madison academy dual enrollment english pacing … · the kite runner - examine the events from...

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Madison Academy Dual Enrollment English Pacing Guide 2018-2019Writing Focus: Narrative, Compare/Contrast,

Cause/Effect

Standard 1st 9 Weeks Resources ACT Activity

Literary

RL.11-12.1 Cite strong and thorough evidence that supports an analysis of what the text says explicitly as well as inferences drawn from text; determine where the text leaves matters uncertain

The Kite Runner - apply How to Read Literature Like a Professor to the novel, explaining how coming literary concepts of shown throughout the novel.

CLR 701/702 - Locate and interpret minor or subtly/highly or important details in highly complex passagesCLR 703/704 - Draw logical conclusions in complex passages/simple logical conclusions in highly complex passagesCLR 705 - Draw complex or subtle logical conclusions, often by synthesizing from different portions of the passageCLR 706 - Paraphrase statements as they are used in complex passages

R.L.11-12.2 Determine two or more themes or central ideas and analyze their development, including how they interact to produce a complex account; provide an objective summary

The Kite Runner - examine themes of Guilt, Friendship, Sacrifice, and Redemption.

IDT 701 - Identify or infer a central idea or theme in complex passages or their paragraphsIDT 702 - Summarize key supporting ideas and details in highly complex passages

RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama

The Kite Runner - Analysis of author’s use of current events, symbols, and plot development contribute to the overall meaning of the story.

REL 701 - Order sequences of events in complex passagesREL 702/703 - Understand/Identify clear comparative relationships in complex/highly complex passagesREL 704/705 - Understand/identify clear cause-effect relationships in complex/highly complex passages

RL.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze impact of word choice on meaning and tone, including language that is particularly fresh, engaging, or beautiful

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

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Cause/Effect


RL.11-12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated from what is really meant

The Kite Runner - examine the events from Amir, Hassan, and Baba’s point of views to determine accuracy of the presentation of events.

RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text

RL.11-12.9 Demonstrate knowledge of 20th and 21st century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics

The Kite Runner

RL.11-12.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in Grades 11- College and Career Readiness text complexity band proficiently, with scaffolding as needed at the high end of the range

Informational Texts

RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including where text leaves matters uncertain

Cross-curricular study - using The Kite Runner, poem “Women in Afghanistan,” and photo in determining the current role of women in the Middle East.Art analysis, including Washington Crossing the Delaware

TOD 701 - Identify the purpose of a word, phrase, or sentence when the purpose is complex (e.g., anticipating a reader’s need for background information) or requires a thorough understanding of the paragraph and essay.

RI.11-12.2 Determine two or more central ideas, analyze their development, including how they interact to provide a complex analysis; provide an objective summary

Multiple articles and essays as used in English 101 - including:“True Colors” (Granados)“I Want a Wife” (Brady)“The Changing Face of America” (El Nasser)“Modern Family?” (Charen)“Gray Matter, the Stuff That Really Matters” (Carson)

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Cause/Effect


RI.11-12.3 Analyze a complex set of ideas or events and explain how specific individuals, ideas, or events interact and develop over the course of the text

A historical/cultural look at the Middle East through The Kite Runner.

ARG 701 - Analyze how one or more sentences in passages offer reasons for or support a claim when the relationship is subtle or complexARG 702 - Identify or infer a central claim in complex passageARG 703 - Identify a clear central claim in highly complex passages

RI.11-12.4 Determine figurative, connotative, and technical meanings of words/phrases; analyze how author uses and refines meaning of a term over the course of a text

In non-fiction texts, examine how authors use language to present their arguments. Current selections include: “Grey Matter,” “Trophy Syndrome,” and “I Want a Wife.”

WME 702 - Interpret words and phrases as they are used in complex passages, including determining technical, connotative, and figurative meaningsWME 703 - Interpret words and phrases in a passage that makes extensive use of figurative, general academic, domain-specific, or otherwise difficult language

RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses, including whether the structure makes points clear, convincing, and engaging

In non-fiction texts, analyze the flow of an author’s argument -including structure and transitions - in evaluating its effectiveness.

TST 703 - Analyze the overall structure of highly complex passagesPPV 701- Identify or infer a purpose in complex passages and how that purpose shapes content and style

RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of a text

“Trophy Syndrome” - speech evaluation PPV 702 - Understand point of view in highly complex passages

RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem

Students will write five separate essays plus create a powerpoint by using multiple formats in presenting/analyzing an argument.

AL/RI.9-10.9 Analyze seminal US documents of historical and literary significance, including how they address related themes and concepts

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Cause/Effect


RI.11-12.10 By the end of the year, read and comprehend literary nonfiction in Grades 11- College and Career Readiness text complexity band proficiently, with scaffolding as needed

TOD 702 - Determine whether a complex essay has met a specified goal

Writing (all standards expected in each writing assignment)

W.11-12.2 Write informative or explanatory texts to examine a topic and convey complex ideas

Example essay on The Kite Runner - analyzing a character through symbol, diction, theme.

W.11-12.2a Introduce a topic; organize complex ideas to create a unified whole; include formatting, graphics, and multimedia when useful

Writing organization, including but not limited to:Critical Thinking/Seeing/Reading, GenresRhetorical PatternsParagraph Structure Editing/Revising Paragraphs

W.11-12.2b Develop with relevant facts, definitions, details, quotes, or examplesW.11-12.2c Use appropriate, varied transitions for cohesion and clarity

ORG 701 - Determine the need for transition words or phrases, basing decisions on a thorough understanding of the paragraph and essaySST 701 - Recognize and correct very subtle disturbances in sentence structure

W.11-12.2d Use precise language and domain-specific vocabulary to manage complexity of the topic

TOD 703 - Use a word, phrase, or sentence to accomplish a complex purpose, often in terms of the focus of the essayKLA 701 - Delete redundant and wordy material that involves sophisticated language or complex concepts or where the material is redundant in terms of the paragraph or essay as a wholeKLA 702 - Use the word or phrase most appropriate in terms of the content of the sentence when the vocabulary is sophisticatedUSG 702 - Use idiomatically and contextually appropriate prepositions in combination with verbs in situations involving sophisticated language or complex concepts

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Cause/Effect


W.11-12.2e Establish and maintain a formal style, objective tone, and adherence to norms and conventions

ORG 702 - Provide a sophisticated introduction or conclusion to or transition within a paragraph or essay, basing decisions on a thorough understanding of the paragraph and essay (e.g., linking the conclusion to one of the essay’s main images)

W.11-12.2f Provide a concluding statement or section that follows from and supports the argument presented

TEACH AND ASSESS ALL YEARW.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, audience

W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on what is most significant for a specific purpose and audience

W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically

W.11-12.7 Conduct short and sustained research projects to answer a question (including self-generated questions); narrow or broaden inquiry where appropriate; synthesize multiple sources, demonstrating understanding of the subject

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Cause/Effect


W.11-12.8 Gather relevant information from multiple authoritative sources; assess the strengths and limitations of each source in terms of task, purpose, and audience; integrate information selectively to maintain flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research

W.11-12.10 Write routinely over extended time frames, including time for research, reflection, revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences

ALL Language Standards

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Madison Academy Dual Enrollment English Pacing Guide 2018-2019Writing Focus: Rhetorical Analysis,

Persuasive, Keynote

Standard 2nd 9 Weeks Resources ACT Activity

Literary


This is an English 101 class. Except for The Kite Runner as summer reading, we do not focus on literature this semester.







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Persuasive, Keynote




Informational Texts


Rhetorical Analysis of advertisements - making inferences from what is shown, not said.

TOD 701 - Identify the purpose of a word, phrase, or sentence when the purpose is complex (e.g., anticipating a reader’s need for background information) or requires a thorough understanding of the paragraph and essay.


Argument Essay - developing a personal argument based on various sources/research


Cause/Effect essay - examination of why an event occurs based on other events/ideas/people OR the results of an event on other events/ideas/people

Keynote presentation on the causes/effects of social media


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Persuasive, Keynote



Various articles related to Rhetorical and Argument, including: “‘Bossy’ is More Than a Word to Women” (Tannen)“More Than Skin Deep” (Zack)“Technology Taking Over?” (Gonzalez)“The Myth of Settled Science” (Krauthammer)“The Parent Trap: How Teens Lost the Ability to Socialize” (Thompson)





PPV 702 - Understand point of view in highly complex passages


Keynote presentation on the causes/effects of social media.


Study of historical Presidential speeches in examining rhetorical devices


SYN 701 - Draw logical conclusions using information from multiple portions or two informational texts


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Persuasive, Keynote


W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts

Rhetorical analysis: Advertisement analysisArgument/PersuasiveCause/Effect Keynote

W.11-12.2 Write informative or explanatory texts to examine a topic and convey complex ideas

W.11-12.1a Introduce claims, distinguish counterclaims, and organize to establish clear relationships between claims, counterclaims, reasons, and evidence

Argument/Persuasive essay (topic of choice) ORG 701 - Determine the need for transition words or phrases, basing decisions on a thorough understanding of the paragraph and essaySST 701 - Recognize and correct very subtle disturbances in sentence structure

W.11-12.2a Introduce a topic; organize complex ideas to create a unified whole; include formatting, graphics, and multimedia when useful

Keynote presentation (Advantages/Disadvantages of Social Media)

W.11-12.1b Develop claims/ counterclaims fairly; point out strengths and limitations of both in a way that anticipates audience’s knowledge level and concerns


W.11-12.2b Develop with relevant facts, definitions, details, quotes, or examples

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Persuasive, Keynote


W.11-12.1c Use words, phrases, and clauses to create cohesion and clarity between reasons, claims, counterclaims, and evidence

KLA 702 - Use the word or phrase most appropriate in terms of the content of the sentence when the vocabulary is sophisticatedUSG 702 - Use idiomatically and contextually appropriate prepositions in combination with verbs in situations involving sophisticated language or complex concepts

W.11-12.2c Use appropriate, varied transitions for cohesion and clarity

KLA 701 - Delete redundant and wordy material that involves sophisticated language or complex concepts or where the material is redundant in terms of the paragraph or essay as a whole

W.11-12.2d Use precise language and domain-specific vocabulary to manage complexity of the topic

W.11-12.3d Use precise words, phrases, details, and sensory language to convey a vivid picture

TOD 703 - Use a word, phrase, or sentence to accomplish a complex purpose, often in terms of the focus of the essay

W.11-12.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved




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Persuasive, Keynote








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Madison Academy Dual Enrollment English Pacing Guide 2018-2019Writing Focus: Literary Analysis

Standard 3rd 9 Weeks Resources ACT Activity

Literary


Short Stories, including “The Lottery,” “A Rose for Emily,” “Story of an Hour,” and “The Man Who Was Almost a Man”Drama, including The Importance of Being Earnest and A Doll’s House.



Development of modeling presentation on themes in A Doll’s House.

IDT 701 - Identify or infer a central idea or theme in complex passages or their paragraphsIDT 702 - Summarize key supporting ideas and details in highly complex passages




Close readings and studies in irony, symbolism, and theme

WME 701 - Analyze how the choice of a specific word or phrase shapes meaning or tone in passages when the effect is subtle or complexTST 701 - Analyze how one or more sentences in passages relate to the whole passage where the function is subtle or complex


Development of modeling presentation on themes in A Doll’s House.Focus on The Importance of Being Earnest as a “Well-Made Play”

TST 702 - Identify or infer the function of paragraphs in a complex passage

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“A Rose for Emily”“The Drunkard”“A Man Who Was Almost a Man”


Focus on Literary Criticism - application to various stories


Anthology based readings


Informational Texts 2nd Semester is English 102 - minimal informational texts will be examined as the class is literature based.


In conjunction with “The Lottery,” examine rituals, traditions, and customs that are passed down - often with little thought or explanation.


After reading several science-related articles, write a synthesis essay explaining the relevance of these discoveries in one’s life.



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W.11-12.3 Write literary analysis using effective technique, description, and event sequences

Short Story essay: various promptsDrama Essay: various prompts

W.11-12.3a Engage reader by setting out problem, situation, or observation; establish point of view; introduce a narrator and/or characters; create smooth progression of events

W.11-12.3b Use analysis techniques, such as dialogue, pacing, and description, reflection, and multiple plot lines for development

Analysis of literature, examining an author’s use of literary techniques to present his theme.

TOD 703 - Use a word, phrase, or sentence to accomplish a complex purpose, often in terms of the focus of the essayKLA 701 - Delete redundant and wordy material that involves sophisticated language or complex concepts or where the material is redundant in terms of the paragraph or essay as a wholeKLA 702 - Use the word or phrase most appropriate in terms of the content of the sentence when the vocabulary is sophisticatedUSG 702 - Use idiomatically and contextually appropriate prepositions in combination with verbs in situations involving sophisticated language or complex conceptsORG 701 - Determine the need for transition words or phrases, basing decisions on a thorough understanding of the paragraph and essaySST 701 - Recognize and correct very subtle disturbances in sentence structure

W.11-12.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole


W.11-12.3d Use precise words, phrases, details, and sensory language to convey a vivid picture

Using specific detail in essays in order to properly support the analysis being presented.

W.11-12.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved

Through examination of various literary techniques, the student will be able to accurately analyze the author’s intent and purpose in a literary work.

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Madison Academy Dual Enrollment English Pacing Guide 2018-2019Writing Focus: Research/Literary Analysis

Standard 4th 9 Weeks Resources ACT Activity

Literary


Drama and Poetry - including Othello, “The Sandbox,” “Trifles,” Emily Dickinson, Walt Whitman, ee cummings, Robert Frost, John Donne, Gwendolyn Brooks, and Sylvia Plath



Development of themes and archetypes in Othello IDT 701 - Identify or infer a central idea or theme in complex passages or their paragraphsIDT 702 - Summarize key supporting ideas and details in highly complex passages


Focus on aspects of regionalism in “Trifles” Focus on aspects of Absurdism in “The Sandbox”



In depth analysis of poetry - specifically word choice, imagery, voice, theme, and figures of speech

WME 701 - Analyze how the choice of a specific word or phrase shapes meaning or tone in passages when the effect is subtle or complexTST 701 - Analyze how one or more sentences in passages relate to the whole passage where the function is subtle or complex


TST 702 - Identify or infer the function of paragraphs in a complex passage

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Shift of voices in “The Sandbox”


Othello analysis: variety of topic choices for research paper


“Trifles,” “The Sandbox,” Modernism/Postmodern/Contemporary poetry


Informational Texts 2nd Semester is English 102 - minimal informational texts will be examined (except for the research paper) as the class is literature based.




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Research based analysis of Othello











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W.11-12.1 Write arguments/analysis to support claims in an analysis of substantive topics or texts

Examine the issue of racism in Othello, determining whether or not it should be considered racist.

Poetry essay: various prompts

W.11-12.1a Introduce claims, distinguish counterclaims, and organize to establish clear relationships between claims, counterclaims, reasons, and evidence

W.11-12.1b Develop claims/ counterclaims fairly; point out strengths and limitations of both in a way that anticipates audience’s knowledge level and concerns

ORG 701 - Determine the need for transition words or phrases, basing decisions on a thorough understanding of the paragraph and essaySST 701 - Recognize and correct very subtle disturbances in sentence structure

W.11-12.1c Use words, phrases, and clauses to create cohesion and clarity between reasons, claims, counterclaims, and evidence

TOD 703 - Use a word, phrase, or sentence to accomplish a complex purpose, often in terms of the focus of the essayKLA 701 - Delete redundant and wordy material that involves sophisticated language or complex concepts or where the material is redundant in terms of the paragraph or essay as a wholeKLA 702 - Use the word or phrase most appropriate in terms of the content of the sentence when the vocabulary is sophisticatedUSG 702 - Use idiomatically and contextually appropriate prepositions in combination with verbs in situations involving sophisticated language or complex concepts

W.11-12.1d Establish and maintain a formal style, objective tone, and adherence to norms and conventions


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W.11-12.e Provide a concluding statement or section that follows from and supports the argument presented






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