MONROVIA UNIFIED SCHOOL DISTRICT
2016-2017 INSTRUCTIONAL PACING GUIDE
“High achieving students through a world class education”
Department
COHS/MPS English
Course Name
ERWC
Grade Level
12th Grade
Instructional Reference
Material(s)
Varied Texts/Excerpts
Unit
Domain
Term 1
Semester 1
Reading
Informational
Text (RI)
UNITS 1/2
ERWC
Cluster/Standard
Essential Skills
RI 1-4, 7
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.
+Organize information from online research
and textual study for use in developing writing
2. Determine two or more central ideas of a text and analyze
their development over the course of the text, including how
they interact and build on one another to provide a complex
analysis; provide an objective summary of the text.
Weeks 1-3
ERWC
What’s Next?
Thinking
about Life
after High
School
3. Analyze a complex set of ideas or sequence of events and
explain how specific individuals, ideas, or events interact and
develop over the course of the text.
4. Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning
of a key term or terms over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
+Generate questions about ideas, arguments,
analyses, perspectives, or the rhetorical
presentation
+Manage information gathered through
reading in preparation for writing
+Apply the rhetorical framework to reading
and writing situations
+Apply writing as the development of thought
rather than the representation or ornamentation
or thought
+Write prose that is coherent, clear, and
organized
+Write sentences that demonstrate variety
Language (L)
7. Integrate and evaluate multiple sources of information
presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question
or solve a problem.
L 4b, 4c
B. Identify and correctly use patterns of word changes that
indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable). Apply knowledge of Greek, Latin,
and Anglo-Saxon roots and affixes to draw inferences
concerning the meaning of scientific and mathematical
terminology.
2016-2017 Instructional Pacing Guide
English ERWC
Academic Vocabulary
See Activity 3: Exploring Key Concepts
See Activity 5: Understanding Key
Vocabulary (Perez)
See Activity 10: Understanding Key
Vocabulary (Graff)
Resources/Texts
“Hidden Intellectualism” by
Gerald Graff
“FAQ Guide for College or
Work” by Rick Hansen
“Web Site Resources” by
Rick Hansen
“Want to Get into College?
Learn to Fail” by Angel B.
Perez
“10 Rules for Going to
College When Nobody
Really Expected You To”
by Joe Rodriguez
“Not Going to College Is a
Viable Option” by
Lawrence Schlack
“The 10 Most Common
Excuses for not Going to
College and Why They’re
All Wrong” from
everyCircle.com
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Last Updated: 8/11/2016
Unit
Domain
Cluster/Standard
Essential Skills
Academic Vocabulary
Resources/Texts
C. Consult general and specialized reference materials (e.g.
college-level dictionaries, rhyming dictionaries, bilingual
dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its
precise meaning, its part of speech, its etymology, or its
standard usage.
Writing (W)
W 2, 10
2. Write informative/ explanatory texts to examine and convey
complex ideas and information clearly and accurately through
effective selection, organization, and analysis of content.
10. Write routinely over extended time frames (3+ days) and
shorter time frames (1-2 days) for a range of tasks, purposes,
and audiences.
Term 1
Semester 1
L
UNIT 3
Weeks 4-5
ERWC
The Rhetoric
of the Op Ed
Page: Ethos,
Pathos, Logos
L 1a, 1b, 4, 4a
1a. Apply the understanding that usage is a matter of
convention, can change over time, and is sometimes contested
+Cite strong and thorough textual evidence to
support analysis of what a text says and
implies
1b. Resolve issues of complex or contested usage, consulting
references (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.
+Analyze how ideas, events, and/ or narrative
elements interact and develop over the course
of a text
4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 11-12 reading and
content, choosing flexibly from a range of strategies.
+Determine an author’s point of view or
purpose in a text
4a. Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word’s position or function in a sentence)
as a clue to the meaning of a word or phrase.
RI
RI 1, 4
+Analyze the extent to which the writer’s
arguments anticipate and address reader
concerns and counterclaims
+Write a letter to the editor or an essay
responding to the issues of the text(s) making
effective rhetorical choices in light of audience
and purpose
+Write reading-based arguments to support
claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and
sufficient evidence.
Ethos
Logos
Pathos
rhetoric
persuasion
humane
inhumane
cognitive
genetically wired
empathy
“Hooked on a Myth: Do
Fish Feel Pain?” by Victoria
Braithwaite
“Three Ways to Persuade”
by John R. Edlund
“Letters to the Editor in
Response to ‘A Change of
heart About Animals’” by
John R. Edlund
See Activity 9: Noticing Language
“A Change of Heart About
Animals” by Jeremy Rifkin
“Of Primates and
Personhood: Will
According Rights and
‘Dignity’ to Nonhuman
Organisms Halt Research?”
by Ed Yong
+Develop academic/ analytical essays that are
focused on a central idea and effectively
organized
+Incorporate the texts of others effectively and
use documentation styles suitable to the task,
genre, and discipline
+Edit for clarity and for standard written
English grammar, usage, and mechanics
2016-2017 Instructional Pacing Guide
English ERWC
Page 2 of 5
Last Updated: 8/11/2016
Unit
Term 1
Semester 1
Domain
L
UNIT 4
Weeks 6-7
ERWC
Racial
Profiling
Term 1
Semester 1
RI
L 4, 6
6.Acquire and use accurately general academic and domainspecific 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.
RI 1, 5
5. Analyze and evaluate the effectiveness of the structure an
author uses in his or her exposition or argument on whether the
structure makes points clear, convincing, and engaging.
Speaking and
Listening (SL)
L
UNIT 5
Weeks 8-9
Cluster/Standard
W
ERWC
Into the Wild
RI
2016-2017 Instructional Pacing Guide
English ERWC
Essential Skills
+Read and respond to an essay rhetorically
+Interpret and integrate information from
multiple sources
+Compare and contrast diverse perspectives
Academic Vocabulary
Resources/Texts
Jim Crow
race
prejudice
ethnic
discrimination
profiling
stereotyping
“Jim Crow Policing” by
Bob Herbert
See Activity 6
antimony
contumacious
mawkish
stasis
plebian
mien
upbraid
fatuous
hegira
desiccated
fulminate
Hamlet by William
Shakespeare
+Write a text-based academic essay by
analyzing arguments and contexts rhetorically
SL 1
1. Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 11-12 topics, texts, and issues,
building on others’ ideas and expression their own clearly and
persuasively.
L 4, 4a-d, 6
4d. Verify the preliminary determination of the meaning of a
word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
W 1f, 2d, 4, 5, 10
1f. Use specific rhetorical devices to support assertions (e.g.,
appeal to logic through reasoning; appeal to emotion or ethical
belief; relate a personal anecdote, case study, or analogy).
+Cite strong and thorough textual evidence to
support analysis of what a text says and
implies
+Analyze how ideas, events, and/or narrative
elements interact and develop over the course
of a full-length text
+Analyze and evaluate the effectiveness of the
structure an author uses in his or her
exposition or argument
2d. Use precise language, domain-specific vocabulary, and
techniques such as metaphor, simile, and analogy to manage the
complexity of the topic.
+Determine an author’s point of view or
purpose in a text
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
+Understand key rhetorical concepts such as
audience, purpose, context, and genre through
analysis of texts
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. (Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grades
11-12 here.)
+Write reading-based arguments to support
claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and
sufficient evidence
RI 1, 5, 6
6. Determine an author’s point of view or purpose in a text in
which the rhetoric is particularly effective, analyzing how style
and content contribute to the power, persuasiveness, or beauty
of the text.
“What Is the Value of
Life?” by Kenneth Feinberg
Stanford Commencement
Address by Steve Jobs
“Roger Ebert: The Essential
Man” by Chris Jones
“What Is Life Worth?” by
Amanda Ripley
+Develop academic/analytical essays that are
focused on a central idea and effectively
organized
+Incorporate the texts of others effectively and
use documentation styles suitable to the task,
genre, and discipline
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Last Updated: 8/11/2016
Unit
Domain
Cluster/Standard
Essential Skills
Academic Vocabulary
Resources/Texts
+Edit for clarity and for standard written
English grammar, usage, and mechanics
Term 1
Semester 2
UNIT 6
RI
RI 1, 5
L
L 4, 6
SL
Weeks
10-11
ERWC
Good Food /
Bad Food
SL 1, 1a-d
1a. Come to discussions prepared, having read and researched
material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic
or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
1b. Work with peers to promote civil, democratic discussions
and decision-making, set clear goals and deadlines, and
establish individual roles as needed.
1c. Propel conversations by posing and responding to questions
that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and promote divergent and
creative perspectives.
+Identify the main ideas, including the
author’s main argument/claim within a text
+Analyze the structure of a text that makes a
proposal
+Summarize and respond to a proposal
+Write a rhetorical précis that identifies the
rhetorical strategies of the writer
+Design a survey and incorporate evidence
from the survey in their own proposal
+Construct a proposal using multiple sources
as evidence
+Revise rhetorically to meet the needs of the
audience for their proposal
See Exploring Key Concepts
See Activity 6: Understanding Key
Vocabulary
subvert
culpable
laden
crave
push factor
obesogenic
interventions
controversial
indisputable
fix
subsidizing
staple foods
ubiquitous
borne
precedent
comprehensive
“Bad Food? Tax It, and
Subsidize Vegetables” by
Mark Bittman
“Attacking the Obesity
Epidemic by First Figuring
Out Its Cause” by Jane E.
Brody
“No Lunch Left Behind” by
Alice Waters and Katrina
Heron
+Edit with a focus on improving readability
1d. Respond thoughtfully to diverse perspectives; synthesize
comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what
additional information or research is required to deepen the
investigation or complete the task.
Term 1
Semester 2
UNIT 7
Weeks
12-13
L
L 1, 4b, 4c
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
SL
SL 1
RI
RI 1, 4, 5
W
W 2, 5, 9, 10
9. Draw evidence from literary or informational texts to support
analysis, reflection, and research.
+Identify the main ideas, including the
author’s main argument/claim within a text
+Summarize and respond to a text
ERWC
Juvenile
Justice
+Analyze the impact of the author’s ethos on
the credibility of an argument
+Compare different arguments and the
rhetorical strategies of their writers
+Construct an argument using sources
+Revise rhetorically to establish a clear focus
for their essay
juvenile
homicide
murder
first-degree murder
second-degree murder
voluntary manslaughter
involuntary manslaughter
justices
bar
mandatory
tagging, drugs, drive- by, theft, juvenile hall,
probation, parole, community service, adult
prison, life without possibility of parole, death
penalty, gangs, bullying
“Juveniles Don’t Deserve
Life Sentences” by Gail
Garinger
“On Punishment and Teen
Killers” by Jennifer Bishop
Jenkins
“Kids Are Kids – Until
They Commit Crimes” by
Marjie Lundstrom
“Startling Finds on Teenage
Brains” by Paul Thompson
+Edit with a focus on sentence structure
2016-2017 Instructional Pacing Guide
English ERWC
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Last Updated: 8/11/2016
Unit
Term 1
Semester 2
Domain
L
L 4, 5, 6
RI
RI 1, 2, 5, 6, 8
2. Determine two or more central ideas of a text and analyze
their development over the course of the text, including how
they interact and build on one another to provide a complex
analysis; provide an objective summary of the text.
UNIT 8
Weeks
14-15
ERWC
Language,
Gender, &
Culture
Term 1
Semester 2
UNIT 9/10
Weeks
16-18
Cluster/Standard
Essential Skills
+ Explain how language and cultural norms
shape identities
+Descriptively outline a speech
+Analyze and use personal experience, their
own and others’, as evidence
5. Analyze and evaluate the effectiveness of the structure an
author uses in his or her exposition or argument, including
whether the structure makes points clear, convincing, and
engaging.
+Evaluate and describe authors’ stylistic
choices
8. Delineate and evaluate the reasoning in seminal U.S. texts,
including the application of constitutional principles and use of
legal reasoning (e.g., in U.S. Supreme Court majority opinions
and dissents) and the premises, purposes, and arguments in
works of public advocacy.
+Use writing to propose social change
W
W 1, 4, 9, 10
1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
SL
SL 1
L
L 4, 6
RL
RL 1
W
W 2, 10
SL
SL 1, 4a
4a. Plan and deliver a reflective narrative that: explores the
significance of a personal experience, event, or concern; uses
sensory language to convey a vivid picture; includes
appropriate narrative techniques (e.g., dialogue, pacing,
description); and draws comparisons between the specific
incident and broader themes.
culture
norms
name
hobby
identity
sex
performance
stigmas
silencing
gender
honor code
+Imitate authors’ styles
Resources/Texts
“Honor Code” by David
Brooks
“Phylosophe” by Judith
Butler
“Transformation of Silence
into Language and Action”
by Audre Lorde
See Activity 7: Synonym Chart for Butler,
Tannen, and Brooks
“Prelude: The Barber Shop”
by Vershawn Ashanti
Young
+Identify the major themes of a complex fulllength novel
+Analyze character traits and motivation
Modern Novel
1984
Academic Vocabulary
+Analyze the effects on the reader of stylistic
choices and modes of exposition
+Compare the world of the novel to our own
world and make judgements about the social
critique of the novel
Orwellian
authoritarian
totalitarian
oligarchical collectivism
monarchy
aristocracy
polity
constitutional government
tyranny
oligarchy
democracy
1984 by George Orwell
+Write an essay about one of the issues raised
by the novel, support ideas with evidence from
text
+Revise rhetorically to meet the needs of their
audience
+Edit with a focus on improving readability
2016-2017 Instructional Pacing Guide
English ERWC
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Last Updated: 8/11/2016