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High School English Language Arts Pacing Guide
Standard One: Student in Delaware public schools, using the processes of effective readers, writers, listeners, viewers, and speakers will be able to use written and oral English appropriate for various purposes and audiences.
Writing is a flexible and recursive process that encompasses identifying purposes and audiences, prewriting, drafting, revising, editing, and publishing. The use of a variety of technologies will facilitate this process.Delaware Standards
/ 9th Grade / 10th Grade / 11th GradeReview the Writing Process (explicit review, plus integrated into class writing assignments). / Review the Writing Process (explicit review, plus integrated into class writing assignments). / Review the Writing Process (explicit review, plus integrated into class writing assignments).
Writers will produce examples that illustrate the following discourse classifications.
Writers will produce texts that exhibit the following textual features, all of which are consistent with the genre and purpose of the writing:
• Development: The topic, theme, stand/perspective, argument, or character is fully developed.
• Organization: The text exhibits a discernible progression of ideas.
• Style: The writer demonstrates a quality of imagination and individuality, and a distinctive voice.
• Word Choice: The words are precise, vivid, and economical.
Delaware Standards
/ 9th Grade / 10th Grade / 11th Grade1.1 Students will be able to write
expressive (author-oriented) texts, both personal and literary, that
- reveal self-discovery and reflection;
- demonstrate techniques which could include dialogue, characterization, a natural use of language, or effective point of view;
- demonstrate the use of appropriate modes which could include narration and description;
- demonstrate a variety of rhetorical forms.
Review the three reason paragraph format.
Learn and practice the five paragraph essay format.
Be encouraged to use figurative language in writing. / Review and produce expressive paragraphs and multi-paragraph compositions.
Review and practice the five paragraph essay format.
Use figurative language in writing compositions. / Review and produce expressive multi-paragraph compositions, expanding beyond the structure of the five paragraph essay, with increasing sophistication and length.
Expand their use of figurative language in writing compositions.
Delaware Standards
/ 9th Grade / 10th Grade / 11th Grade1.2 Students will be able to write informative (subject-oriented) texts that
- address the needs of the audience;
- exhibit appropriate modes which could include complex description and complex narration, extended classification, complex process analysis, extended definition, complex cause/effect, and extended comparison/contrast and evaluation;
- conform to the appropriate formats, which could include letters, summaries, messages, reports, memos, proposals, resumes, or applications;
- contain primary and secondary source documentation, avoiding plagiarism.
Review the three reason paragraph format.
Learn and practice the five paragraph essay format.
Be encouraged to use figurative language in writing. / Review and produce informative paragraphs and multi-paragraph compositions.
Review and practice the five paragraph essay format.
Use figurative language in writing compositions. / Review and produce informative multi-paragraph compositions, expanding beyond the structure of the five paragraph essay, with increasing sophistication and length.
Expand their use of figurative language in writing compositions.
1.3 Students will be able to write argumentative and persuasive (audience-oriented) texts that
- address the needs of the audience;
- communicate a clear-cut position on an issue;
- support the position with relevant information, which could include personal and expert opinions, examples, statistics, and data, quotations and others’ opinions, a possible refutation of the opposing view point;
- exhibit evidence of reasoning
Review the three reason paragraph format.
Learn and practice the five paragraph essay format.
Be encouraged to use figurative language in writing. / Review and produce persuasive paragraphs and multi-paragraph compositions.
Review and practice the five paragraph essay format.
Use figurative language in writing compositions. / Review and produce persuasive multi-paragraph compositions, expanding beyond the structure of the five paragraph essay, with increasing sophistication and length.
Expand their use of figurative language in writing compositions.
Respond to two DSTP-like writing prompts (stand-alone and text-Based writing – in class) / Respond to two DSTP-like writing prompts (stand alone and text-based writing - in class) / Respond to open-ended, timed writing prompts (similar to SATII writing prompts)
Learn to score, assess, and revise their writing based on the State of Delaware Writing Rubric / Continue to score, assess, and revise their writing based on the State of Delaware Writing Rubric
Writers will produce texts that exhibit the following language conventions at all grade levels:
• Sentence Formation: Sentences are complete and varied in length and structure.
• Conventions: Appropriate grammar, mechanics, spelling, and usage enhance the meaning and readability of the text. Formal English conventions are to be followed unless otherwise called for by the purpose of the writing.
Delaware Standards
/ 9th Grade / 10th Grade / 11th GradeUse writing-based grammar instruction, emphasizing
- Run-on sentences and fragments
- Subject/verb agreement
- Sophisticated transitions
- Punctuation
- Parallel Structure
- Verbals
- Sentence Variety
- Clauses
Standard Two: Student in Delaware public schools, using the processes of effective readers, writers, listeners, viewers, and speakers will be able to construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing.
2.1 Develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages.9th 1st Semester / 9th 2nd Semester / 10th 1st Semester / 10th 2nd Semester / 11th/12th 1st Semester / 11th/12th 2nd Semester
a. Use context cues to determine the meanings of words; / Demonstrate understanding of unfamiliar words by considering the words that come before and after in the text. / Demonstrate increased comprehension by independently by considering context clues. / Use context clues to decipher unknown words in complex texts, especially the vocabulary that is unfamiliar because it comes from earlier literary periods. / Use context clues to decipher unknown words in poetry and other complex texts. / Use context clues to determine the meaning of unfamiliar words in British and world literature. / Use context clues to determine the meaning of unfamiliar words in British and world literature of increasing complexity.
b. Use reference works, technology, and human resources to learn the meaning of unknown words. / Demonstrate their ability to use a dictionary, either print or electronic, to seek the meaning of unknown words when given a list of words by the teacher; students will ask for help when other resources are not available or useful.
Mark, list, or annotate unfamiliar words and seek their meanings with teacher assistance. / Use a dictionary, either print or electronic, to seek the meaning of unknown words with increasing independence whenever they are reading; they will extend their quest for meaning by asking for help when it is needed.
Routinely and independently mark, list, or annotate unfamiliar words and seek their meanings. / Use dictionaries as well as internet and human resources to actively seek the meaning of unknown words as well as their usage in different literary eras and styles.
Keep a list of new vocabulary words and use them in conversation and writing. / Continue to use dictionaries as well as internet and human resources to actively seek the meaning of unknown words as well as their usage in different literary eras and styles.
Expand their list of new vocabulary words and use them in conversation and writing. / Use a variety of dictionaries, internet resources, and human resources to determine the meaning of words that are unfamiliar due to their usage in British or world literature.
Utilize strategies to construct the meaning of unknown words as well as strategies to remember new words. / Use a variety of dictionaries, internet resources, and human resources to determine the meaning of words that are unfamiliar due to their usage in increasing complex British or world literature.
Utilize strategies to construct the meaning of unknown words as well as remember new words.
Students will utilize the words in their own writing.
2.2 Self-monitor comprehension while listening, reading, and viewing.
9th 1st Semester / 9th 2nd Semester / 10th 1st Semester / 10th 2nd Semester / 11th/12th 1st Semester / 11th/12th 2nd Semester
a. Generate a purpose for reading, listening, or viewing; / Identify the purposes for reading in a variety of genres. / Identify types of texts and purposes for reading them. / Develop strategies for reading different types of text based on purpose. / Demonstrate flexibility in reading for a variety of purposes. / Articulate purposes for reading challenging texts from different time periods and cultures. / Demonstrate independent ability to establish a purpose for reading increasingly complex texts.
b. Assimilate information with prior knowledge to revise predictions and understandings, and to make inferences; / With teacher assistance, students will revise predictions and understandings and make inferences based on literary and personal information. / Demonstrate independent ability to revise predictions and understandings and make inferences based on literary and personal information.
Enhance their ability to make predictions and inferences. / Use their knowledge of American history and contemporary events to enhance their understanding of assigned reading. / Demonstrate an increasingly sophisticated ability to connect American history and contemporary events to literary characters and events as a means of deepening understanding.
Enhance their ability to make predictions and inferences. / Draw connections from British, world, and current history to the literature that they are studying to deepen their understanding.
Enhance their ability to make predictions and inferences. / Draw connections from British, world, and current history as well as from the literature studied during the first semester to enhance their understanding of ongoing reading assignments.
c. Take appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text. / Take appropriate actions (e.g. rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary terms, applying reading strategies) with teacher assistance.
Learn and apply reading strategies when their comprehension breaks down. / Take appropriate actions with increasing independence.
Recognize when comprehension breaks down and apply reading strategies to assist in comprehension or in their ability to ask specific questions. / Demonstrate the ability to decipher challenging information by using strategies that enhance comprehension.
Apply interventions such as asking questions, restating what is known, and activating prior knowledge as soon as meaning breaks down. / Demonstrate the ability to decipher challenging information by using multiple strategies that enhance comprehension and explain how they deciphered the meaning.
Apply interventions such as asking questions, restating what is known, and activating prior knowledge with increasingly complex texts, as soon as meaning breaks down / Apply reading strategies to complex material in British and world literature.
Demonstrate their comprehension by taking effective notes and will apply comprehension strategies when comprehension falters. / Continue to apply reading strategies to increasingly complex material in British and world literature.
Demonstrate their comprehension by continuing to increase the effectiveness of their notes and their ability to apply comprehension strategies.
2.3 Demonstrate an overall understanding of oral and printed texts.
9th 1st Semester / 9th 2nd Semester / 10th 1st Semester / 10th 2nd Semester / 11th/12th 1st Semester / 11th/12th 2nd Semester
a. Make and revise predictions as needed; / Make predictions based on text and/or graphic features. / Make increasingly detailed predictions based on text and/or graphic features.
Articulate a rationale for their prediction. / Continue to make and defend predictions based text and/or graphic features.
Revise predictions as they read. / Make and defend increasingly detailed predictions based on text and/or graphic features.
Revise predictions as they read and provide a defensible rationale for the revision. / Make and defend increasingly detailed predictions based on complex text.
Revise predictions as they read and provide a defensible rationale for the revision. / Continue to make and defend increasingly detailed predictions based on complex text.
Continue to revise predictions as they read and provide a defensible rationale for the revision.
b. Identify the story elements (e.g., characters, setting, plot); / Identify story elements. / Identify story elements with increasing independence. / Review story elements.
Identify story elements independently / Identify story elements independently. / Identify increasingly complex story elements with assistance. / Identify increasingly complex story elements independently.
c. Interpret the impact of figurative language and literary devices; / Identify and interpret figurative language and literary devices. / Interpret figurative language and literary devices.
Determine the impact of figurative language and literary devices with teacher modeling. / Interpret figurative language and literary devices.
Evaluate the impact of figurative language and literary devices with teacher modeling. / Interpret figurative language and literary devices.
Evaluate the impact of figurative language and literary devices with some teacher or peer support. / Interpret figurative language and literary devices.
Independently evaluate the impact of figurative language and literary devices. / Interpret figurative language and literary devices.
Independently evaluate the impact of increasingly complex figurative language and literary devices.
d. Retell a story or restating an informative text through speaking and/or writing; / Retell a story or restate information from an informative text, using important details. / Retell a story or restate information from an informative text with increasing detail. / Retell a story or restate information from an informative text with increasing detail. / Retell more complex stories or restate information from more intricate informative text with increasing detail. / Retell complex stories or restate information from intricate informative text with adequate detail. / Continue to retell complex stories or restate information from intricate informative text with adequate detail.
e. Organize the important points of the text via summaries, outlines, & graphic organizers; / Learn a variety of strategies for organizing the important points of text. / Practice using a variety of strategies to organize the important points of text. / Self-select an appropriate organizing strategy to organize the important points of text, with some teacher support. / Independently self-select an appropriate organizing strategy to organize the important points of text. / Independently self-select an appropriate organizing strategy to organize the important points of text. / Continue to independently self-select an appropriate organizing strategy to organize the important points of text.
f. Identify the author’s purpose; / Identify the author’s purpose in a wide range of genres. / Identify author’s purpose in a wide range of genres and authors. / Identify author’s purpose as it relates to a historical perspective. / Identify author’s purpose as it relates to a historical perspective. / Identify author’s purpose as it relates to a historical perspective and cultural diversity. / Identify author’s purpose as it relates to a historical perspective and cultural diversity.
g. Compare information between and within text; / Learn and apply strategies to collect information from different texts. / Independently use strategies to collect information from different texts and make comparisons. / Independently use strategies to collect information from increasingly diverse texts and make comparisons. / Continue to use strategies to collect information from increasingly diverse texts and make comparisons. / Independently make comparisons between complex texts. / Independently make comparisons between complex texts.
h. Discriminate between fact and opinion; / Articulate the difference between facts and opinions. / Identify statements as facts or opinions and explain why. / Identify statements from text as facts or opinions. / Identify between fact and opinion they read. / Identify between fact and opinion they read complex text. / Identify between fact and opinion they read complex text.
i. Draw conclusions; / Identify the process for drawing conclusions. / Independently follow process for drawing conclusions. / Refine strategies for drawing conclusions. / Demonstrate, independently, strategies for drawing conclusions. / Refine strategies to draw conclusions. / Demonstrate ability to draw conclusions from more complex texts.
j. Accept or reject the validity of the information and giving supporting evidence; / Differentiate between valid from invalid statements. / Differentiate between valid and invalid statements, based on text. / Differentiate between valid and invalid statements, and defend their choice, based on text. / Accept or reject the validity of information and provide textual support. / Accept or reject the validity of information as they read and provide textual support. / Accept or reject the validity of information as they read and provide textual support.
k. Relate the text’s content to real-life situations. / Make connections between the text and real-life situations. / Make meaningful connections between the text and real-life situations. / Make meaningful connections between the text and real-life situations.
Justify the appropriateness of their connections. / Make meaningful connections between the text and real-life situations.
Articulate how their connections bring meaning to the text. / Make meaningful connections between increasingly complex text and real-life situations.
Articulate how their connections bring meaning to the text. / Make meaningful connections between increasingly complex text and real-life situations.
Articulate how their connections bring meaning to the text and aid comprehension.
2.4 Critically analyze and evaluate information and messages presented through print, speech, and mass media.