Ridgeland High School Language Arts - Ridgeland English 3



Ridgeland High School Language Arts

Pacing Guide for Grade 11

This document is part of a framework that is designed to support the major concepts

addressed in the 11th Grade English Language Arts Curriculum.

-----------------------

Common Core Standard(s)

CC11RL6,7,9

CC11W3,4,5

CC11SL4,5,6

CC11L2,3,4

CC11RI5

CC11RI3,4,7

CC11W1,3,9

CC11SL1,6

CC11L5,6

CC11RL1,2,3

CC11W10

Authors/Literature/Topic to be Studied

Creation Myth:

“World on the Turtle’s Back” Oral tradition

Genesis

Informational Text about Left/Right Brain

Trickster Tale:

Chosen at teacher’s discretion-

Chattanooga History- Cherokee/ Museum

Writing Assignment: Persuasive/Argument in preparation for Writing Test 1st Term

Transition piece:

Equiano Narrative OR Mary Rowlandson

Phillis Wheatley “To the Reverend Samuel Occom”

Poetry:

Anne Bradstreet poems “To My Dear and Loving Husband”

Edward Taylor “Huswifery

Sermon:

Jonathan Edwards “Sinners in The Hands of an Angry God”

Drama:

Arthur Miller The Crucible

Writing Assignment:

How do authors use figurative language to demonstrate their beliefs and persuade their audience?

And choose Narrative, Journal, Eyewitness report

• Other selections to be taught at teacher’s discretion as time allows.

• Cotton Mather’s “Wonders of the Invisible World”

• Nathaniel Hawthorne’s “Young Goodman Brown”

• William Bradford’s Of Plymouth Plantation

• Primary Source of Salem Witchtrials

Unit of Study

EOCT

Pretest

Native

American

Literature

Colonialism

Full Length Text 1

Time Allotted

1 day

4 days

15 days

Common Core Standard(s)

ELACC11RL1

ELACC11RI10 ELACC11W3

ELACC11L1(ab)

ELACC11L2 (abc)

ELACC11RI1,4,5,7,9

ELACC11W2

ELACC11SL1,3,4

ELACC11L3(a)

ELACC11L4(a-d)

ELACC11RI7

ELACC11W7,8,9,10

ELACC11W4

ELACC11L5,6

CC11W9

CC11RL6

CC11SL1,6

CC11L3,5

CC11RL1,5,6,9

CC11RL3

CC11RL4

CC11RL5

CC11RL6

CC11W4

CC11SL1a-d

CC11L6

Authors/Literature/Topic to be Studied

Speeches:

Patrick Henry “Speech to the Virginia Convention”

Martin L. King, Jr. from Stride Toward Freedom

Analyze 17th, l8th, l9th Century Foundational U.S. documents of historical and literary significance: for their themes, purposes,

And their rhetorical features:

Rhetorical devices, fallacies, organization, and conventions

• Other selections to be taught at teacher’s discretion as time allows

Thomas Jefferson “Declaration of Independence”

The Preamble to the Constitution

Bill of Rights

Lincoln’s Second Inaugural Address

Interview

Malcolm X “Necessary to Protect Ourselves”

Aphorisms

Benjamin Franklin

Persuasion/Writing

Use Assessment 3 from p. 24 of Unit 1/ELA CCGPS Unit Plan 1st 9 weeks

|Argument/Opionion: Students will analyze the methods of persuasion |

|used and the claims made by Patrick Henry, Thomas Paine, and |

|Thomas Jefferson. Using specific references to the texts documenting |

|Their supports, students will choose two texts and discuss which would |

|have had the greater effect on colonists’ perspective. |

| |

Romanticism

Henry Wadsworth Longfellow “A Psalm of Life”

Walt Whitman “I Hear America Singing”

Washington Irving “The Devil and Tom Walker”

Transcendentalism

Ralph Waldo Emerson from Self-Reliance

Henry David Thoreau from Walden

from Resistance to Civil Disobedience-paired w/ Into the Wild

Dark Romanticism

Edgar Allen Poe “The Raven” and a short story Nathaniel Hawthorne The Scarlet Letter “Dr. Heidegger’s Experiment”

NOTE: Selections below may be taught in this unit or with the Modernism unit.

Flannery O’Connor “The Life You Save My Be Your Own”

William Faulkner “A Rose for Emily”

* Other selections to be taught at teacher’s discretion as time allows.

Unit of Study

Rationalism

(Federalism,

Nationalism)

Romanticism

Time Allotted

10 days

15 days

Priority

(E, I, C)

E

I

E

I

C

E

E

E

E

E

C

E

E

E

I

E

Common Core

Standards

CC11W1

CC11W4

CC11W7,8

CC11L1,3

CC11SL4

CC11W9 a

CC11L3,6

CC11RL1-6

CC11RL9,10

CC11L4a-d

CC11L5,6

CC11L1,3

CC11SL1

CC11W7,8,9

Priority

(E, I, C)

E

E

E

E

E

E

C

I

E

E

E

E

C

C

Authors/Literature/Topic to be Studied

English III: Research process to include:

Outline

Parenthetical citations (MLA format)

Works Cited page (MLA format)

4 to 5 pages in length

Min. of 5 sources

Ideas/Tasks can be taken from Unit 1-4 under Research Connections

Routine Writing is as follows: Notes, summaries, process journals, and short responses across all genres

• Daily journal writing (100-150 words) based on texts

• Close reading of texts with graphic organizers or other note-taking techniques

• Annotations/graphic organizers for use during lecture, discussion, or research

• Quick writing ( 1-2 sentences) using evidence-

• Quote journals (for extended text)

Transitions from Romanticism to Realism

Unit 3/ELA CCGPS Grade 11- Theme: The Aftermath of Destruction: Reconstructing the American Dream

Realism

Frederick Douglass from Narrative of the life of Frederick Douglass, an American Slave or “The Battle with Mr. Covey”

Ambrose Bierce “An Occurrence at Owl Creek Bridge”

Stephen Crane “War is Kind”

“A Mystery of Heroism”

Maggie Girl of the Streets



Abraham Lincoln “The Gettysburg Address”

Local Color

Mark Twain any short story

Bret Harte “The Outcasts of Poker Flat”

Chief Joseph “I Will Fight No More Forever”

Naturalism (Transitional pieces)

Charlotte Perkins Gilman “The Yellow Wallpaper”

Kate Chopin “The Story of an Hour”

Emily Dickinson Various Poems (5 minimum)

Langston Hughes

Zora Neale Hurston

Various others: Claude McKay, Countee Cullen,

Arna Bontemps, etc.

Grade 11- American Lit-ELA CCGPS Unit 4/ Modern Times, Modern Issues/ Transition to Modernism

Time Allotted

15 days

8 days

4 Days

Realism and Women Authors (4)

4 days

Unit of Study

Research

Realism

Women Authors

Harlem

Renaissance

Modernism

Full Length Text

Full Length

Text

EOCT

Post-test

Review

Ongoing Vocabulary

Ongoing

Grammar/

Writing

8 days

5 -10 days

Ongoing and Blitz for the last

5 days

17 weeks

2 days a week

F. Scott Fitzgerald The Great Gatsby AND

“Winter Dreams” OR

“Bernice Bobs Her Hair”

Ernest Hemingway “The End of Something”

Robert Frost

More Modern Poets: Eliot, Sandburg, Wm. Carlos Williams, Cummings

William Faulkner Southern Gothic Elements “Two Soldiers”

Flannery O’Connor “The Life You Save May Be our Own”

Truman Capote “Miriam”



Eudora Welty “A Worn Path”

Task: Pre-Reading Activity-Information on l950s & 60s in America

Choose One Drama and One Novel:

Tennessee Williams A Streetcar Named Desire

The Glass Menagerie

Cat on A Hot Tin Roof

John Steinbeck Of Mice and Men

Lorraine Hansberry A Raisin in The Sun

Kurt Vonnegut Any novel

Cormac McCarthy The Road

J.D. Salinger Catcher in the Rye

Others to be approved by Department Chair

* Other selections to be taught at teacher’s discretion as time allows.

, ,

Vocabulary from Latin/ Greek Roots Book V(5)- 11th Grade

Owl at Purdue-Grammar Focus: Sentence Combining, Type I Errors : owl.english.purdue.edu/

CC11RL5,6,10

CC11W9

CC11SL1c

CC11L4,5,6

CC11RL1,2,3

CC11W10

CC11SL3,4

CC11L4a

CC11L2a-c

CC11SL1a-d

CC11RI7,8

CC11W2,3

CC11S:4.6

CC11L6

CC11RL1-6

CC11L6

L11 .1 a-b

L11.2 a-b

E

I

E

E

I

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