Course Pacing Guide
Course Name: M/J Adv Language Arts 2
Unit Essential Question: Identify people you count on for different things.
Course Code: 1001050
Unit Title: Whom Can You Count On?
Novel: Bridge to Terabithia by Katherine Peterson
Semester: Semester 1
Grading Period: 1
Concept: Reading Process
Concept: Literary Analysis - Fiction
Concept: Literary Analysis/Reading Process
Standard(s):
LA.7.173 Main Idea
LA.7.211 Narrative Poetry
LA.7.212 Theme
Standard(s):
LA.7.212 Literary Elements
Standard(s):
LA.7.174 Cause and Effect
LA.7.212 Narrator & POV
Lesson Essential Question: How can we determine
an author’s main idea through examining
supporting details?
Lesson Essential Question: How do readers use
setting, characters, and conflict to understand the
plot of a story?
Lesson Essential Question: How and why do
readers identify cause and effect relationships?
Vocabulary:
essential message
supporting details
inference
Vocabulary:
Narrator
point of view
plot
setting
character
description
characterization
theme
Vocabulary:
Cause
Effect
Reason
result
* Additional Practice
Social Studies Content
Course Pacing Guide
Resources:
Fish Cheeks pp. 2-7 (Main Idea & POV)
We Are All One pp. 134-143 (Theme & Main Idea)
TIME: Fireproofing Forests pp. 144-149 (Main Idea)
*The Highwayman pp. 60-70 (Main Idea &
Narrative Poetry)
Resources:
Amigo Brothers pp. 18-37 (Plot)
Rikki-tikki-tavi pp. 38-59 (Setting)
We Are All One pp. 134-143 (Theme)
Thank You M’am pp. 124-133 (Characterization)
Grammar: Unit 10 Verbs, Lesson 10.1 Action,
Lesson 10.4 Linking Verbs
*The Wise Old Woman (Narrator & POV)
*The Good Samaritan pp. 71-83 (Plot)
*The Force of Luck pp. 90-103 (Character)
*Seventh Grade pp. 111-123 (Description)
Writing: Unit 2 The Writing Process; Lesson 2.1
Using the Writing Process
Social Perspective: from Rosa Parks: My Story pp.
107-110
Advanced: Students are to write a descriptive
paragraph in which you use sensory language to
describe a holiday meal. (TE p.3)
Grammar: Unit 10 Verbs; 10.5 Past, Present, and
Future Tenses
Have students identify and diagram the elements
of the traditional quest I this story, including a
hero, a journey away from home, helpers, a
struggle, with fear, a transformation, and a return
home. (TE p. 141)
Resources:
The Wise Old Woman pp. 7-17 (Narrator, POV, &
Cause & Effect)
Writing: Unit 3 Descriptive Writing; Lesson 3.5
Describing a Person
Advanced: Students are to write a folktale that
includes: a good character & an evil character, a
conflict that includes three main events, and a
happily ever after conclusion. (TE p. 12)
Who Counts on You? Create a resume’ of your
skills and talents, showing how you are someone
others can depend on. (TE p. 161)
Writing: Unit 2 The Writing Process; Lessons 2.1
Using the Writing Process, 2.2 Prewriting: Finding
and Exploring a Topic, 2.4 Prewriting: Ordering
Ideas, 2.5 Drafting: Getting It in Writing, 2.6
Revising: Evaluating a Draft, Lesson 2.8 Revising:
Creating Sentence Variety
Advanced: Students are to work in small groups
to prepare a research presentation on boarding
houses. Create a multimedia presentation to
share the findings with the class. (TE p. 129)
Additional Information: Florida Ready Lesson 3
(pgs. 43-50)
* Additional Practice
Additional Information: Florida Ready Lesson 10
(pgs. 99-106)
Social Studies Content
Additional Information: Florida Ready Lesson 5
(pgs. 59-66)
Course Pacing Guide
Course Name: M/J Adv Language Arts 2
Unit Essential Question: How important is reading to everyday life?
Course Code: 1001050
Unit Title: Why Do You Read?
Novel: Woodsong by Gary Paulsen
Semester: Semester 1
Grading Period: 2
Concept: Literary Analysis/Reading Process
Concept: Reading Process/Literary Analysis
Concept: Reading Applications
Standard(s):
LA.7.217 Descriptive/Figurative Language LA.7.173
Main Idea
Standard(s):
LA.6.172 Author’s Purpose
LA.7.217 Figurative Language
Standard(s):
LA.7.175 Text Structures
LA.7.221 Text Features
LA.7.174 Cause & Effect
Lesson Essential Question: How does the author’s
use of descriptive/figurative language enhance
text?
Lesson Essential Question: How does thinking
about the author’s purpose and message deepen
understanding?
Lesson Essential Question: How do text features
and text structures help readers to comprehend
text?
Vocabulary:
Foreshadowing
Alliteration
Mood
Metaphor
simile
Vocabulary:
author’s purpose
persuade
inform
entertain
share personal experiences
diction
style
dialogue
conflict
Vocabulary:
text feature
text structure
* Additional Practice
Social Studies Content
Course Pacing Guide
Resources:
Brer Rabbit Brer Lion pp. 172-177 (Main Idea)
Slam, Dunk, & Hook pp. 202-207 (Metaphor &
Simile)
Resources:
What Is a Knight? Pp. 210-219 (Author’s Purpose)
*An Hour with Abuelo pp. 264-274 (Author’s
Purpose & Fig. Lang.)
*Sarah Cynthia Sylvia Stout pp. 190-193 (Fig. Lang)
*An Hour with Abuelo pp. 264-275 (Author’s
Purpose & Fig. Lang.)
Historical Perspective: Shipwreck at the Bottom of
the World
Grammar: Unit 10 Verbs; Lesson 10.8 Perfect
Tenses
Grammar: Unit 20 Punctuation; Lesson 20.2 Using
Commas
Writing: Unit 3 Descriptive Writing; Lesson 3.1
Writing to Show Not Tell, Lesson 3.3 Choosing
Details to Create Mood, Lesson 3.6 Relating a Poem
to Your Experience
Writing: Unit 2 The Writing Process; Lessons 2.1
Using the Writing Process, 2.2 Prewriting: Finding
and Exploring a Topic, 2.4 Prewriting: Ordering
Ideas, 2.5 Drafting: Getting It in Writing, 2.6
Revising: Evaluating a Draft, Lesson 2.9
Editing/Proofreading: Making Final Adjustments
Advanced: Students are to create a comic book to
depict this tale. (List character details; the
sequence of important plot events; find an image
for each important plot event.) Share the comic
books with another class. (TE p. 176)
Additional Information: Florida Ready Lesson 13
(pgs. 123-130)
* Additional Practice
Advanced: Students are to create an annotated
diagram or chart that shows the hierarchy of the
feudal system from king or lord to the lowest
laborer or serf. Research the Middle Ages to learn
more about the system of feudalism. Write a
summary of your findings. (TE p. 215)
Additional Information: Florida Ready Lesson 2
(pgs. 35-42)
Social Studies Content
Resources:
Functional Documents pp. 332-331 (Text Structures
& Features)
One’s Name Is Mud pp. 297-301 (Cause & Effect)
Tending Sir Ernest’s Legacy pp 302-317 (Text
Structures)
*Informational Text
*When Plague Strikes (Text Structures)
*TIME: Miracle HANDS (Text Structures)
Grammar: Unit 15 Verbals; Lesson 15.1 Participles
and Participial Phrases
Writing: Unit 5 Expository Writing; Lesson 5.1
Giving Information and Explanations. Lesson 5.2
Organizing Informative Writing
Advanced:
As students read the interview, have them note
words and phrases that convey a feeling of awe or
appreciation for Shackleton and his adventures.
(TE p. 304)
Additional Information:
Course Pacing Guide
Course Name: M/J Adv Language Arts 2
Unit Essential Question: What everyday life experiences influence you?
Course Code: 1001050
Unit Title: What Influences You?
Novel: The Slave Dancer by Paula Fox
Semester:
Grading Period: 3
Semester 2
Concept: Reading Process
Concept: Literary Elements
Concept: Reading Process
Standard(s):
LA.7.173 Main Idea
LA.7.175 Text Structures
Standard(s):
LA.7.212 Story Elements
Standard(s):
LA.7.172 Author’s Purpose
Lesson Essential Question: How do readers identify
the main idea a text?
Lesson Essential Question: How do readers identify
and use the elements of fiction?
Lesson Essential Question: How does
understanding the author’s purpose help one to
learn new information?
Vocabulary:
essential message
supporting details
inference
Vocabulary:
Conflict
Resolution
Thesis
Anecdote
Characterization
Vocabulary:
author’s purpose
persuade
inform
entertain
share personal experiences
* Additional Practice
Social Studies Content
Course Pacing Guide
Resources:
All Together Now pp. 466-471 (Main Idea, Conflict,
& Resolution)
A Mason-Dixon Memory pp. 482-493 (Main Idea)
Grammar: Unit 8 Subjects & Predicates; Lesson 8.3
Subjects and Predicates, Lesson 8.4 Identifying the
Subject, Lesson 8.5 Compound Subjects and
Predicates
Writing: Unit 2 The Writing Process; Lesson 2.1
Using the Writing Process
Advanced: Students are to learn and recite the
Gettysburg Address. (TE p. 487)
Students are to research federal and state laws
concerning discrimination. Plot the laws on a
timeline. Include brief notes on the legislation’s
impact.
Additional Information: Florida Ready Lesson 4
(pgs. 51-58)
* Additional Practice
Resources:
Names/Nombres pp. 494-504 (Literary Elements)
*The Scholarship Jacket pp. 472-481 (Conflict &
Resolution)
*The War of the Wall pp. 510-523
(Characterization)
Cultural Perspective: Outdoor Art in America pp.
524-526
Grammar: Proper Nouns & Adjectives
Writing: Unit 5 Expository Writing; Lesson 5.6
Reports: Narrowing a Topic, Lesson 5.7 Reports:
Turning to Helpful Resources, Lesson 5.9 Reports:
Organizing and Drafting, Lesson 5.10 Reports:
Revising and Presenting
Advanced:
TIME: Oprah Winfrey; Students are to use library
or internet sources to research how talk shows are
produced. Present your research by designing
diagrams and staging a talk show on a topic of
interest. (TE p. 527)
Additional Information:
Florida Ready Lesson 11 (pgs. 107-114)
Countdown to FCAT (pgs. Xvi-xxi)
Social Studies Content
Resources:
Toward a Rainbow Nation pp. 553-546 (Author’s
Purpose & Perspective)
*Heroes pp. 561-565 (Author’s Purpose)
Should Naturalized Citizens Be President?
(Author’s Purpose) pp. 536-542
Grammar: Unit 14 Clauses and Complex Sentences
Writing: Unit 6 Persuasive Writing: Lesson 6.1
Using Persuasive Writing, Lesson 6.2 Forming an
Opinion, Lesson 6.3 Gathering Evidence, Lesson 6.5
Polishing an Argument
Advanced: Students are to choose one of the
books on page 588-589 to read. Write a response
on the book identifying the following: the author,
fiction or nonfiction, a brief summary, an
evaluation of the book, a written response
comparing it to a selection in this unit.
Additional Information:
Countdown to FCAT (pgs. Xvii-xxvii)
Course Code: 1001050
Unit Title: How Can You Become Who You Want to
Be?
Course Pacing Guide
Course Name: M/J Adv Language Arts 2
Unit Essential Question: What goals will help you become the person you want to be?
Novel: Stargirl by Jerry Spinelli
Semester:
Grading Period: 4
Semester 2
Concept: Literary Analysis
Concept: Literary Analysis
Concept: Reading Process
Standard(s): LA.7.212 Story Elements
Standard(s): LA.7.217 Descriptive/Figurative
Language
Standard(s): LA.7.173 Main Idea
Lesson Essential Question: How does knowing the
elements of a story help one to understand the
story better?
Lesson Essential Question: How can one
differentiate between literal and figurative
language?
Lesson Essential Question: How does one use main
idea and details to express understanding of text?
Vocabulary:
setting
conflict
Vocabulary:
Irony
Simile
Metaphor
Hyperbole
Personification
Vocabulary:
essential message
supporting details
inference
* Additional Practice
Social Studies Content
Course Pacing Guide
Resources:
Tony Hawk: Chairman of the Board pp. 598-603
(Main Idea)
Young Arthur pp. 626-635
*New Directions pp. 648-655
*From Zlata’s Diary pp. 674-683 (Conflict & Text
Struct.)
*Birthday Box and To James pp. 700-707 (Style &
Setting)
*The Teacher Who Changed My Life pp. 716-727
(Tone & Characterization)
*Comparing Literature: from Barrio Boy AND How I
Learned English pp. 728-737 (Setting)
Grammar: Unit 16 Subject-Verb Agreement; Lesson
16.3 Collective Nouns and Other Special Subjects,
Lesson 16.4 Indefinite Pronouns as Subjects, Lesson
16.5 Agreement with Compound Subjects
Writing: Unit 2 The Writing Process; Lesson 2.1
Using the Writing Process
Advanced:
Students are to write and essay in which they
answer the following questions: How would you
fill an empty box in a way that reflects who you
wish to become and what you would like to do or
accomplish in your life. (TE p. 707)
Additional Information:
Countdown to FCAT (pgs. Xxviii-xxxi)
* Additional Practice
Resources:
Four Skinny Trees and Chanclas pp. 666-671
(Personification & Voice)
*The Adventures of Marco Polo pp. 684-699
(Desc./Fig. Lang)
Historical Perspective: Medieval England, from
Catherine, Called Birdy pp. 636-639
Resources:
Hollywood and the Pits pp. 608-624 (Main Idea &
POV)
Your World and One pp. 660-665 (Main Idea)
TIME: Message of Hope pp. 712-715 (Main Idea)
Grammar: Unit 20 Punctuation; Lesson 20.4 Using
Commas III
Grammar: Unit 7 Troubleshooting: Lesson 7.3 Lack
of Subject-Verb Agreement, Unit 16 Subject-Verb
Agreement; Lesson 16.1 Making Subjects and Verbs
Agree, Lesson 16.2 Problems with Locating the
Subject
Advanced:
Organize students in small groups to research
information about geologic eras and to create
annotated time lines that show the era’s names,
dates, and characteristics, including life forms and
climate. (TE p. 616)
Writing: Unit 3 Descriptive Writing; Lesson 3.3
Choosing Details to Create Mood, Lesson 3.4
Organizing Details I a Description
Have students to identify obstacles and difficulties
the Sudanese refugees faced as suggested by the
selection.
Advanced:
Students are to read The House on Mango Street.
They are to present an oral presentation to the
class.
Have students to search online to find out more
information about the importance of the Silk Road
to the people in Europe and Asia. They are then
to produce illustrated written reports about the
goods that were transported on the Silk Road. (TE
p. 691)
Additional Information:
Social Studies Content
Additional Information: