2015 Iredell-Statesville Schools – 10th
​​Grade English II 1 2015 Iredell-Statesville Schools – 10th
​​Grade English II English II Language Arts
Table of Contents
Purpose and Use of Documents
4
Semester at a Glance
5
Reading Literature – Key Ideas and Details
6
Reading Literature – Craft and Structure
7
Reading Literature – Integration of Knowledge and Ideas
8
Reading Literature – Range of Reading and Level of Text Complexity
9
Reading Informational Text – Key Ideas and Details
9
Reading Informational Text – Craft and Structure
11
Reading Informational Text – Integration of Knowledge and Ideas
12
Reading Informational Text – Range of Reading and Level of Text Complexity
13
Writing – Text Types and Purpose
13
Writing – Production and Distribution of Writing
16
Writing – Research to Build and Present Knowledge
17
Writing – Range of Writing
19
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​​Grade English II Speaking and Listening – Comprehension and Collaboration
19
Speaking and Listening – Presentation of Knowledge and Ideas
21
Language – Conventions of Standard English
21
Language – Knowledge of Language
22
Language – Vocabulary Acquisition and Use
23
Link to Unpacking
24
Appendices A, B, and C
26 Appendix D: Sample Pacing Guide
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​​Grade English II Purpose and Use of the Documents
The Curriculum Guide represents an articulation of what students should know and be
able to do. The Curriculum Guide supports teachers in knowing how to help students
achieve the goals of the new standards and understanding each standard conceptually.
It should be used as a tool to assist teachers in planning and implementing a high quality
instructional program.
● The “At-a-Glance” provides a snapshot of the recommended pacing of instruction
across a semester or year.
● Learning targets (“I can” statements) and Criteria for Success (“I will” statements)
have been created by ISS teachers and are embedded in the Curriculum Guide to
break down each standard and describe what a student should know and be able
to do to reach the goal of that standard.
● The academic vocabulary or content language is listed under each standard. There
are 30-40 words in bold in each subject area that should be taught to mastery.
● The unpacking section of the Curriculum Guide contains rich information and
examples of what the standard means; this section is an essential component to
help both teachers and students understand the standards.
● Teachers will be asked to give feedback throughout the year to
continually improve their Curriculum Guides.
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​​Grade English II A Semester at a Glance
(objectives are listed by assessment timeframe)
First Half
RL1:
RL2:
RL4:
RL5:
Inferences
Themes/Summary
Vocabulary
Text Structure
RI1:
RI2:
RI4:
RI 5:
RI8:
Evidence
Central Idea/Summary
Word Choice
Organization
Arguments/Evidence
W1:
W2:
W4.
W5.
W10
Write arguments
Write to inform/explain
Clear/coherent writing
Plan/revise/edit
Write routinely
L1. Standard English grammar
L2. Standard English mechanics
L3. Style/effective language choices (MLA)
L4. Vocabulary Strategies
L5. Figurative Language/word relationships
L6. Academic/domain-specific vocabulary
Second Half
RL3: Characters/Events/Ideas
RL6: Point of View
RL7: Content in Diverse Media
RL9: Comparison of Texts/Authors
RL10: Complex Texts
RI3: Individuals/Events/Summary
RI6: Purpose
RI7: Content in Diverse Media
RI9: Comparison of Texts/Authors
RI10: Complex Text
W3:
W6.
W7.
W8.
W9:
Write narratives
Use technology
Conduct Research
Gather/synthesize information
Write to sources (draw evidence)
S&L1. Academic/discourse/collaboration
S&L2. Content in diverse media
S&L3. Point of view
S&L4. Present Findings
S&L5. Use media
S&L6. Adapt speech
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​​Grade English II Reading Literature- Key Ideas and Details
College and Career Readiness Anchor Standards for Reading
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
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9 Weeks
9 Weeks
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
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inferences drawn from the text.
2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text,
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including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course
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of a text, interact with other characters, and advance the plot or develop the theme.
Essential Vocabulary: ​
Clarity, Coherence, Citations (i.e., parenthetical, works cited, etc.), MLA, Allusion, Generalization
Learning Targets: “I Can”
RL 1.1 I can support my ideas using strong evidence from the text.
RL 1.2 I can cite the source of the evidence verbally.
RL 1.3 I can cite the source of the evidence in writing using MLA or another
appropriate style guide.
RL 1.4 I can decipher the literal and implied meaning of a text.
RL 2.1 I can recognize themes in a text.
Criteria For Success: “I Will”
-I will identify relevant information from the text to support
my ideas.
-I will explain the difference between “strong evidence” and
generalizations (broad statements), unreliable, or unrelated
details.
-I will state how much evidence is necessary to support my
claim.
-I will cite the source of the evidence.
-I will use parentheses to include source information
following the evidence.
-I will explain the literary elements used to derive unified
meaning.
I will identify recurring ideas or details in a text.
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​​Grade English II RL 2.2 I can analyze how a theme is developed in a text.
-I will evaluate the details that introduce the theme.
-I will evaluate the details that change the theme.
-I will identify the characteristics of a dynamic character
within a specific text.
-I will explain how dynamic characters contribute to plot and
theme development.
-I will identify how connections between ideas and events
drive the plot and contribute to the theme.
RL 3.1 I can examine complex characters.
RL 3.2 I can analyze the connections between idea and events in the plot.
Reading Literature- Craft and Structure
College and Career Readiness Anchor Standards for Reading
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter,
scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
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9 Weeks 9 Weeks
4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
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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).
5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and
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manipulate time (e.g., pacing, flashbacks) create such effects as irony, mystery, tension, or surprise.
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6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
Essential Vocabulary; ​
Archetype, Allegory, Parable, Connotation, Denotation, Irony
Learning Targets: “I Can”
RL 4. I can interpret words and phrases as they are used in the text.
Criteria For Success: “I Will”
-I will identify figurative language in the text.
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​​Grade English II -I will state the connotative meaning of vocabulary including formal and
informal tone.
-I will define figurative language used in the text.
RL 5. I can evaluate the author’s choice of structure or manipulation of
time to create different effects.
RL 6. I can examine a point of view in a piece of literature and analyze the
cultural experiences portrayed.
-I will describe techniques used by authors such as flashback and
foreshadowing to create the overall structure of the work.
-I will identify and explain how the author uses effects such as
mystery, suspense, and tension in literature.
-I will compare/contrast the cultural differences in time, place, and
characters of a piece of literature.
-I will analyze the author’s choice of global perspectives portrayed
in the reading.
Reading Literature- Integration of Knowledge and Ideas
College and Career Readiness Anchor Standards for Reading
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors
take.
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9 Weeks 9 Weeks
7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized
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or absent in each treatment (e.g., Auden’s poem― “Musée des Beaux Arts” and Breughel’s painting ​
The Fall of Icarus​
).
8. (Not applicable to literature)
9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a
theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Essential Vocabulary: ​
Generalization , Artistic Mediums, Synthesize
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​​Grade English II Learning Targets: “I Can”
RL 7. I can compare two works that use different artistic mediums but
share a common subject.
RL 8. (Goal 8) Not applicable to literature
RL 9. I can analyze similarities and differences in two different works that
share similar themes or topics.
Criteria For Success: “I Will”
-I will explore content presented in multiple forms.
I will compare and contrast multiple interpretations of various
artistic mediums.
N/A
-I will compare and contrast the authors’ approaches to text.
-I will explain references to classic works cited within other works.
Reading Literature- Range of Reading and Level of Text Complexity
College and Career Readiness Anchor Standards for Reading
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0. Read and comprehend complex literary and informational texts independently and proficiently.
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9 Weeks
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9 Weeks
Common Core Standard
10. By the end of English II, read and comprehend literature, including stories, dramas, and poems, in the English II text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Essential Vocabulary: ​
Allusion
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Learning Targets: “I Can”
RL 10. I can read and comprehend increasingly complex literary text
independently and make connections between them.
Criteria For Success: “I Will”
-I will read text at or above my reading level to develop mature
language skills needed for success in a school and life.
-I will reread text when I do not understand and use various
strategies to increase my comprehension.
-I will read and explain how different authors treat (address) similar
ideas.
Reading Informational Text- Key Ideas and Details
College and Career Readiness Anchor Standards
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
9 2015 Iredell-Statesville Schools – 10th
​​Grade English II 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
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9 Weeks 9 Weeks
1.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
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drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges
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and is shaped and refined by specific details; provide an objective summary of the text.
3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are
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made, how they are introduced and developed, and the connections that are drawn between them.
Essential Vocabulary: ​
Credibility, Generalization
Learning Targets: “I Can”
RI 1.1 I can support my ideas using strong evidence from the text.
RI 1.2 I can cite the source of the evidence orally and/or in writing using
MLA format.
RI 1.3 I can answer literal and inferential comprehensive questions from
text (i.e., who, what, when, where, and why)
RI 2.1 I can provide an objective summary of a text.
RI 2.2 I can explain the key details an author uses to build his/her study.
RI 3.1 I can analyze how the author presents and develops ideas and
events.
Criteria For Success: “I Will”
-I will select relevant information from the text to support my
ideas.
-I will explain the difference between “strong evidence,”
generalization (broad statements), and unreliable/unrelated
details.
-I will cite evidence that is necessary to support my claim.
-I will cite the source of the evidence orally and/or in writing.
-I will use parentheses to include source information following the
evidence.
-I will answer literal comprehension questions from a given text.
-I will answer inferential questions from a given text.
-I will use a variety of details to summarize text using language that
is free of bias and personal opinions.
-I will identify the evidence and explanations the author uses to
support his/her claim.
-I will describe the sequencing and development of support used to
build the ideas.
-I will identify important ideas and events within a specific text.
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​​Grade English II RI 3.2 I can analyze/discuss the central idea of a text.
-I will define how the author uses concepts and sequencing to
convey arguments (claims and counter-claims).
-I will explain how ideas are introduced, sequenced, and developed
and how details in the text add to and influence the central idea.
-I will explain connections between ideas.
Reading Informational Text- Craft and Structure
College and Career Readiness Anchor Standards for Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter,
scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
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9 Weeks 9 Weeks
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
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technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language
of a court opinion differs from that of a newspaper).
5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or
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larger portions of a text (e.g., a section or chapter).
6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that
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point of view or purpose.
Essential Vocabulary: ​
Refer to “Common Core Literacy Terms”
Learning Targets: “I Can”
Criteria For Success: “I Will”
RI 4.1 I can identify deliberate word choices used by the author.
-I will identify any technical vocabulary and the words’ meanings.
-I will define content & figurative words’ meanings for their
influence.
RI 4.2 I can analyze word and phrase choices and their overall impact on the
meaning of the text.
-I will select word and phrase choices and analyze their influence on
tone and meaning.
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​​Grade English II RI 5. I can evaluate how an author’s ideas or claims are developed and refined.
RI 6. I can evaluate the author’s point of view and purpose and how they
influence the reader’s reaction to the text.
-I will analyze the elements (i.e. sentences, chapters, subsections) of
text and be aware of the collective effect on the text.
-I will identify the author’s point of view.
-I will explain how language is used to effectively communicate the
author’s point.
Reading Informational Text- Integration of Knowledge and Ideas
College and Career Readiness Anchor Standards for Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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9 Weeks
9 Weeks
7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and
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multimedia), determining which details are emphasized in each account.
8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and
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the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the
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Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s ―Letter from Birmingham Jail), including how they
address related themes and concepts.
Essential Vocabulary: ​
Anecdotal Information, Credibility, Validity, Allusion
Learning Targets: “I Can”
RI7. I can analyze various accounts of a subject (i.e., autobiography) told in
multiple forms (i.e., written, digital media).
RI 8. I can evaluate the arguments or claims in a text.
Criteria For Success: “I Will”
-I will evaluate print or non-print texts for a common theme.
-I will explain similarities and differences in the details of each
account.
-I will critique author’s reasoning by evaluating the credibility
of source information.
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​​Grade English II -I will describe facts, opinions, fallacies, false reasoning, and
misleading statements made by the author.
-I will evaluate whether the author’s claims are logical and
legitimate.
RI 9. I can evaluate and analyze two or more influential US documents that
address similar themes and concepts.
-I will identify similar themes and concepts across multiple US
documents.
-I will compare and contrast how US documents explore similar
themes and concepts with their historical context.
Reading Informational Text- Range of Reading and Level of Text Complexity
College and Career Readiness Anchor Standards for Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
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9 Weeks
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9 Weeks
Common Core Standard
10. By​
the end of English II, students will read and comprehend literary nonfiction with appropriate text complexity bands
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proficiently, with scaffolding as needed at the high end of the range.
Essential Vocabulary: ​
Argumentative, Expository, Narrative
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Learning Targets: “I Can”
RI 10.1 I can read and comprehend increasingly complex informational
texts independently.
RI 10.2 I can read a variety of nonfiction texts.
Criteria For Success: “I Will”
-I will read texts appropriate to my reading level to develop mature
language and reading skills needed for success in school and in life.
-I will read expository, argumentative, and functional texts
(personal essays, speeches, opinion pieces, essays about art or
literature, journalism, and historic, scientific, technical or economic
accounts) written for a broad audience.
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​​Grade English II Writing-Text Types and Purposes
College and Career Readiness Anchor Standards for Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative /explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content, deliberately.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
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9 Weeks
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Common Core Standard
1. 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, distinguish the claim from alternate or opposing claims, and create an organization that
establishes clear relationships among claim, counterclaims, reasons, and evidence.
b. Develop claim 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 and reasons, between reasons and evidence, and between claim 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.
2. 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.
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​​Grade English II ✓
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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).
3. 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 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
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course of the narrative.
Essential Vocabulary: ​
Anecdotal Information, Digital Media, Euphemism, Citations (i.e., parenthetical, works cited, etc.), Narrative, Cultural
Perspective, Thesis Statement
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Learning Targets: “I Can”
W1. I can write an argumentative composition.
Criteria For Success: “I Will”
-I will write based on the audience and purpose.
-I will use prewriting strategies (i.e., graphic organizers, outlines).
-I will develop support and a logical structure for introducing the evidence.
-I will write a clear thesis statement.
-I will address possible counterarguments.
-I will support and elaborate the components of my thesis statement.
-I will write using effective transitional expressions between ideas.
-I will revise for formal style and objective tone.
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​​Grade English II W2. I can write an informative or explanatory composition.
W3. I can write a narrative composition.
-I will conclude using specific evidence to a more general context.
-I will specify the audience and purpose when I brainstorm.
-I will use prewriting strategies (i.e., graphic organizers, outlines).
-I will write a clear thesis statement.
-I will state my thesis using relevant and sufficient number of facts,
definitions, details, quotations, and other appropriate examples
-I will utilize effective transitions.
-I will revise for formal style and objective tone.
-I will conclude using specific evidence to a more general context.
-I will specify the audience and purpose when I brainstorm.
-I will use prewriting strategies (i.e., graphic organizers, outlines).
-I will develop a real or imagined experience, scenario, or event.
-I will create my composition by introducing a problem, situation, or
observation.
-I will use one or more points of view.
-I will introduce a narrator and/or characters.
-I will compose a recognizable organizational pattern.
-I will use narrative techniques such as dialogue, pacing, description,
reflection, and multiple plot lines.
-I will use effective transitional expressions between ideas.
-I will use precise imagery to create a vivid picture.
-I will conclude by reflecting on the experience, observation, or resolution.
Writing- Production and Distribution of Writing
College and Career Readiness Anchor Standards for Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
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2015 Iredell-Statesville Schools – 10th
​​Grade English II 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience. (Grade-specific expectations for writing types are defined in standards 1–3.)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing
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on addressing what is most significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
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advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Essential Vocabulary: ​
Allusion, Clarity, Coherence, Anecdotal Information, Credibility, Citations (i.e., parenthetical, works cited, etc.), Parallel
Structure
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Learning Targets: “I Can”
W4. I can write a composition that is clear and understandable
to the reader.
W5. I can develop and revise my compositions independently or
with peer-review.
W6. I can use a variety of technologies to produce, revise, share,
and publish my compositions.
Criteria For Success: “I Will”
-I will define the task, purpose, and audience when developing and
organizing the topic and selecting style.
-I will use specific diction.
-I will use transitions between ideas.
-I will use formal/standard English appropriately.
-I will use the writing process to develop and strengthen writing for a specific
purpose and audience.
-I will edit for subject-verb agreement, verb tense, pronoun usage, correct
case, and complete sentences (i.e., fragments, run-ons).
-I will edit for correct mechanics.
-I will edit for style, parallel structure, clichés, and trite expressions.
-I will edit for spelling.
-I will edit based on my audience and purpose when revising my composition.
-I will choose technology that is appropriate to the task and for my audience.
-I will use technology to collaborate with group members.
-I will use technology to share my or my group’s product with others.
-I will use technology to update a work and communicate changes.
Writing- Research to Build and Present Knowledge
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​​Grade English II College and Career Readiness Anchor Standards for Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject
under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
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7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question)
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✓
or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
8. 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
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
✓
✓
a. Apply English II 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 English II 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).
Essential Vocabulary: ​
Allusion, Anecdotal Information, Coherence, Credibility, Synthesize, Citations (i.e., parenthetical, works cited, etc.)
Learning Targets: “I Can”
W7. I can conduct a variety of research projects to answer questions or
solve problems.
W8. I can evaluate multiple and relevant print, non-print, and digital
sources.
Criteria For Success: “I Will”
-I will narrow or broaden the focus when appropriate.
-I will use a variety of sources.
-I will use the information from a variety of sources to demonstrate
an understanding of the topic.
-I will evaluate sources for validity and relevance.
-I will use advanced searches effectively.
-I will not plagiarize.
18 2015 Iredell-Statesville Schools – 10th
​​Grade English II W9. I can analyze texts for specific evidence to support analysis,
reflection, and research.
-I will follow “standard format” for citations (i.e., MLA).
-I will thoughtfully integrate selections from my sources into my
research products.
-I will evaluate and prioritize evidence from literary and
informational texts to support my argument(s).
-I will analyze how works are similar and interdependent on one
another.
Writing- Range of Writing
College and Career Readiness Anchor Standards for Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
st​ rd
nd​ th
1​
/3​
2​
/4​ Common Core Standard
9 Weeks 9 Weeks
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
✓
✓
single sitting or a day or two) for a range of tasks, purposes, and audiences.
Unpacking: What does this standard mean that a student will know and be able to do?
CCSS expect students to have the flexibility, concentration, and fluency to produce high-quality first draft text under a tight deadline as well as
the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it.
W 10
Essential Vocabulary: ​
Personal Narrative, Digital Media, Coherence, Audience, Allusion, Anecdotal Information, Credibility, Cultural Perspective,
Citations (i.e., parenthetical, works cited, etc.).
Learning Targets: “I Can”
W10. I can apply my writing skills regardless of time frame or situation.
Criteria For Success: “I Will”
-I will write for a short-term or long-term assignment.
-I will incorporate reflection and revision in my writing.
Speaking and Listening- Comprehension and Collaboration
College and Career Readiness Anchor Standards- Comprehension and Collaboration
19 2015 Iredell-Statesville Schools – 10th
​​Grade English II 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas
and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric
st​ rd
1​
/3​
9 Weeks
nd​ th
2​
/4​
9 Weeks
Common Core Standard
✓
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on 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 decision-making (e.g., informal consensus, taking
votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as
needed.
✓
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.
✓
✓
2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,
✓
✓
✓
✓
20 2015 Iredell-Statesville Schools – 10th
​​Grade English II orally) evaluating the credibility and accuracy of each source.
✓
✓
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
Essential Vocabulary: ​
Digital Media, Clarity, Coherence, Credibility, Personal Narrative, Allusions
Learning Targets: “I Can”
Criteria For Success: “I Will”
S&L1. I can initiate and participate in academic collaborative discussions
-I will prepare for class discussions by reading and researching
with or without the teacher.
relevant material.
-I will discuss evidence gained from prior preparation during
discussion.
-I will work with my peers to establish group norms.
-I will extend conversations by posing & responding to probing
questions that relate the discussion.
-I will actively engage in conversations with my peers who might have
diverse opinions, temperaments, and backgrounds.
-I will clarify, verify, and/or challenge the ideas of others.
-I will respond thoughtfully to diverse perspectives.
-I will summarize points of agreement and disagreement.
S&L2. I can integrate a variety of print and non-print sources into my
-I will evaluate the credibility and accuracy of each type of source.
discussions.
-I will select relevant and reliable evidence to support my assertions.
S&L3. I can critically evaluate a speaker’s point of view, reasoning, and use -I will identify faulty reasoning, biased, or misleading information.
of evidence and rhetorical devices.
Speaking and Listening- Presentation of Knowledge and Ideas
College and Career Readiness Anchor Standards
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
21 2015 Iredell-Statesville Schools – 10th
​​Grade English II 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or
appropriate.
st​ rd
nd​ th
1​
/3​
2​
/4​ Common Core Standard
9 Weeks 9 Weeks
4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the
✓
✓
line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to
✓
✓
enhance understanding of findings, reasoning, and evidence and to add interest.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
✓
✓
appropriate.
Essential Vocabulary: ​
Digital Media, Clarity, Coherence, Credibility
Learning Targets: “I Can”
S&L4. I can clearly present information and conclusions.
S&L5. I can use digital media in my presentations to improve
understanding and increase audience interest.
S&L6. I can adapt my language/speech according to the context or
situation.
Criteria For Success: “I Will”
-I will concisely and logically present my reasoning to my audience
based on my written work.
-I will organize and develop work with substance, and style my
presentations appropriately for the purpose, audience, and task.
-I will present data as a graphic, audio, visual, or interactive element.
-I will use formal, “Standard English” as appropriate.
Language- Conventions of Standard English
College and Career Readiness Anchor Standards
st​ rd
1​
/3​
9 Weeks
✓
✓
1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
nd​ th
2​
/4​ Common Core Standard
9 Weeks
✓
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.*
✓
22 2015 Iredell-Statesville Schools – 10th
​​Grade English II b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses
✓
✓
(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or
presentations.
✓
✓
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
✓
✓
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
✓
✓
b. Use a colon to introduce a list or quotation.
✓
✓
c. Spell correctly.
Essential Vocabulary: ​
Parallel Structure, Generalization, Semicolon, Colons​
,​
grammatical clauses, grammatical phrases
Learning Targets: “I Can”
Criteria For Success: “I Will”
L1. I can write and speak using formal, “Standard English,”
-I will use parallel structure.
grammar, and usage.
-I will use various types of phrases and clauses to enhance meaning
and add variety and interest.
L2. I can demonstrate a command of conventions.
-I will spell words correctly.
-I will use proper punctuation and capitalization.
-I will use commas correctly.
-I will use semicolons and colons correctly.
Language- Knowledge of Language
College and Career Readiness Anchor Standards
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
st​ rd
nd​ th
1​
/3​
2​
/4​ Common Core Standard
9
9
Weeks
Weeks
3.1 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.
3.2. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook) appropriate for the
✓
✓
discipline and writing type.
Essential Vocabulary: ​
Citations (i.e., parenthetical, works cited, etc.).
23 2015 Iredell-Statesville Schools – 10th
​​Grade English II Learning Targets: “I Can”
L3.1 I can acknowledge how language and vocabulary function
differently in varying contexts.
L3.2 I can write and edit work so that it conforms to the guidelines in a
style manual based on the appropriate discipline and writing style
Criteria For Success: “I Will”
-I will explain how language/vocabulary function based on a variety
of contexts.
-I will write and edit work so that it conforms to the guidelines in the
appropriate style manual.
Language- Vocabulary Acquisition and Use
College and Career Readiness Anchor Standards
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of word relationships and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
st​ rd
nd​ th
1​
/3​
2​
/4​ Common Core Standard
9 Weeks 9 Weeks
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on English II readings
✓
✓
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).
5. 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.
✓
✓
24 2015 Iredell-Statesville Schools – 10th
​​Grade English II 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing,
✓
✓
speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
Essential Vocabulary: ​
Euphemism, Oxymoron, Credibility
Learning Targets: “I Can”
L4. I can determine and use the definitions of unknown and
multiple-meaning words and phrases.
L5. I can understand figurative language, word relationships, and subtle
differences in word meanings.
L6. I can build and use my academic vocabulary by including words that
are appropriate for college and career goals.
Criteria For Success: “I Will”
-I will use context clues.
-I will use my knowledge of word forms and patterns to determine
a word’s meaning or part of speech.
-I will use a variety of general and specialized print and/or non-print
reference sources.
-I will use reference materials to determine a word’s pronunciation,
part of speech, meaning, and/or etymology.
-I will verify my initial and inferred meaning of a word by consulting
a valid source.
-I will interpret and analyze figures of speech such as euphemisms
and oxymoron.
-I will analyze the subtleties or nuances in the meaning of words
that have similar denotations.
-I will use this vocabulary in my college- or career-level
communications.
-I will independently research unknown words and phrases that
pertain to my college or career interests.
The ISS Curriculum Guide is adapted from NC DPI
http://www.ncpublicschools.org/acre/standards/common-core-tools/
25 2015 Iredell-Statesville Schools – 10th
​​Grade English II Appendix A: At-a-Glance Standards and “I CAN” statements
1st Half of Semester
CCS Code
Learning Targets [‘I can’ statements]
RL1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
I can support my ideas using strong evidence from the text.
I can cite the source of the evidence verbally.
I can cite the source of the evidence in writing using MLA or another appropriate style guide.
I can decipher the literal and implied meaning of a text.
RL2
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.
I can recognize themes in a text.
I can analyze how a theme is developed in a text.
RL4
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).
I can interpret words and phrases as they are used in the text.
RL5
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 irony, mystery, tension, or surprise.
I can evaluate the author’s choice of structure or manipulation of time to create different effects.
RI1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
I can support my ideas using strong evidence from the text.
I can cite the source of the evidence verbally.
I can cite the source of the evidence in writing using MLA format.
I can decipher the literal and implied meaning of a text.
RI2
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.
I can provide an objective summary of a text.
I can examine the key details an author uses to build his/her study.
26 RI4
RI5
RI8
W1
W2
2015 Iredell-Statesville Schools – 10th
​​Grade English II 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 (e.g., how the
language of a court opinion differs from that of a newspaper).
I can identify deliberate word choices used by the author.
I can analyze word and phrase choices and their overall impact on the meaning of the text.
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs,
or larger portions of a text (e.g., a section or chapter).
I can evaluate how an author’s ideas or claims are developed and refined.
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.
I can evaluate the arguments or claims in a text.
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.
I can write an argumentative composition.
2. 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.
27 2015 Iredell-Statesville Schools – 10th
​​Grade English II W4
W5
W10
L1
L2
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).
I can write an informative or explanatory composition.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.)
I can write a composition that is clear and understandable to the reader.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
I can develop and revise my compositions independently or with peer-review.
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.
I can apply my writing skills regardless of time frame or situation.
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, and absolute) and
clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and
interest to writing or presentations.
I can write and speak using formal, Standard English as well as grammar and correct usage.
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.
I can demonstrate a command of conventions.
28 L3
L4
L5
L6
2015 Iredell-Statesville Schools – 10th
​​Grade English II 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.
I can understand how language and vocabulary function differently in varying contexts.
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).
I can determine the definition of unknown and multiple-meaning words and phrases.
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.
I can understand figurative language, word relationships, and subtle differences in word meanings.
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.
I can build and use my academic vocabulary by including words that are appropriate for college and career
goals.
29 2015 Iredell-Statesville Schools – 10th
​​Grade English II nd​
2​
Half of Semester
CCS Code
Learning Targets [‘I can’ statements]
RL3
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.
I can identify dynamic characters and how they develop in the text.
I can examine how characters contribute to plot and theme development.
RL6
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.
I can examine a point of view in a piece of literature and analyze the cultural experiences portrayed.
RL7
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is
emphasized or absent in each treatment (e.g., Auden’s ―Musée des Beaux Arts and Breughel’s Landscape with
the Fall of Icarus).
I can compare two works that use different artistic mediums but share a common subject.
RL9
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).
​
I can analyze similarities and differences in two different works that share similar themes or topics.
RL10
By the end of English I, read and comprehend literature, including stories, dramas, and poems, using
applicable text complexity bands proficiently, with scaffolding as needed at the high end of the range.
I can read and comprehend increasingly complex literary texts independently and make connections between
them.
RI3
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.
I can analyze how the author presents and develops ideas and events.
I can analyze the connections between the ideas and events presented.
RI6
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance
that point of view or purpose.
I can evaluate the author’s point of view and purpose for writing and how they influence the reader’s reaction to
the text.
RI9
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the
Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s ―Letter from Birmingham Jail), including how
they address related themes and concepts.
30 2015 Iredell-Statesville Schools – 10th
​​Grade English II RI10
W3
W6
W7
W8
I can evaluate and analyze two or more influential U.S. documents that address similar themes and concepts.
By the end of English I, read and comprehend literary nonfiction using applicable text complexity bands
proficiently, with scaffolding as needed at the high end of the range.
I can read and comprehend increasingly complex informational texts independently.
3. 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.
I can write a narrative composition.
6. 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.
I can use a variety of technologies to produce, revise, share, and publish my compositions as an individual and
with a group.
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.
I can conduct a variety of research projects to answer questions or solve problems.
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
31 2015 Iredell-Statesville Schools – 10th
​​Grade English II W9
SL1
SL2
SL3
I can evaluate multiple and relevant print, non-print, and digital sources.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply English I and II 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 English I and II 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).
I can analyze texts for specific evidence to support analysis, reflection, and research.
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 decision-making (e.g., informal consensus, taking
votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as
needed.
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.
I can start and participate in academic collaborative discussions with or without the teacher.
2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
I can integrate a variety of print and non-print sources into my discussions.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
I can critically evaluate a speaker’s point of view, reasoning, and use of evidence and rhetorical devices.
32 SL4
SL5
SL6
2015 Iredell-Statesville Schools – 10th
​​Grade English II 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.
I can clearly present information and conclusions.
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.
I can incorporate digital media into my presentations to improve understanding and increase audience interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated
or appropriate.
I can adapt my language according to the context or situation.
APPENDIX B: At-a-Glance “I CAN” and “I WILL” statements
Learning Targets: “I Can”
RL 1.1 I can support my ideas using strong evidence from the text.
RL 1.2 I can cite the source of the evidence verbally.
RL 1.3 I can cite the source of the evidence in writing using MLA or another
appropriate style guide.
RL 1.4 I can decipher the literal and implied meaning of a text.
RL 2.1 I can recognize themes in a text.
RL 2.2 I can analyze how a theme is developed in a text.
Criteria For Success: “I Will”
-I will identify relevant information from the text to support
my ideas.
-I will explain the difference between “strong evidence” and
generalizations (broad statements), unreliable, or unrelated
details.
-I will state how much evidence is necessary to support my
claim.
-I will cite the source of the evidence.
-I will use parentheses to include source information
following the evidence.
-I will explain the literary elements used to derive unified
meaning.
I will identify recurring ideas or details in a text.
-I will evaluate the details that introduce the theme.
-I will evaluate the details that change the theme.
33 2015 Iredell-Statesville Schools – 10th
​​Grade English II st​
1​
Nine Weeks
RL 4. I can interpret words and phrases as they are used in the text.
RL 5. I can evaluate the author’s choice of structure or manipulation of
time to create different effects.
RI 1.1 I can support my ideas using strong evidence from the text.
RI 1.2 I can cite the source of the evidence orally and/or in writing using
MLA format.
RI 1.3 I can answer literal and inferential comprehensive questions from
text (i.e., who, what, when, where, and why)
RI 2.1 I can provide an objective summary of a text.
RI 2.2 I can explain the key details an author uses to build his/her study.
RI 4.1 I can identify deliberate word choices used by the author.
RI 4.2 I can analyze word and phrase choices and their overall impact on
the meaning of the text.
-I will identify figurative language in the text.
-I will state the connotative meaning of vocabulary including formal and
informal tone.
-I will define figurative language used in the text.
-I will describe techniques used by authors such as flashback and
foreshadowing to create the overall structure of the work.
-I will identify and explain how the author uses effects such as
irony, mystery, suspense, and tension in literature.
-I will select relevant information from the text to support my ideas.
-I will explain the difference between “strong evidence,”
generalization (broad statements), and unreliable/unrelated
details.
-I will cite evidence that is necessary to support my claim.
-I will cite the source of the evidence orally and/or in writing.
-I will use parentheses to include source information following the
evidence.
-I will answer literal comprehension questions from a given text.
-I will answer inferential questions from a given text.
-I will use a variety of details to summarize text using language that
is free of bias and personal opinions.
-I will identify the evidence and explanations the author uses to
support his/her claim.
-I will describe the sequencing and development of support used to
build the ideas.
-I will identify any technical vocabulary and the words’ meanings.
-I will define content & figurative words’ meanings for their
influence.
-I will select word and phrase choices and analyze their influence on
tone and meaning.
34 2015 Iredell-Statesville Schools – 10th
​​Grade English II RI 5. I can evaluate how an author’s ideas or claims are developed and
refined.
RI 8. I can evaluate the arguments or claims in a text.
W1. I can write an argumentative composition.
W2. I can write an informative or explanatory composition.
-I will analyze the elements (i.e. sentences, chapters, subsections)
of text and be aware of the collective effect on the text.
-I will critique author’s reasoning by evaluating the credibility
of source information.
-I will describe facts, opinions, fallacies, false reasoning, and
misleading statements made by the author.
-I will evaluate whether the author’s claims are logical and
legitimate.
-I will write based on the audience and purpose.
-I will use prewriting strategies (i.e., graphic organizers,
outlines).
-I will develop support and a logical structure for introducing
the evidence.
-I will write a clear thesis statement.
-I will address possible counterarguments.
-I will support and elaborate the components of my thesis
statement.
-I will write using effective transitional expressions between
ideas.
-I will revise for formal style and objective tone.
-I will conclude using specific evidence to a more general
context.
-I will specify the audience and purpose when I brainstorm.
-I will use prewriting strategies (i.e., graphic organizers,
outlines).
-I will write a clear thesis statement.
-I will state my thesis using relevant and sufficient number of
facts, definitions, details, quotations, and other appropriate
examples
-I will utilize effective transitions.
35 2015 Iredell-Statesville Schools – 10th
​​Grade English II -I will revise for formal style and objective tone.
-I will conclude using specific evidence to a more general
context.
W4. I can write a composition that is clear and understandable to the
reader.
W5. I can develop and revise my compositions independently or with
peer-review.
W10. I can apply my writing skills regardless of time frame or situation.
L1. I can write and speak using formal, “Standard English,”
grammar, and usage.
L2. I can demonstrate a command of conventions.
L3.1 I can acknowledge how language and vocabulary function differently
in varying contexts.
L3.2 I can write and edit work so that it conforms to the guidelines in a
style manual based on the appropriate discipline and writing style
-I will define the task, purpose, and audience when developing and
organizing the topic and selecting style.
-I will use specific diction.
-I will use transitions between ideas.
-I will use formal/standard English appropriately.
-I will use the writing process to develop and strengthen writing for
a specific purpose and audience.
-I will edit for subject-verb agreement, verb tense, pronoun usage,
correct case, and complete sentences (i.e., fragments, run-ons).
-I will edit for correct mechanics.
-I will edit for style, parallel structure, clichés, and trite expressions.
-I will edit for spelling.
-I will edit based on my audience and purpose when revising my
composition.
-I will write for a short-term or long-term assignment.
-I will incorporate reflection and revision in my writing.
-I will use parallel structure.
-I will use various types of phrases and clauses to enhance meaning
and add variety and interest.
-I will spell words correctly.
-I will use proper punctuation and capitalization.
-I will use commas correctly.
-I will use semicolons and colons correctly.
-I will explain how language/vocabulary function based on a variety
of contexts.
-I will write and edit work so that it conforms to the guidelines in
the appropriate style manual.
36 2015 Iredell-Statesville Schools – 10th
​​Grade English II L4. I can determine and use the definitions of unknown and
multiple-meaning words and phrases.
L5. I can understand figurative language, word relationships, and subtle
differences in word meanings.
L6. I can build and use my academic vocabulary by including words that
are appropriate for college and career goals.
-I will use context clues.
-I will use my knowledge of word forms and patterns to determine
a word’s meaning or part of speech.
-I will use a variety of general and specialized print and/or
non-print reference sources.
-I will use reference materials to determine a word’s
pronunciation, part of speech, meaning, and/or etymology.
-I will verify my initial and inferred meaning of a word by consulting
a valid source.
-I will interpret and analyze figures of speech such as euphemisms
and oxymoron.
-I will analyze the subtleties or nuances in the meaning of words
that have similar denotations.
-I will use this vocabulary in my college- or career-level
communications.
-I will independently research unknown words and phrases that
pertain to my college or career interests.
nd​
2​
Nine Weeks
Learning Targets: “I Can”
RL 3.1 I can examine complex characters.
RL 3.2 I can analyze the connections between idea and events in the plot.
Criteria For Success: “I Will”
-I will identify the characteristics of a dynamic character
within a specific text.
-I will explain how dynamic characters contribute to plot and
theme development.
-I will identify how connections between ideas and events
drive the plot and contribute to the theme.
37 2015 Iredell-Statesville Schools – 10th
​​Grade English II RL 6. I can examine a point of view in a piece of literature and analyze the
cultural experiences portrayed.
RL 7. I can compare two works that use different artistic mediums but share a
common subject.
RL 9. I can analyze similarities and differences in two different works that share
similar themes or topics.
RL 10. I can read and comprehend increasingly complex literary text
independently and make connections between them.
RI 3.1 I can analyze how the author presents and develops ideas and events.
RI 3.2 I can analyze/discuss the central idea of a text.
RI 6. I can evaluate the author’s point of view and purpose and how they
influence the reader’s reaction to the text.
RI 9. I can evaluate and analyze two or more influential US documents that
address similar themes and concepts.
-I will compare/contrast the cultural differences in time,
place, and characters of a piece of literature.
-I will analyze the author’s choice of global perspectives
portrayed in the reading.
-I will explore content presented in multiple forms.
I will compare and contrast multiple interpretations of
various artistic mediums.
-I will compare and contrast the authors’ approaches to text.
-I will explain references to classic works cited within other
works.
-I will read text at or above my reading level to develop
mature language skills needed for success in a school and life.
-I will reread text when I do not understand and use various
strategies to increase my comprehension.
-I will read and explain how different authors treat (address)
similar ideas.
-I will identify important ideas and events within a specific
text.
-I will define how the author uses concepts and sequencing to
convey arguments (claims and counter-claims).
-I will explain how ideas are introduced, sequenced, and
developed and how details in the text add to and influence
the central idea.
-I will explain connections between ideas.
-I will identify the author’s point of view.
-I will explain how language is used to effectively
communicate the author’s point.
-I will identify similar themes and concepts across multiple US
documents.
38 2015 Iredell-Statesville Schools – 10th
​​Grade English II -I will compare and contrast how US documents explore similar
themes and concepts with their historical context.
RI 10.1 I can read and comprehend increasingly complex informational texts
independently.
RI 10.2 I can read a variety of nonfiction texts.
-I will read texts appropriate to my reading level to develop
mature language and reading skills needed for success in
school and in life.
-I will read expository, argumentative, and functional texts
(personal essays, speeches, opinion pieces, essays about art
or literature, journalism, and historic, scientific, technical or
economic accounts) written for a broad audience.
W3. I can write a narrative composition.
-I will specify the audience and purpose when I brainstorm.
-I will use prewriting strategies (i.e., graphic organizers,
outlines).
-I will develop a real or imagined experience, scenario, or
event.
-I will create my composition by introducing a problem,
situation, or observation.
-I will use one or more points of view.
-I will introduce a narrator and/or characters.
-I will compose a recognizable organizational pattern.
-I will use narrative techniques such as dialogue, pacing,
description, reflection, and multiple plot lines.
-I will use effective transitional expressions between ideas.
-I will use precise imagery to create a vivid picture.
-I will conclude by reflecting on the experience, observation,
or resolution.
W6. I can use a variety of technologies to produce, revise, share, and publish my
compositions.
-I will choose technology that is appropriate to the task and
for my audience.
-I will use technology to collaborate with group members.
39 2015 Iredell-Statesville Schools – 10th
​​Grade English II W7. I can conduct a variety of research projects to answer questions or solve
problems.
W8. I can evaluate multiple and relevant print, non-print, and digital sources.
W9. I can analyze texts for specific evidence to support analysis, reflection, and
research.
S&L1. I can initiate and participate in academic collaborative discussions with or
without the teacher.
-I will use technology to share my or my group’s product
with others.
-I will use technology to update a work and communicate
changes.
-I will narrow or broaden the focus when appropriate.
-I will use a variety of sources.
-I will use the information from a variety of sources to
demonstrate an understanding of the topic.
-I will evaluate sources for validity and relevance.
-I will use advanced searches effectively.
-I will not plagiarize.
-I will follow “standard format” for citations (i.e., MLA).
-I will thoughtfully integrate selections from my sources into
my research products.
-I will evaluate and prioritize evidence from literary and
informational texts to support my argument(s).
-I will analyze how works are similar and interdependent on
one another.
-I will prepare for class discussions by reading and
researching relevant material.
-I will discuss evidence gained from prior preparation during
discussion.
-I will work with my peers to establish group norms.
-I will extend conversations by posing & responding to
probing questions that relate the discussion.
-I will actively engage in conversations with my peers who
might have diverse opinions, temperaments, and
backgrounds.
-I will clarify, verify, and/or challenge the ideas of others.
-I will respond thoughtfully to diverse perspectives.
-I will summarize points of agreement and disagreement.
40 2015 Iredell-Statesville Schools – 10th
​​Grade English II S&L2. I can integrate a variety of print and non-print sources into my discussions.
S&L3. I can critically evaluate a speaker’s point of view, reasoning, and use of
evidence and rhetorical devices.
S&L4. I can clearly present information and conclusions.
S&L5. I can use digital media in my presentations to improve understanding and
increase audience interest.
S&L6. I can adapt my language/speech according to the context or situation.
-I will evaluate the credibility and accuracy of each type of
source.
-I will select relevant and reliable evidence to support my
assertions.
-I will identify faulty reasoning, biased, or misleading
information.
-I will concisely and logically present my reasoning to my
audience based on my written work.
-I will organize and develop work with substance, and style
my presentations appropriately for the purpose, audience,
and task.
-I will present data as a graphic, audio, visual, or interactive
element.
-I will use formal, “Standard English” as appropriate.
Appendix C: “I CAN” and “I WILL” Statements
Reading Literature
Learning Targets: “I Can”
RL 1.1 I can support my ideas using strong evidence from the text.
RL 1.2 I can cite the source of the evidence verbally.
RL 1.3 I can cite the source of the evidence in writing using MLA or another
appropriate style guide.
Criteria For Success: “I Will”
-I will identify relevant information from the text to support
my ideas.
-I will explain the difference between “strong evidence” and
generalizations (broad statements), unreliable, or unrelated
details.
-I will state how much evidence is necessary to support my
claim.
-I will cite the source of the evidence.
-I will use parentheses to include source information
following the evidence.
41 2015 Iredell-Statesville Schools – 10th
​​Grade English II RL 1.4 I can decipher the literal and implied meaning of a text.
RL 2.1 I can recognize themes in a text.
RL 2.2 I can analyze how a theme is developed in a text.
RL 3.1 I can examine complex characters.
RL 3.2 I can analyze the connections between idea and events in the plot.
-I will explain the literary elements used to derive unified
meaning.
I will identify recurring ideas or details in a text.
-I will evaluate the details that introduce the theme.
-I will evaluate the details that change the theme.
-I will identify the characteristics of a dynamic character
within a specific text.
-I will explain how dynamic characters contribute to plot
and theme development.
-I will identify how connections between ideas and events
drive the plot and contribute to the theme.
RL 4. I can interpret words and phrases as they are used in the text.
-I will identify figurative language in the text.
-I will state the connotative meaning of vocabulary including
formal and informal tone.
-I will define figurative language used in the text.
RL 5. I can evaluate the author’s choice of structure or manipulation of time to
create different effects.
-I will describe techniques used by authors such as flashback
and foreshadowing to create the overall structure of the
work.
-I will identify and explain how the author uses effects such
as irony, mystery, suspense, and tension in literature.
-I will compare/contrast the cultural differences in time,
place, and characters of a piece of literature.
-I will analyze the author’s choice of global perspectives
portrayed in the reading.
-I will explore content presented in multiple forms.
I will compare and contrast multiple interpretations of
various artistic mediums.
N/A
RL 6. I can examine a point of view in a piece of literature and analyze the cultural
experiences portrayed.
RL 7. I can compare two works that use different artistic mediums but share a
common subject.
RL 8. (Goal 8) Not applicable to literature
42 2015 Iredell-Statesville Schools – 10th
​​Grade English II RL 9. I can analyze similarities and differences in two different works that share
similar themes or topics.
RL 10. I can read and comprehend increasingly complex literary text
independently and make connections between them.
-I will compare and contrast the authors’ approaches to
text.
-I will explain references to classic works cited within other
works.
-I will read text at or above my reading level to develop
mature language skills needed for success in a school and
life.
-I will reread text when I do not understand and use various
strategies to increase my comprehension.
-I will read and explain how different authors treat (address)
similar ideas.
Reading Informational Texts
Learning Targets: “I Can”
RI 1.1 I can support my ideas using strong evidence from the text.
RI 1.2 I can cite the source of the evidence orally and/or in writing using MLA
format.
RI 1.3 I can answer literal and inferential comprehensive questions from text (i.e.,
who, what, when, where, and why)
RI 2.1 I can provide an objective summary of a text.
RI 2.2 I can explain the key details an author uses to build his/her study.
Criteria For Success: “I Will”
-I will select relevant information from the text to support
my ideas.
-I will explain the difference between “strong evidence,”
generalization (broad statements), and
unreliable/unrelated details.
-I will cite evidence that is necessary to support my claim.
-I will cite the source of the evidence orally and/or in
writing.
-I will use parentheses to include source information
following the evidence.
-I will answer literal comprehension questions from a given
text.
-I will answer inferential questions from a given text.
-I will use a variety of details to summarize text using
language that is free of bias and personal opinions.
-I will identify the evidence and explanations the author
uses to support his/her claim.
43 2015 Iredell-Statesville Schools – 10th
​​Grade English II RI 3.1 I can analyze how the author presents and develops ideas and events.
RI 3.2 I can analyze/discuss the central idea of a text.
RI 4.1 I can identify deliberate word choices used by the author.
RI 4.2 I can analyze word and phrase choices and their overall impact on the
meaning of the text.
RI 5. I can evaluate how an author’s ideas or claims are developed and refined.
RI 6. I can evaluate the author’s point of view and purpose and how they influence
the reader’s reaction to the text.
RI7. I can analyze various accounts of a subject (i.e., autobiography) told in
multiple forms (i.e., written, digital media).
RI 8. I can evaluate the arguments or claims in a text.
-I will describe the sequencing and development of support
used to build the ideas.
-I will identify important ideas and events within a specific
text.
-I will define how the author uses concepts and sequencing
to convey arguments (claims and counter-claims).
-I will explain how ideas are introduced, sequenced, and
developed and how details in the text add to and influence
the central idea.
-I will explain connections between ideas.
-I will identify any technical vocabulary and the words’
meanings.
-I will define content & figurative words’ meanings for their
influence.
-I will select word and phrase choices and analyze their
influence on tone and meaning.
-I will analyze the elements (i.e. sentences, chapters,
subsections) of text and be aware of the collective effect on
the text.
-I will identify the author’s point of view.
-I will explain how language is used to effectively
communicate the author’s point.
-I will evaluate print or non-print texts for a common
theme.
-I will explain similarities and differences in the details of
each account.
-I will critique author’s reasoning by evaluating the
credibility of source information.
-I will describe facts, opinions, fallacies, false reasoning,
and misleading statements made by the author.
44 2015 Iredell-Statesville Schools – 10th
​​Grade English II -I will evaluate whether the author’s claims are logical and
legitimate.
RI 9. I can evaluate and analyze two or more influential US documents that
address similar themes and concepts.
-I will identify similar themes and concepts across multiple US
documents.
-I will compare and contrast how US documents explore
similar​
themes and concepts with their historical context.
​
RI 10.1 I can read and comprehend increasingly complex informational texts
independently.
-I will read texts appropriate to my reading level to develop
mature language and reading skills needed for success in
school and in life.
-I will read expository, argumentative, and functional texts
(personal essays, speeches, opinion pieces, essays about
art or literature, journalism, and historic, scientific,
technical or economic accounts) written for a broad
audience.
RI 10.2 I can read a variety of nonfiction texts.
Writing
Learning Targets: “I Can”
W1. I can write an argumentative composition.
Criteria For Success: “I Will”
-I will write based on the audience and purpose.
-I will use prewriting strategies (i.e., graphic organizers,
outlines).
-I will develop support and a logical structure for
introducing the evidence.
-I will write a clear thesis statement.
-I will address possible counterarguments.
-I will support and elaborate the components of my thesis
statement.
-I will write using effective transitional expressions
between ideas.
-I will revise for formal style and objective tone.
45 2015 Iredell-Statesville Schools – 10th
​​Grade English II W2. I can write an informative or explanatory composition.
W3. I can write a narrative composition.
-I will conclude using specific evidence to a more general
context.
-I will specify the audience and purpose when I
brainstorm.
-I will use prewriting strategies (i.e., graphic organizers,
outlines).
-I will write a clear thesis statement.
-I will state my thesis using relevant and sufficient number
of facts, definitions, details, quotations, and other
appropriate examples
-I will utilize effective transitions.
-I will revise for formal style and objective tone.
-I will conclude using specific evidence to a more general
context.
-I will specify the audience and purpose when I
brainstorm.
-I will use prewriting strategies (i.e., graphic organizers,
outlines).
-I will develop a real or imagined experience, scenario, or
event.
-I will create my composition by introducing a problem,
situation, or observation.
-I will use one or more points of view.
-I will introduce a narrator and/or characters.
-I will compose a recognizable organizational pattern.
-I will use narrative techniques such as dialogue, pacing,
description, reflection, and multiple plot lines.
-I will use effective transitional expressions between ideas.
-I will use precise imagery to create a vivid picture.
-I will conclude by reflecting on the experience,
observation, or resolution.
46 2015 Iredell-Statesville Schools – 10th
​​Grade English II W4. I can write a composition that is clear and understandable to the reader.
W5. I can develop and revise my compositions independently or with peer-review.
W6. I can use a variety of technologies to produce, revise, share, and publish my
compositions.
W7. I can conduct a variety of research projects to answer questions or solve
problems.
W8. I can evaluate multiple and relevant print, non-print, and digital sources.
-I will define the task, purpose, and audience when
developing and organizing the topic and selecting style.
-I will use specific diction.
-I will use transitions between ideas.
-I will use formal/standard English appropriately.
-I will use the writing process to develop and strengthen
writing for a specific purpose and audience.
-I will edit for subject-verb agreement, verb tense, pronoun
usage, correct case, and complete sentences (i.e.,
fragments, run-ons).
-I will edit for correct mechanics.
-I will edit for style, parallel structure, clichés, and trite
expressions.
-I will edit for spelling.
-I will edit based on my audience and purpose when
revising my composition.
-I will choose technology that is appropriate to the task and
for my audience.
-I will use technology to collaborate with group members.
-I will use technology to share my or my group’s product
with others.
-I will use technology to update a work and communicate
changes.
-I will narrow or broaden the focus when appropriate.
-I will use a variety of sources.
-I will use the information from a variety of sources to
demonstrate an understanding of the topic.
-I will evaluate sources for validity and relevance.
-I will use advanced searches effectively.
-I will not plagiarize.
47 2015 Iredell-Statesville Schools – 10th
​​Grade English II W9. I can analyze texts for specific evidence to support analysis, reflection, and
research.
W10. I can apply my writing skills regardless of time frame or situation.
-I will follow “standard format” for citations (i.e., MLA).
-I will thoughtfully integrate selections from my sources
into my research products.
-I will evaluate and prioritize evidence from literary and
informational texts to support my argument(s).
-I will analyze how works are similar and interdependent
on one another.
-I will write for a short-term or long-term assignment.
-I will incorporate reflection and revision in my writing.
Speaking and Listening
Learning Targets: “I Can”
S&L1. I can initiate and participate in academic collaborative discussions with or
without the teacher.
S&L2. I can integrate a variety of print and non-print sources into my discussions.
Criteria For Success: “I Will”
-I will prepare for class discussions by reading and
researching relevant material.
-I will discuss evidence gained from prior preparation during
discussion.
-I will work with my peers to establish group norms.
-I will extend conversations by posing & responding to
probing questions that relate the discussion.
-I will actively engage in conversations with my peers who
might have diverse opinions, temperaments, and
backgrounds.
-I will clarify, verify, and/or challenge the ideas of others.
-I will respond thoughtfully to diverse perspectives.
-I will summarize points of agreement and disagreement.
-I will evaluate the credibility and accuracy of each type of
source.
-I will select relevant and reliable evidence to support my
assertions.
48 2015 Iredell-Statesville Schools – 10th
​​Grade English II S&L3. I can critically evaluate a speaker’s point of view, reasoning, and use of
evidence and rhetorical devices.
S&L4. I can clearly present information and conclusions.
S&L5. I can use digital media in my presentations to improve understanding and
increase audience interest.
S&L6. I can adapt my language/speech according to the context or situation.
-I will identify faulty reasoning, biased, or misleading
information.
-I will concisely and logically present my reasoning to my
audience based on my written work.
-I will organize and develop work with substance, and style
my presentations appropriately for the purpose, audience,
and task.
-I will present data as a graphic, audio, visual, or interactive
element.
-I will use formal, “Standard English” as appropriate.
Language
Learning Targets: “I Can”
L1. I can write and speak using formal, “Standard English,”
grammar, and usage.
L2. I can demonstrate a command of conventions.
L3.1 I can acknowledge how language and vocabulary function differently in
varying contexts.
L3.2 I can write and edit work so that it conforms to the guidelines in a style
manual based on the appropriate discipline and writing style
L4. I can determine and use the definitions of unknown and multiple-meaning
words and phrases.
Criteria For Success: “I Will”
-I will use parallel structure.
-I will use various types of phrases and clauses to enhance
meaning and add variety and interest.
-I will spell words correctly.
-I will use proper punctuation and capitalization.
-I will use commas correctly.
-I will use semicolons and colons correctly.
-I will explain how language/vocabulary function based on
a variety of contexts.
-I will write and edit work so that it conforms to the
guidelines in the appropriate style manual.
-I will use context clues.
-I will use my knowledge of word forms and patterns to
determine a word’s meaning or part of speech.
-I will use a variety of general and specialized print and/or
non-print reference sources.
49 2015 Iredell-Statesville Schools – 10th
​​Grade English II L5. I can understand figurative language, word relationships, and subtle
differences in word meanings.
L6. I can build and use my academic vocabulary by including words that are
appropriate for college and career goals.
-I will use reference materials to determine a word’s
pronunciation, part of speech, meaning, and/or etymology.
-I will verify my initial and inferred meaning of a word by
consulting a valid source.
-I will interpret and analyze figures of speech such as
euphemisms and oxymoron.
-I will analyze the subtleties or nuances in the meaning of
words that have similar denotations.
-I will use this vocabulary in my college- or career-level
communications.
-I will independently research unknown words and phrases
that pertain to my college or career interests.
Appendix D
Sample Pacing Guide
Unit 1: Literary Device and Theme (2-3 Weeks)
Unit 1 Suggested Lessons:
- Annotation ​
RL4​
:
-​
Annotation Checklist​
(excerpts from ​
House on Mango Street​
by Sandra Cisneros)
- "11" by Sandra Cisneros
- “My Name” by Sandra Cisneros
- Theme and the Human Condition:
-​
Finding Theme Video by Mr. Sato​
(Youtube) ​
RL2
- Faery Tales and Theme “Sleeping Beauty”
- Poetry and Theme Rabindranath Tagore
-​
Poet Seekers​
RL10
​
- Theme Assessment
50 2015 Iredell-Statesville Schools – 10th
​​Grade English II -​
Open-ended question #1​
(​
rubric​
; can be used for Common Assessments)
Unit 1 Suggested Short Stories:
- “How Much Land Does a Man Need” by Leo Tolstoy
- “The Lottery” by Shirley Jackson
- “A Hunger Artist” by Franz Kafka
- “Story of an Hour” by Kate Chopin
- “A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez
- “The Necklace” by Guy de Maupassant (Irony)
Unit 2: Epic Hero (2 -3 Weeks) ​
RL3​
,​
RL5
Unit 2 Suggested Lessons:
- What is an epic hero?
- Slideshare by Chris Murban​
RI1​
​
,​
RI9
- Hero with a Thousand Faces​
by Joseph Campbell excerpts ​
RI1​
,​
RI9
- Gilgamesh
- Ancient Texts.org (Great Gilgamesh resource)​
RL9
​
- Song of Roland ​
RL9
- Excerpt from ​
Don Quixote ​
RL9
Unit 2 Suggested Readings
- Hero Cycle -graphic organizer
Unit 3: Genocide (2-3 Weeks)
Unit 3 Suggested Lessons:
- Genocide Defined
- 8 Stages of Genocide Genocide Watch.org​
RI2
​
- Youth for Human Rights
51 -
2015 Iredell-Statesville Schools – 10th
​​Grade English II Genocide Examined
- Short Stories
- “Sneetches” by Dr. Seuss ​
RL6
- “"In the Shadow of War" by Ben Okri ​
RL6
- “The Prisoner Who Wore Glasses” by Bessie Head ​
RL5
- Novels ​
(Choose 1-2 or Create Excerpts):
- Night ​
by Elie Wiesel ​
RL3
- Kaffir Boy​
by Mark Mathabane ​
RL3
- My Forbidden Face​
by Latifa ​
RL3
- Ties that Bind… Ties that Break ​
by Lensey Namioka ​
RL3
-​
Open-ended question #2​
(​
rubric​
; can be used for Common Assessments)
Unit 3 Suggested Readings
- Night​
by Elie Wiesel
- Elie and Oprah in Auschwitz (film)
- “The Perils of Indifference” by Elie Wiesel
- “Mein Kampf” (excerpt) by Adolf Hitler
- “38 Witnesses” (from ​
The New York Times​
)
- “Concerning the Jews and Their Lies” by Martin Luther
- “Letter from Teacher and Child” by Haim Ginott
- “A Tattoo to Remember” by Jodi Rudoren
- “The Boy in the Striped Pajamas” (movie)
- Schindler’s List​
(movie)
- “Maus” by Art Spiegelman
- “The Sneetches” by Dr. Seuss
Unit 3 Holocaust Websites
52 -
2015 Iredell-Statesville Schools – 10th
​​Grade English II Drone Aerial Video
Auschwitz Liberated Interactive Video
Interactive Map of Auschwitz
Explore Google Street View
Auschwitz - Google Street View
Birkenau - Google Street View
Holocaust Photographs
Nazi Propaganda
Unit 4: Greek Drama (2-3 Weeks)
Unit 4 Suggested Lessons:
- Greek Drama Defined
- Oedipus Rex by Sophocles ​
RL10​
RL3​
​
RL4​
​
RL6
​
- Antigone by Sophocles ​
RL10​
RL3​
​
RL4​
​
RL6
​
-​
Mid-semester Assessment and Open-ended questions ​
#3​
and ​
4​
(​
rubric​
; can be used for Common Assessments)
Unit 4 Suggested Readings:
- Oedipus at Colonus ​
by Sophocles
- Medea​
by Euripides
Unit 5: Rhetoric (2-3 Weeks)
Unit 5 Suggested Lessons:
- Everything’s an Argument​
by Andrea A. Lunsford, John J. Ruszkiewicz, and Keith Walters
​
- Claims, Appeals, Evidence ​
RI5​
,​
RI8​
,
- Claim vs. Counterclaim ​
RI5
- Ethos, Pathos, Logos ​
RI6
- Rhetoric Assessment: Write an Argument ​
W1
Unit 5 Suggested Readings:
53 2015 Iredell-Statesville Schools – 10th
​​Grade English II - Articles:
- Great resources for current arguments: Grantland, Monday Morning Quarterback, The Atlantic, The New Yorker, Izzit.org
- “Camping Out” by Ernest Hemingway
- “Letter from a Birmingham Jail” by Martin Luther King
- “Ain’t I a Woman?” by Sojourner Truth
- “Burning of Rome” by Tacitus in textbook
- “Pericles Funeral Oration” in textbook
-​
"Should Batman kill the Joker?"​
by Mark White and Robert Arp
Unit 6: Culmination Unit - Magical Realism (2-4 Weeks) ​
All Standards
- Magical Realism Defined?
- Revisit Literary Devices and how they work with Magical Realism
- Short Stories
- Gabriel Garcia Marquez
- Jorge Luis Borges
- Novel
- Life of Pi​
by Yann Martel
- Culminating Assessment ​
W-All
Digital Content
www.readtheory.org
RL1​
,​
RL2​
,​
RL3
This website gives students various reading passages based on their reading level and asks them to complete EOC type questions
about the passage. The teacher can preset their reading level, but it will automatically readjust if the student was not successful
answering the questions. This website also awards points to students for answering questions correctly and charts their progress.
www.activelylearn.com
RL1​
,​
RL2​
,​
RL3​
,​
RI1​
,​
RI2​
,​
RI3
This website can be used to make articles of various websites, PDFs, or a Google doc. The teacher can then go into the article and
put in questions, link videos, and highlight portions that the teacher wishes to make comments about. Students read through the
54 2015 Iredell-Statesville Schools – 10th
​​Grade English II articles and are asked to stop and answer questions as they read. Actively Learn also has a grading portion for the teacher where
you can grade the students’ responses as incomplete, basic, proficient, or advanced and the website automatically assigns a grade
for each assignment.
www.newsela.com
RL6
This website includes current events-presented on different grade/lexile level, is free to sign up/set up classes, has new articles daily,
and topics that can be used in all subjects.
www.izzit.org
RL6
This website gives you 2 current events (various reading levels) with vocabulary and 8-15 challenging open-ended comprehension
questions already created). My students usually really enjoyed these articles.
www.gutenberg.org
Various Standards
This website offers a lot of free PDF versions of various short stories and novels that can easily be downloaded to students’ laptops
and saved in iBooks.
www.grammarly.com
W4​
,​
W5
This website allows students to put in essays and receive automatic grammatical critiques.
www.ereadingworksheets.com
Various Standards
This website has free worksheets that English teachers can use in their classrooms. Awesome for specific skills!!
www.eastoftheweb.com
Various Standards
This website is a good resource to find short stories to use in class. It also changes it to a printer friendly version to be able to print
or change to a PDF.
55