English 2 Collections Units by Nine Weeks The following units utilize the standards and indicators in the grade­level pacing guide. Please note the following: ● There are four units, one per quarter. ● The units also contain blended information from anchor texts, performance tasks, and a other items from the remaining two units in order to reinforce the benchmark standards and indicators for each quarter. ● Although grammar indicators are not tested in the benchmark every nine weeks, practice for these indicators should be a part of every quarter in order to prepare for practice/ administration of the PSAT in the Fall and the ACT in the Spring. ● ACT and Workkeys skills should be reinforced every quarter. This includes grammar indicators. ● Additional Resources are given as supplemental/ optional material and are not mandatory; use if needed for differentiation or further practice. ● The following Inquiry Based Literacy Standards are recursive and should be incorporated into and across all content areas and disciplines each quarter. Strand: Inquiry Based Literacy (IBL) Standard 1:​
Formulate
1.1 Use a recursive process to develop, evaluate, and
relevant, self-generated
refine, questions to broaden thinking on a specific idea
questions based on interests
that directs inquiry for new learning and deeper
and/or needs that can be
understanding.
investigated.
Standard 2: ​
Transact with
2.1 Analyze ideas and information from text and
texts to formulate questions,
multimedia by formulating questions, proposing
propose explanations, and
interpretations and explanations, and considering
consider alternative views and
alternative views and multiple perspectives. multiple perspectives.
Standard 3: ​
Construct
3.1 Develop a plan of action by using appropriate
knowledge, applying
discipline-specific vocabulary.
disciplinary concepts and
tools, to build deeper
understanding of the world
through exploration,
collaboration, and analysis.
3.2 Examine historical, social, cultural, or political context
to broaden inquiry and create questions.
3.3 Gather information from a variety of primary and
secondary sources and evaluate for perspective,
validity, and bias.
3.4 Standard 4: ​
Synthesize
information to share learning
and/or take action.
4.1 4.2 4.3 Standard 5: ​
Reflect
throughout the inquiry process
to assess metacognition,
broaden understanding, and
guide actions, both individually
and collaboratively.
5.1 5.2 5.3 Organize and categorize important information;
synthesize relevant ideas to build a deeper
understanding; communicate new learning; and
identify implications for future inquiry.
Employ a critical stance to analyze relationships and
patterns of evidence to confirm conclusions.
Evaluate findings; address conflicting information,
identify misconceptions; and revise.
Determine appropriate disciplinary tools to
communicate finding and/or take informed action.
Acknowledge and consider individual and collective
thinking; use feedback to guide the inquiry process.
Analyze and evaluate previous assumptions; test
claims; predict outcomes; and justify results to guide
future action.
Analyze the process to evaluate and revise plan
strategies; address successes and misconceptions; and
apply learning to future inquiry.
FIRST NINE WEEKS: OURSELVES AND OTHERS Anchor text:​
​
(3­11) Short Story: “What of This Goldfish, Would You Wish?” (3­11) Compare Text and Media:​
​
(15­23) Court Opinion: ​
from​
Texas v. Johnson Majority Opinion Newspaper Editorial: American Flag Stands for Tolerance Anchor Text (319­339) Argument and Public Document: Letter from Birmingham Jail Close Reader Speech (340c) Speech at the March on Washington Compare Text and Media (351­360) Argument: ​
from​
Letter to Viceroy, Lord Irwin Documentary Film: ​
from​
Ghandi: the Rise to Fame ACT Focus TBD by individual school data WorkKeys Focus TBD by individual school data Performance Tasks: (41­48) Present a Speech Write an Analytical Essay Additional /Optional Unit Resources: 1. Close Reader Short Story (12c): The Wife’s Story 2. Media Analysis Documentary Trailer (13­14): My So­Called Enemy 3. Close Reader Public Document (24c): from the Universal Declaration of Human Rights 4. Close Reader Speech (24f): from Towards a True Refuge 5. Poem (39­40): Without Title 6. Performance Task (377): Write an Argument SECOND NINE WEEKS: THE NATURAL WORLD Anchor Text: (51­57) Science Essay: Called Out Close Reader (58d­58e) Poem: Starfish Essay: Sea Stars Poem (59­60) When I Heard the Learn’d Astronomer Argument (61­69) from​
Hope for Animals and Their World Anchor Text: (71­77) My Life as a Bat Math Essay (183­187) from​
The Math Instinct Close Reader Science Writing (188c) Whale Sharks Use Geometry to Avoid Sinking ACT Focus TBD by individual school data WorkKeys Focus TBD by individual school data Performance Tasks (83­90) Write a Research Report Participate in a Panel Discussion Additional/Optional Unit Resources: 1. Close Reader Blog (70c): Emma Marris: In Defense of Everglades Pythons 2. Close Reader Short Story (78c): The Seventh Man 3. Poem (79­82): Carry THIRD NINE WEEKS: RESPONSES TO CHANGE Compare Anchor Texts (93­127) Novella ​
from​
The Metamorphosis Graphic Novel ​
from​
The Metamorphosis Close Reader (128c­128d) Painting: The Starry Night Poem: The Starry Night Science Writing (129­136) from​
Simplexity Poem: (137­140) Magic Island Media Anchor (141­143) Documentary Film​
from​
Rivers and Tides Close Reader (144c) Science Writing: Life After People ACT Focus TBD by individual school data WorkKeys Focus TBD by individual school data Performance Tasks (145­152) Participate in a Panel Discussion Write an Argument Additional/Optional Unit Resources: 1. Short Story (25­38): The Lottery 2. Compare Text and Media (189­192): Poem Musée de Beaux Arts and Painting Landscape with the Fall of Icarus 3. Short Story (Level V ​
Mirrors and Windows ​
944): By The Waters of Babylon 4. Short Story: (Level V ​
Mirrors and Windows ​
955): There Will Come Soft Rains 5. Poem: (Level V ​
Mirrors and Windows 9
​58) There Will Come Soft Rains FOURTH NINE WEEKS: ABSOLUTE POWER Argument (203­209) from​
Why Read Shakespeare? Anchor Text: Drama (213­291) The Tragedy of Macbeth Close Reader: Drama (292c) from​
The Tragedy of Macbeth, Act I Media Analysis: Film (293­294) from​
Macbeth on the Estate History (295­300) from ​
Holinshed’s Chronicles Short Story (301­307) The Macbeth Murder Mystery Poem (309­312) 5 P.M., Tuesday, August 23, 2005 ACT Focus TBD by individual school data WorkKeys Focus TBD by individual school data Performance Task (313­317) Write an Analytical Essay Additional/Optional Unit Resources: 1. Poems (155­159): We grow accustomed to the dark ​
and ​
Before I got my eye put out (Motifs of sight and appearance vs reality; possible use with witches in Act I) 2. Science Essay (161­169): Coming to Our Senses 3. Performance Task (197­200): Write a Short Story 4. Short Story (171­182): The Night Face Up