Pacing Guide - English I - Gaston County Schools

ENGLISH LANGUAGE ARTS – PACING GUIDE 

GASTON COUNTY SCHOOLS 

ENGLISH I - FIRST SIX WEEKS 

ESSENTIAL (E) – IMPORTANT (I) CURRICULUM 

INTEGRATION INTEGRATION 

TIME UNIT OF STUDY INSTRUCTIONAL OBJECTIVES WRITING GRAMMAR 

5 

5 

1 

10 

6 

2 

Diagnostic testing: 

• grammar skills 

• literary terms 

• reading comprehension 

GRAMMAR/LANGUAGE USAGE 

NCSCS Objectives: 

6.01, 6.02 

Example Essential Questions: 

What is the main idea? 

How would you revise this story? 

Literary Terms I 

Elements of Style and Story 

Genres of Fiction 

LITERARY/GRAMMAR/LANGUAGE USAGE 


5.01, 5.02, 6.01, 6.02 

Example Essential Question: 

What are the elements in a plot diagram? 

Textual Analysis 

EXPRESSIVE, INFORMATIONAL, ARGUMENTATIVE 


Goals 1, 2, and 3 – All objectives 

Novel Study 

EXPRESSIVE, INFORMATIONAL, ARGUEMENTATIVE, 

CRITICAL, LITERACY 


1.01, 1.02, 2.01, 2.02, 2.03, 3.01, 4.01, 4.02, 5.01, 5.02 


Why is Animal Farm a satire? 

Short Story 

EXPRESSIVE, INFORMATIONAL, ARGUEMENTATIVE, 

CRITICAL, LITERACY 


1.01, 1.02, 2.01, 2.02, 2.03, 3.01, 4.01, 4.02, 5.01, 5.02 


How does the author develop direct and indirect character traits? 

Reviews: 

1. Culminating activities that address units of study 

2. Benchmark Test I 

• Analyze literary devices. (E) 

• Demonstrate understanding of 

grammar and language usage. (E) 

• Reflect upon text and personal 

experiences. (E) 

• Analyze the characteristics of genres. 

(E) 

• Interpret literary devices. (E) 

• Understand the importance of tone, 

mood, and style. (E) 

• Demonstrate understanding of 

grammar and language usage. (E) 

• Focus on Expressive, Informational, 

Argumentative Environments. (E) 

• Use preparation, engagement, 

reflection strategies. (E) 

• Analyze mood and tone. (E) 

• Analyze literary devices and explain 

their effect. (E) 

• Determine the meaning of words in 

context. (I) 

• Interpret archetypal characters, themes, 

and settings. (E) 

• Use preparation, engagement, 

reflection strategies. (I) 

• Determine how theme is universal. (E) 

• Apply Irony and symbolism and 

impact on theme. (E) 

• Demonstrate an understanding of 

cultural context. (I) 

EXPRESSIVE, INFORMATIONAL, 

ARGUMENTATIVE 


1.01, 1.02, 2.01, 2.02, 2.03, 3.03 

• Respond to text and/or 

experiences. (E) 

INFORMATIONAL, CRITICAL, 

LITERACY 


2.02, 2.03, 4.01, 5.01 

• Create responses to a specific 

genre using literary devices. (E) 

• Annotating a text. (E) 

• Color-coding texts. (E) 


LITERARY 


2.02, 2.03, 4.01, 4.02, 5.01, 5.02 

Demonstrate understanding of scenes and 

narratives (E) 

• Setting and mood. 

• Point of view and tone. 

• Characterization. 


LITERARY 


2.02, 2.03, 2.04, 4.01, 5.01 

Create and present projects using literary 

devices. (E) 

GRAMMAR/LANGUAGE 

USAGE 


6.01, 6.02 

• Sentence 

Structure 

• Capitalization 

• End-marks 

Review Clauses and 

Sentences: 

• Dependent/ Independent 

(I) 

• Simple/Compound (I) 

• Complex (I) 

• Compound-Complex (I) 

Verb usage (E) 

• Vivid verbs 

• Subject-Verb 

Agreement 

• Verb tense, 

• Irregular verbs 

Punctuation (I) 

• Commas 

• Semicolons 

• Colons 

Revised - July 7, 2003



ENGLISH I - SECOND SIX WEEKS 



TIME UNITS OF STUDY INSTRUCTIONAL OBJECTIVES WRITING GRAMMAR 

5 

Literary Terms II 

Genre of Non-Fiction 

Epic Poetry 

Sounds in Poetry 

LITERARY 


5.01, 5.02 


What are the characteristics of an epic 

hero? 

1 Textual Analysis 

Goals 4 and 5 – All Objectives 

10 

CRITICAL, LITERARY 

EXPRESSIVE, LITERARY 

Non-Fiction 


1.02, 5.01, 5.02 


What are the characteristics that make 

Susan B. Anthony a heroine? 

12 Epic 


ARGUMENTATIVE, CRITICAL 


1.02, 2.03, 3.03, 4.01, 4.02, 5.01, 5.02 

Example Essential Questions: 

Why did the author entitle the epic 

“The Odyssey”? 

What did Odysseus learn from his 

odyssey? 

How does this exemplify the epic hero? 

2 Review 

1. Culminating activities that 

address units of study 

2. Benchmark Test II 

• Recognize characteristics of genres. 

(E) 

• Interpret literary devices. (E) 

• Understand importance of tone, mood, 

and style. (E) 

• Focus on Critical and Literary 

Objectives. (E) 

• Analyze characteristics of genres. (E) 

• Explain how point of view is 

developed. (E) 

• Understand impact of diction and 

style. (I) 

• Explain how a writer creates personal 

voice. (E) 

• Determine themes and purpose. (E) 

• Analyze using archetypal characters, 

theme, and setting, and other literary 

elements. (E) 

• Compare/Contrast historical 

contemporary issues. (E) 

• Determine cultural/historical impact. (I) 

• Access information from print and nonprint 

media sources. (E) 

• Prioritize and organize information. (E) 

• Form and refine a question. (E) 

• Document sources. (I) 

EXPRESSIVE, INFORMATIONAL 


1.01, 1.02, 2.01. 2.02 

Write a memoir (E) 

• Annotating a non-fiction text (E) 

• Color-coding a text (E) 

INFORMATIONAL, ARGUMENTATIVE 


2.02, 3.01, 3.02, 3.03 

Create and Present: 

• Write an argumentative or 

informed opinion essay (E) 


2.01, 2.02, 2.03, 2.04 

INFORMATIONAL 

Introduce/Teach: 

• Research skills, including 

technology (E) 

• Notetaking (I) 

• MLA style (E) 

• Outlining (I) 

Present a report using audio and/or visual 

media (I) 

GRAMMAR/LANGUAGE 

USAGE 


6.01, 6.02 

• Pronoun case (I) 

Verbs (E) 

• Transitive 

• Intransitive 

• Linking 

• Possessives (E) 

• Apostrophes (E) 

• Paragraph structure (E) 

Sentences (E) 

• Combining 

• Varying structure 




ENGLISH I - THIRD SIX WEEKS 



TIME UNITS OF STUDY INSTRUCTIONAL OBJECTIVES WRITING GRAMMAR 

2 

Literary Terms III 

Genres of Poetry 

Elements of Drama 

LITERARY 


5.01, 5.02 

• 

• 

Analyze characteristics of genre. (E) 

Interpret literary devices. (E) 


ARGUMENTATIVE 


1.01, 1.02, 2.01, 2.02, 3.03 

GRAMMAR/ 

LANGUAGE USAGE 


6.01, 6.02 

• Respond to text 

Teach parallelism (I) 

8 

11 

5 


How does a writer create a powerful image? 

Poetry: Create Mood and Tone 

EXPRESSIVE, CRITICAL, LITERARY 


1.01, 4.01, 5.01, 5.02 


How does word choice in poetry affect the tone? 

Drama 


ARGUMENTATIVE, CRITICAL, LITERARY 


1.01, 1.02, 2.01, 2.02, 2.03, 3.01, 3.03, 4.01, 

4.02, 5.01, 5.02 


How do individual choices affect events? 

Media/Technology 


ARGUMENTATIVE, CRITICAL, LITERARY 


1.01, 1.02, 2.01, 2.02, 2.04, 3.01, 3.02, 6.01 


What are the elements of an effective 

presentations? 

• Identify intended audience. (I) 

• Analyze poet’s word choice, 

structure/organization of ideas. (E) 

• Identify literary devices. (E) 

• Use preparation, engagement, reflection 

strategies. (I) 

• Focus on characteristics of drama and 

determine how they apply to world cultures. 

(E) 

• Compare/contrast between historical and 

contemporary issues. (E) 

• Access information from print and non-print 

media sources. (E) 

• Prioritize and organize information. (E) 

• Form and refine a question. (E) 

• Document sources. (I) 

• Explain connection among literary text, 

media, and contemporary issues. (E) 

2 Textual Analysis 

Goals 1, 2, 3, 4, 5, and 6 

• Focus on literary objectives and genres. (E) 

1 EOC Review/Reteach • Focus on all environments and genres. (E) 

1 EOC English I (Dec/May) 

INFORMATIONAL CRITICAL, 

LITERARY, GRAMMAR 


2.01, 2.02, 2.03, 4.01, 4.02, 5.01, 5.02, 

6.01, 6.02 


• Poetry Projects (I) 

INFORMATIONAL, ARGUMENTATIVE, 

CRITICAL, LITERARY 


2.01, 2.02, 3.02, 3.03, 4.01, 5.01, 5.02 

Write an essay analyzing theme (E) 


LIETERARY 


2.03, 2.04, 4.01, 4.02, 5.02 


Multi-Media projects and presentations to 

answer research question(s). (E) 

Examples: Word Processing, Power Point, 

Hyperstudio, Video, Websites, Transparencies 

Edit: 

• Usage (E) 

• Clarity (E) 

• Organization (E) 

• Conciseness (E) 

Review and edit: 

• Agreement (E) 

• Sentence Structure 

(E) 

• Style (E) 

Critique oral/visual 

presentations: 

• Content (E) 

• Organization (E) 

• Style (E) 

• Grammar (E)

Pacing Guide - English I - Gaston County Schools

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