Greene County Public Schools English 11 Curriculum & Pacing Guide 2014-2015 1 st Quarter Time/Dates SOL/Strand Objective/Content/Essential Questions/Cognitive Level Vertical Alignment Vocabulary Cross-curricular Connections 2-3 days 11.4h, 11.5a, 11.5e 11.5a– Discuss thematic connections to “Great Awakening” and Puritanism. -Identify use of figurative language within text 11.4h – demonstrate author’s use of diction, tone, and imagery in conveying purpose. Resource: “Sinners in the Hands of an Angry God” Bloom=Apply 10.4, 10.5 Non-Fiction Allusion Connotation/Denotation Fact/Opinion/Bias Metaphor Hyperbole Imagery US/VA History - Colonization 2-3 days 11.4b, 11.4f 11.4b – relate poetic examples in discussing gender roles in Puritan America. 11.4f – identify examples of poetic rhythm, alliteration, and parallel structure; explain importance of poetic structure in conveying theme. Resources: Bradstreet poetry, “Half-Hanged Mary” Bloom=Remember 10.4 Allusion Rhyme scheme Alliteration Parallel Structure US/VA History - Colonization (Within 4-6 days of instruction) 11.6c, 11.6d (Writing) 11.6c, 11.6d – Summarize purpose of “Sinners” sermon – explain purpose, identify context and audience, and assess sermon’s overall effectiveness in context of Puritan society and today. (Length approx. 1 page) Bloom = Understand 9.6, 10.6 Fact/Opinion/Bias Persuasive Essay Context
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Greene County Public Schools
English 11 Curriculum & Pacing Guide 2014-2015 1st Quarter
Time/Dates SOL/Strand Objective/Content/Essential
Questions/Cognitive Level
Vertical
Alignment
Vocabulary Cross-curricular
Connections
2-3 days
11.4h, 11.5a,
11.5e
11.5a– Discuss thematic connections to “Great
Awakening” and Puritanism.
-Identify use of figurative language within text
11.4h – demonstrate author’s use of diction,
tone, and imagery in conveying purpose.
Resource: “Sinners in the Hands of an Angry
God”
Bloom=Apply
10.4, 10.5 Non-Fiction
Allusion
Connotation/Denotation
Fact/Opinion/Bias
Metaphor
Hyperbole
Imagery
US/VA History -
Colonization
2-3 days
11.4b, 11.4f 11.4b – relate poetic examples in discussing
gender roles in Puritan America.
11.4f – identify examples of poetic rhythm,
alliteration, and parallel structure; explain
importance of poetic structure in conveying
theme.
Resources: Bradstreet poetry, “Half-Hanged
Mary”
Bloom=Remember
10.4 Allusion
Rhyme scheme
Alliteration
Parallel Structure
US/VA History -
Colonization
(Within 4-6
days of
instruction)
11.6c, 11.6d
(Writing)
11.6c, 11.6d – Summarize purpose of “Sinners”
sermon – explain purpose, identify context and
audience, and assess sermon’s overall
effectiveness in context of Puritan society and
today. (Length approx. 1 page)
Bloom = Understand
9.6, 10.6 Fact/Opinion/Bias
Persuasive Essay
Context
Greene County Public Schools
English 11 Curriculum & Pacing Guide 2014-2015 1st Quarter
Time/Dates SOL/Strand Objective/Content/Essential
Questions/Cognitive Level
Vertical
Alignment
Vocabulary Cross-curricular
Connections
4-5 weeks
(total)
11.4d 11.4d – assume the perspective of a Salem
villager, connect events on National Geographic
webquest, predict outcome of webquest
Resource: National Geographic.com – “Salem
Witchcraft Hysteria”
Bloom = Understand
10.4 Analysis/Prediction US/VA History-
Colonization
11.4d, 11.5a,
11.5c-d
11.4d, 11.5a, 11.5c-d – (incorporation of non-
fiction texts) – identify ‘symptom’s of
witchcraft, and connect to ‘symptoms’
mentioned in play. Identify ‘symptoms’ of
witchcraft in Martha Carrier/Sarah Good court
records – compare to events in the play.
Resource: English 11 textbook – Wonders of
the Invisible World, Cotton Mather
Bloom = Remember
10.4i, 10.5 Claim/support
Evidence
11.2d 11.2d - During reading of The Crucible, read
key scenes and identify tone and conflict within
the scene. View corresponding scenes in the
1996 film version – discuss importance of tone
of lines, delivery of lines, etc. in interpreting
conflict. Assess lines as evidence of indirect
characterization
Resource: The Crucible (1996)
Bloom = Remember/Apply
10.2 Tone
Internal/external
conflict
Characterization
(indirect)
COMMON ASSESSMENTS: Crucible Objective Test
Greene County Public Schools
English 11 Curriculum & Pacing Guide 2014-2015 1st Quarter
Time/Dates SOL/Strand Objective/Content/Essential
Questions/Cognitive Level
Vertical
Alignment
Vocabulary Cross-curricular
Connections
1 day (after
reading of
play)
11.4d, 11.5a 11.4d, 11.5a – (incorporation of non-fiction
texts) - read “Fact/Fiction” handout – identify
key differences (at least 5) between the historical
facts of the Salem trials and the events of The
Crucible. Explain the impact these differences
have on audience understanding and outcome of
the plot.
Resource: “Fact/Fiction”article, The Crucible
Bloom=Remember/Understand
10.4i, 10.5 Opinion/Bias
Theme
Artistic License
Claim/Support
US/VA History-
Colonization
1st 9 weeks
(complete
quarter –
ongoing)
11.3c, 11.3f 11.3c, 11.3f – (Introduction to SAT
Vocabulary Unit) -Define 15 SAT Vocabulary
terms on a weekly basis. Determine
synonyms/antonyms for each term. Discuss
denotation/connotation(s) for each term.
Resource: Vocabulary Power Plus for the New
SAT – Book 3
Bloom = Understand
10.3a-c Synonym/Antonym
Denotation
Connotation
SAT preparation
1st 9 weeks
(complete
quarter –
ongoing)
11.7a-f 11.7a-f – Introduction to Grammar – Classify
sentence types, identify common usages of
nouns, verbs, verb phrases, adjectives, adverbs,
and prepositions, and correctly revise sentences
using periods and commas.
Resource: English Dept. – generated binder on
grammar lessons, Virginia SOL Coach: Writing
EOC, RLR EOC
Bloom = Understand/Apply
9.7, 10.7 Sentence types:
exclamatory,
imperative, declarative,
interrogative
Noun, Verb, Adjective,
Adverb, Preposition
Period/Comma
COMMON ASSESSMENTS: Crucible Objective Test
Greene County Public Schools
English 11 Curriculum & Pacing Guide 2014-2015 1st Quarter
Time/Dates SOL/Strand Objective/Content/Essential
Questions/Cognitive Level
Vertical
Alignment
Vocabulary Cross-curricular
Connections
1 day (after
reading of
Act III)
11.6a
(Writing)
11.6a – create a dialogue (or play script) based
on indirect characterization or plot events from
The Crucible. Create an ‘additional’ scene.
Practice use of dialect (Puritan plain style) in
creating character lines.
Resource: The Crucible
Bloom=Create
9.6, 10.6 Indirect characterization
Dialect
Dialogue
2-3 days (at
end of unit)
11.8b-c
(Writing)
11.8b-c – Connect and compare concepts of
McCarthyism with events of The Crucible.
Create character and thematic connections, and
respond in a comparison/contrast essay of at
least 2 pgs. Explain Miller’s ultimate message in
comparing the play with McCarthyism.
Resource: McCarthyism slide show; Youtube
clips “McCarthyism in America”/ “Murrow vs.
McCarthy”
Bloom = Analyze/Create
10.8 Compare/Contrast
Theme
US/VA History-
Colonization
Cold War
McCarthyism
11.7e-f
(Writing,
Peer
Revision)
11.7e-f – Upon completion of McCarthyism
response, peer edit/revise for grammar,
mechanics, purpose of comparison
(creation/revision of thesis statement)
Resource: student work, 1st quarter grammar
review sheets on parts of speech, sentence types,
and punctuation. (reference specific
worksheets)
Bloom = Evaluate
10.7 Sentence Fragments
Sentence Run-ons
Commas, Periods,
Semicolons (to be
reinforced in Q3 also)
Greene County Public Schools
English 11 Curriculum & Pacing Guide 2014-2015 1st Quarter
Time/Dates SOL/Strand Objective/Content/Essential
Questions/Cognitive Level
Vertical
Alignment
Vocabulary Cross-curricular
Connections
2-3 days
(upon
completion
of
Crucible)
11.2d, 11.4d
(Introduction to Persuasive Essay Format)
11.2d, 11.4d – listen to/read Henry’s “Speech in
the Virginia Convention.” Identify audience,
context, and purpose of speech. Discuss/identify
possible counterclaims to Henry’s speech.
Resource: English 11 textbook – “Speech in the
Virginia Convention”
Bloom = Remember/Understand
10.2, 10.4 Persuasive Argument
Claims
Counterclaims
Audience
Purpose
Context
US/VA History –
Revolutionary War
11.6a, 11.6d
(Writing)
11.6a, 11.6d – Compose a response which
identifies audience, context, purpose,
claims/counterclaims in Henry’s argument.
Create possible rebuttals to counterclaims
discussed in class. Assess speech’s overall
effectiveness in events leading up to the
Revolution.
Resource: copy of Henry speech
Bloom = Analyze/Create
9.6, 10.6 Persuasive Argument
Claims
Counterclaims
Rebuttal
Effectiveness
COMMON ASSESSMENTS: Crucible Objective Test
Greene County Public Schools
English 11 Curriculum & Pacing Guide 2014-2015 2nd Quarter
Time/Dates SOL/Strand Objective/Content/Essential
Questions/Cognitive Level
Vertical
Alignment
Vocabulary Cross-curricular
Connections
2-3 days
11.4a-b,
11.4d-e
11.4a-b, 11.4d-e - Discuss biographical
information on Poe, and concepts/fears that were
important in Poe’s life. Discuss plot events of
two Poe short stories, and explain possible
autobiographical connections between Poe and
his stories. Define Poe’s term “singular affect,”
and explain the “singular affects” of these two
stories.
Resource: Poe A&E Biography video segment,
“The Pit and the Pendulum,” “Masque of the
Red Death”
Bloom = Understand/Apply
10.4 Universal theme
Singular Affect
Autobiography
“Affect” =
psychological term
US/VA History-
Mid-19th cent.
(pre-Civil War)
11.5a 11.5a – (incorporation of non-fiction text) –
Identify symptoms of Bubonic
Plague/tuberculosis, and compare diseases of
“Masque of the Red Death” to the current Ebola
outbreak in w. Africa. Discuss peoples’ reaction
to pandemic disease – compare the reaction of
the courtiers in Poe’s story to the world reaction
to the Ebola outbreak.
Resource: “Masque of the Red Death,” “Ebola
Outbreak ‘Tip of the Iceberg’” – nbcnews.com
Bloom = Remember/Analyze
10.5 Biology
2 days 11.4c 11.4c - Define the term “regionalism,” and
describe Irving’s short story as an example of
regionalist work.
Identify the primary traits of the folk tale genre,
and apply/defend/refute the presence of these
traits in the plot, setting, and characters of the
story.
Resource: Folk Tale traits worksheet, “The
Legend of Sleepy Hollow”
Bloom = Remember/Apply
10.4 Regionalism
Folk Tale
2 days 11.4c
11.4c, 11.5a,
11.5c, 11.6d-
e
(Writing)
11.4c - Identify primary traits of Romantic and
Gothic literature, and explain the presence (or
absence) of these traits in the Poe/Irving stories.
11.4c, 11.5a, 11.5c, 11.6d-e - (incorporation of
non-fiction text) - Explain possible reasons for
popularity of the ‘gothic’ or ‘horror’ genre in
American literature and culture. Identify a
modern example of the ‘horror’ genre, and
compose a 2-3 paragraph response attesting to
the popularity of the example – why is the
example well-known? Why would this example
possibly face disapproval? (Persuasive Essay
component – Argument/Counterargument)
Resource: “Why our Brains Love Horror
Movies” – dailybeast.com, Stephen King’s
“Why we Crave Horror Movies”
Bloom = Apply/Create
10.4, 10.5 Romanticism
Gothicism
Universal Theme
2-3 days 11.4c 11.4c - Define the terms “Realism” and
“Naturalism” – defend plot events of Bierce
story (detail, time distortion) as evidence of
traits of Realism and Naturalism.
Resource: “Occurrence at Owl Creek Bridge”
Bloom = Remember/Evaluate
10.4 Realism
Naturalism
11.2a, 11.5e,
11.6a
(Writing)
11.2a, 11.5e, 11.6a – (incorporation of non-
fiction text) . Using internet article, explain the
relationship between emotion and time distortion
in our perception. View Twilight Zone version
of Bierce’s story, and compose a 1-2 paragraph
response identifying at least two examples of
time distortion in the film, and how this
realism/naturalism element affects the
audience’s expectations in the film version.
Resource: Twilight Zone “Occurrence at Owl
Creek Bridge,” “Distortion of Time Perception
from Emotions Offset by Sense of Control” –
sott.net
Bloom = Remember/Understand
9.6, 10.2, 10.5, 10.6 DE Psych.
3-4 days 11.4c 11.4c - Explain use of time distortion in the plot
of Chopin’s story. Define the term ‘feminism,’
and explain how the actions of Mrs. Mallard in
the story are applicable to feminism.
Resource: “The Story of an Hour”
Bloom = Remember/Apply
10.4 Feminism US/World History-
Late 19th cent.
Feminism
11.4c, 11.5a 11.4c – Explain the plot events/presence of
feminist ideology in Gilman’s short story.
Defend (or refute) that the husband’s treatment
of the main character was justified.
11.5a – Identify primary traits of post-partum
depression. Identify evidence in the story which
suggests the main character is afflicted with this
form of depression, and examine the presence of
post-partum depression in contemporary society
Resource: “The Yellow Wallpaper,” “Xanax
Makes Me a Better Mom” -parenting.com
Bloom = Remember/Evaluate
10.4, 10.5 Post-partum
Depression traits
US/World History-
Late 19th cent.
Feminism
Greene County Public Schools
English 11 Curriculum & Pacing Guide 2014-2015 2nd Quarter
Time/Dates SOL/Strand Objective/Content/Essential
Questions/Cognitive Level
Vertical
Alignment
Vocabulary Cross-curricular
Connections
1 week
(upon
completion
of short
story unit)
11.8a, 11.8e
(Research)
11.7d, 11.8a
11.8a, 11.8e -Introduction to Research
Process – Define the term ‘source,’ and
differentiate between primary and secondary
sources. (Use classroom texts for examples).
11.7d, 11.8a – Identify and discuss correct MLA
sequence for create a Works Cited entry. Using
at least two sample primary and two sample
secondary sources, create a sample Works Cited
page (Bibliography) using correct MLA format.
Resource: Sample primary/secondary sources,
MLA Handbook (7th ed.)
Bloom = Understand/Apply/Create
10.7, 10.8 Primary Source
Secondary Source
Works Cited page
MLA format in
writing research
11.8e
(Research)
11.8e – (incorporation of non-fiction texts) -
Define the term ‘bias’ as a class, and identify
primary steps of identifying bias (vs. fact) in
non-fiction. Identify primary names in current
events (sample article from website), and
explain which facts have been changed/added
onto/omitted from sample article. Create at least
three questions that you feel should have been
answered completely in the sample article but
weren’t. Discuss possible reasons behind bias in
the media.
Resource: website “How to Recognize Bias in
a Newspaper Article – 14 steps;” website
(Student News Daily) “Which Names do You
Know?”
Bloom = Understand/Apply
10.8 Bias
Fact vs. Opinion
MLA format in
writing research
Greene County Public Schools
English 11 Curriculum & Pacing Guide 2014-2015 2nd Quarter