English Iv Daily Pacing Map

ENGLISH IV DAILY PACING MAP

NLHS

Last Review: May 2012

1
Unit 1
Day 1 of 20
·  Introductions
·  Discuss class rules and expectations / 2
Unit 1
Day 2 of 20
·  ACT-like OA
·  Discuss syllabus
·  Assign Textbooks / 3
Unit 1
Day 3 of 20
·  ACT-like OA
·  Introduce Historical Framework for Anglo Saxon Unit
·  Students will view history on United Streaming.
·  Students will take a short formative assessment on background knowledge. / 4
Unit 1
Day 4 of 20
·  ACT-like OA
·  Students will write correct compound sentences using coordinating conjunctions.
·  Students will read and analyze conflict in “The Monster” section of Beowulf .
·  Students will complete writing-to-learn note-taking on literary devices such as epic and kenning. / 5
Unit 1
Day 5 of 20
·  ACT-like OA
·  Students will review compound sentence structure.
·  Students will read “The Arrival of the Hero” section of Beowulf.
·  Students will identify a “personal monster” they are facing or have faced and write a brief personal essay.
6
Unit 1
Day 6 of 20
·  ACT-like OA
·  Class will discuss the purpose/role of heroes in modern society.
·  In groups, students will research modern-day heroes and prepare a Power Point presentation on heroes throughout history. / 7
Unit 1
Day 7 of 20
·  ACT-like OA
·  Students continue working on presentations in computer lab (utilizing technology). / 8
Unit 1
Day 8 of 20
·  ACT-like OA
·  Students continue working on presentations in computer lab (utilizing technology). / 9
Unit 1
Day 9 of 20
·  ACT-like OA
·  Students present hero projects. / 10
Unit 1
Day 10 of 20
·  ACT-like OA
·  Students present hero projects.
11
Unit 1
Day 11 of 20
·  ACT-like OA
·  Students will read and analyze the characteristics of an epic hero in “The Battle with Grendel.”
·  Students create a non-linguistic representation of scene. / 12
Unit 1
Day 12 of 20
·  ACT-like OA
·  Students demonstrate understanding of point of view by writing the battle scene from the antagonist’s viewpoint (creative writing). / 13
Unit 1
Day 13 of 20
·  ACT-like OA
·  Students complete a quick-write on the relationships between mothers and children.
·  Students read and analyze Biblical allusion in “The Monster’s Mother.”
·  Students read articles on capital punishment and then begin drafting a persuasive essay on the legality of capital punishment in the U.S. (Some articles address capital punishment from perspective of mothers/family members.) / 14
Unit 1
Day 14 of 20
·  ACT-like OA
·  Students begin drafting persuasive essay synthesizing information from articles. / 15
Unit 1
Day 15 of 20
·  ACT-like OA
·  Students continue drafting persuasive essay synthesizing information from articles.
16
Unit 1
Day 16 of 20
·  ACT-like OA
·  Students finish reading Beowulf text in literature book and locate various literary devices like kennings, alliteration, rhyme, caesura, and symbolism.
·  Students will take a review formative assessment from notes. / 17
Unit 1
Day 17 of 20
·  ACT-like OA
·  Students read “Life in 999” and compare it to life today.
·  Students complete a study guide for unit 1. / 18
Unit 1
Day 18 of 20
·  ACT-like OA
·  Students watch the film version of Beowulf. / 19
Unit 1
Day 19 of 20
·  ACT-like OA
·  Students finish the film version of Beowulf and create a Venn Diagram comparing the film and text versions. / 20
Unit 1
Day 20 of 20
·  ACT-like OA
·  Summative Assessment for Unit 1.
21
Unit 2
Day 1 of 25
Begin Unit 2
·  ACT-like OA
·  Introduce the history of the middle ages
·  Students’ reading will be reinforced through viewing of United Video Streaming video.
·  Students will take a formative assessment on the middle ages. / 22
Unit 2
Day 2 of 25
·  ACT-like OA
·  Teacher will deliver mini-lesson on complex sentences using semi-colons and conjunctive adverbs.
·  Students will write twenty complex sentences. / 23
Unit 2
Day 3 of 25
·  ACT-like OA
·  Teacher will instruct on literary elements associated with ballads.
·  Students will read and analyze medieval ballads.
·  Students will answer critical thinking questions. / 24
Unit 2
Day 4 of 25
·  ACT-like OA
·  Students will listen to modern ballads and create ballads that tell life stories. / 25
Unit 2
Day 5 of 25
·  ACT-like OA
·  Students will read “Snapshot of an Age” and discuss modern “snapshots.”
·  Students will listen to the Old English and Middle English versions of Chaucer’s Prologue and identify words with which they are familiar.
·  Students will begin reading Chaucer’s Prologue.
26
Unit 2
Day 6 of 25
·  ACT-like OA
·  Students will finish reading Chaucer’s Prologue and take a formative assessment. / 27
Unit 2
Day 7 of 25
·  ACT-like OA
·  Students will begin a characterization project for Chaucer’s Prologue. Project will require students to recognize characterization and tone. / 28
Unit 2
Day 8 of 25
·  ACT-like OA
·  Students will finish a characterization project for Chaucer’s Prologue. Project will require students to recognize characterization and tone. / 29
Unit 2
Day 9 of 25
·  ACT-like OA
·  Students will read and watch Chaucer’s “Pardoner’s Tale.”
·  Students will identify the moral lesson and situational irony.
·  Students will take a formative assessment. / 30
Unit 2
Day 10 of 25
·  ACT-like OA
·  Students will complete a quick-write on what women want before reading and watching Chaucer’s “The Wife of Bath’s Tale.”
·  Students will compare their quick-writes to what is revealed in the tale.
·  Students will take a formative assessment on “The Wife of Bath’s Tale.”
31
Unit 2
Day 11 of 25
·  ACT-like OA
·  The reading of “The Wife Of Bath’s Tale” will lead to a discussion of gender roles.
·  Students will read articles on modern gender roles and will begin drafting an argumentative essay on gender roles in the 21st century. / 32
Unit 2
Day 12 of 25
·  ACT-like OA
·  Students will review the articles on modern gender roles and continue drafting an argumentative essay on gender roles in the 21st century. / 33
Unit 2
Day 13 of 25
·  ACT-like OA
·  Students will finish drafting an argumentative essay on gender roles in the 21st century. / 34
Unit 2
Day 14 of 25
·  ACT-like OA
·  Students will read the excerpt from “Le Morte d’Arthur” by Sir Thomas Mallory and discuss the symbolism, romantic heroes, quests and archetypes.
·  Students will answer critical thinking questions. / 35
Unit 2
Day 15 of 25
·  ACT-like OA
·  Students will watch King Arthur.
36
Unit 2
Day 16 of 25
·  ACT-like OA
·  Students will watch King Arthur. / 37
Unit 2
Day 17 of 25
·  ACT-like OA
·  Students will compare the film to the historical background and the text of King Arthur. / 38
Unit 2
Day 18 of 25
·  ACT-like OA
·  Students will read the excerpt from Sir Gawain and the Green Knight and will discuss color symbolism and internal conflict.
·  Students will take a formative assessment on King Arthur and Sir Gawain. / 39
Unit 2
Day 19 of 25
·  ACT-like OA
·  Students will watch the United Video Streaming film of Sir Gawain and the Green Knight and compare the film and text by completing a Venn Diagram. / 40
Unit 2
Day 20 of 25
·  ACT-like OA
·  Students will complete writing-to-learn note-taking on pairs of confusing words.
·  Students will complete exercises requiring them to differentiate between confusing pairs of words.
41
Unit 2
Day 21 of 25
·  ACT-like OA
·  Students will begin drafting a literary analysis based on the theme of one of the works from this unit. / 42
Unit 2
Day 22 of 25
·  ACT-like OA
·  Students will continue their literary analysis based on the theme of one of the works from this unit. / 43
Unit 2
Day 23 of 25
·  ACT-like OA
·  Students will complete the literary analysis based on the theme of one of the works from this unit. / 44
Unit 2
Day 24 of 25
·  ACT-like OA
·  Students will complete a study guide for the Unit 3 Summative Assessment. / 45
Unit 2
Day 25 of 25
·  ACT-like OA
·  Students will take the Unit 3 Summative Assessment.

2nd Nine Weeks

46
Unit 3
Day 1 of 10
·  ACT-like OA
Begin Unit 3 (Perspectives in Narrative) by introducing the Holocaust through an exploration of the National Holocaust Memorial Museum website and by viewing a United Video Streaming video on the Holocaust. / 47
Unit 3
Day 2 of 10
·  ACT-like OA
·  Students will be introduced to vocabulary relevant to the memoir before beginning to read Wiesel’s Night.
·  Students will answer analytical questions related to the memoir. / 48
Unit 3
Day 3 of 10
·  ACT-like OA
·  Students will watch the Oprah Youtube videos in which she interviews Wiesel at Auschwitz.
·  Students will write a response to the videos in which they respond to an individual’s responsibility to stand up against injustice/bullying. / 49
Unit 3
Day 4 of 10
·  ACT-like OA
·  Introduction of Personal Writing (narrative/essay) with Focus on Purpose/Angle
·  Students continue memoir reading. / 50
Unit 3
Day 5 of 10
·  ACT-like OA
·  Students will begin drafting Personal Writing (narrative/essay) with Focus on Purpose/Angle
·  Students will continue memoir reading.
·  Students will take a formative assessment on memoir.
51
Unit 3
Day 6 of 10
·  ACT-like OA
·  Students will continue Personal Writing (narrative/essay) with Focus on Purpose/Angle / 52
Unit 3
Day 7 of 10
·  ACT-like OA
·  Students will finish Personal Writing (narrative/essay) with Focus on Purpose/Angle
·  Students continue memoir reading. / 53
Unit 3
Day 8 of 10
·  ACT-like OA
·  Students will watch the United Video Streaming film “Voices from the Holocaust.” / 54
Unit 3
Day 9 of 10
·  ACT-like OA
·  Students will complete the memoir and answer analytical questions. / 55
Unit 3
Day 10 of 10
·  ACT-like OA
·  Summative Assessment over Unit 3
56
WEEK TWELVE
(Unit 4)
Day 1 of 20
·  ACT like -OA
·  Students read Introduction to the Renaissance/Renaissance Theater
(1485-1660)
·  Students read “A Closer Look: Social Infuences” / 57
(Unit 4)
Day 2 of 20
·  ACT like -OA
·  Students Read Carpe Diem and Pastoral Poems
·  Students read Introduction of Petrarchan and Shakespearean Sonnets with Emphasis on Form / 58
(Unit 4)
Day 3 of 20
·  ACT like - OA
·  Students read various Shakespearean Sonnets
·  Students Write Original Sonnets / 59
(Unit 4)
Day 4 of 20
·  ACT like -OA
·  Read selected Donne, Jonson, Wyatt and Spenser poems / 60
(Unit 4)
Day 5 of 20
·  ACT like -OA
·  Read selected excerpts from King James Bible and “Worlds of Wisdom” selections
61
WEEK THIRTEEN
(Unit 4)
Day 6 of 20
·  ACT like -OA
·  Students read Introduction of Shakespeare and Macbeth with emphasis on the elements of tragedy / 62
(Unit 4)
WEEK FOURTEEN
(Unit 4)
Day 7 of 20
·  ACT like -OA
·  Begin Reading ActI of Macbeth aloud, stopping to discuss Development of Theme, Imagery, Paradox, Tragic Elements, Mood, Blank Verse, and Irony / 63
(Unit 4)
Day 8 of 20
·  ACT like - OA
·  Finish Reading Act I of Macbeth aloud, stopping to discuss Vocabulary, Development of Theme, Imagery, Paradox, Tragic Elements, Mood, Blank Verse, and Irony
·  Watch Act I and discuss Similarities and Differences in Play and Video Representation / 64
(Unit 4)
Day 9 of 20
·  ACT like -OA
·  Begin Reading Act II aloud, stopping to discuss Vocabulary, Theme, Character Motivation, Tragic Elements, Irony, Figurative Language, and Imagery. / 65
(Unit 4)
Day 10 of 20
·  ACT like -OA
·  Finish Reading Act II aloud, stopping to discuss Vocabulary, Theme, Character Motivation, Tragic Elements, Irony, Figurative Language, and Imagery.
·  Students Make Written Predictions Concerning Macbeth’s Future, Backing Them Up with Evidence from the Play.
66
WEEK FOURTEEN
(Unit 4)
Day 11 of 20
·  ACT like -OA
·  Watch Act II and Begin Reading Act III of Macbeth aloud, stopping to discuss Vocabulary (Archaic Language), Tragic Elements, Irony, Theme, and Imagery. / 67
(Unit 4)
Day 12 of 20
·  ACT like -OA
·  Finish Reading Act III of Macbeth aloud, stopping to discuss Vocabulary (Archaic Language), Tragic Elements, Irony, Theme, and Imagery.
·  Watch Act III of Macbeth
- / 68
(Unit 4)
Day 13 of 20
·  ACT like -OA
·  Begin Reading Act IV of Macbeth aloud, stopping to discuss Imagery, Tragic Elements, Theme, Irony, Character Motivation, Figurative Language, and Character Foils. / 69
(Unit 4)
Day 14 of 20
·  ACT like -OA