HIGH SCHOOL CURRICULUM FRAMEWORK
2015-2016 School Year
Unit: Three
Course: English II
Topic(s): Short Story, Archetypes, and
Figurative Language
Unit Focus
Suggested Timeline: 3 weeks
High Learning Priority Standard
As students make the jump from literal to symbolic interpretations in literature, they will need to analyze isolated scenes for archetypes and their
representation of images, characters, and situations as universal ideas.
Specifications of Student Expectations – http://ritter.tea.state.tx.us/rules/tac/chapter110/index.html
Readiness Standards (Priority Standards) (R)
READING:
1(B) distinguish between connotative and denotative meanings
1(E)use a dictionary, a glossary, or a thesaurus to determine or
confirm the meanings of words and phrases, including their
connotations and denotations, and their etymology;
4(A) analyze how archetypes and motifs in drama affect the plot
of plays.
5(A) analyze isolated scenes and their contribution to the
success of the plot
Students will examine isolated scenes to identifying
archetypal images, characters, and situations as universal
ideas.
7(A) explain the function of symbolism, allegory, and allusions in
literary works.
8(A) analyze the controlling idea and specific purpose of a
passage
REVISED JUNE 16_2015
Supporting Standards (S)
READING
1(A) determine the meaning of grade-level technical academic
English words in multiple content areas derived from Latin,
Greek, or other linguistic roots and affixes
1(C) infer word meaning through the identification and analysis of
analogies and other word relationships;
1(D) show the relationship between the origins and meaning of
foreign words or phrases used frequently in written English and
historical events or developments;
2(A) compare and contrast differences in similar themes
expressed in different time periods;
2(B) analyze archetypes (e.g., journey of a hero, tragic flaw) in
mythic, traditional and classical literature,
2(C) relate the figurative language of a literary work to its
historical and cultural setting
3(A) analyze the structure or prosody (e.g., meter, rhyme
scheme) and graphic elements (e.g., line length, punctuation,
word position) in poetry.
5(B) analyze differences in the characters' moral dilemmas in
works of fiction across different countries or cultures;
Grade Level: 10 Week #: 5-7 p.1
9(A) summarize text and distinguish between a summary and
critique and identify non-essential information in a summary and
unsubstantiated opinions in a critique;
9(C) make and defend subtle inferences and complex
conclusions about the ideas in text and their organizational
patterns
Fig. 19(B) make complex inferences and use textual evidence to
support understanding
WRITING
17(C) use a variety of correctly structured sentences (e.g.,
compound, complex, compound-complex);
5(C) evaluate the connection between forms of narration (e.g.,
unreliable, omniscient) and tone in works of fiction
6(A) evaluate the role of syntax and diction and the effect of
voice, tone, and imagery on a speech, literary essay, or other
forms of literary nonfiction
9(B) distinguish among different kinds of evidence (e.g., logical,
empirical, anecdotal) used to support conclusions and arguments
in texts;
9(D) synthesize and make logical connections between ideas
and details in several texts selected to reflect a range of
viewpoints on the same topic and support those findings with
textual evidence.
WRITING:
14(A) write an engaging story with a well-developed conflict and
resolution, interesting and believable characters, and a range of
literary strategies and devices to enhance the plot;
14(B) write a poem using a variety of poetic techniques (e.g.,
structural elements, figurative language) and a variety of poetic
forms (e.g., sonnets, ballads);
18(B) use correct punctuation marks including:
i commas after introductory structures and dependent
adverbial clauses, and correct punctuation of complex
sentences;
REVISED JUNE 16_2015
Grade Level: 10 Week #: 5-7 p.2
Process Standards (P)
13 (B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop
drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning;
13 (C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how
well questions of purpose, audience, and genre have been addressed;
13 (D) edit drafts for grammar, mechanics, and spelling;
13 (E) Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences;
14(B) write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms
(e.g., sonnets, ballads);
15(A) write an analytical essay of sufficient length.
16(A) write a clear thesis or position based on logical reasons supported by precise and relevant evidence;
Fig. 19(B) make complex inferences and use textual evidence to support understanding.
23 (C) uses graphics and illustrations to help explain the concepts where appropriate:
Students will write an analytical essay using a strong and clear thesis or position. Students will use logical reasons
supported by precise and relevant evidence to support their thesis/position. Students will use graphics/illustrations when
appropriate to further explain concepts.
23 (E) uses a variety of evaluating tools to explain the quality of research.
Active Learning Future-Ready Skills (AL)
Critical thinking and problem solving
Collaboration and leadership
Initiative and Entrepreneurialism
Effective oral and written communication
Accessing and analyzing information
Curiosity and imagination
Digital integration
Vertical Alignment
Prior Knowledge
1(B) distinguish between connotative and denotative meanings
1(E)use a dictionary, a glossary, or a thesaurus to determine or
confirm the meanings of words and phrases, including their
connotations and denotations, and their etymology;
REVISED JUNE 16_2015
Connecting Concepts
1(A) determine the meaning of grade-level technical academic
English words in multiple content areas derived from Latin,
Greek, or other linguistic roots and affixes;
Grade Level: 10 Week #: 5-7 p.3
9(D) synthesize and make logical connections between ideas
and details in several texts selected to reflect a range of
viewpoints on the same topic and support those findings with
textual evidence.
14(B) write a poem using a variety of poetic techniques (e.g.,
structural elements, figurative language) and a variety of poetic
forms (e.g., sonnets, ballads);
17(C) use a variety of correctly structured sentences (e.g.,
compound, complex, compound-complex);
18(B) use correct punctuation marks including:
i commas after introductory structures and dependent
adverbial clauses, and correct punctuation of complex
sentences;
1(C) infer word meaning through the identification and analysis of
analogies and other word relationships;
9(C) make and defend subtle inferences and complex
conclusions about the ideas in text and their organizational
patterns
Fig. 19(B) make complex inferences and use textual evidence to
support understanding
Differentiating Support and Instruction
ELPS:
1(A) use prior knowledge and experiences to understand meanings in English
1(B) monitor oral and written language production and employ self-corrective techniques or other resources
1(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that
build concept and language attainment
1(H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in
language, and analyzing sayings and expressions commensurate with grade-level learning expectations
2(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated
spoken language
2(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which
topics, language, and contexts are familiar to unfamiliar
2(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning
expectations
3(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying
and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures,
and by learning and using routine language needed for classroom communication
3(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language
proficiency
3(E) share information in cooperative learning interactions
REVISED JUNE 16_2015
Grade Level: 10 Week #: 5-7 p.4
3(F) ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including
key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based
vocabulary during extended speaking assignments
3(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended
discussions on a variety of social and grade-appropriate academic topics
4(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of
skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
4(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language
structures used routinely in written classroom materials
4(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading
activities to enhance comprehension of written text
4(F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance
and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to
comprehend increasingly challenging language
4(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing
material, responding to questions, and taking notes commensurate with content area and grade level needs
5(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary
5(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy
as more English is acquired.
CCRS: http://www.thecb.state.tx.us/collegereadiness/CRS.pdf
To adapt the CCRS for a specific lesson, go to link provided for additional standards.
SPED: See individual student IEP for accommodations/ modifications.
Create foldables utilizing given written text, identifying prefixes, roots, and suffixes
Provide vocabulary for unit in written format as a way of previewing the upcoming block.
Use mnemonic strategies for editing & revising: such as COPS (Capitalization, Organization, Punctuation, Spelling)
Graphic Organizers
“Read and Share”: Assign small groups (3 students) each is assigned section of story (Chunking), read and summarize after the
short sections
Give students written copy of next week’s vocabulary and root words as a pre-teaching strategy.
Model note taking strategies to encourage interaction with text i.e., sticky notes used to take notes and mark place
Re-teach strategies of identifying main idea and themes in written texts
Use visuals i.e., draw pictures, story boards, &/or magazine pictures to illustrate and label conflict types and how they are addressed
and resolved;
REVISED JUNE 16_2015
Grade Level: 10 Week #: 5-7 p.5
Demonstrate the use of study strategies to include: skimming and scanning, note taking, outlining, using study-guide questions to
better understand texts
Re-teach strategies of identifying main idea and themes in written texts
Support student knowledge with examples of generalizations & KWL Charts
Model writing portion and create as a class prior to independent practice
Model short pieces of text to demonstrate Pre-read/skim/scan written text strategies
Demonstrate how the author uses e.g., compare/contrast, cause/effect, chronological ordering
Use visuals created in week 3 (i.e., draw pictures, story boards, &/or magazine pictures to illustrate and label conflict types and how
they are addressed and resolved) as a reference for identification of conflict type
TAUGHT CURRICULUM
Academic Vocabulary, Guiding Questions, Enduring Understandings, Exemplar Lesson, and Resources
Suggested Planning Resources:
Prentice Hall Literature 10th Grade Language and Literacy:
"The Monkey's Paw"
"Ashputtle"
"Contents of the Dead Man's Pocket"
"Like the Sun"
"There Will Come Soft Rains"
"The Masque of the Red Death"
"By the Waters of Babylon"
"Do Not Go Gentle into That Good Night"
"Spring and All"
"Sonnet 18"
Power Learning Task:
Archetype and Literary Elements Tic-Tac-Toe
(suggested texts to be used: “Monkey’s Paw,” “Contents of
Dead Man’s Pocket,” “Ashputtle,” “Do Not Go Gentle into
That Good Night,” “Sonnet 18,” “Those Winter Sundays,”
etc…)
Write Source Grade 10 (Narrative Writing, Expository Writing,
Creating Writing: Writing Poetry)
Texas Write Source: Texas Assessment Preparation Grade 10
REVISED JUNE 16_2015
Grade Level: 10 Week #: 5-7 p.6
Key Academic Vocabulary:
archetype
motifs
context clues (synonym/antonym, definition, description, and
example),
figurative language (similes, metaphors),
prefixes
roots
suffixes
analogies
parallelism
purpose/significance of setting
literary forms and terms (flashback, foreshadowing, various
points of view, irony, symbols/symbolism, mood/tone, motif),
main idea
supporting details
summary
text support
cause/effect,
plot elements (exposition, narrative hook, rising action/
complication, climax, falling action, resolution/denouement),
scene
view point
tone
connotation
denotation
diction
conflict
resolution
theme
parallelism
antecedent
DIDLS (Diction, Imagery, Details, Language, Syntax)
Tone, mood, and style
REVISED JUNE 16_2015
Grade Level: 10 Week #: 5-7 p.7
Figurative language, melodies of literary language
Poetic elements:
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tone
mood
style
iambic pentameter
blank verse
rhyme scheme
rhythm
meter/prosody
stanza
speaker
Poetic structure: ballad, dramatic, epic, free verse, form, lyric,
narrative, haiku, sonnet, tanka
TPCASTT (Title, Paraphrase, Connotation, Attitude, Shift, Title,
Theme)
Guiding Questions:
8(A)
What is main idea?
What is the difference between a main idea and a theme?
How is main idea determined?
What details support the main idea?
5(A)
What is a character?
What are the different types of character?
What are character traits?
REVISED JUNE 16_2015
Enduring Understandings:
Main ideas:
a.
b.
c.
d.
May be explicit
May be inferred
Express the author’s point of view
Have supporting details
Character(s) is who or what drives the literary text.
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Some characters are people, animals, natural objects,
or supernatural objects.
Protagonist and Antagonist are two types of characters
Grade Level: 10 Week #: 5-7 p.8
What motivates character?
What literary terms are used to classify character in literary texts?
How is the character revealed to the reader?
What is point of view?

Some protagonists are heroes or the principal
character.
 Some antagonists are villains that oppose the
protagonist.
Character traits describe a protagonist or antagonist.
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Some traits are physical, personal (e.g., moral ethical,
evil, compassionate, loving, wealthy/poor), or
emotional.
Motivation is the reason behind a characters action.

Some characters are motivated by emotional, physical,
or mental needs.
The literary terms used to classify characters can be determined
by behavior.
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Some characters are dynamic, static, round, flat, or
stereotypes.
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Character can be revealed through action.
Point of view is the vantage point from which the story
is told (“the narrator”).
Some stories are told from first-person point of view.
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2(B)
What are archetypes?
What are motifs?
How are archetypes used across multiple genres?
How do archetypes affect the plot of a play?
Some stories are told from third-person omniscient point
Archetypes are recurring patterns of situation, character, or
symbol existing universally and instinctively in the collected
unconscious of man.
3(A)
Is there rhyme scheme within the poem?
REVISED JUNE 16_2015
Grade Level: 10 Week #: 5-7 p.9
What structure is the poem in?
How does the structure affect the poem’s theme?
How does the figurative language develop the tone of the poem?
How does the imagery contribute to the overall meaning of the
poem?
What is figurative language?
What is the difference between mood and tone?
How do syntax/ word choice influence the reader’s
understanding?
Fig. 19 (B)
What are the main ideas of the selection?
Did you identify the supporting details to the main idea?
What information should a summary include?
What can you infer based on the details in the selection?
What can you infer about the text that you can support with
textual evidence?
What evidence from the selection best supports your
conclusions?
13(B)
What is coherence?
What is organization?
What is support of main ideas?
Poetry is literature in verse form, a controlled arrangement of
lines and stanzas. Poems use concise, musical, and emotionally
charged language to express multiple layers of meaning.
Continued application of earlier standards with increasingly more
complex texts as you become a self-directed, critical reader.
Decipher between various facts in order to best support an
argument and/or conclusion.
Coherence is ideas and details that fit together clearly, which
enables readers to follow along easily. Such elements include:
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REVISED JUNE 16_2015
repetition of key terms and phrases
use of synonyms, pronouns, transitional words and repeated
or parallel sentence patterns
Grade Level: 10 Week #: 5-7 p.10
13(C)
What is a draft?
What is the purpose of writing a draft?
What is style?
 How does style vary from literary works to literary work?
 How does the writer’s style impact the development of
voice in a literary work?
What is a draft?
What is the purpose of writing a draft?
How does the writer’s style impact the development of voices in
literary work?
13(D)
What is proofreading?
What grammatical elements?
What is subject-verb agreement in writing?
What is pronoun-antecedent agreement in writing?
What is parallelism?
What is error-free writing?
What is revising?
Organization is the structure ideas used to develop coherence,
such as:
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logical progression and completeness of ideas in a text
meaningful transitions
logical movement
clear presentation of ideas
concrete and specific details
relevant information
Drafting occurs when writers put ideas into sentences and
paragraphs.
Here the writer concentrates upon explaining and supporting
ideas fully.
Style is the distinct vocabulary and syntax of a particular writer.
Proofreading is primarily about searching writing for errors in
conventions, and is the final stage of the editing process.
Grammatical elements include but are not limited to:
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REVISED JUNE 16_2015
Subject-verb agreement
Pronoun antecedent agreement
Verb forms
Grade Level: 10 Week #: 5-7 p.11
15(A)
Did I include a thesis as my controlling idea?
Did I write an effective introductory and concluding paragraph?
Did I use a variety of sentence structures?
Did I include rhetorical devices and transitions between
paragraphs?
Is my organizing structure appropriate to the purpose, audience,
and context?
Did I include relevant evidence and well-chosen details?
 Parallelism
In Subject-verb agreement, the subject and verb must agree in
number: both must be singular, or both must be plural.
In Pronoun-antecedent agreement, a pronoun must agree with its
antecedent in three ways: person, number, and gender.
Parallelism means using the same pattern of words to show that
two or more ideas have the same level of importance.
Mechanics include but are not limited to:
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Capitalization
Punctuation
Grammar
Usage
Content is subjects and topics of a written work.
16 (A)
Does your thesis have a specific subject?
Does your thesis have a commentary in it?
Does your thesis argue for a central idea?
Have I created a clear thesis statement to guide my writing?
Have I gathered the most precise and relevant reasons to
support my writing?
Is my thesis statement clearly stated?
Does the thesis express my viewpoint/argument?
Have I introduced my topic and stated my opinion in a clearly
worded thesis statement?
REVISED JUNE 16_2015
An expository essay shares information about a specific topic.
The essay may be organized to present facts as a:
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problem/solution
cause and effect
pro/con
comparison/contrast
enumeration
definition
text to text/self/world
Grade Level: 10 Week #: 5-7 p.12
Are all of my ideas connected to each other and my thesis?
Is my thesis narrow enough to address my topic, but broad
enough to allow for relevant evidence?
Include the thesis in the introduction and restate it in the
conclusion in order to add coherence to the essay.
Be sure that your organizational pattern is appropriate for the
purpose, audience, and context of your essay.
Select a social, political, or environmental issue, and then gather
reasons and details to support your position.
Your thesis statement should introduce the argument and explain
its importance.
Create a thesis statement and connect all your ideas to it and to
each other. Develop your ideas thoroughly, and use specific
details.
In the first paragraph, state your thesis and reiterate it within your
conclusion.
Write a thesis statement that identifies a specific argument.
Cross-Content Connection:
1(A) Students will utilize reference resource to improve their understanding of a subject.
1(B) Students will be able to determine and confirm technical word meaning using word parts and contextual clues.
2(A) Students will compare and contrast differences and similarities in various time periods.
2(C) Students will analyze a work to its historical and cultural setting.
5(B) Students will analyze the impact of moral dilemmas across different countries or cultures.
6(A) Students will analyze the role of syntax and diction within a speech, essay, or other forms of literary nonfiction.
9(A) Students will summarize a selection and identify its main idea and most important supporting details.
9(B) Students will distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and
arguments in a selection or those made by others.
Fig. 19(B) Students will make complex inference about a selection and support their argument/conclusion with textual evidence.
REVISED JUNE 16_2015
Grade Level: 10 Week #: 5-7 p.13
13(B) Students will develop drafts in timed and open-ended situations in order to convey an intended message.
15(A) Students will write expository and procedural or work-related texts to communicate ideas and information to specific audiences
for specific purposes.
16(A) Students will be able to identify a central idea in order to develop a focused thesis statement.
TESTED CURRICULUM
Evidence of mastery for each unit (formative summative assessment options)
Formative Assessment:
Triad Writing- students will respond to an open ended or a thematic question based on story read.
Exit Card- responds to questions posed at the end of the class or activity.
Misconception Check- students will need to agree or disagree with statements made regarding the selection. They will need to
explain why.
Four Corners- while reading, students will respond to four questions posed at four corners and they will need to discuss with other
students their thought process.
3-2-1 students will identify 3 literary elements from the selection that develop a character; identify 2 conclusions about the character
based on the reading; write a summarizing sentence characterizing the character.
One Minute Essay- a focused question with a specific goal that can, in fact, be answered within a minute or two.
Index Card Summaries – Write three statements summarizing a topic ie author’s style, plot, character analysis
Think-Pair-Share Teacher gives direction to students. Students formulate individual response, and then turn to a partner to share
their answers. Teacher calls on several random pairs to share their answers with the class.
Oral Questioning (see Guided Questions)
Reading Comprehension Checks
RSQC2- In two minutes, students recall and list in rank order the most important ideas forma previous day’s class; in two more
minutes, they summarize those points in a single sentence, then write one major question they want answered, then identify a thread
or theme to connect this material to the course’s major goal.
Journals connected to theme
Interactive Notes
Socratic Seminar
TPCASTT- for individual poems
DIDLS- for individual poems
REVISED JUNE 16_2015
Grade Level: 10 Week #: 5-7 p.14
Summative Assessment:
Teacher-based common assessments developed through campus PLCs
Unit Assessments:
Write Source Grade 10 (Narrative Writing, Expository Writing, Creating Writing: Writing Poetry)
Texas Write Source: Texas Assessment Preparation Grade 10
PearsonSuccessNet.com (Other Resources: Resources and Downloads: Assessments: Assessments: Unit 1, 2, 4, 6)
REVISED JUNE 16_2015
Grade Level: 10 Week #: 5-7 p.15