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English/language arts Memphis City Schools, PreK-12 Literacy

NEW! Curriculum Guide – 2012 - 2013

ENGLISH II - Quarter 2

Instructional Planning – English II, 2012-2013 …from Unit 2: Early Autumn, pg. 229 ………………………..………..… Close Read (Exemplar Author) A Visit to Grandmother, pg. 243 ………………….….. Short Story The Great Migration, pg. 249 …………………………… Informational Text Masque of the Read Death, pg. 371 …………….….. Short Story (Exemplar Author) One Thousand dollars, pg. 308…………………….……. Short Story By the Waters of Babylon, pg. 315 ……………….…… Short Story The Babylonian Captivity, pg. 321 …………………….. Informational Text There Will Come Soft Rains, pg. 283 ……………..….. Short Story Writing Workshop, pg. 328 ……………………………… Narrative: Short Story The Censors, pg. 410 …………………………………….….. Short Story The Leader in the Mirror, pg. 414 ……………………. Reflective Essay Write an Argumentative Text, pg. 420……………… Writing Workshop Viewing and Evaluating a Speech, pg. 430 ……….. Communications Workshop

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Q2 - Week 1 (October 8-10, three days)

The BIG Question - Can progress be made without conflict? Elements of a Short Story Common Genres of Fiction Analyzing Characters in a Short Story Analyzing Structure in a Short Story Character Development and Story Structure ( Close Read) “Early Autumn” by Langston Hughes

1. Setting 2. Conflict and Plot 3. Indirect Characterization 4. Dynamic Characters 5. Conflict and Plot 6. Narrative Effects 7. Motivation

Independent Practice

“The Threads of Time” by C.J. Cherryh

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Q2 - Week 2 (October 15-19) The Big Question – Can progress be made without conflict? …from Unit 2: A Visit to Grandmother, pg. 243 ………………….…. Short Story The Great Migration, pg. 249 …………………………… Informational Text Writing About the Big Question In “A Visit to Grandmother,” a man must decide if he can believe his mother’s version of a longstanding family conflict. Use these sentence starters to develop your ideas about the Big Question: When people experience a misunderstanding, a confrontation may be helpful because _______________. Following a conflict, relationships might change because ______________________. While You Read Look for details that build up to a confrontation and decide whether progress can be made. Common Core State Standards State Performance Indicators (SPIs) Content 9-10RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 9-10W.3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/ or characters; create a smooth 9-10W.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. 9-10W.3.d Use precise words and phrases, telling details, and sensory

SPI 3002.3.2 Choose the most effective order of sentences in a paragraph. SPI 3002.3.4 Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description. SPI 3002.8.4 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks). 3002.8.8 Analyze the narration and point of view in increasingly complex texts in which the narrator and point of view shift, with multiple characters acting as narrators. SPI 3002.1.12 Use context clues and/

Reading Literature I. Short Story A. Plot Elements 1. Exposition a. setting b. characters c. conflict 2. Rising Action 3. Climax 4. Falling Action 5. Resolution B. Literary Analysis 1. Critical Thinking 2. Key Ideas and Details a. compare/contrast b. summarize c. infer

d. Draw conclusion

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language to convey a vivid picture of the experiences, events, setting, and/or characters. 9-10W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 9-10L.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words. SPI 3002.4.2 Differentiate between primary and secondary sources.

Writing: Use details from the story to write a compare/contrast essay using the characters Charles and GL.

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Q2 - Week 3 (October 22-26) The Big Question – Can progress be made without conflict?

…from Unit 2: Masque of the Read Death, pg. 371 …………….….. Short Story Writing about the Big Question In “The Masque of the Red Death,: a prince attempts to hide from a terrible death that is sweeping the kingdom. Use these sentence starts to develop your ideas about the Big Question. People may struggle against the inevitable when ______________________. Sometimes a confrontation is necessary in order to resolve a conflict because _________________________. While You Read Look for descriptions of how the people behave at the masque, the grand ball that the prince hosts. Then, decide whether you think the writer believes people can avoid conflict. Common Core State Standards State Performance Indicators (SPIs) Content 9-10RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 9-10RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 9-10W.3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing

SPI 3002.8.1 Identify examples of idiom, metaphor, simile, personification, hyperbole, or pun in poetry or prose. SPI 3002.8.6 Differentiate between mood and tone in poetry or prose. SPI 3002.3.2 Choose the most effective order of sentences in a paragraph. 3002.8.8 Analyze the narration and point of view in increasingly complex texts in which the narrator and point of view shift, with multiple characters acting as narrators. SPI 3002.4.3 Evaluate the reliability and credibility of sources for use in

Reading Literature I. Short Story A. Plot Elements 1. Exposition a. setting b. characters c. conflict 2. Rising Action 3. Climax 4. Falling Action 5. Resolution B. Symbolism C. Allegory D. Literary Analysis 1. Critical Thinking 2. Key Ideas and Details a. contrast

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one or multiple point(s) of view, and introducing a narrator and/ or characters; create a smooth progression of experiences or events. 9-10W.3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/ or characters; create a smooth progression of experiences or events. 9-10W.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. 9-10SL.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (Continued) 9-10L.3.a Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

research. SPI 3002.4.4 Evaluate the validity of Web pages as sources of information. 3002.1.7 Use previously learned strategies to determine and clarify word meanings (e.g., roots, affixes, textual context).

b. infer c. evaluate 3. Draw Conclusions E. Vocabulary 1. Acquisition 2. Word Study Writing: This story can be read as an allegory. Try your hand at writing your own allegory.

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Q2 - Week 4 (Oct 29 – Nov. 2) The Big Question – Can progress be made without conflict? …from Unit 2: One Thousand dollars, pg. 308…………………….……. Short Story By the Waters of Babylon, pg. 315 ……………….…… Short Story The Babylonian Captivity, pg. 321 …………………….. Informational Text Writing About the Big Question In each of these stories, the main character finds himself challenged by unusual circumstances. Both of these characters use conflict as a springboard toward progress. Use these sentence starters to develop your ideas about the Big Question. Facing adversity could teach someone _________________. After a disagreement is resolved, a person may be able to ______________________. Common Core State Standards State Performance Indicators (SPIs) Content 9-10RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 9-10W.2.c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

SPI 3002.8.6 Differentiate between mood and tone in poetry or prose. SPI 3002.8.13 Identify and analyze standard literary elements (i.e., allegory, parable, paradox, parody, satire, foreshadowing, flashback). SPI 3002.8.15 Identify and analyze basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement). SPI 3002.3.3 Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample. SPI 3002.3.5 Demonstrate the ability

Reading Literature I. Short Story A. Plot Elements 1. Exposition a. setting b. characters c. conflict 2. Rising Action 3. Climax 4. Falling Action 5. Resolution B. Point of View D. Literary Analysis 1. Critical Thinking 2. Key Ideas and Details a. infer

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to combine a set of simple sentences into a longer, more interesting sentence. SPI 3002.3.8 Evaluate the relevance of supporting sentences by deleting an irrelevant sentence in a passage. SPI 3002.3.10 Identify a statement that reveals the writer’s attitude. SPI 3002.3.13 Identify sentences that use effective parallelism within a writing sample. SPI 3002.3.14 Select the proper format to convey a set of work-related information.

b. synthesize c. evaluate E. Vocabulary 1. Acquisition 2. Word Study

Timed Writing: Essay Both stories use dramatic irony. In an essay, compare and contrast how the irony is achieved in these stories. Support your response with details from the texts.

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Q2 - Week 5 (November 5-9 )

The Big Question – Can progress be made without conflict? …from Unit2: There Will Come Soft Rains, pg. 283 ……………..….. Short Story Writing About the Big Question In this story, the human race has achieved a high level of technology, but at a terrible cost. Use these sentence starters to develop your ideas about the Big Question: A benefit of technological progress is ____________. A possible downside of new technology is __________. While You Read Notice what technology allows the house to do during the course of one day. Then, determine if these advances are positive or negative. Common Core State Standards: State Performance Indicators (SPIs) Content: 9-10RL.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

9-10RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. (Continued)

9-10RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or

SPI 3002.8.2 Differentiate among verbal, situational, and dramatic irony. SPI 3002.8.5 Determine the significance/meaning of a symbol in poetry or prose. SPI 3002.8.10 Demonstrate knowledge of the characteristics of lyric poetry, epics, sonnets, dramatic poetry, and ballads. SPI 3002.8.11 Identify and analyze the elements of drama (i.e., stage directions, dialogue, soliloquy, monologue, aside). SPI 3002.8.12 Locate words or phrases in a passage that provide historical or cultural cues. SPI 3002.8.4 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other

I Reading Literature I. Short Story A. Plot Elements 1. Exposition a. setting b. characters c. conflict 2. Rising Action 3. Climax 4. Falling Action 5. Resolution B. Literary Analysis 1. Critical Thinking 2. Key Ideas and Details a. infer b. make a judgment c. discuss d. reflect

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informal tone).

9-10W.1.c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

9-10SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on pages 54 for specific expectations.)

9-10L.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (Continued)

characters say about him or her, what the character does, what the character says, what the character thinks). SPI 3002.8.1 Identify and analyze examples of idiom, metaphor, simile, personification, hyperbole, or pun in poetry or prose. SPI 3002.8.7 Differentiate between mood and tone in poetry or prose. SPI 3002.8.1 Identify examples of idiom, metaphor, simile, personification, hyperbole, or pun in poetry or prose. SPI 3002.8.7 Determine the impact of setting on literary elements (i.e., plot, character, theme, tone). SPI 3002.1.4 Combine a set of simple sentences into a single compound or complex sentence. SPI 3002.3.5 Demonstrate the ability to combine a set of simple sentences into a longer, more interesting sentence. SPI 3002.1.12 Use context clues and/ or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words. SPI 3002.1.1 Demonstrate an understanding of the eight parts of speech, including their troublesome aspects, such as how to form the past and past participle of irregular but commonly used verbs. SPI 3002.1.15 Use a sample reference source to determine aspects of a given word (e.g., spelling, part of speech, definition, cognates, etymology,

C. Text Structure 1. Cause-effect 2. Compare and Contrast D. Vocabulary 1. Acquisition and Use 2. Word Study

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synonyms). SPI 3002.1.12 Use context clues and/ or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words. SPI 3002.1.15 Use a sample reference source to determine aspects of a given word (e.g., spelling, part of speech, definition, cognates, etymology, synonyms).

Writing Argumentative Text Write a brief letter to a friend summarizing “There Will Come Soft Rains”. Then, rewrite the summary as part of a book review for newspaper readers. 1. transfer ideas into a new format

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Q2 - Week 6 (November 12-16 ) The Big Question – Can progress be made without conflict? …from Unit 2: Writing Workshop, pg. 328 ……………………………… Narrative: Short Story Common Core State Standards: State Performance Indicators (SPIs) Content: 9-10W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.) 9-10W.3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/ or characters; create a smooth 9-10W.2.d Use precise language and domain-specific vocabulary to manage the complexity of the topic. 9-10W.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. 9-10W.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or

SPI 3002.3.1 Proofread a passage for correct punctuation, mechanics, and usage. SPI 3002.3.2 Choose the most effective order of sentences in a paragraph. SPI 3002.3.14 Select the proper format to convey a set of work-related information. SPI 3002.3.14 Select the proper format to convey a set of work-related information. SPI 3002.3.4 Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.

Narrative Text: Short Story Teachers will be engaged conducting a Writing Workshop during this weeklong timeframe. Students will create a short story. Teachers and students may follow the Prentice Hall text beginning on pg. 328.

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characters.

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Q2 - Week 7 (November 19 and 20 ) Thanksgiving Break – 21, 22, 23

The Big Question – Can progress be made without conflict? …from Unit 2: The Censors, pg. 410 …………………………………….….. Short Story The Leader in the Mirror, pg. 414 …………….………. Reflective Essay Writing about the Big Question In these selections authors present the idea that facing adversity in everyday life can change a person. Consider how dealing with challenges could help someone grow. Use these sentence starters to develop your ideas about the Big Question: Because I have struggled with ____________ I know ________________. If someone asked me for advice on handling conflict, I would say _______________. Common Core State Standards State Performance Indicators (SPIs) Content 9-10L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 9-10W.1.c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 9-10W.1.c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and

SPI 3002.1.16 Use a sample reference source to determine aspects of a given word (e.g., spelling, part of speech, definition, cognates, etymology, synonyms). SPI 3002.1.16 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam). SPI 3002.1.4 Combine a set of simple sentences into a single compound or complex sentence. SPI 3002.3.5 Demonstrate the ability to combine a set of simple sentences into a longer, more interesting sentence.

Reading Literature I. Short Story A. Plot Elements 1. Exposition a. setting b. characters c. conflict 2. Rising Action 3. Climax 4. Falling Action 5. Resolution B. Literary Analysis 1. Critical Thinking 2. Key Ideas and Details a. compare/contrast b. summarize c. infer C. Foreshadowing

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counterclaims. (Continued) 9-10L.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 9-10L.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 9-10L.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

SPI 3002.1.12 Recognize the correct placement of end marks and other marks of punctuation with quotation marks used in dialogue. SPI 3002.1.15 Proofread a written passage for errors in punctuation and/ or capitalization and/or spelling.

D. Analogy Writing I. Write a brief sequel to the story you read. (Narrative Text)

II. Prewriting for Autobiographical Narrative Writing: In an argumentative essay, compare and evaluate the success of each author’s writing style in conveying an idea to the readers. Consider tone and diction and the way in which they shape reader’s understanding. Support your response with details from each text.

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Q2 - Week 8 (November 26 - 30 ) The Big Question – Can progress be made without conflict?

…from Unit 2: Write an Argumentative Text, pg. 420……………… Writing Workshop Common Core State Standards State Performance Indicators (SPIs) Content 9-10W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.) 9-10W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 9-10W.2.c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 9-10W.2.d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

SPI 3002.3.1 Proofread a passage for correct punctuation, mechanics, and usage. SPI 3002.1.14 Proofread a written passage for errors in punctuation and/or capitalization and/or spelling. SPI 3002.1.14 Use context clues and/ or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words. SPI 3002.4.1 Select the research topic with the highest degree of focus. SPI 3002.3.3 Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample. SPI 3002.3.14 Select the most precise word to provide clarity appropriate to audience and purpose.

Argumentative Text: Persuasive Essay Teachers will be engaged conducting a Writing Workshop during this weeklong timeframe. Students will create an autobiographical narrative. Teachers and students may follow the Prentice Hall text beginning on pg. 420.

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Q2 - Week 9 (December 3-7) The Big Question – Can progress be made without conflict?

…from Unit 2: Viewing and Evaluating a Speech, pg. 430 ……….. Communications Workshop …from Unit 2: Performance Task(s) Writing Task(s) due Student Presentations

Common Core State Standards State Performance Indicators (SPIs) Content 9-10.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SPI 3002.1.1 Demonstrate an understanding of the eight parts of speech, including their troublesome aspects, such as how to form the past and past participle of irregular but commonly used verbs.

SPI 3002.1.12 Recognize the correct placement of end marks and other marks of punctuation with quotation marks used in dialogue.

Performance Tasks, pg. 436 Student Presentations

9-10SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others; ideas and expressing their own clearly and persuasively.

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9-10SL.1.b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

SPI 3002.2.7 Select the most appropriate strategies for participating productively in a team (e.g., gaining the floor in orderly, respectful ways and listening with civility to the ideas of others; identifying the needs of the team and sharing various resources to respond to those needs; establishing clear group agreements and ensuring appropriate individual contributions are respected by the team).

9-10SL.1.d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SPI 3002.2.2 Distinguish between a summary and a paraphrase. SPI 3002.2.3 Distinguish between a critique and a summary.

9-10SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SPI 3002.2.1 Identify the thesis and main points of a challenging speech. SPI 3002.2.4 Discern the structure of a challenging speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect). SPI 3002.2.5 Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, and hyperbole). SPI 3002.5.5 Select the persuasive device (i.e., bandwagon, loaded words, testimonial, namecalling, plain folks, snob appeal, misuse of statistics). SPI 3002.5.6 Identify and analyze the logical fallacy (i.e., appeal to fear, personal attack {ad moninem}, false dilemma,

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false analogy) within a given argument. SPI 3002.5.8 Determine whether a given argument employs deductive or inductive reasoning.

9-10SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SPI 3002.2.6 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).

9-10SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SPI 3002.7.3 Choose a visual image that best reinforces a viewpoint. SPI 3002.7.4 Determine the impact of production elements (e.g., font, color, layout, graphics, light, camera angle) on a message. SPI 3002.7.5 Match a focused message to an appropriate medium.

Academic Vocabulary – Tier 3 Words 1. Plot 2. Exposition A. Setting B. Character C. Conflict 3. Rising Action 4. Climax 5. Falling Action 6. Resolution 7. Foreshadowing 8. Flash-back 9. Flash-forward 10. Chronological Order

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11. Cause and Effect 12. Suspense 13. Imagery 14. Inference 15. Paraphrase 16. Allusion 17. Summarize 18. Synthesize 19. Analogy 20. Mood 21. Tone 22. Main Idea 23. Supporting Detail 24. Theme

IV. Materials 1. Plot Diagram (CLP) 2. Academic Vocabulary Assessment 3. Power Writing Template (CLP)

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Q2 - December 10 – 14 / End of Q2 – Semester Exams December 10-14 is the actual ninth week of the second nine weeks grading period. Due to scheduled holidays, please adjust your teaching calendar accordingly. Have a wonderful winter holiday season. See you back on January 2, 2013, for the first day of the third nine weeks. Common Core State Standards State Performance Indicators (SPIs) Content

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