District Office Pacing Calendar 2017-2018

ENGLISH IV

February 2018
Monday / Tuesday / Wednesday / Thursday / Friday
1
FIRST/SECOND READ OF “CONFESSIONS OF A BLACK GENTRIFIER”
Students should engage in a final reading of the text. They should complete additional text based questions and engage in evidence-based discussions on theUNIT’S focus on CONTROVERSY.
OR
See page 9 & 10 in the Eng. IV Unit 3 plan for additional text options broken down by controversial topic.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, / 2DOQ 4.2 Window Closes
FIRST/SECOND READ OF “CONFESSIONS OF A BLACK GENTRIFIER”
Students should engage in a final reading of the text. They should complete additional text based questions and engage in evidence-based discussions on theUNIT’S focus on CONTROVERSY.
OR
See page 9 & 10 in the Eng. IV Unit 3 plan for additional text options broken down by controversial topic.
RI.12.1, RI.12.2, RI.12.4, RL.12.1,
5
FIRST/SECOND READ OF“U Street Residents Not Enjoying Gentrification They Helped to Create”
Students do a first read. Teacher orchestrates stops in key areas of the text to check for understanding.
Teacher chunks part of the text to demonstrate UNIT’S focus on CONTROVERSY.
OR
See page 9 & 10 in the Eng. IV Unit 3 plan for additional text options broken down by controversial topic.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, / 6
FIRST/SECOND READ OF“U Street Residents Not Enjoying Gentrification They Helped to Create”
Students do a first read. Teacher orchestrates stops in key areas of the text to check for understanding.
Teacher chunks part of the text to demonstrate UNIT’S focus on CONTROVERSY.
OR
See page 9 & 10 in the Eng. IV Unit 3 plan for additional text options broken down by controversial topic.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, / 7
FIRST/SECOND READ OF“U Street Residents Not Enjoying Gentrification They Helped to Create”
Students should complete text based questions and engage in evidence-based discussions on the UNIT’S theme of CONTROVERSY.
OR
See page 9 & 10 in the Eng. IV Unit 3 plan for additional text options broken down by controversial topic.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, / 8
FIRST/SECOND READ OF“U Street Residents Not Enjoying Gentrification They Helped to Create”
Students should complete text based questions and engage in evidence-based discussions. Teachers may tie in current gentrification pieces relevant to Camden in order to connect to students’ interest and understanding.
OR
See page 9 & 10 in the Eng. IV Unit 3 plan for additional text options broken down by controversial topic.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, / 9DOQ 3.2 Window Closes
FIRST/SECOND READ OF“U Street Residents Not Enjoying Gentrification They Helped to Create”
Students should complete text based questions and engage in evidence-based discussions. Teachers may tie in current gentrification pieces relevant to Camden in order to connect to students’ interest and understanding.
OR
See page 9 & 10 in the Eng. IV Unit 3 plan for additional text options broken down by controversial topic.
RI.12.1, RI.12.2, RI.12.4, RL.12.1,
12
Research Assignment.
Students choose from topics and compose a research paper arguing pros/cons respective to their point.
W.12.8 / 13
Research Assignment.
Students choose from topics and compose a research paper arguing pros/cons respective to their point.
W.12.8 / 14
Research Assignment.
Students choose from topics and compose a research paper arguing pros/cons respective to their point.
W.12.8 / 15 1:00 Dismissal for students
Research Assignment.
Students choose from topics and compose a research paper arguing pros/cons respective to their point.
W.12.8 / 16
Research Assignment.
Students choose from topics and compose a research paper arguing pros/cons respective to their point.
W.12.8
19
President’s Day / 20
Research Assignment.
Students choose from topics and compose a research paper arguing pros/cons respective to their point.
W.12.8 / 21
RESEARCH PAPER DUE / 22
UNIT IV BEGINS
Intro of dystopian concepts and literary terms. Vocab. Students define and apply terms. Students make connections to gain an understanding of the theme and concepts.
RI.12.4 / 23DOQ 4.1 Window Opens
Intro of dystopian concepts and literary terms. Vocab. Students define and apply terms. Students make connections to gain an understanding of the theme and concepts.
RI.12.4
26
Intro of dystopian concepts and literary terms. Vocab. Students define and apply terms. Students make connections to gain an understanding of the theme and concepts.
RI.12.4 / 27
FIRST READ OF HARRISON BERGERON
Students do a first read. Teacher orchestrates stops in key areas of the text to check for understanding.
Teacher chunks part of the text to demonstrate UNIT’S focus on dystopia.
RL.12.1, RL.12.2, RL.12.5 / 28
FIRST READ OF HARRISON BERGERON
Students do a first read. Teacher orchestrates stops in key areas of the text to check for understanding.
Teacher chunks part of the text to demonstrate UNIT’S focus on dystopia.
RL.12.1, RL.12.2, RL.12.5

STANDARDS:

RI.12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.

RI.12.2. Determine two or more central ideas of a text, and analyze their development and how they interact to provide a complex analysis; provide an objective summary of the text.

RI.12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

RL.12.1. Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.12.2Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Craft and Structure.

RL.12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (e.g., Shakespeare as well as other authors.)

RL.12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

W.12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (MLA or APA Style Manuals).