Pacing Guide: Grade 12, Quarter 2
Fiction (1 selection)
from Morte d’Arthur
Drama (1 selection)
The Tragedy of Macbeth
Historical Document (1 selection)
from The King James Bible: “Psalm 23,” and “The Parable of the Prodigal Son”
Nonfiction (11 selections)
Introduction to Unit 2
o Snapshot of the Period
o Historical Background
o Essential Questions of the Literary Period
o Contemporary Commentary
“The Sound of Medieval Music”
“Romance Novel Titles Reveal Reader’s Desires”
“Shakespeare on Film”
Literary History: “The Elizabethan Theater,” “England’s First Playhouse,” and “The New Globe”
“Swagger Like Us”
“Speech Before Her Troops”
Visual Texts (3 selections)
The Last Sleep of Arthur in Avalon (painting by Sir Edward Burne-Jones) Ellen Terry as Lady Macbeth
(photograph by Hindau and Grove)
Poster for Orson Welles’s film of Macbeth
Poetry (9 selections)
Four Folk Ballads, Spenser’s “Sonnet 35,” Sidney’s “Sonnet 39,”
Shakespeare’s “Sonnet 29,” “Sonnet 116,” and “Sonnet 130”
Writing Portfolio: Informational/Explanatory Text*
*This portfolio writing assignment in the curriculum resources is the former capstone writing assignment for grade 12. You may still use this valid
assignment, or replace it with an informational/explanatory portfolio writing piece of your choice.
COLUMBUS CITY SCHOOLS
ENGLISH GRADE 12
PACING GUIDE
Unit/Topics
The Essential Question: What is the
relationship of the writer to
tradition?
1. Reading Literature; Reading
Informational Text; Writing;
Speaking and Listening;
Language
Essential questions
Critical viewing:
interpreting paintings
Historical themes
Legendary hero
Summarization
Analyze theme
Inference
Determining word meaning
through roots
Tragic resolution
Periods
Week 1
Periods: 3
GRADING PERIOD 2
Common Core Textbook/Supplemental
State Standards
Materials
RL.11-12.1
RL.11-12.2
RL.11-12.3
RL.11-12.4
RL.11-12.5
RL.11-12.10
RI.11-12.2
RI.11-12.7
W.11-12.2
W.11-12.3
W.11-12.4
W.11-12.5
W.11-12.6
W.11-12.10
SL.11-12.1
SL.11-12.6
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.4
L.11-12.5
L.11-12.6
Textbook (hard copy or
eBook)
Literature: The British
Tradition
Before You Read pp. 168169
from Morte d’Arthur pp.
184-195
Critical Reading Questions
p. 195
After You Read p. 196
Integrated Language
Skills p. 197
Unit 1 Resources pp. 138-155
Graphic Organizer
Transparencies pp. 28-30
Technology
Interactive Digital Path
Get Connected [Video
(0:47)]
Essential Question
Contemporary
Commentary [Meet
the Authors: Knights
of Legend and Sir
Thomas Mallory]
Literary Analysis:
Medieval Romances
Assessments/Assignments
Reading
from Morte d’Arthur (fiction)
Writing
Journal writing: Write about someone you
know, either male or female, who observes a
code of behavior.
In-class writing: Does the author accept or
question the code of chivalry?
Summarize: Summarize the main ideas of the
code of chivalry.
Speaking and Listening
Small group discussion
Whole group discussion
Language
Vocabulary Central
Vocabulary
Games
Worksheets
Grammar and Usage
The British Tradition
Integrated Language Skills: French root –
droit
Assessments
Open-book test
Selection test
The Essential Question: What is the
relationship of the writer to
tradition?
2. Reading Informational Text;
Reading Literature; Writing;
Speaking and Listening; Language
Primary sources
Critical thinking questions
Critical viewing:
interpreting illustrations
Analyzing a sequence of
events
Determining main idea
through paraphrasing
Analyze style
Close reading
Determining word meaning
through roots
Inference
Irony
Vivid word choice
Week 1
Periods: 2
Reading Strategy:
Summarizing the
Essential Message/Main
Idea
from Morte d’Arthur
[audio selection:(22:09)]
RI.11-12.1
RI.11-12.2
RI.11-12.3
RI.11-12.4
RI.11-12.5
RI.11-12.6
RI.11-12.10
RL.11-12.5
RL.11-12.6
RL.11-12.7
W.11-12.3
W.11-12.4
SL.11-12.1
SL.11-12.2
SL.11-12.3
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.4
L.11-12.5
L.11-12.6
Textbook (hard copy or
eBook)
Literature: The British
Tradition
“Informational Text:
Primary Sources” pp.
198- 199
“Twa Corbies” p. 205
“Lord Randall” p. 206
Critical Reading questions
p. 206
“Get Up and Bar the
Door” pp. 207-208
Critical Reading questions
p. 208
“Barbara Allan” pp. 209210
Critical Reading questions
p. 210
“The Sound of Medieval
Music” p. 211
Unit 1 Resources pp. 156-159
Technology
Interactive Digital Path
“Twa Corbies”[audio
selection: (1:05)]
“Lord Randall”[audio
Critical reading questions
Critical thinking questions
Critical viewing
Reading check
Reading strategy
Intervention/Enrichment
Intervention: Help students summarize the
scene on page 189. Once students have
summarized the scene, have them form groups
of four. Students can write a script of the scene,
including lines and action for the four
characters. Direct students to practice
performing the scene. Finally, have them
perform the scene for each other.
Extend Your Learning: Ask students to research
images and stories about the Holy Grail, p. 184.
Reading
“Twa Corbies” (ballad)
“Lord Randall” (ballad)
“Get Up and Bar the Door” (ballad)
“Barbara Allan” (ballad)
“The Sound of Medieval Music” (nonfiction)
Writing
Student-written ballad
In class writing: What do the events in the
ballads suggest about attitudes toward love
among the common folk who listened to
ballads?
Speaking and Listening
Whole class discussion
Panel discussion
Language
Vocabulary Central
Vocabulary
Games
Worksheets
Assessments
Open-book Test
Selection Test
Critical Reading Questions
Essential Questions: What is the
relationship between place and
literature? How does literature
shape or reflect society? What is the
relationship of the writer to
tradition?
3. Reading Informational Text;
Writing; Speaking and Listening;
Language
Essential questions
Historical themes
Renaissance and
Reformation
Setting
Summarizing
Critical viewing:
interpreting illustrations
Determining word meaning
through context
Critical thinking
Week 2
Periods: 2
selection: (1:28)]
“Get Up and Bar the
Door”[audio
selection: (2:16)]
“Barbra Allan”[audio
selection: (1:38)]
Critical Reading
RI.11-12.1
RI.11-12.2
RI.11-12.3
RI.11-12.4
RI.11-12.5
RI.11-12.6
RI.11-12.10
W.11-12.2
W.11-12.3
W.11-12.4
W.11-12.9
SL.11-12.1
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.4
L.11-12.5
L.11-12.6
Textbook (hard copy or
eBook)
Literature: The British
Tradition
“Snapshot of the Period”
pp. 236-237
“Historical Background”
pp. 238-239
“Essential Questions of the
Literary Period” pp. 240248
“Contemporary
Commentary” pp.
249250
Unit 2 Resources pp. 1-6
Technology
Interactive Digital Path
Essential Question
[Essential Question
Video (5:04)]
Contemporary
Commentary: Meet
the Author [Frank
Kermode video (2:35)]
Vocabulary Central
[Worksheets, games, and
vocabulary flash cards]
Critical Viewing
Reading Check
Student-written ballad
Intervention/Enrichment
To help students understand the dialect used in
the ballads, select one and go through it line by
line. As students determine the meaning of a
line, write the original line on the board. Then
write the meaning that students determine
underneath. Then ask students to state the
ballad’s story in their own words.
Student pairs research the rise and fall of
several recent songs to gather information on
the typical life span of a song in today’s music
industry.
Reading
“Snapshot of the Period” (nonfiction)
“Historical Background” (nonfiction)
“Essential Questions of the Literary Period”
(nonfiction)
“The British Tradition: Contemporary
Connection” (nonfiction)
Writing
Journal writing: Why can people today still
connect to Shakespeare’s sonnets?
Journal writing: How did writers respond to and
reflect problems of belief?
Speaking and Listening
Whole class discussion
Small group discussion
Panel discussion
Language
Vocabulary Central
Vocabulary
Games
Worksheets
Assessments
Critical thinking questions
Class discussions
The Essential Question: What
is the relationship of the writer to
tradition?
4. Reading Literature; Reading
Informational Text; Writing;
Speaking and Listening;
Language
Sonnet forms: Petrarchan /
Shakespearian
Tone
Theme
Inference
Visual text analysis:
interpreting paintings
Close reading
Context clues to determine
meanings of words
Paraphrasing
Allusion
Aesthetic impact
Conjunctions
Weeks 2-3
Periods: 4
RL.11-12.1
RL.11-12.2
RL.11-12.3
RL.11-12.4
RL.11-12.6
RL.11-12.10
RI.11-12.3
RI.11-12.4
W.11-12.1
W.11-12.2
W.11-12.4
W.11-12.6
W.11-12.9
SL.11-12.1
SL.11-12.4
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.4
Textbook (hard copy or
eBook)
Literature: The British
Tradition
Before You Read p. 252
Spenser’s “Sonnet 35”
p. 254
Critical Reading questions
p. 256
Sidney’s “Sonnet 31” p.
259
Critical Reading questions
p. 260
After You Read p. 261
Integrated Language Skills
pp. 262-263
Unit 2 Resources pp. 7-25
Graphic Organizer
Transparencies
Graphic Organizer:
Reading Strategy:
Paraphrasing Poetry p. 34
Graphic Organizer:
Comparing Literary Works
p. 36
Literature: The British
Tradition
Before You Read p. 272
“William Shakespeare” p.
273
Shakespeare’s “Sonnet 29”
and “Sonnet 116” pp.
275-276
Intervention/Enrichment
Differentiated Instruction p.247: Students may
benefit from creating their own Graphic
Organizer to help master the three essential
questions. It can consist of three boxes, with the
Essential Question written at the top of each,
and each stepping-stone question listed under
them.
Enrichment p.246: Encourage students to do
further research on the different types of
religions in the United States. Have them focus
their research on a single religion.
Reading
Spenser’s “Sonnet 35” (poetry)
Sidney’s “Sonnet 31” (poetry)
“William Shakespeare” (nonfiction)
Shakespeare’s “Sonnet 29,” “Sonnet 116,”
“Sonnet 130” (poetry)
“The Mystery of the Sonnets” (nonfiction)
Writing
Reader’s Journal: vocabulary, answers to text
dependent questions and discussion questions,
reflective writing pieces
Students use graphic organizers to chart sonnet
images and record inferences pertaining to the
images
“How to” manual for sonnet development and
creation p. 262
Reflection: To what “perfect” things do
songwriters compare their loves today?
Speaking and Listening
Whole group discussion
Small group discussion
Language
Vocabulary Central
Vocabulary
Games
Worksheets
Grammar and Usage
Subordinating conjunctions
Critical Reading questions
p. 276
“The Mystery of the
Sonnets” p. 277
Shakespeare’s
“Sonnet 130” p. 278
Critical Reading questions
p. 278
After You Read p. 279
Unit 2 Resources pp. 44-61
Graphic Organizer
Transparencies
Graphic Organizer:
Analyzing Text Structure
pp. 43-45
Writing and Grammar
Conjunctions-Chapter 17,
Sec. 4, pp. 397-399
Technology
Interactive Digital Path
Get Connected [Video
(0:50)]
Essential Question
Literary Analysis:
Sonnet Sequence:
Petrarchan and Spenserian;
Generational Conflict
Reading Strategy: Main
Idea/Essential Message
Meet the Authors: Edmund
Spenser and Sir Philip
Sidney
Background: Idealized
Lovers and Perfect
Companions “Ah, Are
You Digging on My
Grave?” [Audio(1:46)]
Spenser’s Sonnets on
audio: Sonnet 35 (1:00)
Sidney’s Sonnets on
audio: Sonnet 31 (0:57)
Get Connected [Video
(0:40)]
Literary Analysis:
Assessments
Open-book test
Selection test
Critical reading questions
Reading check
Reading strategy
Critical viewing
Student-written sonnet
Intervention/Enrichment
Pick a sonnet and write it on the board. Beside
the original sonnet, write a paraphrased version
in sentences, rather than in sonnet format.
Discuss the meaning of the paraphrased version,
connecting to stories, songs, or real-life
experiences of students. Link each sentence to
the relevant lines of the whole sonnet so
students understand what the poem says.
Have students imagine that the moon, which
Sidney addresses in Sonnet 31, can actually
hear the poet. Have students write a sonnet that
gives the moon’s reply to the author. Is Sidney
wrong about the moon’s sadness? What or
whom might the moon love?
Essential Question: What is the
relationship of the writer to
tradition?
5. Reading Literature; Reading
Informational Text; Writing;
Speaking and Listening;
Language
Drama: Elizabethan drama;
tragedy
Close reading
Text ambiguity
Paraphrase
Soliloquy
Theme development
Character development
Irony
Impact of word choices on tone
Determining word meaning
through dictionary usage
Determining word meaning
through context clues
Critical thinking
Identify causes and effects
Interpretation of comic relief
Analyzing text structure
Analysis archetypal images
Visual text analysis: interpreting
paintings and posters
Weeks 3-6
Periods: 14
Shakespeare’s Sonnets;
Quatrain, Couplet, and
Syntax
Reading Strategy:
Analyzing Text Structures
Meet the Author:
William Shakespeare
Shakespeare’s Sonnets on
audio: Sonnet 29 (1:05);
Sonnet 116 (1:00); Sonnet
130 (1:08)
RL.11-12.1
RL.11-12.2
RL.11-12.3
RL.11-12.4
RL.11-12.5
RL.11-12.6
RL.11-12.7
RL.11-12.10
RI.11-12.1
RI.11-12.2
RI.11-12.3
RI.11-12.4
RI.11-12.5
RI.11-12.6
RI.11-12.7
RI.11-12.10
W.11-12.2
W.11-12.3
W.11-12.4
W.11-12.7
W.11-12.9
W.11-12.10
SL.11-12.1
SL.11-12.3
SL.11-12.6
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.4
L.11-12.6
Textbook (hard copy or
eBook)
Literature: The British
Tradition
Before You Read p. 321
The Tragedy of Macbeth
Act I pp. 322-339
After You Read p. 340
Integrated Language
Skills p. 341
Unit 2 Resources pp. 86-105
Graphic Organizer
Transparencies
Graphic Organizer:
Literary Analysis:
Elizabethan Drama pp. 5455
Technology
Interactive Digital Path
Get Connected
[Video (0:53]
Essential Question
Pop Culture
Connection
Literary Analysis:
Elizabethan Drama
Reading Strategy:
Analyzing Information
from Text Features
Macbeth Act I [audio
selection: (26:27)]
Reading
The Tragedy of Macbeth Act I (fiction)
Writing
Journal: Are you superstitious?
In-class writing: How is Macbeth convinced to
kill? What does this suggest about his
character?
In-class writing: Does this couple have a good
relationship?
Critical viewing p.335 of text: What has the
costume designer tried to communicate with the
outfit made for Ellen Terry?
Speaking and Listening
Choral reading
Reader’s theater
Whole class discussion
Small group discussion
Audio selection
Language
Vocabulary Central
Vocabulary
Games
Worksheets
Grammar and Usage
Denotations and connotations of political words
Assessments
Open-book test
Selection test
Graphic organizers
Characterization worksheets
Interpreting soliloquys activity
Critical reading questions
Reading check
Critical viewing
************************
* Textbook (hard copy or
eBook)
Literature: The British
Tradition
Before You Read p. 342
The Tragedy of Macbeth
Act II pp. 343-355
Critical Commentary:
Thomas DeQuincey
pp. 356-357
After You Read p. 358
Integrated Language
Skills p. 359
Unit 2 Resources pp. 106-123
Graphic Organizer
Transparencies
Graphic Organizer:
Reading Strategy:
Analyzing Clarity of
Meaning pp. 56-57
Graphic Organizer:
Literary Analysis: Blank
Verse pp. 58-59
Technology
Interactive Digital Path
Literary Analysis: Blank
Verse
Reading Strategy: Clarity
of Meaning
Intervention/Enrichment
To help students understand the role of
soliloquies, show them Literary Analysis
Graphic Organizer A. The partially filled
sample will model how to interpret the details
of a soliloquy to understand a character.
Have pairs or groups of students choose a
deposed historical leader and research the
events that led to that leader being overthrown.
******************************************
Reading
The Tragedy of Macbeth Act II (fiction)
Writing
In-class writing: Analyze examples of verbal
and situational irony pertaining to the
Macbeths’ reactions to the king’s death.
In-class writing: How does the imagery relating
to blood and water in Macbeth’s lines contrast
with those of Lady Macbeth?
Interpretive drawing: Students interpret
Macbeth’s soliloquy by drawing stick figures
and symbols to represent his thoughts as he
prepares to kill the king.
Graphic organizer: Students record and analyze
quotes that reveal the Macbeths’ reactions to the
crime.
Speaking and Listening
Choral reading
Whole class discussion
Small group discussion
Audio selection
Language
Vocabulary Central
Vocabulary
Games
Worksheets
Macbeth Act II [audio
selection:(18:01)]
Critical Commentary:
Thomas DeQuincey
************************
* Textbook (hard copy or
eBook)
Literature: The British
Tradition
Before You Read p. 360
The Tragedy of Macbeth
Act III pp. 361-375
After You Read p. 376
Integrated Language
Skills p. 377
Unit 2 Resources pp. 130-147
Graphic Organizer
Transparencies
Graphic Organizer:
Reading Strategy:
Identifying cause/effect
relationships pp. 60-61
Graphic Organizer:
Literary Analysis:
Conflict and Irony pp. 6263
Grammar and Usage
Word analysis: Latin word root “voc.”
Assessments
Open-book test
Selection test
Characterization worksheets
Interpreting soliloquys activity
Critical reading questions
Reading check
Critical viewing
Intervention/Enrichment
Analyze the interaction between blank verse
lines and sentences by following sentences past
line endings. Use the chart featured on p.342 of
the text.
Students research ways in which police officers
prepare psychological profiles of criminals.
Have them use the results to prepare a
psychological profile of Macbeth and Lady
Macbeth.
******************************************
Reading
The Tragedy of Macbeth Act III (fiction)
Writing
Paraphrasing activity scene i: Pairs paraphrase
two of Macbeth’s arguments for killing Banquo.
In-class writing: Has the Macbeths’ relationship
changed? Are their behaviors in Act III
consistent with their behavior in the previous
acts?
Speaking and Listening
Choral reading
Reader’s theater
Whole class discussion
Small group discussion
Audio selection
Language
Vocabulary Central
Vocabulary
Games
Technology
Interactive Digital Path
Literary Analysis: Conflict
Reading Strategy:
identify cause/effect
relationships
Macbeth Act III
[audio selection: (24:25)]
************************
* Textbook (hard copy or
eBook)
Literature: The British
Tradition
Before You Read p 378
The Tragedy of
Macbeth Act IV pp. 379396
After You Read p. 397
Integrated Language
Skills p. 398
Unit 2 Resources pp. 148-165
Graphic Organizer
Transparencies
Graphic Organizer:
Reading Strategy:
Analyzing Text
Structures pp. 64-65
Graphic Organizer:
Reading Strategy:
Imagery pp. 66-67
Technology
Interactive Digital Path
Worksheets
Grammar and Usage
Vocabulary: context clues
Assessments
Open-book test
Selection test
Characterization worksheets
Interpreting soliloquys activity
Critical reading questions
Reading check
Critical viewing
Intervention/Enrichment
Students use a graphic organizer such as the one
on p.360 of the text to identify cause-and-effect
relationships.
Students analyze themes and symbols by
researching another author and his or her use of
ghosts. They can then compare that author’s use
of ghosts with Shakespeare’s.
******************************************
Reading
The Tragedy of Macbeth Act IV (fiction)
Writing
Journal: What are the three predictions of the
witches?
In-class writing: How does Malcolm test
Macduff?
Graphic organizer: Students complete chart
analyzing how imagery related to blood, babies,
and children reinforces the themes of the
disruption of the natural order and appearances
may be deceiving. The chart is located in the
All-in-One Workbook, p. 87.
Speaking and Listening
Choral reading
Reader’s theater
Whole class discussion
Small group discussion
Audio selection
Literary Analysis:
Imagery
Reading Strategy:
Analyzing Text Structures
Macbeth Act IV [audio
selection: (26:18)]
Critical Commentary:
Ian Johnston
Language
Vocabulary Central
Vocabulary
Games
Worksheets
Grammar and Usage
Interpreting analogies
Assessments
Open-book test
Selection test
Characterization worksheets
Graphic organizers
Critical reading questions
Reading check
Critical viewing
*************************
Textbook (hard copy or
eBook)
Literature: The British
Tradition
Before You Read p. 400
The Tragedy of Macbeth
Act V pp. 401-415
After You Read p. 416
Integrated Language
Skills p. 417
Unit 2 Resources pp. 166-184
Graphic Organizer
Transparencies
Graphic Organizer:
Relating work to major
themes and issues of the
period pp. 68-69
Graphic Organizer:
Intervention/Enrichment
To help students connect words with emotions,
have them listen to scene iii on audiotape and
then discuss how images, events, and emotions
build on or contribute to each other.
Students choose a scene from Act IV, and then
select music to accompany the action. They
explain why the music highlights or underscores
the actions or emotions of the scene for which it
was selected.
******************************************
Reading
The Tragedy of Macbeth Act V (fiction)
Writing
Journal: Did Macduff make the right choice?
Students rewrite a scene using a contemporary
setting and dialogue.
Students write a poem in iambic pentameter
that describes the emotional upheavals
surrounding an event of the play or the inner
thoughts of one of the characters during a time
of stress.
Essay prompt: Compare Macbeth’s trust in the
witches’ predictions with contemporary people
relying on psychics in times of economic
turbulence. Students research articles, such as
“Love, Jobs & 401(k) s” published in The New
Literary Analysis:
Shakespearean Tragedy
pp. 70-71
Technology
Interactive Digital Path
Literary Analysis:
Shakespearean Tragedy
Reading Strategy:
Relate work to major
themes and issues of the
period
Macbeth Act V
[audio selection: (19:49)]
York Times on November 23, 2008, which
features stock traders relying on psychics for
tips. Evaluate the effect of the supernatural on
Macbeth’s behavior and what one could infer
that it shows about the views of the time period.
What does a belief in psychics or the
supernatural reveal about contemporary human
behavior and beliefs?
Essay prompt: In Literature: The British
Tradition p.418: In an analytical essay, evaluate
Greenblatt’s commentary. Do you agree that
Macbeth dreads the earthly consequences of his
actions more than he dreads the fate of his
soul—or do you think the opposite is true?
Speaking and Listening
Choral reading
Reader’s theater
Whole class discussion
Small group discussion
Audio selection
Language
Vocabulary Central
Vocabulary
Games
Worksheets
Grammar and Usage
Adjective and adverb clauses
Assessments
Open-book test
Selection test
Characterization worksheets
Critical reading questions
Reading check
Reflective essay
Informational essay
Intervention/Enrichment
The action of the final battle may be confusing.
To clarify the sequence of events, have students
outline what happens using a three column chart
to list each scene, what happens in that scene,
and what characters are present.
Essential Question: What is the
relationship between place and
literature?
6. Reading Informational Text;
Writing; Speaking and Listening;
Language
Primary source: speech
Visual text analysis:
interpreting paintings
Style
Organization
Inference
Word choice
Tone
Syntax
Audience and purpose
Rhetorical analysis
Etymology study
Week 6
Periods: 1
RI.11-12.1
RI.11-12.2
RI.11-12.3
RI.11-12.4
RI.11-12.5
RI.11-12.6
RI.11-12.10
W.11-12.4
SL.11-12.1
L.11-12.1
L.11-12.2
L.11-12.3
Textbook (hard copy or
eBook)
Literature: The British
Tradition
Informational Text:
Primary Sources pp. 282283
“The Story Behind The
Documents” p. 284
“Speech before Her
Troops” pp. 285287
Critical Reading Questions
p. 287
Invite students to identify the father/son pairs in
the play, then discuss how the plot is affected
by these relationships. How would the play be
different if Macbeth had an heir, if Duncan or
Banquo did not, if Macbeth had not killed
Macduff’s son, or if Fleance had not escaped?
Reading
“The Story Behind The Documents”
(nonfiction)
“Speech before Her Troops” (nonfiction)
Writing
Critical analysis: Identify places she [Queen
Elizabeth] exaggerates in her speech and
evaluate if this makes her speech more or less
persuasive.
Journal: If you were a soldier hearing her
speech, how would you have reacted?
Speaking and Listening
Whole group discussion
Small group discussion and presentation
Language
Vocabulary Central
Vocabulary
Games
Worksheets
Grammar and Usage
Etymology Study
Assessment
Open-book test
Selection test
Critical reading questions
Reading check
Intervention/Enrichment
Summarize the organizational pattern by
recording the main ideas in this primary
document and the key facts that support these
ideas.
Students conduct further investigation into life
during the Elizabethan Age. What was daily life
like for the subjects of Queen Elizabeth I?
Essential Question: Gender roles:
Should women act more like men?
7. Reading Informational Text;
Writing; Speaking and Listening;
Language
Comparing/contrasting:
themes
Tone
Inference
Analogies
Textual evidence
Irony
Critical thinking
Close reading
Determining word meaning
through context
Week 7
Periods: 2
RI.11-12.1
RI.11-12.2
RI.11-12.3
RI.11-12.4
RI.11-12.5
RI.11-12.6
RI.11-12.10
W.11-12.2
W.11-12.4
W.11-12.6
SL.11-12.1
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.4
Supplemental Text
America Now, 9th Edition
Before You Read p. 207
“Swagger Like Us” pp.
207-210
Reading
“Swagger Like Us” (nonfiction)
Writing
Journal: Should women act more like men to
compete in the business world?
Essay prompt: Do you think the world would be
fundamentally different if women “ruled” it?
Speaking and Listening
Whole group discussion
Language
Words to Learn
Using a Dictionary
Responding to Words in Context
Assessment
Critical reading questions
Persuasive essay
Intervention/Enrichment
Identify six examples of support for her
argument and label them logical or emotional.
Is bias present?
Students debate whether their genders will
affect their career choices and prospects. How
big of a role will it play in shaping their
professional lives? Will their genders give them
any advantages or disadvantages?
Essential Question: How does
literature shape or reflect society?
8. Reading Informational Text;
Writing; Speaking and Listening;
Language
Psalms; sermons; parables
Historical themes
Main idea
Tone
Inference
Analogies
Critical thinking
Close reading
Determining word meaning
Week 7
Days: 2
RI.11-12.1
RI.11-12.2
RI.11-12.3
RI.11-12.4
RI.11-12.5
RI.11-12.6
RI.11-12.7
RI.11-12.10
W.11-12.2
W.11-12.4
W.11-12.6
SL.11-12.1
SL.11-12.2
L.11-12.1
Textbook (hard copy or
eBook)
Literature: The British
Tradition
Before You Read p. 296
from The King James
Bible p. 297
“Psalm 23” p. 299
Critical Reading questions
p. 300
from “Parable of the
Prodigal Son” pp. 302-304
Critical Reading questions
p. 304
Reading
from The King James Bible (historical
document)
“Psalm 23” (historical document)
from “Parable of the Prodigal Son” (historical
document)
Writing
Graphic organizer: Literary analysis of psalm,
sermon, metaphor, parable, and analogy.
In-class writing: Do you think that mercy and
forgiveness are more important than, less
important than, or equal in importance to
justice? Explain, using examples form the
through context
Determining word meaning
through roots
Critical viewing:
interpreting paintings
L.11-12.2
L.11-12.3
L.11-12.4
After You Read p. 305
Unit 2 Resources pp. 66-80
Graphic Organizer
Transparencies
Graphic Organizer:
Literary Analysis: Psalms,
Sermons and Parables pp.
50-51
Graphic Organizer:
Reading Strategy: Making
Inferences pp. 48-49
Technology
Interactive Digital Path
Get Connected [Video
(0:53]
Literary Analysis: Psalm,
Parable, Sermon
Reading Strategy:
Determining Main Idea
Meet the Author
from King James Bible
Background [Video (0:51]
King James Bible on
audio: Psalm 23 (0:52)
from “Parable of the
Prodigal Son” on
audio (3:36)
9. Reading Literature; Reading
Informational Text; Writing;
Speaking and Listening;
Language
Portfolio Writing Quarter 2:
Informational Text
Generating research topics
Analyzing primary sources
Socratic seminar
Evaluating web and print
sources
Organization
Creating/evaluating claim
statements
Weeks 8-9
Days: 10
RL.11-12.1
RL.11-12.2
RL.11-12.4
RI.11-12.1
RI.11-12.2
RI.11-12.3
RI.11-12.4
RI.11-12.6
W.11-12.1a-e
W.11-12.2
W.11-12.4
W.11-12.5
W.11-12.6
W.11-12.10
SL.11-12.1
Textbook (hard copy or
eBook)
Writing and Grammar
“Strategies for Generating
Topics” Section 13.2
Chapter 13”Research:
Research Paper”
“Gathering Details”
Section 13.2
“Providing Elaboration”
Section 12.3
Internet
Online resources to assist with
instruction are available as
parable.
Speaking and Listening
Whole group discussion
Small group discussion
Language
Vocabulary Central
Vocabulary
Games
Worksheets
Grammar and Usage
Synonyms
Assessment
Open-book test
Selection test
Critical reading questions
Reading check
Intervention/Enrichment
Identify the verses in the parable in which key
events occur, one event at a time, and have
students read those verses. Discuss how the
verses relate to the basic story.
Students create a script for performing the tale
of the prodigal son. They could do it as a
dramatic reading. They could tell the tale from
the different points of view, or they could script
the story as is.
Writing Portfolio Second Quarter Prompt:
Students construct an annotated bibliography as
the first stage in the research writing process
(before writing an outline and a first draft).
This step will aid the students in focusing their
research, evaluating their sources, and
comprehending the information they collect;
moreover, the annotated bibliography should
make it easier for students develop a research
outline from which to begin drafting their essay.
Reading
Ethics Case Studies
Universal Declaration of Human Rights
Richard Nixon’s resignation letter
MLA format
Appendix
Annotated bibliography
Visual text analysis:
photographs
Audience and purpose
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.5
L.11-12.6
links within this portfolio
writing lesson which is located
on the curriculum guide
website.
James Meredith’s letter to the Registrar of the
University of Mississippi
Chart showing television viewing in
Washington, D.C
Speaking and Listening
Whole group discussion
Small group discussion and presentation
Socratic Seminar
Language
Grammar
Usage
Punctuation
Capitalization
Vocabulary
Assessment
Use the CCSS rubric for informational text
found in the introduction to writing on the CCS
curriculum guide website.
Intervention/Enrichment
Review the definitions of the previous capstone
themes. Social justice can be thought of as the
view that everyone deserves equal economic,
political, and social rights and opportunities.
Human welfare is the provision for and the
protection of human well-being, including
health, happiness, security, and education.
Globalization refers to the acceleration and
intensification of interaction and integration
among people, companies, and governments of
different nations.
Review primary sources and how to analyze and
use them in research.
If needed, the teacher may refer to page 303 of
the Writing and Grammar text (“Media and
Technology Skills”) to provide students with
another option for evaluating websites.
Review the parts of an annotated bibliography.
* This pacing guide is based on 50 minute periods and should be adjusted to fit alternative schedules.
**Common Core State Standards: RL = Reading Literature; RI = Reading Information; SL = Speaking and Listening; L = Language
Common Core State Standards
Reading Literature
Key Ideas and Details
1.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account; provide an objective summary of the text.
3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is
set, how the action is ordered, how the characters are introduced and developed).
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze
the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
5. Analyze how an author’s choices concerning how to structure specific arts of a text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant
(e.g., satire, sarcasm, irony, or understatement).
Integration of Knowledge and Ideas
7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry),
evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
8. (Not applicable to literature)
9. Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American literature,
including how two or more texts from the same period treat similar themes or topics.
Range of Reading and Level of Text Complexity
10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11—CCR text
complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11—
CCR text complexity band independently and proficiently.
Reading Informational Text
Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account; provide an objective summary of the text.
3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop
over the course of the text.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the
structure makes points clear, convincing, and engaging.
6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and
content contribute to the power, persuasiveness, or beauty of the text.
Integration of Knowledge and Ideas
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well
as in words in order to address a question or solve a problem.
8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal
reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of
public advocacy (e.g., The Federalist, presidential addresses).
9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance
(including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural
Address) for their themes, purposes, and rhetorical features.
Range of Reading and Level of Text Complexity
10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11—CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11—CCR text complexity band
independently and proficiently.
Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible
biases.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which
they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it
to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the
complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which
they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, and its significance, establishing one or more
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a
particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting,
and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the
narrative.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grades 11-12.)
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding
of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11-12 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a
specific work (e.g., “Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat similar themes or topics”).
b. Apply grades 11-12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts,
including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court majority opinions
and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential
addresses].
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring
to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and establish individual
roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range
of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information on research is required to deepen the investigation or
complete the task.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to
make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies
among the data.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas,
word choice, points of emphasis, and tone used.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the
line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See
grades 11-12 Language standards for specific expectations.)
Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage,
Garner’s Modern American Usage) as needed.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of
syntax to the study of complex texts when reading.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content,
choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to
the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in
a dictionary).
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering
a word or phrase important to comprehension or expression.