English IV Pacing and Unit Guides
2013 - 2014
This is a suggested pacing guide with supplementary unit guides
to teach English IV Common Core Standards.
This document is not intended as a mandated curriculum
but as a starting point for planning a year’s instruction.
Created by BCS Teachers – June 2013
Contributing Teachers:
Leigh Armistead
Phil Justen
BCS English IV Pacing Guide
Unit 1 – Adventure (@ 5 wks)
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RL 1: Inferences/evidence
RL 2: Central ideas/themes/summary
RL 6: Point of view/ purpose
RL 9: Comparison of texts/authors (US docs)
RI 1: Inferences/evidence
RI 2: Central ideas/themes/summary
RI 9: Comparison of texts/authors
L 6: Academic/ domain-specific vocabulary
SL 2: Content in diverse media
Unit 3 – Love (@ 3 wks)
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Unit 2 – Power (@ 5 wks)
RL 4: Vocabulary/ word choice
RL 5: Text structure/ organization
RI 5: Text structure/organization
RI 6: Point of view/ purpose
Key to Common Core Strand Abbreviations
RL – Reading Literature
RI - Reading Informational Text
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RL 3: Individual/ events/ ideas
RL 7: Point of View/ purpose
L 3: Style/ effective language choices
W 6: Use Technology
SL 5: Use Media
RI 7: Content in diverse media
RI 3: Individuals/ events/ ideas
Unit 4 – Change (@ 5 wks)
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L 5: Figurative language/word relationships
RI 8: Arguments/evidence
RL 10: Complex text
SL 3: Point of view
SL 1: Academic discourse/collaboration
W 2: Write to inform/explain
W – Writing
SL – Speaking and Listening
L - Language
BCS English IV Pacing Guide
Unit 5 – Graduation Project – Research Paper
(ongoing – based on school’s schedule)
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W 1: Write arguments
W 5: Plan/ revise/ edit
W 7: Conduct research
W 8: Gather/ synthesize information
W 9: Write to Sources/Draw Evidence
RI 4: Vocabulary/ word choice
RL 8: Arguments/Evidence
Unit 6 – Graduation Project – Other
(ongoing – based on school’s schedule)
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W 3 (journals): Write narrative
W 10 (resume, proposal letter): Write routinely
SL 4 (speech): Present findings
SL 6 (speech): Adapt speech/command of formal English
English IV Power Standards
Power Standards are designated Common Core State Standards
to be taught continually, throughout the semester,
in all units of study.
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L1: Standard English grammar
L 2: Standard English mechanics
L 4: Vocabulary Strategies
RI 10: Complex text
RL 10: Complex text
W 4: Clear/ coherent writing
W 10: Write routinely
Key to Common Core Strand Abbreviations
W – Writing
RL – Reading Literature
L – Language
RI - Reading Informational Text
SL – Speaking and Listening
BCS English IV CCSS Unit 1: Adventure
Grade Level: 12th
CCSS
Grade Specific
Standards:
emphasized/assessed in this
unit of study
Learning Targets:
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Time Span: @5 weeks
RL 1: Inferences/evidence
RL 2: Central ideas/themes/summary
RL 6: Point of view/ purpose
RL 9: Comparison of U.S. texts/authors
RI 1: Inferences/evidence
RL1:
 I can read a passage and summarize the plot to
include 80% of the main events.
 I can make an inference about the text.
 I can use evidence to support my inference.
RL 2:
 I can explain verbally or in writing 2 of the
possible themes in a text.
 I can write a paragraph using specific
examples from the text to show how the
theme repeats and develops.
RL 6:
 I can infer from using my text what is stated
and what is meant by an author.
 I can analyze point of view to understand
stated and unstated meanings in a text.
RL 9:
 I can explain how history influences the text.
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I can defend whether evidence in a text is
sufficient and convincing to support my
claim.
RI 2:
 I can explain how multiple central ideas
interact and build on one another to provide a
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RI 2: Central ideas/themes/summary
RI 9: Comparison of texts/authors
L 6: Academic/ domain-specific vocab
SL 2: Content in diverse media
W 3: Write narratives
RI 1:
 I can defend whether evidence in a text is
sufficient and convincing to support my claim.
RI 2:
 I can explain how multiple central ideas interact
and build on one another to provide a complex
analysis.
 I can summarize texts of increasing complexity
without putting in any of my own opinion.
RI 9:
 I can analyze the theme of a U.S. foundational
document.
L 6:
 I can evaluate and apply the various connotations
and denotations of words in a variety of contexts.
SL 2:
 I can compare and contrast non-print texts to
determine my opinion on a topic.
W 3:
 I can compose a detailed story that is fictional
that has an organized structure so that a reader
understands the story and can follow the
sequence of events.
Suggested
Anchor Texts:
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Beowulf
Canterbury Tales
Activity/Strategy/Formative Assessment:
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Companion Texts
Literature:
Ex:
Poetry
Short Story,
Novel Excerpt
Companion Texts
Informational:
Ex:
U.S.Documents
Speeches
News Articles
Infographics
Political Cartoon
Autobiography
Journal
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The Seafarer, The Wanderer (AS poetry)
Fellowship of the Rings trilogy (novel excerpt)
The Iliad (poetry excerpts)
Sir Gawain and the Green Knight (poem)
Gulliver’s Travels (novel excerpts)
“To Build a Fire” by Jack London (short story)
“The Hitch-hiker” by Roald Dahl (short story)
Le Morte d’Arthur (narrative excerpt)
 The Road (whole novel or excerpt)
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T-Chart: “Theme” on left side, Evidence from
text on right.
Mark it Up: while reading, highlight/ mark
sentence with TH for theme when student
discovers one of the bigger ideas in a text.
Trade N Grade: pairs swap summaries to check
for personal bias (“I think,” “I feel” statements)
highlight and revise
Activity/Strategy/Formative Assessment:
“The Quest” chapter in How to Read Literature Like a Activity/Strategy/Formative Assessment:
Professor
 ”Why We Crave Horror Stories” Stephen King (essay)
 Into the Wild (nonfiction novel)
 Beliefs of Ghandi (compare/contrast to Beowulf)
 ”Letter to Students” by John Gardner (about Grendel)
 The Dancing Plague by Waller (introductionnonfiction)
 Adventure cartoons
 http://www.cartoonstock.com/directory/a/adventure.ap
 Thomas Jefferson’s “Secret Letter to Congress
Regarding the Lewis and Clark Expedition”
Companion Texts
Media:
Ex:
Art/Painting
Music
Images
Advertisements
Video/Audio Clips
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Current events TBA
Short History of the World by E. H. Gombrich
(nonfiction book)
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Selections from any Fellowship of the Rings (movie
clips)
King Arthur movie clips
Jaws (characteristics of epic)
TEDtalk: Ben Saunders: “Why bother leaving the
house?”http://www.ted.com/talks/ben_saunders_why_
bother_leaving_the_house.html
http://www.ted.com/talks/ben_saunders_skis_to_the_n
orth_pole.html (where, at the end, he discusses why
we as humans go on adventures)
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Activity/Strategy/Formative Assessment:
“To Boldly Go” TEDtalk unit (7 videos on adventures):
http://www.ted.com/playlists/27/to_boldly_go.html
First Knight-movie
Into the Wild-movie
Giotto, Arena (Scrovegni) Chapel Frescos
Masaccio, The Tribute Money, Brancacci Chapel, Florence
Lorenzo Ghiberti, Gates of Paradise (1425-1452)
Michelangelo, Sistine Chapel, ceiling (1508-1512)
Song list: http://www.outsideadventureguide.com/bestsongs-travel-adventures
Writing:
Language:
Content specific: Epic, fable, mock-heroic, exemplum, fabliau, breton lais (last three are types of tales in Canterbury
Tales), chivalry, romance, stock epithet, kenning, satire, allegory
Academic vocab: Characterization, diction, denotation, syntax, connotation, style, organization, imagery, detail,
voice, structure, rhetoric, theme, thesis
BCS ELA CCSS Unit 2: Power
Grade Level: 12
Time Span: 5 weeks
People crave power. People hold power over each other, and materialistic things hold power over us. How does that relationship play out in
different scenarios? There are others. Take it where you will!
CCSS
Grade Specific
Standards:
emphasized/ assessed in this
unit of study
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RL 3: Individual/ events/ ideas
RL 7: Point of View/ purpose
L 3: Style/ effective language choices
W 6: Use Technology
S&L 5: Use Media
RI 7: Content in diverse media
RI 3: Individuals/ events/ ideas
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MacBeth
Hamlet
Othello
Learning Targets:
Possible Anchor
Texts:
Companion Texts
Literature:
Ex:
Poetry
Short Story
Novel Excerpt
 Frankenstein (novel)
 ”The Rockinghorse Winner” by DH Lawrence (short
story)
 Lord of the Flies (novel)
 The Metamorphosis by Franz Kafka (short story)
 “Do Not Go Gentle Into That Good Night” by
 Dylan Thomas (poem)
 1984/BNW excerpts (government power)
 British Colonialism
 Kipling “White Man’s Burden” (poem)
 Heart of Darkness (short novel)
 Marlow Dr. Faustus (play)
Activity/Strategy/Formative Assessment:
Activity/Strategy/Formative Assessment:
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Close reading of novel excerpts
Companion Texts
Informational:
Ex:
U.S.Documents
Speeches
News Articles
Infographics
Political Cartoon
Autobiography
Journal
Companion Texts
Media:
Ex:
Art/Painting
Music
Images
Advertisements
Video/Audio Clips
 “The Fallacy of Success” (G.K. Chesterton)
 “The American Crisis” (Thomas Paine)
 ”We Shall Fight Them on the Beaches” (Winston
Churchill)
 Essays, articles on Feminism
 Gilbert and Gubar “The Madwoman in the Attic”
(literary criticism)
 Cagle.com (political cartoons website)
 On Apartheid
 “No More Strangers Now: Young Voices from a New
South Africa” (interview)
Activity/Strategy/Formative Assessment:
Activity/Strategy/Formative Assessment:
 The Prestige (film)
 Michelangelo, The Last Judgment, Sistine Chapel,
(1536-1541)-art
 Hieronymus Bosch, The Last Judgment (1450-1516)art
 ”Greed is Good” speech from Wallstreet
 That Power (Justin Bieber) (song)
 Stronger (Kelly Clarkson)
 RESPECT (Aretha Franklin)
 movie trailer for Oz: the Great and Powerful
 “Napalm Girl” Pulitzer photograph
 “Don’t regret regret” TEDtalk by Kathryn Schulz:
http://www.ted.com/talks/kathryn_schulz_don_t_r
egret_regret.html
 “The danger of a single story” TEDtalk by
Chimamanda Adichie:
http://www.ted.com/talks/chimamanda_adichie_the_d
anger_of_a_single_story.html
 “The Power of Introverts” TEDtalk by Susan Cain:
http://www.ted.com/talks/susan_cain_the_power_of_i
ntroverts.html
Writing:
Activity/Strategy/Formative Assessment:
Speaking/Listening:
Activity/Strategy/Formative Assessment:
Content Specific: tragedy, tragic flaw, tragic hero, logical fallacy
Language:
Academic Vocab: argument, support, evidence, counter-claim, citation, rhetoric, ethos, pathos, logos, antithesis,
parallelism
BCS ELA CCSS Unit 3: Love
Grade Level: 12
Time Span: 3 weeks
The essential question here is “What is love?” It can be defined as love for others, love for your country, love for the tangible and intangible, or
disillusionment with love. There are others. Take it where you will!
CCSS
Grade Specific
Standards:
emphasized/ assessed in this
unit of study
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RL 4: Vocabulary/ word choice
RL 5: Text structure/ organization
RI 5: Text structure/organization
RI 6: Point of view/ purpose
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Romantic poets/Cavalier poets/sonnets/ballads
Victorian poets
- Tennyson “Lady of Shalott”
- Arnold “To Marguerite”
Learning Targets:
Suggested Anchor
Texts:
Companion Texts
Literature:
Ex:
Poetry
Short Story,
Novel Excerpt
 Pride and Prejudice (novel)
 The Importance of Being Earnest (play)
 “The Flea”, “To His Coy Mistress,” “To the
Virgins, to Make Much of Time”, “To Althea,
from Prison” (poems)
 Ballads
 Petrarchan and Shakespeare sonnets
 ”The Passionate Shepherd to His Love”
 ”The Nymph’s Reply to the Shepherd”
 ”The Nightingale and the Rose” by Oscar Wilde
 “The Department of Nothing” by Colin Firth
(2001)-(short story)
 1 Corinthians 13:4-7
Activity/Strategy/Formative Assessment:
Activity/Strategy/Formative Assessment:
Companion Texts
Informational :
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Ex:
U.S.Documents
Speeches
News Articles
Infographics
Political Cartoon
Autobiography
Journal
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Companion Texts
Media:
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Ex:
Art/Painting
Music
Images
Advertisements
Video/Audio Clips
o
“U.S. Declaration of Neutrality” Woodrow
Activity/Strategy/Formative Assessment:
Wilson (19 August 1914)-love of country
”Some Reflections upon Marriage” by Mary
Astell (feminist writer from Restoration)-essay
”On Making an Agreeable Marriage” by Jane
Austen (letter to her niece)
”Sometimes all it takes is a Kiss”-newspaper
article
http://thecaucus.blogs.nytimes.com/2012/07/16/s
ometimes-all-it-takes-is-a-kiss/
“Science can’t undermine the power of a kiss”
by William Loeffler-www.web.ebscohost.com/pov
“The Brain in love” TEDtalk by Helen Fisher:
http://www.ted.com/talks/helen_fisher_studies
the_brain_in_love.html
 ”Expanding your circle of compassion” TEDtalk
by Robert Thurman:
http://www.ted.com/talks/robert_thurman_on_co
mpassion.html
 ”Love letters to strangers” TEDtalk by Hannah
Brencher:http://www.ted.com/talks/hannah_bren
cher_love_letters_to_strangers.html
 Songs:
“Only the Good Die Young” by Billy Joel
(match up with Cavalier poets)
o “Love will Keep us Together” The Captain and
Tennille
o “Papa Don’t Preach,” Madonna
o “There’s a Place for Us” Stephen Sondheim
o “Love Hurts” Nazareth’s
o “Before He Cheats” Carrie Underwood
Activity/Strategy/Formative Assessment:
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“Barbie Girl” Aqua (love of material items)
“You’re Beautiful” James Blunt (courtly love?)
“When I Was Your Man” -- Bruno Mars
“The Kiss” Gustav Klimt (short story of same
name by Guy de Maupassant)
“Ballad of Love and Hate” Avett Brothers
http://www.youtube.com/watch?v=6Pre7bINBps
Radio Lab Podcast “Bliss”
Movie clips:
Love Actually particularly the end
The Notebook
Writing:
Activity/Strategy/Formative Assessment:
Speaking/Listening:
Activity/Strategy/Formative Assessment:
Language:
Content specific: Shakespearean sonnet, Petrarchan sonnet, Romantics, Carpe Diem, Humanism, Conceit,
metaphysical, epigrams, heroic couplets
Academic Vocab: Conventions, Context, Analogy, tone, figurative language,Implication, Seminal, Nuances,
Ambiguous
BCS ELA CCSS Unit 4: Change
Grade Level: 12
Time Span: 5 weeks
The theme “change” can be personal change, governmental change, or societal change. The texts selected can represent one or more of these types of
change. There are others. Take it where you will!
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L 5: Figuration language/word relationships
RI 8: Arguments/evidence
RL 10: Complex text
SL 3: Point of view
SL 1: Academic discourse/collaboration
W 2: Write to inform/explain
Suggested
Anchor Text:
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“A Modest Proposal”/ Industrial Revolution
Modernist Writers / Early 20th century
Companion
Texts
Literature:
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Activit Activity/Strategy/Formative Assessment:
“Songs of Innocence” and “Songs of Experience”
(poems)
1984/BNW excerpts (novels)
“The Distance Past” by William Trevor (short story)
“The Unrest Cure” by Saki (short story)
“The Miracle of Purun Bhagat” by Rudyard Kipling
(short story)
“The Door in the Wall” by HG Wells (short sotry)
“A Sunrise on the Veld” by Doris Lessing (short story)
Dickens Hard Times (novel)
Yeats “The Second Coming” (poetry)
CCSS Grade
Specific
Standards:
emphasized/ assessed in
this unit of study
Learning
Targets:
Ex:
Poetry
Short Story
Novel Excerpt
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Activity/Strategy/Formative Assessment:
Companion
Texts
Informational:
Ex:
U.S.Documents
Speeches
News Articles
Infographics
Political Cartoon
Autobiography
Journal
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Companion
Texts
Media:
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Ex:
Art/Painting
Music
Images
Advertisements
Video/Audio Clips
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“A New Modest Proposal”
http://www.highbeam.com/doc/1P2-8392873.html
Articles:
o “Is Google Making Us Stupid?” Nicholas Carr
o “Faux Friendship” William Deresiewicz
o “The End of Privacy?” Daniel Solove
o “Facing the Facebook” Bugeja
o “Tear Down this Wall” Ronald Reagan (speech)
o “Politics and the English Language” George Orwell
(essay)
“The Berlin Address: I am a Berliner” speech, JFK-US
document
Martin Luther “95 Theses”
Matthew Arnold from “Culture and Anarchy”
Activity/Strategy/Formative Assessment:
Activity/Strategy/Formative Assessment:
"We're Not Gonna Take It," Twisted Sister-song
www.cagle.com: political cartoons
“The danger of a single story” TEDtalk by
Chimamanda Adichie:
http://www.ted.com/talks/chimamanda_adichie_the_da
nger_of_a_single_story.html
“Dance to change the world” TEDtalk by Mallika
Sarabhai: http://www.ted.com/talks/mallika_sarabhai.ht
ml
“Before I die I want to...” TEDtalk by Candy
Chang: http://www.ted.com/talks/candy_chang_before
_i_die_i_want_to.html
Personal change unit on TEDtalk:
http://www.ted.com/playlists/8/a_better_you.html
Songs about change from NPR (12 songs and videos):
http://www.npr.org/blogs/allsongs/2013/04/12/1770571
33/new-building-new-mix-songs-about-change
Activity/Strategy/Formative Assessment:
Writing:
Activity/Strategy/Formative Assessment:
Speaking/Listening:
Language:
Content specific: dystopia, utopia, satire, palimpsest, mutability, convoluted, allusion, didactic, hyperbole,
proletariat, bourgeois
Academic vocab: anecdote, synthesis, explicitly, delineate, purpose, phenomenon, primary source, secondary
source, thesis, transition, Evaluate, Discern, point of view