San Carlos Secondary School
CURRICULUM PACING GUIDE
2nd Trimester, 2013-14
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Curriculum Pacing Guide
Courses
Reading 7
Reading 8
English 9
English 10
English 11
English 12
Math 7
Math 8 (Hays)
Math 8 (LaPier&Stevens)
Integrated Math
Geometry
AIMS Test Prep Elective
Algebra 2
Probability & Statistics
American History
World History
7th Grade Science
8th Grade Science
Integrated Science
Biology
Physics
Agriculture
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Curriculum Pacing Guide
San Carlos Secondary School
CURRICULUM PACING GUIDE
2nd Trimester, 2013-14
Reading 7
Standards
Knowledge/Skills
RL 7.3
Analyze how particular elements of a story or
drama interact (e.g., how setting shapes the
characters or plot).
SL 7.1
Engage effectively in a range of collaborative
discussion
SL 7.1.a
Come to discussion prepared, having read or
researched material under study; explicitly
draw on that preparation by referring to
evidence on the topic, text, or issue to probe
and reflect on ideas under discussion.
Analyze how particular elements of a story or
drama interact (e.g., how setting shapes the
characters or plot).
RL 7.3
SL 7.1.c
Pose questions that elicit elaboration and
respond to others’ questions and comments
with relevant observations and ideas that
bring the discussion back on topic as needed.
SL 7.6
Acquire and use accurately grade-appropriate
general academic and domain-specific words
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Resources
Dates
Assessment
(Evidence of
Mastery)
November
Week 1
Week 2
Curriculum Pacing Guide
and phrases; gather vocabulary
RL 7.3
Analyze how particular elements of a story or
drama interact (e.g., how setting shapes the
characters or plot).
SL 7.4.a
Use context (e.g., the overall meaning of a
sentence or paragraph; a word’s position or
function in a sentence) as a clue to the
meaning of a word or phrase.
SL 7.4.d
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.
Compare and contrast a written story, drama,
or poem to its audio, filmed, staged, or
multimedia version, analyzing the effects of
techniques unique to each medium (e.g.,
lighting, sound, color, or camera focus and
angles in a film).
RL 7.7
SL 7.1
RL 7.5
SL 7.2
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Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others’
ideas and expressing their own clearly.
Analyze how a drama’s or poem’s form or
structure (e.g., soliloquy, sonnet) contributes
to its meaning).
Week 3
Week 4
December
Week 1
Analyze the main ideas and supporting details
presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain
Curriculum Pacing Guide
how the ideas clarify a topic, text, or issue
under study.
RL 7.5
Analyze how a drama’s or poem’s form or
structure (e.g., soliloquy, sonnet) contributes
to its meaning).
SL 7.2
Analyze the main ideas and supporting details
presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain
how the ideas clarify a topic, text, or issue
under study.
Analyze how a drama’s or poem’s form or
structure (e.g., soliloquy, sonnet) contributes
to its meaning).
RL 7.5
SL 7.2
Analyze the main ideas and supporting details
presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain
how the ideas clarify a topic, text, or issue
under study.
SL 7.4.c
Consult general and specialized reference
materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the
pronunciation of a word or determine or
clarify its precise meaning or its part of
speech.
RL 7.9
Analyze how two or more authors writing
about the same topic shape their presentations
of key information by emphasizing different
evidence or advancing different
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Week 2
Week 3
January
Week 2
Curriculum Pacing Guide
interpretations of facts.
L 7.6
Acquire and use accurately grade-appropriate
general academic and domain-specific words
and phrases; gather vocabulary
SL 7.2
Analyze the main ideas and supporting details
presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain
how the ideas clarify a topic, text, or issue
under study.
Analyze how two or more authors writing
about the same topic shape their presentations
of key information by emphasizing different
evidence or advancing different
interpretations of facts.
RL 7.9
SL 7.2
RI 7.1
Analyze the main ideas and supporting details
presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain
how the ideas clarify a topic, text, or issue
under study.
Cite several pieces of textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn from
the text.
Week 3
Week 4
RI 7.2
Determine two or more central ideas in a text
and analyze their development over the course
of the text; provide an objective summary of
the text.
RI 7.3
Analyze the interactions between individuals,
events, and ideas in a text (e.g., how ideas
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Curriculum Pacing Guide
influence individuals or events, or how
individuals influence ideas or events).
L7.4.b
Use common, grade-appropriate Greek or
Latin affixes and roots as clues to the meaning
of a word (e.g., belligerent, bellicose, rebel).
RI 7.1
Cite several pieces of textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn from
the text.
Week 5
RI 7.2
Determine two or more central ideas in a text
and analyze their development over the course
of the text; provide an objective summary of
the text.
RI 7.3
Analyze the interactions between individuals,
events, and ideas in a text (e.g., how ideas
influence individuals or events, or how
individuals influence ideas or events).
L 7.4.d
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.
RI 7.1
Cite several pieces of textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn from
the text.
February
Week 1
RI 7.2
Determine two or more central ideas in a text
and analyze their development over the course
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Curriculum Pacing Guide
RI 7.3
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of the text; provide an objective summary of
the text.
Analyze the interactions between individuals,
events, and ideas in a text (e.g., how ideas
influence individuals or events, or how
individuals influence ideas or events).
Curriculum Pacing Guide
Reading 8
Standard
Knowledge/Skills
Dates
Assessments
(Evidence of
mastery)
November
8.EE.1;8.EE.2;8.EE.3;8.EE.7
Make sense of problems. Use algebraic
algorithm correctly
Week 1
8.EE.4;8.EE.5;8.EE.6
Make sense of problems use algebraic
algorithm correctly
Week 2
8.EE.8;
Make sense of problems. Use algebraic
algorithm correctly
Week 3
Make sense of problems use algebraic
8.G.1;8.G.2;8.G.3;8.G.4;8.G.5 algorithm correctly
Week 4
December
8.G.6;8.G.7;8.G.9;
Reason abstractly, model with mathematics
Week 1
8.G.6;8.G.7;8.G.9;
Reason abstractly, model with mathematics
Week 2
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Computer
lessons,
worksheets,
quizzes
Computer
lessons,
worksheets,
quizzes
Computer
lessons,
worksheets,
quizzes
Computer
lessons,
worksheets,
quizzes
Computer
lessons,
worksheets,
quizzes, group
projects
Computer
lessons,
worksheets,
Curriculum Pacing Guide
8.G.6;8.G.7;8.G.9;
Reason abstractly, model with mathematics
Week 3
January
8.G.9;
Reason Abstractly, model with
mathematics
Week 1
8.SP.1;8.SP.2
Reason Abstractly, model with
mathematics
Week 2
8.SP.1;8.SP.2
Reason Abstractly, model with
mathematics
Week 3
Reason Abstractly, model with
mathematics
Week 4
Reason Abstractly, model with
mathematics
Week 5
8.SP.3;8.SP.4;
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quizzes,
projects
Computer
lessons,
worksheets,
quizzes,
projects
Computer
lessons,
worksheets,
quizzes,
projects
Computer
lessons,
worksheets,
quizzes
Computer
lessons,
worksheets,
quizzes
Computer
lessons,
worksheets,
quizzes
Computer
lessons,
worksheets,
quizzes
Curriculum Pacing Guide
English 9
Standards
Cite strong and thorough
textual evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text. (9-10.RI.1)
Knowledge/Skills
Resources
Dates
Tumblebook Cloud
November
Tumblebook Cloud
December
Assessment
(Evidence of
Mastery)
Delineate and evaluate the
argument and specific
claims in a text, assessing
whether the reasoning is
valid and the evidence is
relevant and sufficient;
identify false statements
and fallacious reasoning.
(9-10.RI.8)
Cite strong and thorough
textual evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text. (9-10.RI.1)
Delineate and evaluate the
argument and specific
claims in a text, assessing
whether the reasoning is
valid and the evidence is
relevant and sufficient;
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Curriculum Pacing Guide
identify false statements
and fallacious reasoning.
(9-10.RI.8)
Cite strong and thorough
textual evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text. (9-10.RI.1)
Analyze seminal U.S.
Documents of historical
and literary significance,
including how they address
related themes and
concepts. (9-10. RI. 9)
Analyze various accounts
of a subject in different
mediums, determining
which details are
emphasized in each
account. (9-10. RI. 7)
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Tumblebook Cloud
January
Curriculum Pacing Guide
English 10
Standard
BOLD indicates high
Week
Week 1
11/8/13
R 1.2: How to React - Elements of Literature; The Sniper;
Skills,
R 1.1
R 1.2
R 3.1
R 3.3
NOTE: R 3.1, 3.4, and 3.10 connect to dramatic literature.
To teach these standards, teach dramatic monologue) or teach
a play in its entirety; short stories to cover the other standards
listed below.
Week 2 11/15/13
Week 3 11/22/13
Week 4 12/6/13
Literature Selection(s)
R 3.4
R 3.5
R 3.6
R 3.7
R 3.8
R 3.9
R 8.3.7
R 3.10
R 3.11
R 3.12
WA 2.2
Week 5 12/13/13
CFA
by 12/9/13
R 3.1, R 3.4, R 3.10: Antigone; Macbeth, A Raisin in the Sun
R 3.3: Games at Twilight; The Good Deed,
R 3.5: Poetry "The Sea Lullaby"
R 3.6: "The Monkey’s Paw"
R 3.7: The Masque of the Red Death,
R 3.8: Poetry; The Open Window,
R 3.9: By the Waters of Babylon,
R 8.3.7: Saki's "The Interlopers", The Stolen Child (poem),
NOTE: The Common Formative
Assessment is based on the
identified standards
Week 6
See above
See above for the Reading standards.
12/20/13
Week 7
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Curriculum Pacing Guide
1/10/13
WC 1.2,
1.1,
WC
WC 1.3,
WS 1.1,
WS 1.2,
WS 1.4,
WS 1.9,
WA 2.2
Week 8
1/17/14
Week 9
1/24/14
See Optional Resources
Benchmark by 1/31/14
Week
1
Optional Resources
Benchmark Assessment 2 by 1/14/13
Writing Focus
Grammar & Vocabulary
The focus for this quarter should be advanced
analysis of dramatic literature.
R 1.1: See Integrate Language Skills, which is
included after every reading selection.
2
3
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Required: One
process paper using
WA 2.2. (You choose
when.)
WC 1.1: Students will learn how to identify and
correctly use commas and semicolons.
WC 1.2: Students will learn how to write complex
sentences using parallel structure and subordination.
WC 1.3: Students will learn how to demonstrate
proper usage, paragraph and sentence structure,
diction, and syntax.
Curriculum Pacing Guide
WS 1.1: Students will
learn how to establish a
controlling impression
or coherent thesis.
4
WS 1.2: Students will
learn how to use precise
language and
appropriate modifiers
in their writing.
5
6
WC 1.1:
WC 1.2:
7
WC 1.3:,
WS 1.1:
8
WS 1.2:
WS 1.4:
9
WS 1.9:
WA 2.2:
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WS 1.4: Students will
learn how to develop
main ideas in the body
of a composition
through supporting
evidence.
WS 1.9: Students will
learn how to revise
their writing through
sentence combining
and the precision of
word choice.
WA 2.2: Students will
learn how to write
responses to literature
that demonstrate a
comprehensive grasp
of the significant ideas
of a literary work and
support important
view- points through
accurate and detailed
references to the text.
WC 1.1: Students will
learn how to identify and
correctly use commas and semicolons.
WC 1.2: Students will
learn how to write complex sentences using parallel
structure
and subordination.
WC 1.3: Students will learn how to demonstrate
proper
usage, paragraph and sentence structure,
diction, and syntax.
Curriculum Pacing Guide
Week
Standard
BOLD indicates
high CST #
Literature Selection(s)
Week 1
1/7/2013
Week 2
1/14/2013
Week 3
1/21/2013
Site Specific p, including WA 2.1 (Biographical Narrative) and/or WA 2.5 (Business Letter)
To be determined
by each school
plan.
Week 4
1/28/2013
Week 5
2/4/2013
Week 6
2/11/2013
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Night historical topics, recent events in the news, short readings
R 1.1:
Curriculum Pacing Guide
Week 7
2/18/2013
R 1.1
Week 8 R 1.2
R 2.2
R 2.3
2/25/2013 R 2.4
R 2.8
Week 9
R 1.2: How to React; The Bean Eaters;
WC 1.1
WC 1.2
WC 1.3
WS 1.1
WS 1.2
WS 1.4
WS 1.9
R 2.2: Writing Workshop,
R 2.3: Cause and Effect Articles Brochures,
R 2.4: Old Man and the Sea;,
R 2.8: from In Commemoration: One Million Volumes,; View From the Summit,The Way to Rainy
Mountain, Nobel Lecture; Keep Memory Alive,
WA 2.3
3/4/2013
Week 10
3/11/2013
Benchmar
k by
3/15/2013
Week
Benchmark Assessment 3 by 3/15/14
Optional Resources
Writing Focus
Grammar & Vocabulary
1
2
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Curriculum Pacing Guide
3
4
5
CFA
6
7
R 1.1: See Integrate Language Skills, which is included
after every PH reading selection.
*NOTE: See Text for a complete list of readings and their
respective standards. See text for a complete list of
resources for short readings. Optional Resources include
released items,
Measuring Up, and Workbooks and Teaching Resources.
WC 1.1: See Integrate Language Skills
The focus after should be
a research report.
Required: One process
research paper
WC 1.2:
8
WC 1.3:
WS 1.1:
WS 1.2:
9
WS 1.4:
WS 1.9:
WA 2.3: Integrate Language Skills 47, 67, 115, 263, 373,
10
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You may choose to
connect the research topic
to one of the Suggested
Literature Selection(s).
Be sure to reserve time to
for research with the
laptop. One to One
school.
Curriculum Pacing Guide
BM
Week
Optional Resources
Writing Focus
Grammar & Vocabulary
1
2
3
4
5
CFA
6
R 1.1: See Integrate Language Skills, which is
after
every PH reading selection.
included
*NOTE: See Text for a complete list of
The focus after should
readings and their respective standards. See text be a research report.
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Curriculum Pacing Guide
7
for a complete list of resources for short
readings. Optional Resources include released
items,
Measuring Up, and Workbooks and Teaching
Resources.
WC 1.1: See Integrate Language Skills
Required: One process
research paper
WC 1.2:
8
9
WC 1.3:
WS 1.1:
You may choose to
WS 1.2:
connect the research
topic
to one of the Suggested
Literature Selection(s).
WS 1.4:
Be sure to reserve time
to for research with the
laptop. One to One
school.
WS 1.9:
10
WA 2.3: Integrate Language Skills 47, 67, 115,
263, 373,
BM
Week
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Optional Resources
Writing Focus
Grammar &
Vocabulary
Curriculum Pacing Guide
1
2
3
4
The focus after the CST should be a novel,
novella, or
short story.
5
CFA
6
7
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Required: One process
paper using WA 2.2. (You
choose when.)
Recommended: One
timed writing using WA 2.2.
(You choose when.)
WS 1.1: Students will learn how
to establish a controlling
impression or coherent thesis.
WS 1.2: Students will learn
how to use precise
language and appropriate
modifiers in their writing.
WS 1.4: Students will learn
how to develop main ideas
in the body of a composition
through supporting evidence.
*NOTE: See T8 in the PH Text for a
complete and
list of
readings
their respective standards. See
xviii in the
PH text for a complete list of resources for
short readings. Optional Resources include
CST
Released
Items, Language
and PH Workbooks
WC 1.1:
See Integrate
Skills on
348,
362,
372,
394,
408,
440,
452,
460,
and Teaching Resources.472, 508, 520, 610,
810
WC 1.2: See Integrate Language Skills on 46,
78, 134,
154,
164, See
176,Integrate
192, 224,Language
546, 572,Skills
588, 630,
WC 1.3:
on 22,
646,90,
66899,
66,
114, 1.1:
202,See
212,Integrate
252, 262,
272, 286,Skills
296, on
310,
WS
Language
WS 1.9: Students will learn how to
363,
328 495, 839,
881; and Prepare to Read, 1019
revise their writing through
sentence combining and the
WS 1.2: See Integrate Language Skills on
precision of word choice.
349, 721, 933,
WC 1.1: Students
will learn how to
correctly use
identify
and
commas
and semicolons.
WC 1.2: Students
will learn how to
complex
sentences
write
using parallel
structure and
subordination.
WC 1.3: Students
will learn how to
demonstrate proper
usage, paragraph
and sentence
Curriculum Pacing Guide
8
966, 1061
WS 1.9: See Integrate Language Skills on
135,
193,See
273,Integrate
311,
547,
729,
757, 979,
1075 Skills on
WS 1.4:
Language
115,
177, See
669;Integrate
Private Horror
Made
Public,
WA 2.2:
Language
Skills,
203,
813;
Writing
Workshop,
994
225, 691,
287, 745, 957; Writing Workshop, 916
409,
literature
demonstrate
WA 2.2: that
Students
will learn how
atocomprehensive
grasp
responses
toof aof
thewrite
significant
ideas
literary work and support
important view- points
through accurate and
detailed references to the
text.
structure, diction,
and syntax.
9
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Curriculum Pacing Guide
English 11
Standards
Analyze multiple
interpretations of a story,
drama, or poem (e.g.,
recorded or live production
of a play or recorded novel
or poetry); evaluating how
each version interprets the
source text. (Include at
least one play by
Shakespeare and one play
by an American dramatist.)
(11-12.RL.7)
Knowledge/Skills
Writing
Editing your own writing
Writing
Essays
Resources
The Crucible
Text from the
Benchmark Assessment
Dates
Assessment
(Evidence of
Mastery)
November
Week 1
Week 2
Quiz
Week 3
Quiz
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.)
(11-12.W.5)
Analyze how an author’s
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Curriculum Pacing Guide
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. (1112.RL.5)
Week 4
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). (11-12.RL.3)
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.
Writing
Informative/
Explanatory
Essays
Week 5
Week 6
Quiz
a. Introduce a topic;
organize complex ideas,
concepts, and information
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Curriculum Pacing Guide
so that each new element
builds on that which
precedes it to create a
unified whole; include
formatting (e.g., headings),
graphics (e.g., figures,
tables), and multimedia
when useful to aiding
comprehension.
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.
c. Use appropriate and
varied transitions and
syntax to link the major
sections of the text, create
cohesion, and clarify the
relationships among
complex ideas and
concepts.
d. Use precise language,
domain-specific
vocabulary, and techniques
such as metaphor, simile,
and analogy to manage the
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Curriculum Pacing Guide
complexity of the topic.
e. Establish and maintain a
formal style and objective
tone while attending to the
norms and conventions of
the discipline in which they
are writing.
f. Provide a concluding
statement or section that
follows from and supports
the information or
explanation presented (e.g.,
articulating implications or
the significance of the
topic). (11-12.W.2)
3. Evaluate a speaker’s
point of view, reasoning,
and use of evidence and
rhetoric, assessing the
stance, premises, links
among ideas, word
choice, points of
emphasis, and tone used.
(11-12.SL.3)
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.
(11-12.RI.5)
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Week 7
Week 8
Quiz
Curriculum Pacing Guide
Analyze seventeenth-,
eighteenth-, and
nineteenth-century
foundational U.S.
documents of historical and
literary significance
(including The Declaration
of Independence, the
Preamble to the
Constitution, the Bill of
Rights, and Lincoln’s
Second Inaugural Address)
for their themes, purposes,
and rhetorical features. (1112.RI.9)
Week 9
Week 10
Quiz
Week 11
Week 12
Quiz
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. (1112.RI.3)
Conduct short as well as
more sustained research
projects to answer a
question (including a selfgenerated question) or
solve a problem; narrow or
broaden the inquiry when
appropriate; synthesize
multiple sources on the
subject, demonstrating
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Curriculum Pacing Guide
understanding of the
subject under investigation.
(11-12.W.7)
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Curriculum Pacing Guide
English 12
Standards
Resources
Dates
Assessments
( Evidence of Mastery)
November 2013
Analyze multiple interpretations of a story,
drama, or poem (e.g., recorded or live
production of a play or recorded novel or
poetry); evaluating how each version
interprets the source text. (Include at least
one play by Shakespeare and one play by an
American dramatist.) (11-12.RL.7)
Diary of Anne Frank
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.) (11-12.W.5)
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. (11-12.RL.5)
Week 1
Writing: editing your
own writing
5 paragraph essay, multiple choice
exams, short answer
Week 2
Writing: essays
Gloom and Glory, Mrs.
Dalloway, Araby, It’s Malabar
Week 3
Analyzing literature
5 paragraph essay, multiple choice
exams, short answer
Week 4
Analyzing literature
Analyze the impact of the author’s choices
regarding how to develop and relate
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Curriculum Pacing Guide
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). (11-12.RL.3)
December 2013
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.
a. Introduce a topic; organize complex
ideas, concepts, and information so that
each new element builds on that which
precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful
to aiding comprehension.
Personal Resume’s, List of
References, Job Interviewing
Strategies
Week 5
Writing:
informatory/explanator
y essays
5 paragraph essay, multiple choice
exams, short answer
Week 6
Writing:
informatory/explanator
y essays
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.
c. Use appropriate and varied transitions and
syntax to link the major sections of the text,
create cohesion, and clarify the relationships
among complex ideas and concepts.
d. Use precise language, domain-specific
30 | P a g e
Curriculum Pacing Guide
vocabulary, and techniques such as
metaphor, simile, and analogy to manage
the complexity of the topic.
e. Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which
they are writing.
f. Provide a concluding statement or section
that follows from and supports the
information or explanation presented (e.g.,
articulating implications or the significance
of the topic). (11-12.W.2)
Martin Luther King’s
Speeches
Week 7
Evaluate a speaker’s
point of view
Evaluate a speaker’s point of view,
reasoning,
and use of evidence and rhetoric,
assessing
the stance, premises, links among ideas,
word choice, points of emphasis, and
tone used. (11-12.SL.3)
January 2014
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. (11-12.RI.5)
Articles of Confederation, Bill
of Rights, US Constitution
Week 8
analyze historical
documents
Week 9
analyze historical
31 | P a g e
Curriculum Pacing Guide
Analyze seventeenth-, eighteenth-, and
nineteenth-century foundational U.S.
documents of historical and literary
significance (including The Declaration of
Independence, the Preamble to the
Constitution, the Bill of Rights, and
Lincoln’s Second Inaugural Address) for
their themes, purposes, and rhetorical
features. (11-12.RI.9)
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. (1112.RI.3)
documents
Week 10
Analyze multiple
interpretations of a
poem/story
Analyze multiple interpretations of a
story,
drama, or poem (e.g., recorded or live
production of a play or recorded novel
or poetry); evaluating how each version
interprets the source text. (Include at
least one play by Shakespeare and one
play by an American dramatist.) (1112.RL.7)
Analyze a case in which grasping point of
view requires distinguishing what is directly
stated in a text from what is really meant
(e.g., satire, sarcasm, irony, or
understatement). (11-12.RL.6)
32 | P a g e
Curriculum Pacing Guide
February 2014
Conduct short as well as more sustained
research projects to answer a question
(including a self-generated question) or
solve a problem; narrow or broaden the
inquiry when appropriate; synthesize
multiple sources on the subject,
demonstrating understanding of the subject
under investigation. (11-12.W.7)
33 | P a g e
The Crucible, Text from the
benchmark assessments
Week 11
Writing: Research
Project
Essays/papers
Quizzes
Week 12
Writing: Research
Project
Curriculum Pacing Guide
Math 7
Standards
Knowledge/Skills
7NS.3, 7EE.3, 7G.1,
Ratio, Rates, Proportion, Decimal-Percentage7RP.1, 7RP.2, 7G.1, 7EE.4, Fractions-Equivalents, Application of Percent
7NS.2, 7RP.3
7NS.1, 7ND.1
Integers
7 EE.3, 7NS.1, 7NS.2,
7NS.3
7 EE.1, 7EE.2, 7EE.4
Rational Number Application
7 EE.1, 7EE.2, 7EE.4
Two-Step Equations and Inequalities
7SP.5, 7SP.6
Probability (General Counting Principle)
7SP.7, 7SP.8
Theoretical Probability
7SP.7, 7SP.8
Compound Events Probability
7SP.1, 7SP.2,
Representing and Interpreting Data
7SP.3, 7SP.4
Representing and Interpreting Data
7 SP.5, 7SP. 6, 7SP.8
Designing Experiment
7G.4, 7G.6
Solving problems with 2-d shapes
34 | P a g e
One-Step Equations and Inequalities
Resources
Dates
Assessment
(Evidence of
Mastery)
AugustOctober
1st week of
November
2nd week of
November
3rd week of
November
4th week of
November
1st week of
December
2nd week of
December
3rd week of
December
1st week of
January
2nd week of
January
3rd week of
January
4th week of
Curriculum Pacing Guide
7 G.3
Prisms, Pyramids, and Plane Sections
7G.1
Effects of Change
7G.2, 7G.5
Angles and Triangles
January
5th week of
January
1st week of
February
2nd week of
February
3rd Week of
February
4th Week of
February
Feb- 1st week of
April
2nd -3rd week of
April
4th week of
April-May
Review
Final Benchmark- SchoolNet
AIMS Preparation
AIMS TEST
Preview to 8th Grade Lessons
Math 8 (Hays)
Standard
8.EE.1;8.EE.2;8.EE.3;8.EE.7
8.EE.4;8.EE.5;8.EE.6
8.EE.8;
8.G.1;8.G.2;8.G.3;8.G.4;8.G.
5
35 | P a g e
Knowledge/Skills
November
Make sense of problems. Use algebraic
algorithm correctly
Make sense of problems use algebraic
algorithm correctly
Make sense of problems. Use algebraic
algorithm correctly
Make sense of problems use algebraic
algorithm correctly
December
Dates
Assessments
(Evidence of mastery)
Week 1
Computer lessons, worksheets, quizzes
Week 2
Computer lessons, worksheets, quizzes
Week 3
Computer lessons, worksheets, quizzes
Week 4
Computer lessons, worksheets, quizzes
Curriculum Pacing Guide
8.G.6;8.G.7;8.G.9;
Reason abstractly, model with mathematics
Week 1
8.G.6;8.G.7;8.G.9;
Reason abstractly, model with mathematics
Week 2
8.G.6;8.G.7;8.G.9;
Reason abstractly, model with mathematics
January
Week 3
Computer lessons, worksheets, quizzes,
group projects
Computer lessons, worksheets, quizzes,
projects
Computer lessons, worksheets, quizzes,
projects
Week 1
Week 2
Week 3
Week 4
Week 5
Computer lessons, worksheets, quizzes,
projects
Computer lessons, worksheets, quizzes
Computer lessons, worksheets, quizzes
Computer lessons, worksheets, quizzes
Computer lessons, worksheets, quizzes
8.G.9;
8.SP.1;8.SP.2
8.SP.1;8.SP.2
8.SP.3;8.SP.4;
36 | P a g e
Reason Abstractly, model with mathematics
Reason Abstractly, model with mathematics
Reason Abstractly, model with mathematics
Reason Abstractly, model with mathematics
Reason Abstractly, model with mathematics
Curriculum Pacing Guide
Math 8
(LaPier and Stevens)
Standards
Knowledge/Skills
Resources
Dates
Assessments
(Evidence of
mastery)
November
8.EE.2
8.EE.1
8.EE.3
8.EE.4
Use square root and cube root symbols to
represent solutions to equations of the form x2
= p and x3 = p, where p is a positive rational
number. Evaluate square roots of small
perfect squares and cube roots of small
perfect cubes. Know that √ is irrational.
Know and apply the properties of integer
exponents to generate equivalent numerical
expressions. For example, 32 × 3–5 = 3–3 =
1/33 = 1/27.
Use numbers expressed in the form of a single
digit times an integer power of 10 to estimate
very large or very small quantities, and to
express how many times as much one is than
the other. For example, estimate the
population of the United States as 3 × 108 and
the population of the world as 7 × 109, and
determine that the world population is more
than 20 times larger.
Week 2
Week 3
Perform operations with numbers expressed
37 | P a g e
Curriculum Pacing Guide
8.EE.5
8.EE.6
in scientific notation, including problems
where both decimal and scientific notation are
used. Use scientific notation and choose units
of appropriate size for measurements of very
large or very small quantities (e.g., use
millimeters per year for seafloor spreading).
Interpret scientific notation that has been
generated by technology.
Graph proportional relationships, interpreting
the unit rate as the slope of the graph.
Compare two different proportional
relationships represented in different ways.
For example, compare a distance-time graph
to a distance-time equation to determine
which of two moving objects has greater
speed.
Week 4
Use similar triangles to explain why the slope
m is the same between any two distinct points
on a non-vertical line in the coordinate plane;
derive the equation y = mx for a line through
the origin and the equation y = mx + b for a
line intercepting the vertical axis at b.
8.EE.7
38 | P a g e
Solve linear equations in one variable.
a.
Give examples of linear equations in
one variable with one solution, infinitely
many solutions, or no solutions. Show which
of these possibilities is the case by
successively transforming the given equation
into simpler forms, until an equivalent
equation of the form x = a, a = a, or a = b
results (where a and b are different numbers).
b.
Solve linear equations with rational
number coefficients, including equations
December
Week 1
Curriculum Pacing Guide
8.EE.8
8.F.1
8.F.2
8.F.3
whose solutions require expanding
expressions using the distributive property
and collecting like terms.
Analyze and solve pairs of simultaneous
linear equations.
a. Understand that solutions to a system of
two linear
equations in two variables
correspond to points of intersection of their
graphs, because points of intersection satisfy
both equations simultaneously.
b. Solve systems of two linear equations in
two variables algebraically, and estimate
solutions by graphing the equations. Solve
simple cases by inspection. For example, 3x +
2y = 5 and 3x + 2y = 6 have no solution
because 3x + 2y cannot simultaneously be 5
and 6.
c. Solve real-world and mathematical
problems leading to two linear equations in
two variables. For example, given coordinates
for two pairs of points, determine whether the
line through the first pair of points intersects
the line through the second pair.
Understand that a function is a rule that
assigns to each input exactly one output. The
graph of a function is the set of ordered pairs
consisting of an input and the corresponding
output.
Week 2
Week 3
Compare properties of two functions each
represented in a different way (algebraically,
graphically, numerically in tables, or by
verbal descriptions). For example, given a
linear function represented by a table of
values and a linear function represented by an
39 | P a g e
Curriculum Pacing Guide
algebraic expression, determine which
function has the greater rate of change.
Interpret the equation y = mx + b as defining a
linear function, whose graph is a straight line;
give examples of functions that are not linear.
For example, the function A = s2 giving the
area of a square as a function of its side length
is not linear because its graph contains the
points (1,1), (2,4) and (3,9), which are not on
a straight line.
8.F.4
8.F.5
8.G.1
8.G.2
8.G.3
8.G.4
8.G.5
40 | P a g e
Construct a function to model a linear
relationship between two quantities.
Determine the rate of change and initial value
of the function from a description of a
relationship or from two (x, y) values,
including reading these from a table or from a
graph. Interpret the rate of change and initial
value of a linear function in terms of the
situation it models, and in terms of its graph
or a table of values.
Describe qualitatively the functional
relationship between two quantities by
analyzing a graph (e.g., where the function is
increasing or decreasing, linear or nonlinear).
Sketch a graph that exhibits the qualitative
features of a function that has been described
verbally.
Verify experimentally the properties of
rotations, reflections, and translations:
a.
Lines are taken to lines, and line
segments to line segments of the same length.
b.
Angles are taken to angles of the same
January
Week 1
Week 2
Curriculum Pacing Guide
measure.
c.
Parallel lines are taken to parallel
lines.
Understand that a two-dimensional figure is
congruent to another if the second can be
obtained from the first by a sequence of
rotations, reflections, and translations;
given two congruent figures, describe a
sequence that exhibits the congruence
between them.
Describe the effect of dilations, translations,
rotations, and reflections on two-dimensional
figures using coordinates.
Understand that a two-dimensional figure is
similar to another if the second can be
obtained from the first by a sequence of
rotations, reflections, translations, and
dilations; given two similar two-dimensional
figures, describe a sequence that exhibits the
similarity between them.
8.G.6
41 | P a g e
Use informal arguments to establish facts
about the angle sum and exterior angle of
triangles, about the angles created when
parallel lines are cut by a transversal, and the
angle-angle criterion for similarity of
triangles. For example, arrange three copies of
the same triangle so that the sum of the three
angles appears to form a line, and give an
argument in terms of transversals why this is
so.
Explain a proof of the Pythagorean Theorem
Week 3
Curriculum Pacing Guide
8.G.7
8.G.8
and its converse.
Apply the Pythagorean Theorem to determine
unknown side lengths in right triangles in
real-world and mathematical problems in two
and three dimensions.
8.G.9
8.SP.1
8.SP.2
8.SP.3
8.SP.4
42 | P a g e
Apply the Pythagorean Theorem to find the
distance between two points in a coordinate
system.
Know the formulas for the volumes of cones,
cylinders, and spheres and use them to solve
real-world and mathematical problems.
Construct and interpret scatter plots for
bivariate measurement data to investigate
patterns of association between two
quantities. Describe patterns such as
clustering, outliers, positive or negative
association, linear association, and nonlinear
association.
Know that straight lines are widely used to
model relationships between two quantitative
variables. For scatter plots that suggest a
linear association, informally fit a straight
line, and informally assess the model fit by
judging the closeness of the data points to the
line.
Use the equation of a linear model to solve
problems in the context of bivariate
measurement data, interpreting the slope and
intercept. For example, in a linear model for
a biology experiment, interpret a slope of 1.5
cm/hr as meaning that an additional hour of
Week 4
February
Week 1
Week 2
Curriculum Pacing Guide
sunlight each day is associated with an
additional 1.5 cm in mature plant height.
Understand that patterns of association can
also be seen in bivariate categorical data by
displaying frequencies and relative
frequencies in a two-way table. Construct and
interpret a two-way table summarizing data
on two categorical variables collected from
the same subjects. Use relative frequencies
calculated for rows or columns to describe
possible association between the two
variables. For example, collect data from
students in your class on whether or not they
have a curfew on school nights and whether
or not they have assigned chores at home. Is
there evidence that those who have a curfew
also tend to have chores?
43 | P a g e
Curriculum Pacing Guide
Integrated Math
Standards
Knowledge/
Skills
Resources
Dates
Assessments
( Evidence of
Mastery )
November
MA.9-10.3.2
PO 7
MA.9-10.3.1
PO 1
Determine domain and range of a function
from an equation, graph, table, description, or
set of ordered pairs.
Recognize, describe, and sequences using
tables, graphs, words, or symbols; use
sequences in modeling
*Equation of a Line
* Slope
*Graph of a Line
*Online Practice on
ixl.com, agile mind,
and other online
resources
*Use short video clips
on Domain and Range
MA.8.3.3.PO1
Write algebraic expressions, equations, or
inequalities that represent a situation
Online resources
MA.9-10.3.3 PO 2
Solve formulas for specified variables
M.A.9-10.3.3
PO 3
Complete the
Assessment on Agile
Mind and generated
test on Schoolnet
Week 1
Complete the
Assessment on Agile
Mind and generated
test on Schoolnet
Week 2
MA.9-10.3.3 PO 5
A.CED.1;A.CED.2;
A.CED.3; A.CED.4
44 | P a g e
Solving linear equations and inequalities
Moving beyond slope-intercept
Power-point
Presentation
http://www.purplemath.
Week 3
Complete the
Assessment on Agile
Curriculum Pacing Guide
A.REI.1;A.REI.3;
A.REI.11;A.REI.12
com/modules/systlin2.h
tm
Mind and generated
test on Schoolnet
http://literacy.kent.edu/
eureka/EDR/9/Math%2
0SolvingSystemsofLine
arEquationsGraphing.p
df
F.IF.7b
Absolute value equations and piecewise
functions
Short video clip by
Pearson
Week 4
December
Week 1
A.CED.3; A.REI.6;
A.REI.12
Systems of linear equations and inequalities
Short video clip by
Pearson
Khan academy
Assessment online
by Pearson
www.kutasoftware.c
om
www.ixl.com
Week 2
A.CED.3
A.REI.5
A.CED;F.IF.2;
F.IF.4;F.IF.6;
F.IF.7b;F.BF.1
Other methods for solving systems
Power-point
presentation
Other nonlinear relationships
Short video clip by
Pearson
www.ixl.com
www.kutasoftware.c
om
Week 3
January
Week 2
N.RN.1; N.RN.2
Laws of exponents
Algebra 1 by
Glencoe/Hall
Short video clip by
Pearson
Week 3
A.CED.2;F.BF.1a;
45 | P a g e
Exponential functions and equations
Power-point
Assessment online
by Pearson
www.algebra1.com
by: Glencoe
Schoolnet generated
test
www.kutasoftware.c
om
Curriculum Pacing Guide
F.IF.4;F.IF.7e;
F.IF.8b;F.IF.9;
F.BF.1
presentation
www.ixl.com
Schoolnet generated
test
Week 4
S.ID.1;S.ID.2;
S.ID.3;S.ID.5
Descriptive statistics
Graphs of quadratic functions
Modeling with quadratic functions
Algebra 1 by
Glencoe/Hall
Short video clip by
Pearson
Complete the
Assessment on Agile
Mind and generated
test on Schoolnet
A.CED.2;A.REI.7;
F.IF.4;F.IF.7a;
F.IF.8a
www.kutasoftware.c
om
www.ixl.com
Week 5
A.SSE.1a;A.SSE.2
A.SSE.3a
Operations on polynomials
Operations on polynomials
Khan Academy video
clip
Solving quadratic equations
A.APR.3;A.CED.3;
A.CED.3;A.REI.4a;
A.REI.4a;A.REI.4b
46 | P a g e
The quadratic formula
Algebra 1 by Pearson
Algebra 1 by
Glencoe/Hall
Short video clip by
Pearson
www.algebra1.com
by Glencoe
www.software.com
www.ixl.com
February
Week 1
www.ixl.com
www.software.com
Pearson online
assessment
Curriculum Pacing Guide
AIMS Test Prep Elective
Standards
Knowledge/Skills
Resources
Dates
Assessment
(Evidence of
Mastery)
November
Strand 1: Numbers and Sense Number Systems
Number Systems
Strand 3: Algebra
Exponents and Matrices
Introduction to Algebra
A+
IXL
AgileMind
iReady
Public Release Items
from ADE website
Other online Resources
WEEK 1
Practice Assessment
of Strand 1
WEEK 2
WEEK 3
Practice Assessment
on Strand 3
WEEK 4
December
Linear Equation
WEEK 1
Solving One –Step Equations and Inequalities
WEEK 2
Solving Multi- Step Equation and Inequalities
WEEK 3
January
Ratios, Proportions and Scale Drawing
WEEK 2
Polynomials
WEEK 3
Solving Quadratic Equations
WEEK 4
February
Strand 4: Geometry
Transformations and Symmetry
WEEK 1
Practice Assessment
on Strand 4
Triangles
WEEK 2
47 | P a g e
Curriculum Pacing Guide
Solid Geometry
Strand 2: Probability
Statistics
WEEK 3
WEEK 4
Practice Assessment
on Strand 2
Practice Assessment
on all Strands
48 | P a g e
Curriculum Pacing Guide
Geometry
Standards
Knowledge/Skills
Triangles – Properties & Special Lines and
Points
Resources
Dates
Assessments
(Evidence of
Mastery)
11/5/13 –
11/12/13
Triangle Sum Theorem, Remote Exterior
Angle Theorem, Triangle Inequality
Theorem, & Hinge Theorems
Unit 5: Similarity Transformations
Dilations & Similarity, Midsegment
Theorem Pythagorean Theorem & Distance
Formula
Unit 6: Right triangle Relationships and
Trigonometry
11/25/1312/4/13
12/5/13 –
12/17/13
Special Right Triangles, Trigonometric
Ratios , Law of Sines & Law of Cosines
Unit 7: Quadrilaterals
Polygons and Special Quadrilaterals
Classifying - # of Sides, Convex/Concave
Unit 8:
Circles
12/18/13 –
1/8/14
1/9/14 –
1/21/13
Algebraic Representations of Circles &
Parabolas Chords, Arcs, Inscribed Angles,
49 | P a g e
Curriculum Pacing Guide
Lines and Segments on Circles
Unit 9: Geometric modeling in two
dimensions Real-world Application
Unit 10: Understanding and modeling with
three dimensional figures
Real-world
Application
50 | P a g e
1/22/14 –
1/28/13
1/29/14 –
2/7/14
Review for Course Final Exam
2/10/14–
2/11/14
Geometry Final Exam
Final Exam – Make up Day
2/12/14
2/12/14
Curriculum Pacing Guide
Algebra 2
Standards
Knowledge/Skills
Resources
Dates
Assessments
(Evidence of
Mastery)
November
MA.9-12.HS.A-APR: Arithmetic with Polynomials
and Rational Expressions
Week 1
MA.9-12.: Perform arithmetic operations on
MA.9-12.HS.A-APR.1: Understand that
polynomials
polynomials form a system analogous to
the integers, namely, they are closed under
the operations of addition, subtraction, and
multiplication; add, subtract, and multiply
polynomials.
MA.9-12.: Rewrite rational MA.9-12.HS.A-APR.6: Rewrite simple
expressions
rational expressions in different forms;
write a(x)/b(x) in the form q(x) + r(x)/b(x),
where a(x), b(x), q(x), and r(x) are
polynomials with the degree of r(x) less
than the degree of b(x), using inspection,
long division, or, for the more complicated
examples, a computer algebra system
MA.9-12.HS.A-APR.7: Understand that
rational expressions form a system
analogous to the rational numbers, closed
under addition, subtraction, multiplication,
and division by a nonzero rational
expression; add, subtract, multiply, and
divide rational expressions.
51 | P a g e
Week 1
Week 2
Curriculum Pacing Guide
MA.9-12.: Understand the
relationship between zeros
and factors of polynomials
MA.9-12.HS.A-APR.2: Know and apply
the Remainder Theorem: For a polynomial
p(x) and a number a, the remainder on
division by x – a is p(a), so p(a) = 0 if and
only if (x – a) is a factor of p(x).
MA.9-12.HS.A-APR.3: Identify zeros of
polynomials when suitable factorizations
are available, and use the zeros to construct
a rough graph of the function defined by
the polynomial
Week 2
Week 3
Week 3
MA.9-12.: Use polynomial
identities to solve problems
MA.9-12.HS.A-APR.4: Prove polynomial
identities and use them to describe
numerical relationships. For example, the
polynomial identity (x² + y²)² = (x² – y²)² +
(2xy)² can be used to generate Pythagorean
triples.
Week 4
MA.9-12.HS.ACED: Creating Equations
52 | P a g e
MA.9-12.HS.A-APR.5: Know and apply
the Binomial Theorem for the expansion of
(x + y) to the n power in powers of x and y
for a positive integer n, where x and y are
any numbers, with coefficients determined
for example by Pascal’s Triangle. The
Binomial Theorem can be proved by
mathematical induction or by a
combinatorial argument.
MA.9-12.HS.A-CED.1: Create equations
and inequalities in one variable and use
them to solve problems. Include equations
arising from linear and quadratic functions,
and simple rational and exponential
functions.
Week 4
Curriculum Pacing Guide
December
Week 1
MA.9-12.: Create equations thatMA.9-12.HS.A-CED.2:
describe numbers
Create equations in
or relationships
two or more variables to represent
relationships between quantities; graph
equations on coordinate axes with labels
and scales
Week 1
MA.9-12.HS.A-CED.3: Represent
constraints by equations or inequalities, and
by systems of equations and/or inequalities,
and interpret solutions as viable or nonviable options in a modeling context. For
example, represent inequalities describing
nutritional and cost constraints on
combinations of different foods
Week 2
MA.9-12.HS.A-CED.3: Represent
constraints by equations or inequalities, and
by systems of equations and/or inequalities,
and interpret solutions as viable or nonviable options in a modeling context. For
example, represent inequalities describing
nutritional and cost constraints on
combinations of different foods
Week 3
MA.9-12.HS.A-CED.4: Rearrange
formulas to highlight a quantity of interest,
using the same reasoning as in solving
equations. For example, rearrange Ohm’s
law V = IR to highlight resistance R.
53 | P a g e
Curriculum Pacing Guide
Week 3
MA.9-12.HS.A-REI: Reasoning
with Equations and Understand that the
MA.9-12.HS.A-REI.10:
Inequalities
graph of an equation in two variables is the
set of all its solutions plotted in the
coordinate plane, often forming a curve
(which could be a line).
MA.9-12.: Represent and
solve equations and
inequalities graphically
January
Week 1
MA.9-12.HS.A-REI.11: Explain why the xcoordinates of the points where the graphs
of the equations y = f(x) and y = g(x)
intersect are the solutions of the equation
f(x) = g(x); find the solutions
approximately, e.g., using technology to
graph the functions, make tables of values,
or find successive approximations. Include
cases where f(x) and/or g(x) are linear,
polynomial, rational, absolute value,
exponential, and logarithmic functions.
Week 1
MA.9-12.HS.A-REI.12: Graph the
solutions to a linear inequality in two
variables as a half-plane (excluding the
boundary in the case of a strict inequality),
and graph the solution set to a system of
linear inequalities in two variables as the
intersection of the corresponding halfplanes.
MA.9-12.: Solve equations
and inequalities in one
variable
54 | P a g e
Week 2
MA.9-12.HS.A-REI.3: Solve linear
equations and inequalities in one variable,
including equations with coefficients
represented by letters.
Curriculum Pacing Guide
MA.9-12.HS.AREI.4: Solve quadratic
equations in one variable.
Week 2
MA.9-12.HS.A-REI.4.a: Use the method of
completing the square to transform any
quadratic equation in x into an equation of
the form (x – p)² = q that has the same
solutions. Derive the quadratic formula
from this form.
Week 3
MA.9-12.HS.A-REI.4.b: Solve quadratic
equations by inspection (e.g., for x² = 49),
taking square roots, completing the square,
the quadratic formula and factoring, as
appropriate to the initial form of the
equation. Recognize when the quadratic
formula gives complex solutions and write
them as a ± bi for real numbers a and b.
Week 3
MA.9-12.: Solve systems of
equations
MA.9-12.HS.A-REI.5: Prove that, given a
system of two equations in two variables,
replacing one equation by the sum of that
equation and a multiple of the other
produces a system with the same solutions.
Week 4
MA.9-12.HS.A-REI.6: Solve systems of
linear equations exactly and approximately
(e.g., with graphs), focusing on pairs of
linear equations in two variables.
Week 4
MA.9-12.HS.A-REI.7: Solve a simple
system consisting of a linear equation and a
quadratic equation in two variables
algebraically and graphically. For example,
find the points of intersection between the
line y = –3x and the circle x² + y² = 3.
55 | P a g e
Curriculum Pacing Guide
Week 5
MA.9-12.HS.A-REI.8: Represent
a system of linear equations as a single
matrix equation in a vector variable.
Week 5
MA.9-12.HS.A-REI.9: Find the
inverse of a matrix if it exists and use it to
solve systems of linear equations (using
technology for matrices of dimension 3 × 3
or greater).
February
Week 1
MA.9-12.HS.A-REI.1: Explain
MA.9-12.: Understandeach
solving
stepequations
in solving a simple equation as
as a process of reasoning and explain
the
reasoning
following from the equality of numbers
asserted at the previous step, starting from
the assumption that the original equation
has a solution. Construct a viable argument
to justify a solution method.
Week 2
MA.9-12.HS.A-REI.2: Solve
simple rational and radical equations in one
variable, and give examples showing how
extraneous solutions may arise.
56 | P a g e
Curriculum Pacing Guide
Probability and Statistics
Standards
Knowledge/Skills
Resources
Dates
Assessment
(Evidence of
Mastery)
November
HS.S-CP.5.
Factorial Notation
Plato website
week 01
HS.S-CP.5.
HS.S-IC.5.
HS.S-IC.6.
Compound Probability
Simulation
Prediction and Interpretation
Plato website
Glencoe.com
Glencoe.com
HS.S-CP.9.
Fundamental Counting Principle
Glencoe.com
week 02
week 03
week 04
December
week 05
HS.S-CP.9.
Permutation
Glencoe.com
week 06
HS.S-CP.9.
Combination
HS.S-CP.9.
HS.S-CP.1
HS.S-CP.1
HS.S-CP.9.
Special permutation and Combination
Sets and Elements
Union and Intersection, Venn Diagram
Power Set, Pascal Triangle
online resources
online resources
online resources
online resources
Review for SAT/ACT/AIMS and Final
Exam
online resources
57 | P a g e
week 07
January
week 08
week 09
week10
week 11
February
week 12
quiz, online
discussion (PLATO)
quiz, online
discussion (PLATO)
quiz, long test
project
quiz, artwork
problem set, online
post test
problem set, online
post test
quiz, online post test
quiz, online post test
quiz, art work
art work, long test
Final Exam
Curriculum Pacing Guide
7th Grade Science
Standards
Knowledge/Skills
S6C1PO1
S6C2PO1
Classify Rocks & Minerals
Rock Cycle
S2C3PO1
S2C3PO2
S2C3PO3
Moon Phases
Model moon, Earth, Sun
Tides/Moon
S6C3PO5
Constellations
S6C3PO5
Space
58 | P a g e
Resources
Dates
Assessments
(Evidence of
mastery)
November
Week 1
Week 2
Week 3
Week 4
December
Week 1
Week 2
Week 3
January
Week 1
Week 2
Week 3
Week 4
Week 5
Curriculum Pacing Guide
8th Grade Science
Standards
Knowledge/Skills
S1
S4C2PO1
Inquiry Process
Cell Division
S2C1PO2
S4C2PO2
S4C2PO4
Mendel
Heredity
Dominant/Recessive Trait
S5C2PO1-5
Force and Motion
Newton’s Laws
Aims Prep
59 | P a g e
Resources
Dates
Assessments
(Evidence of
Mastery)
November
Week 1
Week 2
Week 3
Week 4
December
Week 1
Week 2
Week 3
January
Week 1
Week 2
Week 3
Week 4
Week 5
Curriculum Pacing Guide
Integrated Science
Standards
Knowledge/Skills
Communicate scientific ideas Planets
about the way stars, over their (impact cratering, meteorites, planetary
life cycle, produce elements.
bodies, planetary sciences)
Resources
http://education.usgs.go
v/secondary.html
http://www.scienceteachers.com/
Use mathematical or
computational
representations to predict the
motion of orbiting objects in
the solar system.
Dates
November
Week 1
Week 2
Week 3
Construct an explanation
60 | P a g e
https://scholar.vt.edu
/access/content/user/
adc1008/Secondary
LessonPlan.pdf
What will learners
do?
a) Identify/label
planets in solar
system.
b) Create mnemonic
device for planets
c) Be active
participants in class
discussion and coconstructing
d) Create their own
solar system which
will be a part of their
formative
assessment
Apply scientific reasoning
and evidence from ancient
Earth materials, meteorites,
and other planetary
surfaces to construct an
account of Earth’s
formation and early history.
Develop a model based on
evidence to illustrate the life
span of the sun and the role
of nuclear fusion in the sun’s
core to release energy in the
form of radiation.
Assessments
(Evidence of
Mastery)
Earth Characteristics
(bathymetry, biostratigraphy, bouguer
anomaly, earth history, earth
structure, Earth's core, Earth's crust, Earth's
mantle, fossils, free-air anomaly, geologic
history, geologic structure,gravity, igneous
rocks, isostatic anomaly, land
surface, lithostratigraphy, magnetic
field,metamorphic rocks, rocks and
http://nasawavelength.o
rg/
November
Week 4
http://geology.com/arti
cles/diamonds-fromcoal/
December
Week 1
Week 2
Week 3
http://geology.com/roc
ks/
January
Curriculum Pacing Guide
of the Big Bang theory based
on astronomical evidence of
light spectra, motion of
distant galaxies, and
composition of matter in the
universe.
deposits, sedimentary rocks, snow and ice
cover, stratigraphy,unconsolidated deposits)
Week 2
Evaluate evidence of the past
and current movements of
continental and oceanic crust
and the theory of plate
tectonics to explain the ages
of crustal rocks.
Construct an explanation
of the Big Bang theory based
on astronomical evidence of
light spectra, motion of
distant galaxies, and
composition of matter in the
universe.
Geologic Processes
(erosion, faulting, folding, geochemistry, geo
logic mapping, land subsidence, plate
tectonics,rock
deformation, sedimentation, soil
chemistry, water chemistry)
http://education.usgs.go
v/secondary.html
January
Week 3
Week 4
http://www.geosociety.
org/educate/resources.h
tm
scholastic.com/resource
s/earth science
Evaluate evidence of the past
and current movements of
continental and oceanic crust
and the theory of plate
tectonics to explain the ages
of crustal rocks.
Use a model to describe
how variations in the flow of
energy into and out of Earth’s
systems result in changes in
climate.
61 | P a g e
Atmosphere and Climate
(acid rain, air-sea interaction, atmospheric
circulation, atmospheric deposition, climate
change,desertification, droughts, global
change, global warming, greenhouse
effect, precipitation,storms, wind)
http://climatekids.nasa.
gov/
January
Week 5
http://www.geosociety.
org/educate/resources.h
tm
February
Week 1
Curriculum Pacing Guide
Analyze geoscience data and
the results from global
climate models to make an
evidence-based forecast
of the current rate of global or
regional climate change and
associated future impacts to
Earth systems.
62 | P a g e
Curriculum Pacing Guide
Biology
Standards
Strand 5: Physical Science; Concept
5:
Interactions of Energy and Matter
Understand the interactions of
energy and
matter.
PO 1. Describe various ways in
which
matter and energy interact (e.g.,
photosynthesis, phase change).
Knowledge/Skills
Photosynthesis
Respiration
Resources
Books, Internet, and
Videos
Dates
Assessments
(Evidence of
Mastery)
Week 1
Quizzes and Test
Strand 4: Life
Science; Concept 5: Matter, Energy,
and
Organization in Living Systems
(Including
Human Systems)
Understand the organization of
living
systems, and the role of energy
within
those systems
PO 1. Compare the processes of
photosynthesis and cellular
respiration in
terms of energy flow, reactants, and
63
|Page
products
Photosynthesis
Cellular Respiration
Energy flow
Reactants
Products
Books, Internet, and
Videos
Week 2
C u r r i c u l u m Quizzes
P a c i n and
g GTest
uide
PO 2. Describe the role of organic
and
inorganic chemicals (e.g.,
carbohydrates,
proteins, lipids nucleic acids, water,
ATP)
important to living things. . I/M
ATP
Strand 1: Life Science; Concept
2: Molecular Basis of Heredity
Understand the molecular basis
of heredity and
resulting genetic
diversity.
PO 1. Analyze the
relationships among
nucleic acids (DNA,
RNA), genes, and
chromosomes.
Nucleic Acid
DNA
RNA
Genes
Chromosomes
Heredity
Protein
Synthesis
DNA Replication
Books, Internet, and
Videos
PO 2. Describe the molecular
basis of heredity, in
viruses and living
things, including DNA
replication and protein
synthesis.
Nucleic Acid
DNA
RNA
Genes
Chromosomes
Heredity
Protein
Synthesis
DNA Replication
Books, Internet, and
Videos
PO 3. Explain how genotypic
variation occurs and
results in phenotypic
diversity.
Genotypic
Variation
Phenotypic
diversity
Books, Internet, and
Videos
64 | P a g e
Books, Internet, and
Videos
Week 2
Quizzes and Test
Week 3
Quizzes, Labs, and
Test
Week 3 and 4
Quizzes, Labs, and
Test
Week 5
Quizzes, Webquests,
Research Paper and
Test
Curriculum Pacing Guide
PO 4. Describe how meiosis
and fertilization maintain
genetic variation
Meiosis
Fertilization
Books, Internet, and
Videos
Week 6
PO 5. Describe the purposes
and processes of cellular
reproduction
Cellular
reproduction
Mitosis
Books, Internet, and
Videos
Week 6
PO 4. Diagram the energy flow in
an
ecosystem through a food chain.
Ecosystem
Diagram
Food Chain
Books, Internet,
Outdoor Games, and
Videos
Week 7
PO 5. Describe the levels of
organization
of living things from cells,
through tissues, organs, organ
systems, organisms, populations,
and communities to ecosystems.
Organization levels
Ecosystems
Communities
Books, Internet,
Outdoor Games, and
Videos
Week 7
Strand 3: Science in Personal
and Social Perspectives;
Concept 3: Human Population
Characteristics
Analyze factors that affect
human populations.
PO 1. Analyze social factors
that limit the growth
of a human
population, including:
• affluence
• education
• access to health care
• cultural influences
Human Population
Affluence
Cultural Influences
PO 3. Predict the effect of a
change in a specific factor on a
Human
Population
65 | P a g e
Quizzes and Test
Quizzes and Test
Food chain project,
Quizzes and Test
Quizzes and Test
http://www.pbs.org/wg
bh/nova/worldbalance/
Week 8 and 9
World in the Balance
Project (Research and
Presentation)
http://www.pbs.org/wg
bh/nova/worldbalance/
Week 8 and 9
World in the Balance
Project (Research and
Curriculum Pacing Guide
human population
Concept 3: Interdependence of
Organisms
Analyze the relationships
among various organisms and
their environment.
Presentation)
PO 1. Identify the
relationships among organisms
within populations,
communities, ecosystems, and
biomes
Relationship
Population
Community
Ecosystem
Biomes
http://www.pbs.org/wg
bh/nova/worldbalance/
Week 8 and 9
PO 3. Assess how the size and
the rate of growth of a
population are determined by
birth rate, death rate,
immigration, emigration, and
carrying capacity of the
environment.
Carrying Capacity
Emigration
Immigration
http://www.pbs.org/wg
bh/nova/worldbalance/
Week 10
S4C5-05 Describe the levels of
organization of living things from
cells, through tissues, organs, organ
systems, organisms, populations,
and communities to ecosystems.
Systems of the Body
http://www.mhhe.com/biosci/gen
bio/virtual_labs/BL_16/BL_16.h
tml
Week 11 and
12
66 | P a g e
World in the Balance
Project (Research and
Presentation)
World in the Balance
Project (Research and
Presentation)
Lab Dissections
Curriculum Pacing Guide
Physics
Standards
Knowledge/Skills
 Newton’s second law
accurately predicts changes
in the motion of
macroscopic objects. (HSPS2-1)
Forces and Motion
 Momentum is defined for a
particular frame of
reference; it is the mass
times the velocity of the
object. (HS-PS2-2)
 If a system interacts with
objects outside itself, the
total momentum of the
system can change;
however, any such change
is balanced by changes in
the momentum of objects
outside the system. (HSPS2-2),(HS-PS2-3)
67 | P a g e
1.Newton’s First law of motion
2. Inertia, mass, weight, and gravity
3.Newton’s Second law of motion
4. Newton’s third law of motion
5. Momentum
Impulse
Assessments
(Evidence of
Mastery)
https://www.grc.nasa.go November 2013 Assessment is limited
v/WWW/kto one-dimensional
12/airplane/newton2.htm
motion and to
l
Week 1 (Laws macroscopic objects
http://bcps.nbclearn.com of Motion)
moving at non/portal/site/k
relativistic speeds.
12/sharedlist?addpnum= Week 2
 How is the
1342102410904&uid=7 (Momentum
acceleration of a
1f56cbf424d58b125803e and Impulse)
massive object
2a1d052b83&lid=16272
compare with the
475
acceleration of a
less massive object
if the same force is
applied?
 Describe the
relationships
between mass and
force to the
acceleration.
 Given that the
mass is constant
for two objects, a
greater force is
applied to one
object only, how
will you describe
the acceleration of
the object as it
Resources
Dates
Curriculum Pacing Guide
moves.
 Describe the
relationships
between force and
acceleration when
mass is constant.
PS2.B: Types of Interactions
Types of Interactions
 Newton’s law of universal
gravitation and Coulomb’s 1.Universal law of gravitation
2.Electrostatics Forces
law provide the
mathematical models to
describe and predict the
effects of gravitational and
electrostatic forces between
distant objects. (HS-PS2-4)
 Forces at a distance are
explained by fields
(gravitational, electric, and
magnetic) permeating space
that can transfer energy
through space. Magnets or
electric currents cause
magnetic fields; electric
charges or changing
magnetic fields cause
electric fields. (HS-PS24),(HS-PS2-5)
68 | P a g e
http://www.faqs.org/sp
orts-science/FoHa/Football-MassMomentum-andCollisions.html
http://entertainment.ho
wstuffworks.com/physic
s-of-football4.htm
http://www.physicsclas
sroom.com/Class/mome
ntum/u4l1c.cfm
http://dsc.discovery.co
m/tv-shows/othershows/videos/timewarp-face-punch.htm
http://www.classtools.n
et/widgets/jigsaw_1/leY
q1.htm
http://www.crsd.org/cm
s/lib5/PA01000188/Cent
ricity/Domain/773/Day
%20234%20Newtons%2
0ULOG%20Worksheet.
pdf
http://energyforkeeps.o
rg/wpcontent/uploads/2011/08
Assessment is limited
to systems with two
objects
Week 3 (ULG)
 If two oppositely
charge objects
Week 4
come closer
( Electrostatics
together, predict
Forces)
how strong the
electrostatic force.
 Using the formula
of Newton’s Law
of Gravitation and
Coulomb’s law,
calculate the
magnitude of the
electrostatic force
and its direction.
Curriculum Pacing Guide
/Pages-8-14-fromch2_activities-2.pdf
Energy
PS3.A: Definitions of Energy
 Energy is a quantitative
property of a system that
depends on the motion and
interactions of matter and
radiation within that
system. That there is a
single quantity called
energy is due to the fact
that a system’s total energy
is conserved, even as,
within the system, energy is
continually transferred
from one object to another
and between its various
possible forms. (HS-PS31),(HS-PS3-2)
 At the macroscopic scale,
energy manifests itself in
multiple ways, such as in
motion, sound, light, and
thermal energy. (HS-PS32) (HS-PS3-3)
 These relationships are
better understood at the
microscopic scale, at which
69 | P a g e
1.Definition of Energy
2.Forms of Energy
3. Kinetic and Potential Energy
4.Work
5.Power
6.Energy Consumptions
CPO Physics First
Physics by Glenco
Physics by Navaza
http://energyforkeeps.o
rg/wpcontent/uploads/2011/0
8/Pages-8-14-fromch2_activities-2.pdf
December 2013
Week 1 (1,2)
Week 2 (3)
Week 3 (4,5)
January 2014
Week 2 (6)
Assessment: Creating
models that include
diagrams, drawings,
descriptions, and
computer simulations
 How is potential
energy converted
to kinetic energy?
 How can the
designed model
help with the
scientific and
mathematical
explanations of the
conversion of
mechanical
energy?
Example: As you
study the scenarios
below, specify
whether kinetic
energy is being
changed to potential
energy, potential is
Curriculum Pacing Guide
all of the different
manifestations of energy
can be modeled as a
combination of energy
associated with the motion
of particles and energy
associated with the
configuration (relative
position of the particles). In
some cases the relative
position energy can be
thought of as stored in
fields (which mediate
interactions between
particles). This last concept
includes radiation, a
phenomenon in which
energy stored in fields
moves across space. (HSPS3-2)
1.Law of Conservation of Energy
PS3.B: Conservation of
Energy and Energy Transfer 2. Law of Mechanical Energy
 Conservation of energy
means that the total change
of energy in any system is
always equal to the total
energy transferred into or
out of the system. (HSPS3-1)
 Energy cannot be created or
destroyed, but it can be
transported from one place
to another and transferred
between systems. (HS-PS31),(HS-PS3-4)
70 | P a g e
being converted to
kinetic, or neither.
Explain your
answers.
For each scenario,
see if you can also
answer the following
questions: Are other
energy
transformations
occurring? In each
scenario, where did
all the energy go?
CPO Physics First
Physics by Glenco
Physics by Navaza
Week 3 (1)
Week 4 (1)
Week 5 (2)
Assessment for
quantitative
evaluations is
limited to total
output for a given
input. Assessment is
limited to devices
constructed with
materials provided
to students.
How will a roller
coaster model
illustrate conversion
of energy?
Given the mass and
Curriculum Pacing Guide
 Mathematical expressions,
which quantify how the
stored energy in a system
depends on its
configuration (e.g. relative
positions of charged
particles, compression of a
spring) and how kinetic
energy depends on mass
and speed, allow the
concept of conservation of
energy to be used to predict
and describe system
behavior. (HS-PS3-1)
 The availability of energy
limits what can occur in
any system. (HS-PS3-1)
 Uncontrolled systems
always evolve toward more
stable states—that is,
toward more uniform
energy distribution (e.g.,
water flows downhill,
objects hotter than their
surrounding environment
cool down). (HS-PS3-4)
71 | P a g e
the height from which
the roller coaster is
released, calculate
the Total Mechanical
energy, Potential
energy, and Kinetic
energy.
Design a roller
coaster model that
will explain
conservation of
energy or changes
from Potential to
Kinetic Energy.
Curriculum Pacing Guide
American History
Knowledge/
Skills
Standards
Resources
Dates
Assessments
( Evidence of
Mastery)
The New Nation
The importance of the Constitution.
What the Bill of Rights protects.
The differences between the
Federalists and Jeffersonians.
What it was like for Natives right
after the Revolutionary War.
SSHS-S1C4-PO4. Analyze
how the new national
government was created:
b. Articles of Confederation
c. Constitutional Convention
d. struggles over ratification of
the Constitution
e. creation of the Bill of
Rights
Internet resources.
(Mainly
USHistory.org,
however there are
other great student
friendly sites
available depending
on the topic)
Powerpoints and
videos.
November 2013
Weeks 1-3
Performed in class at
the conclusion of
covering a standard.
Completion of
assignment based on
students’ M.I.
Weekly assessments.
Unit assessment.
SSHS-S1C5-PO5. Examine
the significance of the
following in the formation of a
new nation:
Final assessment.
b. economic policies of
Alexander Hamilton
c. creation of political parties
under Thomas Jefferson
and Alexander Hamilton
SSHS-S1C4-PO6. Examine
the experiences and
perspectives of the following
groups in the new nation:
72 | P a g e
Curriculum Pacing Guide
d. Native Americans
The Bigger Nation
How the 13 Colonies became the
land from sea to shining sea.
The importance of the Presidency of
Jefferson and Jackson.
What the Trail of Tears was.
SSHS-S1C5-PO1. Trace the growth
of the American nation during the
period of western expansion:
a.
b.
c.
d.
e.
f.
g.
h.
Northwest Territory
Louisiana Territory
Florida
Texas
Oregon Country
Mexican Cession
Gadsden Purchase
Alaska
Internet resources.
(Mainly
USHistory.org,
however there are
other great student
friendly sites
available depending
on the topic)
Powerpoints and
videos.
November 2013
Week 4
December 2013
Week 1
Week 2
Performed in class at
the conclusion of
covering a standard.
Completion of
assignment based on
students’ M.I.
Weekly assessments.
Unit assessment.
Final assessment.
SSHS-S1C5-PO2. Analyze how the
following events affected the political
transformation of the developing
nation:
a. Jefferson’s Presidency
b. War of 1812
c. Jackson’s Presidency
SSHS-S1C5-PO3. Identify how
economic incentives and geography
influenced early American
explorations:
a. explorers (e.g., Lewis and Clark,
Pike, Fremont)
b. fur traders
c. miners
d. missionaries (e.g., Father Kino,
73 | P a g e
Curriculum Pacing Guide
Circuit Riders)
SSHS-S1C5-PO4. Describe the
impact of European-American
expansion on native peoples.
74 | P a g e
Curriculum Pacing Guide
World History
Standards
SS-HS-S2 Concept 3:
World in Transition
PO 1. Contrast the fall of
Rome with the development
of the Byzantine and Arab
Empires (e.g., religion,
culture, language, PO 2.
Compare feudalism in
Europe and Japan and its
connection with religious
and cultural institutions.
PO 3. Compare the
development of empires
(e.g., Roman, Han, Mali,
Incan/Inkan, Ottoman)
throughout the world. PO 4.
Describe the interaction of
European and Asian
civilizations from the 12th to
the 16th centuries.
SS-HS-S2 Concept 4:
Renaissance and
Reformation
PO 1. Analyze the results of
Renaissance thoughts and
theories. PO 2. Explain how
the ideas of the Protestant
Reformation and the
Catholic Reformation
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Knowledge/Skills
Resources
Dates
Assessments
(Evidence of
Mastery)
November
Week 1
Week 2
Week 3
Curriculum Pacing Guide
SS-HS-S2 Concept 5:
Encounters and Exchange
PO 1. Describe the
religious, economic, social,
and political interactions
among civilizations that
resulted from early
exploration
PO 1. Describe the
religious, economic, social,
and political interactions
among civilizations that
resulted from early
exploration
SS-HS-S2 Concept 6: Age
of Revolution
PO 1. Contrast the
development of
representative, limited
government in England with
the development and
continuation of absolute
monarchies in other
European nations
PO 2. Explain how new
ideas (i.e., Heliocentrism,
Scientific Method, Newton’s
Laws) changed the way
people understood the
world.PO 3. Explain how
Enlightenment ideas
influenced political thought
and social change
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Week 4
December
Week 1
Week 2
Curriculum Pacing Guide
PO 4. Analyze the
developments of the French
Revolution and rule of
Napoleon. PO 5. Explain
the revolutionary and
independence movements in
Latin America (e.g., Mexico,
Haiti, South America). PO 6.
Analyze the social, political,
and economic development
and impact of the Industrial
Revolution:
Concept 7: Age of
Imperialism PO 1. Explain
the rationale (e.g., need for
raw materials, domination of
markets, advent of national
competition, spread of
European culture/religion)
for imperialism. PO 2.
Trace the development of
the British Empire around
the world
PO 3. Describe the division
of the world into empires
and spheres of influence
during the 18th and 19th
centuries PO 4. Analyze the
effects of European and
American colonialism on
their colonies
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Week 3
January
Week 1
Week 2
Curriculum Pacing Guide
PO 5. Analyze the
responses to imperialism
(e.g., Boxer Rebellion,
Sepoy Rebellion, Opium
Wars, Zulu Wars) by people
under colonial rule at the
end of the 19th century. PO
6. Explain Japanese
responses to
European/American
imperialism from a closed
door policy to adoption of
Euro-American ideas.
Concept 8: World at War
PO 1. Examine the causes
of World War I PO 2.
Analyze the impact of the
changing nature of warfare
in World War I PO 3.
Explain the end of World
War I and its aftermath PO
4. Examine the period
between World War I and
World War II
PO 5. Analyze aspects of
World War II PO 6.
Examine genocide as a
manifestation of extreme
nationalism in the 20th
century PO 7. Analyze the
political, economic and
cultural impact of the Cold
War PO 8. Compare
independence movements of
emerging nations
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Week 3
Week 4
Week 5
Curriculum Pacing Guide
Culinary Arts
Standards
Knowledge/Skills
2.2 List the primary
functions and best sources of
each of the major vitamins
and nutrients (carbohydrates,
protein, fats, vitamins,
minerals, and water).
Demonstrate knowledge of the six
categories of nutrients
And their functions.
7.1 Identify and prepare
various meats, seafood, and
poultry.
Demonstrate knowledge about the different
markets forms of fish.
7.1 Identify and prepare
various meats, seafood, and
poultry.
Demonstrate knowledge about the different
grades and market forms for poultry.
3.2 Read follow, and execute
a recipe.
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Resources
Dates
Books, Internet,
Videos, and chefs
advisors for culinary.
November
Week 1
Books, Internet,
Videos, and chefs
advisors for culinary.
Week 2
Plan and prepare nutritious meals using
nutritious and healthy ingredients.
Apply different cooking techniques to
prepare different types of fish dishes.
Week 3
Books, Internet,
Videos, and chefs
advisors for culinary.
Create different presentations for Poultry
dishes. Apply different cooking techniques
to cook poultry.
Demonstrate knowledge of the different
measurement equipment used to prepare
accurate recipes. Execute different recipes
following recipes step by step to create good
Week 4
December
Week 1
Week 2
Books, Internet,
Videos, and chefs
advisors for culinary.
Week 3
Assessments
(Evidence of
Mastery)
Quizzes, projects
Hand on
demonstrations,
Poster creation,
Power-points
creations, research,
and tests.
Quizzes, projects
Hand on
demonstrations,
Poster creation,
And tests.
Quizzes, projects
Hand on
demonstrations,
Poster creation,
Power-points
creations, research
projects.
Tests.
Curriculum Pacing Guide
appealing dishes.
3.3 Perform calculations for
recipe conversions
Apply the principle of mass production and
make calculations to prepare food for
parties.
Books, Internet,
Videos, and chefs
advisors for culinary.
January
Week 1
Week 2
Prepare Bakery
& Pastry Products
Apply the different techniques for baking.
Books, Internet,
Videos, and chefs
advisors for culinary.
Week 3
Demonstrate knowledge of the different
weighting equipment used in baking.
Prepare quick breads and cupcakes.
.
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Week 4
Week 5
Quizzes, projects
Hand on
demonstrations,
Poster creation,
Power-points
creations, research,
and tests.
Quizzes, projects
Hand on
demonstrations,
Poster creation,
Power-points
creations, research
projects
and tests.
Curriculum Pacing Guide
Agriculture
Standards
12.0
13.0
14.0
15.0
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Knowledge/Skills
Describe Basic Principles of Nutrition
Examine the Interaction of Biological
Systems Within the Environment
Describe Principles of Plant Growth
Production
Describes Principles of Animal Growth and
Production
Resources
Dates
November
Week 1
Week 2
Week 3
Week 4
December
Week 1
Week 2
Week 3
January
Week 1
Week 2
Week 3
Week 4
Week 5
Assessment
(Evidence of
Mastery)
Quiz
Quiz
Unit Exam
Quizzes
Quiz
Unit Exam
Quiz
Quiz
Unit Exam
Quiz
Quiz
Quiz
Curriculum Pacing Guide