consensus map grade level - thomas jefferson high … 2 15162.docx · web viewdemonstrate a...
TRANSCRIPT
2015 - 2016
English 2The English 2 class focuses on a variety of literary genres in both fiction and non-fiction, including short stories, poems, novels, plays, and essays. The emphasis of the course is on reading and writing in order to prepare for the Keystone Literature Exam taken in May. Students will focus on writing short essays using specific details from their texts as support for their main ideas. Students will be expected to complete some work outside of class. Study skills will be taught to help students with time management and organization. Students will also be introduced to vocabulary and grammar concepts and asked to apply them to their comprehension and writing skills. Each unit of study focuses on necessary components of reading and writing, including author’s purpose, text structure, point of view, theme, plot characters, allegory, bias and propaganda techniques, literary elements, and figurative language. The goal of English 3 is to prepare students for the Keystone Literature Exam, English 3, and college.
Course Information:
Frequency & Duration: Daily for 42 minutesText: Safier, Fannie, and Kathleen T. Daniel. Adventures in Appreciation. Orlando, FL: Harcourt Brace
Jovanovich, 1985. Print.Wiesel, Elie. Night: With Connections. Austin: Holt, Rinehart, and Winston, 1999. Print. Orwell, George. Animal Farm: 50th Anniversary Edition. New York: Signet Classic, 1996. Print. Lee, Harper. To Kill a Mockingbird. New York: Warner, 1982. Print. Rose, Reginald. Twelve Angry Men. n.c.: n.p., n.d. Print.Hinton, S.E. The Outsiders. New York: Dell, 1982. Print.
English 2 v. 2015 - 2016
Unit 1: Author’s Purpose, Point of View, Structure Duration: August/ September (6 weeks)
Literary Non-Fiction Skills Literary Fiction Skills WritingContent Author’s Intended Purpose
o Inferences and conclusions based on author’s explicit assumptions and beliefs about a subject
o Use of techniques and elements for effective communication
o Development of author’s ideas or claims
o Use of key words or phrases informs and influences the reader
o Defense of a claimo Textual support
Point of Viewo Author’s point of view through
rhetorico Advancement of point of view
through rhetorico Impact of point of view on
meaning in Text Structure
o Structure and format of a complex informational text
o Effective text organization Literary Form
o Relationship to and influences on meaning
o Distinguishing characteristics
Author’s Intended Purposeo Inferences and conclusions based
on author’s assumptions and beliefs
o Use of techniques and elements for effective communicate on
o Development of author’s ideas or claims
o Use of key words or phrases informs and influences the reader
o Source of materialo Textual support
Point of viewo Types of point of viewo Impact of point of viewo Author’s choice of point of view
Text Structureo Author’s choice of structureo Author’s styleo Structure of poems and sound
devices Literary Form
o Relationship to and influence on meaning
o Distinguishing characteristics Comprehension
o Independent readingo Proficient reading
Persuasive Writing Arguments
o Claims vs. opposing claimso Evidenceo Consistent and relevant supporto Opposing viewpoints
Topic and Task Identificationo Objective tone
Audience Effective Strategies for Position
o Stylistic techniques Organization
o Transitionso Cohesiono Logical concluding statemento Formal style
Dictiono Correct commonly confused
wordso Precise languageo Domain specific vocabularyo Clarity, voice, and tone
Grammaro Sentence structure varietyo Standard English conventions
and grammaro Capitalization usageo Punctuation usageo Spelling usage
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English 2 v. 2015 - 2016 Comprehension
o Independent readingo Proficient reading
Writing Processo Revision
Essential Question:
How does interaction with a text provoke thinking and response?
How does interaction with a text provoke thinking and response?
To what extent does the writing process contribute to the quality of writing?
How do we develop into effective writers?
What role does writing play in our lives?
Skill: Author’s Intended Purposeo Citing strong and thorough textual
evidence of author’s stated and implied assumptions and beliefs
o Draw inferences and conclusions based on an author’s explicit beliefs and assumptions about a subject
o Explain, describe, analyze examples that support the author’s intended purpose
o Analyze, interpret, evaluate author’s techniques and elements to effectively communicate an idea or concept
o Analyze in detail the development of author’s ideas or claims
o Identify, analyze the author’s intended purpose
o Analyze, interpret, evaluate the author’s use of techniques and elements of nonfiction for effective communication of an idea or concept
o Explain how an author’s use of key words or phrases informs and influences the reader
o Explain, interpret, describe,
Author’s Intended Purposeo Explain, describe, analyze textual
support of author’s intended purpose
o Identify, analyze author’s intended purpose
o Analyze, interpret, evaluate how author’s use techniques and elements of fiction to effectively communicate an idea or concept
o Analyze author’s source of material Point of viewo Determine point of viewo Analyze, interpret, compare,
explain, describe, evaluate the impact point of view has on meaning
o Explain, interpret, compare, describe, analyze, evaluate point of view
Text Structureo Analyze how an author’s choice
concerning structure creates an effect
o Analyze, interpret, evaluate how the author uses techniques to effectively communicate an idea or concept
o Explain, interpret, compare,
Argumentso Write arguments to support
claims in an analysis of substantive topics
o Distinguish the claim from alternate or opposing claims
o Develop a claim with substantial evidence
o Supply strengths and limitation of claim and opposing claims
o Address opposing viewpointso Use relevant support to develop
an argumento Draw evidence from literary or
informational texts to support analysis and reflection
Topic and Task Identificationo Introduce a precise claimo Write with awareness of
purposeo Anticipate and address
audiences knowledge level and concerns
Audienceo Write with a sharp, distinct
focus
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English 2 v. 2015 - 2016analyze the author’s defense of a claim to make a point or construct an argument
Point of Viewo Determine an author’s point of viewo Analyze rhetorical advances
through point of viewo Explain, interpret, compare,
describe, analyze, evaluate point of view
o Explain, interpret, compare, describe, analyze, evaluate the impact of the point of view on the meaning of a the text as a whole
Text Structureo Identify, analyze, evaluate the
structure and format of complex informational texts
o Explain, interpret, analyze effect of textorganization
o Identify, analyze, evaluate structure and format of complex informational texts
o Explain, interpret, analyze effect of text organization
Literary Formo Analyze how literary forms relate to
and/or influence meaningo Compare, evaluate, explain,
interpret, describe, analyze connections and characteristics
Comprehensiono Read and comprehend literary
nonfiction and informational texts on grade level
o Read independentlyo Read proficiently
describe, analyze, evaluate, identify how diction, syntax, figurative language, sentence variety, etc. determine the author’s style
o Identify, explain, analyze the structure of poems
Literary Formo Analyze how literary form relates to
and influences the meaningo Explain, interpret, compare,
describe, analyze, evaluate connections between texts
o Compare narrative, poetry, and drama distinguishing characteristics
o Compare, evaluate characteristics that distinguish fiction from literary nonfiction
Comprehensiono Read and comprehend literary
fiction on grade levelo Read independentlyo Read proficiently
o Write with an awareness of audience
o Address what is most significant for a specific purpose and audience
Effective Strategies for Positiono Provide relevant support
through the use of argumentative/persuasive strategies
Organizationo Create organization that
establishes clear relationships among claim, counterclaims, reasons, and evidence
o Use words, phrases, and clauses to link the major sections of the text
o Create cohesion and clarify relationships between claim/reasons, and reasons/ evidence/ counterclaims
o Provide a concluding statement or section that follows form and supports the argument presented
o Organize the argument to develop strong, well-supported position
o Use logical transitionso Establish and maintain formal
style and objective tone Dictiono Use the correct form of
commonly confused wordso Use precise language to manage
the complexity of the topic and to develop and maintain an appropriate, objective tone
o Use precise language to create clarity, voice, and tone
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English 2 v. 2015 - 2016o Use domain-specific vocabulary
to manage the complexity of the topic
Grammaro Combine sentences for
cohesiveness and unityo Use a variety of sentence
structures to develop and maintain an appropriate, objective tone
o Demonstrate grade-appropriate command of the conventions of standard English grammar
o Spell all words correctlyo Punctuate correctly (correctly
use commas, semi-colons, quotation marks, apostrophes)
o Use correct grammar (verb and pronoun form and agreement, modifiers and transitions, word order and syntax)
o Demonstrate correct sentence formation
Writing Processo Apply grade-level reading
standards to the analysis and reflection of literature and literary nonfiction
o Revise to eliminate wordiness and redundancy
o Revise to delete irrelevant details
o Revise sentences for clarityo Develop writing as needed by
planning, revising, editing, rewriting, and trying a new approach
o Strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach
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English 2 v. 2015 - 2016
Assessment:
SWBAT: Draw inferences and conclusions and
cite strong and thorough textual evidence of author’s stated and implied assumptions and beliefs
Identify, analyze author’s intended purpose through explanation and description of supportive examples including how an author’s use of key words or phrases informs and influences the reader and how an author defends a claim to make a point or construct an argument
Analyze, interpret, evaluate the author’s use of techniques and elements effectively communicate an idea or concept
Analyze in detail the development of author’s ideas or claims
Determine, interpret, compare, describe, analyze, evaluate an author’s point of view and text’s point of view
Analyze, interpret, evaluate the author’s use of techniques and elements of nonfiction for effective communication of an idea or concept
Identify, analyze, evaluate the structure, format, and effect organization has on complex informational texts
Explain, interpret, compare, describe, analyze, evaluate the impact of the point of view on the meaning of the text as a whole including the use of any rhetorical advances
Analyze how literary forms relate to and influences the meaning of a text
Compare, evaluate, explain,
SWBAT: Cite strong and thorough textual
evidence that supports inferences and conclusions based on author’s explicit assumptions and beliefs
Identify, explain, describe, analyze author’s intended purpose
Analyze, interpret, evaluate how author’s use of techniques and elements effectively communicate an idea or concept
Determine, analyze, explain, interpret, compare, describe, evaluate point of view and its impact on meaning
Analyze, interpret, and evaluate the author’s use of techniques and elements of fiction for effective communication of an idea or concept.
Analyze how an author’s choice concerning structure creates an effect
Explain, interpret, compare, describe, analyze, evaluate how diction, syntax, figurative language, sentence, variety, etc. determine the author’s style
Identify, explain, analyze the structure of poems
Analyze how literary form relates to and influences the meaning of a text.
Explain, interpret, compare, describe, analyze, evaluate characteristics and connections between texts including narrative, poetry, and drama
Read and comprehend literary fiction on grade level
Read independently Read proficiently
SWBAT: Write arguments to support claims
in an analysis of substantive topics Write with sharp, distinct focus Introduce a precise claim Write with awareness of purpose
and audience Distinguish the claim from
alternate or opposing claims Develop claim with substantial
evidence Supply strengths and limitations of
claim and opposing claims Anticipate and address audiences
knowledge level and concerns Provide relevant support through
the use argumentative/persuasive strategies
Address opposing viewpoints Create organization that
establishes clear relationships among claim, counterclaims, reasons, and evidence
Use words, phrases, and clauses to link the major sections of the text
Create cohesion and clarify relationships between claim/reasons, and reasons/evidence/counterclaims
Provide a concluding statement or section that follows form and that supports the argument
Use relevant support to develop an argument
Address opposing viewpoints Organize the argument to develop
strong, well-supported position Use the correct form of commonly
confused words
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English 2 v. 2015 - 2016interpret, describe, analyze characteristics and connections in various texts
Read and comprehend literary nonfiction and informational texts on grade level
Read independently Read proficiently
Use logical transitions Combine sentences for
cohesiveness and unity Use precise language to manage
the complexity of the topic Use domain-specific vocabulary to
manage the complexity of the topic
Establish and maintain a formal style and objective tone
Apply norms of the opinion/argumentative writing style
Use precise language and stylistic techniques to develop and maintain appropriate, objective tone
Use a variety of sentence structures to develop and maintain an appropriate, objective tone
Use precise language to create clarity, voice, and tone
Revise to eliminate wordiness and redundancy and to delete irrelevant details
Revise sentences for clarity Combine sentences for
cohesiveness and unity Demonstrate grade-appropriate
command of the conventions of standard English grammar
Spell all words correctly Use capital letters correctly Punctuate correctly (correctly use
commas, semi-colons, quotation marks, apostrophes)
Use correct grammar (verb and pronoun form and agreement, modifiers and transitions, words order and syntax)
Demonstrate correct sentence
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English 2 v. 2015 - 2016formation
Develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach
Address what is most significant for a specific purpose and audience
Resources:
Night by Elie Wiesel“The Gettysburg Address” by Abraham Lincoln
“The Quiet Man” by Maurice Walsh“O Captain! My Captain!” by Walt Whitman“When Lilacs Last in the Dooryard Bloom’d” by Walt Whitman“Little Elegy” by X.J. Kennedy
Writing handoutsGrammar handouts
Standards: CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text say explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.CC.1.2.9-10.C: Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.CC.1.2.9-10.E: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.CC.1.2.9-10.F: Analyze how words and phrases shape meaning and tone in textsCC.1.2.9-10.G: Analyze various accounts of a subject told in different
CC.1.3.9-10.A: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.CC.1.3.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.CC.1.3.9-10.C: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.CC.1.3.9-10.D: Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text.CC.1.3.9-10.E: Analyze how an author’s choices concerning how to structure a
CC.1.4.9-10.G: Write arguments to support claims in an analysis of substantive topics.CC.1.4.9-10.H: Write with a sharp, distinct focus identifying topic, task, and audience.
Introduce precise claim.CC.1.4.9-10.I: Distinguish the claim(s) from alternate or opposing claims; develop claim(s) fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.CC.1.4.9-10.J: Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; 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; provide a
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English 2 v. 2015 - 2016mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.CC.1.2.9-10.H: Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence.CC.1.2.9-10.L: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently
L.N.2.1.1.; L.N.1.1.2; L.N.1.1.3; L.N.2.4.1; L.N.2.4.3, L.N.1.1.1; L.N.1.1.4; L.N.2.2.1; L.N.2.2.2; L.N.2.2.3; L.N.2.5.6
text, order events within it, and manipulate time create an effect.CC.1.3.9-10.F: Analyze how words and phrases shape meaning and tone in text.CC.1.3.9-10.G: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.CC.1.3.9-10.H: Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work.CC.1.3.9-10.K: Read and comprehend literary fiction on grade level, reading independently and proficiently
L.F.1.1.2; L.F.1.1.1; L.F.1.1.3; L.F.2.3.6; L.F.2.5.2; L.F.2.2.1; L.F.2.2.3; L.F.2.2.4; L.F.2.2.2.; L.F.2.4.1
concluding statement or section that follows from and supports the argument presented.CC.1.4.9-10.K: Write with an awareness of the stylistic aspects of composition.
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
CC.1.4.9-10.L: Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.9-10.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.CC.1.4.9-10.T: 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.
C.P.1.1.1; C.P.1.1.2.; C.P.1.1.3; C.P.2.1.5; C.P.2.1.6; C.P.1.1.4; C.P.2.1.1; C.P.2.1.2; C.P.2.1.3; C.P.2.1.4; C.P.2.1.6; C.P.2.1.7
C.E.1.1.5; C.E.3.1.1; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5
Comments:
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English 2 v. 2015 - 2016Running concurrently through all units of study is vocabulary acquisition in non-fiction and fictionNon-Fiction:
Academic and Domain Specific Wordso 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 Independent Vocabulary Acquisition
o Demonstrate independence in gathering vocabulary knowledge considering a word or phrase important to comprehension or expression
Connotationso Draw conclusions about connotations of words
Synonyms and Antonymso Apply, identify a synonym or antonym of a word
Affixeso Identify the meaning of a word with an affixo Identify how an affix changes a word’s meaning
Context Clueso Use context clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words
Unknown and Multiple Meaning-Wordso Determine and clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading
and content Strategies and Tools
o Develop a range of strategies and tools to determine or clarify the meaning of unknown and multiple-meaning words and phrases
Assessment: SWBAT:
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 considering comprehension or expression Draw conclusions about connotations of words Identify, apply a synonym or antonym of a word used Identify how an affix changes a word’s meaning Identify the meaning of a word with an affix Use context clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words n grade-level
reading and content Develop a range of strategies and tools to determine or clarify the meaning of unknown and multiple-meaning words and
phrases9
English 2 v. 2015 - 2016
Standards:1.2.9-10.J: 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. 1.2.9-10.K: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.
L.N.1.2.4, L.N.1.2.1, L.N.1.2.2, L.N.1.2.3Fiction:
Academic and Domain Specific Wordso 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 Independent Vocabulary Acquisition
o Demonstrate independence in gathering vocabulary knowledge considering a word or phrase important to comprehension or expression
Connotationso Draw conclusions about connotations of words
Synonyms and Antonymso Apply, identify a synonym or antonym of a word
Affixeso Identify the meaning of a word with an affixo Identify how an affix changes a word’s meaning
Context Clueso Use context clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words
Unknown and Multiple Meaning-Wordso Determine and clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading
and content Strategies and Tools
o Develop a range of strategies and tools to determine or clarify the meaning of unknown and multiple-meaning words and phrases
SWBAT: 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 considering comprehension or expression Draw conclusions about connotations of words Identify, apply a synonym or antonym of a word used
10
English 2 v. 2015 - 2016 Identify how an affix changes a word’s meaning Identify the meaning of a word with an affix Use context clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words n grade-level
reading and content Develop a range of strategies and tools to determine or clarify the meaning of unknown and multiple-meaning words and
phrasesStandards: 1.3.9-10.I: Determine of clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. 1.3.9-10.J: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.F.1.2.1, L.F.1.2.2, L.F.1.2.3, L.F.1.2.4
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English 2 v. 2015 - 2016Unit 2: Plot and Characters Duration: September/ October (6 weeks)
Literary Non-Fiction Skills Literary Fiction Skills Writing
Content
Plot (elements, relationships, and structure)o Key details and eventso Comparison of relationships
Characters Textual Evidence Explicit Analysis Comprehension
o Independent readingo Proficient reading
Plot (elements, relationships, and structure)o Key details and eventso Comparison of relationshipso Ordero Construction
Characterso Complexo Actions/motivationso Interactionso Traditional/contemporary issues
Textual Evidence Explicit Analysis Comprehension
o Independent readingo Proficient reading
Literary Analysis (Informative/ Explanatory Writing) Topic
o Focuso Development
Analysis Supportive Evidence
o Usage of facts, definitions, details, quotations, and other information and examples
Audience and Purposeo Awarenesso Objective toneo Creation of clarity, voice,
and tone Organization/ Formatting
o Transitionso Strategieso Concluding statements or
sectionso Formal styleo Stylistic techniques
Dictiono Precise languageo Domain specific vocabulary
Grammaro Standard English
conventionso Sentence structureo Capitalizationo Punctuationo Spelling
Writing Processo Revision
Essential How does interaction with a text How does interaction with a text provoke To what extent does the writing
12
English 2 v. 2015 - 2016
Question:
provoke thinking and response? thinking and response? process contribute to the quality of writing?
How do we develop into effective writers?
What role does writing play in our lives?
Skill: Ploto Explain, interpret ploto Compare the relationships
between elements of plot and other components of the text
o Describe, explain, analyze, evaluate, interpret the plot
o Analyze interrelationships of ideas and events to determine how one idea or event may interact and influence another
Textual Evidenceo Summarize objectively key
details and eventso Citing evidence to support
generalizations Explicit Analysis
o Analyze what the text explicitly and implicitly says
Comprehensiono Read and comprehend literary
nonfiction and informational texts on grade level
o Read independentlyo Read proficiently
Ploto Analyze how an author’s plot order
creates an effecto Explain, interpret, compare, describe,
analyze, evaluate elements of plot construction
o Explain, interpret, compare, describe, analyze, evaluate the relationship between elements of the plot and other components of the text
Characterso Analyze how complex characters
develop and advance over the course of the text
o Analyze how complex characters interact with other characters
o Analyze how complex characters develop a theme
o Explain, interpret, compare, describe, analyze, evaluate the characters actions, motives, dialogue emotion/feelings, traits, and relationships between characters
o Explain, interpret, compare, describe, analyze, evaluate the relationship between characters and other components
o Explain, interpret, compare, describe, analyze, evaluate the development of complex characters and their roles and functions
o Explain, interpret, compare, describe,
Informative/Explanatory Writing: Topic
o Examine and convey complex ideas, concepts, and information clearly and accurately
o Develop a topic with relevant information, content, and details
Analysiso Apply grade-level reading
standards to the analysis and reflection of literature and literary nonfiction
o Analyze a topic with relevant information, content, and details
Supportive Evidenceo Draw evidence from literary
or informational texts to support analysis and reflection
Audience and Purposeo Address what is most
significant for a specific purpose and audience
o Write with a sharp, distinct focus identifying audience, task, and topic
o Write with an awareness of audience’s knowledge of the topic
13
English 2 v. 2015 - 2016analyze the reflection of traditional and contemporary universal characters
Textual Evidenceo Summarize objectively key details and
events Explicit Analysis
o Cite strong textual evidence to support analysis of explicit information and generalizations
Comprehensiono Read and comprehend literary fiction
on grade levelo Read independentlyo Read proficiently
o Use stylistic techniques to develop and maintain an appropriate, objective tone
Organization/ Formattingo Organize ideas, concepts,
and information to make important connections and distinctions
o Use appropriate and varied transitions to link the major sections of the text
o Apply correct formatting to aid in comprehension
o Provide a concluding statement or section
o Establish and maintain a formal style and objective tone
o Apply norms of the informative/explanatory writing
Dictiono Use precise language to
manage the complexity of the topic
o Use precise language to create clarity, voice, and tone
o Use domain-specific vocabulary to manage the complexity of the topic
Grammaro Apply standard English
conventions and demonstrate grade-appropriate command of the conventions of standard English grammar
o Use a variety of sentence structures to develop and maintain an appropriate,
14
English 2 v. 2015 - 2016objective tone
o Combine sentences for clarity
o Spell all words correctlyo Use capital letters correctlyo Punctuate correctly
(correctly use commas, semi-colons, quotation marks, apostrophes)
o Use correct grammar (verb and pronoun form and agreement, modifiers and transitions, word order and syntax)
o Demonstrate correct sentence formation
Writing Processo Develop writing as needed
by planning, revising, editing, and rewriting
o Develop writing as needed by trying a new approach
o Strengthen writing as needed by planning, revising, editing, rewriting
o Strengthen writing as needed by trying a new approach
o Revise to eliminate wordiness and redundancy and to delete irrelevant details
o Revise sentences for clarity
Assessment:
SWBAT: Write an objective summary of
the text using specific details Given a variety of texts, explain,
interpret, compare, describe, analyze, and/or evaluate the plot (action)
SWBAT: Identify, explain relevant supporting
details Summarize key details and events Explain, interpret, compare, describe,
analyze, evaluate the development of traditional/contemporary universal
SWBAT: Write informative/explanatory
texts Examine and convey complex
ideas, concepts, and information clearly and accurately
15
English 2 v. 2015 - 2016 Cite evidence to support
generalizations Analyze the interrelationships of
ideas and events to determine how one idea or event may interact and influence another
Explain, interpret, compare, describe, analyze, and evaluate the plot (action)
Read and comprehend literary nonfiction and informational texts on grade level
Read independently Read proficiently
characters Cite strong and thorough textual
evidence to support analysis of explicit information
Cite evidence from text to support generalizations
Analyze how complex characters develop over the course of a text
Analyze how complex characters interact with other characters
Analyze how complex characters develop a theme
Explain, interpret, compare, describe, analyze, evaluate the characters’ actions, motives, dialogue, emotion/feelings, traits, and relationships between characters
Explain, interpret, compare, describe, analyze, evaluate the relationship between characters and other components of the text
Explain, interpret, compare, describe, analyze, evaluate the development of complex characters and their roles and functions
Read and comprehend literary fiction on grade level
Read independently Read proficiently
Write with a sharp, distinct focus identifying topic
Write with a clear, controlling point and an awareness of the audience and task
Develop and analyze a topic with relevant information, content, and details
Write with an awareness of the audience’s knowledge of the topic
Organize ideas, concepts, and information to make important connections and distinctions
Use appropriate and varied transitions to link the major sections of the text
Apply correct formatting to aid in comprehension
Provide a concluding statement or section
Apply standard English conventions
Use precise language to manage the complexity of the topic
Use domain-specific vocabulary to manage the complexity of the topic
Establish and maintain formal style and objective tone
Apply norms of the informative/explanatory writing style
Use precise language to develop and maintain an appropriate, objective tone
Use stylistic techniques to develop and maintain an appropriate, objective tone
Use a variety of sentence
16
English 2 v. 2015 - 2016structures to develop and maintain an appropriate, objective tone
Revise to eliminate wordiness and redundancy and to delete irrelevant details
Combine sentences for cohesiveness and unity
Revise sentences for clarity Demonstrate grade-
appropriate command of the conventions of standard English grammar
Spell all words correctly Use capital letter correctly Punctuate correctly (correctly
use commas, semi-colons, quotation marks, apostrophes)
Use correct grammar (verb and pronoun form and agreement, modifiers, and transitions, word order and syntax)
Demonstrate correct sentence formation
Draw evidence from literary information texts to support analysis and reflection
Apply grade-level reading standards to the analysis and reflection of literature and literary nonfiction
Develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach
Address what is most significant for a specific purpose and audience
17
English 2 v. 2015 - 2016
Resources:
“Travels with Charley” by John Steinbeck“The Life of Caesar” by Plutarch
“The Lie” by Kurt VonnegutThe Outsiders by S.E. Hinton“The Monkey’s Paw” by W.W. Jacobs“Contents of the Dead Man’s Pockets” by Jack Finney“The Duke’s Children” by Frank O’Connor
Writing HandoutsGrammar Handouts
Standards: CC.1.2.9-10.A; CC.1.2.9-10.B; CC.1.2.9-10.C;CC.1.2.9-10.L
L.N. 1.3.2, L.N. 2.3.3, L.N. 1.3.1, L.N. 2.1.1, L.N. 2.1.2,
CC.1.3.9-10.A; CC. 1.3.9-10.B; CC.1.3.9-10.C; CC.1.3.9-10.E; CC.1.3.9-10.K
L.F. 1.3.2, L.F. 2.3.4, L.F. 1.3.1, L.F. 2.1.1, L.F. 2.1.2, L.F. 2.3.1, L.F. 2.3.2, L.F. 2.3.3
CC.1.4.9-10.A: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.CC.1.4.9-10.B: Write with a sharp, distinct focus identifying topic, task, and audience.CC.1.4.9-10.C: Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful in aiding comprehension.CC.1.4.9-10.D: Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section.CC.1.4.9-10.E: Write with an awareness of stylistic aspects of composition
Use precise language and domain-specific vocabulary to manage the complexity of the topic
18
English 2 v. 2015 - 2016 Establish and maintain a
formal style and objective tone while attending to the norms of the discipline in which they are writing
CC.1.4.9-10.F: Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization; punctuation, and spelling
C.E.1.1.1; C.E.1.1.2; C.E.1.1.3; C.E.1.1.5; C.E.1.1.4; C.E.2.1.1; C.E.2.1.2; C.E.2.1.3; C.E.2.1.4; C.E.2.1.6; C.E.2.1.7; C.E.3.1.1; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5
Comments:Running concurrently through all units of study is vocabulary acquisition in non-fiction and fiction (See Unit 1 for Details)
19
English 2 v. 2015 - 2016Unit 3: Theme and Text Details Duration: October/ November (6 weeks)
Literacy Non-Fiction Skills Literacy Fiction Skills Writing
Content
Central Idea (Theme)o Developmento Stated or implied main ideaso Interrelationships of ideas and
eventso Themes and concepts of U.S.
documents Specific Details
o Key details and eventso Relevant supporting detailso Determination of emphasized
details in various accounts Textual Evidence
o Inferenceso Support
Explicit Analysis Comprehension
o Independent readingo Proficient reading
Central Idea (Theme)o Developmento Character’s contribution to theme
developmento Interrelationship of ideas and
events Specific Details
o Key details and eventso Relevant supporting details
Textual Evidenceo Inferenceso Support
Explicit Analysis Comprehension
o Independent readingo Proficient reading
Persuasive Writing Arguments
o Claims vs. opposing claimso Evidenceo Consistent and relevant
supporto Opposing viewpoints
Topic and Task Identificationo Objective tone
Audience Effective Strategies for Position
o Stylistic techniques Organization
o Transitionso Cohesiono Logical concluding statemento Formal style
Dictiono Correct commonly confused
wordso Precise languageo Domain specific vocabularyo Clarity, voice, and tone
Grammaro Sentence structure varietyo Standard English conventions
and grammaro Capitalization usageo Punctuation usageo Spelling usage
Writing Processo Revision
Essential Question:
How does interaction with a text provoke thinking and response?
How does interaction with a text provoke thinking and response?
To what extent does the writing process contribute to the quality of writing?
20
English 2 v. 2015 - 2016How do we develop into effective writers?
What role does writing play in our lives?
Skill: Central Idea (Theme)o Analyze and explain the
development and emergence of a central idea (theme) with specific details
o Determine, identify, and explain the stated or implied central/main ideas using relevant, supporting details
o Analyze how seminal U.S. historical and literary documents address related themes and concepts
Specific Detailso Summarize key details and
events Textual Evidence
o Cite evidence to support generalizations
Explicit Analysis Analyze interrelationships of ideas
and events to determine how one idea or event may interact and influence another
Comprehensiono Read and comprehend literary
nonfiction and informational texts on grade level
o Read independentlyo Read proficiently
Central Idea (Theme)o Analyze and explain the
development and emergence of a central idea (theme) with specific details
o Determine, identify, and explain the stated or implied central/main ideas using relevant, supporting details
o Interpret, compare, describe, analyze, and evaluate the relationship between the theme and other elements and components of fiction
o Explain, interpret, compare, describe, analyze, evaluate by comparison and contrast development of major themes across genres
o Explain, interpret, compare, describe, analyze, evaluate the development of traditional/contemporary issues, themes, motifs, universal characters, and genres
o Explain, interpret, compare, describe, analyze, evaluate the relationship of theme to the historical period
Specific Detailso Summarize key details and events
Textual Evidenceo Cite strong and thorough textual
evidence to support analysis of explicit information
Argumentso Write arguments to support
claims in an analysis of substantive topics
o Distinguish the claim from alternate or opposing claims
o Develop a claim with substantial evidence
o Supply strengths and limitation of claim and opposing claims
o Address opposing viewpointso Use relevant support to
develop an argumento Draw evidence from literary or
informational texts to support analysis and reflection
Topic and Task Identificationo Introduce a precise claimo Write with awareness of
purposeo Anticipate and address
audiences knowledge level and concerns
Audienceo Write with a sharp, distinct
focuso Write with an awareness of
audienceo Address what is most significant
for a specific purpose and audience
Effective Strategies for Positiono Provide relevant support
through the use of argumentative/persuasive
21
English 2 v. 2015 - 2016o Cite evidence to support
generalizations Explicit Analysis
o Analyze interrelationships of ideas and events to determine how one idea or event may interact and influence another
Comprehensiono Read and comprehend literary
fiction on grade levelo Read independentlyo Read proficiently
strategies Organization
o Create organization that establishes clear relationships among claim, counterclaims, reasons, and evidence
o Use words, phrases, and clauses to link the major sections of the text
o Create cohesion and clarify relationships between claim/reasons, and reasons/ evidence/ counterclaims
o Provide a concluding statement or section that follows form and supports the argument presented
o Organize the argument to develop strong, well-supported position
o Use logical transitionso Establish and maintain formal
style and objective tone Diction
o Use the correct form of commonly confused words
o Use precise language to manage the complexity of the topic and to develop and maintain an appropriate, objective tone
o Use precise language to create clarity, voice, and tone
o Use domain-specific vocabulary to manage the complexity of the topic
Grammaro Combine sentences for
cohesiveness and unityo Use a variety of sentence
structures to develop and 22
English 2 v. 2015 - 2016maintain an appropriate, objective tone
o Demonstrate grade-appropriate command of the conventions of standard English grammar
o Spell all words correctlyo Punctuate correctly (correctly
use commas, semi-colons, quotation marks, apostrophes)
o Use correct grammar (verb and pronoun form and agreement, modifiers and transitions, word order and syntax)
o Demonstrate correct sentence formation
Writing Processo Apply grade-level reading
standards to the analysis and reflection of literature and literary nonfiction
o Revise to eliminate wordiness and redundancy
o Revise to delete irrelevant details
o Revise sentences for clarityo Develop writing as needed by
planning, revising, editing, rewriting, and trying a new approach
o Strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach
Assessment:
SWBAT: Identify a central idea and
describe and analyze its development and emergence over a text with specific details
Given a selection, locate and determine stated or implied main
SWBAT: Determine a theme or central idea Analyze in details the theme’s
development over a text Identify and explain implied main
ideas of a text using relevant supporting details
SWBAT: Write arguments to support claims
in an analysis of substantive topics Write with sharp, distinct focus Introduce a precise claim Write with awareness of purpose
and audience23
English 2 v. 2015 - 2016ideas using relevant supporting details
Identify and explain stated or implied main ideas and relevant support details
Determine which details are emphasized
Analyze how literary forms relate to and influence meaning of a text
Analyze seminal U.S. documents of historical and literary significance
Analyze how seminal U.S. historical documents address related themes and concepts
Cite evidence to support generalizations
Read and comprehend literary nonfiction and informational texts on grade level
Read independently Read proficiently
Explain, interpret, compare, analyze, and evaluate the relationship between the theme and other elements of fiction
Explain, interpret, compare, describe, analyze, and evaluate by comparison and contrast the development of major themes across genres
Explain, interpret, compare, describe, analyze, and evaluate the development and reflection of traditional/contemporary issues, themes, and motifs
Explain, interpret, compare, describe, and analyze the relationship of theme to the historical period in a text
Explain, interpret, compare, describe, analyze, and evaluate the relationship between theme and other components in a text
Explain, compare, describe, analyze, and evaluate the way in which a work of literature is related to the themes and issues of its historical period
Cite evidence to support generalizations
Cite strong and thorough textual evidence to support analysis of explicit information
Read and comprehend literary fiction on grade level
Read independently Read proficiently
Distinguish the claim from alternate or opposing claims
Develop claim with substantial evidence
Supply strengths and limitations of claim and opposing claims
Anticipate and address audiences knowledge level and concerns
Provide relevant support through the use argumentative/persuasive strategies
Address opposing viewpoints Create organization that
establishes clear relationships among claim, counterclaims, reasons, and evidence
Use words, phrases, and clauses to link the major sections of the text
Create cohesion and clarify relationships between claim/reasons, and reasons/evidence/counterclaims
Provide a concluding statement or section that follows form and that supports the argument
Use relevant support to develop an argument
Address opposing viewpoints Organize the argument to develop
strong, well-supported position Use the correct form of commonly
confused words Use logical transitions Combine sentences for
cohesiveness and unity Use precise language to manage
the complexity of the topic Use domain-specific vocabulary to
manage the complexity of the topic Establish and maintain a formal
style and objective tone
24
English 2 v. 2015 - 2016 Apply norms of the
opinion/argumentative writing style
Use precise language and stylistic techniques to develop and maintain appropriate, objective tone
Use a variety of sentence structures to develop and maintain an appropriate, objective tone
Use precise language to create clarity, voice, and tone
Revise to eliminate wordiness and redundancy and to delete irrelevant details
Revise sentences for clarity Combine sentences for
cohesiveness and unity Demonstrate grade-appropriate
command of the conventions of standard English grammar
Spell all words correctly Use capital letters correctly Punctuate correctly (correctly use
commas, semi-colons, quotation marks, apostrophes)
Use correct grammar (verb and pronoun form and agreement, modifiers and transitions, words order and syntax)
Demonstrate correct sentence formation
Develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach
Address what is most significant for a specific purpose and audience
Resources: “A Children’s Christmas in Wales” by “Road to the Isles” by Jessamyn West Writing Handouts
25
English 2 v. 2015 - 2016Dylan Thomas“I Find Fool Gold” by Mark Twain“Living with a Name” by Ralph Ellison“Julia” by Lillian Hellman
“Shaving” by Leslie Norris“Perfect Woman” by William Wordsworth“Eleven” by Archibald MacLeish“End of Summer” by Stanley Kunitz“Sonnet” by Countee Cullen“Running” by Richard Wilbur
Grammar Handouts
Standards:
CC.1.2.9-10.A; CC.1.2.9-10.B; CC.1.2.9-10.G; CC.1.2.9-10.L
CC.1.2.9-10.I: Analyze seminal U.S. documents of historical and literary significance including how they address related themes and concepts
L.N.1.3.1, L.N.1.3.2, L.N.2.1.1, L.N.2.1.2, L.N.2.2.2, L.N.2.2.3
CC.1.3.9-10.A; CC.1.3.9-10.B; CC.1.3.9-10.C; CC.1.3.9-10.K
L.F.1.3.1, L.F.1.3.2, L.F.2.3.4, L.F.2.1.1., L.F.2.1.2
CC.1.4.9-10.G; CC.1.4.9-10.H; CC.1.4.9-10.I;CC.1.4.9-10.J; CC.1.4.9-10.K; CC.1.4.9-10.L;CC.1.4.9-10.S; CC.1.4.9-10
C.P.1.1.1; C.P.1.1.2.; C.P.1.1.3; C.P.2.1.5; C.P.2.1.6; C.P.1.1.4; C.P.2.1.1; C.P.2.1.2; C.P.2.1.3; C.P.2.1.4; C.P.2.1.6; C.P.2.1.7
C.E.1.1.5; C.E.3.1.1; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5
Comments:Running concurrently through all units of study is vocabulary acquisition in non-fiction and fiction. (See Unit 1)
26
English 2 v. 2015 - 2016Unit 4: Literary Elements Duration: November/ December/ January (6 weeks)
Literacy Non-Fiction Skills Literacy Fiction Skills Writing
Content
Literary Elements and Figurative Language:o Tone, mood, point of view (first,
second, third, omniscient), setting, theme, simile, metaphor, foreshadowing, allusion, flashback, conflict, symbols, irony (dramatic, situational, verbal), plot (exposition, rising action, climax, falling action, resolution/denouement), alliteration, characterization (round, flat, static, dynamic, protagonist, antagonist, foil), imagery, onomatopoeia, personification, satire, connotation, denotation, dialogue, dialect, hyperbole, motif, narrator
Textual Evidence Comprehension
o Independent readingo Proficient reading
Literary Elements and Figurative Language:o Tone, mood, point of view (first,
second, third, omniscient), setting, theme, simile, metaphor, foreshadowing, allusion, flashback, conflict, symbols, irony (dramatic, situational, verbal), plot (exposition, rising action, climax, falling action, resolution/denouement), alliteration, characterization (round, flat, static, dynamic, protagonist, antagonist, foil), imagery, onomatopoeia, personification, satire, connotation, denotation, dialogue, dialect, hyperbole, motif, narrator
Textual Evidence Comprehension
o Independent readingo Proficient reading
Literary Analysis (Informative/ Explanatory Writing) Topic
o Focuso Development
Analysis Supportive Evidence
o Usage of facts, definitions, details, quotations, and other information and examples
Audience and Purposeo Awarenesso Objective toneo Creation of clarity, voice, and
tone Organization/ Formatting
o Transitionso Strategieso Concluding statements or
sectionso Formal styleo Stylistic techniques
Dictiono Precise languageo Domain specific vocabulary
Grammaro Standard English conventionso Sentence structureo Capitalizationo Punctuationo Spelling
Writing Processo Revision
Essential Question:
How does interaction with a text provoke thinking and response?
How does interaction with a text provoke thinking and response?
To what extent does the writing process contribute to the quality of writing?
27
English 2 v. 2015 - 2016
How do we develop into effective writers?
What role does writing play in our lives?
Skill: Literary Elements and Figurative Language:o Compare the relationship
between elements of plot and other components of the text (literary and figurative language)
o Explain, interpret, compare, describe, analyze, evaluate the tone, style, mood, figurative language, and/or literary elements in a variety of texts
o Analyze, interpret, evaluate the author’s use of techniques, figurative language, and literary elements of nonfiction for effective communication of an idea or concept
o Analyze and explain how words and phrases shape tone and meaning and informs and influences the reader
Textual Evidenceo Cite evidence to support
generalizations Comprehension
o Read and comprehend literary nonfiction and informational texts on grade level
o Read independentlyo Read proficiently
Literary Elements and Figurative Language:o Compare the relationship
between elements of plot and other components of the text (literary and figurative language)
o Explain, interpret, compare, describe, analyze, evaluate the tone, style, mood, figurative language, and/or literary elements in a variety of texts
o Analyze, interpret, evaluate the author’s use of techniques, figurative language, and literary elements of nonfiction for effective communication of an idea or concept
o Analyze and explain how words and phrases shape tone and meaning and informs and influences the reader
o Identify, explain, interpret, describe, analyze of effects of personification, simile, metaphor, hyperbole, satire, foreshadowing, flashback, imagery, allegory, symbolism, dialect, allusions, and irony
Textual Evidenceo Cite strong and thorough
textual evidence to support analysis of explicit information
o Cite evidence from text to
Informative/Explanatory Writing: Topic
o Examine and convey complex ideas, concepts, and information clearly and accurately
o Develop a topic with relevant information, content, and details
Analysiso Apply grade-level reading
standards to the analysis and reflection of literature and literary nonfiction
o Analyze a topic with relevant information, content, and details
Supportive Evidenceo Draw evidence from literary or
informational texts to support analysis and reflection
Audience and Purposeo Address what is most
significant for a specific purpose and audience
o Write with a sharp, distinct focus identifying audience, task, and topic
o Write with an awareness of audience’s knowledge of the topic
o Use stylistic techniques to develop and maintain an appropriate, objective tone
28
English 2 v. 2015 - 2016support generalizations
Comprehensiono Read and comprehend literary
fiction on grade levelo Read independentlyo Read proficiently
Organization/ Formattingo Organize ideas, concepts, and
information to make important connections and distinctions
o Use appropriate and varied transitions to link the major sections of the text
o Apply correct formatting to aid in comprehension
o Provide a concluding statement or section
o Establish and maintain a formal style and objective tone
o Apply norms of the informative/explanatory writing
Dictiono Use precise language to
manage the complexity of the topic
o Use precise language to create clarity, voice, and tone
o Use domain-specific vocabulary to manage the complexity of the topic
Grammaro Apply standard English
conventions and demonstrate grade-appropriate command of the conventions of standard English grammar
o Use a variety of sentence structures to develop and maintain an appropriate, objective tone
o Combine sentences for clarityo Spell all words correctlyo Use capital letters correctlyo Punctuate correctly (correctly
use commas, semi-colons, quotation marks, apostrophes)
o Use correct grammar (verb and 29
English 2 v. 2015 - 2016pronoun form and agreement, modifiers and transitions, word order and syntax)
o Demonstrate correct sentence formation
Writing Processo Develop writing as needed by
planning, revising, editing, and rewriting
o Develop writing as needed by trying a new approach
o Strengthen writing as needed by planning, revising, editing, rewriting
o Strengthen writing as needed by trying a new approach
o Revise to eliminate wordiness and redundancy and to delete irrelevant details
o Revise sentences for clarity
Assessment:
SWBAT: Given a central idea, identify and
explain its emergence and development using specific details
Given a selection, identify, determine, locate, explain stated or implied main ideas using relevant supporting details
Given a variety of texts, explain, interpret, compare, describe, analyze, evaluate the plot (action)
Explain, , interpret, compare, describe, analyze, evaluate the relationship of tone, style, and/or mood
Determine an author’s point of view
Analyze rhetorical advances through point of view
SWBAT: Determine a theme or central idea Analyze in detail the theme’s
development Identify and explain stated or
implied main ideas using relevant supporting detail’
Explain, interpret, compare, analyze, evaluate the relationship between the theme and other elements of fiction
Explain, interpret, compare, describe, analyze, and evaluate by comparison and contrast the development of major themes across genres
Explain, interpret, compare, describe, analyze, evaluate the development of
SWBAT: Write informative/explanatory
texts Examine and convey complex
ideas, concepts, and information clearly and accurately
Write with a sharp, distinct focus identifying topic
Write with a clear, controlling point and an awareness of the audience and task
Develop and analyze a topic with relevant information, content, and details
Write with an awareness of the audience’s knowledge of the topic
Organize ideas, concepts, and information to make important connections and distinctions
30
English 2 v. 2015 - 2016 Interpret, compare, describe,
analyze, evaluate point of view Explain, interpret, compare,
describe, analyze, and evaluate the impact of the point of view on the meaning of the text as a whole
Analyze, interpret, evaluate the author’s use of techniques and elements of nonfiction for effective communication of an idea or concept
Cite evidence to support generalizations
Read and comprehend literary nonfiction and informational texts on grade level
Read independently Read proficiently
tradition/contemporary issues, themes, motifs, universal characters, and genres
Analyze how complex characters develop over the course of a text and interact with other characters
Analyze how complex characters advance the plot and develop a theme in a text
Analyze, interpret, evaluate how authors use elements of fiction to effectively communicate an idea or concept
Explain, interpret, compare, describe, analyze, evaluate the characters’ actions, motives, dialogue, emotion/feelings, traits, and relationships
Explain, interpret, compare, describe, analyze, evaluate the relationship between characters and other components of a text
Explain, interpret, compare, describe, analyze, evaluate the development of complex characters and their roles and functions
Explain, interpret, compare, describe, analyze, evaluate the relationship between theme and other components of the text
Explain, interpret, compare, describe, analyze, evaluate by comparison and contrast how major themes are developed across genres
Explain, interpret, compare, describe, analyze, evaluate the reflection of traditional and contemporary issues, themes, motifs, universal characters, and
Use appropriate and varied transitions to link the major sections of the text
Apply correct formatting to aid in comprehension
Provide a concluding statement or section
Apply standard English conventions
Use precise language to manage the complexity of the topic
Use domain-specific vocabulary to manage the complexity of the topic
Establish and maintain formal style and objective tone
Apply norms of the informative/explanatory writing style
Use precise language to develop and maintain an appropriate, objective tone
Use stylistic techniques to develop and maintain an appropriate, objective tone
Use a variety of sentence structures to develop and maintain an appropriate, objective tone
Revise to eliminate wordiness and redundancy and to delete irrelevant details
Combine sentences for cohesiveness and unity
Revise sentences for clarity Demonstrate grade-appropriate
command of the conventions of standard English grammar
Spell all words correctly Use capital letter correctly Punctuate correctly (correctly use
commas, semi-colons, quotation marks, apostrophes)
31
English 2 v. 2015 - 2016genres
Determine point of view Analyze the impact the point of
view has on meaning Explain, interpret, compare,
describe, analyze, evaluate the point of view
Explain, interpret, compare, describe, analyze, evaluate the impact of point of view on meaning
Explain, interpret, compare, describe, evaluate the relationship between setting and other elements of fiction
Explain, interpret, compare, describe, analyze, evaluate the elements of the plot construction
Explain, interpret, compare, describe, analyze, evaluate the relationship between elements of the plot and other components
Explain, interpret, compare, describe, analyze, evaluate how the author structures plot to advance the action
Explain, interpret, compare, describe, analyze, evaluate the relationship between tone, style, and mood and other components
Explain, interpret, compare, describe, analyze the effects of personification, simile, metaphor, hyperbole, satire, foreshadowing, flashback, imagery, allegory, symbolism, dialect, allusion, and irony
Cite strong textual evidence to support analysis of explicit and implicit information
Read and comprehend literary fiction on grade level
Use correct grammar (verb and pronoun form and agreement, modifiers, and transitions, word order and syntax)
Demonstrate correct sentence formation
Draw evidence from literary information texts to support analysis and reflection
Apply grade-level reading standards to the analysis and reflection of literature and literary nonfiction
Develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach
Address what is most significant for a specific purpose and audience
32
English 2 v. 2015 - 2016 Read independently Read proficiently
Resources:
“I Have a Dream” by Martin Luther King Jr. “Give me blood and I promise you freedom” by Subash Chandra Bose
“The Lottery” by Shirley Jackson“A Rose for Emily” by William Faulkner“The Devil and Daniel Webster” by Stephen Vincent Benét“The Beginning of Grief” by L. Woiwode“The Storyteller” by Saki“Autumn” by T.E. Hulme“Dreams” by Langston Hughes“Beat! Beat! Drums” by Walt Whitman
Writing HandoutsGrammar Handouts
Standards:
CC.1.2.9-10.A; CC.1.2.9-10.C; CC.1.2.9-10.D; CC.1.2.9-10.E; CC.1.2.9-10.L
L.N.2.3.3, L.N.1.1.3, L.N.1.3.3, L.N.2.3.3, L.N.2.3.5, L.N.2.3.6
CC.1.3.9-10.A; CC.1.3.9-10.C; CC.1.2.9-10.D; CC.1.3.9-10.E; CC.1.3.9-10.F; CC.1.3.9-10.K
L.F.2.3.4, L.F.1.1.3, L.F.2.3.1, L.F.2.3.6, L.F.2.3.2, L.F.2.3.3, L.F.2.3.5, L.F.2.5.1
CC.1.4.9-10.A; CC.1.4.9-10.B; CC.1.4.9-10.C; CC.1.4.9-10.D; CC.1.4.9-10.E; CC.1.4.9-10.F
C.E.1.1.1; C.E.1.1.2; C.E.1.1.3; C.E.1.1.5; C.E.1.1.4; C.E.2.1.1; C.E.2.1.2; C.E.2.1.3; C.E.2.1.4; C.E.2.1.6; C.E.2.1.7; C.E.3.1.1; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5
Comments:Running concurrently through all units of study is vocabulary acquisition in non-fiction and fiction
33
English 2 v. 2015 - 2016Unit 5: Allegory, Bias, Propaganda Duration: February/ March (6 weeks)
Literacy Non-Fiction Skills Literacy Fiction Skills WritingContent Allegory
o Relationship between text and historical period
Biaso Validity of argumentso Relevance of reasoningo Effectiveness of explicit and
implicit techniqueso Defense of a claim
Propagandao Effectiveness of explicit and
implicit techniques Author’s Purpose
o Author’s intended purposeo Inferences and conclusions
based on an author’s beliefs and assumptions on about a subject
Comprehensiono Independent readingo Proficient reading
Allegoryo Relationship between text and
historical period Bias Propaganda Author’s Purpose
o Author’s intended purposeo Inferences and conclusions
based on an author’s beliefs and assumptions on about a subject
Comprehensiono Independent readingo Proficient reading
Narrative Writing Focus
o Point of view Plot
o Narrator and Characterso Conflicto Techniqueso Conclusion
Techniqueso Sensory language and images
Details Diction Structure
o Parallel Grammar
o Various phrases and clauseso Grade appropriate standards
and conventionsPersuasive Writing
Argumentso Claims vs. opposing claimso Evidenceo Consistent and relevant
supporto Opposing viewpoints
Topic and Task Identificationo Objective tone
Audience Effective Strategies for Position
o Stylistic techniques Organization
o Transitionso Cohesiono Logical concluding statemento Formal style
Dictiono Correct commonly confused
34
English 2 v. 2015 - 2016words
o Precise languageo Domain specific vocabularyo Clarity, voice, and tone
Grammaro Sentence structure varietyo Standard English conventions
and grammaro Capitalization usageo Punctuation usageo Spelling usage
Writing Processo Revision
Informative/Expository Writing Topic
o Focuso Development
Analysis Supportive Evidence
o Usage of facts, definitions, details, quotations, and other information and examples
Audience and Purposeo Awarenesso Objective toneo Creation of clarity, voice, and
tone Organization/ Formatting
o Transitionso Strategieso Concluding statements or
sectionso Formal styleo Stylistic techniques
Dictiono Precise languageo Domain specific vocabulary
Grammaro Standard English conventionso Sentence structure
35
English 2 v. 2015 - 2016o Capitalizationo Punctuationo Spelling
Writing Processo Revision
Essential Question:
How does interaction with a text provoke thinking and response?
How does interaction with a text provoke thinking and response?
To what extent does the writing process contribute to the quality of writing?
How do we develop into effective writers?
What role does writing play in our lives?
Skill: Allegory Bias
o Delineate, evaluate, assess arguments and specific claims
o Assess validity of reasoning and relevance of evidence
o Analyze the effectiveness of explicit and implicit bias techniques
Propagandao Identify, explain, interpret bias
and propaganda techniques including their effectiveness
Author’s Purposeo Explain, interpret, describe
author’s defense of a claim to make a point or construct an argument
Comprehensiono Read and comprehend literary
nonfiction and informational texts on grade level
o Read independentlyo Read proficiently
Allegoryo Explain, compare, describe,
analyze, evaluate the way in which a work of literature is related to the themes and issues of its historical period
o Identify, explain, interpret, describe, analyze the effects of allegory
Biaso Interpret and analyze works
from a variety of genres for literary, historical, and/or cultural significance
Propaganda Author’s Purpose
o Explain, interpret, describe author’s defense of a claim to make a point or construct an argument
Comprehensiono Read and comprehend literary
fiction on grade levelo Read independentlyo Read proficiently
Narrative Writing Focus
o Select and develop a point of view
Ploto Establish a conflict or
complicationo Introduce a narrator and/or
characterso Create a smooth progression of
experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole
o Provide a conclusion that follows form and reflects on what is experienced, observed, or resolved
Techniqueso Use narrative techniques, such
as dialogue, description, reflection, multiple plot lines, events, and characters
o Apply sensory language to 36
English 2 v. 2015 - 2016convey a vivid picture of the experiences, events, settings, and/or characters
Detailso Include telling details
Dictiono Use precise words and phrases
Structureo Use parallel structure
Grammaro Use various types of phrases
and clauses to add variety and interest
o Demonstrate a grade-appropriate command of the conventions of standard English grammar and usage
o Demonstrate a grade-appropriate command of the conventions of standard English capitalization, punctuation, and spelling
Assessment:
SWBAT: Cite strong and thorough textual
evidence of author’s stated and implied assumptions and beliefs
Cite evidence to support generalizations
Analyze what a text implicitly and explicitly says
Draw inferences and conclusions based on an author’s explicit beliefs and assumptions about a subject
Analyze rhetorical advances through point of view
Analyze in detail the development of author’s ideas or claims
Identify, analyze the author’s intended purpose
SWBAT: Explain, describe, analyze textual
support of author’s intended purpose
Explain, interpret, compare, describe the relationship of theme to the historical period
Analyze author’s source of material
Compare, evaluate characteristics that distinguish fiction from nonfiction
Interpret, analyze works from a variety of genres for literary, historical, and/or cultural significance
Read and comprehend literary fiction on grade level
SWBAT: Write narratives Develop real or imagined
experiences or events Establish a conflict of complication Select and develop a point of view Introduce a narrator and/or
characters in narrative writing Use narrative techniques, such as
dialogue, description, reflection, multiple plot lines, events, and characters
Use precise words and phrases Include telling details Apply sensory language to convey
a vivid picture of the experiences, events, settings, and/or characters
Create a smooth progression of
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English 2 v. 2015 - 2016 Analyze, interpret, evaluate the
author’s use of techniques and elements of nonfiction for effective communication of an idea or concept
Explain how an author’s use of key words or phrases informs and/or influences the reader
Delineate, evaluate the arguments and specific claims
Assess the validity of reasoning and relevance of evidence
Identify, explain, interpret bias and propaganda techniques
Explain, describe, analyze the effectiveness of explicit and implicit bias techniques
Explain, interpret, describe, analyze the author’s defense of a claim to make a point or construct an argument
Read and comprehended literary nonfiction and instructional on grade level
Read independently Read proficiently
Read independently Read proficiently
experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole
Provide a conclusion that follows form and reflects on what is experienced, observed, or resolved
Use parallel structure Use various types of phrases and
clauses to add variety and interest Demonstrate a grade-appropriate
command of the conventions of standard English grammar and usage, including capitalization, punctuation, and spelling
Write arguments to support claims in an analysis of substantive topics
Write with sharp, distinct focus Introduce a precise claim Write with awareness of purpose
and audience Distinguish the claim from
alternate or opposing claims Develop claim with substantial
evidence Supply strengths and limitations of
claim and opposing claims Anticipate and address audiences
knowledge level and concerns Provide relevant support through
the use argumentative/persuasive strategies
Address opposing viewpoints Create organization that
establishes clear relationships among claim, counterclaims, reasons, and evidence
Use words, phrases, and clauses to link the major sections of the text
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English 2 v. 2015 - 2016 Create cohesion and clarify
relationships between claim/reasons, and reasons/evidence/counterclaims
Provide a concluding statement or section that follows form and that supports the argument
Use relevant support to develop an argument
Address opposing viewpoints Organize the argument to develop
strong, well-supported position Use the correct form of commonly
confused words Use logical transitions Combine sentences for
cohesiveness and unity Use precise language to manage
the complexity of the topic Use domain-specific vocabulary to
manage the complexity of the topic
Establish and maintain a formal style and objective tone
Apply norms of the opinion/argumentative writing style
Use precise language and stylistic techniques to develop and maintain appropriate, objective tone
Use a variety of sentence structures to develop and maintain an appropriate, objective tone
Use precise language to create clarity, voice, and tone
Revise to eliminate wordiness and redundancy and to delete irrelevant details
Revise sentences for clarity Combine sentences for
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English 2 v. 2015 - 2016cohesiveness and unity
Demonstrate grade-appropriate command of the conventions of standard English grammar
Spell all words correctly Use capital letters correctly Punctuate correctly (correctly use
commas, semi-colons, quotation marks, apostrophes)
Use correct grammar (verb and pronoun form and agreement, modifiers and transitions, words order and syntax)
Demonstrate correct sentence formation
Develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach
Address what is most significant for a specific purpose and audience
Write informative/explanatory texts
Examine and convey complex ideas, concepts, and information clearly and accurately
Write with a sharp, distinct focus identifying topic
Write with a clear, controlling point and an awareness of the audience and task
Develop and analyze a topic with relevant information, content, and details
Write with an awareness of the audience’s knowledge of the topic
Organize ideas, concepts, and information to make important connections and distinctions
Use appropriate and varied
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English 2 v. 2015 - 2016transitions to link the major sections of the text
Apply correct formatting to aid in comprehension
Provide a concluding statement or section
Apply standard English conventions
Use precise language to manage the complexity of the topic
Use domain-specific vocabulary to manage the complexity of the topic
Establish and maintain formal style and objective tone
Apply norms of the informative/explanatory writing style
Use precise language to develop and maintain an appropriate, objective tone
Use stylistic techniques to develop and maintain an appropriate, objective tone
Use a variety of sentence structures to develop and maintain an appropriate, objective tone
Revise to eliminate wordiness and redundancy and to delete irrelevant details
Combine sentences for cohesiveness and unity
Revise sentences for clarity Demonstrate grade-appropriate
command of the conventions of standard English grammar
Spell all words correctly Use capital letter correctly Punctuate correctly (correctly use
commas, semi-colons, quotation marks, apostrophes)
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English 2 v. 2015 - 2016 Use correct grammar (verb and
pronoun form and agreement, modifiers, and transitions, word order and syntax)
Demonstrate correct sentence formation
Draw evidence from literary information texts to support analysis and reflection
Apply grade-level reading standards to the analysis and reflection of literature and literary nonfiction
Develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach
Address what is most significant for a specific purpose and audience
Resources:
Russian Revolution backgroundPropaganda Handouts“Pearl Habor Address to the Nation” by Franklin Delano Roosevelt“The Scotty Who Knew Too Much” by James Thurber“Learn with BOOK” by R.J. Heathorn
Animal Farm by George Orwell“Terrible Things” by Eve Bunting“The Phoenix” by Sylvia Townsend Warner
Writing HandoutsGrammar Handouts
Standards: CC.1.2.9-10.B; CC.1.2.9-10.D; CC.1.2.9-10.E, CC.1.2.9-10.F; CC.1.2.9-10.L
CC.1.2.9-10.H: Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence
L.N.1.3.1, L.N.2.3.6, L.N.1.1.1, L.N.1.1.4, L.N.2.5.4, L.N.2.5.5, L.N.2.5.6
CC.1.3.9-10.A; CC.1.3.9-10.H; CC.1.3.9-10.K
L.F.1.1.1, L.F.2.4.1
CC.1.4.9-10.A; CC.1.4.9-10.B; CC.1.4.9-10.C; CC.1.4.9-10.D; CC.1.4.9-10.E; CC.1.4.9-10.F; CC.1.4.9-10.G; CC.1.4.9-10.H; CC.1.4.9-10.I; CC.1.4.9-10.J; CC.1.4.9-10.K; CC.1.4.9-10..L; CC.1.4.9-10.M: Write narratives to develop real or imagined experiences or eventsCC.1.4.9-10.N: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and
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English 2 v. 2015 - 2016introducing a narrator and/or charactersCC.1.4.9-10.O: Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or charactersCC.1.4.9-10.P: Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrativeCC.1.4.9-10.Q: Write with an awareness of the stylistic aspects of writing
Use parallel structure Use various types of phrases
and clauses to convey meaning and add variety and interest
CC.1.4.9-10.R: Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.9-10.S; CC.1.4.9-10.TC.E.1.1.1; C.E.1.1.2; C.E.1.1.3; C.E.1.1.5; C.E.1.1.4; C.E.2.1.1; C.E.2.1.2; C.E.2.1.3; C.E.2.1.4; C.E.2.1.6; C.E.2.1.7; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5; C.P.1.1.1; C.P.1.1.2;
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English 2 v. 2015 - 2016C.P.1.1.3; C.P.2.1.5; C.P.2.1.6; C.P.1.1.4; C.P.2.1.1; C.P.2.1.2; C.P.2.1.3; C.P.2.1.4; C.P.2.1.7;
Comments:Running concurrently through all units of study is vocabulary acquisition in non-fiction and fiction
44
English 2 v. 2015 - 2016Unit 6: Poetry, including Epic Poems, Plays Duration: April/ May (6 weeks)
Literacy Non-Fiction Skills Literacy Fiction Skills Writing
Content
Text Structureo Format
Poetryo Structureo Main idea (theme)
Playso Stage directions, monologue,
dialogue, soliloquy, and dialect Comprehension
o Independent readingo Proficient reading
Text Structureo Format
Poetryo Structureo Main idea (theme)
Playso Stage directions, monologue,
dialogue, soliloquy, and dialect Comprehension
o Independent readingo Proficient reading
Literary Analysis (Informative/ Explanatory Writing) Topic
o Focuso Development
Analysis Supportive Evidence
o Usage of facts, definitions, details, quotations, and other information and examples
Audience and Purposeo Awarenesso Objective toneo Creation of clarity, voice, and
tone Organization/ Formatting
o Transitionso Strategieso Concluding statements or
sectionso Formal styleo Stylistic techniques
Dictiono Precise languageo Domain specific vocabulary
Grammaro Standard English conventionso Sentence structureo Capitalizationo Punctuationo Spelling
Writing Processo Revision
Essential Question:
How does interaction with a text provoke thinking and response?
How does interaction with a text provoke thinking and response?
To what extent does the writing process contribute to the quality of writing?
45
English 2 v. 2015 - 2016How do we develop into effective writers?
What role does writing play in our lives?
Skill: Text Structureo Explain, interpret, analyze
effect of text organization Poetry
o Analyze and explain the development and emergence of a central idea (theme)
o Summarize key details from a text in part or as a whole
o Explain how an author’s use of key words or phrases informs and/or influences the reader
Plays Comprehension
o Read and comprehend literary nonfiction and informational texts on grade level
o Read independentlyo Read proficiently
Text Structureo Compare and evaluate
narrative, poetry, and drama distinguishing characteristics
Poetryo Determine and analyze a theme
or central ideao Provide an objective summaryo Identify, explain, analyze the
structure of poems Plays
o Identify, analyze how stage directions, monologue, dialogue, soliloquy, and dialect support a dramatic script
o Explain, analyze sound devices Comprehension
o Read and comprehend literary fiction on grade level
o Read independentlyo Read proficiently
Informative/Explanatory Writing: Topic
o Examine and convey complex ideas, concepts, and information clearly and accurately
o Develop a topic with relevant information, content, and details
Analysiso Apply grade-level reading
standards to the analysis and reflection of literature and literary nonfiction
o Analyze a topic with relevant information, content, and details
Supportive Evidenceo Draw evidence from literary or
informational texts to support analysis and reflection
Audience and Purposeo Address what is most
significant for a specific purpose and audience
o Write with a sharp, distinct focus identifying audience, task, and topic
o Write with an awareness of audience’s knowledge of the topic
o Use stylistic techniques to develop and maintain an appropriate, objective tone
Organization/ Formatting46
English 2 v. 2015 - 2016o Organize ideas, concepts, and
information to make important connections and distinctions
o Use appropriate and varied transitions to link the major sections of the text
o Apply correct formatting to aid in comprehension
o Provide a concluding statement or section
o Establish and maintain a formal style and objective tone
o Apply norms of the informative/explanatory writing
Dictiono Use precise language to
manage the complexity of the topic
o Use precise language to create clarity, voice, and tone
o Use domain-specific vocabulary to manage the complexity of the topic
Grammaro Apply standard English
conventions and demonstrate grade-appropriate command of the conventions of standard English grammar
o Use a variety of sentence structures to develop and maintain an appropriate, objective tone
o Combine sentences for clarityo Spell all words correctlyo Use capital letters correctlyo Punctuate correctly (correctly
use commas, semi-colons, quotation marks, apostrophes)
o Use correct grammar (verb and pronoun form and agreement,
47
English 2 v. 2015 - 2016modifiers and transitions, word order and syntax)
o Demonstrate correct sentence formation
Writing Processo Develop writing as needed by
planning, revising, editing, and rewriting
o Develop writing as needed by trying a new approach
o Strengthen writing as needed by planning, revising, editing, rewriting
o Strengthen writing as needed by trying a new approach
o Revise to eliminate wordiness and redundancy and to delete irrelevant details
o Revise sentences for clarity
Assessment:
SWBAT: Given a central idea, identify and
explain its emergence and development using specific details
Analyze what a text explicitly and implicitly says
Draw inferences and conclusions based on an author’s explicit beliefs and assumptions about a subject
Explain, describe, analyze supportive examples of an author’s intended purpose
Analyze, interpret, evaluate the author’s use of techniques and elements to effectively communicate an idea or concept
Analyze the interrelationships of ideas and events to determine how one idea or event may interact and influence another
SWBAT: Provide an objective summary
using relevant supporting details Determine theme or central idea Analyze in detail theme’s
development Describe, analyze textual support
of author’s intended purpose Identify, explain implied or stated
main ideas using relevant supporting details
Cite strong and thorough textual evidence to support analysis of explicit information
Identify, analyze author’s intended purpose
Analyze, interpret, evaluate how authors use techniques to effectively communicate an idea or concept
Explain, interpret, compare,
SWBAT: Write informative/explanatory
texts Examine and convey complex
ideas, concepts, and information clearly and accurately
Write with a sharp, distinct focus identifying topic
Write with a clear, controlling point and an awareness of the audience and task
Develop and analyze a topic with relevant information, content, and details
Write with an awareness of the audience’s knowledge of the topic
Organize ideas, concepts, and information to make important connections and distinctions
Use appropriate and varied transitions to link the major
48
English 2 v. 2015 - 2016 Identify, analyze, evaluate the
structure and format of complex informational texts
Explain, interpret, analyze the effect of text organization (including headings, graphics, and charts)
Determine an author’s point of view
Identify, analyze the author’s intended purpose
Analyze, interpret, evaluate the author’s use of techniques and elements of nonfiction for effective communication of an idea or concept
Analyze how words and phrases shape meaning and tone
Explain how an author’s use of key words or phrases informs and/or influences the reader
Cite evidence to support generalizations
Read and comprehend literary nonfiction and informational texts on grade level
Read independently Read proficiently
describe, analyze, evaluate the relationship between theme and other components
Explain, interpret, compare, describe, analyze, evaluate by comparison and contrast how major themes are developed across genres
Identify and analyze how stage directions, monologue, dialogue, soliloquy, and dialect support a dramatic script
Identify, explain, analyze the structure of poems
Identify, explain, analyze sound devices
Analyze the representation of a subject of key scene in two different artistic mediums
Analyze the representation of a subject or key scene including what is emphasized or absent
Analyze how literary form relates to and influences the meaning
Explain, interpret, compare, describe, analyze, evaluate the connections between texts
Compare, evaluate narrative, poetry, and drama distinguishing characteristics
Cite evidence from text to support generalizations
Read and comprehend literary fiction on grade level
Read independently Read proficiently
sections of the text Apply correct formatting to aid in
comprehension Provide a concluding statement or
section Apply standard English
conventions Use precise language to manage
the complexity of the topic Use domain-specific vocabulary to
manage the complexity of the topic Establish and maintain formal
style and objective tone Apply norms of the
informative/explanatory writing style
Use precise language to develop and maintain an appropriate, objective tone
Use stylistic techniques to develop and maintain an appropriate, objective tone
Use a variety of sentence structures to develop and maintain an appropriate, objective tone
Revise to eliminate wordiness and redundancy and to delete irrelevant details
Combine sentences for cohesiveness and unity
Revise sentences for clarity Demonstrate grade-appropriate
command of the conventions of standard English grammar
Spell all words correctly Use capital letter correctly Punctuate correctly (correctly use
commas, semi-colons, quotation marks, apostrophes)
Use correct grammar (verb and pronoun form and agreement,
49
English 2 v. 2015 - 2016modifiers, and transitions, word order and syntax)
Demonstrate correct sentence formation
Draw evidence from literary information texts to support analysis and reflection
Apply grade-level reading standards to the analysis and reflection of literature and literary nonfiction
Develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach
Address what is most significant for a specific purpose and audience
Resources: “Inaugural Address” by John F. Kennedy“Remarks on the Assassination of Martin Luther King, Jr.” by Robert F. Kennedy“I am Prepared to Die/I am the First Accused” by Nelson Madela“We shall fight on the Beaches Speech” by Winston Churchill“Ain’t I a Woman” by Sojourner Truth
12 Angry Men“The Lake Isle of Innisfree” by William Butler Yeats“Reapers” by Jean Toomer“Mirror” by Sylvia Plath“The Long Hill” by Sara Teasdale“One Perfect Rose” by Dorothy Parker“The Lake” by Ted Hughes“A Blessing” by James Wright“Kindly Unhitch That Star, Buddy” by Ogden Nash“The Tuft of Flowers” by Robert Frost“I Years Had Been from Home” by Emily Dickinson“Summer Remembered” by Isabella Gardner“Fifteen” by William Stafford“A Red, Red Rose” by Robert Burns“The Creation” by James Weldon Johnson“Shall I Compare Thee to a Summer’s Day?” by William Shakespeare
Writing HandoutsGrammar Handouts
50
English 2 v. 2015 - 2016Sonnets 30, 33, 104, 116, 130 by William Shakespeare“Fear” by Hart Crane“The Daffodils; or, I Wandered Lonely as a Cloud” by William Wordsworth“Recuerdo” by Edna St. Vincent Millay“To the Thawing Wind” by Robert Frost“First Lesson” by Philip Booth“A Black Man Talks of Reaping” by Arna Bontemps“Ex-Basketball Player” by John Updike
Standards:
CC.1.2.9-10.A; CC.1.2.9-10.B; CC.1.2.9-10.C; CC.1.2.9-10.D; CC.1.2.9-10.E; CC.1.2.9-10.F; CC.1.2.9-10.L
CC.1.3.9-10.A; CC.1.3.9-10.B; CC.1.3.9-10.C; CC.1.3.9-10.E; CC.1.3.9-10.F; CC.1.3.9-10.G; CC.1.3.9-10.K
CC.1.4.9-10.A; CC.1.4.9-10.B; CC.1.4.9-10.C;CC.1.4.9-10.D; CC.1.4.9-10.E; CC.1.4.9-10.F
C.E.1.1.1; C.E.1.1.2; C.E.1.1.3; C.E.1.1.5; C.E.1.1.4; C.E.2.1.1; C.E.2.1.2; C.E.2.1.3; C.E.2.1.4; C.E.2.1.6; C.E.2.1.7; C.E.3.1.1; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5
Comments:Running concurrently through all units of study is vocabulary acquisition in non-fiction and fiction
51