District Office Pacing Calendar 2017-2018
ENGLISH II
December 2017Monday / Tuesday / Wednesday / Thursday / Friday
1
SECOND/THIRD READof The Grapes of Wrath by John Steinbeck
OR
The War We Haven’t Run by Anna Quindlen
OR
LBJ’s 1964 State of the Union Address
OR
Leveled Literacy Libraries (stations)
Students do a second/third read accompanied by an assignment instructing them to identify AND analyze literary elements Students also answer text dependent questions. RL.10.1 RL.10.2
W.10.2
Suggested Learning Station/Centers: transitional words, vivid words, essential and nonessential supporting details, chronological order, irony
DOQ 2.2
Test ID #136727by Friday, December 8
4
RESPONSIVE ESSAYS: responses to texts we read. Illustration of the R.A.C.E strategy and how to write an effective essay. Text dependent question:How does the characterization of the men in The Grapes of Wrath collectively "define the function of man" and reveal the complications of the American Dream?
Suggested Learning Station/Centers: transitional words, vivid words, essential and nonessential supporting details, chronological order, irony
W.10.2, W.10.4, W.
10.5, W.10.9, W.10.10 DOQ 2.2
Test ID #136727 by Friday, December 8 / 5
RESPONSIVE ESSAYS: responses to texts we read. Illustration of the R.A.C.E strategy and how to write an effective essay. Text dependent question: How does the characterization of the men in The Grapes of Wrath collectively "define the function of man" and reveal the complications of the American Dream?
Suggested Learning Station/Centers: transitional words, vivid words, essential and nonessential supporting details, chronological order, irony
W.10.2, W.10.4, W.
10.5, W.10.9, W.10.10
DOQ 2.2
Test ID #136727 by Friday, December 8 / 6
RESPONSIVE ESSAYS: responses to texts we read. Illustration of the R.A.C.E strategy and how to write an effective essay. Text dependent question: How does the characterization of the men in The Grapes of Wrath collectively "define the function of man" and reveal the complications of the American Dream?
W.10.2, W.10.4, W.
10.5, W.10.9, W.10.10
Suggested Learning Station/Centers: transitional words, vivid words, essential and nonessential supporting details, chronological order, irony
DOQ 2.2
Test ID #136727 by Friday, December 8 / 7
RESPONSIVE ESSAYS: responses to texts we read. Illustration of the R.A.C.E strategy and how to write an effective essay. Text dependent question: How does the characterization of the men in The Grapes of Wrath collectively "define the function of man" and reveal the complications of the American Dream?
W.10.2, W.10.4, W.
10.5, W.10.9, W.10.10
Suggested Learning Station/Centers: transitional words, vivid words, essential and nonessential supporting details, chronological order, irony
DOQ 2.2
Test ID #136727 by Friday, December 8 / 8
RESPONSIVE
ESSAYS: responses to texts we read. Illustration of the R.A.C.E strategy and how to write an effective essay. Text dependent question: How does the characterization of the men in The Grapes of Wrath collectively "define the function of man" and reveal the complications of the American Dream?
W.10.2, W.10.4, W.
10.5, W.10.9, W.
10.10
Suggested Learning Station/Centers: transitional words, vivid words, essential and nonessential supporting details, chronological order, irony
DOQ 2.2
Test ID #136727 by Friday, December 8
11
FIRST READ OF
Supplemental text of choice.
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 specific elements that analyze theme.
How do authors reveal, shape and refine themes in text?
Review DOQ 2.1
RL.10.1 RL.10.2
W.10.2 / 12
FIRST READ OF
Supplemental text of choice.
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 specific elements that analyze theme.
How do authors reveal, shape and refine themes in text?
Review DOQ2.1
RL.10.1 RL.10.2
W.10.2 / 13
FIRST READ OF
Supplemental text of choice.
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 specific elements that analyze theme.
How do authors reveal, shape and refine themes in text?
Review DOQ 2.1
RL.10.1 RL.10.2
W.10.2 / 14
FIRST READ OF
Supplemental text of choice.
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 specific elements that analyze theme.
How do authors reveal, shape and refine themes in text?
Review DOQ 2.1
RL.10.1 RL.10.2
W.10.2 / 15
SECOND/THIRD
READ. Students do a second read accompanied by an assignment instructing them to identify AND analyze literary elements Students also answer text dependent questions.
How do authors reveal, shape and refine themes in text?
Review DOQ 2.1
RL.10.1 RL.10.2
W.10.2
18
SECOND/THIRD
READ. Students do a second read accompanied by an assignment instructing them to identify AND analyze literary elements Students also answer text dependent questions.
See Suggested Synthesis Tasks
Teacher guides students through restating the writing prompt and composing a LAT/RST
RL.10.1 RL.10.2
W.10.2 / 19
SECOND/THIRD
READ. Students do a second read accompanied by an assignment instructing them to identify AND analyze literary elements Students also answer text dependent questions.
See Suggested Synthesis Tasks
Teacher guides students through restating the writing prompt and composing a LAT/RST
RL.10.1 RL.10.2
W.10.2 / 20
SECOND/THIRD
READ. Students do a second read accompanied by an assignment instructing them to identify AND analyze literary elements Students also answer text dependent questions.
See Suggested Synthesis Tasks
Teacher guides students through restating the writing prompt and composing a LAT/RST
RL.10.1 RL.10.2
W.10.2 / 21
UNIT 2 REVIEW
See Suggested Synthesis Tasks
Teacher guides students through restating the writing prompt and composing a LAT/RST / 22
UNIT 2 TEST
See Suggested Synthesis Tasks
Teacher guides students through restating the writing prompt and composing a LAT/RST
25
Have a safe and happy
holiday / 26
Have a safe and happy
holiday / 27
Have a safe and happy
holiday / 28
Have a safe and happy
holiday / 29
Have a safe and happy
holiday