English II 15 2016 - DMPS Secondary English/Language...

http://secondaryliteracy.dmschools.org Revised: 11/30/2015

English II

2015-2016

English II 2015-2016

2

Unit Content Standards Grading Topics Year-Long Standards

Unit One: Survey of Fiction 9 Weeks

• Reading Literature 1 • Reading Literature 3

• Analyzing Literature Collected & Reported: • Constructing Writing

Collected & Reported Unscored : • Comprehending Text

Collected But Not Reported: • Applying Grammar and Mechanics • Mastering Vocabulary

• Reading Literature 2 • Analyzing Theme

Unit Two: Literary Analysis 9 Weeks

• Writing 1 • Writing 9

• Writing Text Analysis

Unit Three: Speech and Argument 9 Weeks

• Reading Informational Text 6 • Reading Informational Text 8 • Speaking and Listening 3

• Evaluating Arguments and Purpose Collected & Reported: • Mastering Vocabulary • Constructing Writing • Applying Grammar and Mechanics • Comprehending Text

• Speaking and Listening 2 • Speaking and Listening 4 • Speaking and Listening 5

• Constructing Speeches

• Delivering Presentations

Unit Four: The Study of Non-Fiction 9 Weeks

• Reading Informational Text 9 • Reading Informational Text 2 • Reading Informational Text 3 • Reading Informational Text 5

• Integrating Multiple Texts

• Writing 2 • Writing Informative/Explanatory Text

Grade Fall SRI Winter SRI Spring SRI 10 September 18 January 15 May 20


3

Year-Long Language Arts Grading Topics

Grading Topic: Mastering Vocabulary [Post ONLY in Semester 2] RL10.4, RI10.4 Knowledge: Assessments:

4 Students demonstra te they have the ab i l i t y to :

• Analyze the cumulative impact of specific word choices on meaning and tone in a text (for example, how the language evokes a sense of time and place; how it sets a formal or informal tone)

No District Tiered Assessments.

3 Proficient

Students demonstra te they have the ab i l i t y to : • Analyze nuances in the meaning of words with similar denotations in a text • Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings

2 Students demonstra te they have deve loped the ab i l i t y to :

• Identify specific words that impact meaning and tone in a text • Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening.

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Topic Guidance Questions for Students... Advice for Teachers...


4

Year-Long Language Arts Grading Topics, Continued

Grading Topic: Comprehending Text [Post in Semester 1 AND Semester 2] RL10.10, RI10.10 Knowledge: Assessments:


• Read text at the 1350+ Lexile Level (Advanced) SRI to be administered a minimum of three times (Fall, Winter, and Spring). 3.5

Students demonstra te they have the ab i l i t y to : • Read text at the 1275-1349 Lexile Level (Proficient)

3 Proficient

Students demonstra te they have the ab i l i t y to : • Read text at the 1200-1274 Lexile Level (Proficient)

2.5 Students demonstra te they have the ab i l i t y to :

• Read text at the 1125-1199 Lexile Level (Basic)


• Read text at the 1050-1124 Lexile Level (Basic)

1.5 Students demonstra te they have the ab i l i t y to :

• Read text at the 525-1049 Lexile Level (Below Basic)


• Read text at the BR-524 Lexile Level (Below Basic)



5


Grading Topic: Constructing Writing [Post in Semester 1 AND Semester 2] W10.4, W10.5,

L10.3 Knowledge: Assessments:

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. No District Tiered Assessments

3 Proficient

Students demonstra te they have the ab i l i t y to : • Produce writing in which the development, organization, and style are appropriate the task, purpose, and audience (for example, opinion,

informative/explanatory, narrative, and research writing) • Produce clear and coherent extended writing • Strengthen writing by planning, revising, and editing • Write and edit work so that it conforms to the guidelines in a style manual (for example, MLA Handbook) appropriate for the discipline and

writing type

2

Students demonstra te they have deve loped the ab i l i t y to : • Describe the task, purpose, and audience for a given writing task • Describe how to modify samples of writing for a specific task, purpose, and audience • Identify writing that is coherent and the characteristics of coherent writing • Plan writing using a template or graphic organizer • Produce writing with organization appropriate to the task, purpose, or audience • Produce writing with style appropriate to the task, purpose, or audience • Demonstrate the use of a style manual




6


Grading Topic: Applying Grammar and Mechanics [Post ONLY in Semester 2] L10.1, L10.2 Knowledge: Assessments:

4

Students demonstra te they have command o f the convent ions o f s tandard Engl i sh cap i ta l izat ion , punc tuat ion , grammar and usage in context when wr i t ing or speaking to :

• Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested • Resolve issues of complex or contested usage, consulting references as needed • Observe hyphenation conventions • Vary syntax for effect, consulting references for guidance as needed

No District Tiered Assessments

3 Proficient

Students demonstra te they have command o f the convent ions o f s tandard Engl i sh cap i ta l izat ion , punc tuat ion , grammar and usage in context when wr i t ing or speaking to :

• Use parallel structure • Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent,

noun, relative, adverbial) to convey specific meanings • Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses • Use a colon to introduce a list or quotation

2

Students demonstra te they have deve loped the ab i l i t y to : • Use grammar and usage in isolation • Use conventions in isolation




7

UNIT ONE: Survey of Fiction 9 weeks

Organizing Principles: A unit focused on a study of theme and character through analysis of short stories and/or a modest-duration novel. One of only two fiction-based units in the course.

Overview of Unit Materials Textbook Resources Commonly Used Full-Length

Texts Uncommonly Used Full-Length

Texts Supplemental Material

Material is drawn from Holt McDougal Grade 10 Literature Book ©2010.

No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.

A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.

Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:

Planning Guide to Year-Long Standards Mastering Vocabulary Constructing Writing Applying Grammar and

Mechanics Comprehending Text

• Story-specific vocabulary from short stories and full-length texts read throughout the unit. It is common for students to be working exclusively on Level 2 Mastering Vocabulary tasks during this unit.

• Writing tasks that support Analyzing Literature

• Writing tasks that support Analyzing Theme

• Revision of significant tasks

• [PENDING] • Fall SRI administered during this unit.


8

Unit 1 Topic Scales

Grading Topic: Analyzing Literature RL10.1, RL10.3 Knowledge: Assessments:

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. Tiered Assessment: ELA2-QI

3 Proficient

Students demonstra te they have the ab i l i t y to : • Analyze how complex characters (for example, those with multiple or conflicting motivations) develop over the course of a text and cite

textual evidence to support this analysis • Analyze how complex characters interact with other characters in a text and cite textual evidence to support this analysis • Analyze how complex characters advance the plot or develop the theme of a text and cite textual evidence to support this analysis • Cite textual evidence to support inferences used in the analysis of a text

2

Students wi l l r e cogn ize or r e ca l l : Specific vocabulary such as:

• Analyze, develop, interact, motivation Students wi l l per form bas i c proce s s e s , such as :

• Describe the characters in a text • Describe what a text says explicitly and draw logical inferences


Topic Guidance Questions for Students... Advice for Teachers... Marzano recommends a study of the following concepts at this grade level

(archetype, characterization, clincher sentence, dramatic element, external/internal conflict, motivation, and red herring).


9

Unit 1 Topic Scales, Continued

Grading Topic: Analyzing Theme RL10.1, RL10.2 Knowledge: Assessments:

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. Tiered Assessment: ELA2-CI

3 Proficient

Students demonstra te they have the ab i l i t y to : • Analyze the development of a theme over the course of a text, including how it emerges and is refined by specific details, and cite textual

evidence to support this analysis

2


• Development, Theme Students wi l l per form bas i c proce s s e s , such as :

• Determine a theme of a text • Describe what a text says explicitly and draw logical inferences


Topic Guidance Questions for Students... Advice for Teachers... Marzano recommends a study of five types of theme at this grade level (cultural,

historical, pastoral, recurring, and universal).


10

UNIT TWO: Literary Analysis 9 weeks

Organizing Principles: A unit focused on a deep reading of a complex fiction text coupled with practice in writing literary analyses. While a large analysis paper is sure to be a common culminating activity, opportunities for multiple analyses in shorter formats should be liberally spaced throughout the unit.










• Text-specific vocabulary from texts read throughout the unit. At least some students should be engaging with Level 3 Mastering Vocabulary tasks by this unit.

• Writing tasks that support Writing Text Analysis


• [PENDING] • Winter SRI should be administered by the end of this unit.


11

Unit 2 Topic Scale

Grading Topic: Writing Text Analysis W10.1, W10.9 Knowledge: Assessments:

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. Scoring Guide: English II Literary Analysis Nubric Possible Prompt: ELA2-LW

3 Proficient

Students demonstra te they have the ab i l i t y to wr i t e l i t e rary analyse s o f subs tant ive top i c s in t exts , us ing va l id r eason ing and r e l evant and su f f i c i en t ev idence :

• Draw evidence from literature to support analysis and reflection • Introduce precise claims about literature • Address a variety of literary devices (allegory, imagery, motif, symbol, tone, etc.) in analysis of literature • Develop claims fully, supplying evidence for each point while pointing out the strengths and limitations of both • Use words, phrases, and clauses to create cohesion and clarify the relationships among claims, evidence, and explanations • Establish and maintain a formal style and objective tone while attending to the norms and conventions of a literary analysis • Provide a conclusion that follows from and reflects upon the analysis presented

2


• Thesis, claim, analysis, evidence, cohesion Students wi l l per form bas i c proce s s e s , such as :

• Construct a thesis • Establish a claim and provide relevant evidence for the claim • Write analyses using a template or graphic organizer




12

UNIT THREE: Speech and Argument 9 weeks

Organizing Principles: A unit built upon analysis of argument and the construction and presentation of speeches. This unit has a heavy non-fiction focus, but the argumentative structures are a natural extension of the work done in Unit 2 and may well be applicable to the further analysis of rich literary texts.










• Text-specific vocabulary from articles and/or memoirs read throughout the unit. Students should be engaging with Level 3 and Level 4 Mastering Vocabulary tasks by this unit.

• Writing tasks that support Evaluating Arguments and Purpose

• Writing tasks that support Constructing Speeches

• Writing tasks that support Delivering Presentations


• [PENDING] • You may wish to give students an additional opportunity to take the SRI during this unit. If so, aim to complete the test before Spring Break.


13

Unit 3 Topic Scales

Grading Topic: Evaluating Arguments and Purpose RI10.6, RI10.8,

S10.3 Knowledge: Assessments:

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. Tiered Assessment: ELA2-AR

3 Proficient

Students demonstra te they have the ab i l i t y to : • Analyze how an author or speaker uses rhetoric (ethos, logos, pathos) to advance their position or purpose and address the intended

audience of a text or speech • Evaluate whether the claims and evidence in an argument are relevant and sufficient • Identify types of reasoning used in an argument (deductive, inductive, abductive, and fallacious) and whether the reasoning is valid

2


• Audience, purpose, rhetoric, fallacious reasoning, sufficient, valid Students wi l l per form bas i c proce s s e s , such as :

• Identify the audience of a text or speech • Identify a speaker’s or author’s position and reasoning • Delineate the argument and specific claims in a text or speech • Identify evidence used by an author or speaker to support his or her message • Identify examples of false statements and fallacious reasoning in isolation


Topic Guidance Questions for Students... Advice for Teachers... Of the types of reasoning, it is most critical students understand deductive (what is

absolutely true), inductive (what is observably most true), and fallacious (what you think is true). The last one is less critical: abductive (what is most likely true).


14


Grading Topic: Constructing Speeches S10.2, S10.4,


4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. Scoring Guide: English II Speech Nubric Possible Prompt: ELA2-SL 3

Proficient

Students demonstra te they have the ab i l i t y to : • Construct a speech that presents 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 • Integrate information from multiple sources of information presented in diverse media or formats (for example, visually, quantitatively,

orally) • Evaluate the credibility and accuracy of multiple sources of information presented in diverse media or formats

2


• Credibility, accuracy Students wi l l per form bas i c proce s s e s , such as :

• Identify the characteristics of credible and accurate sources of information • Prepare an outline in preparation for writing a complete speech • Write a speech that conforms to the task, purpose, and audience of a given situation




15


Grading Topic: Delivering Presentations S10.2, S10.4,


4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. Scoring Guide: English II Speech Nubric Possible Prompt: ELA2-SL 3

Proficient

Students demonstra te they have the ab i l i t y to : • Present a speech that engages the audience through a variety of techniques (for example: rate, pitch, tone, enthusiasm) • Make strategic use of digital media (for example, textual, graphical, audio, visual, and interactive elements) in presentations to enhance

understanding of findings, reasoning, and evidence • Use appropriate eye contact, adequate volume, and clear pronunciation

2


• Concise, substance, style, enhance, articulate Students wi l l per form bas i c proce s s e s , such as :

• Incorporate a digital visual aid into a presentation • Present a speech that conforms to the task, purpose, and audience of a given situation


Topic Guidance Questions for Students... Advice for Teachers... Speeches/presentations can be presented to a variety of audiences (both small

and large group) but students should present at least one speech in front of a whole class.


16

UNIT FOUR: The Study of Non-Fiction 9 weeks

Organizing Principles: A unit designed to support informative writing and rhetorical analysis of non-fiction text. While the use of a piece of literary non-fiction can easily be supported in this unit, it should be coupled with non-literary non-fiction to facilitate a deeper familiarity with the full spectrum of non-fiction writing.










• Text-specific vocabulary from articles and/or memoirs read throughout the unit. Students should be engaging with Level 3 and Level 4 Mastering Vocabulary tasks by this unit.

• Writing tasks that support Integrating Multiple Texts

• Writing tasks that support Writing Informative/Expository Text


• [PENDING] • Spring SRI should be administered by the end of this unit.


17

Unit 4 Topic Scales

Grading Topic: Integrating Multiple Texts RI10.2, RI10.3, RI10.5, RI10.9

Knowledge: Assessments:

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. Tiered Assessment: ELA2-RC

3 Proficient

Students demonstra te they have the ab i l i t y to : • Analyze how two or more texts address similar topics or concepts in order to build knowledge or to compare/contrast the rhetorical features

the authors employ [Modified Reading 9 Anchor Standard] • Analyze the development of a central idea over the course of a text, including how it emerges and is shaped or refined by specific details • Analyze how an author unfolds an analysis or series of ideas or events in a text, including the order in which the points are made, how they

are introduced or developed, and connections that are drawn between them • Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument in a text, including whether the

structure makes points clear, convincing, and engaging

2


• Compare, concept, contrast, rhetorical features, central idea, text structure Students wi l l per form bas i c proce s s e s , such as :

• Identify rhetorical features of texts • Determine a central idea in a text • Summarize a text objectively • Describe how the author unfolds the analysis or series of ideas or events in a text • Explain the author’s structural choices in a text




18


Grading Topic: Writing Informative/Expository Texts W10.2 Knowledge: Assessments:

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. Scoring Guide: English II Informative Writing Nubric Possible Prompt: ELA2-IW

3 Proficient

Students demonstra te they have the ab i l i t y to wr i t e in format ive/explanatory t exts to examine and convey complex ideas , concep ts , and in format ion c l ear ly and ac curate ly through the e f f e c t i v e s e l e c t ion , organizat ion , and analys i s o f content :

• Organize concepts and information to make important connections and distinctions • Develop the topic with relevant and sufficient support (such as extended definitions, concrete details, quotations, and examples

appropriate to the audience) • Use appropriate and varied transitions to create cohesion and clarify relationships among concepts • Use precise language appropriate to the audience and topic • Establish and maintain a formal style and objective tone • Construct a conclusion that articulates the implications or significance of the topic

2


• Articulate, audience, cohesion, formal style, informative/explanatory, tone, support, thesis, transition Students wi l l cons t ruc t in format ive/explanatory t exts that :

• Introduce a topic • Use transitions • Provide a conclusion



English II 15 2016 - DMPS Secondary English/Language...

Documents

Transcript of English II 15 2016 - DMPS Secondary English/Language...