English 12 Pacing Plan: CENTINELA VALLEY UNION HIGH SCHOOL DISTRICT
Grade 12 Mastery Standards: These standards represent those skills students must know in order to be successful 1) in life, 2) in post-secondary education and 3) on standardized tests. Mastery Standards should be taught quarterly and to mastery.
· Reading requirements: Course readings are divided into unit segments that indicate allotted time (it is crucial that teachers adhere to the indicated timeframe), mandatory reading selections, and the minimum number of texts required in the unit (NOTE: Teachers MUST incorporate the minimum number of texts indicated for each unit and required readings are mandatory within that minimum number of texts. As an example, in 12th Grade, Quarter 3, The British Tradition Unit 3, teachers must incorporate a minimum of two works; “A Modest Proposal” is the required reading, and, therefore, one of two works explored during that unit).
Writing requirements: Each quarter, students will respond to a minimum of 2 timed/in-class writing prompts and 2-3 “Process” writing assignments (writing genres are indicated per quarter, although prompts are determined by the teacher; note that some writings must be incorporated into specific units, as indicated).
o Timed/in-class writings must be administered according to site department specifications (student work will be analyzed during department collaboration time) and are designed to help students perform in a variety of on-demand writing scenarios including the CAHSEE, college placement tests and college writing.
o Process writing must follow the length requirements indicated in the pacing plan as well as the English Department Handbook specifications regarding formatting.
·
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Word Analysis, Fluency and Systematic Vocabulary Development:
1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences concerning the
meaning of scientific and mathematical terminology.
Reading Comprehension:
2.1 Evaluate both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and rhetorical devices.
2.2 Evaluate how organization, syntax (sentence structure), diction (word choice), and repetition affect the overall
purpose and meaning of a text.
2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace,
and public documents.
2.4 Make warranted and reasonable assertions about the author’s arguments by using elements of the text to defend
and clarify interpretations.
2.5 Analyze an author’s implicit and explicit philosophical assumptions and beliefs about a subject.
Literary Response and Analysis:
3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using
textual evidence to support the claim.
3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific
rhetorical or aesthetic purposes or both.
3.7 Analyze recognized works of world literature from a variety of authors:
b. Relate literary works and authors to the major themes and issues of their eras.
c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings.
3.9 Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions
have contributed to the quality of each work and the credibility of the characters. (Philosophical approach).
Writing Strategies:
1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise
and relevant examples.
1.4 Enhance meaning by employing rhetorical strategies, including the extended use of parallelism, repetition, and
analogy; the incorporation of visual aids (e.g., graphs, tables, propaganda, advertisements, pictures); and the
issuance of a call for action.
1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies).
1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of
meaning and tone in ways that are consistent with the purpose, audience and genre.
Writing Applications:
2.2 Write responses to literature that:
e. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
2.4 Write historical investigation reports:
a. Use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main proposition..
b. Analyze several historical records of a single event, examining critical relationships between elements of the research topic.
d. Include information from all relevant perspectives and take into consideration the validity and reliability of sources.
Written and Oral English Language Conventions:
1.1 Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English
usage.
1.3 Reflect appropriate manuscript requirements, including title page presentation, pagination, spacing and margins,
and integration of source and support materials with appropriate citations.
Listening and Speaking:
1.2 Analyze the impact of the media on the democratic process (e.g., exerting influence on elections, creating images
of leaders, shaping attitudes) at the local, state, and national levels.
1.5 Distinguish between use various forms of classical and contemporary logical arguments, including:
a. Inductive and deductive reasoning
1.6 Use logical, ethical, and emotional appeals that enhance a specific tone and purpose:
Speaking Applications:
2.3 Deliver oral responses to literature:
b. Analyze the imagery, language, universal themes, and unique aspects of the text through the use of
rhetorical strategies (e.g., narration, description, persuasion, exposition, a combination of those
strategies).
c. Explain the perceived reason or reasons for the similarities and differences by using information
derived from primary and secondary sources to support or enhance the presentation.
QUARTER 1 (9 weeks)
QUARTER 2 (9 weeks)
QUARTER 3 (9 weeks)
QUARTER 4 (7 weeks)
-------------------------------------------------------------------------------------------------------------------
Pearson Unit 1:
From Legend to History (4 weeks; 5 works min. )
*Required Reading:
· “Beowulf”
· “A History of the English Church...”
· “The Pardoner’s Tale or The Wife of Bath’s...”
· “Sir Gawain...”
· + your choice______
-----------------------------------------------------------------------------------------------------------------------
Pearson Unit 2: Celebrating Humanity
(7 weeks, including Macbeth; 8 works min.)
*Required Reading:
· Sonnet 1 or 35 or 75
· Sonnets 29 or 116
· “The Passionate Shepard”
· “Speech Before Her Troops”
· Macbeth (3 weeks)
· + your choice_____
· + your choice_____
EAP module:
“The Value of Life”
(2 weeks; 4 works minimum)
*Required Reading:
· Hamlet’s “To Be or Not To Be” Soliloquy
· It’s Not About the Bike: My Journey Back to Life (an excerpt)
· “What is a Life Worth?”
· “The Human Life Value Calculator”
Pearson Unit 3:
A Turbulent Time
(3 weeks; 6 works min.)
*Required Reading:
· “On My First Son”
· “To His Coy Mistress”
· Charles II’s Declaration to London, 1666
· “A Modest Proposal”
· From Days of Obligation
· + your choice_________
Pearson Unit 4:
Rebels and Dreamers
(3 weeks; 8 works min.)
*Required Reading:
· “The Lamb”
· “The Tiger”
· “On Making an Agreeable Marriage”
· from “A Vindication of the Rights of Woman”
· + your choice _________
Brave New World OR Things Fall Apart
(3 weeks)
Pearson Unit 5:
Progress and Decline
(3 weeks; 5 works min.)
*Required Reading:
· from Hard Times
· from Jane Eyre
· “To an Athlete Dying Young”
· + your choice: ________
· + your choice: ________
Pearson Unit 6:
A Time of Rapid Change
(3 weeks; 4 works min.)
*Required Reading:
· “The Lady in the Looking Glass” OR
· “The Rocking-Horse Winner”
· “Wartime Speech”
· From We’ll Never Conquer Space
· Your choice: ________
· Your choice: ________
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Required
Writing:
2 Timed Writings
(per quarter):
Administration dates set by Department Chair
2 Process Writings
(per quarter)
2 Timed/In-class Writings:
Persuasive Essay
(4 pgs typed)
Autobiographical Narrative: College Application Essay
2 Timed/In-class Writings:
Persuasive Essay
(4 pgs. typed)
Mini Research Paper*
(4 pgs typed
*Research paper requirements (emphasize items in bold):
-How to research/topic selection
-Annotating a Text/ Extracting Relevant Information
-Intro/Thesis Statement
-Organization/Outline
-Quote Integration
-Parenthetical Citation
-Analysis of Evidence (evidence = quote, data, graph, etc.)
-Editing: Guided, Peer and Self
-MLA formatting
-Works Cited Page
2 Timed/In-class Writings:
------------------------
Literary Analysis
(4 pgs typed; integrated with Unit 3 or Unit 4)
Mini Research Paper*
(4 pgs typed; integrated with Brave New World
or Things Fall Apart)
*Research paper requirements (emphasize items in bold):
-How to research/topic selection
-Annotating a Text/ Extracting Relevant Information
-Intro/Thesis Statement
-Organization/Outline
-Quote Integration
-Parenthetical Citation
-Analysis of Evidence
(evidence = quote, data, graph, etc.)
-Editing: Guided, Peer and Self
-MLA formatting
-Works Cited Page
2 Timed/In-class Writings:
------------------------
Literary Analysis
(4 pgs typed; integrated with Unit 5)
Persuasive Essay
(4 pgs. typed; integrated with Unit 6)
· Reading requirements: Course readings are divided into unit segments that indicate allotted time (it is crucial that teachers adhere to the indicated timeframe), mandatory reading selections, and the minimum number of texts required in the unit (NOTE: Teachers MUST incorporate the minimum number of texts indicated for each unit and required readings are mandatory within that minimum number of texts. As an example, in 12th Grade, Quarter 3, The British Tradition Unit 3, teachers must incorporate a minimum of two works; “A Modest Proposal” is the required reading, and, therefore, one of two works explored during that unit).
Writing requirements: Each quarter, students will respond to a minimum of 2 timed/in-class writing prompts and 2-3 “Process” writing assignments (writing genres are indicated per quarter, although prompts are determined by the teacher; note that some writings must be incorporated into specific units, as indicated).
o Timed/in-class writings must be administered according to site department specifications (student work will be analyzed during department collaboration time) and are designed to help students perform in a variety of on-demand writing scenarios including the CAHSEE, college placement tests and college writing.
o Process writing must follow the length requirements indicated in the pacing plan as well as the English Department Handbook specifications regarding formatting.
·
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Word Analysis, Fluency and Systematic Vocabulary Development:
1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences concerning the
meaning of scientific and mathematical terminology.
Reading Comprehension:
2.1 Evaluate both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and rhetorical devices.
2.2 Evaluate how organization, syntax (sentence structure), diction (word choice), and repetition affect the overall
purpose and meaning of a text.
2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace,
and public documents.
2.4 Make warranted and reasonable assertions about the author’s arguments by using elements of the text to defend
and clarify interpretations.
2.5 Analyze an author’s implicit and explicit philosophical assumptions and beliefs about a subject.
Literary Response and Analysis:
3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using
textual evidence to support the claim.
3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific
rhetorical or aesthetic purposes or both.
3.7 Analyze recognized works of world literature from a variety of authors:
b. Relate literary works and authors to the major themes and issues of their eras.
c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings.
3.9 Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions
have contributed to the quality of each work and the credibility of the characters. (Philosophical approach).
Writing Strategies:
1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise
and relevant examples.
1.4 Enhance meaning by employing rhetorical strategies, including the extended use of parallelism, repetition, and
analogy; the incorporation of visual aids (e.g., graphs, tables, propaganda, advertisements, pictures); and the
issuance of a call for action.
1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies).
1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of
meaning and tone in ways that are consistent with the purpose, audience and genre.
Writing Applications:
2.2 Write responses to literature that:
e. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
2.4 Write historical investigation reports:
a. Use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main proposition..
b. Analyze several historical records of a single event, examining critical relationships between elements of the research topic.
d. Include information from all relevant perspectives and take into consideration the validity and reliability of sources.
Written and Oral English Language Conventions:
1.1 Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English
usage.
1.3 Reflect appropriate manuscript requirements, including title page presentation, pagination, spacing and margins,
and integration of source and support materials with appropriate citations.
Listening and Speaking:
1.2 Analyze the impact of the media on the democratic process (e.g., exerting influence on elections, creating images
of leaders, shaping attitudes) at the local, state, and national levels.
1.5 Distinguish between use various forms of classical and contemporary logical arguments, including:
a. Inductive and deductive reasoning
1.6 Use logical, ethical, and emotional appeals that enhance a specific tone and purpose:
Speaking Applications:
2.3 Deliver oral responses to literature:
b. Analyze the imagery, language, universal themes, and unique aspects of the text through the use of
rhetorical strategies (e.g., narration, description, persuasion, exposition, a combination of those
strategies).
c. Explain the perceived reason or reasons for the similarities and differences by using information
derived from primary and secondary sources to support or enhance the presentation.
QUARTER 1 (9 weeks)
QUARTER 2 (9 weeks)
QUARTER 3 (9 weeks)
QUARTER 4 (7 weeks)
-------------------------------------------------------------------------------------------------------------------
Pearson Unit 1:
From Legend to History (4 weeks; 5 works min. )
*Required Reading:
· “Beowulf”
· “A History of the English Church...”
· “The Pardoner’s Tale or The Wife of Bath’s...”
· “Sir Gawain...”
· + your choice______
-----------------------------------------------------------------------------------------------------------------------
Pearson Unit 2: Celebrating Humanity
(7 weeks, including Macbeth; 8 works min.)
*Required Reading:
· Sonnet 1 or 35 or 75
· Sonnets 29 or 116
· “The Passionate Shepard”
· “Speech Before Her Troops”
· Macbeth (3 weeks)
· + your choice_____
· + your choice_____
EAP module:
“The Value of Life”
(2 weeks; 4 works minimum)
*Required Reading:
· Hamlet’s “To Be or Not To Be” Soliloquy
· It’s Not About the Bike: My Journey Back to Life (an excerpt)
· “What is a Life Worth?”
· “The Human Life Value Calculator”
Pearson Unit 3:
A Turbulent Time
(3 weeks; 6 works min.)
*Required Reading:
· “On My First Son”
· “To His Coy Mistress”
· Charles II’s Declaration to London, 1666
· “A Modest Proposal”
· From Days of Obligation
· + your choice_________
Pearson Unit 4:
Rebels and Dreamers
(3 weeks; 8 works min.)
*Required Reading:
· “The Lamb”
· “The Tiger”
· “On Making an Agreeable Marriage”
· from “A Vindication of the Rights of Woman”
· + your choice _________
Brave New World OR Things Fall Apart
(3 weeks)
Pearson Unit 5:
Progress and Decline
(3 weeks; 5 works min.)
*Required Reading:
· from Hard Times
· from Jane Eyre
· “To an Athlete Dying Young”
· + your choice: ________
· + your choice: ________
Pearson Unit 6:
A Time of Rapid Change
(3 weeks; 4 works min.)
*Required Reading:
· “The Lady in the Looking Glass” OR
· “The Rocking-Horse Winner”
· “Wartime Speech”
· From We’ll Never Conquer Space
· Your choice: ________
· Your choice: ________
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Required
Writing:
2 Timed Writings
(per quarter):
Administration dates set by Department Chair
2 Process Writings
(per quarter)
2 Timed/In-class Writings:
Persuasive Essay
(4 pgs typed)
Autobiographical Narrative: College Application Essay
2 Timed/In-class Writings:
Persuasive Essay
(4 pgs. typed)
Mini Research Paper*
(4 pgs typed
*Research paper requirements (emphasize items in bold):
-How to research/topic selection
-Annotating a Text/ Extracting Relevant Information
-Intro/Thesis Statement
-Organization/Outline
-Quote Integration
-Parenthetical Citation
-Analysis of Evidence (evidence = quote, data, graph, etc.)
-Editing: Guided, Peer and Self
-MLA formatting
-Works Cited Page
2 Timed/In-class Writings:
------------------------
Literary Analysis
(4 pgs typed; integrated with Unit 3 or Unit 4)
Mini Research Paper*
(4 pgs typed; integrated with Brave New World
or Things Fall Apart)
*Research paper requirements (emphasize items in bold):
-How to research/topic selection
-Annotating a Text/ Extracting Relevant Information
-Intro/Thesis Statement
-Organization/Outline
-Quote Integration
-Parenthetical Citation
-Analysis of Evidence
(evidence = quote, data, graph, etc.)
-Editing: Guided, Peer and Self
-MLA formatting
-Works Cited Page
2 Timed/In-class Writings:
------------------------
Literary Analysis
(4 pgs typed; integrated with Unit 5)
Persuasive Essay
(4 pgs. typed; integrated with Unit 6)