English IV, 4th Quarter
Fourth Quarter
Reading
Complex
Texts
TNReady Standards
Skill Focus
Resources
Literature and Informational Texts
Literature and Informational Texts
Literature and Informational Texts
RI.11-12.1 Cite strong and thorough textual evidence to Cite textual evidence about the claim. What
support analysis of what the text says explicitly as well as does the text explicitly say in relationship to the
inferences drawn from the text, including determining claim? What does the text infer about the claim?
where the text leaves matters uncertain.
RI.11-12.5 Analyze and evaluate the effectiveness of the
structure an author uses in his or her exposition or
argument. Analyze how an author's choices concerning
how to structure specific parts 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.
Theme What are the themes/central ideas of
the text? How do the themes/central ideas
interact or build on each other? Write a
summary of the text.
Setting How does the setting, order of events,
and/or characters impact the story or drama?
How do key elements interact and change over
RI.11-12.6 Determine an author's point of view or purpose the course of the text?
in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, Poetic Technique: speaker, point of view, tone,
persuasiveness or beauty of the text. Analyze a case in diction, syntax, structure, rhythm, meter, rhyme
which grasping a point of view requires distinguishing what
is directly stated in a text from what is really meant (e.g., Elements of fiction: character, plot, theme,
Romantic
and
Gothic
literature,
satire, sarcasm, irony, or understatement).
compare/contrast, foils, narrative structure, frame
dramatic
RL.11-12.2 Determine two or more themes or central story, elegy, Victorian elegy,
monologues,
tone,
irony,
imagery,
allusion,
ideas of a text and analyze their development over the
Victorian
lyric,
mood,
connecting
to
historical
course of the text, including how they interact and build on
one another to produce a complex account; provide an background
objective summary of the text.
Pearson Literature Resources
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Introduction to Frankenstein (P. 759)
Frankenstein by Mary Shelley
“In Memoriam, A. H. H.” (P. 960)
“The Lady of Shalott” (P. 963)
“Tears, Idle Tears” (P.969)
“Ulysses” (P.970)
“My Last Duchess” (P.79)
“Porphyria’s Lover” (P. 982)
“Dover Beach” (P. 1042)
“Rime of the Ancient Mariner” (P.821)
Other Resources
www.thelearnignodyssey.com
http://www.usatestprep.com
http://tncore.org/english_language_arts/in
structional_resources/9-12.aspx
Note: Refer to the Quarter 4 folder on
the flash drive for further resources
RL.11-12.3 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). Vary
syntax for effect, consulting references for guidance as
needed; apply an understanding of syntax to the study of
complex texts when reading.
ere is no longer a weekly pacing guide. This enables teachers to teach at their own pace. However, teachers must cover all of the quarter 4 standards during the fourth 9 weeks. It is recommended
at while teaching the suggested literary pieces, teachers incorporate vocabulary from the literature and give writing, speaking/listening and research assignments over the literature as well.
English IV, 4th Quarter
Fourth Quarter
TNReady Standards
Skill Focus
Resources
Language
Language
Language
Variety of sentence structure
Essay organization
Use of transitions
Use of precise language
Quote incorporation
Figurative Language
Determine meaning based on
context
 Command of the conventions of
standard English grammar and
usage
 Use of correct capitalization,
punctuation, hyphenation, and
spelling
 Use of correct and appropriate tone
based on context
Pearson Literature Resources
Introducing the Big Question
Learning Big Question Vocabulary
Unit Resources for Vocabulary
Making Connections: Vocabulary
After You Read: Vocabulary
Vocabulary Workshop in each Unit
Language
(Vocabulary &
Conventions)
command of the conventions of 
standard English grammar and usage when writing or 
speaking.
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L.12.2 Demonstrate command of the conventions of 
standard English capitalization, punctuation, and spelling 
when writing.
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L.12.1 Demonstrate
L.12.3 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.
L.12.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grades 1112 reading and content, choosing flexibly from a range of
strategies.
L.12.5 Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., hyperbole, paradox) in
context and analyze their role in the text. Analyze nuances
in the meaning of words with similar denotations.
L. 12.6 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.
Vocabulary
 Thematic/Unit
Vocabulary
 Essential question
vocabulary
 Primary source
vocabulary
 Literature/Academic
vocabulary
 Review word roots and
prefixes.
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Online Resources
 www.thelearnignodyssey.com
 http://www.usatestprep.com
 http://www.vocabulary.co.il/twelfth-gradevocabulary-games/
 http://www.nea.org/tools/lessons/spellingand-vocabulary-9-12.html
 http://tncore.org/english_language_arts/instr
uctional_resources/9-12/9-12series.aspx
 http://www.k12reader.com/gradelevel/grades-k-12/grades-9-12/
Note: Refer to the Quarter 4 folder on
the flash drive for further resources
ere is no longer a weekly pacing guide. This enables teachers to teach at their own pace. However, teachers must cover all of the quarter 4 standards during the fourth 9 weeks. It is recommended
at while teaching the suggested literary pieces, teachers incorporate vocabulary from the literature and give writing, speaking/listening and research assignments over the literature as well.
English IV, 4th Quarter
Fourth Quarter
Writing
Texts
to
TNReady Standards
Skill Focus
Resources
Writing to Texts
Writing to Texts
Writing to Texts
W.12.1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant
and sufficient evidence. W.12.1a 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
 Essay organization &
RL.11-12.1 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. Demonstrate command of
the conventions of standard English grammar and usage
when writing or speaking.
 Citing/analyzing textual
W.11-12.2.
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.
structure
 Thesis statement
 Topic sentence & supporting
details
details/evidence
 Writing paragraphs
 Varying sentence structure
 Analytical writing/elements
 Narrative writing/elements
Pearson Literature Resources:
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Writing About the Big Question
After You Read
Journal entries
Daily Language Practice
Graphic organizers
Writing Workshop
Routine writing
Other Resources
Analytical/informative/narrative writing prompts for
Q3 can be found on the pacing guide.
 Selecting relevant facts and
quotations
W.11-12.2.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.
 Write argumentative thesis
W.11-12.5 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.
 Plan, draft, revise, and present
statements
 Write informative texts
text.
 Display command of conventions
www.thelearnignodyssey.com
http://www.usatestprep.com
https://owl.english.purdue.edu
http://www.easybib.com
Note: Refer to the Quarter 4 folder on
the flash drive for further resources
& spelling
ere is no longer a weekly pacing guide. This enables teachers to teach at their own pace. However, teachers must cover all of the quarter 4 standards during the fourth 9 weeks. It is recommended
at while teaching the suggested literary pieces, teachers incorporate vocabulary from the literature and give writing, speaking/listening and research assignments over the literature as well.
English IV, 4th Quarter
Fourth Quarter
Speaking
and
Listening
TNReady Standards
Skill Focus
Resources
Speaking and Listening
Speaking and Listening
Speaking and Listening
SL.11-12.1.
Initiate and participate  What is the speaker’s point of view or
effectively in a range of collaborative
reasoning?
discussions (one- on-one, in groups, and
teacher-led) with diverse partners on  What is the speaker’s purpose and/or main
grades 11-12 topics, texts, and issues,
idea?
building on others' ideas and expressing
their own clearly and persuasively.
 How effective is the speaker’s use of
evidence and rhetoric?
SL.11-12.3
Evaluate a speaker’s
point of view, reasoning, and use of  How does the speaker link ideas?
evidence and rhetoric, assessing the
stance, premises, links among ideas,  What is the speaker’s tone?
word choice, points of emphasis, and
tone used.
 How does the speaker use certain words,
points of emphasis, or tone?
SL.11-12.2
Integrate multiple
sources of information presented in
 Who is the target audience?
diverse formats and media (e.g., visually,
quantitatively, orally) in order to make
 Organizing a presentation
informed decisions and solve problems,
evaluating the credibility and accuracy of
each source and noting any discrepancies  Using technology to enhance a presentation
among the data.
 Evaluating source credibility and accuracy
Pearson Literature Resources/Activities
 Exploring the Big Question
 Research and Technology
 Presentation of Ideas
 Make/present a compare/contrast chart
 Communications Workshop
Suggested Speaking & Listening Activities
 Group discussions
 Oral presentations
 Informal debates
 News stories
 Delivering an oral summary
 Dramatic readings
Other Resources
www.thelearnignodyssey.com
http://www.usatestprep.com
Note: Refer to the Quarter 4 folder on
the flash drive for further resources
ere is no longer a weekly pacing guide. This enables teachers to teach at their own pace. However, teachers must cover all of the quarter 4 standards during the fourth 9 weeks. It is recommended
at while teaching the suggested literary pieces, teachers incorporate vocabulary from the literature and give writing, speaking/listening and research assignments over the literature as well.
English IV, 4th Quarter
Fourth Quarter
Research
Project
TNReady Standards
Research
Skill Focus
Resources
Research
Research
SL.11-12.2
Integrate multiple sources of
information presented in diverse formats and media
(visually, quantitatively, orally) in order to make
informed decisions and solve problems, evaluating
the credibility and accuracy of each source-noting
any discrepancies among the data.
 Finding sources
SL.11-12.4 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.
 Synthesizing information
SL.12.5
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.
 Evaluating sources
 Citing sources
 Presenting information
 Engaging an audience
 Developing a clear perspective
 Paraphrasing and integration of
research quotations
 Effective use of digital media
 Use of standard MLA format
 Plagiarism rules
Cite evidence
Every Quarter
RL/RI.12.1
Analyze
content
RL/RI.12.2
SL.12.2-3
For Reading and Writing in Each Module
Study and apply
Study and apply
grammar
vocabulary
L.12.1-3, SL.12.6
L.12.4-6
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Pearson Literature Resources
Research & Technology Guide (P. 53)
Writing Workshop
Research Task
Performance Task
NOTE: Students should select one essay they have
written this nine weeks to revise, edit, a n d publish.
Students should reference at least two different works
and write an essay in which they analyze the
development of two or more significant themes in works,
analyze how authors use language, tone, style, and
their own personal perspectives to develop these
themes, and cite specific examples to support their
claims.
Other Resources
www.thelearnignodyssey.com
http://www.usatestprep.com
https://owl.english.purdue.edu
http://www.easybib.com
Note: Refer to the Quarter 4 folder on
the flash drive for further resources
Conduct
Discussions
SL.12.1
Report Findings
SL.12.4-6
ere is no longer a weekly pacing guide. This enables teachers to teach at their own pace. However, teachers must cover all of the quarter 4 standards during the fourth 9 weeks. It is recommended
at while teaching the suggested literary pieces, teachers incorporate vocabulary from the literature and give writing, speaking/listening and research assignments over the literature as well.