Comp Rdg Eng IT erm 2 year long 2010 2011 by HC121109052745

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									                                                       Pearl River County School District                          Revised 5/2010
                                                         Curriculum Pacing Guide


Pacing Guide Key                                                                               Pacing Guide Color Codes
Pacing-Sequence                                     Subject : Compensatory Reading/English I   Competencies: Gray Highlight
      B-Taught in the beginning of the term                       (year-long)                  Main Objectives: Yellow Highlight
      M-Taught in the middle of the term                                                       Bold: Objective Introduced this term
                                                                    Term: 2
      E-Taught at the end of the term                                                          Underlined: Priority Objectives
Mastery-When objective is expected to be                                                       *-PRC Added Objectives
mastered                                                                                       DOK-Webb’s Depth of Knowledge
District Test #-Term the objective will be
tested

Competency 1:             The student will develop and apply expansive knowledge of words and word meanings to
                         communicate.

Competency 2:            The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing
                         length, difficulty, and complexity.

Competency 3:            The student will produce, analyze, and evaluate effective communication.

Competency 4:            The student will apply Standard English grammar, mechanics, and sentence structure to
                         communicate.

District   Pacing   Mastery   Competency/   DOK   Competency/Objective                                            Comments
Test #                        Objective #


                              1                   The student will develop and apply expansive
                                                  knowledge of
                                                  words and word meanings to communicate.
           All      ongoing                       The student will analyze the relationships of pairs of          Weekly vocabulary
2                             1a            2
           Term                                   words in analogical statements (e.g., synonyms and
                                                  antonyms) and infer word meanings from these
                                                  relationships)

Compensatory Reading/English I (year-long) – Grade 9                   Page 1 of 4                           Term 2
                                                       Pearl River County School District                     Revised 5/2010
                                                         Curriculum Pacing Guide


District   Pacing   Mastery   Competency/   DOK   Competency/Objective                                       Comments
Test #                        Objective #
           All      ongoing                       The student will analyze figurative language (e.g.,        Literary terms #46-90
2                             1b            3
           Term                                   metaphor, simile, hyperbole, personification,
                                                  oxymoron, idiom, etc.) in multiple texts to evaluate the
                                                  effect on setting, tone, theme, and mood.
           All      ongoing                       The student will analyze word choice and diction,
                              1c            3
           Term                                   including formal and informal language, to determine
                                                  the author's purpose.
           All      master    1d            3     The student will analyze text to determine how the
           Term                                   author's (or authors') use of connotative words reveals
                                                  and/or affects the purpose of the text.
                              2                   The student will comprehend, respond to, interpret, or
                                                  evaluate a variety of texts of increasing length,
                                                  difficulty, and complexity.
           All      ongoing                       The student will apply understanding of text features
                              2a            2
           Term                                   (e.g., introduction, bibliography, prologue, charts,
                                                  graphics, footnotes, preface, afterword, sidebars, etc.)
                                                  to verify, support, or clarify meaning.
           All      ongoing                       The student will recognize text structures (e.g.
                              2b            3
           Term                                   description, comparison and contrast, sequential
                                                  order, cause and effect, order of importance, spatial
                                                  order, process/ procedural, problem/solution) and
                                                  analyze their effect on theme, author's purpose, etc.
           All      ongoing                       The student will make inferences based on textual
                              2c            3
           Term                                   evidence of details, organization, and language to
                                                  predict, draw conclusions, or determine author's
                                                  purpose.
           All      master    2d            3     The student will analyze or evaluate texts to
           Term                                   synthesize responses for summary, précis,
                                                  explication, etc.

Compensatory Reading/English I (year-long) – Grade 9                   Page 2 of 4                     Term 2
                                                         Pearl River County School District                                  Revised 5/2010
                                                           Curriculum Pacing Guide


District   Pacing   Mastery   Competency/   DOK   Competency/Objective                                                      Comments
Test #                        Objective #
           All      ongoing                       The student will analyze (e.g., interpret, compare,
                              2e            3
           Term                                   contrast, evaluate, etc.) literary elements in multiple
                                                  texts from a variety of genres and media for their
                                                  effect on meaning.
                              2e1           3     Literary Text and Literary Non-fiction.

2          All      master    2e1c          3     Drama (e.g., character, structure, techniques [e.g., soliloquy],          Romeo and Juliet
           Term                                   mood, tone, conflict, imagery, allusion, figurative language,
                                                  stylistic devices, dramatic irony, language/word choice,
                                                  foreshadowing, etc.) includes simile, metaphor, personification,
                                                  hyperbole, symbolism, imagery, irony, oxymoron, paradox, etc. Stylistic
                                                  devices include alliteration, assonance, onomatopoeia, rhyme, rhythm,
                                                  repetition, etc. Both are to be used with appropriate (or specific)
                                                  mode/audience.
                              3             3     The student will produce, analyze, and evaluate
                                                  effective communication.
                              3a            3     The student will utilize, analyze, or evaluate the                        Focus on Response to
                                                  composing process (e.g., planning, drafting, revising,                    literature essay in Term
                                                  editing, publishing)                                                      2
           All      ongoing                       Planning: Determine audience. Determine purpose. Generate
                              3a1           3
           Term                                   ideas. Address prompt/topic. Organize ideas. Compose a
                                                  clearly stated thesis.
           All      ongoing                       Drafting: Formulate introduction, body, and conclusion. Create
                              3a2           3
           Term                                   paragraphs (minimally five paragraphs). Use various sentence
                                                  structures. Use paraphrasing for reports and documented text.
           All      ongoing                       Revising: Revise for clarity and coherence [consistent point of
                              3a3           3
           Term                                   view (first person, third person), tone, transition, etc.]. Add and
                                                  delete information and details (for audience, purpose, unity, etc).
                                                  Use precise language (appropriate vocabulary, concise wording,
                                                  action verbs, sensory details, colorful modifiers, etc.). Use available
                                                  resources (reference materials, technology, etc.)
       All     ongoing                          Editing: Proofread to correct errors. Apply tools to judge quality
                        3a4             3
       Term                                     (rubric, checklist, feedback, etc.).
Compensatory Reading/English I (year-long) – Grade 9                   Page 3 of 4                               Term 2
                                                        Pearl River County School District                               Revised 5/2010
                                                          Curriculum Pacing Guide


District   Pacing   Mastery   Competency/   DOK   Competency/Objective                                                  Comments
Test #                        Objective #
           All      ongoing                       Publishing: Proofread final text. Prepare final text (PowerPoint,
                              3a5           3
           Term                                   paper, poster, display, oral presentation, writing portfolio,
                                                  personal journal, classroom wall, etc.).
           All      master    3b            3     The student will compose text in the narrative mode
           Term                                   clearly relating an event, telling what happened within
                                                  a time frame defined by that event.
           All      master    3c            3     The student will compose responses to literature, position            Focus on Response to
           Term                                   papers, and expository essays in the informative mode                 literature essay in Term
                                                  clearly expressing a main idea thoroughly developed by                2
                                                  relevant supporting details which are well elaborated and
                                                  sufficient in number.
                              4                   The student will apply Standard English grammar,
                                                  mechanics, and sentence structure to communicate.
                              4a                  The student will analyze text to determine the appropriate
                                                  use of advanced grammar in composing or editing.
2          B,M      master    4a3           1     Pronoun-antecedent agreement

2          B,M      master    4a4           1     Objective complements

                              4c            2     The student will manipulate sentence structure to achieve a
                                                  purpose such as clarification, definition, or emphasis in
                                                  composing or editing.
2          All      master    4c1           2     Parallel structure of sentences i) Using participial and infinitive
           Term                                   phrases and adverb and adjective clauses as modifiers; noun
                                                  clauses as subjects, direct and indirect objects, predicate
                                                  nominatives, or objects of the preposition; ii) Presenting items in
                                                  compound subjects and verbs, items in a series, and items
                                                  juxtaposed for emphasis.
2          M,E      master    4c2           2     Avoiding misplaced modifiers to ensure clarity.

2          M,E      master    4c3           2     Using subordination to express the relationship between two
                                                  unequal ideas within a single sentence.

Compensatory Reading/English I (year-long) – Grade 9                    Page 4 of 4                               Term 2

								
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