English 2 Essential Vocabulary u
Unit 1: Literary Elements Essential Question • What are the key elements in crafting an effective story? • How do authors elicit readers’ interest in a story? • How do universal themes connect literature among cultures and times periods? Lesson Essential Questions •
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How does conflict convey theme? How does conflict create characterization? How does the setting impact a story’s conflict and theme? How is characterization in a nonfiction piece similar to and differ‐
ent than characterization in fiction writing? • How is humor a means of characterization? • How does point of view affect tone? • How can readers use text to infer author’s perspective? •
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Plot Setting Mood Conflict inference Diction Chronological order Figurative language Motivation Characterization Author’s purpose Motivation •
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Flashback Main idea Supporting details Characterization Author’s Purpose Author’s perspec‐
tive Imagery Point of view Narrator Foreshadowing Suggested Readings ECOS Text Page Lexile “Harrison Bergeron” 31 840 ‘Everyday Use” 48 810 “To Build a Fire” 78 970 ‘The Possibility of Evil” 202 1110 “The Teacher Who Changed My Life” 226 1357 “Marriage Proposal” 258 “By the Waters of Babylon” 308 800 There Will Come Soft Rains 324 910 Objectives Text Analysis • Analyze the author’s choices on ordering events in the text • Analyze setting and its influence on mood and conflict • Analyze narrative techniques, including foreshadowing, irony, and •
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suspense Identify stages of plot and how characters advance the plot Analyze character traits and motivation Analyze the methods writers use to develop complex characters Analyze how characters advance the plot of the story Analyze characters’ moral dilemmas Identify and analyze points of view: first person, third‐person limited, and third‐person omniscient Analyze an author’s choices concerning how to structure a text and manipulate time, including flashback and foreshadowing Read and analyze a reflective essay Reading • Cite evidence to make inferences, draw conclusions, and make gen‐
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eralizations. Identify central ideas and supporting details. Identify an author’s perspective. Use strategies for reading, including connecting and monitoring. Synthesize ideas and information; support an opinion. Cite textual evidence to support inferences and conclusions. Analyze sensory details. Assessment Suggestions • Unit assessment practice (pages 160, 292, 402) • Unit assessment (common) • Writing workshop: Write a narrative/
short story/anecdotal narrative (suggested task) • Re‐teaching worksheets (on www.my.hrw.com) • Level up tutorials (on www.my.hrw.com) Objectives cont’d on next page Curriculum Guide 2011‐2012 Page 1 English 2 Suggested Supplemental Resources Objectives (cont’d) Writing and Language •
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Use descriptive details and improve sentence flow Write a narrative/short story/anecdotal narrative Understand and use varied sentence types Write an analysis of literary nonfiction Support key points with evidence from the text Use a consistent point of view Add descriptive details; use similes to compare ideas Use phrases to write concisely Use vocabulary and sentence structures appropriate to formal language Speaking and Listening • Present a response to a short story Title Genre Author 1984 Novel George Orwell The Piano Lesson Drama August Wilson Macbeth Drama William Shake‐
speare A Lesson Before Dying Novel Ernest Gaines Death Be Not Proud Poetry John Gunther Twelve Angry Men Drama Reginald Rose Fahrenheit 451 Novel Ray Bradbury Death of a Sales‐
man Drama Arthur Miller In the Time of Butterflies Novel Julia Alvarez Unit 1 Activity and Assessment Options Possible Activities for Reading Selections “Harrison Bergeron” Group students. Give each group a hypothetical society. (Example: In your society all citizens are college educated and use their education to be lawyers, doctors, and politicians.) Have them decide what the positives of that society would be and what the negatives would be. Present their society and opinions to the class, including how their final opinion is similar to/different than Vonnegut’s opinion. Have final class discussion on why diversity is important. Create your own Utopian society. Who would be represented in your society? What type of rules would run it? How is your society perfect? “Everyday Use” Have each student create a quilt panel representing his/her own identity and heritage. Once all pieces are done, create a class quilt. “To Build a Fire” Have students do the survival challenge. http://staff.esuhsd.org/danielle/english%20department%
20lvillage/lordoftheflies/Would%20You%20Survive.pdf Have students do the group survival challenge. http://www.epilogsys.com/scoutingweb/SubPages/
SurvivalGame.htm “The Possibility of Evil” www.pbs.org – “Race: The Power of an Illusion” (Sorting Activity – Students are given pictures of Curriculum Guide 2011‐2012 Page 2 English 2 twenty different individuals which they are asked to classify into one of five different ethnicity choices: Asian, Caucasian, African American, American Indian, and Latino. After students clas‐
sify the individuals with their group, the teacher projects the correct answers so that students can see that it is never effective to be quick to judge a book by its cover.) www.pbs.org/race http://www.pbs.org/race/002_SortingPeople/002_01‐sort.htm (activity URL) “The Teacher Who Changed My Life” Have students write letters to past teachers about how they changed their lives. “A Marriage Proposal” Group students. Using a silly argument from their own life experience, they are to recreate the argu‐
ment, using humor, and present it to the class. “By the Waters of Babylon” http://staff.fcps.net/tcarr/shortstory/plot1.htm activity 2 under Point of View. Rewrite the story (or parts of it) from a different point of view. “There Will Come Soft Rains” Give students, in small groups, various newspaper articles that reflect positive and negative results of technology. Students are to decide what the argument of the article is, find textual support for that argument, and compare it to the message of the short story. They will present their article information to the class. The class will create a pro/con chart about the effects of tech‐
nology. End with a class discussion: does technology make our lives better or worse?
Enrichment Vocabulary Curriculum Guide 2011‐2012 Page 3 English 2 Unit 2 Essential Questions • How is the theme of a story revealed in different ways by a character or the narrator? • How might the author’s purpose determine how the author chooses to craft his or her work? Lesson Essential Questions • How do symbols serve to reinforce thematic messages in a text? • How can an author ensure that symbols are used powerfully and effectively to support themes of a text? • In what ways are cultural experiences shared through universal themes found in various texts? • How does incorporating archetypes help identify Essential Vocabulary Author’s purpose Symbol Author’s perspec‐
Theme Archetype Setting Inference Speaker lmage Repetition Mood Irony Genre Message Diction Imagery tive Supporting details Tone Patterns of or‐
ganization Cause and Effect Compare and Contrast Organization Diction Imagery universal human experiences? • In what ways can the setting of a literary work contribute to the con‐
flict between characters to help drive a plot? • How might an author’s purpose be revealed in a more powerful way through the rhetoric used by the author? Suggested Readings Objectives Text Analysis •
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Determine a theme central idea and analyze its development. Identify and interpret symbol. Identify and interpret verbal irony. Analyze and compare author’s messages across genres. Determine an author’s point of view or purpose and analyze an author’s use of rhetoric. Identify and analyze author’s perspective. Analyze the cumulative effect of specific word choices on tone and meaning. Analyze imagery and author’s purpose. Analyze functional texts. ECOS Text Page Lex‐
ile “The Interlopers” 426 123
0 “When Mr. Pirzada Came to Dine” 452 117
0 “The Plot Against Peo‐ ple” 532 125
0 “Do nor weep, maiden for war is kind”/
sonnet‐ballad 476 Reading •
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Make inferences and draw conclusions; cite evidences. Monitor comprehension. Analyze and evaluate reasons and evidence. Identify and analyze author’s perspective. Analyze the cumulative effect of specific word choices on tone and meaning. • Analyze the cumulative effect of specific word choices on tone and meaning. • Analyze imagery and author’s purpose. • Analyze functional texts. Curriculum Guide 2011‐2012 Page 4 English 2 Suggested Supplemental Readings Unit 2 Activity and Assessment Options Writing and Language •
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Write a comparison‐contrast essay Use transitions to clarify the relationships between ideas Use subordinate clauses to improve sentence flow Write an argument (persuasive letter) Demonstrate command of standard English language when writing and speaking Title Genre Author Of Mice and Men Novel John Stein‐
beck Fallen Angels Novel Walter Dean Myers Gilgamesh Epic Novel Stephen Mitchell Dreams from my Father Novel President Barack Obama West with the Night Novel Beryl Mark‐
ham Fitzgerald ‘s Storm: The Wreck of the Edmund Fitzgerald Novel Dr. Joseph MacInnis There are No Children Here Novel Alex Kot‐
lowitz Speaking and Listening • Participate in a group discussion • Conduct an interview Media, Technology and Research • Analyze how events and information are presented in different mediums • Evaluate the ways information is presented in non‐print sources Notes Curriculum Guide 2011‐2012 Page 5 English 2 Essential Vocabulary Unit 3 Essential Questions • What are the key techniques of persuasion? • How are written and visual techniques of persuasion similar and differ‐
Argument Persuasion Cite Rhetoric Opinion Evidence Fact Counterargument Logical fallacy ent? • How can readers/viewers be aware of analytical or persuasive mes‐
sages? • What are strategies for evaluating an argument? Lesson Essential Questions •
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What are the key parts of an argument? What are the strategies for evaluating an argument? What are persuasive techniques? What rhetorical devices can help create and support an argu‐
ment? How can you distinguish fact from opinion? How are appeals used in persuasion to achieve author’s pur‐
pose? Why is it essential to know and acknowledge counterargument in persuasive writing? What are logical fallacies and how is recognizing/analyzing them essential in evaluating an argument? Objectives Text Analysis • Analyze theme; understand symbolism • Interpret didactic literature • Analyze and evaluate an argument, including claim, support, reasons, evidence, and counterargument • Identify and analyze persuasive and rhetorical devices Suggested Readings ECOS Text Page Lexile Doing Nothing is Something 638 1170 I Acknowledge Mine 664 1110 Use of Animals in Biomedical Research 678 1380 Speaking and Listening Work‐ shop :Presenting an Argument 752 Reading • Draw conclusions; summarize; critique; paraphrase • Distinguish fact from opinion Writing and Language • Write an argument( persuasive essay) • Use repetition and rhetorical questions to add impact • Demonstrate command of standard English language through writing and speaking Speaking and Listening •
Present an argument Curriculum Guide 2011‐2012 Page 6 English 2 Suggested Supplemental Resources Unit 3 Activity and Assessment Options Title Genre The Ten Trusts Story Com‐ Jane Goodall pilation Speaking Out for Ani‐
mals Compila‐
tion To Kill a Mockingbird: The Screenplay Screenplay Horton Foote Silver Rights Biographi‐ Constance cal Novel Curry A Christmas Carol Novel Charles Dick‐
ens The Pearl Novel John Stein‐
beck Media, Technology and Research • Recognize and analyze persuasive techniques in advertising • Integrate information presented in diverse media Author Kim W. Stallwood Notes Curriculum Guide 2011‐2012 Page 7 English 2 Essential Vocabulary Unit 4 Speaker Figurative language Figures of speech Compare/Contrast Imagery Style Diction Tone Author’s purpose Fact Opinion Theme Author’s perspective Literary period Essential Questions • How do style choices affect a reader’s interpretation of a poem? • What forms can poetry take, and what are the key features of each form? • What are the key elements of an author’s unique style? • How is an author’s work impacted by the time period and context in which he or she lived? Objectives Text Analysis •
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Recognize characteristics of a variety of forms of Poetry Analyze how an author chooses to structure poetry Analyze imagery and figurative language Analyze prosody and sound devices Identify elements of style, diction, tone, and imagery Recognize style of specific authors, including Poe, Whitman, Frost, and Cisneros Identify cultural characteristics in a work of world literature Analyze historical and cultural context Analyze influence of author’s background Analyze influence of literary period Analyze how complex characters interact and develop the theme Reading • Compare and contrast • Develop strategies for reading poetry • Understand and analyze dialect • Take notes and evaluate poems; cite evidence • Make inferences about speaker • Identify author’s purpose • Paraphrase; distinguish between a summary and a critique • Use reading strategies, including connecting, monitoring, and predicting • Determine an author’s point of view or purpose • Analyze rhetorical devices • Identify and analyze sensory details Curriculum Guide 2011‐2012 Suggested Readings ECOS Text Page “There Will Come Soft Rains; Meeting 778‐785 at Night; The Sound of Night” “Sonnet 18; Sonnet XXX of Fatal In‐
terview” 810‐815 “Lord Randall”; Ballad; “Balada;” “Midwinter Blues” 816‐823 “The Pit and the Pendulum”; “The Lake” 856; 874 “Birches” and “Mending Wall” 886,890 “Only Daughter” from Caramelo 900, 906 Informative Text: Online Feature Article 914 from “Farewell to Manzanar” 952 “Eulogy for Dr. Martin Luther King, Jr.” 980 “Marriage is a Private Affair” 984 Page 8 English 2 Suggested Supplemental Reading Unit 4 Activity and Assessment Options Writing and Language •
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Write an analysis of a poem Use precise language to express rhythm, sound and imagery Use parallelism to create rhythm Write an online feature article Incorporate quotations Incorporate links to external course Use a variety of phrases Write an informative cause and effect essay Demonstrate command of standard English language when writing and speaking Title Genre Arthur Dracula Novel Bram Stoker It Novel Stephen King A Raisin in the Sun Drama Lorraine Hansberry Joy Luck Club Novel Amy Tan Lord of the Flies Novel William Golding Farewell to Manzanar Memoir Jeanne Wa‐
katsuki Houston Lord Jim Novel Joseph Con‐
rad Media and Viewing • Update an online feature article • Determine cultural influences in the creation of media mes‐
sages Notes Curriculum Guide 2011‐2012 Page 9 English 2 Essential Vocabulary Unit 5 Essential Questions • Why do some quests live on in history and become legendary? • How important is it for someone to have one or more personal quests in his or her lifetime? • When does ambition lead to tragedy? Drama Tragedy Motif Tragic hero Quest Irony Rhetorical question Allusion Lesson Essential Questions • To what extent are tragic heroes responsible for what happens to them? • What lessons about loyalty are taught through the actions, suc‐
cesses, and failures of the characters? • How do the elements of medieval romance, such as noble char‐
acters, larger than life behavior, supernatural elements and magical setting, ensure that these stories remain long‐lasting and popular? • Why does the idea of the dreamer remain a popular one even in the 21st century? • When can listening to your conscience lead you into a tragic situation? • How does one determine whether a conscious choice will or will not become a tragic one? Suggested Readings • How do one’s tragic flaws hinder a person from making wise decisions? ECOS Text Page Objectives From Don Quixote/from Man of La‐
Mancha 1144 The Tragedy of Julius Caesar, Act One 1198 Text Analysis • Identify characteristics of classical world drama • Analyze characteristics of Greek tragedy, including tragic hero and tragic flaw • Analyze archetypes and motifs in drama • Analyze conventions of medieval romance, including romance hero • Identify characteristics of a parody • Analyze characteristics of Shakespearean tragedy; including tragic hero and tragic flaw • Analyze complex characters and how they interact with others and advance the plot or develop the theme • Identify and analyze dramatic irony and rhetorical devices • Determine a theme and analyze its development The Tragedy of Julius Caesar, Act Two 1220 The Tragedy of Julius Caesar, Act Three 1238 The Tragedy of Julius Caesar, Act Four 1258 The Tragedy of Julius Caesar, Act Five 1274; 1290 Reading •
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Make inferences; cite evidence Read and comprehend drama Read and comprehend Shakespearean drama Draw Conclusions; Cite textual evidence Analyze a theater review Curriculum Guide 2011‐2012 Page 10 English 2 Suggested Supplemental Resources Unit 5 Activity and Assessment Options Writing and Language •
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Write and narrate video script Vary sentence structure by inverting sentences Use a variety of phrases and clauses Write an argument (critical review) Develop and strengthen counterclaims Use phrases and clauses to link major sections of text Speaking and Listening • Participate in a critics’ debate Media, Technology and Research •
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Produce a drama Identify, analyze and evaluate mise en scene Compare your response to a critical review Create a shooting script ECOS Text Genre Author Antigone Drama Jean Anouilh Jane Eyre Novel Charlotte Bronte Perceval: The Story of the Grail Poetry Chretien de Troyes The Once and Future King Novel T. H. White They All Laughed Novel Ira Flatow Antony and Cleopatra Drama William Shakespeare Hamlet Drama William Shakespeare The Ides of March Epistolary Thornton Novel Wilder Assassinations: His‐
tory’s Most Shocking Moments of Murder, Betrayal and Madness Compila‐
tion R. G. Grant Notes Curriculum Guide 2011‐2012 Page 11 English 2 Essential Vocabulary Unit 6 Authoritative Search Engine Hyperlinks Nonfiction book Fiction book Reference book Primary Source Secondary Source Database Bibliography Appendix World Wide Web Webpage Essential Questions • Why do research? • Where can you find the information you need when completing a re‐
search project? Lesson Essential Questions • How do you refine and focus your search to avoid wasting time and getting frustrated? • How can you find accurate, up‐to‐date information quickly from all the information available on the Internet? Website URL Key word search Boolean Search Abstract Index Glossary • How can the people, materials, and technologies at your local library or media center help you find information? • Which questions can you ask to help you determine if a source is au‐
thoritative and reliable enough to be used for your research? • How do you go about collecting your own data when the answers to your questions are impossible to find in a library or on a website? • What steps do you take to turn your researched information into a well‐organized draft complete with proper citations? Objectives Developing Research Skills •
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Plan research Use library and media center resource Distinguish between primary and secondary sources Evaluate information and sources including nonfiction books, periodi‐
cals, and Web sites • Collect your own data Suggested Readings ECOS Text Genre Page Lexile Writing •
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Write a research paper Formulate a major research question Develop a plan for conducting research Locate sources and assess their usefulness Take notes Prepare a source list Summarize, paraphrase, and quote directly Integrate information selectively, avoiding plagiarism Document sources correctly, using a standard format for citations Format your paper Media, Technology and Research • Create a website Curriculum Guide 2011‐2012 Page 12