Q1 11th Grade ELA Pacing Guides SY 2017-18

Q1

SY 17-18

Q2

SY 17-18

Q3

SY 17-18

Q4

SY 17-18

Overview

 

Module 2:

“There is within and without the sound of conflict” How do authors use figurative language or rhetoric to advance their point of view or purpose?

 

Unit 1: “He began to have a dim feeling that, to attain his place in the world, he must be himself, and not another.”

 The Souls of Black Folk by W.E.B. Du Bois, Chapter 1: “Of Our Spiritual Strivings”;

“Atlanta Compromise Speech” by Booker T. Washington

 

In this module, students read, discuss, and analyze literary and informational texts, focusing on how authors use word choice and rhetoric to develop ideas and advance their points of view and purposes.  Most weeks have been limited to no more than 3 lessons.  This should allow for time to teach grammar, SAT prep, writing skills etc.

  • Week 1: September 4

    Lesson

    Unit 1

    1

    2

    3

    Standards Addressed in Week's Lessons

    RI.11-12.4,

    W.11-12.9.b,

    L.11-12.4.a

    RI.11-12.3,

    L.11-12.5

    L.11-12.4.a

    Notes:

    Lesson 1:  After the read students will work in pairs on text dependent discussion questions.  Consider setting some norms and expectations for partner group work from the get go in lesson 1.

    Lesson 2 and 3:  Combine elements of lessons 2 and 3 the rest of the week and you continue to reinforce routines and procedures in your class.  Be sure to introduce the ideas tracking tool as it may be helpful for student to keep information organized.  Be sure to highlight the figurative language text dependent questions in lesson 3 as they will set students up for success on the quick write at the end of the lesson.

  • Week 2: September 11

    Standards Addressed in Week's Lessons

    RI.11-12.6

    W.11-12.9.b

    L.11-12.4.a

    W.11-12.2.b

    L.11-12.4.a

    Notes:

    Lesson 4 and 5:  Be sure to reinforce students using the ideas tracking tool to keep their information organized as they examine the passage for the ideas that Du Bois develops, including “double-consciousness” and “true self-consciousness” (par. 3) consider using a discussion protocol for the reading and discussion portion of the lesson 5.  This lesson has explicit writing instruction in Activity 4. Be sure to include this activity.

    Lesson 6:  Rhetoric comes out in this lesson.  You can connect it back to the 10th grade curriculum when students read Martin Luther King Jr..  Review rhetoric with students and have them begin to use the rhetorical impact tracking tool

    Lesson 7:  skip

    Lesson 8:  there are several text dependent questions in this lesson.  Consider splitting  them up and giving different questions to each group and having them present out on their answers

  • Week 3: September 18

    Standards Addressed in Week's Lessons

    RI.11-12.6,

    W.11-12.9.b,

    L.11-12.3.a,

    L.11-12.4.a

    RI.11-12.3,

    SL.11-12.1.a

    RI.11-12.4,

    L.11-12.5.a,

    Notes:

    Lesson 9:  consider implementing a discussion protocol from the discussion protocol appendix or one of your own.

    Lessons 10 and 11:  students should have already read paragraph 8 from previous lessons so you just need to highlight paragraph 9 during the masterful read if you need to save time.   project this question up before the masterful read to give students focus "What is the result of African Americans’ “dawning self-consciousness”  Also, pay attention to the differentiation considerations in this lesson.  Students will have to go back to paragraph 3 and make connections to paragraph 9.

    Lesson 12:  the differentiation considerations in this lesson offers a number of scaffolded questions to help students who struggle.

  • Week 4: September 25

    Standards Addressed in Week's Lessons

    RI.11-12.6,

    W.11-12.9.b,

    L.11-12.3.a,

    L.11-12.4.a

    RI.11-12.3,

    SL.11-12.1.a

    RI.11-12.4,

    L.11-12.5.a,

    Notes:

    Lesson 13- for the Reading and Discussion portion of this lesson, have students work in pairs and compare information on their rhetorical impact tracking tool.  Also this lesson has a writing activity aimed at using transitions so be sure to highlight that.

    Lesson 14-the scaffolding questions in blue text are a good option for struggling students.  Additionally, consider implementing a discussion protocol to increase student engagement as the repetition of masterful and reading and discussion questions can become mundane for students.

    Lesson 15-consider splitting the class to where one half reads paragraph 13 and the other half reads paragraph 14, then pair students up and use reciprocal teaching to save time as the bulk of this lesson should be spent on activity 5 which focuses on writing and revision

  • Week 5: October 2

    Standards Addressed in Week's Lessons

    RI.11-12.2,

    W.11.12.9.b

    RI.11-12.4,

    RI.11-12.6,

    W.11-12.2.c,

    L.11-12.4.a

    Notes:

    Lesson 13:  for the Reading and Discussion portion of this lesson, have students work in pairs and compare information on their rhetorical impact tracking tool.  Also this lesson has a writing activity aimed at using transitions so be sure to highlight that.

    Lesson 14:  the scaffolding questions in blue text are a good option for struggling students.  Additionally, consider implementing a discussion protocol to increase student engagement as the repetition of masterful and reading and discussion questions can become mundane for students.

    Lesson 15:  consider splitting the class to where one half reads paragraph 13 and the other half reads paragraph 14, then pair students up and use reciprocal teaching to save time as the bulk of this lesson should be spent on activity 5 which focuses on writing and revision

  • Week 6: October 10

    Standards Addressed in Week's Lessons

    RI.11-12.6

    W.11-12.9.b

    L.11-12.4.a

    L.11-12.5

    RI.11-12.4

    RI.11-12.6,

    Notes:

    Lesson 19:  This lesson focuses on word choice and rhetoric be sure to give students  a focus for annotation as they read they will help them focus on this.  Additionally, students may be tired of working in pairs or groups answering questions. Consider changing it up with discussion protocols or even mini performance tasks tied to the questions.

    Lesson 20:  Review the rhetorical device of repetition in this lesson as that is what students will be annotating for.  Students will add to their Rhetorical tracking tool as well.

     

     

  • Week 7: October 16

    Standards Addressed in Week's Lessons

    RI.11-12.6;

    W.11-12.9.b,

    L.11-12.4.a

    RI.11-12.2,

    L.11-12.4.a

    Notes:

    Lesson 21:  This lesson continues the focus on rhetoric.

    Lesson 22:  There is a lot of vocabulary to be directly given to students. Consider defining them within the text as footnotes or put up on a word wall.  Be sure to do Activity 4 which focuses on writing instruction.  Students analyze precise language the author uses.  See if you can get them to reflect on their use of precise language in their own writing.

     

     

  • Week 8: October 23

    Standards Addressed in Week's Lessons

    W.11-12.9.b,

    SL.11-12.1 a, c

    RI.11-12.6,

    W.11-12.9.b

    Notes:

    Lessons 24 through 26 get students ready for the end of unit assessment which students will write the following week.  There should also be some buffer room between this week and next to tie up any loose ends if pacing gets thrown off.

     

     

  • Week 9: October 30

    Standards Addressed in Week's Lessons

    RI.11-12.6,

    L.11-12.1,

    L.11-12.2,

    W.11-12.2.a, b, c, d, f,

    W.11-12.9.b

    Notes:

    End of Unit Assessment- The end of unit assessment can be found within lesson 26 which  can be found on page 401 of the full module download.  Use this last week to wrap up the unit.