First Nine Weeks - lcboe.net grade[1].docx · Web viewLaurens County Pacing Guide. First Nine Weeks. Units 1-3. Second Nine Weeks

Laurens County Pacing Guide

First Nine Weeks

Units 1-3

Second Nine Weeks

Units 4-7

Third Nine Weeks

Units 8-10

Fourth Nine Weeks

Units 11-13UNIT 1: SHORT STORIES (5 WEEKS)

Standards and Elements:

ELAWLRL1: The student will demonstrate compre-hension by analyzing ele-ments (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural characteristics) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and by using this evidence as the basis for interpreta-tion.

The student identifies, analyzes, and applies know-ledge of the structures and elements of fiction from

UNIT 4: SPELLING, PUNCTUATION, AND CAPITALIZATION (1 WEEK)


ELA10C1: The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.

1a: Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax.

1b: Correctly uses mechanics of punctuation (i.e., end marks, commas, semicolons, quotation marks, colons, ellipses, and hyphens).

ELA10C2: The student demon-

UNIT 8: NONFICTION (READING, WRITING, SPEAKING, VIEWING) (4 WEEKS)


ELAWLRL1: The student will demonstrate comprehension by analyzing elements (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural characteristics) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and by using this evidence as the basis for interpretation.

The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the

UNIT 11: THE NOVEL-TO KILL A MOCKINGBIRD (4 WEEKS)



The student identifies, analyzes, and applies know-ledge of the structures and elements of fiction from around the world and pro-vides evidence from the text to support understand-ing; the student:


around the world and pro-vides evidence from the text to support understand-ing; the student:

1a: Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, epistolary narra-tive, frame narrative) in works of world fiction from different time periods.

1b: Identifies and analyzes patterns of imagery or sym-bolism.

1c: Relates identified ele-ments in fiction to theme or underlying meaning.

1d: Analyzes the influence of mythic, traditional, or classical literature on works of world literature.

1e: Analyzes and compares style and language across

strates understanding of manu-script form, realizing that different forms of writing require different formats. The student:

2b: Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

GHSGT DOMAINConventions and Writing 14%

AMERICAN LIT. EOCT DOMAINConventions 20%

____________________________

UNIT 5: CLASSICAL GREEK DRAMA--ANTIGONE (2-3 WEEKS)


ELAWLRL1: The student will demonstrate comprehension by analyzing elements (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural characteristics) in a variety of texts representative of different genres (i.e., poetry, prose [short

student:

1a: Analyzes and explains the structures and elements of non-fiction works of world literature such as philosophical essays and letters.

1b: Analyzes and evaluates the logic and use of evidence in an author's argument.

1c: Analyzes, evaluates, and applies knowledge of the ways authors from different cultures use language, style, syntax, and rhetorical devices for specific purposes in nonfiction works. ____________________

ELAWLRL4: The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student:

1a: Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of world fiction from different time periods.

1b: Identifies and analyzes patterns of imagery or symbolism.

1c: Relates identified elements in fiction to theme or underlying meaning.

1d: Analyzes the influence of mythic, traditional, or classical literature on works of world literature.

1e: Analyzes and compares style and language across significant cross-cultural literary works.

1f: Compares and contrasts various translations of a work and evaluates the effect of translation on meaning.


significant cross-cultural literary works.

1f: Compares and contrasts various translations of a work and evaluates the effect of translation on meaning. _______________

ELAWLRL2: The student identifies, analyzes, and applies knowledge of theme in a work of world literature and provides evidence from the text to support understanding. The student:

2a: Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

2b: Evaluates the way an author's choice of words advances the theme or

story, novel, essay, editorial, biography], and drama) and by using this evidence as the basis for interpretation.

The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic literature from around the world and provides evidence from the text to support understanding; the student:

1a: Identifies and analyzes types of dramatic literature (i.e., classical tragedy and culturally specific forms such as commedia dell 'arte).

1b: Analyzes the characters, struc-tures, and themes of dramatic literature.

1c: Identifies and analyzes dramatic elements (i.e., unity of time, place, and action; tragic hero; deux ex machina; recognition; reversal; chorus; aside; dramatic irony).

1d: Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

4a: Demonstrates awareness of an author's use of stylistic devices for specific effects.

4b: Draws comparisons between specific incidents in a text and broader themes that illustrate the writer's important beliefs or generalizations about life or culturally specific beliefs orgeneralizations about life.

4c: Includes a formal works cited or bibliography when applicable. _________________

ELAWLRL5: The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student:

5a: Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

5b: Uses knowledge of world mythologies to understand the



2b: Evaluates the way an author's choice of words advances the theme or purpose of the work.

2c: Applies knowledge of the concept that a text can contain more than one theme.

2d: Analyzes and compares universal themes characteristic of literature from different cultures across time and genre (i.e., arche-types, cultural values, cultural tradition and philosophical roots).


purpose of the work.


2d: Analyzes and compares universal themes charac-teristic of literature from different cultures across time and genre (i.e., arche-types, cultural values, cultu-ral tradition and philosophi-cal roots).

_________________

ELAWLRL3: The student deepens understanding of literary works from around the world by relating them to their contemporary context or historical back-ground, as well as to works from other time periods. The student:

3a: Relates a literary work to primary source docu-ments of its literary period





2d: Analyzes and compares universal themes characteristic of literature from different cultures across time and genre (i.e., arche-types, cultural values, cultural tradition and philosophical roots).ELAWLRL3: The student deepens understanding of literary works

meanings of new words.

5c: Identifies and understands foreign terms that appear in works originally written in a language other than English.

5d: Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning. ____________________

ELAWLRC1: The student reads a minimum or 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. _____________________

ELAWLRC2: The student participates in discussions related to curricular learning in

ELAWLRL3: The student deepens understanding of literary works from around the world by relating them to their contemporary context or historical background, as well as to works from other time periods. The student:

3a: Relates a literary work to primary source documents of its literary period or historical setting.

3b: Relates a literary work to the seminal ideas of the time and place in which it is set or the time and place of its composition:i. Greekii. Romaniii. Classical Multiculturaliv. Western Europeanv. Contemporary Multicultural

3c: Compares and contrasts specific characteristics of different genres as these genres develop and change over time and across cultures (i.e., classical multi-cultural and contemporary multicultural, Western with Eastern European).


or historical setting.

3b: Relates a literary work to the seminal ideas of the time and place in which it is set or the time and place of its composition:i. Greekii. Romaniii. Classical Multiculturaliv. Western Europeanv. Contemporary Multicul- tural

3c: Compares and contrasts specific characteristics of different genres as these genres develop and change over time and across cul-tures (i.e., classical multicul-tural and contemporary multicultural, Western with Eastern European).

3d: Analyzes a variety of cross-cultural works repre-senting different genres within the same specific time period in order to identify types of discourse (satire, parody, allegory,

from around the world by relating them to their contemporary context or historical background, as well as to works from other time periods. The student:




3d: Analyzes a variety of cross-cultural works representing different genres within the same

all subject areas. The student:

2a: Identifies messages and themes from books in all subject areas.

2b: Responds to a variety of texts in multiple modes of discourse.

2c: Relates messages and themes from one subject area to those in another subject area.

2d: Evaluates the merits of texts in every subject discipline.

2e: Examines the author's pur-pose in writing.

2f: Recognizes the features of disciplinary texts. _____________________

ELAWLRC3: The student acquires new vocabulary in each content area and uses it correctly. The student:

3a: Demonstrates an understanding of contextual

3d: Analyzes a variety of cross-cultural works representing different genres within the same specific time period in order to identify types of discourse (satire, parody, allegory, pastoral) that cross the lines of genre classifications. ______________________



4b: Draws comparisons between specific incidents in a text and broader themes that illustrate the writer's important beliefs or generalizations about life or culturally specific beliefs or generalizations about life.


pastoral) that cross the lines of genre classifications. _________________

ELAWLRL4: The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student:

4a: Demonstrates aware-ness of an author's use of stylistic devices for specific effects.

4b: Draws comparisons between specific incidents in a text and broader themes that illustrate the writer's important beliefs or generalizations about life or culturally specific beliefs or generalizations about life.4c: Includes a formal works cited or bibliography when applicable.

specific time period in order to identify types of discourse (satire, parody, allegory, pastoral) that cross the lines of genre classifications. ________________________




4c: Includes a formal works cited or bibliography when applicable. ________________________

vocabulary in various subjects.

3b: Uses content vocabulary in writing and speaking.

3c: Explores understanding of new words found in subject area texts. ____________________

ELAWLRC4: The student establishes a context for information acquired by reading across subject areas. The student:

4a: Explores life experiences related to subject area content.

4b: Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

4c: Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

ELA10W1: The student pro-

4c: Includes a formal works cited or bibliography when applicable. ________________________



5b: Uses knowledge of world mythologies to understand the meanings of new words.


5d: Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning.


_________________


5a: Identifies and correctly uses idioms, cognates, words with literal and figu-rative meanings, and patterns of word changes that indicate different meanings or functions.


5c: Identifies and under-stands foreign terms that appear in works originally written in a language other than English.

5d: Uses general diction-aries, specialized diction-aries, thesauruses, or related references as





5d: Uses general dictionaries, specialized dictionaries, thesau-ruses, or related references as needed to increase learning.

ELAWLRC1: The student reads a minimum or 25 grade-level appropriate books or book equivalents (approximately

duces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure. The student:

1a: Establishes a clear, distinc-tive, and coherent thesis or per-spective and maintains a consis-tent tone and focus throughout.

1b: Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.

1c: Constructs arguable topic sentences, when applicable, to guide unified paragraphs.

1d: Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice.

1e: Writes texts of a length to address the topic or tell the story.1f: Uses traditional structures

_______________________

ELAWLRC1: The student reads a minimum or 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. ______________________

ELAWLRC2: The student participates in discussions related to curricular learning in all subject areas. The student:


2e: Examines the author's purpose in writing.

ELAWLRC3: The student acquires new vocabulary in each content area and uses it correctly. The


needed to increase learning. _________________

ELAWLRC1: The student reads a minimum or 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disci-plines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including techni-cal texts related to various subject areas. _________________

ELAWLRC2: The student participates in discussions related to curricular learn-ing in all subject areas. The student:


2e: Examines the author's

1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. _________________________



2e: Examines the author's purpose in writing. ________________________


3a: Demonstrates an understanding of contextual vocabulary in various subjects.

3b: Uses content vocabulary in

for conveying information (i.e., chronological order, cause and effect, similarity and difference, and posing and answering a question).

1g: Supports statements and claims with anecdotes, descrip-tions, facts and statistics, and specific examples. _____________________

ELA10W2: The student demonstrates competence in a variety of genres.

The student produces narrative writing that applies polished narrative strategies acquired in previous grades to other genres of writing such as reflective compositions, his torical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques. The student produces expository (informational) writing to convey information and ideas from primary and secondary sources accurately and coherently; the

student:



3c: Explores understanding of new words found in subject area texts. _______________________




4c: Determines strategies for finding content and contextual meaning for unfamiliar words or


purpose in writing. _________________


3a: Demonstrates an understanding of contextual vocabulary in various sub-jects.

3b: Uses content vocabu-lary in writing and speaking.

3c: Explores understanding of new words found in sub-ject area texts. _________________

ELAWLRC4: The student establishes a context for information acquired by reading across subject areas. The student:4a: Explores life experiences related to subject area con-tent.

4b: Discusses in both writing and speaking how

writing and speaking.

3c: Explores understanding of new words found in subject area texts. _________________________

ELAWLRC4: The student estab-lishes a context for information acquired by reading across subject areas. The student:





The student produces narrative writing that applies polished

student:

2a: Engages the interest of the reader.

2b: Formulates a coherent thesis or controlling idea.

2c: Coherently develops the controlling idea and/or supports the thesis by incorporating evidence from primary and secondary sources.

2d: Follows and organizational pattern appropriate to the type of composition.

2e: Attains closure (i.e., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a signi-ficant quotation that brings the argument in the composition together).

ELA10W4: The student practices both timed and

concepts. _______________________


The student produces narrative writing that applies polished narrative strategies acquired in previous grades to other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques. The student:




2d: Follows and organizational


certain words and concepts relate to multiple subjects.

4c: Determines strategies for finding content and con-textual meaning for unfamiliar words or concepts. _______________


The student produces narrative writing that applies polished narrative strategies acquired in previous grades to other genres of writing such as reflective compositions, his torical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques. The student:



narrative strategies acquired in previous grades to other genres of writing such as reflective compositions, his torical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques. The student:





2e: Attains closure (i.e., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation

process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. The student:

4a: Plans and drafts indepen-dently and resourcefully.

4b: Revises writing to improve the logic and coherence of the organization and controlling perspective.

4c: Revises writing for specific audiences, purposes, and formality of the con-texts.

4d: Revises writing to sharpen the precision of word choice and to achieve desired tone.

4e: Edits writing to improve word choice, grammar, punctuation, etc. ____________________

ELA10C1: The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate

pattern appropriate to the type of composition.

2e: Attains closure (i.e., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional pur-poses, or employing a significant quotation that brings the argument in the composition together). ______________________

ELA10W4: The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. The student:

4a: Plans and drafts indepen-dently and resourcefully


4c: Revises writing for specific audiences, purposes, and


2c: Coherently develops the controlling idea and/or supports the thesis by incor-porating evidence from primary and secondary sources.

2d: Follows and organiza-tional pattern appropriate to the type of composition.

2e: Attains closure (i.e., by including a detailed sum-mary of the main points, restating the thesis, gene-ralizing the thesis or con-trolling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together).


that brings the argument in the composition together). ________________________


4a: Plans and drafts independently and resourcefully


4c: Revises writing for specific audiences, purposes, and formality of the contexts.

4d: Revises writing to sharpen the precision of word choice and to achieve desired tone.4e: Edits writing to improve word choice, grammar, punctuation, etc. _________________________

ELA10C2: The student demon-strates understanding of manu-

application of conventions and grammar in both written and spoken formats.


1b: Correctly uses mechanics of punctuation (i.e., end marks).

1c: Demonstrates an under-standing of sentence construc-tion (e.g., subordination, proper placement of modifiers, parallel structure) and proper English usage (i.e., consistency of verb tenses/agreement). _________________

ELA10C2: The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats. The student:

2a: Produces writing that conforms to appropriate

formality of the contexts.


4e: Edits writing to improve word choice, grammar, punctuation, etc. _______________________


2a: Produces writing that conforms to appropriate manuscript requirements.


ELA10LSV1: The student participates in student-to-teacher, student-to-student and group verbal interactions. The


4a: Plans and drafts inde-pendently and resourcefully

4b: Revises writing to im-prove the logic and cohe-rence of the organization and controlling perspective.

4c: Revises writing for spe-cific audiences, purposes, and formality of the con-texts.


4e: Edits writing to improve word choice, grammar, punctuation, etc.

ELA10C2: The student demonstrates under-standing of manuscript form, realizing that dif-ferent forms of writing require different formats. The student:

2a: Produces writing that

script form, realizing that different forms of writing require different formats. The student:


2b: Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. _________________________

ELA10LSV1: The student participates in student-to-teacher, student-to-student and group verbal interactions. The student:

1a: Initiates new topics in addition to responding to adult-initiated topics.

1b: Asks relevant questions.1c: Responds to questions with appropriate information.

1d: Actively solicits another person's comments or opinions.

manuscript requirements.

2b: Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. _____________________

ELA10LSV2: The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct per-spective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. The student:

When responding to visual and oral texts and media (i.e., televi-sion, radio, film productions, and electronic media), the student:

2a: Analyzes historically signifi-cant speeches to find the rheto-

student:


1b: Asks relevant questions.

1c: Responds to questions with appropriate information.


1e: Offers own opinion forcefully without domineering.

1f: Contributes voluntarily and responds directly when solicited by teacher or discussion leader.

1g: Gives reasons in support of opinions expressed.

1h: Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expressions.

1i: Employs group decision-making techniques such as


conforms to appropriate manuscript requirements.

2b: Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. _________________

ELA10LSV1: The student participates in student-to-teacher, student-to-student and group verbal interac-tions. The student:



1c: Responds to questions with appropriate informa-tion.


1e: Offers own opinion


1f: Contributes voluntarily and responds directly when solicited by teacher or discussion leader.

1g: Gives reasons in sup-port of opinions expressed.


1i: Employs group decision-making techniques such as brainstorming or a problem-solving sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).

1j: Divides labor so as to achieve the overall group goal efficiently.

GHSGT DOMAINSReading Comprehension 48%;

Literary Analysis 38%;Conventions and Writing 14%

rical devices and features that make them memorable.

2b: Evaluates the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.

2c: Analyzes the types of argu-ments used by the speaker, including argument by causation, analogy, authority, emotion, and logic.

2d: Identifies logical fallacies used in oral addresses (i.e., attack ad hominem, false causality, red herring, overgene-ralization, bandwagon effect).

2e: Analyzes the four basic types of persuasive speech (i.e., propositions of fact, value, prob-lem, or policy) and understands the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof.

GHSGT DOMAINS

brainstorming or a problem-solving sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).

1j: Divides labor so as to achieve the overall group goal efficiently. ________________________

ELA10LSV2: The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. The student:

When responding to visual and oral texts and media (i.e., televi-sion, radio, film productions, and electronic media), the student:

2a: Analyzes historically signifi-


forcefully without domi-neering.

1f: Contributes voluntarily and responds directly when solicited by teacher or dis-cussion leader.


1h: Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar ex-pressions.

1i: Employs group decision-making techniques such as brainstorming or a problem-solving sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solu-tion, evaluates solution).

1j: Divides labor so as to achieve the overall group goal efficiently.

GHSGT DOMAINS

AMERICAN LIT. EOCT DOMAINSReading (and American Literature) 40%;

Reading, Listening, Speaking, andViewing Across the Curriculum 20%;

Writing 20%; Conventions 20%_____________________________

UNIT 6: SUBJECT/VERB AGREE- MENT; PRONOUN/ANTE- CEDENT AGREEMENT (2 WEEKS)





Reading Comprehension 48%; Literary Analysis 38%;

Conventions and Writing 14%


Reading, Listening, Speaking, andViewing Across the Curriculum 20%;

Writing 20%; Conventions 20%__________________________

UNIT9: RESEARCH (4 WEEKS)



The student identifies, analyzes, and applies knowledge of the

cant speeches to find the rhetori-cal devices and features that make them memorable.

2b: Evaluates the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.


2d: Identifies logical fallacies used in oral addresses (i.e., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect).

2e: Analyzes the four basic types of persuasive speech (i.e., propositions of fact, value, prob-lem, or policy) and understands the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof.


Reading Comprehension 48%; Literary Analysis 38%;

Conventions and Writing 14%

AMERICAN LIT. EOCT DOMAINSReading (and American Literature)

40%;Reading, Listening, Speaking, and

Viewing Across the Curriculum 20%;

Writing 20%; Conventions 20%

_______________________

UNIT 2: PERSUASIVE SPEECHES (2 WEEKS)


ELA10LSV1: The student participates in student-to-teacher, student-to-student and group verbal interac-tions. The student:



1c: Responds to questions with appropriate informa-

1c: Demonstrates an under-standing of sentence construction (e.g., subordination, proper placement of modifiers, parallel structure) and proper English usage (i.e., consistency of verb tenses/agreement).


_____________________________

UNIT 7: SHAKESPEAREAN DRAMA (3-4 WEEKS)



The student identifies, analyzes, and

purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

1a: Analyzes and explains the structures and elements of non-fiction works of world literature such as philosophical essays and letters.

1b: Analyzes and evaluates the logic and use of evidence in an author's argument.

1c: Analyzes, evaluates, and applies knowledge of the ways authors from different cultures use language, style, syntax, and rhetorical devices for specific purposes in nonfiction works. ____________________

ELAWLRL4: The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student


Literary Analysis 38%; Conventions and Writing 14%


Reading , Listening, Speaking andViewing Across the Curriculum 20%;

Writing 20%; Conventions 20%____________________________

UNIT 12: POETRY (3 WEEKS)



The student identifies and analy - zes elements of poetry from


tion.


1e: Offers own opinion forcefully without domi-neering.

1f: Contributes voluntarily and responds directly when solicited by teacher or dis-cussion leader.


1h: Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar ex-pressions.

1i: Employs group decision-making techniques such as brainstorming or a problem-solving sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solu-

applies knowledge of the themes, structures, and elements of dramatic literature from around the world and provides evidence from the text to support understanding; the student:

1a: Identifies and analyzes types of dramatic literature (i.e., classical tragedy and culturally specific forms such as commedia dell 'arte).

1b: Analyzes the characters, struc-tures, and themes of dramatic literature.

1c: Identifies and analyzes dramatic elements (i.e., unity of time, place, and action; tragic hero; deux ex machina; recognition; reversal; chorus; aside; dramatic irony).

1d: Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

ELAWLRL2: The student identifies, analyzes, and applies knowledge of theme in a work of world literatureand provides evidence from the

composes essays, narratives, poems, or technical documents. The student:



4c: Includes a formal works cited or bibliography when applicable. _________________


5a: Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes

various periods of world literature and provides evidence from the text to support understanding; the student:

1a: Identifies, responds to, and analyzes the effects of diction, syntax, sound, form, figurative language, and structure of poems as these elements relate to mean-ing.i. sound: alliteration, end rhyme, internal rhyme, terza rima, consonance, assonanceii. form: haiku, lyric, epic, narrative poemiii. figurative language: personifi- cation, imagery, metaphor, simile, synecdoche, hyperbole, symbolism

1b: Analyzes and evaluates the effects of diction and imagery (i.e., controlling images, figurative language, understatement, irony, paradox, and tone) as they relate to underlying meaning.

1c: Identifies and responds to poetic forms specific to particular cultures.


tion, evaluates solution).

1j: Divides labor so as to achieve the overall group goal efficiently. ____________________

ELA10LSV2: The student formulates reasoned judg-ments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct per-spective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. The student:2e: Analyzes the four basic types of persuasive speech (i.e., propositions of fact, value, problem, or policy) and understands the simi-larities and differences in their patterns of organi-zation and the use of per-suasive language, reasoning and proof.

text to support understanding. The student:




2d: Analyzes and compares universal themes characteristic of literature from different cultures across time and genre (i.e., arche-types, cultural values, cultural tradition and philosophical roots).ELAWLRL3: The student deepens understanding of literary works from around the world by relating them to their contemporary con-text or historical background, as well as to works from other time periods. The student:

that indicate different meanings or functions.



5d: Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning. ____________________

ELAWLRC1: The student reads a minimum or 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

________________________





2d: Analyzes and compares universal themes characteristic of literature from different cultures across time and genre (i.e., arche-types, cultural values, cultural tradition and philosophical roots).



_______________________

UNIT 3: SENTENCES-- TYPES, ENDMARKS, FRAG-MENTS, AND RUN-ONS (2 WEEKS)

ELA10C1: The student demonstrates understand-ing and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.


1b: Correctly uses mechan-ics of punctuation (i.e., end marks).




3d: Analyzes a variety of cross-cultural works representing different genres within the same specific time period in order to identify types of discourse (satire, parody, allegory, pastoral) that cross the lines of genre classifications.

______________________




2c: Relates messages and themes from one subject area to those in another subject area.

2d: Evaluates the merits of texts in every subject discipline.

2e: Examines the author's pur-pose in writing.

2f: Recognizes the features of disciplinary texts. ELAWLRC3: The student acquires new vocabulary in each content area and uses it correctly. The student:

________________________

ELAWLRL3: The student deepens understanding of literary works from around the world by relating them to their contemporary context or historical background, as well as to works from other time periods. The student:


3d: Analyzes a variety of cross-cultural works representing different genres within the same specific time period in order to identify types of discourse (satire, parody, allegory, pastoral) that cross the lines of genre classifications.

ELAWLRL4: The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives,


_________________

ELA10C2: The student demonstrates under-standing of manuscript form, realizing that dif-ferent forms of writing require different formats. The student:





________________________




4c: Includes a formal works cited or bibliography when applicable. ELAWLRL5: The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student:

3a: Demonstrates an under-standing of contextual vocabu-lary in various subjects.


3c: Explores understanding of new words found in subject area texts. ____________________





poems, or technical documents. The student:



4c: Includes a formal works cited or bibliography when applicable. _______________________

ELAWLRL5: The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student:5a: Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.





5d: Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning.

ELAWLRC1: The student reads a minimum or 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of

______________________

ELA10W1: The student pro-duces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure. The student:



1c: Constructs arguable topic sentences, when applicable, to guide unified paragraphs.

1d: Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice.

1e: Writes texts of a length to


5d: Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning. _______________________

ELAWLRC1: The student reads a minimum or 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.




genres and modes of discourse, including technical texts related to various subject areas. _________________________



2e: Examines the author's purpose in writing. _________________________




3c: Explores understanding of new words found in subject area texts.

address the topic or tell the story.

1f: Uses traditional structures for conveying information (i.e., chronological order, cause and effect, similarity and difference, and posing and answering a question).

1g: Supports statements and claims with anecdotes, descrip-tions, facts and statistics, and specific examples. _____________________


The student produces narrative writing that applies polished narrative strategies acquired in previous grades to other genres of writing such as reflective compositions, his torical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques. The student produces expository

2e: Examines the author's purpose in writing.

2f: Recognizes the features of disciplinary texts. _________________________




3c: Explores understanding of new words found in subject area texts.ELA10W1: The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure. The student:


_________________________

ELAWLRC4: The student estab-lishes a context for information acquired by reading across subject areas. The student:

4a: Explores life experiences related to subject area con-tent.




The student produces narrative writing that applies polished narrative strategies acquired in previous grades to other genres of writing such as reflective compositions, his torical

(informational) writing to convey information and ideas from primary and secondary sources accurately and coherently; the student:





2e: Attains closure (i.e., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a signi-ficant quotation that brings the argument in the composition together). ______________________



1d: Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice. _______________________

ELA10W4: The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. The student:4a: Plans and drafts indepen-dently and resourcefully



investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques. The student:





2e: Attains closure (i.e., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together). ________________________

ELA10W4: The student practices

ELA10W3: The student uses research and technology to support writing. The student:

3a: Formulates clear research questions and utilizes appropriate research venues (i.e., library, electronic media, personal interview, survey) to locate and incorporate evidence from primary and secondary sources.

3b: Uses supporting evidence from multiple sources to develop the main ideas within the body of a researched essay, a composition, or a technical document.

3c: Synthesizes information from multiple sources and identifies complexities and discrepancies in the information and the different perspectives found in each medium (i.e., almanacs, micro-fiche, news sources, in-depth field studies, speeches, journals, and/or technical documents).



4e: Edits writing to improve word choice, grammar, punctuation, etc. _______________________


1a: Demonstrates an under-standing of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax.

1b: Correctly uses mechanics of


both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. The student:

4a: Plans and drafts independently and resourcefully




4e: Edits writing to improve word choice, grammar, punctuation, etc.

_________________________

ELA10C2: The student demon-strates understanding of manu-script form, realizing that different forms of writing require different formats. The student:

3d: Integrates quotations and citations into a written text while maintaining the flow of ideas.

3e: Uses appropriate conventions for documentation in the text, notes, and bibliographies by adhering to an appropriate style manual such as the Modern Language Associa-tion Handbook, The Chicago Manual of Style, Turabian, American Psychological Associa-tion, etc.

3f: Designs and publishes documents, using aids such as advanced publishing software and graphic programs. ______________________


4a: Plans and drafts indepen-

punctuation (i.e., end marks).







AMERICAN LIT. EOCT DOMAINSReading (And American Literature 40%;



2b: Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. _________________________

ELA10LSV1: The student participates in student-to-teacher, student-to-student and group verbal interactions. The student:

1a: Initiates new topics in addition to responding to adult-initiated topics.1b: Asks relevant questions.

1c: Responds to questions with appropriate information.



1f: Contributes voluntarily and

dently and resourcefully.


4c: Revises writing for specific audiences, purposes, and formality of the con-texts.


4e: Edits writing to improve word choice, grammar, punctuation, etc. ____________________


1a: Demonstrates an under-

Writing 20%; Conventions 20%____________________________

UNIT 13: PHRASES AND CLAUSES (2 WEEKS)



1a: Demonstrates an under-standing of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax.


1c: Demonstrates an under-standing of sentence construc-tion (e.g., subordination, proper placement of modifiers, parallel structure) and proper English


responds directly when solicited by teacher or discussion leader.



1i: Employs group decision-making techniques such as brainstorming or a problem-solving sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).1j: Divides labor so as to achieve the overall group goal efficiently. __________________________

ELA10LSV2: The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective,

standing of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax.




2a: Produces writing that conforms to appropriate manuscript requirements.2b: Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and

usage (i.e., consistency of verb tenses/agreement).




demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. The student:

When responding to visual and oral texts and media (i.e., television, radio, film productions, and electronic media), the student:

2a: Analyzes historically significant speeches to find the rhetorical devices and features that make them memorable.2b: Evaluates the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.


2d: Identifies logical fallacies used in oral addresses (i.e., attack ad hominem, false causality, red

capitalization.

2c: Reflects appropriate format requirements, including pagina-tion, spacing and margins, and integration of source material with appropriate citations (i.e., in-text citations, use of direct quotations, paraphrase, and summary, and weaving of source and support materials with writer's own words, etc.).

2d: Includes formal works cited or bibliography when applicable.

GHSGT DOMAINSReading Comprehension 48%;Conventions and Writing 14%

AMERICAN LIT. EOCT DOMAINSReading (And American Literature)

40%;Reading, Listening, Speaking, and

Viewing Across the Curriculum 20%;Writing 20%; Conventions 20%

UNIT 10: MODIFIERS (1 WEEK)


ELA10C1: The student


herring, overgeneralization, bandwagon effect).

2e: Analyzes the four basic types of persuasive speech (i.e., propositions of fact, value, problem, or policy) and understands the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof.




Reading, Listening, Speaking andViewing Across the Curriculum 20%;

Writing 20%; Conventions 20%

demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.



1c: Demonstrates an under-standing of sentence construc-tion (e.g., subordination, proper placement of modifiers, parallel structure) and proper English usage (i.e., consistency of verb tenses/agreement).




Documents

First Nine Weeks - lcboe.net grade[1].docx · Web viewLaurens County Pacing Guide. First Nine Weeks. Units 1-3. Second Nine Weeks