College and Career Readiness Anchor Standards for … · Web viewOedipus Rex The Epic of Gilgamesh...

College and Career Readiness Anchor Standards for ReadingKey Ideas and Details (Literature)

Honors English II

AnchorStandards

Specific Grade Standard

Instructional Strategies/ActivitiesThe Learner Will….

Bloom’s Level

ResourcesSuggested Lit:

Formative Summative Assessment

1. Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Essential QuestionHow do authors communicate their message and use style to affect text and audience?

RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.2, 5, 10RI. 1, 4, 9S/L. 4,6L. 2

Make connectionsUse a reading process to identify purpose of textIdentify main idea and supporting detailsDraw conclusions about audience and contentMake inferences on deeper meaningExamine multiple text to determine differencesAsk questions while you readAnalyze character development

UnderstandingEvaluatingCreating

VocabularyInferences, connectionsDictionToneRhetorical DevicesFigurative language

The Iliad Dante’s Divine Comedy African Proverbs

The Piece of String Night

Pericles’ Funeral Oration

Teacher-Made TestReading Check QuizzesInformation Essays (Define Epic Hero)Character PortfolioComic BookStudent generated Projects

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Essential QuestionHow does audience and purpose affect author’s choice of text structure?

RL 2. 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.

W. 3, 9RI. 2, 5, 10.S/L. 1,2L. 6

Make connections by identifying the subject and key detailsUse a reading processDraw conclusions on text structureMake inferences about deeper meaningsAnalyze the author’s purposeExamine multiple texts and make comparisonsAsk questions while

UnderstandingAnalyzing

VocabularyEmergeRefineHistoricalContext key detailsCentral ideasubjective

Dante’s Divine Comedy

Cyrano De Bergerac

The Kite Runner

Dead Men’s Path

Text Structurehttp://www.litreacyleader.com/?g=textstructure

Pericles’ Funeral Oration

Don Quixote

Character journalsMusic CD Project (Theme/Character)Teacher-Made Test & QuizzesCritical Analysis using a primary sourceEnrichment Art Work

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Literature Text- Holt/Rinehart

http://www.litreacyleader.com/?g=textstructure

College and Career Readiness Anchor Standards for ReadingKey Ideas and Details (Literature)

Honors English II

AnchorStandards



Bloom’s Level ResourcesSuggested Lit:


3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Essential QuestionHow do author’s use characters to develop a central idea or theme?

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

W.1, 2L. 3

Analyze character development in relationship to plot and conflictDraw conclusions about character developmentMake connectionsIndirect and direction characterizationCharacter motivation

AnalyzingEvaluating

VocabularyComplex charactersAuthor techniquesCharacterizationThemeplot

Things Fall Apart Les Miserables Oedipus Rex

Julius Caesar

Athello

Student generated projects: Journals Newspapers CD Art Work MaskTeacher generated test and quizzes

FakebookSociogram

4. Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

(Diction, Tone, Mood)

Essential QuestionHow does word choice impact meaning?

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

W. 10R/I. 4,5L.3

Examine the craft and structure of a textUse context clues to identify the meaning of unknown wordsProvide a context for cultural termsExamine connotation and denotationExamine literal and figurative language

Classify formal and informal diction.

Determine positive and negative connotations of key words.

Identify figurative language in text.

ApplyingAnalyzing

VocabularyCraft/structureConnotation /denotationFigurative languageDictionDiscernToneMotifAnalogiesAllusionshypebole

HaikusSonnets“I Hate and I Love”“Unmarked Boxes”“The Stolen Child”

Figurative Languagehttp://teachingtoday.glencoe.com/how toarticles/understanding-figurative-language

Student poetryFigures of Speech ProjectCritical Analysis of Connotation Essay

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College and Career Readiness Anchor Standards for ReadingCraft and Structure- Literature

Honors English II

AnchorStandards





5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.Essential QuestionHow does structure enhance meaning?

RL 5. Analyze how an author’s choice concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension or surprise.W.2,4, L.2, 6

Analyze the plot structureExamine the elements of a plotCreate a plot diagram for a familiar fairy tale to teach elements of a plot

Identify author’s choices in text structure.

Examine the author’s strategy of presentation of structure and time and its effect.

AnalyzingCreating

VocabularyParallelPlotsAuthor’s craftFlashbacksLiterary structuresstyle

Dante’s Divine Comedy

The Iliad

Oedipus Rex

The Epic of Gilgamesh

The Aeneid

Teacher generated tests and quizzesLiterary analysis of plot and structureStudent generated projectsCreate a plot diagram

6. Assess how point of view or purpose shapes the content and style of a text.

Essential QuestionHow does cultural experiences affect point of view?

RL 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.W.10

Examine how culture affects student responseExamine how to adapt to change that happens in cultureUnderstand the societal conflict and how it affects decision-making and human life/dignity

Identify characters and their traits and how they reflect a particular culture.

Compare/contrast characters from texts from different cultures.


VocabularyPoint of viewNormCultural impactTabooHierarchyDramatic irony

Cry the Beloved Country My Forbidden Face NightThe Kite Runner Things Fall ApartMedia www.peacecorps.gov/wws/educators/lessonplans/pdf/bridgesinterpreting.b.pdf

Pencles’ Funeral Oration

Cultural Research ProjectsAnalysis of POVStudent generated ProjectsJournaling

Achilles Shield Speech

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Essential QuestionHow does the method of presentation affect the understanding of content?

RL 7. Analyze the representation of a subject or a key science in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Museé des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).W.4, 7

Sample relevant art workAnalysis of the historical period

List different artistic medium (sculpture, painting, film, poetry, prose, etc.) and recognize the similarities and differences between each medium.

Examine examples of various medium and compare/contrast the artistic devices used in each.

AnalyzingCreating

VocabularySculptureArtistic deviceMediumPaintingdance

Artwork:

Pandora Opening the Box by Walter Crane

Oedipus and the Sphinx

Helen on the Walls of Troy by Gustave Moreau

Student generated literature art work

Literary based newspaper project

Editorials

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College and Career Readiness Anchor Standards for ReadingCraft and Structure- Literature

Honors English II

AnchorStandards





8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

RL 8. (not applicable to literature)

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Essential QuestionIs there such a thing as an original thought?Can you borrow from others and still claim credit?

RL 9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

W.9L.1, 2, 4

Define and discuss the concepts of source material and allusion.

Identify areas in popular culture where allusion is commonly used.

Define and classify archetypal settings, themes, characters, and plots and list examples (hero, mother, mentor, rebel, forbidden love, journey, damsel in distress, etc.).

Read a text and identify the source material(s) which influence(s) the narrative elements.

Note how the source material is changed in the specific work.

Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

ApplyingAnalyzing

VocabularyCulturePopularArchetypeNarrativeAllusionMythologicalHistoricalLiterary

From SundiataAn Epic of Old Mali

When Timbuktu was the Paris of Islamic Intellectual in Africa

Zen Parables

Zen Garden’s Calming Effect Due to Subliminal Image?

OthelloThe Book Thief

Comparison and Contrast Essay

Write a Parable

Teacher generated assessments

Discussion

10. Read and RL 10. By the end of Analyze author’s argument Understanding Antigone Teacher-Made Tests

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comprehend complex literary and informational texts independently and proficiently.

Essential QuestionHow do you know when you comprehend a text?

grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.W.4, 10S/L.1, 3

Examine multiple textsExamine the structure of a textAsk questions while you readUse literary analysisAnalyze character developmentRead a variety of literary texts with increasing complexities.

Evaluating

VocabularyScaffoldingComplex texts

Medea Things Fall ApartDead Men’s Path“He is More than A Hero”

Othello

The Book Thief

Portfolio pieces (writing, art)Oral Presentation

College and Career Readiness Anchor Standards for ReadingKey Ideas and Details (Informational)

Honors English II

AnchorStandards



Bloom’s Level

Resources Formative Summative Assessment

1. Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text.Essential QuestionHow do authors communicate their message and use style to affect the text and audience?

RI 1. Cite strong and through textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.2R/I 2, 3R/L.2, 3

Read the text Identify the type, content, audience, and

purpose of text Discern the differences between explicit text

and implied information Formulate a response based upon the text Support response with relevant textual

evidence

ApplyingAnalyzing

VocabularyDictionRhetorical devicesFigurative languageInference

Critical Commentaryon Dante’s Allegory

The Athenians and Spartans

Enrique’s Journey

Build a Model of Dante’s Inferno

Compare and Contrast Essay w/ reference to Homer’s Iliad

Teacher generated tests and quizzes

Presentation

2. Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas.

Essential Question

RI 2. Determine a central idea and analyze 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.

Read the text. Identify the subject of the text. Identify key details. Distinguish between central idea and

supporting details. Provide an objective summary of text. Identify text structure (chronological, time

shifts, in medias res). Research historical context.

ApplyingUnderstanding

VocabularyEmergeRefineContextKey detailsCentral idea

When the Other Dancers is the Self by Alice Walker

On Falling in Loveby Robert Stevenson

Teacher generated assessmentsJournalingInformational Essay Define Love or Beauty

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How does audience and purpose affect author’s choice of text structure?

W.2, 10R/L.1, 2R/I. 1,3

Utilize online note taking tools to organize information.

Analyze the author’s purpose in relation to historical context using key details as evidence.

Cite examples that support the central idea throughout the text.


Honors English II

AnchorStandards





3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Essential QuestionHow do authors use characters to develop a central idea or theme?

RI 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.

W.2, 4, 5R/I. 1,2L.1,2,3

Examine author’s purposeMake predictionsMake conclusionsMake connectionsExamine multiple textExamine cultural influence

Analyzing Creating

VocabularyComplex charactersAuthor techniqueThemeConflictCharacterization

The Battle of Waterloo: The Finale

The Waterloo Connection Freud The Oedipal Complex

How Cleopatra Charmed Antony Archetypes and symbols:http://central.wmrhsd.org/FACULTY_FILES/rkipp/_LINK_DOCS_1015/Archetypesandsymbols.pdf

Night’’Enrique’s Journey

Test and quizzes Cause/effect essay

Presentation

4. Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RI 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone, (e.g., how the language of a court opinion differs from that of a newspaper).

Analyze author’s argument Analyze author’s purposeMaking inference about deeper meaningsMake connections and use reading processExamine the structure of a textApply vocabulary skillsClassify formal and informal diction.Identify multiple example of figurative language (simile, metaphor, personification, allusion, hyperbole, etc.)

Applying AnalyzingEvaluating

VocabularyConnotationDenotationAnalogiesAllusionsDiction (formal/informal)Motif

Request for a Declaration of WarBy FDR

On the Declaration of War (Fireside Chat) By FDR

Argumentative EssayInformational EssayTextual analysisSummary

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http://central.wmrhsd.org/FACULTY_FILES/rkipp/_LINK_DOCS_1015/Archetypesandsymbols.pdf

http://central.wmrhsd.org/FACULTY_FILES/rkipp/_LINK_DOCS_1015/Archetypesandsymbols.pdf

Essential QuestionHow does word choice impact meaning?

W.1,2,4R/I.2,3,5S/L.L.


Honors English II

AnchorStandards





5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Essential QuestionHow does structure enhance meaning?

RI 5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).W.1, 2, 4, 5L.1, 2, 3

Identify main idea and supporting detailsAnalyze author’s argument Analyze author’s purpose Read the text. Review literary structure. Track plot sequence using appropriate

technology. Identify author’s choices in text

structure. Examine the author’s strategy of

presentation of structure and time and its effect.

Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (eg., pacing , flashbacks) create such effects as mystery, tension, or surprise.

Applying AnalyzingEvaluating

VocabularyParallel plotsAuthors craftMysteryFlashbacksLiteracy structure

From Nonviolence by Gandhi

Statement on the Atomic Bomb by Harry S. Truman

Text Structures:http://www.literacyleader.com/?q=textstructure

Argumentative EssayPersuasive Essay

6. Assess how point of view or purpose shapes the content and style of a text.

Essential QuestionHow does an author use words to express a specific purpose?

RI 6. Determine an author’s point of view or purpose in a text and analyze how the author uses rhetoric to advance that point of view or purpose.

W.1, 2, 4, 9R/I. 4,5L.4, 5, 6

Read the text. Identify author’s purpose/point of view and

any potential bias Cite transitional words/ phrases and

rhetorical devices. List examples of the author’s use of

rhetorical devices (allusion, metaphor, ethos/pathos/logos, etc.) and explain how they advance author’s purpose/point of view.

Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.


Vocabulary Review Author’s point

of view Author’s

argument Author’s

purpose

On the Space Program (1961) by JFK

The Sentencing of the Luddites 1831

Argumentative EssayPersuasive EssayDebatePredicting the outcome

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http://www.literacyleader.com/?q=textstructure

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.Essential QuestionHow and why do different media sources emphasize different details and perspectives?

RI 7. Analyze various accounts of a subject told in different mediums (e. g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.W.1, 2, 4, 9R/I. 4,5L.4, 5, 6

Analyze the author’s argumentAnalyze the author’s purposeIdentify main idea and supporting details

Write to inform or persuade using various clarification techniques to support each writing type (argument, informational/explanatory and narrative)Write to inform or persuade using various clarification techniques to support each writing type (argument, informational/explanatory and narrative)

AnalyzingCreating

Vocabulary Review Argument Informational/

explanatory Narrative

Use various resources to present different perceptions about the same topic

my.hrw.com

Student generated essaysDebate

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Essential QuestionHow does an audience discern evidence/support as being logical, valid, sufficient, and /or fallacious?

RI 8. 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.

W.1, 2, 4, 9R/I. 4,5L.4, 5, 6

Identify and evaluate an argument in text.Analyze author’s claim or opinionEvaluate credibility of reasoning and classify evidence as relevant/irrelevant.Identify false statements and fallacious reasoning.

AnalyzingEvaluating

VocabularyFallaciousReasoningValidDelineateIrrelevant/relevant

From Peace without Conquest (1965) Lyndon B Johnson

The Tonkin Gulf Resolution (1964)

DebateStudent generated advertisementsEditorialsGroup Presentations withaudience participation and feedback

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Essential QuestionWhat themes and concepts of seminal US documents still

RI 9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

Define seminal documents List and summarize several texts of

historical significance. Determine themes in various historical

documents. Identify literary elements and rhetorical

devices within historical documents. Explain how literary elements and

rhetorical devices contribute to theme or concept of works.

Compare and contrast U.S. documents to other documents with similar concepts and themes.

Cite evidence where two or more texts


VocabularySeminalGlobal perspectiveThemeContextRhetorical features

South African Ballot

On the Use of English in Indian Schools

Informational EssayJournalingTeacher-Made TestReading Check Quizzes

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apply today. W. 2, 10R/I.1, 2, 3L.3

provide conflicting information on the same topic.

College and Career Readiness Anchor Standards for ReadingRange of Reading and Level of Text Complexity (Informational)

Honors English II

AnchorStandards


Instructional Strategies/ActivitiesThe Learner Will …

Bloom’s Level


10. Read and comprehend complex literary and informational texts independently and proficiently.

Essential QuestionsHow does a reader use strategies to read, comprehend, and analyze more complex nonfiction?

RI 10. By the end of grade 9, read and comprehend literature nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

W.10R/I.4, 5, 6

Review subgenres of informational texts (memoir, biography,

autobiography, letters, essays, speeches, etc.) Identify text structures and features within

informational texts (cause and effect, chronological, inductive/deductive reasoning, flashback, graphs, charts, maps, and captions, etc.)

Apply reading strategies (eg., annotating, Cornell notes, graphic organizers) for increasingly complex informational texts

Summarize content of multiple informational texts

Examine connections between and among informational texts utilizing evidence

Recognize inconsistency, ambiguity, and poor reasoning.

UnderstandingEvaluating

VocabularyCornell notesInconsistencyAmbiguityNonfiction

From the Revolutions of the Heavenly BodiesBy Copernious1543

The Yellow Star by S. B. Unsdorfer

Night

JournalingTeacher-Made TestReading Check Quizzes

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College and Career Readiness Anchor Standards for WritingText Types and Purposes- Writing

Honors English II

AnchorStandards

Specific Grade Standard Instructional Strategies/ActivitiesThe Learner Will …

Bloom’s Level Resources Formative Summative Assessment

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Essential QuestionHow does a writer produce a strong argument?

W 1. Write arguments to support claims with clear reasons and relevant evidence. 1a Introduce precise claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claims(s), counterclaims, reason, and evidence.

1b Develop claim(s) and counterclaims 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.

1c Use words, phrase, 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.

1d Provide a concluding statement or section that follows from and supports the argument presented.

W. 9, 10R/L. 1, 2, 3R/I. 4, 5

Write to describe, inform, entertain, or persuade using various clarification techniques to support each writing type (argument, informational/explanatory and narrative)

Evaluate the credibility of an author’s argument by examining the author’s intent and tone

Analyze the author’s argument point of view, perceptive

Identify personal bias

Explore and gather multimedia and print sources that support the argument.

Use concise language that supports the organization.

Write arguments to support claims using sufficient evidence.

Understanding Applying

VocabularyArgumentativeCitationCopyrightPlagiarismPersonal biasObjective tone

Funeral Speech of Pericles from History of The Peloponnesian War

Use current controversial issues to argue

I Acknowledge Mine by June Goodall

How Much Land Does A Man Need by Leo Tolstoy

Student generated essays

Teacher-Made Test

Reading Check Quizzes

Debate


2. Write informative/explanatory text to examine a topic and convey ideas, concepts, and information clearly

W 2. Write informative/explanatory text to examine a topic and convey ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Write to extend a definition, cause and effect, problem solution using various clarification techniques to support each writing typeFollow guidelines from 2a – f for the informative/explanatory essays


VocabularyConveyMetacognition

Why Leaves Turn Color in the Fall by Dian Ackerman

How a Leaf Works (Graphic Aid)

Information essay: Extend a definition,Cause and Effect,Problem/Solution

Achilles Shield Speech.

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and accurately through the effective selection, organization, and analysis of content.

Essential QuestionHow do writers effectively explain complex information?

2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

2bDevelop to topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and concepts.

2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

2f Provide a concluding statement or section that follows from and supports implications or the significance of the topic.

W. 2R/I. 1,3,5

DeliberateCohesiveTransitionsArticulateImplicationEvidenceClarity

Blow Up: What went Wrong at Storm King Mountain by Sebastian Junger

Reading for Information – How to Survive A Wildfire

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College and Career Readiness Anchor Standards for Reading Text Type and Purpose -Writing

Honors English IIAnchor

StandardsSpecific Grade

StandardInstructional

Strategies/ActivitiesThe Learner Will …


3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Essential QuestionHow does a writer convey a real or imagined experience effectively?

W 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 3a Engage and orient the

reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Narrative writing conveys experience, either real or imaginary, and uses time as it deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain.

Follow strategies for W3a – e to develop an effective narrative

ApplyingCreating

VocabularyNarrativeSensory languageReflectionFlashbackNarrativeTechniquesPacingImageryConflictPlot

my.hrw.comUnit 3—Narrative Devices Text Analysis Workshop

The Doll’s House

The Seventh Man

Vocabulary Narratives(Weekly Vocabulary)

Enrichment Narrative Writing connected to various literary works

Student generated narratives

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W.3R/L. 1, 2, 3 L.1, 2, 4

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Essential QuestionHow does a writer produce clear and effective pieces?

W 4. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above).W. 2, 3, 4, 5, 9


Steps to follow: Identify audience Discern purpose Produce a clear coherent draft Revise and edit

ApplyingCreating

VocabularyArgumentInformational/explanatoryDeviseContentEditTransitionsAudiencePurpose

my.hrw.comWriting Workshops Literary Analysis Unit 1 Short Story Unit 2 Persuasive Letter Unit 5

Editorial/Persuasive LetterStudent generated creative writingStudent generated news article (literary based)

Achillcs shield speech

5. Develop and strengthen writing as needed by planning, rewriting, or trying a new approach.

Essential QuestionHow can the writing process develop and strengthen writing?

W 5. Develop and strengthen writing as needed by planning, revising editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W. 4, 5, 6L. 1, 2, 3

Prewriting using Graphic Organizers Provide supporting evidence Edit for grammatical errors Identify areas where information

writing needs support Rewrite/revise/reflect

ApplyingCreating

VocabularyAudienceReflectionPurposeContextSupporting evidenceAnnotate

Thinking Maps

Practice Prompts

NC Element of Literature (Holt, Rinehart & Winston)

my.hrw.com

Writing PracticeStudent generated samples produce (i.e. outlines, revision, editing, etc.)

6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

Essential QuestionHow would you use internet and technology writing?

W 6. Use technology, including the Internet, to produce and publish and update individual or shared writing products, taking advantage of technology’s capacity to link of to other information and to display information flexibly and dynamically.

W. 5, 6, 7, 8

Research topics using reliable internet sites

UnderstandingCreating

VocabularyInternet SourcesReliable collaborate

Internet Cooperative Learning Group Projects: Power Points Blogs Wikispaces

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College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge- Writing

Honors English II

AnchorStandards




7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Essential QuestionHow do you use multiple sources to acquire knowledge?

W 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject under investigation

W.5, 6, 7, 8L. 1, 2, 3

Research Topics – define problem or questionMake connectionsDraw conclusionsEvaluate sources and their reliabilityCreate In text documentation Create citations Edit/rewrite

Applying Creating

VocabularyPertinentExtractSynthesizeValidityreliability

Print Sources Web Sources

Research paperResearch projectPresentation BoardsPower PointsBlogsWikisJournals

8. Gather relevant information from multiple print and digital sources, assesses the credibility and accuracy of each source, and integrates the information while avoiding plagiarism.

Essential QuestionWhat constitutes plagiarism?

W 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W. 5, 6, 7, 8L.1, 2, 3

Evaluate sourcesCreate in text documentationCreate citationsResearch topics with reliable internet sources

Applying Creating

VocabularyDigitalPlagiarismAuthoritativeCitation

Print Sources Web Sources

Research paperResearch projectPresentation BoardsPower PointsBlogsWikisJournals

9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

W 9. Draw evidence from literary or informational texts to support analysis, reflection and research. 9a Apply grade 9-10

Reading standards to

Make connectionsDraw conclusionsMake inferenceExamine multiple text

State the purpose for the reading and

UnderstandingAnalyzing Evaluating

VocabularyFallacy

Short Stories Novels Poems

JournalsStudent generated essaysStudent generated projects

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literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”.

9b Apply grades 9-10 Reading standards to literary nonfiction (e.g., “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”).

W. 1, 2, 3L.1, 2, 3, 5

writing task. Formulate a written response based upon

the text. Return to the text to annotate and highlight

information to support response.

DelineateReflectionAnalysisAnnotateHighlight

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Essential QuestionWhy write?How do you respond to a prompt?How do task, purpose, and audience dictate the writing approach?

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

W.4, 5L.1, 2, 3


Identify the writer’s purpose

Identify the audience

Structure organizational strategies

Use graphic organizers

Applying Evaluating Creating

Vocabulary Critique Blogs Podcasts Argumentative Persuasive Narrative Informational Expository

Thinking maps

Writing prompts

Journal prompts

Journals

Timed Writing Prompts

College and Career Readiness Anchor Standards for Speaking and Listening of 24 (July, 2015)

Comprehension and Collaboration- Speaking and ListeningHonors English II

AnchorStandards



Bloom’s Level


1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Essential QuestionWhat does it mean to have an effective collaborative discussion?

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

prepared by 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.

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

1c Propel conversations by posing and responding to questions that relate the current discussion

Contribute to class discussion (initiate and participate effectively)Effectively participate in small group discussionsListen, reflect, and respond to speakersPresent ideas appropriately using technology as needed

Work with peers to set rules for collegial discussions

Summarize others’ viewpoints Classify patterns in perspective Re-evaluate original viewpoint and connect

to evidence.

Applying Creating

Vocabulary Devil’s

advocate Contradictory Universality Collaborative

Dramas

Novels

Research Topic

Teacher Facilitator

--?--- House

Act out a scene for a playOral book reportDebate

of 24 (July, 2015)

to broader themes or larger ideas, actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

1d 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.

R/L.7S/L.1, 4

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Essential QuestionHow does one integrate reliable and creditable sources of information?

SL 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.W.5, 6, 10S/L.6

Use newspapers, magazines, news programs (Channel 1), guest speakers, news clips, internet sourcesPresent ideas appropriately using technology as needed

Classify credible/questionable sources

Compare/contrast two sources of information.

Evaluating Creating

Vocabulary Bias Credible Reliable Citing Quantitative Qualitative

Newspapers

Magazines

News clips

Internet

http://my.hrw.com

Create Power Point presentations, video clips, editorials, recite poetry, present art work and songs

of 24 (July, 2015)

College and Career Readiness Anchor Standards for Speaking and ListeningComprehension and Collaboration- Speaking and Listening

Honors English IIAnchor

StandardsSpecific Grade

StandardInstructional Strategies/Activities

The Learner Will …Bloom’s Level Resources

Suggested Lit:Formative Summative

Assessment3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Essential QuestionHow does one determine a speaker’s point of view, motivation, bias?

SL 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.W.4, 5, 6S/L.6

Use editorials, different news channels, newspapers, magazine articles, advertisements to evaluate a speaker’s point of view, reasoning and use of evidence.Show examples of rhetorical techniques in source.

EvaluatingCreating

VocabularyRhetoricFallaciousStanceValid/reliable

Evaluate multimedia formats such as: editorials, news channels, newspapers, magazine articles, advertisements, etc

Student generated advertisementsEditorialsGroup Presentations withaudience participation and feedback

4. Present Information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.Essential QuestionHow does delivery impact a message?

SL 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.W.7, 8S/L.5, 6

Read, research, and draw evidence from text on topics or issuesGroup discussions on controversial topics or themesSummarize key points

Practice presentations and receive constructive feedback from peers.

Understanding Creating

VocabularyConstructiveValidityReliabilityConciseCounter argumentAlternate/opposing

Documentaries

Informational texts

Student generated advertisementOral presentationDebate


Research Enrique’s Project

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.Essential QuestionHow can technology be used to enhance presentations?

SL 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.

W.4, 5, 6

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.

Classify various types of digital media and their purpose

UnderstandingCreating

VocabularyDelineateInteractiveDigital media

Power Points, videos, and other media formats

Presentations using Power Points and other media formatsProduce videosProduce music cds

Research Project

College and Career Readiness Anchor Standards for Speaking and Listening of 24 (July, 2015)

Comprehension and Collaboration- Speaking and ListeningHonors English II

AnchorStandards





6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Essential QuestionHow does the way a person speaks or writes effect the way an audience perceives him/her?

SL 6. Adapt speech to a variety of contexts, and tasks, demonstrating command of formal English when indicated or appropriate.

S/L.4, 5

Adapt speech to a variety of contexts, and tasks, demonstrating command of formal English when indicated or appropriate.

Express an idea verbally in a formal and informal way for different audiences.

Applying Creating

VocabularyAdaptRelevanceFormal vs. informalStandard/non-standard English

Sample speeches Mock speech (Graduation Project)Mock interview

Archilles Shield Speech

of 24 (July, 2015)

College and Career Readiness Anchor Standards for LanguageConventions of Standard English- Language

Honors English II

AnchorStandards




1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Essential QuestionHow does knowledge of grammar enhance writing and speaking?How does variety enhance communication?

L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 1a Use parallel structure.* 1b Use various types of

phrases (noun, verb, adjective, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meaning and add variety and interest to writing or presentations.

W.1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Oral Daily Language (Bell work)Use parallel structureUse correct parts of speech Define parallel structure Demonstrate examples of

parallel and non-parallel structures

Analyze the function of parallel structure and how it contributes to meaning and structure

Revise examples of non-parallel structure to parallel structure.

A. Use parallel structure. Review phrases and clauses Using a text, identify various

examples of phrases and clauses.

Revise a teacher-generated paragraph of simple sentences into a text that includes various phrases and clauses to increase meaning.


VocabularyVerb forms Indicative Imperative Interrogative Conditional Subjunctive Mood Parallel /Structure

Grammar text work

Editing

Grammar transparencies

Grammar Power Points

Student writing

Student presentations


Student grammar teaching project in groups

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Essential QuestionWhy is it necessary to use punctuation in writing?

L 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2a Use semicolon (and

perhaps a conjunctive adverb) to link two or more closely related independent clauses.

2bUse a colon to introduce a list or

Oral Daily Language (Bell work)Use correct conventions in all assigned writing

Edit papers for spelling errors, as well as, punctuation errors.

UnderstandingApplying

VocabularyConventionsExclamationsPointQuotation marksColonClausesSemicolon

Grammar text work

Editing



Student writingStudent presentationsTeacher generated assessment

of 24 (July, 2015)

quotation. 2c Spell correctly.

W.1, 2, 3, 4, 5, 6, 7, 8, 9, 10S/L.6

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.Essential QuestionHow are various forms of communication different?

L 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 3a Write and edit work so

that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

W.1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Making appropriate language choices in situations Demonstrate knowledge of

basic grammar rules and syntax.

Show examples of writing which follows multiple types of academic style manuals.

Identify the elements that are specific to a style manual (NP, parenthetical citations, footnotes, works cited, etc.)

Explain the purpose of the elements and how they aid the reader in accessing the text.

Review elements of research writing including objective and subjective point of view, formal and informal language, and fact vs. opinion.

ApplyingCreating

VocabularyMLAAPASyntaxFootnotesCitationsWorks cited

Grammar text work

Editing



Electronic Resources: http://www.mla.org/

http:// owl.english.purdue.edu/owl/resource/747/01/

www.easybib.com

http:// www.chicagomanualofstyle.org/home.html

http://www.apastyle.org/

EssaysResearch PapersEditorialsCreative writing

of 24 (July, 2015)

http://www.apastyle.org/

http://www.chicagomanualofstyle.org/home.html



http://www.easybib.com/

http://owl.english.purdue.edu/owl/resource/747/01/



http://www.mla.org/

College and Career Readiness Anchor Standards for Reading Vocabulary Acquisition and Use

Honors English II

AnchorStandards



Bloom’s Level


4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Essential QuestionWhat do you do when you come across a word you do not know?How does the context in which a word is used influence the meaning?

L 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grades 9-10 reading and content, choosing flexibly from an array of strategies. 4a Use context (e.g., the

overall meaning of a sentence or paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase

4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytics; advocate, advocacy).

4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, of

Review: Words in contextRoots, prefixes and suffixes

Read the text. Review the concept of context clues. Cite evidence from the text which provides

clues to the meanings of words or phrases. Review the basics of prefixes and suffixes. Identify suffixes and their impact on part of

speech. Change a series of words from one part of

speech to another using suffixes. List different vocabulary resources and

review the purposes of each. Identify the specialized language/symbols

contained within each reference source (tilde, schwa, stressed and unstressed syllables, etc.)

Determine or clarify the meaning of unknown and multiple-meaning words and phrases.


VocabularyEtymologyPhonetic and pronunciation marksReference toolsContext clues

Online Dictionary Visual Thesaurus

Teacher AssessmentReading Comprehension

of 24 (July, 2015)

its etymology. 4d Verify the

preliminary termination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.3, 5

5. Demonstrate understanding of word relationships and nuances in word meanings.

Essential QuestionWhat is connotative and denotative language?

L 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 5a Interpret figures of

speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

5b Analyze nuances in the meaning of words with similar denotations.

L.3, 4

Interpret figure of speech (metaphor, simile, cliché, oxymoron, personification, etc.)

Analyze songs for figurative language

Identify figures of speech in a text and determine purpose and effect.

Translate a text written in figurative language into literal language.

Analyzing Creating

VocabularyFigurative language Metaphor Simile Cliché Oxymoron Nuances Idioms Connotation Denotation Euphemism

Figures of speech from various literary pieces

Sample songs

Create a song using figurative language

Poetry Project

of 24 (July, 2015)

College and Career Readiness Anchor Standards for Reading Vocabulary Acquisition and Use

Honors English II

AnchorStandards



Bloom’s Level


6. Acquire and use accurately a range of 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 encountering an unknown term important to comprehension or expression.

Essential QuestionHow does vocabulary use vary?How do you learn new words?

L 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

L.1, 2, 3, 4

Weekly vocabulary unitsText based vocabularyGrammar activities


VocabularyMetacopritionDomain specific

Metacognition

Vocabulary Unit practice exercises

Words in context


Student generated writings

Vocabulary narratives

of 24 (July, 2015)

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