Curriculum: Honors English II
Curricular Unit: Reading Standards for Literature
Instructional Unit: A. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the
text
Standard Alignments (Section 2)
Knowledge: (CA) 2
CCSS: 9-10.RL.1
NETS: N/A
Performance: 1.5
Unit (Section 3)
Learning Targets:
•
Locate and summarize evidence in the text to support analysis of the text
• Make logical inferences to support conclusions made from the text
Instructional Strategies:
The teacher will model:
• analytical response: Students will respond to a given prompt by supporting
analysis with at least two quotations from the text
• dialectical journal: Evaluating quotations for relevance using a two-column chart
• shared writing to model dialectical journal and analytical response revisions
Assessments/Evaluations:
•
•
•
Formative/summative:
• Analytical Response – See example prompts in the sample assessment questions
section below:
• Scoring guide: See Appendix
• Analyze quotations to identify various literary devices and analyze the relevance
to theme
Formative:
• Provide feedback and revision opportunities
• English II Pre-test: See Appendix for the entire test text over:
• main idea
• inference
• significant detail
• drawing conclusions
• questioning
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•
Summative:
• English II Final: See Appendix for the entire test text over:
• main idea
• inference
• significant detail
• drawing conclusions
• questioning
• Literary Analysis Essay: See Appendix for scoring guide
Sample Assessment Questions:
Harper Lee’s To Kill a Mockingbird features numerous symbols. In a well-developed
analytical response, choose a symbol and explain its significance within the novel.
Use the text to support your claims.
• Metaphors are a sophisticated way to make penetrating, counterintuitive, or especially
nuanced observations. At the end of “A Eulogy to Dr. Martin Luther King, Jr.” RFK
speaks about what it takes “to tame the savageness of man and to make gentle the life
of this world.” In a well-developed essay, determine how RFK uses this metaphor.
Use the text to support your claims.
Instructional Resources/Tools:
•
• Common pre and post-tests
• Quote study example
• Dialectical Journal template
• Literary Analysis Essay outline
• Classroom novels
• Textbooks
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
Board Approved 8-3-15
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Curriculum: Honors English II
Curricular Unit: Reading Standards for Literature
Instructional Unit: B. 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
Standard Alignments (Section 2)
Knowledge: (CA) 2
CCSS: 9-10.RL.2
NETS: N/A
Performance: 1.6
Unit (Section 3)
Learning Targets:
•
Determine the theme of a text and describe how each section contributes to the
theme
•
Analyze how the theme of a text is shaped and refined by specific details
• Give an objective summary of the text
Instructional Strategies:
Analytical response: students will respond to a given prompt by supporting analysis
with at least two quotations from the text
• Dialectical Journal – evaluating quotations for relevance using a two-column chart
• Note-taking strategy: The teacher will provide a structured note-taking strategy,
perhaps Cornell notes or similar, to guide meaningful connections and summary
Assessments/Evaluations:
•
•
•
Formative:
• Provide feedback and revision opportunities
• Periodic quizzes
• Annotating the text
• Making connections and noting specific details and plot structures
• Discussion notes – discussion topics could include:
• theme
• characterization
• plot structure and how plot structure supports theme
• specific details from the text as they are used to support theme
Summative:
• Literary Analysis essay
• Common final
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Sample Assessment Questions: See Appendix for entire Common Quizzes and Final
From the common To Kill a Mockingbird 12-16 quiz: Read the passage below.
Determine the passage's main idea. When Dill is discovered hiding under Scout's bed,
Atticus tells Dill to "put some of the country back where it belongs."
a. Atticus wants Dill to stop digging a hole in the backyard.
b. The city of Maycomb wants Dill to bring back the dirt he took from the town
square.
c. Atticus wants Dill to take a bath.
d. Atticus wants Dill to stop speaking with a southern accent.
• From the common To Kill a Mockingbird final: The following quote supports which
of the novel's themes. "He ain't company. Cal, he's just a Cunningham."
a. Racism
b. Judging others based on their family lineage is amoral.
c. Judging others based on appearance alone is amoral.
d. Humankind's course and abrasive treatment of one another is amoral.
Instructional Resources/Tools:
•
•
•
•
•
•
Common quizzes
Common final
Dialectical journal template
Text annotation and note-taking examples and expectations
Classroom texts and textbook sets
* See Appendix for common quizzes and final
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
Board Approved 8-3-15
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Curriculum: Honors English II
Curricular Unit: Reading Standards for Literature
Instructional Unit: C. 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
Standard Alignments (Section 2)
Knowledge: (CA) 2
CCSS: 9-10.RL.3
NETS: N/A
Performance: 1.6, 1.8
Unit (Section 3)
Learning Targets:
•
Analyze how complex characters develop through the text
•
Analyze how complex characters interact with other characters over the course of a
text
• Describe how complex characters advance the plot or develop the theme
Instructional Strategies:
Teacher and student modeling:
• Analytical response: students will respond to a given prompt by supporting
analysis with at least two quotations from the text
• Passage analysis to identify and analyze character development
• Define types of characterization with examples and discussion
• Dialectical Journal – evaluating quotations for relevance using a two-column chart
Assessments/Evaluations:
•
•
Formative:
• Provide feedback
• Analytical response: respond to given prompt by supporting analysis with at least
two quotations from the text
• Dialectical Journal: Evaluating quotations for relevance using a two-column chart
• Character maps and plot timelines
• Common quizzes
• Annotating the text:
• Making connections
• Charting argument development
• Noting specific details
• Plotting structures
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Discussion notes – Discussion topics could include:
• characterization
• plot development
• the interaction between character and plot
• Summative:
• Literary Analysis essay
• Common final exams
Sample Assessment Questions:
•
Over the course of To Kill a Mockingbird, Jem Finch grows up. Discuss Jem as a
dynamic character. How and why does Jem change? What events and/or persons
cause him to change? Respond in a well-developed analytical response, using the text
to support your claims.
• In this passage, a conflict exists between _______ (character) and ________
(character, setting, event). How does this conflict propel the action of the plot
forward?
Instructional Resources/Tools:
•
Templates:
• Character map
• Plot diagram
• Dialectical journal
• Common quizzes and exams
• Classroom texts
• Textbook sets
Cross Curricular Connections:
•
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
Board Approved 8-3-15
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Curriculum: Honors English II
Curricular Unit: Reading Standards for Literature
Instructional Unit: D. Determine the meaning of words and phrases as they
are used in the text, including figurative and connotative meanings; analyze
the cumulative 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)
Standard Alignments (Section 2)
Knowledge: (CA) 2,5
CCSS: 9-10.RL.4
NETS: N/A
Performance: 1.5, 1.6
Unit (Section 3)
Learning Targets:
•
Determine the figurative and connotative meaning of words and phrases based
on how they are used in a text
• Analyze how an author’s word choice affects the meaning and tone of a text
Instructional Strategies:
• Discussion with examples of figurative language and other literary devices
• Explanation and practice with connotative meaning
• Presentation and discussion of author’s style and reasoning
• Passage Analysis: Students will use given passages to identify and analyze the tone
Assessments/Evaluations:
Formative:
• Periodic quizzes
• Analytical response: respond to given prompt by supporting analysis with at least
two quotations from the text
• Dialectical Journal: Evaluating quotations for relevance using a two-column chart
• Annotating the text – noting:
• word choices
• significant details
• figurative language
• literary devices
• Figurative language and literary device practice using:
• simile
• metaphor
• personification
• hyperbole
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• alliteration
• assonance
• imagery
• irony
• characterization
• tone
• mood
• repetition
• parallelism
on worksheets (formative) and essays (summative)
• Discussion notes – discussion topics could include:
• figurative language and literary devices as they support and develop theme or
main idea
• how authors employ vocabulary strategically and intentionally
• Summative: Summative writing directed at tone
Sample Assessment Questions:
Based on your reading of the text, how would you describe the author’s tone? What is
the significance of the author’s tone? Use the text to support your claims.
• From the To Kill a Mockingbird final test: What type of literary device is used in this
passage? To what effect? "Haints, hot steams, incantations, secret signs, had vanished
with our years as mist with sunrise."
a. Metaphor: comparing life in Maycomb to a vanishing mist
b. Simile: comparing childhood innocence to a vanishing mist
c. Metaphor: comparing childhood innocence to a vanishing mist
d. Simile: comparing life in Maycomb to a vanishing mist
Instructional Resources/Tools:
•
Common:
• quizzes
• finals
• Text annotation and note-taking examples and expectations
• Classroom texts and textbook sets
• Dialectical journal template
Cross Curricular Connections:
•
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
Board Approved 8-3-15
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Curriculum: Honors English II
Curricular Unit: Reading Standards for Literature
Instructional Unit: E. Analyze how an author’s choices 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
Standard Alignments (Section 2)
Knowledge: (CA) 2,4
CCSS: 9-10.RL.5
NETS: N/A
Performance: 2.4
Unit (Section 3)
Learning Targets:
Analyze how an author’s choices to structure a text, manipulate time, and order
events can create mystery, suspense, or tension for the reader
Instructional Strategies:
•
Evaluate the writer’s style through annotation and discussion
The teacher will direct students in analysis of specific scenes
In their own writing, students will apply literary devices used to create:
• sequencing
• mood
• characterization
• Analytical response: students will respond to a given prompt by supporting analysis
with at least two quotations from the text
Assessments/Evaluations:
•
•
•
•
Formative/summative:
• Analytical response: respond to given prompt by supporting analysis with at least
two quotations from the text
• Periodic quizzes
• Annotating the text:
• noting plot structure
• including plot diagrams
• Discussion notes/Socratic circle – discussion topics could include:
• plot structure and plot structure as it relates to author’s purpose
• main idea or theme
• how author’s intentionally and strategically create structure
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•
Summative: Personal narrative – topics should include:
• significant life events
• lessons
• influences
Sample Assessment Questions:
Consider the way the author organizes the text. Does he or she tell the story
chronologically, or does he or she employ flashbacks and/or foreshadowing? What is
the impact of the plot’s structure?
• Based on your reading of William Shakespeare’s Julius Caesar, what is the
significance of Act III, scene iii?
• Examine the way Shakespeare has structured Julius Caesar Act IV. How is the
structure of this act different from the structure of previous acts? Why did
Shakespeare choose to differ the structure of Act IV from the structure of the other
acts?
Instructional Resources/Tools:
•
Personal narrative:
• expectations
• scoring guide
• Common:
• quizzes
• finals
• Text annotation and note-taking examples and expectations
• Classroom texts
• Textbook sets
• Dialectical journal template
Cross Curricular Connections:
•
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
Board Approved 8-3-15
10
Curriculum: Honors English II
Curricular Unit: Reading Standards for Literature
Instructional Unit: F. 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
Standard Alignments (Section 2)
Knowledge: (CA) 7
CCSS: 9-10.RL.6
NETS: N/A
Performance: 1.9
Unit (Section 3)
Learning Targets:
Analyze a point of view or cultural experience as reflected in a work from outside the
U.S.
Instructional Strategies:
•
Read and discuss various:
• short stories
• current events
• Use a graphic organizer to compare and contrast literary pieces from both domestic
and international perspectives
• Analytical response: Students will respond to given prompt by supporting analysis
with at least two quotations from the text
• Reflect to establish multiple points of view on the same event
Assessments/Evaluations:
•
•
•
Formative:
• Reflective journals based on short stories and current events – topics could
include evaluating one’s own bias or perspective
• Periodic quizzes
• Analytical response scoring guide
• Annotating the text – noting text features and important facts/opinions
• Discussion notes/Socratic circle – discussion topics could include:
• point of view
• comparison and contrast or perspective
• how an author’s context affects his or her bias
Formative/summative: Compare/contrast two literary pieces on the same event or
topic written from two different perspectives
• Tone
• Point of view
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Sample Assessment Questions:
Based on your reading of the text, what is the author’s perspective or point of view
and how does his or her point of view affect his or her overall purpose?
• Now that you have read a piece from outside the United States, compare and contrast
the perspective or point of view of the piece’s author with the point of view or
perspective of an individual living within the United States.
Instructional Resources/Tools:
•
Text annotation and note-taking examples and expectations
Classroom texts
Textbook sets
Suggested:
• online resources including Newsela
• current events resource including Upfront magazine
• From the textbook, consider “Marriage is a Private Affair” by Chinua Achebe
Cross Curricular Connections:
•
•
•
•
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
Board Approved 8-3-15
12
Curriculum: Honors English II
Curricular Unit: Reading Standards for Literature
Instructional Unit: G. Analyze the representation of a subject or a key scene
in two different artistic mediums, including what is emphasized or absent in
each treatment
Standard Alignments (Section 2)
Knowledge: (CA) 5
CCSS: 9-10.RL.7
NETS: N/A
Performance: 1.5
Unit (Section 3)
Learning Targets:
Analyze the representation of a topic in two different mediums and how the
representation shapes the overall effect of the subject or scene
Instructional Strategies:
•
The teacher will lead a discussion of:
• comparison of reading to film or visual presentation
• the medium’s motivation for interpretation
• Students will:
• determine the effect of the medium on its message
• use graphic organizers, including Venn diagrams and comparison/contrast matrix,
to compare/contrast representation within each medium
Assessments/Evaluations:
•
•
•
Formative:
• Fill out a Venn diagram, comparison/contrast matrix
• Discussion notes/Socratic circle – discussion topics could include:
• point of view
• medium, author’s/designer’s purpose and perspective, and the way medium
can affect message
Formative/summative:
• Compare/contrast various depictions of a single event or subject as portrayed in
different mediums – mediums could include:
• audio recordings
• artwork/advertising
• online media
• film
• Analytical response focusing on medium
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Sample Assessment Questions:
Based on your reading of Julius Caesar and your observation or study of the below
artwork, determine how medium of presentation can affect message. How does the
medium of a play differ from the medium of a painting or a comic? Why do authors
choose one medium of presentation over another?
* See Appendix for the appropriate artwork
• Based on your reading of To Kill a Mockingbird and viewing the movie version, how
does the novel differ from the film? How does Harper Lee present theme in her novel,
and how do the directors of the film version translate her message to film?
Instructional Resources/Tools:
•
Classroom texts, which may include:
• artwork/advertisement visuals
• comic books/political cartoons
• audio recordings
• films
• blogs
• other online media
Cross Curricular Connections:
•
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
Board Approved 8-3-15
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Curriculum: Honors English II
Curricular Unit: Reading Standards for Literature
Instructional Unit: H. Analyze how an author draws on and transforms
source material in a specific work
Standard Alignments (Section 2)
Knowledge: (CA) 2
CCSS: 9-10.RL.9
NETS: N/A
Performance: 1.9
Unit (Section 3)
Learning Targets:
Analyze how an author draws on and transforms source material such as a theme or
topic from a specific work (allusion)
Instructional Strategies:
•
•
Model and discuss examples of allusion
Text annotation and discussion based on the function of allusion and the relationship
between source material and its referents
Assessments/Evaluations:
•
Formative:
• Annotating the text – noting allusions and using allusions to make connections
between texts and between the text and the world beyond the text
• Discussion notes/Socratic circle:
• Discussion topics could include:
• identification of allusions
• discussion of their significance
• the importance of using allusions
• why authors use allusions
• Also consider how the theme or perspective of the original differs from, is
modernized by, or is parodied/satirized by later works
• Formative/summative:
• Periodic quizzes
• Analytical response scoring guide
Sample Assessment Questions:
•
•
Chinua Achebe’s Things Fall Apart responds to, criticizes, and alludes to Joseph
Conrad’s Heart of Darkness. Analyze how and why Achebe draws on and transforms
Conrad’s original work.
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•
From the To Kill a Mockingbird Chapters 26-end quiz: “Maycomb was itself again.
Precisely the same as last year and the year before that, with only two minor changes.
Firstly, people had removed from their store window and automobiles the stickers
that said NRA – WE DO OUR PART. I asked Atticus why, and he said it was
because the National Recovery Act was dead. I asked who killed it: he said nine old
men.” Which literary device is in the passage above, and what is its purpose?
a. Hyperbole: To show not everyone had removed their stickers.
b. Allusion: Emphasizes the injustice in Tom Robinson's case.
c. Hyperbole: Shows the town could not be exactly the same as it had once been.
d. Allusion: Emphasizing the constitutional role of the Supreme Court.
Instructional Resources/Tools:
Common:
• quizzes
• exams
• Text annotation and note-taking examples and expectations
Cross Curricular Connections:
•
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
Board Approved 8-3-15
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Curriculum: Honors English II
Curricular Unit: Reading Standards for Literature
Instructional Unit: I. By the end of grade 10, read and comprehend literature,
including stories, dramas, and poems, at the high end of the grades 9–10 text
complexity band independently and proficiently
Standard Alignments (Section 2)
Knowledge: (CA) 2
CCSS: 9-10.RL.10
NETS: N/A
Performance: 1.5
Unit (Section 3)
Learning Targets:
Read and comprehend literature at the tenth grade level reading literature appropriate
to the grade level and skill
Instructional Strategies:
•
Students will have multiple opportunities for:
• cold reading
• sustained reading
• Evaluate the various types of context clues
Assessments/Evaluations:
•
Formative/summative:
• Periodic common comprehension quizzes
• Paraphrasing passages
• Cold reads
• Vocabulary/context clues – appears on various quizzes and tests, including the
pre-test and midterm
• Summative: Common exams
Sample Assessment Questions:
•
•
•
•
Paraphrase Mark Antony’s funeral oration from Julius Caesar.
After you paraphrase Mark Antony’s funeral oration, identify rhetorical devices,
figurative language, literary devices, and tone.
From the English II pre-test: Even though a storm had just come through, the lake
was strangely very placid that afternoon.
a. Calm
b. Blustery
c. Wet
d. Glittering
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Instructional Resources/Tools:
Classroom texts
Textbooks
Common:
• quizzes
• exams
Cross Curricular Connections:
•
•
•
•
N/A
Depth of Knowledge (Section 5)
DOK: 1
Board Approved 8-3-15
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Curriculum: Honors English II
Curricular Unit: Reading Standards for Informational Text
Instructional Unit: J. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the
text
Standard Alignments (Section 2)
Knowledge: (CA) 3,4,6
CCSS: 9-10.RI.1
NETS: 3a-c; 4c; 5a; 6a
Performance: 1.5
Unit (Section 3)
Learning Targets:
•
Locate and summarize evidence in the text to support analysis of the text
• Make logical inferences to support conclusions made from the text
Instructional Strategies:
Students will:
• use various graphic organizers
• determine the main idea and differentiate from supporting details
• Analytical response: students will respond to a given prompt by supporting analysis
with at least two quotations from the text
Assessments/Evaluations:
•
Formative:
• Analytical response scoring guide
• Summarizing and paraphrasing practice
• Annotating the text:
• Making connections
• Charting argument development
• Noting specific details and plot structures
• Summative: Argumentative essay – assessed using a scoring guide
Sample Assessment Questions:
•
•
Examine the text features--the table or graphics--and provide an objective summary
of the text feature. How does the table or graphic support the text’s main idea? What
conclusions can a reader draw from analyzing the table or graphic?
Board Approved 8-3-15
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Instructional Resources/Tools:
• Text annotation and note-taking examples and expectations
• Classroom texts
• Textbook sets
• Summary and paraphrase practice template
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 2
Board Approved 8-3-15
20
Curriculum: Honors English II
Curricular Unit: Reading Standards for Informational Text
Instructional Unit: Determine a central idea of a text 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
Standard Alignments (Section 2)
Knowledge: (CA) 1,3-6
CCSS: 9-10.RI.2
NETS: N/A
Performance: 1.2, 1.4, 1.6, 1.8
Unit (Section 3)
Learning Targets:
•
Determine the central idea of a text and analyze its development
•
Analyze how the central idea of a text is shaped and refined by specific details
• Summarize a text objectively
Instructional Strategies:
Model:
• Analytical response: students will respond to a given prompt by supporting
analysis with at least two quotations from the text
• Source analysis: students will use a graphic organizers to analyze various sources
on the same topic or central idea
• Practice summarizing and paraphrasing
Assessments/Evaluations:
•
•
•
Formative/summative: Analytical Response scoring guide
Formative:
• Paraphrasing writing activity – Summary and paraphrase practices focusing on
summaries of the entire text vs. paraphrases of portions of the text
• Teacher-provided feedback
• Annotating the text: Identifying the central idea and the specific details that
supported and shaped the idea, using note-taking strategies to denote/differentiate
between main ideas and specific details
• Discussion notes – discussion topics could include main idea and how the main
idea is supported and shaped by specific details from the text
Board Approved 8-3-15
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Sample Assessment Questions:
Based on your reading of the text, determine the main idea. What techniques does the
author use to support his or her main idea? Respond in a well-developed paragraph
that uses the text to support your response.
• Examine the text features--the table or graphics--and provide an objective summary
of the text feature.
Instructional Resources/Tools:
•
• Text annotation and note-taking examples and expectations
• Classroom texts
• Textbook sets
• Summary and paraphrase practice template
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
Board Approved 8-3-15
22
Curriculum: Honors English II
Curricular Unit: Reading Standards for Informational Text
Instructional Unit: K. 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
Standard Alignments (Section 2)
Knowledge: (CA) 1,3-6
CCSS: 9-10.RI.3
NETS: N/A
Performance: 1.5, 1.6, 1.8
Unit (Section 3)
Learning Targets:
•
Analyze how the author introduces and develops a series of ideas and events
including the order of the events and how this contributes to the overall purpose of
the text
Analyze the connections the author draws between each point and how these
contribute to the overall purpose of the text
Instructional Strategies:
•
Model sequencing and development of events
Students will use graphic organizers such as:
• semantic maps
• outlines
• Venn diagrams
to connect different points
Assessments/Evaluations:
•
•
•
•
Formative/summative – Graphic organizer assessment:
• Semantic mapping: Model semantic mapping and then ask students to practice
mapping an argument from an informational text
• Outline an author’s argument
• Rough draft and research for the informative/explanatory paper
• Annotating the text – noting the text’s main idea or purpose and the points that
support the main idea
Summative:
• Informative/explanatory scoring guide
• Analytical response scoring guide
• Common exams
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Sample Assessment Questions:
Example question from English II common midterm:
How does Norman Mineta organize his speech “Remarks for Memorial Day”?
a. by discussing the relationship between Ireland and the Coast Guard
b. by analyzing the success of various search and rescue operations
c. by comparing the crews of the Endurance and the Barque Eagle
d. by explaining the history of polar exploration
• Example question from English II common final:
In paragraph 1, as President Kennedy opens his inaugural address, all of the
following relate to his main idea EXCEPT:
a. America’s elections are only about which political party wins
b. America’s freedom is always to be celebrated
c. America needs to deal with change no matter which political party wins
d. America should embrace both the beginning of renewal and the change that each
election brings
Instructional Resources/Tools:
•
• Common finals
• Text annotation and note-taking examples and expectations
• Classroom texts
• Textbook sets
• Semantic map template
• Informative/explanatory scoring guide and expectations
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 3
Board Approved 8-3-15
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Curriculum: Honors English II
Curricular Unit: Reading Standards for Informational Text
Instructional Unit: L. Determine the meaning of words and phrases as they
are used in a text, including figurative, connotative, and technical meanings;
analyze the cumulative impact of specific word choices on meaning and tone
Standard Alignments (Section 2)
Knowledge: (CA) 1,3,6,7
CCSS: 9-10.RI.4
NETS: N/A
Performance: 3.3, 3.4
Unit (Section 3)
Learning Targets:
•
Determine the meanings of words and phrases as they are used in a text
Analyze and understand how an author’s specific word choice affects the
meaning and tone of a text
Instructional Strategies:
•
The teacher will model using context clues to determine the meaning of unknown
words
• Passage analysis: Students will use given passages to identify and analyze tone
Assessments/Evaluations:
•
• Formative/summative: Periodic quizzes
• Summative: Common benchmarks--midterm and final
Sample Assessment Questions:
•
•
From the English II pre-test:
Even though a storm had just come through, the lake was strangely very placid that
afternoon.
a. Calm
b. Blustery
c. Wet
d. Glittering
From the English II midterm:
When you met your first love, your parents thought that the relationship was
transitory--but fifty years later, you are still married.
a. Brief
b. Momentous
c. Insignificant
d. Trivial
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Instructional Resources/Tools:
Common
• quizzes
• benchmark exams
Cross Curricular Connections:
•
•
N/A
Depth of Knowledge (Section 5)
DOK: 2
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Curriculum: Honors English II
Curricular Unit: Reading Standards for Informational Text
Instructional Unit: M. Analyze in detail how an author’s ideas or claims are
developed and refined by particular sentences, paragraphs, or larger portions
of a text
Standard Alignments (Section 2)
Knowledge: (CA) 1,3,6,7
CCSS: 9-10.RI.5
NETS: 4a
Performance: 1.2, 1.5, 1.6
Unit (Section 3)
Learning Targets:
Analyze how an author’s ideas or claims are developed or refined by specific parts of
the text
Instructional Strategies:
•
Source analysis: Students will use a graphic organizer to analyze sources
Discussions focused on use and analysis of rhetorical skills (Think/Pair/Share or Fish
Bowl discussions)
• Analytical response: Students will respond to given argumentative prompt by
supporting a position with rhetorical or critical techniques
• Evaluate example argumentative essays and presentations
Assessments/Evaluations:
•
•
•
•
Formative:
• Argumentative analytical response scoring guide
• Peer review and feedback on an argumentative draft
• Discussion notes/Fish Bowl discussion – discussion topics could include:
• identification of arguments
• rhetorical strategies
• argument structure and efficacy
• Annotating the text
• Making connections
• Charting argument development
• Noting specific details and argument structures
Summative:
• Argumentative essay scoring guide
• Formal presentation scoring guide
• Common final
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Sample Assessment Questions:
From the common final:
In paragraph 1, as President Kennedy opens his inaugural address, all of the
following relate to his main idea EXCEPT:
a. America’s elections are only about which political party wins
b. America’s freedom is always to be celebrated
c. America needs to deal with change no matter which political party wins
d. America should embrace both the beginning of renewal and the change that each
election brings
• How does the author structure his or her argument? Identify its parts.
• How does the author utilize his or her introduction? How does he or she introduce his
or her argument?
• Identify and evaluate the author’s thesis. What makes the thesis statement effective or
ineffective?
• How does the author conclude his or her argument? Evaluate the efficacy of the
conclusion--what makes the conclusion effective or ineffective?
Instructional Resources/Tools:
•
• Text annotation and note-taking examples and expectations
• Peer review template and example papers/presentations
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 3
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Curriculum: Honors English II
Curricular Unit: Reading Standards for Informational Text
Instructional Unit: N. 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
Standard Alignments (Section 2)
Knowledge: (CA) 1,3,6,7
CCSS: 9-10.RI.6
NETS: N/A
Performance: 1.2, 1.5, 1.9
Unit (Section 3)
Learning Targets:
•
Determine the author’s overall purpose
• Analyze how an author uses rhetorical strategies to advance that purpose
Instructional Strategies:
Discussions focused on use and analysis of rhetorical skills (Think/Pair/Share or Fish
Bowl discussions)
• Analytical response: Students will respond to a given argumentative prompt by
supporting a position with rhetorical or critical techniques
• Text immersion to identify rhetorical strategies used in commercials and how those
strategies advance the purpose
• Students will use graphic organizers such as semantic mapping
Assessments/Evaluations:
•
•
•
Formative/summative:
• Purpose statement/support that the author uses to advance his/her intent
• Exit tickets
• Semantic mapping
• Annotating the text – noting the author’s overall purpose and the rhetorical
strategies he or she uses to advance that purpose
Summative – assessed using scoring guides:
• Analytical response
• Argumentative essay
• Formal presentation
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Sample Assessment Questions:
Identify the rhetorical strategies used in the text. What makes each strategy effective
or ineffective?
• How does the author use rhetorical strategies to advance his or her purpose? In other
words, how does he or she make his or her argument?
Instructional Resources/Tools:
•
• Text annotation and note-taking examples and expectations
• Appropriate commercials or advertisements
• Semantic Mapping template
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 2
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Curriculum: Honors English II
Curricular Unit: Reading Standards for Informational Text
Instructional Unit: O. Analyze various accounts of a subject told in different
mediums
Standard Alignments (Section 2)
Knowledge: (CA) 1,3,5-7
CCSS: 9-10.RI.7
NETS: 1a-c; 2b,c; 3-6
Performance: 1.2, 1.4, 1.5, 1.9
Unit (Section 3)
Learning Targets:
Analyze how various accounts of a subject are told in two different mediums and how
the details emphasized in both affect the overall message
Instructional Strategies:
•
Discussion of comparison of reading to film or visual presentation and of a medium’s
motivation for interpretation
• To determine the effect of the medium on its message, students will use graphic
organizers, including Venn diagrams and comparison/contrast matrix, to
compare/contrast representation within each medium
Assessments/Evaluations:
•
•
•
Formative:
• Fill out a Venn diagram, comparison/contrast matrix
• Discussion notes/Socratic circle – discussion topics could include:
• point of view
• medium
• author’s/designer’s purpose and perspective
• the way the medium can affect the message
Formative/summative:
• Compare/contrast various depictions of a single event or subject as portrayed in
different mediums – Mediums could include:
• audio recordings
• artwork/advertising
• online media
• film
• Analytical response focusing on medium
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Sample Assessment Questions:
How does the video news report or clip differ from an article discussing the same
material?
• How does the medium (in print or digital video) affect the overall message?
• Are the goals of different media the same--even when different media are discussing
the same topic?
Instructional Resources/Tools:
•
Classroom texts, which may include:
• artwork/advertisement visuals
• comic books/political cartoons
• audio recordings
• films
• blogs
• other online media
Cross Curricular Connections:
•
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
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Curriculum: Honors English II
Curricular Unit: Reading Standards for Informational Text
Instructional Unit: P. 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
Standard Alignments (Section 2)
Knowledge: (CA) 1,3-6
CCSS: 9-10.RI.8
NETS: 3; 5
Performance: 1.1, 1.2, 2.1, 2.2, 2.5, 2.6, 4.2
Unit (Section 3)
Learning Targets:
•
Delineate (outline) and evaluate the argument and specific claims in a text
•
Assess whether an author’s reasoning is valid and whether there is enough
relevant evidence to support the claims made
• Identify the false statements and fallacious reasoning
Instructional Strategies:
The teacher will present rhetorical devices and examples of rhetorical devices
Students will use graphic organizers and note-taking strategies to outline an author’s
argument and determine the validity of his or her reasoning (text annotation, outlines,
semantic mapping, etc.).
• Text immersion to identify logical fallacies as used in commercials and other texts
• Source analysis: Students will use a graphic organizer to analyze sources
Assessments/Evaluations:
•
•
•
•
Formative:
• Misconception checks and discussion of examples
• Discussion could include identifying false claims or logical inconsistencies,
validating evidence, etc.
• Graphic organizers : outlines, semantic maps, etc.
• Annotating the text
• Noting the author’s overall purpose and the rhetorical strategies he or she uses to
advance that purpose
Summative – Essays assessed using scoring guides:
• Argumentative
• Informative/explanatory
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Sample Assessment Questions:
Identify the rhetorical strategies used in the text. What makes each strategy effective
or ineffective?
• How does the author use rhetorical strategies to advance his or her purpose? In other
words, how does he or she make his or her argument?
• What makes this writer or speaker effective or ineffective? Does his or her reasoning
make sense, and is his or her reasoning designed to mislead?
Instructional Resources/Tools:
•
• Text annotation and note-taking examples and expectations
• Graphic organizer templates
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 3
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Curriculum: Honors English II
Curricular Unit: Reading Standards for Informational Text
Instructional Unit: Q. Analyze seminal U.S. documents of historical and
literary significance, including how they address related themes and
concepts
Standard Alignments (Section 2)
Knowledge: (CA) 1,3,4,6,7
CCSS: 9-10.RI.9
NETS: 3; 5
Performance: 1.6, 1.9, 4.2
Unit (Section 3)
Learning Targets:
Analyze how seminal U.S. historical and literary documents address a similar theme
or concept
Instructional Strategies:
•
Discuss and analyze example speeches and documents
Synthesis response: Students will synthesize the ideas communicated by various
historical and literary documents
Assessments/Evaluations:
•
•
Formative:
• Periodic quizzes
• Comparison/contrast writing:
• Prewriting with a Venn diagram or similar
• Analysis of different seminal documents as they address similar themes or
concepts
• Misconception check and discussion of misconceptions
• Summative:
• Common finals
• Argumentative essay scoring guide
Sample Assessment Questions:
•
Compare how __________ (text) and _____________ (text) address the concept of
________________ (similar concept).
• Which two themes are found in both documents?
Instructional Resources/Tools:
•
•
•
•
Classroom texts
Textbook sets
Common finals
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Cross Curricular Connections:
•
Social Studies: Evaluating US historical documents/speeches
Depth of Knowledge (Section 5)
DOK: 4
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Curriculum: Honors English II
Curricular Unit: Reading Standards for Informational Text
Instructional Unit: R. By the end of grade 10, read and comprehend literary
nonfiction at the high end of the grades 9–10 text complexity band
independently and proficiently
Standard Alignments (Section 2)
Knowledge: (CA) 1,3,4,6,7
CCSS: 9-10.RI.10
NETS: 2b; 3c,d; 4c,d
Performance: 1.6, 1.9, 4.2
Unit (Section 3)
Learning Targets:
• Read and comprehend informational text appropriate to grade 10
Instructional Strategies:
• Students will have multiple opportunities for cold reading and sustained reading
• Evaluate the various types of context clues
Assessments/Evaluations:
Formative/summative:
• Periodic common comprehension quizzes
• Paraphrasing passages
• Cold reads
• Vocabulary/context clues – appears on various quizzes and tests, including the
pre-test and midterm
• Summative: Common exams
Sample Assessment Questions:
•
•
•
•
Objectively summarize the text.
In his "1961 Inaugural Address," JFK's tone could best be described as:
a. Inspired, righteous, unifying
b. Complimentary, harmonizing, spiritual
c. Mournful, depressed, upset
d. Vengeful, wrathful, furious
After reading JFK's "1961 Inaugural Address," which statement BEST describes
JFK's characterization of America?
a. A country determined to dominate
b. A strong country desiring unity
c. A country willing to follow other nations
d. A country isolated from world concerns
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Instructional Resources/Tools:
Classroom texts
Textbooks
Common:
• quizzes
• exams
• Summarizing and paraphrasing template
Cross Curricular Connections:
•
•
•
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
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Curriculum: Honors English II
Curricular Unit: Writing Standards
Instructional Unit: S. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient
evidence
a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence
b. 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
c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and
counterclaims
d. Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing
e. Provide a concluding statement or section that follows from and supports
the argument presented
Standard Alignments (Section 2)
Knowledge: (CA) 1,3,4,6
CCSS: 9-10.W.1a-e
NETS: 3; 4a-c; 5a,c,d; 6a
Performance: 1.2, 1.4, 1.7, 1.8, 2.1-2.3, 2.7, 3.1-3.8, 4.1, 4.4, 4.5
Unit (Section 3)
Learning Targets:
•
Write arguments to support claims of substantive topics or texts, using valid
reasoning, relevant and sufficient evidence through the following:
a. Introduce precise claims, distinguish claims from opposing claims, and
create an organization that establishes clear relationships
b. Develop claims/counterclaims fairly, supplying evidence for and pointing
out strengths and limitations of both sides
c. Use words, phrases, and clauses that will connect and clarify relationships
between the reasons and claims, reasons and evidence, and reasons and
opposing claims
d. Establish and maintain a formal style and objective tone by following the
conventions of grammar
e. Write a conclusion that supports the argument
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Instructional Strategies:
Model the writing process:
• Brainstorming/invention
• First draft
• Peer/teacher edit with feedback for the persuasive essay
• The student will construct responses following the given format and strategies
studied. (Topics will be specifically geared to making a persuasive argument)
• Source analysis: Students will use given questions to analyze source validity
• Students will:
• review and analyze sample papers
• answer analysis questions
Assessments/Evaluations
•
Formative:
• Take notes and analyze examples of rhetorical strategies
• Use pre-writing strategies: brainstorming, outlining, etc.
• First draft with teacher feedback
• Peer feedback
• Critical Friends
• Summative – scoring guides for:
• argumentative essays
• formal presentations
Sample Assessment Questions:
•
In reviewing your argumentative essay, identify your thesis and topic sentences. How
do your topic sentences relate to and support your thesis statement?
• In reviewing your argumentative essay, identify the rhetorical strategies or devices
you have used. How do your rhetorical strategies advance your argument?
Instructional Resources/Tools:
•
• Critical Friends template
• Appropriate graphic organizers/templates
• Sample papers
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
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Curriculum: Honors English II
Curricular Unit: Writing Standards
Instructional Unit: T. Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content
a. 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
b. Develop the 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
c. Use appropriate and varied transitions to link the major sections of the
text, create cohesion, and clarify the relationships among complex ideas
and concepts
d. Use precise language and domain-specific vocabulary to manage the
complexity of the topic
e. Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing
f. Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications
or the significance of the topic)
Standard Alignments (Section 2)
Knowledge: (CA) 1,4
CCSS: 9-10.W.2a-f
NETS: 1b; 2a,b; 3a-c; 4a,b; 5a,c; 6a-c
Performance: 1.1, 1.2, 1.6, 1.8, 1.10, 2.1, 2.2, 2.7, 3.1, 4.4, 4.5
Unit (Section 3)
Learning Targets:
•
Write an informative piece which examines and conveys complex
ideas/information through effective collection, organization, and analysis of
content through the following:
a. Introduce a topic and organize complex ideas, concepts, and information to
make important connections and distinctions-including formatting,
graphics, and multimedia when helpful to comprehension
b. Use well-chosen and relevant facts, definitions, details, and quotations, or
other examples to develop the topic
c. Use appropriate transitions to create cohesion and clarify relationships
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d. Use precise language and subject-specific vocabulary to manage the
complexity of the topic
e. Establish and maintain a formal style and objective tone
f. Write a conclusion that supports the information presented
Instructional Strategies:
Model the writing process:
• Brainstorming/invention
• First draft
• Peer/teacher edit with feedback for an informative essay
• Students will:
• construct responses following the given format and strategies studied
• review and analyze sample papers and answer analysis questions
• Source analysis: Students will use given questions to analyze source validity
Assessments/Evaluations:
•
Formative:
• Pre-writing, such as:
• brainstorming
• outlining
• Summary and paraphrase practice
• Source analysis notes
• First draft feedback
• Peer feedback
• Critical Friends
• Summative – assessed using a scoring guide:
• Informative essay
• Formal presentation
Sample Assessment Questions:
•
In reviewing your informative essay, identify your thesis and topic sentences. How do
your topic sentences relate to and support your thesis statement?
• As you listen to your classmates’ presentations, identify how they integrate
information from various sources. Which types of sources are most appropriate?
Instructional Resources/Tools:
•
• Appropriate graphic organizers/templates
• Critical Friends template
• Sample papers
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
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Curriculum: Honors English II
Curricular Unit: Writing Standards
Instructional Unit: U. Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen details, and
well-structured event sequences
a. 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
b. Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or
characters
c. Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole
d. Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters
e. Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative
Standard Alignments (Section 2)
Knowledge: (CA) 1,4
CCSS: 9-10.W.3a-e
NETS: 1a,b; 2a; 4b; 5a,c; 6a-c
Performance: 1.4, 2.1, 2.2, 4.4, 4.5
Unit (Section 3)
Learning Targets:
•
Write a narrative to develop real or imagined events, using effective technique,
details, and well-structured sequence by the following:
a. Set out a problem or situation, establish point of view, introduce a narrator and/or
characters, and create a smooth progression of events
b. Use dialogue, pacing, description, reflection, and multiple plot lines to develop
experiences, events and/or characters
c. Use a variety of techniques, such as flashback and rising action, to sequence
events so that they build off one another to create a coherent whole
d. Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters
e. Write a conclusion that reflects on what is] experienced, observed, or resolved
over the course of the narrative
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Instructional Strategies:
The teacher will model the writing process:
• Brainstorming/invention
• First draft
• Peer/teacher edit with feedback for the narrative essay
• Students will:
• construct responses following the given format and strategies studied (Topics will
be geared specifically at description and sensory details)
• review and analyze sample papers
• answer analysis questions
Assessments/Evaluations:
•
Formative:
• Pre-writing, such as:
• brainstorming
• outlining
• Figurative language and literary devices notes
• First draft feedback
• Peer feedback
• Summative: Narrative essay scoring guide
Sample Assessment Questions:
•
In reviewing your narrative essay, identify your main idea or theme. What techniques
do you use to advance your main idea or theme?
• In reviewing your narrative essay, identify any figurative or literary devices. What
effect does use of these figurative and literary devices have? In other words, what is
their purpose or function within your writing?
Instructional Resources/Tools:
•
• Appropriate graphic organizers/templates
• Sample papers
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
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Curriculum: Honors English II
Curricular Unit: Writing Standards
Instructional Unit: V. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience
Standard Alignments (Section 2)
Knowledge: (CA) 1,4
CCSS: 9-10.W.4
NETS: 1a,b; 2a,b,d; 3; 4a-c; 5; 6
Performance: 1.1, 1.2, 1.4, 1.6-1.8, 1.10, 2.1-2.4, 2.6, 2.7, 3.1-3.6, 4.1, 4.4, 4.5
Unit (Section 3)
Learning Targets:
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience
Instructional Strategies:
•
The teacher will model the writing process:
• Brainstorming/invention
• First draft
• Peer/teacher edit with feedback for all styles of essays
• Students will construct responses following the given format and strategies studied
Assessments/Evaluations:
•
•
•
Formative:
• Pre-writing, such as:
• brainstorming
• outlining
• Figurative language and literary devices notes
• First draft feedback
• Peer feedback
• Critical Friends
Summative – assessed using scoring guides:
• Essays:
• Narrative
• Informative
• Argumentative
• Formal presentation
• Analytical response
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Sample Assessment Questions:
In reviewing your argumentative essay, identify your thesis and topic sentences. How
do your topic sentences relate to and support your thesis statement?
• In reviewing your argumentative essay, identify the rhetorical strategies or devices
you have used. How do your rhetorical strategies advance your argument?
• As you listen to your classmates’ presentations, identify how they integrate
information from various sources. Which types of sources are most appropriate?
• In reviewing your narrative essay, identify your main idea or theme. What techniques
do you use to advance your main idea or theme?
• In reviewing your narrative essay, identify any figurative or literary devices. What
effect does use of these figurative and literary devices have? In other words, what is
their purpose or function within your writing?
Instructional Resources/Tools:
•
• Critical Friends template
• Appropriate graphic organizers/templates
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
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Curriculum: Honors English II
Curricular Unit: Writing Standards
Instructional Unit: W. 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
Standard Alignments (Section 2)
Knowledge: (CA) 1,3,4,7
CCSS: 9-10.W.5
NETS: 1a,b; 2b,c; 3b,d; 4c,d; 5a,d; 6b,d
Performance: 1.1-1.4, 1.6, 1.7, 1.10, 2.1-2.3, 2.7, 3.1-3.3, 3.6, 4.3, 4.5
Unit (Section 3)
Learning Targets:
Develop and strengthen writing by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose
and audience
Instructional Strategies:
•
The teacher will model the writing process through:
• brainstorming
• peer/edit with feedback
for all styles of essays
• Students will construct responses following the given format and strategies studied
Assessments/Evaluations:
•
•
•
Formative:
• Pre-writing, such as:
• brainstorming
• outlining
• Figurative language and literary devices notes
• First draft feedback
• Peer feedback
• Critical Friends
Summative – assessed using a scoring guide:
• Essays:
• Narrative
• Informative
• Argumentative
• Formal presentation
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Sample Assessment Questions:
What brainstorming or outlining technique did you use? What impact did that
technique have on your writing? What could you have done to make that
brainstorming technique more effective?
• What comments or suggestions frequently appear in peer and teacher feedback? What
steps can you take to reduce the frequency of this feedback?
Instructional Resources/Tools:
•
• Critical Friends template
• Appropriate graphic organizers/templates
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
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Curriculum: Honors English II
Curricular Unit: Writing Standards
Instructional Unit: X. Use technology, including the Internet, to produce,
publish, and update individual or shared writing products, taking advantage
of technology’s capacity to link to other information and to display
information flexibly and dynamically
Standard Alignments (Section 2)
Knowledge: (CA) 1,3-6
CCSS: 9-10.W.6
NETS: 1; 2a,b,d; 3c,d; 4b-d; 5b; 6b,d
Performance: 1.1, 1.2, 1.4-1.7, 2.1, 2.3, 2.7, 3.1, 3.3, 3.4, 4.5, 4.6
Unit (Section 3)
Learning Targets:
Use technology to produce, publish, and update my own work and shared writing
projects
Instructional Strategies:
•
The teacher will guide students in utilizing technology to create and publish their
writing using:
• current desktop publishing software
• utilization of spell check
• school library databases
• Google Drive
• encouraging school websites
• Edmodo/Google Classroom
• Turnitin.com
• Students will use platforms, such as:
• Prezi
• Google Docs/Slides
to collaborate on shared writing products
Assessments/Evaluations:
•
•
•
•
Formative/summative: Common scoring guide
Formative:
• Teacher observation
• Critical Friends
Summative:
• Formal presentation scoring guide
• Completed projects
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Sample Assessment Questions:
How did technology impact your writing process? What were the benefits and
consequences of using technology? What steps can you take in the future to
maximize the benefits and minimize the negative consequences?
• Why is it important for writers to “publish” their work? What are the benefits and
consequences of publishing one’s work?
Instructional Resources/Tools:
•
• Internet access
• Software
• Computers
• Critical Friends template
• Student logins or classroom logins
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
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Curriculum: Honors English II
Curricular Unit: Writing Standards
Instructional Unit: Y. 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, demonstrating understanding of the subject
under investigation
Standard Alignments (Section 2)
Knowledge: (CA) 1,3,4
CCSS: 9-10.W.7
NETS: 1a,c; 2b; 3a; 4; 5c; 6a,b
Performance: 1.1, 1.2, 1.4, 1.6, 1.7, 2.2, 2.7, 3.1, 3.3-3.5, 3.7, 3.8, 4.1, 4.5
Unit (Section 3)
Learning Targets:
•
Conduct short or sustained research projects that answer a specific question or
solves a problem
•
Adjust search process according to the information encountered during research
Synthesize multiple sources on a subject and demonstrate understanding of the
subject under investigation
Instructional Strategies:
•
•
•
The teacher will guide students in utilizing print and digital sources to answer
specific questions or solve specific problems using:
• school library databases
• reference materials and other nonfiction texts
• Google Drive
• Edmodo/Google Classroom
Source analysis: Students will use given questions to analyze source validity and
usefulness
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Assessments/Evaluations:
Formative:
• Pre-writing, such as:
• brainstorming
• outlining
• Summary and paraphrase practice
• Using print and digital sources to research material for a research essay
• Database practice
• Source analysis
• Summative: Informative essay scoring guide
Sample Assessment Questions:
•
How did you incorporate information garnered from the school databases into your
work? What are the benefits of using the school databases?
• What were your original research questions, and how did they evolve overtime?
Instructional Resources/Tools:
•
• Internet access
• Software
• Computers
• Student logins or classroom logins
• Database access
• Library or reference access
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
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Curriculum: Honors English II
Curricular Unit: Writing Standards
Instructional Unit: Z01. Gather relevant information from multiple
authoritative print and digital sources, using advanced searches effectively;
assess the usefulness of each source 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
Standard Alignments (Section 2)
Knowledge: (CA) 1-4,6
CCSS: 9-10.W.8
NETS: 1a; 2a; 3; 4a-c; 5a,c,d; 6a,b,d
Performance: 1.1-1.8, 2.1-2.5, 2.7, 3.1-3.7, 4.1, 4.4, 4.5
Unit (Section 3)
Learning Targets:
•
Gather information from multiple sources (print and digital) and assess credibility
and accuracy of those sources
•
Integrate information into the text selectively to maintain the flow of ideas avoiding
plagiarism
• Follow a standard format (MLA) for citation
Instructional Strategies:
The teacher will guide students in utilizing print and digital sources to answer
specific questions or solve specific problems and determine how to integrate
information into the text from sources such as:
• school library databases
• reference materials and other nonfiction texts
• Google Drive
• Edmodo/Google Classroom
• Source analysis: Students will use given questions to analyze source validity
Assessments/Evaluations:
•
•
Formative:
• Pre-writing, such as:
• brainstorming
• outlining
• Summary and paraphrase practice
• Using print and digital sources to research material for a research essay
• Database practice
• Source analysis
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•
Summative:
• Informative essay scoring guide
• All formal papers must:
• be turned into turnitin.com with an appropriate scoring guide
• follow MLA formatting standards/MLA scoring guide
Sample Assessment Questions:
How did you incorporate information garnered from the school databases into your
work? What are the benefits of using the school databases?
• What is the purpose of a works cited page?
Instructional Resources/Tools:
•
• Internet access
• Software
• Computers
• Student or classroom logins
• Database access
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
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Curriculum: Honors English II
Curricular Unit: Writing Standards
Instructional Unit: Z02. Draw evidence from literary or informational texts
to support analysis, reflection, and research
a. Apply grades 9–10 Reading standards to 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]”)
b. 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”)
Standard Alignments (Section 2)
Knowledge: (CA) 1-4,6
CCSS: 9-10.W.9a,b
NETS: 1a; 2a; 3; 4a,b,c; 5a,c,d; 6a,b,d
Performance: 1.1-1.8, 2.1, 2.3-2.5, 2.7, 3.1-3.7, 4.1, 4.4, 4.5
Unit (Section 3)
Learning Targets:
•
a. Use evidence from literature to support analysis, reflection, and research in writing
b. Use evidence from informational text to support analysis, reflection, and research
in writing
Instructional Strategies:
•
•
•
Students will:
• compare and contrast the argument in two pieces of persuasive writing
• research from databases and reliable websites to be incorporated in given
assignment
• conduct research to write an informative paper that explains the relationships
between causes and effects
Analytical response: Students will respond to a given prompt by supporting analysis
with at least two quotations from the text
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Assessments/Evaluations:
Formative:
• Analytical response scoring guide
• Compare and contrast the argument in two pieces of persuasive writing
• Research from databases and reliable websites to be incorporated in a given
assignment
• Summative: Common essay scoring guides
Sample Assessment Questions:
•
Choose a novel or play in which the author has used supernatural elements. Describe
how the author used these elements, and their effect on the suspense, excitement, and
climax of the work.
• Identify and explain the author’s use of propaganda to support his argument in the
article.
Instructional Resources/Tools:
•
• Database access
• Summary and paraphrase template
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
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Curriculum: Honors English II
Curricular Unit: Writing Standards
Instructional Unit: Z03. 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
Standard Alignments (Section 2)
Knowledge: (CA) 1-4,6
CCSS: 9-10.W.10
NETS: 1a; 2a; 3; 4a-c; 5a,c,d; 6a,b,d
Performance: 1.1-1.8, 2.1, 2.3-2.5, 2.7, 3.1-3.7, 4.1, 4.4, 4.5
Unit (Section 3)
Learning Targets:
•
Write routinely over extended time frames for research, reflection, and revision
Write routinely over shorter time frames (a single sitting or a day or two) for a range
of tasks, purposes, and audiences
Instructional Strategies:
•
The teacher will model the writing process:
• Brainstorming/invention
• First draft
• Peer/teacher edit with feedback
• Students will use the writing process to compose essays using the method best suited
for the assignment and time allotted
• Timed or not timed analytical response: Students will respond to a given prompt by
supporting analysis with at least two quotations from the text
Assessments/Evaluations:
•
•
•
Formative:
• Pre-writing, such as:
• brainstorming
• outlining
• First draft feedback
• Peer feedback
Summative – assessed using a scoring guide:
• Essays:
• Narrative
• Informative
• Argumentative
• Summative analytical response
• Timed writing
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Sample Assessment Questions:
In reviewing your informative essay, identify your thesis and topic sentences. How do
your topic sentences relate to and support your thesis statement?
• As you listen to your classmates’ presentations, identify how they integrate
information from various sources. Which types of sources are most appropriate?
• In reviewing your narrative essay, identify your main idea or theme. What techniques
do you use to advance your main idea or theme?
• In reviewing your narrative essay, identify any figurative or literary devices. What
effect does use of these figurative and literary devices have? In other words, what is
their purpose or function within your writing?
• What brainstorming or outlining technique did you use? What impact did that
technique have on your writing? What could you have done to make that
brainstorming technique more effective?
• What comments or suggestions frequently appear in peer and teacher feedback? What
steps can you take to reduce the frequency of this feedback?
Instructional Resources/Tools:
•
• Appropriate graphic organizers/templates
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
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Curriculum: Honors English II
Curricular Unit: Speaking and Listening Standards
Instructional Unit: Z04. Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9–10 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively
a. 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
b. Work with peers to set rules for collegial discussions and decisionmaking (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and individual
roles as needed
c. 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
d. 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
Standard Alignments (Section 2)
Knowledge: (CA) 3-6
CCSS: 9-10.SL.1a-d
NETS: 2a,b
Performance: 2.3
Unit (Section 3)
Learning Targets:
•
Effectively participate in one-on-one, group, and teacher-led discussions clearly
articulating ideas and using persuasion by the following:
a. Prepare for discussions by reading and researching class materials
beforehand, referring to text and research brought to the discussion, and
draw from and build on the ideas of others in the discussion
b. Collaborate with members of a group to set guidelines, goals, and roles and be
able to track goals and define roles when needed
c. Propel conversation by asking questions, incorporating others into the
discussion, and verifying or challenging the ideas of others
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d. Respond appropriately to others’ opinions by summarizing opposing ideas,
supporting opinions, qualifying or justifying views, and making new connections
based on evidence and reasoning
Instructional Strategies:
• The teacher will model discussion practices through a Fishbowl discussion
• Students will participate in Socratic seminar and/or Harkness discussions
Assessments/Evaluations:
Formative: Discussions based on the current text or topic – discussion topics could
include:
• current events
• theme
• tone
• author’s purpose
• reflection
• point of view
• Summative: Scored discussions
Sample Assessment Questions:
•
What ideas presented in this text or discussion do you agree and disagree with? What
are your reasons for agreement or disagreement?
• To participate in a class discussion, what might you do the night before to prepare
yourself?
Instructional Resources/Tools:
•
• Classroom texts
• Textbook sets
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 2
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Curriculum: Honors English II
Curricular Unit: Speaking and Listening Standards
Instructional Unit: Z05. Integrate multiple sources of information presented
in diverse media or formats (e.g., visually, quantitatively, orally) evaluating
the credibility and accuracy of each source
Standard Alignments (Section 2)
Knowledge: (CA) 3,5
CCSS: 9-10.SL.2
NETS: 3b,c; 4a
Performance: 1.7, 2.1
Unit (Section 3)
Learning Targets:
•
Integrate multiple sources of information presented in diverse formats and
media
• Evaluate the credibility and accuracy of multiple sources presented
Instructional Strategies:
Use various types of technology to establish credibility of information for use in a
variety of presentation formats, such as:
• school library databases
• Google Drive
• Edmodo/Google Classroom
• Turnitin.com
• other writing resources as applicable
• Source analysis: Students will use a graphic organizer to analyze various sources on
the same topic or central idea
• Students will watch and take notes on exemplar presentations
Assessments/Evaluations:
•
Formative/summative: Common scoring guide
• Formative: Teacher observation
• Source analysis
• Critical Friends
• Summative: Formal presentation scoring guide
Sample Assessment Questions:
•
•
•
How did you incorporate information garnered from the school databases into your
work? What are the benefits of using the school databases?
As you watch your classmates’ presentations, what kinds of visual did you find
especially compelling? What made these types of visuals compelling?
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Instructional Resources/Tools:
• Internet access
• Software
• Computers
• Student or classroom logins
• Database access
• Critical Friends template
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 3
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Curriculum: Honors English II
Curricular Unit: Speaking and Listening Standards
Instructional Unit: Z06. Evaluate a speaker’s point of view, reasoning, and
use of evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence
Standard Alignments (Section 2)
Knowledge: (CA) 5
CCSS: 9-10.SL.3
NETS: N/A
Performance: 4.1
Unit (Section 3)
Learning Targets:
•
Evaluate a speaker’s point of view, reasoning, or use of evidence
• Identify fallacious reasoning or exaggerated evidence
Instructional Strategies:
The teacher will present rhetorical devices and examples of rhetorical devices
Students will use graphic organizers and note-taking strategies to outline a speaker’s
argument and determine the validity of his or her reasoning:
• Text annotation
• Outlines
• Semantic mapping
• Text immersion to identify logical fallacies as used in commercials and other texts
• Source analysis: Students will use a graphic organizer to analyze sources
Assessments/Evaluations:
•
•
•
Formative:
• Critical Friends
• Misconception checks and discussion of examples – discussion could include:
• identifying false claims or logical inconsistencies
• validating evidence
• Reflective journals based on short stories and current events – topics could
include evaluating one’s own bias or perspective
• Discussion notes/Socratic circle – discussion topics could include:
• point of view
• comparison and contrast or perspective
• how a speaker’s context affects his or her bias
• Annotating the text – noting the author’s overall purpose and the rhetorical
strategies he or she uses to advance that purpose
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•
Summative – assessed using a scoring guide:
• Formal presentation
• Essays:
• Argumentative
• Informative/explanatory
Sample Assessment Questions:
Based on your understanding of the speaker’s presentation, what is the speaker’s
perspective or point of view and how does his or her point of view affect his or her
overall purpose?
Instructional Resources/Tools:
•
• Critical Friends template
• Speech examples
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 3
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Curriculum: Honors English II
Curricular Unit: Speaking and Listening Standards
Instructional Unit: Z07. 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
Standard Alignments (Section 2)
Knowledge: (CA) 1,6
CCSS: 9-10.SL.4
NETS: 2b
Performance: 2.1
Unit (Section 3)
Learning Targets:
•
Engage listeners so that they can follow the line of reasoning
Present information where the organization, development, substance, and style
are appropriate to my purpose
Instructional Strategies:
•
Students will:
• make formal and informal presentations that logically present relevant
information and engage listeners
• use databases and similar resources to locate information
Assessments/Evaluations:
•
•
•
Formative:
• Pre-writing, such as:
• brainstorming
• outlining
• writing research questions
• Locating information on databases
• Practice with tools such as:
• Google slides/presentations
• Prezi
• Critical Friends
Summative:
• Research and deliver an informative speech that expresses clear understanding of
the topic
• Formal presentation scoring guide
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Sample Assessment Questions:
• Is all information relevant and accurate?
• Does presentation stay on topic with engaging information?
Instructional Resources/Tools:
• Critical Friends template
• Database access
• Computer access
• Student or classroom logins
• Appropriate graphic organizers
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 3
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Curriculum: Honors English II
Curricular Unit: Speaking and Listening Standards
Instructional Unit: Z08. 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
Standard Alignments (Section 2)
Knowledge: (CA) 3,5,6
CCSS: 9-10.SL.5
NETS: 5
Performance: 1.4, 1.8, 2.7
Unit (Section 3)
Learning Targets:
Enhance the audience’s understanding of findings, reasoning, and evidence by
incorporating digital media such as textual, graphical, audio, visual, or interactive
elements
Instructional Strategies:
•
Enhance speech/presentation on a given topic using:
• Prezi
• PowerPoint or Google Slides
• Movie Maker
Assessments/Evaluations:
•
• Formative: Critical Friends
• Summative: Formal presentation scoring guide
Sample Assessment Questions:
• Is a visual used strategically and smoothly to enhance understanding and add interest?
Instructional Resources/Tools:
• Internet access
• Software
• Computers
• Student or classroom logins
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 4
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Curriculum: Honors English II
Curricular Unit: Speaking and Listening Standards
Instructional Unit: Z09. Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or appropriate
Standard Alignments (Section 2)
Knowledge: (CA) 6,7
CCSS: 9-10.SL.6
NETS: N/A
Performance: 2.1
Unit (Section 3)
Learning Targets:
• Adapt speech to a variety of tasks and contexts, using formal English as necessary
Instructional Strategies:
• Practice speeches for a variety of tasks and contexts
• Recognize when to use formal or informal speech in a presentation
Assessments/Evaluations:
Formative: Critical Friends
Summative:
• Use formal speech in presentations
• Formal presentation scoring guide
Sample Assessment Questions:
•
•
• Does the use of formal Standard English enhance the presentation?
Instructional Resources/Tools:
• Critical Friends template
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 2
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Curriculum: Honors English II
Curricular Unit: Language Standards
Instructional Unit: Z10. Demonstrate command of the conventions of
Standard English grammar and usage when writing or speaking
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
Standard Alignments (Section 2)
Knowledge: (CA) 1,4
CCSS: 9-10.L.1a,b
NETS: N/A
Performance: 2.2
Unit (Section 3)
Learning Targets:
Use Standard English grammar when writing or speaking, specifically the following
at the ninth grade level:
a. Use parallel structure in writing and speaking
• Define and correctly use the following types of phrases: noun phrase, verb
phrase, adjectival phrase, adverbial phrase, participial phrase, prepositional
phrase, and absolute phrase
• Define and correctly use the following types of clauses: independent clause,
dependent clause, noun clause, relative clause, and adverbial clause
Instructional Strategies:
•
Students will review and evaluate examples of parallel structure in writing and
speeches
• Practical application of parallelism in student writing
• Review and correct parallel structure in daily Gram Cram exercises
• Discuss revisions and their effect
Assessments/Evaluations:
•
•
Formative:
• Gram Cram:
• pre-test
• practice
• Parallelism notes and examples
• Periodic common quizzes
• Rhetorical strategies notes
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•
Summative:
• Inclusion of parallelism in argumentative essay
• Gram Cram quizzes
• Common exams
Sample Assessment Questions:
From the To Kill a Mockingbird Chapters 1-3 quiz:
Read the passage describing Calpurnia's tutoring of Scout. Which literary device does
this passage BEST exemplify? "There was nothing sentimental about Cal's teaching: I
seldom pleased her. And she seldom rewarded me."
a. Simile
b. Metaphor
c. Imagery
d. Parallelism
• From the common final:
Which of these passages from JFK's "1961 Inaugural Address" is NOT parallel?
a. “Together let us explore the stars, conquer the deserts, eradicate disease, tap the
ocean depth, and encourage the arts and commerce.”
b. “And so, my fellow Americans, ask not what your country can do for you; ask
what you can do for your country.”
c. My fellow citizens of the world, ask not what America will do for you, but what
together we can do for the freedom of man.”
d. “The energy, the faith, the devotion which we bring to this endeavor will light our
country and all will serve it.”
Instructional Resources/Tools:
•
• Weekly practice
• Common Grammar quizzes
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 2
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Curriculum: Honors English II
Curricular Unit: Language Standards
Instructional Unit: Z11. 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
c. Spell correctly
Standard Alignments (Section 2)
Knowledge: (CA) 1,4
CCSS: 9-10.L.2a-c
NETS: N/A
Performance: 2.2
Unit (Section 3)
Learning Targets:
•
a. Use a semicolon to link two or more related independent clauses
•
b. Use a colon to introduce a list or quotation
• c. Use various resources to spell and capitalize correctly (dictionary, spell check)
Instructional Strategies:
Students will review and:
• evaluate examples of semicolons and colons in writing and speeches
• correct usage errors in daily Gram Cram exercises
• Practical application of semicolon and colon usage in student writing
• Discuss revisions and their effect
Assessments/Evaluations:
•
Formative:
• Gram Cram practice, including Gram Cram pre-test
• Grammar notes and examples
• Summative:
• Gram Cram quizzes
• Grammar/usage sections of common scoring guides
• Common English II final and other common exams
Sample Assessment Questions:
•
Does the student’s writing skillfully demonstrate an exemplary command of Standard
English usage and grammar?
• Does grammar and usage enhance reader understanding?
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Instructional Resources/Tools:
• Classroom texts, including dictionaries
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 2
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Curriculum: Honors English II
Curricular Unit: Language Standards
Instructional Unit: Z12. 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
a. 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
Standard Alignments (Section 2)
Knowledge: (CA) 5,7
CCSS: 9-10.L.3a
NETS: N/A
Performance: 1.6
Unit (Section 3)
Learning Targets:
•
Apply knowledge of language to make effective choices in the language used to
shape the meaning and style across different contexts: literary analysis, informative,
nonfiction
•
Apply knowledge of correct usage of Standard English when reading, listening,
writing, and editing
a. Write and edit work so it conforms to the guidelines in the MLA handbook, using
the style manual to understand discipline-specific guidelines and types of writing
Instructional Strategies:
•
Drafting writing with:
• strong word choice
• a variety of sentence structure
• Studying tone and mood within a text and applying it to student writing
Assessments/Evaluations:
•
•
Formative:
• Gram Cram quizzes, including Gram Cram pre-test
• First draft feedback specific to word choice and sentence structure
• Peer editing
• Critical Friends
• Annotated bibliography
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•
Summative:
• Grammar/usage sections of common scoring guides
• Formal presentation scoring guide
• English II final and other common exams
• MLA scoring guide
Sample Assessment Questions:
• Choose a more appropriate word or phrase to replace
• Demonstrate the best way to revise sentence 2.
Instructional Resources/Tools:
• Student writing
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 2
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in the sentence.
Curriculum: Honors English II
Curricular Unit: Language Standards
Instructional Unit: Z13. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grades 9–10 reading and
content, choosing flexibly from a range of strategies
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a
word or phrase
b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy)
c. 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,
or its etymology
d. Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary)
Standard Alignments (Section 2)
Knowledge: (CA) 1-3,6,7
CCSS: 9-10.L.4a-d
NETS: N/A
Performance: 1.5, 1.6, 3.4
Unit (Section 3)
Learning Targets:
•
a. Use various types of context clues to determine meaning of words and phrases
•
b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., analyze, analysis, analytical, advocate, advocacy)
•
c. Use various reference materials to check inferred meaning, clarify meaning, usage,
origin, and pronunciation
•
d. Verify the definition of a word or phrase by studying the context or consulting
reference material
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Instructional Strategies:
Students will identify unfamiliar words when reading and use context clues as well as
various resources to clarify the meaning
• The teacher will model context clue strategies for instructional purposes. Strategies
may include:
• using dictionaries or other resources
• thinking aloud
• using root words
Assessments/Evaluations:
•
Formative: Periodic context clues quizzes
Summative: Context clues appear on various quizzes and tests, including the pre-test
and midterm
Sample Assessment Questions:
•
•
From the English II pre-test: Even though a storm had just come through, the lake
was strangely very placid that afternoon.
a. Calm
b. Blustery
c. Wet
d. Glittering
Instructional Resources/Tools:
•
• Reference materials
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 2
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Curriculum: Honors English II
Curricular Unit: Language Standards
Instructional Unit: Z14. Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and
analyze their role in the text
b. Analyze nuances in the meaning of words with similar denotations
Standard Alignments (Section 2)
Knowledge: (CA) 1-3,6
CCSS: 9-10.L.5a,b
NETS: 1a,b; 2
Performance: 1.5, 1.6, 3.4
Unit (Section 3)
Learning Targets:
•
a. Interpret figures of speech (euphemism and oxymoron) and explain their purpose
in the text
•
Determine the difference between figurative and literal meanings of words (puns,
hyperbole, sarcasm, and parody)
• b. Analyze the nuances in the meaning of words with similar denotations
Instructional Strategies:
The teacher will:
• model
• lecture
• provide think alouds
to help students:
• identify and interpret figures of speech
• analyze literature to determine figures of speech
Assessments/Evaluations:
•
•
Formative:
• Periodic quizzes
• Literary terms notes and packets
• Analytical response scoring guide
• Annotating the text – noting;
• word choices
• figures of speech
• nuances in meaning
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Discussion notes – topics could include the difficulty of transferring meaning
when using figures of speech
• Summative:
• Summative analytical response
• Usage section of formal scoring guide
Sample Assessment Questions:
•
• From the Julius Caesar Act IV quiz: Describe the tone of Antony’s funeral oration.
• Why does Scout Finch tend to use hyperbole?
Instructional Resources/Tools:
• Text annotation and note-taking examples and expectations
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 2
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Curriculum: Honors English II
Curricular Unit: Language Standards
Instructional Unit: Z15. 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
Standard Alignments (Section 2)
Knowledge: (CA) 1-3,6
CCSS: 9-10.L.6
NETS: 1a,b; 2; 3b,c; 4b,c; 5
Performance: 1.5, 1.6, 3.4
Unit (Section 3)
Learning Targets:
•
Use and acquire grade-appropriate words and phrases to show college and career
readiness
Use resources independently to improve vocabulary important to comprehension and
expression
Instructional Strategies:
•
The teacher will:
• model
• lecture
• provide think alouds
to help students use various vocabulary strategies fluently
• Students will:
• complete vocabulary packets
• participate in reading and discussing higher level texts
• develop editing skills through practice
Assessments/Evaluations:
•
•
Formative
• Gram Cram quizzes, including Gram Cram pre-test
• First draft feedback specific to word choice
• Annotating the text – noting:
• word choices
• figures of speech
• nuances in meaning
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Discussion notes – discussion topics could include how writers employ
vocabulary strategically and intentionally
• Summative: Word choice section on common scoring guides
Sample Assessment Questions:
•
When writing, what is my overall purpose? How will strong word choice help me
achieve my overall purpose?
• What methods, techniques, or strategies can I employ to expand my vocabulary?
Instructional Resources/Tools:
•
• Classroom text, including dictionaries and thesauruses
Cross Curricular Connections:
•
N/A
Depth of Knowledge (Section 5)
DOK: 3
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