Waterloo School District - WCUSD5 School District ... “Marriage is a Private Affair” – Chinua...

Striving toward greater focus and coherence through

Content Standards and Practice Standards

English II Honors

English Language Arts Curriculum Map

Waterloo School District

Waterloo Community Unit School

District

2

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.

3

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

4

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

5

English Language Arts Curriculum Map

Waterloo School District Scope and Sequence Overview

Course: English II Honors

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

6

3

Drama RL: 1, 3, 5, 9, & 10

RI: 1, 6, 7, & 10

W: 1, 3, 4, 5, 9, & 10

SL: 3, 4, & 6

L: 1 & 6

4

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

5

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

7

6

Grammar RL: N/A

RI: N/A

W: 5 & 10

SL: N/A

L: 1 & 2

7

Book Projects RL: 1 & 5

RI: N/A

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

SL: N/A

L: N/A

8

Unit of Study 1: Prejudice, Morality, and Compassion

Course: ENG II H Quarter 4 Approx. 40 days

Reading Literature

Content Objectives

Vocabulary Textbook

Alignment

Additional Resources

Standards: RL. 9-10. 1, 2, 3, 5, & 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 foreshadowing within a text and use foreshadowing to predict future events within the text. I can summarize 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 analyze how an author’s choice of plot structure creates an effect. I can identify and comprehend fiction:

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

Academic Vocabulary:

Foreshadowing Text Organization Inference Tone Rhetorical Devices Author Intent Symbolism Prediction Setting Character Analysis Urban Legends Two Voice Poem

Section Vocabulary:

Altercation Contemptuous Contentious Disapprobation Ecclesiastical Perpetuate Prerogative Temerity

N/A

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

The Ballad of Emmett Till – Bob Dylan

Alligators in the Sewer and 222 Other

Urban Legends – Thomas J. Craughwell

9

Reading Informational

Content Objectives

Vocabulary Textbook

Alignment


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

Civil Rights Movement Article

http://www.pbs.org/wnet/jimcrow/segregation3.html

http://www.pbs.org/wnet/jimcrow/segregation3.html

10

Writing

Content Objectives

Vocabulary Resources

Standards: W. 9-10. 4, 5, 6, 7, 9, & 10

I Can: I can use narrative techniques such as pacing

and description to develop my writing and engage

readers.

I can use sensory language to convey a vivid

picture of the experiences, events, setting, and/or

characters.

I can provide a conclusion that follows from

and reflects on what is experienced, observed, or

resolved over the course of the narrative.

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 conduct a short research project to

answer a question or questions, and narrow or

broaden an inquiry when appropriate.

I can synthesize multiple sources on the

subject showing understanding of the subject.

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 Two Voice Poem Urban Legend


Purdue Owl Website

Google Drive - Chromebooks

“How Urban Legends Work” – Tom Harris

Alligators in the Sewer and 222 Other Urban Legends – Thomas J. Craughwell

11

Language Content Objectives Vocabulary 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


12

Speaking and Listening

Content Objectives

Vocabulary Textbook

Alignment


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

13

Assessment Options:

Literary Analysis Essay 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.) Urban Legend Writing Assignment Two Voice Poems

Notes:

14

Unit of Study 2: Conflict

and Good vs. Evil Around the World

Course: English II H Quarter 1 Approx. 40 days

Reading Literature

Content Objectives

Vocabulary Textbook

Alignment


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

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

“Little Snow-White” – Jacob and Wilhelm

Grimm

“Cinderella” – Jacob and Wilhelm Grimm

Cinderella (Disney Movie)

Fractured Fairy Tales - DVD

15


Content Objectives

Vocabulary Textbook

Alignment


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

16

Writing

Content Objectives


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.


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 – Chromebooks

17


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

18


Content Objectives

Vocabulary Textbook

Alignment


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

19

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:

20

Unit of Study 3: Drama

Course: English II H Quarter 3 Approx. 35 days (concurrent with Research Unit)

Reading Literature

Content Objectives

Vocabulary Textbook

Alignment


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

I can: I can identify strong and thorough textual evidence. I can discuss details the text uses to support textual analysis. I can draw inferences from the text in order to understand how textual analysis is developed. I can cite strong and thorough textual evidence to support analysis of what the text says explicitly and what the text infers. I can explain how character’ motivations / traits affect the plot. I can analyze how an author’s choices concerning how to structure a text and order events within it, create such effects as mystery, tension, or surprise. I can identify allusion, metaphor, parable, and parody.

I can identify / understand fiction:


Craft and Structure


Academic Vocabulary: Ballad Sonnet Induction Iambic Pentameter Irony Soliloquy Monologue Aside Pun Motif Allusion Alliteration Assonance Foil Oxymoron Allegory

Section Vocabulary: Shrew Vex Exeunt Delude Revere Dulcet Engender Gall Credulous Beguile Pithy Construe Dissemble Abject Importune

N/A

The Taming of the Shrew – William

Shakespeare

The Taming of the Shrew: The Complete

Work + Comprehensive Study Guide –

William Shakespeare (Dover Thrift Study

Edition)

21


Content Objectives

Vocabulary Textbook

Alignment


Standards: RI. 1, 6, 7, & 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 an author’s point of view, describe the author’s purpose in a text, and analyze how an author uses rhetoric to advance a point of view or purpose. 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: N/A Section Vocabulary: Humours Black Plague Commedia dell’ Arte Farce Galleries Groundlings Bard

N/A

Articles:

“Commedia dell’ Arte: The Basis of Farce”

– Michael R. Kelly

“Shakespeare’s Theatre” – Michael R. Kelly

“The Black Death” – www.history.com

22

Writing

Content Objectives


Standards: W. 3, 4, 5, 9, & 10 I Can:

I can write narratives to develop real or

imagined experiences or events using

effective technique, well-chosen details, and

well structured event sequences.


which the development, style and purpose is

appropriate to the task and audience.

I can develop and strengthen writing by

planning, revising, editing, rewriting, or

trying a new approach focusing on what is

most significant for purpose and audience.

I can write using conventions from language

standards 1-3 up to and including grade 9-

10.

I can draw evidence from literary or

informational texts to support analysis and

reflection.

I can analyze how an author draws on and

transforms source material in a specific

work.

I can routinely write over extended periods

of time for reflection for a range of tasks,

purposes, and audiences.


Google Docs – Chromebooks

Purdue Owl

23


Standards: L. 3, 4, & 6 I Can: I can use knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. I can use context as a clue to the meaning of a word or phrase. I can acquire and use accurately general academic and domain-specific words and phrases in an academic setting.


N/A

24


Content Objectives

Vocabulary Textbook

Alignment


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.


N/A

N/A

25

Assessment Options:

Comprehensive Unit Test A variety of writing assignments (including journals, short research, short essays to answer questions, etc.) End of unit essay / project A variety of worksheets and assignments focusing on specific skills (such as pun, sonnets, iambic pentameter, allegory, etc.) Class Discussions – including prepared class notes Comprehension quizzes

Notes:

26

Unit of Study 4: Persecution and Survival

Course: ENG II H Quarter 1 Approx. 30 days

Reading Literature

Content Objectives

Vocabulary Textbook

Alignment


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:


Craft and Structure


Academic Vocabulary: Topic Textual Evidence Inference Theme / Central Idea Denotation Connotation Culture Memoir Context Conflict Analogy Antonym Synonym

Section Vocabulary: Penury Dysentery Edict Melancholy Treatise Poignant Phylacteries Epidemic Conflagration Altruistic Farce Pittance Pious Genocide Invectives Harangued Colic Ascertain Veritable Untenable Lament

N/A

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

27


Content Objectives

Vocabulary Textbook

Alignment


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 Simile Metaphor Hyperbole Imagery Connotation Memoir Compare / Contrast Section Vocabulary: N/A

N/A

Long informational:

Night – Elie Wiesel

Audio of Interview with Samuel Taub

(Holocaust survivor)

First Person Singular – Elie Wiesel (PBS

Video)

28

Writing

Content Objectives


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.


Google Docs - Chromebooks

29


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 identify and correctly use patterns of word changes that indicate different meanings or parts of speech (analogies). 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: Connotation Denotation Simile Metaphor Hyperbole Imagery

30


Content Objectives

Vocabulary Textbook

Alignment


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

31

Assessment Options:

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:

32

Unit of Study 5: Research

Course: English II H Quarter

Approx. 20 days (Concurrent with Drama Unit)

Reading Literature

Content Objectives

Vocabulary Textbook

Alignment


Standards: Not Applicable

I can:

Academic Vocabulary: Section Vocabulary:

33


Content Objectives

Vocabulary Textbook

Alignment


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 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

Chromebooks

34

Writing

Content Objectives


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 - Chromebooks

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

35


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.


N/A

36


Content Objectives

Vocabulary Textbook

Alignment


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


New York Times articles – discussion on

bias vs. unbiased

Example student essays – discussion on

exemplary essays versus poor essays.

37

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:

38

Unit of Study 6: Grammar

Course: English II H Quarter: N/A Year Long Unit (interspersed with all units)

Reading Literature

Content Objectives

Vocabulary Textbook

Alignment


Standards: Not Applicable

I can:

Academic Vocabulary: N/A Section Vocabulary: N/A

N/A

N/A

39


Content Objectives

Vocabulary Textbook

Alignment


Standards: Not Applicable I Can:


Section Vocabulary: N/A

N/A

N/A

40

Writing

Content Objectives


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.


N/A

41


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

42


Content Objectives

Vocabulary Textbook

Alignment


Standards: Not Applicable I can:


N/A

N/A

43

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 7: Book Projects

Course: English II H Quarter: Once per Out of School Project – One per Quarter

Reading Literature

Content Objectives

Vocabulary Textbook

Alignment


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:


Craft and Structure



N/A

Choose From Independent Reading Books

Including:

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Content Objectives

Vocabulary Textbook

Alignment




N/A

N/A

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Writing

Content Objectives


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.


Google Docs

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N/A

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Content Objectives

Vocabulary Textbook

Alignment


Standards: Not Applicable I can:


N/A

N/A

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Assessment Options:

Book Projects Including:

Journal / Diary

Newspaper

Epilogue / Alternate Ending

Interview

Notes:

Waterloo School District - WCUSD5 School District ... “Marriage is a Private Affair” – Chinua...

Documents

Transcript of Waterloo School District - WCUSD5 School District ... “Marriage is a Private Affair” – Chinua...