camden.k12.nj.uscamden.k12.nj.us/userfiles/servers/server_340793/file/c… · web viewstudents...

District Office Pacing Calendar 2017-2018ENGLISH IV

September 2017Monday Tuesday Wednesday Thursday Friday

1

4 Labor day- No School 5 Professional Development 6 Getting to know you and establish procedures

7 Getting to know you and establish procedures

8 Getting to know you and establish procedures

11 UNIT I BEGINSTeacher introduces literary terms: irony, satire, parody.Teacher models irony satire, parody.Students analyze literary terms and apply to articles from The Onion (www.theonion.com).Teacher checks for points of understanding.RI.12.2, RI.12.4

12 Teacher reintroduces literary terms: irony, satire, parody.Teacher models irony satire, parody.Students analyze literary terms and apply to articles from The Onion (www.theonion.com).Teacher checks for points of understanding.RI.12.2, RI.12.4

13 Teacher REVIEWS literary terms: irony, satire, parody.Teacher provides an exemplar short response applying irony, satire and/or parody.Students create a short response (3 paragraphs) applying irony, satire and/or parody.RI.12.2, RI.12.4

14 Teacher introduces Geoffrey Chaucer’s The Canterbury Tales. Teacher/Students review the backstory of Chaucer and how the author uses humor to drive home a greater meaning or point.Students predict the outcome of the tale and analyze the character list.RI.12.1

15 Teacher introduces Geoffrey Chaucer’s The Canterbury Tales. Teacher/Students review the backstory of Chaucer and how the author uses humor to drive home a greater meaning or point.Students predict the outcome of the tale and analyze the character list.RI.12.1

18

FIRST READ OF THE WIFE OF BATH’S PROLOGUEStudents 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 situational, verbal or dramatic irony, parody, satire.Students annotate the text.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

19 FIRST READ OF THE WIFE OF BATH’S PROLOGUEStudents 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 situational, verbal or dramatic irony, parody, satire.Students annotate the text.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

20SECOND/THIRD READ OF THE WIFE OF BATH’S PROLOGUEStudents do a second read accompanied by an assignment instructing them to identify AND analyze examples of irony, satire and/or parody within the text. Students also answer text dependent questions.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

21SECOND/THIRD READ OF THE WIFE OF BATH’S PROLOGUEStudents do a second read accompanied by an assignment instructing them to identify AND analyze examples of irony, satire and/or parody within the text. Students also answer text dependent questions.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

22 DOQ 1.1 Test ID 135245


25FIRST READ OF THE WIFE OF BATH’S TALEStudents 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 situational, verbal or dramatic irony, parody, satire.Students annotate the text.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5









October 2017Monday Tuesday Wednesday Thursday Friday


2SECOND/THIRD READ OF THE WIFE OF BATH’S TALEStudents do a second read accompanied by an assignment instructing them to identify AND analyze examples of irony, satire and/or parody within the text. Students also answer text dependent questions.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5




6

Review/Reteach DBQ 1.1 standards

9Much Ado About Nothing- Shakespeare intro/preview

ORDon Quixote

OR

Pardoner’s Tale

Each text should focus on irony, satire, parody) RL 12.3 and 12.5 standards

(see unit I in the curriculum portal for learning plans)

RESPONSIVE 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 apply humor to drive home a greater meaning?Pair w/ Mark Twain’s “How To Tell A Story: an Essay on Humorous Storytelling”W.12.4.

10Much Ado About Nothing- Act II Scene III (see learning plan in unit plan)

OR

Don Quixote

OR

Pardoner’s Tale



RESPONSIVE 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 apply humor to drive home a


OR

Don Quixote

OR

Pardoner’s Tale




OR

Don Quixote

OR

Pardoner’s Tale



RESPONSIVE ESSAYs: responses to texts we read. Illustration of the R.A.C.E strategy and how to write an effective essay.


OR

Don Quixote

OR

Pardoner’s Tale



RESPONSIVE ESSAYs: responses to texts we read. Illustration of the R.A.C.E strategy and how to write an


greater meaning?Pair w/ Mark Twain’s “How To Tell A Story: an Essay on Humorous Storytelling”W.12.4.

RESPONSIVE 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 apply humor to drive home a greater meaning?Pair w/ Mark Twain’s “How To Tell A Story: an Essay on Humorous Storytelling”W.12.4.

Text dependent question: How do authors apply humor to drive home a greater meaning?Pair w/ Mark Twain’s “How To Tell A Story: an Essay on Humorous Storytelling”W.12.4.

effective essay.Text dependent question: How do authors apply humor to drive home a greater meaning?Pair w/ Mark Twain’s “How To Tell A Story: an Essay on Humorous Storytelling”W.12.4.

DOQ 1.2 Test ID 135247


OR

Don Quixote

OR

Pardoner’s Tale




OR

Don Quixote

OR

Pardoner’s Tale



18UNIT REVIEW FOR UNIT I TEST

19UNIT REVIEW FOR UNIT I TEST

20 Professional Development Day

23UNIT I TEST

Include curriculum content, passages and vocabulary

24UNIT II BEGINSTeachers introduces terms: oppression and resistance as the centerpiece for this unit. Students analyze the terms: oppression and resistance. Students define vocabulary: dignity, impoverished, supremacy, inferiority, conciliation for this unit.RI.12.4

25Teachers REVIEWS terms: oppression and resistance as the centerpiece for this unit. Students analyze the terms: oppression and resistance. Students define vocabulary: dignity, impoverished, supremacy, inferiority, conciliation for this unit.RI.12.4

26Teacher introduces Nelson Mandela, backstory and facts. Students construct a chart to graph their prior knowledge of Mandela, history, representation.Students apply the terms for this unit deciphering how they may be related to Nelson Mandela’s An Ideal For Which I am Prepared to Die”RI.12.4

27Teacher Reintroduces Nelson Mandela, backstory and facts. Students construct a chart to graph their prior knowledge of Mandela, history, representation.Students apply the terms for this unit deciphering how they may be related to Nelson Mandela’s An Ideal For Which I am Prepared to Die”RI.12.4


30

All classes: See learning plan 3 and teacher module for “The Mighty Pen”Close read under teacher/student moduleFIRST READ OF “AN IDEALFOR WHICH I AM PREPARED TO DIE” – MANDELAStudents 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 oppression/resistance.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

31

All classes: See learning plan 3 and teacher module for “The Mighty Pen”FIRST READ OF “AN IDEAL FOR WHICH I AM PREPARED TO DIE” – MANDELAStudents 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 oppression/resistance.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

STANDARDS:

RI.12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.

RI.12.2. Determine two or more central ideas of a text, and analyze their development and how they interact to provide a complex analysis; provide an objective summary of the text.

RI.12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings;

STANDARDS :

W.12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.



RI.12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

RL.12.1. Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Craft and Structure.


RL.12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (e.g., Shakespeare as well as other authors.)

RL.12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.


November 2017Monday Tuesday Wednesday Thursday Friday

1SECOND/THIRD READ OF THE WIFE OF MANDELAStudents do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of oppression and resistance. Students also answer text dependent questions.

OR

Let Freedom Ring (learning plan)

OR

A Modest Proposal textbook)

OR

Nonviolence (Gandhi)RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5


OR


OR


OR


RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

3DOQ 2.1 Test ID 135286

Review/Reteach DOQ 1.2 standards


OR


OR

Nonviolence (Gandhi)


OR

7 Election Day- District Holiday


OR

9NJEA Conference

10NJEA ConferenceVeteran’s Day



OR


OR


RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

WorkshopARGUMENTATIVE ESSAYs Illustration of ARUGMENTATIVE ESSAY strategy.What Is YOUR point and how do you drive it home to the reader?

W.12.1


OR


OR


RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

WorkshopARGUMENTATIVE ESSAYs Illustration of ARUGMENTATIVE ESSAY strategy.What Is YOUR point and how do you drive it home to the reader?

W.12.113FIRST READ OF “LETTER FROM BIRMINGHAM JAIL”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 oppression/resistance.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.

14FIRST READ OF “LETTER FROM BIRMINGHAM JAIL”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 oppression/resistance.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

15SECOND READ OF “LETTER FROM BIRMINGHAM JAIL”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 oppression/resistance.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

16THIRD READ LFBJStudents do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of oppression and resistance. Students also answer text dependent questions.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

17THIRD READ OF LFBJStudents do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of oppression and resistance. Students also answer text dependent questions.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5


20Review of DBQ data/materials

OR

Continuation of “Letter from Birmingham Jail”

21Review of DBQ data/materials

OR

Continuation of “Letter from Birmingham Jail”

221pm dismissal for all staff

23Happy Thanksgiving

24Happy Thanksgiving


PD for High SchoolP/T conference Family and elementary schools


PD for family and elementary schools

P/T conference for High School

29ARGUEMENTATIVE ESSAY ON TEXT DIFFERENTIATING BETWEEN TEXT AND BEST SOLUTIONS.

W.12.1

30ARGUEMENTATIVE ESSAY ON TEXT DIFFERENTIATING BETWEEN TEXT AND BEST SOLUTIONS.

W.12.1


December 2017Monday Tuesday Wednesday Thursday Friday

1 DOQ 2.2: Test ID 135288Review/Reteach DOQ 2.1 standards

4 DOQ 2.2: Test ID 135288 –Makeup Day if needed orARGUMENTATIVE ESSAY ON TEXT DIFFERENTIATING BETWEEN TEXT AND BEST SOLUTIONS. W.12.1

5 ARGUMENTATIVE ESSAY ON TEXT DIFFERENTIATING BETWEEN TEXT AND BEST SOLUTIONS. W.12.1OrBegin an option from the following week to allow students more time for text analysis and suggested activities before recess.




11Teacher introduces background and story of Jonathan Swift A MODEST PROPOSALStudents make predictions based on the title and pre-discussions. +Vocabulary introduced used in the text.RI.12.4ORCircle back and select one of the options not previously covered.Like:Let Freedom Ring (learning plan)

ORNonviolence (Gandhi)ORSee page 7 of the Unit 2 plan for

12FIRST READ OF A MODEST PROPOSALStudents 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 oppression/resistance.

See Unit Teacher Module for specific suggested activities.

RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

ORCircle back and select one of the options not previously covered.


See Unit Teacher Module for specific suggested activities

RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5



See Unit Teacher Module for specific suggested activities

RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5


15SECOND/THIRD READ OF MPStudents do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of oppression and resistance. Students also answer text dependent questions.See Unit Teacher Module for specific suggested activitiesRI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

ORCircle back and select one of the options not previously covered.Like:Let Freedom Ring (learning plan)ORNonviolence (Gandhi)ORSee page 7 of the Unit 2 plan for additional text suggestionsRI.12.1, RI.12.2, RI.12.4, RL.12.1,


additional text suggestionsRI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

Like:Let Freedom Ring (learning plan)

ORNonviolence (Gandhi)ORSee page 7 of the Unit 2 plan for additional text suggestionsRI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

Like:Let Freedom Ring (learning plan)

ORNonviolence (Gandhi)ORSee page 7 of the Unit 2 plan for additional text suggestionsRI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

Like:Let Freedom Ring (learning plan)ORNonviolence (Gandhi)ORSee page 7 of the Unit 2 plan for additional text suggestionsRI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

RL.12.3, RL.12.5

18SECOND/THIRD READ OF MPStudents do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of oppression and resistance. Students also answer text dependent questions.See page 7 of the Unit 2 plan for additional text suggestionsRI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

ORCircle back and select one of the options not previously covered.Like:Let Freedom Ring (learning plan)

ORNonviolence (Gandhi)RI.12.1, RI.12.2, RI.12.4, RL.12.1,

19UNIT II ASSESSMENT

Complete Final Read and check mastery of culminating question

And/Or

RESPONSE ESSAYS

W.12.4

(RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5)



And/Or

RESPONSE ESSAYS

W.12.4

(RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5)



And/Or

RESPONSE ESSAYS

W.12.4

(RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5)

221 pm dismissal for all staff


RL.12.3, RL.12.5

25Have a safe and Happy Holiday





STANDARDS:








W.12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


January 2018


Monday Tuesday Wednesday Thursday Friday1 New Years Day- No School

2UNIT III BEGINSIntroduction of terms/elements ofControversy or drama and how shaped.RI.12.4

3Reintroduction of terms/elements ofControversy or drama and how shaped.RI.12.4

4Students apply terms and make predictions of the article “Resolution…”

RI.12.4RL.12.3

5Students apply terms and make predictions of the article “Resolution…”

RI.12.4RL.12.3

8FIRST READ OF “RESOLUTION…”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 CONTROVERSY.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

9FIRST READ OF “RESOLUTION…”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 CONTROVERSY.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

10SECOND/THIRD READ OF “RESOLUTION…”Students do a second read accompanied by an assignment instructing them to identify AND analyze the controversies and the drama surrounding it.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

11SECOND/THIRD READ OF “RESOLUTION…”Students do a second read accompanied by an assignment instructing them to identify AND analyze the controversies and the drama surrounding it.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

12DOQ 3.1 Test ID 135291


15Martin Luther King Jr. Day

16RESPONSIVE ESSAYW.12.4




22CONTROVERSIAL ISSUE INTRODUCED/SHORT RESPONSESStudents use multiple sources to develop an appropriate argument.

W.12.7, W.12.9, W.12.10


W.12.7, W.12.9, W.12.10


W.12.7, W.12.9, W.12.10

25DOQ 3.2 Test ID 135293


26

29FIRST/SECOND READ OF “CONFESSIONS OF A BLACK GENTRIFIER”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 CONTROVERSY.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5



STANDARDS:









W.12.7. 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

W.12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. Apply grades 11–12 Reading standards to literature

W.12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes.


February 2018Monday Tuesday Wednesday Thursday Friday

1FIRST/SECOND READ OF “CONFESSIONS OF A BLACK GENTRIFIER”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 CONTROVERSY.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

2FIRST/SECOND READ OF “CONFESSIONS OF A BLACK GENTRIFIER”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 CONTROVERSY.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

5

___________

6Research Assignment. Students choose from

7

_______

8

_____________

9


topics and compose a research paper arguing pros/cons respective to their point.W.12.8

__________

12___________

13_____________

14_____________

15 1:00 Dismissal for students_____________

16___________

19President’s Day

20

______________

21

RESEARCH PAPER DUE

22UNIT IV BEGINSIntro of dystopian concepts and literary terms. Vocab.

RI.12.4

23Intro of dystopian concepts and literary terms. Vocab.

RI.12.4

26Intro of dystopian concepts and literary terms. Vocab. Students apply terms.

RI.12.4

27FIRST READ OF HARRISON BERGERONStudents 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 dystopia.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5


STANDARDS:









W.12.8. 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 overreliance on any one source and following a standard format for citation. (MLA or APA Style Manuals).


March 2018Monday Tuesday Wednesday Thursday Friday


2SECOND/THIRD READ OF HBStudents do a second read accompanied by an assignment instructing them to identify AND analyze the elements of a dystopian society and author word choice.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5





9DOQ 4.1 Test ID 135300Review/Reteach DOQ 3.2 standards

12Students apply dystopian elements and construct a short story creating such a society in which they are victors or victims.W. 12.3









22FIRST READ OF DYSTOPIAN EXCERPTS…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 dystopia.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

23 Professional Development Day




29DOQ 4.2 Test ID 135312


30 Good Friday

STANDARDS :









W.12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

April 2018Monday Tuesday Wednesday Thursday Friday2 District Holiday 6 schools closed 7 Schools Closed 8 schools Closed 9 Schools closed9SECOND/THIRD READ

10DOQ 5.1 Test ID 135322

11SECOND/THIRD READ

12SECOND/THIRD READ

13SECOND/THIRD READ


Students do a second read accompanied by an assignment instructing them to identify AND analyze the elements of a dystopian society and author word choice.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5





16REVIEW

17DOQ 5.2 Test ID 135325


18UNIT IV TEST

19UNIT V BEGINS

Intro of archetypes – vocabulary.

RI. 12.4

20Intro of archetypes – vocabulary.

RI. 12.4


PD for High SchoolP/T conference Family and elementary schools


PD for family and elementary schools

P/T conference for High School

25Intro of archetypes – students apply the term(s). Variations.RI.12.4



30FIRST READ OF NO NAME WOMAN - EXCERPTStudents 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 female archetypes.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

STANDARDS:



May 2018Monday Tuesday Wednesday Thursday Friday




4SECOND/THIRD READStudents do a second read accompanied by an assignment instructing them to identify AND analyze archetypes presented. Author word choice.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

7SECOND/THIRD READStudents do a second read accompanied by an assignment instructing them to identify AND






analyze archetypes presented. Author word choice.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5





14RESPONSIVE ESSAY(s)W.12.4





21FIRST READ OF- EXCERPTStudents 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 female archetypes, gender role evolution and shifts.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5

22FIRST READ OF- EXCERPTStudents 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 female archetypes, gender role evolution and shifts.RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5



25 Review/Reteach DOQ 5.2 standards

28 29FINAL REVIEW

30FINAL REVIEW

31FINAL REVIEW

STANDARDS:






RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (e.g., Shakespeare as well as other authors.)


RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.


June 2018Monday Tuesday Wednesday Thursday Friday

1FINAL REVIEW

4 SENIOR FINALS 5 SENIOR FINALS 6SENIOR FINALS

7SENIOR FINALS

8SENIOR FINALS

11EXAM MAKE-UPS

12EXAM MAKE-UPS

13EXAM MAKE-UPS

14EXAM MAKE-UPS

15

Last Day of School

18Emergency Make up Day







27 28 29

camden.k12.nj.uscamden.k12.nj.us/userfiles/servers/server_340793/file/c… · web viewstudents...

Documents