Maury County Public Schools English II Pacing Guide
June 2015
English Language Arts English II Pacing Guide
1
Maury County Public Schools English II Pacing Guide
June 2015
Instructional Strategies (see Appendix A for graphic organizers and other resources):
Citing Evidence
Close Reading of
and Analyzing
Text
Test
Responding to
text through
text-dependent
questions
Writing to Sources
Vocabulary and
Language Development
Students cite
specific evidence
when offering an
oral or written
For students, writing
interpretation of a
is a key means of
text. They use
asserting and
relevant evidence
defending claims,
when supporting Types of Textshowing what they To be college and career
their own points Dependent
know about a
ready in language,
in writing and
Questions:
subject, and
students must have firm
speaking, making 1. General
conveying what they control over the
Close reading is an
their reasoning
Understandings have experienced,
conventions of standard
instructional
clear to the reader 2. Key Details
imagined, thought, English. At the same
routine in which
or listener, and
3. Vocabulary and and felt. To be
time, they must come to
students critically
they
Text Structure
college- and career appreciate that language
examine a text,
constructively
4. Author’s
ready writers,
is as at least as much a
especially through
evaluate others’ Purpose
students must take matter of craft as of rules
repeated readings.
use of evidence. 5. Inferences
task, purpose, and
and be able to choose
The specific
Students are
6. Opinion,
audience into careful words, syntax, and
reason for
engaged and open- Arguments, and consideration,
punctuation to express
rereading needs to
minded—but
Inter-textual
choosing words,
themselves and achieve
be clear so the
discerning—
Connections
information,
particular functions and
reader is focused
readers and
Use this
structures, and
rhetorical effects. They
and strategic. A
listeners.
progression to
formats deliberately. must also have extensive
close read should
They work
structure
Students should
vocabularies, built
ultimately lead
diligently to
questions that
write routinely over through reading and
students to an
understand
move students
extended time
study, enabling them to
understanding of
precisely what an from explicit to
frames (time for
comprehend complex
the text as a whole.
author or speaker implicit meaning research, reflection, texts and engage in
is saying, but they and from sentence and revision) and
purposeful writing about
also question an level to whole
shorter time frames and conversations
author’s or
level of a text.
(a single sitting or a around content.
speaker’s
day or two) for a
assumptions and
range of tasks,
premises and
purposes, and
assess the veracity
audiences.
of claims and the
soundness of
reasoning.
**Please note: All pages listed for instructional materials are from the Holt McDougal Literature
Books. If no page number is listed, teachers are responsible for locating that text.
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Maury County Public Schools English II Pacing Guide
June 2015
Units of Study
Title
The Basics/Informative
Writing
The Argument
The Narrative
The Informative/The
Argumentative
The Literature
The Research
Suggested
Allotted Time
Three Weeks
Quarter
Four Weeks
Four Weeks
Three Weeks
First or Third Quarter
Two Weeks – First or Third Quarter
Two Weeks – Second or Fourth
Quarter
Second or Fourth Quarter
Four Weeks
Embedded
Second or Fourth Quarter
Teacher Choice
First or Third Quarter
3
Maury County Public Schools English II Pacing Guide
Grade: English II
June 2015
Unit of Study: The Basics/Informative Writing
Approximate Instructional Weeks: 3
Overarching Question(s):



What skills do I need to develop to be able to succeed on future skills in English II?
How can I write informative pieces that convey complex ideas, concepts, and information clearly
and accurately?
How can I write informative pieces that reveal an analysis of what the text says explicitly while
drawing inferences drawn from the text which convey the central idea?
Unit Power Standards:
RI. 9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly
RL. 9-10.1 as well as inferences drawn from the text.
Determine a central idea of a text and analyze its development over the course of the text,
RI. 9-10.2 including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
1. Use parallel structure.
L. 9-10.1
2. Use various types of phrases (noun, verb, adjectival, adverbial, participial,
prepositional, absolute) and clauses (independent, dependent; noun, relative,
adverbial) to convey specific meanings and add variety and interest to writing or
presentations.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or
L. 9-10.4 a
function in a sentence) as a clue to the meaning of a word or phrase.
Identify and correctly use patterns of word changes that indicate different meanings or parts
L. 9-10.4 b
of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
Consult general and specialized reference materials (e.g., dictionaries, glossaries,
L. 9-10.4 c 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.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking
L. 9-10.4 d
the inferred meaning in context or in a dictionary).
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
W. 9-10.2 information clearly and accurately through the effective selection, organization, and analysis
of content.
Produce clear and coherent writing in which the development, organization, and style are
W. 9-10.4 appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1–3 above.)
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Maury County Public Schools English II Pacing Guide
June 2015
Unit Supporting Standards:
RL. 9-10.4
RI. 9-10.3
RI. 9-10.4
L. 9-10.5


L. 9-10.6
SL. 9-10.1
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).
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
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).
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their
role in the text.
Analyze nuances in the meaning of words with similar denotations.
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.
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.
Example Instructional Unit:
Language and
Speaking and Listening
Vocabulary
Summer reading if
Teach the types of
assigned
Teach and assign
context clues and then
Introductory (fun) short Summary,
require students to
story or informational text Paraphrase,
use context clues and
for modeling/practice
Critique
identify the type when
close reading and citing
writing sentences on
Introduce procedure and
evidence
Go over writing
new vocabulary. After
model accountable talk,
Essay - p. 374 - “The Man mnemonic
teaching types of
Socratic seminar, etc.
in the Water”(Visuals with (See Appendix)
phrases and clauses,
essay - search through
students could be
Google)
Write an
require to vary or
Essay - p. 226 – “The
informative
identify the phrases
Teacher Who Changed My
essay
and clauses in their
Life”
vocabulary sentences.
Instructional Texts




Writing to
Sources
5
Maury County Public Schools English II Pacing Guide
 Short Story - p. 202 “Possibility of Evil”
Skill
Cite textual evidence
Instruction
MLA citation and practice
Purdue Owl, Holt McDougal
Textbooks
Analysis
Annotate the text – highlighting,
sticky notes, text coding, etc.
Stated (explicit) and implied
evidence
Comparison chart for inferred
vs. stated (explicit) evidence
Sequencing
Mnemonics (See Appendix)
Vocabulary
Vocabulary Expert – Each child
is given a word and becomes an
expert on that specific word in
order to teach that word to the
rest of the class.
June 2015
Assessment
Formative Assessments:
 Teacher Observation
during in-class activities
 Homework Assignments
 Writing Conferences
 Exit Tickets
 Peer Editing
 Writing Portfolio
 Note Check
 Reflection Journals
 Class Discussions –
Formal and Informal
(planned/spontaneous)
 Student Feedback
 Student Self-Evaluation
Summative Assessments:
 Informative Essay
 Vocabulary Test
(See Appendix for state writing
rubric)
Suggested Common Assessment
Practice:
 p. 280
 p. 402
6
Maury County Public Schools English II Pacing Guide
June 2015
Teachers may choose/change the selections as long as the Tennessee State Standards for English
Language Arts are covered and the texts selected are grade appropriately complex.
http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
Grade: English II
Unit of Study: The Argument
Approximate Instructional Weeks: 4
Overarching Question(s):



Why is it important to be able to analyze an argument?
Why is it important to be able to build a strong argument?
How do my research skills strengthen my arguments?
Unit Power Standards:
RL. 9-10.1
RL. 9-10.2
RL. 9-10.3
RI. 9-10.8
W. 9-10.1
W. 9-10.4
W. 9-10.8
SL. 9-10.4
Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
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.
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.
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.
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
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 above.)
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.
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.
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Maury County Public Schools English II Pacing Guide
June 2015
Unit Supporting Standards:
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.
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s
RI. 9-10.9 Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter
from Birmingham Jail”), including how they address related themes and concepts.
Demonstrate command of the conventions of standard English capitalization, punctuation,
L. 9-10.2
and spelling when writing.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
W. 9-10.5 new approach, focusing on addressing what is most significant for a specific purpose and
audience.
RI.9-10.6
W.9-10.10
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.
Integrate multiple sources of information presented in diverse media or formats (e.g.,
visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying
SL. 9-10.3
any fallacious reasoning or exaggerated or distorted evidence.
SL.9-10.2
Example Instructional Unit:
Instructional Texts




Drama - The
Tragedy of Julius
Caesar (esp. funeral
speeches) - p. 1198
Excerpt - “The
Declaration of
Independence”
Speech – “Eulogy
for Dr. Martin
Luther King” - p.
980
Movie clips of
Caesar’s Death
(YouTube) 1970s
version/Newer
version
Writing to Sources




Opening/Closing
statements and witness
testimony in Julius
Caesar Mock Trial
Mnemonic (See
Appendix)
Argument
Paragraph/Essay
Writing Assessment
Practice
from TNCORE
Language and
Vocabulary



Teach
grammar
through
writing
Continue
context clues
for vocab
Introduce
parallelism in
speeches and
Declaration
Speaking and
Listening


Julius Caesar
Mock Trial
Accountable
Talk
8
Maury County Public Schools English II Pacing Guide
Skill
Analyzing Text
Instruction
SOAPStone – (See Appendix)
Development of Claim
Argument Flowchart showing
how a claim for an argument is
developed (See Appendix)
Include parts of an argument:
claim, warrant, counterclaim
Editing
Peer editing of essays (To the
left, to the left/ back and fort,
etc.)
June 2015
Assessment
Formative Assessments:
 Teacher Observation
during in class activities
 Homework Assignments
 Writing Conferences
 Exit Tickets
 Writing Portfolio
 Peer Editing
 Note Check
 Reflections Journals
 Class Discussions –
Formal and Informal
(planned/spontaneous)
 Student Feedback
 Student Self-Evaluation
Summative Assessments:
 Argumentative Essay
(See Appendix for state writing
rubric)
Suggested Common Assessment
Practice:
 p. 1310
9
Maury County Public Schools English II Pacing Guide
June 2015
Teachers may choose/change the selections as long as the Tennessee State Standards for English
Language Arts are covered and the texts selected are grade appropriately complex.
http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
Grade: English II
Unit of Study: The Narrative
Approximate Instructional Weeks: 4
Overarching Question(s):
 How can the themes of different works be the same even when the point of views or cultural
experiences of the narrators is different?
 How can I write narratives that have a central theme but various points of views or cultural
experiences?
 How can my ability to write a narrative improve my ability to build a strong argument?
Unit Power Standards:
Determine a theme or central idea of a text and analyze in detail its development over the
RL. 9-10.2 course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
Analyze a particular point of view or cultural experience reflected in a work of literature
RL. 9-10.6
from outside the United States, drawing on a wide reading of world literature.
By the end of grade 9, read and comprehend literature, including stories, dramas, and
RL. 9poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at
10.10
the high end of the range.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly
RI. 9-10.1
as well as inferences drawn from the text.
Determine an author’s point of view or purpose in a text and analyze how an author uses
RI.9-10.6
rhetoric to advance that point of view or purpose.
Demonstrate command of the conventions of standard English grammar and usage when
L. 9-10.1
writing or speaking.
Write narratives to develop real or imagined experiences or events using effective
W. 9-10.3
technique, well-chosen details, and well-structured event sequences.
Produce clear and coherent writing in which the development, organization, and style are
W. 9-10.4 appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1–3 above.)
Supporting Standards:
Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
W.9-10.5 a new approach, focusing on addressing what is most significant for a specific purpose and
audience.
Write routinely over extended time frames (time for research, reflection, and revision) and
W.9-10.10 shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
L. 9-10.2
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Maury County Public Schools English II Pacing Guide
June 2015
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
SL. 9-10.6
when indicated or appropriate.
Example Instructional Unit:
Instructional Texts









Excerpt - p. 940 - Night
Speech - p. 948 - Elie
Wiesel’s Nobel Prize
Acceptance Speech
Speech - Perils of
Indifference (By Elie
Wiesel)
Novel - The Book Thief
(or excerpts)
Essay - p. 482 Tolerance
Poem - p. 478 – Do not
weep, maiden, for war is
kind
Poem - p. 480 – the
sonnet-ballad
Speech - I am Malala
(YouTube)
Alternate Novel - I Am
Nujood
Writing to Sources





Analysis of individual
text
Synthesis of multiple
texts
Preparation for
Writing
Assessment
Mini research on a
person or event
referenced in texts
Narrative extension of
a text
Language and
Vocabulary


Teach
grammar
through
writing
Continue
context clues
for vocab
Speaking and
Listening


Accountable
Talk
Socratic
Seminar
11
Maury County Public Schools English II Pacing Guide
Skill
Central Idea
Instruction
Close Reading support, Graphic
Organizer to extend idea
Summarize
Graphic Organize for summary
Define objective vs. subjective
and have a class discussion on
the differences
Annotate
Highlighting, sticky notes, text
coding, etc.
Poetry Analysis
TPCASTT (see Appendix)
Supporting Details
Support answers orally or in
writing
Development
Timeline to show progress
Vocabulary
Vocabulary sort, context,
definition, word wall,
categorization
Synthesis
Essay (Narrative)
June 2015
Assessment
Formative Assessments:
 Teacher Observation
during in class activities
 Homework Assignments
 Writing Conferences
 Exit Tickets
 Writing Portfolio
 Peer Editing
 Note Check
 Reflections Journals
 Class Discussions –
Formal and Informal
(planned/spontaneous)
 Student Feedback
 Student Self-Evaluation
 Individual TPCASTT
Assessment
Summative Assessments:
 Narrative Essay
(See Appendix for state writing
rubric)
Suggested Common Assessment
Practice:
 p. 510
 p. 1042
12
Maury County Public Schools English II Pacing Guide
June 2015
Teachers may choose/change the selections as long as the Tennessee State Standards for English
Language Arts are covered and the texts selected are grade appropriately complex.
http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
Grade: English II
Unit of Study: The Informative/The Argumentative
Approximate Instructional Weeks: 3
Overarching Question(s):

Why might information be presented in multiple ways (textually or graphically)?
Unit Power Standards:
RI. 9-10.1
RI. 9-10.2
L. 9-10. 1
W. 9-10.4
W. 9-10.9
SL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
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.
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
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 above.)
Draw evidence from literary or informational texts 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.
Unit Supporting Standards:
Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
W.9-10.2 information clearly and accurately through the effective selection, organization, and analysis
of content.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
W. 9-10.5 new approach, focusing on addressing what is most significant for a specific purpose and
audience.
Use technology, including the Internet, to produce, publish, and update individual or shared
W. 9-10.6 writing products, taking advantage of technology’s capacity to link to other information and
to display information flexibly and dynamically.
Write routinely over extended time frames (time for research, reflection, and revision) and
W.9-10.10 shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
L. 9-10.2
13
Maury County Public Schools English II Pacing Guide
June 2015
Example Instructional Unit:
Instructional Texts




Technical Texts such as
studies with charts and graphs
(analyzing, synthesizing,
comparing and contrasting
information in the text with
that in the chart/graph)
Short Story – p. 540 – “Why
Leaves Turn Color in the Fall”
Graphic Aid – p. 548 – “How a
Leaf Works”
Procedural Document – p. 553
– “Tree Planting Guide”
Writing to Sources
Language and
Vocabulary



Practice for Writing
Assessment
Conduct mini research
or a study in order to
produce infographics
and corresponding text

Teach
grammar
through
writing
Continue
context
clues for
vocab
Speaking and
Listening
• Presentation
of research and
infographic
14
Maury County Public Schools English II Pacing Guide
Skill
Text Analysis
Interpret Graphic Aids
Evaluate Graphic Aids
Synthesis of Graphic Aids
June 2015
Instruction
SOAPStone – (See Appendix)
Assessment
Formative Assessments:
 Teacher Observation
Schematic diagram/photographs
during in class activities
and graphic aids – direct teach
 Homework Assignments
 Writing Conferences
Two-column chart to evaluate
 Exit Tickets
elements of the map
 Writing Portfolio
 Peer Editing
Paragraph creation – p. 555
 Note Check
provides an informational
 Reflections Journals
synthesis writing prompt
 Class Discussions –
Formal and Informal
(planned/spontaneous)
 Student Feedback
 Student Self-Evaluation
 Individual SOAPStone
Assessment
Summative Assessments:
 Informative
Paragraph/Essay
 Argumentative Essay
(See Appendix for state writing
rubric)
Suggested Common Assessment
Practice:
 p. 622
15
Maury County Public Schools English II Pacing Guide
June 2015
Teachers may choose/change the selections as long as the Tennessee State Standards for English
Language Arts are covered and the texts selected are grade appropriately complex.
http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
Grade: English II
Unit of Study: The Literature
Approximate Instructional Weeks: 4
Overarching Question(s):

Why is it important to be able to analyze, compare and contrast, and synthesize similar
information presented in different formats?
Unit Power Standards:
RL. 9-10.2
RL. 9-10.6
RL. 9-10.10
RI. 9-10.3
RI.9-10.6
W. 9-10.9
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.
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.
By the end of grade 9, read and comprehend literature, including stories, dramas, and
poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
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
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.
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Unit Supporting Standards:
Analyze how complex characters (e.g., those with multiple or conflicting motivations)
RL. 9-10.3 develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.
Analyze how an author’s choices concerning how to structure a text, order events within it
RL.9-10.5 (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
Analyze the representation of a subject or a key scene in two different artistic mediums,
RL.9-10.7 including what is emphasized or absent in each treatment (e.g., Auden’s “Musé e des Beaux
Arts” and Breughel’s Landscape with the Fall of Icarus).
Analyze how an author draws on and transforms source material in a specific work (e.g.,
RL. 9-10.9 how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws
on a play by Shakespeare).
Analyze in detail how an author’s ideas or claims are developed and refined by particular
RI. 9-10.5
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in
RI. 9-10.7
both print and multimedia), determining which details are emphasized in each account.
16
Maury County Public Schools English II Pacing Guide
June 2015
By the end of grade 10, read and comprehend literary nonfiction at the high end of the
RI. 9-10.10
grades 9–10 text complexity band independently and proficiently.
Example Instructional Unit:
Instructional Texts









Novel - Fahrenheit 451
Short Story – p. 36
“Harrison Bergeron”
Legal Document - p. 530 Brown v. Board of
Education of Topeka
Speech - Let’s Take Back
the Internet by Rebecca
MacKinnon (TEDtalk)
Alternate novels - Their
Eyes Were Watching God
or Things Fall Apart
Poems - (paired with
Their Eyes Were Watching
God)– Phenomenal Woman
or Caged Bird
Short Story - p. 984 “Marriage is a Private
Affair” (paired with Things
Fall Apart)
Culture poster - p. 996
(paired with Things Fall
Apart)
Students’ individual
research articles
Writing to Sources




Mini research on
current events
dealing with equality
Character and/or
author’s choices
analysis
Mnemonic (See
Appendix)
Compare and
contrast literary and
nonliterary events on
equality
Language and
Vocabulary


Teach
grammar
through
writing
Continue
context clues
for vocab
Speaking and
Listening


Accountable
Talk
Socratic
Seminar
17
Maury County Public Schools English II Pacing Guide
Skill
Instruction
Analyze character motivation
Character charts
and conflicts
Elements of a short story, novel,
drama, etc.
Plot line or time line
Characterization (direct and
indirect)
T-chart or quote chart
June 2015
Assessment
Formative Assessments:
 Teacher Observation
during in class activities
 Homework Assignments
 Writing Conferences
 Exit Tickets
 Writing Portfolio
 Peer Editing
 Note Check
 Reflections Journals
 Class Discussions –
Formal and Informal
(planned/spontaneous)
 Student Feedback
 Student Self-Evaluation
Summative Assessments:
 Comprehension/Writing
Test
 Project
 Mini Research Project
(See Appendix for state writing
rubric)
Suggested Common Assessment
Practice:
 p. 160
Teachers may choose/change the selections as long as the Tennessee State Standards for English
Language Arts are covered and the texts selected are grade appropriately complex.
http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
18
Maury County Public Schools English II Pacing Guide
Grade: English II
June 2015
Unit of Study: The Research
Approximate Instructional Weeks: **This unit must be embedded within one of the other units within
the semester.
Overarching Question(s)
 Why are quality research skills important in life?
 Why is my ability to produce an original work based on research important?
Unit Power Standards:
Produce clear and coherent writing in which the development, organization, and style are
W. 9-10.4 appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research
W. 9-10.8
question; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
Unit Supporting Standards:
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
L. 9-10.3 listening.
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.
Use technology, including the Internet, to produce, publish, and update individual or shared
W. 9-10.6 writing products, taking advantage of technology’s capacity to link to other information and
to display information flexibly and dynamically.
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
W. 9-10.7
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
SL.9-10.5 elements) in presentations to enhance understanding of findings, reasoning, and evidence
and to add interest.
Example Instructional Unit:
Instructional
Texts
 MLA
handbook
 OWL
 Sources
Language and
Speaking and Listening
Vocabulary
 Teach grammar
 Presentations on
• Various end products (paper,
through writing
research
powerpoint, blog, digital media,
 Continue context
 Accountable talk
etc)
clues for vocab
(about plagiarism)
Writing to Sources
19
Maury County Public Schools English II Pacing Guide
Skill
Instruction
Evaluating information
Validity and reliability - Date,
author, domain, scope, etc.
Research skills to include: MLA,
internal/parenthetical citations,
bibliography or works cited, etc.
Websites: noodletools.com,
OWL Purdue, easybib.com,
citationmachine.com, etc.
**Make sure the website used is
valid and up-to-date with
current MLA handbook.
Citing evidence and avoiding
plagiarism
PowerPoint (See Appendix)
Synthesizing information
Editing and revision
Peer edits (To the left, to the
left)
June 2015
Assessment
Formative Assessments:
 Teacher Observation
during in class activities
 Homework Assignments
 Writing Conferences
 Exit Tickets
 Writing Portfolio
 Peer Editing
 Note Check
 Reflections Journals
 Class Discussions –
Formal and Informal
(planned/spontaneous)
 Student Feedback
 Student Self-Evaluation
Summative Assessments:
 Research Paper
(See Appendix for state writing
rubric)
Teachers may choose/change the selections as long as the Tennessee State Standards for English
Language Arts are covered and the texts selected are grade appropriately complex.
http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
20