TOC for the 2014 SpringBoard English Language Arts – Grade 11 Honors
Suggested Curriculum Map and Pacing/Planning Guide
Last updated or accessed 8/6/2014
Collins:
Embedded Assessments with require 3 in class days:
1 day to brainstorm– 1 day to start - 1 day for Error Correction Log(to revise)
REST OF WORK COMPLETED - ON OWN - BY DUE DATE
Projected # days / Title of lesson ………………………………………………….page # in text
Coverage Dates: 8-18-14 - 10-10-14
UNIT 1: The American Dream
1
1
Activity
1.1 Previewing the Unit ..................4
1.2 Defining a Word, Idea or Concept....................................................5
Exploring the Power of Language with Six-Word Memoirs (lesson)
1
Essay: “A Cause Greater Than Self,” by Senator John McCain
1.3 America’s Promise ...................8
Sentence Structures – mini lesson (lesson)
2
Poetry: “The New Colossus,” by Emma Lazarus
Speech: President Roosevelt’s Address at Statue of Liberty Celebration
1.4 America’s voices.....................12
Breaking the Rules with Sentence Fragments (lesson)
1
2
PRETEACH Annotating an Argumentative Text.................................................55
Poetry: “I Hear America Singing,” by Walt Whitman; “I, Too, Sing America,” by Langston
Hughes
Poetry: “America” by Claude McKay
1.5 Fulfilling the Promise......................................................................16
2
Short Story: “America and I,” by Anzia Yezierska
1.6 Defining an American.....................................................................27
What is a Thesis? (mini-lesson)
1
Letter: “What is an American?” from Letters from an American Farmer by Hector St. Jean
de
Crevecoeur
1.7 A Hyphenated American ................................................................32
2
GRAMMAR LESSON _ DIAGRAMMING A SIMPLE and COMPOUND SENTENCE
1
Essay: “Growing Up Asian” by Kesaya E. Noda
1.8 Researching Images of America....................................................37
Differentiated Instruction: For all activities instructions and activities for the diverse classroom shall be utilized to
include modification of the following primary differentiation areas: Content/Topic; Process/Activities; Product
Requirements; and/or Learning Style Accommodations; to meet the needs of each student, as needed, per lesson.
Revised 07.30.2014 : Page 1 of ___
TOC for the 2014 SpringBoard English Language Arts – Grade 11 Honors
Suggested Curriculum Map and Pacing/Planning Guide
Last updated or accessed 8/6/2014
1
Poetry: “Let America Be America Again” by Langston Hughes
1.9 What Is Freedom?...................43
1
Speech: “The Four Freedoms,” by President Franklin Delano Roosevelt
(along with Norman Rockwell paintings)
http://linesandcolors.com/2010/11/25/rockwells-four-freedoms/
1
Historical Document: The Preamble to the Constitution of the United States
Historical Document: The Bill of Rights
1.10 Strategies for Defining Freedom....................................................48
GRAMMAR LESSON _ DIAGRAMMING SENTENCES
1
Definition Essay: “What Is Freedom?” by Jerald M. Jellison and John H. Harvey
3
days Embedded Assessment 1: Writing a Definition Essay......................................51
1 day to brainstorm – 1 ECL – 1 to revise and finalize
1.11 Previewing Embedded Assessment 2 and Synthesizing Ideas..............................53
1.12 Annotating an Argumentative Text.(understanding)..............................................55
2
Argumentative Essay: “Is the American Dream Still Possible?” by David Wallechinsky
1.13 The Structure of an Argument...................................59
Mini lesson
Ethos Pathos Logos / https://www.youtube.com/watch?v=LwOTGeRwQqY
Organizational Patterns http://www.longleaf.net/ggrow/modes.html
1
Historical Document: Declaration of Independence
1.14 Coming for the American Dream .......................64
James Brown – Living in America Lyrics and Rocky Scene (Video)
1
Poetry: “Ellis Island,” by Joseph Bruchac
Poetry: “On Being Brought from Africa to America,” by Phillis Wheatley Poetry: “Europe
and America,” by David Ignatow
1.15 Money and the American Dream ...............................68
CRITICAL THINKING https://www.youtube.com/watch?v=GzV1pNQUX5s
1
by
Poetry: “Money,” by Dana Gioia Drama: Excerpt from A Raisin in the Sun,(video Selection)
Lorraine Hansberry
1.16 Working Toward the Dream .........................73
Poetry: “Who Burns for the Perfection of Paper,” by Martin Espada Nonfiction: Excerpt
from Working, “Roberto Acuna Talks About Farm Workers,” by Studs Terkel
1.17 The Road to Success.....................78
Differentiated Instruction: For all activities instructions and activities for the diverse classroom shall be utilized to
include modification of the following primary differentiation areas: Content/Topic; Process/Activities; Product
Requirements; and/or Learning Style Accommodations; to meet the needs of each student, as needed, per lesson.
Revised 07.30.2014 : Page 2 of ___
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Suggested Curriculum Map and Pacing/Planning Guide
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ROBERT FROST – The Road Not Taken
1
Speech: Excerpt from 2004 Democratic National Convention Keynote, by Barack Obama
Essay:
“The Right to Fail,” by William Zinsser
ARNOLD SWARTZENEGGER KEYNOTE Video
1.21 American Dream: Real or Imagined? Structured Academic Controversy.........................84
WRITING
3 days in class
Embedded Assessment 2: Synthesizing the American
Dream...............87 (TASK 2)
1 day to brainstorm – 1 ECL – 1 to revise and finalize
_____ _ Unit 1 30 days
Continued from 8-18-14 - 10-10-14
UNIT 2: The Power of Persuasion
1
Activity
2.1 Previewing the Unit .................................................................... 92
2.2 Preparing to Read The Crucible: Setting Context .................... 93
DISCUSSION – What is PERSUASION and WHEN/WHY is it employed?
http://changingminds.org/techniques/language/persuasive/persuasive.htm
Mini Lessons
Assumptive Adverb Opener: Obviously, it works.
Connection Language: Attaching and pushing away.
Experiential Language: Talk about real experience.
Final Impact: Put the impact at the end of the sentence.
Future Language: Using the future in persuasion.
Hidden Commands: Burying commands in sentences.
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2
Sermon “Sinners in the Hands of an Angry God,” by Jonathan Edwards
Detecting Persuasive Language in SINNERS
http://changingminds.org/techniques/language/persuasive/persuasive.htm

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The Hook: Grabbing them.
Intensifiers: increasing the emotional impact of a statement.
Money Words: Appeal to greed.
Object Focus: Focus on the object and let the subject slip by.
Perceptual language: What you perceive, not what is.
Possibility Language: Talking about what could be.
Power Words: Words that have special meaning.
Historical Document: The New England Primer
IN THE DEVIL’S SNARE: THE SALEM WITCHCRAFT CRISIS OF 1692
Differentiated Instruction: For all activities instructions and activities for the diverse classroom shall be utilized to
include modification of the following primary differentiation areas: Content/Topic; Process/Activities; Product
Requirements; and/or Learning Style Accommodations; to meet the needs of each student, as needed, per lesson.
Revised 07.30.2014 : Page 3 of ___
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Suggested Curriculum Map and Pacing/Planning Guide
Last updated or accessed 8/6/2014
1
Essay : “The Trial of Martha Carrier,” by Cotton Mather
Article: “The Lessons of Salem,” by Laura Shapiro
http://changingminds.org/techniques/language/persuasive/persuasive.htm
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The Power of Abbreviation: Short but powerful.
Pre-apology: Sorry, but...
Pre-thanking: Thank you for...
Pronoun Language: I, you and so on add power.
Punch Words: Words with impact.
Sensory Language: Language that evokes senses.
Short Sentences: Like this. That work. Of course.
2.3 Salem Society: Meet the Characters ...................................... 101
5
*Drama: The Crucible (Act One) by Arthur Miller (Act One also used for Activities 2.4-2.6
and 2.8)
2.4 The Beginnings of Characterization......................................... 105
2.5 Pivotal Scene 1: Considering Interpretations .......................... 107
2.6 Analyzing the Elements of a Script ......................................... 109
2.7 Illuminating Hysteria: Characters, Conflict, and Social Commentary ............ 110
2
Article: Excerpt from “The Lessons of Salem,” by Laura Shapiro
Fable: “The Very Proper Gander,” by James Thurber
http://www.tep-online.info/fable/gander.htm
2.71 Comprehension Exam: http://nubuk.com/texts/propergander.pdf
2.8 Conflicts in Salem .................................................................... 113
2.9 Speaking like a Puritan ............................................................ 115
http://changingminds.org/techniques/language/persuasive/persuasive.htm
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Superiority Words: That grab status.
Temporal Language: Changing time and hence meaning.
Trivializing Words: Deflating what others say.
Using Pauses: Adding power with very largely nothing.
*Drama: The Crucible (Act Two) by Arthur Miller (Act Two also used in 2.10 and 2.11)
2.10 Rising Action ..................... 117
2.11 Pivotal Scene 2: Proctor and Elizabeth.................................... 119
2.12 Courtroom Drama: Evidence and Confession ......................... 122
*Drama: The Crucible (Act Three) by Arthur Miller (Act Three also used in 2.13 and 2.16)
2.13 The Role of Irony in Climax...................................................... 124
2.14 Speaking Out .................... 126
Differentiated Instruction: For all activities instructions and activities for the diverse classroom shall be utilized to
include modification of the following primary differentiation areas: Content/Topic; Process/Activities; Product
Requirements; and/or Learning Style Accommodations; to meet the needs of each student, as needed, per lesson.
Revised 07.30.2014 : Page 4 of ___
TOC for the 2014 SpringBoard English Language Arts – Grade 11 Honors
Suggested Curriculum Map and Pacing/Planning Guide
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1
Speech: Excerpt from “A Declaration of Conscience,” by Margaret Chase Smith
http://americanrhetoric.com/speeches/margaretchasesmithconscience.html
Essay: Why I Wrote The Crucible: An Artist’s Answer to Politics,” by Arthur Miller
http://www.newyorker.com/magazine/1996/10/21/why-i-wrote-the-crucible
2.15 Integrity Rises to the Top: Writing Dialogue............................. 136
Drama: Excerpts from The Crucible, by Arthur Miller
2.16 Comparing Interpretation, Arriving at Conclusions .................. 139
*Film: The Crucible
2.17 Timed Writing .................... 141
2.18 Contemporary Conflicts............................................................ 142
Using NEWS in the Classroom
Paul Deen
Edward Snowden
http://www.care2.com/causes/3-modern-witch-hunts-that-shape-our-current-world.html
3 Modern Witch Hunts That Shape Our Current World by Piper Hoffman October 16, 2013
Read more: http://www.care2.com/causes/3-modern-witch-hunts-that-shape-our-currentworld.html#ixzz39AxGEUYC
*Drama: The Crucible (Act Four), by Arthur Miller
TOLSTOY
HOW MUCH LAND DOES A MAN NEED (refresh from 10th and video)
http://www.youtube.com/watch?v=GyvajBjadHc
2
Embedded Assessment 1: Creating and Performing a Dramatic Scene................... 144
2.19 Previewing Embedded Assessment 2 and Speaking Skills.................................................. 146
2.20 American Rhetoric: Historical Context ..................................... 148
END 1st NINE WEEK GRADING PERIOD
Coverage Dates:
3
10-13-14 – 12-15-14
AMERICAN RHETORIC FOR ALL
Speech: “Second Inaugural Address,” by Abraham Lincoln
2.21 The Power of Rhetoric ............................................................. 151
Speech: “Speech to the Virginia Convention,” by Patrick Henry
2.22 The Appeal of Rhetoric ............................................................ 155
Speech: “The Gettysburg Address,” by Abraham Lincoln
2.23 Planning the Delivery .............................................................. 157
Speech: “First Inaugural Address,” by Franklin D. Roosevelt
2.24 One Last Stand with Syntax .................................................... 160
Speech “Inaugural Address,” by John F. Kennedy
Differentiated Instruction: For all activities instructions and activities for the diverse classroom shall be utilized to
include modification of the following primary differentiation areas: Content/Topic; Process/Activities; Product
Requirements; and/or Learning Style Accommodations; to meet the needs of each student, as needed, per lesson.
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Suggested Curriculum Map and Pacing/Planning Guide
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2.25 Vocal Delivery ................... 165
*Speech “9/11 Address to the Nation,” by George W. Bush
*Speech: “President-Elect Victory Speech,” by Barack Obama
3
Embedded Assessment 2: Writing and Presenting a Persuasive Speech….. 167
1 day to brainstorm – 1 ECL – 1 to revise and finalize
___________________________________________________________________________________
Unit 2 20 days
Coverage Dates: 01-05-15 – 02-27-15
UNIT 3: American Forums: The Marketplace of Ideas
Activity
1
3.1 Previewing the Unit ................................................................. 172
3.2 Rights and Responsibility......................................................... 173
1
Historical Document: First Amendment to the United States Constitution
2
Informational Text: “The Role of Media in a Democracy,” by George A. Krimsky
3.3 Introducing the Media............................................................... 179
2
3.4 Independent Reading: Newspapers......................................... 181
3.5 The Newspaper Debate ........................................................... 183
2
Editorial: “How the Rise of the Daily Me Threatens Democracy,” by Cass Sunstein
Article and Worksheet
http://xinkaishi.typepad.com/a_new_start/2008/01/ft-how-the-rise.html
Editorial: “The Newspaper Is Dying—Hooray for Democracy,” by Andrew Potter
http://www.macleans.ca/general/the-newspaper-is-dying-hooray-for-democracyrevisited/
3.6 News or Views: A Closer Look................................................. 189
1
Article: “Facebook Photos Sting Minnesota High School Students”
MAROON FIVE Lyric (Lucky Strike)Video
PPT Activity
2
Article: “Federal Way Schools Restrict Gore Film”
3.7 The Bias of Rhetoric................................................................. 195
3.8 Fair and Balanced .................................................................... 197
2
Editorial: “Abolish High School Football!” by Raymond Schroth
3.9 How to Read an Editorial ......................................................... 200
Differentiated Instruction: For all activities instructions and activities for the diverse classroom shall be utilized to
include modification of the following primary differentiation areas: Content/Topic; Process/Activities; Product
Requirements; and/or Learning Style Accommodations; to meet the needs of each student, as needed, per lesson.
Revised 07.30.2014 : Page 6 of ___
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2
Editorial: “Facing Consequences at Eden Praire High” from Minneapolis/St Paul Star
Tribune
3.10 How to Write an Editorial.......................................................... 204
Editorial rubric AND ASSIGNMENTS (THREE OPTIONS)
http://www.readwritethink.org/resources/resource-print.html?id=923
http://www.readwritethink.org/resources/resource-print.html?id=199
http://www.readwritethink.org/resources/resource-print.html?id=1111
1
Editorial: “Time to raise the bar in high schools,” by Jack O'Connell
1
Editorial: “New Michigan Graduation Requirements Shortchange Many Students,” by Nick
Thomas
3.11 Where’s Your Proof?................................................................ 210
3.12 Reading and Writing a Letter to the Editor............................... 212
DIGRAMMING SENTENCES
1
2
Editorial: “Why I Hate Cell Phones,” by Sara Reihani
3.13 Fallacies 101 ..................... 216
3.14 How to Read and Write an Editorial Cartoon........................... 219 Informational Text:
“An Inside Look at Editorial Cartoons,” by Bill Brennen
*Sample Editorial Cartoons
Analyze Lesson Plan
http://www.readwritethink.org/resources/resource-print.html?id=923
3
Embedded Assessment 1: Creating an Op-Ed News Project (See 3.10 lessons)......... 223
3
3.15 Previewing Embedded Assessment 2 and Introducing Satire................. 225
3.16 Identifying the Elements of Satire ............................................ 227
Satire: “Let’s Hear It for the Cheerleaders,” by David Bouchier
http://www.nytimes.com/1998/08/02/nyregion/out-of-order-let-s-hear-it-for-the-cheerleaders.html
3.17 The Satirical Spectrum............................................................. 231
*Sample Editorial Cartoons
3.18 The Tone of Satire ................................................................... 233
2
Satire: “Girl Moved to Tears by Of Mice and Men Cliff Notes,” from The Onion
http://www.theonion.com/articles/girl-moved-to-tears-by-of-mice-and-men-cliffs-note,2029/
3.19 Writing a Parody....................................................................... 235
SENTENCE STRUCTURE
2
Parody: “In Depth but Shallowly,” by Dave Barry
3.20 Need Some Advice? ................................................................ 239
1
Satire: “Advice to Youth,” by Mark Twain
3.21 Twain in Twain .................. 243
Differentiated Instruction: For all activities instructions and activities for the diverse classroom shall be utilized to
include modification of the following primary differentiation areas: Content/Topic; Process/Activities; Product
Requirements; and/or Learning Style Accommodations; to meet the needs of each student, as needed, per lesson.
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2
Satire: “The War Prayer,” by Mark Twain
3.22 The Satirical Critique................................................................ 246
Satire: “Gambling in Schools,” by Howard Mohr
Satire: “How to Poison the Earth,” by Linnea Saukko
3
Embedded Assessment 2: Writing a Satirical Piece ............................................................... 251
UNIT 3 36 days
END 2nd Nine Week Grading Period
Coverage Dates: 02-27-15 – 05-29-15
Unit 4: The Pursuit of Happiness
Activity
1
4.1 Previewing the Unit .................................................................. 256
4.2 Searching for Meaning............................................................. 257
Movie Excerpts Will Smith The Pursuit of Happyness
2
Essay: from Self-Reliance, by Ralph Waldo Emerson
2
Essay: from Walden, by Henry David Thoreau
4.3 Re-Searching for Meaning ....................................................... 265
4.4 Linking the Past to the Present ............................................... 266
1
Poetry: “In the Depths of Solitude,” by Tupac;
1
Poetry: “Remember” by Joy Harjo
1
Poetry: “A Light Exists in Spring,” by Emily Dickinson
4.5 Another Transcendental View.................................................. 269
*Art: The Oxbow by Thomas Cole
1
1
1
*Art: Kindred Spirits by Asher Durand
OPTIC ORGANIZER
4.6 Drafting My Credo .................................................................... 271
1
Nonfiction: Credo from “All I Really Need to Know I Learned in Kindergarten,” by Robert
Fulghum
DIAGRAMMING SENTENCES
2
4.7 Writer’s Craft: Revising My Credo ........................................... 274
4.8 Framing the Subject ................................................................ 276
Differentiated Instruction: For all activities instructions and activities for the diverse classroom shall be utilized to
include modification of the following primary differentiation areas: Content/Topic; Process/Activities; Product
Requirements; and/or Learning Style Accommodations; to meet the needs of each student, as needed, per lesson.
Revised 07.30.2014 : Page 8 of ___
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3
Biography: “Author’s Note” from Into the Wild, by Jon Krakauer
http://www.nationalgeographic.com/adventure/news/into-the-wild.html
4.9 Meeting Christopher McCandless ......................................... 279
2
2
2
*Biography: Into the Wild, by Jon Krakauer
4.10 Literary Connection ............................................................. 281
*Biography: Into the Wild, by Jon Krakauer
4.11 Shedding Light ...................................................................... 283
*Biography: Into the Wild, by Jon Krakauer
4.12 Meaning Through Structure ................................................ 285
ORGANIZATIONAL PATTERNS
1
1
*Biography: Into the Wild, by Jon Krakauer
4.13 A Personal Perspective............................................................ 287
Biography: Exceprt from Into the Wild, by Jon Krakauer
4.14 Writer’s Craft: A personal Perspective on Style ...................... 291
4.15 Reflecting on Life Experiences ............................................... 293
2
Essay: “A View from Mount Ritter,” by Joseph T. O’Connor
4.16 Making Your Choice................................................................. 297
3
Embedded Assessment 1: Writing a Personal Essay ..................... 299
4.17 Previewing Embedded Assessment 2 and Style ..................... 301
5
*Biography: Chapters 16-17 from Into the Wild, by Jon Krakauer
4.18 Searching for the Author ......................................................... 303
*Biography: Chapter 18 from Into the Wild, by Jon Krakauer
4.19 Many Ways of Showing............................................................ 304
*Biography: Chapter 18 from Into the Wild, by Jon Krakauer
4.20 Nuts and Bolts of the Multi-Genre Research Project ............... 307
1
Multi-Genre Research Project: Student Sample
1
4.21 Exploring, Recording, and Imagining Research ...................... 325
1
4.22 Melding Facts, Interpretation, and Imagination........................ 328
1
4.23 Meeting in the Middle............................................................... 333
1
4.24 Thematic Threads to Create Flow............................................ 335
Differentiated Instruction: For all activities instructions and activities for the diverse classroom shall be utilized to
include modification of the following primary differentiation areas: Content/Topic; Process/Activities; Product
Requirements; and/or Learning Style Accommodations; to meet the needs of each student, as needed, per lesson.
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1
4.25 Organing the Multi-Genre Research Paper ............................. 337
5
Embedded Assessment 2: Writing a Multi-Genre Research Project................ 339
IN CLASS EXTRA DAYS FOR RESEARCH
MLA STYLINGS
UNIT 4 46 DAYS
END FORTH NINE WEEK GRADING PERIOD
Contiued from Coverage Dates: 02-27-15 – 05-29-15
Unit 5: An American Journey
1
Activity
5.1 Previewing the Unit ................................................................... 344
5.2 Developing Research Questions ............................................... 345
1
Informational Text: “The Harlem Renaissance, adapted from The 1920s,
by Kathleen Drowne and Patrick Huber
1
5.3 The Historical Context of the Harlem Renaissance ................... 349
Langston Hughes Waldorf Astoria Poem
2
*Documentary Film: Clips from Zora Neale Hurston: Jump at the Sun
2
Informational Text: Excerpt from “Introduction to The New Negro,” by Alain Locke
1
Poetry: “Usward,” by Gwendolyn B. Bennett
1
Poetry: “Lift Every Voice and Sing,” by James Weldon Johnson
2
Literary Criticism: Excerpt from “On ‘From the Dark Tower,’” by Eugenia W. Collier
5.4 Synthesizing Facts, Interpretation, and Media Formats ............ 359
5.5 Documenting Your Sources ....................................................... 362
5.6 Finalizing Research.................................................................... 364
MLA FORMATTING AND CITING
5
1
Embedded Assessment 1: Presenting a Literary Movement:
The Harlem Renaissance .................... 366
5.7 Previewing Embedded Assessment 2 ....................................... 368
1
5.8 “A Unity of Opposites” ................................................................ 369
1
Essay: “How It Feels to Be Colored Me,” by Zora Neale Hurston
Differentiated Instruction: For all activities instructions and activities for the diverse classroom shall be utilized to
include modification of the following primary differentiation areas: Content/Topic; Process/Activities; Product
Requirements; and/or Learning Style Accommodations; to meet the needs of each student, as needed, per lesson.
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5.9 Dialect in Language ................................................................... 374
2
Short Story: “Sweat,” by Zora Neale Hurston
1
5.10 Janie’s Return Home.................................................................. 385
7
2
Novel: Excerpt from Their Eyes Were Watching God, by Zora Neale Hurston
5.11 Nanny’s Life ........................ 388
Poetry: “Mother to Son,” by Langston Hughes
*Novel: Their Eyes Were Watching God, by Zora Neale Hurston
5.12 Nanny, Janie, and Logan ........................................................... 392
*Novel: Their Eyes Were Watching God, by Zora Neale Hurston
5.13 Janie’s New Life .................. 394
*Novel: Their Eyes Were Watching God, by Zora Neale Hurston
5.14 Janie’s “Route of Tradition” ........................................................ 398
*Novel: Their Eyes Were Watching God, by Zora Neale Hurston
5.15 Discussion Groups ..................................................................... 402
*Novel: Their Eyes Were Watching God, by Zora Neale Hurston
5.16 The End of a Long Journey........................................................ 404
*Novel: Their Eyes Were Watching God, by Zora Neale Hurston
5.17 Reviewing the Reviews .............................................................. 405
Informational Texts: Excerpts from critical reviews
1
5.18 Oprah Winfrey Presents…......................................................... 408
2
*Film: Their Eyes Were Watching God, directed by Darnell Martin
3
Embedded Assessment 2: Writing an Analytical Essay................... 411
*Texts not included in these materials.
Unit 4
31 Days
TOTAL DAYS ASSIGNED 163 DAYS LEAVING 12 DAYS FOR MOVEMENT AND
UNEXPECTED DAYS OUT OF CLASS.
END OF 4th NINE WEEKS GRADING PERIOD
Calendar Dates from which above are based:
Schools Starts on Monday: 08.18.14
Return for 2015 on Wednesday: 01.07.15
Days Out or *Early Release
09.1.14
09.25.14*
Differentiated Instruction: For all activities instructions and activities for the diverse classroom shall be utilized to
include modification of the following primary differentiation areas: Content/Topic; Process/Activities; Product
Requirements; and/or Learning Style Accommodations; to meet the needs of each student, as needed, per lesson.
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10.20.14
10.30.14*
Thanksgiving Break 11.24.14-11.28.14
Christmas Break
12.22.14-01.06.15
12.19.14*
01.19.15
02.05.14*
02.16.14
03.05.15*
Spring Break
04.03.15
04.30.15*
05.25.14
LAST DAY 06.03.15*
03.23.15-03.27.15
Grading Periods
1st
08.18.14 – 10.15.14 45 Days in School (includes 2 for Homecoming)
2nd 10.16.14 - 12.19.14 35 Days in School (includes 3 days for SEMEX)
3rd 12.20.14 - 03.17.15 50 Days is School
4th
03.18.15 - 06.03.15 45 Days is school (includes 3 days for SEMEX and 2 for prom)
175 ACTUAL CLASS AVAILABLE DAYS (not including other testing such as AP or EOC)
OTHER Considerations
Semester Exam Dates:
December 17 & 18, 2014 (Grades 8-12)
December 19, 2014 (Makeup for Grades 8-12)
May 18 & 19, 2015 (Senior Exam)
May 20, 2015 (Senior Makeup Exam)
June 1-2, 2015 (Grades 8-11)
June 3, 2015 (Makeup for Grades 8-11)
Homecoming Week – Meaning Thursday PM and Friday are LOST days
Oct. 10, 2014 Chipley High School (10.6.14- 10.10.14)
Oct. 24, 2014 Vernon High School (10.20.14-10.24.14)
Prom - Meaning Thursday PM and Friday are LOST days
Chipley
Vernon
COUNTY-WIDE EOC Testing Begins for the following on: 05.01.2015 resulting in a loss of approx 8
total days for testing.
Algebra 1 EOC Assessment
Biology 1 EOC Assessment
Geometry EOC Assessment
U.S. History EOC Assessment
English Language Arts EOC Assessment WRITING 03.01.15
English Language Arts EOC Assessment READING 05.01.15
AP tests (11th/12th Grade) Dates for Chipley – unsure of VMS courses offered
Differentiated Instruction: For all activities instructions and activities for the diverse classroom shall be utilized to
include modification of the following primary differentiation areas: Content/Topic; Process/Activities; Product
Requirements; and/or Learning Style Accommodations; to meet the needs of each student, as needed, per lesson.
Revised 07.30.2014 : Page 12 of ___
TOC for the 2014 SpringBoard English Language Arts – Grade 11 Honors
Suggested Curriculum Map and Pacing/Planning Guide
Last updated or accessed 8/6/2014
05.04.15
05.11.15
CHEMISTRY
MUSIC THEORY
05.05.15
05.13.15
CALCULUS
ENG LANG
Helpful web pages
http://www.macmillanhighered.com/Catalog/uploadedFiles/Content/BSM/Custom_Solutions/Bedf
ordSelect_eBookToGo_TOC.pdf
http://www.macmillanhighered.com/Catalog/other/BedfordSelect_QuickSelect_Clusters
Differentiated Instruction: For all activities instructions and activities for the diverse classroom shall be utilized to
include modification of the following primary differentiation areas: Content/Topic; Process/Activities; Product
Requirements; and/or Learning Style Accommodations; to meet the needs of each student, as needed, per lesson.
Revised 07.30.2014 : Page 13 of ___