English II Curriculum Guide Lewis County High School 2012-2013

English II Curriculum Guide Lewis County High School 2012-2013
Thematic Unit: What is Equality? Is it real? Which is more vital for equalitythe group or the individual? August Weeks one--two: introduction to root words independent study Standard 10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases Standard 10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of a text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Deconstructed Targets Recognize patterns of word changes that indicate different meanings or parts of speech Apply context clues Choose flexibly from a range of vocab strategies to determine or clarify the meaning of an unknown or multiple meaning word or phrase Identify the central idea or theme Analyze how the theme emerges and is refined by specific details Compose a summary that Identifies the central idea How it emerges, is developed and clarified Assessment Multiple-choice quiz each quarter Short Essay Shared Inquiry Discussion Criteria I Can Statements: Use Greek and Latin root words to help decode new words I can identify the specific theme in a story and distinguish that theme from a broad moral. I can identify the specific details that indicate a particular theme. I can explain how a theme begins to develop, how it grows and how it is made clear to the audience. I can participate in shared inquiry discussion, which includes --using evidence from the text to support my own thinking --challenging others lack or use of evidence --responding to and building on others thinking --using appropriate protocol for the shared inquiry process Theme activity: Casey at Bat and theme Activities Shared Inquiry, Theme Selection, Associations Examples and Non-examples of theme
Standard 10.1 Initiate and participate effectively in a range of collaborative discussions Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement Challenge ideas and conclusions Vehicles Word Within the Word Materials Casey At Bat Harrison Bergeron by Kurt Vonnegut
Bellwork: Review Standard 2 Semicolon use Independent clauses Conjunctive adverb
August Weeks three-four 10.9 Analyze seminal U.S. documents of historical and literary significance,
Deconstructed Targets Identify the purpose and historical
Assessment: Discussion,

including how they address related themes and concepts. Draw evidence from literary or informational texts to support analysis, reflection and research. significance of Dr. Kings letter Identify key ideas and details which provide evidence to support conclusions about the text Cite textual evidence to support analysis of what the text says explicitly Analyze key ideas and details in a text as evidence for support of understanding of the extent to which the author understands and meets the needs of his audience Writing to Demonstrate Learning Reading and Responding Guide I can identify several reasons Dr. Kings letter is a significant U.S. document. I can explain how Dr. King demonstrated awareness of his audience in his use of tone, allusions, and diction. I can outline the authors claim and argument. I can explain why Dr. Kings literary techniques were significant for his audience.
10.4 Determine the meaning of words of words and phrases as they are used in a text, including figurative, connotative, technical meanings. Analyze the cumulative effect of word choices on meaning and tone.
Using a colon to introduce a list, quotation
September Weeks one-two 10.3 Analyze how the 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.
Deconstructed Targets Identify organization patterns (cause/effect, chronological, sequential, order of importance, logical, etc.) Identify paragraph development strategies (facts, statistics, examples, anecdotes) Determine the main idea or events Examine the strategies the author uses to introduce and develop points Analyze the authors use of organizational patterns and techniques to connect ideas and communicate and overall message Draw inferences from the text to support textual analysis
Assessment: Writing to Demonstrate Learning
I can explain why the authors choice of organizational pattern is appropriate for his or her message. I can identify specific points used with specific patterns/development strategies. I can consider the authors purpose behind specific use of language
Vehicles: My Daily Dives in the Dumpster Lars Eighner A Modest Proposal by Jonathan Swift Dumpster Chef video clip Various Clips of other texts
Bellwork: Misspellings, italics vs quotations Reading drills
Unit: Where the rubber meets the roadcreating a product to apply what weve learned. September weeks three-four Deconstructed Targets Assessment: Product

10.2 Introduce a topic: organize complex ideas and information to make important connections and distinctions Develop the topic with well-chosen, relevant facts, etc. Provide a concluding statement that follows from and supports the explanation Determine organization of complex ideas Determine appropriate Formatting/organization Graphics, multimedia to aide comprehension Determine: well-chose, relevant Facts, definitions, details, quotations appropriate to the audiences knowledge of the topic Determine an effective conclusion Introduce a topic and organize complex ideas, concepts and information to make important connections and distinctions Include formatting, graphics and multimedia when appropriate I can determine what facts are relevant and appropriate With guidance, I can locate sources to find supporting information I can plan a conclusion that will leave my readers with closure, and reiterate my purpose I can choose and use organization patterns appropriate for my purpose and audience I can choose and incorporate appropriate text features, graphics, and if necessary, multimedia, that will enhance readers interest and understanding of the text. I can determine an appropriate, fairly complex topic to develop for a specific audience. (peers, academia, local community, national,etc)
Resources: Peer conferencing, blog,
Unit: Experiences that Matter
October 2012 Weeks one-three 10.3
Deconstructed Targets Identify complex characters in a text
Multiple Choice Assessment Formative Writing to Demonstrate Learning
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop of the course of a text, interact with other characters, and advance the plot or develop the theme. 10.5 Identify aspects of texts structure Describe the effects created by the author such as mystery, tension, surprise. 10.10 Read and comprehend complex literary and informational texts independently and proficiently.
English II Curriculum Guide Lewis County High School 2012-2013 makes Walter I can identify and explain what
Evidence of character complexity Theme Analyze how the character changes or evolves over the course of a text Explain how characters motivations/traits affect plot Describe the conflicts and motivations in character Analyze how the character(s) conflictions, motivations, and interactions advance the plot or theme. Identify and comprehend in literary text: key ideas and details, craft and structure, integration of knowledge and ideas. Lee a complex character I can explain three specific changes a character experiences, and at what points in the plot the character change is evident I can explain Walters conflict and motivation I can explain how the plot develops along with Walters character I can comprehend the authors use of firstperson narrative. I can interpret what the author wants to say regarding (integration of ideas) culture, assimilation, and .
Vehicle: A Raisin in the Sun Support: Clips from film Activities: Discussion, Jigsawing, Presentation, Associations Sheet Examine elements of a narrative
January Weeks onetwo, threefour 10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Deconstructed Targets Identify multiple points of view in narratives Define and identify plot lines Analyze multiple points of view of various narratives Assessment: Formativein class work, multiple choice SummativeProduct I Can Statements
February Weeks 1-2
Deconstructed Targets
I can define rhetoric by creating an analogy for it.

Standard Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Define Rhetoric Identify rhetorical techniques Analyze the authors use of rhetoric Support analysis with examples from the text I can identify the authors use of rhetorical techniques. I can identify the authors use of rhetorical techniques, and explain how they work together to create a solid argument.
February Weeks 3-4 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Define and identify false statements Define and identify fallacious reasoning Recognize valid reasoning Recognize relevant and sufficient evidence
I can identify false statements and explain how they meet the definition of a false statement. I can identify weak, fallacious reasoning. I can recognize valid reasoning , and explain whether and why evidence is sufficient.
Vehicles:
March Weeks 1-2
Deconstructed Targets
Assessment: as evidenced in argument

Standard: Conduct short as well as more sustained research projects to answer a question, solve a problem, narrow or broaden the inquiry when appropriate, synthesize multiple sources on the subject, demonstrate understanding of the subject under investigation. Identify: appropriate short and sustained research topics, multiple sources on the subject of the research Use reference materials (both print and electronic) appropriately Narrow or broaden the inquiry when appropriate Evaluate the credibility of the sources Construct and refine research questions Synthesize information from multiple sources Conduct steps for short/sustained research projects to answer a question Gather relevant information from multiple print and digital sources Assess the usefulness/authority print of each source in answering the research question Integrate information into text to maintain the flow of ideas, avoid plagiarism Standard Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Use advanced searches effectively product Daily checkpoint I can identify the kinds of information I need for supporting my argument. I can identify several sources of information, such as interviews, electronic and nonelectronic. I can use a variety of resources to help deepen my supporting evidence. I can evaluate a text or source according to the credible criteria and determine if my source is usable or bogus I can draw conclusions that involve two or more sources, and can present those conclusions in my argument. I can use advanced searches via google, bing and the Ky Virtual Library so that I can learn to find the most specific information needed to support my argument.
Assessment: Product

Deconstructed Targets Write an argument to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence which: introduces precise claim(s) distinguishes claims from alternate or opposing claims I can choose an effective introduction for introducing my precise claim; I can distinguish my claim from an opposing claim. creates an organization that establishes clear relationships among claim(s), counterclaims, reasons and evidence I can use a sentence and paragraph structure that shows the relationship between my claim, and counter claims. I can use explanatory paragraphs to clearly present reasons in favor of my claim and against counterclaims. I can present evidence to support my claim and undermine counterclaims. develops claim(s) and counterclaims fairly, with evidence points out strengths and limitations of claims and counterclaims I will use solid reasoning to point out the strength of my claim and the limitations of counterclaims. anticipates the audiences knowledge level and concerns I will design my text for a specific audience, and demonstrate awareness of my audience by anticipating questions,
Define precise claim and counter claim Define and generate substantive topics or texts Analyze a substantive topic or text to determine if it is suitable for a written argument Determine method to introduce precise claim and distinguish the claim from alternate or opposing claims Develop and claims and counterclaims fairly Analyze the knowledge level and concerns of the rhetorical audience Evaluate strengths and limitations of claims and counterclaims Link major sections of the text and create cohesion using words, phrases and clauses Clarify relationships a)among claims and reasons, 2)between reasons and evidence, and 3)between claims and counterclaims using words, phrases and clauses Develop formal writing style and objective tone while attending to the norms and conventions of the discipline Plan a concluding statement or section

that follows from and supports the argument presented concerns and knowledge level. uses words, phrases and clauses to link sections of text, create cohesion, and clarify relationship establishes and maintains formal style and objective tone I can choose words and phrases that will create sense and clarity for my audience. I will maintain a formal tone by my word choice and sentence structure, so that my writing will be credible. attends to the norms and conventions of the discipline I will observe either APA or MLA format for the purpose of citation and documentation, and avoiding plagiary. I will demonstrate academic integrity. provides a concluding statement that follows from and supports the argument presented I will conclude my argument with one final, irrefutable though that will seal the importance of my ideas.

November Weeks 1-4 (Honors) Standard Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. Deconstructed Target Students will: Examine symbolism, tone, irony and form in a poem Identify the message or representation or theme of the poem, based on interpretation of the poetic elements Examine symbolism, background, foreground and suggestion of a painting Identify the message or representation of the painting Identify similarities and differences between techniques and representations
Assessment/Product and I-Can Statements Media presentation --PowerPoint --Prezi --Puppet Show --Documentary --Other
I Can Statements I can examine a poem to identify poetic elements. I can describe how the poetic elements of a poem impact the readers interpretation of theme of the poem. I can compose a statement of theme for the poem. I can examine a painting for artistic elements. I can identify the paintings suggested message or meaning. I can compare the messages of each form of media, and explain three ways each form suggests that message. I can identify differences in the message of each form of media, and explain what poetic/artistic elements make those messages differ. I can present my understanding of these varying forms of media, and identify their relevance today by comparing their messages to real-world events.
Materials Image of Mona Lisa My Last Duchess by Robert Browning

November Weeks 1-4 General Classes
Standard Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. Deconstructed Target Students will: Examine symbolism, tone, irony and form in a poem Identify the message or representation or theme of the poem, based on interpretation of the poetic elements Examine symbolism, background, foreground and suggestion of a painting Identify the message or representation of the painting Identify similarities and differences between techniques and representations
Assessment/Product and I-Can Statements Media presentation --PowerPoint --Prezi --Puppet Show --Documentary --Other
I Can Statements I can examine a poem to identify poetic elements. I can describe how the poetic elements of a poem impact the readers interpretation of theme of the poem. I can compose a statement of theme for the poem. I can examine a painting for artistic elements. I can identify the paintings suggested message or meaning. I can compare the messages of each form of media, and explain three ways each form suggests that message. I can identify differences in the message of each form of media, and explain what poetic/artistic elements make those messages differ. I can present my understanding of these varying forms of media, and identify their relevance today by comparing their messages to real-world events.
Youll Never Leave Harlan Alive Portrait by Dorothea Lange

April Standard Analyze how an author draws on and transforms source material in a specific work. Deconstructed Target Students will examine excerpts from the source material, The Odyssey and explain why it qualifies as source material. Students will identify critical scenes from the source material, and justify why they believe those scenes are critical. Vehicles: Excerpts of The Odyssey by Homer Excerpts of script, O Brother Where Art Thou Students will identify three possible themes or messages from source material. Students identify the central characters conflict, motivation and development over the course of the text. Assessment/Product/ I Can Statements Assessment: Multiple Choice , Constructed Response Product: Powerpoint, Prezi, Feature Article, Blog

Language StandardsOngoing throughout 1. Demonstrate command of the conventions of standard English grammar and usage when speaking or writing. a) Use parallel structure. b) Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative adverbial) to convey specific meanings and add variety and interest to writing or presentations. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a) Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b.) Use a colon to introduce a list or quotation. (Please see chart below.) Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9-10.3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Presentation of Knowledge and Ideas SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, Speaking and Listening Ongoing SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Standard L.3.1f. Ensure subject-verb and pronoun-antecedent agreement. L.3.a. Choose words and phrases for effect. L.3.3a. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their). L.4.3a. Choose words and phrases to convey ideas precisely.1 L.4.3b. Choose punctuation for effect. L.5.1d. Recognize and correct inappropriate shifts in verb tense. L.5.2a. Use punctuation to separate items in a series.2 L.6.1c. Recognize and correct inappropriate shifts in pronoun number and person. L.6.1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). L.6.1e. Recognize variations from standard English in their own and others writing and speaking, and identify and use strategies to improve expression in conventional language. L.6.2a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. L.6.3a. Vary sentence patterns for meaning, reader/listener interest, and style.3 L.6.3b. Maintain consistency in style and tone. L.7.1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. L.8.1d. Recognize and correct inappropriate shifts in verb voice and mood. Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-10 Grade 11-12

L.910.1a. Use parallel structure.
Standards for Literacy in History/Social Studies, Science, and Technical Subjects | 612
1
Subsumed by L.7.3a Subsumed by L.910.1a Subsumed by L.1112.3a

English II Curriculum Guide Lewis County High School 2012-2013

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English II Curriculum Guide Lewis County High School 2012-2013

Bellwork: Review Standard 2 Semicolon use Independent clauses Conjunctive adverb

Deconstructed Targets Identify the purpose and historical