English
&
Language Arts
English and Language Arts
9th Grade English and Reading Pacing Plans
*English 9R1 and Reading 9R1 ......................................................................3–6
*English 9R2 and Reading 9R2 .....................................................................7-10
*English 9R3 and Reading 9R3 ...................................................................11-39
*English 9R4 and Reading 9R4 ...................................................................40-70
English 10R2 ...................................................................................................71
Reading 10R2 .............................................................................................72-79
English 10R4 ..............................................................................................80-87
Reading 10R4 .............................................................................................88-95
*9th Grade English Placing P lan.................................................................96-114
10th Grade English Pacing P lan................................................................ 115-133
11th Grade English Pacing P lan................................................................ 134-1
12th Grade English Pacing P lan................................................................ 1-1
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2
PACING PLAN
English/Readi ng
9R1
* Suggested student teacher ratio
 Shortened Week
Week
Week
Week 1
8/27-8/31
Week 2
*9/3-9/7
Intervention
Program
Revised 8/6/07
English 9R1 K-3.0
*proposed 20:1
Component/Level
Lesson
Intervention
Program
Reading 9R1 K-3.0
*proposed 30:1
Component/Level
Introduction/Assessment
Lesson
Introduction/Assessment
3
Reach
Decoding B2
Lessons 1-3
Reach
Spelling Through
Morphographs
Expressive Writing
Lessons 1-3
Week 3
9/10-9/14
Reach
Decoding B2
3Lessons 4-7
Reach
Spelling Through
Morphographs
Expressive Writing
Lessons 4-6
Week 4
 9/17-9/21
Reach
Decoding B2
Lessons 8-10
Reach
Lessons 7-9
Decoding B2
Lessons 11-14
Reach
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
Decoding B2
Lessons 15-18
Reach
Week 5
9/24-9/28
Reach
Week 6
10/1-10/5
Reach
Week 7
10/8-10/12
Reach
Decoding B2
Lessons 19-22
Reach
Week 8
 10/1510/19
Reach
Decoding B2
Lessons 23-25
Reach
Week 9
10/2210/26
Week 10
10/2911/02
Reach
Decoding B2
Lessons 26-29
Reach
Reach
Decoding B2
Lessons 30-33
Reach
End of 1st Quarter
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
Lessons 1-2
Lessons 3-5
Lessons 6-7
Lessons 10-12
Mastery Test  After Lesson
10
Lessons 8-10
Lessons 13-15
Lessons 11-13
Lessons 16-18
Lessons 14-16
Lessons 19-21
Mastery Test  After Lesson
20
Lessons 17-19
Lessons 22-24
Lessons 20-22
Lessons 25-27
Lessons 23-25
PACING PLAN
English/Readi ng
9R1
* Suggested student teacher ratio
 Shortened Week
Week
Revised 8/6/07
Week 11
11/5-11/9
Reach
English 9R1 K-3.0
*proposed 20:1
Decoding B2
Week 12
 11/1211/16
Week 13
*11/1911/23
Week 14
11/2611/30
Week 15
 12/3-12/7
Reach
Decoding B2
Lessons 34-36
Packet Mastery Test # 1
(2 Days)
 Test is given after Lesson
35
Lessons 37-40
Reach
Decoding B2
Lessons 41-43
Reach
Reach
Decoding B2
Lessons 44-47
Reach
Reach
Decoding B2
Lessons 48-50
Reach
Week 16
12/1012/14
Week 17
 12/1712/21
Week 18
1/07-1/11
Reach
Decoding B2
Lessons 51-54
Reach
Reach
Decoding B2
Lessons 55-57
Reach
Reach
Decoding B2
Lessons 58-61
Reach
Week 19
1/14-1/18
Reach
Decoding B2
Lessons 62-65
Reach
Week 20
1/21-25
Reach
Decoding B2
Reach
Reach
Reading 9R1 K-3.0
*proposed 30:1
Spelling Through
Lessons 28-30
Mastery Test  After Lesson
Morphographs
Expressive Writing
30
Lesson 26-28
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
4
End of Program
Packet Mastery Test # 2
(2 Days)
 Test is given after Lesson
65
Final Exams
End of 1st Semester
Reach
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
Lessons 31-33
Lessons 29-30
Lessons 34-36
Lessons 31-32
Lessons 37-39
Lessons 33-35
Lessons 40-42
Mastery Test  After Lesson
40
Lessons 36-37
Lessons 43-45
Lessons 38-40
Lessons 46-48
Lessons 41-42
Lessons 49-51
Mastery Test  After Lesson
50
Lessons 43-45
Lessons 52-54
Lesson Review
Final exams
PACING PLAN
English/Readi ng
9R1
* Suggested student teacher ratio
 Shortened Week
Week
Revised 8/6/07
Week 21
1/28-2/01
Reach
English 9R1 K-3.0
*proposed 20:1
Decoding C
Week 22
2/4-2/8
Reach
Decoding C
Lessons 5-8
Reach
Week 23
 2/11/2/15
Reach
Decoding C
Lessons 9-11
Reach
Week 24
 2/18-2/22
Reach
Decoding C
Lessons 12-14
Reach
Week 25
2/25-2/29
Reach
Decoding C
Lessons 15-18
Reach
Week 26
3/3-3/7
Reach
Decoding C
Lessons 19-22
Reach
Week 27
3/10-3/14
Reach
Decoding C
Lessons 23-26
Reach
Week 28
 3/17-3/20
Reach
Decoding C
Lessons 27-29
Reach
Week 29
3/31/-4/4
Reach
Decoding C
Reach
Week 30
4/7-4/11
Reach
Decoding C
Lessons 30-33
System Guide Mastery Test #
1 (1 Day)
 Test is given after Lesson
30
Lessons 34-37
Lessons 1-4
Reach
5
End of 3rd Q uarter
Reach
Reading 9R1 K-3.0
*proposed 30:1
Spelling Through
Lessons 55-57
Morphographs
Lessons 1-4
Comprehension B-1
Spelling Through
Lessons 58-60
Mastery Test  After Lesson
Morphographs
Comprehension B-1
60
Lessons 5-8
Fact Game/Mastery Test
Spelling Through
Lessons 61-63
Morphographs
Lessons 9-11
Comprehension B-1
Fact Game/Mastery Test
Spelling Through
Lessons 64-66
Morphographs
Lessons 12-14
Comprehension B-1
Spelling Through
Morphographs
Comprehension B-1
Spelling Through
Morphographs
Comprehension B-1
Spelling Through
Morphographs
Comprehension B-1
Spelling Through
Morphographs
Comprehension B-1
Spelling Through
Morphographs
Comprehension B-1
Spelling Through
Morphographs
Comprehension B-1
Lessons 67-69
Lessons 15-18
Fact Game/Mastery Test
Lessons 70-72
Mastery Test  After Lesson
70
Lessons 19-22
Fact Game/Mastery Test
Lessons 73-75
Lessons 23-26
Fact Game/Mastery Test
Lessons 76-78
Lessons 27-29
Lessons 79-81
Mastery Test  After Lesson
80Lessons 30-33
Fact Game/Mastery Test
Lessons 82-84
Lessons 34-37
Fact Game/Mastery Test
Mid-Program Mastery Test
PACING PLAN
English/Readi ng
9R1
* Suggested student teacher ratio
 Shortened Week
Week
Week 31
 4/14-4/18
Reach
Revised 8/6/07
English 9R1 K-3.0
*proposed 20:1
Decoding C
Lessons 38-40
Reach
Reading 9R1 K-3.0
*proposed 30:1
Spelling Through
Morphographs
Comprehension B-1
Week 32
4/21-4/25
Reach
Decoding C
Lessons 41-44
Reach
Spelling Through
Morphographs
Comprehension B-1
Week 33
4/28-5/2
Reach
Decoding C
Lessons 45-49
Reach
Spelling Through
Morphographs
Comprehension B-1
Reach
Decoding C
CST Testing Window
Reach
Spelling Through
Morphographs
Comprehension B-1
Week 35
5/12-5/16
Reach
Decoding C
Lessons 50-53
Reach
Spelling Through
Morphographs
Comprehension B-1
6
Week 34
5/5-5/9
Week 36
5/19-5/23
Reach
Week 37
 5/26-5/30
Reach
Week 38
6/2-6/6
Reach
Week 39
6/9-6/13
Reach
Decoding C
Reach
Decoding C
Lessons 54-55
Packet Mastery Test # 1
(2 Days)
 Test is given after Lesson
54
Lessons 56-58
Reach
Spelling Through
Morphographs
Comprehension B-1
Decoding C
Lessons 59-63
Reach
Spelling Through
Morphographs
Comprehension B-1
Decoding C
Lesson 64-65
System Guide Mastery Test #
3 (2 Days)
 Test is given after Lesson
65
Final Exams
End of 2nd Semester
Reach
Spelling Through
Morphographs
Comprehension B-1
Spelling Through
Morphographs
Comprehension B-1
Lessons 85-87
Lessons 38-40
Fact Game/Mastery Test
Lessons 88-90
Mastery Test  After Lesson
90
Lessons 41-44
Lessons 91-93
Lessons 45-48
Fact Game/Mastery Test
CST testing window
Lessons 94-96
Lessons 49-52
Fact Game/Mastery Test
Lessons 97-99
Lessons 53-56
Fact Game/Mastery Test
Lessons 100-102
Mastery Test  After Lesson
100
Lessons 57-60
Fact Game/Mastery Test
Lessons 103-105
Lessons 61-64
Lessons 104-106 and review
Lesson 65
End of Program Mastery Test
PACING PLAN
English/Readi ng
9R2
* Suggested student teacher ratio
 Shortened Week
Week
Week
Week 1
8/27-8/31
Week 2
 9/3-9/7
Intervention
Program
Revised 8/6/07
English 9R2 3.0-3.9
*proposed 20:1
Component/Level
Lesson
Intervention
Program
Reading 9R2 3.0-3.9
*proposed 30:1
Component/Level
Introduction/Assessment
Lesson
Introduction/Assessment
7
Reach
Decoding C
Lessons 1-3
Reach
Spelling Through
Morphographs
Expressive Writing
Lessons 1-3
Week 3
9/10-9/14
Reach
Decoding C
Lessons 4-7
Reach
Spelling Through
Morphographs
Expressive Writing
Lessons 4-6
Week 4
 9/17-9/21
Reach
De coding C
Lessons 8-10
Reach
Lessons 7-9
Decoding C
Lessons 11-14
Reach
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
Decoding C
Lessons 15-18
Reach
Week 5
9/24-9/28
Reach
Week 6
10/1-10/5
Reach
Week 7
10/8-10/12
Reach
Decoding C
Lessons 19-22
Reach
Week 8
 10/1510/19
Reach
Decoding C
Lessons 23-25
Reach
Week 9
10/2210/26
Week 10
10/2911/02
Reach
Decoding C
Lessons 26-29
Reach
Reach
Decoding C
Lessons 30-33
Systems Guide Mastery Test #
1 (1 Day)
 Test is given after Lesson
30
Reach
End of 1st Quarter
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
Lessons 1-2
Lessons 3-5
Lessons 6-7
Lessons 10-12
Mastery Test  After Lesson
10
Lessons 8-10
Lessons 13-15
Lessons 11-13
Lessons 16-18
Lessons 14-16
Lessons 19-21
Mastery Test  After Lesson
20
Lessons 17-19
Lessons 22-24
Lessons 20-22
Lessons 25-27
Lessons 23-25
PACING PLAN
English/Readi ng
9R2
* Suggested student teacher ratio
 Shortened Week
Week
Week
Week 11
11/5-11/9
Intervention
Program
Reach
Revised 8/6/07
English 9R2 3.0-3.9
*proposed 20:1
Component/Level
Lesson
Decoding C
Lessons 34-37
Intervention
Program
Reach
Reading 9R2 3.0-3.9
*proposed 30:1
Component/Level
Spelling Through
Morphographs
Expressive Writing
Reach
Decoding C
Lessons 38-40
Reach
Reach
Decoding C
Lessons 41-43
Reach
Reach
Decoding C
Lessons 44-47
Reach
Reach
Decoding C
Lessons 48-50
Reach
Week 16
12/1012/14
Week 17
 12/1712/21
Reach
Decoding C
Lessons 51-54
Reach
Reach
Decoding C
Lessons 55-56
Packet Mastery Test # 1
(2 Days)
 Test is given after Lesson
54
Reach
Week 18
1/07-1/11
Reach
Decoding C
Lessons 57-61
Reach
Spelling Through
Morphographs
Expressive Writing
Week 19
1/14-1/18
Reach
Decoding C
Lessons 62-65
Reach
Week 20
1/21-25
Reach
Decoding C
Final Exams
Reach
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
8
Week 12
 11/1211/16
Week 13
 11/1911/23
Week 14
11/2611/30
Week 15
 12/3-12/7
End of Semester 1
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive W riting
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
Spelling Through
Morphographs
Expressive Writing
Lesson
Lessons 28-30
Mastery Test  After Lesson
30
Lesson 26-28
Lessons 31-33
Lessons 29-30
Lessons 34-36
Lessons 31-32
Lessons 37-39
Lessons 33-35
Lessons 40-42
Mastery Test  After Lesson
40
Lessons 36-37
Lessons 43-45
Lessons 38-40
Lessons 46-48
Lessons 41-42
Lessons 49-51
Mastery Test  After Lesson
50
Lessons 43-45
Lessons 52-54
Lesson Review
Final exams
PACING PLAN
English/Readi ng
9R2
* Suggested student teacher ratio
 Shortened Week
Week
Week
Week 21
1/28-2/01
Intervention
Program
Reach
Revised 8/6/07
English 9R2 3.0-3.9
*proposed 20:1
Component/Level
Lesson
Decoding C
Lessons 66-69
Intervention
Program
Reach
9
Week 22
2/4-2/8
Reach
Decoding C
Lessons 70-73
Reach
Week 23
 2/11/2/15
Reach
Decoding C
Lessons 74-76
Reach
Week 24
 2/18-2/22
Reach
Decoding C
Lessons 77-79
Reach
Week 25
2/25-2/29
Reach
Decoding C
Lessons 80-83
Reach
Week 26
3/3-3/7
Reach
Decoding C
Lessons 84-87
Reach
Week 27
3/10-3/14
Reach
Decoding C
Lessons 88-91
Reach
Week 28
 3/17-3/20
Reach
Decoding C
Lessons 92-94
Reach
Week 29
3/31/-4/4
Reach
Decoding C
Reach
Week 30
4/7-4/11
Reach
Decoding C
Lessons 95-98
System Guide Mastery Test #
3
(1 Day)
 Test is given after Lesson
95
Lessons 99-102
End of 3rd Q uarter
Reach
Reading 9R2 3.0-3.9
*proposed 30:1
Component/Level
Spelling Through
Morphographs
Comprehension B-1
Spelling Through
Morphographs
Comprehension B-1
Spelling Through
Morphographs
Comprehension B-1
Spelling Through
Morphographs
Comprehension B-1
Spelling Through
Morphographs
Comprehension B-1
Spelling Through
Morphographs
Comprehension B-1
Spelling Through
Morphographs
Comprehension B-1
Spelling Through
Morphographs
Comprehension B-1
Spelling Through
Morphographs
Comprehension B-1
Spelling Through
Morphographs
Comprehension B-1
Lesson
Lessons 55-57
Lessons 1-4
Lessons 58-60
Mastery Test  After Lesson
60
Lessons 5-8
Fact Game/Mastery Test
Lessons 61-63
Lessons 9-11
Fact Game/Mastery Test
Lessons 64-66
Lessons 12-14
Lessons 67-69
Lessons 15-18
Fact Game/Mastery Test
Lessons 70-72
Mastery Test  After Lesson
70
Lessons 19-22
Fact Game/Mastery Test
Lessons 73-75
Lessons 23-26
Fact Game/Mastery Test
Lessons 76-78
Lessons 27-29
Lessons 79-81
Mastery Test  After Lesson
80
Lessons 30-33
Fact Game/Mastery Test
Lessons 82-84
Lessons 34-37
Fact Game/Mastery Test
Mid-Program Maste ry Test
PACING PLAN
English/Readi ng
9R2
* Suggested student teacher ratio
 Shortened Week
Week
Week
Week 31
 4/14-4/18
Intervention
Program
Reach
Revised 8/6/07
English 9R2 3.0-3.9
*proposed 20:1
Component/Level
Lesson
Decoding C
Lessons 103-105
Intervention
Program
Reach
Reading 9R2 3.0-3.9
*proposed 30:1
Component/Level
Spelling Through
Morphographs
Comprehension B-1
Spelling Through
Morphographs
Comprehension B-1
Lesson
Lessons 85-87
Lessons 38-40
Fact Game/Mastery Test
Lessons 88-90
Mastery Test  After Lesson
90
Lessons 41-44
Lessons 91-93
Lessons 45-48
Fact Game/Mastery Test
CST testing window
10
Week 32
4/21-4/25
Reach
Decoding C
Lessons 106-109
Reach
Week 33
4/28-5/2
Reach
Decoding C
Lessons 110-113
Reach
Week 34
5/5-5/9
Reach
Decoding C
CST Testing Window
Reach
Week 35
5/12-5/16
Reach
Decoding C
Lessons 114-117
Reach
Spelling Through
Morphographs
Comprehension B-1
Lessons 94-96
Lessons 49-52
Fact Game/Mastery Test
Week 36
5/19-5/23
Reach
Decoding C
Lessons 118-121
Reach
Spelling Through
Morphographs
Comprehension B-1
Lessons 97-99
Lessons 53-56
Fact Game/Mastery Test
Week 37
 5/26-5/30
Reach
Decoding C
Lessons 122-123
Reach
Spelling Through
Morphographs
Comprehension B-1
Week 38
6/2-6/6
Reach
Decoding C
Lessons 124-125
Packet Mastery Test # 2
(2 Days)
 Test is given after Lesson
125
Final Exam
Reach
Spelling Through
Morphographs
Comprehension B-1
Lessons 100-102
Mastery Test  After Lesson
100
Lessons 57-60
Fact Game/Mastery Test
Lessons 103-105
Week 39
6/9-6/13
Reach
Decoding C
End of 2nd Semester
Reach
Spelling Through
Morphographs
Comprehension B-1
Spelling Through
Morphographs
Comprehension B-1
Spelling Through
Morphographs
Comprehension B-1
Lessons 61-64
Lessons 104-106 and review
Lesson 65
End of Program Mastery Test
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour
Periods
Week 1
Weeks 2-9
English 9R3 Teacher - 1st Quarter
Edge A (Orange Book) Lesson
Introduction/ Assessment
UNIT 1
Think Again
Essential Question: What
Influences How You Act?
Lesson 2: How to Read
Lesson 3: Prepare to Read
Weeks 2-9
11
Weeks 2-9
Weeks 2-9
Weeks 2-9
Student Edition/Teacher's
Edition/Interactive PB
Reading 9R3 Teacher- 1st Quarter
Edge A (Orange Book)
Lesson
Introduction/ Assessment
UNIT 1
Think Again
Essential Question: What
Influences How You Act?
Lesson 1: Unit 1 Launch
For ELLs: Language Function
Day 1
Lesson 4: Before Reading Main
Selection and Read the Main
Selection
Student Edition/Teacher's
Edition
Reading Transparency
Interactive PB/Selection
Reading CD
For ELLs: Language Function
Day 2
Finish Lesson 4, including
Analyze
Student Edition/Teacher's
Edition
Interactive Practice
Book/Selection Reading CD
For ELLs: Language Function
Day 3
Student Edition/Teacher's
Edition
Interactive Practice Book
Fluency Model CD
For ELLs: Language Function
Day 4
Student Edition/Teacher's
Edition
Interactive Practice Book
Lessons 7-8: Integrate the
Language Arts
Grammar Lesson 5 (of 5)
Assessments Handbook (or
PDF online)
For ELLs:Language Function
Day 5
Writing Project: Draft
Lessons 7-8: Integrate the
Language Arts
(Listening/Speaking, Research,
Writing)
Note: This lesson type has been extended
to two days--and could take longer, if
teacher wishes to use Oral Language
Fluency and Vocabulary Routines (see TE
sampler page T43).
Weeks 2-9
Edge A (Orange Book)
Components
Introduction/ Assessment
Student Edition/Teacher's
Edition
Lesson 5: Before Reading and
Read the Adjunct Selection
Lesson 6: Reflect and Assess
Lessons 7-8: Integrate the
Language Arts (Literary Analysis
and Vocabulary Study)
Cluster 1 Test
Optional: Reteaching (based on
Cluster 1 Test results)
Lesson 10: Vocabulary
Workshop
Reteaching Lessons
(available online)
Student Edition/Teacher's
Edition
Writing Project: Study the
Form, Prewrite
Grammar Lessons 1-2 (of 5)
Grammar Lessons 3-4 (of 5)
Edge A (Orange Book)
Components
Introduction/ Assessment
Student Edition/Teacher's
Edition
Optional: Internet/ Edge
Library
Lang. & Grammar Lab TE and
Transparency
Student Edition
Lang. & Grammar Lab
TE/Grammar and Writing PB
Student Edition/Teacher's
Edition/Writing Transparency
Student Edition
Lang. & Grammar Lab
TE/Grammar and Writing PB
Student Edition/Teacher's
Edition/Grammar & Writing PB
Student Edition
Lang. & Grammar Lab
TE/Grammar and Writing PB
Student Edition/Teacher's
Edition/Grammar & Writing PB
Student Edition
Lang. & Grammar Lab
TE/Grammar and Writing PB
Student Edition/Teacher's
Edition
Writing Transparency
Student Edition
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour
Periods
Weeks 2-9
English 9R3 Teacher - 1st Quarter
Edge A (Orange Book) Lesson
Lesson 11: Prepare to Read
Weeks 2-9
Lesson 12: Before Reading Main
Selection and Read the Main
Selection
Weeks 2-9
Finish Lesson 12, including
Analyze
Weeks 2-9
12
Weeks 2-9
Weeks 2-9
Student Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Student Edition/Teacher's
Edition
Interactive Practice Book
Reading 9R3 Teacher- 1st Quarter
Edge A (Orange Book)
Lesson
Lesson 9: Workplace
Workshop
For ELLs: Language Function
Day 1
For ELLs:
Language Function Day 2
Writing Project: Revise (teach
trait of good writing)
For ELLs: Language Function
Day 3
Grammar Lessons 1-2 (of 5)
Lesson 13: Before Reading and
Read the Adjunct Selection
Lesson 14: Reflect and Assess
Student Edition/Teacher's
Edition
Interactive Practice Book
For ELLs: Language Function
Day 4
Lessons 15-16: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
Student Edition/Teacher's
Edition
Interactive Practice Book
Lessons 15-16: Integrate the
Language Arts
For ELLs: Language Function
Day 5
Grammar Lessons 5 (of 5)
Writing Project: Revise (peer
conference)
Lessons 15-16: Integrate the
Language Arts
(Listening/Speaking, Research,
Writing)
Cluster 2 Test
Weeks 2-9
Edge A (Orange Book)
Components
Student Edition/Teacher's
Edition
Interactive Practice Book
Assessments Handbook (or
PDF online)
Optional: Reteaching (based on
Cluster 2 Test results)
Lesson 18: Prepare to Read
Reteaching Lessons
(available online)
Lesson 19: Before Reading Main
Selection and Read the Main
Selection
Student Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Student Edition/Teacher's
Edition/Interactive PB
Grammar Lessons 3-4 (of 5)
G
Lesson 17:
Listening/Speaking Workshop
For ELLs: Language Function
Day 1
Grammar Lessons 1-2 (of 5)
Edge A (Orange Book)
Components
Student Edition
Lang. & Grammar Lab TE and
Transparency
Student Edition
Lang. & Grammar Lab
TE/Grammar and Writing PB
Student Edition/Teacher's
Edition
Student Edition
Lang. & Grammar Lab
TE/Grammar and Writing PB
Student Edition/Teacher's
Edition/Grammar & Writing PB
Student Edition
Lang. & Grammar Lab
TE/Grammar and Writing PB
Student Edition/Teacher's
Edition/Grammar & Writing PB
Student Edition
Lang. & Grammar Lab TE/
Grammar and Writing PB
Student Edition/Teacher's
Edition
Student Edition
Student Edition/Teacher's
Edition/
Lang. & Grammar Lab
TE/Grammar and
Transperency
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour
Periods
English 9R3 Teacher - 1st Quarter
Edge A (Orange Book) Lesson
Edge A (Orange Book)
Components
Reading 9R3 Teacher- 1st Quarter
Edge A (Orange Book)
Lesson
Finish Lesson 19, including
Analyze
Student Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function
Day 2
Writing Project: Edit and
Proofread
Weeks 2-9
Lesson 20: Before Reading and
Read the Adjunct Selection
Lesson 21: Reflect and Assess
Student Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function
Day 3
Grammar Lessons 1-2 (of 5)
Weeks 2-9
Lessons 22-23: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
Student Edition
Teacher's Edition
Interactive Practice Book
Assessments Handbook (or
PDF online)
For ELLs: Language Function
Day 4
Grammar Lessons 3-4 (of 5)
Reteaching Lessons
(available online)
Lessons 22-23: Integrate the
Language Arts
For ELLs: Language Function
Day 5
Grammar Lessons 5 (of 5)
Writing Project: Publish and
Present
13
Weeks 2-9
Weeks 2-9
Cluster 3 Test
Optional: Reteaching (based on
Cluster 3 Test results)
Lesson 24: Unit Wrap Up
Edge A (Orange Book)
Components
Lang. & Grammar Lab TE and
Transparency
Student Edition/Lang. &
Grammar Lab TE/Grammar
and Writing PB
Student Edition/Teacher's
Edition/Writing Transparency
Student Edition/Lang. &
Grammar Lab TE/Grammar
and Writing PB
Student Edition/Teacher's
Edition/Grammar and Writing
PB
Student Edition/Lang. &
Grammar Lab TE/Grammar
and Writing PB
Student Edition/Teacher's
Edition/Grammar & Writing PB
Weeks 2-9
Unit 1 Test: Reading and Literary Assessments Handbook (or
Analysis
PDFs online)
Lessons 22-23: Integrate the
Language Arts
(Listening/Speaking,Researchin
g,Writing)
Writing Project: Publish and
Present
Student Edition/Lang. &
Grammar Lab TE/Grammar
and Writing PB
Writing Transparency/Student
Edition/Teacher's
Edition/Grammar & Writing PB
Student Edition/Teacher's
Edition/Grammar & Writing PB
Student Edition/Teacher's
Edition
Student Edition/Teacher's
Edition
Student Edition/Teacher's
Edition
Student Edition/Teacher's
Edition
Weeks 2-9
Optional: Reteaching
Unit 1 Test: Grammar and
Assessments Handbook (or
Student Edition/Teacher's
Edition/Interactive PB
Reteaching Lessons
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour
Periods
Weeks 2-9
End of 1st
Quarter
English 9R3 Teacher - 1st Quarter
Edge A (Orange Book) Lesson
Optional: Reteaching
End of 1st Quarter
Reading 9R3 Teacher- 1st Quarter
Edge A (Orange Book)
Components
(available online)
Edge A (Orange Book)
Lesson
Writing
Edge A (Orange Book)
Components
PDFs online)
Reteaching Lessons
(available online)
OUHSD Benchmark Test 1
OUHSD Benchmark Test 1
End of 1st Quarter
End of 1st Quarter
End of 1st Quarter
14
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
Weeks 10-15
English 9R3 Teacher - 2nd Quarter
Edge A (Orange Book) Lesson
UNIT 2
Matters
Family
Essential Question: How Do
Families Affect Us?
Lesson 2: How to Read
Weeks 10-15
Lesson 3: Prepare to Read
Lesson 4: Before Reading Main
Selection and Read the Main
Selection
15
Weeks 10-15
Weeks 10-15
Student Edition/Teacher's
Edition/Interactive PB
Reading 9R3 Teacher- 2nd Quarter
Edge A (Orange Book) Lesson
UNIT 2
Family Matters
Essential Question: How Do Families
Affect Us?
Lesson 1: Unit 2 Launch
For ELLs: Language Function Day 1
Student Edition/Teacher's
Edition
Reading Transparency
Interactive PB/Selection
Reading CD
For ELLs: Language Function Day 2
Finish Lesson 4, including
Analyze
Student Edition/Teacher's
Edition
Interactive Practice
Book/Selection Reading
CD
For ELLs: Language Function Day 3
Lesson 5: Before Reading and
Read the Adjunct Selection
Lesson 6: Reflect and Assess
Student Edition/Teacher's
Edition
Interactive Practice Book
Fluency Model CD
For ELLs: Language Function Day 4
Lessons 7-8: Integrate the
Language Arts (Literary Analysis
and Vocabulary Study)
Cluster 1 Test
Student Edition/Teacher's
Edition
Interactive Practice Book
Lessons 7-8: Integrate the Language
Arts
Grammar Lesson 5 (of 5)
Assessments Handbook
(or PDF online)
For ELLs:Language Function Day 5
Writing Project: Draft
Note: This lesson type has been extended
to two days--and could take longer, if
teacher wishes to use Oral Language
Fluency and Vocabulary Routines (see TE
sampler page T43).
Weeks 10-15
Edge A (Orange Book)
Components
Student Edition/Teacher's
Edition
Writing Project: Study the Form,
Prewrite
Grammar Lessons 1-2 (of 5)
Grammar Lessons 3-4 (of 5)
Edge A (Orange
Book) Components
Student
Edition/Teacher's
Edition
Optional: Internet/
Edge Library
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
Weeks 10-15
Weeks 10-15
English 9R3 Teacher - 2nd Quarter
Edge A (Orange Book) Lesson
Optional: Reteaching (based on
Cluster 1 Test results)
Lesson 10: Vocabulary
Workshop
Lesson 11: Prepare to Read
Edge A (Orange Book)
Components
Reteaching Lessons
(available online)
Student Edition/Teacher's
Edition
Student Edition/Teacher's
Edition
Interactive Practice Book
Reading 9R3 Teacher- 2nd Quarter
Edge A (Orange Book) Lesson
Lessons 7-8: Integrate the Language
Arts (Listening/Speaking, Research,
Writing)
Student Edition
Lesson 9: Workplace Workshop
Student Edition
For ELLs: Language Function Day 1
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Lesson 12: Before Reading Main
Selection and Read the Main
Selection
Student Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
For ELLs:
Language Function Day 2
Writing Project: Revise (teach trait of
good writing)
Weeks 10-15
Finish Lesson 12, including
Analyze
Student Edition/Teacher's
Edition
Interactive Practice Book
For ELLs: Language Function Day 3
Student Edition/Teacher's
Edition
Interactive Practice Book
For ELLs: Language Function Day 4
16
Weeks 10-15
Weeks 10-15
Lesson 13: Before Reading and
Read the Adjunct Selection
Lesson 14: Reflect and Assess
Edge A (Orange
Book) Components
Edition/Teacher's
Edition
Writing Transparency
Grammar Lessons 1-2 (of 5)
Grammar Lessons 3-4 (of 5)
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
Weeks 10-15
English 9R3 Teacher - 2nd Quarter
Edge A (Orange Book) Lesson
Lessons 15-16: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
Cluster 2 Test
Weeks 10-15
Weeks 10-15
Optional: Reteaching (based on
Cluster 2 Test results)
Lesson 18: Prepare to Read
Lesson 19: Before Reading Main
Selection and Read the Main
Selection
Edge A (Orange Book)
Components
Student Edition/Teacher's
Edition
Interactive Practice Book
Assessments Handbook
(or PDF online)
Reteaching Lessons
(available online)
17
Student Edition/Teacher's
Edition/Interactive PB
Student Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Reading 9R3 Teacher- 2nd Quarter
Edge A (Orange Book) Lesson
Lessons 15-16: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Revise (peer
conference)
Lessons 15-16: Integrate the
Language Arts (Listening/Speaking,
Research, Writing)
Lesson 17: Listening/Speaking
Workshop
For ELLs:
Language Function Day 1
Grammar Lessons 1-2 (of 5)
Weeks 10-15
Finish Lesson 19, including
Analyze
Student Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 2
Writing Project: Edit and Proofread
Weeks 10-15
Lesson 20: Before Reading and
Read the Adjunct Selection
Lesson 21: Reflect and Assess
Student Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 3
Grammar Lessons 1-2 (of 5)
Edge A (Orange
Book) Components
Student Edition
Lang. & Grammar
Lab TE/ Grammar
and Writing PB
Student
Edition/Teacher's
Edition
Student Edition
Student
Edition/Teacher's
Edition/
Lang. & Grammar
Lab TE/Grammar and
Transperency
Lang. & Grammar
Lab TE and
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar and
Writing PB
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
Weeks 10-15
English 9R3 Teacher - 2nd Quarter
Edge A (Orange Book) Lesson
Lessons 22-23: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
Edge A (Orange Book)
Components
Student Edition
Teacher's Edition
Interactive Practice Book
Assessments Handbook
(or PDF online)
Reading 9R3 Teacher- 2nd Quarter
Edge A (Orange Book) Lesson
For ELLs: Language Function Day 4
Grammar Lessons 3-4 (of 5)
Cluster 3 Test
Weeks 10-15
Optional: Reteaching (based on
Cluster 3 Test results)
Lesson 24: Unit Wrap Up
Reteaching Lessons
(available online)
Student Edition/Teacher's
Edition/Interactive PB
Lessons 22-23: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Publish and Present
18
Weeks 10-15
Unit 2 Test: Reading and
Literary Analysis
Assessments Handbook
(or PDFs online)
Lessons 22-23: Integrate the
Language Arts
(Listening/Speaking,Researching,Writing)
Writing Project: Publish and Present
Weeks 10-15
Optional: Reteaching
Reteaching Lessons
(available online)
Unit 2 Test: Grammar and Writing
Edge A (Orange
Book) Components
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Writing
Transparency/Student
Edition/Teacher's
Edition/Grammar &
Writing PB Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Assessments
Handbook (or PDFs
online)
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
Weeks 16-19
English 9R3 Teacher - 2nd Quarter
Edge A (Orange Book) Lesson
UNIT 3
True Self
Essential Question: Do We Find
or Create Our True Selves?
Lesson 2: How to Read
Edge A (Orange Book)
Components
Student Edition/Teacher's
Edition
Student Edition/Teacher's
Edition/Interactive PB
Lesson 3: Prepare to Read
Weeks 16-19
Lesson 4: Before Reading Main
Selection and Read the Main
Selection
19
Weeks 16-19
Weeks 16-19
UNIT 3
True Self
Essential Question: Do We Find or
Create Our True Selves?
Lesson 1: Unit 3 Launch
For ELLs: Language Function Day 1
Student Edition/Teacher's
Edition
Reading Transparency
Interactive PB/Selection
Reading CD
For ELLs: Language Function Day 2
Student Edition/Teacher's
Edition
Interactive Practice
Book/Selection Reading
CD
For ELLs: Language Function Day 3
Lesson 5: Before Reading and
Read the Adjunct Selection
Lesson 6: Reflect and Assess
Student Edition/Teacher's
Edition
Interactive Practice Book
Fluency Model CD
For ELLs: Language Function Day 4
Lessons 7-8: Integrate the
Language Arts (Literary Analysis
and Vocabulary Study)
Cluster 1 Test
Student Edition/Teacher's
Edition
Interactive Practice Book
Lessons 7-8: Integrate the Language
Arts
Grammar Lesson 5 (of 5)
Assessments Handbook
(or PDF online)
For ELLs:Language Function Day 5
Writing Project: Draft
Note: This lesson type has been extended
to two days--and could take longer, if
teacher wishes to use Oral Language
Fluency and Vocabulary Routines (see TE
sampler page T43).
Weeks 16-19
Reading 9R3 Teacher- 2nd Quarter
Edge A (Orange Book) Lesson
Finish Lesson 4, including
Analyze
Writing Project: Study the Form,
Prewrite
Grammar Lessons 1-2 (of 5)
Grammar Lessons 3-4 (of 5)
Edge A (Orange
Book) Components
Student
Edition/Teacher's
Edition
Optional: Internet/
Edge Library
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
Weeks 16-19
Weeks 16-19
English 9R3 Teacher - 2nd Quarter
Edge A (Orange Book) Lesson
Optional: Reteaching (based on
Cluster 1 Test results)
Lesson 10: Vocabulary
Workshop
Lesson 11: Prepare to Read
Edge A (Orange Book)
Components
Reteaching Lessons
(available online)
Student Edition/Teacher's
Edition
Student Edition/Teacher's
Edition
Interactive Practice Book
Reading 9R3 Teacher- 2nd Quarter
Edge A (Orange Book) Lesson
Lessons 7-8: Integrate the Language
Arts (Listening/Speaking, Research,
Writing)
Student Edition
Lesson 9: Workplace Workshop
Student Edition
For ELLs: Language Function Day 1
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Lesson 12: Before Reading Main
Selection and Read the Main
Selection
Student Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
For ELLs:
Language Function Day 2
Writing Project: Revise (teach trait of
good writing)
Weeks 16-19
Finish Lesson 12, including
Analyze
Student Edition/Teacher's
Edition
Interactive Practice Book
For ELLs: Language Function Day 3
Student Edition/Teacher's
Edition
Interactive Practice Book
For ELLs: Language Function Day 4
20
Weeks 16-19
Weeks 16-19
Lesson 13: Before Reading and
Read the Adjunct Selection
Lesson 14: Reflect and Assess
Edge A (Orange
Book) Components
Edition
Writing Transparency
Grammar Lessons 1-2 (of 5)
Grammar Lessons 3-4 (of 5)
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
Weeks 16-19
English 9R3 Teacher - 2nd Quarter
Edge A (Orange Book) Lesson
Lessons 15-16: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
Cluster 2 Test
Weeks 16-19
Weeks 16-19
Optional: Reteaching (based on
Cluster 2 Test results)
Lesson 18: Prepare to Read
Lesson 19: Before Reading Main
Selection and Read the Main
Selection
Edge A (Orange Book)
Components
Student Edition/Teacher's
Edition
Interactive Practice Book
Assessments Handbook
(or PDF online)
Reteaching Lessons
(available online)
21
Student Edition/Teacher's
Edition/Interactive PB
Student Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Reading 9R3 Teacher- 2nd Quarter
Edge A (Orange Book) Lesson
Lessons 15-16: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Revise (peer
conference)
Lessons 15-16: Integrate the
Language Arts (Listening/Speaking,
Research, Writing)
Lesson 17: Listening/Speaking
Workshop
For ELLs:
Language Function Day 1
Grammar Lessons 1-2 (of 5)
Weeks 16-19
Finish Lesson 19, including
Analyze
Student Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 2
Writing Project: Edit and Proofread
Weeks 16-19
Lesson 20: Before Reading and
Read the Adjunct Selection
Lesson 21: Reflect and Assess
Student Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 3
Grammar Lessons 1-2 (of 5)
Edge A (Orange
Book) Components
Student Edition
Lang. & Grammar
Lab TE/ Grammar
and Writing PB
Student
Edition/Teacher's
Edition
Student Edition
Student
Edition/Teacher's
Edition/
Lang. & Grammar
Lab TE/Grammar and
Transperency
Lang. & Grammar
Lab TE and
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar and
Writing PB
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
Weeks 16-19
English 9R3 Teacher - 2nd Quarter
Edge A (Orange Book) Lesson
Lessons 22-23: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
Edge A (Orange Book)
Components
Student Edition
Teacher's Edition
Interactive Practice Book
Assessments Handbook
(or PDF online)
Cluster 3 Test
Weeks 16-19
Optional: Reteaching (based on
Cluster 3 Test results)
Lesson 24: Unit Wrap Up
Reteaching Lessons
(available online)
Student Edition/Teacher's
Edition/Interactive PB
22
Weeks 16-19
Unit 3 Test: Reading and
Literary Analysis
Assessments Handbook
(or PDFs online)
Weeks 16-19
Optional: Reteaching
Reteaching Lessons
(available online)
Weeks 20
Final Exams
Final Exams
End of 1st Semester
End of 1st Semester
End of 1st Semester
End of 1st Semester
Reading 9R3 Teacher- 2nd Quarter
Edge A (Orange Book) Lesson
Edge A (Orange
Book) Components
For ELLs: Language Function Day 4
Student Edition/Lang.
Grammar Lessons 3-4 (of 5)
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Lessons 22-23: Integrate the
Student Edition/Lang.
Language Arts
For ELLs: & Grammar Lab
Language Function Day 5
TE/Grammar and
Grammar Lessons 5 (of 5)
Writing PB
Writing Project: Publish and Present
Writing
Transparency/Student
Edition/Teacher's
Edition/Grammar &
Writing PB Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student
Edition/Teacher's
Edition
Lessons 22-23: Integrate the
Student
Language Arts
Edition/Teacher's
(Listening/Speaking,Researching,Writing) Edition
Writing Project: Publish and Present
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Unit 3 Test: Grammar and Writing
Assessments
Handbook (or PDFs
online)
OUHSD Benchmark Test 2
OUHSD Benchmark
Test 2
End of 1st Semester
End of 1st Semester
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
Weeks 21-25
English 9R3 Teacher - 3rd Quarter
Edge A (Orange Book) Lesson
UNIT 4
Give and Take
Essential Question: How Much
Should People Help Each
Other?
Lesson 2: How to Read
Edge A (Orange Book)
Components
Student Edition/Teacher's
Edition
Student Edition/Teacher's
Edition/Interactive PB
23
Weeks 21-25
Weeks 21-25
Give and Take
Essential Question: How Much Should
People Help Each Other?
Lesson 1: Unit 4 Launch
Lesson 4: Before Reading Main
Selection and Read the Main
Selection
Student Edition/Teacher's
Edition
Reading Transparency
Interactive PB/Selection
Reading CD
For ELLs: Language Function Day 2
Finish Lesson 4, including
Analyze
Student Edition/Teacher's
Edition
Interactive Practice
Book/Selection Reading
CD
For ELLs: Language Function Day 3
Lesson 5: Before Reading and
Read the Adjunct Selection
Lesson 6: Reflect and Assess
Student Edition/Teacher's
Edition
Interactive Practice Book
Fluency Model CD
For ELLs: Language Function Day 4
Lessons 7-8: Integrate the
Language Arts (Literary Analysis
and Vocabulary Study)
Cluster 1 Test
Student Edition/Teacher's
Edition
Interactive Practice Book
Lessons 7-8: Integrate the Language
Arts
Grammar Lesson 5 (of 5)
Assessments Handbook
(or PDF online)
For ELLs:Language Function Day 5
Writing Project: Draft
Note: This lesson type has been extended
to two days--and could take longer, if
teacher wishes to use Oral Language
Fluency and Vocabulary Routines (see TE
sampler page T43).
Weeks 21-25
UNIT 4
For ELLs: Language Function Day 1
Lesson 3: Prepare to Read
Weeks 21-25
Reading 9R3 Teacher- 3rd Quarter
Edge A (Orange Book) Lesson
Writing Project: Study the Form,
Prewrite
Grammar Lessons 1-2 (of 5)
Grammar Lessons 3-4 (of 5)
Edge A (Orange
Book) Components
Student
Edition/Teacher's
Edition
Optional: Internet/
Edge Library
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
Weeks 21-25
Weeks 21-25
English 9R3 Teacher - 3rd Quarter
Edge A (Orange Book) Lesson
Optional: Reteaching (based on
Cluster 1 Test results)
Lesson 10: Vocabulary
Workshop
Lesson 11: Prepare to Read
Edge A (Orange Book)
Components
Reteaching Lessons
(available online)
Student Edition/Teacher's
Edition
Student Edition/Teacher's
Edition
Interactive Practice Book
Reading 9R3 Teacher- 3rd Quarter
Edge A (Orange Book) Lesson
Lessons 7-8: Integrate the Language
Arts (Listening/Speaking, Research,
Writing)
Student Edition
Lesson 9: Workplace Workshop
Student Edition
For ELLs: Language Function Day 1
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Lesson 12: Before Reading Main
Selection and Read the Main
Selection
Student Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
For ELLs:
Language Function Day 2
Writing Project: Revise (teach trait of
good writing)
Weeks 21-25
Finish Lesson 12, including
Analyze
Student Edition/Teacher's
Edition
Interactive Practice Book
For ELLs: Language Function Day 3
Student Edition/Teacher's
Edition
Interactive Practice Book
For ELLs: Language Function Day 4
24
Weeks 21-25
Weeks 21-25
Lesson 13: Before Reading and
Read the Adjunct Selection
Lesson 14: Reflect and Assess
Edge A (Orange
Book) Components
Edition/Teacher's
Edition
Writing Transparency
Grammar Lessons 1-2 (of 5)
Grammar Lessons 3-4 (of 5)
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
Weeks 21-25
English 9R3 Teacher - 3rd Quarter
Edge A (Orange Book) Lesson
Lessons 15-16: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
Cluster 2 Test
Weeks 21-25
Weeks 21-25
Optional: Reteaching (based on
Cluster 2 Test results)
Lesson 18: Prepare to Read
Lesson 19: Before Reading Main
Selection and Read the Main
Selection
Edge A (Orange Book)
Components
Student Edition/Teacher's
Edition
Interactive Practice Book
Assessments Handbook
(or PDF online)
Reteaching Lessons
(available online)
25
Student Edition/Teacher's
Edition/Interactive PB
Student Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Reading 9R3 Teacher- 3rd Quarter
Edge A (Orange Book) Lesson
Lessons 15-16: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Revise (peer
conference)
Lessons 15-16: Integrate the
Language Arts (Listening/Speaking,
Research, Writing)
Lesson 17: Listening/Speaking
Workshop
For ELLs:
Language Function Day 1
Grammar Lessons 1-2 (of 5)
Weeks 21-25
Finish Lesson 19, including
Analyze
Student Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 2
Writing Project: Edit and Proofread
Weeks 21-25
Lesson 20: Before Reading and
Read the Adjunct Selection
Lesson 21: Reflect and Assess
Student Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 3
Grammar Lessons 1-2 (of 5)
Edge A (Orange
Book) Components
Student Edition
Lang. & Grammar
Lab TE/ Grammar
and Writing PB
Student
Edition/Teacher's
Edition
Student Edition
Student
Edition/Teacher's
Edition/
Lang. & Grammar
Lab TE/Grammar and
Transperency
Lang. & Grammar
Lab TE and
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar and
Writing PB
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
Weeks 21-25
English 9R3 Teacher - 3rd Quarter
Edge A (Orange Book) Lesson
Lessons 22-23: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
Edge A (Orange Book)
Components
Student Edition
Teacher's Edition
Interactive Practice Book
Assessments Handbook
(or PDF online)
Reading 9R3 Teacher- 3rd Quarter
Edge A (Orange Book) Lesson
For ELLs: Language Function Day 4
Grammar Lessons 3-4 (of 5)
Cluster 3 Test
Weeks 21-25
Optional: Reteaching (based on
Cluster 3 Test results)
Lesson 24: Unit Wrap Up
Reteaching Lessons
(available online)
Student Edition/Teacher's
Edition/Interactive PB
Lessons 22-23: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Publish and Present
26
Weeks 21-25
Unit 4 Test: Reading and
Literary Analysis
Assessments Handbook
(or PDFs online)
Lessons 22-23: Integrate the
Language Arts
(Listening/Speaking,Researching,Writing)
Writing Project: Publish and Present
Weeks 21-25
Optional: Reteaching
Reteaching Lessons
(available online)
Unit 4 Test: Grammar and Writing
Weeks 21-25
Optional: Reteaching
Reteaching Lessons
(available online)
Optional: Reteaching
Edge A (Orange
Book) Components
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Writing
Transparency/Student
Edition/Teacher's
Edition/Grammar &
Writing PB Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Assessments
Handbook (or PDFs
online)
Reteaching Lessons
(available online)
PACING PLAN
English/Reading 9R3
Revised 8/6/07
English 9R3 Teacher - 3rd Quarter
One-Hour Periods
Weeks 26-30
Edge A (Orange Book) Lesson
Unit 5
Fair Play
Essential Question: How Much
Should People Help Each
Other?
Lesson 2: How to Read
Lesson 3: Prepare to Read
Weeks 26-30
Lesson 4: Before Reading Main
Selection and Read the Main
Selection
27
Weeks 26-30
Weeks 26-30
Student Edition/Teacher's
Edition/Interactive PB
Reading 9R3 Teacher- 3rd Quarter
Edge A (Orange Book) Lesson
Unit 5
Fair Play
Essential Question: How Much Should
People Help Each Other?
Lesson 1: Unit 5 Launch
For ELLs: Language Function Day 1
Student Edition/Teacher's
Edition
Reading Transparency
Interactive PB/Selection
Reading CD
For ELLs: Language Function Day 2
Finish Lesson 4, including
Analyze
Student Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 3
Lesson 5: Before Reading and
Read the Adjunct Selection
Lesson 6: Reflect and Assess
Student Edition/Teacher's
Edition
Interactive Practice Book
Fluency Model CD
For ELLs: Language Function Day 4
Lessons 7-8: Integrate the
Language Arts (Literary Analysis
and Vocabulary Study)
Cluster 1 Test
Student Edition/Teacher's
Edition
Interactive Practice Book
Lessons 7-8: Integrate the Language
Arts
Grammar Lesson 5 (of 5)
Assessments Handbook
(or PDF online)
For ELLs:Language Function Day 5
Writing Project: Draft
Note: This lesson type has been extended
to two days--and could take longer, if
teacher wishes to use Oral Language
Fluency and Vocabulary Routines (see TE
sampler page T43).
Weeks 26-30
Edge A (Orange Book)
Components
Student Edition/Teacher's
Edition
Writing Project: Study the Form,
Prewrite
Grammar Lessons 1-2 (of 5)
Grammar Lessons 3-4 (of 5)
Edge A (Orange
Book) Components
Student
Edition/Teacher's
Edition
Optional: Internet/
Edge Library
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
PACING PLAN
English/Reading 9R3
Revised 8/6/07
English 9R3 Teacher - 3rd Quarter
One-Hour Periods
Weeks 26-30
Weeks 26-30
Edge A (Orange Book) Lesson
Optional: Reteaching (based on
Cluster 1 Test results)
Lesson 10: Vocabulary
Workshop
Lesson 11: Prepare to Read
Edge A (Orange Book)
Components
Reteaching Lessons
(available online)
Student Edition/Teacher's
Edition
Student Edition/Teacher's
Edition
Interactive Practice Book
Reading 9R3 Teacher- 3rd Quarter
Edge A (Orange Book) Lesson
Lessons 7-8: Integrate the Language
Arts (Listening/Speaking, Research,
Writing)
Student Edition
Lesson 9: Workplace Workshop
Student Edition
For ELLs: Language Function Day 1
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Lesson 12: Before Reading Main
Selection and Read the Main
Selection
Student Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
For ELLs:
Language Function Day 2
Writing Project: Revise (teach trait of
good writing)
Weeks 26-30
Finish Lesson 12, including
Analyze
Student Edition/Teacher's
Edition
Interactive Practice Book
For ELLs: Language Function Day 3
Lesson 13: Before Reading and
Read the Adjunct Selection
Lesson 14: Reflect and Assess
Student Edition/Teacher's
Edition
Interactive Practice Book
For ELLs: Language Function Day 4
28
Weeks 26-30
Weeks 26-30
Edge A (Orange
Book) Components
Edition/Teacher's
Edition
Writing Transparency
Grammar Lessons 1-2 (of 5)
Grammar Lessons 3-4 (of 5)
PACING PLAN
English/Reading 9R3
Revised 8/6/07
English 9R3 Teacher - 3rd Quarter
One-Hour Periods
Weeks 26-30
Edge A (Orange Book) Lesson
Lessons 15-16: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
Cluster 2 Test
Weeks 26-30
Weeks 26-30
Optional: Reteaching (based on
Cluster 2 Test results)
Lesson 18: Prepare to Read
Lesson 19: Before Reading Main
Selection and Read the Main
Selection
Edge A (Orange Book)
Components
Student Edition/Teacher's
Edition
Interactive Practice Book
Assessments Handbook
(or PDF online)
Reteaching Lessons
(available online)
29
Student Edition/Teacher's
Edition/Interactive PB
Student Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Reading 9R3 Teacher- 3rd Quarter
Edge A (Orange Book) Lesson
Lessons 15-16: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Revise (peer
conference)
Lessons 15-16: Integrate the
Language Arts (Listening/Speaking,
Research, Writing)
Lesson 17: Listening/Speaking
Workshop
For ELLs:
Language Function Day 1
Grammar Lessons 1-2 (of 5)
Weeks 26-30
Finish Lesson 19, including
Analyze
Student Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 2
Writing Project: Edit and Proofread
Weeks 26-30
Lesson 20: Before Reading and
Read the Adjunct Selection
Lesson 21: Reflect and Assess
Student Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 3
Grammar Lessons 1-2 (of 5)
Edge A (Orange
Book) Components
Student Edition
Lang. & Grammar
Lab TE/ Grammar
and Writing PB
Student
Edition/Teacher's
Edition
Student Edition
Student
Edition/Teacher's
Edition/
Lang. & Grammar
Lab TE/Grammar and
Transperency
Lang. & Grammar
Lab TE and
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar and
Writing PB
PACING PLAN
English/Reading 9R3
Revised 8/6/07
English 9R3 Teacher - 3rd Quarter
One-Hour Periods
Weeks 26-30
Edge A (Orange Book) Lesson
Lessons 22-23: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
Cluster 3 Test
Weeks 26-30
Edge A (Orange Book)
Components
Student Edition
Teacher's Edition
Interactive Practice Book
Assessments Handbook
(or PDF online)
Reading 9R3 Teacher- 3rd Quarter
Edge A (Orange Book) Lesson
For ELLs: Language Function Day 4
Grammar Lessons 3-4 (of 5)
Optional: Reteaching (based on
Cluster 3 Test results)
Lesson 24: Unit Wrap Up
Reteaching Lessons
(available online)
Weeks 26-30
Unit 5 Test: Reading and
Literary Analysis
Assessments Handbook
(or PDFs online)
Lessons 22-23: Integrate the
Language Arts
(Listening/Speaking,Researching,Writing)
Writing Project: Publish and Present
Weeks 26-30
Optional: Reteaching
Reteaching Lessons
(available online)
Unit 5 Test: Grammar and Writing
Weeks 26-30
Optional: Reteaching
Reteaching Lessons
(available online)
OUHSD Benchmark Test 3
Student Edition/Teacher's
Edition/Interactive PB
Lessons 22-23: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Publish and Present
30
End of 3rd Quarter
End of 3rd Quarter
End of 3rd Quarter
End of 3rd Quarter
Edge A (Orange
Book) Components
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Writing
Transparency/Student
Edition/Teacher's
Edition/Grammar &
Writing PB Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Assessments
Handbook (or PDFs
online)
OUHSD Benchmark
Test 3
End of 3rd Quarter
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
Weeks 31-34
English 9R3 Teacher - 4th Quarter
Edge A (Orange Book) Lesson
UNIT 6
Age
Coming of
Essential
Question: What Rights and
Responsibilities Should Teens
Have?
Lesson 2: How to Read
Weeks 31-34
Lesson 3: Prepare to Read
Lesson 4: Before Reading Main
Selection and Read the Main
Selection
Note: This lesson type has been extended
to two days--and could take longer, if
teacher wishes to use Oral Language
Fluency and Vocabulary Routines (see TE
sampler page T43).
31
Weeks 31-34
Weeks 31-34
Finish Lesson 4, including
Analyze
Lesson 5: Before Reading and
Read the Adjunct Selection
Lesson 6: Reflect and Assess
Edge A (Orange Book)
Components
Student Edition/Teacher's
Edition
Student Edition/Teacher's
Edition/Interactive PB
Reading 9R3 Teacher- 4th Quarter
Edge A (Orange Book) Lesson
UNIT 6
Coming of Age
Essential Question: What Rights and
Responsibilities Should Teens Have?
Lesson 1: Unit 6 Launch
For ELLs: Language Function Day 1
Student Edition/Teacher's
Edition
Reading Transparency
Interactive PB/Selection
Reading CD
For ELLs: Language Function Day 2
Student Edition/Teacher's
Edition
Interactive Practice
Book/Selection Reading
CD
For ELLs: Language Function Day 3
Student Edition/Teacher's
Edition
Interactive Practice Book
Fluency Model CD
For ELLs: Language Function Day 4
Writing Project: Study the Form,
Prewrite
Grammar Lessons 1-2 (of 5)
Grammar Lessons 3-4 (of 5)
Edge A (Orange
Book) Components
Student
Edition/Teacher's
Edition
Optional: Internet/
Edge Library
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
Weeks 31-34
Weeks 31-34
Weeks 31-34
English 9R3 Teacher - 4th Quarter
Edge A (Orange Book) Lesson
Lessons 7-8: Integrate the
Language Arts (Literary Analysis
and Vocabulary Study)
Cluster 1 Test
Optional: Reteaching (based on
Cluster 1 Test results)
Lesson 10: Vocabulary
Workshop
Lesson 11: Prepare to Read
Reading 9R3 Teacher- 4th Quarter
Edge A (Orange Book)
Components
Student Edition/Teacher's
Edition
Interactive Practice Book
Lessons 7-8: Integrate the Language
Arts
Grammar Lesson 5 (of 5)
Assessments Handbook
(or PDF online)
For ELLs:Language Function Day 5
Writing Project: Draft
Reteaching Lessons
(available online)
Lessons 7-8: Integrate the Language
Arts (Listening/Speaking, Research,
Writing)
Student Edition/Teacher's
Edition
Student Edition/Teacher's
Edition
Interactive Practice Book
Edge A (Orange Book) Lesson
For ELLs: Language Function Day 1
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
32
Student Edition
Lesson 12: Before Reading Main
Selection and Read the Main
Selection
Student Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
For ELLs:
Language Function Day 2
Writing Project: Revise (teach trait of
good writing)
Weeks 31-34
Finish Lesson 12, including
Analyze
Student Edition/Teacher's
Edition
Interactive Practice Book
For ELLs: Language Function Day 3
Student Edition/Teacher's
Edition
Interactive Practice Book
For ELLs: Language Function Day 4
Lesson 13: Before Reading and
Read the Adjunct Selection
Lesson 14: Reflect and Assess
Student
Edition/Teacher's
Edition
Writing Transparency
Student Edition
Lesson 9: Workplace Workshop
Weeks 31-34
Weeks 31-34
Edge A (Orange
Book) Components
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Grammar Lessons 1-2 (of 5)
Grammar Lessons 3-4 (of 5)
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
Weeks 31-34
English 9R3 Teacher - 4th Quarter
Edge A (Orange Book)
Components
Edge A (Orange Book) Lesson
Lessons 15-16: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
Student Edition/Teacher's
Edition
Interactive Practice Book
Lessons 15-16: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Revise (peer
conference)
Cluster 2 Test
Weeks 31-34
33
Weeks 31-34
Weeks 31-34
Reading 9R3 Teacher- 4th Quarter
Edge A (Orange Book) Lesson
Optional: Reteaching (based on
Cluster 2 Test results)
Lesson 18: Prepare to Read
Lesson 19: Before Reading Main
Selection and Read the Main
Selection
Finish Lesson 19, including
Analyze
Assessments Handbook
(or PDF online)
Reteaching Lessons
(available online)
Student Edition/Teacher's
Edition/Interactive PB
Student Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Student Edition/Teacher's
Edition/Interactive PB
Lessons 15-16: Integrate the
Language Arts (Listening/Speaking,
Research, Writing)
Lesson 17: Listening/Speaking
Workshop
For ELLs:
Language Function Day 1
Grammar Lessons 1-2 (of 5)
For ELLs: Language Function Day 2
Writing Project: Edit and Proofread
Edge A (Orange
Book) Components
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/ Grammar
and Writing PB
Student
Edition/Teacher's
Edition
Student Edition
Student
Edition/Teacher's
Edition/
Lang. & Grammar
Lab TE/Grammar and
Transperency
Lang. & Grammar
Lab TE and
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
English 9R3 Teacher - 4th Quarter
Edge A (Orange Book) Lesson
Weeks 31-34
Lesson 20: Before Reading and
Read the Adjunct Selection
Lesson 21: Reflect and Assess
Weeks 31-34
Lessons 22-23: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
34
Weeks 31-34
Reading 9R3 Teacher- 4th Quarter
Edge A (Orange Book) Lesson
For ELLs: Language Function Day 3
Grammar Lessons 1-2 (of 5)
Student Edition
Teacher's Edition
Interactive Practice Book
Assessments Handbook
(or PDF online)
For ELLs: Language Function Day 4
Grammar Lessons 3-4 (of 5)
Optional: Reteaching (based on
Cluster 3 Test results)
Lesson 24: Unit Wrap Up
Reteaching Lessons
(available online)
Lessons 22-23: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Publish and Present
Unit 6 Test: Reading and
Literary Analysis
Assessments Handbook
(or PDFs online)
Cluster 3 Test
Weeks 31-34
Edge A (Orange Book)
Components
Student Edition/Teacher's
Edition/Interactive PB
Student Edition/Teacher's
Edition/Interactive PB
Lessons 22-23: Integrate the
Language Arts
(Listening/Speaking,Researching,Writing)
Writing Project: Publish and Present
Edge A (Orange
Book) Components
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar and
Writing PB
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Writing
Transparency/Student
Edition/Teacher's
Edition/Grammar &
Writing PB Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
English 9R3 Teacher - 4th Quarter
Edge A (Orange Book) Lesson
Edge A (Orange Book)
Components
Reading 9R3 Teacher- 4th Quarter
Edge A (Orange Book) Lesson
Weeks 31-34
Optional: Reteaching
Reteaching Lessons
(available online)
Unit 6 Test: Grammar and Writing
Weeks 31-34
Optional: Reteaching
Reteaching Lessons
(available online)
Optional: Reteaching
One-Hour Periods
English 9R3 Teacher - 4th Quarter
(continued)
Edge A (Orange Book) Lesson
Weeks 35-38
35
Weeks 35-39
UNIT 7
Making
Impressions
Assessments
Handbook (or PDFs
online)
Reteaching Lessons
(available online)
Reading 9R3 Teacher- 4th Quarter
(continued)
Edge A (Orange Book) Lesson
UNIT 7
Making
Impressions
Essential
Essential Question: What Do
You Do to Make an Impression?
Lesson 2: How to Read
Lesson 3: Prepare to Read
Student Edition/Teacher's
Edition/Interactive PB
Question: What Do You Do to Make an
Impression?
Lesson 1: Unit 7 Launch
For ELLs: Language Function Day 1
Lesson 4: Before Reading Main
Selection and Read the Main
Selection
Student Edition/Teacher's
Edition
Reading Transparency
Interactive PB/Selection
Reading CD
For ELLs: Language Function Day 2
Finish Lesson 4, including
Analyze
Student Edition/Teacher's
Edition
Interactive Practice
Book/Selection Reading
CD
For ELLs: Language Function Day 3
Note: This lesson type has been extended
to two days--and could take longer, if
teacher wishes to use Oral Language
Fluency and Vocabulary Routines (see TE
sampler page T43).
Weeks 35-38
Edge A (Orange Book)
Components
Student Edition/Teacher's
Edition
Edge A (Orange
Book) Components
Edition
Writing Project: Study the Form,
Prewrite
Grammar Lessons 1-2 (of 5)
Edge A (Orange
Book) Components
Student
Edition/Teacher's
Edition
Optional: Internet/
Edge Library
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
Weeks 35-38
Weeks 35-38
36
Weeks 35-38
Weeks 35-38
Weeks 35-38
Weeks 35-38
English 9R3 Teacher - 4th Quarter
Edge A (Orange Book) Lesson
Lesson 5: Before Reading and
Read the Adjunct Selection
Lesson 6: Reflect and Assess
Lessons 7-8: Integrate the
Language Arts (Literary Analysis
and Vocabulary Study)
Cluster 1 Test
Optional: Reteaching (based on
Cluster 1 Test results)
Lesson 10: Vocabulary
Workshop
Lesson 11: Prepare to Read
Edge A (Orange Book)
Components
Student Edition/Teacher's
Edition
Interactive Practice Book
Fluency Model CD
Reading 9R3 Teacher- 4th Quarter
Edge A (Orange Book) Lesson
For ELLs: Language Function Day 4
Grammar Lessons 3-4 (of 5)
Student Edition/Teacher's
Edition
Interactive Practice Book
Lessons 7-8: Integrate the Language
Arts
Grammar Lesson 5 (of 5)
Assessments Handbook
(or PDF online)
For ELLs:Language Function Day 5
Writing Project: Draft
Reteaching Lessons
(available online)
Lessons 7-8: Integrate the Language
Arts (Listening/Speaking, Research,
Writing)
Student Edition/Teacher's
Edition
Student Edition/Teacher's
Edition
Interactive Practice Book
Edge A (Orange
Book) Components
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition
Writing Transparency
Student Edition
Lesson 9: Workplace Workshop
Student Edition
For ELLs: Language Function Day 1
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Lesson 12: Before Reading Main
Selection and Read the Main
Selection
Student Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
For ELLs: Language Function Day 2
Finish Lesson 12, including
Analyze
Student Edition/Teacher's
Edition
Interactive Practice Book
For ELLs: Language Function Day 3
Writing Project: Revise (teach trait of
good writing)
Grammar Lessons 1-2 (of 5)
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
Weeks 35-38
Weeks 35-38
English 9R3 Teacher - 4th Quarter
Reading 9R3 Teacher- 4th Quarter
Edge A (Orange Book) Lesson
Edge A (Orange Book)
Components
Lesson 13: Before Reading and
Read the Adjunct Selection
Lesson 14: Reflect and Assess
Student Edition/Teacher's
Edition
Interactive Practice Book
For ELLs: Language Function Day 4
Lessons 15-16: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
Student Edition/Teacher's
Edition
Interactive Practice Book
Lessons 15-16: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Revise (peer
conference)
Cluster 2 Test
Assessments Handbook
(or PDF online)
Edge A (Orange Book) Lesson
Grammar Lessons 3-4 (of 5)
37
Weeks 35-38
Weeks 35-38
Weeks 35-38
Optional: Reteaching (based on
Cluster 2 Test results)
Lesson 18: Prepare to Read
Lesson 19: Before Reading Main
Selection and Read the Main
Selection
Finish Lesson 19, including
Analyze
Reteaching Lessons
(available online)
Student Edition/Teacher's
Edition/Interactive PB
Student Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Student Edition/Teacher's
Edition/Interactive PB
Lessons 15-16: Integrate the
Language Arts (Listening/Speaking,
Research, Writing)
Lesson 17: Listening/Speaking
Workshop
For ELLs:
Language Function Day 1
Grammar Lessons 1-2 (of 5)
For ELLs: Language Function Day 2
Writing Project: Edit and Proofread
Edge A (Orange
Book) Components
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/ Grammar
and Writing PB
Student
Edition/Teacher's
Edition
Student Edition
Student
Edition/Teacher's
Edition/
Lang. & Grammar
Lab TE/Grammar and
Transperency
Lang. & Grammar
Lab TE and
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
English 9R3 Teacher - 4th Quarter
Reading 9R3 Teacher- 4th Quarter
Edge A (Orange Book) Lesson
Edge A (Orange Book)
Components
Edge A (Orange Book) Lesson
Weeks 35-38
Lesson 20: Before Reading and
Read the Adjunct Selection
Lesson 21: Reflect and Assess
Student Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 3
Grammar Lessons 1-2 (of 5)
Weeks 35-38
Lessons 22-23: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
Student Edition
Teacher's Edition
Interactive Practice Book
Assessments Handbook
(or PDF online)
For ELLs: Language Function Day 4
Grammar Lessons 3-4 (of 5)
Reteaching Lessons
(available online)
Lessons 22-23: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Publish and Present
Cluster 3 Test
38
Weeks 35-38
Optional: Reteaching (based on
Cluster 3 Test results)
Lesson 24: Unit Wrap Up
Student Edition/Teacher's
Edition/Interactive PB
Weeks 35-38
Unit 7 Test: Reading and
Literary Analysis
Assessments Handbook
(or PDFs online)
Lessons 22-23: Integrate the
Language Arts
(Listening/Speaking,Researching,Writing)
Writing Project: Publish and Present
Edge A (Orange
Book) Components
Edition/Teacher's
Edition/Writing
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar and
Writing PB
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Writing
Transparency/Student
Edition/Teacher's
Edition/Grammar &
Writing PB Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
PACING PLAN
English/Reading 9R3
Revised 8/6/07
One-Hour Periods
English 9R3 Teacher - 4th Quarter
Edge A (Orange Book) Lesson
Edge A (Orange Book)
Components
Reading 9R3 Teacher- 4th Quarter
Edge A (Orange Book) Lesson
Weeks 35-38
Optional: Reteaching
Reteaching Lessons
(available online)
Unit 7 Test: Grammar and Writing
Week 39
Final Exam
Final Exam
OUHSD Benchmark Test 4
(Comprehensive)
End of 2nd Semester
End of 1st Semester
End of 2nd Semester
End of 2nd Semester
End of 2nd Semester
Edge A (Orange
Book) Components
Edition
Student
Edition/Teacher's
Edition
Assessments
Handbook (or PDFs
online)
OUHSD Benchmark
Test 4
(Comprehensive)
End of 2nd
Semester
39
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Week 1
Weeks 2-9
English 9R4 Teacher - 1st Quarter
Edge B (Blue Book) Lesson
Introduction/ Assessment
UNIT 1
Choices
Essential Question: What
Influences a Person's
Choices?
Lesson 2: How to Read
Lesson 3: Prepare to Read
Weeks 2-9
Lesson 4: Before Reading
Main Selection and Read the
Main Selection
Note: This lesson type has been
extended to two days--and could take
longer, if teacher wishes to use Oral
Language Fluency and Vocabulary
Routines (see TE sampler page T43).
40
Weeks 2-9
Weeks 2-9
Weeks 2-9
Finish Lesson 4, including
Analyze
Edge B (Blue Book)
Components
Introduction/ Assessment
Student Edition/Teacher's
Edition
Student Edition/Teacher's
Edition/Interactive PB
Student Edition/Teacher's
Edition
Reading Transparency
Interactive PB/Selection
Reading CD
Reading 9R4 Teacher- 1st Quarter
Edge B (Blue Book) Lesson
Introduction/ Assessment
UNIT 1
Choices
Essential Question: What
Influences a Person's
Choices?
Lesson 1: Unit 1 Launch
For ELLs: Language Function
Day 1
For ELLs: Language Function
Day 2
Writing Project: Study the
Form, Prewrite
Edge B (Blue Book)
Components
Introduction/ Assessment
Student Edition/Teacher's
Edition
Optional: Internet/ Edge
Library
Lang. & Grammar Lab TE
and Transparency
Student Edition
Lang. & Grammar Lab
TE/Grammar and Writing PB
Student Edition/Teacher's
Edition/Writing Transparency
Student Edition/Teacher's
Edition
Interactive Practice
Book/Selection Reading CD
For ELLs: Language Function
Day 3
Lesson 5: Before Reading and
Read the Adjunct Selection
Lesson 6: Reflect and Assess
Student Edition/Teacher's
Edition
Interactive Practice Book
Fluency Model CD
For ELLs: Language Function
Day 4
Lessons 7-8: Integrate the
Language Arts (Literary
Analysis and Vocabulary Study)
Cluster 1 Test
Student Edition/Teacher's
Edition
Interactive Practice Book
Lessons 7-8: Integrate the
Language Arts
Grammar Lesson 5 (of 5)
Student Edition
Lang. & Grammar Lab
TE/Grammar and Writing PB
Student Edition/Teacher's
Edition/Grammar & Writing
PB
Student Edition
Lang. & Grammar Lab
TE/Grammar and Writing PB
Student Edition/Teacher's
Edition/Grammar & Writing
PB
Student Edition
Lang. & Grammar Lab
TE/Grammar and Writing PB
Assessments Handbook (or
PDF online)
For ELLs:Language Function
Day 5
Writing Project: Draft
Student Edition/Teacher's
Edition
Writing Transparency
Grammar Lessons 1-2 (of 5)
Grammar Lessons 3-4 (of 5)
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 2-9
Weeks 2-9
English 9R4 Teacher - 1st Quarter
Edge B (Blue Book) Lesson
Optional: Reteaching (based on
Cluster 1 Test results)
Lesson 10: Vocabulary
Workshop
Lesson 11: Prepare to Read
Weeks 2-9
Lesson 12: Before Reading
Main Selection and Read the
Main Selection
Weeks 2-9
Finish Lesson 12, including
Analyze
41
Weeks 2-9
Weeks 2-9
Edge B (Blue Book)
Components
Reteaching Lessons (available
online)
Student Edition/Teacher's
Edition
Student Edition/Teacher's
Edition
Interactive Practice Book
Student Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Student Edition/Teacher's
Edition
Interactive Practice Book
Reading 9R4 Teacher- 1st Quarter
Edge B (Blue Book) Lesson
Lessons 7-8: Integrate the
Language Arts
(Listening/Speaking, Research,
Writing)
Lesson 9: Workplace
Workshop
For ELLs: Language Function
Day 1
For ELLs:
Language Function Day 2
Writing Project: Revise (teach
trait of good writing)
For ELLs: Language Function
Day 3
Grammar Lessons 1-2 (of 5)
Lesson 13: Before Reading
and Read the Adjunct
Selection
Lesson 14: Reflect and Assess
Student Edition/Teacher's
Edition
Interactive Practice Book
For ELLs: Language Function
Day 4
Lessons 15-16: Integrate the
Language Arts
(Literary Analysis and
Vocabulary Study)
Student Edition/Teacher's
Edition
Interactive Practice Book
Lessons 15-16: Integrate the
Language Arts
For ELLs: Language Function
Day 5
Grammar Lessons 5 (of 5)
Writing Project: Revise (peer
conference)
Cluster 2 Test
Assessments Handbook (or
PDF online)
Grammar Lessons 3-4 (of 5)
Edge B (Blue Book)
Components
Student Edition
Student Edition
Lang. & Grammar Lab TE
and Transparency
Student Edition
Lang. & Grammar Lab
TE/Grammar and Writing PB
Student Edition/Teacher's
Edition
Student Edition
Lang. & Grammar Lab
TE/Grammar and Writing PB
Student Edition/Teacher's
Edition/Grammar & Writing
PB
Student Edition
Lang. & Grammar Lab
TE/Grammar and Writing PB
Student Edition/Teacher's
Edition/Grammar & Writing
PB
Student Edition
Lang. & Grammar Lab TE/
Grammar and Writing PB
Student Edition/Teacher's
Edition
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 2-9
Weeks 2-9
English 9R4 Teacher - 1st Quarter
Edge B (Blue Book) Lesson
Optional: Reteaching (based on
Cluster 2 Test results)
Lesson 18: Prepare to Read
Lesson 19: Before Reading
Main Selection and Read the
Main Selection
Edge B (Blue Book)
Components
Reteaching Lessons (available
online)
Student Edition/Teacher's
Edition/Interactive PB
Student Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Reading 9R4 Teacher- 1st Quarter
Edge B (Blue Book) Lesson
Lessons 15-16: Integrate the
Language Arts
(Listening/Speaking, Research,
Writing)
G
Lesson 17: Listening/Speaking
Workshop
For
ELLs: Language Function Day 1
Grammar Lessons 1-2 (of 5)
Finish Lesson 19, including
Analyze
Student Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function
Day 2
Writing Project: Edit and
Proofread
Weeks 2-9
Lesson 20: Before Reading
and Read the Adjunct
Selection
Lesson 21: Reflect and Assess
Student Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function
Day 3
Grammar Lessons 1-2 (of 5)
Weeks 2-9
Lessons 22-23: Integrate the
Language Arts
(Literary Analysis and
Vocabulary Study)
Student Edition
Teacher's Edition
Interactive Practice Book
Assessments Handbook (or
PDF online)
For ELLs: Language Function
Day 4
Grammar Lessons 3-4 (of 5)
42
Weeks 2-9
Cluster 3 Test
Edge B (Blue Book)
Components
Student Edition
Student Edition/Teacher's
Edition/
Lang. & Grammar Lab
TE/Grammar and
Transperency
Lang. & Grammar Lab TE
and Transparency
Student Edition/Lang. &
Grammar Lab TE/Grammar
and Writing PB
Student Edition/Teacher's
Edition/Writing Transparency
Student Edition/Lang. &
Grammar Lab TE/Grammar
and Writing PB
Student Edition/Teacher's
Edition/Grammar and Writing
PB
Student Edition/Lang. &
Grammar Lab TE/Grammar
and Writing PB
Student Edition/Teacher's
Edition/Grammar & Writing
PB
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
English 9R4 Teacher - 1st Quarter
Weeks 2-9
Unit 1 Test: Reading and
Literary Analysis
Assessments Handbook (or
PDFs online)
Lessons 22-23: Integrate the
Language Arts
(Listening/Speaking,Researching
,Writing)
Writing
Project: Publish and Present
Weeks 2-9
Optional: Reteaching
Reteaching Lessons (available
online)
Unit 1 Test: Grammar and
Writing
Weeks 2-9
Optional: Reteaching
Reteaching Lessons (available
online)
OUHSD Benchmark Test 1
OUHSD Benchmark Test 1
43
End of 1st Quarter
Optional: Reteaching (based on
Cluster 3 Test results)
Lesson 24: Unit Wrap Up
End of 1st Quarter
Edge B (Blue Book)
Components
Reteaching Lessons (available
online)
Reading 9R4 Teacher- 1st Quarter
Edge B (Blue Book)
Components
Student Edition/Lang. &
Grammar Lab TE/Grammar
and Writing PB
Writing Transparency/Student
Edition/Teacher's
Edition/Grammar & Writing
PB Student Edition/Teacher's
Edition/Grammar & Writing
PB
Student Edition/Teacher's
Edition
Student Edition/Teacher's
Edition
Student Edition/Teacher's
Edition
Student Edition/Teacher's
Edition
Assessments Handbook (or
PDFs online)
Weeks 2-9
Edge B (Blue Book) Lesson
Student Edition/Teacher's
Edition/Interactive PB
End of 1st Quarter
Edge B (Blue Book) Lesson
Lessons 22-23: Integrate the
Language Arts
For ELLs: Language Function
Day 5
Grammar Lessons 5 (of 5)
Writing Project: Publish and
Present
End of 1st Quarter
End of 1st Quarter
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 10-15
English 9R4 Teacher - 2nd Quarter
Edge B (Blue Book) Lesson
UNIT 2
The Art of
Expression
Essential Question: Does Creativity
Matter?
Lesson 2: How to Read
Weeks 10-15
Lesson 3: Prepare to Read
Lesson 4: Before Reading Main
Selection and Read the Main
Selection
Note: This lesson type has been extended to two
days--and could take longer, if teacher wishes to
use Oral Language Fluency and Vocabulary
Routines (see TE sampler page T43).
44
Weeks 10-15
Weeks 10-15
Finish Lesson 4, including Analyze
Lesson 5: Before Reading and Read
the Adjunct Selection
Lesson 6: Reflect and Assess
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition/Interactive PB
Student
Edition/Teacher's
Edition
Reading Transparency
Interactive PB/Selection
Reading CD
Reading 9R4 Teacher- 2nd Quarter
Edge B (Blue Book) Lesson
UNIT 2 The Art of
Expression
Essential Question: Does Creativity
Matter?
Lesson 1: Unit 2 Launch
For ELLs: Language Function Day 1
For ELLs: Language Function Day 2
Writing Project: Study the Form,
Prewrite
Student
Edition/Teacher's
Edition
Interactive Practice
Book/Selection Reading
CD
For ELLs: Language Function Day 3
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Fluency Model CD
For ELLs: Language Function Day 4
Grammar Lessons 1-2 (of 5)
Grammar Lessons 3-4 (of 5)
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Optional: Internet/
Edge Library
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 10-15
English 9R4 Teacher - 2nd Quarter
Edge B (Blue Book) Lesson
Lessons 7-8: Integrate the Language
Arts (Literary Analysis and Vocabulary
Study)
Cluster 1 Test
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Assessments Handbook
(or PDF online)
Weeks 10-15
Weeks 10-15
Optional: Reteaching (based on Cluster
1 Test results)
Lesson 10: Vocabulary Workshop
Lesson 11: Prepare to Read
45
Weeks 10-15
Lesson 12: Before Reading Main
Selection and Read the Main
Selection
Weeks 10-15
Finish Lesson 12, including Analyze
Reteaching Lessons
(available online)
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Student
Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Reading 9R4 Teacher- 2nd Quarter
Edge B (Blue Book) Lesson
Lessons 7-8: Integrate the Language
Arts
Grammar Lesson 5 (of 5)
For ELLs:Language Function Day 5
Writing Project: Draft
Lessons 7-8: Integrate the Language
Arts (Listening/Speaking, Research,
Writing)
Edge B (Blue Book)
Components
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition
Writing Transparency
Student Edition
Lesson 9: Workplace Workshop
Student Edition
For ELLs: Language Function Day 1
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
For ELLs:
Language Function Day 2
Writing Project: Revise (teach trait of
good writing)
For ELLs: Language Function Day 3
Grammar Lessons 1-2 (of 5)
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 10-15
Weeks 10-15
English 9R4 Teacher - 2nd Quarter
Edge B (Blue Book) Lesson
Lesson 13: Before Reading and Read
the Adjunct Selection
Lesson 14: Reflect and Assess
Lessons 15-16: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
Cluster 2 Test
Weeks 10-15
46
Weeks 10-15
Optional: Reteaching (based on Cluster
2 Test results)
Lesson 18: Prepare to Read
Lesson 19: Before Reading Main
Selection and Read the Main
Selection
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Assessments Handbook
(or PDF online)
Reteaching Lessons
(available online)
Student
Edition/Teacher's
Edition/Interactive PB
Student
Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Reading 9R4 Teacher- 2nd Quarter
Edge B (Blue Book) Lesson
For ELLs: Language Function Day 4
Grammar Lessons 3-4 (of 5)
Lessons 15-16: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Revise (peer
conference)
Lessons 15-16: Integrate the
Language Arts (Listening/Speaking,
Research, Writing)
Lesson 17: Listening/Speaking
Workshop
For ELLs:
Language Function Day 1
Grammar Lessons 1-2 (of 5)
Edge B (Blue Book)
Components
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/ Grammar
and Writing PB
Student
Edition/Teacher's
Edition
Student Edition
Student
Edition/Teacher's
Edition/
Lang. & Grammar
Lab TE/Grammar and
Transperency
Lang. & Grammar
Lab TE and
Transparency
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
English 9R4 Teacher - 2nd Quarter
Edge B (Blue Book) Lesson
Reading 9R4 Teacher- 2nd Quarter
Finish Lesson 19, including Analyze
Weeks 10-15
Lesson 20: Before Reading and Read
the Adjunct Selection
Lesson 21: Reflect and Assess
Student
Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 3
Grammar Lessons 1-2 (of 5)
Weeks 10-15
Lessons 22-23: Integrate the
Language Arts
(Literary
Analysis and Vocabulary Study)
Student Edition
Teacher's Edition
Interactive Practice
Book
Assessments Handbook
(or PDF online)
For ELLs: Language Function Day 4
Grammar Lessons 3-4 (of 5)
Reteaching Lessons
(available online)
Lessons 22-23: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Publish and Present
47
Weeks 10-15
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition/Interactive PB
Cluster 3 Test
Weeks 10-15
Optional: Reteaching (based on Cluster
3 Test results)
Lesson 24: Unit Wrap Up
Student
Edition/Teacher's
Edition/Interactive PB
Edge B (Blue Book) Lesson
For ELLs: Language Function Day 2
Writing Project: Edit and Proofread
Edge B (Blue Book)
Components
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar and
Writing PB
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Writing
Transparency/Student
Edition/Teacher's
Edition/Grammar &
Writing PB Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student
Edition/Teacher's
Edition
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
English 9R4 Teacher - 2nd Quarter
Edge B (Blue Book) Lesson
Edge B (Blue Book)
Components
Assessments Handbook
(or PDFs online)
Weeks 10-15
Unit 2 Test: Reading and Literary
Analysis
Weeks 10-15
Optional: Reteaching
Reteaching Lessons
(available online)
Weeks 16-19
UNIT 3
Student
Edition/Teacher's
Edition
The Hero Within
Essential Question: What Makes a
Hero?
Lesson 2: How to Read
48
Lesson 3: Prepare to Read
Weeks 16-19
Lesson 4: Before Reading Main
Selection and Read the Main
Selection
Student
Edition/Teacher's
Edition
Reading Transparency
Interactive PB/Selection
Reading CD
Finish Lesson 4, including Analyze
Student
Edition/Teacher's
Edition
Interactive Practice
Book/Selection Reading
CD
Note: This lesson type has been extended to two
days--and could take longer, if teacher wishes to
use Oral Language Fluency and Vocabulary
Routines (see TE sampler page T43).
Weeks 16-19
Student
Edition/Teacher's
Edition/Interactive PB
Reading 9R4 Teacher- 2nd Quarter
Edge B (Blue Book) Lesson
Edge B (Blue Book)
Components
Lessons 22-23: Integrate the
Student
Language Arts
Edition/Teacher's
(Listening/Speaking,Researching,Writing) Edition
Writing Project: Publish and Present
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Unit 2 Test: Grammar and Writing
Assessments
Handbook (or PDFs
online)
Student
UNIT 3
The Hero Within
Edition/Teacher's
Essential Question: What Makes a
Edition
Hero?
Optional: Internet/
Lesson 1: Unit 3 Launch
Edge Library
Lang. & Grammar
For ELLs: Language Function Day 1
Lab TE and
Transparency
For ELLs: Language Function Day 2
Student Edition
Lang. & Grammar
Writing Project: Study the Form,
Lab TE/Grammar and
Prewrite
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
For ELLs: Language Function Day 3
Student Edition
Lang. & Grammar
Grammar Lessons 1-2 (of 5)
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 16-19
Weeks 16-19
English 9R4 Teacher - 2nd Quarter
Edge B (Blue Book) Lesson
Lesson 5: Before Reading and Read
the Adjunct Selection
Lesson 6: Reflect and Assess
Lessons 7-8: Integrate the Language
Arts (Literary Analysis and Vocabulary
Study)
Cluster 1 Test
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Fluency Model CD
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Reading 9R4 Teacher- 2nd Quarter
Edge B (Blue Book) Lesson
For ELLs: Language Function Day 4
Grammar Lessons 3-4 (of 5)
Lessons 7-8: Integrate the Language
Arts
Grammar Lesson 5 (of 5)
For ELLs:Language Function Day 5
Writing Project: Draft
Assessments Handbook
(or PDF online)
49
Weeks 16-19
Weeks 16-19
Weeks 16-19
Optional: Reteaching (based on Cluster
1 Test results)
Lesson 10: Vocabulary Workshop
Lesson 11: Prepare to Read
Lesson 12: Before Reading Main
Selection and Read the Main
Selection
Reteaching Lessons
(available online)
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Student
Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Lessons 7-8: Integrate the Language
Arts (Listening/Speaking, Research,
Writing)
Edge B (Blue Book)
Components
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition
Writing Transparency
Student Edition
Lesson 9: Workplace Workshop
Student Edition
For ELLs: Language Function Day 1
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition
For ELLs:
Language Function Day 2
Writing Project: Revise (teach trait of
good writing)
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 16-19
Weeks 16-19
Weeks 16-19
English 9R4 Teacher - 2nd Quarter
Edge B (Blue Book) Lesson
Finish Lesson 12, including Analyze
Reading 9R4 Teacher- 2nd Quarter
Edge B (Blue Book) Lesson
For ELLs: Language Function Day 3
Grammar Lessons 1-2 (of 5)
50
Lesson 13: Before Reading and Read
the Adjunct Selection
Lesson 14: Reflect and Assess
Student
Edition/Teacher's
Edition
Interactive Practice
Book
For ELLs: Language Function Day 4
Lessons 15-16: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Lessons 15-16: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Revise (peer
conference)
Cluster 2 Test
Weeks 16-19
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Optional: Reteaching (based on Cluster
2 Test results)
Lesson 18: Prepare to Read
Assessments Handbook
(or PDF online)
Reteaching Lessons
(available online)
Student
Edition/Teacher's
Edition/Interactive PB
Grammar Lessons 3-4 (of 5)
Lessons 15-16: Integrate the
Language Arts (Listening/Speaking,
Research, Writing)
Edge B (Blue Book)
Components
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/ Grammar
and Writing PB
Student
Edition/Teacher's
Edition
Student Edition
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 16-19
English 9R4 Teacher - 2nd Quarter
Edge B (Blue Book) Lesson
Lesson 19: Before Reading Main
Selection and Read the Main
Selection
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Reading 9R4 Teacher- 2nd Quarter
Edge B (Blue Book) Lesson
Lesson 17: Listening/Speaking
Workshop
For ELLs:
Language Function Day 1
Grammar Lessons 1-2 (of 5)
51
Weeks 16-19
Finish Lesson 19, including Analyze
Student
Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 2
Writing Project: Edit and Proofread
Weeks 16-19
Lesson 20: Before Reading and Read
the Adjunct Selection
Lesson 21: Reflect and Assess
Student
Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 3
Grammar Lessons 1-2 (of 5)
Weeks 16-19
Lessons 22-23: Integrate the
Language Arts
(Literary
Analysis and Vocabulary Study)
Student Edition
Teacher's Edition
Interactive Practice
Book
Assessments Handbook
(or PDF online)
For ELLs: Language Function Day 4
Grammar Lessons 3-4 (of 5)
Cluster 3 Test
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition/
Lang. & Grammar
Lab TE/Grammar and
Transperency
Lang. & Grammar
Lab TE and
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar &
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar and
Writing PB
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 16-19
English 9R4 Teacher - 2nd Quarter
Edge B (Blue Book) Lesson
Optional: Reteaching (based on Cluster
3 Test results)
Lesson 24: Unit Wrap Up
Edge B (Blue Book)
Components
Reteaching Lessons
(available online)
Student
Edition/Teacher's
Edition/Interactive PB
Unit 3 Test: Reading and Literary
Analysis
Assessments Handbook
(or PDFs online)
Weeks 16-19
Optional: Reteaching
Reteaching Lessons
(available online)
Weeks 20
Final Exams
Final Exams
52
Weeks 16-19
End of 1st
Semester End of
1st Semester
End of 1st Semester
End of 1st Semester
Reading 9R4 Teacher- 2nd Quarter
Edge B (Blue Book) Lesson
Edge B (Blue Book)
Components
Lessons 22-23: Integrate the
Student Edition/Lang.
Language Arts
For ELLs: & Grammar Lab
Language Function Day 5
TE/Grammar &
Grammar Lessons 5 (of 5)
Writing PB
Writing Project: Publish and Present
Writing
Transparency/Student
Edition/Teacher's
Edition/Grammar &
Writing PB Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student
Edition/Teacher's
Edition
Lessons 22-23: Integrate the
Student
Language Arts
Edition/Teacher's
(Listening/Speaking,Researching,Writing) Edition
Writing Project: Publish and Present
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Unit 3 Test: Grammar and Writing
Assessments
Handbook (or PDFs
online)
OUHSD Benchmark Test 2
OUHSD Benchmark
Test 2
End of 1st Semester
End of 1st Semester
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 21-25
English 9R4 Teacher - 3rd Quarter
Edge B (Blue Book) Lesson
UNIT 4
Opening Doors
Essential Question: How Can
Knowledge Open Doors?
Lesson 2: How to Read
Lesson 3: Prepare to Read
Weeks 21-25
53
Weeks 21-25
Student
Edition/Teacher's
Edition/Interactive PB
Reading 9R4 Teacher- 3rd Quarter
Edge B (Blue Book) Lesson
UNIT 4
Opening Doors
Essential Question: How Can
Knowledge Open Doors?
Lesson 1: Unit 4 Launch
For ELLs: Language Function Day 1
Lesson 4: Before Reading Main
Selection and Read the Main
Selection
Student
Edition/Teacher's
Edition
Reading Transparency
Interactive PB/Selection
Reading CD
For ELLs: Language Function Day 2
Finish Lesson 4, including Analyze
Student
Edition/Teacher's
Edition
Interactive Practice
Book/Selection Reading
CD
For ELLs: Language Function Day 3
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Fluency Model CD
For ELLs: Language Function Day 4
Note: This lesson type has been extended to two
days--and could take longer, if teacher wishes to
use Oral Language Fluency and Vocabulary
Routines (see TE sampler page T43).
Weeks 21-25
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Lesson 5: Before Reading and Read
the Adjunct Selection
Lesson 6: Reflect and Assess
Writing Project: Study the Form,
Prewrite
Grammar Lessons 1-2 (of 5)
Grammar Lessons 3-4 (of 5)
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Optional: Internet/
Edge Library
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 21-25
English 9R4 Teacher - 3rd Quarter
Edge B (Blue Book) Lesson
Lessons 7-8: Integrate the Language
Arts (Literary Analysis and Vocabulary
Study)
Cluster 1 Test
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Assessments Handbook
(or PDF online)
Weeks 21-25
Weeks 21-25
Optional: Reteaching (based on Cluster
1 Test results)
Lesson 10: Vocabulary Workshop
Lesson 11: Prepare to Read
54
Weeks 21-25
Lesson 12: Before Reading Main
Selection and Read the Main
Selection
Weeks 21-25
Finish Lesson 12, including Analyze
Reteaching Lessons
(available online)
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Student
Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Reading 9R4 Teacher- 3rd Quarter
Edge B (Blue Book) Lesson
Lessons 7-8: Integrate the Language
Arts
Grammar Lesson 5 (of 5)
For ELLs:Language Function Day 5
Writing Project: Draft
Lessons 7-8: Integrate the Language
Arts (Listening/Speaking, Research,
Writing)
Edge B (Blue Book)
Components
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition
Writing Transparency
Student Edition
Lesson 9: Workplace Workshop
Student Edition
For ELLs: Language Function Day 1
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
For ELLs:
Language Function Day 2
Writing Project: Revise (teach trait of
good writing)
For ELLs: Language Function Day 3
Grammar Lessons 1-2 (of 5)
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 21-25
Weeks 21-25
English 9R4 Teacher - 3rd Quarter
Edge B (Blue Book) Lesson
Lesson 13: Before Reading and Read
the Adjunct Selection
Lesson 14: Reflect and Assess
Lessons 15-16: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
Cluster 2 Test
Weeks 21-25
55
Weeks 21-25
Optional: Reteaching (based on Cluster
2 Test results)
Lesson 18: Prepare to Read
Lesson 19: Before Reading Main
Selection and Read the Main
Selection
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Assessments Handbook
(or PDF online)
Reteaching Lessons
(available online)
Student
Edition/Teacher's
Edition/Interactive PB
Student
Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Reading 9R4 Teacher- 3rd Quarter
Edge B (Blue Book) Lesson
For ELLs: Language Function Day 4
Grammar Lessons 3-4 (of 5)
Lessons 15-16: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Revise (peer
conference)
Lessons 15-16: Integrate the
Language Arts (Listening/Speaking,
Research, Writing)
Lesson 17: Listening/Speaking
Workshop
For ELLs:
Language Function Day 1
Grammar Lessons 1-2 (of 5)
Edge B (Blue Book)
Components
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/ Grammar
and Writing PB
Student
Edition/Teacher's
Edition
Student Edition
Student
Edition/Teacher's
Edition/
Lang. & Grammar
Lab TE/Grammar and
Transperency
Lang. & Grammar
Lab TE and
Transparency
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
English 9R4 Teacher - 3rd Quarter
Edge B (Blue Book) Lesson
Reading 9R4 Teacher- 3rd Quarter
Finish Lesson 19, including Analyze
Weeks 21-25
Lesson 20: Before Reading and Read
the Adjunct Selection
Lesson 21: Reflect and Assess
Student
Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 3
Grammar Lessons 1-2 (of 5)
Weeks 21-25
Lessons 22-23: Integrate the
Language Arts
(Literary
Analysis and Vocabulary Study)
Student Edition
Teacher's Edition
Interactive Practice
Book
Assessments Handbook
(or PDF online)
For ELLs: Language Function Day 4
Grammar Lessons 3-4 (of 5)
Reteaching Lessons
(available online)
Lessons 22-23: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Publish and Present
56
Weeks 21-25
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition/Interactive PB
Cluster 3 Test
Weeks 21-25
Optional: Reteaching (based on Cluster
3 Test results)
Lesson 24: Unit Wrap Up
Student
Edition/Teacher's
Edition/Interactive PB
Edge B (Blue Book) Lesson
For ELLs: Language Function Day 2
Writing Project: Edit and Proofread
Edge B (Blue Book)
Components
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar and
Writing PB
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Writing
Transparency/Student
Edition/Teacher's
Edition/Grammar &
Writing PB Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student
Edition/Teacher's
Edition
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
English 9R4 Teacher - 3rd Quarter
Edge B (Blue Book) Lesson
Edge B (Blue Book)
Components
Assessments Handbook
(or PDFs online)
Weeks 21-25
Unit 4 Test: Reading and Literary
Analysis
Weeks 21-25
Optional: Reteaching
Reteaching Lessons
(available online)
Weeks 21-25
Optional: Reteaching
Weeks 26-30
Unit 5
Reteaching Lessons
(available online)
Student
Edition/Teacher's
Edition
Fear This!
57
Essential Question: What Makes
Something Frightening?
Lesson 2: How to Read
Lesson 3: Prepare to Read
Weeks 26-30
Edge B (Blue Book)
Components
Lessons 22-23: Integrate the
Student
Language Arts
Edition/Teacher's
(Listening/Speaking,Researching,Writing) Edition
Writing Project: Publish and Present
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Unit 4 Test: Grammar and Writing
Assessments
Handbook (or PDFs
online)
Optional: Reteaching
Reteaching Lessons
(available online)
Student
Unit 5
Fear This!
Edition/Teacher's
Essential Question: What Makes
Edition
Something Frightening?
Optional: Internet/
Lesson 1: Unit 5 Launch
Edge Library
Lang. & Grammar
For ELLs: Language Function Day 1
Lab TE and
Transparency
Lesson 4: Before Reading Main
Selection and Read the Main
Selection
Student
Edition/Teacher's
Edition
Reading Transparency
Interactive PB/Selection
Reading CD
For ELLs: Language Function Day 2
Finish Lesson 4, including Analyze
Student
Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 3
Note: This lesson type has been extended to two
days--and could take longer, if teacher wishes to
use Oral Language Fluency and Vocabulary
Routines (see TE sampler page T43).
Weeks 26-30
Student
Edition/Teacher's
Edition/Interactive PB
Reading 9R4 Teacher- 3rd Quarter
Edge B (Blue Book) Lesson
Writing Project: Study the Form,
Prewrite
Grammar Lessons 1-2 (of 5)
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 26-30
Weeks 26-30
English 9R4 Teacher - 3rd Quarter
Edge B (Blue Book) Lesson
Lesson 5: Before Reading and Read
the Adjunct Selection
Lesson 6: Reflect and Assess
Lessons 7-8: Integrate the Language
Arts (Literary Analysis and Vocabulary
Study)
Cluster 1 Test
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Fluency Model CD
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Reading 9R4 Teacher- 3rd Quarter
Edge B (Blue Book) Lesson
For ELLs: Language Function Day 4
Grammar Lessons 3-4 (of 5)
Lessons 7-8: Integrate the Language
Arts
Grammar Lesson 5 (of 5)
For ELLs:Language Function Day 5
Writing Project: Draft
Assessments Handbook
(or PDF online)
58
Weeks 26-30
Weeks 26-30
Weeks 26-30
Optional: Reteaching (based on Cluster
1 Test results)
Lesson 10: Vocabulary Workshop
Lesson 11: Prepare to Read
Lesson 12: Before Reading Main
Selection and Read the Main
Selection
Reteaching Lessons
(available online)
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Student
Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Lessons 7-8: Integrate the Language
Arts (Listening/Speaking, Research,
Writing)
Edge B (Blue Book)
Components
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition
Writing Transparency
Student Edition
Lesson 9: Workplace Workshop
Student Edition
For ELLs: Language Function Day 1
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition
For ELLs:
Language Function Day 2
Writing Project: Revise (teach trait of
good writing)
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 26-30
Weeks 26-30
Weeks 26-30
English 9R4 Teacher - 3rd Quarter
Edge B (Blue Book) Lesson
Finish Lesson 12, including Analyze
Reading 9R4 Teacher- 3rd Quarter
Edge B (Blue Book) Lesson
For ELLs: Language Function Day 3
Grammar Lessons 1-2 (of 5)
59
Lesson 13: Before Reading and Read
the Adjunct Selection
Lesson 14: Reflect and Assess
Student
Edition/Teacher's
Edition
Interactive Practice
Book
For ELLs: Language Function Day 4
Lessons 15-16: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Lessons 15-16: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Revise (peer
conference)
Cluster 2 Test
Weeks 26-30
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Optional: Reteaching (based on Cluster
2 Test results)
Lesson 18: Prepare to Read
Assessments Handbook
(or PDF online)
Reteaching Lessons
(available online)
Student
Edition/Teacher's
Edition/Interactive PB
Grammar Lessons 3-4 (of 5)
Lessons 15-16: Integrate the
Language Arts (Listening/Speaking,
Research, Writing)
Edge B (Blue Book)
Components
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/ Grammar
and Writing PB
Student
Edition/Teacher's
Edition
Student Edition
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 26-30
English 9R4 Teacher - 3rd Quarter
Edge B (Blue Book) Lesson
Lesson 19: Before Reading Main
Selection and Read the Main
Selection
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Reading 9R4 Teacher- 3rd Quarter
Edge B (Blue Book) Lesson
Lesson 17: Listening/Speaking
Workshop
For ELLs:
Language Function Day 1
Grammar Lessons 1-2 (of 5)
60
Weeks 26-30
Finish Lesson 19, including Analyze
Student
Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 2
Writing Project: Edit and Proofread
Weeks 26-30
Lesson 20: Before Reading and Read
the Adjunct Selection
Lesson 21: Reflect and Assess
Student
Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 3
Grammar Lessons 1-2 (of 5)
Weeks 26-30
Lessons 22-23: Integrate the
Language Arts
(Literary
Analysis and Vocabulary Study)
Student Edition
Teacher's Edition
Interactive Practice
Book
Assessments Handbook
(or PDF online)
For ELLs: Language Function Day 4
Grammar Lessons 3-4 (of 5)
Cluster 3 Test
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition/
Lang. & Grammar
Lab TE/Grammar and
Transperency
Lang. & Grammar
Lab TE and
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar and
Writing PB
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 26-30
English 9R4 Teacher - 3rd Quarter
Edge B (Blue Book) Lesson
Optional: Reteaching (based on Cluster
3 Test results)
Lesson 24: Unit Wrap Up
Edge B (Blue Book)
Components
Reteaching Lessons
(available online)
Student
Edition/Teacher's
Edition/Interactive PB
Unit 5 Test: Reading and Literary
Analysis
Assessments Handbook
(or PDFs online)
Weeks 26-30
Optional: Reteaching
Reteaching Lessons
(available online)
Weeks 26-30
Optional: Reteaching
Reteaching Lessons
(available online)
61
Weeks 26-30
End of 3rd Quarter
End of 3rd Quarter
End of 3rd Quarter
Reading 9R4 Teacher- 3rd Quarter
Edge B (Blue Book) Lesson
Edge B (Blue Book)
Components
Lessons 22-23: Integrate the
Student Edition/Lang.
Language Arts
For ELLs: & Grammar Lab
Language Function Day 5
TE/Grammar and
Grammar Lessons 5 (of 5)
Writing PB
Writing Project: Publish and Present
Writing
Transparency/Student
Edition/Teacher's
Edition/Grammar &
Writing PB Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student
Edition/Teacher's
Edition
Lessons 22-23: Integrate the
Student
Language Arts
Edition/Teacher's
(Listening/Speaking,Researching,Writing) Edition
Writing Project: Publish and Present
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Unit 5 Test: Grammar and Writing
Assessments
Handbook (or PDFs
online)
OUHSD Benchmark Test 3
OUHSD Benchmark
Test 3
End of 3rd Quarter
End of 3rd Quarter
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 31-34
English 9R4 Teacher - 4th Quarter
Edge B (Blue Book) Lesson
UNIT 6
It?
Are You Buying
Essential Question:
How Do the Media Shape the Way
People Think?
Lesson 2: How to Read
Weeks 31-34
Lesson 3: Prepare to Read
Lesson 4: Before Reading Main
Selection and Read the Main
Selection
Note: This lesson type has been extended to two
days--and could take longer, if teacher wishes to
use Oral Language Fluency and Vocabulary
Routines (see TE sampler page T43).
62
Weeks 31-34
Weeks 31-34
Finish Lesson 4, including Analyze
Lesson 5: Before Reading and Read
the Adjunct Selection
Lesson 6: Reflect and Assess
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition/Interactive PB
Student
Edition/Teacher's
Edition
Reading Transparency
Interactive PB/Selection
Reading CD
Reading 9R4 Teacher- 4th Quarter
Edge B (Blue Book) Lesson
UNIT 6
It?
Are You Buying
Essential
Question: How Do the Media Shape
the Way People Think?
Lesson 1: Unit 6 Launch
For ELLs: Language Function Day 1
For ELLs: Language Function Day 2
Writing Project: Study the Form,
Prewrite
Student
Edition/Teacher's
Edition
Interactive Practice
Book/Selection Reading
CD
For ELLs: Language Function Day 3
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Fluency Model CD
For ELLs: Language Function Day 4
Grammar Lessons 1-2 (of 5)
Grammar Lessons 3-4 (of 5)
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Optional: Internet/
Edge Library
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 31-34
English 9R4 Teacher - 4th Quarter
Edge B (Blue Book) Lesson
Lessons 7-8: Integrate the Language
Arts (Literary Analysis and Vocabulary
Study)
Cluster 1 Test
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Assessments Handbook
(or PDF online)
Weeks 31-34
Weeks 31-34
Optional: Reteaching (based on Cluster
1 Test results)
Lesson 10: Vocabulary Workshop
Lesson 11: Prepare to Read
63
Weeks 31-34
Lesson 12: Before Reading Main
Selection and Read the Main
Selection
Weeks 31-34
Finish Lesson 12, including Analyze
Reteaching Lessons
(available online)
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Student
Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Reading 9R4 Teacher- 4th Quarter
Edge B (Blue Book) Lesson
Lessons 7-8: Integrate the Language
Arts
Grammar Lesson 5 (of 5)
For ELLs:Language Function Day 5
Writing Project: Draft
Lessons 7-8: Integrate the Language
Arts (Listening/Speaking, Research,
Writing)
Edge B (Blue Book)
Components
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition
Writing Transparency
Student Edition
Lesson 9: Workplace Workshop
Student Edition
For ELLs: Language Function Day 1
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
For ELLs:
Language Function Day 2
Writing Project: Revise (teach trait of
good writing)
For ELLs: Language Function Day 3
Grammar Lessons 1-2 (of 5)
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 31-34
Weeks 31-34
English 9R4 Teacher - 4th Quarter
Edge B (Blue Book) Lesson
Lesson 13: Before Reading and Read
the Adjunct Selection
Lesson 14: Reflect and Assess
Lessons 15-16: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
Cluster 2 Test
Weeks 31-34
64
Weeks 31-34
Optional: Reteaching (based on Cluster
2 Test results)
Lesson 18: Prepare to Read
Lesson 19: Before Reading Main
Selection and Read the Main
Selection
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Assessments Handbook
(or PDF online)
Reteaching Lessons
(available online)
Student
Edition/Teacher's
Edition/Interactive PB
Student
Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Reading 9R4 Teacher- 4th Quarter
Edge B (Blue Book) Lesson
For ELLs: Language Function Day 4
Grammar Lessons 3-4 (of 5)
Lessons 15-16: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Revise (peer
conference)
Lessons 15-16: Integrate the
Language Arts (Listening/Speaking,
Research, Writing)
Lesson 17: Listening/Speaking
Workshop
For ELLs:
Language Function Day 1
Grammar Lessons 1-2 (of 5)
Edge B (Blue Book)
Components
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/ Grammar
and Writing PB
Student
Edition/Teacher's
Edition
Student Edition
Student
Edition/Teacher's
Edition/
Lang. & Grammar
Lab TE/Grammar and
Transperency
Lang. & Grammar
Lab TE and
Transparency
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
English 9R4 Teacher - 4th Quarter
Edge B (Blue Book) Lesson
Reading 9R4 Teacher- 4th Quarter
Finish Lesson 19, including Analyze
Weeks 31-34
Lesson 20: Before Reading and Read
the Adjunct Selection
Lesson 21: Reflect and Assess
Student
Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 3
Grammar Lessons 1-2 (of 5)
Weeks 31-34
Lessons 22-23: Integrate the
Language Arts
(Literary
Analysis and Vocabulary Study)
Student Edition
Teacher's Edition
Interactive Practice
Book
Assessments Handbook
(or PDF online)
For ELLs: Language Function Day 4
Grammar Lessons 3-4 (of 5)
Reteaching Lessons
(available online)
Lessons 22-23: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Publish and Present
65
Weeks 31-34
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition/Interactive PB
Cluster 3 Test
Weeks 31-34
Optional: Reteaching (based on Cluster
3 Test results)
Lesson 24: Unit Wrap Up
Student
Edition/Teacher's
Edition/Interactive PB
Edge B (Blue Book) Lesson
For ELLs: Language Function Day 2
Writing Project: Edit and Proofread
Edge B (Blue Book)
Components
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar and
Writing PB
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Writing
Transparency/Student
Edition/Teacher's
Edition/Grammar &
Writing PB Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student
Edition/Teacher's
Edition
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
English 9R4 Teacher - 4th Quarter
Edge B (Blue Book) Lesson
Edge B (Blue Book)
Components
Assessments Handbook
(or PDFs online)
Weeks 31-34
Unit 6 Test: Reading and Literary
Analysis
Weeks 31-34
Optional: Reteaching
Reteaching Lessons
(available online)
Weeks 31-34
Optional: Reteaching
Weeks 35-38
UNIT 7
Belong
Reteaching Lessons
(available online)
Student
Edition/Teacher's
Edition
Where We
66
Essential Question: What Holds Us
Together? What Keeps Us Apart?
Lesson 2: How to Read
Lesson 3: Prepare to Read
Weeks 35-38
Lesson 4: Before Reading Main
Selection and Read the Main
Selection
Note: This lesson type has been extended to two
days--and could take longer, if teacher wishes to
use Oral Language Fl uency and Vocabulary
Routines (see TE sampler page T43).
Weeks 35-38
Finish Lesson 4, including Analyze
Student
Edition/Teacher's
Edition/Interactive PB
Student
Edition/Teacher's
Edition
Reading Transparency
Interactive PB/Selection
Reading CD
Student
Edition/Teacher's
Edition
Interactive Practice
Book/Selection Reading
CD
Reading 9R4 Teacher- 4th Quarter
Edge B (Blue Book) Lesson
Edge B (Blue Book)
Components
Lessons 22-23: Integrate the
Student
Language Arts
Edition/Teacher's
(Listening/Speaking,Researching,Writing) Edition
Writing Project: Publish and Present
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Unit 6 Test: Grammar and Writing
Assessments
Handbook (or PDFs
online)
Optional: Reteaching
Reteaching Lessons
(available online)
Student
UNIT 7 Where We Belong
Edition/Teacher's
Essential Question: What Holds Us
Edition
Together?
What Keeps Us
Optional: Internet/
Apart?
Edge Library
Lesson 1: Unit 7 Launch
Lang. & Grammar
For ELLs: Language Function Day 1
Lab TE and
Transparency
For ELLs: Language Function Day 2
Student Edition
Lang. & Grammar
Writing Project: Study the Form,
Lab TE/Grammar and
Prewrite
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
For ELLs: Language Function Day 3
Student Edition
Lang. & Grammar
Grammar Lessons 1-2 (of 5)
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 35-38
Weeks 35-38
English 9R4 Teacher - 4th Quarter
Edge B (Blue Book) Lesson
Lesson 5: Before Reading and Read
the Adjunct Selection
Lesson 6: Reflect and Assess
Lessons 7-8: Integrate the Language
Arts (Literary Analysis and Vocabulary
Study)
Cluster 1 Test
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Fluency Model CD
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Reading 9R4 Teacher- 4th Quarter
Edge B (Blue Book) Lesson
For ELLs: Language Function Day 4
Grammar Lessons 3-4 (of 5)
Lessons 7-8: Integrate the Language
Arts
Grammar Lesson 5 (of 5)
For ELLs:Language Function Day 5
Writing Project: Draft
Assessments Handbook
(or PDF online)
67
Weeks 35-38
Weeks 35-38
Weeks 35-38
Optional: Reteaching (based on Cluster
1 Test results)
Lesson 10: Vocabulary Workshop
Lesson 11: Prepare to Read
Lesson 12: Before Reading Main
Selection and Read the Main
Selection
Reteaching Lessons
(available online)
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Student
Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Lessons 7-8: Integrate the Language
Arts (Listening/Speaking, Research,
Writing)
Edge B (Blue Book)
Components
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition
Writing Transparency
Student Edition
Lesson 9: Workplace Workshop
Student Edition
For ELLs: Language Function Day 1
Lang. & Grammar
Lab TE and
Transparency
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition
For ELLs: Language Function Day 2
Writing Project: Revise (teach trait of
good writing)
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 35-38
Weeks 35-38
Weeks 35-38
English 9R4 Teacher - 4th Quarter
Edge B (Blue Book) Lesson
Finish Lesson 12, including Analyze
Reading 9R4 Teacher- 4th Quarter
Edge B (Blue Book) Lesson
For ELLs: Language Function Day 3
Grammar Lessons 1-2 (of 5)
68
Lesson 13: Before Reading and Read
the Adjunct Selection
Lesson 14: Reflect and Assess
Student
Edition/Teacher's
Edition
Interactive Practice
Book
For ELLs: Language Function Day 4
Lessons 15-16: Integrate the
Language Arts
(Literary Analysis and Vocabulary
Study)
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Lessons 15-16: Integrate the
Language Arts
For ELLs:
Language Function Day 5
Grammar Lessons 5 (of 5)
Writing Project: Revise (peer
conference)
Cluster 2 Test
Weeks 35-38
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Interactive Practice
Book
Optional: Reteaching (based on Cluster
2 Test results)
Lesson 18: Prepare to Read
Assessments Handbook
(or PDF online)
Reteaching Lessons
(available online)
Student
Edition/Teacher's
Edition/Interactive PB
Grammar Lessons 3-4 (of 5)
Lessons 15-16: Integrate the
Language Arts (Listening/Speaking,
Research, Writing)
Edge B (Blue Book)
Components
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student Edition
Lang. & Grammar
Lab TE/ Grammar
and Writing PB
Student
Edition/Teacher's
Edition
Student Edition
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 35-38
English 9R4 Teacher - 4th Quarter
Edge B (Blue Book) Lesson
Lesson 19: Before Reading Main
Selection and Read the Main
Selection
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition
Reading
Transparency/Interactive
Practice Book
Reading 9R4 Teacher- 4th Quarter
Edge B (Blue Book) Lesson
Lesson 17: Listening/Speaking
Workshop
For ELLs:
Language Function Day 1
Grammar Lessons 1-2 (of 5)
69
Weeks 35-38
Finish Lesson 19, including Analyze
Student
Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 2
Writing Project: Edit and Proofread
Weeks 35-38
Lesson 20: Before Reading and Read
the Adjunct Selection
Lesson 21: Reflect and Assess
Student
Edition/Teacher's
Edition/Interactive PB
For ELLs: Language Function Day 3
Grammar Lessons 1-2 (of 5)
Weeks 35-38
Lessons 22-23: Integrate the
Language Arts
(Literary
Analysis and Vocabulary Study)
Student Edition
Teacher's Edition
Interactive Practice
Book
Assessments Handbook
(or PDF online)
For ELLs: Language Function Day 4
Grammar Lessons 3-4 (of 5)
Cluster 3 Test
Edge B (Blue Book)
Components
Student
Edition/Teacher's
Edition/
Lang. & Grammar
Lab TE/Grammar and
Transperency
Lang. & Grammar
Lab TE and
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Writing
Transparency
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar and
Writing PB
Student Edition/Lang.
& Grammar Lab
TE/Grammar and
Writing PB
Student
Edition/Teacher's
Edition/Grammar &
Writing PB
PACING PLAN
English/Reading 9R4
Revised 8/6/07
One-Hour Periods
Weeks 35-38
English 9R4 Teacher - 4th Quarter
Edge B (Blue Book) Lesson
Optional: Reteaching (based on Cluster
3 Test results)
Lesson 24: Unit Wrap Up
Edge B (Blue Book)
Components
Reteaching Lessons
(available online)
Student
Edition/Teacher's
Edition/Interactive PB
Unit 7 Test: Reading and Literary
Analysis
Assessments Handbook
(or PDFs online)
Weeks 35-38
Optional: Reteaching
Reteaching Lessons
(available online)
Week 39
Final Exam
Final Exam
70
Weeks 35-38
End of 2nd
Semester End of
1st Semester
End of 2nd Semester
End of 2nd Semester
Reading 9R4 Teacher- 4th Quarter
Edge B (Blue Book) Lesson
Edge B (Blue Book)
Components
Lessons 22-23: Integrate the
Student Edition/Lang.
Language Arts
For ELLs: & Grammar Lab
Language Function Day 5
TE/Grammar and
Grammar Lessons 5 (of 5)
Writing PB
Writing Project: Publish and Present
Writing
Transparency/Student
Edition/Teacher's
Edition/Grammar &
Writing PB Student
Edition/Teacher's
Edition/Grammar &
Writing PB
Student
Edition/Teacher's
Edition
Lessons 22-23: Integrate the
Student
Language Arts
Edition/Teacher's
(Listening/Speaking,Researching,Writing) Edition
Writing Project: Publish and Present
Student
Edition/Teacher's
Edition
Student
Edition/Teacher's
Edition
Unit 7 Test: Grammar and Writing
Assessments
Handbook (or PDFs
online)
OUHSD Benchmark Test 4
OUHSD Benchmark
(Comprehensive)
Test 4
(Comprehensive)
End of 2nd Semester
End of 2nd
Semester
English 10R2 – REACH
Quarter 1
Quarter 2
Weeks 1-2: Orientation, Testing, Placement, & Review
Spelling through Morphographs: Lessons 51-60
Homework: Blackline Masters, Spelling through Morphs.
Spelling through Morphographs: Lessons 41-50
Homework: Blackline Masters, Spelling through Morphs.
Decoding C: Lessons 46-76
Homework: Blackline Masters, Decoding C
Comprehension B1: Lessons 41-65
Homework: Blackline Masters, Comprehension B1
Decoding Standardized Test Blackline Masters, Decoding C
Progress Monitoring: Mastery Tests
Progress Monitoring: Mastery Tests
*Teachers may find that students need review of structure, format & *Teachers may find that students need review of structure, format &
grading for Spelling through Morphographs & Comprehension B1.
grading for Decoding C.
71
Quarter 3
Quarter 4
Spelling through Morphographs: Lessons 61-70
Homework: Blackline Masters, Spelling through Morphs.
Spelling through Morphographs: Lessons 71-80
Homework: Blackline Masters, Spelling through Morphs.
Comprehension Standardized Test Blackline Masters,
Comprehension B1
Reasoning & Writing, Level D: Lessons 26-50
Progress Monitoring: Mastery Tests
Reasoning & Writing, Level D: Lessons 1-25
Progress Monitoring: Mastery Tests
Reading 10R2 Pacing Calendar
Quarter 1 – Short Stories & Poetry
Standards
* Bolded standards are essential CAHSEE/CST standards based on the
blueprints available at www.cde.ca.gov
Reading Standards
1.1 Identify and use the literal and fig urative meanings of words and
understand word deriva tions.
1.2 Distinguish be tween the denotative and connota tive meanings of words
and inte rpret the connotative power of words.
72
3.3 Analyze interactions between main and subordinate characters in a
literary text (e.g. internal and external conflicts, motivations,
relationships, influences) a nd explain the way those interactions affect
plot.
3.4 Determine characters’ traits by what the characte rs say about
themselves in na rration, dialogue, dramatic monologue, and soliloquy.
3.6 Analyze and trace a n author’s developme nt of time and sequence,
including the use of complex lite rary devices (e.g. foreshadowing,
flashbacks).
8.3.7 Analyze a work of lite rature, showing how it reflects the heritage,
traditions, attitudes, and beliefs of its author (Biographical Approach)
3.7 Recognize and understand the significance of various literary devices,
including figurative language, imagery, allegory, and symbolism a nd
explain their appeal.
3.9 Explain how voice, persona, and the choice of a narrator affect
characte rization and the tone, plot, and credibility of the text.
Writing Standards
1.1 Establish a controlling impression or coherent thes is that conveys a
clear distinctive perspective on the s ubject a nd maintain a consis tent
tone and focus throughout the piece of writing
1.2 Use precise lang uage, action verbs, sensory details, appropria te
Required Progress Monitoring
SDRT – August/September
Resources
Measuring Up to the
California Content Standards
CAHSEE Released Questions
(www.cde.ca.gov)
Daily Grammar.com Lesson
Archive
(http://dailygrammar.com/ar
chive.shtml)
Site Resources (may vary by
site)
-NCE, APEX, Study Island,
Kaplan, other CAHSEE Prep
Materials
Suggested Structure
Suggested Activities
* The following lessons align with standards for Quarter 1. Teachers should
pace the lessons with their students’ abilities in mind while simultaneously
exposing them to all these standards.
Suggested Lessons from M easuring Up*
Lesson 1 – Literal Meanings
Lesson 2 – Figurative Meanings
Lesson 3 – Word Derivations
Lesson 4 – Context Clues
Lesson 5 – Denotation and Connotation
Lesson 14 – Analyze Characters
Lesson 16 – Time & Sequence
Lesson 17 – Simile, Metaphor & Analogy
Lesson 18 – Symbolism & Allegory
Lesson 19 – Imagery & Repetition
Lesson 23 – Analyze Literature
Lesson 24 - Coherent Thesis
Lesson 27 – Revise Writing
Lesson 30 – Revise Grammar
Lesson 31 – Biographical Narrative
Lesson 32 – Response to Literature
modifiers, and the a ctive rather than the passive voice.
1.9 Revise writing to improve the logic and coherence of the organiza tion
and controlling perspective, the precision of word choice, and the tone
by taking into consideration the audience, purpose, and formality of
the context.
2.1 Write biographical or autobiographica l narratives or short stories. (See
complete standards for a-e)
2.2 Write responses to literature (See complete sta ndards for a-d)
Writing Conventions Standards
1.3 Demonstrate an understanding of proper Englis h usage a nd control of
grammar, paragraph and sentence structure, diction a nd syntax.
Each period begins with a
DEEP (Daily Exam Example
Practice) Question
Each period ends with a Check
for Understanding (this might
be oral questions, a quiz, an
exit card, etc.)
1-2 Lessons from Measuring
Up per week
Computer Lab Time 2-4 times
per month
73
Reading 10R2 Pacing Calendar
Quarter 2 – Essays & Articles
Standards
* Bolded standards are essential CAHSEE/CST standards
based on the blueprints available at www.cde.ca.gov
74
Reading Standards
8.2.1 Compare and contrast features and e lements of consumer
materials to gain meaning from documents (e.g. warranties,
contracts, product information, instructional manuals)
2.4 Synthesize the content from several sources or works by a
single a uthor dealing with a s ingle iss ue; paraphrase the ideas
and connect them to other sources a nd rela ted topics to
demonstrate comprehens ion.
2.5 Extend ideas presented in primary or secondary sources
through origina l ana lysis, evalua tion and elaboration.
2.8 Evaluate the credibility of an a uthor’s argument or defense or
a claim by critiquing the relations hip between generaliza tions
and evidence, the comprehensiveness of evidence and the
way in which the author’s intent affects the s tructure and
tone of the text.
3.2 Compare and contrast the prese ntation of a similar theme or
topic across genres to explain how the sele ction of genre
shapes the theme or topic. (CST tested only)
3.5 Compare works tha t express a universal theme a nd provide
evidence to support the ideas expressed in each work.
3.12 Analyze the ways in which a work of literature is re lated to the
themes and issues of historica l pe riods. (Historical A pproach)
Writing Standards
1.4 Develop the main ideas within the body of the compos ition
through supporting evidence.
1.5 Synthesize information from multiple sources and ide ntify
complexities and discrepancies in the information and the
different pe rspectives found in each medium (e.g. almanacs,
microfiche, news s ources, in-depth fie ld s tudies, speeches,
Required Progress Monitoring
SDRT – December
Resources
Measuring Up to the California
Content Standards
CAHSEE Released Questions
(www.cde.ca.gov)
Daily Grammar.com Lesson Archive
(http://dailygrammar.com/archive.s
html)
Site Resources (may vary by site)
-NCE, APEX, Kaplan, other CAHSEE
Prep Materials
Suggested Structure
Suggested Activities
* The following lessons align with standards for Quarter 1. Teachers should
pace the lessons with their students’ abilities in mind while simultaneously
exposing them to all these standards.
Suggested Lessons from M easuring Up
Lesson 6 – Meaning from Consumer Documents
Lesson 9 – Synthesize & Paraphrase
Lesson 10 – Analyze, Evaluate & Elaborate
Lesson 12 – Evaluate an Argument
Lesson 15 – Understand Theme
Lesson 23 – Analyzing Literature
Lesson 25 – Main Idea & Details
Lesson 26 – Information from Multiple Sources
Lesson 33 – Write an Expository Composition
Lesson 28 – Clauses, Phrases & Punctuation
Lesson 29 – Sentence Construction & Usage
journals, technical docume nts).
2.3 Write expository compos itions including ana lytica l essays and
research reports (see complete s tandards for a-f)
Writing Conventions Standards
1.1 Identify and correctly use clauses (e.g. main and subordinate),
phrases (e.g. gerund, infinitive a nd participial), and mechanics
of punctuation (e.g. semi-colons, colons, ellipses, hyphens).
1.2 Understanding sentence cons truction (e.g. parallel structure,
subordination, proper placement of modifiers) and proper
English usage (e.g. consistency of verb tenses).
Each period begins with a DEEP
(Daily Exam Example Practice)
Question
Each period ends with a Check for
Understanding (this might be oral
questions, a quiz, an exit card, etc.)
Review Standards from Quarter 1
R1.1 – R1.2 – R3.7 – W1.1 – W1.2 – W1.9 – WC1.3
1-3 Lessons from Measuring Up per
week
75
Reading 10R2 Pacing Calendar
Quarter 3 – Functional Documents & Drama
Standards
* Bolded standards are essential CAHSEE/CST standards
based on the blueprints available at www.cde.ca.gov
76
Reading Standards
2.1 Analyze the structure and format of functional workplace
documents, including the graphics and hea ders, and explain
how a uthors use the features to a chieve their purposes.
2.7 Critique the logic of functiona l documents by examining the
sequence of information a nd procedures in a nticipation of
possible reader misunderstandings.
3.1 Articulate the re lationship betwee n the expressed purposes
and the characteris tics of diffe rent forms of dramatic literature
(e.g., comedy, tragedy, drama, dramatic monologue).
3.8 Interpre t and evaluate the impact of ambiguities, subtle ties,
contradictions, ironies, and incongruities in a text.
3.10 Identify and describe the function of dialogue, scene designs,
soliloquies, asides, and characte r foils in dramatic lite rature.
3.11 Evaluate the aesthe tic qualities of style, including the impact of
diction and figurative language on tone, mood, and theme,
using the terminology of literary criticism. (Aesthe tic approach)
Writing Standards
2.4 Write persuasive compositions
(see complete standards for a-d).
2.5 Write business letters see complete standards for a-d).
Writing Conventions Standards
1.1 Identify and correctly use clauses (e.g. main and subordinate),
phrases (e.g. gerund, infinitive a nd participial), and mechanics
of punctuation (e.g. semi-colons, colons, ellipses, hyphens).
1.2 Understanding sentence cons truction (e.g. parallel structure,
subordination, proper placement of modifiers) and proper
English usage (e.g. consistency of verb tenses).
Required Progress Monitoring
SDRT – February
Resources
CA State CAHSEE Study Guide
Measuring Up…
CAHSEE Released Questions
(www.cde.ca.gov)
Daily Grammar.com Lesson Archive
(http://dailygrammar.com/archive.s
html)
Site Resources (may vary by site)
-NCE, APEX, Kaplan, other CAHSEE
Prep Materials
Suggested Structure
Suggested Activities
* The following lessons align with standards for Quarter 1. Teachers should
pace the lessons with their students’ abilities in mind while simultaneously
exposing them to all these standards.
Suggested Lessons from M easuring Up
Lesson 7 – Structure of Functional Documents
Lesson 11 – Critique Functional Documents
Lesson 13 – Purpose & Characteristics of Dramatic Lit.
Lesson 20 – Ambiguity, Subtlety, Contradiction, etc.
Lesson 22 – Elements of Drama
Lesson 23 - Analyzing Literature
Review Standards from Quarters 1 & 2
R1.1 – R1.2 – R2.1 – R3.4 – R3.6 – R3.7
W1.2 – W1.4 – W1.9 – WC1.3
Each period begins with a DEEP
(Daily Exam Example Practice)
Question
Each period ends with a Check for
Understanding (this might be oral
questions, a quiz, an exit card, etc.)
1-3 Lessons from Measuring Up per
week
1-2 days from CA Study Guide
77
Reading 10R2 Pacing Calendar
Quarter 4 – Other Literature
Standards
* Bolded standards are essential CAHSEE/CST standards
based on the blueprints available at www.cde.ca.gov
Reading Standards
1.1 Identify and use the literal and fig urative meanings of words
and understand word deriva tions.
1.3 Identify Greek, Roman, and Norse mythology and use the
knowledge to unde rstand the origin and meaning of new words
(e.g., the word narcissistic drawn from the myth of Narcissus
and Echo).
2.2 Prepare a bibliography of reference materials for a re port using
a variety of consumer, workplace, and public documents.
2.3 Generate relevant questions about readings on issues that can
be researched.
2.6 Demonstra te use of sophisticated lea rning tools by following
technical directions (e.g., those found with graphic calculators
and specialized software programs and in access guides to
World W ide Web sites on the Internet).
78
Writing Standards
1.3 Use clear research questions and suitable research methods
(e.g., library, electronic media, personal interview) to elicit
and present evidence from primary and secondary sources.
1.7 Use appropriate conventions for documenta tion in the text,
notes, and bibliographies by adhering to those in s tyle
manuals (e.g., Modern Language Association Handbook, The
Chicago Manual of S tyle).
Writing Conventions Standards
Required Progress Monitoring
SDRT – May
Resources
Measuring Up to the California
Content Standards
CST Released Questions
(www.cde.ca.gov)
Daily Grammar.com Lesson Archive
(http://dailygrammar.com/archive.s
html)
Site Resources (may vary by site)
-NCE, APEX, Kaplan, other CST
Suggested Structure
Suggested Activities
* The following lessons align with standards for Quarter 1. Teachers should
pace the lessons with their students’ abilities in mind while simultaneously
exposing them to all these standards.
Suggested Lessons from M easuring Up
Lesson 1 – Literal Meanings
Lesson 2 – Figurative Meanings
Lesson 3 – Word Derivations
Lesson 8 – Generate Relevant Questions
1.4 Produce legible work that s hows accurate spelling and correct
use of the conventions of punctua tion a nd ca pitalization.
1.5 Reflect appropriate manuscript requirements, including title
page presentation, pagination, spacing and margins, and
integration of source and support material (e.g., in-text
citation, use of direct quotations, paraphrasing) with
appropriate citations.
Review Standards from Quarters 1, 2 & 3
R2.7 – R2.8 – R3.2 – R3.7 – W1.1 – W1.2 – W1.9
Each period begins with a DLP (Daily
Language Practice) Question (Vocab,
Idioms, Grammar, etc.)
Each period en ds with a Check for
Understanding (this might be oral
questions, a quiz, an exit card, etc.)
*Skill Appropriate Novel (o r excerpts),
Litera tu re, Func tional Documen ts
o Sugges ted Ti tles from Core Li t Li st
 The Pearl - J. Stei nbeck
 House on Mango Str eet –
S. Ci sneros
 Mexi can Folk Tales
79
 Warri ors Don’ t Cry – M. Beals
*These are suggested reading options to use after the CSTs to
further expose students to a more rigorous curriculum, to transition
to next year’s program and to engage their interest in reading.
English 10R4 Pacing Calendar 2008-2009 * Semester 1
Materials: Edge Level C 1. Teacher’s Edition (TE); 2. Interactive Practice Book Teacher’s Annotated Edition (IPB-TE);
3. Reading & Writing Transparencies (RWT); 4. Language & Grammar Lab Teacher’s Edition (LG-TE); 5. Language & Grammar Transparencies (LGT);
6. Grammar & Writing Practice Book Teacher’s Annotated Edition (GWPB-TE); 7. Assessments Handbook (AH); 8. HBEdge.net – Teacher Resources
9.
Interactive Practice Book – Student Edition (IPB); 10. Grammar & Writing Practice Book – Student Edition (GWPB); 11. Student Book (SB)
* Standards were identified by Hampton Brown/National Geographic, California English Language Art Standards Correlated to Edge Level C, 2008
Quarter
1
CA ELA Standards*
Week 1
Week 2
80
Week 3
Teacher’s
Materials
Course Expectations, Tone Setting
Community Building
SDRT Testing
R3.10 * LS 1.5
R3.3 * R3.4 * R3.6 * R3.9
WC1.2 * WC1.3 * W1.1 * LS1.11
R2.5 * R3.3 * R3.4 * R3.6 * R3.7
* LS1.1 * LS2.4 * LS2.5
R2.5 * R3.3 * R3.4 * R3.6 * R3.7
* LS1.1 * LS2.4 * LS2.5
WC1.2 * WC1.2 * WC1.3
SDRT Test Books &
Answer Sheets
SB
SB
SB, IPB – 6-7
SB, IPB – 8-9
SB
Unit 1, Cluster 1 – Lesson 4: Finish Read Main Selection &
Analyze
Unit 1, Cluster 1 – Grammar Lessons 1-3
SB
SB, IPB - 10
GWPB – 1-6
Unit 1, Cluster 1 – Lesson 5: Before Reading
Unit 1, Cluster 1 – Lesson 5: Read & Analyze
Unit 1, Cluster 1 – Grammar Lessons 4-5
W2.4 * W2.4a-d * LS2.4 * LS2.4a-b
Unit 1,
Unit 1,
Unit 1,
Unit 1,
Unit 1,
Unit 1,
Unit 1,
Unit 1,
Week 4
W1.1
R3.3
R2.3 * R2.5 * R3.3 * 3.4 * R3.6 * R3.7
R2.3 * R2.5 * R3.3 * 3.4 * R3.6 *
R3.7
W1.2 * WC1.2 * WC1.3 * LS1.1 *
LS2.3 * LS2.3a-g * LS2.4c-d
Student
Workbooks
SDRT Test
Materials
Unit 1 Introduction – Lesson 1: Unit Launch
TE
Unit 1 Introduction – Lesson 2: How to Read SHORT STORIES TE
Unit 1, Cluster 1 – Lesson 3: Prepare to Read
TE, IPB-TE
Unit 1, Cluster 1 – Lesson 4: Before Reading
TE, RWT, IPB-TE
Unit 1, Cluster 1 – Lesson 4: Read Main Selection
TE
R2.3 * R3.3 *R3.4 * R3.6 * W1.3
* LS1.1 * LS2.4c-d
WC1.2 * WC1.2 * WC1.3
R2.5 * W2.3a-f * WC1.2 * WC1.3
Week 5
Lesson(s)
Cluster
Cluster
Cluster
Cluster
Cluster
Cluster
Cluster
Cluster
1 – Lesson 6: Reflect & Assess
1 – Lesson 7& 8: Integrate Language Arts
1 Test
1 Reteaching
2 – Lesson 11: Prepare to Read
2 – Lesson 12: Before Reading
2 – Lesson 12: Read & Analyze
2 – Lesson 12: Finish Read Main Selection &
Analyze
Unit 1, Cluster 2 – Grammar Lessons 6-8
TE, IPB - TE
LG-TE, LGT,
GWPB-TE
TE
TE (read 1st), IPB-TE
LG-TE, LGT,
GWPB-TE
TE
TE, IPB-TE
AH
www.HBEdge.net
TE, RWT, IPB-TE
TE, RWT, IPB-TE
TE, IPB - TE
TE, IPB - TE
LG-TE, LGT,
GWPB-TE
SB
SB, IPB – 11-14
GWPB – 7-10
SB, IPB – 15
SB, IPB – 16-17
SB
SB
SB, IPB – 18-19
SB, IPB – 20-21
SB
SB
SB,IPB - 22
GWPB – 17-20
R2.3 * R3.7 * W1.3
W1.2 * WC1.2 * WC1.3 * LS1.1 *
LS2.3 * LS2.3a-g * LS2.4c-d
W2.4 * LS2.4 * LS2.4a-d
R3.6 * WC1.2 * WC1.3 * LS2.3b-g
Week 6
Week 7
W1.2
R3.3
R2.3 * R2.5 * R.3.3 * R3.4 * R3.5
* R3.6 * R3.10
R2.3 * R2.5 * R.3.3 * R3.4 * R3.5
* R3.6 * R3.10
WC1.2 * WC1.3* LS1.1(8) *
LS1.9 * LS2.4c-d
R3.3 * R3.4
WC1.2 * WC1.3 * LS1.7 * LS1.9
81
R3.3 * R3.4 * WC1.3
R3.3 * R3.4 * R.3.6 * WC1.2 *
WC1.3 * LS1.11
Weeks
8/9
W1.1
W1.6
R1.1 * W1.2 * W1.3 * W1.6
W1.1 * W1.2 * W1.9
WC1.1 * WC1.3 * WC1.4
LS2.3 * LS2.3a-g
Weeks
9/10
Unit 1, Cluster 2 – Lesson 13: Before Reading
Unit 1, Cluster 2 – Lesson 13: Read & Analyze
Unit 1, Cluster 2 – Grammar Lessons 9-10
Unit 1,
Unit 1,
Unit 1,
Unit 1,
Unit 1,
Unit 1,
Unit 1,
Cluster
Cluster
Cluster
Cluster
Cluster
Cluster
Cluster
2 – Lesson 14: Reflect & Assess
2 – Lesson 15 & 16: Integrate Language Arts
2 Test
2 Reteaching
3 – Lesson 18: Prepare to Read
3 – Lesson 19: Before Reading
3 – Lesson 19: Read & Analyze
Unit 1, Cluster 3 – Lesson 19: Finish Read Main Selection &
Analyze
Unit 1, Cluster 3 – Grammar Lessons 11-13
Unit 1, Cluster 3 – Lesson 20: Before Reading
Unit 1, Cluster 3 – Lesson 20: Read & Analyze
Unit 1, Cluster 3 – Grammar Lessons 14-15
Unit 1: Grammar – Edit and Proofread
Unit 1, Cluster 3 – Lesson 21 : Reflect & Assess
Unit 1, Cluster 3 – Lesson 22-23: Integrate Language Arts
Unit 1, Wrap Up
Unit 1, Cluster 3 Test
Unit 1, Cluster 3 Reteaching
Writing Unit 1: Writing Project Overview: Reflective Essay
Writing Unit 1, Lesson 1: Study the Form and Prewrite
Writing Unit 1, Lesson 2:Write a Draft
Unit 1 Reading Test
Writing Unit 1, Lesson 3: Revise Your Draft
Writing Unit 1, Lesson 4: Edit and Proofread Your Draft
Writing Unit 1 , Lesson 5: Publish & Present (at teacher’s discretion)
Unit 1 Grammar & Writing Test
Computer Lab time for typing essays or class time for
alternative essay presentation
DWA Quarter 1
DWA Quarter 1
Unit 1 Tests: Reteaching
TE
TE (read 1st), IPB-TE
LG-TE, LGT,
GWPB-TE
TE
TE, IPB-TE
AH
www.HBEdge.net
TE, RWT, IPB-TE
TE, RWT, IPB-TE
TE, IPB - TE
SB
SB, IPB – 23-26
GWPB – 18-20
TE, IPB - TE
SB
SB, IPB - 34
GWPB – 21-26
LG-TE, LGT,
GWPB-TE
TE
TE (read 1st), IPB-TE
LG-TE, LGT,
GWPB-TE
TE
TE, IPB-TE
TE, IPB-TE
AH
www.HBEdge.net
TE
TE, RWT
TE. RWT
AH
TE
TE, RWT
AH
Materials from DO
www.HBedge.net
SB, IPB – 27
SB, IPB – 28-29
SB
SB, IPB – 30-31
SB, IPB – 32-33
SB
SB
SB, IPB – 35-38
GWPB – 27-30
GWPB – 31-34
SB, IPB – 39
SB, IPB – 40-41
SB, IPB – 42-43
SB
SB
SB
SB
SB
SB
Quarter
2
CA ELA Standards*
Week 11 R3.10 * LS 1.5
R3.3 * R3.4 * R3.6 * R3.9
WC1.2 * WC1.3 * W1.1 * LS1.11
R2.5 * R3.3 * R3.4 * R3.6 * R3.7
* LS1.1 * LS2.4 * LS2.5
R2.5 * R3.3 * R3.4 * R3.6 * R3.7
* LS1.1 * LS2.4 * LS2.5
Week 12 WC1.2 * WC1.2 * WC1.3
Lesson(s)
TE
TE
TE, IPB-TE
TE, RWT, IPB-TE
TE
SB
SB
SB, IPB – 44-45
SB, IPB – 46-47
SB
Unit 2, Cluster 1 – Lesson 4: Finish Read Main Selection &
Analyze
Unit 2, Cluster 1 – Grammar Lessons 16-18
TE, IPB - TE
SB
SB, IPB – 48-49
GWPB – 35-40
Unit 2, Cluster 1 – Lesson 5: Before Reading
Unit 2, Cluster 1 – Lesson 5: Read & Analyze
Unit 2, Cluster 1 – Grammar Lessons 19-20
W2.4 * W2.4a-d * LS2.4 * LS2.4a-b
Unit 2,
Unit 2,
Unit 2,
Unit 2,
Unit 2,
Unit 2,
Unit 2,
Unit 2,
Week 13
82
W1.1
R3.3
R2.3 * R2.5 * R3.3 * 3.4 * R3.6 * R3.7
R2.3 * R2.5 * R3.3 * 3.4 * R3.6 *
R3.7
Week 14 W1.2 * WC1.2 * WC1.3 * LS1.1 *
LS2.3 * LS2.3a-g * LS2.4c-d
R2.3 * R3.7 * W1.3
W1.2 * WC1.2 * WC1.3 * LS1.1 *
LS2.3 * LS2.3a-g * LS2.4c-d
W2.4 * LS2.4 * LS2.4a-d
R3.6 * WC1.2 * WC1.3 * LS2.3b-g
Week 15
W1.2
R3.3
R2.3 * R2.5 * R.3.3 * R3.4 * R3.5
* R3.6 * R3.10
Student
Workbooks
Unit 2 Introduction – Lesson 1: Unit Launch
Unit 2 Introduction – Lesson 2: How to Read NONFICTION
Unit 2, Cluster 1 – Lesson 3: Prepare to Read
Unit 2, Cluster 1 – Lesson 4: Before Reading
Unit 2, Cluster 1 – Lesson 4: Read Main Selection
R2.3 * R3.3 *R3.4 * R3.6 * W1.3
* LS1.1 * LS2.4c-d
WC1.2 * WC1.2 * WC1.3
R2.5 * W2.3a-f * WC1.2 * WC1.3
Teacher’s
Materials
Cluster
Cluster
Cluster
Cluster
Cluster
Cluster
Cluster
Cluster
1 – Lesson 6: Reflect & Assess
1 – Lesson 7& 8: Integrate Language Arts
1 Test
1 Reteaching
2 – Lesson 11: Prepare to Read
2 – Lesson 12: Before Reading
2 – Lesson 12: Read & Analyze
2 – Lesson 12: Finish Read Main Selection &
Analyze
Unit 2, Cluster 2 – Grammar Lessons 21-23
Unit 2, Cluster 2 – Lesson 13: Before Reading
Unit 2, Cluster 2 – Lesson 13: Read & Analyze
Unit 2, Cluster 2 – Grammar Lessons 24-25
Unit 2, Cluster 2 – Lesson 14: Reflect & Assess
Unit 2, Cluster 2 – Lesson 15 & 16: Integrate Language Arts
Unit 2, Cluster 2 Test
Unit 2, Cluster 2 Reteaching
SDRT Spring Placement Testing
Unit 2, Cluster 3 – Lesson 18: Prepare to Read
Unit 2, Cluster 3 – Lesson 19: Before Reading
LG-TE, LGT,
GWPB-TE
TE
TE (read 1st), IPB-TE
LG-TE, LGT,
GWPB-TE
TE
TE, IPB-TE
AH
www.HBEdge.net
TE, RWT, IPB-TE
TE, RWT, IPB-TE
TE, IPB - TE
TE, IPB - TE
LG-TE, LGT,
GWPB-TE
TE
TE (read 1st), IPB-TE
LG-TE, LGT,
GWPB-TE
TE
TE, IPB-TE
AH
www.HBEdge.net
TE, RWT, IPB-TE
TE, RWT, IPB-TE
SB
SB, IPB – 50-52
GWPB – 41-44
SB, IPB – 53
SB, IPB – 54-55
SB
SB
SB, IPB – 56-57
SB, IPB – 58-59
SB
SB
SB,IPB – 60-61
GWPB – 45-50
SB
SB, IPB – 62-66
GWPB – 51-54
SB, IPB – 67
SB, IPB – 68-69
SB
SB, IPB – 70-71
SB, IPB – 72-73
R2.3 * R2.5 * R.3.3 * R3.4 * R3.5
* R3.6 * R3.10
Week 16 WC1.2 * WC1.3* LS1.1(8) *
LS1.9 * LS2.4c-d
R3.3 * R3.4
WC1.2 * WC1.3 * LS1.7 * LS1.9
R3.3 * R3.4 * WC1.3
R3.3 * R3.4 * R.3.6 * WC1.2 *
WC1.3 * LS1.11
Week 17 R3.10 * LS 1.5
Week 18
Week 19
Week 20 WA2.1
83
R1.1 * W1.2 * W1.3 * W1.6
R1.1 * W1.2 * W1.3 * W1.6
W1.1 * W1.2 * W1.9
WC1.1 * WC1.3 * WC1.4
LS2.3 * LS2.3a-g
Week 21
Week 22
Fall
Finals
Unit 2, Cluster 3 – Lesson 19: Read & Analyze
TE, IPB - TE
SB
Unit 2, Cluster 3 – Lesson 19: Finish Read Main Selection &
Analyze
Unit 2, Cluster 3 – Grammar Lessons 26-28
TE, IPB - TE
SB
SB, IPB – 74
GWPB – 55-60
Unit 2, Cluster 3 – Lesson 20: Before Reading
Unit 2, Cluster 3 – Lesson 20: Read & Analyze
Unit 2, Cluster 3 – Grammar Lessons 14-15
Unit 2: Grammar – Edit and Proofread
Unit 2, Cluster 3 – Lesson 21 : Reflect & Assess
Unit 2, Cluster 3 – Lesson 22-23: Integrate Language Arts
Unit 2, Wrap Up
Unit 2, Cluster 3 Test
Unit 2, Cluster 3 Reteaching
Unit 2, Clusters 1-3 Make-up/Catch-up Day
WINTER BREAK
WINTER BREAK
Writing Unit 2: Writing Project Overview: Autobiographical
Narrative
Writing Unit 2, Lesson 1: Study the Form and Prewrite
Writing Unit 2, Lesson 2:Write a Draft
Writing Unit 2, Lesson 3: Revise Your Draft
Writing Unit 2, Lesson 4: Edit and Proofread Your Draft
Writing Unit 2 , Lesson 5: Publish & Present (at teacher’s discretion)
Unit 2, Clusters 1-3: Vocabulary & Strategy Review
Unit 2 Reading Test
Unit 2, Clusters 1-3: Grammar & Writing Review
Unit 2 Grammar & Writing Test
Computer Lab time for typing essays or class time for
alternative essay presentation
DWA Quarter 2
LG-TE, LGT,
GWPB-TE
TE
SB
st
TE (read 1 ), IPB-TE SB, IPB – 75-76
LG-TE, LGT,
GWPB-TE
TE
TE, IPB-TE
TE, IPB-TE
AH
www.HBEdge.net
GWPB – 61-64
GWPB – 65-68
SB, IPB – 77
SB, IPB – 78-79
SB, IPB – 80-81
SB
TE
SB
TE, RWT
TE. RWT
TE
TE, RWT
SB
SB
SB
SB
SB
SB, IPB
TE, RWT, IPB-TE
AH
TE, LG-TE, LGT,
GWPB-TE
AH
Materials from DO
SB, GWPB
English 10R4 Pacing Calendar 2008-2009 * Semester 2
Materials: Edge Level C 1. Teacher’s Edition (TE); 2. Interactive Practice Book Teacher’s Annotated Edition (IPB-TE);
3. Reading & Writing Transparencies (RWT); 4. Language & Grammar Lab Teacher’s Edition (LG-TE); 5. Language & Grammar Transparencies (LGT);
6. Grammar & Writing Practice Book Teacher’s Annotated Edition (GWPB-TE); 7. Assessments Handbook (AH); 8. HBEdge.net – Teacher Resources
9.
Interactive Practice Book – Student Edition (IPB); 10. Grammar & Writing Practice Book – Student Edition (GWPB); 11. Student Book (SB)
* Standards were identified by Hampton Brown/National Geographic, California English Language Art Standards Correlated to Edge Level C, 2008
Quarter
3
CA ELA Standards*
Week 1
R3.10 * LS 1.5
R3.3 * R3.4 * R3.6 * R3.9
WC1.2 * WC1.3 * W1.1 * LS1.11
Week 2
84
R2.5 * R3.3 * R3.4 * R3.6 * R3.7
* LS1.1 * LS2.4 * LS2.5
R2.5 * R3.3 * R3.4 * R3.6 * R3.7
* LS1.1 * LS2.4 * LS2.5
WC1.2 * WC1.2 * WC1.3
Unit 3, Cluster 1 – Lesson 4: Finish Read Main Selection &
Analyze
Unit 3, Cluster 1 – Grammar Lessons 31-33
SB
SB, IPB – 86-87
GWPB – 69-74
W2.4 * W2.4a-d * LS2.4 * LS2.4a-b
Unit 3,
Unit 3,
Unit 3,
Unit 3,
Unit 3,
Unit 3,
Unit 3,
Unit 3,
W1.1
R3.3
R2.3 * R2.5 * R3.3 * 3.4 * R3.6 * R3.7
R2.3 * R2.5 * R3.3 * 3.4 * R3.6 *
R3.7
W1.2 * WC1.2 * WC1.3 * LS1.1 *
LS2.3 * LS2.3a-g * LS2.4c-d
R2.3 * R3.7 * W1.3
Student
Workbooks
SB
SB
SB, IPB – 82-83
SB, IPB – 84-85
SB
Unit 3, Cluster 1 – Lesson 5: Before Reading
Unit 3, Cluster 1 – Lesson 5: Read & Analyze
Unit 3, Cluster 1 – Grammar Lessons 34-35
Week 3
Teacher’s
Materials
Course Expectations, Tone Setting
Unit 3 Introduction – Lesson 1: Unit Launch
TE
Unit 3 Introduction – Lesson 2: How to Read SHORT STORIES TE
Unit 3, Cluster 1 – Lesson 3: Prepare to Read
TE, IPB-TE
Unit 3, Cluster 1 – Lesson 4: Before Reading
TE, RWT, IPB-TE
Unit 3, Cluster 1 – Lesson 4: Read Main Selection
TE
R2.3 * R3.3 *R3.4 * R3.6 * W1.3
* LS1.1 * LS2.4c-d
WC1.2 * WC1.2 * WC1.3
R2.5 * W2.3a-f * WC1.2 * WC1.3
Week 4
Lesson(s)
Cluster
Cluster
Cluster
Cluster
Cluster
Cluster
Cluster
Cluster
1 – Lesson 6: Reflect & Assess
1 – Lesson 7& 8: Integrate Language Arts
1 Test
1 Reteaching
2 – Lesson 11: Prepare to Read
2 – Lesson 12: Before Reading
2 – Lesson 12: Read & Analyze
2 – Lesson 12: Finish Read Main Selection &
Analyze
Unit 3, Cluster 2 – Grammar Lessons 36-38
Unit 3, Cluster 2 – Lesson 13: Before Reading
Unit 3, Cluster 2 – Lesson 13: Read & Analyze
TE, IPB - TE
LG-TE, LGT,
GWPB-TE
TE
TE (read 1st), IPB-TE
LG-TE, LGT,
GWPB-TE
TE
TE, IPB-TE
AH
www.HBEdge.net
TE, RWT, IPB-TE
TE, RWT, IPB-TE
TE, IPB - TE
TE, IPB - TE
SB
SB, IPB – 88-90
GWPB – 75-78
SB, IPB – 91
SB, IPB – 92-93
SB
SB
SB, IPB – 94-95
SB, IPB – 96-97
SB
SB
SB,IPB – 98-99
GWPB – 89-84
LG-TE, LGT,
GWPB-TE
TE
SB
TE (read 1st), IPB-TE SB, IPB – 100-102
W1.2 * WC1.2 * WC1.3 * LS1.1 *
LS2.3 * LS2.3a-g * LS2.4c-d
W2.4 * LS2.4 * LS2.4a-d
Week 5
R3.6 * WC1.2 * WC1.3 * LS2.3b-g
Week 6
W1.2
R3.3
R2.3 * R2.5 * R.3.3 * R3.4 * R3.5
* R3.6 * R3.10
R2.3 * R2.5 * R.3.3 * R3.4 * R3.5
* R3.6 * R3.10
WC1.2 * WC1.3* LS1.1(8) *
LS1.9 * LS2.4c-d
R3.3 * R3.4
WC1.2 * WC1.3 * LS1.7 * LS1.9
85
R3.3 * R3.4 * WC1.3
R3.3 * R3.4 * R.3.6 * WC1.2 *
WC1.3 * LS1.11
Week 7
Weeks
8/9
Weeks
9/10
R3.10 * LS 1.5
WA2.3
R1.1 * W1.2 * W1.3 * W1.6
R1.1 * W1.2 * W1.3 * W1.6
W1.1 * W1.2 * W1.9
Unit 3, Cluster 2 – Grammar Lessons 39-40
LG-TE, LGT,
GWPB-TE
TE
TE, IPB-TE
AH
www.HBEdge.net
GWPB – 85-88
Unit 3, Cluster 3 – Lesson 18: Prepare to Read
Unit 3, Cluster 3 – Lesson 19: Before Reading
Unit 3, Cluster 3 – Lesson 19: Read & Analyze
TE, RWT, IPB-TE
TE, RWT, IPB-TE
TE, IPB - TE
SB, IPB – 106-107
SB, IPB – 108-109
SB
Unit 3, Cluster 3 – Lesson 19: Finish Read Main Selection &
Analyze
Unit 3, Cluster 3 – Grammar Lessons 41-43
TE, IPB - TE
SB
SB, IPB – 110
GWPB – 89-94
Unit 3, Cluster 2 – Lesson 14: Reflect & Assess
Unit 3, Cluster 2 – Lesson 15 & 16: Integrate Language Arts
Unit 3, Cluster 2 Test
Unit 3, Cluster 2 Reteaching
SDRT Fall Placement Testing
SB, IPB – 103
SB, IPB – 104-105
SB
Unit 3, Cluster 3 – Lesson 20: Before Reading
Unit 3, Cluster 3 – Lesson 20: Read & Analyze
LG-TE, LGT,
GWPB-TE
TE
SB
TE (read 1st), IPB-TE SB, IPB – 111-114
Unit 3, Cluster 3 – Grammar Lessons 44-45
Unit 3: Grammar – Edit and Proofread
Unit 3, Cluster 3 – Lesson 21 : Reflect & Assess
Unit 3, Cluster 3 – Lesson 22-23: Integrate Language Arts
Unit 3, Wrap Up
Unit 3, Cluster 3 Test
Unit 3, Cluster 3 Reteaching
Writing Unit 3: Writing Project Overview: Position Paper
Writing Unit 3, Lesson 1: Study the Form and Prewrite
Writing Unit 3, Lesson 2:Write a Draft
Writing Unit 3, Lesson 3: Revise Your Draft
LG-TE, LGT,
GWPB-TE
TE
TE, IPB-TE
TE, IPB-TE
AH
www.HBEdge.net
TE
TE, RWT
TE. RWT
TE
GWPB – 95-98
GWPB – 99-102
SB, IPB – 115
SB, IPB – 116-117
SB, IPB – 118-119
SB
California High School Exit Exam – ELA
California High School Exit Exam – Math
Writing Unit 3, Lesson 4: Edit and Proofread Your Draft
Writing Unit 3 , Lesson 5: Publish & Present (at teacher’s discretion)
Unit 3 Reading Test
TE, RWT
SB
Comp. Lab time for typing essays or class time for alt. essay presentation
AH
AH
Unit 3 Grammar & Writing Test
DWA Quarter 3
Materials from DO
SB
SB
SB
SB
DWA Quarter 3 & Unit 3 Tests: Reteaching
Quarter
4
CA ELA Standards*
Week 11 R3.10 * LS 1.5
R3.3 * R3.4 * R3.6 * R3.9
WC1.2 * WC1.3 * W1.1 * LS1.11
R2.5 * R3.3 * R3.4 * R3.6 * R3.7
* LS1.1 * LS2.4 * LS2.5
Week 12 R2.5 * R3.3 * R3.4 * R3.6 * R3.7
* LS1.1 * LS2.4 * LS2.5
Week 13 WC1.2 * WC1.2 * WC1.3
R2.3 * R3.3 *R3.4 * R3.6 * W1.3
* LS1.1 * LS2.4c-d
WC1.2 * WC1.2 * WC1.3
Lesson(s)
www.HBedge.net
Teacher’s
Materials
Unit 4 Introduction – Lesson 1: Unit Launch
TE
Unit 4 Introduction – Lesson 2: How to Read SHORT STORIES TE
Unit 4, Cluster 1 – Lesson 3: Prepare to Read
TE, IPB-TE
Unit 4, Cluster 1 – Lesson 4: Before Reading
TE, RWT, IPB-TE
Unit 4, Cluster 1 – Lesson 4: Read Main Selection
TE
Student
Workbooks
SB
SB
SB, IPB – 120-121
SB, IPB – 122-123
SB
SPRING BREAK
Unit 4, Cluster 1 – Lesson 4: Finish Read Main Selection &
Analyze
Unit 4, Cluster 1 – Grammar Lessons 46-48
Unit 4, Cluster 1 – Lesson 5: Before Reading
Unit 4, Cluster 1 – Lesson 5: Read & Analyze
TE, IPB - TE
SB
SB, IPB – 124
GWPB – 103-108
LG-TE, LGT,
GWPB-TE
TE
SB
TE (read 1st), IPB-TE SB, IPB – 125-130
W2.4 * W2.4a-d * LS2.4 * LS2.4a-b
Week 14 R2.5 * W2.3a-f * WC1.2 * WC1.3
86
Week 15 W1.1
R3.3
R2.3 * R2.5 * R3.3 * 3.4 * R3.6 * R3.7
R2.3 * R2.5 * R3.3 * 3.4 * R3.6 *
R3.7
W1.2 * WC1.2 * WC1.3 * LS1.1 *
LS2.3 * LS2.3a-g * LS2.4c-d
R2.3 * R3.7 * W1.3
Week 16 W1.2 * WC1.2 * WC1.3 * LS1.1 *
LS2.3 * LS2.3a-g * LS2.4c-d
W2.4 * LS2.4 * LS2.4a-d
R3.6 * WC1.2 * WC1.3 * LS2.3b-g
Unit 4, Cluster 1 – Grammar Lessons 49-50
LG-TE, LGT,
GWPB-TE
TE
TE, IPB-TE
AH
www.HBEdge.net
GWPB – 109-112
Unit 4, Cluster 2 – Lesson 11: Prepare to Read
Unit 4, Cluster 2 – Lesson 12: Before Reading
Unit 4, Cluster 2 – Lesson 12: Read & Analyze
TE, RWT, IPB-TE
TE, RWT, IPB-TE
TE, IPB - TE
SB, IPB – 134-135
SB, IPB – 136-137
SB
Unit 4, Cluster 2 – Lesson 12: Finish Read Main Selection &
Analyze
Unit 4, Cluster 2 – Grammar Lessons 51-53
TE, IPB - TE
SB
SB, IPB – 138
GWPB – 113-118
Unit 4,
Unit 4,
Unit 4,
Unit 4,
Cluster 1 – Lesson 6: Reflect & Assess
Cluster 1 – Lesson 7& 8: Integrate Language Arts
Cluster 1 Test
Cluster 1 Reteaching
Unit 4, Cluster 2 – Lesson 13: Before Reading
Unit 4, Cluster 2 – Lesson 13: Read & Analyze
Unit 4, Cluster 2 – Grammar Lessons 54-55
Unit 4, Cluster 2 – Lesson 14: Reflect & Assess
SB, IPB – 131
SB, IPB – 132-133
SB
SB
LG-TE, LGT,
GWPB-TE
TE
SB
TE (read 1st), IPB-TE SB, IPB – 139-142
LG-TE, LGT,
GWPB-TE
TE
GWPB – 119-122
SB, IPB – 143
Week17
W1.2
R3.3
R2.3 * R2.5 * R.3.3 * R3.4 * R3.5
* R3.6 * R3.10
R2.3 * R2.5 * R.3.3 * R3.4 * R3.5
* R3.6 * R3.10
WC1.2 * WC1.3* LS1.1(8) *
LS1.9 * LS2.4c-d
R3.3 * R3.4
WC1.2 * WC1.3 * LS1.7 * LS1.9
R3.3 * R3.4 * WC1.3
Week 18 R3.3 * R3.4 * R.3.6 * WC1.2 *
WC1.3 * LS1.11
R3.10 * LS 1.5
87
R3.3 * R3.4 * R3.6 * R3.9
Week 19
WA2.4
R1.1 * W1.2 * W1.3 * W1.6
R1.1 * W1.2 * W1.3 * W1.6
W1.1 * W1.2 * W1.9
Week 20
Spring
Finals
Unit 4, Cluster 2 – Lesson 15 & 16: Integrate Language Arts
Unit 4, Cluster 2 Test
Unit 4, Cluster 2 Reteaching
TE, IPB-TE
AH
www.HBEdge.net
SB, IPB – 144-145
SB
Unit 4, Cluster 3 – Lesson 18: Prepare to Read
Unit 4, Cluster 3 – Lesson 19: Before Reading
Unit 4, Cluster 3 – Lesson 19: Read & Analyze
TE, RWT, IPB-TE
TE, RWT, IPB-TE
TE, IPB - TE
SB, IPB – 146-147
SB, IPB – 148-149
SB
Unit 4, Cluster 3 – Lesson 19: Finish Read Main Selection &
Analyze
Unit 4, Cluster 3 – Grammar Lessons 56-58
TE, IPB - TE
SB
SB, IPB – 150-151
GWPB – 123-128
Unit 4, Cluster 3 – Lesson 20: Before Reading
Unit 4, Cluster 3 – Lesson 20: Read & Analyze
Unit 4, Cluster 3 – Grammar Lessons 59-60
Unit 4: Grammar – Edit and Proofread
Unit 4, Cluster 3 – Lesson 21 : Reflect & Assess
Unit 4, Cluster 3 – Lesson 22-23: Integrate Language Arts
Unit 4, Wrap Up
Unit 4, Cluster 3 Test
Unit 4, Cluster 3 Reteaching
Writing Unit 4: Writing Project Overview: Research Report
Writing Unit 4, Lesson 1: Study the Form and Prewrite
Writing Unit 4, Lesson 2:Write a Draft
Writing Unit 4, Lesson 3: Revise Your Draft
Unit 4 Reading Test
Unit 4 Grammar & Writing Test
Writing Unit 4, Lesson 4: Edit and Proofread Your Draft
Writing Unit 4 , Lesson 5: Publish & Present (at teacher’s discretion)
TE
TE (read 1st), IPB-TE
LG-TE, LGT,
GWPB-TE
TE
TE, IPB-TE
TE, IPB-TE
AH
www.HBEdge.net
TE
TE, RWT
TE. RWT
TE
AH
AH
TE, RWT
SDRT Summative Testing
Computer Lab time for typing essays or class time for
alternative essay presentation
DWA Quarter 4
LG-TE, LGT,
GWPB-TE
Materials from DO
SB
SB, IPB – 152-154
GWPB – 12-132
GWPB – 133-136
SB, IPB – 155
SB, IPB – 156-157
SB, IPB – 158-159
SB
SB
SB
SB
SB
SB
SB
Reading 10R4 Pacing Calendar
Quarter 1 – Short Stories & Poetry
Standards
* Bolded standards are essential CAHSEE/CST standards based
on the blueprints available at www.cde.ca.gov
Reading Standards
1.3 Identify and use the literal and fig urative meanings of words
and understand word deriva tions.
1.4 Distinguish be tween the denotative and connota tive meanings
of words and inte rpret the connotative power of words.
88
3.3 Analyze interactions between main and subordinate
characters in a literary text (e.g. internal a nd externa l
conflicts, motivations, rela tionships, influences) and explain
the way those interactions affect plot.
3.4 Determine characters’ traits by what the characte rs say about
themselves in na rration, dialogue, dramatic monologue, and
soliloquy.
3.8 Analyze and trace a n author’s developme nt of time and
sequence, including the use of complex lite rary devices (e.g.
foreshadowing, flashbacks).
8.3.7 Analyze a work of lite rature, showing how it reflects the
heritage, traditions, attitudes, and beliefs of its author
(Biographical Approach)
3.9 Recognize and understand the significance of various literary
devices, including figurative language, imagery, allegory, and
symbolism and e xplain the ir appeal.
3.10 Explain how voice, persona, and the choice of a narrator affect
characte rization and the tone, plot, and credibility of the text.
Writing Standards
1.1 Establish a controlling impression or coherent thes is that
conveys a clear distinctive perspective on the s ubject a nd
mainta in a consistent tone and focus throug hout the piece of
Required Progress Monitoring
SDRT – August/September
DWA #1 - October
Resources
Measuring Up to the California
Content Standards
Grade 10 Interactive Reading from
McDougal-Littell
CAHSEE Released Questions
(www.cde.ca.gov)
Daily Grammar.com Lesson Archive
(http://dailygrammar.com/archive.s
html)
Site Resources (may vary by site)
-NCE, APEX, Kaplan, other CAHSEE
Prep Materials
Suggested Structure
Suggested Activities
Suggested Lessons from M easuring Up
Lesson 1 – Literal Meanings
Lesson 2 – Figurative Meanings
Lesson 3 – Word Derivations
Lesson 4 – Context Clues
Lesson 5 – Denotation and Connotation
Lesson 14 – Analyze Characters
Lesson 16 – Time & Sequence
Lesson 17 – Simile, Metaphor & Analogy
Lesson 18 – Symbolism & Allegory
Lesson 19 – Imagery & Repetition
Lesson 23 – Approaches to Li terary Analysis
Lesson 24 - Coherent Thesis
Lesson 27 – Revise Writing
Lesson 30 – Revise Grammar
Lesson 31 – Biographical Narrative
Lesson 32 – Response to Literature
Suggested Literatu re from the Interactive Reader (IR)
Harrison Bergeron – K. Vonnegut…..p. 2
A Sound of Thunder – R. Bradbury…..p. 33
The Piano (Poem) – D. H. Lawrence…..p. 89
Those Winter Sundays (Poem) – R. Hayden…..p. 89
The Californian’s Tale – M. Twain…..p. 96
Tonight I can Write… (Poem) – P. Neruda…..p. 111
One Thousand Dollars – O. Henry…..p. 117
Everyday Use – A. Walker…..p. 152
Two Friends – G. de Maupassant…..p. 167
The Pit and the Pendulum – E. Poe…..p. 182
writing
1.2 Use precise lang uage, action verbs, sensory details,
appropriate modifiers, and the active rather than the pass ive
voice.
1.9 Revise writing to improve the logic and coherence of the
organization a nd controlling perspective, the precision of
word choice, and the tone by taking into cons ideration the
audience, purpose, and formality of the context.
2.1 Write biographical or autobiographica l narratives or short
stories. (See complete standards for a-e)
2.2 Write responses to literature (See complete sta ndards for a-d)
Writing Conventions Standards
1.3 Demonstrate an understanding of proper Englis h usage a nd
control of grammar, paragraph and sentence s tructure,
diction and syntax.
Each period begins with a DEEP
(Daily Exam Example Practice)
Question
Each period ends with a Check for
Understanding (this might be oral
questions, a quiz, an exit card, etc.)
1-3 Lessons from Measuring Up per
week
1-2 Selections from the McDougalLittell Interactive Reader per week
Suggested Academic/Informational Readings from the IR
Main Idea & Supporting Details…..p 370
Reading in the Content Area…..pp. 380-385
Suggested Test P reparation Strategies from the IR
Test Preparation Strategies…..pp. 397-401
Reading Tests…..pp. 402-419
89
Reading 10R4 Pacing Calendar
Quarter 2 – Essays & Articles
Standards
* Bolded standards are essential CAHSEE/CST standards
based on the blueprints available at www.cde.ca.gov
90
Reading Standards
8.2.1 Compare and contrast features and e lements of consumer
materials to gain meaning from documents (e.g. warranties,
contracts, product information, instructional manuals)
2.4 Synthesize the content from several sources or works by a
single a uthor dealing with a s ingle iss ue; paraphrase the ideas
and connect them to other sources a nd rela ted topics to
demonstrate comprehens ion.
2.5 Extend ideas presented in primary or secondary sources
through origina l ana lysis, evalua tion and elaboration.
2.8 Evaluate the credibility of an a uthor’s argument or defense or
a claim by critiquing the relations hip between generaliza tions
and evidence, the comprehensiveness of evidence and the
way in which the author’s intent affects the s tructure and
tone of the text.
3.2 Compare and contrast the prese ntation of a similar theme or
topic across genres to explain how the sele ction of genre
shapes the theme or topic. (CST tested only)
3.5 Compare works tha t express a universal theme a nd provide
evidence to support the ideas expressed in each work.
3.12 Analyze the ways in which a work of literature is re lated to the
themes and issues of historica l pe riods. (Historical A pproach)
Writing Standards
1.4 Develop the main ideas within the body of the compos ition
through supporting evidence.
1.5 Synthesize information from multiple sources and ide ntify
complexities and discrepancies in the information and the
different pe rspectives found in each medium (e.g. almanacs,
microfiche, news s ources, in-depth fie ld s tudies, speeches,
journals, technical docume nts).
2.3 Write expository compos itions including ana lytica l essays and
research reports (see complete s tandards for a-f)
Required Progress Monitoring
SDRT – December
DWA #2 - January
Resources
Measuring Up to the California
Content Standards
Grade 10 Interactive Reading from
McDougal-Littell
CAHSEE Released Questions
(www.cde.ca.gov)
Daily Grammar.com Lesson Archive
(http://dailygrammar.com/archive.s
html)
Site Resources (may vary by site)
-NCE, APEX, Kaplan, other CAHSEE
Prep Materials
Suggested Structure
Suggested Activities
Suggested Lessons from M easuring Up
Lesson 8 – Consu mer Documen ts
Lesson 9 – Syn thesize and Paraphrase
Lesson 10 – Analyze, Evaluate an d Ela bora te
Lesson 12 – Evaluate an Argumen t
Lesson 15 – Un derstand Theme
Lesson 23 - Approaches to Literary Analysis
Lesson 25 – Main Idea & Supporting Details
Lesson 26 – Informa tion from Multiple Sources
Lesson 28 – Clauses, Phrases & Punctua tion
Lesson 29 – Sen tence Construc tion
Lesson 33 – Exposito ry Compo sition
Suggested Reading from the In teractive Reader (IR)
Dial Versus Digital – I. Assimov …..p. 53
Through the On e-Way Mirror – M. Atwoo d…..p. 74
The Border: Glare of Tru th – P. Mora …..p. 74
A Celebra tion of Grandfathers – R. Anaya …..p. 143
from Night – E. Wiesel…..p. 223
Suggested Academic/Informational Readings from the IR
Analyzing Text Fea tu res…..pp. 362-365
Recognizing Text S truc tures…..pp. 371 -379
Writing Conventions Standards
1.1 Identify and correctly use clauses (e.g. main and subordinate),
phrases (e.g. gerund, infinitive a nd participial), and mechanics
of punctuation (e.g. semi-colons, colons, ellipses, hyphens).
1.2 Understanding sentence cons truction (e.g. parallel structure,
subordination, proper placement of modifiers) and proper
English usage (e.g. consistency of verb tenses).
Each period begins with a DEEP
Review Standards from Quarter 1
Understanding (this might be oral
questions, a quiz, an exit card, etc.)
R1.1 – R1.2 – R3.7 – W1.1 – W1.2 – W1.9 – WC1.3
(Daily Exam Example Practice)
Question
Each period ends with a Check for
1-3 Lessons from Measuring Up per
week
1-2 Selections from the McDougalLittell Interactive Reader per week
91
Reading 10R4 Pacing Calendar
Quarter 3 – Functional Documents & Drama
Standards
* Bolded standards are essential CAHSEE/CST standards
based on the blueprints available at www.cde.ca.gov
92
Reading Standards
2.1 Analyze the structure and format of functional workplace
documents, including the graphics and hea ders, and explain
how a uthors use the features to a chieve their purposes.
2.7 Critique the logic of functiona l documents by examining the
sequence of information a nd procedures in a nticipation of
possible reader misunderstandings.
3.1 Articulate the re lationship betwee n the expressed purposes
and the characteris tics of diffe rent forms of dramatic literature
(e.g., comedy, tragedy, drama, dramatic monologue).
3.8 Interpre t and evaluate the impact of ambiguities, subtle ties,
contradictions, ironies, and incongruities in a text.
3.10 Identify and describe the function of dialogue, scene designs,
soliloquies, asides, and characte r foils in dramatic lite rature.
3.11 Evaluate the aesthe tic qualities of style, including the impact of
diction and figurative language on tone, mood, and theme,
using the terminology of literary criticism. (Aesthe tic approach)
Writing Standards
2.4 Write persuasive compositions
(see complete standards for a-d).
2.5 Write business letters see complete standards for a-d).
Writing Conventions Standards
1.1 Identify and correctly use clauses (e.g. main and subordinate),
phrases (e.g. gerund, infinitive a nd participial), and mechanics
of punctuation (e.g. semi-colons, colons, ellipses, hyphens).
1.2 Understanding sentence cons truction (e.g. parallel structure,
subordination, proper placement of modifiers) and proper
English usage (e.g. consistency of verb tenses).
Review Standards from Quarters 1 & 2
R1.1 – R1.2 – R2.1 – R3.4 – R3.6 – R3.7
W1.2 – W1.4 – W1.9 – WC1.3
Required Progress Monitoring
SDRT – February
DWA #3 - March
Resources
CA State CAHSEE Study Guide
Measuring Up…
Grade 10 Interactive Reading from
McDougal-Littell
CAHSEE Released Questions
(www.cde.ca.gov)
Daily Grammar.com Lesson Archive
(http://dailygrammar.com/archive.s
html)
Site Resources (may vary by site)
-NCE, APEX, Kaplan, other CAHSEE
Prep Materials
Suggested Structure
Suggested Activities
Suggested Lessons from M easuring Up
Lesson 7 - S truc ture of Func tional Documen ts
Lesson 11 – Cri tique Func tional Documen ts
Lesson 13 – Purpo se & Charac teristics of Drama
Lesson 20 – In terpret & Evaluate…
Lesson 22 – Elemen ts of Drama
Lesson 23 – Approaches to Li terary Analysis
Lesson 28 – Clauses, Phrases & Punctua tion
Lesson 29 – Sen tence Construc tion
Lesson 34 – Persuasive Composition
Lesson 35 – Business Letter
Suggested Literatu re from the Interactive Reader (IR)
from “Julius Caesar” – William Shakespeare …..p. 244
from “An tigone” – Sophocles…..p. 316
Suggested Academic/Informational Readings from the IR
Understanding Visuals…..pp. 366 -369
Reading Beyond the Classroo m…..pp. 386-396
Suggested Test P reparation Strategies from the IR
Func tional Reading Tests…..pp. 420 -423
Revising and Editing Tests….pp. 424 -429
Writing Tests…..pp. 430 -435
Each period begins with a DEEP
(Daily Exam Example Practice)
Question
Each period ends with a Check for
Understanding (this might be oral
questions, a quiz, an exit card, etc.)
1-3 Lessons from Measuring Up per
week
1-2 days from CA Study Guide
1 Selections from the IR per week
93
Reading 10R4 Pacing Calendar
Quarter 4 – Novel
Standards
* Bolded standards are essential CAHSEE/CST standards
based on the blueprints available at www.cde.ca.gov
Reading Standards
1.1 Identify and use the literal and fig urative meanings of words
and understand word deriva tions.
1.3 Identify Greek, Roman, and Norse mythology and use the
knowledge to unde rstand the origin and meaning of new words
(e.g., the word narcissistic drawn from the myth of Narcissus
and Echo).
2.2 Prepare a bibliography of reference materials for a re port using
a variety of consumer, workplace, and public documents.
2.3 Generate relevant questions about readings on issues that can
be researched.
2.6 Demonstra te use of sophisticated lea rning tools by following
technical directions (e.g., those found with graphic calculators
and specialized software programs and in access guides to
World W ide Web sites on the Internet).
94
Writing Standards
1.3 Use clear research questions and suitable research methods
(e.g., library, electronic media, personal interview) to elicit
and present evidence from primary and secondary sources.
1.7 Use appropriate conventions for documenta tion in the text,
notes, and bibliographies by adhering to those in s tyle
manuals (e.g., Modern Language Association Handbook, The
Chicago Manual of S tyle).
Writing Conventions Standards
1.4 Produce legible work that s hows accurate spelling and correct
Required Progress Monitoring
SDRT – May
DWA #4 - June
Resources
Grade 10 Interactive Reading from
McDougal-Littell
CST Released Questions
(www.cde.ca.gov)
Daily Grammar.com Lesson Archive
(http://dailygrammar.com/archive.s
html)
Site Resources (may vary by site)
-NCE, APEX, Kaplan, other CST
Suggested Structure
Suggested Activities
Suggested Lessons from M easuring Up
Lesson 1 – Literal Meanings
Lesson 2 – Figurative Meanings
Lesson 3 – Word Derivations
Lesson 4 – Context Clues
Suggested Literatu re from the Interactive Reader (IR)
from “The Ac ts of King Arthur & His No ble Nights”…..p. 345
Suggested Academic/Informational Readings from the IR
Reading in the Con ten t Areas…..pp. 380-385
Suggested Test P reparation Strategies from the IR
Test Prepa ra tion Stra tegies…..pp. 397-401
use of the conventions of punctua tion a nd ca pitalization.
1.5 Reflect appropriate manuscript requirements, including title
page presentation, pagination, spacing and margins, and
integration of source and support material (e.g., in-text
citation, use of direct quotations, paraphrasing) with
appropriate citations.
Each period begins with a DLP (Daily
Review Standards from Quarters 1, 2 & 3
Each period ends with a Check for
R2.7 – R2.8 – R3.2 – R3.7 – W1.1 – W1.2 – W1.9
Language Practice) Question (Vocab,
Idioms, Grammar, etc.)
Understanding (this might be oral
questions, a quiz, an exit card, etc.)
Novel from 9th or 10th grade
o Suggested Ti tles fro m Core Lit List
 The Pearl - J. S teinbeck
 To Kill a Mockingbird - H. Lee
 House on Mango S treet –
95
S. Cisneros
 Fahrenhei t 451 – R. Bra dbu ry
 Warriors Don’t Cry – M. Beals
1 Page
PACING PLAN
9th Grade English
Revised 5/23/2011
English 1RCP, English 1, and English 1H
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 1st Quarter
 CA State ELD “Focus” Standards 1st Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Language Convention Standards
Create Coherent Paragraphs
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
5
3
1.1 Identify and correctly use clauses, phrases, and mechanics I Uses sentences with consistent variations in grammatical
 The Writing Process (1142-1168)
Cluster 1: Fiction
of punctuation.
form.
 Grammar Handbook (1179-1215)
5
3
1.2 Understanding sentence construction and proper English
EA Create coherent paragraphs through effective transitions.
 Reading for Information
 Learning the Language of Literature: Fiction (26)
usage.
A Create coherent paragraphs through effective transitions
 Reading Tool Kit (Binder)
 The Necklace (26 or IR)
5
3
1.3 Demonstrate an understanding of proper English usage
and parallel constructions.
 Unit Resource Books
 Where Have You Gone, Charming Billy (62)
and control of grammar, paragraph and sentence structure,
 Spanish Study Guide
 Two Kinds (88)
diction and syntax.
 Formal Assessment
 Learning the Language of Literature: Character
Language Convention Standards
Revise Writing
Development (321)
0
3
1.4 Produce legible work that shows accurate spelling and
I Revise writing for appropriate word choice and organization,  Resource Management Guide
 Integrated Assessment
 Brothers are the Same (359)
correct use of the conventions of punctuation and
with variation in grammatical forms and spelling.
 Literary Analysis Transparencies
 Through the Tunnel (373)
capitalization.
EA Revise writing for appropriate word choice, organization,
 Daily Language Practice
 The Scarlet Ibis (592 or IR)
0
3
1.5 Reflect appropriate manuscript requirements, including
consistent point of view, and transitions, with some variation
 Grammar Exercises
 Daughter of Invention (663)
title page presentation, pagination, spacing and margins,
in grammatical forms and spelling.
 Daily Language Transparencies
 Learning the Language of Literature: Point of
and integrate source.
A Revise writing for appropriate word choice, organization,
 Vocabulary Transparencies & Copy Masters
View (813)
consistent point of view, and transitions, with approximate
 Grammar Transparencies & Copy Masters
 The Open Window (816 or IR)
standard grammatical forms and spelling.
Teacher’s Guide to Assessment & Portfolio
 Wring Workshop: Responses to Literature (644)
Reading Standards
Use Analogies and Metaphors
 Writing Workshops
5
5
1.1 Identify and use the literal and figurative meanings of
I Demonstrate sufficient knowledge of English syntax to
 Standards Cluster Test 1
words and understand word derivations.
interpret the meaning of idioms, analogies, and metaphors.
McDougal Littell Language Network
EA Recognize idioms, analogies, and metaphors in literature
 Column Notes (T.E.)
Core Literature
and texts in content areas.
 Grammar, Usage, & Mechanics(3- 299)
 The Pearl
A Use common idioms, some analogies, and metaphors (e.g.,
 Weekly Vocabulary and Spelling
 The Old Man and the Sea
“shine like a star,” and “let the cat out of the bag”).
 ESL English Grammar Survival Kit
 And the Earth Did Not Devour Him
Reading Standards
Recognize Words with Multiple Meanings
 Writing and Communication Masters
2
2
1.2 Distinguish between the denotative and connotative
I Recognize that words sometimes have multiple meanings.
 Grammar, Usage, and Mechanics Workbook
meanings of words and interpret the connotative power of
EA Recognize that some words have multiple meanings and
 Revising Sentences (363-377)
words.
apply this knowledge to understanding texts.
 Style & Effective Language(379 -393)
A Recognize that some words have multiple meanings and
apply this knowledge consistently in reading literature and
McDougal Littell Companion Web Site
texts in content areas.
 http://rubistar.4teachers.org/ (rubrics)
Reading Standards
Analyze Characters
 classzone.com (login code @ inside cover of TE)
2
2
3.3 Analyze interactions between main and subordinate
I Read a literary selection and use detailed sentences to
characters in a literary text and explain the way those
describe orally a character according to what he or she does in
interactions affect the plot.
a narration, dialogue, or dramatic monologue.
EA Describe the interaction between characters and
subordinate characters in literary texts.
A Analyze the interaction between characters and subordinate
characters in literary texts (e.g., motivations and reactions).
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 2 Page
PACING PLAN
9th Grade English
Revised 5/23/2011
English 1RCP, English 1, and English 1H
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 1st Quarter
 CA State ELD “Focus” Standards 1st Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Reading Standards
Analyzing Themes
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
2
2
3.5 Compare works that express a universal theme and provide I Read a literary selection and use detailed sentences to
 The Writing Process (1142-1168)
Cluster 1: Fiction
evidence to support the ideas expressed
explain orally the elements of theme, plot, setting, and
 Grammar Handbook (1179-1215)
in each work.
characters.
 Reading for Information
 Learning the Language of Literature: Fiction (26)
I Use expanded vocabulary and descriptive words and
 Reading Tool Kit (Binder)
 The Necklace (26 or IR)
paraphrasing for oral and written responses to texts.
 Unit Resource Books
 Where Have You Gone, Charming Billy (62)
I Use detailed sentences to compare and contrast orally a
 Spanish Study Guide
 Two Kinds (88)
similar theme or topic across three genres.
 Formal Assessment
 Learning the Language of Literature: Character
EA Compare and contrast orally and in writing a similar
 Resource Management Guide
Development (321)
theme or topic across several genres by using detailed
 Integrated Assessment
 Brothers are the Same (359)
sentences.
 Literary Analysis Transparencies
 Through the Tunnel (373)
A Compare and contrast a similar theme or topic across
 Daily Language Practice
 The Scarlet Ibis (592 or IR)
genres, and explain how the genre shapes the theme or topic.
 Grammar Exercises
 Daughter of Invention (663)
Reading Standards
Describe Plots
 Daily Language Transparencies
 Learning the Language of Literature: Point of
2
1
3.6
Analyze and trace an author’s development of time and
I Read literary texts and use detailed sentences to describe
 Vocabulary Transparencies & Copy Masters
View (813)
sequence, including the use of complex literary devices.
orally the sequence of events.
 Grammar Transparencies & Copy Masters
 The Open Window (816 or IR)
Reading Standards
Use Elements of Discourse
Teacher’s Guide to Assessment & Portfolio
 Wring Workshop: Responses to Literature (644)
2
1
3.9 Explain how voice, persona, and the choice of a narrator
I Recognize elements of characterization in a piece of writing
 Writing Workshops
affect characterization and the tone, plot, and credibility
and apply the same techniques when writing.
 Standards Cluster Test 1
of the text.
EA Use appropriate language variations and genres in writing
McDougal Littell Language Network
for language arts and other content areas.
 Column Notes (T.E.)
Core Literature
EA Identify in writing the various elements of discourse (e.g.,
 Grammar, Usage, & Mechanics(3- 299)
 The Pearl
purpose, speaker, audience, form).
 Weekly Vocabulary and Spelling
 The Old Man and the Sea
A Produce writing by using various elements of discourse
 ESL English Grammar Survival Kit
 And the Earth Did Not Devour Him
(e.g., purpose, speaker, audience, form) in narrative,
 Writing and Communication Masters
expository, persuasive, and/or descriptive writing.
 Grammar, Usage, and Mechanics Workbook
Writing Standards
Use Elements of Discourse
 Revising Sentences (363-377)
3
3
1.1 Establish a controlling impression or coherent thesis that
I Recognize elements of characterization in a piece of writing
 Style & Effective Language(379 -393)
conveys a clear distinctive perspective on the subject and
and apply the same techniques when writing.
maintain a consistent tone and focus throughout the piece
EA Use appropriate language variations and genres in writing
McDougal Littell Companion Web Site
of writing.
for language arts and other content areas.
 http://rubistar.4teachers.org/ (rubrics)
3
3
1.2 Use precise language, action verbs, sensory details,
EA Identify in writing the various elements of discourse (e.g.,
 classzone.com (login code @ inside cover of TE))
appropriate modifiers, and the active rather than the
purpose, speaker, audience, form).
passive voice.
A Produce writing by using various elements of discourse
(e.g., purpose, speaker, audience, form) in narrative,
expository, persuasive, and/or descriptive writing.
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 PACING PLAN
9th Grade English
Revised 5/23/2011
English 1RCP, English 1, and English 1H
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 1st Quarter
 CA State ELD “Focus” Standards 1st Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Writing Standards
Write Persuasive Compositions
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
2
2
1.4 Develop the main ideas within the body of the composition
I Recognize structured ideas and arguments and support
 The Writing Process (1142-1168)
Cluster 1: Fiction
through supporting evidence.
examples in persuasive writing.
 Grammar Handbook (1179-1215)
EA Write persuasive compositions that structure ideas and
 Reading for Information
 Learning the Language of Literature: Fiction (26)
arguments in a logical way with consistent use of standard
 Reading Tool Kit (Binder)
 The Necklace (26 or IR)
grammatical forms.
 Unit Resource Books
 Where Have You Gone, Charming Billy (62)
A Write persuasive and expository compositions that include
 Spanish Study Guide
 Two Kinds (88)
a clear thesis, describe organized points of support, and
 Formal Assessment
 Learning the Language of Literature: Character
address counter-arguments.
 Resource Management Guide
Development (321)
A Use various rhetorical devices (e.g., appeal to logic through
 Integrated Assessment
 Brothers are the Same (359)
reasoning, case study, and analogy) to support assertions.
 Literary Analysis Transparencies
 Through the Tunnel (373)
A Clarify and defend positions with relevant evidence,
 Daily Language Practice
 The Scarlet Ibis (592 or IR)
including facts, expert opinions, quotations, and/or
 Grammar Exercises
 Daughter of Invention (663)
expressions of commonly accepted beliefs and logical
 Daily Language Transparencies
 Learning the Language of Literature: Point of
reasoning.
 Vocabulary Transparencies & Copy Masters
View (813)
Writing Standards
Write Narratives and Biographies
 Grammar Transparencies & Copy Masters
 The Open Window (816 or IR)


2.1 Write biographical or autobiographical narratives or short
I Narrate a sequence of events and communicate their
Teacher’s Guide to Assessment & Portfolio
 Wring Workshop: Responses to Literature (644)
stories.
significance to the audience.
 Writing Workshops
I Use complex sentences in writing brief fictional biographies
 Standards Cluster Test 1
and short stories that include a sequence of events and
McDougal Littell Language Network
supporting details.
 Column Notes (T.E.)
Core Literature
EA Write detailed fictional biographies or autobiographies.
 Grammar, Usage, & Mechanics(3- 299)
 The Pearl
A Structure ideas and arguments in given context by giving
 Weekly Vocabulary and Spelling
 The Old Man and the Sea
supporting and relevant examples.
 ESL English Grammar Survival Kit
 And the Earth Did Not Devour Him
Writing Standards
Write Responses to Literature
 Writing and Communication Masters


2.2 Write responses to literature.
I Write responses to selected literature that exhibit
 Grammar, Usage, and Mechanics Workbook
understanding of the test, using detailed sentences and
 Revising Sentences (363-377)
transitions.
 Style & Effective Language(379 -393)
Listening and Speaking Standards
Listen with Understanding
N/A
1.1 Formulate judgments about the ideas under discussion
I Listen attentively to stories and information and identify
McDougal Littell Companion Web Site
and support those judgments with convincing evidence.
important details and concepts by using both verbal and
 http://rubistar.4teachers.org/ (rubrics)
N/A
1.2 Compare and contrast the ways in which media genres
nonverbal responses.
 classzone.com (login code @ inside cover of TE)
cover the same event.
Page
3 ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 PACING PLAN
9th Grade English
Revised 5/23/2011
English 1RCP, English 1, and English 1H
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 1st Quarter
 CA State ELD “Focus” Standards 1st Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Listening and Speaking Standards
Speak to be Understood
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
N/A
N/A
1.3 Choose logical patterns of organization to inform and to
I Make oneself be understood when speaking by using
 The Writing Process (1142-1168)
Cluster 1: Fiction
persuade, by soliciting agreement or action, or to unite
consistent standard English grammatical forms and sounds;
 Grammar Handbook (1179-1215)
audiences behind a common cause or belief.
however, some rules may not be followed (e.g., third-person
 Reading for Information
 Learning the Language of Literature: Fiction (26)
N/A
N/A
1.6 Present and advance a clear thesis statement and choose
singular, male and female pronouns).
 Reading Tool Kit (Binder)
 The Necklace (26 or IR)
appropriate types of proof that meet standard tests for
EA Make oneself be understood when speaking by using
 Unit Resource Books
 Where Have You Gone, Charming Billy (62)
evidence, including credibility, validity, and relevance.
consistent standard English grammatical forms, sounds,
 Spanish Study Guide
 Two Kinds (88)
intonation, pitch, and modulation, but may make random
 Formal Assessment
 Learning the Language of Literature: Character
errors.
 Resource Management Guide
Development (321)
A Speak clearly and comprehensibly by using standard
 Integrated Assessment
 Brothers are the Same (359)
English grammatical forms, sounds, intonation, pitch, and
 Literary Analysis Transparencies
 Through the Tunnel (373)
modulations.
 Daily Language Practice
 The Scarlet Ibis (592 or IR)
Listening and Speaking Standards
Deliver Oral Presentations
 Grammar Exercises
 Daughter of Invention (663)
N/A
N/A
2.1 Deliver narrative presentations.
I Prepare and deliver short presentations on ideas, premises,
 Daily Language Transparencies
 Learning the Language of Literature: Point of
N/A
N/A
2.2 Deliver expository presentations.
or images obtained from various common sources.
 Vocabulary Transparencies & Copy Masters
View (813)
EA Prepare and deliver brief oral presentations/reports on
 Grammar Transparencies & Copy Masters
 The Open Window (816 or IR)
historical investigations, a problem and solution, or a cause
Teacher’s Guide to Assessment & Portfolio
 Wring Workshop: Responses to Literature (644)
and effect.
 Writing Workshops
EA Prepare and deliver presentations that follow a process of
 Standards Cluster Test 1
organization and use various sources.
McDougal Littell Language Network
A Prepare and deliver presentations and reports in various
 Column Notes (T.E.)
Core Literature
content areas, including a purpose, point of view,
 Grammar, Usage, & Mechanics(3- 299)
 The Pearl
introduction, coherent transition, and appropriate conclusions.
 Weekly Vocabulary and Spelling
 The Old Man and the Sea
 ESL English Grammar Survival Kit
 And the Earth Did Not Devour Him
 Writing and Communication Masters
 Grammar, Usage, and Mechanics Workbook
 Revising Sentences (363-377)
 Style & Effective Language(379 -393)
McDougal Littell Companion Web Site
 http://rubistar.4teachers.org/ (rubrics)
 classzone.com (login code @ inside cover of TE)
Page
4 ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 5 Page
PACING PLAN
9th Grade English
Revised 5/23/2011
English 1RCP, English 1, and English 1H
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 2nd Quarter
 CA State ELD “Focus” Standards 2nd Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Language Convention Standards
Create Coherent Paragraphs
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
5
3
1.1 Identify and correctly use clauses, phrases, and mechanics I Uses sentences with consistent variations in grammatical
 The Writing Process (1142-1168)
Cluster 2: Expository & Narrative Nonfiction
of punctuation.
form.
 Grammar Handbook (1179-1215)
 Learning the Language of Literature: Nonfiction
5
3
1.2 Understanding sentence construction and proper English
EA Create coherent paragraphs through effective transitions.
 Reading for Information
(233)
usage.
A Create coherent paragraphs through effective transitions
 Reading Tool Kit (Binder)
 from The Perfect Storm (112 or IR)
5
3
1.3 Demonstrate an understanding of proper English usage
and parallel constructions.
 Unit Resource Books
 Life Without Go-Go Boots (236)
and control of grammar, paragraph and sentence structure,
 Spanish Study Guide
 from Angela’s Ashes (243 or IR)
diction and syntax.
 Formal Assessment
 Real World Link: Mary Mallon’s Trail of Typhoid
 Resource Management Guide
(258)
Language Convention Standards
Revise Writing
 I Have a Dream( 439 or IR)
0
3
1.4 Produce legible work that shows accurate spelling and
I Revise writing for appropriate word choice and organization,  Integrated Assessment
 Literary Analysis Transparencies
 Glory and Hope (439 or IR)
correct use of the conventions of punctuation and
with variation in grammatical forms and spelling.
 Daily Language Practice
 Real World Link: The End of Separateness (451)
capitalization.
EA Revise writing for appropriate word choice, organization,
 Grammar Exercises
 From Into Thin Air (538)
0
1
1.5 Reflect appropriate manuscript requirements, including
consistent point of view, and transitions, with some variation
 Daily Language Transparencies
 Writing Workshop: Opinion Statement (220)
title page presentation, pagination, spacing and margins,
in grammatical forms and spelling.
 Vocabulary Transparencies & Copy Masters
 Writing Workshop: Research Report (974)
and integrate source.
A Revise writing for appropriate word choice, organization,
 Grammar Transparencies & Copy Masters
consistent point of view, and transitions, with approximate
Teacher’s Guide to Assessment & Portfolio
 Standards Cluster Test 2
standard grammatical forms and spelling.
 Writing Workshops
Cluster 3: Drama
Reading Standards
Use Analogies and Metaphors
McDougal Littell Language Network
5
5
1.1 Identify and use the literal and figurative meanings of
I Demonstrate sufficient knowledge of English syntax to
 Column Notes (T.E.)
 Learning the Language of Literature: Drama
words and understand word derivations.
interpret the meaning of idioms, analogies, and metaphors.
 Grammar, Usage, & Mechanic (3-299)
(409)
EA Recognize idioms, analogies, and metaphors used in
 Weekly Vocabulary and Spelling
 Shakespeare’s World (983)
literature and texts in content areas.
 ESL English Grammar Survival Kit
  Learning the Language of Literature:
A Use common idioms and some analogies (e.g., “shine like
 Writing and Communication Master
Shakespearian Drama (986)
a star,” and “let the cat out of the bag”) and metaphors.
 Grammar, Usage, and Mechanics Workbook
 The Tragedy of Romeo and Juliet (989)
 Revising Sentences (363-377)
 Real World Link: Romeo and Juliet are
 Style & Effective Language(379)
Palestinian and Jewish (1106)
Reading Standards
Recognize Words with Multiple Meanings
 Writing Workshop: Character Sketch (720)
2
2
1.2 Distinguish between the denotative and connotative
I Recognize that some words sometimes have multiple
McDougal Littell Companion Web Site
meanings of words and interpret the connotative power of
meanings.
 http://rubistar.4teachers.org/ (rubrics)
 Standards Cluster Test 3
words.
EA Recognize that some words have multiple meanings and
 classzone.com (login code @ inside cover of TE)
Core Literature
apply this knowledge to understanding texts.
 The Miracle Worker
A Recognize that some words have multiple meanings and
 Romeo and Juliet
apply this knowledge consistently in reading literature and
 Farewell to Manzanar
texts in content areas.
 Diary of Anne Frank
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 PACING PLAN
9th Grade English
Revised 5/23/2011
English 1RCP, English 1, and English 1H
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE ?
CST
?
0
1
2
1
 CA State ELA “Focus” Standards 2nd Quarter
Reading Standards
1.3 Identify Greek, Roman, and Norse mythology and use the
knowledge to understand the origin and meaning of new
words.
Reading Standards
3.1
Articulate the relationship between the expressed
purpose and characteristics of different forms of
dramatic literature.
 CA State ELD “Focus” Standards 2nd Quarter
Language Objective/Goal
Interpret New Words
I Identify variations of the same word that are found in a text
and know with some accuracy how affixes change the
meaning of those words.
EA Use knowledge of affixes, root words, and increased
vocabulary to interpret the meaning of words in literature and
content area texts. (CELDT)
EA Use knowledge of English morphemes, phonics, and
syntax to decode and interpret the meaning of unfamiliar
words. (CELDT).
Describe Characteristics of Literary Texts
I Read text and use detailed sentences to respond orally to
factual comprehension questions about three forms of
literature.
I Apply knowledge of language to analyze and derive
meaning from literary texts and comprehend them.
EA Identify the characteristics of sub genres (e.g., satire,
pastoral, allegory) that are used in various genres.
EA Identify the function of dialogue, scene design, and asides
in dramatic literature.
A Describe the functions of dialogue, scene design, asides,
and soliloquies in drama.
 Suggested Resources
McDougal Littell Language of Literature
 Column Notes (T.E.)
 The Writing Process (1142-1168)
 Grammar Handbook (1179-1215)
 Reading for Information
 Reading Tool Kit (Binder)
 Unit Resource Books
 Spanish Study Guide
 Formal Assessment
 Resource Management Guide
 Integrated Assessment
 Literary Analysis Transparencies
 Daily Language Practice
 Grammar Exercises
 Daily Language Transparencies
 Vocabulary Transparencies & Copy Masters
 Grammar Transparencies & Copy Masters
Teacher’s Guide to Assessment & Portfolio
 Writing Workshops
McDougal Littell Language of Literature
Cluster 2: Expository & Narrative Nonfiction
 Learning the Language of Literature: Nonfiction
(233)
 from The Perfect Storm (112 or IR)
 Life Without Go-Go Boots (236)
 from Angela’s Ashes (243 or IR)
 Real World Link: Mary Mallon’s Trail of Typhoid
(258)
 I Have a Dream( 439 or IR)
 Glory and Hope (439 or IR)
 Real World Link: The End of Separateness (451)
 From Into Thin Air (538)
 Writing Workshop: Opinion Statement (220)
 Writing Workshop: Research Report (974)
 Standards Cluster Test 2
Cluster 3: Drama
McDougal Littell Language Network
 Column Notes (T.E.)
 Grammar, Usage, & Mechanic (3-299)
 Weekly Vocabulary and Spelling
 ESL English Grammar Survival Kit
 Writing and Communication Master
 Grammar, Usage, and Mechanics Workbook
 Revising Sentences (363-377)
 Style & Effective Language(379)
Page
6 McDougal Littell Companion Web Site
 http://rubistar.4teachers.org/ (rubrics)
 classzone.com (login code @ inside cover of TE)
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
 Learning the Language of Literature: Drama
(409)
 Shakespeare’s World (983)
  Learning the Language of Literature:
Shakespearian Drama (986)
 The Tragedy of Romeo and Juliet (989)
 Real World Link: Romeo and Juliet are
Palestinian and Jewish (1106)
 Writing Workshop: Character Sketch (720)
 Standards Cluster Test 3
Core Literature
 The Miracle Worker
 Romeo and Juliet
 Farewell to Manzanar
 Diary of Anne Frank
7 Page
PACING PLAN
9th Grade English
Revised 5/23/2011
English 1RCP, English 1, and English 1H
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 2nd Quarter
 CA State ELD “Focus” Standards 2nd Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Reading Standards
Analyzing Themes
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
2
1
3.4 Determine characters’ traits by what the characters say
I Read a literary selection and use detailed sentences to
 The Writing Process (1142-1168)
Cluster 2: Expository & Narrative Nonfiction
about themselves in narration, dialogue, dramatic
explain orally the elements of theme, plot, setting, and
 Grammar Handbook (1179-1215)
 Learning the Language of Literature: Nonfiction
monologue, and soliloquy.
characters.
 Reading for Information
(233)
I Use expanded vocabulary, descriptive words and
 Reading Tool Kit (Binder)
 from The Perfect Storm (112 or IR)
paraphrasing for oral and written responses to texts.
 Unit Resource Books
 Life Without Go-Go Boots (236)
I Use detailed sentences to compare and contrast orally a
 Spanish Study Guide
 from Angela’s Ashes (243 or IR)
similar theme or topic across three genres.
 Formal Assessment
 Real World Link: Mary Mallon’s Trail of Typhoid
EA Compare and contrast orally and in writing a similar
 Resource Management Guide
(258)
theme or topic across several genres by using detailed
 Integrated Assessment
 I Have a Dream( 439 or IR)
sentences.
 Literary Analysis Transparencies
 Glory and Hope (439 or IR)
A Compare and contrast a similar theme or topic across
 Daily Language Practice
 Real World Link: The End of Separateness (451)
genres and explain how the genre shapes the theme or topic.  Grammar Exercises
 From Into Thin Air (538)
 Daily Language Transparencies
 Writing Workshop: Opinion Statement (220)
Reading Standards
Describe Characteristics of Literary Texts
 Vocabulary Transparencies & Copy Masters
 Writing Workshop: Research Report (974)
1
1
3. 10 Identify and describe the function of dialogue, scene
I Read text and use detailed sentences to respond orally to
 Grammar Transparencies & Copy Masters
designs, soliloquies, asides, and character foils in
factual comprehension questions about three forms of
Teacher’s Guide to Assessment & Portfolio
 Standards Cluster Test 2
dramatic literature.
literature.
 Writing Workshops
I Apply knowledge of language to analyze and derive
Cluster 3: Drama
meaning from literary texts and comprehend them.
McDougal Littell Language Network
EA Identify the characteristics of sub genres (e.g., satire,
 Column Notes (T.E.)
 Learning the Language of Literature: Drama
pastoral, allegory) that are used in various genres.
 Grammar, Usage, & Mechanic (3-299)
(409)
EA Identify the function of dialogue, scene design, and asides
 Weekly Vocabulary and Spelling
in dramatic literature.
 ESL English Grammar Survival Kit
 Shakespeare’s World (983)
A Describe the functions of dialogue, scene design, asides,
 Writing and Communication Master
  Learning the Language of Literature:
and soliloquies in drama.
 Grammar, Usage, and Mechanics Workbook
Shakespearian Drama (986)
 Revising Sentences (363-377)
 The Tragedy of Romeo and Juliet (989)
 Style & Effective Language(379)
 Real World Link: Romeo and Juliet are
Palestinian and Jewish (1106)
McDougal Littell Companion Web Site
 Writing Workshop: Character Sketch (720)
 http://rubistar.4teachers.org/ (Rubrics)
 classzone.com (login code @ inside cover of TE)
 Standards Cluster Test 3
Core Literature
 The Miracle Worker
 Romeo and Juliet
 Farewell to Manzanar
 Diary of Anne Frank
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 8 Page
PACING PLAN
9th Grade English
Revised 5/23/2011
English 1RCP, English 1, and English 1H
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 2nd Quarter
 CA State ELD “Focus” Standards 2nd Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Reading Standards
Describe Literary Elements
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
3
1
3.11 Evaluate the aesthetic qualities of style, including the
I Use detailed sentences to orally identify at least two ways in
 The Writing Process (1142-1168)
Cluster 2: Expository & Narrative Nonfiction
impact of diction and figurative language on tone, mood,
which poets use personification, figures of speech, and sound.
 Grammar Handbook (1179-1215)
 Learning the Language of Literature: Nonfiction
and theme, using terminology of literary criticism.
EA Identify techniques that have specific rhetorical or
 Reading for Information
(233)
aesthetic purposes in literary texts (e.g., irony, tone, mood,
 Reading Tool Kit (Binder)
 from The Perfect Storm (112 or IR)
“sound” of language).
 Unit Resource Books
 Life Without Go-Go Boots (236)
EA Identify several literary elements and techniques (e.g.,
 Spanish Study Guide
 from Angela’s Ashes (243 or IR)
figurative language, imagery, and symbolism).
 Formal Assessment
 Real World Link: Mary Mallon’s Trail of Typhoid
EA Read and identify ways in which poets use
 Resource Management Guide
(258)
personification, figures of speech, imagery, and the “sound”
 Integrated Assessment
 I Have a Dream( 439 or IR)
of language.
 Literary Analysis Transparencies
 Glory and Hope (439 or IR)
A Explain the significance of several literary elements and
 Daily Language Practice
 Real World Link: The End of Separateness (451)
techniques (e.g., figurative language, imagery, allegory, and
 Grammar Exercises
 From Into Thin Air (538)
symbolism).
 Daily Language Transparencies
 Writing Workshop: Opinion Statement (220)
Writing Standards
Use Elements of Discourse
 Vocabulary Transparencies & Copy Masters
 Writing Workshop: Research Report (974)
3
3
1.1 Establish a controlling impression or coherent thesis that
I Recognize elements of characterization in a piece of writing
 Grammar Transparencies & Copy Masters
conveys a clear distinctive perspective on the subject and
and apply the same techniques when writing.
Teacher’s Guide to Assessment & Portfolio
 Standards Cluster Test 2
maintains a consistent tone and focus throughout the piece EA Use appropriate language variations and genres in writing
 Writing Workshops
of writing.
for language arts and other content areas.
Cluster 3: Drama
3
3
1.2 Use precise language, action verbs, sensory details,
EA Identify in writing the various elements of discourse (e.g.,
McDougal Littell Language Network
appropriate modifiers, and the active rather than the
purpose, speaker, audience, form).
 Column Notes (T.E.)
 Learning the Language of Literature: Drama
passive voice.
A Produce writing by using various elements of discourse
 Grammar, Usage, & Mechanic (3-299)
(409)
(e.g., purpose, speaker, audience, form) in narrative,
 Weekly Vocabulary and Spelling
expository, persuasive, informational, and/or descriptive
 ESL English Grammar Survival Kit
 Shakespeare’s World (983)
writing.
 Writing and Communication Master
  Learning the Language of Literature:
 Grammar, Usage, and Mechanics Workbook
Shakespearian Drama (986)
 Revising Sentences (363-377)
 The Tragedy of Romeo and Juliet (989)
 Style & Effective Language(379)
 Real World Link: Romeo and Juliet are
Palestinian and Jewish (1106)
McDougal Littell Companion Web Site
 Writing Workshop: Character Sketch (720)
 http://rubistar.4teachers.org/ (Rubrics)
 classzone.com (login code @ inside cover of TE)
 Standards Cluster Test 3
Core Literature
 The Miracle Worker
 Romeo and Juliet
 Farewell to Manzanar
 Diary of Anne Frank
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 9 Page
PACING PLAN
9th Grade English
Revised 5/23/2011
English 1RCP, English 1, and English 1H
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 2nd Quarter
 CA State ELD “Focus” Standards 2nd Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Writing Standards
Write Expository Compositions and Research Reports
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
0
2
1.7 Use appropriate conventions for documentation in the
I Investigate and research a topic in a content area and
 The Writing Process (1142-1168)
Cluster 2: Expository & Narrative Nonfiction
text, notes, and bibliographies by adhering to those in
develop a brief essay or report that includes source citations.
 Grammar Handbook (1179-1215)
 Learning the Language of Literature: Nonfiction
style manuals.
I Write brief expository compositions and reports that (a)
 Reading for Information
(233)
0
N/A
1.8 Design and publish documents by using advanced
include a thesis and some supporting details; (b) provide
 Reading Tool Kit (Binder)
 from The Perfect Storm (112 or IR)
publishing software and graphic programs. Integrate
information from primary sources: and (c) include charts and
 Unit Resource Books
 Life Without Go-Go Boots (236)
databases, graphics, and spreadsheets into word processed
graphs.
 from Angela’s Ashes (243 or IR)
document.
EA Write reflective compositions that explore the significance  Spanish Study Guide


 Formal Assessment
 Real World Link: Mary Mallon’s Trail of Typhoid
2.3 Write expository compositions.
of events.
 Resource Management Guide
(258)
EA Develop a clear thesis and support it by using analogies,
 Integrated Assessment
 I Have a Dream( 439 or IR)
quotations, and facts appropriately.
 Literary Analysis Transparencies
 Glory and Hope (439 or IR)
EA Write expository compositions and reports that convey
 Daily Language Practice
 Real World Link: The End of Separateness (451)
information from primary and secondary sources and use
 Grammar Exercises
 From Into Thin Air (538)
some technical terms, use appropriate tone and voice for the
 Daily Language Transparencies
 Writing Workshop: Opinion Statement (220)
purpose, audience and subject matter.
 Vocabulary Transparencies & Copy Masters
 Writing Workshop: Research Report (974)
A Write expository compositions, including analytical essays
 Grammar Transparencies & Copy Masters
and research reports, for the language arts and other content
Teacher’s Guide to Assessment & Portfolio
 Standards Cluster Test 2
areas and provide evidence in support of a thesis and
 Writing Workshops
related claims.
Cluster 3: Drama
A Produce writing that establishes a controlling impression or
McDougal Littell Language Network
thesis.
 Column Notes (T.E.)
 Learning the Language of Literature: Drama
 Grammar, Usage, & Mechanic (3-299)
(409)
 Weekly Vocabulary and Spelling
Listening and Speaking
Speak to Be Understood
 ESL English Grammar Survival Kit
 Shakespeare’s World (983)
N/A
N/A
1.5 Recognize and use elements of classical speech forms in
I Make oneself be understood when speaking by using
 Writing and Communication Master
  Learning the Language of Literature:
formulating rational arguments and applying the art of
consistent standard English grammatical forms, sounds;
 Grammar, Usage, and Mechanics Workbook
Shakespearian Drama (986)
persuasion and debate.
however, some rules may not be followed (e.g., third-person
 Revising Sentences (363-377)
 The Tragedy of Romeo and Juliet (989)
singular, male and female pronouns).
 Style & Effective Language(379)
 Real World Link: Romeo and Juliet are
EA Make oneself understood when speaking by using
Palestinian and Jewish (1106)
consistent standard English grammatical forms, sounds,
McDougal Littell Companion Web Site
 Writing Workshop: Character Sketch (720)
intonation, pitch, and modulation but may make random
 http://rubistar.4teachers.org/ (rubrics)
errors.
 classzone.com (login code @ inside cover of TE)
 Standards Cluster Test 3
A Speak clearly and comprehensibly by using standard
Core Literature
English grammatical forms, sounds, intonation, pitch, and
 The Miracle Worker
modulation.
 Romeo and Juliet
 Farewell to Manzanar
 Diary of Anne Frank
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 10 Page
PACING PLAN
9th Grade English
Revised 5/23/2011
English 1RCP, English 1, and English 1H
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 2nd Quarter
 CA State ELD “Focus” Standards 2nd Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Listening and Speaking
Identify Media Messages
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
N/A
N/A
1.10 Analyze historically significant speeches to find the
I Identify a variety of media messages (e.g., radio, television,
 The Writing Process (1142-1168)
Cluster 2: Expository & Narrative Nonfiction
rhetorical devices and features that make them
movies) and give some details supporting the messages.
 Grammar Handbook (1179-1215)
 Learning the Language of Literature: Nonfiction
memorable.
A Identify strategies used by the media to present information
 Reading for Information
(233)
for various purposes (e.g., to inform, entertain, or persuade).
 Reading Tool Kit (Binder)
 from The Perfect Storm (112 or IR)
 Unit Resource Books
 Life Without Go-Go Boots (236)
Listening and Speaking
Deliver Oral Presentations
 Spanish Study Guide
 from Angela’s Ashes (243 or IR)
N/A
N/A
2.4 Deliver oral responses to literature.
I Prepare and deliver short presentations on ideas, premises,
 Formal Assessment
 Real World Link: Mary Mallon’s Trail of Typhoid
or images obtained from various common sources.
 Resource Management Guide
(258)
EA Prepare and deliver brief oral presentations/reports on
 Integrated Assessment
 I Have a Dream( 439 or IR)
historical investigations, a problem and solution or
 Literary Analysis Transparencies
 Glory and Hope (439 or IR)
a cause and effect.
 Daily Language Practice
 Real World Link: The End of Separateness (451)
EA Prepare and deliver presentations that follow a process of
 Grammar Exercises
 From Into Thin Air (538)
organization and use various sources.
 Daily Language Transparencies
 Writing Workshop: Opinion Statement (220)
A Prepare and deliver presentations and reports in various
 Vocabulary Transparencies & Copy Masters
 Writing Workshop: Research Report (974)
content areas, including a purpose, point of view,
 Grammar Transparencies & Copy Masters
introduction, coherent transition, and appropriate
Teacher’s Guide to Assessment & Portfolio
 Standards Cluster Test 2
conclusions.
 Writing Workshops
Cluster 3: Drama
McDougal Littell Language Network
 Column Notes (T.E.)
 Learning the Language of Literature: Drama
 Grammar, Usage, & Mechanic (3-299)
(409)
 Weekly Vocabulary and Spelling
 ESL English Grammar Survival Kit
 Shakespeare’s World (983)
 Writing and Communication Master
  Learning the Language of Literature:
 Grammar, Usage, and Mechanics Workbook
Shakespearian Drama (986)
 Revising Sentences (363-377)
 The Tragedy of Romeo and Juliet (989)
 Style & Effective Language(379)
 Real World Link: Romeo and Juliet are
Palestinian and Jewish (1106)
McDougal Littell Companion Web Site
 Writing Workshop: Character Sketch (720)
 http://rubistar.4teachers.org/ (rubrics)
 classzone.com (login code @ inside cover of TE)
 Standards Cluster Test 3
Core Literature
 The Miracle Worker
 Romeo and Juliet
 Farewell to Manzanar
 Diary of Anne Frank
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 11 Page
PACING PLAN
9th Grade English
Revised 5/23/2011
English 1RCP, English 1, and English 1H
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 3rd Quarter
 CA State ELD “Focus” Standards 3rd Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Language Convention Standards
Create Coherent Paragraphs
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
5
3
1.1 Identify and correctly use clauses, phrases, and mechanics I Uses sentences with consistent variations in grammatical
 The Writing Process (1142-1168)
Cluster 4: Poetry
of punctuation.
form.
 Grammar Handbook (1179-1215)
 Learning the Language of Literature: Poetry (138)
5
3
1.2 Understanding sentence construction and proper English
EA Create coherent paragraphs through effective transitions.
 Reading for Information
 Poetry (140)
usage.
A Create coherent paragraphs through effective transitions
 Reading Tool Kit (Binder)
 Song of the Open Road, The Road not Taken (288
5
3
1.3 Demonstrate an understanding of proper English usage
and parallel constructions.
 Unit Resource Books
or IR)
and control of grammar, paragraph and sentence structure,
 Spanish Study Guide
 Theme for English B, The Writer(466)
diction and syntax.
 Formal Assessment
 Sharks, A Narrow Fellow in the Grass (552
 Resource Management Guide
 Lineage, The Courage My Mother Had 608)
Language Convention Standards
Revise Writing
 A Voice, The Journey (680)
0
3
1.4 Produce legible work that shows accurate spelling and
I Revise writing for appropriate word choice and organization,  Integrated Assessment
 Literary Analysis Transparencies
 Writing Workshop: Comparison and Contrast
correct use of the conventions of punctuation and
with variation in grammatical forms and spelling.
 Daily Language Practice
Essay (390)
capitalization.
EA Revise writing for appropriate word choice, organization,
 Grammar Exercises
0
1
1.5 Reflect appropriate manuscript requirements, including
consistent point of view, and transitions, with some variation
 Daily Language Transparencies
 Standards Cluster Test 4
title page presentation, pagination, spacing and margins,
in grammatical forms and spelling.
 Vocabulary Transparencies & Copy Masters
and integrate source.
A Revise writing for appropriate word choice, organization,
 Grammar Transparencies & Copy Masters
Cluster 5: Author Study
consistent point of view, and transitions, with approximate
Teacher’s Guide to Assessment & Portfolio
 Learning the Language of Literature: Author’s
standard grammatical forms and spelling.
 Writing Workshops
Perspective (651)
 Author’s Study, Edgar Allan Poe: Life and Times
Reading Standards
Use Analogies and Metaphors
McDougal Littell Language Network
of Edgar Allan Poe (194 IR)
5
5
1.1 Identify and use the literal and figurative meanings of
I Demonstrate sufficient knowledge of English syntax to
 Column Notes (T.E.)
Annabel Lee,The Bells (198)
words and understand word derivations.
interpret the meaning of idioms, analogies, and metaphors.
 Grammar, Usage, & Mechanics (3- 299)
Letter to Maria Clemm (205)
EA Recognize idioms, analogies, and metaphors in literature
 Weekly Vocabulary and Spelling
The Cask of Amontillado ( 207)
and texts in content areas.
 ESL English Grammar Survival Kit
 Author’s Study, Maya Angelou: Life and Times
A Use common idioms, some analogies, and metaphors (e.g.,
 Writing and Communication Master
of Maya Angelou (476)
“shine like a star,” and “let the cat out of the bag”).
 Grammar, Usage, and Mechanics Workbook
from I Know Why the Caged Bird Sings (480)
 Revising Sentences (363-377)
from An Interview with Maya Angelou (492)
 Style & Effective Language(379)
New Directions (494)
Reading Standards
Recognize Words with Multiple Meanings
Encounter with Martin Luther King, Jr. (500)
2
2
1.2 Distinguish between the denotative and connotative
I Recognize that some words sometimes have multiple
McDougal Littell Companion Web Site
 Writing Workshop: Cause and Effect (874)
meanings of words and interpret the connotative power of
meanings.
 http://rubistar.4teachers.org/ (rubrics)
words.
EA Recognize that some words have multiple meanings and
 classzone.com (login code @ inside cover of TE)
 Standards Cluster Test 5
apply this knowledge to understanding texts.
Core Literature
A Recognize that some words have multiple meanings and
 And the Earth Did Not Devour Him
apply this knowledge consistently in reading literature and
 House on Mango Street
texts in content areas.
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 12 Page
PACING PLAN
9th Grade English
Revised 5/23/2011
English 1RCP, English 1, and English 1H
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 3rd Quarter
 CA State ELD “Focus” Standards 3rd Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Reading Standards
Interpret New Words
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
0
1
1.3 Identify Greek, Roman, and Norse mythology and use the
I Identify variations of the same word that are found in a text
 The Writing Process (1142-1168)
Cluster 4: Poetry
knowledge to understand the origin and meaning of new
and know with some accuracy how affixes change the
 Grammar Handbook (1179-1215)
 Learning the Language of Literature: Poetry (138)
words.
meaning of those words.
 Reading for Information
 Poetry (140)
EA Use knowledge of affixes, root words, and increased
 Reading Tool Kit (Binder)
 Song of the Open Road, The Road not Taken (288
vocabulary to interpret the meaning of words in literature and
 Unit Resource Books
or IR)
content area texts. (CELDT)
 Spanish Study Guide
 Theme for English B, The Writer (466)
EA Use knowledge of English morphemes, phonics, and
 Formal Assessment
 Sharks, A Narrow Fellow in the Grass (552)
syntax to decode and interpret the meaning of unfamiliar
 Resource Management Guide
 Lineage, The Courage My Mother Had (608)
words. (CELDT)
 Integrated Assessment
 A Voice, The Journey (680)
Reading Standards
Analyzing Themes
 Literary Analysis Transparencies
 Writing Workshop: Comparison and Contrast
2
1
3.2 Compare and contrast the presentation of a similar theme
I Read a literary selection and use detailed sentences to
 Daily Language Practice
Essay (390)
or topic across genres to explain how the selection of
explain orally the elements of theme, plot, setting, and
 Grammar Exercises
genre shapes the theme or topic. characters.
 Daily Language Transparencies
 Standards Cluster Test 4
I Use expanded vocabulary and descriptive words and
 Vocabulary Transparencies & Copy Masters
Cluster 5: Author Study
paraphrasing for oral and written responses to texts.
 Grammar Transparencies & Copy Masters
 Learning the Language of Literature: Author’s
I Use detailed sentences to compare and contrast orally a
Teacher’s Guide to Assessment & Portfolio
Perspective (651)
similar theme or topic across three genres.
 Writing Workshops
 Author’s Study, Edgar Allan Poe: Life and Times
EA Compare and contrast orally and in writing a similar
of Edgar Allan Poe (194 IR)
theme or topic across several genres by using detailed
McDougal Littell Language Network
Annabel Lee,The Bells (198)
sentences.
 Column Notes (T.E.)
Letter to Maria Clemm (205)
A Compare and contrast a similar theme or topic across
 Grammar, Usage, & Mechanics (3- 299)
The Cask of Amontillado ( 207)
genres and explain how the genre shapes the theme or topic.  Weekly Vocabulary and Spelling
 Author’s Study, Maya Angelou: Life and Times
Reading Standards
Describe Literary Elements
 ESL English Grammar Survival Kit
of Maya Angelou (476)
2
1
3.7 Recognize and understand the significance of various
I Use detailed sentences to orally identify at least two ways in
 Writing and Communication Master
from I Know Why the Caged Bird Sings (480)
literary devices, including figurative language, imagery,
which poets use personification, figures of speech, and sound.
 Grammar, Usage, and Mechanics Workbook
from An Interview with Maya Angelou (492)
allegory, and symbolism and explain their appeal.
EA Identify techniques that have specific rhetorical or
 Revising Sentences (363-377)
New Directions (494)
3.8 Interpret and evaluate the impact of ambiguities,
aesthetic purposes in literary texts (e.g., irony,tone, mood,
 Style & Effective Language(379)
Encounter with Martin Luther King, Jr. (500)
subtleties, contradictions, ironies, and incongruities in a
“sound” of language).
 Writing Workshop: Cause and Effect (874)
text.
EA Identify several literary elements and techniques (e.g.,
McDougal Littell Companion Web Site
 Standards Cluster Test 5
figurative language, imagery, and symbolism).
 http://rubistar.4teachers.org/ (rubrics)
Core Literature
EA Read and identify ways in which poets use
 classzone.com (login code @ inside cover of TE)
 And the Earth Did Not Devour Him
personification, figures of speech, imagery, and the “sound”
 House on Mango Street
of language.
A Explain the significance of several literary elements and
techniques (e.g., figurative language, imagery, allegory, and
symbolism). (CELDT)
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 PACING PLAN
9th Grade English
Revised 5/23/2011
English 1RCP, English 1, and English 1H
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 3rd Quarter
 CA State ELD “Focus” Standards 3rd Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Reading Standards
Analyze Literature by Periods and Themes
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
Cluster 4: Poetry
1
1
3.12 Analyze the ways in which a work of literature is related
EA Identify recognized works of world literature and contrast
 The Writing Process (1142-1168)
 Learning the Language of Literature: Poetry (138)
to the themes and issues of historical periods.
the major literary forms and techniques.
 Poetry (140)
A Relate the literary works of authors to the major themes and  Grammar Handbook (1179-1215)
 Reading for Information
 Song of the Open Road, The Road not Taken (288
issues of their eras.
 Reading Tool Kit (Binder)
or IR)
 Unit Resource Books
 Theme for English B, The Writer (466)
Writing Standards
Write Expository Compositions and Research Reports
 Spanish Study Guide
 Sharks, A Narrow Fellow in the Grass (552)
0
2
1.4 Use clear research questions and suitable research
I Investigate and research a topic in a content area and
 Formal Assessment
 Lineage, The Courage My Mother Had (608)
methods to elicit and present evidence from primary and
develop a brief essay or report that includes source citations.
 Resource Management Guide
 A Voice, The Journey (680)
secondary sources.
I Write brief expository compositions and reports that (a)
 Integrated Assessment
 Writing Workshop: Comparison and Contrast
0
N/A
1.6 Integrate quotations and citations into a written text while
include a thesis and some supporting details; (b) provide
 Literary Analysis Transparencies
Essay (390)
maintaining the flow of ideas.
information from primary sources: and (c) include charts and
 Daily Language Practice
3
6
1.9 Revise writing to improve the logic and coherence of the
graphs.
 Standards Cluster Test 4
organization and controlling perspective, the precision of
EA Write reflective compositions that explore the significance  Grammar Exercises
 Daily Language Transparencies
Cluster 5: Author Study
word choice, and the tone by taking into consideration the
of events.
 Vocabulary Transparencies & Copy Masters
 Learning the Language of Literature: Author’s
audience, purpose, and formality of the context.
EA Develop a clear thesis and support it by using analogies,
 Grammar Transparencies & Copy Masters
Perspective (651)
  2.4 Write persuasive compositions.
quotations, and facts appropriately.
Teacher’s Guide to Assessment & Portfolio
 Author’s Study, Edgar Allan Poe: Life and Times
EA Write expository compositions and reports that convey
 Writing Workshops
of Edgar Allan Poe (194 IR)
information from primary and secondary sources and use
Annabel Lee,The Bells (198)
some technical terms, use appropriate tone and voice for the
McDougal Littell Language Network
Letter to Maria Clemm (205)
purpose, audience and subject matter.
 Column Notes (T.E.)
The Cask of Amontillado ( 207)
A Write expository compositions, including analytical essays
 Grammar, Usage, & Mechanics (3- 299)
 Author’s Study, Maya Angelou: Life and Times
and research reports, for the language arts and other content
 Weekly Vocabulary and Spelling
of Maya Angelou (476)
areas and provide evidence in support of a thesis and
 ESL English Grammar Survival Kit
from I Know Why the Caged Bird Sings (480)
related claims.
 Writing and Communication Master
from An Interview with Maya Angelou (492)
A Produce writing that establishes a controlling impression or
 Grammar, Usage, and Mechanics Workbook
New Directions (494)
thesis.
 Revising Sentences (363-377)
Encounter with Martin Luther King, Jr. (500)
 Style & Effective Language(379)
 Writing Workshop: Cause and Effect (874)
Page
13 McDougal Littell Companion Web Site
 http://rubistar.4teachers.org/ rubrics)
 classzone.com (login code @ inside cover of TE)
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Standards Cluster Test 5
Core Literature
 And the Earth Did Not Devour Him
 House on Mango Street
Page
14 PACING PLAN
9th Grade English
Revised 5/23/2011
English 1RCP, English 1, and English 1H
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 3rd Quarter
 CA State ELD “Focus” Standards 3rd Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Listening and Speaking
Speak to Be Understood
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
Cluster 4: Poetry
N/A
N/A
1.4 Choose appropriate techniques for developing the
I Make oneself be understood when speaking by using
 The Writing Process (1142-1168)
 Learning the Language of Literature: Poetry (138)
introduction and conclusion.
consistent standard English grammatical forms, sounds;
 Grammar Handbook (1179-1215)
 Poetry (140)
N/A
N/A
1.7 Use props, visual aids, graphs, and electronic media to
however, some rules may not be followed (e.g., third-person
 Reading for Information
 Song of the Open Road, The Road not Taken (288
enhance the appeal and accuracy of presentations.
singular, male and female pronouns).
 Reading Tool Kit (Binder)
or IR)
N/A
N/A
1.9 Analyze the occasion and the interests of the audience
EA Make oneself understood when speaking by using
 Unit Resource Books
 Theme for English B, The Writer (466)
and choose effective verbal and nonverbal techniques for
consistent standard English grammatical forms, sounds,
 Spanish Study Guide
 Sharks, A Narrow Fellow in the Grass (552)
presentations.
intonation, pitch, and modulation but may make random
 Formal Assessment
 Lineage, The Courage My Mother Had (608)
errors.
 Resource Management Guide
 A Voice, The Journey (680)
A Speak clearly and comprehensibly by using standard
 Integrated Assessment
 Writing Workshop: Comparison and Contrast
English grammatical forms, sounds, intonation, pitch, and
 Literary Analysis Transparencies
Essay (390)
modulation.
 Daily Language Practice
 Standards Cluster Test 4
Listening and Speaking Standards
Identify Media Messages
 Grammar Exercises
Cluster 5: Author Study
N/A
N/A
1.11 Assess how language and delivery affect the mood and
I Identify a variety of media messages (e.g., radio, television,
 Daily Language Transparencies
 Learning the Language of Literature: Author’s
tone of the oral communication and make an impact on
movies) and give some details supporting the messages.
 Vocabulary Transparencies & Copy Masters
Perspective (651)
an audience.
A Identify strategies used by the media to present information
 Grammar Transparencies & Copy Masters
 Author’s Study, Edgar Allan Poe: Life and Times
N/A
N/A
1.14 Identify the aesthetic effects of a media presentation and
for various purposes (e.g., to inform, entertain, or persuade).
Teacher’s Guide to Assessment & Portfolio
of Edgar Allan Poe (194 IR)
evaluate the techniques use develop create them.
 Writing Workshops
Annabel Lee,The Bells (198)
Listening and Speaking Standards
Deliver Oral Presentations
Letter to Maria Clemm (205)
N/A
N/A
2.5 Deliver persuasive arguments.
I Prepare and deliver short presentations on ideas, premises,
McDougal Littell Language Network
The Cask of Amontillado ( 207)
or images obtained from various common sources.
 Column Notes (T.E.)
 Author’s Study, Maya Angelou: Life and Times
EA Prepare and deliver brief oral presentations/reports on
 Grammar, Usage, & Mechanics (3- 299)
of Maya Angelou (476)
historical investigations, a problem and solution, or a cause
 Weekly Vocabulary and Spelling
from I Know Why the Caged Bird Sings (480)
and effect.
 ESL English Grammar Survival Kit
from An Interview with Maya Angelou (492)
EA Prepare and deliver presentations that follow a process of
 Writing and Communication Master
New Directions (494)
organization and use various sources.
 Grammar, Usage, and Mechanics Workbook
Encounter with Martin Luther King, Jr. (500)
A Prepare and deliver presentations and reports in various
 Revising Sentences (363-377)
 Writing Workshop: Cause and Effect (874)
content areas, including a purpose, point of view,
 Style & Effective Language(379)
 Standards Cluster Test 5
introduction, coherent transition, and appropriate conclusions.
Core Literature
McDougal Littell Companion Web Site
 And the Earth Did Not Devour Him
 House on Mango Street
 http://rubistar.4teachers.org/ (rubrics)
 classzone.com (login code @ inside cover of TE)
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 PACING PLAN
9th Grade English
Revised 5/23/2011
English 1RCP, English 1, and English 1H
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 4th Quarter
 CA State ELD “Focus” Standards 4th Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Language Convention Standards
Create Coherent Paragraphs
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
5
3
1.1 Identify and correctly use clauses, phrases, and mechanics I Uses sentences with consistent variations in grammatical
 The Writing Process (1142-1168)
Cluster 6: Functional Document
of punctuation.
form.
 Grammar Handbook (1179-1215)
 Real World Link: Safe Driving Practices (387)
5
3
1.2 Understanding sentence construction and proper English
EA Create coherent paragraphs through effective transitions.
 Reading for Information
 Reading Handbook: Reading for Different
usage.
A Create coherent paragraphs through effective transitions
 Reading Tool Kit (Binder)
Purposes (1122)
5
3
1.3 Demonstrate an understanding of proper English usage
and parallel constructions.
 Unit Resource Books
 Reading Handbook: Reading Different Formats
and control of grammar, paragraph and sentence structure,
 Spanish Study Guide
(1125)
diction and syntax.
 Formal Assessment
 Reading Handbook: Functional Reading (1138)
Language Convention Standards
Revise Writing
 Writing Handbook: Business Writing (1167)
0
3
1.4 Produce legible work that shows accurate spelling and
I Revise writing for appropriate word choice and organization,  Resource Management Guide
 Integrated Assessment
 Writing Workshop: Process Description (576)
correct use of the conventions of punctuation and
with variation in grammatical forms and spelling.
 Literary Analysis Transparencies
 Standards Cluster Test 6
capitalization.
EA Revise writing for appropriate word choice, organization,
 Daily Language Practice
0
1
1.5 Reflect appropriate manuscript requirements, including
consistent point of view, and transitions, with some variation
 Grammar Exercises
title page presentation, pagination, spacing and margins,
in grammatical forms and spelling.
 Daily Language Transparencies
Core Literature
and integrate source.
A Revise writing for appropriate word choice, organization,
 Vocabulary Transparencies &Copy Masters
 To Kill a Mockingbird
consistent point of view, and transitions, with approximate
 Grammar Transparencies & Copy Masters
 A Tale of Two Cities
standard grammatical forms and spelling.
Teacher’s Guide to Assessment & Portfolio
 A Separate Peace
Reading Standards
Use Analogies and Metaphors
 Writing Workshops
5
5
1.1 Identify and use the literal and figurative meanings of
I Demonstrate sufficient knowledge of English syntax to
words and understand word derivations.
interpret the meaning of idioms, analogies, and metaphors.
McDougal Littell Language Network
EA Recognize idioms, analogies, and metaphors in literature
 Column Notes (T.E.)
and texts in content areas.
 Grammar, Usage, & Mechanics (3- 299)
A Use common idioms some analogies and metaphors (e.g.,
 Weekly Vocabulary and Spelling
“shine like a star,” and “let the cat out of the bag”).
 ESL English Grammar Survival Kit
Reading Standards
Recognize Words with Multiple Meanings
 Writing and Communication Master
2
2
1.2 Distinguish between the denotative and connotative
I Recognize that words sometimes have multiple meanings.
 Grammar, Usage, and Mechanics Workbook
meanings of words and interpret the connotative power of
EA Recognize that some words have multiple meanings and
 Revising Sentences (363-377)
words.
apply this knowledge to understanding texts.
 Style & Effective Language(379)
A Recognize that some words have multiple meanings and
apply this knowledge consistently tin reading literature and
McDougal Littell Companion Web Site
texts in content areas.
 http://rubistar.4teachers.org (rubrics)
 classzone.com (login code @ inside cover of TE)
Page
15 ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 16 Page
PACING PLAN
9th Grade English
Revised 5/23/2011
English 1RCP, English 1, and English 1H
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 4th Quarter
 CA State ELD “Focus” Standards 4th Quarter
 Suggested Resources
?
?
Language Objective/Goal
Reading Standards
Analyze Text Features
McDougal Littell Language of Literature
 Column Notes (T.E.)
Review all reading standards
I Read and use simple sentences to identify orally the features and
 The Writing Process (1142-1168)
3
2
2.1 Analyze the structure and format of functional workplace
the rhetorical devices of simple excerpts of public and workplace
 Grammar Handbook (1179-1215)
documents, including the graphics and headers, and
documents and content area texts.
 Reading for Information
explain how authors use the features to achieve their
I Read workplace documents and orally identify the structure and
 Reading Tool Kit (Binder)
purpose.
format (e.g., graphics and headers) and give one brief example of
 Unit Resource Books
0
2
2.2 Prepare a bibliography of reference materials for a report
how the author uses the feature to achieve his or
 Spanish Study Guide
using a variety of consumer, workplace and public
her purpose.
 Formal Assessment
documents.
EA Analyze the structure and format of workplace documents and
 Resource Management Guide
the way in which authors use structure and format to achieve their
 Integrated Assessment
purposes.
 Literary Analysis Transparencies
EA Analyze the features and rhetorical devices of at least two types
 Daily Language Practice
of documents intended for the general public (e.g., warranties,
 Grammar Exercises
contracts, manuals, magazines, and textbooks).
 Daily Language Transparencies
A Analyze the features and rhetorical devices of different types of
 Vocabulary Transparencies &Copy Masters
public documents and the way authors use those features and
 Grammar Transparencies & Copy Masters
devices.
Teacher’s Guide to Assessment & Portfolio
Reading Standards
Synthesize Ideas
 Writing Workshops
Review all reading standards
3
2
2.4 Synthesize the content from several sources or works by a
I Read text and use detailed sentences to identify orally the main
McDougal Littell Language Network
single author dealing with a single issue; paraphrase the
ideas and use them to make predictions about informational text,
 Column Notes (T.E.)
ideas and connect them to other sources and related topics
literacy text, and text in content areas. (CELDT)
 Grammar, Usage, & Mechanics (3- 299)
to demonstrate comprehension.
EA Apply knowledge of language to achieve comprehension of
 Weekly Vocabulary and Spelling
3
N/A
2.5 Extend ideas presented in primary and secondary sources
informational materials, literary texts, and texts in content areas.
 ESL English Grammar Survival Kit
through original analysis, evaluation, and elaboration.
A Apply knowledge of language to achieve comprehension of
 Writing and Communication Master
informational materials, literary texts, and texts in content areas.
 Grammar, Usage, and Mechanics Workbook
A Prepare a brief research or synthesizing paper in a content area
 Revising Sentences (363-377)
and analyze ideas from several sources to present a coherent
 Style & Effective Language(379)
argument or conclusion arranged in the proper format, including a
bibliography.
McDougal Littell Companion Web Site
Reading Standards
Follow Directions
 http://rubistar.4teachers.org (rubrics)
Review all reading standards
 classzone.com (login code @ inside cover of TE)
0
2
2.6 Demonstrate use of sophisticated learning tools by
I Understand and orally explain most multiple step directions for
following technical directions (e.g., those found with
using a simple mechanical device and filling out simple
graphic calculators and specialized software programs
applications.
and in access guides to World Wide Web sites on
the Internet).
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
McDougal Littell Language of Literature
Cluster 6: Functional Document
 Real World Link: Safe Driving Practices (387)
 Reading Handbook: Reading for Different
Purposes (1122)
 Reading Handbook: Reading Different
Formats (1125)
 Reading Handbook: Functional Reading
(1138)
 Writing Handbook: Business Writing (1167)
 Writing Workshop: Process Description (576)
 Standards Cluster Test 6
Core Literature
 To Kill a Mockingbird
 A Tale of Two Cities
 A Separate Peace
PACING PLAN
9th Grade English
Revised 5/23/2011
English 1RCP, English 1, and English 1H
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
?
3
5
1
CST
?
4
4
2
 CA State ELA “Focus” Standards 4th Quarter
Reading Standards
Review all reading standards
2.7 Critique the logic of functional documents by examining
the sequence of information and procedures in
anticipation of possible reader misunderstandings.
Reading Standards
Review all reading standards
2.8 Evaluate the credibility of an author’s argument or
defense of a claim by critiquing the relationship between
generalizations and evidence, the comprehensive of
evidence, and the way in which the author’s intent affects
the structure and tone of the text (e.g., in professional
journals, editorials, political speeches, primary source
material).
 CA State ELD “Focus” Standards 4th Quarter
Language Objective/Goal
Analyze Evidence in Informational Materials
I In detailed sentences identify orally two to three examples of
how clarity of text is affected by the repletion of important ideas
and by syntax.
I Present a brief report that verifies and clarifies facts in two to
three forms of expository text.
EA Read material and analyze how clarity is affected by patterns
of organization, repetition of key ideas, syntax, and word choice.
A Analyze how clarity is affected by patterns of organization,
hierarchical structures, repetition of key ideas, syntax, and word
choice in texts across content areas.
Evaluate Author’s Credibility
I Listen to an excerpt from a brief political speech and give an oral
critique of the author’s evidence by using simple sentences.
EA Prepare oral and written reports that evaluate the credibility of
an author’s argument or defense of a claim (include a
bibliography).
A Prepare oral and written reports that evaluate the credibility of
an author’s argument or defense of a claim by critiquing the
relationship between generalizations and evidence. Prepare a
bibliography for the report.
Writing Standards
1.5 Synthesize information from multiple sources and identify
complexities and discrepancies in the information and the
different perspectives found in each medium.
McDougal Littell Language of Literature
 Column Notes (T.E.)
 The Writing Process (1142-1168)
 Grammar Handbook (1179-1215)
 Reading for Information
 Reading Tool Kit (Binder)
 Unit Resource Books
 Spanish Study Guide
 Formal Assessment
 Resource Management Guide
 Integrated Assessment
 Literary Analysis Transparencies
 Daily Language Practice
 Grammar Exercises
 Daily Language Transparencies
 Vocabulary Transparencies &Copy Masters
 Grammar Transparencies & Copy Masters
Teacher’s Guide to Assessment & Portfolio
 Writing Workshops
McDougal Littell Language Network
 Column Notes (T.E.)
 Grammar, Usage, & Mechanics (3- 299)
 Weekly Vocabulary and Spelling
 ESL English Grammar Survival Kit
 Writing and Communication Master
 Grammar, Usage, and Mechanics Workbook
 Revising Sentences (363-377)
 Style & Effective Language(379)
McDougal Littell Companion Web Site
 http://rubistar.4teachers.org (rubrics)
 classzone.com (login code @ inside cover of TE)
Page
17 ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Resources
 Suggested Literature/Activities
McDougal Littell Language of Literature
Cluster 6: Functional Document
 Real World Link: Safe Driving Practices (387)
 Reading Handbook: Reading for Different
Purposes (1122)
 Reading Handbook: Reading Different
Formats (1125)
 Reading Handbook: Functional Reading
(1138)
 Writing Handbook: Business Writing (1167)
 Writing Workshop: Process Description (576)
 Standards Cluster Test 6
Core Literature
 To Kill a Mockingbird
 A Tale of Two Cities
 A Separate Peace
18 Page
PACING PLAN
9th Grade English
Revised 5/23/2011
English 1RCP, English 1, and English 1H
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 4th Quarter
 CA State ELD “Focus” Standards 4th Quarter
 Suggested Resources
?
?
Language Objective/Goal
Writing Standards
Write Business Letters and Documents
McDougal Littell Language of Literature

 Column Notes (T.E.)
N/A
2.5 Write business letters: provide clear and purposeful
I Fill out job applications and prepare resumes that are clear and
 The Writing Process (1142-1168)
information and address the intended audience
provide all needed information.
appropriately; use appropriate tone, vocabulary, and
EA Fill out job applications and prepare resumes that are clear and  Grammar Handbook (1179-1215)
 Reading for Information
style to take into account the nature of the relationship
purposeful and address the intended audience appropriately
with, and the knowledge and interests of, the recipients;
A Complete job applications and write resumes that fit the purpose  Reading Tool Kit (Binder)
 Unit Resource Books
highlight central ideas and images; follow conventional
and audience and follow the conventional format for the type of
 Spanish Study Guide
style with page formats, fonts, and spacing that
document.
 Formal Assessment
contribute to the documents’ readability and impact.

 Resource Management Guide
N/A
2.6 Write technical documents: report information and
 Integrated Assessment
convey ideas logically and correctly; offer detailed
 Literary Analysis Transparencies
and accurate specifications; include scenarios,
 Daily Language Practice
definitions, and examples to aid comprehension;
 Grammar Exercises
anticipate readers’ problems, mistakes, and
 Daily Language Transparencies
misunderstandings.
 Vocabulary Transparencies &Copy Masters
Listening and Speaking Standards
Speak to Be Understood
 Grammar Transparencies & Copy Masters
N/A
N/A
1.8 Produce concise notes for extemporaneous delivery.
I Make oneself be understood when speaking by using consistent
Teacher’s Guide to Assessment & Portfolio
standard English grammatical forms, sounds; however, some rules
 Writing Workshops
may not be followed (e.g., third-person singular, male and female
McDougal Littell Language Network
pronouns).
 Column Notes (T.E.)
EA Make oneself understood when speaking by using consistent
 Grammar, Usage, & Mechanics (3- 299)
standard English grammatical forms, sounds, intonation, pitch,
 Weekly Vocabulary and Spelling
and modulation but may make random errors.
 ESL English Grammar Survival Kit
A Speak clearly and comprehensibly by using standard English
 Writing and Communication Master
grammatical forms, sounds, intonation, pitch, and modulation.
 Grammar, Usage, and Mechanics Workbook
Vary Ways of Speaking
 Revising Sentences (363-377)
EA Recognize appropriate ways of speaking that vary according
 Style & Effective Language(379)
to the purpose, audience, and subject matter.
A Consistently use appropriate ways of speaking and writing that
McDougal Littell Companion Web Site
vary according to the purpose, audience, and subject matter.
 http://rubistar.4teachers.org (rubrics)
Listening and Speaking Standards
Identify Media Messages
 classzone.com (login code @ inside cover of TE)
N/A
N/A
1.12 Evaluate the clarity, quality, effectiveness, and general
I Identify a variety of media messages (e.g., radio, television,
coherence of a speaker’s important points, arguments,
movies) and give some details supporting the messages.
evidence, organization of ideas, delivery, diction, and
A Identify strategies used by the media to present information for
syntax.
various purposes (e.g., to inform, entertain, or persuade).
N/A
N/A
1.13 Analyze the types of arguments used by the speaker,
including argument by causation, analogy, authority,
emotion, and logic.
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
McDougal Littell Language of Literature
Cluster 6: Functional Document
 Real World Link: Safe Driving Practices (387)
 Reading Handbook: Reading for Different
Purposes (1122)
 Reading Handbook: Reading Different
Formats (1125)
 Reading Handbook: Functional Reading
(1138)
 Writing Handbook: Business Writing (1167)
 Writing Workshop: Process Description (576)
 Standards Cluster Test 6
Core Literature
 To Kill a Mockingbird
 A Tale of Two Cities
 A Separate Peace
PACING PLAN
9th Grade English
Revised 5/23/2011
English 1RCP, English 1, and English 1H
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 4th Quarter
 CA State ELD “Focus” Standards 4th Quarter
 Suggested Resources
?
?
Language Objective/Goal
Listening and Speaking Standards
Ask and Answer Questions
McDougal Littell Language of Literature
 Column Notes (T.E.)
N/A
N/A
2.3 Apply appropriate interviewing techniques: prepare and ask
I Respond to messages by asking simple questions or by briefly
 The Writing Process (1142-1168)
relevant questions; make notes of responses; use language
restating the message.
 Grammar Handbook (1179-1215)
that conveys maturity, sensitivity, and respect; respond
EA Respond to messages by asking questions, challenging
 Reading for Information
correctly and effectively to questions; demonstrate
statements, or offering examples that affirm the message.
 Reading Tool Kit (Binder)
knowledge of the subject or organization; compile and
Summarize Main Idea
 Unit Resource Books
report responses; evaluate the effectiveness of the
I Identify the main idea and some supporting details of oral
 Spanish Study Guide
interview.
presentations, familiar literature, and key concepts of
 Formal Assessment
subject-matter content.
 Resource Management Guide
A Summarize literary pieces in greater detail by including the
 Integrated Assessment
characters, setting, and plot, and analyzing them in greater detail.
 Literary Analysis Transparencies
(CELDT)
 Daily Language Practice
Listening and Speaking Standards
Deliver Oral Presentations
 Grammar Exercises
N/A
N/A
2.6 Deliver descriptive presentations: establish clearly the
I Prepare and deliver short presentations on ideas, premises, or
 Daily Language Transparencies
speaker’s point of view on the subject of the presentation;
images obtained from various common sources.
 Vocabulary Transparencies &Copy Masters
establish clearly the speaker’s relationship with that
EA Prepare and deliver brief oral presentations/reports on
 Grammar Transparencies & Copy Masters
subject; use effective, factual descriptions of appearance,
historical investigations, a problem and solution or a cause and
Teacher’s Guide to Assessment & Portfolio
concrete images, shifting perspectives and vantage points,
effect.
 Writing Workshops
and sensory details.
EA Prepare and deliver presentations that follow a process of
organization and use various sources.
McDougal Littell Language Network
A Prepare and deliver presentations and reports in various content
 Column Notes (T.E.)
areas, including a purpose, point of view, introduction, coherent
 Grammar, Usage, & Mechanics (3- 299)
transition, and appropriate conclusions
 Weekly Vocabulary and Spelling
 ESL English Grammar Survival Kit
 Writing and Communication Master
 Grammar, Usage, and Mechanics Workbook
 Revising Sentences (363-377)
 Style & Effective Language(379)
Page
19 McDougal Littell Companion Web Site
 http://rubistar.4teachers.org (rubrics)
 classzone.com (login code @ inside cover of TE)
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
McDougal Littell Language of Literature
Cluster 6: Functional Document
 Real World Link: Safe Driving Practices (387)
 Reading Handbook: Reading for Different
Purposes (1122)
 Reading Handbook: Reading Different
Formats (1125)
 Reading Handbook: Functional Reading
(1138)
 Writing Handbook: Business Writing (1167)
 Writing Workshop: Process Description (576)
 Standards Cluster Test 6
Core Literature
 To Kill a Mockingbird
 A Tale of Two Cities
 A Separate Peace
1 Page
PACING PLAN
10th Grade English
English 2RCP, English 2, English 2 Academy (All), and English 2H
Revised 5-23-2011
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 1st Quarter
 CA State ELD “Focus” Standards 1st Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Language Convention Standards
Create Coherent Paragraphs
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
5
3
1.1 Identify and correctly use clauses, phrases, and mechanics I Uses sentences with consistent variations in grammatical
 The Writing Process (1142-1168)
Cluster 1: Fiction
of punctuation.
form.
 Grammar Handbook (1179-1215)
5
3
1.2 Understanding sentence construction and proper English
EA Create coherent paragraphs through effective transitions.
 Reading for Information
 Learning the Language of Literature: Fiction (17)
usage.
A Create coherent paragraphs through effective transitions
 Reading Tool Kit (Binder)
 Harrison Bergeron (20 or IR)
5
3
1.3 Demonstrate an understanding of proper English usage
and parallel constructions.
 Unit Resource Books
 By the Waters of Babylon (42 or IR)
and control of grammar, paragraph and sentence structure,
 Spanish Study Guide
 The Son from America (159)
diction and syntax.
 Formal Assessment
 Marriage is a Private Affair (188)
Language Convention Standards
Revise Writing
 Love Must Not be Forgotten (196)
0
3
1.4 Produce legible work that shows accurate spelling and
I Revise writing for appropriate word choice and organization,  Resource Management Guide
 Integrated Assessment
 One Thousand Dollars (386 or IR)
correct use of the conventions of punctuation and
with variation in grammatical forms and spelling.
 Literary Analysis Transparencies
 On the Rainy River (626)
capitalization.
EA Revise writing for appropriate word choice, organization,
 Daily Language Practice
 Learning the Language of Literature: Point of
0
3
1.5 Reflect appropriate manuscript requirements, including
consistent point of view, and transitions, with some variation
 Grammar Exercises
View (623)
title page presentation, pagination, spacing and margins,
in grammatical forms and spelling.
 Daily Language Transparencies
 And of Clay We Created (983)
and integrate source.
A Revise writing for appropriate word choice, organization,
 Vocabulary Transparencies & Copy Masters
 Real World Link: Girl Trapped in Water for 55
consistent point of view, and transitions, with approximate
 Grammar Transparencies & Copy Masters
Hours (998)
standard grammatical forms and spelling.
Teacher’s Guide to Assessment &Portfolio
 Writing Workshop: Focused Description (212)
Reading Standards
Use Analogies and Metaphors
 Writing Workshops
5
5
1.1 Identify and use the literal and figurative meanings of
I Demonstrate sufficient knowledge of English syntax to
 Standards Cluster Test 1
words and understand word derivations.
interpret the meaning of idioms, analogies, and metaphors.
McDougal Littell Language Network
EA Recognize idioms, analogies, and metaphors in literature
 Column Notes (T.E.)
Core Literature
and texts in content areas.
 Grammar, Usage, & Mechanics (3- 299)
 Antigone
A Use common idioms some analogies and metaphors (e.g.,
 Weekly Vocabulary and Spelling
 Of Mice and Men
“shine like a star,” and “let the cat out of the bag”).
 ESL English Grammar Survival Kit
Reading Standards
Recognize Words with Multiple Meanings
 Writing and Communication Masters
2
2
1.2 Distinguish between the denotative and connotative
I Recognize that words sometimes have multiple meanings.
 Grammar, Usage, and Mechanics Workbook
meanings of words and interpret the connotative power of
EA Recognize that some words have multiple meanings and
 Revising Sentences (363-377)
words.
apply this knowledge to understanding texts.
 Style & Effective Language(379 -393)
A Recognize that some words have multiple meanings and
apply this knowledge consistently tin reading literature and
McDougal Littell Companion Web Site
texts in content areas.
 http://rubistar.4teachers.org/ (Rubrics)
Reading Standards
Analyze Characters
 classzone.com (login code @ inside cover of TE)
2
2
3.3 Analyze interactions between main and subordinate
I Read a literary selection and use detailed sentences to
characters in a literary text and explain the way those
describe orally a character according to what he or she does in
interactions affect the plot.
a narration, dialogue, or dramatic monologue.
EA Describe the interaction between characters and
subordinate characters in literary texts.
A Analyze the interaction between characters and subordinate
characters in literary texts (e.g., motivations and reactions).
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 2 Page
PACING PLAN
10th Grade English
English 2RCP, English 2, English 2 Academy (All), and English 2H
Revised 5-23-2011
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 1st Quarter
 CA State ELD “Focus” Standards 1st Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Reading Standards
Analyzing Themes
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
2
2
3.5 Compare works that express a
I Read a literary selection and use detailed sentences to
 The Writing Process (1142-1168)
Cluster 1: Fiction
universal theme and provide evidence to support the ideas
explain orally the elements of theme, plot, setting, and
 Grammar Handbook (1179-1215)
expressed in each work.
characters.
 Reading for Information
 Learning the Language of Literature: Fiction (17)
I Use expanded vocabulary and descriptive words and
 Reading Tool Kit (Binder)
 Harrison Bergeron (20 or IR)
paraphrasing for oral and written
 Unit Resource Books
 By the Waters of Babylon (42 or IR)
responses to texts.
 Spanish Study Guide
 The Son from America (159)
I Use detailed sentences to compare and contrast orally a
 Formal Assessment
 Marriage is a Private Affair (188)
similar theme or topic across three genres.
 Resource Management Guide
 Love Must Not be Forgotten (196)
EA Compare and contrast orally and in writing a similar
 Integrated Assessment
 One Thousand Dollars (386 or IR)
theme or topic across several genres by using detailed
 Literary Analysis Transparencies
 On the Rainy River (626)
sentences.
 Daily Language Practice
 Learning the Language of Literature: Point of
A Compare and contrast a similar theme or topic across
 Grammar Exercises
View (623)
genres and explain how the genre shapes the theme or topic.
 Daily Language Transparencies
 And of Clay We Created (983)
Reading Standards
Describe Plots
 Vocabulary Transparencies & Copy Masters
 Real World Link: Girl Trapped in Water for 55
2
1
3.6
Analyze and trace an author’s development of time and
I Read literary texts and use detailed sentences to describe
 Grammar Transparencies & Copy Masters
Hours (998)
sequence, including the use of complex literary devices.
orally the sequence of events.
Teacher’s Guide to Assessment &Portfolio
 Writing Workshop: Focused Description (212)
Reading Standards
Use Elements of Discourse
 Writing Workshops
2
1
3.9 Explain how voice, persona, and the choice of a narrator
I Recognize elements of characterization in a piece of writing
 Standards Cluster Test 1
affect characterization and the tone, plot, and credibility
and apply the same techniques when writing.
McDougal Littell Language Network
of the text.
EA Use appropriate language variations and genres in writing
 Column Notes (T.E.)
Core Literature
for language arts and other content areas.
 Grammar, Usage, & Mechanics (3- 299)
 Antigone
EA Identify in writing the various elements of discourse (e.g.,
 Weekly Vocabulary and Spelling
 Of Mice and Men
purpose, speaker, audience, form).
 ESL English Grammar Survival Kit
A Produce writing by using various elements of discourse
 Writing and Communication Masters
(e.g., purpose, speaker, audience, form) in narrative,
 Grammar, Usage, and Mechanics Workbook
expository, persuasive, and/or descriptive writing.
 Revising Sentences (363-377)
Writing Standards
Use Elements of Discourse
 Style & Effective Language(379 -393)
3
3
1.1 Establish a controlling impression or coherent thesis that
I Recognize elements of characterization in a piece of writing
conveys a clear distinctive perspective on the subject and
and apply the same techniques when writing.
McDougal Littell Companion Web Site
maintain a consistent tone and focus throughout the piece
EA Use appropriate language variations and genres in writing
 http://rubistar.4teachers.org/ (Rubrics)
of writing
for language arts and other content areas.
 classzone.com (login code @ inside cover of TE)
3
3
1.2 Use precise language, action verbs, sensory details,
EA Identify in writing the various elements of discourse (e.g.,
appropriate modifiers, and the active rather than the
purpose, speaker, audience, form).
passive voice.
A Produce writing by using various elements of discourse
(e.g., purpose, speaker, audience, form) in narrative,
expository, persuasive, and/or descriptive writing.
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 Page
3 PACING PLAN
10th Grade English
English 2RCP, English 2, English 2 Academy (All), and English 2H
Revised 5-23-2011
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 1st Quarter
 CA State ELD “Focus” Standards 1st Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Writing Standards
Write Persuasive Compositions
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
2
2
1.4 Develop the main ideas within the body of the composition
I Recognize structured ideas and arguments and support
 The Writing Process (1142-1168)
Cluster 1: Fiction
through supporting evidence.
examples in persuasive writing.
 Grammar Handbook (1179-1215)
EA Write persuasive compositions that structure ideas and
 Reading for Information
 Learning the Language of Literature: Fiction (17)
arguments in a logical way with consistent use of standard
 Reading Tool Kit (Binder)
 Harrison Bergeron (20 or IR)
grammatical forms.
 Unit Resource Books
 By the Waters of Babylon (42 or IR)
A Write persuasive and expository compositions that include
 Spanish Study Guide
 The Son from America (159)
a clear thesis, describe organized points of support, and
 Formal Assessment
 Marriage is a Private Affair (188)
address counter-arguments.
 Resource Management Guide
 Love Must Not be Forgotten (196)
A Use various rhetorical devices (e.g., appeal to logic through
 Integrated Assessment
 One Thousand Dollars (386 or IR)
reasoning, case study, and analogy) to support assertions.
 Literary Analysis Transparencies
 On the Rainy River (626)
A Clarify and defend positions with relevant evidence,
 Daily Language Practice
 Learning the Language of Literature: Point of
including facts, expert opinions, quotations, and/or
 Grammar Exercises
View (623)
expressions of commonly accepted beliefs and logical
 Daily Language Transparencies
 And of Clay We Created (983)
reasoning.
 Vocabulary Transparencies & Copy Masters
 Real World Link: Girl Trapped in Water for 55
Writing Standards
Write Narratives and Biographies
 Grammar Transparencies & Copy Masters
Hours (998)


2.1 Write biographical or autobiographical narratives or short
I Narrate a sequence of events and communicate their
Teacher’s Guide to Assessment &Portfolio
 Writing Workshop: Focused Description (212)
stories.
significance to the audience.
 Writing Workshops
I Use complex sentences in writing brief fictional biographies
 Standards Cluster Test 1
and short stories that include a sequence of events and
McDougal Littell Language Network
supporting details.
 Column Notes (T.E.)
Core Literature
EA Write detailed fictional biographies or autobiographies.
 Grammar, Usage, & Mechanics (3- 299)
 Antigone
A Structure ideas and arguments in given context by giving
 Weekly Vocabulary and Spelling
 Of Mice and Men
supporting and relevant examples.
 ESL English Grammar Survival Kit
Writing Standards
Write Responses to Literature
 Writing and Communication Masters


2.2 Write responses to literature.
I Write responses to selected literature that exhibit
 Grammar, Usage, and Mechanics Workbook
understanding of the test, using detailed sentences and
 Revising Sentences (363-377)
transitions.
 Style & Effective Language(379 -393)
Listening and Speaking Standards
Listen with Understanding
N/A
1.1 Formulate judgments about the ideas under discussion
I Listen attentively to stories and information and identify
McDougal Littell Companion Web Site
and support those judgments with convincing evidence.
important details and concepts by using both verbal and
 http://rubistar.4teachers.org/ (Rubrics)
N/A
1.2 Compare and contrast the ways in which media genres
nonverbal responses.
 classzone.com (login code @ inside cover of TE)
cover the same event.
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 PACING PLAN
10th Grade English
English 2RCP, English 2, English 2 Academy (All), and English 2H
Revised 5-23-2011
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
?
N/A
N/A
N/A
N/A
CST
?
 CA State ELA “Focus” Standards 1st Quarter
Listening and Speaking Standards
1.3 Choose logical patterns of organization to inform and to
persuade, by soliciting agreement or action, or to unite
audiences behind a common cause or belief.
1.6 Present and advance a clear thesis statement and choose
appropriate types of proof that meet standard tests for
evidence, including credibility, validity, and relevance.
Listening and Speaking Standards
2.1 Deliver narrative presentations.
2.2 Deliver expository presentations.
 CA State ELD “Focus” Standards 1st Quarter
Language Objective/Goal
Speak to be Understood
I Make oneself be understood when speaking by using
consistent standard English grammatical forms and sounds;
however, some rules may not be followed (e.g., third-person
singular, male and female pronouns).
EA Make oneself be understood when speaking by using
consistent standard English grammatical forms, sounds,
intonation, pitch, and modulation, but may make random
errors.
A Speak clearly and comprehensibly by using standard
English grammatical forms, sounds, intonation, pitch, and
modulations.
Deliver Oral Presentations
I Prepare and deliver short presentations on ideas, premises,
or images obtained from various common sources.
EA Prepare and deliver brief oral presentations/reports on
historical investigations, a problem and solution, or a cause
and effect.
EA Prepare and deliver presentations that follow a process of
organization and use various sources.
A Prepare and deliver presentations and reports in various
content areas, including a purpose, point of view,
introduction, coherent transition, and appropriate conclusions.
 Suggested Resources
McDougal Littell Language of Literature
 Column Notes (T.E.)
 The Writing Process (1142-1168)
 Grammar Handbook (1179-1215)
 Reading for Information
 Reading Tool Kit (Binder)
 Unit Resource Books
 Spanish Study Guide
 Formal Assessment
 Resource Management Guide
 Integrated Assessment
 Literary Analysis Transparencies
 Daily Language Practice
 Grammar Exercises
 Daily Language Transparencies
 Vocabulary Transparencies & Copy Masters
 Grammar Transparencies & Copy Masters
Teacher’s Guide to Assessment &Portfolio
 Writing Workshops
Page
4 ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 McDougal Littell Language of Literature
Cluster 1: Fiction
 Learning the Language of Literature: Fiction (17)
 Harrison Bergeron (20 or IR)
 By the Waters of Babylon (42 or IR)
 The Son from America (159)
 Marriage is a Private Affair (188)
 Love Must Not be Forgotten (196)
 One Thousand Dollars (386 or IR)
 On the Rainy River (626)
 Learning the Language of Literature: Point of
View (623)
 And of Clay We Created (983)
 Real World Link: Girl Trapped in Water for 55
Hours (998)
 Writing Workshop: Focused Description (212)
 Standards Cluster Test 1
McDougal Littell Language Network
 Column Notes (T.E.)
 Grammar, Usage, & Mechanics (3- 299)
 Weekly Vocabulary and Spelling
 ESL English Grammar Survival Kit
 Writing and Communication Masters
 Grammar, Usage, and Mechanics Workbook
 Revising Sentences (363-377)
 Style & Effective Language(379 -393)
McDougal Littell Companion Web Site
 http://rubistar.4teachers.org/ (Rubrics)
 classzone.com (login code @ inside cover of TE)
 Suggested Literature/Activities
Core Literature
 Antigone
 Of Mice and Men
PACING PLAN
10th Grade English
English 2RCP, English 2, English 2 Academy (All), and English 2H
Revised 5-23-2011
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
?
CST
?
5
3
5
3
5
3
0
3
0
1
5
5
Page
5 2
2
 CA State ELA “Focus” Standards 2nd Quarter
Language Convention Standards
1.1 Identify and correctly use clauses, phrases, and mechanics
of punctuation.
1.2 Understanding sentence construction and proper English
usage.
1.3 Demonstrate an understanding of proper English usage
and control of grammar, paragraph and sentence structure,
diction and syntax.
Language Convention Standards
1.4 Produce legible work that shows accurate spelling and
correct use of the conventions of punctuation and
capitalization.
1.5 Reflect appropriate manuscript requirements, including
title page presentation, pagination, spacing and margins,
and integrate source.
Reading Standards
1.1 Identify and use the literal and figurative meanings of
words and understand word derivations.
Reading Standards
1.2 Distinguish between the denotative and connotative
meanings of words and interpret the connotative power of
words.
 CA State ELD “Focus” Standards 2nd Quarter
Language Objective/Goal
Create Coherent Paragraphs
I Uses sentences with consistent variations in grammatical
form.
EA Create coherent paragraphs through effective transitions.
A Create coherent paragraphs through effective transitions
and parallel constructions.
Revise Writing
I Revise writing for appropriate word choice and organization,
with variation in grammatical forms and spelling.
EA Revise writing for appropriate word choice, organization,
consistent point of view, and transitions, with some variation
in grammatical forms and spelling.
A Revise writing for appropriate word choice, organization,
consistent point of view, and transitions, with approximate
standard grammatical forms and spelling.
Use Analogies and Metaphors
I Demonstrate sufficient knowledge of English syntax to
interpret the meaning of idioms, analogies, and metaphors.
EA Recognize idioms, analogies, and metaphors in literature
and texts in content areas.
A Use common idioms, some analogies and metaphors (e.g.,
“shine like a star,” and “let the cat out of the bag”).
Recognize Words with Multiple Meanings
EA Recognize that some words have multiple meanings and
apply this knowledge to understanding texts.
I Recognize that some words sometimes have multiple
meanings.
A Recognize that some words have multiple meanings and
apply this knowledge consistently in reading literature and
texts in content areas.
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Resources
McDougal Littell Language of Literature
 Column Notes (T.E.)
 The Writing Process (1142-1168)
 Grammar Handbook (1179-1215)
 Reading for Information
 Reading Tool Kit (Binder)
 Unit Resource Books
 Spanish Study Guide
 Formal Assessment
 Resource Management Guide
 Integrated Assessment
 Literary Analysis Transparencies
 Daily Language Practice
 Grammar Exercises
 Daily Language Transparencies
 Vocabulary Transparencies & Copy Masters
 Grammar Transparencies & Copy Masters
Teacher’s Guide to Assessment &Portfolio
 Writing Workshops
McDougal Littell Language Network
 Column Notes (T.E.)
 Grammar, Usage, & Mechanics (3-299)
 Weekly Vocabulary and Spelling
 ESL English Grammar Survival Kit
 Writing and Communication Master
 Grammar, Usage, and Mechanics Workbook
 Revising Sentences (363-377)
 Style & Effective Language(379)
McDougal Littell Companion Web Site
 http://rubistar.4teachers.org/ (Rubrics)
 classzone.com (login code @inside cover of TE)
 Suggested Literature/Activities
McDougal Littell Language of Literature
Cluster 2: Expository & Narrative Nonfiction
 Learning the Language of Literature: Nonfiction
(104)
 Dial Versus Digital (47 or IR)
 Montgomery Boycott 124)
 Learning the Language of Literature: Theme (145)
 Real World Link: A Eulogy to Dr. Martin Luther
King, Jr. (136)
 Through the One-Way Mirror, The Border: A
Glare of Truth (170 or IR)
 Real World Link: To Make a Nation (181)
 Getting a Job (111 or IR)
 from Night: Nobel Prize Acceptance Speech
(592)
 from Farewell to Manzanar (602)
 Writing Workshop: Persuasive Essay (616)
 Writing Workshop: Research Report (1105)
 Standards Cluster Test 2
Cluster 3: Drama
 Learning the Language of Literature: Drama
284)
 Learning the Language of Literature: Myths and
Legends (1015)
 from Antigone (1018)
 Writing Workshop: Opinion Statement (138)

Standards Cluster Test 3
Core Literature
 Julius Caesar
 Othello
 Antigone
PACING PLAN
10th Grade English
English 2RCP, English 2, English 2 Academy (All), and English 2H
Revised 5-23-2011
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 2nd Quarter
 CA State ELD “Focus” Standards 2nd Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Reading Standards
Interpret New Words
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
0
1
1.3 Identify Greek, Roman, and Norse Mythology and use the I Identify variations of the same word that are found in a text
 The Writing Process (1142-1168)
Cluster 2: Expository & Narrative Nonfiction
knowledge to understand the origin and meaning of new
and know with some accuracy how affixes change the
 Grammar Handbook (1179-1215)
words.
meaning of those words.
 Reading for Information
 Learning the Language of Literature: Nonfiction
EA Use knowledge of affixes, root words, and increased
 Reading Tool Kit (Binder)
(104)
vocabulary to interpret the meaning of words in literature and
 Unit Resource Books
 Dial Versus Digital (47 or IR)
content area texts.
 Spanish Study Guide
 Montgomery Boycott 124)
(CELDT)
 Formal Assessment
 Learning the Language of Literature: Theme (145)
EA Use knowledge of English morphemes, phonics, and
 Resource Management Guide
 Real World Link: A Eulogy to Dr. Martin Luther
syntax to decode and interpret the meaning of unfamiliar
 Integrated Assessment
King, Jr. (136)
words. (CELDT)
 Literary Analysis Transparencies
 Through the One-Way Mirror, The Border: A
 Daily Language Practice
Glare of Truth (170 or IR)
Reading Standards
Describe Characteristics of Literary Texts
 Grammar Exercises
 Real World Link: To Make a Nation (181)
2
1
3.1
Articulate the relationship between the expressed
I Read text and use detailed sentences to respond orally to
 Daily Language Transparencies
 Getting a Job (111 or IR)
purpose and characteristics of different forms of
factual comprehension questions about three forms of
 Vocabulary Transparencies & Copy Masters
 from Night: Nobel Prize Acceptance Speech
dramatic literature.
literature.
 Grammar Transparencies & Copy Masters
(592)
I Apply knowledge of language to analyze and derive
Teacher’s Guide to Assessment &Portfolio
 from Farewell to Manzanar (602)
meaning from literary texts and comprehend them.
 Writing Workshops
 Writing Workshop: Persuasive Essay (616)
EA Identify the characteristics of sub genres (e.g., satire,
 Writing Workshop: Research Report (1105)
pastoral, allegory) that are used in various genres.
McDougal Littell Language Network
 Standards Cluster Test 2
EA Identify the function of dialog, scene design, and asides in
 Column Notes (T.E.)
dramatic literature.
 Grammar, Usage, & Mechanics (3-299)
A Describe the functions of dialogue, scene design, asides,
 Weekly Vocabulary and Spelling
Cluster 3: Drama
and soliloquies in drama.
 ESL English Grammar Survival Kit
 Writing and Communication Master
 Learning the Language of Literature: Drama
 Grammar, Usage, and Mechanics Workbook
284)
 Revising Sentences (363-377)
 Learning the Language of Literature: Myths and
 Style & Effective Language(379)
Legends (1015)
 from Antigone (1018)
McDougal Littell Companion Web Site
 Writing Workshop: Opinion Statement (138)
 http://rubistar.4teachers.org/ (Rubrics)
 classzone.com (login code @inside cover of TE)
 Standards Cluster Test 3
Page
6 Core Literature
 Julius Caesar
 Othello
 Antigone
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 PACING PLAN
10th Grade English
English 2RCP, English 2, English 2 Academy (All), and English 2H
Revised 5-23-2011
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 2nd Quarter
 CA State ELD “Focus” Standards 2nd Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Reading Standards
Analyzing Themes
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
2
1
3.5 Determine characters’ traits by what the characters say
I Read a literary selection and use detailed sentences to
 The Writing Process (1142-1168)
Cluster 2: Expository & Narrative Nonfiction
about themselves in narration, dialogue, dramatic
explain orally the elements of theme, plot, setting, and
 Grammar Handbook (1179-1215)
monologue, and soliloquy.
characters.
 Reading for Information
 Learning the Language of Literature: Nonfiction
I Use expanded vocabulary and descriptive words and
 Reading Tool Kit (Binder)
(104)
paraphrasing for oral and written responses to texts.
 Unit Resource Books
 Dial Versus Digital (47 or IR)
I Use detailed sentences to compare and contrast orally a
 Spanish Study Guide
 Montgomery Boycott 124)
similar theme or topic across three genres.
 Formal Assessment
 Learning the Language of Literature: Theme (145)
EA Compare and contrast orally and in writing a similar
 Resource Management Guide
 Real World Link: A Eulogy to Dr. Martin Luther
theme or topic across several genres by using detailed
 Integrated Assessment
King, Jr. (136)
sentences.
 Literary Analysis Transparencies
 Through the One-Way Mirror, The Border: A
A Compare and contrast a similar theme or topic across
 Daily Language Practice
Glare of Truth (170 or IR)
genres and explain how the genre shapes the theme or topic.  Grammar Exercises
 Real World Link: To Make a Nation (181)
 Daily Language Transparencies
 Getting a Job (111 or IR)
Reading Standards
Describe Characteristics of Literary Texts
 Vocabulary Transparencies & Copy Masters
 from Night: Nobel Prize Acceptance Speech
1
3. 10 Identify and describe the function of dialogue, scene
I Read text and use detailed sentences to respond orally to
1
 Grammar Transparencies & Copy Masters
(592)
designs, soliloquies, asides, and character foils in
factual comprehension questions about three forms of
Teacher’s Guide to Assessment &Portfolio
 from Farewell to Manzanar (602)
dramatic literature.
literature.
 Writing Workshops
 Writing Workshop: Persuasive Essay (616)
I Apply knowledge of language to analyze and derive
 Writing Workshop: Research Report (1105)
meaning from literary texts and comprehend them.
McDougal Littell Language Network
 Standards Cluster Test 2
EA Identify the characteristics of sub genres (e.g., satire,
 Column Notes (T.E.)
pastoral, allegory) that are used in various genres.
 Grammar, Usage, & Mechanics (3-299)
EA Identify the function of dialog, scene design, and asides in
 Weekly Vocabulary and Spelling
Cluster 3: Drama
dramatic literature.
 ESL English Grammar Survival Kit
A Describe the functions of dialogue, scene design, asides,
 Writing and Communication Master
 Learning the Language of Literature: Drama
and soliloquies in drama.
 Grammar, Usage, and Mechanics Workbook
284)
 Revising Sentences (363-377)
 Learning the Language of Literature: Myths and
 Style & Effective Language(379)
Legends (1015)
 from Antigone (1018)
McDougal Littell Companion Web Site
 Writing Workshop: Opinion Statement (138)
 http://rubistar.4teachers.org/ (Rubrics)
 classzone.com (login code @inside cover of TE)
 Standards Cluster Test 3
Page
7 Core Literature
 Julius Caesar
 Othello
 Antigone
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 PACING PLAN
10th Grade English
English 2RCP, English 2, English 2 Academy (All), and English 2H
Revised 5-23-2011
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
?
CST
?
3
1
3
3
3
3
 CA State ELA “Focus” Standards 2nd Quarter
Reading Standards
3.11 Evaluate the aesthetic qualities of style, including the
impact of diction and figurative language on tone, mood,
and theme, using terminology of literary criticism.
Writing Standards
1.1 Establish a controlling impression or coherent thesis that
conveys a clear distinctive perspective on the subject and
maintain a consistent tone and focus throughout the piece
of writing.
1.2 Use precise language, action verbs, sensory details,
appropriate modifiers, and the active rather than the
passive voice.
 CA State ELD “Focus” Standards 2nd Quarter
Language Objective/Goal
Describe Literary Elements
I Use detailed sentences to orally identify at least two ways in
which poets use personification, figures of speech, and sound.
EA Identify techniques that have specific rhetorical or
aesthetic purposes in literary texts (e.g., irony, tone, mood,
“sound” of language).
EA Identify several literary elements and techniques (e.g.,
figurative language, imagery, and symbolism).
EA Read and identify ways in which poets use
personification, figures of speech, imagery, and the “sound”
of language.
A Explain the significance of several literary elements and
techniques (e.g., figurative language, imagery, allegory, and
symbolism).
Use Elements of Discourse
I Recognize elements of characterization in a piece of writing
and apply the same techniques when writing.
EA Use appropriate language variations and genres in writing
for language arts and other content areas.
EA Identify in writing the various elements of discourse (e.g.,
purpose, speaker, audience, form).
A Produce writing by using various elements of discourse
(e.g., purpose, speaker, audience, form) in narrative,
expository, persuasive, informational, and/or descriptive
writing.
 Suggested Resources
McDougal Littell Language of Literature
 Column Notes (T.E.)
 The Writing Process (1142-1168)
 Grammar Handbook (1179-1215)
 Reading for Information
 Reading Tool Kit (Binder)
 Unit Resource Books
 Spanish Study Guide
 Formal Assessment
 Resource Management Guide
 Integrated Assessment
 Literary Analysis Transparencies
 Daily Language Practice
 Grammar Exercises
 Daily Language Transparencies
 Vocabulary Transparencies & Copy Masters
 Grammar Transparencies & Copy Masters
Teacher’s Guide to Assessment &Portfolio
 Writing Workshops
McDougal Littell Language Network
 Column Notes (T.E.)
 Grammar, Usage, & Mechanics (3-299)
 Weekly Vocabulary and Spelling
 ESL English Grammar Survival Kit
 Writing and Communication Master
 Grammar, Usage, and Mechanics Workbook
 Revising Sentences (363-377)
 Style & Effective Language(379)
McDougal Littell Companion Web Site
 http://rubistar.4teachers.org/ (Rubrics)
 classzone.com (login code @inside cover of TE)
McDougal Littell Language of Literature
Cluster 2: Expository & Narrative Nonfiction
 Learning the Language of Literature: Nonfiction
(104)
 Dial Versus Digital (47 or IR)
 Montgomery Boycott 124)
 Learning the Language of Literature: Theme (145)
 Real World Link: A Eulogy to Dr. Martin Luther
King, Jr. (136)
 Through the One-Way Mirror, The Border: A
Glare of Truth (170 or IR)
 Real World Link: To Make a Nation (181)
 Getting a Job (111 or IR)
 from Night: Nobel Prize Acceptance Speech
(592)
 from Farewell to Manzanar (602)
 Writing Workshop: Persuasive Essay (616)
 Writing Workshop: Research Report (1105)
 Standards Cluster Test 2
Cluster 3: Drama
 Learning the Language of Literature: Drama
284)
 Learning the Language of Literature: Myths and
Legends (1015)
 from Antigone (1018)
 Writing Workshop: Opinion Statement (138)

Standards Cluster Test 3
Core Literature
 Julius Caesar
 Othello
 Antigone
8 Page
 Suggested Literature/Activities
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 9 Page
PACING PLAN
10th Grade English
English 2RCP, English 2, English 2 Academy (All), and English 2H
Revised 5-23-2011
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 2nd Quarter
 CA State ELD “Focus” Standards 2nd Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Writing Standards
Write Expository Compositions and Research Reports
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
0
2
1.7 Use appropriate conventions for documentation in the
I Investigate and research a topic in a content area and
 The Writing Process (1142-1168)
Cluster 2: Expository & Narrative Nonfiction
text, notes, and bibliographies by adhering to those in
develop a brief essay or report that includes source citations.
 Grammar Handbook (1179-1215)
style manuals
I Write brief expository compositions and reports that (a)
 Reading for Information
 Learning the Language of Literature: Nonfiction
0
N/A
1.8 Design and publish documents by using advanced
include a thesis and some supporting details; (b) provide
 Reading Tool Kit (Binder)
(104)
publishing software and graphic programs. Integrate
information from primary sources: and (c) include charts and
 Unit Resource Books
 Dial Versus Digital (47 or IR)
databases, graphics, and spreadsheets into word processed
graphs.
 Montgomery Boycott 124)
document.
EA Write reflective compositions that explore the significance  Spanish Study Guide
   Formal Assessment
 Learning the Language of Literature: Theme (145)
2.3 Write expository compositions.
of events.
 Resource Management Guide
 Real World Link: A Eulogy to Dr. Martin Luther
EA Develop a clear thesis and support it by using analogies,
 Integrated Assessment
King, Jr. (136)
quotations, and facts appropriately.
 Literary Analysis Transparencies
 Through the One-Way Mirror, The Border: A
EA Write expository compositions and reports that convey
 Daily Language Practice
Glare of Truth (170 or IR)
information from primary and secondary sources and use
 Grammar Exercises
 Real World Link: To Make a Nation (181)
some technical terms, use appropriate tone and voice for the
 Daily Language Transparencies
 Getting a Job (111 or IR)
purpose, audience and subject matter.
 Vocabulary Transparencies & Copy Masters
 from Night: Nobel Prize Acceptance Speech
A Write expository compositions, including analytical essays
 Grammar Transparencies & Copy Masters
(592)
and research reports, for the language arts and other content
Teacher’s Guide to Assessment &Portfolio
 from Farewell to Manzanar (602)
areas and provide evidence in support of a thesis and
 Writing Workshops
 Writing Workshop: Persuasive Essay (616)
related claims.
 Writing Workshop: Research Report (1105)
A Produce writing that establishes a controlling impression or
McDougal Littell Language Network
 Standards Cluster Test 2
thesis.
 Column Notes (T.E.)
 Grammar, Usage, & Mechanics (3-299)
 Weekly Vocabulary and Spelling
Cluster 3: Drama
Listening and Speaking
Speak to Be Understood
 ESL English Grammar Survival Kit
N/A
N/A
1.5 Recognize and use elements of classical speech forms in
I Make oneself be understood when speaking by using
 Writing and Communication Master
 Learning the Language of Literature: Drama
formulating rational arguments and applying the art of
consistent standard English grammatical forms, sounds;
 Grammar, Usage, and Mechanics Workbook
284)
persuasion and debate.
however, some rules may not be followed (e.g., third-person
 Revising Sentences (363-377)
 Learning the Language of Literature: Myths and
singular, male and female pronouns).
 Style & Effective Language(379)
Legends (1015)
EA Make oneself understood when speaking by using
 from Antigone (1018)
consistent standard English grammatical forms, sounds,
McDougal Littell Companion Web Site
 Writing Workshop: Opinion Statement (138)
intonation, pitch, and modulation but may make random
 http://rubistar.4teachers.org/ (Rubrics)
errors.
 classzone.com (login code @inside cover of TE)
 Standards Cluster Test 3
A Speak clearly and comprehensibly by using standard
English grammatical forms, sounds, intonation, pitch, and
Core Literature
modulation.
 Julius Caesar
 Othello
 Antigone
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 PACING PLAN
10th Grade English
English 2RCP, English 2, English 2 Academy (All), and English 2H
Revised 5-23-2011
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 2nd Quarter
 CA State ELD “Focus” Standards 2nd Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Listening and Speaking
Identify Media Messages
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
N/A
N/A
1.10 Analyze historically significant speeches to find the
I Identify a variety of media messages (e.g., radio, television,
 The Writing Process (1142-1168)
Cluster 2: Expository & Narrative Nonfiction
rhetorical devices and features that make them
movies) and give some details supporting the messages.
 Grammar Handbook (1179-1215)
memorable.
A Identify strategies used by the media to present information
 Reading for Information
 Learning the Language of Literature: Nonfiction
for various purposes (e.g., to inform, entertain, or persuade).
 Reading Tool Kit (Binder)
(104)
 Unit Resource Books
 Dial Versus Digital (47 or IR)
Listening and Speaking
Deliver Oral Presentations
 Spanish Study Guide
 Montgomery Boycott 124)
N/A
N/A
2.4 Deliver oral responses to literature.
I Prepare and deliver short presentations on ideas, premises,
 Formal Assessment
 Learning the Language of Literature: Theme (145)
or images obtained from various common sources.
 Resource Management Guide
 Real World Link: A Eulogy to Dr. Martin Luther
EA Prepare and deliver brief oral presentations/reports on
 Integrated Assessment
King, Jr. (136)
historical investigations, a problem and solution or
 Literary Analysis Transparencies
 Through the One-Way Mirror, The Border: A
a cause and effect.
 Daily Language Practice
Glare of Truth (170 or IR)
EA Prepare and deliver presentations that follow a process of
 Grammar Exercises
 Real World Link: To Make a Nation (181)
organization and use various sources.
 Daily Language Transparencies
 Getting a Job (111 or IR)
A Prepare and deliver presentations and reports in various
 Vocabulary Transparencies & Copy Masters
 from Night: Nobel Prize Acceptance Speech
content areas, including a purpose, point of view,
 Grammar Transparencies & Copy Masters
(592)
introduction, coherent transition, and appropriate
Teacher’s Guide to Assessment &Portfolio
 from Farewell to Manzanar (602)
Conclusions.
 Writing Workshops
 Writing Workshop: Persuasive Essay (616)
 Writing Workshop: Research Report (1105)
McDougal Littell Language Network
 Standards Cluster Test 2
 Column Notes (T.E.)
 Grammar, Usage, & Mechanics (3-299)
 Weekly Vocabulary and Spelling
Cluster 3: Drama
 ESL English Grammar Survival Kit
 Writing and Communication Master
 Learning the Language of Literature: Drama
 Grammar, Usage, and Mechanics Workbook
284)
 Revising Sentences (363-377)
 Learning the Language of Literature: Myths and
 Style & Effective Language(379)
Legends (1015)
 from Antigone (1018)
McDougal Littell Companion Web Site
 Writing Workshop: Opinion Statement (138)
 http://rubistar.4teachers.org/ (Rubrics)
 classzone.com (login code @inside cover of TE)
 Standards Cluster Test 3
Page
10 Core Literature
 Julius Caesar
 Othello
 Antigone
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 11 Page
PACING PLAN
10th Grade English
English 2RCP, English 2, English 2 Academy (All), and English 2H
Revised 5-23-2011
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 3rd Quarter
 CA State ELD “Focus” Standards 3rd Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Language Convention Standards
Create Coherent Paragraphs
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
5
3
1.1 Identify and correctly use clauses, phrases, and mechanics I Uses sentences with consistent variations in grammatical
 The Writing Process (1142-1168)
Cluster 4: Poetry
of punctuation.
form.
 Grammar Handbook (1179-1215)
 Learning the Language of Literature: Poetry (225)
5
3
1.2 Understanding sentence construction and proper English
EA Create coherent paragraphs through effective transitions.
 Reading for Information
 Piano, Those Winter Sundays (228 or IR)
usage.
A Create coherent paragraphs through effective transitions
 Reading Tool Kit (Binder)
 Sonnet 18, Sonnet 30 (233)
5
3
1.3 Demonstrate an understanding of proper English usage
and parallel constructions.
 Unit Resource Books
 Exile (433)
and control of grammar, paragraph and sentence structure,
 Spanish Study Guide
 Lost Sister (439)
diction and syntax.
 Formal Assessment
 Fifth Grade Autobiography, Remembered (462)
 Resource Management Guide
 Learning the Language of Literature: Symbolism
Language Convention Standards
Revise Writing
and Figurative Language (819)
0
3
1.4 Produce legible work that shows accurate spelling and
I Revise writing for appropriate word choice and organization,  Integrated Assessment
 Literary Analysis Transparencies
 Writing Workshop: Interpretive Essay (861)
correct use of the conventions of punctuation and
with variation in grammatical forms and spelling.
 Daily Language Practice
capitalization.
EA Revise writing for appropriate word choice, organization,
 Grammar Exercises
 Standards Cluster Test 4
0
1
1.5 Reflect appropriate manuscript requirements, including
consistent point of view, and transitions, with some variation
 Daily Language Transparencies
title page presentation, pagination, spacing and margins,
in grammatical forms and spelling.
 Vocabulary Transparencies & Copy Masters
Cluster 5: Author Study
and integrate source.
A Revise writing for appropriate word choice, organization,
 Grammar Transparencies & Copy Masters
consistent point of view, and transitions, with approximate
Teacher’s Guide to Assessment &Portfolio
 Learning the Language of Literature: Author’s
standard grammatical forms and spelling.
 Writing Workshops
Perspective (452)
 Alice Walker Author Study Life and Times (499)
Reading Standards
Use Analogies and Metaphors
McDougal Littell Language Network
Everyday Use (503 or IR)
5
5
1.1 Identify and use the literal and figurative meanings of
I Demonstrate sufficient knowledge of English syntax to
 Column Notes (T.E.)
Women, Poem at Thirty-Nine (512)
words and understand word derivations.
interpret the meaning of idioms, analogies, and metaphors.
 Grammar, Usage, & Mechanics (3- 299)
On Writing Poetry (521)
EA Recognize idioms, analogies, and metaphors in literature
 Weekly Vocabulary and Spelling
from In Search of Our Mother’s Gardens (522)
and texts in content areas.
 ESL English Grammar Survival Kit
 John Steinbeck Author Study Life and Times
A Use common idioms, some analogies and metaphors (e.g.,
 Writing and Communication Master
(918)
“shine like a star,” and “let the cat out of the bag”).
 Grammar, Usage, and Mechanics Workbook
The Flood, The Grapes of Wrath: Photo Essay (922)
 Revising Sentences (363-377)
from Travels with Charlie (935)
 Style & Effective Language(379)
Letter to Edith Mirrielees, from Nobel Prize
Reading Standards
Recognize Words with Multiple Meanings
Acceptance Speech (941)
2
2
1.2 Distinguish between the denotative and connotative
EA Recognize that some words have multiple meanings and
McDougal Littell Companion Web Site
 Learning the language of Literature: Style (961)
meanings of words and interpret the connotative power of
apply this knowledge to understanding texts.
 http://rubistar.4teachers.org/ (Rubrics)
 Writing Workshop: Cause and Effect Essay (800)
words.
I Recognize that some words sometimes have multiple
 classzone.com (login code @ inside cover of TE)
0
2
2.3 Generate relevant questions about readings on issues that
meanings.
 Standards Cluster Test 5
can be researched.
A Recognize that some words have multiple meanings and
Core Literature
0
2
3.2 Compare and contrast the presentation of a similar theme
apply this knowledge consistently in reading literature and
 Night
or topic across genres to explain how the selection of
texts in content areas.
 Lord of the Flies
genre shapes the theme or topic.
 Mexican Folktales
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 12 Page
PACING PLAN
10th Grade English
English 2RCP, English 2, English 2 Academy (All), and English 2H
Revised 5-23-2011
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 3rd Quarter
 CA State ELD “Focus” Standards 3rd Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Reading Standards
Recognize Words with Multiple Meanings
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
2
2
3.7 Recognize and understand the significance of various
EA Recognize that some words have multiple meanings and
 The Writing Process (1142-1168)
Cluster 4: Poetry
literary devices, including figurative language, imagery,
apply this knowledge to understanding texts.
 Grammar Handbook (1179-1215)
 Learning the Language of Literature: Poetry (225)
allegory and symbolism and explain their appeal.
I Recognize that some words sometimes have multiple
 Reading for Information
 Piano, Those Winter Sundays (228 or IR)
2
1
3.8 Interpret and evaluate the impact of ambiguities, subtleties,
meanings.
 Reading Tool Kit (Binder)
 Sonnet 18, Sonnet 30 (233)
contradictions, ironies, and incongruities in a text.
A Recognize that some words have multiple meanings and
 Exile (433)
apply this knowledge consistently in reading literature and texts  Unit Resource Books
 Spanish Study Guide
 Lost Sister (439)
in content areas.
 Formal Assessment
 Fifth Grade Autobiography, Remembered (462)
Reading Standards
Analyze Literature by Periods and Themes
 Resource Management Guide
 Learning the Language of Literature: Symbolism
3
1
3.12 Analyze the ways in which a work of literature is related to
EA Identify recognized works of American literature and the
 Integrated Assessment
and Figurative Language (819)
the themes and issues of historical periods.
genre to which they belong to contrast major periods, themes,
 Literary Analysis Transparencies
 Writing Workshop: Interpretive Essay (861)
and trends.
 Daily Language Practice
EA Identify recognized works of world literature and contrast
 Grammar Exercises
 Standards Cluster Test 4
the major literary forms and techniques.
 Daily Language Transparencies
A Relate the literary works of authors to the major themes and
 Vocabulary Transparencies & Copy Masters
Cluster 5: Author Study
issues of their eras.
 Grammar Transparencies & Copy Masters
A Analyze recognized works of American literature and
Teacher’s Guide to Assessment &Portfolio
 Learning the Language of Literature: Author’s
identify their genre to contrast major periods and trends.
 Writing Workshops
Perspective (452)
Writing Standards
Write Expository Compositions and Research Reports
 Alice Walker Author Study Life and Times (499)
I Investigate and research a topic in a content area and develop
0
2
1.3 Use clear research questions and suitable research methods
McDougal Littell Language Network
Everyday Use (503 or IR)
a brief essay or report that includes source citations.
to elicit and present evidence from primary and secondary
 Column Notes (T.E.)
Women, Poem at Thirty-Nine (512)
I Write brief expository compositions and reports that (a)
sources.
 Grammar, Usage, & Mechanics (3- 299)
On Writing Poetry (521)
include a thesis and some supporting details; (b) provide
0
N/A
1.6 Integrate quotations and citations into a written text while
 Weekly Vocabulary and Spelling
from In Search of Our Mother’s Gardens (522)
information from primary sources: and (c) include charts and
maintaining the flow of ideas.
 ESL English Grammar Survival Kit
 John Steinbeck Author Study Life and Times
graphs.
3
6
1.9 Revise writing to improve the logic and coherence of the
 Writing and Communication Master
(918)
EA Write reflective compositions that explore the significance
organization and controlling perspective, the precision of
 Grammar, Usage, and Mechanics Workbook
The Flood, The Grapes of Wrath: Photo Essay (922)
of events.
word choice, and the tone by taking into consideration the
 Revising Sentences (363-377)
from Travels with Charlie (935)
EA Develop a clear thesis and support it by using analogies,
audience, purpose, and formality of the context.
 Style & Effective Language(379)
Letter to Edith Mirrielees, from Nobel Prize
  quotations, and facts appropriately.
2.4 Write persuasive compositions.
Acceptance Speech (941)
EA Write expository compositions and reports that convey
McDougal Littell Companion Web Site
 Learning the language of Literature: Style (961)
information from primary and secondary sources and use some
 http://rubistar.4teachers.org/ (Rubrics)
 Writing Workshop: Cause and Effect Essay (800)
technical terms, use appropriate tone and voice for the purpose,
 classzone.com (login code @ inside cover of TE)
audience and subject matter.
 Standards Cluster Test 5
A Write expository compositions, including analytical essays
Core Literature
and research reports, for the language arts and other content
 Night
areas and provide evidence in support of a thesis and related
 Lord of the Flies
claims.
 Mexican Folktales
A Produce writing that establishes a controlling impression or
thesis.
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 13 Page
PACING PLAN
10th Grade English
English 2RCP, English 2, English 2 Academy (All), and English 2H
Revised 5-23-2011
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 3rd Quarter
 CA State ELD “Focus” Standards 3rd Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Listening and Speaking
Speak to Be Understood
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
N/A
N/A
1.4 Choose appropriate techniques for developing the
I Make oneself be understood when speaking by using
 The Writing Process (1142-1168)
Cluster 4: Poetry
introduction and conclusion.
consistent standard English grammatical forms, sounds;
 Grammar Handbook (1179-1215)
 Learning the Language of Literature: Poetry (225)
N/A
N/A
1.7 Use props, visual aids, graphs, and electronic media to
however, some rules may not be followed (e.g., third-person
 Reading for Information
 Piano, Those Winter Sundays (228 or IR)
enhance the appeal and accuracy of presentations.
singular, male and female pronouns).
 Reading Tool Kit (Binder)
 Sonnet 18, Sonnet 30 (233)
N/A
N/A
1.9 Analyze the occasion and the interests of the audience
EA Make oneself understood when speaking by using
 Unit Resource Books
 Exile (433)
and choose effective verbal and nonverbal techniques for
consistent standard English grammatical forms, sounds,
 Spanish Study Guide
 Lost Sister (439)
presentations.
intonation, pitch, and modulation but may make random
 Formal Assessment
 Fifth Grade Autobiography, Remembered (462)
errors.
 Resource Management Guide
 Learning the Language of Literature: Symbolism
A Speak clearly and comprehensibly by using standard
 Integrated Assessment
and Figurative Language (819)
English grammatical forms, sounds, intonation, pitch, and
 Literary Analysis Transparencies
 Writing Workshop: Interpretive Essay (861)
modulation.
 Daily Language Practice
Listening and Speaking Standards
Identify Media Messages
 Grammar Exercises
 Standards Cluster Test 4
N/A
N/A
1.11 Assess how language and delivery affect the mood and
I Identify a variety of media messages (e.g., radio, television,
 Daily Language Transparencies
tone of the oral communication and make an impact on
movies) and give some details supporting the messages.
 Vocabulary Transparencies & Copy Masters
Cluster 5: Author Study
an audience.
A Identify strategies used by the media to present information
 Grammar Transparencies & Copy Masters
N/A
N/A
1.14 Identify the aesthetic effects of a media presentation and
for various purposes (e.g., to inform, entertain, or persuade).
Teacher’s Guide to Assessment &Portfolio
 Learning the Language of Literature: Author’s
evaluate the techniques use develop create them.
 Writing Workshops
Perspective (452)
 Alice Walker Author Study Life and Times (499)
McDougal Littell Language Network
Everyday Use (503 or IR)
 Column Notes (T.E.)
Women, Poem at Thirty-Nine (512)
 Grammar, Usage, & Mechanics (3- 299)
On Writing Poetry (521)
 Weekly Vocabulary and Spelling
from In Search of Our Mother’s Gardens (522)
 ESL English Grammar Survival Kit
 John Steinbeck Author Study Life and Times
 Writing and Communication Master
(918)
 Grammar, Usage, and Mechanics Workbook
The Flood, The Grapes of Wrath: Photo Essay (922)
 Revising Sentences (363-377)
from Travels with Charlie (935)
 Style & Effective Language(379)
Letter to Edith Mirrielees, from Nobel Prize
Acceptance Speech (941)
McDougal Littell Companion Web Site
 Learning the language of Literature: Style (961)
 http://rubistar.4teachers.org/ (Rubrics)
 Writing Workshop: Cause and Effect Essay (800)
 classzone.com (login code @ inside cover of TE)
 Standards Cluster Test 5
Core Literature
 Night
 Lord of the Flies
 Mexican Folktales
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 14 Page
PACING PLAN
10th Grade English
English 2RCP, English 2, English 2 Academy (All), and English 2H
Revised 5-23-2011
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 3rd Quarter
 CA State ELD “Focus” Standards 3rd Quarter
 Suggested Resources
 Suggested Literature/Activities
?
?
Language Objective/Goal
Listening and Speaking Standards
Deliver Oral Presentations
McDougal Littell Language of Literature
McDougal Littell Language of Literature
 Column Notes (T.E.)
N/A
N/A
2.5 Deliver persuasive arguments.
I Prepare and deliver short presentations on ideas, premises,
 The Writing Process (1142-1168)
Cluster 4: Poetry
or images obtained from various common sources.
 Grammar Handbook (1179-1215)
 Learning the Language of Literature: Poetry (225)
EA Prepare and deliver brief oral presentations/reports on
 Reading for Information
 Piano, Those Winter Sundays (228 or IR)
historical investigations, a problem and solution, or a cause
 Reading Tool Kit (Binder)
 Sonnet 18, Sonnet 30 (233)
and effect.
 Unit Resource Books
 Exile (433)
EA Prepare and deliver presentations that follow a process of
 Spanish Study Guide
 Lost Sister (439)
organization and use various sources.
 Formal Assessment
 Fifth Grade Autobiography, Remembered (462)
A Prepare and deliver presentations and reports in various
 Resource Management Guide
 Learning the Language of Literature: Symbolism
content areas, including a purpose, point of view,
 Integrated Assessment
and Figurative Language (819)
introduction, coherent transition, and appropriate conclusions.
 Literary Analysis Transparencies
 Writing Workshop: Interpretive Essay (861)
 Daily Language Practice
 Grammar Exercises
 Standards Cluster Test 4
 Daily Language Transparencies
 Vocabulary Transparencies & Copy Masters
Cluster 5: Author Study
 Grammar Transparencies & Copy Masters
Teacher’s Guide to Assessment &Portfolio
 Learning the Language of Literature: Author’s
 Writing Workshops
Perspective (452)
 Alice Walker Author Study Life and Times (499)
McDougal Littell Language Network
Everyday Use (503 or IR)
 Column Notes (T.E.)
Women, Poem at Thirty-Nine (512)
 Grammar, Usage, & Mechanics (3- 299)
On Writing Poetry (521)
 Weekly Vocabulary and Spelling
from In Search of Our Mother’s Gardens (522)
 ESL English Grammar Survival Kit
 John Steinbeck Author Study Life and Times
 Writing and Communication Master
(918)
 Grammar, Usage, and Mechanics Workbook
The Flood, The Grapes of Wrath: Photo Essay (922)
 Revising Sentences (363-377)
from Travels with Charlie (935)
 Style & Effective Language(379)
Letter to Edith Mirrielees, from Nobel Prize
Acceptance Speech (941)
McDougal Littell Companion Web Site
 Learning the language of Literature: Style (961)
 http://rubistar.4teachers.org/ (Rubrics)
 Writing Workshop: Cause and Effect Essay (800)
 classzone.com (login code @ inside cover of TE)
 Standards Cluster Test 5
Core Literature
 Night
 Lord of the Flies
 Mexican Folktales
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 PACING PLAN
10th Grade English
English 2RCP, English 2, English 2 Academy (All), and English 2H
Revised 5-23-2011
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
?
CST
?
5
3
5
3
5
3
0
3
0
3
5
2
Language Convention Standards
1.1 Identify and correctly use clauses, phrases, and mechanics
of punctuation.
1.2 Understanding sentence construction and proper English
usage.
1.3 Demonstrate an understanding of proper English usage
and control of grammar, paragraph and sentence structure,
diction and syntax.
Language Convention Standards
1.4 Produce legible work that shows accurate spelling and
correct use of the conventions of punctuation and
capitalization.
1.5 Reflect appropriate manuscript requirements, including
title page presentation, pagination, spacing and margins,
and integrate source.
Reading Standards
1.1 Identify and use the literal and figurative meanings of
words and understand word derivations.
Reading Standards
1.2 Distinguish between the denotative and connotative
meanings of words and interpret the connotative power of
words.
 CA State ELD “Focus” Standards 4th Quarter
Language Objective/Goal
Create Coherent Paragraphs
I Uses sentences with consistent variations in grammatical
form.
EA Create coherent paragraphs through effective transitions.
A Create coherent paragraphs through effective transitions
and parallel constructions.
Revise Writing
I Revise writing for appropriate word choice and organization,
with variation in grammatical forms and spelling.
EA Revise writing for appropriate word choice, organization,
consistent point of view, and transitions, with some variation
in grammatical forms and spelling.
A Revise writing for appropriate word choice, organization,
consistent point of view, and transitions, with approximate
standard grammatical forms and spelling.
Use Analogies and Metaphors
I Demonstrate sufficient knowledge of English syntax to
interpret the meaning of idioms, analogies, and metaphors.
EA Recognize idioms, analogies, and metaphors in literature
and texts in content areas.
A Use common idioms some analogies and metaphors (e.g.,
“shine like a star,” and “let the cat out of the bag”).
Recognize Words with Multiple Meanings
I Recognize that words sometimes have multiple meanings.
EA Recognize that some words have multiple meanings and
apply this knowledge to understanding texts.
A Recognize that some words have multiple meanings and
apply this knowledge consistently tin reading literature and
texts in content areas.
Page
15 2
5
 CA State ELA “Focus” Standards 4th Quarter
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Resources
McDougal Littell Language of Literature
 Column Notes (T.E.)
 The Writing Process (1142-1168)
 Grammar Handbook (1179-1215)
 Reading for Information
 Reading Tool Kit (Binder)
 Unit Resource Books
 Spanish Study Guide
 Formal Assessment
 Resource Management Guide
 Integrated Assessment
 Literary Analysis Transparencies
 Daily Language Practice
 Grammar Exercises
 Daily Language Transparencies
 Vocabulary Transparencies & Copy Masters
 Grammar Transparencies & Copy Masters
Teacher’s Guide to Assessment & Portfolio
 Writing Workshops
McDougal Littell Language Network
 Column Notes (T.E.)
 Grammar, Usage, & Mechanics (3- 299)
 Weekly Vocabulary and Spelling
 ESL English Grammar Survival Kit
 Writing and Communication Master
 Grammar, Usage, and Mechanics Workbook
 Revising Sentences (363-377)
 Style & Effective Language(379)
McDougal Littell Companion Web Site
 http://rubistar.4teachers.org (Rubrics)
 classzone.com (login code @ inside cover of TE)
 Suggested Literature/Activities
McDougal Littell Language of Literature
Cluster 6: Functional Documents
 Real World Link: Volkswagen Television Ad
(916)
 Reading Handbook: Reading for Different
Purposes (1120)
 Reading Handbook: Reading Different Formats
(1123)
 Reading Handbook: Functional Reading (1140)
 Writing Handbook: Business Writing (1169)
 Writing Workshop: Focused Description (212)

Standards Cluster Test 6
Core Literature
 Joy Luck Club
 Things Fall Apart
 A Separate Peace
PACING PLAN
10th Grade English
English 2RCP, English 2, English 2 Academy (All), and English 2H
Revised 5-23-2011
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
?
3
0
2
2
3
2
3
N/A
0
16 Page
CST
?
2
 CA State ELA “Focus” Standards 4th Quarter
Reading Standards
Review all reading standards
2.1 Analyze the structure and format of functional workplace
documents, including the graphics and headers, and
explain how authors use the features to achieve their
purpose.
2.2 Prepare a bibliography of reference materials for a report
using a variety of consumer, workplace and public
documents.
Reading Standards
Review all reading standards
2.4 Synthesize the content from several sources or works by a
single author dealing with a single issue; paraphrase the
ideas and connect them to other sources and related topics
to demonstrate comprehension.
2.5 Extend ideas presented in primary and secondary sources
through original analysis, evaluation, and elaboration.
Reading Standards
Review all reading standards
2.6 Demonstrate use of sophisticated learning tools by
following technical directions (e.g., those found with
graphic calculators and specialized software programs
and in access guides to World Wide Web sites on
the Internet).
 CA State ELD “Focus” Standards 4th Quarter
Language Objective/Goal
Analyze Text Features
I Read and use simple sentences to identify orally the features and
the rhetorical devices of simple excerpts of public and workplace
documents and content area texts.
I Read workplace documents and orally identify the structure and
format (e.g., graphics and headers) and give one brief example of
how the author uses the feature to achieve his or her purpose.
EA Analyze the structure and format of workplace documents and
the way in which authors use structure and format to achieve their
purposes.
EA Analyze the features and rhetorical devices of at least two
types of documents intended for the general public (e.g.,
warranties, contracts, manuals, magazines, and textbooks).
A Analyze the features and rhetorical devices of different types of
public documents and the way authors use those features and
devices.
Synthesize Ideas
I Read text and use detailed sentences to identify orally the main
ideas and use them to make predictions about informational text,
literacy text, and text in content areas.
(CELDT)
EA Apply knowledge of language to achieve comprehension of
informational materials, literary texts, and texts in content areas.
A Apply knowledge of language to achieve comprehension of
informational materials, literary texts, and texts in content areas.
A Prepare a brief research or synthesizing paper in a content area
and analyze ideas from several sources to present a coherent
argument or conclusion arranged in the proper
format, including a bibliography.
Follow Directions
I Understand and orally explain most multiple step directions for
using a simple mechanical device and filling out simple
applications.
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Resources
McDougal Littell Language of Literature
 Column Notes (T.E.)
 The Writing Process (1142-1168)
 Grammar Handbook (1179-1215)
 Reading for Information
 Reading Tool Kit (Binder)
 Unit Resource Books
 Spanish Study Guide
 Formal Assessment
 Resource Management Guide
 Integrated Assessment
 Literary Analysis Transparencies
 Daily Language Practice
 Grammar Exercises
 Daily Language Transparencies
 Vocabulary Transparencies & Copy Masters
 Grammar Transparencies & Copy Masters
Teacher’s Guide to Assessment & Portfolio
 Writing Workshops
McDougal Littell Language Network
 Column Notes (T.E.)
 Grammar, Usage, & Mechanics (3- 299)
 Weekly Vocabulary and Spelling
 ESL English Grammar Survival Kit
 Writing and Communication Master
 Grammar, Usage, and Mechanics Workbook
 Revising Sentences (363-377)
 Style & Effective Language(379)
McDougal Littell Companion Web Site
 http://rubistar.4teachers.org (Rubrics)
 classzone.com (login code @ inside cover of TE)
 Suggested Literature/Activities
McDougal Littell Language of Literature
Cluster 6: Functional Documents
 Real World Link: Volkswagen Television Ad
(916)
 Reading Handbook: Reading for Different
Purposes (1120)
 Reading Handbook: Reading Different
Formats (1123)
 Reading Handbook: Functional Reading
(1140)
 Writing Handbook: Business Writing (1169)
 Writing Workshop: Focused Description
(212)

Standards Cluster Test 6
Core Literature
 Joy Luck Club
 Things Fall Apart
 A Separate Peace
PACING PLAN
10th Grade English
English 2RCP, English 2, English 2 Academy (All), and English 2H
Revised 5-23-2011
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
?
3
5
1
CST
?
4
4
2
 CA State ELA “Focus” Standards 4th Quarter
Reading Standards
Review all reading standards
2.7 Critique the logic of functional documents by examining
the sequence of information and procedures in
anticipation of possible reader misunderstandings.
Reading Standards
Review all reading standards
2.8 Evaluate the credibility of an author’s argument or
defense of a claim by critiquing the relationship between
generalizations and evidence, the comprehensive of
evidence, and the way in which the author’s intent affects
the structure and tone of the text (e.g., in professional
journals, editorials, political speeches, primary source
material).
 CA State ELD “Focus” Standards 4th Quarter
Language Objective/Goal
Analyze Evidence in Informational Materials
I In detailed sentences identify orally two to three examples of
how clarity of text is affected by the repletion of important
ideas and by syntax.
I Present a brief report that verifies and clarifies facts in two
to three forms of expository text.
EA Read material and analyze how clarity is affected by
patterns of organization, repetition of key ideas, syntax, and
word choice.
A Analyze how clarity is affected by patterns of organization,
hierarchical structures, repetition of key ideas, syntax, and
word choice in texts across content areas.
Evaluate Author’s Credibility
I Listen to an excerpt from a brief political speech and give an
oral critique of the author’s evidence by using simple
sentences.
EA Prepare oral and written reports that evaluate the
credibility of an author’s argument or defense of a claim
(include a bibliography).
A Prepare oral and written reports that evaluate the credibility
of an author’s argument or defense of a claim by critiquing the
relationship between generalizations and evidence. Prepare a
bibliography for the report.
Writing Standards
1.5 Synthesize information from multiple sources and identify
complexities and discrepancies in the information and the
different perspectives found in each medium.
McDougal Littell Language of Literature
 Column Notes (T.E.)
 The Writing Process (1142-1168)
 Grammar Handbook (1179-1215)
 Reading for Information
 Reading Tool Kit (Binder)
 Unit Resource Books
 Spanish Study Guide
 Formal Assessment
 Resource Management Guide
 Integrated Assessment
 Literary Analysis Transparencies
 Daily Language Practice
 Grammar Exercises
 Daily Language Transparencies
 Vocabulary Transparencies & Copy Masters
 Grammar Transparencies & Copy Masters
Teacher’s Guide to Assessment & Portfolio
 Writing Workshops
McDougal Littell Language Network
 Column Notes (T.E.)
 Grammar, Usage, & Mechanics (3- 299)
 Weekly Vocabulary and Spelling
 ESL English Grammar Survival Kit
 Writing and Communication Master
 Grammar, Usage, and Mechanics Workbook
 Revising Sentences (363-377)
 Style & Effective Language(379)
McDougal Littell Companion Web Site
 http://rubistar.4teachers.org (Rubrics)
 classzone.com (login code @ inside cover of TE)
17 Page
 Suggested Resources
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
McDougal Littell Language of Literature
Cluster 6: Functional Documents
 Real World Link: Volkswagen Television Ad
(916)
 Reading Handbook: Reading for Different
Purposes (1120)
 Reading Handbook: Reading Different Formats
(1123)
 Reading Handbook: Functional Reading (1140)
 Writing Handbook: Business Writing (1169)
 Writing Workshop: Focused Description (212)

Standards Cluster Test 6
Core Literature
 Joy Luck Club
 Things Fall Apart
 A Separate Peace
18 Page
PACING PLAN
10th Grade English
English 2RCP, English 2, English 2 Academy (All), and English 2H
Revised 5-23-2011
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 4th Quarter
 CA State ELD “Focus” Standards 4th Quarter
 Suggested Resources
?
?
Language Objective/Goal
Writing Standards
Write Business Letters and Documents
McDougal Littell Language of Literature


 Column Notes (T.E.)
2.5 Write business letters: provide clear and purposeful
I Fill out job applications and prepare resumes that are clear and
 The Writing Process (1142-1168)
information and address the intended audience
provide all needed information.
 Grammar Handbook (1179-1215)
appropriately; use appropriate tone, vocabulary, and
EA Fill out job applications and prepare resumes that are clear and
 Reading for Information
style to take into account the nature of the relationship
purposeful and address the intended audience appropriately
 Reading Tool Kit (Binder)
with, and the knowledge and interests of, the recipients;
A Complete job applications and write resumes that fit the purpose
 Unit Resource Books
highlight central ideas and images; follow conventional
and audience and follow the conventional format for the type of
 Spanish Study Guide
style with page formats, fonts, and spacing that
document.
 Formal Assessment
contribute to the documents’ readability and impact.


 Resource Management Guide
2.6 Write technical documents: report information and
 Integrated Assessment
convey ideas logically and correctly; offer detailed
 Literary Analysis Transparencies
and accurate specifications; include scenarios,
 Daily Language Practice
definitions, and examples to aid comprehension;
 Grammar Exercises
anticipate readers’ problems, mistakes, and
 Daily Language Transparencies
misunderstandings.
 Vocabulary Transparencies & Copy Masters
Listening and Speaking Standards
Speak to Be Understood
 Grammar Transparencies & Copy Masters
N/A
N/A
1.8 Produce concise notes for extemporaneous delivery.
I Make oneself be understood when speaking by using consistent
Teacher’s Guide to Assessment & Portfolio
standard English grammatical forms, sounds; however, some rules
 Writing Workshops
may not be followed (e.g., third-person
singular, male and female pronouns).
McDougal Littell Language Network
EA Make oneself understood when speaking by using consistent
 Column Notes (T.E.)
standard English grammatical forms, sounds, intonation, pitch, and
 Grammar, Usage, & Mechanics (3- 299)
modulation but may make random
 Weekly Vocabulary and Spelling
errors.
 ESL English Grammar Survival Kit
A Speak clearly and comprehensibly by using standard English
 Writing and Communication Master
grammatical forms, sounds, intonation, pitch, and modulation.
 Grammar, Usage, and Mechanics Workbook
Vary Ways of Speaking
 Revising Sentences (363-377)
EA Recognize appropriate ways of speaking that vary according to
 Style & Effective Language(379)
the purpose, audience, and subject matter.
A Consistently use appropriate ways of speaking and writing that
McDougal Littell Companion Web Site
vary according to the purpose, audience, and subject matter.
 http://rubistar.4teachers.org (Rubrics)
Listening and Speaking Standards
Identify Media Messages
 classzone.com (login code @ inside cover of
N/A
N/A
1.12 Evaluate the clarity, quality, effectiveness, and general
I Identify a variety of media messages (e.g., radio, television,
TE)
coherence of a speaker’s important points, arguments,
movies) and give some details supporting the messages.
evidence, organization of ideas, delivery, diction, and
A Identify strategies used by the media to present information for
syntax.
various purposes (e.g., to inform, entertain, or persuade).
N/A
N/A
1.13 Analyze the types of arguments used by the speaker,
including argument by causation, analogy, authority,
emotion, and logic.
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
McDougal Littell Language of Literature
Cluster 6: Functional Documents
 Real World Link: Volkswagen Television
Ad (916)
 Reading Handbook: Reading for Different
Purposes (1120)
 Reading Handbook: Reading Different
Formats (1123)
 Reading Handbook: Functional Reading
(1140)
 Writing Handbook: Business Writing
(1169)
 Writing Workshop: Focused Description
(212)

Standards Cluster Test 6
Core Literature
 Joy Luck Club
 Things Fall Apart
 A Separate Peace
PACING PLAN
10th Grade English
English 2RCP, English 2, English 2 Academy (All), and English 2H
Revised 5-23-2011
 * Teachers may self-select titles from the McDougal Littell anthology and the OUHSD 9th Grade Core Literature List.
* “Focus” Standards will be tested on the OUHSD Benchmark Exam where they appear in the Pacing Plan (unless otherwise noted). “Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 Covered on examination
CAHSEE
CST
 CA State ELA “Focus” Standards 4th Quarter
 CA State ELD “Focus” Standards 4th Quarter
 Suggested Resources
?
?
Language Objective/Goal
Listening and Speaking Standards
Ask and Answer Questions
McDougal Littell Language of Literature
 Column Notes (T.E.)
N/A
N/A
2.3 Apply appropriate interviewing techniques: prepare and ask
I Respond to messages by asking simple questions or by briefly
 The Writing Process (1142-1168)
relevant questions; make notes of responses; use language
restating the message.
 Grammar Handbook (1179-1215)
that conveys maturity, sensitivity, and respect; respond
EA Respond to messages by asking questions, challenging
 Reading for Information
correctly and effectively to questions; demonstrate
statements, or offering examples that affirm the message.
 Reading Tool Kit (Binder)
knowledge of the subject or organization; compile and
Summarize Main Idea
 Unit Resource Books
report responses; evaluate the effectiveness of the
I Identify the main idea and some supporting details of oral
 Spanish Study Guide
interview.
presentations, familiar literature, and key concepts of
 Formal Assessment
subject-matter content.
 Resource Management Guide
A Summarize literary pieces in greater detail by including the
 Integrated Assessment
characters, setting, and plot, and analyzing them in greater detail.
 Literary Analysis Transparencies
(CELDT)
 Daily Language Practice
Listening and Speaking Standards
Deliver Oral Presentations
 Grammar Exercises
N/A
N/A
2.6 Deliver descriptive presentations: establish clearly the
I Prepare and deliver short presentations on ideas, premises, or
 Daily Language Transparencies
speaker’s point of view on the subject of the presentation;
images obtained from various common sources.
 Vocabulary Transparencies & Copy Masters
establish clearly the speaker’s relationship with that
EA Prepare and deliver brief oral presentations/reports on historical
 Grammar Transparencies & Copy Masters
subject; use effective, factual descriptions of appearance,
investigations, a problem and solution or a cause and effect.
Teacher’s Guide to Assessment & Portfolio
concrete images, shifting perspectives and vantage points,
EA Prepare and deliver presentations that follow a process of
 Writing Workshops
and sensory details.
organization and use various sources.
A Prepare and deliver presentations and reports in various content
McDougal Littell Language Network
areas, including a purpose, point of view, introduction, coherent
 Column Notes (T.E.)
transition, and appropriate conclusions
 Grammar, Usage, & Mechanics (3- 299)
 Weekly Vocabulary and Spelling
 ESL English Grammar Survival Kit
 Writing and Communication Master
 Grammar, Usage, and Mechanics
Workbook
 Revising Sentences (363-377)
 Style & Effective Language(379)
Page
19 McDougal Littell Companion Web Site
 http://rubistar.4teachers.org (Rubrics)
 classzone.com (login code @ inside cover of
TE)
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
McDougal Littell Language of Literature
Cluster 6: Functional Documents
 Real World Link: Volkswagen Television Ad
(916)
 Reading Handbook: Reading for Different
Purposes (1120)
 Reading Handbook: Reading Different
Formats (1123)
 Reading Handbook: Functional Reading
(1140)
 Writing Handbook: Business Writing (1169)
 Writing Workshop: Focused Description (212)

Standards Cluster Test 6
Core Literature
 Joy Luck Club
 Things Fall Apart
 A Separate Peace
ENGLISH 11 Course Overview/Pacing Schedule English 11 is the INTERVENTION course for 11th grade students who have NOT passed the CAHSEE. Students who failed the CAHSEE must
have an intervention course designed to remediate their deficits and that can be tracked for guaranteed access to additional CAHSEE
support.
One portion of the course addresses the 9-10 ELA Content standards in preparation for taking the CAHSEE. The adopted curriculum for the
English 11course in preparation for the CAHSEE is Meeting the California Challenge. In addition, other site-based ancillary materials that the
district and site has purchased for this purpose should also be used, including: CDE Preparing for the California High School (CAHSEE): An
English-Language Arts Study Guide, Measuring Up, APEX, Kaplan, and many other CAHSEE prep materials.
AND
English 11 must also provide students with access to the 11-12 ELA Content standards in preparation for taking the CSTs. The other adopted
textbooks are the McDougal Littell Language of Literature: American Literature, The ML Interactive Reader, The Language Network; The
Reading Toolkit; Core Literature Titles (same ones used in the American Literature A/B course and the English 3 course). The use of this 11-12
standards-based text is designed to teach the students the 11-12 standards in preparation for the CSTs.
English 11 teachers are supposed to use varied curricula, as appropriate, to meet the needs of the students, based on the deficits identified on the
students’ previous CAHSEE examinations and formative and summative assessments derived from using the adopted 11th grade American
Literature textbook. Although the students’ needs in these classes may vary, when the teacher-team developed the course, the general vision of
the curriculum plan for this course followed this basic format:
Time
Frame
ELA
Standards
Test
Preparation
Adopted Curriculum
Recommended Supplemental
Curriculum
AugustNovember
9-10
CAHSEE
Meeting the California
Challenge
NovemberJanuary
11-12
CST
FebruaryMarch
9-10
CAHSEE
McDougal Littell
Language of
Literature: American
Literature, The ML
Interactive Reader,
The Language
Network; Core
Literature Titles
Meeting the California
Challenge
CDE Preparing for the California
High School (CAHSEE): An
English-Language Arts Study
Guide, Measuring Up, APEX,
Kaplan, and many other CAHSEE
prep materials.
Workbooks and other expendable
instructional materials, Vocabulary
and spelling lists, Classroom sets
of fiction and non-fiction books,
Audio-visual materials, Computers
and software, Photocopied
materials,
April-May
11-12
CST
May-June
9-10
CAHSEE
Updated 9-­‐15-­‐11 McDougal Littell
Language of
Literature: American
Literature, The ML
Interactive Reader,
The Language
Network; Core
Literature Titles
Meeting the California
Challenge
Traditional
Examination
Dates
@ 1st week
in November
@ Last 2
weeks in
April
CDE Preparing for the California
High School (CAHSEE): An
English-Language Arts Study
Guide, Measuring Up, APEX,
Kaplan, and many other CAHSEE
prep materials.
Workbooks and other expendable
instructional materials, Vocabulary
and spelling lists, Classroom sets
of fiction and non-fiction books,
Audio-visual materials, Computers
and software, Photocopied
materials,
@ 2nd week
of May
CDE Preparing for the California
High School (CAHSEE): An
English-Language Arts Study
Guide, Measuring Up, APEX,
Kaplan, and many other CAHSEE
prep materials.
@ 2nd week
of May/July
@ Last 2
weeks in
April
Page 1 1 Page
PACING PLAN
12th Grade English
(English 12, English 4, English 4, and English 4 Academy (All)
Revised 5/23/2011
 * Teachers may self-select titles from the McDougal Litell anthology and the OUHSD 11 th Grade Core Literature List.
“Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 CA State ELA “Focus” Standards 1st Quarter
 CA State ELD “Focus” Standards 1st Quarter
 Suggested Resources
Language Objective/Goal
Language Conventions Standards
Create Coherent Paragraphs
Prentice Hall Writing & Grammar
 Part 1: Writing (2-330)
1.1 Demonstrate control of grammar, diction, and paragraph
I Use sentences with consistent variations in grammatical
 Part 2: Grammar, Usage, and Mechanics (338)
and sentence structure and an understanding of English
form.
usage.
EA Create coherent paragraphs through effective transitions.
Prentice Hall Literature
A Create coherent paragraphs through effective transitions
 Literary Terms Handbook
and parallel constructions.
 Column Notes (T.E.)
Language Convention Standards
Revise Writing
 Writing About Literature Workshops
1.2 Produce legible work that shows accurate spelling and
I Revise writing for appropriate word choice and organization
 Writing Workshops
correct punctuation and capitalization.
with variation in grammatical forms and spelling.
 Writing Handbook (R16)
1.3 Reflect appropriate manuscript requirements in writing
EA Revise writing for appropriate word choice, organization,
 Grammar and Mechanics Handbook (R6)
consistent point of view, and transitions, with some variation
 Internet Research Handbook (R28)
in grammatical forms and spelling. (CELDT)
 Writing Criticism and Citing Sources (R30)
A Revise writing for appropriate word choice and
organizations, consistent point of view, and transitions, using
approximate standard grammatical forms and spelling.
Prentice Hall Program Components
Reading Standards
Use Analogies and Metaphors
 Vocabulary & Spelling
1.1 Trace the etymology of significant terms used in political
EA Recognize that some words have multiple meanings and
 Daily Language Practice
science and history.
apply this knowledge to understanding texts.
 Grammar Exercises
A Recognize that some words have multiple meanings and
 Daily Language Transparencies
apply this knowledge consistently in reading literature and
 Reader’s Companion
texts in content areas.
Teaching Guidebook
Reading Standards
Recognize Words with Multiple Meanings
 Reading Diagnostic
1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots I Identify variations of the same word that are found in a text
 Reading Skills
and affixes to draw inferences concerning the meaning of
and know with some accuracy how affixes change the
 Reading Support
scientific and mathematical terminology.
meaning of those words.
 Formal Assessment
EA Use knowledge of affixes, root words, and increased
vocabulary to interpret the meaning of words in literature and
Prentice Hall Companion Web Site
content area texts. (CELDT)
 PHSchool.com (use Web Code eek- 1001)
A Use knowledge of English morphemes, phonics, and syntax
 http://rubistar.4teachers.org/
to decode and interpret the meaning of unfamiliar words.
(CELDT)
Reading Standards
Use Analogies and Metaphors
1.3 Discern the meanings of analogies encountered, analyzing I Demonstrate sufficient knowledge of English syntax to
specific comparison s as well as relationships and
interpret the meaning of idioms, analogies, and metaphors.
inferences.
EA Recognize idioms, analogies, and metaphors
used in literature and texts in content areas.
A Use common idioms and some analogies (e.g., “shine like a
star,”“let the cat out of the bag”) and metaphors.
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
Prentice Hall Literature
Unit 1: The Old English and Medieval Periods
 Seafarer
 Beowulf
 Sir Gawain and the Green Knight
Unit 2: The English Renaissance Period
 Spencer
 Sidney
Core Literature
 Macbeth
 Canterbury Tales
2 Page
PACING PLAN
12th Grade English
(English 12, English 4, English 4, and English 4 Academy (All)
Revised 5/23/2011
 * Teachers may self-select titles from the McDougal Litell anthology and the OUHSD 11 th Grade Core Literature List.
“Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 CA State ELA “Focus” Standards 1st Quarter
 CA State ELD “Focus” Standards 1st Quarter
 Suggested Resources
Language Objective/Goal
Reading Standards
Analyze Text Features
Prentice Hall Writing & Grammar
I Read and use simple sentences to identify orally the features
 Part 1: Writing (2-330)
2.1 Analyze both the features and the rhetorical devices of
and the rhetorical devices of simple excerpts of public and
 Part 2: Grammar, Usage, and Mechanics (338)
different types of public documents and the way in which
workplace documents and content area texts.
authors use those features and devices.
I Read workplace documents and orally identify the structure and Prentice Hall Literature
 Literary Terms Handbook
format (e.g., graphics and headers) and give one brief example
 Column Notes (T.E.)
of how the author uses the feature to achieve his or
 Writing About Literature Workshops
her purpose.
 Writing Workshops
EA Analyze the structure and format of workplace documents
 Writing Handbook (R16)
and the way in which authors use
 Grammar and Mechanics Handbook (R6)
structure and format to achieve their purposes.
 Internet Research Handbook (R28)
EA Analyze the features and rhetorical devices of at least two
 Writing Criticism and Citing Sources (R30)
types of documents intended for the general public (e.g.,
warranties, contracts, manuals, magazines, and textbooks).
A Analyze the features and rhetorical devices of
Prentice Hall Program Components
different types of public documents and the way authors use
 Vocabulary & Spelling
those features and devices.
 Daily Language Practice
Reading Standards
Evaluate Author’s Credibility
 Grammar Exercises
2.4 Make warranted and reasonable assertions about the
I Listen to an excerpt from a brief political speech and give an
 Daily Language Transparencies
author's arguments by using elements of the text to
oral critique of the author’s evidence by using simple sentences.
 Reader’s Companion
defend and clarify interpretations.
EA Prepare oral and written reports that evaluate the credibility
Teaching Guidebook
of an author’s argument or defense of a claim (include a
 Reading Diagnostic
bibliography).
 Reading Skills
A Prepare oral and written reports that evaluate the credibility of
 Reading Support
an author’s argument or defense of a claim by critiquing the
 Formal Assessment
relationship between generalizations and evidence. Prepare a
bibliography for the report.
Prentice Hall Companion Web Site
Reading Standards
Analyze Theme
 PHSchool.com (use Web Code eek- 1001)
3.2 Analyze the way in which the theme or meaning of a
I Read a literary selection and use detailed sentences to explain
 http://rubistar.4teachers.org/
selection represents a view or comment on life, using
orally the elements of theme, plot, setting, and characters.
textual evidence to support the claim.
I Use expanded vocabulary and descriptive words in
paraphrasing oral and written responses to texts.
I Use detailed sentences to compare and contrast orally a similar
theme or topic across three genres.
EA Compare and contrast orally and in writing a similar theme
or topic across several genres by using detailed sentences.
A Compare and contrast a similar theme or topic across genres
and explain how the genre shapes the themes or topics.
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
Prentice Hall Literature
Unit 1: The Old English and Medieval Periods
 Seafarer
 Beowulf
 Sir Gawain and the Green Knight
Unit 2: The English Renaissance Period
 Spencer
 Sidney
Core Literature
 Macbeth
 Canterbury Tales
PACING PLAN
12th Grade English
(English 12, English 4, English 4, and English 4 Academy (All)
Revised 5/23/2011
 * Teachers may self-select titles from the McDougal Litell anthology and the OUHSD 11 th Grade Core Literature List.
“Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 CA State ELA “Focus” Standards 1st Quarter
 CA State ELD “Focus” Standards 1st Quarter
 Suggested Resources
Language Objective/Goal
Reading Standards
Analyze Literature by Periods and Themes
Prentice Hall Writing & Grammar
 Part 1: Writing (2-330)
3.5 Analyze recognized works of American literature
EA Identify recognized works of American literature and the
 Part 2: Grammar, Usage, and Mechanics (338)
representing a variety of genres and traditions.
genre to which they belong to contrast major periods, themes,
and trends.
EA Identify recognized works of world literature and contrast the Prentice Hall Literature
 Literary Terms Handbook
major literary forms and techniques.
 Column Notes (T.E.)
A Relate the literary works of authors to the major themes and
 Writing About Literature Workshops
issues of their eras.
 Writing Workshops
A Analyze recognized works of American literature and identify
 Writing Handbook (R16)
their genre to contrast major periods and trends.  Grammar and Mechanics Handbook (R6)
Writing Standards
Use the Writing Process
 Internet Research Handbook (R28)
1.9 Revise text to highlight the individual voice, improve
I Use basic strategies of note taking, outlining, and the writing
sentence variety and style, and enhance subtlety of
process to structure drafts of simple essays, with consistent use of  Writing Criticism and Citing Sources (R30)
meaning and tone in ways that are consistent with the
standard grammatical forms. (Some rules may not be
purpose, audience, and genre.
followed.)
Prentice Hall Program Components
EA Use strategies of note taking, outlining, and summarizing to
 Vocabulary & Spelling
structure drafts of clear, coherent, and focused essays, with
 Daily Language Practice
consistent use of standard grammatical forms.
 Grammar Exercises
A Use strategies of note taking, outlining, and summarizing to
 Daily Language Transparencies
structure drafts of clear, coherent, and focused essays, with
 Reader’s Companion
consistent use of standard grammatical forms.
Teaching Guidebook
Writing Standards
Write Narrative and Biographies
 Reading Diagnostic
2.1 Write fictional, autobiographical, or biographical
I Narrate a sequence of events and communicate their
 Reading Skills
narratives.
significance to the audience.
 Reading Support
I Use complex sentences in writing brief fictional biographies
and short stories that include a sequence of events and supporting  Formal Assessment
details.
Prentice Hall Companion Web Site
EA Write detailed fictional biographies or autobiographies.
 PHSchool.com (use Web Code eek- 1001)
A Structure ideas and arguments in a given context by giving
 http://rubistar.4teachers.org/
supporting and relevant examples.
Writing Standards
Write Responses to Literature
2.2 Write responses to literature.
I Write responses to selected literature that exhibit understanding
of the text, using detailed sentences and transitions.
Page
3 ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
Prentice Hall Literature
Unit 1: The Old English and Medieval Periods
 Seafarer
 Beowulf
 Sir Gawain and the Green Knight
Unit 2: The English Renaissance Period
 Spencer
 Sidney
Core Literature
 Macbeth
 Canterbury Tales
PACING PLAN
12th Grade English
(English 12, English 4, English 4, and English 4 Academy (All)
Revised 5/23/2011
 * Teachers may self-select titles from the McDougal Litell anthology and the OUHSD 11 th Grade Core Literature List.
“Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 CA State ELA “Focus” Standards 1st Quarter
 CA State ELD “Focus” Standards 1st Quarter
 Suggested Resources
Language Objective/Goal
Listening and Speaking Standards
Speak to Be Understood
Prentice Hall Writing & Grammar
 Part 1: Writing (2-330)
1.5 Distinguish between and use various forms of classical
I Make oneself be understood when speaking by using consistent
 Part 2: Grammar, Usage, and Mechanics (338)
and contemporary logical arguments
standard English grammatical forms, sounds; however, some
1.6 Use logical, ethical, and emotional appeals that enhance a
rules may not be followed (e.g., third-person singular, male and
Prentice Hall Literature
specific tone and purpose.
female pronouns).
 Literary Terms Handbook
1.8 Use effective and interesting language.
EA Make oneself understood when speaking by using consistent
 Column Notes (T.E.)
standard English grammatical forms, sounds, intonation, pitch,
 Writing About Literature Workshops
and modulation but may make random errors.
 Writing Workshops
A Speak clearly and comprehensibly by using standard English
 Writing Handbook (R16)
grammatical forms, sounds, intonation, pitch, and modulation.
 Grammar and Mechanics Handbook (R6)
Vary Ways of Speaking
 Internet Research Handbook (R28)
EA Recognize appropriate ways of speaking that vary according
 Writing Criticism and Citing Sources (R30)
to the purpose, audience, and subject matter.
A Consistently use appropriate ways of speaking and writing that
vary according to the purpose, audience, and subject matter.
Prentice Hall Program Components
Listening and Speaking Standards
Deliver Oral Presentations
 Vocabulary & Spelling
2.1 Deliver reflective presentations.
I Prepare and deliver short presentations on ideas, premises, or
 Daily Language Practice
2.3 Deliver oral responses to literature.
images obtained from various common sources.
 Grammar Exercises
EA Prepare and deliver brief oral presentations/reports on
 Daily Language Transparencies
historical investigations, a problem and solution or a cause and
 Reader’s Companion
effect.
Teaching Guidebook
EA Prepare and deliver presentations that follow a process of
 Reading Diagnostic
organization and use various sources.
 Reading Skills
A Prepare and deliver presentations and reports in various
 Reading Support
content areas, including a purpose, point of view, introduction,
 Formal Assessment
coherent transition, and appropriate conclusions.
Prentice Hall Companion Web Site
 PHSchool.com (use Web Code eek- 1001)
 http://rubistar.4teachers.org/
Page
4 ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
Prentice Hall Literature
Unit 1: The Old English and Medieval Periods
 Seafarer
 Beowulf
 Sir Gawain and the Green Knight
Unit 2: The English Renaissance Period
 Spencer
 Sidney
Core Literature
 Macbeth
 Canterbury Tales
Page
5 PACING PLAN
12th Grade English
(English 12, English 4, English 4, and English 4 Academy (All)
Revised 5/23/2011
 * Teachers may self-select titles from the McDougal Litell anthology and the OUHSD 11 th Grade Core Literature List.
“Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 CA State ELA “Focus” Standards 2nd Quarter
 CA State ELD “Focus” Standards 2nd Quarter
 Suggested Resources
Language Objective/Goal
Language Conventions Standards
Create Coherent Paragraphs
Prentice Hall Writing & Grammar
 Part 1: Writing (2-330)
1.1 Demonstrate control of grammar, diction, and paragraph
I Use sentences with consistent variations in grammatical form.
 Part 2: Grammar, Usage, and Mechanics (338)
and sentence structure and an understanding of English
EA Create coherent paragraphs through effective transitions.
usage.
A Create coherent paragraphs through effective transitions and
Prentice Hall Literature
parallel constructions.
 Literary Terms Handbook
Language Convention Standards
Revise Writing
 Column Notes (T.E.)
1.2 Produce legible work that shows accurate spelling and
I Revise writing for appropriate word choice and organization
 Writing About Literature Workshops
correct punctuation and capitalization.
with variation in grammatical forms and spelling.
 Writing Workshops
1.3 Reflect appropriate manuscript requirements in writing
EA Revise writing for appropriate word choice, organization,
 Writing Handbook (R16)
consistent point of view, and transitions, with some variation in
 Grammar and Mechanics Handbook (R6)
grammatical forms and spelling. (CELDT)
 Internet Research Handbook (R28)
A Revise writing for appropriate word choice and organizations,
 Writing Criticism and Citing Sources (R30)
consistent point of view, and transitions, using approximate
standard grammatical forms and spelling.
Reading Standards
Use Analogies and Metaphors
Prentice Hall Program Components
1.1 Trace the etymology of significant terms used in political
EA Recognize that some words have multiple meanings and
 Vocabulary & Spelling
science and history.
apply this knowledge to understanding texts.
 Daily Language Practice
A Recognize that some words have multiple meanings and apply
 Grammar Exercises
this knowledge consistently in reading literature and texts in
 Daily Language Transparencies
content areas.
 Reader’s Companion
Reading Standards
Recognize Words with Multiple Meanings
Teaching Guidebook
1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots I Identify variations of the same word that are found in a text and
 Reading Diagnostic
and affixes to draw inferences concerning the meaning of
know with some accuracy how affixes change the meaning of
 Reading Skills
scientific and mathematical terminology.
those words.
 Reading Support
EA Use knowledge of affixes, root words, and increased
 Formal Assessment
vocabulary to interpret the meaning of words in literature and
content area texts. (CELDT)
Prentice Hall Companion Web Site
A Use knowledge of English morphemes, phonics, and syntax to
 PHSchool.com (use Web Code eek- 1001)
decode and interpret the meaning of unfamiliar words.
 http://rubistar.4teachers.org/
(CELDT).
Reading Standards
Use Analogies and Metaphors
1.3 Discern the meanings of analogies encountered, analyzing I Demonstrate sufficient knowledge of English syntax to
specific comparison s as well as relationships and
interpret the meaning of idioms, analogies, and metaphors.
inferences.
EA Recognize idioms, analogies, and metaphors used in
literature and texts in content areas.
A Use common idioms and some analogies (e.g., “shine like a
star”, “let the cat out of the bag”) and metaphors.
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
Prentice Hall Literature
Unit 3: The Seventeenth and Eighteenth Centuries
(Parts 1-4)
 John Donne
 Ben Jonson
 Marvel
 Herrick
Suckling
 Milton
 Lovelace
 Lanier
 Pepys
 Defoe
 Swift
 Pope
 Johnson
 Boswell
 Gray
Research Report & Presentation
Core Literature
 Frankenstein
 The Color of Water
PACING PLAN
12th Grade English
(English 12, English 4, English 4, and English 4 Academy (All)
Revised 5/23/2011
 * Teachers may self-select titles from the McDougal Litell anthology and the OUHSD 11 th Grade Core Literature List.
“Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 CA State ELA “Focus” Standards 2nd Quarter
 CA State ELD “Focus” Standards 2nd Quarter
 Suggested Resources
Language Objective/Goal
Reading Standards
Analyze Evidence in Informational Materials
Prentice Hall Writing & Grammar
 Part 1: Writing (2-330)
2.2 Analyze the way in which clarity of meaning is affected
I In detailed sentences identify orally two to three examples of
 Part 2: Grammar, Usage, and Mechanics (338)
by the patterns of organization, hierarchical structures,
how clarity of text is affected by the repletion of important ideas
repetition of the main ideas, syntax, and word choice in
and by syntax.
Prentice Hall Literature
the text.
I Present a brief report that verifies and clarifies facts in two to
 Literary Terms Handbook
three forms of expository text.
 Column Notes (T.E.)
EA Read material and analyze how clarity is affected by patterns
 Writing About Literature Workshops
of organization, repetition of key ideas, syntax, and word choice.
 Writing Workshops
A Analyze how clarity is affected by patterns of organization,
 Writing Handbook (R16)
hierarchical structures, repetition of key ideas, syntax, and word
 Grammar and Mechanics Handbook (R6)
choice in texts across content areas.
 Internet Research Handbook (R28)
Reading Standards
Evaluate Author’s Credibility
 Writing Criticism and Citing Sources (R30)
2.4 Make warranted and reasonable assertions about the
I Listen to an excerpt from a brief political speech and give an
author's arguments by using elements of the text to
oral critique of the author’s evidence by using simple sentences.
defend and clarify interpretations.
EA Prepare oral and written reports that evaluate the credibility
Prentice Hall Program Components
of an author’s argument or defense of a claim (include a
 Vocabulary & Spelling
bibliography).
 Daily Language Practice
A Prepare oral and written reports that evaluate the credibility of
 Grammar Exercises
an author’s argument or defense of a claim by critiquing the
 Daily Language Transparencies
relationship between generalizations and evidence. Prepare a
 Reader’s Companion
bibliography for the report.
Teaching Guidebook
Reading Standards
Analyze Themes
 Reading Diagnostic
3.1 Analyze characteristics of subgenres that are used in
I Read a literary selection and use detailed sentences to explain
 Reading Skills
poetry, prose, plays, novels, short stories, essays, and other orally the elements of theme, plot, setting, and characters.
 Reading Support
basic genres.
I Use expanded vocabulary and descriptive words in
 Formal Assessment
paraphrasing oral and written responses to texts.
I Use detailed sentences to compare and contrast orally a similar
Prentice Hall Companion Web Site
theme or topic across three genres.
 PHSchool.com (use Web Code eek- 1001)
EA Compare and contrast orally and in writing a similar theme
 http://rubistar.4teachers.org/
or topic across several genres by using detailed sentences.
A Compare and contrast a similar theme or topic across genres
and explain how the genre shapes the themes or topics.
Page
6 ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
Prentice Hall Literature
Unit 3: The Seventeenth and Eighteenth Centuries
(Parts 1-4)
 John Donne
 Ben Jonson
 Marvel
 Herrick
Suckling
 Milton
 Lovelace
 Lanier
 Pepys
 Defoe
 Swift
 Pope
 Johnson
 Boswell
 Gray
Research Report & Presentation
Core Literature
 Frankenstein
 The Color of Water
PACING PLAN
12th Grade English
(English 12, English 4, English 4, and English 4 Academy (All)
Revised 5/23/2011
 * Teachers may self-select titles from the McDougal Litell anthology and the OUHSD 11 th Grade Core Literature List.
“Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 CA State ELA “Focus” Standards 2nd Quarter
 CA State ELD “Focus” Standards 2nd Quarter
 Suggested Resources
Language Objective/Goal
Reading Standards
Describe Literary Elements
Prentice Hall Writing & Grammar
 Part 1: Writing (2-330)
3.3 Analyze the ways in which irony, tone, mood, the author's
I Use detailed sentences to orally identify at least two ways in
 Part 2: Grammar, Usage, and Mechanics (338)
style, and the "sound" of language achieve specific
which poets use personification, figures of speech, and sound.
rhetorical or aesthetic purposes or both.
EA Identify techniques that have specific rhetorical or aesthetic
Prentice Hall Literature
3.4 Analyze ways in which poets use imagery, personification,
purposes in literary texts (e.g., irony, tone, mood, “sound” of
 Literary Terms Handbook
figures of speech, and sounds to evoke readers' emotions.
language).
 Column Notes (T.E.)
EA Identify several literary elements and techniques (e.g.,
 Writing About Literature Workshops
figurative language, imagery, and symbolism).
 Writing Workshops
EA Read and identify ways in which poets use personification,
 Writing Handbook (R16)
figures of speech, imagery, and the “sound” of language.
 Grammar and Mechanics Handbook (R6)
A Explain the significance of several literary elements and
 Internet Research Handbook (R28)
techniques (e.g., figurative language, imagery, allegory, and
 Writing Criticism and Citing Sources (R30)
symbolism). (CELDT)
Writing Standards
Writing Persuasive Compositions.
1.5 Use language in natural, fresh, and vivid ways to establish
I Recognize structured ideas and arguments and support
Prentice Hall Program Components
a specific tone.
examples in persuasive writing.
 Vocabulary & Spelling
EA Write persuasive compositions that structure ideas and
 Daily Language Practice
arguments in a logical way with consistent use of standard
 Grammar Exercises
grammatical forms.
 Daily Language Transparencies
A Write persuasive and expository compositions that include a
 Reader’s Companion
clear thesis, describe organized points of support, and
Teaching Guidebook
address counterarguments.
 Reading Diagnostic
A Use various rhetorical devices (e.g., appeal to logic through
 Reading Skills
reasoning, case study, and analogy) to support assertions.
 Reading Support
A Clarify and defend positions with relevant evidence, including
 Formal Assessment
facts, expert opinions, quotations, and/or expressions of
commonly accepted beliefs and logical reasoning.
Prentice Hall Companion Web Site
 PHSchool.com (use Web Code eek- 1001)
 http://rubistar.4teachers.org/
Page
7 ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
Prentice Hall Literature
Unit 3: The Seventeenth and Eighteenth Centuries
(Parts 1-4)
 John Donne
 Ben Jonson
 Marvel
 Herrick
Suckling
 Milton
 Lovelace
 Lanier
 Pepys
 Defoe
 Swift
 Pope
 Johnson
 Boswell
 Gray
Research Report & Presentation
Core Literature
 Frankenstein
 The Color of Water
PACING PLAN
12th Grade English
(English 12, English 4, English 4, and English 4 Academy (All)
Revised 5/23/2011
 * Teachers may self-select titles from the McDougal Litell anthology and the OUHSD 11 th Grade Core Literature List.
“Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 CA State ELA “Focus” Standards 2nd Quarter
 CA State ELD “Focus” Standards 2nd Quarter
 Suggested Resources
Language Objective/Goal
Writing Standards
Write Expository Compositions and Research Reports
Prentice Hall Writing & Grammar
 Part 1: Writing (2-330)
1.6 Develop presentations by using clear research questions
I Investigate and research a topic in a content area and develop a
 Part 2: Grammar, Usage, and Mechanics (338)
and creative and critical research strategies.
brief essay or report that includes source citations.
1.2 Use systematic strategies to organize and record
I Write brief expository compositions and reports that (a) include
Prentice Hall Literature
information
a thesis and some supporting details; (b) provide information
 Literary Terms Handbook
2.4 Write historical investigation reports.
from primary sources: and (c) include charts and graphs.
 Column Notes (T.E.)
2.6 Deliver multimedia presentations.
EA Write reflective compositions that explore the significance of
 Writing About Literature Workshops
events.
 Writing Workshops
EA Develop a clear thesis and support it by using analogies,
 Writing Handbook (R16)
quotations, and facts appropriately.
 Grammar and Mechanics Handbook (R6)
EA Write expository compositions and reports that convey
 Internet Research Handbook (R28)
information from primary and secondary sources and use some
 Writing Criticism and Citing Sources (R30)
technical terms, use appropriate tone and voice for the purpose,
audience and subject matter.
A Write expository compositions, including analytical essays and
research reports, for the language arts and other content areas and Prentice Hall Program Components
 Vocabulary & Spelling
provide evidence in support of a thesis and
 Daily Language Practice
related claims.
 Grammar Exercises
A Produce writing that establishes a controlling impression or
 Daily Language Transparencies
thesis.
 Reader’s Companion
Listening and Speaking
Speak to Be Understood
Teaching Guidebook
1.7 Use appropriate rehearsal strategies to pay attention to
I Make oneself be understood when speaking by using consistent
 Reading Diagnostic
performance details, achieve command of the text, and
standard English grammatical forms, sounds; however, some
 Reading Skills
create skillful artistic staging.
rules may not be followed (e.g., third-person singular, male and
 Reading Support
1.9 Use research and analysis to justify strategies for gesture,
female pronouns).
 Formal Assessment
movement, and vocalization, including dialect,
EA Make oneself understood when speaking by using consistent
pronunciation, and enunciation.
standard English grammatical forms, sounds, intonation, pitch,
Prentice Hall Companion Web Site
and modulation but may make random errors.
 PHSchool.com (use Web Code eek- 1001)
A Speak clearly and comprehensibly by using standard English
 http://rubistar.4teachers.org/
grammatical forms, sounds, intonation, pitch, and modulation.
Vary Ways of Speaking
EA Recognize appropriate ways of speaking that vary according
to the purpose, audience, and subject matter.
A Consistently use appropriate ways of speaking and writing that
vary according to the purpose, audience, and subject matter.
Page
8 ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
Prentice Hall Literature
Unit 3: The Seventeenth and Eighteenth Centuries
(Parts 1-4)
 John Donne
 Ben Jonson
 Marvel
 Herrick
Suckling
 Milton
 Lovelace
 Lanier
 Pepys
 Defoe
 Swift
 Pope
 Johnson
 Boswell
 Gray
Research Report & Presentation
Core Literature
 Frankenstein
 The Color of Water
PACING PLAN
12th Grade English
(English 12, English 4, English 4, and English 4 Academy (All)
Revised 5/23/2011
 * Teachers may self-select titles from the McDougal Litell anthology and the OUHSD 11 th Grade Core Literature List.
“Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 CA State ELA “Focus” Standards 2nd Quarter
 CA State ELD “Focus” Standards 2nd Quarter
 Suggested Resources
Language Objective/Goal
Listening and Speaking
Listen with Understanding
Prentice Hall Writing & Grammar
 Part 1: Writing (2-330)
1.11 Critique a speaker’s diction and syntax in relation to the
I Listen carefully to stories and information and identify
 Part 2: Grammar, Usage, and Mechanics (338)
purpose of an oral communication and the impact the
important details and concepts by using both verbal and
words may have on an audience.
nonverbal responses. (CELDT)
Prentice Hall Literature
1.12 Identify logical fallacies used in oral addresses.
Identify Media Messages
 Literary Terms Handbook
I Identify a variety of media messages (e.g., radio, television,
 Column Notes (T.E.)
movies) and give some details supporting the messages.
A Identify strategies used by the media to present information for  Writing About Literature Workshops
 Writing Workshops
various purposes (e.g., to inform, entertain, or persuade).
 Writing Handbook (R16)
Listening and Speaking
Deliver Oral Presentations
 Grammar and Mechanics Handbook (R6)
2.2 Deliver oral reports on historical investigations.
I Prepare and deliver short presentations on ideas, premises, or
 Internet Research Handbook (R28)
2.4 Deliver multimedia presentations
images obtained from various common sources.
 Writing Criticism and Citing Sources (R30)
EA Prepare and deliver brief oral presentations/reports on
historical investigations, a problem and solution or
a cause and effect.
Prentice Hall Program Components
EA Prepare and deliver presentations that follow a process of
 Vocabulary & Spelling
organization and use various sources.
 Daily Language Practice
A Prepare and deliver presentations and reports in various
 Grammar Exercises
content areas, including a purpose, point of view, introduction,
 Daily Language Transparencies
coherent transition, and appropriate
 Reader’s Companion
conclusions
Teaching Guidebook
 Reading Diagnostic
 Reading Skills
 Reading Support
 Formal Assessment
Prentice Hall Companion Web Site
 PHSchool.com (use Web Code eek- 1001)
 http://rubistar.4teachers.org/
Page
9 ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
Prentice Hall Literature
Unit 3: The Seventeenth and Eighteenth Centuries
(Parts 1-4)
 John Donne
 Ben Jonson
 Marvel
 Herrick
Suckling
 Milton
 Lovelace
 Lanier
 Pepys
 Defoe
 Swift
 Pope
 Johnson
 Boswell
 Gray
Research Report & Presentation
Core Literature
 Frankenstein
 The Color of Water
Page
10 PACING PLAN
12th Grade English
(English 12, English 4, English 4, and English 4 Academy (All)
Revised 5/23/2011
 * Teachers may self-select titles from the McDougal Litell anthology and the OUHSD 11 th Grade Core Literature List.
“Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 CA State ELA “Focus” Standards 3rd Quarter
 CA State ELD “Focus” Standards 3rd Quarter
 Suggested Resources
Language Objective/Goal
Language Conventions Standards
Create Coherent Paragraphs
Prentice Hall Writing & Grammar
 Part 1: Writing (2-330)
1.1 Demonstrate control of grammar, diction, and paragraph
I Use sentences with consistent variations in grammatical form.
 Part 2: Grammar, Usage, and Mechanics (338)
and sentence structure and an understanding of English
EA Create coherent paragraphs through effective transitions.
usage.
A Create coherent paragraphs through effective transitions and
Prentice Hall Literature
parallel constructions.
 Literary Terms Handbook
Language Convention Standards
Revise Writing
 Column Notes (T.E.)
1.2 Produce legible work that shows accurate spelling and
I Revise writing for appropriate word choice and organization
 Writing About Literature Workshops
correct punctuation and capitalization.
with variation in grammatical forms and spelling.
 Writing Workshops
1.3 Reflect appropriate manuscript requirements in writing
EA Revise writing for appropriate word choice, organization,
 Writing Handbook (R16)
consistent point of view, and transitions, with some variation in
 Grammar and Mechanics Handbook (R6)
grammatical forms and spelling. (CELDT)
 Internet Research Handbook (R28)
A Revise writing for appropriate word choice and organizations,
 Writing Criticism and Citing Sources (R30)
consistent point of view, and transitions, using approximate
standard grammatical forms and spelling.
Reading Standards
Use Analogies and Metaphors
Prentice Hall Program Components
1.1 Trace the etymology of significant terms used in political
EA Recognize that some words have multiple meanings and
 Vocabulary & Spelling
science and history.
apply this knowledge to understanding texts.
 Daily Language Practice
A Recognize that some words have multiple meanings and apply
 Grammar Exercises
this knowledge consistently in reading literature and texts in
 Daily Language Transparencies
content areas.
 Reader’s Companion
Reading Standards
Recognize Words with Multiple Meanings
Teaching Guidebook
1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots I Identify variations of the same word that are found in a text and
 Reading Diagnostic
and affixes to draw inferences concerning the meaning of
know with some accuracy how affixes change the meaning of
 Reading Skills
scientific and mathematical terminology.
those words.
 Reading Support
EA Use knowledge of affixes, root words, and increased
 Formal Assessment
vocabulary to interpret the meaning of words in literature and
content area texts. (CELDT)
Prentice Hall Companion Web Site
A Use knowledge of English morphemes, phonics, and syntax to
 PHSchool.com (use Web Code eek- 1001)
decode and interpret the meaning of unfamiliar words.
 http://rubistar.4teachers.org/
(CELDT).
Reading Standards
Use Analogies and Metaphors
1.3 Discern the meanings of analogies encountered, analyzing I Demonstrate sufficient knowledge of English syntax to
specific comparison s as well as relationships and inferences.
interpret the meaning of idioms, analogies, and metaphors.
EA Recognize idioms, analogies, and metaphors used in
literature and texts in content areas.
A Use common idioms and some analogies (e.g., “shine like a
star”, “let the cat out of the bag”) and metaphors.
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
Unit 4: The Romantic Period (Parts 1-3)
 Burns
 Blake
 Wordsworth
 Keats
 Byron
 Shelley
 Coleridge
Unit 5: The Victorian Period (Parts 1-4)
 Tennyson
 Arnold
 Kipling
 C. Bronte
 E. Bronte
 Hardy
 Housman
Core Literature
 Pygmalion
 Emma
11 Page
PACING PLAN
12th Grade English
(English 12, English 4, English 4, and English 4 Academy (All)
Revised 5/23/2011
 * Teachers may self-select titles from the McDougal Litell anthology and the OUHSD 11 th Grade Core Literature List.
“Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 CA State ELA “Focus” Standards 3rd Quarter
 CA State ELD “Focus” Standards 3rd Quarter
 Suggested Resources
Language Objective/Goal
Reading Standards
Evaluate Author’s Credibility
Prentice Hall Writing & Grammar
 Part 1: Writing (2-330)
2.5 Analyze an author's implicit and explicit philosophical
I Listen to an excerpt from a brief political speech and give an
 Part 2: Grammar, Usage, and Mechanics (338)
assumptions and beliefs about a subject.
oral critique of the author’s evidence by using simple sentences.
EA Prepare oral and written reports that evaluate the credibility
Prentice Hall Literature
of an author’s argument or defense of a claim (include a
 Literary Terms Handbook
bibliography).
 Column Notes (T.E.)
A Prepare oral and written reports that evaluate the credibility of
 Writing About Literature Workshops
an author’s argument or defense of a claim by critiquing the
 Writing Workshops
relationship between generalizations and evidence. Prepare a
 Writing Handbook (R16)
bibliography for the report.
 Grammar and Mechanics Handbook (R6)
Reading Standards
Analyze Theme
 Internet Research Handbook (R28)
3.1 Analyze characteristics of subgenres that are used in
I Read a literary selection and use detailed sentences to explain
 Writing Criticism and Citing Sources (R30)
poetry, prose, plays, novels, short stories, essays, and other orally the elements of theme, plot, setting, and characters.
I Use expanded vocabulary and descriptive words in
basic genres.
paraphrasing oral and written responses to texts.
Prentice Hall Program Components
I Use detailed sentences to compare and contrast orally a similar
 Vocabulary & Spelling
theme or topic across three genres.
 Daily Language Practice
EA Compare and contrast orally and in writing a
 Grammar Exercises
similar theme or topic across several genres by using detailed
 Daily Language Transparencies
sentences.
 Reader’s Companion
A Compare and contrast a similar theme or topic across genres
Teaching Guidebook
and explain how the genre shapes the themes or topics
 Reading Diagnostic
Reading Standards
Analyze Characters
 Reading Skills
3.6 Analyze the way in which authors through the centuries
I Read a literary selection and use detailed sentences to describe
 Reading Support
have used archetypes drawn from myth and tradition in
orally a character according to what he or she does in a narration,
 Formal Assessment
literature, film, political speeches, and religious writings .
dialogue, or dramatic monologue.
EA/A Analyze the interaction between characters and
Prentice Hall Companion Web Site
subordinate characters in literary texts (e.g., motivations and
 PHSchool.com (use Web Code eek- 1001)
reactions). (CELDT)
 http://rubistar.4teachers.org/
Reading Standards
Analyze Literature by Periods and Themes
3.7 Analyze recognized works of world literature from a variety EA Identify recognized works of American literature and the
of authors.
genre to which they belong to contrast major periods, themes,
and trends.
EA Identify recognized works of world literature and contrast the
major literary forms and techniques.
A Relate the literary works of authors to the major themes and
issues of their eras.
A Analyze recognized works of American literature and identify
their genre to contrast major periods and trends.
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
Unit 4: The Romantic Period (Parts 1-3)
 Burns
 Blake
 Wordsworth
 Keats
 Byron
 Shelley
 Coleridge
Unit 5: The Victorian Period (Parts 1-4)
 Tennyson
 Arnold
 Kipling
 C. Bronte
 E. Bronte
 Hardy
 Housman
Core Literature
 Pygmalion
 Emma
PACING PLAN
12th Grade English
(English 12, English 4, English 4, and English 4 Academy (All)
Revised 5/23/2011
 * Teachers may self-select titles from the McDougal Litell anthology and the OUHSD 11 th Grade Core Literature List.
“Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 CA State ELA “Focus” Standards 3rd Quarter
 CA State ELD “Focus” Standards 3rd Quarter
 Suggested Resources
Language Objective/Goal
Writing Standards
Use Elements of Discourse
Prentice Hall Writing & Grammar
 Part 1: Writing (2-330)
1.1 Demonstrate an understanding of the elements of
I Recognize elements of characterization in a piece of writing
 Part 2: Grammar, Usage, and Mechanics (338)
discourse when completing narrative, expository,
and apply the same techniques when writing.
persuasive, or descriptive writing assignments.
EA Use appropriate language variations and genres in writing for
Prentice Hall Literature
1.2 Use point of view, characterization, style (e.g., use of
language arts and other content areas.
 Literary Terms Handbook
irony), and related elements for specific rhetorical and
EA Identify in writing the various elements of discourse (e.g.,
 Column Notes (T.E.)
aesthetic purposes.
purpose, speaker, audience, form).
 Writing About Literature Workshops
A Produce writing by using various elements of discourse (e.g.,
 Writing Workshops
purpose, speaker, audience, form) in narrative, expository,
 Writing Handbook (R16)
persuasive, informational, and/or descriptive writing.
 Grammar and Mechanics Handbook (R6)
Writing Standards
Writing Persuasive Compositions.
 Internet Research Handbook (R28)
1.3 Structure ideas and arguments in a sustained, persuasive,
I Recognize structured ideas and arguments and support
 Writing Criticism and Citing Sources (R30)
and sophisticated way and support them with precise and
examples in persuasive writing.
relevant examples.
EA Write persuasive compositions that structure ideas and
2.3 Write reflective compositions
arguments in a logical way with consistent use of standard
Prentice Hall Program Components
grammatical forms.
 Vocabulary & Spelling
A Write persuasive and expository compositions that include a
 Daily Language Practice
clear thesis, describe organized points of support, and
 Grammar Exercises
address counterarguments.
 Daily Language Transparencies
A Use various rhetorical devices (e.g., appeal to logic through
 Reader’s Companion
reasoning, case study, and analogy) to support assertions.
Teaching Guidebook
A Clarify and defend positions with relevant evidence, including
 Reading Diagnostic
facts, expert opinions, quotations, and/or expressions of
 Reading Skills
commonly accepted beliefs and logical.
 Reading Support
Listening and Speaking
Identify Media Messages
 Formal Assessment
1.1 Recognize strategies used by the media to inform,
I Identify a variety of media messages (e.g., radio, television,
persuade, entertain, and transmit culture.
movies) and give some details supporting the messages.
A Identify strategies used by the media to present information for Prentice Hall Companion Web Site
 PHSchool.com (use Web Code eek- 1001)
various purposes (e.g., to inform, entertain, or persuade).
 http://rubistar.4teachers.org/
Page
12 ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
Unit 4: The Romantic Period (Parts 1-3)
 Burns
 Blake
 Wordsworth
 Keats
 Byron
 Shelley
 Coleridge
Unit 5: The Victorian Period (Parts 1-4)
 Tennyson
 Arnold
 Kipling
 C. Bronte
 E. Bronte
 Hardy
 Housman
Core Literature
 Pygmalion
 Emma
PACING PLAN
12th Grade English
(English 12, English 4, English 4, and English 4 Academy (All)
Revised 5/23/2011
 * Teachers may self-select titles from the McDougal Litell anthology and the OUHSD 11 th Grade Core Literature List.
“Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 CA State ELA “Focus” Standards 3rd Quarter
 CA State ELD “Focus” Standards 3rd Quarter
 Suggested Resources
Language Objective/Goal
Listening and Speaking
Speak to Be Understood
Prentice Hall Writing & Grammar
 Part 1: Writing (2-330)
1.4 Use rhetorical questions, parallel structure, concrete
I Make oneself be understood when speaking by using consistent
 Part 2: Grammar, Usage, and Mechanics (338)
images, figurative language, characterization, irony, and
standard English grammatical forms, sounds; however, some
dialogue to achieve clarity, force, and aesthetic force.
rules may not be followed (e.g., third-person
Prentice Hall Literature
Distinguish between and use various forms of classical
singular, male and female pronouns).
 Literary Terms Handbook
and contemporary logical arguments, including: inductive
EA Make oneself understood when speaking by using consistent
 Column Notes (T.E.)
and deductive reasoning and syllogisms and analogies.
standard English grammatical forms, sounds, intonation, pitch,
 Writing About Literature Workshops
and modulation but may make random
 Writing Workshops
errors.
 Writing Handbook (R16)
A Speak clearly and comprehensibly by using standard English
 Grammar and Mechanics Handbook (R6)
grammatical forms, sounds, intonation, pitch, and modulation.
 Internet Research Handbook (R28)
Vary Ways of Speaking
 Writing Criticism and Citing Sources (R30)
EA Recognize appropriate ways of speaking that vary according
to the purpose, audience, and subject matter.
A Consistently use appropriate ways of speaking and writing that
Prentice Hall Program Components
vary according to the purpose, audience, and subject matter.
 Vocabulary & Spelling
Listening and Speaking
Deliver Oral Presentations
 Daily Language Practice
2.5 Recite poems, selections from speeches, or dramatic
I Prepare and deliver short presentations on ideas, premises, or
 Grammar Exercises
soliloquies with attention to performance details to
images obtained from various common sources.
 Daily Language Transparencies
achieve clarity, force, and aesthetic effect.
EA Prepare and deliver brief oral presentations/reports on
 Reader’s Companion
historical investigations, a problem and solution or
Teaching Guidebook
a cause and effect.
 Reading Diagnostic
EA Prepare and deliver presentations that follow a process of
 Reading Skills
organization and use various sources.
 Reading Support
A Prepare and deliver presentations and reports in various
 Formal Assessment
content areas, including a purpose, point of view, introduction,
coherent transition, and appropriate
Prentice Hall Companion Web Site
conclusions
 PHSchool.com (use Web Code eek- 1001)
 http://rubistar.4teachers.org/
Page
13 ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
Unit 4: The Romantic Period (Parts 1-3)
 Burns
 Blake
 Wordsworth
 Keats
 Byron
 Shelley
 Coleridge
Unit 5: The Victorian Period (Parts 1-4)
 Tennyson
 Arnold
 Kipling
 C. Bronte
 E. Bronte
 Hardy
 Housman
Core Literature
 Pygmalion
 Emma
Page
14 PACING PLAN
12th Grade English
(English 12, English 4, English 4, and English 4 Academy (All)
Revised 5/23/2011
 * Teachers may self-select titles from the McDougal Litell anthology and the OUHSD 11 th Grade Core Literature List.
“Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 CA State ELA “Focus” Standards 4th Quarter
 CA State ELD “Focus” Standards 4th Quarter
 Suggested Resources
Language Objective/Goal
Language Conventions Standards
Create Coherent Paragraphs
Prentice Hall Writing & Grammar
 Part 1: Writing (2-330)
1.1 Demonstrate control of grammar, diction, and paragraph
I Use sentences with consistent variations in grammatical form.
 Part 2: Grammar, Usage, and Mechanics (338)
and sentence structure and an understanding of English
EA Create coherent paragraphs through effective transitions.
usage.
A Create coherent paragraphs through effective transitions and
Prentice Hall Literature
parallel constructions.
 Literary Terms Handbook
Language Convention Standards
Revise Writing
 Column Notes (T.E.)
1.2 Produce legible work that shows accurate spelling and
I Revise writing for appropriate word choice and organization
 Writing About Literature Workshops
correct punctuation and capitalization.
with variation in grammatical forms and spelling.
 Writing Workshops
1.3 Reflect appropriate manuscript requirements in writing
EA Revise writing for appropriate word choice, organization,
 Writing Handbook (R16)
consistent point of view, and transitions, with some variation in
 Grammar and Mechanics Handbook (R6)
grammatical forms and spelling. (CELDT)
 Internet Research Handbook (R28)
A Revise writing for appropriate word choice and organizations,
 Writing Criticism and Citing Sources (R30)
consistent point of view, and transitions, using approximate
standard grammatical forms and spelling.
Reading Standards
Use Analogies and Metaphors
Prentice Hall Program Components
1.1 Trace the etymology of significant terms used in political
EA Recognize that some words have multiple meanings and
 Vocabulary & Spelling
science and history.
apply this knowledge to understanding texts.
 Daily Language Practice
A Recognize that some words have multiple meanings and apply
 Grammar Exercises
this knowledge consistently in reading literature and texts in
 Daily Language Transparencies
content areas.
 Reader’s Companion
Reading Standards
Recognize Words with Multiple Meanings
Teaching Guidebook
1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots I Identify variations of the same word that are found in a text and
 Reading Diagnostic
and affixes to draw inferences concerning the meaning of
know with some accuracy how affixes change the meaning of
 Reading Skills
scientific and mathematical terminology.
those words.
 Reading Support
EA Use knowledge of affixes, root words, and increased
 Formal Assessment
vocabulary to interpret the meaning of words in literature and
content area texts. (CELDT)
Prentice Hall Companion Web Site
A Use knowledge of English morphemes, phonics, and syntax to
 PHSchool.com (use Web Code eek- 1001)
decode and interpret the meaning of unfamiliar words.
 http://rubistar.4teachers.org/
(CELDT).
Reading Standards
Use Analogies and Metaphors
1.3 Discern the meanings of analogies encountered, analyzing I Demonstrate sufficient knowledge of English syntax to
specific comparison s as well as relationships and
interpret the meaning of idioms, analogies, and metaphors.
inferences.
EA Recognize idioms, analogies, and metaphors used in
literature and texts in content areas.
A Use common idioms and some analogies (e.g., “shine like a
star,” “let the cat out of the bag”) and metaphors.
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
Prentice Hall Literature
Unit 6: The Modern and Postmodern Period
(Parts 1-4)
 Yeats
 Joyce
 Woolf
 Thomas
 Lawrence
 Conrad
 Larkin
Core Literature
 Brave New World
 A Place Where the Sea Remembers
15 Page
PACING PLAN
12th Grade English
(English 12, English 4, English 4, and English 4 Academy (All)
Revised 5/23/2011
 * Teachers may self-select titles from the McDougal Litell anthology and the OUHSD 11 th Grade Core Literature List.
“Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 CA State ELA “Focus” Standards 4th Quarter
 CA State ELD “Focus” Standards 4th Quarter
 Suggested Resources
Language Objective/Goal
Reading Standards
Analyze Text Features
Prentice Hall Writing & Grammar
 Part 1: Writing (2-330)
2.1 Analyze both the features and the rhetorical devices of
I Read and use simple sentences to identify orally the features
 Part 2: Grammar, Usage, and Mechanics (338)
different types of public documents and the way in which
and the rhetorical devices of simple excerpts of public and
authors use those features and devices.
workplace documents and content area texts.
I Read workplace documents and orally identify the structure and Prentice Hall Literature
 Literary Terms Handbook
format (e.g., graphics and headers) and give one brief example
 Column Notes (T.E.)
of how the author uses the feature to achieve his or
 Writing About Literature Workshops
her purpose.
 Writing Workshops
EA Analyze the structure and format of workplace documents
 Writing Handbook (R16)
and the way in which authors use
 Grammar and Mechanics Handbook (R6)
structure and format to achieve their purposes.
 Internet Research Handbook (R28)
EA Analyze the features and rhetorical devices of at least two
 Writing Criticism and Citing Sources (R30)
types of documents intended for the general public (e.g.,
warranties, contracts, manuals, magazines, and textbooks).
A Analyze the features and rhetorical devices of
Prentice Hall Program Components
different types of public documents and the way authors use
 Vocabulary & Spelling
those features and devices.
 Daily Language Practice
Reading Standards
Analyze Evidence in Informational Materials
 Grammar Exercises
2.3 Verify and clarify facts presented in other types of
I In detailed sentences identify orally two to three examples of
 Daily Language Transparencies
expository text s by using elements of consumer,
how clarity of text is affected by the repletion of important ideas
 Reader’s Companion
workplace, and public documents. and by syntax.
Teaching Guidebook
2.6 Critique the power , validity, truthfulness of arguments set
I Present a brief report that verifies and clarifies facts in two to
 Reading Diagnostic
forth in public documents; their appeal to both friendly
three forms of expository text.
 Reading Skills
and hostile audiences; and the extent to which the
EA Read material and analyze how clarity is affected by patterns
 Reading Support
arguments anticipate and address the reader’s concerns
of organization, repetition of key ideas, syntax, and word choice.
 Formal Assessment
and counterclaims.
A Analyze how clarity is affected by patterns of organization,
hierarchical structures, repetition of key ideas, syntax, and word
Prentice Hall Companion Web Site
choice in texts across content areas.
 PHSchool.com (use Web Code eek- 1001)
Reading Standards
Analyze Themes
 http://rubistar.4teachers.org/
3.8 Analyze the clarity and consistency of political
I Read a literary selection and use detailed sentences to explain
assumptions in a selection of literary works or essays on a
orally the elements of theme, plot, setting, and characters.
topic.
I Use expanded vocabulary and descriptive words in
3.9 Analyze the philosophical arguments presented in literary
paraphrasing oral and written responses to texts.
works to determine whether the authors' positions have
I Use detailed sentences to compare and contrast orally a similar
contributed to the quality of each work and the
theme or topic across three genres.
credibility of the characters.
EA Compare and contrast orally and in writing a similar theme
or topic across several genres by using detailed sentences.
A Compare and contrast a similar theme or topic across genres
and explain how the genre shapes the themes or topics.
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
Prentice Hall Literature
Unit 6: The Modern and Postmodern Period
(Parts 1-4)
 Yeats
 Joyce
 Woolf
 Thomas
 Lawrence
 Conrad
 Larkin
Core Literature
 Brave New World
 A Place Where the Sea Remembers
PACING PLAN
12th Grade English
(English 12, English 4, English 4, and English 4 Academy (All)
Revised 5/23/2011
 * Teachers may self-select titles from the McDougal Litell anthology and the OUHSD 11 th Grade Core Literature List.
“Focus” Standards may be additionally taught in other sections of the Pacing Plan.
 CA State ELA “Focus” Standards 4th Quarter
 CA State ELD “Focus” Standards 4th Quarter
 Suggested Resources
Language Objective/Goal
Writing Standards
Use the Writing Process
Prentice Hall Writing & Grammar
 Part 1: Writing (2-330)
1.4 Enhance meaning by employing rhetorical devices,
I Use basic strategies of note taking, outlining, and the writing
including the extended use of parallelism, repetition, and
process to structure drafts of simple essays, with consistent use of  Part 2: Grammar, Usage, and Mechanics (338)
analogy; the incorporation of visual aids; and the
standard grammatical forms.
Prentice Hall Literature
issuance of a call of action.
EA Use strategies of note taking, outlining, and summarizing to
 Literary Terms Handbook
structure drafts of clear, coherent, and focused essays, with
 Column Notes (T.E.)
consistent use of standard grammatical forms.
 Writing About Literature Workshops
A Use strategies of note taking, outlining, and summarizing to
 Writing Workshops
structure drafts of clear, coherent, and focused essays, with
 Writing Handbook (R16)
consistent use of standard grammatical forms.
 Grammar and Mechanics Handbook (R6)
Writing Standards
Write Expository Compositions and Research Reports
 Internet Research Handbook (R28)
1.3 Integrate databases, graphics, and spreadsheets into wordI Investigate and research a topic in a content area and develop a
 Writing Criticism and Citing Sources (R30)
processed documents.
brief essay or report that includes source citations.
I Write brief expository compositions and reports that (a) include
a thesis and some supporting details; (b) provide information
Prentice Hall Program Components
from primary sources: and (c) include charts and graphs.
 Vocabulary & Spelling
EA Write reflective compositions that explore the significance of
 Daily Language Practice
events.
 Grammar Exercises
EA Develop a clear thesis and support it by using analogies,
 Daily Language Transparencies
quotations, and facts appropriately.
 Reader’s Companion
EA Write expository compositions and reports that convey
Teaching Guidebook
information from primary and secondary sources and use some
 Reading Diagnostic
technical terms, use appropriate tone and voice for the purpose,
 Reading Skills
audience and subject matter.
A Write expository compositions, including analytical essays and  Reading Support
research reports, for the language arts and other content areas and  Formal Assessment
provide evidence in support of a thesis and
Prentice Hall Companion Web Site
related claims.
 PHSchool.com (use Web Code eek- 1001)
A Produce writing that establishes a controlling impression or
 http://rubistar.4teachers.org/
thesis.
Page
16 Writing Standards
2.5 Write job applications and organize and record information.
 Suggested Literature/Activities
Prentice Hall Literature
Unit 6: The Modern and Postmodern Period
(Parts 1-4)
 Yeats
 Woolf
 Lawrence
 Larkin
 Joyce
 Thomas
 Conrad
Core Literature
 Brave New World
 A Place Where the Sea Remembers
Write Business Letters and Documents
I Fill out job applications and prepare resumes that are clear and
provide all needed information.
EA Fill out job applications and prepare resumes that are clear
and purposeful and address the intended audience appropriately.
A Complete job applications and write resumes that fit the
purpose and audience and follow the conventional format for the
type of document.
 CA State ELA “Focus” Standards 4th Quarter
 CA State ELD “Focus” Standards 4th Quarter
 Suggested Resources
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5  Suggested Literature/Activities
Page
17 PACING PLAN
12th Grade English
(English 12, English 4, English 4, and English 4 Academy (All)
Revised 5/23/2011
 * Teachers may self-select titles from the McDougal Litell anthology and the OUHSD 11 th Grade Core Literature List.
“Focus” Standards may be additionally taught in other sections of the Pacing Plan.
Language Objective/Goal
Listening and Speaking
Identify Media Messages
Prentice Hall Writing & Grammar
 Part 1: Writing (2-330)
1.2 Analyze the impact of the media on the democratic
I Identify a variety of media messages (e.g., radio, television,
 Part 2: Grammar, Usage, and Mechanics (338)
process at the local, state, and national levels.
movies) and give some details supporting the messages.
1.13 Analyze the four basic types of persuasive speech and
A Identify strategies used by the media to present information for
Prentice Hall Literature
understand the similarities and differences in their
various purposes (e.g., to inform, entertain, or persuade).
 Literary Terms Handbook
patterns of organization and the use of persuasive
 Column Notes (T.E.)
language, reasoning, and proof.
 Writing About Literature Workshops
1.14 Analyze the techniques used in media messages for a
 Writing Workshops
particular audience and evaluate their effectiveness.
 Writing Handbook (R16)
 Grammar and Mechanics Handbook (R6)
Listening and Speaking
Speak to Be Understood
 Internet Research Handbook (R28)
1.10 Evaluate when to use different kinds of effects to create
I Make oneself be understood when speaking by using consistent
 Writing Criticism and Citing Sources (R30)
effective productions
standard English grammatical forms, sounds; however, some
rules may not be followed (e.g., third-person
singular, male and female pronouns).
Prentice Hall Program Components
EA Make oneself understood when speaking by using consistent
 Vocabulary & Spelling
standard English grammatical forms, sounds, intonation, pitch,
 Daily Language Practice
and modulation but may make random
 Grammar Exercises
errors.
 Daily Language Transparencies
A Speak clearly and comprehensibly by using standard English
 Reader’s Companion
grammatical forms, sounds, intonation, pitch, and modulation.
Teaching Guidebook
Vary Ways of Speaking
 Reading Diagnostic
EA Recognize appropriate ways of speaking that vary according
 Reading Skills
to the purpose, audience, and subject matter.
 Reading Support
A Consistently use appropriate ways of speaking and writing that
 Formal Assessment
vary according to the purpose, audience, and subject matter.
Listening and Speaking
Deliver Oral Presentations
Prentice Hall Companion Web Site
2.4 Deliver multimedia presentations
I Prepare and deliver short presentations on ideas, premises, or
 PHSchool.com (use Web Code eek- 1001)
images obtained from various common sources.
 http://rubistar.4teachers.org/
EA Prepare and deliver brief oral presentations/reports on
historical investigations, a problem and solution or
a cause and effect.
EA Prepare and deliver presentations that follow a process of
organization and use various sources.
A Prepare and deliver presentations and reports in various
content areas, including a purpose, point of view, introduction,
coherent transition, and appropriate
conclusions
ELD Levels
(Identified on Class Rosters or in SchoolMAX)
I
Intermediate - 3
EA Early Advanced - 4
A Advanced - 5 Prentice Hall Literature
Unit 6: The Modern and Postmodern Period
(Parts 1-4)
 Yeats
 Joyce
 Woolf
 Thomas
 Lawrence
 Conrad
 Larkin
Core Literature
 Brave New World
 A Place Where the Sea Remembers
Mexican/ Chicano Literature *
Semester 1
Recommended Core Literature: The Underdogs/ Rain of Gold
Theme
Historical
Genre
Recommended
Time
Literature
Periods
New
Beginnings
Displacement
Turmoil
PreColumbian
/
Colonial
Era
Treaty of
Guadalupe
Hidalgo
Mexican
Revolution
1910
Primary
Text
Nonfiction
Fiction
Recommended
Activities
Myths of La
Llarona;
“The Children of
LaMalinche”
Octavio Paz;
Mexican American
Literature textbook
(75-123);
“I Am Joaquin”
Biographical
Poem/Cuentos
Excerpts from
Treaty of
Guadalupe
Hidalgo;
Corridos/Ballads
Cuentos/Folktales;
Mexican American
Literature textbook
(2-74); Cuentos
textbook
Primary Source
Analysis
The Underdogs;
Rain of Gold
Soldier’s Journal
Reflective
Composition:
“I am Joaquin” /La
Llorona
Cause and Effect
Essay: Treaty of
Guadalupe Hildago
Persuasive Essay:
Treaty of Guadalupe
Hildago- US Wrong
or Right?
Cloze
Reading/Jigsaw
Family Tree
Socratic Seminar
Presentation,
Representatio
n, and
Exploitation
Latino
Representa
tion of
Popular
Culture
1920-1040
Film, media,
print,
advertising
Print
Advertisement;
Film Posters;
Magazine/Newspap
er Articles; “St.
Patrick’s Day
Battalion”
Screenplay Analysis
Comparative
Analysis Past/Present
View
Film Poster Analysis
Persuasive Essay:
Latino
Representation
Grade 11/12 ELA Content Standards
R/ 2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of main ideas , syntax, and word choice of text; R.2.5 Analyze the author’s implicit and explicit philosophical assumptions and beliefs about a subject.;
R/2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, etc; /3.1 Analyze characteristics of subgenres R/3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to
support claim.;R/3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical or aesthetic purposes or both. R/3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke
reader’s emotions.
R/ 3.6 Analyze the ways in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings; R/3.7 Analyze recognized works of world literature from a variety of authors; W/2.6 Deliver
multimedia presentations; L/S 2.4 Deliver multimedia presentations; LS/ 2.5 Recite poems, selections from speeches, or dramatic soliloquies
R/ 2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of main ideas , syntax, and word choice of text; R.2.5 Analyze the author’s implicit and explicit philosophical assumptions and beliefs about a subject.;
R/2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, etc; /3.1 Analyze characteristics of subgenres R/3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to
support claim.;R/3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical or aesthetic purposes or both. R/3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke
reader’s emotions.
R/ 3.6 Analyze the ways in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings; R/3.7 Analyze recognized works of world literature from a variety of authors; W/2.2 Write responses
to literature; LS/ 2.5 Recite poems, selections from speeches, or dramatic soliloquies;W/ 2.2 Deliver oral reports on historical investigations:
R/ 2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of main ideas , syntax, and word choice of text; R.2.5 Analyze the author’s implicit and explicit philosophical assumptions and beliefs about a subject.;
R/2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, etc; /3.1 Analyze characteristics of subgenres
R/3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support claim.; R/3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical or
aesthetic purposes or both.
R/ 2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of main ideas , syntax, and word choice of text; R/3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language
achieve specific rhetorical or aesthetic purposes or both; W/1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments; W/1.2 Use point of view,
characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes; W/1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples; W/1.5 Use language in
natural, fresh, and vivid ways to establish a specific tone; W/1.6 Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources); W/1.7 Use systematic strategies to
organize and record information (e.g., anecdotal scripting, annotated bibliographies); W/1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and
genre.
W/2.3 Write reflective compositions; L/S 2.1 Deliver reflective presentations; R/2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents; R/3.4 Analyze ways in which poets use imagery,
personification, figures of speech, and sounds to evoke reader’s emotions; W/1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments; W/1.2 Use
point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes; W/1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples; W/1.4
Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action; W/1.5 Use language in natural, fresh, and vivid ways to
establish a specific tone; W/1.8 Integrate databases, graphics, and spreadsheets into word-processed documents; W/1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the
purpose, audience, and genre.
R/ 2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of main ideas , syntax, and word choice of text; R.2.5 Analyze the author’s implicit and explicit philosophical assumptions and beliefs about a subject.;
R/2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, etc; /3.1 Analyze characteristics of subgenres
R/3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support claim.; R/3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical or
aesthetic purposes or both.; R/3.6 Analyze the ways in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings; R/3.7 Analyze recognized works of world literature from a variety of
authors; R/3.8 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic; R/3.9 Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions have contributed to the quality of
each work and the credibility of the characters; W/2.2 Write responses to literature;W/2.3 Write reflective compositions; W/ 2.4 Write historical investigation reports; W/2.6 Deliver multimedia presentations; L/S 2.4 Deliver multimedia presentations; LS/ 2.5 Recite poems,
selections from speeches, or dramatic soliloquies; W/1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments; W/1.2 Use point of view,
characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes; W/1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples; W/1.5 Use language in
natural, fresh, and vivid ways to establish a specific tone; W/1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies); W/1.8 Integrate databases, graphics, and spreadsheets into word-processed documents; W/1.9
Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.
R/ 2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of main ideas , syntax, and word choice of text; R.2.5 Analyze the author’s implicit and explicit philosophical assumptions and beliefs about a subject.;
R/2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, etc; /3.1 Analyze characteristics of subgenres
R/3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support claim.; R/3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical or
aesthetic purposes or both. R/3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke reader’s emotions.
R/ 3.6 Analyze the ways in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings; R/3.7 Analyze recognized works of world literature from a variety of authors; W/2.2 Write responses
to literature; LS/ 2.5 Recite poems, selections from speeches, or dramatic soliloquies
W/2.3 Write reflective compositions; L/S 2.1 Deliver reflective presentations; R/2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents; R/3.4 Analyze ways in which poets use imagery,
personification, figures of speech, and sounds to evoke reader’s emotions; W/1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments; W/1.2 Use
point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes; W/1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples; W/1.4
Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action; W/1.5 Use language in natural, fresh, and vivid ways to
establish a specific tone; W/1.6 Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources); W/1.7 Use systematic strategies to organize and record information
(e.g., anecdotal scripting, annotated bibliographies); W/1.8 Integrate databases, graphics, and spreadsheets into word-processed documents; W/1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways
that are consistent with the purpose, audience, and genre.
W/2.4 Write historical investigation reports; L/S/2.2 Deliver oral reports on historical investigations; W/2.4 Make warranted sand reasonable assertions about the author’s argument by using elements of the text to defend and clarify interpretations; R/3.5 Analyze recognized
works of American literature from the colonial period forward.
R/ 2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of main ideas , syntax, and word choice of text; R.2.5 Analyze the author’s implicit and explicit philosophical assumptions and beliefs about a subject.;
R/2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, etc; /3.1 Analyze characteristics of subgenres
R/3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support claim.; R/3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical or
aesthetic purposes or both.; W/2.2 Write responses to literature; W/2.3 Write reflective compositions; W/ 2.4 Write historical investigation reports;
W/2.6 Deliver multimedia presentations; L/S 2.4 Deliver multimedia presentations; LS/ 2.5 Recite poems, selections from speeches, or dramatic soliloquies
R/ 2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of main ideas , syntax, and word choice of text; R.2.5 Analyze the author’s implicit and explicit philosophical assumptions and beliefs about a subject.;
R/2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, etc; /3.1 Analyze characteristics of subgenres
R/3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support claim.; R/3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical or
aesthetic purposes or both. R/3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke reader’s emotions.
R/ 3.6 Analyze the ways in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings; R/3.7 Analyze recognized works of world literature from a variety of authors; W/2.2 Write responses
to literature; LS/ 2.5 Recite poems, selections from speeches, or dramatic soliloquies
W/2.3 Write reflective compositions; L/S 2.1 Deliver reflective presentations; R/2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents; R/3.4 Analyze ways in which poets use imagery,
personification, figures of speech, and sounds to evoke reader’s emotions.
W/2.4 Write historical investigation reports; L/S/2.2 Deliver oral reports on historical investigations; W/2.4 Make warranted sand reasonable assertions about the author’s argument by using elements of the text to defend and clarify interpretations; R/3.5 Analyze recognized
works of American literature from the colonial period forward.; W/1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments; W/1.2 Use point of
view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes; W/1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples; W/1.4 Enhance
meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action; W/1.5 Use language in natural, fresh, and vivid ways to establish a
specific tone; W/1.8 Integrate databases, graphics, and spreadsheets into word-processed documents; W/1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose,
audience, and genre..
* Mexican/Chicano Literature: For standard-­‐level course, teacher must cover the themes, historical time periods , and ELA 11-­‐12 Standards as identified, but due to differentiated pacing, may not be able to address all of the recommended activities. Updated 5-­‐10-­‐11 Page 1 Mexican/ Chicano Literature
Semester 2
Recommended Core Literature: Bless Me, Ultima/A Place Where the Sea Remembers
Theme
Historical
Genre
Recommended
Recommended
Time
Literature
Activities
Periods
Conditional
Acceptance
World
War
II/Bracerr
o Program
Fiction
Blees me Ultima
“I am Joaquin”
Family Tree
Interview/Biographic
al Narrative
Research Project:
Unknown
Chicano/Mexican
Soldiers
Parallel View/ Theme
Project`(Dreams,
Rite of Passage, etc.)
Youth
Rebellion
Zoot Suit
Riots
Nonfiction
Articles and
Historical
Artifacts/
Poetry/
Drama
Zoot Suit Luis
Valdez
Literature textbook
(624-683)
Buck Private Luis
Valdez (626)
The Flying Tortilla
Man Denise
Chavez
Research Project:
Historical perspective
of Zoot Suit Riot
(Power Point, essay,
or report)
Play Analysis
Autobiographical
Narrative: Personal
Stance
Grade 11/12 ELA Content Standards
W/2.3 Write reflective compositions; L/S 2.1 Deliver reflective presentations; R/2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents; R/3.4 Analyze ways in which poets use imagery,
personification, figures of speech, and sounds to evoke reader’s emotions; W/1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments; W/1.2 Use
point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes; W/1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples; W/1.4
Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action; W/1.5 Use language in natural, fresh, and vivid ways to
establish a specific tone; W/1.6 Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources); W/1.7 Use systematic strategies to organize and record information
(e.g., anecdotal scripting, annotated bibliographies); W/1.8 Integrate databases, graphics, and spreadsheets into word-processed documents; W/1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways
that are consistent with the purpose, audience, and genre.
R/ 2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of main ideas , syntax, and word choice of text; R.2.5 Analyze the author’s implicit and explicit philosophical assumptions and beliefs about a subject.;
R/2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, etc; /3.1 Analyze characteristics of subgenres; R/3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to
support claim.;R/3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical or aesthetic purposes or both. R/3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke
reader’s emotions.
R/ 3.6 Analyze the ways in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings; R/3.7 Analyze recognized works of world literature from a variety of authors; W/2.2 Write responses
to literature; LS/ 2.5 Recite poems, selections from speeches, or dramatic soliloquies; L/S 2.4 Deliver multimedia presentations; L/S/ 2.5 Recite poems, selections from speeches, or dramatic soliloquies
R/ 2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of main ideas , syntax, and word choice of text; R.2.5 Analyze the author’s implicit and explicit philosophical assumptions and beliefs about a subject.;
R/2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, etc; /3.1 Analyze characteristics of subgenres
R/3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support claim.; R/3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical or
aesthetic purposes or both.; R/3.6 Analyze the ways in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings; R/3.7 Analyze recognized works of world literature from a variety of
authors; R/3.8 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic; R/3.9 Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions have contributed to the quality of
each work and the credibility of the characters; W/2.2 Write responses to literature;W/2.3 Write reflective compositions; W/ 2.4 Write historical investigation reports; W/2.6 Deliver multimedia presentations; L/S 2.4 Deliver multimedia presentations; LS/ 2.5 Recite poems,
selections from speeches, or dramatic soliloquies; W/1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments; W/1.2 Use point of view,
characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes; W/1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples; W/1.5 Use language in
natural, fresh, and vivid ways to establish a specific tone; W/1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies); W/1.8 Integrate databases, graphics, and spreadsheets into word-processed documents; W/1.9 Revise
text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.
R/ 2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of main ideas , syntax, and word choice of text; R.2.5 Analyze the author’s implicit and explicit philosophical assumptions and beliefs about a subject.;
R/2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, etc; /3.1 Analyze characteristics of subgenres
R/3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support claim.; R/3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical or
aesthetic purposes or both.; R/3.6 Analyze the ways in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings; R/3.7 Analyze recognized works of world literature from a variety of
authors; R/3.8 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic; R/3.9 Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions have contributed to the quality of
each work and the credibility of the characters; W/2.2 Write responses to literature;W/2.3 Write reflective compositions; W/ 2.4 Write historical investigation reports; W/2.6 Deliver multimedia presentations; L/S 2.4 Deliver multimedia presentations; LS/ 2.5 Recite poems,
selections from speeches, or dramatic soliloquies; W/1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments; W/1.2 Use point of view,
characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes; W/1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples; W/1.5 Use language in
natural, fresh, and vivid ways to establish a specific tone; W/1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies); W/1.8 Integrate databases, graphics, and spreadsheets into word-processed documents; W/1.9 Revise
text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.
R/ 2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of main ideas , syntax, and word choice of text; R.2.5 Analyze the author’s implicit and explicit philosophical assumptions and beliefs about a subject.;
R/2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, etc; /3.1 Analyze characteristics of subgenres
R/3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support claim.; R/3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical or
aesthetic purposes or both.; R/3.6 Analyze the ways in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings; R/3.7 Analyze recognized works of world literature from a variety of
authors; R/3.8 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic; R/3.9 Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions have contributed to the quality of
each work and the credibility of the characters; W/2.2 Write responses to literature;W/2.3 Write reflective compositions; W/ 2.4 Write historical investigation reports; W/2.6 Deliver multimedia presentations; L/S 2.4 Deliver multimedia presentations; LS/ 2.5 Recite poems,
selections from speeches, or dramatic soliloquies; W/1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments; W/1.2 Use point of view,
characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes; W/1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples; W/1.5 Use language in
natural, fresh, and vivid ways to establish a specific tone; W/1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies); W/1.8 Integrate databases, graphics, and spreadsheets into word-processed documents; W/1.9 Revise
text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.
R/ 2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of main ideas , syntax, and word choice of text; R/3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language
achieve specific rhetorical or aesthetic purposes or both; W/1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments; W/1.2 Use point of view,
characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes; W/1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples; W/1.5 Use language in
natural, fresh, and vivid ways to establish a specific tone; W/1.6 Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources); W/1.7 Use systematic strategies to
organize and record information (e.g., anecdotal scripting, annotated bibliographies); W/1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and
genre.
W/2.3 Write reflective compositions; L/S 2.1 Deliver reflective presentations; R/2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents; R/3.4 Analyze ways in which poets use imagery,
personification, figures of speech, and sounds to evoke reader’s emotions; W/1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments; W/1.2 Use
point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes; W/1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples; W/1.4
Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action; W/1.5 Use language in natural, fresh, and vivid ways to
establish a specific tone; W/1.8 Integrate databases, graphics, and spreadsheets into word-processed documents; W/1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the
purpose, audience, and genre.
* Mexican/Chicano Literature: For standard-­‐level course, teacher must cover the themes, historical time periods , and ELA 11-­‐12 Standards as identified, but due to differentiated pacing, may not be able to address all of the recommended activities. Updated 5-­‐10-­‐11 Page 2 Mexican/ Chicano Literature
Semester 2(continued)
Recommended Core Literature: Bless Me, Ultima/A Place Where the Sea Remembers
Theme
Historical
Genre
Recommended
Recommended
Time
Literature
Activities
Periods
Emerging
Voices
Chicano
Civil
Rights
Movement
Poetry,
Drama
Mexican American
Literature textbook
(446-620)
Comparison/Contrast
Essay : Civil Rights
Movement/Chicano
Movement
Persuasive Essay:
Civil Rights
Movement versus
Chicano Civil Rights
Movement-Which
was most successful?
Expansion
and
Expression
1970-1980
Fiction
A Place Where the
Sea Remembers
Sandra Benitez
Always Running
Luis S. Rodriguez
Buried Onions
Gary Soto
Parrot in the Oven
Victor Martinez
Response to
Literature: Continue
the Story…
Conflicts of
Acculturation
Contempo
rary Time
Period
Fiction/
Nonfiction
Mexican American
Literature textbook
(285-623)
Real Women Have
Curves Josephina
Lopez
Currents from the
Dancing River
Gary Soto
“Eleven” Sandra
Cisneros
Novio Boy Gary
Soto
And the Earth Did
Not Devour Him
Tomas Rivera
Murals/Paintings
Autobiographical
Narrative: Choices
and Consequences
Self-Interview: Past,
present, and Future
Lyric Analysis
Reflective Essay:
Mural/Painting,
Tattoo as Form of
Expression
Business
Communication
•
Cover
Letter
•
Applicatio
n
•
Resume
“I am…”SelfAnalysis
Poem/Short Story
Grade 11/12 ELA Content Standards
R/ 2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of main ideas , syntax, and word choice of text; R.2.5 Analyze the author’s implicit and explicit philosophical assumptions and beliefs about a subject.;
R/2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, etc; /3.1 Analyze characteristics of subgenres
R/3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support claim.; R/3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical or
aesthetic purposes or both.; R/3.6 Analyze the ways in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings; R/3.7 Analyze recognized works of world literature from a variety of
authors; R/3.8 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic; R/3.9 Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions have contributed to the quality of
each work and the credibility of the characters; W/2.2 Write responses to literature;W/2.3 Write reflective compositions; W/ 2.4 Write historical investigation reports; W/2.6 Deliver multimedia presentations; L/S 2.4 Deliver multimedia presentations; LS/ 2.5 Recite poems,
selections from speeches, or dramatic soliloquies; W/1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments; W/1.2 Use point of view,
characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes; W/1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples; W/1.5 Use language in
natural, fresh, and vivid ways to establish a specific tone; W/1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies); W/1.8 Integrate databases, graphics, and spreadsheets into word-processed documents; W/1.9 Revise
text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.
W/2.3 Write reflective compositions; L/S 2.1 Deliver reflective presentations; R/2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents; R/3.4 Analyze ways in which poets use imagery,
personification, figures of speech, and sounds to evoke reader’s emotions; W/1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments; W/1.2 Use
point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes; W/1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples; W/1.4 Enhance
meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action; W/1.5 Use language in natural, fresh, and vivid ways to establish a
specific tone; W/1.6 Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources); W/1.7 Use systematic strategies to organize and record information (e.g.,
anecdotal scripting, annotated bibliographies); W/1.8 Integrate databases, graphics, and spreadsheets into word-processed documents; W/1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are
consistent with the purpose, audience, and genre.
R/ 2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of main ideas , syntax, and word choice of text; R.2.5 Analyze the author’s implicit and explicit philosophical assumptions and beliefs about a subject.;
R/2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, etc; /3.1 Analyze characteristics of subgenres R/3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to
support claim.; R/3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical or aesthetic purposes or both.; W/2.2 Write responses to literature; W/2.3 Write reflective compositions; W/ 2.4 Write historical
investigation reports;
W/2.6 Deliver multimedia presentations; L/S 2.4 Deliver multimedia presentations; LS/ 2.5 Recite poems, selections from speeches, or dramatic soliloquies; W/1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when
completing narrative, expository, persuasive, or descriptive writing assignments; W/1.2 Use point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes; W/1.3 Structure ideas and arguments in a sustained, persuasive,
and sophisticated way and support them with precise and relevant examples; W/1.4 Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance
of a call for action; W/1.5 Use language in natural, fresh, and vivid ways to establish a specific tone; W/1.6 Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic
sources); W/1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies); W/1.8 Integrate databases, graphics, and spreadsheets into word-processed documents; W/1.9 Revise text to highlight the individual voice, improve
sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.
W/2.3 Write reflective compositions; L/S 2.1 Deliver reflective presentations; R/2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents; R/3.4 Analyze ways in which poets use imagery,
personification, figures of speech, and sounds to evoke reader’s emotions; W/1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments; W/1.2 Use
point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes; W/1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples; W/1.4 Enhance
meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action; W/1.5 Use language in natural, fresh, and vivid ways to establish a
specific tone; W/1.6 Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources); W/1.7 Use systematic strategies to organize and record information (e.g.,
anecdotal scripting, annotated bibliographies); W/1.8 Integrate databases, graphics, and spreadsheets into word-processed documents; W/1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are
consistent with the purpose, audience, and genre.
W/2.3 Write reflective compositions; L/S 2.1 Deliver reflective presentations; R/2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents; R/3.4 Analyze ways in which poets use imagery,
personification, figures of speech, and sounds to evoke reader’s emotions.
W/2.3 Write reflective compositions; L/S 2.1 Deliver reflective presentations; R/2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents; R/3.4 Analyze ways in which poets use imagery,
personification, figures of speech, and sounds to evoke reader’s emotions; W/1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments; W/1.2 Use
point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes; W/1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples; W/1.4 Enhance
meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action; W/1.5 Use language in natural, fresh, and vivid ways to establish a
specific tone; W/1.6 Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources); W/1.7 Use systematic strategies to organize and record information (e.g.,
anecdotal scripting, annotated bibliographies); W/1.8 Integrate databases, graphics, and spreadsheets into word-processed documents; W/1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are
consistent with the purpose, audience, and genre.
R/ 2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of main ideas , syntax, and word choice of text; R.2.5 Analyze the author’s implicit and explicit philosophical assumptions and beliefs about a subject.;
R/2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, etc; /3.1 Analyze characteristics of subgenres; R/3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to
support claim.;R/3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical or aesthetic purposes or both. R/3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke
reader’s emotions.
R/ 3.6 Analyze the ways in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings; R/3.7 Analyze recognized works of world literature from a variety of authors; W/2.2 Write responses
to literature; LS/ 2.5 Recite poems, selections from speeches, or dramatic soliloquies; L/S 2.4 Deliver multimedia presentations; L/S/ 2.5 Recite poems, selections from speeches, or dramatic soliloquies
R/ 2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of main ideas , syntax, and word choice of text; R.2.5 Analyze the author’s implicit and explicit philosophical assumptions and beliefs about a subject.;
R/2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, etc; /3.1 Analyze characteristics of subgenres R/3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to
support claim.; R/3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical or aesthetic purposes or both.; R/3.6 Analyze the ways in which authors through the centuries have used archetypes drawn from myth and
tradition in literature, film, political speeches, and religious writings; R/3.7 Analyze recognized works of world literature from a variety of authors; R/3.8 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic; R/3.9
Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters; W/2.2 Write responses to literature;W/2.3 Write reflective compositions; W/ 2.4 Write
historical investigation reports; W/2.6 Deliver multimedia presentations; L/S 2.4 Deliver multimedia presentations; LS/ 2.5 Recite poems, selections from speeches, or dramatic soliloquies; W/1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker,
audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments; W/1.2 Use point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes; W/1.3 Structure ideas and arguments in a
sustained, persuasive, and sophisticated way and support them with precise and relevant examples; W/1.5 Use language in natural, fresh, and vivid ways to establish a specific tone; W/1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting,
annotated bibliographies); W/1.8 Integrate databases, graphics, and spreadsheets into word-processed documents; W/1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the
purpose, audience, and genre; W/2.5 Write job applications and résumés
R/ 2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of main ideas , syntax, and word choice of text; R.2.5 Analyze the author’s implicit and explicit philosophical assumptions and beliefs about a subject.;
R/2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents, etc; /3.1 Analyze characteristics of subgenres R/3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to
support claim.;R/3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the sound of language achieve specific rhetorical or aesthetic purposes or both. R/3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke
reader’s emotions.
R/ 3.6 Analyze the ways in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings; R/3.7 Analyze recognized works of world literature from a variety of authors; W/2.2 Write responses
to literature; LS/ 2.5 Recite poems, selections from speeches, or dramatic soliloquies;W/ 2.2 Deliver oral reports on historical investigations:
* Mexican/Chicano Literature: For standard-­‐level course, teacher must cover the themes, historical time periods , and ELA 11-­‐12 Standards as identified, but due to differentiated pacing, may not be able to address all of the recommended activities. Updated 5-­‐10-­‐11 Page 3