Week & Date - dammann.weebly.comdammann.weebly.com/.../4/0/2/1402336/0910-pacing_g… · Web viewThe International Academy of Flint, MI . TERM 1. 2009-2010. Pacing Chart: ENGLISH

Studemaintian porfolio

July 31, 2009

SABIS® Educational SystemsThe International Academy of Flint, MI

TERM 1

2009-2010 Pacing Chart: ENGLISH

Level L/ Grade 107 Hours Per Week

WeekDate

Literature -Prentice Hall : The American Experience

ISBN 0-13-434059-0 4periods

Journaling/ Essential Questions WritingPH The American

Experience -2,5 periods

Sadlier OxfordLevel D

*state standards are ongoing/multimedia.5 period Exams

Maintain Portfolio throughout yearCE 1.1.4, CE 1.1.8, CE 1.2.2, CE 1.2.3, CE 1.2.4, CE 1.3.1, CE 1.3.2

General Standards

CE 2.1.4, CE 2.1.5, CE 2.1.6, CE 2.1.7CE 2.2.1, CE 2.2.2, CE 2.2.3, CE 2.3.1CE 2.3.2, CE 2.3.3, CE 2.3.4 ,CE 2.3.7CE 3.1.1, CE 3.1.2, CE 3.1.3, CE 3.1.4CE 3.1.5, CE 3.1.6, CE 3.1.7, CE 3.1.8CE 3.1.9 ,CE 3.1.10, CE 3.2.1 ,CE 3.2.2CE 3.2.3, CE 3.2.4, CE 3.2.5, CE 3.3.1CE 3.3.2, CE 3.3.3, CE 3.3.4, CE 3.3.5CE 3.3.6, CE 3.4.1, CE 3.4.2, CE 4.2.2CE 4.2.3, CE 4.2.4, CE 4.2.5

General ReadingCE 2.1.1, CE 2.1.2CE 2.1.3, CE 2.3.5CE 2.3.6, CE 3.4.1CE 4.1.2

E 2.1.7, CE 2.1.8, CE 2.1.9, CE 2.1.10CE 2.2.2, CE 2.2.3, CE 2.3.1, CE 3.3.4CE 3.4.1, CE 3.4.2, CE 3.4.3, CE 3.4.4CE 4.2.1,

Listening & SpeakingCE 1.1.3, CE 1.2.1, CE 1.2.2, CE 1.2.3CE 1.3.1, CE 1.3.2, CE 1.3.5, CE 1.3.6CE 1.3.7, CE 1.3.8, CE 1.3.9, CE 1.5.1CE 1.5.2, CE 1.5.3, CE 1.5.5, CE 2.1.9CE 2.1.10, CE 2.1.1, CE 2.1.12, CE 2.3.2, CE 2.3.5, CE 2.3.6CE 4.1.1, CE 4.1.3, CE 4.1.4, CE 4.2.1CE 4.2.2, CE 4.2.3, CE 4.2.4, CE 4.2.5

Oral PresentationCE 1.3.1, CE 1.3.2CE 1.3.8, CE 1.4.7CE 1.5.2, CE 1.5.3

JournalCE 1.1.2, CE 1.2.1CE 1.2.2, CE 1.2.3CE 1.3.6, CE 1.4.3

CE 1.1.1, CE 1.1.2CE 1.1.3, CE 1.1.4CE 1.1.5, CE 1.1.6CE 1.1.7, CE 1.1.8CE 1.2.1, CE 1.2.2CE 1.2.3, CE 1.2.4CE 1.3.1, CE 1.3.2CE 1.3.3, CE 1.3.4CE 1.3.5, CE 1.3.6CE 1.3.7, CE 1.3.8CE 1.3.9, CE 1.4.2CE 1.4.3, CE 1.4.4CE 1.4.5, CE 1.4.6CE 1.5.1, CE 1.5.2CE 1.5.3, CE 1.5.4CE 1.5.5, CE 2.1.7CE 2.3.8, CE 4.1.1CE 4.1.4, CE 4.1.5

Class ParticipationCE 1.3.7, CE 1.3.8CE 2.3.7, CE 2.3.8CE 3.2.4, CE 3.2.5CE 4.1.3

CE 1.1.7CE 2.1.3CE 4.1.1CE 4.1.2CE 4.1.5

9/7-11*

Unit 1: The Age of Reason 1750-1800/Post WW II Drama from The Interesting Narrative

of the Life of Olaudah Equiano p. 44CE 2.1.6, CE 2.1.7, CE 3.1.4, CE 3.1.8, CE 3.1.10

To My Dear and Loving Husband p. 90CE 2.1.5, CE 2.1.7, CE 3.1.8, CE 3.2.2

Huswifery p. 93CE 2.1.5, CE 2.1.7, CE 3.1.8, CE 3.2.2

Start learning Log/write EQ to reflect throughout the yearp. 14 Reading for Success. Keep these suggestions in mind as you read!p. 41 Explorer’s Journalp. 49 Write an anti-slavery speechp. 95 Write about personal devotion

Cause/Effect Essay 59-61

CE 1.1.4, CE 1.3.1CE 1.3.2, CE 2.1.5

Introduction iii- page 8

S2.2, S2.3, S3.1, S3.2, S3.3

Set reading goals for Term S1.2, S2.3, S3.4

For easily accessible articles/profileswww.time.com/time 100S4.1, S4.2

9/14-18

from Sinners in the Hands of an Angry God p. 98

CE 2.1.5, CE 2.1.6, CE 2.2.1, CE 3.1.4, CE 3.1.8, CE 3.1.10

The Crucible p. 1089-1092 (explanatory material only)

CE 2.2.1, CE 3.1.2, CE 3.1.4, CE 3.1.8, CE 3.1.9, CE 3.1.10, CE 3.2.3

EQ: How can I discover the truth about others?Write an editorial of sharing houseworkp.103 Diary Entry

Unit 19-13

www.caringstrangers.com/powerofone.htmlView the movie Power of one

9/21-25 The Crucible Act 1 p.1112 Write news account of Finish Students will be asked to Lit/Voc

Level L- The International Academy of Flint, MI SABIS® Educational Systems, Inc.

http://www.caringstrangers.com/powerofone.html

http://www.caringstrangers.com/powerofone.html

http://www.time.com/time%20100

July 31, 2009

events taking place in Salem Cause/Effect Essay

read, annotate and be ready to discuss two Irving’s short stories for week 8S2.2, S2.3, S3.1, S3.2, S3.3

9/28-10/2 The Crucible Act 2

EQ How do I stand up for what I value?p. 1129 Write Rev. Hale’s reportp.1130 Design a Wanted Poster

ToolboxPersuasive Essay

CE 1.1.4, CE 1.3.1CE 1.3.2, CE 2.2.1

Lesson 1

Unit 214-18

10/5-9 The Crucible Act 3p.1152 Write a character sketchWrite & present a monologue of E. Proctor’s private thoughts

Lesson 2Prewriting

10/12-16 The Crucible Act 4

p. 1169 Describe two or three characters for casting purposeHow does John Proctor change from the beginning to the end of the play?Defend or oppose Miller’s ideas

Lesson 3 Unit 319-23

S1.1, S1.5, S4.1

Writing

10/19-23

The Legend of Sleepy HollowLook at historical context, Irving (1st American

prose writer), figurative languageUnderstand how literary elements &

techniques convey meaning, value systemsCE 2.2.1, CE 3.1.1, CE 3.1.3, CE 3.1.8, E 3.1.10

EQ What power do I have an individual to make positive change?Is Irving’s narrator accurate in his portrayal of early American active imagination (think of Salem Witch Trials)Suggest students also read Rip Van Winkle and compare the two.

Lessons 4-5 Review 24-29

Video The Crucible Internet research

Arthur Miller: why I wrote The Crucible.“Twentieth-Century

Witch –Hunter: Joseph McCarthy

S1.4, S1.5 S3.4, S4.2

Lit/Voc

10/26-30

A Nation is Born (1750-1800) p. 120-125 Rip Van Winkle

CE 3.1.3, CE 3.1.8, CE 3.1.10

Historical context, theme, compare with Legend

EQ: What can I do to realize my dreams or visions for the future? Lessons 6-7 Unit 4

30-34

Writing

11/2-5*

from The Autobiography p. 131 CE 2.1.6, CE 3.1.8

from The Crisis, Number 1 p. 144CE 2.1.6, CE 2.2.1, CE 3.1.4, CE 3.1.8

To His Excellency, General Washington p. 150

CE 2.2.1, CE 3.1.4, CE 3.2.2

An Hymn to the Evening p. 152CE 2.1.5, CE 3.2.2

EQ: How do I respond to improper use of power?p. 137 Write an ad. For Franklin bookWrite a personal improvement planWrite a letter to Phillis Wheatley

Editorial 161-163CE 1.1.4, CE 1.3.1, CE 2.2.1

Unit 535-39

Read the Declaration of Independence

11/9-13 from Poor Richard’s Almanack p. 188A Growing Nation (1800-1870) p. 218-224 EQ: What voice do I use to be heard? Finish editorial Review

Revision Starts November 1211/16-

20 Revision/Finals


July 31, 200911/23-25*** Finals



July 31, 2009SABIS® Educational Systems

The International Academy of Flint, MI TERM 2



WeekDate


ISBN 0-13-434059-0 4periods

Journaling/ Essential Questions Writing –PH The

American Experience 2,5 periods

Sadlier OxfordLevel D

*state standards are ongoing

/multimedia.5 period

Exams

Maintain Portfolio throughout year

11/30-12/4

Unit 2: Romanticism/ Transcendentalism /Naturalism

The Tide Rises, The Tide Falls p. 252CE 2.2.1, CE 3.2.2

Thanatopsis p. 259 Old Ironsides p. 262 The First

Snowfall p. 264CE 2.1.7, CE 3.1.4, CE 3.2.2

The Fall of the House of Usher p. 297CE 3.1.3

p. 315 Write an obituaryWrite a response to Poe’s statement p. 315 # 3

Unit 640-44

S2.2, S2.3, S3.1, S3.2, S3.3

Set reading goals for Term S1.2, S2.3, S3.4

For easily accessible articles/profiles www.time.com/time 100S4.1, S4.2

English Mock

12/7-9*

The Minister’s Black Veil p. 318CE 3.1.1, CE 3.1.3, CE 3.1.4

from Self-Reliance p. 366fromWalden p.374

from Civil Disobedience p. 380 CE 2.1.6, CE 3.1.1, CE 3.1.8

p. 317 Journal recall a time when a secret was keptp. 329 Write a memo to New Ministers

Video Script p. 357

CE 1.1.4, CE 1.3.1CE 2.1.8, CE 2.1.9

Literature Circle : Narrative of the Life of Frederick Douglass

S1.2, S1.3, S2.3, S3.3., S4.2

12/14-18

I heard a Fly buzz – when I died p. 396 Because I could not stop for Death p. 397My life closed twice before its close p. 398

EQ: What criteria do I use to judge my values? p. 371 Write a poem about nature Write a letter to the Editor Write a report p. 383

Reflective Essay p. 389

CE 1.1.4, CE 1.2.2CE 1.3.1, CE 1.3.2

Unit 7 Lit/Voc 3

12/21-22***

The Brain- is wider than the Sky p. 400 CE 2.2.1, CE 3.1.1, CE 3.2.2

Astronomer p. 415I Hear America Singing p. 413

To Walt Whitman p. 420 When I Heard the Learn’d

CE 2.1.5, CE 3.1.4, CE 3.2.2

I, Too p. 419 CE 2.1.5, CE 3.1.4, CE 3.1.10, CE 3.2.2

p. 403 Write a letter to Dickinson

Winter Break1/4-8 Division, Reconciliation, and Expansion (1850- p.405 Write a journal entry describing an Critical Unit 8

Level L- The International Academy of Flint, MI Term 2 SABIS® Educational Systems, Inc.

Start reading The Red Badge of Courage



July 31, 2009

1914) p.432-438The Red Badge of Courage— Ch. 1-6

CE 3.1.2, CE 3.1.3, CE 3.1.4, CE 3.1.8, CE 3.1.10,

exploration you have made

Evaluation p. 422

CE 1.1.4, CE 1.3.1CE 2.1.7, CE 3.2.5CE 3.3.6

1/11-14* The Red Badge of Courage—Ch. 7-13 Write a news report on the effects of a

contemporary civil war on civilians

College Application:

Write an essay describing a

key event from your life

CE 1.1.4, CE 1.3.1CE 1.3.2

Informational TextsGettysburg AddressLee’s Letter to his SonEmancipation Proclamation

1/19-22* The Red Badge of Courage—Ch. 14-18 p. 495 Describe what you know about the

impact of the Civil War on people’s lives Unit 9 Voc/ Lit 4

1/25-29 The Red Badge of Courage—Ch. 19-24 EQ What power do I have as an individual to make positive change?

Problem and Solution Essay

p. 489CE 1.1.4, CE 1.3.1CE 1.3.2, CE 2.1.5

Video- The Red Badge of Courage

2/1-5

Crane—An Episode of War pp. 443-446CE 3.1.3, CE 3.1.8, CE 3.1.10

F. Douglass—from “My Bondage and My Freedom.

CE 2.1.6, CE 3.1.4, CE 3.1.8

EQ: How do I determine when taking social action is appropriate>Compare and Contrast Ph. Wheatley’s “On Being Brought From Africa to America”, “Equiano’s Narrative, and/or F. Douglass’s autobiography

Historical Narrative pp.

513CE 1.1.4, CE 1.3.1CE 3.1.8, CE 3.2.5

Unit 10

www.poets.org Ph. Wheatley: “On Being Brought From Africa to America”

PrewritingWriting

2/8-12*

Swing Low, Sweet Chariot p. 452 Go Down, Moses p. 453 from Mary Chesnut’s

Civil War p. 496 Recollections of a Private p. 499

CE 2.1.5, CE 2.1.6, CE 3.1.8, CE 3.1.10

p. 485 diary entry on the eve of a big event/decision in your lifeExplore how an historic book may guide one in today’s world

Comparison - Contrast Essay

p 585CE 1.1.4, CE 1.3.1CE 1.3.2, CE 2.1.5

http://quest.arc.nasa.gov/Itc/special/mlk/gourd2.html Follow the Drinking Gourd

2/16-19*

An Occurrence at Owl Creek Bridge p. 468The Notorious Jumping Frog of Calaveras

County p. 525 The Outcasts of Poker Flat p. 535

Pecos Bill Becomes a Coyote p. 570CE 2.2.1, CE 3.1.3

To Build a Fire p. 556CE 2.2.1, CE 3.1.3, CE 3.1.4, CE 3.1.9

p. 477 Write a prequel: How was Farquhar captured?p. 531 Write a humorous anecdote, EQ: What voice do I use to be heard?

Unit 11 Voc/ Lit 5

2/22-26 Unit 3: ModernismAnchor Text: To Kill a Mockingbird, Ch. 1-8

CE 3.1.2, CE 3.1.3, CE 3.1.8, CE 3.1.9, CE 3.1.10

TKAM: Rank characters according to their status Define bigotry, discrimination, prejudice, and racism, and discuss incidences of each in the


http://quest.arc.nasa.gov/Itc/special/mlk/gourd2.html



http://www.poets.org/

July 31, 2009novel

3/1-5 Revision 3/8-12 EOT 2 exams



July 31, 2009SABIS® Educational Systems

The International Academy of Flint, MI TERM 3



WeekDate


ISBN 0-13-434059-0 4.5 periods

Journaling Writing –PH The American

Experience 2.5 periods

Sadlier Oxford Level D Exams

Maintain Portfolio throughout year

3/15-19 To Kill a Mockingbird, Ch. 9-16 Select writing to be kept in portfolio Unit 12

3/22-26

Unit 3: Modernism continuedAnchor Text: To Kill a Mockingbird, Ch. 16-21 “The Story of an Hour” p. 592“We Wear the Mask” p. 601,“Richard Cory” p. 607,“Lucinda Matlock” p. 608,“Richard Bone” p. 609CE 3.1.4, CE 3.2.2

TKAM Explain Atticus’ notion of “true courage”. What is yours?p.597 Write a new version of the storyWrite a journal entry about a time when you experienced discrimination

Writing Process: Character Profile p

626CE 1.1.4, CE 1.3.1CE 3.1.2, CE 3.2.5

Unit 14 English Mock

3/29-4/1*

Anchor Text: To Kill a Mockingbird, Ch. 22-31 Disillusion, Defiance, and Discontent (1914-1946) p.636-642“The Love Song of J. Alfred Prufrock” p. 647, “In a Station of the Metro” p. 661,“The Red Wheelbarrow” p. 662, “This is Just to Say” p. 663,“ Heat” p. 665,CE 3.1.1, CE 3.2.2

“anyone lived in a pretty how town” p. 694, “old age sticks” p. 695“The Unknown Citizen” p. 696, “The Far and the Near” p. 702 CE 2.2.1CE 3.1.4, CE 3.2.2, CE 3.1.3

TKAM: Identify ingroups and outgroups in novel?In your own life? Discuss theme of victims and victimizers.p.669 journal writingp. 685 Write your own résumé p. 699 ; double diary entry # 2

Strategies for Reading Poetry p.

646CE 1.1.4, CE 1.3.1CE 3.2.2, CE 3.2.5

Unit 13 Voc/Lit 6

Spring Break

4/12-16

“A Worn Path” p. 740, “Chicago” p. 770,“Grass” p. 771“The Jilting of Granny Weatherall” p. 776, “Stopping by Woods on a Snowy Evening” p. 810CE 2.2.1, CE 3.1.2, CE 3.1.3, CE 3.2.2

Unit 4: Harlem Renaissance Anchor text: A Raisin in the Sun Act 1CE 3.1.2, CE 3.1.8, CE 3.1.10, CE 3.2.3

How would you assess your own town?Define stream-of-consciousness.Raisin: Read “Dreams Deferred” & explain the poem.What are your personal aspirations?

EQ: What criteria do I use to judge my values?

Writing Process: Literary Analysis p.

753CE 1.1.4, CE 1.3.1CE 1.3.2, CE 2.1.7CE 3.1.5, CE 3.1.7CE 3.1.9, CE 3.2.5, CE 3.3.3

Unit 14

4/19-23 Anchor text: A Raisin in the Sun Acts II & III “The Gift Outright” p. 812, “Dust Tracks on a Road” p. 830 CE 2.1.6, CE 3.1.8, CE 3.1.10

“The Negro Speaks of Rivers” p. 841; “Dream

EQ: How ill I stand up for what I value?Write a character sketch p.815Describe one experience that had an impact on you. p. 839

Writing Process: Statistical Report p.

858CE 1.1.4, CE 1.2.1CE 1.3.1, CE 1.3.2

Unit 15


Start reading A raisin in the Sun

July 31, 2009Variations” p. 842 CE 3.2.2

“Storm Ending” p. 851 CE 3.1.1, CE 3.1.10, CE 3.2.2

Raisin: Discuss the frustration of dreams deferred List values that are essential to a traditional family unit. What does “life, liberty, and the pursuit of happiness” mean to you?

4/26-30

Unit 5: Prosperity and Protest:Anchor Text The Catcher in the RyeCE 2.2.1, CE 3.1.2, CE 3.1.4

Prosperity and Protest (1946-present) p. 868-874“Everyday Use” p. 948, CE 2.2.1, CE 3.1.2, CE 3.1.3 “Mirror” p. 1050, “The Explorer” p. 1052CE 3.1.8, CE 3.1.10, CE 3.2.2

Brainstorm for a list of reasons why people leave home. p. 947

Writing Process: Research Paper p.

987CE 1.1.4, CE 1.3.1CE 1.3.2, CE 1.4.1CE 1.4.7

Unit 13-15 Review Lit/Voc 7

5/3-7“The Writer in the Family” p. 1068From The Things They Carried p. 1082CE 3.1.2, CE 3.1.3CE 3.1.8, CE 3.1.4

EQ: How do I handle others’ point of view? What role

Pick a theme from this term and start

term paper

Units 1-15 Review

PrewritingWriting

5/10-14The Catcher in the Rye—Ch. 1-11Discuss various themes-alienation, phoniness, betrayal, loss, innocence v. maturity, etc…

Where does the title of the novel come from and what does it mean?

5/17-21 The Catcher in the Rye—Ch. 12-19Family relationships-Phoebe, Allie, D.B

Why is the novel a journey about self-discovery?Who would you judge to be the most phony character in the novel? Why? Is phoniness prevalent in our society?

Video: The Motorcycle Diaries

5/24-28

The Catcher in the Rye—Ch. 20-26Ch. 22-symbolism of the cliff-transition from childhood to adulthood, Caufield’s vision of self as a guardian; ref. to R. Burns’s “Coming Thro’ the Rye”

In what way is Holden Caufield an existentialist hero?Define frame-story.Finish portfolio and write a letter explaining

your selections.

Lit/Voc 8Writing

6/1-4* Revision6/7-11 Revision 6/14-18 Finals


Start reading The Catcher in the Rye

July 31, 2009

MI Code MI Standard Grammar Writing MI Literature

CE 1.1.1Demonstrate flexibility in using independent and collaborative strategies for planning, drafting, revising, and editing complex texts.

Writing General Standard, Classroom Participation

CE 1.1.2

Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free writing, clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers, taking notes, summarizing, paraphrasing).

Writing General Standard, Writing Journal General Standard

CE 1.1.3

Select and use language that is appropriate (e.g., formal, informal, literary, or technical) for the purpose, audience, and context of the text, speech, or visual representation (e.g., letter to editor, proposal, poem, or digital story).

Writing General Standard Listening and Speaking

CE 1.1.4

Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre.

Grammar General Standard

Unit E, Unit J, Unit K, Writing General Standard

CE 1.1.5

Revise drafts to more fully and/or precisely convey meaning—drawing on response from others, self-reflection, and reading one’s own work with the eye of a reader; then refine the text— deleting and/or reorganizing ideas, and addressing potential readers’ questions.

Writing General Standard

CE 1.1.6Reorganize sentence elements as needed and choose grammatical and stylistic options that provide sentence variety, fluency, and flow.

12, Grammar General Standard Writing General Standard

CE 1.1.7

Edit for style, tone, and word choice (specificity, variety, accuracy, appropriateness, conciseness) and for conventions of grammar, usage and mechanics that are appropriate for audience.

Grammar General Standard Writing General Standard

CE 1.1.8 Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience. Writing General Standard

CE 1.2.1 Write, speak, and use images and graphs to understand Writing General Standard Listening and Speaking


July 31, 2009and discover complex ideas.

CE 1.2.2Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment).

Writing Journal General Standard Listening and Speaking

CE 1.2.3

Write, speak, and create artistic representations to express personal experience and perspective (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages).

Unit D, Writing Journal General Standard Listening and Speaking

CE 1.2.4 Assess strengths, weaknesses, and development as a writer by examining a collection of own writing. Writing General Standard

CE 1.3.1

Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).

Unit B, Unit F, Unit H, Unit I, Unit J, Writing General Standard, Research Project General Standard

Oral Presentation

CE 1.3.2

Compose written and spoken essays or work-related text that demonstrate logical thinking and the development of ideas for academic, creative, and personal purposes: essays that convey the author’s message by using an engaging introduction (with a clear thesis as appropriate), well constructed paragraphs, transition sentences, and a powerful conclusion.


CE 1.3.3Compose essays with well-crafted and varied sentences demonstrating a precise, flexible, and creative use of language.

Unit J, Writing General Standard

CE 1.3.4

Develop and extend a thesis, argument, or exploration of a topic by analyzing differing perspectives and employing a structure that effectively conveys the ideas in writing (e.g. resolve inconsistencies in logic; use a range of strategies to persuade, clarify, and defend a position with precise and relevant evidence; anticipate and address concerns and counterclaims; provide a clear and effective conclusion).


CE 1.3.5 From the outset, identify and assess audience expectations and needs; consider the rhetorical effects



July 31, 2009of style, form, and content based on that assessment; and adapt communication strategies appropriately and effectively.

CE 1.3.6

Use speaking, writing, and visual presentations to appeal to audiences of different social, economic, and cultural backgrounds and experiences (e.g., include explanations and definitions according to the audience’s background, age, or knowledge of the topic; adjust formality of style; consider interests of potential readers).


Listening and Speaking

CE 1.3.7

Participate collaboratively and productively in groups (e.g., response groups, work teams, discussion groups, and committees)—fulfilling roles and responsibilities, posing relevant questions, giving and following instructions, acknowledging and building on ideas and contributions of others to answer questions or to solve problems, and offering dissent courteously.

Classroom Participation

CE 1.3.8

Evaluate own and others’ effectiveness in group discussions and formal presentations (e.g., considering accuracy, relevance, clarity, and delivery; types of arguments used; and relationships among purpose, audience, and content).

Classroom Participation Oral Presentation

CE 1.3.9Use the formal, stylistic, content, and mechanical conventions of a variety of genres in speaking, writing, and multimedia presentations.


CE 1.4.1 Identify, explore, and refine topics and questions appropriate for research.

Unit I, Research Project General Standard

CE 1.4.2

Develop a system for gathering, organizing, paraphrasing, and summarizing information; select, evaluate, synthesize, and use multiple primary and secondary (print and electronic) resources.


CE 1.4.3 Develop and refine a position, claim, thesis, or hypothesis that will be explored and supported by analyzing different perspectives, resolving inconsistencies, and writing about those differences in a structure appropriate for the audience (e.g., argumentative essay that avoids inconsistencies in logic and develops a single thesis; exploratory essay that explains differences and similarities and raises

Unit J, Unit K, Writing General Standard


July 31, 2009additional questions).

CE 1.4.4

Interpret, synthesize, and evaluate information/findings in various print sources and media (e.g., fact and opinion, comprehensiveness of the evidence, bias, varied perspectives, motives and credibility of the author, date of publication) to draw conclusions and implications.


CE 1.4.5Develop organizational structures appropriate to the purpose and message, and use transitions that produce a sequential or logical flow of ideas.


CE 1.4.6Use appropriate conventions of textual citation in different contexts (e.g., different academic disciplines and workplace writing situations).


CE 1.4.7

Recognize the role of research, including student research, as a contribution to collective knowledge, selecting an appropriate method or genre through which research findings will be shared and evaluated, keeping in mind the needs of the prospective audience. (e.g., presentations, online sharing, written products such as a research report, a research brief, a multi-genre report, I-Search, literary analysis, news article).

Unit I, Research Project General Standard Oral Presentation

CE 1.5.1 Use writing, speaking, and visual expression to develop powerful, creative and critical messages. Writing General Standard Listening and Speaking

CE 1.5.2

Prepare spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology.

Literature Journal Standard, Listening and Speaking, Oral Presentation

CE 1.5.3

Select format and tone based on the desired effect and audience, using effective written and spoken language, sound, and/or visual representations (e.g., focus, transitions, facts, detail and evidence to support judgments, skillful use of rhetorical devices, and a coherent conclusion).

Listening and Speaking, Oral Presentation

CE 1.5.4

Use technology tools (e.g, word processing, presentation and multimedia software) to produce polished written and multimedia work (e.g., literary and expository works, proposals, business presentations, advertisements).


CE 1.5.5 Respond to and use feedback to strengthen written and Writing General Standard Listening and Speaking, Oral Presentation


July 31, 2009multimedia presentations (e.g., clarify and defend ideas, expand on a topic, use logical arguments, modify organization, evaluate effectiveness of images, set goals for future presentations).

CE 2.1.1

Use a variety of pre-reading and previewing strategies (e.g., acknowledge own prior knowledge, make connections, generate questions, make predictions, scan a text for a particular purpose or audience, analyze text structure and features) to make conscious choices about how to approach the reading based on purpose, genre, level of difficulty, text demands and features.

Reading General Standard

CE 2.1.2

Make supported inferences and draw conclusions based on informational print and multimedia features (e.g., prefaces, appendices, marginal notes, illustrations, bibliographies, author’s pages, footnotes, diagrams, tables, charts, maps, timelines, graphs, and other visual and special effects) and explain how authors and speakers use them to infer the organization of text and enhance understanding, convey meaning, and inspire or mislead audiences.

Literature Journal Standard, Reading General Standard

CE 2.1.3

Determine the meaning of unfamiliar words, specialized vocabulary, figurative language, idiomatic expressions, and technical meanings of terms through context clues, word roots and affixes, and the use of appropriate resource materials such as print and electronic dictionaries.


CE 2.1.4

Identify and evaluate the primary focus, logical argument, structure, and style of a text or speech and the ways in which these elements support or confound meaning or purpose.

Literature General Standard

CE 2.1.5

Analyze and evaluate the components of multiple organizational patterns (e.g., compare/contrast, cause/effect, problem/solution, fact/opinion, theory/evidence).


CE 2.1.6 Recognize the defining characteristics of informational texts, speeches, and multimedia presentations (e.g., documentaries and research presentations) and elements of expository texts (e.g., thesis, supporting ideas, and statistical evidence); critically examine the

Literature General Standard, Literature Journal Standard


July 31, 2009argumentation and conclusions of multiple informational texts.

CE 2.1.7

Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique.

Unit D, Unit F, Unit G Literature General Standard

CE 2.1.8

Recognize the conventions of visual and multimedia presentations (e.g., lighting, camera angle, special effects, color, and soundtrack) and how they carry or influence messages.

Literature Journal Standard

CE 2.1.9Examine the intersections and distinctions between visual (media images, painting, film, and graphic arts) and verbal communication.


CE 2.1.10

Listen to and view speeches, presentations, and multimedia works to identify and respond thoughtfully to key ideas, significant details, logical organization, fact and opinion, and propaganda.


CE 2.1.11

Demonstrate appropriate social skills of audience, group discussion, or work team behavior by listening attentively and with civility to the ideas of others, gaining the floor in respectful ways, posing appropriate questions, and tolerating ambiguity and lack of consensus.

Classroom Participation Listening and Speaking

CE 2.1.12

Use a variety of strategies to enhance listening comprehension (e.g., monitor message for clarity and understanding, ask relevant questions, provide verbal and nonverbal feedback, notice cues such as change of pace or emphasis that indicate a new point is about to be made; and take notes to organize essential information).


CE 2.2.1

Recognize literary and persuasive strategies as ways by which authors convey ideas and readers make meaning (e.g., imagery, irony, satire, parody, propaganda, overstatement/understatement, omission, and multiple points of view).

Unit J, Unit K

Diamond Island: Alcatraz, The Way to Rainy Mountain, The Sonnet-Ballad, One Perfect Rose, A Separate Peace, Literature General Standard

CE 2.2.2Examine the ways in which prior knowledge and personal experience affect the understanding of written, spoken, or multimedia text.

Unit D Literature General Standard

CE 2.2.3 Interpret the meaning of written, spoken, and visual Unit F Literature General Standard


July 31, 2009texts by drawing on different cultural, theoretical, and critical perspectives.

CE 2.3.1Read, listen to, and view diverse texts for multiple purposes such as learning complex procedures, making work-place decisions, or pursuing in-depth studies.

Unit H Literature Journal Standard, Listening and Speaking

CE 2.3.2Read, view, and/or listen independently to a variety of fiction, nonfiction, and multimedia genres based on student interest and curiosity.

Literature General Standard, Listening and Speaking

CE 2.3.3Critically read and interpret instructions for a variety of tasks (e.g., completing assignments, using software, writing college and job applications).


CE 2.3.4

Critically interpret primary and secondary research-related documents (e.g., historical and government documents, newspapers, critical and technical articles, and subject-specific books).

Unit I, Research Project General Standard Literature General Standard

CE 2.3.5

Engage in self-assessment as a reader, listener, and viewer, while monitoring comprehension and using a variety of strategies to overcome difficulties when constructing and conveying meaning.

Listening and Speaking, Reading General Standard

CE 2.3.6Reflect on personal understanding of reading, listening, and viewing; set personal learning goals; and take responsibility for personal growth.

Listening and Speaking, Reading General Standard

CE 2.3.7

Participate as an active member of a reading, listening, and viewing community, collaboratively selecting materials to read or events to view and enjoy (e.g., book talks, literature circles, film clubs).


CE 2.3.8Develop and apply personal, shared, and academic criteria to evaluate own and others’ oral, written, and visual texts.


CE 3.1.1Interpret literary language (e.g., imagery, allusions, symbolism, metaphor) while reading literary and expository works.

The Masque of the Red Death, The Way to Rainy Mountain, Miss Rosie, A Separate Peace, Lord of the Flies , Literature General Standard

CE 3.1.2

Demonstrate an understanding of literary characterization, character development, the function of major and minor characters, motives and causes for action, and moral dilemmas that characters encounter by describing their function in specific works.

Unit F

A Visit to Grandmother, Chee’s Daughter, Antigone, Two Tramps In Mud Time, A Separate Peace, Lord of the Flies , Literature General Standard

CE 3.1.3 Recognize a variety of plot structures and elements Unit D, Unit F Contents of the Dead Man’s Pocket,


July 31, 2009(e.g., story within a story, rising action, foreshadowing, flash backs, cause-and-effect relationships, conflicts, resolutions) and describe their impact on the reader in specific literary works.

Antigone, A Separate Peace, Literature General Standard

CE 3.1.4

Analyze characteristics of specific works and authors (e.g., voice, mood, time sequence, author vs. narrator, stated vs. implied author, intended audience and purpose, irony, parody, satire, propaganda, use of archetypes and symbols) and identify basic beliefs, perspectives, and philosophical assumptions underlying an author’s work.

The Sonnet-Ballad, One Perfect Rose, Morte d’Arthur, A Separate Peace, Literature General Standard

CE 3.1.5

Comparatively analyze two or more literary or expository texts, comparing how and why similar themes are treated differently, by different authors, in different types of text, in different historical periods, and/or from different cultural perspectives.

Civil Peace, Excerpt from Primo Levi’s preface to Survival in Auschwitz, On Summer, A Separate Peace, Lord of the Flies , Literature General Standard

CE 3.1.6Examine differing and diverse interpretations of literary and expository works and explain how and why interpretation may vary from reader to reader.


CE 3.1.7 Analyze and evaluate the portrayal of various groups, societies, and cultures in literature and other texts.


CE 3.1.8Demonstrate an understanding of historical, political, cultural, and philosophical themes and questions raised by literary and expository works.


CE 3.1.9Analyze how the tensions among characters, communities, themes, and issues in literature and other texts reflect human experience.


CE 3.1.10Demonstrate an understanding of the connections between literary and expository works, themes, and historical and contemporary contexts.


CE 3.2.1 Recognize a variety of literary genres and forms (e.g., poetry, drama, novels, short stories, autobiographies, biographies, multi-genre texts, satire, parody, allegory) and demonstrate an understanding of the way in which genre and form influence meaning.

Contents of the Dead Man’s Pocket, A Visit to Grandmother, Chee’s Daughter, Diamond Island: Alcatraz, There Will Come Soft Rains, Civil Peace, Excerpt from Primo Levi’s preface to Survival in Auschwitz, The Masque of the Red Death, On Summer, A Child’s Christmas in Wales, A Christmas Memory, Marian Anderson: Famous Concert Singer, The Way to Rainy


July 31, 2009Mountain, Notes on Punctuation, The American Idea, Antigone, Two Tramps In Mud Time, The Wreck of the Hesperus, Danny Deever, Eldorado, The Sonnet-Ballad, One Perfect Rose, Miss Rosie, The Wind-tapped like a tired man, Shall I Compare Thee to a Summer Day?, Ex-Baseball Player, Morte d’Arthur, A Separate Peace, Lord of the Flies , Literature General Standard

CE 3.2.2

Identify different types of poetry (e.g., epic, lyric, sonnet, free verse) and explain how specific features (e.g., figurative language, imagery, rhythm, alliteration, etc.) influence meaning.

Two Tramps In Mud Time, The Wreck of the Hesperus, Danny Deever, Eldorado, The Sonnet-Ballad, One Perfect Rose, Miss Rosie, The Wind-tapped like a tired man, Shall I Compare Thee to a Summer Day?, Ex-Baseball Player, Morte d’Arthur, Literature General Standard

CE 3.2.3Identify how elements of dramatic literature (e.g., dramatic irony, soliloquy, stage direction, and dialogue) illuminate the meaning of the text.

Antigone, Literature General Standard

CE 3.2.4

Respond by participating actively and appropriately in small and large group discussions about literature (e.g., posing questions, listening to others, contributing ideas, reflecting on and revising initial responses).

Classroom Participation Literature Journal Standard

CE 3.2.5

Respond to literature in a variety of ways (e.g., dramatic interpretation, reader’s theatre, literature circles, illustration, writing in a character’s voice, engaging in social action, writing an analytic essay) providing examples of how texts affect their lives, connect them with the contemporary world, and communicate across time.

Unit D, Unit F, Classroom Participation Literature General Standard

CE 3.3.1

Explore the relationships among individual works, authors, and literary movements in English and American literature (e.g., Romanticism, Puritanism, the Harlem Renaissance, Postcolonial), and consider the historical, cultural, and societal contexts in which works were produced.


CE 3.3.2 Read and analyze classic and contemporary works of literature (American, British, world) representing a

Unit F Literature General Standard


July 31, 2009variety of genres and traditions and consider their significance in their own time period as well as how they may be relevant to contemporary society.

CE 3.3.3Draw on a variety of critical perspectives to respond to and analyze works of literature (e.g., religious, biographical, feminist, multicultural, political).

Unit G Literature General Standard

CE 3.3.4 Demonstrate knowledge of American minority literature and the contributions of minority writers.


CE 3.3.5 Demonstrate familiarity with world literature, including authors beyond American and British literary traditions. Literature General Standard

CE 3.3.6

Critically examine standards of literary judgment (e.g., aesthetic value, quality of writing, literary merit, social significance) and questions regarding the inclusion and/or exclusion of literary works in the curriculum (e.g., canon formation, “classic” vs. “popular” texts, traditional vs. non-traditional literature, the place of literature by women and/or minority writers).

Unit G Literature General Standard, Literature Journal Standard

CE 3.4.1Use methods of close and contextualized reading and viewing to examine, interpret, and evaluate print and visual media and other works from popular culture.


CE 3.4.2Understand that media and popular texts are produced within a social context and have economic, political, social, and aesthetic purposes.


CE 3.4.3 Understand the ways people use media in their personal and public lives. Literature Journal Standard

CE 3.4.4

Understand how the commercial and political purposes of producers and publishers influence not only the nature of advertisements and the selection of media content, but the slant of news articles in newspapers, magazines, and the visual media.


CE 4.1.1Use sentence structures and vocabulary effectively within different modes (oral and written, formal and informal) and for various rhetorical purposes.

12 Writing General Standard Literature General Standard, Listening and Speaking

CE 4.1.2

Use resources to determine word meanings, pronunciations, and word etymologies (e.g., context, print and electronic dictionaries, thesauruses, glossaries, and others).


CE 4.1.3 Use a range of linguistic applications and styles for accomplishing different rhetorical purposes (e.g.,



July 31, 2009persuading others to change opinions, conducting business transactions, speaking in a public forum, discussing issues informally with peers).

CE 4.1.4

Control standard English structures in a variety of contexts (e.g., formal speaking, academic prose, business, and public writing) using language carefully and precisely.

Writing General Standard Literature General Standard, Listening and Speaking

CE 4.1.5

Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech, sentence structure and variety, spelling, capitalization, and punctuation.

3, 12, Grammar General Standard Writing General Standard

CE 4.2.1

Understand how languages and dialects are used to communicate effectively in different roles, under different circumstances, and among speakers of different speech communities (e.g., ethnic communities, social groups, professional organizations).


CE 4.2.2

Understand the implications and potential consequences of language use (e.g., appropriate professional speech; sexist, racist, homophobic language).


CE 4.2.3Recognize and appreciate language variety, understand that all dialects are rule-governed, and respect the linguistic differences of other speech communities.


CE 4.2.4

Understand the appropriate uses and implications of casual or informal versus professional language; understand, as well, the implications of language designed to control others and the detrimental effects of its use on targeted individuals or groups (e.g., propaganda, homophobic language, and racial, ethnic, or gender epithets).


CE 4.2.5Recognize language bias in one’s community, school, textbooks, the public press, and in one’s own use of language.



Documents

Week & Date - dammann.weebly.comdammann.weebly.com/.../4/0/2/1402336/0910-pacing_g… · Web viewThe International Academy of Flint, MI . TERM 1. 2009-2010. Pacing Chart: ENGLISH