pacing guide for english i - union.k12.sc.us … · web viewthe student will use word analysis...

PACING GUIDE FOR ENGLISH IGrade Level: Ninth Grade Big Idea: English I Search for Identity Prepared by: Union County Schools

Time Frame 5 Weeks 4 Weeks 5 Weeks 4 Weeks

Unit Topic(Specify skills/information that will be learned.)

Self Discovery Tolerance Heroes Independence/ Truth

Enduring Understandings(Give and/or demonstrate necessary information)

Learning to make wise decisions is an essential component of the development of self.

Every human being should develop a set of personal beliefs.

No human being is perfect.

Being unpopular is not necessarily a “bad” idea.

Essential Questions(Steps to check for student understanding)

1. How should a person deal with conflict?2. What are the characteristics of a valuable relationship?3. What emotions affect making wise decisions?

1. What does it mean to have a strong personal belief system?2. How does one develop a personal set of beliefs?3. Is a person who disagrees with someone else wrong? 4. How should a person deal with a person or persons who disagree about basic beliefs or values?

1. What qualities are associated with heroes? 2. Who do Americans consider heroes? 3. Who do others in the world consider heroes?4. How are heroes not exempt from human flaws and weaknesses? 5. What can be learned from a closer look at heroes?

1. What is truth?2. How does one develop the ability to recognize truth? 3. What does it mean to be independent of others?4. How can one develop personal independence?

PACING GUIDE FO ENGLISH IGrade Level: Ninth Grade Big Idea: English I Search for Identity Prepared by: Union County Schools


Standards Standard E1-1The student will read and comprehend a variety of literary texts in print and nonprint formats.Standard E1-2The student will read and comprehend a variety of informational texts in print and nonprint formats. Standard E1-3The student will use word analysis and vocabulary strategies to read fluently. Standard E1-4The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

Standard E1-1The student will read and comprehend a variety of literary texts in print and nonprint formats.Standard E1-2The student will read and comprehend a variety of informational texts in print and nonprint formats. Standard E1-3The student will use word analysis and vocabulary strategies to read fluently. Standard E1-4The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.



PACING GUIDE FO ENGLISH IGrade Level: Ninth Grade Big Idea: English I Search for Identity Prepared by: Union County Schools


Standards con’t

Standard E1-5The student will write for a variety of purposes and audiences.Standard E1-6The student will access and use information from a variety of sources.

Standard E1-5The student will write for a variety of purposes and audiences.



Integrations(with other discipline areas)

Reading/Writing StrategiesCritical Thinking SkillsGrammar/ Vocabulary Skills




District Assessments(culminating assessments)

Benchmark Test Benchmark Test Benchmark Test Benchmark Test

Subject: English I Grade Level: Ninth Grade Big Idea: Search for Identity

Unit Topic 1Self Discovery

Length of Unit 5 weeks

Enduring Understanding

Learning to make wise decisions is an essential component of the development of self.

Focus/Essential Questions

How should a person deal with conflict?What are the characteristics of a valuable relationship?What emotions affect making wise decisions?

Instructional Objectives

Compare/contrast literary texts for inferenceAnalyze impact of point of view on literary texts.Analyze/Interpret the use of figurative language in literary works.Analyze relationship among character, plot, conflict, and theme in literary texts. Analyze the effect of author’s craft on the meaning of literary texts. Respond to texts through a variety of methodsRead independently for pleasure/informationCompare/contrast theses in informational textsAnalyze informational texts for author’s biasUse context clues to interpret word connotationsApply knowledge of Latin and Greek roots and affixesUse prewriting and proofreading skills to improve organization, content, and voiceCreate narratives using descriptive language to create tone and moodUse appropriate vocabulary to create written, oral, and visual presentations for specific audience and purpose



Standards/ Indicators

Standards/ Indicators con’t

E1-1.1 Compare/contrast ideas within and across literary texts to make inferences.E1-1.2 Analyze the impact of point of view on literary texts. E1-1.3 Interpret devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).E1-1.4 Analyze the relationship among character, plot, conflict, and theme in a given literary text. E1-1.5 Analyze the effect of author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts. E1-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts. E1-1.8 Read independently for extended periods of time for pleasure. E1-2.1 Compare/contrast theses within and across informational texts. E1-2.2 Compare/contrast information within and across texts to draw conclusions and make inferencesE1-2.3 Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions). E1-2.8 Read independently for extended periods of time to gain information. E1-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.E1-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes).E1-3.3 Interpret euphemisms and connotations of words to understand the meaning of a given text. E1-3.4 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes). E1-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. E1-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound- complex). E1-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).E1-4.4 Use grammatical conventions of written Standard American English, including

subject-verb agreement pronoun-antecedent agreement agreement of nouns and their modifiers verb formation pronoun case formation of comparative and superlative adjectives and adverbs, and idiomatic usage. (See Instructional Appendix: Composite Writing Matrix.)

E1-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.) E1-4.6 Edit written pieces for correct use of Standard American English, including the reinforcement of the mechanics preciously taught. (See Instructional Appendix: Composite Writing Matrix.) E1-5.2 Create narratives (for example, personal essays, memoirs, or narrative poems) that use descriptive language to create tone and mood.E1-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.E1-6.5 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.




Key Vocabulary Review literary and grammatical terms as needed (for example, point of view, extended metaphor, oxymoron, pun, paradox, plot, setting, character, conflict, theme, tone, imagery, flashback, foreshadowing, symbolism, irony, and allusion, noun, verb, etc.).

Pre-Assessment Evidence

pre-assessment questionsanticipation guide diagnostic reading and writing evaluations

Building Background Knowledge

classroom discussion of key concepts (B-K-W-L) expert groupsread alouds frontloading

Instructional Activities Bank

Short storiesPoetryInformational texts

use of literary and informational textsclass discussionsguided reading scaffolding writingnote-taking and journalingauthentic writing situationspractical applicationsre-teaching/review

Formative Assessment Evidence

vocabulary testsobjective quizzesclassroom discussionswriting responses

Culminating/ Summative Assessment Evidence

writing portfoliosprojectunit tests EOC Exam




Integrations/ Connections

historysciencethe arts mathtechnology

Differentiation student choiceindependent, paired, and small group worktiered assignmentsprojects

Rubric Rubrics from textbooks, the internet, and the state are available for use.

Resources and Materials

Textbook: (English 1)The Language of Literature by McDougal Littell; (English 1 Honors) Timeless Voices, Timeless Themes: Gold by Prentice Hall; movies; handouts; workbooks; other literary and informational texts


Unit Topic 2Tolerance



Every human being should develop a set of personal beliefs.


What does it mean to have a strong personal belief system?How does one develop a personal set of beliefs?Is a person who disagrees with someone else wrong?How should a person deal with a person or persons who disagree about basic beliefs or values?


Compare/contrast ideas within and across literary texts to make inferences.Analyze point of view and effect of author’s craftInterpret figurative language devices in given texts.Analyze the relationship among character, plot, conflict, and theme in a given text.Create responses to literary texts through a variety of methods. Read independently for extended periods of time to gain pleasure/information.Use context clues to interpret word connotationsApply knowledge of Greek and Latin roots and affixes Organize written works using prewriting techniquesUse complete sentences in a variety of typesCreate multiple-paragraph compositions that have an introduction, a conclusion, a coherent thesis, and support. Use grammatical conventions of written Standard American English Revise writing to improve clarity, tone, voice, content, and development of ideasEdit written pieces for correct use of Standard American English.



Key Vocabulary literary dramatic and poetic terms


pre-assessment questions (literary dramatic and poetic terms)anticipation guide diagnostic reading and writing evaluations


classroom discussion of key concepts (B-K-W-L) expert groups (historical knowledge)read alouds frontloading (Introduction to Shakespeare and the Elizabethan Period)


Romeo and Juliet

plot diagramuse of literary and informational textsclass discussionsguided readingreaders’ theaterscaffolding writingnote-taking and journalingauthentic writing situationspractical applicationsre-teaching/review


essayproject/presentation testsjournals

Culminating/ Summative Assessment

writing portfoliosprojectunit tests

Evidence EOC Exam




drama/theater history

Differentiation classroom discussion dramatic readingsstudent choiceindependent, paired, and small group worktiered assignmentsprojects/presentations

Rubric Rubrics from texts, the internet, and the state are available for use.


Textbook: (English 1)The Language of Literature by McDougal Littell; (English 1 Honors) Timeless Voices, Timeless Themes: Gold by Prentice Hall; movies; handouts; workbooks; other literary and informational texts


Unit Topic 3Heroes

Length of Unit5 weeks


No human being is perfect.


What qualities are associated with heroes?Who do Americans consider heroes?Who do others in the world consider heroes?How are heroes not exempt from human flaws and weaknesses?What can be learned from a closer look at heroes?


Interpret figurative language and analyze information to determine heroic qualitiesRead independently for extended periods of time to gain pleasure or informationCreate responses to informational texts through a variety of methodsAnalyze information from graphic featuresUse context clues to interpret word connotationAnalyze the meaning of words by using knowledge of Greek and lain roots and affixes.Interpret euphemisms and connotations of words to understand the meaning of given textSpell new words using Greek and Latin roots and affixesOrganize written works using prewriting techniquesUse complete sentences in a variety of typesCreate multiple-paragraph compositions that have an introduction, a conclusion, a coherent thesis, and support.Use grammatical conventions of written Standard American English.Revise writing to improve clarity, tone, voice, content, and the development of ideas.Edit written pieces for correct use of Standard American English. Create technical pieces of writingClarify and refine a research topicConstruct inquiry questions, evaluate resources for credibility, and organize informationUse direct quotations, paraphrasing, or summaries to incorporate into written, oral auditory, or visual works the information gathered from a variety of sources Use a standardized system of documentation Use vocabulary and Standard American English appropriate for a particular audience or purposeCreate written works and presentations that are designed for a specific audience and purpose

Select appropriate graphics, in print or electronic form, to support presentationsUse a variety of print and electronic reference materials

Unit Topic 3Heroes



Standards/

E1-1.3 Interpret devices of figurative language (including extended metaphor, oxymoron, pun, and paradox). E1-1.8 Read independently for extended periods of time for pleasure. E1-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions). E1-2.6 Analyze information from graphic features (for example, charts and graphs) in informational texts. E1-2.8 Read independently for extended periods of time to gain information. E1-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words. E1-3.2 Analyze the meaning of words by using knowledge of Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)E1-3.3 Interpret euphemisms and connotations of words to understand the meaning of a given text. E1-3.4 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.) E1-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. E1-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound- complex). E1-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).E1-4.4 Use grammatical conventions of written Standard American English, including


E1-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.) E1-4.6 Edit written pieces for correct use of Standard American English, including the reinforcement of the mechanics preciously taught. (See Instructional Appendix: Composite Writing Matrix.) E1-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).

Indicators con’t

E1-6.1 Clarify and refine a research topic.E1-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.E1-6.3 Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others. E1-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.E1-6.5 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose. E1-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. E1-6.7 Use a variety of print and electronic reference materials.E1-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

Key Vocabulary literary and poetic terms as needed, especially epic and epic hero; research terminology


Zodiac sign guided practice activityMythology word search activitypre-assessment questions (ancient history)anticipation guide diagnostic reading and writing evaluationsknowledge of the research process


classroom discussion of key concepts (B-K-W-L) expert groups (historical background)read alouds frontloading (ancient history)instruction of research strategies


The Odyssey

use of literary and informational textsclass discussionsguided reading dramatic readings readers’ theaterscaffolding writingnote-taking and journalingauthentic writing situationspractical applications

re-teaching/reviewFormative Assessment Evidence

test scores project/presentation Journal assignments


writing portfoliosresearch projectunit tests EOC Exam

Unit Topic 3Heroes




Differentiation student choiceindependent, paired, and small group worktiered assignmentsprojects/presentations scaffolding (building powerpoint)



Textbook: (English 1) The Language of Literature by McDougal Littell; )English 1 Honors) Timeless Voices, Timeless Themes: Gold; movies; workbooks; other literary and informational texts


Unit Topic 4Independence/ Truth



Being unpopular is not necessarily a “bad” idea.


What is truth?How does one develop the ability to recognize truth?What does it mean to be independent of others?How can one develop personal independence?


Analyze the relationship among character, plot, conflict, and theme in given textCompare/contrast literary texts from various genresCreate responses to informational texts through a variety of methodsProofread and revise writing using Standard American EnglishUse context clues, Greek and Latin roots, euphemisms, and connotations to aid understandingSpell new words using Greek and Latin roots and affixesUse grammatical conventions of written Standard American EnglishCreate descriptions for different kinds of literatureAnalyze and respond to informational textsUse a variety of print and electronic reference materials


E1-1.4 Analyze the relationship among character, plot, conflict, and theme in a given literary text. E1-1.7 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories). E1-2.4 Create responses to informational texts through a variety of methods (for examples, drawings, written works, oral and auditory presentations, discussions, and media productions.

Standards/ Indicators con’t

E1-2.5 Analyze the impact that text elements have on the meaning of a given informational text. E1-2.7 Analyze propaganda techniques in informational texts.E1-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.E1-3.2 Analyze the meaning of words by using knowledge of Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.) E1-3.3 Interpret euphemisms and connotations of words to understand the meaning of a given text. E1-3.4 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin and Affixes.) E1-4.4 Use grammatical conventions of written Standard American English, including


E1-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.) E1-4.6 Edit written pieces for correct use of Standard American English, including the reinforcement of the mechanics preciously taught. (See Instructional Appendix: Composite Writing Matrix.) E1-5.1 Create informational pieces (for example, letters of request, inquiry, or complaint) that use language appropriate for the specific audience. E1-5.3 Create descriptions for use in other modes of written works (for example, narrative, expository or persuasive).E1-6.7 Use a variety of print and electronic reference materials.

Key Vocabulary literary terms and vocabulary specific to texts


pre-assessment questionsanticipation guide diagnostic reading and writing evaluations


classroom discussion of key concepts (B-K-W-L) expert groupsread alouds frontloading


Instructional Activities Bank con’t

Informational texts

use of literary and informational textsclass discussionsguided reading scaffolding writingnote-taking and journalingauthentic writing situationspractical applicationsre-teaching/review

Unit Topic 4Independence/ Truth



vocabulary testsobjective quizzesclassroom discussions


writing portfoliosprojectunit tests EOC Exam



Differentiation student choiceindependent, paired, and small group worktiered assignmentsprojects



Textbook: (English 1)The Language of Literature by McDougal Littell; (English 1 Honors) Timeless Voices, Timeless Themes: Gold; movies; workbooks; other literary and informational texts

pacing guide for english i - union.k12.sc.us … · web viewthe student will use word analysis...

Documents