District Office Pacing Calendar 2017-2018English 1

September 2017

Monday Tuesday Wednesday Thursday Friday

1

4 Labor day- No School

5 Professional Development

6Getting to know you and establish procedures

7Getting to know you and establish procedures

8Getting to know you and establish procedures

District Office Pacing Calendar 2017-2018English 1

11 UNIT I BEGINSTeacher introduces key vocabulary terms:emancipate, monotone, objection, opaque, sacred. Teacher explains how how authors structure text to make readers uncomfortable. Teacher conducts a first read, “Where Are You Going, Where Have You Been?” Students record reactions. Teacher introduces but, because, so. Students complete an exit ticket ticket using those terms. Teacher checks for points of understanding.RL.9.2, RL.9.4

12Teacher reintroduces vocabulary terms, and students practice implementing those words. Teacher leads a first read of “Pied Piper of Tucson” without interruption while students mark bizarre details.Students complete a “But/Because/So” using the stem: “The Pied Piper of Tucson is like Arnold Friend…” Students then turn-and-talk to discuss similarities between the texts. Teacher leads second read of “Where Are You Going, Where Have You Been?” as a shared read, and students answer questions [see below].Students reread the last few paragraphs and turn-and-talk: Explain what happens at the end of this story and your reaction to it. RL.9.2, RL.9.4

13Students practice using the target vocabulary words.Students reread as partners for second read of “The Pied Piper of Tucson.” They continue to annotate the text and answer clarifying questions. Teacher leads a lesson on the difference between a sentence and a fragment. Students practice identifying fragments.Teacher reviews culminating question. In pairs, students complete a third read of “Where Are You Going, Where Have You Been?”, annotating the details that create tension.RL.9.2, RL.9.4

14Students practice using the target vocabulary words.Teacher revisits the culminating question and introduces the Quick Outline by showing students a completed model Students identify which parts are sentences and which are fragments.Teacher and students work together to complete a scaffolded Quick Outline.Students complete a scaffolded Quick Outline with a partner. Outline is based on “The Pied Piper of Tucson” and requires the use of textual evidence.Students exchange outlines and check for sentences / fragments.RL.9.2, RL.9.4

15Students demonstrate their understanding of target words.Teacher reviews with students the concepts of characterization, word choice, and structure. Teacher then revisits culminating question and previews summative Quick Outline. Students read over their tension annotations of “Where are You Going, Where have You Been?” and label them as characterization, word choice, or structure. They then discuss their annotation categorizations with a partner.Each student independently completes a Quick Outline addressing the culminating question.RL.9.2, RL.9.4

District Office Pacing Calendar 2017-2018English 1

18First read, “Where Are You Going, Where Have You Been?” Teacher will Read Aloud, stopping to model think aloud. Teacher will model literary techniques such as irony, foreshadowing, and symbolism Students will share thoughts with partners and with the class. Students will answer questions at certain stops to share details they found strange or unusual. Students will use a graphic organizer to capture author’s craft techniques on their effect on the reader.RI.9.1 RI.9.2RI.9.4 RL.9.1RL.9.3 RL.9.5

20First read, “Where Are You Going, Where Have You Been?” Teacher will Read Aloud, stopping to model thinking and modeling reading strategies. Students will share thoughts with partners and with the class. Students will choose the most bizarre details from the story, so as we read, highlight or underline any words, phrases, or lines that seem strange or unusual to you. Also, put a question mark next to any confusing words or sentences. Students will use a graphic organizer to capture author’s craft techniques on their effect on the reader.RI.9.1 RI.9.2RI.9.4 RL.9.1RL.9.3 RL.9.5

20First read, “Where Are You Going, Where Have You Been?” Teacher will Read Aloud, stopping to model thinking. Students will share thoughts with partners and with the class. Students will choose the most bizarre details from the story, so as we read, highlight or underline any words, phrases, or lines that seem strange or unusual to you. Also, put a question mark next to any confusing words or sentences. Students will use a graphic organizer to capture author’s craft techniques on their effect on the reader.RI.9.1 RI.9.2RI.9.4 RL.9.1RL.9.3 RL.9.5

21Second Read. Teacher models explicit and implicit Students are accompanied with an assignment, instructing them to identify how the author builds tension and suspense. Students generate explicit and implicit statements about author techniques supported by textual evidence.RI.9.1 RI.9.2RI.9.4 RL.9.1RL.9.3 RL.9.5

22Students turn in all assignments. Students make predictions about the text based on interpretations of the prologue.RI.9.1

25FIRST READ OF THE Pied Piper of Tucson: Twisted 1960’s killings by Charles Howard Schmid, Jr.”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 dramatic irony, explicit vs. implicit, irony, foreshadowing, symbolism, tension, and tone. Students annotate the text.RI.9.1 RI.9.2

First read, “Where Are You Going, Where Have You Been?” Teacher will Read Aloud, stopping to model thinking. Students will share thoughts with partners and with the class. Students will choose the most bizarre details from the story, so as we read, highlight or underline any words, phrases, or lines that seem strange or unusual to you. Also, put a question mark next to any confusing words or sentences. Students will use a graphic organizer to capture author’s craft techniques on their effect on the reader.RI.9.1 RI.9.2RI.9.4 RL.9.1RL.9.3 RL.9.5

27SECOND/ THIRD READPied Piper of Tucson: Twisted 1960’s killings by Charles Howard Schmid, Jr.”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 dramatic irony, explicit vs. implicit, irony, foreshadowing, symbolism, tension, and tone. Students annotate the text.

28SECOND/ THIRD READPied Piper of Tucson: Twisted 1960’s killings by Charles Howard Schmid, Jr.”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 dramatic irony, explicit vs. implicit, irony, foreshadowing, symbolism, tension, and tone. Students annotate the text.

29Students use both short stories, graphic organizers, and annotations to compare and contrast author’s craft techniques. Students work on a presentation collaboratively to project their understanding of both author’s craft.SL.9.1 RI.9.1W.9.2 W.9.10L.9.1

District Office Pacing Calendar 2017-2018English 1

RI.9.4 RL.9.1RL.9.3 RL.9.5

RI.9.1 RI.9.2RI.9.4 RL.9.1RL.9.3 RL.9.5

RI.9.1 RI.9.2RI.9.4 RL.9.1RL.9.3 RL.9.5

October 2017

Monday Tuesday Wednesday Thursday Friday

District Office Pacing Calendar 2017-2018English 1

2FIRST READ, “DEAR MAMMA” BY, TUPAC SHAKUR (SUPPLEMENTAL TEXT).Students do a first read accompanied by an assignment instructing them to identify AND analyze examples of dramatic irony, explicit vs. implicit, irony, foreshadowing, symbolism, tension, and tone. within the lyrics. Students also answer text dependent questions.RI.9.1, RI.9.2,RI.9.4, RL.9.1,RL.9.3, RL.9.5

3SECOND/THIRD READ, “DEAR MAMMA” BY, TUPAC SHAKUR (SUPPLEMENTAL TEXT).Students do a second read accompanied by an assignment instructing them to identify AND analyze examples of dramatic irony, explicit vs. implicit, irony, foreshadowing, symbolism, tension, and tone. within the text. Students also answer text dependent questions.RI.9.1, RI.9.2,RI.9.4, RL.9.1,RL.9.3, RL.9.5

4FIRST READ, “PARENTING ADOLESCENTS AND THE PROBLEMS OF LETTING GO” (SUPPLEMENTAL TEXT).Students do a first read accompanied by an assignment instructing them to identify AND analyze examples of dramatic irony, explicit vs. implicit, irony, foreshadowing, symbolism, tension, and tone. within the lyrics. Students also answer text dependent questions.RI.9.1, RI.9.2,RI.9.4, RL.9.1, RL.9.3, RL.9.5

5SECOND/THIRD READ, “PARENTING ADOLESCENTS AND THE (SUPPLEMENTAL TEXT).Students do a second read accompanied by an assignment instructing them to identify AND analyze examples of dramatic irony, explicit vs. implicit, irony, foreshadowing, symbolism, tension, and tone. within the text. Students also answer text dependent questions.RI.9.1, RI.9.2,RI.9.4, RL.9.1, RL.9.3, RL.9.5

6Students use both short stories, graphic organizers, and annotations to compare and contrast author’s craft techniques. Students work on a presentation collaboratively to project their understanding of both author’s craft and literature skills.SL.9.1 RI.9.1W.9.2 W.9.10L.9.1

District Office Pacing Calendar 2017-2018English 1

9RESPONSIVE 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 Oats build tension throughout the story in order to leave the reader with a sense of unease at the end?W.9.4.

10RESPONSIVE 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 do authors use literary elements to create an engaging story (suspense, mystery, surprise, tension)? Students write an essay that compares and contrasts two authors and explains the literary elements that each use to hook the reader.W.9.4.

11RESPONSIVE 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 do authors use literary elements to create an engaging story (suspense, mystery, surprise, tension)? Students write an essay that compares and contrasts two authors and explains the literary elements that each use to hook the reader.W.9.4.

12RESPONSIVE 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 do authors use literary elements to create an engaging story (suspense, mystery, surprise, tension)? Students write an essay that compares and contrasts two authors and explains the literary elements that each use to hook the reader.W.9.4.

13RESPONSIVE 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 do authors use literary elements to create an engaging story (suspense, mystery, surprise, tension)? Students write an essay that compares and contrasts two authors and explains the literary elements that each use to hook the reader.W.9.4.

District Office Pacing Calendar 2017-2018English 1

16FIRST READ OF, “FREEDOM FROM WANT”. Students do a first viewing of the painting. Teacher stops in key areas to demonstrate and model dramatic irony, explicit vs. implicit, irony, foreshadowing, symbolism, tension, and tone when capturing each literary element. Students annotate.RI.9.1, RI.9.2, RI.9.4, RL.9.1, RL.9.3, RL.9.5

17SECOND READ OF, “FREEDOM FROM WANT”. Students do a second review accompanied by an assignment instructing them to identify AND analyze examples of dramatic irony, explicit vs. implicit, irony, foreshadowing, symbolism, tension, and tone within a painting and text. Students also answer text dependent questions.RI.9.1, RI.9.2, RI.9.4, RL.9.1, RL.9.3, RL.9.5

18UNIT REVIEW FOR UNIT 1 TEST!

19UNIT REVIEW FOR UNIT 1 TEST!

20 Professional Development Day

23UNIT 1 CLOSESEXAM! EXAM! EXAM! EXAM! EXAM! EXAM! EXAM! EXAM! EXAM! EXAM! EXAM! EXAM! EXAM! EXAM! EXAM!

24UNIT II BEGINSTeachers introduce terms: dexterity, objective, aesthetic, pervasive, discriminate, aesthetic, innate, incompetent, and inadvertent. Students analyze and then define terms.RI.9.4

25Teachers REVIEWS terms, and students write short stories, illustrations, defining its parts of speech, and so forth using the vocabulary words.RI.9.4

26Teacher introduces, The Bluest Eye by, Toni Morrison, backstory and facts. Students construct a chart to graph their prior knowledge, history, and or representation. Students apply the terms for this unit deciphering how they may be related to the novel.RI.9.4

27Teacher reintroduces, The Bluest Eye by, Toni Morrison, backstory and facts. Students construct a chart to graph their prior knowledge, history, and or representation. Teacher reads prologue. Students make connections and then predictions about what may happen.RI.9.4

30FIRST READ OF “THE BLUEST EYE”Students do a first read. Teacher orchestrates stops in

31FIRST READ OF “THE BLUEST EYE”Students do a first read. Teacher orchestrates stops in

District Office Pacing Calendar 2017-2018English 1

key areas of the text to check for understanding. Teacher chunks part of the text to demonstrate UNIT’S focus on what is the good and truth about beauty, and examines the role of figurative and literal language to evoke emotion, create imagery, and deepen comprehension. RI.9.1, RI.9.2, RI.9.4, RL.9.1, RL.9.3, RL.9.5

key areas of the text to check for understanding. Teacher chunks part of the text to demonstrate UNIT’S focus on what is the good and truth about beauty, and examines the role of figurative and literal language to evoke emotion, create imagery, and deepen comprehension. RI.9.1, RI.9.2, RI.9.4, RL.9.1, RL.9.3, RL.9.5

November 2017

Monday Tuesday Wednesday Thursday Friday

1 2 3

6 7 Election Day- 8 FIRST READ OF 9NJEA Conference

10NJEA Conference

District Office Pacing Calendar 2017-2018English 1

FIRST READ OF “THE BLUEST EYE”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 UNIT’S focus on what is the good and truth about beauty, and examines the role of figurative and literal language to evoke emotion, create imagery, and deepen comprehension. RI.9.1, RI.9.2, RI.9.4, RL.9.1, RL.9.3, RL.9.5

District Holiday “THE BLUEST EYE”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 UNIT’S focus on what is the good and truth about beauty, and examines the role of figurative and literal language to evoke emotion, create imagery, and deepen comprehension. RI.9.1, RI.9.2, RI.9.4, RL.9.1, RL.9.3, RL.9.5

Veteran’s Day

131st marking period endsFIRST READ OF “THE BLUEST EYE”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 UNIT’S focus on what is the good and truth about beauty, and examines the role of figurative and literal language to evoke emotion, create imagery, and deepen comprehension.RI.9.1, RI.9.2, RI.9.4, RL.9.1, RL.9.3, RL.9.5

142nd Marking Period BeginsSECOND/ THIRD READ. Students do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of figurative and literal language to evoke emotion and imagery. Students also answer text dependent questions.RI.9.1, RI.9.4,RL.9.1, RL.9.3,RL.9.5

15SECOND/ THIRD READ. Students do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of figurative and literal language to evoke emotion and imagery. Students also answer text dependent questions.RI.9.1, RI.9.4,RL.9.1, RL.9.3,RL.9.5

16SECOND/ THIRD READ. Students do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of figurative and literal language to evoke emotion and imagery. Students also answer text dependent questions.RI.9.1, RI.9.4,RL.9.1, RL.9.3,RL.9.5

17SECOND/ THIRD READ. Students do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of figurative and literal language to evoke emotion and imagery. Students also answer text dependent questions.RI.9.1, RI.9.4,RL.9.1, RL.9.3,RL.9.5

District Office Pacing Calendar 2017-2018English 1

20ARGUMENTATIVE WRITING WORKSHOP. Teacher will introduce and model what an argumentative essay looks like. Students will explain the merits of a particular argument whether the reasoning is valid and the evidence is relevant and sufficient.What Is YOUR point and how do you drive it home to the reader?W.9.1

21ARGUMENTATIVE WRITING WORKSHOP. Teacher will introduce and model what an argumentative essay looks like. Students will explain the merits of a particular argument whether the reasoning is valid and the evidence is relevant and sufficient.What Is YOUR point and how do you drive it home to the reader?W.9.1

22 23Happy Thanksgiving

24Happy Thanksgiving

271pm dismissal for all staff

281pm dismissal for all staff

29ARGUMENTATIVE WRITING WORKSHOP. Teacher will introduce and model what an argumentative essay looks like. Students will explain the merits of a particular argument whether the reasoning is valid and the evidence is relevant and sufficient.What Is YOUR point and how do you drive it home to the reader?W.9.1

30ARGUMENTATIVE WRITING WORKSHOP. Teacher will introduce and model what an argumentative essay looks like. Students will explain the merits of a particular argument whether the reasoning is valid and the evidence is relevant and sufficient.What Is YOUR point and how do you drive it home to the reader?W.9.1

District Office Pacing Calendar 2017-2018English 1