11th Grade English Language Arts Pacing Guide At-a-Glance
Code / Standard / Instructional Window1 / 2 / 3 / 4 / 5 / 6 / 7 / 8
Reading Standards
KCK11R110112 / Determine the denotative and or connotative meaning of words or phrases in a passage, using definitions, restatements, examples, descriptions, comparison-contrast, clue words, or cause and effect. (▲RHS.1.3.1, RHS1.3.1, CC.RL.4, CC.RI.4, 102/106, ACT) / X
KCK11R110114 / Determine the meaning of words in a passage through structural analysis (root words, prefixes, suffixes, root words). (▲RHS.1.3.3, CC.RL.4, CC.RI.4, 104) / X
KCK11R110116 / Make inferences and draw conclusions about characters, people, ideas, details, or other elements, citing contextual evidence. (▲RHS.1.4.5, CC.RL,1, CC.RI.1, 111, ACT) / X / X / X
KCK11R110117 / Summarize and paraphrase information clearly preserving the author’s intent. (▲RHS.1.4.9, CC.RL.2, CC.RI.2, 115, ACT) / X / X / X / X
KCK11R110118 / Compare and contrast the author’s position in persuasive and informational passages, evaluating the effectiveness and credibility of propaganda techniques, fact/opinion statements, biases, or stereotypes the author uses to support that position. (▲RHS.1.4.14, CC.RI.5, CC.RI.6, 113/120/121, ACT) / X
KCK11R110120 / Determine the purpose of text features and use these features to locate information in and to gain meaning from grade-level appropriate passages. (▲RHS.1.4.2, CC.RI.7, 108, ACT) / X
KCK11R110121 / Cite textual evidence that supports the theme of passages from a variety of cultures. (▲RHS.1.4.10, RHS.2.1.4, CC.RL.2, CC.RL.3, 113/114/116/126, ACT) / X / X
KCK11R110122 / Cite textual evidence that supports the main idea of passages from a variety of cultures. (▲RHS.1.4.10, RHS.2.1.4, CC.RI.2, CC.RI.3, 113/114/116/126, ACT) / X / X
KCK11R110123 / Describe the different character types (e.g., protagonist, antagonist, round, flat, dynamic, or static) and, considering cause and effect relationships, analyze how they develop throughout a passage. Compare and contrast character development within a particular text and among various pieces of literature. (▲RHS2.1.1, CC.RL.3, 113/114/122/123, ACT) / X / X
KCK11R110124 / Analyze and evaluate the cause and effect relationships on various plot elements, and explain how one event gives rise to another. (▲RHS.2.1.3, CC.RL.2, CC.RI.3, 114/125) / X / X
KCK11R110125 / Analyze the effects of the setting and compare/contrast the setting by making connections with other story elements within [and between] passages. (▲R7.2.1.2, CC.RI.3, 113/124, ACT) / X / X
KCK11R110126 / Analyze the use of figurative language in a passage, using context clues.
a. similes
b. metaphors
c. analogies
d. hyperbole
e. onomatopoeia
f. personification
g. idioms
h. imagery
(▲RHS.1.3.4, CC.RL.4, CC.RI.4, 105, ACT) / X / X
KCK11R110129 / Analyze and evaluate how an author utilizes literary devices.
· foreshadowing
· flashback
· irony
· symbolism
· tone
· mood
· satire
· point of view
· allusion
· dialogue
· paradox
(▲RHS.1.4.11, RHS.2.1.5, CC.RL.5, CC.RL.6, CC.RI.6, 117, ACT) / X / X
Writing Standards
KCK11W110201 / Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (WHS.1.4.1, WHS.1.4.3, WHS.1.4.8, WHS.1.4.9, WHS.1.4.10, WHS.1.4.12, WHS.1.4.13, CC.W.1, 201/202/203/206/208/214, ACT) / X / X
KCK11W110202 / Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (WHS.1.2.1, WHS.1.2.2, CC.W.2, 201/202/203/206/208/213/214/215/219/229) / X / X / X / X
KCK11W110203 / Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (WHS.1.1.1, WHS.1.1.2, WHS.1.1.3, WHS.1.1.6, WHS.1.1.7, WHS.1.1.8, WHS.1.1.9, WHS.1.1.10, WHS.1.2.9, WHS.1.2.11, WHS.1.2.13, WHS.1.2.14, CC.W.3, 201/202/203/206/208/211/213/214/215) / X / X
KCK11W110204 / Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (WHS.1.1.1, WHS.1.1.3, WHS.1.1.6, WHS.1.1.8, WHS.1.2.1, WHS.1.2.9, WHS.1.4.3, WHS.1.4.8, CC.W.4, 204/208, ACT) / X / X / X / X / X / X
KCK11W110205 / Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (CC.W.5, 204/205) / X / X / X / X / X / X / X / X
KCK11W110206 / Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (CC.W.6, 228) / X / X / X / X / X / X / X / X
KCK11W110207 / Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CC.W.7, 224) / X / X
KCK11W110208 / 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 over reliance on any one source and following a standard format for citation. (WHS.1.1.4, WHS.1.2.5, WHS.1.2.6, WHS.1.2.7, WHS.1.4.6, CC.W.8, 221/222/223/225/226/227) / X / X / X / X / X / X
KCK11W110209 / Draw evidence from literary or informational texts to support analysis, reflection, and research. (CC.W.9) / X / X / X / X / X / X / X / X
Language Standards
KCK11L110301 / Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Ensure that a pronoun agrees with its antecedent when the two occur in separate clauses or sentences
b. Ensure that a verb agrees with its subject in unusual situations (e.g., when the subject-verb order is inverted or when the subject is an indefinite pronoun)
(WHS.1.1.17, WHS.1.2.20, WHS.1.4.19, CC.L.1, 216, ACT) / X
KCK11L110302 / Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
(WHS.1.1.16, WHS.1.1.19, WHS.1.2.19, WHS.1.2.22, WHS.1.4.18, CC.L.2, 216/217, ACT) / X
KCK11L110303 / Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (WHS.1.1.11, WHS.1.1.12, WHS.1.1.13, WHS.1.2.15, WHS.1.2.16, WHS.1.2.17, WHS.1.4.14, WHS.1.4.15, WHS.1.4.16, CC.L.3, 220, ACT) / X
11th Grade Literacy Pacing Guide
Unit of Study / KCKPS Standards Instructional Window 1 / Resources
Short Story Unit
Summary Overview:
This unit will focus on understanding the elements of fiction and literary devices associated with the short story such as characterization, plot elements, main idea/supporting evidence, and setting. Students will specifically understand the different components of plot such as exposition, rising action, climax, falling action, and resolution. Students will analyze and explain the author’s use of figurative language, such as analogies and imagery. Students will also analyze the setting and explain the importance of the setting in the context of the environment, time of day or year, historical period (era), situation, and location of the story.
Students will practice narrative writing throughout the unit.
Teachers will embed appropriate non-fiction passages and poetry throughout the unit.
Recommended Time Frame:
17 instructional days / KCK11R110117* Summarize and paraphrase information clearly preserving the author’s intent.
(▲RHS.1.4.9, CC.RL.2, CC.RI.2, 115, ACT)
KCK11R110122* Cite textual evidence that supports the main idea of passages from a variety of cultures.
(▲RHS.1.4.10, RHS.2.1.4, CC.RI.2, CC.RI.3, 113/114/116/126, ACT)
KCK11R110124* Analyze and evaluate the cause and effect relationships on various plot elements, and explain how one event gives rise to another.
(▲RHS.2.1.3, CC.RL.2, CC.RI.3, 114/125)
KCK11R110125* Analyze the effects of the setting and compare/contrast the setting by making connections with other story elements within [and between] passages.
(▲RHS7.2.1.2, CC.RI.3, 113/124, ACT)
KCK11W110203 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
(WHS.1.1.1, WHS.1.1.2, WHS.1.1.3, WHS.1.1.6, WHS.1.1.7, WHS.1.1.8, WHS.1.1.9, WHS.1.1.10, WHS.1.2.9, WHS.1.2.11, WHS.1.2.13, WHS.1.2.14, CC.W.3, 201/202/203/206/208/211/213/214/215)
KCK11W110205 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
(CC.W.5, 204/205)
KCK11W110206 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
(CC.W.6, 228)
KCK11W110209 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11–12 Reading standards to literature (e.g. “Demonstrate knowledge of eighteenth-, nineteenth- and early- twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g. “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).
(CC.W.9) / PRIMARY RESOURCES:
Text:
“American Literature Short Stories” District Created Curriculum Unit
TargetStrategiesÒ:
KCK10RHS0113 (compare and contrast)
KCK10RHS0114 (cause and effect)
KCK10RHS0115 (paraphrase and summarize)
KCK10RHS0116 (main idea and supporting detail)
KCK10RHS0125 (plot elements)
KCK10RHS0201 (ideas and content – theme & thesis statement)
KCK10RHS0206 (organization – introduction, body & conclusion)
KCK10RHS0208 (organization – logical sequence)
ADDITIONAL RESOURCES:
Source
TargetFundamentalsÔ:
HS 7 Setting
HS 14 Plot
HS 17 Theme
HS Sequence of Events for plot
HS 22 Cause and Effect
HS 16 Organizational Structure of Text
HS 35 Conventions (standard Rules of grammar)
HS 36 Writing Process
HS 37 Editing and Revising
HS 38 Verb Tense
HS 39 Sentence Structure (types of sentences)
HS 40 Modifiers
HS 41 Formal Outlining
Online Writing Resources:
http://kckliteracycurriculum.wikispaces.com/Appendix+D+-+Writing+Resources
End of Instructional Window 1
11th Grade Literacy Pacing Guide
Unit of Study / KCKPS Standards Instructional Window 2 / Resources
Short Story Unit (continued)
Summary Overview:
This unit will focus on understanding the elements of fiction and literary devices associated with the short story such as characterization, plot elements, main idea/supporting evidence, and setting. Students will specifically understand the different components of plot such as exposition, rising action, climax, falling action, and resolution. Students will analyze and explain the author’s use of figurative language, such as analogies and imagery. Students will also analyze the setting and explain the importance of the setting in the context of the environment, time of day or year, historical period (era), situation, and location of the story.
Students will practice narrative writing throughout the unit.
Teachers will embed appropriate non-fiction passages and poetry throughout the unit.
Recommended Time Frame:
17 instructional days / KCK11R110126* Analyze the use of figurative language in a passage, using context clues including:
c. analogies,
f. personification
g. idioms
h. imagery
(▲RHS.1.3.4, CC.RL.4, CC.RI.4, 105, ACT)
KCK11R110129* Analyze and evaluate how an author utilizes literary devices including:
a. foreshadowing
e. tone
f. mood
g. satire
h. point of view
i. allusion
(▲RHS.1.4.11, RHS.2.1.5, CC.RL.5, CC.RL.6, CC.RI.6, 117, ACT)
KCK11W110203 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
(WHS.1.1.1, WHS.1.1.2, WHS.1.1.3, WHS.1.1.6, WHS.1.1.7, WHS.1.1.8, WHS.1.1.9, WHS.1.1.10, WHS.1.2.9, WHS.1.2.11, WHS.1.2.13, WHS.1.2.14, CC.W.3, 201/202/203/206/208/211/213/214/215)
KCK11W110205 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
(CC.W.5, 204/205)
KCK11W110206 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
(CC.W.6, 228)
KCK11W110209 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11–12 Reading standards to literature (e.g. “Demonstrate knowledge of eighteenth-, nineteenth- and early- twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g. “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).