
nonverbal
communication
narcissism
resume
coherence
genre convention
discourse
credo precept syntax
parallel structure
compound sentence
sentence variety dash
colon ellipses slant
characterization
polysyndeton epigram
reflection
figurative language
tone connotation
Harrisburg School District English 11 Pacing Guide
evidence paraphrase
repetition (anaphora)
dramatic setting
aphorism
situational irony
verbal irony
parallelism
allusion
hysteria
metaphor
crucible
dramatic pauses
syntax
drama
delivery
Writing
Workshop/
Resources
Writing Workshop 6:
Expository Writing
Note for EA#1: (required
pre-teaching- how to...)
-brainstorm ideas
-create hypothesis
-develop focused survey
questions
(open/closed/numeric
-evaluate data/creat and
interpret averages and
percentages
-create graphs, charts,
diagrams based on survey
findings
-summarize/analyze survey
findings into an essay
Writing Workshop 8:
Persuasive/Argumentative
Writing
Writing Workshop 8:
Persuasive/Argumentative
Writing
Writing Workshop 9:
Response to Literary and
Expository Text
Materials needed: for EA
#1:
● class set of
newspapers or access to
online newspapers
(student. local, national,
etc.)
● manipulative cards
(fallacy terms)
● sample editorials,
editorial cartoons, satirical
cartoons
● online media access
Writing Workshop 5: Script
Writing
Writing Workshop 4:
Reflective Essay
Writing Workshop 7:
Procedural: College
Application
Writing Workshop 10:
Research Writing
Writing Workshop 8:
Persuasive/Argumentative
Writing
Harrisburg School District English 11 Pacing Guide
-integrate quotations
UNIT I: Alternate
ASSESSMENT #1
The class composes two
interview questions on the
American dream. In groups
of four, each student asks the
questions of four people
(male and female
balance), one from each the
following age groups:
1) teenagers
2) 20-39 years old
3) 40-59 years old
4) people 60+ years old
Alternate Assessment for
EA #1:
● Student-created
editorial cartoon and
written analysis
Materials needed for EA
#2:
Online media access for
different satirical pieces