LANGUAGE ARTS LITERACY 1 PACING CHART 2011-2012
UNIT/ GENRE/ THEME/ / INSTRUCTIONAL LITERATURE / READING STATEGIES / WRITING / TIMEUNIT ONE
Genre:
Short Stories- Plot, Setting, Character
Theme:
Discoveries / Essential How do decisions lead to discoveries? How do I evaluate a decision (good or bad)?
Questions: What influences a decision? How do I make a decision?
What are the possible consequences of our decisions? What strategies do you use to help you succeed in making decisions?
Holt
“The Sniper” p.10
“Liberty” p.57
“Harrison Bergeron” p.69
“Old Man at the Bridge” p.130
“Thank You, Ma'am” p.137
“American History” p.163
Decisions, Decisions
“Playing God” (short story) p. 14
“TLA” (short story) p. 28
“I Would have Preferred to Carry Through” (essay)
“Traveling through the Dark” by
“The One Who Watches” (short story) p. 42
“Facing Donegall Square” (short story) p. 78
“Ashes” (short story) p. 88
“Button, Button” (short story) p. 103
Guided Novel Options:
· Fahrenheit 451 by Ray Bradbury
· Pigman by Paul Zindell
· Siddhartha by Hermann Hesse
· West Side Story by Irving Shulman / Comprehension monitoring
Active reading
Reciprocal teaching
Understand and analyze setting, plot, mood, characterization, and dialogue / Writing Process
Personal narrative
Short Story
Expository Writing / 6 weeks
September –
October 14
UNIT TWO
Genre:
Drama
Theme:
Love & Betrayal / Essential What's in a name?
Questions: What is love? Is there one true definition for love? Is it not possible to have experienced love in a lifetime?
How do you know if you really love someone? What does love have to do with anything?
How is it possible to love more than not to love? How can love be a universal theme connecting with many genres such as
friendships, and family relationships throughout literature?
Holt:
"The Frog Prince" by David Mamet (Comedy)
The Tragedy of Romeo and Juliet by William Shakespeare (Tragedy)
"from Cyrano de Bergerac" by Edmond Rostrand translated by Brian Hooker (Drama)
ToBe a Hero:
"The Man in the Water" by Roger Rosenblatt (editorial essay)
"The Teacher Who Changed My Life" by Nicholas Gage (memoir)
"The Letter 'A' from My Left Foot (autobiography)
"Hero's Return" by Kristin Hunter (short story)
"The Unknown Hero" by Rebecca Christian (essay)
"Havish Mactavish Is Eating a Bus" by Gordon Korman (short story)
"Visible Ink" by Nikki Giovanni (poem)[1]
"The Woodcutter's Story" by Nancy Schimmel (allegory) / Understand characteristics of comedy and farce.
Identify and analyze elements of drama, including monologue, soliloquy, dialogue, stage directions, types of irony, scene design, conflict, and suspense.
Visualize text, read aloud, paraphrase, and analyze cause-and-effect relationships.
Understand the characteristics of tragedy, including complication, dramatic irony, turning point, suspense, climax, and character foils / One Act drama
Writing to demonstrate learning / 4 weeks
October 17–
November 14
UNIT THREE
Genre:
Short Stories –Narrator, Voice, Symbolism, Allegory
Theme:
Conflicts / Essential Can someone be both a friend and an enemy? Can a hero be a friend? Can a hero be an enemy?
Questions: What are the qualities of anenemy? How do characters shape and define the story?
What are the qualities of a friend? How is a short story different than a novel?
How can you determine if someone is a hero? How does the voice of a narrator affect the story?
Holt:
“The Interlopers” p.232
“The Most Dangerous Game” p.16
“The Cask of Amontillado” by p.285
“The Scarlet Ibis” p. 333
“The Golden Kite, The Silver Wind” p. 372
“The Gift of the Magi” p. 360
“Papa Who Wakes Up Tired in the Dark” p. 191
“The Necklace” p.351
Perfection Learning: Best of Friends:
“For Friendship” by Robert Creely (prologue)
“Dirk the Protector” by Gary Paulsen (autobiography)
“Joe King” by Bailey White (personal reminiscence)
“Untitled” by Langston Hughes (poem)
“Kimchee and Corn Bread” by Helie Lee & Stephanie Covington (article)
“Jones and the Stray” by Martha Soukup (short story)
“Shaking” by Robert Morgan (poem)
“Hey, jealousy” by Franchesca Delbanco (essay)
“Promises” by Ellen Conford (short story)
“The Kayak” by Debbie Spring (short story)
Required Novel-Length Text
Select a novel from the list of “Guided Novel Options” to complete during this unit and/or have students complete a “Self-Selected Novel”.
· Great Expectations by Charles Dickens
· Hope Was Here by Joan Bauer
· I Know Why the Caged Bird Sings by Maya Angelou
· Joy Luck Club by Amy Tan / Making inferences
Making connections
Questioning
Drawing conclusions
Analyzing the narrator’s perspective / Character Sketch
Fractured Fairy Tale / 5 weeks
November 15 – December 16
UNIT FOUR
Genre:
Non-Fiction-Persuasion
Theme:
Freedom and Equality / Essential What do you believe in and way? How do our life experiences shape our beliefs?
Questions: How important is it to treat others well? What do you believe the world will be like in fifty years?
Which has more power- words or images-to influence our beliefs and opinions?
How do you decide which side to take on an issue?
Holt
“from An Indian’s View of Indian Affairs” by Chief Joseph
“Ain’t I a Woman” by Sojourner Truth
“Cinderella’s Stepsisters” by Toni Morrison
“The Next Green Revolution” by Alex Nikolai Steffen
“Why I Wrote Persepolis” by Marjane Satrapi
“Setting the Record Straight” by Scott McCloud
Graphic Novels 101: FAQ by Robin Brenner
Kaavya Viswanathan: Unconscious Copycat or Plagiarist? by Sandhya Nankan
Kaavya Syndrome by Joshua Foer
Perfection Learning: Free at Last
“Ku Klux” by Langston Hughes (poem)
“We Wear the Mask” by Paul Lawrence Dunbar (poem)
“Surviving Jim Crow” by Richard Wright (autobiography)
“Emmet Till, 1955” by Henry Hampton (interviews)
“Rosa Parks” by Rita Dove (article)
“Integration” by Melba Pattillo Beals (essay)
“1961: The Freedom Rides” by Pete Seeger and Bob Reiser (essay)
“Inaugural Address” by Governor George C. Wallace (speech)
“I Have a Dream” by Martin Luther King, Jr. (speech)
“Liars Don’t Qualify” by Junius Edwards (short story)
“An American Problem” by Wim Coleman (essay)
“Little Rock Warriors Thirty Years Later” by Melba Pattillo Beals (autobiography)
Required Novel-Length Text
The Pact: Three Young Men Make a Promise and Fulfill a Dream by Sampson Davis, George Jenkins, Remeck Hunt, and Lisa Frazier Page. / Understand, analyze, and evaluate characteristics of persuasion
Question the text
Analyze argument structure and tone, author’s purpose, credibility and evidence, and appeals to logic and emotion
Summarization
Drawing conclusions / Persuasive Essay
Writing to Demonstrate Learning / 5 weeks
December 19-January 27th
UNIT FIVE
Genre:
Non-Fiction- Biography: Form and Style
Theme:
Justice for All / Essential What significance does someone else's life have in our culture? Are all people treated fairly?
Questions: What makes us human? What is justice?
What qualities do all human beings share? Do all people in the world receive justice?
What beliefs and values shape your life? What responsibility do you have in establishing justice in the world?
Holt
“Cub Pilot on the Mississippi” p.444
“The Secret Latina Chambers” p. 458
“The Grandfather” p.466
From Boy p.474
“Poe's Final Days from Edgar A. Poe: Mournful and Never-Ending Remembrance” p.297
“The Boy Left Behind from Enrique’s Journey” p.1120
And Justice for All:
“Someone Who Saw” (Short Story) p. 14
“Crossing the Line” (article) p. 24
“Could a Woman Do That” (essay) p. 40
“And Justice for All” (article) p. 52
“Shrew Todie and Lyzer the Mizer” (Ukrainian folk tale) p. 56
“Word” (short story) p. 64
“The Quality of Mercy” (Moroccan folk tale) p. 82
“The Bishop’s Candlesticks” (drama) p. 88
“This Isn’t Kiddy Court” p. 102
“The United States v. Susan B. Anthony“ (biography) p. 112
“The Truth About Sharks” p. 128
“Martin Luther King, Jr.” (Poem) p. 142 / Read aloud and paraphrasing
Visualizing
Make generalizations
Drawing Conclusions / Personal Narrative
Research Paper / 4 weeks
January 30-February 24
UNIT/ GENRE/ THEME/ / INSTRUCTIONAL LITERATURE / READING STATEGIES / WRITING / TIME
UNIT SIX
Genre:
Myths & Epics
Theme:
Journeys / Essential Why does myth endure? What is an epic hero? Do we have epic heroes today?
Questions: Why are myths important to a culture? How can myths teach us how to deal with problems in our own lives?
What values did the ancient Greeks have? What significance do journeys (both mental and physical) have in the human
experience? Why are they important? What do they teach us?
Holt:
Literary Focus, Analyzing Visuals, Reading Strategies p1012-1017
“Strawberries” p1150
“Paris and Queen Helen” p1018
An Introduction to the Odyssey p1025
from The Odyssey, Part I p1035
from The Odyssey, Part II p1077
Echoes from Mt. Olympus: Select from the list
“The Firebringer” (myth) p. 22
“Pandora” (myth) p. 26
“Big Baby Hermes” (myth) p.40
“Arachne” (myth) p. 48
“Demeter and Persephone” (Homeric hymn) p. 56
“Echo and Narcissus” (myth) p. 66
“Narcissus at 60” (poem) p.70
“Homer, the Blind Poet” (essay) p. 74
“Perseus and Medusa” (myth) p. 93
“Antaeus” (short story) p. 102
“Pegasus for a Summer” (personal narrative) p.114
Novel: Select a novel from the list of “Guided Novel Options” to complete during this unit and/or have student complete a “Self-Selected Novel.” / Understanding Cause and Effect
Summarizing
Drawing Conclusions / Skit based on myth
Cartoon captions
Writing to demonstrate learning / 5 weeks
February 27- March 30
UNIT SIX
Genre:
Poetry
Theme:
Sights, Sounds & Expressions / Essential What strategies can we employ to better understand poetry?
Questions: How do poetic devices, such as imagery, figurative language and rhyme serve to express the author’s purpose?
How do I paraphrase what an author is trying to say?
How does recognizing a poem’s form (text structure) enhance our understanding of the poem?
What makes an effective response to a poem? (Response to Literature)
What makes a great poem?
How can we use poetic devices, as modeled by the poets, to create our own poetry?
How can we evaluate the poetry we have read? What generalizations or conclusions can we draw from our readings?
Holt
“My Father’s Song” p. 264
“First Lesson” p. 625
“Starfish” p. 631
“In Just” p.632
“A Blessing” p. 654
“Women” p. 687
“I Wandered Lonely as Cloud” p.687
“Legal Alien” p.707
“Extranjera Legal” p.707
Novel: Select a novel from the list of “Guided Novel Options” to complete during this unit and/or have student complete a “Self-Selected Novel.” / Read aloud
Analyzing word choice
Reading a poem / Poetry
Writing in poetic form: Memory Poem
Writing a Response to Literature essay:
· Literary Analysis
· Analyze a poem / 4 weeks
April 16-May 11
UNIT EIGHT
Genre:
Reading for Life; The Novel
Theme:
Quest for Success / Essential What does it take to succeed in the world? How does life mirror art and art mirror life?
Questions: Why is it so important to understand the way things work? How is meaning constructed in a literary sense? How
How is meaning constructed in everyday life? How is imagination exercised outside of reading literature (television or film)
Compulsory Texts:
Holt
“Following Technical Directions” (Holt, 1192-1197)
“Citing Internet Sources” (Holt, 1198-1203)
“Analyzing Functional Workplace Documents” (Holt, 1204-1211)\
“Evaluating the Logic of Functional Documents” (Holt, 1212-1221)
Required Novel:
Select a novel from the list of “Guided Novel Options” to complete during this unit. / Adjusting reading rates
Taking notes
Following technical directions
Analyzing functional workplace documents
Evaluating the logic of functional documents / How To Essay
Expository Essay
Narrative Writing
Annotating Research
A Variety of Business Communications
Portfolio Publishing / 5 weeks
May 14- June 12
[1] Consider discussing Giovanni's role in the Virginia Tech school shooting: http://tinyurl.com/42jx4k.