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Striving toward greater focus and coherence through Content Standards and Practice Standards English II Regular English Language Arts Curriculum Map Waterloo School District Waterloo Community Unit School

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Page 1: English II Regular - WCUSD5 II Regular English Language Arts Curriculum Map Waterloo School District ... “Marriage is a Private Affair” – Chinua Achebe “The Seventh Man”

Striving toward greater focus and coherence

through

Content Standards and Practice

Standards

English II Regular

English Language Arts Curriculum Map

Waterloo School District

Waterloo Community Unit School

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ELA Standard Topics

Each standard in the English Language Arts has a consistent focus, or anchor, across

grades. Although the standards describe increasingly sophisticated skills as children progress

through the school years, the primary topic of each standard is the same in each grade. The

following charts outline the focus for each standard in the area of Reading, Writing,

Speaking/Listening, and Language.

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Reading Standards

Literature Informational Text Foundational Skills

Key Ideas and Details

RL.1 Ask and Answer Questions/Infer

RI.1 Ask and Answer Questions/Infer

Print Concepts Recognition

RF.1 Concepts about Print (K-1)

RL.2 Retell Stories RI.2 Main Topic/Idea and Key Details

Phonological Awareness

RF.2 Spoken words, syllables, and sounds (K-1)

RL.3 Story Elements RI.3 Connections and Relationships in Information Text

Phonics and Word Recognition

RF.3 Decoding Words/Phonics (K-5)

Craft and Structure

RL.4 Word Meaning within Text

RI.4 Word Meaning within Text Fluency RF.4 Accuracy and fluency to support comprehension (K-5)

RL.5 Text Structure

RI.5 Text Features and Structures

RL.6 Point of View RI.6 Author/Illustrator Purpose and Point of View

Integration of Knowledge and Ideas

RL.7 Visuals and Text RI.7 Visuals Support Comprehension

RL.8 N/A RI.8 Author’s Supporting Points

RL.9 Compare and Contrast

RI.9 Compare and Contrast

Range and Reading and Level of Text Complexity

RL.10 Text Complexity RI.10 Text Complexity

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Writing Standards

Text Types and Purposes W.1 Opinion/Argument

W.2 Informative/Explanatory

W.3 Narrative

Production and Distribution of Writing W.4 Production (Begins in Grade 3)

W.5 Plan/Revise/Edit W.6 Technology Integration

Research to Build and Present Knowledge W.7 Research W.8 Determine Importance and Organize Information

W.9 Draw Evidence from Literary or Informational Text (Begins in Grade 4)

Range of Writing

W.10 Write Routinely over Varied Time Frames (Begins in Grade 3)

Speaking and Listening Standards

Comprehension and Collaboration SL.1 Conversation

SL.2 Listening Comprehension

SL.3 Listen and Respond

Production and Distribution of Writing SL.4 Oral Expression

SL.5 Multimedia Presentation SL.6 Adapting Oral Communication

Language Standards

Conventions of Standard English L.1 Grammar Usage

L.2 Capitalization, Punctuation, and Spelling

L.3 Conventions of Language

Knowledge of Language L.4 Word Meanings

Vocabulary Acquisition and Use L.5 Word Relationships and Nuances

L.6 Vocabulary Development

English Language Arts Curriculum Map

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Waterloo School District Scope and Sequence Overview

Course: English II Regular

Unit of Study

Textbook Alignment

Standards

1

To Kill a Mockingbird

RL: 1, 2, 3, 5, & 10

RI: 1, 2, 7, 9, & 10

W: 3, 4, 5, 6, 9, & 10

SL: 1, 4, & 5

L: 3, 4, & 6

2

Short Stories RL: 2, 3, 5, 6, 7, & 9

RI: 1, 7, & 10

W: 1, 4, 5, 6, 9, & 10

SL: 1 & 6

L: 1, 2, 3, & 5

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3

Night

RL: 1, 2, 4, 6, 9, & 10

RI: 4, 7, & 10

W: 4, 5, 6, & 10

SL: 1 & 6

L: 1, 4, 5, & 6

4

Research RL: N/A

RI: 1, 2, 3, 5, 6, 8, & 10

W: 1, 2, 4, 6, 7, 8, & 10

SL: 1

L: 1, 2, & 3

5

Grammar RL: N/A

RI: N/A

W: 5 & 10

SL: N/A

L: 1 & 2

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6

Book Projects RL: 1 & 5

RI: N/A

W: 4, 5, 6, 9, & 10

SL: N/A

L: N/A

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English Language Arts

Curriculum Map – Overview

Course: English II Regular

Unit of Study The literacy content is sequenced in Units of Study that will take approximately _5-14__ weeks each to teach. The sequence of Units of Study provides a coherent flow to literacy instruction throughout the year.

The primary textbook adopted in Waterloo School District for English: McDougal Littell Literature

Teacher’s Resources and Notes

Teachers are encouraged to make notes of their own lesson ideas and resources that align with each Unit of Study.

Additional Resources

See specific unit tables below.

Assessment

There are many formative and summative assessment options: Essays; various writing assignments; quizzes; unit tests; discussions; worksheets, individual and group assignments; individual and group projects; research folder and essay; various informal assessment activities

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Unit of Study 1: Prejudice, Morality, and Compassion

Course: ENG II Reg Quarter 1/2 Approx. 70 days

Reading Literature

Content Objectives

Vocabulary Textbook

Alignment

Additional Resources

Standards: RL. 9-10. 1, 2, 3, 5, & 10

I can: I can identify complex characters within a text. I can identify strong and thorough textual evidence and use inferences from the text to support textual analysis. I can draw inferences from the text in order to understand how textual analysis is developed. I can identify foreshadowing within a text and use foreshadowing to predict future events within the text. I can define and identify the theme within a text. I can summarize and identify the order of events of the major events within a text. I can analyze how characters change over the course of the text. I can identify the aspects of a text’s structure. I can identify and comprehend fiction:

Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas

Academic Vocabulary:

Foreshadowing Text Organization

Theme Inference

Character Analysis Author Intent

Symbolism Prediction

Summary Setting

Character Analysis

Section Vocabulary:

Eccentric Compensation

Malevolent Emerge

Intimidation Acquired

Condescended Ecclesiastical

Indigenous Extract

Pronouncements Preoccupation

Irked Pensive

Persevere Antagonize

Compromise Infallible

Tyranny Defendant

Unanimous Begrudge

Evasion Oblivious

Chameleon Acquiescence

Tormenting Encumbered

Quibbling Dispelled

Teetered Indulge

Malignant Amiably

Entrusted Complacently

Adjacent Stealthy

Perplexity Prejudice

N/A

Section Vocabulary Continued:

Ingenuous Irrelevant

Fanatical Subtlety

Isolate Predicament

Debating Fraud

Acquainted Subsequent

Contemporaries Pauper

Inconspicuous Obscure

Peril Pursuits

Contradict Improbable

Inaudible Inevitable

Cantankerous Apprehension

Sustain Hypocrites Allegedly Persecuted Assessment Consented Inconveniences

Large Text: To Kill a Mockingbird – Harper

Lee

To Kill a Mockingbird - Film

Smaller Texts:

“I, Too, Sing America” and “A Dream

Deferred” by Langston Hughes

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Reading Informational

Content Objectives

Vocabulary Textbook

Alignment

Additional Resources

Standards: RI. 9-10. 1, 2, 7, 9, & 10 I Can: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly and what the text infers. I can determine the central idea of a text including:

The development of the central idea

How the central idea emerges How specific details shape the

central idea I can analyze various accounts of a subject told in different mediums including which details are emphasized in each account. I can analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts. I can identify / understand nonfiction:

Key Ideas and Details Craft and Structure Integration of Knowledge and

Ideas

Academic Vocabulary:

Critical Analysis

Inference

Central Idea

Author Intent

Compare/Contrast

Section Vocabulary:

Segregation

Enactment

Emancipation

N/A

Growing up in the Great Depression –

Richard Wormser

http://www.pbs.org/wnet/jimcrow/segreg

ation3.html - website covering Jim Crow,

Plessy vs. Ferguson, etc.

What Was Jim Crow – Ferris State

University

Meet Harper Lee

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Writing

Content Objectives

Vocabulary Additional Resources

Standards: W. 9-10. 4, 5, 6, 9, & 10

I Can:

I can create and utilize pre-writing techniques

(such as outlining) to organize my writing.

I can produce clear and coherent writing in

which the development, style, and purpose is

appropriate to the task.

I can develop and strengthen writing by

planning, revising, editing, rewriting, or trying a

new approach focusing on what is more

significant for purpose and audience.

I can write using conventions from language

standards 1-3 up to and including grade 9-10.

I can use technology, including the internet to

produce, publish, and update individual or shared

writing products.

I can draw evidence from the text to support

my written analysis.

I can write routinely over extended and

shorter time frames for a range of tasks, purposes

and audiences.

Academic Vocabulary:

MLA

Parenthetical Documentation

Outlining

To Kill a Mockingbird

Purdue Owl Website

Google Drive

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Language Content Objectives Vocabulary Additional Resources

Standards: L. 9-10. 3, 4, & 6 I Can: I can write and edit work so that it conforms to the guidelines in the MLA handbook. I can use context clues to determine the meaning of unknown words. I can identify word patterns and determine the different forms of words based on changes in parts of speech (ex. analyze, analysis). I can effectively use a dictionary and a thesaurus. I can make predictions about the meaning of a word and then confirm those predictions using a dictionary. I can acquire and use accurately general academic and domain-specific words and phrases in an academic setting.

Academic Vocabulary:

MLA

Purdue Owl Website

Dictionary

Thesaurus

To Kill a Mockingbird

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Speaking and Listening

Content Objectives

Vocabulary Textbook

Alignment

Additional Resources

Standards: SL. 9-10. 1 & 6 I can: I can initiate and participate in collaborative discussions. I can employ speaking skills to persuade group members in a group discussion. I can come to discussions prepared and explicitly draw on that preparation by referring to evidence gathered outside of class. I can justify my views and understandings in a discussion and make new connections as the discussion progresses. I can adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Academic Vocabulary:

Collaborate

N/A

N/A

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Assessment Options:

Character Analysis Essay Vocabulary Quizzes Reading Comprehension Quizzes Comprehensive Unit Test Class Discussions – including prepared class notes A variety of worksheets and assignments focusing on specific skills (such as foreshadowing, symbolism, etc.)

Notes:

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Unit of Study 2: Conflict

and Good vs. Evil Around the World

Course: Eng II Reg Quarter 3 Approx. 25 days

Reading Literature

Content Objectives

Vocabulary Textbook

Alignment

Additional Resources

Standards: RL. 9-10. 2, 3, 5, 6, 7, & 9

I can: I can identify the different types of character (including dynamic,

static, round, flat, etc) and evidence in the text that shapes the

character type.

I can identify the central idea or theme within a text /story including

the details that support the theme.

I can analyze how the theme or central idea of a text emerges, is

shaped and refined by specific details.

I can identify point of view.

I can distinguish differences between culture and cultural

experience.

*Using contrasting and/or supporting views from a wide array of

other world literature.

I can analyze the representation of a subject or a key scene in two

different artistic mediums.

I can analyze how and why the artist/author chooses to represent

a subject or scene, and emphasizes ideas for effect, including

what is stressed or missing from both representations.

I can distinguish between theme and topic.

I can compare / contrast the treatment of similar themes or topics

from two or more texts.

I can analyze how an author draws on and transforms source

material

Academic Vocabulary:

Theme / Topic

Compare/Contrast

Character (Round, Flat, Static,

Dynamic)

Characterization

Antagonist

Protagonist

Point of View (omniscient,

limited)

Setting

Genre

Symbolism

Prose

Denouement

Conflict

Subject

Key Scene

Parable

Section Vocabulary:

Acquiesce

Condolence

Draft

Interloper

Languor

Marauder

Pestilential

Pinioned

Precipitous

Succor

Literature Text Book:

“Marriage is a Private Affair” – Chinua

Achebe

“The Seventh Man” – Haruki Murakami

“The Interlopers” - Saki

“Little Red Riding Hood” – Charles Perrault

Jacob and Wilhelm Grimm’s Fairy Tales:

“Little Snow-White”

“Cinderella”

Cinderella (Disney Movie)

Fractured Fairy Tales - DVD

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Reading Informational

Content Objectives

Vocabulary Textbook

Alignment

Additional Resources

Standards: RI. 9-10. 1, 7, & 10 I Can: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly. I can cite strong and thorough textual evidence to support analysis of what the text infers. I can identify / understand nonfiction both in a group setting an independently including:

Key ideas and details Craft and structure Integration of knowledge and

ideas

Academic Vocabulary:

Biography

Historical Narrative

Section Vocabulary:

N/A

Literature Text Book:

Interview with Haruki Murakami – pg.

348

Dyaspora – Joanne Hyppolite (essay) –

pg. 362

The Johnstown Flood – David

McCullough (historical narrative) – pg.

102

Grimm Brothers’ Biography

Biography worksheet on Saki

Biography worksheet on Shirley Jackson

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Writing

Content Objectives

Vocabulary Additional Resources

Standards: W. 1, 4, 5, 6, 9, & 10 I Can: I can introduce, distinguish, organize, and logically support

claims and counterclaims based on the analysis of

substantive texts in a manner which s appropriate to my

audience.

I can establish and maintain a formal style, incorporate the

use of effective transitions, and follow the conventions of

the discipline in which I am writing, including a summation

of my claims / counterclaims at the end of the assignment.

I can produce clear and coherent writing in which the

development, style, and purpose is appropriate for the

task and audience.

I can develop and strengthen my writing through planning,

revising, editing, and rewriting using conventions from

language standards 1-3 up to and including grades 9 & 10.

I can use technology, including the internet to produce,

publish, and update individual or shared writing products.

I can link information from my writing product to other

information.

I can draw evidence from literary or informational texts to

support analysis, reflection, and research.

I can routinely write over extended periods of time for

research, reflection, and revision, for a range of tasks,

purposes, and audiences.

Academic Vocabulary:

MLA Formatting

Revision

Persuasion

Google Docs

Analysis

Abstract

Hyperlink

Google Docs

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Language Content Objectives Vocabulary Additional Resources

Standards: L. 1, 2, 3, & 5 I Can: I can demonstrate the command of the conventions of standard English grammar and usage when writing and speaking. I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. I can write and edit work so that it conforms to the guidelines in a style manual appropriate for discipline and writing type. I can demonstrate understanding of figurative language including:

Imagery Simile Metaphor

Academic Vocabulary:

MLA

Compare / Contrast

Imagery

Simile

Metaphor

N/A

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Speaking and Listening

Content Objectives

Vocabulary Textbook

Alignment

Additional Resources

Standards: SL. 9-10. 1, & 6 I can: I can initiate and participate in collaborative discussions. I can employ speaking skills to persuade group members in a group discussion. I can come to discussions prepared and explicitly draw on that preparation by referring to evidence gathered outside of class. I can justify my views and understandings in a discussion and make new connections as the discussion progresses. I can adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Academic Vocabulary:

N/A

N/A

N/A

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Assessment Options:

Compare / Contrast Essay Snapshot Writing Assignment Reading Comprehension / Vocabulary Quizzes Class Discussions A variety of worksheets and assignments focusing on specific skills (such as characterization, point of view, etc.)

Notes:

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Unit of Study 3: Persecution and Survival

Course: ENG II Reg Quarter 4 Approx. 40 days

Reading Literature

Content Objectives

Vocabulary Textbook

Alignment

Additional Resources

Standards: RL. 1, 2, 4, 6, 9, & 10

I can: I can identify strong and thorough textual evidence and use inferences from the text to support textual analysis. I can draw inferences from the text in order to understand how textual analysis is developed. I can identify and analyze the central idea or theme within a text and the details that support the development of the central idea or theme. I can identify and determine the meaning of and difference between denotative and connotative words and phrases in a text. I can identify and analyze words that impact meaning and tone in a text. I can define and identify the difference between culture and cultural experience. I can distinguish between theme and topic.

I can identify / understand fiction:

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Academic Vocabulary:

Foreshadowing

Setting

Allusion

Tone

Topic

Textual Evidence

Inference

Theme / Central Idea

Culture

Memoir

Context

Conflict

Analogy

Antonym

Synonym

Section Vocabulary:

Waiflike Oblivion

Cabbala Devoured

Billeted Harangued

Treatise Convalescent

Avid Colic

Revoked Compulsory

Phylacteries Morale

Farce Epidemic

Pious Conscientious

Pestilential Evoking

Incite Sanctity

Notorious Humbly

Lucidity Indifferently

N/A

Section Vocab Continued:

Inadequate Disengage Muster Infinitely Lamentation Embarkation Reprieve Convoy Emaciated Vitality Wallowing Undernourished Crucible Simultaneously Decisive Vulnerable Din Derision Dysentery Prophet Automatons Encumbrance

Long Informational:

Night by Elie Wiesel

Informational:

Audio of Interview with Samuel Taub

(Holocaust survivor)

We Fought Back: Teen Resisters of the

Holocaust by Allan Zullo

Short Fiction (Poem/Song):

"Zog Nit Keynmol" (Never Say We Are

Trodding the Final Path) - words, Hirsh Glik

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Reading Informational

Content Objectives

Vocabulary Textbook

Alignment

Additional Resources

Standards: RI. 4, 7, & 10 I Can: I can determine the meaning of words and phrases as they are used in a text including figurative language and connotative language. I can analyze various accounts of a subject told in different mediums and determine which details are emphasized in each account. I can identify / understand nonfiction:

Key Ideas and Details Craft and Structure Integration of Knowledge and

Ideas

Academic Vocabulary:

Biography / Memoir

Simile

Metaphor

Hyperbole

Imagery

Compare / Contrast

Foreshadowing

Section Vocabulary:

N/A

N/A

Long informational:

Night – Elie Wiesel

Audio of Interview with Solomon Taub

(Holocaust survivor)

First Person Singular – Elie Wiesel (PBS

Video)

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Writing

Content Objectives

Vocabulary Additional Resources

Standards: W. 4, 5, 6, & 10 I Can: I can produce clear and coherent writing in which the development, style, and purpose is appropriate to the task. I can write using conventions from language standards 1-3 up to and including grade 9-10. I can use technology, including the internet, to produce, publish, and update individual or shared writing projects. I can routinely write over extended periods of time for reflection for a range of tasks, purposes, and audiences.

Academic Vocabulary:

Found Poem

Google Images

Google Presentation

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Language Content Objectives Vocabulary Additional Resources

Standards: L. 1, 4, 5, & 6 I Can: I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. I can use context as a clue to identify the meaning of a word or phrase. I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings including: analyzing nuances in the meaning of words with similar denotations. I can acquire and use accurately general academic and domain-specific words and phrases in an academic setting.

Academic Vocabulary:

Simile

Metaphor

Hyperbole

Imagery

Personification

N/A

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Speaking and Listening

Content Objectives

Vocabulary Textbook

Alignment

Additional Resources

Standards: SL. 1 & 6 I can: I can initiate and participate in collaborative discussions. I can employ speaking skills to persuade group members in a group discussion. I can come to discussions prepared and explicitly draw on that preparation by referring to evidence gathered outside of class. I can justify my views and understandings in a discussion and make new connections as the discussion progresses. I can adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Academic Vocabulary:

Collaboration

N/A

N/A

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Assessment Options:

Found Poem (PowerPoint Project) Various Worksheets Reading Comprehension & Vocabulary Quizzes Comprehensive Unit Test Class Discussions – including prepared class notes A variety of worksheets and assignments focusing on specific skills (such as hyperbole, analogy, etc.)

Notes:

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Unit of Study 4: Research

Course: English II Reg Quarter

Quarter 2/3 Approx. 25 days

Reading Literature

Content Objectives

Vocabulary Textbook

Alignment

Additional Resources

Standards: Not Applicable

I can:

N/A

Academic Vocabulary:

N/A

Section Vocabulary:

N/A

N/A

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Reading Informational

Content Objectives

Vocabulary Textbook

Alignment

Additional Resources

Standards: RI. 1, 2, 3, 5, 6, 8, & 10 I Can:

I can cite strong and thorough textual evidence to support analysis of what the text both says explicitly and infers. I can determine the central idea of a text. I can analyze how an author unfolds an analysis or series of ideas or events including:

Order in which points are made. How they are introduced and developed. Connections that are drawn between them.

I can analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. I can provide an object summary of the text. I can determine an author’s point of view, purpose in a text, and use of rhetoric. I can delineate and evaluate the argument and claims in a text. I can assess whether reasoning is valid and evidence is relevant and sufficient. I can identify false statements and fallacious reasoning. I can identify / understand nonfiction:

Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas

Academic Vocabulary:

Logical Fallacy

Fallacious Reasoning

Formal / Informal Language

Bias / Unbiased

Summary / Paraphrase/ Quote

Primary Source

Secondary Source

Plagiarism

Copyright

Section Vocabulary:

N/A

N/A

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Writing

Content Objectives

Vocabulary Additional Resources

Standards: W. 1, 2, 4, 6, 7, 8, & 10 I Can:

I can 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.

I can develop claim(s) and counterclaims fairly, supplying evidence for each

while pointing out the strengths and limitations of both in manner that

anticipates the audience’s knowledge level and concerns.

I can use transitions to link the major sections of the text and create

cohesion.

I can establish and maintain a formal style and unbiased tone with attending

to the norms and conventions of the discipline in which I am writing.

I can write an effective conclusion.

I can introduce a topic; organize complex ideas, concepts, and information to

make important connections and distinctions while including MLA

formatting.

I can develop the topic with relevant facts, definitions, details, quotations,

etc.

I can produce clear and coherent writing in which the development, style,

and purpose is appropriate to the task.

I can use technology, including the Internet, to produce, publish, and update

individual writing projects.

I can synthesize multiple sources on the subject showing understanding of

the subject.

I can gather and assess the usefulness of relevant information from multiple

print and digital sources to answer a research question.

I can use search terms effectively.

I can integrate information into the text selectively to maintain the flow of

ideas.

I can avoid plagiarism.

I can follow a standard format (MLA) for citation.

I can apply grades 9-10 Reading standards to literary nonfiction.

I can routinely write over extended periods of time for research and revision

for a range of tasks, purposes, and audiences.

Academic Vocabulary:

Thesis Statement

MLA

Parenthetical Citation

Formal / Informal Language

Bias / Unbiased

Summarize / Paraphrase / Quote

Topic / Subtopic

Plagiarism

Google Docs

NoodleTools

New York Times Articles:

– “Google Goggles” by Nick Bilton

– “New York Asks to Bar Use of Food

Stamps to Buy Sodas” by Anemona

Hartocollis

– “Water Drops for Migrants: Kindness

or Offense?” by Marc Lacey

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Language Content Objectives Vocabulary Additional Resources

Standards: L. 1, 2, & 3 I Can: I can demonstrate command of the conventions of standard English grammar and usage when writing. I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. I can write and edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing type.

Academic Vocabulary:

N/A

N/A

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Speaking and Listening

Content Objectives

Vocabulary Textbook

Alignment

Additional Resources

Standards: SL. 1 I can: I can participate effectively in a range of collaborative discussions (one-to-one, in groups, and teacher-led).

Academic Vocabulary:

N/A

New York Times articles – discussion on

bias vs. unbiased

Example student essays – discussion on

exemplary essays versus poor essays.

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Assessment Options:

Research Folder (including thesis, fact cards, and source cards) A variety of worksheets and assignments focusing on specific skills (such as formal language, summary/paraphrase/quote, etc.) Research Essay (including rough drafts, peer edits, etc.)

Notes:

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Unit of Study 5: Grammar

Course: English II Reg Quarter: N/A Year Long Unit – interspersed with other units

Reading Literature

Content Objectives

Vocabulary Textbook

Alignment

Additional Resources

Standards: Not Applicable

I can: N/A

Academic Vocabulary:

N/A

Section Vocabulary:

N/A

N/A

N/A

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Reading Informational

Content Objectives

Vocabulary Textbook

Alignment

Additional Resources

Standards: Not Applicable I Can: N/A

Academic Vocabulary:

N/A

Section Vocabulary:

N/A

N/A

N/A

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Writing

Content Objectives

Vocabulary Additional Resources

Standards: W. 5 & 10 I Can: I can write using conventions from language standards 1-3 up to and including grade 9-10. I can routinely write over extended periods of time for revision for a range of tasks, purposes, and audiences.

Academic Vocabulary:

N/A

N/A

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Language Content Objectives Vocabulary Additional Resources

Standards: L. 1 & 2 I Can: I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking including:

Using parallel structure. Using various types of phrases

(noun, verb, adjectival, adverbial, participial, prepositional, gerund) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentation.

I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing including:

Using a semicolon and conjunctive adverb effectively

Using a colon to introduce a list or quotation.

Spell correctly.

Academic Vocabulary:

Parts of Speech

Punctuation Terms

Phrases & Clauses

Fragments

Run-ons

ChompChompGrammar.com

Grammar for Writing – McDougal Littel Book

The Grammar Teacher’s Activity-A-Day – Jack Umstatter

Mechanically Inclined – Jeff Anderson

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Speaking and Listening

Content Objectives

Vocabulary Textbook

Alignment

Additional Resources

Standards: Not Applicable I can: N/A

Academic Vocabulary:

N/A

N/A

N/A

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Assessment Options:

Quizzes A variety of worksheets assessing application of grammar skills Application of grammar knowledge / skills on all writing assignments throughout the year

Notes:

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Unit of Study 6: Book Projects

Course: English II R Quarter: N/A Out of School Project – One per Semester

Reading Literature

Content Objectives

Vocabulary Textbook

Alignment

Additional Resources

Standards: RL. 1 & 5

I can: I can discuss details the text uses to support textual analysis. I can analyze the text and use textual evidence to support an analysis of what the text says explicitly and what can be inferred from the text. I can identify order of events in a text. I can identify / understand / comprehend fiction independently including:

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Academic Vocabulary:

N/A

Section Vocabulary:

N/A

N/A

N/A

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Reading Informational

Content Objectives

Vocabulary Textbook

Alignment

Additional Resources

Standards: Not Applicable I Can: N/A

Academic Vocabulary:

N/A

Section Vocabulary:

N/A

N/A

N/A

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Writing

Content Objectives

Vocabulary Additional Resources

Standards: W. 4, 5, 6, 9, & 10 I Can: I can produce clear and coherent writing in which the development, style, and purpose is appropriate to the task. I can write using conventions from language standards 1-3 up to and including grade 9-10. I can display information flexibly and dynamically. I can apply grades 9-10 Reading standards to literature. I can routinely write over extended periods of time for reflection for a range of tasks, purposes, and audiences.

Academic Vocabulary:

N/A

Google Docs

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Language Content Objectives Vocabulary Additional Resources

Standards: Not Applicable I Can: N/A

Academic Vocabulary:

N/A

N/A

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Speaking and Listening

Content Objectives

Vocabulary Textbook

Alignment

Additional Resources

Standards: Not Applicable I can: N/A

Academic Vocabulary:

N/A

N/A

N/A

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Assessment Options:

Book Projects Including:

Journal / Diary

Newspaper

Epilogue / Alternate Ending

Interview

Notes: