Unit One: The Mighty Pen: - camden.k12.nj.us · Web viewAfter reading “Let Freedom Reign” by Nelson Mandela, compose a well written essay in which you analyze how Mandela establishes

UNIT ONE: THE MIGHTY PEN:

Students consider the themes of oppression and resistance within literature. With a focus on point of view and word choice, students will examine how authors around the world have used words to identify, describe and resist oppression. Evidence-based writing focuses on explaining how authors skillfully create a tone that enhances their message. The beginning of the unit emphasizes college essay writing..

All units focus primarily on the reading standards. Teacher will find, however, there are logical extensions to be made in order to integrate all standards.

Follow the CCSD curriculum page for links and resources

Anchor texts:NYT College Essay articleAn Ideal for Which I am Prepared to Die- Nelson MandelaLet Freedom Reign- Nelson MandelaA Modest Proposal- Jonathan Swift

Priority Standards Addressed:RI 12.1RI 12.2RI 12.3W. 12.2W. 12.3SL 12.1RL 12.1RL 12.2

English IV Pacing Calendar September 2018

Monday Tuesday Wednesday Thursday Friday

3 4 5 6 7Labor DaySchools Closed

All Day PD All Day PD 1st Day of SchoolClassroom policies and procedures

Classroom policies and procedures

10W12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event

11W12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-

12W12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

13W12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and


sequences.Unit one starts

structured event sequences.

well-structured event sequences.

College essay writing (see below)















24 25 26 27 28RI.12.1: 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.

L.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.

Anchor text: An Ideal for Which I am Prepared to Die- Nelson Mandela

See learning planHistorical context

RI.12.1: 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.

L.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.

Anchor text: An Ideal for Which I am Prepared to Die- Nelson Mandela

See learning plan

RI.12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.12.3 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 textAnchor text: An Ideal for Which I am Prepared to Die- Nelson Mandela

See learning plan


See learning plan


See learning plan

SEE COMMON APPLICATION FOR ESSAY OPTIONShttps://www.commonapp.org/whats-appening/application-updates/2018-2019-common-application-essay-prompts

Teachers should collaborate with senior seminar teachers around scaffolds, expectations and delivery

Students should read: "How To Write An Effective College Essay"

Curriculum learning plans emphasize close reading and evidence citing. Speaking and listening standards are also highlighted.

English IV Pacing Calendar

October 2018


1 2 3 4 5RI.12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.12.3 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

Anchor text: “Let Freedom Reign” 1994 speech (Nelson Mandela)

RI.12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.12.3 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








8 9 10 11 12

https://www.nytimes.com/2018/08/02/education/learning/writing-college-application-essay.html?rref=collection%2Fsectioncollection%2Feducation&action=click&contentCollection=education&region=rank&module=package&version=highlights&contentPlacement=2&pgtype=sectionfront



https://www.commonapp.org/whats-appening/application-updates/2018-2019-common-application-essay-prompts



W.12.2: 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.Culminating question for module essay: After reading “Let Freedom Reign” by Nelson Mandela, compose a well written essay in which you analyze how Mandela establishes and builds upon the themes of resistance and freedom throughout his speech. (Consider: How does Mandela refer to South Africa’s troubled past and how does he use these allusions to build hope within the citizens of South Africa? What effect did he want to achieve within his audience?) Use relevant textual evidence to support your opinion.





15 16 17 18 19RL.12.1 RI 12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.12.2 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.

RL.12.1 RI 12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.12.2 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.Anchor text: A Modest

RL.12.1 and RI 12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.12.2 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.

Anchor text: A Modest Proposal (Swift) see Holt text

Review/recap first half of unit one based on data

All Day PD

Anchor text: A Modest Proposal (Swift) see Holt text

Proposal (Swift) see Holt text

22 23 24 25 26Summative project (see unit plan for standard alignment)

Summative project (see unit plan for standard alignment)




29 30 31Summative project (see unit plan for standard alignment)



Brief Synopsis of A Modest Proposal: In this pamphlet, Jonathan Swift makes an outrageous proposal that he ironically calls “modest”. He suggests that Irish babies be slaughtered and sold to the gentry as food as a way of relieving their parents of the financial burden while adding variety to the diet of the nobility. (This text lends itself to the application of both literary and informational text standards as listed below).

Summative project: After re-reading selected excerpts from the unit, students will be able to write evidence-based responses that answer one of the unit’s essential questions, based on the texts studied. Their response should explain how two or more central ideas develop, interact and build on one another over the course of a text and/or examine the impact of specific figurative and connotative word choices and how the choices impact the author’s intended meaning and/or explicit or implied message.


November 2018


1 2Unit one ends Unit two begins

RL.12.1: Cite strong and

Summative project (see unit plan)

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.Introduce Canterbury Tales and preview anchor texts

5 6 7 8 9RL.12.1: 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.The Wife of Bath’s Tale (Chaucer’s Canterbury Tales)

Election DaySchools Closed

RL.12.1: 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.The Wife of Bath’s Tale (Chaucer’s Canterbury Tales)

NJEA ConferenceSchools Closed

NJEA ConferenceSchools Closed

12 13 14 15 16Veterans DaySchools Closed



RL.12.1: 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.A Pardoner’s Take (Chaucer’s Canterbury Tales)

RL.12.1: 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.A Pardoner’s Tale (Chaucer’s Canterbury Tales)

19 20 21 22 23Review/recap previous anchor texts and assignments

Review/recap previous anchor texts and assignments

Review/recap previous anchor texts and assignments

ThanksgivingSchools Closed

ThanksgivingSchools Closed

26 27 28 29 30½ Day ½ Day RI.12.1 Cite strong and thorough RI.12.1 Cite strong and RI.12.1 Cite strong and thorough textual

RI.12.1 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.

RI.12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

RI.12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines “faction” in Federalist No. 10).

Anchor text: Goldman Sachs Hires Single Morally Decent Human Being To Work In Separate, Enclosed Cubicle- The Onion





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.




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.




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.




UNIT TWO: WHAT’S SO FUNNY?

Unit focus: Students examine the concept of comedy from the classical genre to the many variations of humor (e.g. irony, satire, parody, dark humor, etc.) both in fiction and non-fiction, and in texts from multiple cultures. Evidence-based writing focuses on explaining the techniques that authors use in order to make the reader laugh.

All units focus primarily on the reading standards. Teacher will find, however, there are logical extensions to be made in order to integrate all standards.

Follow the CCSD curriculum page for links and resources

Anchor texts:The Wife of Bath’s Tale (Chaucer’s Canterbury Tales)The Pardoner’s Tale (Chaucer’s Canterbury Tales)Goldman Sachs Hires Single Morally Decent Human Being To Work In Separate, Enclosed Cubicle- The OnionMuch Ado About Nothing- Shakespeare (see novel guide for pacing)

Priority standards addressed:RL 12.1RL.12.3RL.12.5RI 12.1RI 12.2RI 12.4


December 2018


1

Anchor text: “Much Ado About Nothing “Shakespeare- see novel guide for pacing and recommendations. Make modifications as needed

3 4 5 6 7






10 11 12 13 14Anchor text: “Much Ado About Nothing “Shakespeare- see novel guide for pacing and recommendations. Make modifications as needed





17 18 19 20 21Summative assessment (see unit plan for standard alignment)

Summative assessment (see unit plan for standard alignment)



Unit two endsSummative assessment (see unit plan for standard alignment)

24 25 26 27 28Winter BreakSchools Closed

Winter BreakSchools Closed




The Wife of Bath brief synopsis: The wife narrates a story about a knight sentenced to death for rape. The queen promises to spare his life if he can discover in a year and a day what women most desire. The knight discovers that what women want most is power over man and he is spared.

The Pardoner’s Tale brief synopsis: The Pardoner tells a moral tale illustrating the consequences of greed. The story in the “The Pardoner’s Tale” has roots that are old and widespread. Greed as the root of evil is a theme that appears in stories often.

Summative assignment:Based on our readings of selected comedic works, which author evoked humor most effectively and how did he/she do it? Cite specific evidence explaining how the author’s structural decisions contributed to the development or creation of humor.


January 201

9Monday Tuesday Wednesday Thursday Friday

31 1 2Unit three starts

3 4




Anchor text: Churchill speechBackground information (WWII)See learning plan


Anchor text: Churchill speechSee learning plan



7 8 9 10 11RI.12.2 Determine two or more central ideas of atext and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.Anchor text: Churchill speechSee learning plan

RI.12.5 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.




W.12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Anchor text: Churchill speech

W.12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Anchor text: Churchill speech

14 15 16 17 18RI.12.1 Cite strong and RI.12.1 Cite strong and RI.12.1 Cite strong and RI.12.1 Cite strong and Recap/review of previous anchor


RI.12.7 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.

Anchor texts (paired):Text #1: Are You Ready for Some Controversy? The History of ‘Redskin’Text #2: NAES 04: National Annenberg Election SurveyAdditional Sources:Video: “One Thing Native Americans Don’t Call Themselves”http://tinyurl.com/lgtn44bOneida Nation’s Letter Outlining Actions NFL should Takehttp://tinyurl.com/lz2eo9cSee unit plan










texts/materials based on data

21 22 23 24 25MLK DaySchools Closed

RI.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences

RI.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

RI.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including

RI.12.1 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

drawn from the text, including determining where the text leaves matters uncertain.

RI.12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.


Anchor text: Class Matters (see novel guide)Chapter 1

text, including determining where the text leaves matters uncertain.




determining where the text leaves matters uncertain.




matters uncertain.




28 29 30 31RI.12.1 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.

RI.12.2 Determine two or more central ideas of a text and analyze their development over the






RI.12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build

course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.









on one another to provide a complex analysis; provide an objective summary of the text.



UNIT THREE: WHAT’S THE BIG DEAL?30 DAYS

UNIT FOCUS: STUDENTS EXPLORE LITERATURE AND NON-FICTION THAT ANTICIPATE THE FUTURE, USUALLY NOT OPTIMISTICALLY. THEY WILL CONSIDER WHAT CENTRAL MESSAGES ABOUT THEIR CURRENT SOCIETIES THE AUTHORS CONVEY THROUGH THEIR IMAGINARY FUTURE WORLDS. EVIDENCE-BASED WRITING FOCUSES ON USING INFORMATION GLEANED FROM OTHER SOURCES TO ARGUE A POSITION ABOUT THE FATE OF HUMANS IN THE FUTURE

Brief Synopsis: In his speech after the Allied defeat in the Battle of France, Winston Churchill, the British prime minister, rallies the country to continue the fight, no matter what the cost. Charles de Gaulle, a brigadier general who later became president of France, gave a similar speech after the same battle, urging the French to join him and fight on in any way they could.

See learning plan for additional synopses.*Use this text as a model for students of an argument piece.

Anchor texts:Excerpt from “We shall fight them on the beaches…” June 4, 1940(Winston Churchill)

“Sports Teams Should Change Team Names That Some Might Find Offensive” (Frank Deford) National Public RadioPaired texts:Text #1: Are You Ready for Some Controversy? The History of ‘Redskin’Text #2: NAES 04: National Annenberg Election Survey (see unit plans)

Class Matters (The New York Times)

(THERE ARE OTHER TEXTS INCLUDED IN THE LEARNING PLANS. USE ADDITIONAL TEXTS AT YOUR DISCRETIONS)

Summative assessment:After rereading selected excerpts, students self-select a controversial issue (which could include an issue previously covered in this unit), collect facts from valid sources to clarify the controversy and argue a position for or against the controversial issue (while acknowledging and refuting opposing viewpoints).

Priority standards addressed:RI 12.1RI 12.2RL 12.1RL 12.2RI 12.5RI 12.7W 12.1L 12.4

This unit overview focuses primarily on the reading standards for this unit. Teacher will find however, there are logical extensions to be made in order to integrate all standards listed for this instructional window.

English IV Pacing Calendar February 201


1All Day PD

4 5 6 7 8RI.12.1 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.


RI.12.5 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.Anchor text: Class Matters (see novel guide)Chapter 8



RI.12.5 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




Anchor text: Class Matters









engaging.Anchor text: Class Matters (see novel guide)Chapter 8

(see novel guide)Chapter 14

11 12 13 14 15Summative assessment Summative

assessmentSummative assessment Summative assessment Unit three ends

Summative assessment

18 19 20 21 22Presidents DaySchools Closed

Unit four beginsRI.12.1 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 uncertainRI.12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the textAnchor text: The Future of Networked: Lee Rainie and Barry Wellman(see teacher module)

RI.12.1 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

RI.12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text

Anchor text: The Future of Networked: Lee Rainie and Barry Wellman (see teacher module)







25 26 27 28RI.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn

RI.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as

RI.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as

RI.12.1 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 uncertainRI.12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the textAnchor text: The Great Society by LBJ(see teacher module)

well as inferences drawn from the text, including determining where the text leaves matters uncertainRI.12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the textAnchor text: The Great Society by LBJ(see teacher module)

inferences drawn from the text, including determining where the text leaves matters uncertainRI.12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the textAnchor text: The Great Society by LBJ(see teacher module)

from the text, including determining where the text leaves matters uncertainRI.12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the textAnchor text: The Great Society by LBJ(see teacher module)

UNIT FOUR: IMAGINING THE FUTURE36 Days

Unit focus: Students explore literature and non-fiction that anticipate the future, usually not optimistically. They will consider what central messages about their current societies the authors convey through their imaginary future worlds. Evidence-based writing focuses on using information gleaned from other sources to argue a position about the fate of humans in the future

Anchor texts:Animal Farm: George OrwellThe Future of Networked: Lee Rainie and Barry WellmanThe Great Society: LBJ(There are other texts included in the learning plans. Use additional texts at your discretions)

Priority standards addressed:RI 12.1RI 12.2RL 12.1RL 12.2



March 2019


1RI.12.1 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 uncertainRI.12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the textAnchor text: The Great Society by LBJ(see teacher module)

4

RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.2 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.

5RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.2 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.Anchor text: Animal Farm by George Orwell

6RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.2 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.Anchor text: Animal Farm by George Orwell(see novel guide)p. 7 (beginning of Old Major’s Speech) - the end

7RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.2 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.Anchor text: Animal Farm by George Orwell(see novel guide)p. 7 (beginning of Old Major’s Speech) - the end of chapter 1

8RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.2 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.Anchor text: Animal Farm by George Orwell(see novel guide)p. 7 (beginning of Old Major’s Speech) - the end of chapter 1

Anchor text: Animal Farm by George Orwell(see novel guide)Introduction (historical context)

(see novel guide)Introduction (historical context)

of chapter 1

11RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.2 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.Anchor text: Animal Farm by George Orwellp. 20 (“Now, as it turned out, the Rebellion was achieved much earlier and more easily) - the end of chapter 2





18RL.12.1 Cite strong

19RL.12.1 Cite strong and

20RL.12.1 Cite strong and

21RL.12.1 Cite strong and thorough

22

and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.2 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.Anchor text: Animal Farm by George Orwellp. 58 “At last the day came when Snowball’s plans were completed. At the Meeting on the following Sunday…) -the end of chapter

thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.2 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.Anchor text: Animal Farm by George Orwellp. 58 “At last the day came when Snowball’s plans were completed. At the Meeting on the following Sunday…) -the end of chapter

thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.2 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.Anchor text: Animal Farm by George Orwellp. 58 “At last the day came when Snowball’s plans were completed. At the Meeting on the following Sunday…) -the end of chapter

textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.2 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.Anchor text: Animal Farm by George Orwellp. 58 “At last the day came when Snowball’s plans were completed. At the Meeting on the following Sunday…) -the end of chapter

All Day PD

25RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.2 Determine two or more themes or central ideas of a

26RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.2 Determine two or more themes or central ideas of a text

27RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text,

28RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.2 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

29RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they

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.Anchor text: Animal Farm by George Orwellp. 89 “Comrades! cried Squealer, making little nervous skips, “a most terrible thing has been discovered”) – the end of chapter 7

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.Anchor text: Animal Farm by George Orwellp. 89 “Comrades! cried Squealer, making little nervous skips, “a most terrible thing has been discovered”) – the end of chapter 7

including how they interact and build on one another to produce a complex account; provide an objective summary of the text.Anchor text: Animal Farm by George Orwellp. 89 “Comrades! cried Squealer, making little nervous skips, “a most terrible thing has been discovered”) – the end of chapter 7

complex account; provide an objective summary of the text.Anchor text: Animal Farm by George Orwellp. 89 “Comrades! cried Squealer, making little nervous skips, “a most terrible thing has been discovered”) – the end of chapter 7

interact and build on one another to produce a complex account; provide an objective summary of the text.Anchor text: Animal Farm by George Orwellp. 89 “Comrades! cried Squealer, making little nervous skips, “a most terrible thing has been discovered”) – the end of chapter 7

UNIT FIVE: WO(MAN)40 days

Students compare and contrast what men and women do and think in various poems, essays, memoirs and fiction from around the world. In addition to new texts, students may reread familiar texts with a fresh focus on gender roles. Evidence-based writing focuses on crafting narratives that depict real or imagined experiences or events involving classic or modern male and female archetypes.

Anchor text sets:Middlesex (Eugenides)(optional texts included in curriculum)

Priority standards addressed:RL 12.1RL 12.2RL 12.3


April 201


1RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.2 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.Anchor text: Animal Farm by George Orwellp. 127 “In April, Animal Farm was proclaimed a Republic)p. 137 (“‘Long live Animal Farm! Long live Comrade Napoleon! Napoleon is always right.’ Those were his last words, comrades”





8 9 10 11 12End of 3rd Marking PeriodRL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.2 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.Anchor text: Animal Farm by George Orwellp. 147 “Benjamin felt a nose nuzzling at his shoulder...) - the end of the book

RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.2 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.Anchor text: Animal Farm by George Orwellp. 147 “Benjamin felt a nose nuzzling at his shoulder...) - the end of the book



Unit four endsRL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.2 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.Anchor text: Animal Farm by George Orwellp. 147 “Benjamin felt a nose nuzzling at his shoulder...) - the end of the book

15 16 17 18 19½ DayUnit five startsAnchor text: MiddlesexFocal scene 1 pages 3-18RL.12.1 Cite strong and thorough textual evidence to support analysis of what the

½ DayAnchor text: MiddlesexFocal scene 1 pages 3-18

RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as

Anchor text: MiddlesexFocal scene 1 pages 3-18

RL.12.1 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

Anchor text: MiddlesexFocal scene 1 pages 3-18RL.12.1 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.

Spring BreakSchools Closed

text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.3 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).

inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.12.3 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).

leaves matters uncertain.RL.12.3 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).


22 23 24 25 26Spring BreakSchools Closed






May 2019


April 29 April 30 1 2 3Anchor text: MiddlesexFocal scene 2 pages 198-211RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.3 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).

Anchor text: MiddlesexFocal scene 2 pages 198-211RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.3 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).




6 7 8 9 10Anchor text: MiddlesexFocal scene 3 pages 252-270RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.3 Analyze the impact of the author’s choices regarding how to develop and relate

Anchor text: MiddlesexFocal scene 3 pages 252-270RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.3 Analyze the impact of the author’s choices regarding how to develop and relate

Anchor text: MiddlesexFocal scene 3 pages 252-270RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.3 Analyze the impact of the author’s choices regarding how to develop and relate


RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.3 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


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).



developed).

13 14 15 16 17Anchor text: MiddlesexFocal scene 4 pages 361-376RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.3 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).





20 21 22 23 24Anchor text: MiddlesexFocal scene 5 pages 478-496RL.12.1 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


RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text,


RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including


RL.12.1 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.

Anchor text: MiddlesexFocal scene 5 pages 478-496RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.12.3 Analyze the impact of

where the text leaves matters uncertain.RL.12.3 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).

including determining where the text leaves matters uncertain.RL.12.3 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).

determining where the text leaves matters uncertain.RL.12.3 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).


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).

27 28 29 30 31Memorial DaySchools Closed

W.12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequencesAnchor text: MiddlesexCulminating question (see below)




Culminating Question:IN ANYONE’S LIFE, THERE ARE PIVOTAL MOMENTS -- MOMENTS THAT MARK A CHANGE; I.E., FROM CHILDHOOD TO ADULTHOOD, FROM A WIN TO A LOSS, FROM INSTABILITY TO STABILITY. IN A WELL-DEVELOPED ESSAY, ANALYZE HOW EUGENIDES NARRATES ONE OF THESE MOMENTS FOR A CHARACTER IN MIDDLESEX. THEN CRAFT YOUR OWN NARRATIVE ABOUT A PIVOTAL MOMENT IN YOUR LIFE.

English IV Pacing Calendar June 201


3 4 5 6 7Finals Finals Finals Finals Finals

10 11 12 13 14

17 18 19 20 21Last Day of SchoolEnd of 4th Marking Period

Unit One: The Mighty Pen: - camden.k12.nj.us · Web viewAfter reading “Let Freedom Reign” by Nelson Mandela, compose a well written essay in which you analyze how Mandela establishes

Documents