Darul Arqam North Zone English II Pre-AP (2017-18) Assurances Semester 1, Quarter 1 ·...

Daru l Arqam 2017-18 Scope and Sequence Rev i s ed 5 June 2017 English 10th Grade

Darul Arqam North Zone English II Pre-AP (2017-18)

Assurances Semester 1, Quarter 1

• Students will apply earlier standards with greater depth in increasingly more complex texts to become self-directed and critical readers. • Students will use a flexible range of metacognitive reading skills to understand an author’s message and will reflect on understanding to monitor

comprehension (asking questions, summarizing, synthesizing, making connections, creating sensory images, finding main idea and supporting ideas). • Students will make complex inferences about text and use textual evidence to support understanding. • Students will apply analysis skills on AP-style M/C passages from LTF materials. • Students will focus on literary analysis with an emphasis on literary elements, including theme, plot, archetypes, allusions, setting, characterization,

symbolism, conflict, point of view, mood, irony, sarcasm, paradox, author’s purpose and figurative language. • Students will read and analyze at least one novel or major work. • Students will read from various genres including short stories, poetry and nonfiction with an emphasis on 20th century world literature. • Students will build vocabulary through direct word study from the district’s Greek and Latin roots list. • Students will build vocabulary through direct word study from literary sources in conjunction with class reading. • Students will use a dictionary or thesaurus to develop vocabulary. • Students will review the various steps of the writing process including planning, drafting, sharing, revising, editing and publishing. • Students will use a variety of sentence structures and transitions to create effective writing. • Students will produce one multi-paragraph composition, which has been taken through all of the steps of the writing process. • Students will write one interpretative response to literature. • Students will write an imaginative story. • Students will write an analytical essay. • Students will write a persuasive essay. • Students will write one timed AP-style essay. • Students will strengthen sentence skills with Killgallon Sentence Composing exercises. • Students will review the 8 parts of speech. • Students will use and understand the function of more complex active and passive verb tenses. • Students will use and understand reciprocal pronouns and will identify and use the subjunctive mood. • Students will use a variety of correctly structured sentences (simple, compound, complex, compound-complex). • Students will spell correctly. • Students will explore relevant sources, analyze sources and collect information on varied topics. • Students will use comprehension skills to listen attentively to others and will speak clearly and to the point, using the conventions of language. • Students will work productively with others in teams. • Students will participate productively in discussions, including at least one Socratic discussion or one graded/guided discussion. • Students will listen responsively and take notes. • Students will follow and give oral instructions.


1stQuarter(43Days)

Resources:GlencoeLiteratureTheReader’sChoiceCourse5/AnimalFarmor1984/GreekandLatinRootsStudyList/TEAResources/additionalsupplementalresourcesWeek Unit/Lesson LearningObjectives ReportingCategories

(TEKSSEs) Reading Grammar Writing Vocabulary

1st:Aug9-11(3days)

Courseintroduction:Rules,expectations,materials

Introducetheassignednovels:'AnimalFarm'and'1984'

GreekandLatinRootsPartI:fract/fring/frang/cis/tom/punct/via/fer/port

1a,b,e/2a,b,c/5a,b,c,d/6a/7a/8a/9a/13a,b,c,d,e/14a/15a,c/16a,b,d,e,f/17a,b,c/19a/21a,b,c/22a,b,c/23a,b,c,d,e/24a’c/25a/26a

2nd:Aug14-18(5days)

Novel:AnimalFarm/1984byGeorgeOrwellUnit:1Theme:TransitionsReading:UnitIntrop.2EverydayUsep.6

*understandandanalyzetheliteraryelementsinshortstories*understandandapplystrategiesforreadingshortstories*identifypointofviewinashortstory*compareandcontrasttwocharactersfromthestory

8PartsSpeech:Reviewallpartsofspeech*monitorunderstandingoftheappropriateidentificationandusageofthe8partsofspeech

AnImaginativeStory:*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring



3rd:Aug21-25(5days)

Novel:AnimalFarm/1984byGeorgeOrwellUnit:1Theme:TransitionsReading:CivilPeacep.38,TwoKindsp.49

*readandanalyzeashortstoryaboutamanwhoretainsoptimisticphilosophyinachallengingsituation*analyzetheuseofdialogueinashortstory*writeacharactersketch*readandanalyzeashortstoryaboutagirlwhosemotherwantshertobecomeaprodigy*identifytypesofconflictinastory*writeacharacterevaluation

TimedAP-StyleEssay-utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring



4th:Aug28-Sept8

(6days)

Novel:AnimalFarm/1984byGeorgeOrwellUnit:1Theme:MakingChoicesReading:TheBoarHuntp.157/DeliciousDeathp.167

*readandanalyzeashortstoryaboutanightmarishhuntthatchangesaman’slife*analyzetheshortstory’spointofview*readapoemaboutamother’sresponsetoherson’sfirsthunt*recognizetheuseofcolloquiallanguageinapoem*compareashortstoryandapoemthatdealwiththethemeofmakingchoices

Review:AvoidSentencefragmentsp.73/Avoidrun-onsp.233Focus:Complex,passive,activeverbtenses(GrammarandLanguageWorkbookUnit7p161)andReciprocalpronounsUnit8p.181TestPractice:p.418 AnAnalytical

Response:*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwriting




1stQuarter(43Days)

Resources:GlencoeLiteratureTheReader’sChoiceCourse5/AnimalFarmor1984/GreekandLatinRootsStudyList/TEAResources/additionalsupplementalresourcesWeek Unit/Lesson LearningObjectives ReportingCategories

(TEKSSEs)

5th:Sept11-15(5days)

Novel:AnimalFarm/1984byGeorgeOrwellUnit:1Theme:MakingChoicesReading:ContentsoftheDeadMan’sPocketsp.199/SportsandFitness:RockClimbingp.215

*readandanalyzeashortstoryaboutamanwho,facingdeath,discoverswhatismostimportantinhislife*explorewhatpointofviewcontributestothestory*identifyandparaphraseimportantinformationinanon-fictionaltext

throughallstepsoftheprocesstoafinaldraftforscoring




Novel:AnimalFarm/1984byGeorgeOrwellUnit:1Theme:TwistsReading:TheCalifornian’sTalep.248

*readandanalyzeashortstoryabouthowagroupofagingforty-ninersshowconcernforoneoftheirown*identifyelementsofstyleinashortstory




Novel:AnimalFarm/1984byGeorgeOrwellUnit:1Theme:MakingChoicesReading: The Saleswoman p. 299/ Mrs.Jamesp.305

*readandanalyzeastoryaboutasaleswoman’stechnique*analyzedialogue*readandanalyzeashortstoryabouttheeffectofanemployer’speculiarhabit*identifythetoneofashortstory*comparetwoshortstoriesthatdealwiththethemeofatwist



8th:Oct2-6(5days)

Novel:AnimalFarm/1984byGeorgeOrwellUnit:1Theme:ChallengesandConsequencesReading:CalvinandHobbsp.314/ASoundofThunderp.316

*readandunderstandacomicstrip*readandanalyzeashortstoryaboutahunterwhofacesachallengeandrealizestheconsequencesofhisactions*identifycluestoforeshadowing*analyzeauthor’suseofimagery

APersuasiveEssay:*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring



9th:Oct10-13(4days)

Novel:AnimalFarm/1984byGeorgeOrwellUnit:1Theme:ChallengesandConsequencesReading:ToDa-duhinMemoriamp.399

*readandanalyzeashortstoryaboutagirl,hergrandmother,andclashingcultures*identifyexamplesoflocalcolor*analyzecharacterizationofdynamiccharacters




Darul Arqam North Zone

English II Pre-AP (2017-2018) Assurances

Semester 1, Quarter 2 • Students will use a flexible range of metacognitive reading skills and will apply earlier standards with greater depth in increasingly more complex texts to

become self-directed and critical readers. • Students will make complex inferences about text and use textual evidence to support understanding. • Students will read and analyze at least one novel or major work. • Students will read from various genres including poetry, non-fiction, persuasive pieces and multimedia pieces, with an emphasis on argument, rhetoric and

media literacy. • Students will focus on persuasive techniques while continuing to analyze literary elements. • Students will apply analysis skills on AP-style M/C passages from LTF materials. • Students will build vocabulary through direct study from district’s Greek and Latin roots list and from word study from literary sources in conjunction with

class reading. • Students will use a dictionary or thesaurus to determine the meaning, syllabication, pronunciation, and part of speech of words. • Students will utilize the various steps of the writing process create effective writing. • Students will produce one multi-paragraph composition, which has been taken through all of the steps of the writing process. • Students will write one interpretative response to literature. • Students will write a poem. • Students will write an analytical essay. • Students will write a persuasive essay. • Students will write one timed AP-style essay. • Students will produce multimedia presentation. • Students will strengthen sentence skills with Killgallon Sentence Composing exercises. • Students will use and understand gerunds, infinitives, and participles. • Students will use and understand restrictive and nonrestrictive clauses. • Students will use a variety of correctly structured sentences. • Students will correctly place commas in nonrestrictive phrases, clauses and contrasting expressions. • Students will use quotation marks correctly to indicate sarcasm and irony. • Students will use dashes to emphasize parenthetical information. • Students will spell correctly • Students will explore relevant sources, analyze sources, and collect information on varied topics. • Students will organize, synthesize and present ideas and information according to the purpose of the research and the audience. • Students will use comprehension skills to listen attentively to others and will speak clearly and to the point, using the conventions of language. • Students will work productively with others in teams. • Students will participate productively in discussions, including at least one Socratic discussion or one graded/guided discussion. • Students will evaluate a speech and give a speech.


2ndQuarter(41Days)

Resources:Resources:GlencoeLiteratureTheReader’sChoiceCourse5/Monster/GreekandLatinRootsStudyList/TEAResources/additionalsupplementalresourcesWeek Unit/Lesson LearningObjectives Reporting

Categories(TEKSSEs)

Reading Grammar Writing Vocabulary

1st:Oct16-19(4days)

Novel:MonsterbyWalterDeanMyersUnit2:NonfictionTheme:RememberingReading:Genrefocusp.422/KaffirBoyp.445

*analyzetheliteraryelementsonnon-fiction*applystrategiesforreadingnon-fiction*readandanalyzepartofMarkMathabane’sautobiographicalbookaboutgrowingupinSouthAfricaunderapartheid*identifytheelementsofamonologue*analyzemood

GreekandLatinRootsPartII:vid,vis/pari/spec/phan/plac/grat/doc,doct/temper

1.a,b,e/2.a,b,c/3a/5.a,b,c,d/6a/7a/9a,b,c,d/10a,b/11a,b/12a,b,c,d/13a,b,c,d/14b/15a,c,d/16a,b,c,d,e,f/17a,c/21a,b,c/22a,b,c/23a,b,c,d,e/24a,c/25a/26a

2nd:Oct23-27(5days)

Novel:MonsterbyWalterDeanMyersUnit2:NonfictionTheme:RememberingReading:FarewelltoManzamap.458/MediaConnectionOrder9066p.475

*readandanalyzeanexcerptfromanaccountoftheauthor’schildhoodexperiencelivinginaJapaneseinternmentcampduringWWII.*learnabouttheelementsofanautobiography*analyzesetting*understandagovernmentdocument



3rd:Oct30-Nov3(5days)

Novel:MonsterbyWalterDeanMyersUnit2:NonfictionTheme:RememberingReading:LivingWell/LivingGoodp.494

*readandanalyzeanessayinwhichtheauthorlearnsmuchfromhergrandmother*readandanalyzeanessayinwhichtheauthordescribesherauntwhoknewhowtolivewell*analyzehowtheauthorusescharacterstorevealhertheme*makeacritiquebackedwithtextualevidence



4th:Nov6-10(5days)

Novel:MonsterbyWalterDeanMyersUnit2:NonfictionTheme:QuestandEncountersReading:PizzainWarsaw,TorteinPraguep.507

*readandanalyzeanessaythatdescribesfoodshortagesinEasternEurope*identifyanauthor’sthesis*Makeinferencesanddrawconclusions

Review:subject/verbagreementp476Focus:Killgallonsentencecomposing/phrases(gerunds,infinitives/participles)withpropercommausage(Unit3p.89GrammarandLanguageWorkbook)TestPractice:p.574

APersuasiveEssay-*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring




2ndQuarter(41Days)


Categories(TEKSSEs)

5th:Nov13-17(5days)

Novel:MonsterbyWalterDeanMyersUnit2:NonfictionTheme:QuestandEncountersReading:MediaConnectionp.515/I’veSeenthePromisedLandp.517

*readandunderstandatelevisiontranscript*readandanalyzeaspeechbyMartinLutherKingJr.*identifyexamplesofallusion*

AnAPStyleTimedEssay*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring



6th:Nov20-21(2days)

Novel:MonsterbyWalterDeanMyersUnit2:NonfictionTheme:QuestandEncountersReading:TheTucsonZoop.563/TheAngryWinterp.557

*toreadandanalyzeanessayinwhichamanandadogexperienceanencounterthatseemsfullofinstinctsfromancestralpast.*identifyexamplesofcreativenon-fiction*analyzecharacter*readandanalyzeanessayinwhichtheauthordiscussesthedesireofhumansandanimalstobepartofagroup*identifyexamplesofvoice



7th:Nov27-Dec1(5days)

Novel:MonsterbyWalterDeanMyersUnit3:PoetryTheme:LovesandLossesReading:Genrefocusintro.P.578/Eldoradop.583

*understandtheelementsofapoem*applystrategiesforreadingpoems*readandanalyzeapoemaboutamanwhospendshislifeindoomedquestforwealth*identifyelementsofanarrativepoem*analyzethekeyideaineachstanzaofapoem

APoem*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring



8th:Dec4-8(5days)

Novel:MonsterbyWalterDeanMyersUnit3:PoetryTheme:LovesandLossesReading:OnePerfectRose/ShallICompareTheep.587/TheGloryoftheDaywasinHerFace/MissingYoup.597

*readandanalyzepoemsaboutloveofferings*analyzemeterandrhymeinasonnet*writeacomparisonoftoneintwopoems*readandunderstandpoemsaboutreactionstothelossofalovedone*identifyandanalyzemetaphorsinpoems*

Review:Pronounandantecedentagreementp.595Focus:Killgallonsentencecomposing/phrases(gerunds,infinitives/participles)withpropercommausage(Unit3p.89GrammarandLanguageWorkbook)TestPractice:p.708

AnAnalyticalEssay*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring




2ndQuarter(41Days)


Categories(TEKSSEs)

9th:Dec11-15(5days)

Novel:MonsterbyWalterDeanMyersUnit3:PoetryTheme:IssuesofIdentityReading:Ex-BasketballPlayer/MissRosiep.635TheRoadNotTaken/WeAreManyp.643/ForeignWays/SongForMyNamep.667

*readandanalyzepoemsabouthowidentityandplacesoforigin*identifyandanalyzeelementsoffreeverse*readandanalyzepoemsaboutpeoplewhosegreatnessisbehindthem*identifyandanalyzethetoneofthepoems*analyzepoemsaboutchoicesandself-knowledge*analyzelyricpoems






• Students will use a flexible range of metacognitive reading skills to understand an author’s message. • Students will apply earlier standards with greater depth in increasingly more complex texts to become self-directed and critical readers. • Students will reflect on understanding to monitor comprehension (asking questions, summarizing, synthesizing, making connections and creating sensory

images). • Students will make complex inferences about text and use textual evidence to support understanding. • Students will continue emphasizing literary and rhetorical analysis with an emphasis on the appeals and syntactical elements, applying all grade-level skills

from the LTF skills progression chart. • Students will apply analysis skills on AP-style M/C passages from LTF materials. • Students will read and analyze at least one novel or major work. • Students will read from various genres including drama. • Students will read from varied sources emphasizing literary elements including theme, plot, allusions, setting, characterization, conflict, point of view, mood,

irony, sarcasm, paradox, author’s purpose, figurative language and poetry terms. • Students will direct word study from district’s Greek and Latin roots list. • Students will word study from literary sources in conjunction with class reading. • Students will use a dictionary or thesaurus to determine the meaning, syllabication, pronunciation, and part of speech of words. • Students will complete analogies. • Students will utilize the various steps of the writing process create effective writing. • Students will produce one multi-paragraph composition, which has been taken through all of the steps of the writing process. • Students will write one interpretative response to literature. • Students will write a script. • Students will write an analytical essay. • Students will write a persuasive essay. • Students will write one timed AP-style essay. • Students will strengthen sentence skills with Killgallon Sentence Composing exercises. • Students will continue to apply earlier oral and written conventions standards with greater complexity. • Students will use a variety of correctly structured sentences. • Students will explore relevant sources, analyze sources, and collect information on varied topics. • Students will organize, synthesize and present ideas and information according to the purpose of the research and the audience. • Students will use comprehension skills to listen attentively to others and will speak clearly and to the point, using the conventions of language. • Students will work productively with others in teams. • Students will participate productively in discussions, including at least one Socratic discussion or one graded/guided discussion.


3rdQuarter(45Days)

Resources:GlencoeLiteratureTheReader’sChoiceCourse5/TheMetamorphosis/GreekandLatinRootsStudyList/TEAResources/additionalsupplementalresourcesWeek Unit/Lesson LearningObjectives Reporting

Categories(TEKSSEs)

Reading Grammar Writing Vocabulary

1st:Jan3-11(7days)

Novel:TheMetamorphosisbyFranzKafkaUnit:4GenreFocus:DramaTheme:LoyaltyandBetrayalReading:genrefocusp.712/BigRiver…p.717

*understandtheelementsofdrama*understandandapplystrategiesforreadingandcomprehendingdrama*readandanalyzepartofaplayabouthowclassicliterarycharacterHuckFinnrespondstoafriendinneed*identifydialectinaplay

GreekandLatinRootsPartIII:fid/fall/cred/dub/ultima/fin/nov/prim

1.a,b,c,e/2.a,b,c/3a/4a/5.a,b,c,d/6a/7a/9a//13a,b,c,d,e/14c/15a,c/16a/17c/19a/20a,b/21a,b,c/22a,b,c/23a,b,c,d,e/24a,c/25a/26a

2nd:Jan16-19(4days)

Novel:TheMetamorphosisbyFranzKafkaUnit:4GenreFocus:DramaTheme:LoyaltyandBetrayalReading:ClassicalGreekDramap.723/Antigonep.727

*readadescriptivehistoryofthedevelopmentofthetheaterinancientGreece*recognizehowancientGreekdramahasinfluencedmoderndrama*readandanalyzeaplayaboutacharacterwhostandupforwhatshebelievesisright*identifytheprotagonistandantagonistofaplay*identifythetragicflawofacharacterinatragedy*

Review:MisplacedorDanglingModifiersp.900Focus:Killgallonsentencecomposition



3rd:Jan22-26(5days)

Novel:TheMetamorphosisbyFranzKafkaUnit:4GenreFocus:DramaTheme:LoyaltyandBetrayalReading:Antigonep.727

*readandanalyzeaplayaboutacharacterwhostandupforwhatshebelievesisright*identifytheprotagonistandantagonistofaplay*identifythetragicflawofacharacterinatragedy*

AScript:*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring



4th:Jan29-Feb2(5days)

Novel:TheMetamorphosisbyFranzKafkaUnit:4GenreFocus:DramaTheme:LoyaltyandBetrayalReading:MediaConnectionp.776/

*readandunderstandarap*readaplaybyShakespeareandanalyzetheleadershipqualitiesrevealedbyseveralofitscharacters.*identifyblankverseinaplaybyShakespeare

Focus:KillgallonsentencecompositionTestPrepandPractice:Review:Coherence:Usingtransitionalexpressionsp.1087Focus:Killgallonsentencecomposition

AnAPStyleTimedEssay*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceof


1.a,b,c,e/2.a,b,c/3a/4a/5.a,b,c,d/6a/7a/9a//13a,b,c,d,e/14c/15a,c/16a/17c/19a/20


3rdQuarter(45Days)


Categories(TEKSSEs)

JuliusCaesarp.778 a,b/21a,b,c/22a,b,c/23a,b,c,d,e/24a,c/25a/26a

5th:Feb5-9(5days)

Novel:TheMetamorphosisbyFranzKafkaUnit:4GenreFocus:DramaTheme:LoyaltyandBetrayalReading:JuliusCaesarp.778


writingthroughallstepsoftheprocesstoafinaldraftforscoring



6th:Feb12-16(5days)





7th:Feb20-23(4days)



LiteraryAnalysisEssayAnalyzingDrama(CompareandContrast):p.902*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring




3rdQuarter(45Days)


Categories(TEKSSEs)

8th:Feb26-Mar2(5days)

Novel:TheMetamorphosisbyFranzKafkaUnit:4GenreFocus:DramaTheme:TheRingofGeneralMaciasp.879

*readandanalyzeaplayaboutwhysomepeoplemayactbravely*identifyironyinaplay*examinetheuseofsuspense



9th:Mar5-9(5days)

Novel:TheMetamorphosisbyFranzKafkaUnit:4GenreFocus:DramaTheme:Markedp.897

*readandanalyzeapoemaboutonemother’ssuggestiontoherdaughteraboutbeingloyaltooneself*identifyfreeverse






• Students will use a flexible range of metacognitive reading skills to understand an author’s message. • Students will apply earlier standards with greater depth in increasingly more complex texts to become self-directed and critical readers. • Students will make complex inferences about text and use textual evidence to support understanding. • Students will apply analysis skills on AP-style M/C passages from LTF materials. • Students will continue emphasizing literary and rhetorical analysis, applying all grade-level skills from the LTF skills progression chart, bringing

all skills together to apply successfully to the end-of-course assessment. • Students will read and analyze at least one novel or major work and will read from various genres including short stories, poetry and nonfiction

with an emphasis on 20th century world literature. • Students will read from varied sources emphasizing literary elements including theme, plot, allusions, setting, characterization, conflict, point of

view, mood, irony, sarcasm, paradox, author’s purpose, figurative language and poetry terms. · Students will build vocabulary through direct word study from the district’s Greek and Latin roots list.

• Students will build vocabulary through word study from literary sources in conjunction with class reading. • Students will use a dictionary or thesaurus to determine the meaning, syllabication, pronunciation, and part of speech of words. · Students will

explore foreign words and phrase and their historical contexts. • Students will utilize the various steps of the writing process create effective writing. · Students will produce one multi-paragraph composition

which has been taken through all of the steps of the writing process. • Students will write one interpretative response to literature. • Students will write an analytical essay. • Students will write a persuasive essay. • Students will write one timed AP-style essay. • Students will strengthen sentence skills with Killgallon Sentence Composing exercises. • Students will explore relevant sources, analyze sources, and collect information on varied topics. • Students will organize, synthesize and present ideas and information according to the purpose of the research and the audience. · Students will

use comprehension skills to listen attentively to others. • Students will speak clearly and to the point, using the conventions of language. • Students will work productively with others in teams.


• Students will participate in at least one Socratic discussion or one graded/guided discussion.

4thQuarter(47Days)

Resources:GlencoeLiteratureTheReader’sChoiceCourse5/TheirEyesWereWatchingGod/GreekandLatinRootsStudyList/TEAResources/additionalsupplementalresources

Week Unit/Lesson LearningObjectives ReportingCategories(TEKSSEs) Reading Grammar Writing Vocabulary

1st:Mar19-23(5days)

Novel:TheirEyesWereWatchingGodbyZoraNealeHurstonUnit:5LegendsTheme:HeroismReading:genrefocusp.912/LeMorted’Arthurp.915

*readadefinitionanddescriptionoflegendsandfolklore*understandthedistinctionsbetweenmythsandlegends8readandanalyzealegendaboutsomeheroesinancientBritain*analyzethedialogueinalegend*offerdetaileddescriptionofalegendaryhero

GreekandLatinRootsPartIV:vir/dem/polit/civis/aes/path/sens/sent/tang/tact

1.a,b,c,d/2a,b,c/5.a,b,c,d/6a/7a/9a/10a,b/13a,b,c,d/15a,b,c/16a,b,c,d,e,f/17c/19a/20b/21a,b,c/22a,b,c/23a,b,c,d,e/24a,c/25a/26a

2nd:Mar26-29(4days)

Novel:TheirEyesWereWatchingGodbyZoraNealeHurstonUnit:5LegendsTheme:HeroismReading:Sundiata

*readandanalyzealegendabouthowalegendaryheroprepareshistroopsforbattle*identifytheelementsofatalltale

Review:Languageusage:usingcorrectverbtenses/8partsofspeech/YearlyReviewFocus:Killgallonsentencecomposition

Editorial:SupportinganOpinionPaper:*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring



3rd:Apr2-6(5days)

Novel:TheirEyesWereWatchingGodbyZoraNealeHurstonUnit:5LegendsTheme:HeroismReading:MontyPythonandtheHolyGrailp.960/ArthurBecomesKingp.961

*readandunderstandascreenplay*readandanalyzealegendabouthowonecharacterreactstoasuddenchangeinstatus/identifythetoneofaselection*examineauthor’streatmentofcharacterization



4th:Apr9-13(5days)

Novel:TheirEyesWereWatchingGodbyZoraNealeHurstonUnit:5LegendsTheme:HeroismReading:MediaConnectionp.980/WheretheGirlRescuedHerBrotherp.983

*readandunderstandthemesonglyrics*readandanalyzealegendabouthowayoungwomanrespondsheroicallyinatimeofcrisis*identifysuspenseinastory

Review:MissingcommaswithnonessentialelementsFocus:KillgallonsentencecompositionTestPrepandPracticep.996



5th:Apr16-19(4days)

Novel:TheirEyesWereWatchingGodbyZoraNealeHurstonUnit:HumorTheme:ComicPerspectivesReading:GenreFocusp.1000/LetsSweatp.1003

*analyzeliteraryelementsofhumorousliterature*applystrategiesforreadinghumorousliterature*readandanalyzeapersonalessayabouthowapoetbecameinterestedinsports*identifytheelementsofapersonal

Review:MissingorMisplacedPossessiveApostrophesFocus:Killgallonsentencecomposition

AnAPStyleTimedEssay*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwriting




4thQuarter(47Days)

Resources:GlencoeLiteratureTheReader’sChoiceCourse5/TheirEyesWereWatchingGod/GreekandLatinRootsStudyList/TEAResources/additionalsupplementalresources

Week Unit/Lesson LearningObjectives ReportingCategories(TEKSSEs)essay

6th:April23-27(5days)

Novel:TheirEyesWereWatchingGodbyZoraNealeHurstonUnit:HumorTheme:ComicPerspectivesReading:MediaConnection(Garfield)p.1008/ACat’sGardenofVersesp.1009

*readandunderstandacomicstrip*readandanalyzepoemthatparodywell-knownliterature*identifytheelementsofaparody



7th:Apr30-May4(5days)

Novel:TheirEyesWereWatchingGodbyZoraNealeHurstonUnit:HumorTheme:ComicPerspectivesReading:Appetizerp.1015TooMuchSpicep.1028AnAfricanAmericanChildhoodp.1031

*readandanalyzeashortstoryaboutaman’sencounterwithabear*identifytherisingactionintheshortstory*drawconclusionsandmakejudgmentoftheauthor’stime*readanaccountofapersonwithawell-developedsenseofhumor*identifyhyperbole*evaluateliterature



8th:May7-11(5days)

Novel:TheirEyesWereWatchingGodbyZoraNealeHurstonUnit:HumorTheme:ComicPerspectivesReading:WhatisandIsn’tGrammaticalp.1039

*readandanalyzeanessayaboutonewriter’sviewofgrammar*identifyallusionsinanessay*examineuseofhumorinanessay



9th:May14-18(5days)

Novel:TheirEyesWereWatchingGodbyZoraNealeHurstonUnit:HumorTheme:ComicPerspectivesReading:TheCarWeHadtoPush1045

*readandanalyzeanessayaboutthehumorousmisadventuresofonefamily*identifydirectandindirectmethodsofcharacterization*analyzehumor

throughallstepsoftheprocesstoafinaldraftforscoring



10thMay21-24Graduation

Darul Arqam North Zone English II Pre-AP (2017-18) Assurances Semester 1, Quarter 1 ·...

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Transcript of Darul Arqam North Zone English II Pre-AP (2017-18) Assurances Semester 1, Quarter 1 ·...