Beaufort County Schools Pacing Guide English I Unit: The Short Story Time Frame: Six Weeks NCSOS Instructional Focus Activities/Resources Suggested Titles Assessment Suggested Writing Assignments/Prompts Goal 1: Literature: A minimum Minimum of 6 selected “The Most Dangerous Written Tests Compare/contrast the Express of 6 short stories will be short stories Game” (setting, theme, reflection and studied. Titles are left to Large or small group “The Birds” Essays character/characterization, reaction to print the discretion of the discussions “Poison” conflict- internal or and non-print teacher and may vary Cooperative learning “The Interlopers” Oral external, etc.) of one short and personal upon adopted text of the groups “The Gift of the Magi” Presentations story to another short story. experiences individual high schools of Use of questions in text “The Sniper” Beaufort County Schools. Reading of various “A Sound of Thunder” Book Reports Examine various literary Goal 2: literary works that tie in “A Christmas Memory” terms in a short story (i.e. Explain Vocabulary/Literary with assigned readings “Blues Ain’t No Poster Project “The Most Dangerous meaning, Terms: (i.e. news features, Mockin’ Bird” Game”). Support describe Ongoing-Study of terms journal entry, fable, “Harrison Bergeron” Internet Projects statements with events in processes and related to short stories. poems, nonfiction, “Helen on Eighty-Sixth the story. answer research Examples: biographies, Street” questions Short Story autobiographies, essays, “The Necklace” Demonstrate understanding Point-of-view speeches, etc. “American History” of short story by creating a Goal 3: Plot Use of graphic organizers “Scarlet Ibis” sequel to story. Examine Character Application of literary “Marigolds” argumentative Setting terms through writing a Relate the plot of one and develop Mood paragraph, answering short story read to a opinions Conflict discussion questions, movie scene. How is the Foreshadowing interpreting application of movie seen similar to the Goal 4 Inference literary terms in essay story read? Demonstrate Personification format, analyzing understanding of elements of a short story, various literary oral and written book terms, genres, reports concepts, etc. Beaufort County Schools Pacing Guide English I Unit: The Short Story Time Frame: Six Weeks NCSOS Instructional Focus Activities/Resources Suggested Titles Assessment Suggested Writing Assignments/Prompts Goal 6: Grammar: Holt Grammar Written tests Apply On-going review and Workbook: conventions of study of grammatical Practice capital letters Essays grammar and Convention: Mechanics: through workbook language usage. Capitalization, activities End Marks and Commas, Semicolons and Colons, Writing assignments such Objectives: Underlining and as essays and book 1.01,1.02,2.01, Quotation Marks, reports 2.02,2.03,2.04, Hyphens, Dashes, and 3.01,3.02,4.01, Parentheses worksheets 4.02,5.01,5.02, 6.01,6.02 Beaufort County Schools Pacing Guide English I Unit: Shakespearean Drama Time Frame: Four Weeks NCSOS Instructional Focus Activities/Resources Suggested Titles Assessment Suggested Writing Assignments/Prompts Goal 1: Literature: Act I Holt Elements of Romeo and Juliet Written Tests Explain various literary Express Literature terms (foreshadowing, reflection and Vocabulary/Literary Essays dramatic irony, verbal reaction to print Terms: Viewing of background Holt Elements of irony, double meaning, and non-print Stage directions information on The Globe Literature Oral conflict – internal and and personal Monologue Theater and the life of Presentations of external, experiences Soliloquy Shakespeare Web quest character/characterization, Aside etc.) in Romeo and Juliet. Goal 2: Prologue Researching the Acting Projects Support your statements Explain Pun Elizabethan Period Art projects with events from the play. meaning, Conflict through Web quest describe Dramatic irony Demonstrate understanding processes and Verbal Irony Listening to taped reading of Acts 3, 4, and 5 by answer research Irony in general of the drama creating a prologue for questions Foreshadowing each. Try to use the same Inference Reading orally of the form (sonnet) as in Acts 1 Goal 3: Imagery drama in an interpretative and 2. Examine Characterization manner argumentative Oxymoron and develop Allusions Discussing the plot opinions Simile through cooperative Metaphor activities Theme Personification Comprehension questions Plot diagram Beaufort County Schools Pacing Guide English I Unit: Shakespearean Drama Time Frame: Four Weeks NCSOS Instructional Focus Activities/Resources Suggested Titles Assessment Suggested Writing Assignments/Prompts Goal 4 Paraphrasing Identifying and analyzing Demonstrate Idioms personal choices understanding of Homonyms exemplified in the drama various literary Blank verse terms, genres, Syntax concepts, etc. Symbolism Goal 5 Grammar: Practicing mechanics Holt Grammar Grammar Demonstrate On-going review of through workbook and Workbook exercises understanding of grammatical convention: writing activities various literary genres, concepts, Mechanics: Semicolons elements and and colons terms. Hyphens, Dashes, and Parentheses Objectives Subject-Verb Agreement 1.01,1.02,2.01, 2.02,2.04,3.01, 3.02,3.03,4.02, Writing: Applying literary terms Essays 5.01,5.02,6.01, On-going writing through writing 6.02 assignments relevant to assigned prompts Developing essays through well-structured paragraphs Beaufort County Schools Pacing Guide English I Unit: Shakespearean Drama Time Frame: Four Weeks NCSOS Instructional Focus Activities/Resources Suggested Titles Assessment Suggested Writing Assignments/Prompts 1.01,1.02,2.01, Research Skills: Media Center: Assessment of: 2.02,2.04,3.01, Explaining meaning, 3.02,3.03,4.02, describe processes and Outline Outline 5.01,5.02,6.01, answer research questions Bibliography Bibliography 6.02 Note cards Note cards Reinforcing research I-Search Paper I-Search Paper skills through: Selection of topic Determination of sources Note-taking Evaluation of information learned through research performed in media center Beaufort County Schools Pacing Guide English I Unit: Modern Drama Time Frame: Three Weeks NCSOS Instructional Focus Activities/Resources Suggested Titles Assessment Suggested Writing Assignments/Prompts Goal 1: Vocabulary/Literary Read drama in The Miracle Worker Written tests Determine the protagonist Express Terms: interpretative manner and antagonist of the reflection and Forest Hills Essays play. Support your reaction to print Stage directions Discussion of plot answer with events from and non-print Protagonist through cooperative Sign language the play. and personal Antagonist and/or large group Project experiences Flashback discussions Demonstrate Simple irony Acting Projects understanding of the play Goal 2: Characterization Interpreting stage by writing a sequel to the Explain Dramatic Irony directions through play. meaning, Conflict theatrical design describe Idioms processes and Euphemisms Reading of various answer research Symbolism literary works that tie in questions Imagery with assigned readings Plot diagram (i.e. biography, Goal 3: autobiography, periodical Examine article and/or other argumentative selections chosen by and develop teacher) opinions Viewing critically of The Miracle Worker video Beaufort County Schools Pacing Guide English I Unit: Modern Drama Time Frame: Three Weeks NCSOS Instructional Focus Activities/Resources Suggested Titles Assessment Suggested Writing Assignments/Prompts Goal 4 Grammar: Demonstrate On-going review of Practice/usage through Workbook understanding of grammatical convention: workbook and writing exercises various literary activities terms, genres, Usage: Pronoun concepts, etc. Antecedent Agreement Pronoun Reference Goal 5 Demonstrate Applying literary terms Essays understanding of Writing: through writing various literary On-going writing genres, concepts, assignments relevant to Developing essays elements and assigned prompts though well-structured terms. paragraphs 1.01,1.02,2.01, 2.02,2.04,4.01, 4.02,5.01,5.02, 6.01, 6.02 Beaufort County Schools Pacing Guide English I Unit: Poetry Time Frame: Three Weeks NCSOS Instructional Focus Activities/Resources Suggested Titles Assessment Suggested Writing Assignments/Prompts 1.01,1.02,2.01, Literature: A minimum Listening to taped reading Elements of Literature Written tests Explain the meaning of 2.02,2.03,2.04, of 10 poems selected for of poems (Holt) the poem (i.e. “The Road 4.01,4.02,5.01, study at the discretion of Essays Not Taken”). Support 5.02,6.01,6.02 teacher Reading orally of poems “A Narrow Fellow in statements with lines in an interpretative the Grass” Poetry Calendar from the poem. manner “In Just” ”I Wandered Lonely as Created poetry Respond personally to Vocabulary/Literary Discuss the poet’s a Cloud” poem. Use lines from Terms: meaning through “I Never Saw a Moor” Writing poem to support view. Tone cooperative learning “Kidnap Poem” Assignments Mood and/or large group Beware: Do Not Read Demonstrate Diction discussions This Poem” Epic Map understanding of poetic Style “The Secret” form by writing an Theme Answering assigned “The Seven Ages of Writing an epic original poem. Point-of-View questions reflecting Man” Lyric poetry comprehension “Fire and Ice” Analyze the figurative Sonnets “All Watch Over by language used in poem Dramatic Machines of Loving (i.e. “My Papa’s Waltz). Poetry Grace” Narrative poetry “Dust of Snow” Identify ideas presented Simile “Women” in poems and relate to Metaphor “My Papa’s Waltz” everyday life (i.e. “Seven Personification “The Gift” Ages of Man”). Hyperbole “Combing” Rhythm Rhyme Assonance Beaufort County Schools Pacing Guide English I Unit: Poetry Time Frame: Three Weeks NCSOS Instructional Focus Activities/Resources Suggested Titles Assessment Suggested Writing Assignments/Prompts 1.01,1.02,2.01,2. Vocabulary/Literary “Fifteen” Identify various literacy 02,2.03,2.04,3.0 Terms: “American Hero” terms (metaphor, simile, 1,3.02,4.01,4.02, Consonance “The Girl Who Loved etc.) found in poems and 5.01,5.02,6.01,6. Alliteration the Sky” explain meaning. 02 Allusion “The Puppy” Irony Analyze the structure of Verbal irony the poem. Situational irony Dramatic irony Rewrite an original poem Epic putting in different words Epic hero until it becomes the new Conflict poet’s (student’s) poem. Characterization Suspense Grammar: Holt Grammar Workbook Worksheets On-going review through Practice Sentence paragraph and essay Formation through Essays writing workbook exercises and Sentence Formation writing Fragment/Run-On Sentences Run-On and Misplaced or Dangling Modifiers Beaufort County Schools Pacing Guide English I Honors Subject: Novel Time Frame: (Studied Concurrently with Poetry Unit) or last week of Poetry Unit NCSOS Instructional Focus Activities/Resources Suggested Titles Assessment Suggested Writing Assignments/Prompts 1.01,1.02,2.01,2. Literature: Independent Introduction of novel in Silas Marner Written tests Analyze the change in a 02,2.03,2.04,3.0 reading of one novel class character from the 1,3.02,4.01,4.02, chosen by the teacher Great Expectations Assigned beginning of the novel to 5.01,5.02,6.01,6. Reading of novel questions the end of the novel. 02 Vocabulary/Literary independently To Kill a Mockingbird reflecting Terms: comprehension Determine the theme of Consonance Discussing the plot The Call of the Wild the novel. Support theme Alliteration through cooperative Applying literary with examples from the Allusion learning and or group The Secret Life of Bees terms through novel. Irony discussion writing Verbal irony A Tree Grows in Determine the conflict in Situational irony Identifying characters and Brooklyn Essays the novel Dramatic irony events in story using (internal/external). How Epic study guides Class projects does the conflict move Epic hero the plot along? Conflict Preparing class projects Characterization (artistic, interpretative Analyze the statement Suspense readings, dramas, “Life is not fair” (i.e. To research, etc.) as a means Kill a Mockingbird and of alternative assessment The Call of the Wild). Support statement with events that occurred in the novel.
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