Vance County Schools English 1 Pacing Guide The following is a look at what we will be focusing on for each semester. The class will be broken into mini lessons such as grammar, literature, and writing components. This list might be subject to change as student’s needs are discovered. Ten point Grading Scale A- 90-100% B- 80-89% C- 70-79% D- 60- 69% F- 0-59% First Six Weeks Literature Assignments by Units Writing Grammar Standards First Ten Days August 28-Sept. 12 Introduction to Course: -Syllabus -Reading Strategies -Book Report/ Journal/Article Expectations - Context Clues -Construct Response Expectations -Pre-Test- This can be assigned in schoolnet by Mrs. Morrison or you can use the pre-test online for English I. RI.9- RI. 10.2 RI.9- RI. 10.5 W. 9- W. 10.2 W. 9- 10.5 W.9-10.6 1
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Vance County Schools English 1 Pacing Guide · PDF fileDevices/Figurativ e Devices/ Poetic (Students must be familiar with the various terms that -Comma ... Caged Bird by Maya Angelou
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Vance County Schools English 1 Pacing Guide The following is a look at what we will be focusing on for each semester. The class will be broken into mini lessons such as grammar, literature, and writing components. This list might be subject to change as student’s needs are discovered. Ten point Grading Scale A- 90-100% B- 80-89% C- 70-79% D- 60- 69% F- 0-59%
First Six Weeks
Literature Assignments by Units Writing Grammar Standards
First Ten Days August 28-Sept. 12
Introduction to Course: -Syllabus -Reading Strategies -Book Report/ Journal/Article Expectations - Context Clues -Construct Response Expectations -Pre-Test- This can be assigned in schoolnet by Mrs. Morrison or you can use the pre-test online for English I.
RI.9- RI. 10.2 RI.9- RI. 10.5 W. 9- W. 10.2 W. 9- 10.5 W.9-10.6
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http://www.ncpublicschools.org/docs/accountability/testing/releasedforms/english1released.pdf Click the above link and make class sets for your students.
Unit 1- Short Stories 3 Weeks Sept. 13- Oct. 4 Suggested Readings “The Necklace” “The Gift of the Magi” “Thank you Ma’am”
-Students will create a collage or powerpoint about the short story read based on specific information. Students must be able to identify the main/central idea, state the point of view, explain the theme and literary devices. Students should also be able to link the resolution and/or conflict with occurrences in society.
-Write a summary of the short story read. -Complete a comparative analysis of the short stories. -Write a short story that follows the plot diagram(exposition, rising action, climax, falling action, and resolution) -Teach related Literary Devices such as conflict, plot, theme, point-of-view
(First Person, Third Person Limited, Third Person Omniscient/All-knowing), Simile, Personification, Metaphor, Extended Metaphor, Pun, Oxymoron, Parallel Plots, Foreshadowing, Flashback and so on...
Pre Act October 24th for all 10th Graders
Unit 2-Novel and Nonfiction 4 weeks October 5- Nov. 2 Suggested Readings Bronx Masquerade
-Cornell Notes on Chapters - Plot Diagram where they plug in changes as their reading of the text progresses -Debate of the themes in novel being read.
Literary Devices/Figurative Devices/ Poetic (Students must be familiar with the various terms that
-Comma -Dash -Hyphen -Semicolon -Quotations and their various uses
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The Other Wes Moore Texts that are available in your department and school library should also be considered.
-Relate themes in the novel to topics in society. -Argumentative essay of issues in the story. For example, After reading The Other Wes Moore Students will state their views of the influence of one's environment on the path that a child make take. Support your answer with credibles references from the novel and/or other resources. - Students can create a Venn Diagram for various compare and contrast elements being discussed. This can be themes for each story or more than one, characters and so on. Just to name a few.
be on their final exam at the end of the semester) -Oxymoron -Personification -Simile -Metaphor -Pun -Rhetorical Devices -Anecdotes -Any other applicable devices that are evident in the readings that the teacher may be using -Plot Context Clues -Narrative Writing
-Homophones and Homonyms such as, it’s, its, here, hair, heir, their, there, they’re and so on
PSAT for all 11th Graders November?
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Unit 3-Poetry and Oral Tradition 2 weeks Nov. 3-Nov. 22 “Daffodils” “The Road Not Taken” “Hope is a Thing With Feathers” “How to Eat a Poem” “I Measure Every Grief I Met” by Emily Dickinson
Introduction to Poetry by Billy Collins Caged Bird by Maya Angelou The Courage That My Mother Had by Edna St. Vincent Millay Mid-Term Break by Seamus Heaney
-Students can write their own poems -Comparative analysis of poems - Students will be taught the various
Poetic Devices - Poet -Persona -Imagery- Language that appeal to the senses. -Types of poems -Themes -Main Idea/Central Idea -Comparative Analysis of poems read -Write the own poems based on specific themes
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Out, Out by Robert Frost Stopping by the Woods on a Snowy Evening by Robert Frost Fifteen by William Stafford Sonnet 18 by William Shakespeare
Literature Writing Grammar Standards
Unit 3- Informational Texts 3 weeks Nov. 28-December 13th
- Argumentative Writing - The research process/ research writing -Personal Narrative
Students can complete their mock exam. The Mock exam
-Parallel structures -Punctuation
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Teacher would review as he/she gets students Ready to take the North Carolina Final Exam (NCFE) for English I
can be the same pretest that was taken at the beginning of the year. http://www.dpi.state.nc.us/docs/accountability/common-exams/eng1release14.pdf Review -Analyzing how a quote impacts a text -Context Clues -Inference -Effect of an author’s use of dialogue -Figurative Language- ensure that students know what this term means and look at specific examples. -Constructed responses though your test is multiple choice. -Point of view -Diction- both formal and informal
-Double Negatives -Common errors - Any other grammatical devices that your students had struggled with during the semester -Connotation -Denotation
How to Find Released test Items in Schoolnet for English
How to Find a Passage in Schoolnet based on the English Standards. Remember that you go to my.ncedcloud.org and type in your username and password. From the homepage you then click on the school building icon that takes you to schoolnet. Once in schoolnet follow the directions below.. 1. Hover at the Assessment Admin link once you are in schoolnet 2. Click find an item, passage, or rubric 3. Click Advance search 4. Click Standard Look up 5. Select Standard Document- Drop down arrow that allows you to select your subject 6. Select grade level 7. Select your subject by clicking on the + sign. You can also select specific standards 8. Once you click the plus (+) sign the subject that you have chosen will automatically drop down to specific standards for your subject 9. You can select specific standards by checking the box beside each standards 10. If you click the + sign beside specific standards you will be taken to the sub topic for each standard. 11. After you decide which standards you want click the box beside each standard. 12. Then click add 13. You are now to scroll down to the properties section and type ncdpi_classroom for the publisher in the passage properties section. 14. Then you would click search passages at the bottom of the page. Always search passages and not items…
English I Standards
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All English courses are broken down into five standards: Reading Literature, Reading Informational, Writing, Speaking and Listening and Language.
Reading Literature
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
Craft and Structure:
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets