Pacing Guide English 11



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Pacing Guide
English 11

Robert E. Lee High School

Staunton City Schools

Staunton, Virginia

2010-2011

Week(s)

Organizing Topics

Related Standards of Learning

1-7

Writing

11.7, 11.8, 11.9

8-9

Oral Language

11.1, 11.2

10-12

Reading

11.3

13-14

Reading Informational Texts

11.4

13-14

Research

11.10

15-16

Reading Analysis (Drama)

11.6



Blueprint Summary Table

Reporting Categories

Number of Items

Grade 9 SOL

Use word analysis strategies & information resources

12

11.4 c 11.10 a-d

Demonstrate comprehension of printed materials

38

11.3 c-d 11.4 b 11.4 d-e 11.6 a-c

SOL Excluded From This Test




11.3 a-b 11.4 a 11.5 a-c 11.10 e-j

Total Number of Operational Items

50




Field Test Items*

10 *These field test items will not be used to compute students’ scores on the test

Total Number of Items

60




Writing Weeks 1-7

11.7 The student will write in a variety of forms, with an emphasis on persuasion.

a) Generate, gather, plan, and organize ideas for writing.

b) Develop a focus for writing.

c) Evaluate and cite applicable information.

d) Organize ideas in a logical manner.

e) Elaborate ideas clearly and accurately.

f) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.

g) Revise writing for accuracy and depth of information.

h) Proofread final copy and prepare document for intended audience and purpose.



Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.7A


understand a writing process
understand that vocabulary is used to develop voice and tone for a specific audience, purpose, or situation

locate and select appropriate information that clearly supports a definite purpose and position

support a position by selecting valid information and amplifying their text logically.

collect, organize, and evaluate information to produce a documented research product.

use a process for writing to communicate clearly and persuasively.

A. plan and organize ideas for writing

B. develop a clear focus for writing

C. understand a variety of organizational patterns

D. elaborate ideas clearly and accurately

E. use specific revision strategies and adapt content, vocabulary, voice, and tone to audience, purpose, and situation

F. revise writing for accuracy and depth of information

G. use MLA or APA style for documentation.

Understand

Understand

Locate

Select


Support

Collect


Organize

Evaluate


Use

  1. Plan and organize ideas for writing

    1. Prewriting Techniques

A.Freewriting/Brainstorm

B. Clustering/Webbing

C. Ask Questions (5w + H)

D. Use Senses Chart

E. Read with focus

F. Listen with focus

G. Ask “What If”

H. Visualizing details



  1. Writing a thesis statement

  2. Early Plan/Formal Outline

    1. Grouping: What fits where

    2. Ordering: arrange ideas (11.7c)

    3. Formal outlines

  3. Introduction: interest, tone, thesis

  4. Conclusion

  1. Graphic organizers, diagrams, charts

  2. 3-part thesis statement model

  3. Examples of different outlines

  4. Examples of techniques: anecodote, startling fact, quotation, background info, thesis

5) Examples of techniques: restate thesis, summarize points, final idea, comment, call to action, refer to intro




Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.7B


understand a writing process
understand that vocabulary is used to develop voice and tone for a specific audience, purpose, or situation

locate and select appropriate information that clearly supports a definite purpose and position

support a position by selecting valid information and amplifying their text logically.

collect, organize, and evaluate information to produce a documented research product.

use a process for writing to communicate clearly and persuasively.

A. plan and organize ideas for writing

B. develop a clear focus for writing

C. understand a variety of organizational patterns

D. elaborate ideas clearly and accurately

E. use specific revision strategies and adapt content, vocabulary, voice, and tone to audience, purpose, and situation

F. revise writing for accuracy and depth of information

G. use MLA or APA style for documentation.

Understand

Understand

Locate

Select


Support

Collect


Organize

Evaluate


Use

  1. Descriptive Essay: Look at individual features of particular subject

1. Factual/Sensory Details

2. Use precise words



3. Clearly organized

  1. Narrative Essay: Look at changes in subject over time

      1. experience that happened to you

      2. describe important information

      3. details on thoughts

      4. what experience meant to you

  2. Persuasive Essay: Look at expressing an opinion

      1. evidence to support opinion

      2. use a call to action

      3. use strong words and persuasive techniques

  3. Expository Essay: Look at explaining a process

      1. describe a process in sequence

      2. details

  1. Descriptive Essay: example of essay, rubric needed

  2. Narrative Essay: example of essay, rubric needed

  3. Persuasive Essay: example of essay, rubric needed

  4. Expository Essay: example of essay, rubric needed







Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.7C


understand a writing process
understand that vocabulary is used to develop voice and tone for a specific audience, purpose, or situation

locate and select appropriate information that clearly supports a definite purpose and position

support a position by selecting valid information and amplifying their text logically.

collect, organize, and evaluate information to produce a documented research product.

use a process for writing to communicate clearly and persuasively.

A. plan and organize ideas for writing

B. develop a clear focus for writing

C. understand a variety of organizational patterns

D. elaborate ideas clearly and accurately

E. use specific revision strategies and adapt content, vocabulary, voice, and tone to audience, purpose, and situation

F. revise writing for accuracy and depth of information

G. use MLA or APA style for documentation.

Understand

Understand

Locate

Select


Support

Collect


Organize

Evaluate


Use

  1. Chronological Order: story, narrative poem, explain process, history, biography, drama

  2. Spatial Order: order based on location (near, far, left to right, top to bottom)

  3. Importance Order: persuasive writing, explanations, main ideas

  4. Logical Order: definitions, classifications




  1. Show examples

  2. Show examples

  3. Show examples

  4. Show examples



Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.7D


understand a writing process
understand that vocabulary is used to develop voice and tone for a specific audience, purpose, or situation

locate and select appropriate information that clearly supports a definite purpose and position

support a position by selecting valid information and amplifying their text logically.

collect, organize, and evaluate information to produce a documented research product.

use a process for writing to communicate clearly and persuasively.

A. plan and organize ideas for writing

B. develop a clear focus for writing

C. understand a variety of organizational patterns

D. elaborate ideas clearly and accurately

E. use specific revision strategies and adapt content, vocabulary, voice, and tone to audience, purpose, and situation

F. revise writing for accuracy and depth of information

G. use MLA or APA style for documentation.

Understand

Understand

Locate

Select


Support

Collect


Organize

Evaluate


Use

  1. Main Ideas

  2. Topic Sentences

  3. Supporting Sentences

    1. Sensory Details

    2. Facts and Statistics

    3. Examples

  4. Clincher Sentence

  5. Unity: working together

  6. Coherence: order of ideas (11.7c)

  7. Connecting Ideas

    1. Direct references

    2. Transitions




  1. Examples and modeling

  2. Examples and modeling

  3. Examples and modeling

  4. Examples and modeling

  5. SR: “Sinners in the Hands of an Angry God”

  6. See 11.7c

  7. See scanned chart on transition words



Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.7E


understand a writing process
understand that vocabulary is used to develop voice and tone for a specific audience, purpose, or situation

locate and select appropriate information that clearly supports a definite purpose and position

support a position by selecting valid information and amplifying their text logically.

collect, organize, and evaluate information to produce a documented research product.

use a process for writing to communicate clearly and persuasively.

A. plan and organize ideas for writing

B. develop a clear focus for writing

C. understand a variety of organizational patterns

D. elaborate ideas clearly and accurately

E. use specific revision strategies and adapt content, vocabulary, voice, and tone to audience, purpose, and situation

F. revise writing for accuracy and depth of information

G. use MLA or APA style for documentation.

Understand

Understand

Locate

Select


Support

Collect


Organize

Evaluate


Use

  1. Content

  2. Vocabulary

  3. Voice

    1. Point of View

  4. Audience

    1. Ask questions: why are you reading? What does the audience know? What do they want/need to know? What type of language?

  5. Purpose

    1. Express: journal, letter, essay

    2. Creative: story, poem, play

    3. Explain/Inform: news/magazine, biography, autobiography

    4. Persuade: letter to editor, ad, speech

6) Situation

  1. Revision rubric

  2. Revision rubric

  3. Revision rubric

  4. Read aloud to model, have students evaluate examples

  5. Read aloud to model, have students classify examples

  6. Revision rubric



Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.7F


understand a writing process
understand that vocabulary is used to develop voice and tone for a specific audience, purpose, or situation

locate and select appropriate information that clearly supports a definite purpose and position

support a position by selecting valid information and amplifying their text logically.

collect, organize, and evaluate information to produce a documented research product.

use a process for writing to communicate clearly and persuasively.

A. plan and organize ideas for writing

B. develop a clear focus for writing

C. understand a variety of organizational patterns

D. elaborate ideas clearly and accurately

E. use specific revision strategies and adapt content, vocabulary, voice, and tone to audience, purpose, and situation

F. revise writing for accuracy and depth of information

G. use MLA or APA style for documentation.

Understand

Understand

Locate

Select


Support

Collect


Organize

Evaluate


Use

*Use the scanned charts

  1. Chart 52 – Revising Techniques

    1. Add, Cut, Replace, Reorder

  2. Chart 54 – Revising Rubric

  3. Chart 57 – Guidelines for Proofing




  1. Examples of revision

  2. Revision Rubric, Practice as group, partner, individual

  3. Examples of proofing



Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.7G


understand a writing process
understand that vocabulary is used to develop voice and tone for a specific audience, purpose, or situation

locate and select appropriate information that clearly supports a definite purpose and position

support a position by selecting valid information and amplifying their text logically.

collect, organize, and evaluate information to produce a documented research product.

use a process for writing to communicate clearly and persuasively.

A. plan and organize ideas for writing

B. develop a clear focus for writing

C. understand a variety of organizational patterns

D. elaborate ideas clearly and accurately

E. use specific revision strategies and adapt content, vocabulary, voice, and tone to audience, purpose, and situation

F. revise writing for accuracy and depth of information

G. use MLA or APA style for documentation.

Understand

Understand

Locate

Select


Support

Collect


Organize

Evaluate


Use

*Use scanned charts

  1. Chart 379 – List of sources and citations

  2. Charts 380-381 – Examples of notecards




  1. Examples of sources

  2. Examples of notecards

Writing Weeks 1-7

11.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

a) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), for producing research projects.

b) Use verbals and verbal phrases to achieve sentence conciseness and variety.

c) Adjust sentence and paragraph structures for a variety of purposes and audiences.

Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.8A

A. understand and apply MLA or APA style for producing research projects.

B. apply rules for the following verbals:

B.1. gerund

B.2. infinitive

B.3. participle



C. apply rules for the following verbal phrases:

C.1. gerund phrase

C.2. infinitive phrase

C.3. participial phrase

C.4. absolute phrase.
use grammatical conventions to adjust sentence and paragraph structures for a variety of purposes and audiences.


Understand
Apply
Use

See 11.7G






Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.8B

A. understand and apply MLA or APA style for producing research projects.

B. apply rules for the following verbals:

B.1. gerund

B.2. infinitive

B.3. participle



C. apply rules for the following verbal phrases:

C.1. gerund phrase

C.2. infinitive phrase

C.3. participial phrase

C.4. absolute phrase.
use grammatical conventions to adjust sentence and paragraph structures for a variety of purposes and audiences.


Understand
Apply
Use

  1. EOL page 395: Definition

EOL page 402: Practice

  1. EOL page 803: Definition

EOL page 814: Practice

  1. EOL page 275: Definition

EOL page 282: Practice

  1. SR: Emily Dickinson poetry

SA: additional practice

  1. SR: Robert Frost poetry, Walden

SA: additional practice

  1. SR: “Great Divide”

SA: additional practice



Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.8C

A. understand and apply MLA or APA style for producing research projects.

B. apply rules for the following verbals:

B.1. gerund

B.2. infinitive

B.3. participle



C. apply rules for the following verbal phrases:

C.1. gerund phrase

C.2. infinitive phrase

C.3. participial phrase

C.4. absolute phrase.
use grammatical conventions to adjust sentence and paragraph structures for a variety of purposes and audiences.


Understand
Apply
Use

  1. EOL page 759: Definition

EOL page 766: Practice

  1. EOL page 803: Definition

EOL page 814: Practice

  1. EOL page 701, 977: Definition

EOL page 706, 985: Practice

  1. EOL page 965: Definition

EOL page 974: Practice

  1. SR: April Showers, SA:additional practice

  2. SR:Walden SA:additional practice

  3. SR: “The Far and the Near”, poems on pages 978-984, SA:additional practice

  4. SR: “Antojos” SA:additional practice




Writing Weeks 1-7

11.9 The student will write, revise, and edit personal, professional, and informational correspondence to a standard acceptable in the workplace and higher education.

a) Apply a variety of planning strategies to generate and organize ideas.

b) Organize information to support purpose and form of writing.

c) Present information in a logical manner.

d) Revise writing for clarity.

e) Use technology to access information, organize ideas, and develop writing.

Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.9G


G. understand and use models of professional, personal, and informational correspondence and other writings, such as

G.1. business letters, including

• letters of recommendation

• cover letters for résumés

G.2. personal letters

G.3. memos

G.4. proposals

G.5. résumés

understand a variety of organizational patterns

D. apply a variety of planning strategies to generate and organize ideas

H. use technology to access, develop, and modify documents for professional and informational purposes.

E. present information in a logical manner

F. revise writing for style and language




write clear and accurate personal, professional, and informational correspondence. They will use a writing process to develop real-world, practical products.

Understand

Understand


Apply

Generate


Organize

Use


Present

Revise


Write

Use



  1. Business letters

    1. Scanned chart 938-939 Parts and Guidelines

    2. Writers Inc pages 251-253; 260-261

  2. Personal letters

1. EOL page 201 - Minilesson

  1. Memos

1.Writers Inc page 243-245

  1. Proposals

  2. Resumes

1. Writers Inc page 253-259


  1. Letters of recommendation, request, order, complain, adjustment, appreciation, commendation, cover

  2. Thank you’s, invitation, letter of regret. SR: “Letter to her daughter”, “Letters from an American Farmer”

  3. Product

  4. Product

  5. Product

Oral Language Weeks 8-9


11.1 The student will make informative and persuasive presentations.

a) Gather and organize evidence to support a position.

b) Present evidence clearly and convincingly.

c) Support and defend ideas in public forums.

d) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery* (See Notes)

11.1A

understand how reading, writing, and discussion can be used to generate ideas and plan presentations

understand how to support and defend their ideas

A define a position and select evidence to support that position through reading, writing, and discussion

understand rhetorical devices and techniques

C apply persuasive rhetorical devices and techniques

B develop well-organized presentations to defend a position or present information

identify speech appropriate for audience, topic, and situation.

D use effective evidence and oral-delivery skills to convince an audience

E make oral-language choices based on target audience response.

Understand

Understand

Define

Understand



Apply

Develop


Identify

Use


Make

  1. Inform: give facts or explain

  2. Persuade: change opinion

Writing workshop: pages 110-111

3) Entertain: to amuse



  1. Rubric for Informative speech

  2. Rubric for Persuasive speech

  3. Rubric for Entertaining speech






Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery* (See Notes)

11.1B

understand how reading, writing, and discussion can be used to generate ideas and plan presentations

understand how to support and defend their ideas

A define a position and select evidence to support that position through reading, writing, and discussion

understand rhetorical devices and techniques

C apply persuasive rhetorical devices and techniques

B develop well-organized presentations to defend a position or present information

identify speech appropriate for audience, topic, and situation.

D use effective evidence and oral-delivery skills to convince an audience

E make oral-language choices based on target audience response.

Understand

Understand

Define

Understand



Apply

Develop


Identify

Use


Make











Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery* (See Notes)

11.1C

understand how reading, writing, and discussion can be used to generate ideas and plan presentations

understand how to support and defend their ideas

A define a position and select evidence to support that position through reading, writing, and discussion

understand rhetorical devices and techniques

C apply persuasive rhetorical devices and techniques

B develop well-organized presentations to defend a position or present information

identify speech appropriate for audience, topic, and situation.

D use effective evidence and oral-delivery skills to convince an audience

E make oral-language choices based on target audience response.

Understand

Understand

Define

Understand



Apply

Develop


Identify

Use


Make











Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery* (See Notes)

11.1D

understand how reading, writing, and discussion can be used to generate ideas and plan presentations

understand how to support and defend their ideas

A define a position and select evidence to support that position through reading, writing, and discussion

understand rhetorical devices and techniques

C apply persuasive rhetorical devices and techniques

B develop well-organized presentations to defend a position or present information

identify speech appropriate for audience, topic, and situation.

D use effective evidence and oral-delivery skills to convince an audience

E make oral-language choices based on target audience response.

Understand

Understand

Define

Understand



Apply

Develop


Identify

Use


Make






Oral Language Weeks 8-9


11.2 The student will analyze and evaluate informative and persuasive presentations.

a) Critique the accuracy, relevance, and organization of evidence.

b) Critique the clarity and effectiveness of delivery.


Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery* (See Notes)

11.2A

understand effective oral-delivery techniques

A. establish a purpose

B. maintain appropriate eye contact

C. address an audience with appropriate

C.1. volume

C.2. enunciation

C.3. language choices

C.4. poise

D. adopt appropriate tone

E. maintain appropriate rhythm

evaluate and critique content and delivery of oral presentations.



G. critique the accuracy, relevance, and organization of evidence

H. critique the clarity and effectiveness of delivery.


Understand

Establish

Maintain

Address


Adopt

Maintain


Evaluate

Critique


Critique

Critique


  1. Inform

  2. Persuade

  3. Entertain









Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery* (See Notes)

11.2B

11.2C


11.2D

11.2E


understand effective oral-delivery techniques

A. establish a purpose

B. maintain appropriate eye contact

C. address an audience with appropriate

C.1. volume

C.2. enunciation

C.3. language choices

C.4. poise

D. adopt appropriate tone

E. maintain appropriate rhythm

evaluate and critique content and delivery of oral presentations.



G. critique the accuracy, relevance, and organization of evidence

H. critique the clarity and effectiveness of delivery.


Understand

Establish

Maintain

Address


Adopt

Maintain


Evaluate

Critique


Critique

Critique










Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.2F

F. evaluate the use of persuasive techniques, such as

F.1. introduction (for securing interest and establishing unity)

F.2. organization

F.3. proof/support

F.4. logic

F.5. loaded language

F.6. rhetorical devices, such as

• call to action

elevated language

• rhetorical question

• appeals to emotion

• repetition

• figurative language

F.7. conclusion


Evaluate

  1. Persuasive techniques:

Bandwagon, testimonial, plain folks, emotional appeal

  1. Organization

  2. Proof/Support

  3. Logic

  4. Loaded words

  5. Rhetorical devices

  6. Conclusion



SR: Speeches, Declaration of Independence

SA: Create a speech following a persuasive rubric for writing and speaking





Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery* (See Notes)

11.2G

11.2H



understand effective oral-delivery techniques

A. establish a purpose

B. maintain appropriate eye contact

C. address an audience with appropriate

C.1. volume

C.2. enunciation

C.3. language choices

C.4. poise

D. adopt appropriate tone

E. maintain appropriate rhythm

evaluate and critique content and delivery of oral presentations.



G. critique the accuracy, relevance, and organization of evidence

H. critique the clarity and effectiveness of delivery.


Understand

Establish

Maintain

Address


Adopt

Maintain


Evaluate

Critique


Critique

Critique


  1. LQ2R (Listen, Question, Recite, Relisten)

  2. Evaluation for:

Main idea, significant details, distinguish between fact and opinion, indentify order, compare/contrast, cause/effect, predict/conclusion, detect bias


  1. Practice and look for mastery

  2. Rubric for evaluating oral delivery

Reading Weeks 10-12

11.3 The student will read and analyze relationships among American literature, history, and culture.

c) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres.

d) Describe how use of context and language structures conveys an author’s intent and viewpoint in contemporary and historical essays, speeches, and critical reviews.




Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.3C

recognize and understand universal characters, themes, and motifs in American literature

understand how an author’s intent is achieved by the use of context and language.

D. differentiate among universal characters in American literature, such as the

D.1. hero/heroine

D.2. trickster

D.3. faithful companion

D.4. outsider/outcast

D.5. rugged individualist

D.6. innocent

D.7. villain

D.8. caretaker

D.9. Earth mother

D.10. rebel

D.11. misfit

D.12. lonely orphan looking for a home

Recognize
Understand
Differentiate









Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.3D

recognize and understand universal characters, themes, and motifs in American literature

understand how an author’s intent is achieved by the use of context and language.

D. differentiate among universal characters in American literature, such as the

D.1. hero/heroine

D.2. trickster

D.3. faithful companion

D.4. outsider/outcast

D.5. rugged individualist

D.6. innocent

D.7. villain

D.8. caretaker

D.9. Earth mother

D.10. rebel

D.11. misfit

D.12. lonely orphan looking for a home

Recognize
Understand
Differentiate

  1. Hero

  2. Trickster

  3. Faithful companion

  4. Outsider

  5. Rugged Individualist

  6. Innocent

  7. Villain

  8. Caretaker

  9. Earth mother

  10. Rebel

  11. Misfit

  12. Orphan




Reading (cont.) Weeks 10-12

11.3 The student will read and analyze relationships among American literature, history, and culture.

c) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres.

d) Describe how use of context and language structures conveys an author’s intent and viewpoint in contemporary and historical essays, speeches, and critical reviews.



Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.3E

E. identify major themes in American literature, such as

E.1. the American Dream

E.2. loss of innocence

E.3. coming of age

E.4. relationship with nature

E.5. relationship with society

E.6. relationship with science

E.7. alienation and isolation

E.8. survival of the fittest

E.9. disillusionment

E.10. rebellion and protest


Identify

Describe

Describe


  1. American Dream

  2. Loss of Innocence

  3. Coming of Age

  4. Relationship with Nature

  5. Relationship with Society

  6. Relationship with Science

  7. Alienation vs Isolation

  8. Survival of fittest

  9. Disillusionment

  10. Rebellion vs Protest






Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.3F

F. describe the language choices and devices that authors use, such as

F.1. rhetorical question

F.2. sarcasm

F.3. satire

F.4. parallelism

F.5. connotation/denotation

F.6. pun

F.7. irony

F.8. literal and figurative language

F.9. tone

F.10. word choice (diction)

F.11. dialect



Identify

Describe

Describe


  1. Rhetorical question

SR: Speeches

  1. Sarcasm

  2. Satire

SR: “Anyone lived in a pretty how town”

  1. Parallelism

SR: “Declaration of Independence” speeches, “The Turtle”

  1. Connotation/Denotation

  2. Pun

  3. Irony

SR: “The Crucible”, “The Story of the Hour”

  1. Literal/Figurative

  2. Tone

SR: “Heading West”,

  1. Word choice – diction

SR: “The Mortgaged Heart”, “Gettysburg Address”

  1. Dialect

SR: Mark Twain stories




Reading Informational Text Weeks 13-14

11.4 The student will read and analyze a variety of informational materials.

b) Read and follow directions to complete an application for college admission, for a scholarship, or for employment.

c) Apply concepts and use vocabulary in informational and technical materials to complete a task.

d) Generalize ideas from selections to make predictions about other texts.

e) Analyze information from a text to draw conclusions.



Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.4



understand reading strategies and use those strategies to analyze text.

D. know the purpose of the text they are to read and their own purpose in reading it

C ..analyze key vocabulary, such as jargon, technical terms, and content-specific vocabulary and concepts of informational texts

understand how to analyze informational material

G. understand how an organizational pattern enhances the meaning of a text

F. use format (page design and layout) to aid in understanding of text

E. identify main ideas and supporting details

J. analyze information from a text to draw conclusions.

I. make predictions about other texts

H. apply their knowledge of specific genres and forms to other texts

B. develop effective applications, essays, résumés, and employment forms through simulations and real-life opportunities


Understand
Know
Analyze

Understand

Understand
Use
Identify
Analyze
Make

Apply
Develop



1) compete a graphic organizer (somebody wanted but so)

2) create a matching/sort of different types of informational text to determine the intent of text and purpose for reading

3) create a crossword puzzle to define technical terms

4) brainstorm the elements of a technical form, examples: application, manual, ads, etc

5-6) using #4 categorize according to organizational patterns, sequencing, page format, and layout

7) generate a list of main ideas and supporting details; graphic organizer – Venn Diagram or outline

8-9) Using junk mail, magazine/newspaper ads, spam mail, non-fiction to identify intent, purpose, what to do. See strategy #4 for elements

10) Complete: job application, warranty, scholarship, college entrance. Create: a back to school manual, resume, letter of complaint, request or commendation



1) completed organizer

2) LF Understanding

3) completed puzzle

4) LF Understanding

5-6) completed sort

7) completed list or Venn Diagram, outline

8-9) completed predictions

10) completed forms and manuals


Research Weeks 13-14


11.10 The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product.

a) Narrow a topic.

b) Develop a plan for research.

c) Collect information to support a thesis.

d) Evaluate quality and accuracy of information.


Related SOL

Essential Knowledge and Skills

Students should be able to:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.10A

understand how to evaluate sources of information to determine reliability

B preview resource materials to aid in selection of a suitable topic

A identify a topic for research through a variety of strategies, such as mapping, listing, brainstorming, and webbing

understand how to develop a plan and collect information

C develop a plan to locate and collect relevant information about the chosen topic

Understand

Preview


Identify

Understand

Develop


1.Limiting to specific topic

    1. Inform audience

    2. Interesting

    3. Find info about it

    4. Allow use of outside sources

2. Purpose/Audience/Tone

A. See 11.7E

B. pg. 211 – Skills Workshop


1. Look for evidence of understanding in prewriting activities

2. Skills Workshop Activity





Related SOL

Essential Knowledge and Skills

Students should be able to:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.10B

understand how to evaluate sources of information to determine reliability

B preview resource materials to aid in selection of a suitable topic

A identify a topic for research through a variety of strategies, such as mapping, listing, brainstorming, and webbing

understand how to develop a plan and collect information

C develop a plan to locate and collect relevant information about the chosen topic

Understand

Preview


Identify

Understand

Develop


1. Outline

2. Notetaking

3. Direct Quotation

4.Summary

5. Paraphrase


  1. Student produced example

  2. Student examples of various notetaking strategies

  3. Student examples of direct quotations

  4. Student example of a summary

  5. Student example of a paraphrase



Related SOL

Essential Knowledge and Skills

Students should be able to:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.10C

understand how to evaluate sources of information to determine reliability

B preview resource materials to aid in selection of a suitable topic

A identify a topic for research through a variety of strategies, such as mapping, listing, brainstorming, and webbing

understand how to develop a plan and collect information

C develop a plan to locate and collect relevant information about the chosen topic

Understand

Preview


Identify

Understand

Develop


1. Giving Credit

A. Internal citations

2. Prepare list of sources

B. Bibliography/Works Cited




1. Documented sources with an annotated bibliography

2. Create a list of sources for the bibliography





Related SOL

Essential Knowledge and Skills

Students should be able to:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.10D

understand how to evaluate sources of information to determine reliability

B preview resource materials to aid in selection of a suitable topic

A identify a topic for research through a variety of strategies, such as mapping, listing, brainstorming, and webbing

understand how to develop a plan and collect information

C develop a plan to locate and collect relevant information about the chosen topic

Understand

Preview


Identify

Understand

Develop


1. Locate sources

A. Card/online category

B. Reader’s Guide to Literature

C. Microfilm/online database

D. Vertical file: pamphletes

E.General/specialized books/CDs

F.Video/Audio resources

G.Librarian

H. Web

I.Local government agencies



J.Local offices of government officials

K.Newspaper offices

L.Museums and historical societies

M.Schools and colleges

N.Video stores

2. Evaluation

A.Outdated information

B.Factual/reliable/accurate

C.Objective/logical





Reading Analysis (Drama) Weeks 15-16

11.6 The student will read and critique a variety of dramatic selections.

a) Describe the dramatic conventions or devices used by playwrights to present ideas.

b) Compare and evaluate adaptations and interpretations of a script for stage, film, or television.

c) Explain the use of verbal, situational, and dramatic irony.

Related SOL

Essential Knowledge and Skills

Students should:


Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*(See Notes)

11.6


understand dramatic conventions and devices used by playwrights to present ideas

components of staging:

lighting design and cues

costume design

set design

set decoration: props

stage movement (blocking)

voice: tone, pitch, inflection, emotion

facial expressions

make-up


curtain cues

music/sound effects

components of scripting:

dramatic structure: exposition/initiating event, rising action, complication/conflict, climax, falling action, resolution/denouement (conclusion/resolution)

monologue

soliloquy

dialogue

aside


dialect

A. identify and describe dramatic conventions, such as

A.1. stage directions

A.2. soliloquy

A.3. monologue

A.4. aside

A.5.understand irony: verbal, situational, dramatic

B compare and evaluate adaptations and interpretations of a script for stage, film, or television.

Understand

Identify


Describe

Understand

Compare

evaluate


Based on the play “The Crucible” from the 11th grade text

1) Show Unitedstreaming clip on components of staging

2) complete a plot diagram to demonstrate dramatic structure

3) in groups of 5 have students identify an example of a monologue, soliloquy, dialogue, aside, and dialect to present to the class

4) Introduce irony with clips from “The Lion King” or “The Simpsons” Pre-reading activity. In small groups draw a type of irony and create a skit to demonstrate the type of irony, class will identify the type

5) Compare and contrast essay between the movie and the play to evaluate the differences



1) LF Understanding

2) completed diagram

3) presentations

4) performance, written responses



5) Completed essay


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