Consensus Map Grade Level - Thomas Jefferson High … 2 15162.docx · Web viewDemonstrate a...

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


Writing Processo Revision

Essential Question:

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

2

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


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

4

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


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


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

6

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

7

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

11

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


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


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


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?



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




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


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



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)



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)



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



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


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 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



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


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


Persuasive Writing Arguments

o Claims vs. opposing claimso Evidenceo Consistent and relevant

supporto Opposing viewpoints






wordso Precise languageo Domain specific vocabularyo Clarity, voice, and tone




Essential Question:




20

English 2 v. 2015 - 2016How do we develop into effective writers?


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




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


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



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



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




Writing Processo Apply grade-level reading


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



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 strong and thorough textual evidence to support analysis of explicit information



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




Create cohesion and clarify relationships between claim/reasons, and reasons/evidence/counterclaims





confused words Use logical transitions Combine sentences for



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






cohesiveness and unity Demonstrate grade-appropriate








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)


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


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






Audience and Purposeo Awarenesso Objective toneo Creation of clarity, voice, and

tone Organization/ Formatting




Grammaro Standard English conventionso Sentence structureo Capitalizationo Punctuationo Spelling


Essential Question:




27

English 2 v. 2015 - 2016



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


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







Supportive Evidenceo Draw evidence from literary or







28

English 2 v. 2015 - 2016support generalizations



Organization/ Formattingo Organize ideas, concepts, and

information to make important connections and distinctions












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


o Use correct grammar (verb and 29

English 2 v. 2015 - 2016pronoun form and agreement, modifiers and transitions, word order and syntax)


Writing Processo Develop writing as needed by

planning, revising, editing, and rewriting






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









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





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













Revise sentences for clarity Demonstrate grade-appropriate


Spell all words correctly Use capital letter correctly Punctuate correctly (correctly use


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


Use correct grammar (verb and pronoun form and agreement, modifiers, and transitions, word order and syntax)






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


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


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






34

English 2 v. 2015 - 2016words

o Precise languageo Domain specific vocabularyo Clarity, voice, and tone




Informative/Expository Writing Topic









Grammaro Standard English conventionso Sentence structure

35

English 2 v. 2015 - 2016o Capitalizationo Punctuationo Spelling


Essential Question:






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




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



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


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


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

37

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



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




38

English 2 v. 2015 - 2016 Create cohesion and clarify

relationships between claim/reasons, and reasons/evidence/counterclaims





confused words Use logical transitions Combine sentences for




Establish and maintain a formal style and objective tone

Apply norms of the opinion/argumentative writing style






39

English 2 v. 2015 - 2016cohesiveness and unity

Demonstrate grade-appropriate command of the conventions of standard English grammar







Write informative/explanatory texts

Examine and convey complex ideas, concepts, and information clearly and accurately






Use appropriate and varied

40

English 2 v. 2015 - 2016transitions to link the major sections of the text

















41

English 2 v. 2015 - 2016 Use correct grammar (verb and

pronoun form and agreement, modifiers, and transitions, word order and syntax)






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


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

42

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;

43

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;


44

English 2 v. 2015 - 2016Unit 6: Poetry, including Epic Poems, Plays Duration: April/ May (6 weeks)


Content

Text Structureo Format

Poetryo Structureo Main idea (theme)

Playso Stage directions, monologue,

dialogue, soliloquy, and dialect Comprehension


Text Structureo Format

Poetryo Structureo Main idea (theme)

Playso Stage directions, monologue,

dialogue, soliloquy, and dialect Comprehension











Grammaro Standard English conventionso Sentence structureo Capitalizationo Punctuationo Spelling


Essential Question:




45

English 2 v. 2015 - 2016How do we develop into effective writers?


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


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








Supportive Evidenceo Draw evidence from literary or







Organization/ Formatting46

English 2 v. 2015 - 2016o Organize ideas, concepts, and

information to make important connections and distinctions












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


o Use correct grammar (verb and pronoun form and agreement,

47

English 2 v. 2015 - 2016modifiers and transitions, word order and syntax)


Writing Processo Develop writing as needed by

planning, revising, editing, and rewriting






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,









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 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




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



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


manage the complexity of the topic Establish and maintain formal

style and objective tone Apply norms of the

informative/explanatory writing style










Use correct grammar (verb and pronoun form and agreement,

49

English 2 v. 2015 - 2016modifiers, and transitions, word order and syntax)






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


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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



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