ENG IV
Updated 11/30/2016 1:00 AM
COLLECTION 1 – CHASING SUCCESS (15 DAYS)
1. Overview
The texts in this collection explore what success means to other people and what they do to achieve it. The collection topic will be explored through 3
informational texts and 3 literary texts from the student edition and the Close Reader. At the conclusion of the collection, the student will demonstrate
mastery of the standards through culminating collection assessments, which may include a collection performance task, performance assessment, and/or
the collection test.
REMINDERS


Late take-in for students (8/24/16)
Labor Day holiday (9/05/16)
LA STUDENT
STANDARDS*
*See Appendix for complete
explanation of standards.
Reading:

RI.1, RI.2, RI.4, RI.5, RI.6, RI.7, RI.10, RL.1, RL.2, RL.3, RL.4, RL.5, RL.6, RL.10
Language:

L.1, L.2, L.4a, L.4b, L.6
Writing:

W.1, W.1c, W.2, W.2a, W.2b, W.2c, W.2d, W.2e, W.2f, W.3, W.3a, W.3d, W.4, W.5, W.9
ENG IV
Updated 11/30/2016 1:00 AM
COLLECTION 1 – CHASING SUCCESS (15 DAYS)
2. Selections
“Marita’s Bargain” – (approximately 4 days, pp. 3-14)
KEY SKILLS ADDRESSED



Determine central ideas
Evaluation information in an essay
Subject-verb agreement
SELECTION RESOURCES
Informational Close Reader Text:
Media:




Stream to Start Collection Opener video

Audio of selections
Close read screencasts
Interactive Lesson: Writing as a Process (ongoing)
“Kewayna’s Ambition” from How Children Succeed, pp. 3-6
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task - Writing activity: Diary (p. 16)
Selection test (printable or online)
“The Secret to Raising Smart Kids” – (approximately 2 days, pp. 21-26)
KEY SKILLS ADDRESSED


Support inferences
Participles and participle phrases
SELECTION RESOURCES
Close Reader:
Media:



Audio of selection
Interactive Whiteboard Lesson: Evaluating an Argument
Interactive Lesson: Writing as a Process (ongoing)

N/A
ENG IV
Updated 11/30/2016 1:00 AM
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task - Writing activity (page 28)
Selection test (printable or online)
“A Walk to the Jetty” – (approximately 4 days, pp. 31-42)
KEY SKILLS ADDRESSED



Analyze impact of author’s word choices
Cite text evidence to support inference
Dashes
SELECTION RESOURCES
Literary Close Reader Text:
Media:



Close read screencasts
Audio of selections
Interactive Lesson: Writing as a Process (ongoing)

“Next Term, We’ll Mash You” (pp. 11-16)
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task - Writing activity: Letter (page 44)
Selection test (printable or online)
“Ile” – (approximately 2 days, pp. 47-59)
KEY SKILLS ADDRESSED


Analyze elements of a drama, specifically conflict and symbolism
Dialect
SELECTION RESOURCES
Close Reader
Media:



Interactive Whiteboard Lesson: Analyze a theme
Audio of selection
Interactive Lesson: Writing as a Process (ongoing)

N/A
ENG IV
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task - Speaking Activity: Response to Literature (p. 61)
Selection test (printable or online)
Updated 11/30/2016 1:00 AM
ENG IV
Updated 11/30/2016 1:00 AM
COLLECTION 1 – CHASING SUCCESS (15 DAYS)
3. Culminating Collection Assessments – (approximately 2-3 days)


Collection Test (printable or online)
Collection Performance Task: Write a Compare-Contrast Essay (pp.71-74)
ENG IV
Updated 11/30/2016 1:00 AM
COLLECTION 5 – TAKING RISKS (13 DAYS) (2nd unit)
1. Overview
This collection delves into the idea that people usually weigh the risk of an action against the importance of the goal they hope to reach by doing it; so,
the texts in this collection explore the risks people take and why. The collection topic will be explored through 2 informational texts and 3 literary texts
from the student edition and the Close Reader. At the conclusion of the collection, the student will demonstrate mastery of the standards through
culminating collection assessments, which may include a collection performance task, performance assessment, and/or the collection test.
REMINDERS


Labor Day holiday (09/05/16)
Lake take-in for students (9/28/16)
LA STUDENT
STANDARDS*
*See Appendix for complete
explanation of standards.
Reading:

RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RL.1, RL.2, RL.3, RL.4, RL.5
Language:

L.1, L.2, L.3, L.4, L.4a, L.5, L.5b, L.6
Writing:

W.1, W.1a, W.1b, W.1c, W.1d, W.1e, W.2, W.2b, W.4, W.7, W.8, W.9, W.9a, W.9b, W.10
ENG IV
Updated 11/30/2016 1:00 AM
COLLECTION 5 – TAKING RISKS (13 DAYS)
2. Selections
Anchor Text – from Beowulf (approximately 4 days, pp. 409-424)
KEY SKILLS ADDRESSED


Analyze characteristics of epic and oral poetry
Mood
SELECTION RESOURCES
Literary Close Reader Text:
Media:






Stream to Start Collection Opener video
Audio of selections
Video HISTORY – The Battle of Beowulf and Grendel
Close Read Screencasts
Level Up Tutorial: Universal and Recurring Themes
Performance Assessment Work-text: Unit 1, Argumentative Essay
Step 1, pp. 3-8 (ongoing)
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task - Writing Activity: Comparison (p. 426)
Selection test (printable or online)
“The Deep” (approximately 3 days, pp. 433-448)
KEY SKILLS ADDRESSED



Determine themes in a story
Analyze the role of setting
Tone

From Beowulf (pp. 87-98)
ENG IV
Updated 11/30/2016 1:00 AM
SELECTION RESOURCES
Literary Close Reader Text:
Media:




Close Read Screencasts
Audio of selections
Level Up Tutorial: Setting: Effect on Plot
Performance Assessment Work-text: Unit 1, Argumentative Essay
Step 1, pp. 3-8 (ongoing)

“Blackheart” (p. 99-108)
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task – Analyzing the Text, 1-7 (p. 450)
Selection test (printable or online)
“The Mosquito Solution” (approximately 3 days, pp. 453-467)
KEY SKILLS ADDRESSED

Support inferences and draw conclusions from a scientific article
SELECTION RESOURCES
Informational Close Reader Text:
Media:




Audio of selections
Level Up Tutorial: Summarizing
Interactive Whiteboard Lesson: Analyze and Evaluate Structure
Performance Assessment Work-text: Unit 1, Argumentative Essay
Step 1, pp. 3-8 (ongoing)
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task – Writing Activity: Argument (p. 469)
Selection test (printable or online)

“Are Genetically Modified Foods Scary?” (pp. 109-112)
ENG IV
Updated 11/30/2016 1:00 AM
COLLECTION 5 – TAKING RISKS (13 DAYS)
3. Culminating Collection Assessments – (approximately 2 days)


Collection Test (printable or online)
Collection Performance Assessment - Unit 1, Step 2: Argumentative Essay (Performance Assessment worktext, pp. 9-20)
ENG IV
Updated 11/30/2016 1:00 AM
COLLECTION 2 – GENDER ROLES (11 DAYS) (3rd unit)
1. Overview
This collection explores how gender roles play out in our society including male and female interactions, in how we see ourselves, and how we view
others. The collection topic will be explored through 2 informational texts and 3 literary texts from the student edition and the Close Reader. At the
conclusion of the collection, the student will demonstrate mastery of the standards through culminating collection assessments, which may include a
collection performance task, performance assessment, and/or the collection test.
REMINDERS


Late take-in for students (9/28/16)
Student/teacher holiday (10/10/16)
LA STUDENT
STANDARDS*
*See Appendix for complete
explanation of standards.
Reading:

RI.1, RI.2, RI.4, RI.5, RI.6, RI.10, RL.1, RL.2, RL.3, RL.4, RL.5, RL.10
Language:

L.1, L.1a, L.1b, L.2, L.3, L.4, L.4a, L.4c, L.4d, L.5, L.5a
Writing:

W.1, W.2, W.2a, W.2b, W.2c, W.2d, W.2e, W.2f, W.3, W.3d, W.4, W.5, W.9, W.9a. W.9b, W.10
ENG IV
Updated 11/30/2016 1:00 AM
COLLECTION 2 – GENDER ROLES (11 DAYS)
2. Selections
Anchor Text - “The Wife of Bath’s Tale” from The Canterbury Tales (approximately 4 days, pp. 77-88)
KEY SKILLS ADDRESSED


Analyze the narrator and the frame-story structure of a narrative poem
Inverted sentences
SELECTION RESOURCES
Literary Close Reader Text:
Media:







Stream to Start Collection Opener video
Audio of selections
Video HISTORY – History’s Mysteries: The Knights of Camelot
Close read screencasts
Interactive Whiteboard Lesson: Theme/Central Idea
Level Up Tutorial: Point of View
Interactive Lesson: Writing Informative Texts

“The Pardoner’s Tale” from The Canterbury Tales, pp. 19-32
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task - Writing activity: Character Analysis (p. 90)
Selection test (printable or online)
Anchor Text - “The Men we Carry in Our Minds” (approximately 2 days, pp. 131-136)
KEY SKILLS ADDRESSED


Determine an author’s point of view about a complex subject
Determine the central ideas of an essay
ENG IV
Updated 11/30/2016 1:00 AM
SELECTION RESOURCES
Informational Close Reader Text:
Media:





Interactive Vocabulary Tutorial: Denotative and Connotative
Meanings
Close Read Screencasts
Audio of selections
Level Up Tutorial: Main Idea and Supporting Details
Interactive Lesson: Writing Informative Texts

“from Pink Think” (p. 133-136)
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task – Analyzing the Text, 1-8 (p. 138)
Selection test (printable or online)
“Mallam Sile” (approximately 2 days, pp. 93-104)
KEY SKILLS ADDRESSED



Analyze setting as a story element and
Use textual evidence to make inferences and draw conclusions
Adjectives and adverbs
SELECTION RESOURCES
Close Reader:
Media:



Audio of selection
Level Up Tutorial: Drawing Conclusions
Interactive Lesson: Writing Informative Texts (ongoing)
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task - Writing activity: Description (page 106)
Selection test (printable or online)

N/A
ENG IV
Updated 11/30/2016 1:00 AM
“My Father’s Sadness” (approximately 1 day, pp. 109-110)
KEY SKILLS ADDRESSED


Determine figurative meanings of words and phrases in the context of a poem
Alliteration and consonance
SELECTION RESOURCES
Close Reader:
Media:





Close read screencasts
Audio of selections
Interactive Whiteboard Lesson: Poetry-Language and Form
Level Up Tutorial: Elements of Poetry
Interactive Lesson: Writing Informative Texts (ongoing)
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task – Analyzing the Text, 1-4 (p. 111)
Selection test (printable or online)

N/A
ENG IV
Updated 11/30/2016 1:00 AM
COLLECTION 2 – GENDER ROLES (11 DAYS)
3. Culminating Collection Assessments – (approximately 2-3 days)


Collection Test (printable or online)
Collection Performance Task: Write an Informative Essay (pp.141-144)
ENG IV
Updated 11/30/2016 1:00 AM
COLLECTION 4 – SEEKING JUSTICE, SEEKING PEACE (20 DAYS) (4th unit)
1. Overview
The texts in this collection all have to do with what happens after someone suffers an act of violence; this person may respond with more violence, but
revenge often leads to a cycle of violence that is difficult to escape. The collection topic will be explored through 2 informational texts and 6 literary texts
from the student edition and the Close Reader. At the conclusion of the collection, the student will demonstrate mastery of the standards through
culminating collection assessments, which may include a collection performance task, performance assessment, and/or the collection test.
REMINDERS


Lake take-in for students (10/26/16)
Teacher professional development/Parent conferences (11/1/16)
LA STUDENT
STANDARDS*
*See Appendix for complete
explanation of standards.
Reading:

RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.10, RL.1, RL.2, RL.3, RL.4, RL.5, RL.6, RL.7, RL.10
Language:

L.1, L.2, L.3, L.4, L.5, L.5a
Writing:

W.1, W.2, W.2a, W.2b, W.2c, W.2d, W.2e, W.2f, W.3d, W.4, W.5, W.9, W.9a, W.9b, W.10
ENG IV
Updated 11/30/2016 1:00 AM
COLLECTION 4 – SEEKING JUSTICE, SEEKING PEACE (20 DAYS)
2. Selections
Anchor Text - The Tragedy of Hamlet (approximately 11 days, pp. 235-353)
KEY SKILLS ADDRESSED


Analyze both the language and structure of the play
Paradox
SELECTION RESOURCES
Literary Close Reader Text:
Media:







Stream to Start Collection Opener video
Audio of selections
Close Read Screencasts
Shakespearean Drama (pp. 231 - 234)
Video BIO – Biography: William Shakespeare
Level Up Tutorial: Characters and Conflict
Interactive Lessons: Using Textual Evidence and/or Evaluating
Sources (ongoing)

The Tragedy of Hamlet, Act I, Scenes 1-2 (pp. 55-74)
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Tasks - Writing Activity: Analysis (p. 262)
Writing Activity: Journal Entry (p. 332)
Selection test (printable or online)
Anchor Text - “Blocking the Transmission of Violence” (approximately 3 days, pp. 379-390)
KEY SKILLS ADDRESSED


Analyze ideas and events developed in the text and draw conclusions about them
Indirect and direct quotations
ENG IV
Updated 11/30/2016 1:00 AM
SELECTION RESOURCES
Informational Close Reader Text:
Media:





Close Read Screencasts
Audio of selections
Level Up Tutorial: Drawing Conclusions
Interactive Whiteboard Lesson: Author’s Purpose and Perspective
Interactive Lessons: Using Textual Evidence and/or Evaluating
Sources (ongoing)

“Nobel Peace Prize Acceptance Speech” (p. 75-84)
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task – Analyzing the Text, 1-7 (p. 392)
Selection test (printable or online)
Film Versions of Hamlet (approximately 1 day, pp. 357-358)
KEY SKILLS ADDRESSED

Analyze multiple interpretations of a drama to evaluate how each version interprets the text
SELECTION RESOURCES
Close Reader:
Media:



Video – Film Versions of Hamlet
Level Up Tutorial: Elements of Drama
Interactive Lessons: Using Textual Evidence and/or Evaluating
Sources (ongoing)
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task – Analyzing Text and Media, 1-7 (p. 360)
Selection test (printable or online)

N/A
ENG IV
Updated 11/30/2016 1:00 AM
“Tell Them Not to Kill Me!” (approximately 2 days, pp. 369-375)
KEY SKILLS ADDRESSED

Analyze author’s choices concerning the structure and point of view in a text
SELECTION RESOURCES
Close Reader :
Media:




Audio of selection
Level Up Tutorial: Plot-Sequence of Events
Interactive Whiteboard Lesson: Citing Textual Evidence
Interactive Lessons: Using Textual Evidence and/or Evaluating
Sources (ongoing)

N/A
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task – Analyzing the Text, 1-9 (p. 377)
Selection test (printable or online)
“Hatred” (approximately 1 day, pp. 395-396)
KEY SKILLS ADDRESSED


Determine the figurative meanings of words and phrases as they are used to personify an idea
Repetition and parallelism
SELECTION RESOURCES
Close Reader:
Media:



Audio of selection
Level Up Tutorial: Figurative Language
Interactive Lessons: Using Textual Evidence and/or Evaluating
Sources (ongoing)
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task: Writing Activity: Comparison (p. 397)
Selection Test

N/A
ENG IV
Updated 11/30/2016 1:00 AM
COLLECTION 4 – SEEKING JUSTICE, SEEKING PEACE (20 DAYS)
3. Culminating Collection Assessments – (approximately 2 days)


Collection Test (printable or online)
Collection Performance Task: Analytical Essay (pp. 399-402)
ENG IV
Updated 11/30/2016 1:00 AM
COLLECTION 3 – VOICES OF PROTEST (13 DAYS) (5th unit)
1. Overview
In this collection, students will encounter voices of protest expressed through many genres and tackling difficult issues such as war, tyranny, slavery,
environmental destruction, prejudice, and poverty. The collection topic will be explored through 5 informational texts and 3 literary texts from the
student edition and the Close Reader. At the conclusion of the collection, the student will demonstrate mastery of the standards through culminating
collection assessments, which may include a collection performance task, performance assessment, and/or the collection test.
REMINDERS


Election day holiday (11/8/16)
Thanksgiving break (11/21/16)
LA STUDENT
STANDARDS*
*See Appendix for complete
explanation of standards.
Reading:

RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.7, RI.8, RI.9, RI.10, RL.1, RL.3, RL.4, RL.6, RL.10
Language:

L.1, L.2, L.3, L.4, L.4a, L.4b, L.4d, L.5, L.5a
Writing:

W.1, W.1a, W.1b, W.1c, W.1d, W.1e, W.2, W.2b, W.4, W.7, W.8, W.9, W.9a, W.9b, W.10
ENG IV
Updated 11/30/2016 1:00 AM
COLLECTION 3 – VOICES OF PROTEST (13 DAYS)
2. Selections
Anchor Text - “Speech on the Vietnam War, 1967 (approximately 3 days, pp. 151-164)
KEY SKILLS ADDRESSED



Delineate and evaluate an argument
Determine connotative meanings of the language used
Imperative mood
SELECTION RESOURCES
Informational Close Reader Text:
Media:








Stream to Start Collection Opener video

“People and Peace, Not Profits and War” (pp. 39-44)
Audio of selections
Video HISTORY – The Presidents: LBJ: Civil Rights and Vietnam
Video HISTORY – Shirley Chisholm Runs for Presidential Nomination
Close Read Screencasts
Interactive Whiteboard Lesson: Theme/Central Idea
Level Up Tutorial: Analyzing Arguments
Interactive Lesson: Writing an Argument (ongoing)
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task - Writing activity: Review (p. 166)
Selection test (printable or online)
Anchor Text - “A Modest Proposal” (approximately 3 days, pp. 199-208)
KEY SKILLS ADDRESSED


Analyze satire and its historical context
Active and passive voice
ENG IV
Updated 11/30/2016 1:00 AM
SELECTION RESOURCES
Informational Close Reader Text:
Media:





Close Read Screencasts
Audio of selections
Level Up Tutorial: Irony
Interactive Whiteboard Lesson: Evaluating Arguments
Interactive Lesson: Writing an Argument (ongoing)

“Who Speaks for the 1%?” (p. 45-48)
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task - Writing Activity: Context Clues (p. 210)
Selection test (printable or online)
Paired Texts: “The Crisis” and “Civil Disobedience” (approximately 3 days, pp. 169-182)
KEY SKILLS ADDRESSED



Analyze foundational document
Delineate and evaluate arguments
Combining sentences
SELECTION RESOURCES
Close Reader:
Media:




Audio of selection
Level Up Tutorial: Elements of an Argument
Interactive Whiteboard Lesson: Making Inferences
Interactive Lesson: Writing an Argument (ongoing)
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task - Writing activity: Letter (page 175)
Selection test (printable or online)

N/A
ENG IV
Updated 11/30/2016 1:00 AM
“Imagine the Angels of Bread” (approximately 2 days, pp. 217-219)
KEY SKILLS ADDRESSED

Analyze the impact of word choice on meaning and tone in the poem
SELECTION RESOURCES
Literary Close Reader Text:
Media:



Audio of selections
Level Up Tutorial: Tone
Interactive Lesson: Writing an Argument (ongoing)
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task – Writing Activity: Poem (p. 220)
Selection test (printable or online)

“Elsewhere” (pp. 49-52)
ENG IV
Updated 11/30/2016 1:00 AM
COLLECTION 3 – VOICES OF PROTEST (13 DAYS)
3. Culminating Collection Assessments – (approximately 2 days)


Collection Test (printable or online)
Collection Performance Assessment - Unit 1, Step 3: Argumentative Essay (Performance Assessment worktext, pp. 21-30)
ENG IV
Updated 11/30/2016 1:00 AM
COLLECTION 6 – FINDING OURSELVES IN NATURE (12 DAYS) (6th unit)
1. Overview
This collection explores two dueling ideas: that we may understand that we are surrounded by the natural world, and that in nature we can find a deeper
meaning for our lives. The collection topic will be explored through 4 informational texts and 5 literary texts from the student edition and the Close
Reader. At the conclusion of the collection, the student will demonstrate mastery of the standards through culminating collection assessments, which
may include a collection performance task, performance assessment, and/or the collection test.
REMINDERS


Exams (12/19/16-12/19/16)
Winter Break (12/22/16-1/2/17)
LA STUDENT
STANDARDS*
*See Appendix for complete
explanation of standards.
Reading:

RI.1, RI.2, RI.3, RI.4, RI.6, RI.7, RI.10, RL.1, RL.2, RL.3, RL.4, RL.5, RL.9, RL.10
Language:

L.1, L.2, L.3, L.4, L.4c, L.5, L.5a, L.5b, L.6
Writing:

W.2, W.2a, W.2b, W.2c, W.2d, W.2e, W.2f, W.3, W.3d, W.4, W.5, W.7, W.8, W.9, W.9a, W.9b, W.10
ENG IV
Updated 11/30/2016 1:00 AM
COLLECTION 6 – FINDING OURSELVES IN NATURE (12 DAYS)
2. Selections
Anchor Text – “Living Like Weasels” (approximately 3 days, pp. 477-480)
KEY SKILLS ADDRESSED


Discuss the impact of word choice, syntax, other stylistic traits, and figurative language on the author’s ability to achieve her purpose
Use of precise details
SELECTION RESOURCES
Informational Close Reader Text:
Media:





Stream to Start Collection Opener video

“Local Deer” (pp. 115-118)
Audio of selections
Close Read Screencasts
Level Up Tutorial: Tone
Performance Assessment Work-text: Unit 3, Literary Analysis, Steps
1-2, pp. 63-82 (ongoing)
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task - Writing Activity: Essay (p. 482)
Selection test (printable or online)
“Wild Peaches” and “Spring and All” (approximately 2 days, pp. 486-488)
KEY SKILLS ADDRESSED

Demonstrate knowledge of foundational works of American literature, in part by analyzing their structural forms
SELECTION RESOURCES
Literary Close Reader Texts:
Media:




Close Read Screencasts
Audio of selections
Level Up Tutorial: Elements of Poetry
Performance Assessment Work-text: Unit 3, Literary Analysis, Steps
1-2, pp. 63-82 (ongoing)

“Pastorals” (p. 119-122)
ENG IV
Updated 11/30/2016 1:00 AM
OPPORTUNITIES FOR SELECTION ASSESSMENT
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
Selection Performance Task – Writing Activity: Opinion (p. 490)
Selection test (printable or online)
“Dwellings” (approximately 3 days, pp. 493-497)
KEY SKILLS ADDRESSED
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
Make inferences about the author’s ideas, supporting them with evidence from the text, and identify the effect of the author’s cultural context
Appositives and appositive phrases
SELECTION RESOURCES
Informational Close Reader Text:
Media:



Audio of selections
Level Up Tutorial: Making Inferences
Performance Assessment Work-text: Unit 3, Literary Analysis, Steps
1-2, pp. 63-82 (ongoing)

“Trees” (pp. 123-128)
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task – Writing Activity: Comparison (p. 499)
Selection test (printable or online)
“The Hermit’s Story” – (approximately 2 days, pp. 501-513)
KEY SKILLS ADDRESSED


Determine themes in a short story
Analyze a frame structure that presents two related stories
SELECTION RESOURCES
Close Reader:
Media:



Audio of selection
Interactive Whiteboard Lesson: Figurative Language and Imagery
Performance Assessment Work-text: Unit 3, Literary Analysis, Steps
1-2, pp. 63-82 (ongoing)

N/A
ENG IV
OPPORTUNITIES FOR SELECTION ASSESSMENT


Selection Performance Task – Analyzing the Text, 1-8 (p. 515)
Selection test (printable or online)
Updated 11/30/2016 1:00 AM
ENG IV
Updated 11/30/2016 1:00 AM
COLLECTION 6 – FINDING OURSELVES IN NATURE (12 DAYS)
3. Culminating Collection Assessments – (approximately 2 days)
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
Collection Test (printable or online)
Collection Performance Assessment - Unit 4, Task 3: Literary Analysis (Performance Assessment work-text,
pp. 119-127)
ENG IV
Updated 11/30/2016 1:00 AM
Appendix:
English 3 and English 4
Louisiana Student Standards
Standard
Number
Wording of Standard
Reading Literature
RL.1
RL.2
RL.3
RL.4
RL.5
RL.6
RL.7
RL.8
RL.9
RL.10
Cite strong, thorough, and relevant 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.
Determine a theme or central idea of a text and analyze in detail its development over the course of
the text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or
drama.
Determine the meaning of words and phrases as they are used in the 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.
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.
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text
from what is really meant (e.g., satire, sarcasm, irony, or understatement).
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.
(Not applicable to literature)
Demonstrate knowledge of foundational works of literature, including how two or more texts from the
same period treat similar themes or topics.
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the
grade 12 CCR text complexity band proficiently, with scaffolding as needed at the high end of the
range.
Reading Informational
RI.1
Cite strong, thorough, and relevant 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.
ENG IV
RI.2
RI.3
RI.4
RI.5
RI.6
RI.7
RI.8
RI.9
RI.10
Updated 11/30/2016 1:00 AM
Determine a central idea of a text and analyze its development over the course of the text, including
how it emerges and is shaped and refined by specific details; provide an objective summary of the
text.
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.
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an author uses and refines the meaning of a key
term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
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.
Determine an author's point of view or purpose in a text in which the rhetoric is considered particularly
effective, analyzing how style and content contribute to the student interpretation of power,
persuasiveness or beauty of the text.
Integrate and evaluate multiple sources of information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words in order to address a question or solve a problem.
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional
principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and
the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential
addresses).
Analyze foundational U.S. and world documents of historical and literary significance for their themes,
purposes, and rhetorical features.
By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity
band proficiently, with scaffolding as needed at the high end of the range.
Language
L.1
a
b
L.2
a
b
L.3
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes
contested.
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's
Dictionary of English Usage, Garner's Modern American Usage) as needed.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing
Observe hyphenation conventions.
Spell correctly.
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.
ENG IV
a.
L.4
a
b
c
d
L.5
a
b
L.6
Updated 11/30/2016 1:00 AM
Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed;
apply an understanding of syntax to the study of complex texts when reading.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grades 11–12 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function
in a sentence) as a clue to the meaning of a word or phrase.
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g., analyze, analysis, analytical; advocate, advocacy).
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, its
part of speech, or its etymology.
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).
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Analyze nuances in the meaning of words with similar denotations.
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.
Writing
W.1
a
b
c
d
e
W.2
a
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths
and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
Establish and maintain a formal style and objective tone while attending to the conventions of the
discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the argument presented.
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.
Introduce a topic; organize complex ideas, concepts, and information to make important connections
and distinctions; include formatting, graphics, and multimedia when useful to aiding comprehension.
ENG IV
b
c
d
e
f
W.3
a
b
c
d
e
W.4
W.5
W.6
W.7
W.8
W.9
Updated 11/30/2016 1:00 AM
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of the
topic.
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and
clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Establish/maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the information or
explanation presented.
Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of
experiences or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, mood, tone, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent
whole.
Use precise words and phrases, telling details, and figurative and sensory language to convey a vivid
picture of the experiences, events, setting, mood, tone, and/or characters.
Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
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.
Use technology, including the Internet, to produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or information.
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 understanding of the subject under investigation.
Gather relevant information from multiple authoritative sources, using advanced searches effectively;
assess the usefulness of each source in answering the research question; integrate information into
the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format
for citation. (e.g., MLA Handbook, Publication Manual of the American Psychological Association).
Draw relevant evidence from grade-appropriate literary or informational texts to support analysis,
reflection, and research.
ENG IV
a
b
W.10
Updated 11/30/2016 1:00 AM
Apply grades 11–12 Reading standards to literature. (e.g. “Demonstrate knowledge of foundational
works of literature, including how two or more texts from the same period treat similar themes or
topics”).
Apply grades 11–12 Reading standards to literary nonfiction. (e.g., “Delineate and evaluate the
reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal
reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises,
purposes, and arguments in works of public advocacy.)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking/Listening
SL.1
SL.2
SL.3
SL.4
SL.5
SL.6
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on
that preparation by referring to evidence from texts and other research on the topic or issue to stimulate
a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus,
taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual
roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to
broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and understanding and make new connections in light
of the evidence and reasoning presented.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners
can follow the line of reasoning and the organization, development, substance, and style are appropriate
to purpose, audience, and task.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Adapt speech to a variety of contexts, audiences, and tasks, demonstrating command of formal English
when indicated or appropriate.