English IICP Pacing Guide

Teaching Windows and CCSS Formative Assessment Windows

Week
(days) / Power Standards and Assessment Weeks / *Critical Skills / Literature Unit/ Curriculum
(Reading) / Writing/ Presenting
(Writing/ Speaking and Listening) / Grammar
(Language)
1 (1-5) / SL.1 / SL.1 Initiate, participate, collaborate, discuss L.4 Context Clues L.5 Figurative Language andword relationships L.6 Academic Vocabulary W.4 Producing clear and coherent writing W.6 Using Technology to produce writing
W.7 Short and sustained research projects / Note: The following novels/plays will be taught to every English 2 student throughout the course: Night by Wiesel, Macbeth by Shakespeare. Other optional text: Lord of the Flies
Unit One – The Short Story Glenco Text – pages 1 – 276 –Teacher Choice
CCR Text Exemplars: (North American Focus)
Stories
  • Alvarez, Julia. In the Time of the Butterflies
  • Cisneros, Sandra. House on Mango Street
  • Henry, O. “The Gift of the Magi.”
  • Lee, Harper. To Kill a Mocking Bird
  • Olsen, Tillie.“I Stand Here Ironing.”
  • Shaara, Michael. The Killer Angels
  • Steinbeck, John. The Grapes of Wrath
  • Knowles, John. A Separate Peace
Drama
  • Williams, Tennessee. The Glass Menagerie
Poetry
  • Baca, Jimmy Santiago. “I Am Offering You this Poem.”
  • Cullen, Countee. “Yet Do I Marvel.”
  • Dickinson, Emily. “We Grow Accustomed to the Dark.”
  • Johnson, James Weldon. “Lift Every Voice and Sing.”
  • Poe, Edgar. “The Raven.”
  • Walker, Alice. “Women.”
Informational Texts
  • Brown, Dee. Bury My Heart at Wounded Knee
  • Houston, Jeanne Wakatsuki and James D. Houston. Farewell to Manzanar
  • Kidder, Tracy. Mountains Beyond Mountains
  • Henry, Patrick. “Speech to the Second Virginia Convention.”
  • Washington, George. “Farewell Address.”
  • Lincoln, Abraham. “Gettysburg Address.” or “Second Inaugural Address.”
  • Roosevelt, Franklin Delano. “State of the Union Address.”
  • Hand, Learned. “I Am an American Day Address.”
  • Smith, Margaret Chase. “Remarks to the Senate in Support of a Declaration of Conscious.”
  • King, Jr.,Martin Luther. “Letter from Birmingham Jail,” “I Have Been to the Mountaintop,” and/or “I Have a Dream Address Delivered at the March on Washington, D.C., for Civil Rights on August 28, ‘63.”
  • Angelou, Maya. I Know Why the Caged Bird Sings.
  • Reagan, Ronald. “Address to Students at Moscow State University.”
  • Quindlen, A.. “A Quilt of a Country.”
/ Friendly Letter
Rainbow Writing
Persuasive Writing / Review of Parts of Speech
Sentence types
Parallel Structure
Clauses and Phrases
Comma, Semicolon,
Colon
Spelling
S/V Agreement
Analysis of context and
word form to determine
meaning.
2 (6-10) / R.3
3 (11-14) / W.4
4 (15-19)
5 (20-24) / L.2 Conventions of Standard Eng. – Punctuation (Page 54 in CCM)
6 (25-29) / R.4 Reassess
Unit Two - Nonfiction
Glenco Text - pages 277 – 466 -– Teacher Choice
CCR Text Exemplars: (South American Focus)
Stories –
  • Borjes, Jorge Luis. Collected Fictions
  • Allende, Isabel. The House of the Spirits
  • Garcia, Gabriel Garcia. One Hundred Years of Solitude (Selections)
/ Constructed Response
Summary to show how the main idea is developed in a given text. / Citations with MLA
formatting
Use of Dictionary and
Thesaurus.
7 (30-34)
8 (35-39) / R.2 Determine and analyze main idea (Page 40 in CCM)
ENGLISH II Common Assessment 1-Benchmark
9 (40-44)
10 (45-48) / R.R.1; *L.1;
11 (49-53) /
12 (54-57)
13 (58-64) / / Unit Three - Poetry
Glenco Text - pages 467 – 650-– Teacher Choice
. CCR Text Exemplars: (European Focus)
Stories
  • Homer. The Odyssey
  • Ovid. Metamorphoses
  • Gogol, Nikolai. “The Nose.”
  • De Voltaire, F.A.M. Candide, or The Optimist
  • Turgenev, Ivan. Fathers and Sons
  • Kafka, Franz. The Metamorphosis.
  • Golding, William. The Lord of the Flies
  • Shelley, Mary. Frankenstein
  • Wiesel, Elie. Night
  • Boyne, John. The Boy in the Striped PJs
  • Christie, Agatha. And Then There Were None.
Drama
  • Sophocles. Oedipus Rex
  • Shakespeare, William. The Tragedy of Macbeth, A
  • Isben, Henrik. A Doll’s House
  • Ionesco, Eugene. Rhinoceros
Poetry
  • Auden, Wystan Hugh. “Musee des Beaux Arts.”
  • Shakespeare, William. “Sonnet 73.”
  • Donne, John. “Song.”
  • Shelley, Percy Bysshe. “Ozymandias.”
  • Houseman, A.E. “Loveliest of Trees.”
Informational Texts
  • Wiesel, Elie.Night
  • Phineas Gage
/ Constructed Response – EX: Compare Two poems with focus on Figurative Language. (Teacher Choice) / Review: Parallel
Structure, Clauses and
Phrases, Comma,
Semicolon, Colon.
Sentence Structure (simple, complex, compound, compound-complex)
Figurative Language and
Word Relationships
14 (65-69) / L.1 Conventions of Standard American English. Demonstrate variety in sentence structure (Page 54 CCM)
15 (70-74) / L.1 Reassess
16 (75-81)
17 (82-84) / R.1 Cite Evidence and make inferences. (Page 40 CCM)
R.1 Reassess
18 (85-90) / R.4 Determine the meaning of new words in context (Page 40 in CCM)
ENGLISH II Common Assessment 2-Benchmark

2nd Semester

Week
(days) / Power Standards and Assessment Weeks / *Critical Skills / Literature Unit/ Curriculum
(Reading) / Writing/ Presenting
(Writing/ Speaking and Listening) / Grammar
(Language)
19 (91-92) / Unit Four - Drama
Glenco Text - pages 651 – 892 –– Teacher Choice
CCR Text Exemplars: (Asian Focus)
Stories
  • Tan, Amy. The Joy Luck Club
  • Shin, Kyung-Sook. Please Look After Mom
Informational Texts
  • Kang, Hyok. This is Paradise!
/ .
Extended Response.
Using MLA format, Write
for a particular audience
to show variety in
sentence structure and
synthesis of information. / Figurative Language and Word Relationships
Denotation and Connotation
20 (93-96)
21 (97-101)
22 (102-106) / W.2
Informational Writing (Page 45 CCM)
23 (107-111)
24 (112-114)
Unit Five – Legends and Myth
Glenco Text - pages 893 -1014 –Teacher Choice
CCR Text Exemplars: (African Focus)
Stories
  • Achebe, Chinua. Things Fall Apart
  • Head, Bessie. When Rain clouds Gather.
Drama
  • Fugard, Athol. “Master Harold” . . . and the boys
Poetry
  • Kgositsile, Keorapetse.Spirits Unchained
Informational Texts
  • Mandella, Nelson. The Long Walk to Freedom.
  • Mathbane, Mark. Kaffir Boy

25 (115-119) / RI.8 Reading to evaluate validity and relevance (Page 40 CCM) / Letter to Editor or a
Persuasive Essay. / Use of Domain Specific
Language
26 (120-124) / RI.8 Reassess
27 (125-129) / ENGLISH II
Common Assessment 3-Benchmark
28(130-134)
29 (135-138)
30(139-143)
31(144-148) / W.1 Write arguments to support claims (Page 45 CCM) / Unit Six- Genre Fiction
Glenco text - pages 1015 – 1136 – Teacher Choice
Text Exemplars: (AustralianFocus)
Stories
  • Ihimaera, Witi. The Whale Rider
  • Zusak, Marc. The Book Thief
Informational Texts
  • Pilkington, Doris. Following the Rabbit Proof Fence
Suggested readings
Novels: Lord of the Flies, Night, To Kill a Mockingbird, Things Fall Apart, Oedipus Rex, Frankenstein, Book Thief, The Boy in the Striped Pajamas.
Plays: Macbeth / Verbal or visual
presentation of previous
research. Show revision.
32(149-153)
33 (154-158) / R.4 Determine the meaning of new words in context (Page 40 in CCM)
34 (159-163) / SL.2 Integrate multiple sources of information
(Page 50 in CCM)
SL.2 Reassess
35 (164-168) / ENGLISH II Common Assessment4-Benchmark
36 (169-173)
37 (174-177) / Prepare for Finals
38 (178-180)

Revised 10-7-14