VCS English III Pacing Guide English III Pacing Guide – Common Core Students will take the English III North Carolina Final Examination (NCFE) at the end of the semester. Day Objectives Skill/Concept Suggested Readings Aug.28-Sept 12 SL2 Introduction to Course: -Syllabus -Reading Strategies -Book Report/ Journal/Article Expectations - Context Clues -Construct Response Expectations -Pre-Test- This can be the pre-test online for English III. http://www.dpi.state.nc.us/docs/accountability/common-exam s/released-items/highschoolitems/eng3release14.pdf Click the above link and make class sets for your students. 2-3 Standards: SL1, SL2, SL3, SL4, SL5, SL6 Readings: RI1, RI3, RI4, RI5, RI6, RI9 Start Unit: Early America Background: Early American/Oral Tradition Student-led Discussion: Discussion Evidence Native American creation stories; Supplemental Reading; Native American Literature; Student-led Evidence 1
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VCS English III Pacing Guide English III - Vance County English III Pacing Guide English III Pacing Guide – Common Core Students will take the English III North Carolina Final Examination
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VCS English III Pacing Guide
English III Pacing Guide – Common Core
Students will take the English III North Carolina Final Examination (NCFE) at the end of the semester.
Day Objectives Skill/Concept Suggested Readings
Aug.28-Sept 12 SL2 Introduction to Course: -Syllabus -Reading Strategies -Book Report/ Journal/Article Expectations - Context Clues -Construct Response Expectations -Pre-Test- This can be the pre-test online for English III. http://www.dpi.state.nc.us/docs/accountability/common-exams/released-items/highschoolitems/eng3release14.pdf Click the above link and make class sets for your students.
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: Analyze direct statements and compare two primary texts from colonizing America. Analyze multiple interpretations.
Discussion Evidence John Smith The General History of Virginia; William Bradford, Of Plymouth Plantation
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: Analyze direct statements. Analyze multiple interpretations. Style, tone. Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences)
Discussion Evidence Mary Rowlandson, A Narrative of Captivity
Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: Compare Texts, Persuasive Writing Begin: Persuasive Essay. In Class Writing. (Pick Prompt) (Clarify Thesis Statement Uses)
Ben Franklin, Autobiography; Jefferson, Declaration of Independence; Sinners in the Hands of an Angry God* *If time permits.
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Essay: Outline Essay (5 paragraph. 2 Main Points. 1 Opposing View) Post Outline online and comment on everyone else’s outline. (Media Center, if necessary) Grammar Mini Lesson: Begin Parts of Speech Noun/Pronoun – Subjects
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Essay: Research Topics and find sources to
Discussion Evidence; Persuasion Essay Outline; Persuasion Rubric; Early America Study Guide
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RI10 defend perspective. How to write a Works Cited Page (Media Center) Review Early America Unit (Compare/Contrast) (Persuasion tactics) (Satire) (Style) (Tone) (Direct Statements)
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Suggested Test Date: Early America Unit Test Essay: Begin 1st
Discussion Evidence Covered: Comparing themes in John Smith and William Bradford – Historical Importance. Comparing Style and Theme (Mary Rowlandson). Persuasion Tactics (Jefferson). Satire (Ben Franklin). Multiple Interpretations (Creation Stories).
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Begin: The Crucible Unit - Mass Hysteria, Spectral Evidence, Author Background, Red Scare Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences)
Discussion Evidence The Crucible notes Werewolf Game (Mass Hysteria)
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: Character Development, Setting, Background, Mass Hysteria, Rhetorical Devices Essay: Begin 2nd Paragraph of Persuasive Essay. (1st main point: Research/Elaboration)
democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: Character Development, Juxtaposition, Setting analysis, Spectral Evidence Essay: Begin 3rd Paragraph of Persuasive Essay. (2nd main point: Research/Elaboration)
individual roles as needed. Readings: Climax, Character Analysis, Setting, Mass Hysteria, Connection to Modern Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences)
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: Climax,
Discussion Evidence The Crucible, Act III
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Character Analysis, Setting, Mass Hysteria, Connection to Modern
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Movie Juxtaposition and Comparison Essay: Write 4th paragraph, the Opposing View (Discuss opposite view and debunk)
and decision-making, set clear goals and deadlines, and establish individual roles as needed. Review Date: The Crucible Essay: Write Conclusion of Persuasion Essay.
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Grammar: POS Vocabulary:
Discussion Evidence; Vocabulary Lists
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Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences)
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Suggested Test Date: The Crucible Essay: Peer Review/ Edit. Signed by partner
Discussion Evidence The Crucible Unit Test
23 Discussions: SL1, SL2, SL3, SL4, SL5, SL6
Student-led Discussion: Promote civil, democratic discussions and decision-making,
Discussion Evidence Romanticism Unit Notes
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Readings: RI1, RI3, RI4, RI5, RI6, RI9
set clear goals and deadlines, and establish individual roles as needed. Begin Unit: Romanticism Notes – Characteristics of Literary Movement, Compare/Contrast of Literary Movements: Romanticism versus Dark Romanticism
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Discussion Evidence “The Devil and Tom Walker” – Washington Irving Windows Movie Maker
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SL5 Background: Washington Irving Readings: Interpret meaning/analyze. Comparison between folk tales and short stories Technology Project: Film elements of Romanticism and edit. *Alternate Project : Romantic Rebels (Newspaper project for students without laptops)
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as
Discussion Evidence Windows Movie Maker “The Black Cat” – Edgar Allen Poe
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Project: SL2, SL5 Vocabulary: L1, L2, L3
needed. Background: Edgar Allen Poe Technology Project: Film elements of Romanticism and edit. *Alternate Project : Romantic Rebels (Newspaper project for students without laptops) Readings: Interpret meaning/Analyze relation to Literary Movement. Characteristics of the Short Story; Characteristics of Literary Movement Vocabulary:
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Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences)
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: Interpret meaning/analyze. Connect to 21st Century Skills. Focus on Character Development. Focus on the narrator/speaker. Presentations Due
Discussion Evidence Windows Movie Maker “The Black Cat” – Edgar Allen Poe
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: Interpret meaning/analyze. Characteristics of Transcendentalism. Compare to Romanticism. Background: Transcendentalism. Analyze Civil Disobedience; Comparison and Contrast to Romanticism. Writing Exercise.
Discussion Evidence Notes Windows Movie Maker Self Reliance by Ralph Waldo Emerson
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Readings: Interpret meaning/analyze. Comparison between Emerson philosophy and Thoreau. Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences)
Discussion Evidence Walden excerpts by Henry David Thoreau Video Clips (?) Vocabulary List
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Grammar Mini Lesson: Review Nouns/Pronouns/Verbs. Focus on conjunctions and comma usage.
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Discussion Evidence Review
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Review for Romanticism Test: - Compare Romanticism/Dark Romanticism - Analyze Characteristics - Analyze importance of quotes. - Character Development/ The Speaker - Symbolism - Civil Disobedience - Emerson vs Thoreau philosophy
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Discussion Evidence Romanticism Test “I Hear America Singing” by Walt Whitman Song of Myself poems
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Suggested Test day: Romanticism Unit Test Background: Poetry Unit – Walt Whitman and Emily Dickinson history. Reading: Walt Whitman – - Elliptical Construction - Elements of Freeverse - Characterizations of both Realism and Romanticism
34 Discussions: SL1, SL2, SL3, SL4, SL5, SL6
Student-led Discussion: Promote civil, democratic discussions and decision-making,
Discussion Evidence Song of Myself Poems
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Readings: RI1, RI3, RI4, RI5, RI6, RI9, RI10
set clear goals and deadlines, and establish individual roles as needed. Reading: Walt Whitman – - Elliptical Construction - Elements of Freeverse - Characterizations of both Realism and Romanticism
“A Sight in Camp in the Daybreak Gray and Dim” by Walt Whitman “Because I Could Not Stop for Death” by Emily Dickinson
needed. Project: Emily Dickinson Analytical Powerpoint Presentation (group) Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Project: Emily Dickinson Analytical Powerpoint Presentation (group) Vocabulary: Parts of Speech, Conventions of Standard English, Vary
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Project: Emily Dickinson Analytical Powerpoint Presentation (group) Reading: “Apparently…” - Tone - Philosophy of Death
Discussion Evidence “Apparently with no surprise” – Emily Dickinson “Success is counted sweetest” – Emily Dickinson
and decision-making, set clear goals and deadlines, and establish individual roles as needed Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) Review Readings for Poetry Unit Test: - Elements of Whitman (E. Construction, Free Verse) - Elements of Dickinson (Slant Rhyme) - Comparison to Realism/ Transcendentalism
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Introduce Research Paper: Selecting a Topic and narrowing down the Thesis Statement
Discussion Evidence Steps in writing a Research Paper: - Works Cited - In Text Citations - NoteCards - Research Techniques
Research Media Center Drafting Rough Draft Inserting Citations
● NoteCards are due
Student-led Discussion: Promote civil,
Research Outline Notecards Discussion Evidence Vocabulary List
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democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences)
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Essay: How Not to Plagiarize mini lesson.
Discussion Evidence “Chickamauga” by Ambrose Bierce
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Readings: RI1, RI3, RI4, RI5, RI6, RI9, RI10
- Trustworthy Sources - In text Citations - Works Cited Introduction to Realism Era: Analyze historical relevance to literary devices and characteristics of literary significance. Readings: - Symbolism - Analyze techniques in voice and character development - Determine significance of POV - Connection to 21st Century
48 Discussions: SL1, SL2, SL3, SL4, SL5, SL6
Student-led Discussion: Promote civil, democratic discussions and decision-making,
Discussion Evidence “Go Down, Moses”
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Readings: RI1, RI3, RI4, RI5, RI6, RI9, RI10
set clear goals and deadlines, and establish individual roles as needed Readings: - Spirituals - Focus on Auditory Learners - Analyze historical importance - Tone - Characteristics of Spirituals - Explain and analyze meaning and symbolism
“Follow the Drinking Gourd” “Swing Low, Sweet Chariot”
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish
Discussion Evidence “The Lowest Mammal” by Mark Twain
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RI5, RI6, RI9, RI10
individual roles as needed Reading: - Analyze Satirical humor - Analyze use of Irony in Satire - Different types of Satire - Identify Twain’s Satire type - Exaggeration techniques - Opinion based-evaluation
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed
Discussion Evidence “Richard Cory” by Edwin Arlington Robinson “Miniver Cheevy” by Edwin Arlington Robinson
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Vocabulary: L1, L2, L3
Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) Reading: - Realism Poetry (Richard Cory) - Connotations - Analyze situational irony in Richard Cory - Characteristics of Realism - Moral of the Story - Realism Poetry (Miniver Cheevy) - Connotations - Analyze poetic devices (Symbolism, Personification) - Character analysis *Rough Draft Due
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Grammar Mini Lesson: -Review Nouns, Pronouns, Verbs, Articles, Conjunctions, Commas, and Adjectives. - Analyze use of Adverbs
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish
Discussion Evidence Review
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RI5, RI6, RI9, RI10
individual roles as needed Review: - Characteristics of Realism - Historical analysis on literature - Connotations - Satire - Symbolism and Dichotomy - Exaggeration
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Suggested Test Date: Realism Unit Test
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Background: - Introduce Modern Literature Unit - Historical Relevance - Literary Characteristics - Notable Authors
Discussion Evidence “A Rose for Emily” by William Faulkner
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Reading: - Focus and analyze setting and it’s effects on the writing - The Dream of Perfection - Time and its use in “A Rose…” - Elements of a Short Story - Literary Devices (Foreshadowing, Narrator, Symbolism, Setting) Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) *Final Draft Due
democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Reading: - Stream of Consciousness - Analyze connection to Literary Characterizations - Irony - Use of verb tenses - Ambiguity - Time uses in Literature
“The Jilting of Granny Weatherall” by Katherine Anne Porter
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as
Discussion Evidence Grammar Mini Lesson Background “Design” by Robert Frost
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RI10
needed Grammar Mini Lesson: - Review: Nouns, Pronouns, Verbs, Articles, Conjunctions, Adjectives, Adverbs, Prepositions, Commas - Analyze Interjections Background: Robert Frost and Sonnets - Characterization of Sonnets - Analyze rhyme schemes and identify different types of sonnets Readings: - “Design” - Identify sonnet Characteristics - Analyze meaning and significance to
“Nothing Gold can Stay” by Robert Frost
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literary movement - “Nothing…” - Identify Literary Devices such as paradoxes, imagery, symbolism, and allusions
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) Reading:
Discussion Evidence Vocabulary List “Mending Wall” by Robert Frost Essay Rubric
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- Analyze characteristics for the literary period - Style - Ambiguity - Opinion Essay: Introduce 3rd 6 weeks essay: Creative Writing (Short Story) - Students create character - Pick a number of themes offered - Randomly assigned situation
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed
“The Weary Blues” by Langston Hughes “Harlem” by Langston Hughes “The Negro Speaks of Rivers” by Langston Hughes
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Essay: W3, W4, W5, W6, W10
Background: Harlem Renaissance - Connection to 21st Century Historical significance - Literary Characterization - Connection to art and music Readings: - Literary Characterization - Mood, Theme, Repetition, Colloquialism, Rhythm Essay: - Character Development - Literary Devices analysis
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed Grammar Mini-Lesson: - Review Parts of Speech - Identify and analyze Suggested Test Date for Parts of Speech Review: - Harlem Renaissance - Elements of the effects of Time - Literary Devices and their uses in
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Suggested Test Date: Modern Unit Test Background: Contemporary Unit Test - Historical Relevance - Notable authors - Literary Characteristics
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Reading: - Irony in Story Title - Style - Foreshadowing - Analysis of a Frame Tale - Interpret idioms
Discussion Evidence “Everything Stuck to Him” by Raymond Carver
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Discussion Evidence “In Search of Our Mothers’ Gardens” by Alice Walker Video Clips (Fox News and MSNBC) (Topic to be announced)
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RI10 Vocabulary: L1, L2, L3
Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) Reading: - Opinion-Based - Personal Gardens - Symbolism - Nonfiction - Interpreting idioms Other: - New Journalism - Biases versus neutral - Video clips of recent Journalists (Fox News vrs MSNBC)
and decision-making, set clear goals and deadlines, and establish individual roles as needed. Parts of Speech Review: -Worksheets Review: - New Journalism - Literary Devices - Analysis
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Suggested Test Date:
Raisin in the Sun by Lorraine Hansberry, Act I
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Contemporary Unit Test Background: Lorraine Hansberry - Historical Relevance - Author Characteristics - Comparison to Realism and Romanticism Reading: Start Raisin in the Sun - American Drama Characteristics - Historical comparisons
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect
Discussion Evidence Raisin in the Sun by Lorraine Hansberry, Act II
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(Sentences) Reading: - Plot advancement - Characteristics - Character development
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Reading: - Plot advancement - Character development - Literary Devices
Discussion Evidence Raisin in the Sun by Lorraine Hansberry, Act III
and decision-making, set clear goals and deadlines, and establish individual roles as needed. Vocabulary: Parts of Speech, Conventions of Standard English, Vary Syntax for effect (Sentences) Mini Lesson: Review ALL Grammar lessons Movie: - Compare/Contrast Film to Book - Literary Devices - Character Development
democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Mini Lesson: Review Parts of Speech/ Commas Review: - Symbolism - Literary Devices - Characterizations - Character Development
Review Raisin in the Sun by Lorraine Hansberry
78 Discussions: SL1, SL2, SL3, SL4, SL5, SL6
Student-led Discussion: Promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish
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individual roles as needed. Mini Lesson: Review Parts of Speech/Vocabulary Suggested Test Date: Raisin in the Sun
79-81 Review for Final Exams
82-83 Final Exams- English III NCFE This paper has constructed Responses as well.
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
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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 III and IV 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 (RL) The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness
expectations—the former providing broad standards, the latter providing additional specificity.
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.11-12.1
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.
CCSS.ELA-LITERACY.RL.11-12.2
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.
CCSS.ELA-LITERACY.RL.11-12.3
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).