Evaluate 2.1.2 Rubrics and Competencies Quest

For this section, set up a competency structure for one unit of your sample course. Associate the assignments in that unit with the competency. Submit both a screenshot of the structure and a detailed explanation of why you created the structure that way. Include a discussion of the various pathways a student may go through to attain the competencies in the unit and document all in your blog.

English 10^th Pacing Guide for Block Schedule 2015-16

Notes:

• Throughout the course, students will be preparing for the Georgia Milestones Exam.  Students should be writing in-class in ways that reflect the tasks they will be expected to complete on the Milestones Exam
• Students should complete an extended response writing for each unit, and the writing should be scored using the 7 point rubric
• Weekly, students should complete a timed (20 minutes) constructed response writing, using both analysis and narrative prose (2 point and 4 point) questions and scoring rubric.
• Students should complete at least 3 computer-based, timed, Milestones-style writings in a semester in preparation for the Milestones testing environment
• Teachers should periodically give students graded assessments that are constructed response only (i.e., no multiple choice)
• Each unit should contain paired passages which pair current-unit texts with contemporary writings
• While unit lengths listed below are suggested and not firm deadlines, for the purposes of common assessment, standards should be addressed by the time the common assessments are administered.  Spending the recommended times for each unit is encouraged.
• Texts and readings listed below are suggestions and recommendations, but they are not an exhaustive list of readings for the course.  There are other texts that are appropriate that may not be listed; because something is listed does not mean that it must be taught.

Dates	Suggested Texts	Standards	Learning Targets	Essential Questions
Weeks 1-5	Unit 1:  Individual vs. Society Unit Focus:  Plot, Setting, Mood, Characterization, Inferences Suggested Texts: “Everyday Use” “Harrison Bergeron” “Searching for Summer” “Those Winter Sundays” (poem) “The Piano” (poem) A Marriage Proposal (play) “Like the Sun” Le Morte D’Arthur (excerpt) Modern paired text related to the unit Other texts as appropriate from Units 1 and 2 in textbook Extended Text:  Antigone How is cultural identity preserved in a new land? • How can a person’s national identity conflict with his or her cultural identity? • Is the “old way” of our (grand)parents a gift to be recovered and valued or a curse to be cast off?	RL 1, RL3, RL5, RI1, RI5,RI6,  W5, L5b,  L6	Cite textual evidence to support analysis of what the text says explicitly as well as inferences from  the text Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or theme of a text Analyze how an author’s choices concerning how to structure a text create tension Strengthen writing by revising and editing Analyze nuances in the meaning of words with similar denotations. Determine an author’s point of view or purpose in a text Acquire and use accurately general academic words sufficient for reading: demonstrate independence in gathering vocabulary knowledge	How do plot setting, mood and characterization develop a text? How does textual evidence support the use of these literary elements? What choices does an author make in creating each of these literary elements? ?