August-- May

7/31/2019 August-- May

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English II Curriculum Guide Lewis County High School 2012-2013Thematic Unit: What is Equality? Is it real? Which is more vital for equalitythe group or the individual?

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,

AugustWeeks one--two: introduction to rootwords independent study

Standard 10.4

Determine or clarify the meaning ofunknown and multiple-meaning wordsand phrases

Standard 10.2Determine a theme or central idea of atext and analyze in detail itsdevelopment over the course of a text,including how it emerges and is shapedand refined by specific details; providean objective summary of the text.

Standard 10.1Initiate and participate effectively in arange of collaborative discussions

Respond thoughtfully to diverseperspectives, summarize points ofagreement and disagreementChallenge ideas and conclusions


Recognize patterns of word changes thatindicate different meanings or parts ofspeech

Apply context cluesChoose flexibly from a range of vocabstrategies to determine or clarify themeaning of an unknown or multiple meaningword or phrase

Identify the central idea or theme

Analyze how the theme emerges and isrefined by specific details

Compose a summary that

Identifies the central idea How it emerges, is developed and

clarified

Assessment

Multiple-choice quiz each quarterShort EssayShared Inquiry Discussion Criteria

I Can Statements:Use Greek and Latin root words to helpdecode new words

I can identify the specific theme in a storyand distinguish that theme from a broadmoral.

I can identify the specific details that indicatea particular theme.

I can explain how a theme begins to develop,

how it grows and how it is made clear to theaudience.

I can participate in shared inquiry discussion,which includes--using evidence from the text to support myown thinking--challenging others lack or use of evidence--responding to and building on othersthinking--using appropriate protocol for the sharedinquiry process

Vehicles

Word Within the Word MaterialsCasey At BatHarrison Bergeron by Kurt Vonnegut

Bellwork: Review

Standard 2Semicolon useIndependent clausesConjunctive adverb

Theme activity: Casey at Bat and theme

ActivitiesShared Inquiry, Theme Selection, AssociationsExamples and Non-examples of theme


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English II Curriculum Guide Lewis County High School 2012-2013including how they address related

themes and concepts.

Draw evidence from literary or

informational texts to support analysis,

reflection and research.

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.

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 ofwhat 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.

Using a colon to introduce a list, quotation


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English II Curriculum Guide Lewis County High School 2012-2013

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.


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


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Unit: Where the rubber meets the roadcreating a product to apply what weve learned.

September weeks three-four Deconstructed Targets Assessment: Product


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English II Curriculum Guide Lewis County High School 2012-201310.2

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 makeimportant connections and distinctions

Include formatting, graphics and multimedia

when appropriate

I can determine an appropriate, fairly

complex topic to develop for a specific

audience. (peers, academia, local

community, national,etc)

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.

Resources: Peer conferencing, blog,

Unit: Experiences that Matter

O b 2012 W k h D d T M l i l Ch i A


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October 2012 Weeks one-three

10.3

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.


Identify complex characters in a text

Evidence of character complexity

Theme

Analyze how the character changes or

evolves over the course of a text

Explain how characters motivations/traitsaffect 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.

Multiple Choice Assessment

Formative Writing to Demonstrate Learning

I can identify and explain what makes Walter

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 first-

person 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.


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


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February

Weeks 1-2

Deconstructed Targets I can define rhetoric by creating an

analogy for it.


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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.

February Weeks 3-4

Delineate and evaluate the argument

and specific claims in a text,

assessing whether the reasoning isvalid and the evidence is relevant

and sufficient; identify false

statements and fallacious reasoning.

Vehicles:

Define Rhetoric

Identify rhetorical techniques

Analyze the authors use of rhetoric

Support analysis with examples from thetext

Define and identify false statements

Define and identify fallacious reasoning

Recognize valid reasoning

Recognize relevant and sufficient

evidence

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.

I can identify false statements and

explain how they meet the definition of afalse statement.

I can identify weak, fallacious reasoning.

I can recognize valid reasoning , and

explain whether and why evidence is

sufficient.

March Weeks 1-2 Deconstructed Targets Assessment: as evidenced in argument


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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.

Standard

Write arguments to support claims in

an analysis of substantive topics or

texts, using valid reasoning and

relevant and sufficient evidence.

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

Use advanced searches effectively

productDaily checkpoint

I can identify the kinds of information Ineed for supporting my argument. I canidentify several sources of information,

such as interviews, electronic and non-electronic. I can use a variety ofresources to help deepen my supportingevidence.

I can evaluate a text or source accordingto the credible criteria and determine ifmy source is usable or bogus

I can draw conclusions that involve two ormore sources, and can present thoseconclusions in my argument.

I can use advanced searches via google,bing and the Ky Virtual Library so that Ican learn to find the most specificinformation needed to support myargument.

Assessment: Product


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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 andconcerns of the rhetorical audience

Evaluate strengths and limitations ofclaims and counterclaims

Link major sections of the text and createcohesion using words, phrases and

clauses

Clarify relationships a)among claims andreasons, 2)between reasons andevidence, and 3)between claims andcounterclaims using words, phrases andclauses

Develop formal writing style and objectivetone while attending to the norms andconventions of the discipline

Plan a concluding statement or section

Write an argument to support claims in ananalysis of substantive topics or texts,using valid reasoning and relevant andsufficient evidence which:

introduces precise claim(s)distinguishes claims from alternate oropposing claims

I can choose an effective introduction forintroducing my precise claim; I candistinguish my claim from an opposingclaim.

creates an organization that establishesclear relationships among claim(s),counterclaims, reasons and evidence

I can use a sentence and paragraphstructure that shows the relationshipbetween my claim, and counter claims. Ican use explanatory paragraphs to clearlypresent reasons in favor of my claim andagainst counterclaims. I can presentevidence to support my claim andundermine counterclaims.develops claim(s) and counterclaimsfairly, with evidence

points out strengths and limitations ofclaims and counterclaims

I will use solid reasoning to point out thestrength of my claim and the limitationsof counterclaims.

anticipates the audiences knowledgelevel and concerns

I will design my text for a specificaudience, and demonstrate awareness of

my audience by anticipating questions,


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that follows from and supports the

argument presented

concerns and knowledge level.

uses words, phrases and clauses to linksections of text, create cohesion, andclarify relationshipestablishes and maintains formal style

and objective toneI can choose words and phrases that willcreate sense and clarity for my audience.I will maintain a formal tone by my wordchoice and sentence structure, so that mywriting will be credible.

attends to the norms and conventions ofthe discipline

I will observe either APA or MLA format forthe purpose of citation and

documentation, and avoiding plagiary. Iwill demonstrate academic integrity.

provides a concluding statement thatfollows from and supports the argumentpresented

I will conclude my argument with one

final, irrefutable though that will seal the

importance of my ideas.


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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.

Materials

Image ofMona Lisa

My Last Duchess by Robert Browning

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 betweentechniques 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 poeticelements.

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 suggestedmessage 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 thesevarying forms of media, and identify their

relevance today by comparing their

messages to real-world events.


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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.

Youll Never Leave Harlan Alive

Portrait by Dorothea Lange


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 betweentechniques 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 ofmedia, 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.


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April

Standard

Analyze how an author draws on andtransforms source material in a specific work.

Vehicles:

Excerpts ofThe Odysseyby Homer

Excerpts of script, O Brother Where Art Thou


Students will examine excerpts from the

source material, The Odysseyand 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.

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


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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.)

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.

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,


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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.


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Standard Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-10 Grade 11-12

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 correctinginappropriate 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 andperson.

L.6.1d. Recognize and correct vague pronouns (i.e., ones with unclear orambiguous antecedents).

L.6.1e. Recognize variations from standard English in their own and otherswriting and speaking, and identify and use strategies to improve expressionin conventional language.

L.6.2a. Use punctuation (commas, parentheses, dashes) to set offnonrestrictive/parenthetical elements.

L.6.3a. Vary sentence patterns for meaning, reader/listener interest, andstyle.3

L.6.3b. Maintain consistency in style and tone.

L.7.1c. Place phrases and clauses within a sentence, recognizing andcorrecting 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.


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L.910.1a. Use parallel structure.

Standards for Literacy in History/Social Studies, Science, and Technical Subjects | 612

1 Subsumed by L.7.3a



August-- May

Documents

Transcript of August-- May