District Office Pacing Calendar 2017-2018ENGLISH IVJanuary 2018

Monday Tuesday Wednesday Thursday Friday

1 New Years Day- No School

2

UNIT III BEGINS

Introduction of terms/elements of

Controversy or drama and how shaped.

RI.12.4

3

Reintroduction of terms/elements of

Controversy or drama and how shaped.

Students apply terms and make predictions of the article “Resolution Recommending the Immediate Retirement of American Indian Mascots, Symbols, Images, and Personalities by Schools, Colleges, Universities, Athletic Teams, and Organizations”

OR

See page 9 & 10 in the Eng. IV Unit 3 plan for additional text options broken down by controversial topic.

RI.12.4

4

FIRST 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.

See curriculum Unit Plan for additional

OR

See page 9 & 10 in the Eng. IV Unit 3 plan for additional text options broken down by controversial topic.

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

5DOQ 3.1 Window Opens. Test ID: 135291

FIRST 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.

OR

See page 9 & 10 in the Eng. IV Unit 3 plan for additional text options broken down by controversial topic.

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

8Interim II Assessment Window Opens

SECOND/THIRD READ OF “RESOLUTION…”

Students do a second read allowing time to focus on Phase II questions (RI.12.1). See curriculum Unit Plan for specific questions and additional activities.

OR

See page 9 & 10 in the

9

SECOND/THIRD READ OF “RESOLUTION…”

Students do a second read accompanied by an assignment instructing them to identify AND analyze the text structure used to develop controversies and the drama surrounding it.

OR

See page 9 & 10 in the Eng. IV Unit 3 plan for

10

RESPONSIVE ESSAY

Students write a Responsive essay to the first article.

OR

See page 6 of the Unit plan for additional culminating activities

W.12.4

11

RESPONSIVE ESSAY

Students write a Responsive essay to the first article.

OR

See page 6 of the Unit plan for additional culminating activities

W.12.4

12

RESPONSIVE ESSAY

Students write a Responsive essay to the first article.

OR

See page 6 of the Unit plan for additional culminating activities.

W.12.4

District Office Pacing Calendar 2017-2018ENGLISH IV

Eng. IV Unit 3 plan for additional text options broken down by controversial topic.

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

additional text options broken down by controversial topic.

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

15Martin Luther King Jr. Day- No School

16

FIRST READ OF “Sports Teams…”

Students will complete a first reading of the article. Teacher will check for students’ understanding and ability to summarize the text.

OR

See page 9 & 10 in the Eng. IV Unit 3 plan for additional text options broken down by controversial topic.

.

RI.12.1, RI.12.2, W.12.4, W.12.5

17

SECOND/THIRD READ OF “Sports Teams …”

Students will complete a second/third read of the text answering text dependent questions.

OR

See page 9 & 10 in the Eng. IV Unit 3 plan for additional text options broken down by controversial topic.

RI.12.1, RI.12.2, W.12.4, W.12.5

18

SECOND/THIRD READ OF “Sports Teams…“

Students will complete a second/third read of the text completing an activity that evaluates the controversy and the drama surrounding it.

OR

See page 9 & 10 in the Eng. IV Unit 3 plan for additional text options broken down by controversial topic.

.

RI.12.1, RI.12.2, W.12.4, W.12.5

19DOQ 3.1 Window Closes

Review/Reteach DOQ 3.1 standards

SECOND/THIRD READ OF “Sports Teams…“

Students will complete a second/third read of the text completing an activity that evaluates the controversy and the drama surrounding it.

OR

See page 9 & 10 in the Eng. IV Unit 3 plan for additional text options broken down by controversial topic.

.

RI.12.1, RI.12.2, W.12.4, W.12.5

22 Interim II Assessment Window Closes

CONTROVERSIAL ISSUE INTRODUCED/SHORT RESPONSES

Students use multiple sources to develop an appropriate argument.

23

CONTROVERSIAL ISSUE INTRODUCED/SHORT RESPONSES

Students use multiple sources to develop an appropriate argument.

W.12.7, W.12.9,

24

CONTROVERSIAL ISSUE INTRODUCED/SHORT RESPONSES

Students use multiple sources to develop an appropriate argument.

W.12.7, W.12.9,

25

FIRST/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

26

No School for Students

Staff Professional Learning Day

District Office Pacing Calendar 2017-2018ENGLISH IV

W.12.7, W.12.9, W.12.10

W.12.10 W.12.10 demonstrate UNIT’S focus on CONTROVERSY.

OR

See page 9 & 10 in the Eng. IV Unit 3 plan for additional text options.

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

29

DOQ 3.2 Window Opens. Test ID: 135293

FIRST/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.

OR

See page 9 & 10 in the Eng. IV Unit 3 plan for additional text options.

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

30

FIRST/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.

OR

See page 9 & 10 in the Eng. IV Unit 3 plan for additional text options.

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

31

FIRST/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.

OR

See page 9 & 10 in the Eng. IV Unit 3 plan for additional text options.

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

STANDARDS:

District Office Pacing Calendar 2017-2018ENGLISH IV

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; 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.

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

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.