English 11
Curriculum Guide
August 14 - October 9, 2014
Unit 1: Part I: Persuading with Style
Part II: The Rise of Realism
Suggested Pacing: First Nine Weeks – 40 Days (90 minute block session lessons)
Unit At A Glance:
This unit has a two part focus. Part I introduces students to English 11 by building classroom
community, and learning how to write and analyze persuasive essays. In part II, students will
engage in varied learning tasks as they explore readings and writings about the American Civil
War, the end of slavery and westward expansion. Students will have opportunities to compare
perspectives on classic and contemporary American writers. To allow teachers to fully explore
the College and Career Ready Standards (CCRS), a limited number of readings will be
covered in this unit: one novel, autobiographies, spirituals, newspaper articles, short stories,
poems, speeches, essays and letters. The goal of this English 11 unit is to develop a consistent
foundation of knowledge, skills and strategies that will be improved, applied and incorporated
as students engage in rigorous and relevant activities and lessons.
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small hand appears, click on the mouse (you must hold the “ctrl” key as you click).
ACOS/CCRS Standards:
Reading Standards for Literature:
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. (RL.11-12.1)
2. Determine two or more themes or 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 produce a
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This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.

This document is the property of Birmingham City Schools. Do not reproduce without permission.
1
complex account; provide an objective summary of the text. (RL.11-12.2)
3. Analyze the impact of the author’s choices regarding how to develop and relate elements of
a story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed). (RL.11-12.3)
4. Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.) (RL.11-12.4)
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.
6. 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).
(RL.11-12.6) (RL.11-12.5)
7. 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.)
(RL.11-12.7)
8. Demonstrate knowledge of twentieth- and twenty first-century foundational works of
American literature, including how two or more texts from the same period treat similar
themes or topics. (RL.11-12.9)
Reading Standards for Informational Text:
10. Cite strong and thorough textual evidence to support drawn from the text, including
determining where the text leaves matters uncertain. (RI.11-12.1)
11. 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
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.

This document is the property of Birmingham City Schools. Do not reproduce without permission.
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analysis; provide an objective summary of the text. (RI.11-12.2)
12. 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. (RI.11-12.3)
13. 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 fraction in
The Federalist No.10). (RI.11-12.4)
14. 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. (RI.11-12.5)
15. 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. (RI.11-12.6)
17. Analyze seminal United States documents of historical and literary significance (e.g.,
Roosevelt’s – Four Freedoms speech, King’s – Letter from a Birmingham Jail), including how
they address related themes and concepts. (RI.9-10.9)
17. Delineate and evaluate the reasoning in seminal United States texts, including the
application of constitutional principles and use of legal reasoning (e.g., in United States
Supreme Court Case majority opinions and dissents) and the premises, purposes, and
arguments in works of public advocacy (e.g., The Federalist, presidential addresses). (RI.910.9)
Writing Standards:
19. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning & relevant & sufficient evidence. (W.11-12.1)
19b. Develop claim(s) & counterclaims fairly & thoroughly, supplying the most relevant
evidence for each while pointing out the strengths & limitations of both in a manner that
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This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.
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anticipates the audience’s knowledge level, concerns, values, & possible biases. (W.11-12.1b)
21. Write narratives to develop real or imagines experiences or events using effective
technique, well-chosen details, & well-structured event sequences. (W.11.21. & W.12.21.)
21d. Use precise words & phrases, telling details, & sensory language to convey a vivid
picture of the experiences, events, setting &/or characters. (W.11-12.3d)
27. Draw evidence from literary or informational texts to support analysis, reflection, &
research. (W.11-12.9)
28. Write routinely over extended time frames, including time for research, reflection, &
revision, & shorter time frames such as a single sitting or a day or two for a range of tasks,
purposes, & audiences. (W.11-12.10)
Speaking and Listening Standards:
29. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on Grade 11 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively. [SL.11-12.1]
31. 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.
[SL.11-12.3]
Language Standards:
37. Apply knowledge of language to understand how language functions in different contexts,
to make effective choices for meaning or style, and to comprehend more fully when reading or
listening. (L.11.37.)
37a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences: Syntax as
Style) for guidance as needed; apply an understanding of syntax to the study of complex texts
when reading. (L.11-12.3a)
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⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.

This document is the property of Birmingham City Schools. Do not reproduce without permission.
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38. Determine or clarify the meaning of unknown and multiple meaning words and phrases
based on Grade11 reading and content, choosing flexibly from a range of strategies. 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). (L.11.38)
38b. Identify and correctly use patterns of word changes that indicate different meanings or
parts of speech (e.g., conceive, conception, conceivable). (L.11-12.4b
39. Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings. (L.11.39.)
39b. Analyze nuances in the meaning of words with similar denotations. (L.11-12.5b)
40. Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression. (L.11.40.)
37. Apply knowledge of language to understand how language functions in different contexts,
to make effective choices for meaning or style, and to comprehend more fully when reading or
listening. (L.11-12.3)
37. Apply the understanding that usage is a matter of convention, can change over time, and is
sometimes contested. (L.11-12.3)
Essential Question(s):
Part I:
 How does an understanding of argument help me discuss my work with others?
 What are the differences between a persuasive and an informative essay?
Part II:
 The Rise of Realism: How did realist writers portray social issues and the struggles of
ordinary people?
 What is the price of freedom?
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⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.

This document is the property of Birmingham City Schools. Do not reproduce without permission.
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What kinds of persuasion did writers use when the United States was a new country?
Learning Objective(s):
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I can remember, demonstrate, and apply annotation skills to works studied.
I can analyze a visual text, make inferences, and support those inferences with specific
references in the text.
I can create and use dialectical journals and graphic organizers from my annotations.
I can compose, edit, and revise sentences and paragraphs that incorporate evidence
from a variety of literary and nonfiction works.
I can practice appropriate paragraph structure and correct mechanics in analytical
paragraphs.
I can compose both timed and untimed analytical paragraphs and/or multi-paragraph
essays that demonstrate control of paragraph structure, sentence variety, and
mechanics.
I can successfully incorporate quotations into my writing.
I can deconstruct an AP-style prompt.
I can understand and apply content-related vocabulary.
Key Vocabulary: Academic
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Content Specific:
 Primary Source
 Secondary Source
 Extended Metaphor
 Purpose
 Style
 Conflict
 Point of View
 Situational Irony
 Argument
 Claim
Analyze
Develop
Determine
Assessments: Formative and Summative
Formative:
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This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.
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Use formative assessments to check for daily student mastery of a skill/standard and to guide
future instruction. Formative assessments like 3-2-1, GIST, Exit Cards/Slips, response papers
and graphic organizers gives students and teachers immediate feedback, guide and monitor
instruction, and manage tasks.
3-2-1: List three details, two questions and one connection.
Example: 3-2-1
GIST – Assign students to create a summary of a short passage or chunk of a passage using
exactly twenty words. Students may have to revise several times to use exactly twenty words.
Exit Cards/Slips- Select an appropriate stem or prompt and provide students time to reflect on
the lesson and write their responses. Collect exit cards/slips as students leave.
Response Papers- A response paper allows students to express their reaction to a text or
passage. Students are allowed to use first person point of view.
Graphic Organizer - Graphic organizers helps your students classify ideas and communicate
more effectively. Use graphic organizers to structure writing projects, to help in problem
solving, decision making, studying, planning research and brainstorming.
Summative:
Use summative assessments to gauge students’ learning relative to content standards.
Summative assessments are given to determine what students have mastered.
NMSI-Laying the Foundation
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This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.

This document is the property of Birmingham City Schools. Do not reproduce without permission.
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Argumentative Essay - The argumentative essay is a genre of writing that requires the student
to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the
topic in a concise manner.
Timed Writing –The timed essay gives students 30-40 minutes to read and think about the
issue in the prompt and to plan and write the assigned essay.
Optional Summative Assessments: Teacher Created Tests, Selection Tests and Unit Tests
Summative Assessment I: Pre-Test, August 25- September 5, 2014
Post-Test, October 1-15, 2014
Instructional Considerations:
Major Work: Narrative of the Life of Frederick Douglass (Douglass)
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What to the Slave is the Fourth of July (Frederick Douglass)
from My Bondage and My Freedom by Frederick Douglass p. 478
Spirituals Go Down, Moses/Follow the Drinking Gourd/Swing Low, Sweet Chariot p.
480
Short Story An Occurrence at Owl Creek Bridge by Ambrose Bierce p. 489
Speech The Gettysburg Address by Abraham Lincoln p. 514
Short Story The Celebrated Jumping Frog of Calaveras County by Mark Twain p. 525
Informational Text The Frog Jumping of the County of Calaveras by Mark Twain p.
532
Short Story A Pair of Silk Stockings by Kate Chopin p. 569
Short Story The Story of an Hour by Kate Chopin p. 594
Poetry Richard Cory by Edwin Arlington Robinson p. 589
Poetry Miniver Cheevy by Edwin Arlington Robinson p. 590
Informational Text Robinson on Richard Cory by Edwin Arlington Robinson p. 591
Grammar Connection:
 Main Clauses p. 535
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.

This document is the property of Birmingham City Schools. Do not reproduce without permission.
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Subordinate Clauses pp. 536-537
Simple and Compound Sentences pp. 538-539
Complex and Compound-Complex Sentences pp. 540-541
Adjective Clauses pp. 542-544
Adverb Clauses pp. 545-546
Four Kinds of Sentences p. 550
Sentence Fragments pp. 551-552
Run-On Sentences pp.553-555
Writing Connection: Argument, Autobiographical Essay
The act.org quality core sample unit is highly recommended for English 11.
Technology should be used throughout this unit to enhance student learning. Teachers should
employ varied sources of technology to integrate the literature, writing, grammar and
vocabulary. For instance, the Promethean board can used to practice grammar skills, utilize
interactive activities, teach literary elements, review reading skills, introduce literary periods,
and facilitate discussion questions. The use of technology tools promote collaboration and
engagement in whole-class or small-group lessons. In an effort to facilitate ongoing learner
participation and real-time assessment, teachers can also use the Glencoe’s Presentation Plus
and Holt’s Power Notes. (See the Technology section at the end of this guide.)
Throughout this unit, integrate reading and writing as key elements. In an effective English
language arts classroom, reading and writing does not work as separate elements. This unit
will incorporate active reading and analysis through the study of short stories and poetry. Use
this guide to plan lessons that reinforce the connection between reading and writing. Support
instruction through the use of the strategic model: before, during and after reading strategies.
Before:
Introduce students to the unit lessons by utilizing one of the suggested strategies in order to
activate prior knowledge, build background knowledge, generate questions, make predictions,
discuss vocabulary, and/or establish a purpose for reading/lesson. Select one of the suggested
before strategies to use with the suggested literary works.
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.

This document is the property of Birmingham City Schools. Do not reproduce without permission.
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KWL is an instructional reading strategy that is used to guide students through a text. Students
begin by brainstorming everything they Know about a topic. This information is recorded in
the K column of a K-W-L chart. Students then generate a list of questions about what they
Want to Know about the topic. These questions are listed in the W column of the chart. During
or after reading, students answer the questions that are in the W column. This new information
that they have Learned is recorded in the L column of the K-W-L chart.
K-What I Know
W-What I Want to Know
L-What I learned and still
need to learn
Quick Write - The strategy asks learners to respond in 2-10 minutes to an open-ended
question or prompt posed by the teacher before, during or after reading.
Anticipation Guide: Students will mark each statement before reading text as agree or
disagree. An anticipation guide is a comprehension strategy that is used before reading to
activate students' prior knowledge and build curiosity about a new topic. Before reading,
students listen to or read several statements about key concepts presented in the text.
Anticipation Guide Example:
Agree
Disagree
Agree Disagree
The trees will provide shade for the group.
Parents believe they can make a difference.
During:
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⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.

This document is the property of Birmingham City Schools. Do not reproduce without permission.
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Introduce students to the unit lessons by utilizing one of the suggested strategies in order to
engage with the text, verify and formulate predictions, summarize text, self-monitor
comprehension, construct graphic organizers, use mental imagery, and/or integrate new
information with prior knowledge. Select one of the suggested strategies to use during the
lesson to engage students.
Coding The Text: Using a read aloud and thinking aloud, model for the student’s examples of
making connections. These may include text-self, text-text, or text-world connections. While
reading aloud, demonstrate how to code a section of text that elicits a connection by using a
sticky note, a code (T-S=text-self, T-T =text-text, T-W=text-world), and a few words to
describe the connection. Have the students work small groups to read a short text and code the
text. Have them share their ideas with the class. Encourage the students to code text using
sticky notes to record their ideas and use these as a basis of small and large group discussions.
Coding the Text Example:
Some Examples of Marking Codes:
 = I agree
X= I disagree/I thought differently
+ = New Information
! = WOW
? = I wonder
??= I don’t understand
= Important
Whip Around: The teacher poses a question or a task. Students then individually respond on a
small piece of paper or index card listing at least three thoughts/responses/statements. When
they have done so, students stand up. The teacher then randomly calls on a student to share
one of his or her ideas from the paper. Students check off any items that are said by another
student and sit down when all of their ideas have been shared with the group, whether or not
they were the one to share them. The teacher continues to call on students until they are all
seated. As the teacher listens to the ideas or information shared by the students, he or she can
determine if there is a general level of understanding or of there are gaps in students’ thinking.
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.

This document is the property of Birmingham City Schools. Do not reproduce without permission.
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After:
Introduce students to the unit lessons by utilizing one of the suggested strategies in order to
reflect on the content of the lesson, evaluate predictions, examine questions that guided
reading, respond to text through discussion, respond to text through writing and/or retell or
summarize. Select one of the selected strategies to use after the lesson.
Muddiest Point – This strategy is used to check for understanding. Teachers should pass out
index cards near the end of class. Ask students to write down the topic or idea that they
understood the least. Collect the cards as the students exit. Separate the cards into categories.
Review the “Muddiest Point(s)” at the beginning of the next class meeting.
Muddiest Point Example 1:
What is your muddiest point?
I am most confused about…..
Muddiest Point Example 2:
Muddiest Point
What part of the lesson on verb tense is the muddiest for you to
understand?
a. The difference between strong and weak verbs.
b. The difference between the past and present perfect
c. The difference between present perfect and the past perfect
d. Deciding when to use “to be” or “to have” when conjugating in
the perfect tense.
Literature Circles – This strategy is a collaborative and student centered reading strategy
which requires students to gather together to discuss a literary text in depth. Students begin by
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.

This document is the property of Birmingham City Schools. Do not reproduce without permission.
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selecting a book together then are introduced to the four jobs in the Literature Circles:
Discussion Director, Literary Luminary, Vocabulary Enricher, and Checker.
The Five S Strategy for Passage Analysis - Use the Five-S Strategy to analyze text for an
interpretive understanding.
Sentences: underline important sentences in text
Speaker/narrator: Who? Point of View, and Tone/Attitude
Situation: What’s happening? State in 1 sentence what’s going on (Plot)
Shifts: What words indicate shifts and indicate change in voice, tone, location and time
Syntax: Syntax = sentence structure and its manipulation on the part of a writer
Capitals? Choppy? Punctuation? Phrases? Sentences? Vernacular or standard? Slang?
Differentiation:
Intervention: Small group instruction, Audio CD, explicit vocabulary, review with students,
All side column notes, Tiered Instruction, graphic aids
On Level: Write historical research reports on writers, events and topics.
Acceleration: Write diary entries from perspectives of characters or others from time period
Accommodations: ELL/SPED
General Special Education Support: Proximity seating, manipulatives, visual aids/flash cards,
auditory aids/tape recorder, peer buddy/tutoring, highlighting, chunking, cueing, frequent
comprehension checks, repeated directions (orally) for understanding, verbal prompts, books
on tape, study guides, recorded books with appropriate pacing.
Additional accommodations may be specific to the student’s specially designed instruction
within the IEP.
ELL Student Support: WWW.wida.us/standards/CAN_DOs/
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.

This document is the property of Birmingham City Schools. Do not reproduce without permission.
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The descriptors provide a starting point for working with ELs. It serves as a tool for planning.
The descriptors provide a continuum of English language development. As teachers become
aware of their students English levels of proficiency, the descriptors provide sensory, graphic
and interactive support needed to facilitate ELs' access to content.
Gifted Student Support: Teachers should implement the Pre-AP strategies recommended by
College Board to provide academically talented students with ongoing rigorous and relevant
learning experiences. Teachers should employ AP-style writing prompts and questions for
writing activities and assessment.
Technology: (Hardware)
(Software)
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Promethean Board
Promethean Clickers
Document Camera
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Holt Elements of Literature- Power
Notes
Glencoe Writer’s Choice –
Presentation Plus
Materials
Supplemental Resources
Online Resources
Holt Elements of Literature
TE
Sentence Composing for
High School (Killgallon)
Glencoe Writers Choice
TE
This handbook provides
ALSDE/ALEX
www.alex.alsde.edu
This website is maintained by
the Alabama State
Department of Education. The
site provides varied resources
and information regarding
curriculum and instruction.
Penguin/Signet Classic
Teacher’s Guide to The
Narrative of the Life of
Frederick Douglass
thorough practice in four
sentence-manipulating
techniques: sentence
unscrambling, sentence
imitating, sentence combining,
and sentence expanding.
Dialectical Journal Template
This site provides teachers
with multiple examples of
NMSI-Laying the Foundation
ACT Quality Core English 11
sample unitwww.actqualitycore.org
QualityCore is a component
of ACT's College and Career
Readiness System. This site
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.

This document is the property of Birmingham City Schools. Do not reproduce without permission.
14
dialectical journal templates.
Teachers can choose from a
variety of templates for
literacy tasks.
Thesis Statement Template
This site provides teachers
and students with a clear
explanation of the do’s and
don’ts of thesis statements.
Poetry Analysis Guide
This analysis guide provides
teachers and students with a
step by step approach to
poetry analysis.
provides a sample model unit
filled with lessons, materials,
rubrics and handouts.
Laying the Foundation
(mini lessons) www.nmsi.org
This website provides English
Language arts teachers with
Laying the Foundation sample
lessons and resources for AP
and Pre-AP classes.
ReadWriteThink.org
This site provides
English/Language Arts
teachers and students access
to the highest quality practices
and resources in reading and
language arts instruction.
Strategic Teaching Guide
This guide gives an overview
of key components of
strategic teaching.
Formative Assessment
Strategies(K. Lambert)
This website contains 60
formative assessments tools
NMSI-Laying the Foundation
Criterion Writing Program
The Criterion® Online
Writing Evaluation service
from ETS is a web-based
instructional writing tool that
helps students, plan, write and
revise their essays guided by
instant diagnostic feedback
and a Criterion score.
apluscollegeready.org – This
website provides Pre-AP
English language arts sample
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.

This document is the property of Birmingham City Schools. Do not reproduce without permission.
15
to check for understanding.
The Teacher Toolkit
This online resource contains
multiple engaging tools for
effective teaching. Resources
are available on varied
topics: classroom
management, formative
assessment, reading
strategies and collaborative
activities.
All About Adolescent
Literacy
This resource includes
information for parents and
educators for struggling
adolescent readers in grades
4-12. The site provides
informative articles on best
practices and research-based
strategies for enhancing
reading and writing.
Research Paper and Report
Writing Guide (Glencoe)
This guide provides teachers
with multiple rubrics for
writing assessment and
NMSI-Laying the Foundation
lessons, strategies, and unit
guides.
Achievethecore.org – This
website includes multiple
resources for
English/Language Arts
classrooms: lessons, student
writing samples, assessment
questions, and curricular
tools.
ALSDE Instructional
Strategies Project
This Alabama State
Department of Education
provides teachers with tools
and resources to support the
strategic teaching model. This
resource includes information
on: lesson planning,
observations, strategy
evaluations tools, a glossary
and essential planning
questions.
Please Note:
*The information contained in these
websites is for educational purposes only.
We make no representations or warranties
of any kind, express or implied, about the
completeness, accuracy, reliability,
suitability or availability with respect to the
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.

This document is the property of Birmingham City Schools. Do not reproduce without permission.
16
evaluation. It includes eleven
writing rubrics and fourteen
speaking and listening
rubrics.
sites.
Common Core Writing
Rubrics
These rubrics prepare
students for more rigorous
Writing courses. The site
includes varied rubrics for
assessment: argument,
informative and narrative.
Educator’s Guide to ACT
Writing
This guide provides teachers
and students with an
overview of the ACT Writing
Test. It includes sample
writing prompts, sample
essays and scoring rubrics.
Teacher Notes:

As you plan for this unit, consider that this unit is a 40 day unit.

To allow teachers to fully explore the CCRS, a limited number of readings will be
covered in this unit: one novel, six short stories, two poems, and two nonfiction
sources.

Teachers should use the Holt, Rhinehart and Winston (Literature textbook) and
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.

This document is the property of Birmingham City Schools. Do not reproduce without permission.
17
Writer’s Choice (Grammar and Writing Textbooks) as main resources.

The teacher should utilize formative assessments throughout the lesson to direct
instruction.

Use of the strategic teaching model is required for this unit. Strategic teaching is the
process of using varied literacy strategies. The strategic teaching method is taught to
assist students with maximizing the understanding and retention of content material.
This method incorporates before, during and after reading and writing strategies.
The teacher should use before literacy strategies to: activate prior knowledge, preview
the text skimming and scanning, set a purpose for reading and make predictions.
The teacher should use during literacy strategies to: maintain an active interaction with
the text, identify, analyze and construct the main idea, determine important ideas, draw
conclusions, make inferences, monitor understanding, generate questions, and
summarize
The teacher should use after literacy strategies to: determine main idea, draw
conclusions, make inferences, monitor understanding through formative assessments,
generate questions and build schemata

Teachers should focus lessons around selected literary work. Each lesson should be
infused with a grammar and writing component. Teachers are highly encouraged to
employ the five components of active literacy: TWIRL. TWIRL-Talk, Write,
Investigate, Read and Listen. Active engagement is the most critical element in
strategic teaching. If students are not engaged in meaningful instruction, learning is
not occurring. Students must talk, write, investigate, read and listen to others every
day in content classes (Harvey & Goudvis, 2005).

Vocabulary Instruction: Be sure to implement vocabulary activities in every major
lesson. It is essential to infuse relevant vocabulary learning activities in the strategic
instructional process.
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.

This document is the property of Birmingham City Schools. Do not reproduce without permission.
18
Before- The teacher should select the critical words associated with the selected text
the students will read. Vocabulary Graphic Organizers such as concept mapping is a
suggested strategy for explaining of the words before assigning students to preview the
sections of selected text.
Concept Mapping Example:
During- The teacher should explicitly and intentionally use the new words in
instruction, so students will apply the words and concepts to relevant contexts. The
teacher should encourage students to use the new words in group discussions and
writing tasks.
After- Students will enhance their knowledge of the new words throughout the
instructional process activities and tasks.

Teachers should explicitly teach and integrate vocabulary through word-study.
Vocabulary lessons should include word parts (word origins and derivational
meanings), word associations and connotative meanings. A study on word origins or
etymology can help students strengthen basic knowledge of word structure and help
them connect new words to prior knowledge.
Have students to keep an ongoing vocabulary list in their English 11 class notebook
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.

This document is the property of Birmingham City Schools. Do not reproduce without permission.
19
to record academic vocabulary, content vocabulary, new words, affixes, root words,
and base words.
Maintain a Word Wall to increase student retention and familiarity. Display academic
and content vocabulary on the word wall.

Writing: Please note that there is a specified writing mode for this unit in the
instructional considerations section. Writing should be a major component in every
E/LA. Classroom writing has consistently been identified as a weakness and concern in
our secondary schools. It is imperative that students engage in rigorous and relevant
activities that promote effective writing skills.
Journal writing is also beneficial for all E/LA classrooms. Journal writing is a learning
tool based on the ideas that students write to learn. Have students use journals to write
about topics of personal interest, express their points of view, to inform, to reflect and
to connect new information to prior knowledge. Require students to maintain
composition notebooks to enter journal responses.

Fine Arts Connection/Extension: Instruct students to view and analyze the varied
visuals/paintings included in the textbook. Create a writing prompt for the visual
and/or search for a song that connects to the overall theme of the studied literary work
ask students to respond using a quickwrite or a multi-media presentation. Also,
teachers should have students to explore and analyze the art of well-known American
History artist such as the paintings Jacob Lawrence (p.454), the photographs of
Matthew Brady (p.458) and the paintings of Frederic Remington (p.458).

Assessment: Teachers should plan for assessment and decide how the lesson
outcome(s) will be assessed: Work products, Separate assessments, Exit slips and/or
observational data.

Reflection: Teachers should end each lesson with a reflection: Were students engaged
today? Were students comfortable with taking risks with their reading and writing?
Were the lessons rigorous and relevant?
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.

This document is the property of Birmingham City Schools. Do not reproduce without permission.
20

Looking Ahead:
Unit 2 will focus on the American Dream
Literary Focus: the novel, poetry, informational text, short stories
Major Work: The Great Gatsby (F. Scott Fitzgerald)
Writing Mode: Expository Writing, Argumentative Writing
References:
ACT QualityCore.Org. http://www.act.org/qualitycore.
APlus College Ready/National Math and Science Initiative. http://www.apluscollegeready.org/
Birmingham City Schools 2013 High School English Pacing Guide. Grade 11.
Glencoe, McGraw Hill (2009). Writer’s Choice Grammar and Composition. Grade 11.
Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance
understanding. York, ME: Stenhouse.
Holt, Rinehart and Winston. (2008). Elements of Literature. Fifth Course. Volume 2.
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Tineka Peoples, BCS High School English Curriculum Writer.

This document is the property of Birmingham City Schools. Do not reproduce without permission.
21