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2015 - 2016
Academic English 2The Academic 2 English class focuses on a variety of literary genres in both fiction and non-fiction, including short stories, poems, novels, plays, and essays. The emphasis of the course is on reading and writing in order to prepare for the Keystone Literature Exam taken in May. Students will focus on writing short essays using specific details from their texts as support for their main ideas. Students will be expected to complete work outside of class independently, so organization and time management are necessary. Each unit of study focuses on necessary components of reading and writing, including author’s purpose, text structure, point of view, theme, plot characters, allegory, bias and propaganda techniques, literary elements, and figurative language. Vocabulary and grammar are also major components of the Academic English 2 curriculum. The goal of Academic English 2 is to prepare students for the Keystone Literature Exam, Academic English 3, and college.
Course Information:
Frequency & Duration: Daily for 42 minutesText: Safier, Fannie, and Kathleen T. Daniel. Adventures in Appreciation. Orlando, FL: Harcourt Brace Jovanovich, 1985.
PrintWiesel, Elie. Night: With Connections. Austin: Holt, Rinehart, and Winston, 1999. Print. Orwell, George. Animal Farm: 50th Anniversary Edition. New York: Signet Classic, 1996. Print. Lee, Harper. To Kill a Mockingbird. New York: Warner, 1982. Print. Albert, Susan Wittig. The Tempest by William Shakespeare. World Literature. Austin, TX: Holt, Rinehart and Winston,
2001. 840-928. Print. Steinbeck, John. Of Mice and Men. New York: Penguin, 1993. Print.
Academic English 2 v. 2015 - 2016
Unit 1: Author’s Purpose, Point of View, Structure Duration: August/ September (6 weeks)Literary Non-Fiction Skills Literary Fiction Skills Writing
Content
Author’s Purposeo Inferences and conclusionso Techniques and elementso Development of ideas and
claimso Defense of a claimo Textual support
Comprehensiono Independent readingo Proficient reading
Point of Viewo Rhetorico Impact
Text Structureo Complex informational texto Effective text organizationo Relationship to and influences
on meaningo Distinguishing characteristics
Author’s Purposeo Inferences and conclusionso Techniques and elementso Development of ideas and claimso Source of materialo Textual support
Comprehensiono Independent readingo Proficient reading
Point of viewo Typeso Impacto Author’s choice
Text Structureo Author’s choice and styleo Poems and sound deviceso Relationship to and influence on
meaningo Distinguishing characteristics
Persuasive Writing Argumentso Claims vs. opposing claimso Evidenceo Consistent and relevant supporto Opposing viewpoints
Topic and Task Identificationo Objective tone
Audience Effective Strategies for Positiono Stylistic techniques
Organizationo Transitionso Cohesiono Logical concluding statemento Formal style
Dictiono Correct commonly confused
wordso Precise languageo Domain specific vocabularyo Clarity, voice, and toneo Grammaro Sentence structure varietyo Standard English conventions
and grammaro Capitalization usageo Punctuation usageo Spelling usage
Writing Processo Revision
1
Academic English 2 v. 2015 - 2016
Essential Question:
How does interaction with a text provoke thinking and response?
How does interaction with a text provoke thinking and response?
To what extent does the writing process contribute to the quality of writing?
How do we develop into effective writers?
What role does writing play in our lives?
Skill: Author’s Purposeo Citing strong and thorough
textual evidence of author’s stated and implied assumptions and beliefs
o Draw inferences and conclusions based on an author’s explicit beliefs and assumptions about a subject
o Explain, describe, and analyze examples that support the author’s intended purpose
o Analyze, interpret, and evaluate author’s techniques and elements to effectively communicate an idea or concept
o Analyze in detail the development of author’s ideas or claims
o Identify and analyze the author’s intended purpose
o Analyze, interpret, and evaluate the author’s use of techniques and elements of nonfiction for effective communication of an idea or concept
o Explain how an author’s use of key words or phrases informs and influences the reader
o Explain, interpret, describe, and analyze the author’s defense of a claim to make a point or
Author’s Purposeo Explain, describe, and analyze
textual support of author’s intended purpose
o Identify and analyze author’s intended purpose
o Analyze, interpret, and evaluate how author’s use techniques and elements of fiction to effectively communicate an idea or concept
o Analyze author’s source of material
Comprehensiono Read and comprehend literary
fiction on grade levelo Read independently and
proficiently Point of viewo Determine point of viewo Analyze, interpret, compare,
explain, describe, and evaluate the impact point of view has on meaning
o Explain, interpret, compare, describe, analyze, and evaluate point of view
Text Structureo Analyze how an author’s choice
concerning structure creates an effect
o Analyze, interpret, and evaluate
Argumentso Write arguments to support
claims in an analysis of substantive topics
o Distinguish the claim from alternate or opposing claims
o Develop a claim with substantial evidence
o Supply strengths and limitation of claim and opposing claims
o Address opposing viewpointso Use relevant support to develop
an argumento Draw evidence from literary or
informational texts to support analysis and reflection
Topic and Task Identificationo Introduce a precise claimo Write with awareness of purposeo Anticipate and address
audience’s knowledge level and concerns
Audienceo Write with a sharp, distinct focuso Write with an awareness of
audienceo Address what is most significant
for a specific purpose and audience
Effective Strategies for Positiono Provide relevant support through
2
Academic English 2 v. 2015 - 2016construct an argument
Comprehensiono Read and comprehend literary
nonfiction and informational texts on grade level
o Read independently and proficiently
Point of Viewo Determine an author’s point of
viewo Analyze rhetorical advances
through point of viewo Explain, interpret, compare,
describe, analyze, and evaluate point of view
o Explain, interpret, compare, describe, analyze, and evaluate the impact of the point of view on the meaning of a the text as a whole
Text Structureo Identify, analyze, and evaluate
the structure and format of complex informational texts
o Explain, interpret, and analyze the effect of text organization
o Identify, analyze, and evaluate structure and format of complex informational texts
o Analyze how literary forms relate to and/or influence meaning
o Compare, evaluate, explain, interpret, describe, and analyze connections and characteristics
how the author uses techniques to effectively communicate an idea or concept
o Explain, interpret, compare, describe, analyze, evaluate, and identify how diction, syntax, figurative language, sentence variety, etc. determine the author’s style
o Identify, explain, and analyze the structure of poems
o Analyze how literary form relates to and influences the meaning
o Explain, interpret, compare, describe, analyze, and evaluate connections between texts
o Compare narrative, poetry, and drama distinguishing characteristics
o Compare and evaluate characteristics that distinguish fiction from literary nonfiction
the use of argumentative/persuasive strategies
Organizationo Create organization that
establishes clear relationships among claim, counterclaims, reasons, and evidence
o Use words, phrases, and clauses to link the major sections of the text
o Create cohesion and clarify relationships between claim/reasons, and reasons/ evidence/ counterclaims
o Provide a concluding statement or section that follows form and supports the argument presented
o Organize the argument to develop strong, well-supported position
o Use logical transitionso Establish and maintain formal
style and objective tone Diction
o Use the correct form of commonly confused words
o Use precise language to manage the complexity of the topic and to develop and maintain an appropriate, objective tone
o Use precise language to create clarity, voice, and tone
o Use domain-specific vocabulary to manage the complexity of the topic
Grammaro Combine sentences for
cohesiveness and unityo Use a variety of sentence
3
Academic English 2 v. 2015 - 2016structures to develop and maintain an appropriate, objective tone
o Demonstrate grade-appropriate command of the conventions of standard English grammar
o Spell all words correctlyo Punctuate correctly (correctly
use commas, semi-colons, quotation marks, apostrophes)
o Use correct grammar (verb and pronoun form and agreement, modifiers and transitions, word order and syntax)
o Demonstrate correct sentence formation
Writing Processo Apply grade-level reading
standards to the analysis and reflection of literature and literary nonfiction
o Revise to eliminate wordiness and redundancy
o Revise to delete irrelevant details
o Revise sentences for clarityo Develop writing as needed by
planning, revising, editing, rewriting, and trying a new approach
o Strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach
Assessment:
SWBAT: Draw inferences and conclusions
and cite strong and thorough textual evidence of the author’s stated and implied assumptions and beliefs
SWBAT: Cite strong and thorough textual
evidence that supports inferences and conclusions based on the author’s explicit assumptions and beliefs
SWBAT: Write arguments to support claims
in an analysis of substantive topics Write with sharp, distinct focus Introduce a precise claim Write with awareness of purpose
4
Academic English 2 v. 2015 - 2016 Identify and analyze the author’s
intended purpose through explanation and description of supportive examples including how an author’s use of key words or phrases informs and influences the reader and how an author defends a claim to make a point or construct an argument
Analyze, interpret, and evaluate the author’s use of techniques and elements effectively communicate an idea or concept
Analyze in detail the development of author’s ideas or claims
Determine, interpret, compare, describe, analyze, and evaluate an author’s and text’s point of view
Analyze, interpret, and evaluate the author’s use of techniques and elements of nonfiction for effective communication of an idea or concept
Identify, analyze, and evaluate the structure, format, and effect organization has on complex informational texts
Explain, interpret, compare, describe, analyze, and evaluate the impact of the point of view on the meaning of the text as a whole including the use of any rhetorical advances
Analyze how literary forms relate to and influences the meaning of a text
Compare, evaluate, explain, interpret, describe, and analyze characteristics and connections in various texts
Read and comprehend literary
Identify, explain, describe, and analyze the author’s intended purpose
Analyze, interpret, and evaluate how the author’s use of techniques and elements effectively communicate an idea or concept
Determine, analyze, explain, interpret, compare, describe, and evaluate point of view and its impact on meaning
Analyze, interpret, and evaluate the author’s use of techniques and elements of fiction for effective communication of an idea or concept.
Analyze how an author’s choice concerning structure creates an effect
Explain, interpret, compare, describe, analyze, and evaluate how diction, syntax, figurative language, sentence, variety, etc. determine the author’s style
Identify, explain, and analyze the structure of poems
Analyze how literary form relates to and influences the meaning of a text.
Explain, interpret, compare, describe, analyze, and evaluate characteristics and connections between texts including narrative, poetry, and drama
Read and comprehend literary fiction on grade level
Read independently and proficiently
and audience Distinguish the claim from
alternate or opposing claims Develop claim with substantial
evidence Supply strengths and limitations of
claim and opposing claims Anticipate and address audiences
knowledge level and concerns Provide relevant support through
the use argumentative/persuasive strategies
Address opposing viewpoints Create organization that
establishes clear relationships among claim, counterclaims, reasons, and evidence
Use words, phrases, and clauses to link the major sections of the text
Create cohesion and clarify relationships between claim/reasons, and reasons/evidence/counterclaims
Provide a concluding statement or section that follows form and that supports the argument
Use relevant support to develop an argument
Address opposing viewpoints Organize the argument to develop
strong, well-supported position Use the correct form of commonly
confused words Use logical transitions Combine sentences for
cohesiveness and unity Use precise language to manage
the complexity of the topic Use domain-specific vocabulary to
manage the complexity of the topic Establish and maintain a formal
5
Academic English 2 v. 2015 - 2016nonfiction and informational texts on grade level
Read independently and proficiently
style and objective tone Apply norms of the
opinion/argumentative writing style
Use precise language, stylistic techniques, and a variety of sentence structures to develop and maintain appropriate, objective tone
Use precise language to create clarity, voice, and tone
Revise to eliminate wordiness and redundancy and to delete irrelevant details
Revise sentences for clarity Combine sentences for
cohesiveness and unity Demonstrate grade-appropriate
command of the conventions of standard English grammar
Spell all words correctly Use capital letters correctly Punctuate correctly (correctly use
commas, semi-colons, quotation marks, apostrophes)
Use correct grammar (verb and pronoun form and agreement, modifiers and transitions, words order and syntax)
Demonstrate correct sentence formation
Develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach
Address what is most significant for a specific purpose and audience
Resources: Night by Elie Wiesel “The Quiet Man” by Maurice Walsh Writing handouts
6
Academic English 2 v. 2015 - 2016“The Gettysburg Address” by Abraham Lincoln
“O Captain! My Captain!” by Walt Whitman“When Lilacs Last in the Dooryard Bloom’d” by Walt Whitman“Little Elegy” by X.J. Kennedy
Grammar handouts
Standards: CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text say explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.CC.1.2.9-10.C: Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.CC.1.2.9-10.E: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.CC.1.2.9-10.F: Analyze how words and phrases shape meaning and tone in textsCC.1.2.9-10.G: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.CC.1.2.9-10.H: Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence.CC.1.2.9-10.L: Read and comprehend literary nonfiction and informational
CC.1.3.9-10.A: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.CC.1.3.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.CC.1.3.9-10.C: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.CC.1.3.9-10.D: Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text.CC.1.3.9-10.E: Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create an effect.CC.1.3.9-10.F: Analyze how words and phrases shape meaning and tone in text.CC.1.3.9-10.G: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
CC.1.4.9-10.G: Write arguments to support claims in an analysis of substantive topics.CC.1.4.9-10.H: Write with a sharp, distinct focus identifying topic, task, and audience.
Introduce precise claim.CC.1.4.9-10.I: Distinguish the claim(s) from alternate or opposing claims; develop claim(s) fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.CC.1.4.9-10.J: Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.CC.1.4.9-10.K: Write with an awareness of the stylistic aspects of composition.
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
7
Academic English 2 v. 2015 - 2016text on grade level, reading independently and proficiently
L.N.2.1.1.; L.N.1.1.2; L.N.1.1.3; L.N.2.4.1; L.N.2.4.3, L.N.1.1.1; L.N.1.1.4; L.N.2.2.1; L.N.2.2.2; L.N.2.2.3; L.N.2.5.6
CC.1.3.9-10.H: Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work.CC.1.3.9-10.K: Read and comprehend literary fiction on grade level, reading independently and proficiently
L.F.1.1.2; L.F.1.1.1; L.F.1.1.3; L.F.2.3.6; L.F.2.5.2; L.F.2.2.1; L.F.2.2.3; L.F.2.2.4; L.F.2.2.2.; L.F.2.4.1
Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
CC.1.4.9-10.L: Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.9-10.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.CC.1.4.9-10.T: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
C.P.1.1.1; C.P.1.1.2.; C.P.1.1.3; C.P.2.1.5; C.P.2.1.6; C.P.1.1.4; C.P.2.1.1; C.P.2.1.2; C.P.2.1.3; C.P.2.1.4; C.P.2.1.6; C.P.2.1.7
C.E.1.1.5; C.E.3.1.1; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5
Comments:Running concurrently through all units of study is vocabulary acquisition in non-fiction and fictionNon-Fiction:
Academic and Domain Specific Wordso Acquire and use accurately general academic and domain specific words and phrases sufficient for reading,
writing, speaking, and listening at the college-and career-readiness level Independent Vocabulary Acquisition
o Demonstrate independence in gathering vocabulary knowledge considering a word or phrase important to comprehension or expression
8
Academic English 2 v. 2015 - 2016 Connotations
o Draw conclusions about connotations of words Synonyms and Antonyms
o Apply, identify a synonym or antonym of a word Affixes
o Identify the meaning of a word with an affixo Identify how an affix changes a word’s meaning
Context Clueso Use context clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words
Unknown and Multiple Meaning-Wordso Determine and clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level
reading and content Strategies and Tools
o Develop a range of strategies and tools to determine or clarify the meaning of unknown and multiple-meaning words and phrases
Assessment: SWBAT:
Acquire and use accurately general academic and domain specific words and phrases sufficient for reading, writing, speaking, and listening at the college- and career-readiness level
Demonstrate independence in gathering vocabulary knowledge considering comprehension or expression Draw conclusions about connotations of words Identify, apply a synonym or antonym of a word used Identify how an affix changes a word’s meaning Identify the meaning of a word with an affix Use context clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words n grade-level
reading and content Develop a range of strategies and tools to determine or clarify the meaning of unknown and multiple-meaning words and
phrases
Standards:1.2.9-10.J: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college-and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 1.2.9-10.K: Determine or clarify the
9
Academic English 2 v. 2015 - 2016meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.
L.N.1.2.4, L.N.1.2.1, L.N.1.2.2, L.N.1.2.3Fiction:
Academic and Domain Specific Wordso Acquire and use accurately general academic and domain specific words and phrases sufficient for reading,
writing, speaking, and listening at the college-and career-readiness level Independent Vocabulary Acquisition
o Demonstrate independence in gathering vocabulary knowledge considering a word or phrase important to comprehension or expression
Connotationso Draw conclusions about connotations of words
Synonyms and Antonymso Apply, identify a synonym or antonym of a word
Affixeso Identify the meaning of a word with an affixo Identify how an affix changes a word’s meaning
Context Clueso Use context clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words
Unknown and Multiple Meaning-Wordso Determine and clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level
reading and content Strategies and Tools
o Develop a range of strategies and tools to determine or clarify the meaning of unknown and multiple-meaning words and phrases
SWBAT: Acquire and use accurately general academic and domain specific words and phrases sufficient for reading, writing,
speaking, and listening at the college- and career-readiness level Demonstrate independence in gathering vocabulary knowledge considering comprehension or expression Draw conclusions about connotations of words Identify, apply a synonym or antonym of a word used Identify how an affix changes a word’s meaning Identify the meaning of a word with an affix
10
Academic English 2 v. 2015 - 2016 Use context clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words n grade-level
reading and content Develop a range of strategies and tools to determine or clarify the meaning of unknown and multiple-meaning words and
phrasesStandards: 1.3.9-10.I: Determine of clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. 1.3.9-10.J: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.F.1.2.1, L.F.1.2.2, L.F.1.2.3, L.F.1.2.4
11
Academic English 2 v. 2015 - 2016Unit 2: Plot and Characters Duration: October/ November (6 weeks)
Literary Non-Fiction Skills Literary Fiction Skills Writing
Content
Comprehensiono Independent readingo Proficient reading
Explicit Analysis Plot
o Key details and eventso Comparison of relationships
Textual Evidence
Characterso Complexo Actions/motivationso Interactionso Traditional/contemporary issues
Comprehensiono Independent readingo Proficient reading
Explicit Analysis Plot
o Key details and eventso Comparison of relationshipso Ordero Construction
Textual Evidence
Literary Analysis (Informative/ Explanatory Writing) Topic
o Focuso Development
Analysis Supportive Evidence
o Usage of facts, definitions, details, quotations, and other information and examples
Audience and Purposeo Awarenesso Objective toneo Creation of clarity, voice, and
tone Organization/ Formatting
o Transitionso Strategieso Concluding statements or
sectionso Formal styleo Stylistic techniques
Dictiono Precise languageo Domain specific vocabulary
Grammaro Standard English conventionso Sentence structureo Capitalizationo Punctuationo Spelling
Writing Processo Revision
Essential Question:
How does interaction with a text provoke thinking and response?
How does interaction with a text provoke thinking and response?
To what extent does the writing process contribute to the quality of writing?
How do we develop into effective
12
Academic English 2 v. 2015 - 2016writers?
What role does writing play in our lives?
Skill: Comprehensiono Read and comprehend literary
nonfiction and informational texts on grade level
o Read independently and proficiently
Explicit Analysiso Analyze what the text explicitly
and implicitly says Plot
o Explain and interpret ploto Compare the relationships
between elements of plot and other components of the text
o Describe, explain, analyze, evaluate, and interpret the plot
o Analyze interrelationships of ideas and events to determine how one idea or event may interact and influence another
Textual Evidenceo Summarize objectively key
details and eventso Cite evidence to support
generalizations
Characterso Analyze how complex characters
develop and advance over the course of the text
o Analyze how complex characters interact with other characters
o Analyze how complex characters develop a theme
o Explain, interpret, compare, describe, analyze, evaluate the characters actions, motives, dialogue emotion/feelings, traits, and relationships between characters
o Explain, interpret, compare, describe, analyze, evaluate the relationship between characters and other components
o Explain, interpret, compare, describe, analyze, evaluate the development of complex characters and their roles and functions
o Explain, interpret, compare, describe, analyze the reflection of traditional and contemporary universal characters
Comprehensiono Read and comprehend literary
fiction on grade levelo Read independently and
proficiently Explicit Analysis
o Cite strong and thorough textual evidence to support analysis of explicit information and generalizations
Topico Examine and convey complex
ideas, concepts, and information clearly and accurately
o Develop a topic with relevant information, content, and details
Analysiso Apply grade-level reading
standards to the analysis and reflection of literature and literary nonfiction
o Analyze a topic with relevant information, content, and details
Supportive Evidenceo Draw evidence from literary or
informational texts to support analysis and reflection
Audience and Purposeo Address what is most significant
for a specific purpose and audience
o Write with a sharp, distinct focus identifying audience, task, and topic
o Write with an awareness of audience’s knowledge of the topic
o Use stylistic techniques to develop and maintain an appropriate, objective tone
Organization/ Formattingo Organize ideas, concepts, and
information to make important connections and distinctions
o Use appropriate and varied transitions to link the major sections of the text
o Apply correct formatting to aid in 13
Academic English 2 v. 2015 - 2016 Plot
o Analyze how an author’s plot order creates an effect
o Explain, interpret, compare, describe, analyze, and evaluate elements of plot construction
o Explain, interpret, compare, describe, analyze, and evaluate the relationship between elements of the plot and other components of the text
Textual Evidenceo Summarize objectively key details
and events
comprehensiono Provide a concluding statement or
sectiono Establish and maintain a formal
style and objective toneo Apply norms of the
informative/explanatory writing Diction
o Use precise language to manage the complexity of the topic
o Use precise language to create clarity, voice, and tone
o Use domain-specific vocabulary to manage the complexity of the topic
Grammaro Apply standard English
conventions and demonstrate grade-appropriate command of the conventions of standard English grammar
o Use a variety of sentence structures to develop and maintain an appropriate, objective tone
o Combine sentences for clarityo Spell all words correctlyo Use capital letters correctlyo Punctuate correctly (correctly use
commas, semi-colons, quotation marks, apostrophes)
o Use correct grammar (verb and pronoun form and agreement, modifiers and transitions, word order and syntax)
o Demonstrate correct sentence formation
Writing Processo Develop writing as needed by
planning, revising, editing, and rewriting
o Develop writing as needed by trying a new approach
14
Academic English 2 v. 2015 - 2016o Strengthen writing as needed by
planning, revising, editing, rewriting
o Strengthen writing as needed by trying a new approach
o Revise to eliminate wordiness and redundancy and to delete irrelevant details
o Revise sentences for clarity
Assessment:
SWBAT: Write an objective summary of the
text using specific details Given a variety of texts, explain,
interpret, compare, describe, analyze, and/or evaluate the plot (action)
Cite evidence to support generalizations
Analyze the interrelationships of ideas and events to determine how one idea or event may interact and influence another
Explain, interpret, compare, describe, analyze, and evaluate the plot (action)
Read and comprehend literary nonfiction and informational texts on grade level
Read independently and proficiently
SWBAT: Identify and explain relevant
supporting details Summarize key details and events Explain, interpret, compare,
describe, analyze, and evaluate the development of traditional/contemporary universal characters
Cite strong and thorough textual evidence to support analysis of explicit information
Cite evidence from the text to support generalizations
Analyze how complex characters develop over the course of a text
Analyze how complex characters interact with other characters
Analyze how complex characters develop a theme
Explain, interpret, compare, describe, analyze, and evaluate the characters’ actions, motives, dialogue, emotion/feelings, traits, and relationships between characters
Explain, interpret, compare, describe, analyze, and evaluate the relationship between characters and other components of the text
Explain, interpret, compare,
SWBAT: Write informative/explanatory texts Examine and convey complex ideas,
concepts, and information clearly and accurately
Write with a sharp, distinct focus identifying topic
Write with a clear, controlling point and an awareness of the audience and task
Develop and analyze a topic with relevant information, content, and details
Write with an awareness of the audience’s knowledge of the topic
Organize ideas, concepts, and information to make important connections and distinctions
Use appropriate and varied transitions to link the major sections of the text
Apply correct formatting to aid in comprehension
Provide a concluding statement or section
Apply standard English conventions Use precise language and domain-
specific vocabulary to manage the complexity of the topic
Establish and maintain formal style and objective tone
15
Academic English 2 v. 2015 - 2016describe, analyze, and evaluate the development of complex characters and their roles and functions
Read and comprehend literary fiction on grade level
Read independently and proficiently
Apply norms of the informative/explanatory writing style
Use precise language, stylistic techniques, and a variety of sentence structures to develop and maintain an appropriate, objective tone
Revise to eliminate wordiness and redundancy and to delete irrelevant details
Combine sentences for cohesiveness and unity
Revise sentences for clarity Demonstrate grade-appropriate
command of the conventions of standard English grammar
Spell all words correctly Use capital letter correctly Punctuate correctly (correctly use
commas, semi-colons, quotation marks, apostrophes)
Use correct grammar (verb and pronoun form and agreement, modifiers, and transitions, word order and syntax)
Demonstrate correct sentence formation
Draw evidence from literary information texts to support analysis and reflection
Apply grade-level reading standards to the analysis and reflection of literature and literary nonfiction
Develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach
Address what is most significant for a specific purpose and audience
Resources: “Travels with Charley” by John Steinbeck“The Life of Caesar” by Plutarch
“The Lie” by Kurt Vonnegut“The Beginning Grief” by L. Woiwode“The Storyteller” by Saki
Writing HandoutsGrammar Handouts
16
Academic English 2 v. 2015 - 2016“The Monkey’s Paw” by W. W. Jacobs“Contents of a Dead Man’s Pockets” by Jack Finney“The Duke’s Children” by Frank O’Connor
Standards: CC.1.2.9-10.A; CC.1.2.9-10.B; CC.1.2.9-10.C;CC.1.2.9-10.L
L.N. 1.3.2, L.N. 2.3.3, L.N. 1.3.1, L.N. 2.1.1, L.N. 2.1.2,
CC.1.3.9-10.A; CC. 1.3.9-10.B; CC.1.3.9-10.C; CC.1.3.9-10.E; CC.1.3.9-10.K
L.F. 1.3.2, L.F. 2.3.4, L.F. 1.3.1, L.F. 2.1.1, L.F. 2.1.2, L.F. 2.3.1, L.F. 2.3.2, L.F. 2.3.3
CC.1.4.9-10.A: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.CC.1.4.9-10.B: Write with a sharp, distinct focus identifying topic, task, and audience.CC.1.4.9-10.C: Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful in aiding comprehension.CC.1.4.9-10.D: Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section.CC.1.4.9-10.E: Write with an awareness of stylistic aspects of composition
Use precise language and domain-specific vocabulary to manage the complexity of the topic
Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing
17
Academic English 2 v. 2015 - 2016CC.1.4.9-10.F: Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization; punctuation, and spelling
C.E.1.1.1; C.E.1.1.2; C.E.1.1.3; C.E.1.1.5; C.E.1.1.4; C.E.2.1.1; C.E.2.1.2; C.E.2.1.3; C.E.2.1.4; C.E.2.1.6; C.E.2.1.7; C.E.3.1.1; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5
Comments: Running concurrently through all units of study is vocabulary acquisition in non-fiction and fictionUnit 3: Theme and Text Details Duration: December (3 weeks)
Literacy Non-Fiction Skills Literacy Fiction Skills WritingContent Central Idea (Theme)
o Developmento Stated or implied main ideaso Interrelationships of ideas and
eventso Themes and concepts of U.S.
documents Comprehension
o Independent readingo Proficient reading
Explicit Analysis Specific Details
o Key details and eventso Relevant supporting detailso Determination of emphasized
details in various accounts Textual Evidence
o Inferenceso Support
Central Idea (Theme)o Developmento Character’s contributiono Interrelationship of ideas and
events Comprehension
o Independent readingo Proficient reading
Explicit Analysis Specific Details
o Key details and eventso Relevant supporting details
Textual Evidenceo Inferenceso Support
Persuasive Writing Arguments
o Claims vs. opposing claimso Evidenceo Consistent and relevant supporto Opposing viewpoints
Topic and Task Identificationo Objective tone
Audience Effective Strategies for Position
o Stylistic techniques Organization
o Transitionso Cohesiono Logical concluding statemento Formal style
Dictiono Correct commonly confused wordso Precise languageo Domain specific vocabularyo Clarity, voice, and tone
Grammaro Sentence structure varietyo Standard English conventions and
grammaro Capitalization usage
18
Academic English 2 v. 2015 - 2016o Punctuation usageo Spelling usage
Writing Processo Revision
Essential Question:
How does interaction with a text provoke thinking and response?
How does interaction with a text provoke thinking and response?
To what extent does the writing process contribute to the quality of writing?
How do we develop into effective writers?
What role does writing play in our lives?
Skill: Central Idea (Theme)o Analyze and explain the
development and emergence of a central idea (theme) with specific details
o Determine, identify, and explain the stated or implied central/main ideas using relevant, supporting details
o Analyze how seminal U.S. historical and literary documents address related themes and concepts
Comprehensiono Read and comprehend literary
nonfiction and informational texts on grade level
o Read independently and proficiently
Explicit Analysiso Analyze interrelationships of
ideas and events to determine how one idea or event may interact and influence another
Specific Detailso Summarize key details and
events Textual Evidence
Central Idea (Theme)o Analyze and explain the
development and emergence of a central idea (theme) with specific details
o Determine, identify, and explain the stated or implied central/main ideas using relevant, supporting details
o Interpret, compare, describe, analyze, and evaluate the relationship between the theme and other elements and components of fiction
o Explain, interpret, compare, describe, analyze, and evaluate by comparison and contrast the development of major themes across genres
o Explain, interpret, compare, describe, analyze, and evaluate the development of traditional/contemporary issues, themes, motifs, universal characters, and genres
o Explain, interpret, compare, describe, analyze, and
Argumentso Write arguments to support claims
in an analysis of substantive topicso Distinguish the claim from
alternate or opposing claimso Develop a claim with substantial
evidenceo Supply strengths and limitation of
claim and opposing claimso Address opposing viewpointso Use relevant support to develop an
argumento Draw evidence from literary or
informational texts to support analysis and reflection
Topic and Task Identificationo Introduce a precise claimo Write with awareness of purposeo Anticipate and address audience’s
knowledge level and concerns Audience
o Write with a sharp, distinct focuso Write with an awareness of
audienceo Address what is most significant
for a specific purpose and audience
19
Academic English 2 v. 2015 - 2016o Cite evidence to support
generalizationsevaluate the relationship of theme to the historical period
Comprehensiono Read and comprehend literary
fiction on grade levelo Read independently and
proficiently Explicit Analysis
o Analyze interrelationships of ideas and events to determine how one idea or event may interact and influence another
Specific Detailso Summarize key details and
events Textual Evidence
o Cite strong and thorough textual evidence to support analysis of explicit information
o Cite evidence to support generalizations
Effective Strategies for Positiono Provide relevant support through
the use of argumentative/persuasive strategies
Organizationo Create organization that
establishes clear relationships among claim, counterclaims, reasons, and evidence
o Use words, phrases, and clauses to link the major sections of the text
o Create cohesion and clarify relationships between claim/reasons and reasons/ evidence/ counterclaims
o Provide a concluding statement or section that follows form and supports the argument presented
o Organize the argument to develop strong, well-supported position
o Use logical transitionso Establish and maintain formal
style and objective tone Diction
o Use the correct form of commonly confused words
o Use precise language to manage the complexity of the topic and to develop and maintain an appropriate, objective tone
o Use precise language to create clarity, voice, and tone
o Use domain-specific vocabulary to manage the complexity of the topic
Grammaro Combine sentences for
cohesiveness and unityo Use a variety of sentence
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Academic English 2 v. 2015 - 2016structures to develop and maintain an appropriate, objective tone
o Demonstrate grade-appropriate command of the conventions of standard English grammar
o Spell all words correctlyo Punctuate correctly (correctly use
commas, semi-colons, quotation marks, apostrophes)
o Use correct grammar (verb and pronoun form and agreement, modifiers and transitions, word order and syntax)
o Demonstrate correct sentence formation
Writing Processo Apply grade-level reading
standards to the analysis and reflection of literature and literary nonfiction
o Revise to eliminate wordiness and redundancy
o Revise to delete irrelevant detailso Revise sentences for clarityo Develop and strengthen writing as
needed by planning, revising, editing, rewriting, and trying a new approach
Assessment:
SWBAT: Identify a central idea and
describe and analyze its development and emergence over a text with specific details
Given a selection, locate and determine stated or implied main ideas using relevant supporting details
Identify and explain stated or implied main ideas and relevant support details
SWBAT: Determine a theme or central
idea Analyze in details the theme’s
development over a text Identify and explain implied main
ideas of a text using relevant supporting details
Explain, interpret, compare, analyze, and evaluate the relationship between the theme and other elements of fiction
SWBAT: Write arguments to support claims in
an analysis of substantive topics Write with sharp, distinct focus Introduce a precise claim Write with awareness of purpose and
audience Distinguish the claim from alternate
or opposing claims Develop claim with substantial
evidence Supply strengths and limitations of
21
Academic English 2 v. 2015 - 2016 Determine which details are
emphasized Analyze how literary forms relate
to and influence meaning of a text Analyze seminal U.S. documents of
historical and literary significance Analyze how seminal U.S.
historical documents address related themes and concepts
Cite evidence to support generalizations
Read and comprehend literary nonfiction and informational texts on grade level
Read independently and proficiently
Explain, interpret, compare, describe, analyze, and evaluate by comparison and contrast the development of major themes across genres
Explain, interpret, compare, describe, analyze, and evaluate the development and reflection of traditional/contemporary issues, themes, and motifs
Explain, interpret, compare, describe, and analyze the relationship of theme to the historical period in a text
Explain, interpret, compare, describe, analyze, and evaluate the relationship between theme and other components in a text
Explain, compare, describe, analyze, and evaluate the way in which a work of literature is related to the themes and issues of its historical period
Cite evidence to support generalizations
Cite strong and thorough textual evidence to support analysis of explicit information
Read and comprehend literary fiction on grade level
Read independently and proficiently
claim and opposing claims Anticipate and address the audience’s
knowledge level and concerns Provide relevant support through the
use of argumentative/persuasive strategies
Address opposing viewpoints Create organization that establishes
clear relationships among claim, counterclaims, reasons, and evidence
Use words, phrases, and clauses to link the major sections of the text
Create cohesion and clarify relationships between claim/reasons and reasons/evidence/counterclaims
Provide a concluding statement or section that follows form and that supports the argument
Use relevant support to develop an argument
Address opposing viewpoints Organize the argument to develop
strong, well-supported position Use the correct form of commonly
confused words Use logical transitions Combine sentences for cohesiveness
and unity Use precise language and domain-
specific vocabulary to manage the complexity of the topic
Establish and maintain a formal style and objective tone
Apply norms of the opinion/argumentative writing style
Use precise language, stylistic techniques, and sentence structure to develop and maintain an appropriate, objective tone
Use precise language to create clarity, voice, and tone
22
Academic English 2 v. 2015 - 2016 Revise to eliminate wordiness and
redundancy and to delete irrelevant details
Revise sentences for clarity Combine sentences for cohesiveness
and unity Demonstrate grade-appropriate
command of the conventions of standard English grammar
Spell all words correctly Use capital letters correctly Punctuate correctly (correctly use
commas, semi-colons, quotation marks, apostrophes)
Use correct grammar (verb and pronoun form and agreement, modifiers and transitions, words order and syntax)
Demonstrate correct sentence formation
Develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach
Address what is most significant for a specific purpose and audience
Resources:
Scottsboro Trials HandoutsHarper Lee’s Background“A Children’s Christmas in Wales” by Dylan Thomas“I Find Fool Gold” by Mark Twain“Living with a Name” by Ralph Ellison“Julia” by Lillian Hellman
To Kill a Mockingbird by Harper Lee“Metamorphosis” by Franz Kafka “Shaving” by Leslie Norris“Perfect Woman” by William Wordsworth“Eleven” by Archibald MacLeish“End of Summer” by Stanley Kunitz“Sonnet” by Countee Cullen“Running” by Richard Wilbur
Writing HandoutsGrammar Handouts
Standards: CC.1.2.9-10.A; CC.1.2.9-10.B; CC.1.2.9-10.G; CC.1.2.9-10.L
CC.1.2.9-10.I: Analyze seminal U.S. documents of historical and literary
CC.1.3.9-10.A; CC.1.3.9-10.B; CC.1.3.9-10.C; CC.1.3.9-10.K
L.F.1.3.1, L.F.1.3.2, L.F.2.3.4, L.F.2.1.1., L.F.2.1.2
CC.1.4.9-10.G; CC.1.4.9-10.H; CC.1.4.9-10.I;CC.1.4.9-10.J; CC.1.4.9-10.K; CC.1.4.9-10.L;CC.1.4.9-10.S; CC.1.4.9-10
23
Academic English 2 v. 2015 - 2016significance including how they address related themes and concepts
L.N.1.3.1, L.N.1.3.2, L.N.2.1.1, L.N.2.1.2, L.N.2.2.2, L.N.2.2.3
C.P.1.1.1; C.P.1.1.2.; C.P.1.1.3; C.P.2.1.5; C.P.2.1.6; C.P.1.1.4; C.P.2.1.1; C.P.2.1.2; C.P.2.1.3; C.P.2.1.4; C.P.2.1.6; C.P.2.1.7
C.E.1.1.5; C.E.3.1.1; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5
Comments: Running concurrently through all units of study is vocabulary acquisition in non-fiction and fiction
24
Academic English 2 v. 2015 - 2016Unit 4: Literary Elements Duration: January/ February (6 weeks)
Literacy Non-Fiction Skills Literacy Fiction Skills WritingContent Comprehension
o Independent readingo Proficient reading
Literary Elements and Figurative Language:o Toneo Moodo point of view (first, second,
third, omniscient)o Settingo Themeo Simileo Metaphoro Foreshadowingo Allusiono Flashbacko Conflict (internal, external)o Symbolso irony (dramatic, situational,
verbal)o Imageryo Onomatopoeiao Personificationo Satireo Connotationo Denotationo Dialogueo Dialecto Hyperboleo Motifo Narrator
Textual Evidence
Comprehensiono Independent readingo Proficient reading
Literary Elements and Figurative Language:o Toneo Moodo Point of view (first, second,
third, omniscient)o Settingo Themeo Simileo Metaphoro Foreshadowingo Allusiono Flashbacko Conflict (internal, external)o Symbolso Irony (dramatic, situational,
verbal)o Plot (exposition, rising action,
climax, falling action, resolution/denouement)
o Alliterationo Characterization (round, flat,
static, dynamic, protagonist, antagonist, foil)
o Imageryo Onomatopoeiao Personificationo Satireo Connotationo Denotationo Dialogueo Dialecto Hyperboleo Motifo Narrator
Literary Analysis (Informative/ Explanatory Writing) Topic
o Focuso Development
Analysis Supportive Evidence
o Usage of facts, definitions, details, quotations, and other information and examples
Audience and Purposeo Awarenesso Objective toneo Creation of clarity, voice, and
tone Organization/ Formatting
o Transitionso Strategieso Concluding statements or
sectionso Formal styleo Stylistic techniques
Dictiono Precise languageo Domain specific vocabulary
Grammaro Standard English conventionso Sentence structureo Capitalizationo Punctuationo Spelling
Writing Processo Revision
25
Academic English 2 v. 2015 - 2016 Textual Evidence
Essential Question:
How does interaction with a text provoke thinking and response?
How does interaction with a text provoke thinking and response?
To what extent does the writing process contribute to the quality of writing?
How do we develop into effective writers?
What role does writing play in our lives?
Skill: Comprehensiono Read and comprehend literary
nonfiction and informational texts on grade level
o Read independently and proficiently
Literary Elements and Figurative Language:o Compare the relationship
between elements of plot and other components of the text (literary and figurative language)
o Explain, interpret, compare, describe, analyze, and evaluate the tone, style, mood, figurative language, and/or literary elements in a variety of texts
o Analyze, interpret, and evaluate the author’s use of techniques, figurative language, and literary elements of nonfiction for effective communication of an idea or concept
o Analyze and explain how words and phrases shape tone and meaning and informs and influences the reader
Comprehensiono Read and comprehend literary
fiction on grade levelo Read independently and
proficiently Literary Elements and Figurative
Language:o Compare the relationship
between elements of plot and other components of the text (literary and figurative language)
o Explain, interpret, compare, describe, analyze, and evaluate the tone, style, mood, figurative language, and/or literary elements in a variety of texts
o Analyze, interpret, and evaluate the author’s use of techniques, figurative language, and literary elements of nonfiction for effective communication of an idea or concept
o Analyze and explain how words and phrases shape tone and meaning and informs and influences the reader
o Identify, explain, interpret,
Topico Examine and convey complex
ideas, concepts, and information clearly and accurately
o Develop a topic with relevant information, content, and details
Analysiso Apply grade-level reading
standards to the analysis and reflection of literature and literary nonfiction
o Analyze a topic with relevant information, content, and details
Supportive Evidenceo Draw evidence from literary or
informational texts to support analysis and reflection
Audience and Purposeo Address what is most significant
for a specific purpose and audience
o Write with a sharp, distinct focus identifying audience, task, and topic
o Write with an awareness of audience’s knowledge of the topic
o Use stylistic techniques to develop and maintain an appropriate, objective tone
26
Academic English 2 v. 2015 - 2016 Textual Evidence
o Cite strong and thorough textual evidence to support analysis of explicit information
o Cite evidence to support generalizations
describe, and analyze the effects of personification, simile, metaphor, hyperbole, satire, foreshadowing, flashback, imagery, allegory, symbolism, dialect, allusions, and irony
Textual Evidenceo Cite strong and thorough
textual evidence to support analysis of explicit information
o Cite evidence from text to support generalizations
Organization/ Formattingo Organize ideas, concepts, and
information to make important connections and distinctions
o Use appropriate and varied transitions to link the major sections of the text
o Apply correct formatting to aid in comprehension
o Provide a concluding statement or section
o Establish and maintain a formal style and objective tone
o Apply norms of informative/explanatory writing
Dictiono Use precise language and
domain-specific vocabulary to manage the complexity of the topic
o Use precise language to create clarity, voice, and tone
Grammaro Apply standard English
conventions and demonstrate grade-appropriate command of the conventions of standard English grammar
o Use a variety of sentence structures to develop and maintain an appropriate, objective tone
o Combine sentences for clarityo Spell all words correctlyo Use capital letters correctlyo Punctuate correctly (correctly
use commas, semi-colons, quotation marks, apostrophes)
o Use correct grammar (verb and pronoun form and agreement, modifiers and transitions, word
27
Academic English 2 v. 2015 - 2016order and syntax)
o Demonstrate correct sentence formation
Writing Processo Develop writing as needed by
planning, revising, editing, rewriting, and trying a new approach
o Strengthen writing as needed by planning, revising, editing, rewriting, and by trying a new approach
o Revise to eliminate wordiness and redundancy and to delete irrelevant details
o Revise sentences for clarity
Assessment:
SWBAT: Given a central idea, identify and
explain its emergence and development using specific details
Given a selection, identify, determine, locate, and explain stated or implied main ideas using relevant supporting details
Given a variety of texts, explain, interpret, compare, describe, analyze, and evaluate the plot (action)
Explain, interpret, compare, describe, analyze, and evaluate the relationship of tone, style, and/or mood
Determine an author’s point of view
Analyze rhetorical advances through point of view
Interpret, compare, describe, analyze, and evaluate point of view
SWBAT: Determine a theme or central
idea Analyze in detail the theme’s
development Identify and explain stated or
implied main ideas using relevant supporting detail
Explain, interpret, compare, analyze, and evaluate the relationship between the theme and other elements of fiction
Explain, interpret, compare, describe, analyze, and evaluate by comparison and contrast the development of major themes across genres
Explain, interpret, compare, describe, analyze, and evaluate the development of tradition/contemporary issues, themes, motifs, universal characters, and genres
Analyze how complex characters
SWBAT: Write informative/explanatory texts Examine and convey complex ideas,
concepts, and information clearly and accurately
Write with a sharp, distinct focus identifying topic
Write with a clear, controlling point and an awareness of the audience and task
Develop and analyze a topic with relevant information, content, and details
Write with an awareness of the audience’s knowledge of the topic
Organize ideas, concepts, and information to make important connections and distinctions
Use appropriate and varied transitions to link the major sections of the text
Apply correct formatting to aid in comprehension
Provide a concluding statement or
28
Academic English 2 v. 2015 - 2016 Explain, interpret, compare,
describe, analyze, and evaluate the impact of the point of view on the meaning of the text as a whole
Analyze, interpret, and evaluate the author’s use of techniques and elements of nonfiction for effective communication of an idea or concept
Cite evidence to support generalizations
Read and comprehend literary nonfiction and informational texts on grade level
Read independently and proficiently
develop over the course of a text and interact with other characters
Analyze how complex characters advance plot and develop a theme in a text
Analyze, interpret, and evaluate how authors use elements of fiction to effectively communicate an idea or concept
Explain, interpret, compare, describe, analyze, and evaluate the characters’ actions, motives, dialogue, emotion/feelings, traits, and relationships
Explain, interpret, compare, describe, analyze, and evaluate the relationship between characters and other components of a text
Explain, interpret, compare, describe, analyze, and evaluate the development of complex characters and their roles and functions
Explain, interpret, compare, describe, analyze, and evaluate the relationship between theme and other components of the text
Explain, interpret, compare, describe, analyze, and evaluate by comparison and contrast how major themes are developed across genres
Explain, interpret, compare, describe, analyze, and evaluate the reflection of traditional and contemporary issues, themes, motifs, universal characters, and genres
Determine point of view
section Apply standard English conventions Use precise language and domain-
specific vocabulary to manage the complexity of the topic
Establish and maintain formal style and objective tone
Apply norms of the informative/explanatory writing style
Use precise language, stylistic techniques, and a variety of sentence structure to develop and maintain an appropriate, objective tone
Revise to eliminate wordiness and redundancy and to delete irrelevant details
Combine sentences for cohesiveness and unity
Revise sentences for clarity Demonstrate grade-appropriate
command of the conventions of standard English grammar
Spell all words correctly Use capital letters correctly Punctuate correctly (correctly use
commas, semi-colons, quotation marks, apostrophes)
Use correct grammar (verb and pronoun form and agreement, modifiers, and transitions, word order and syntax)
Demonstrate correct sentence formation
Draw evidence from literary information texts to support analysis and reflection
Apply grade-level reading standards to the analysis and reflection of literature and literary nonfiction
29
Academic English 2 v. 2015 - 2016 Analyze the impact the point of
view has on meaning Explain, interpret, compare,
describe, analyze, and evaluate the point of view
Explain, interpret, compare, describe, analyze, and evaluate the impact of point of view on meaning
Explain, interpret, compare, describe, and evaluate the relationship between setting and other elements of fiction
Explain, interpret, compare, describe, analyze, and evaluate the elements of the plot construction
Explain, interpret, compare, describe, analyze, and evaluate the relationship between elements of the plot and other components
Explain, interpret, compare, describe, analyze, and evaluate how the author structures plot to advance the action
Explain, interpret, compare, describe, analyze, and evaluate the relationship between tone, style, and mood and other components
Explain, interpret, compare, describe, and analyze the effects of personification, simile, metaphor, hyperbole, satire, foreshadowing, flashback, imagery, allegory, symbolism, dialect, allusion, and irony
Cite strong textual evidence to support analysis of explicit and implicit information
Develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach
Address what is most significant for a specific purpose and audience
30
Academic English 2 v. 2015 - 2016 Read and comprehend literary
fiction on grade level Read independently and
proficiently
Resources:
“I Have a Dream” by Martin Luther King Jr. “Give me blood and I promise you freedom” by Subash Chandra Bose
“The Lottery” by Shirley Jackson“A Rose for Emily” by William Faulkner“The Devil and Daniel Webster” by Stephen Vincent Benét“The Wall” by Jean-Paul Sarte“A Clean and Well-Lighted Place” by Ernest Hemingway“Autumn” by T.E. Hulme“Dreams” by Langston Hughes“Beat! Beat! Drums” by Walt Whitman
Writing HandoutsGrammar Handouts
Standards:
CC.1.2.9-10.A; CC.1.2.9-10.C; CC.1.2.9-10.D; CC.1.2.9-10.E; CC.1.2.9-10.L
L.N.2.3.3, L.N.1.1.3, L.N.1.3.3, L.N.2.3.3, L.N.2.3.5, L.N.2.3.6
CC.1.3.9-10.A; CC.1.3.9-10.C; CC.1.2.9-10.D; CC.1.3.9-10.E; CC.1.3.9-10.F; CC.1.3.9-10.K
L.F.2.3.4, L.F.1.1.3, L.F.2.3.1, L.F.2.3.6, L.F.2.3.2, L.F.2.3.3, L.F.2.3.5, L.F.2.5.1
CC.1.4.9-10.A; CC.1.4.9-10.B; CC.1.4.9-10.C; CC.1.4.9-10.D; CC.1.4.9-10.E; CC.1.4.9-10.F
C.E.1.1.1; C.E.1.1.2; C.E.1.1.3; C.E.1.1.5; C.E.1.1.4; C.E.2.1.1; C.E.2.1.2; C.E.2.1.3; C.E.2.1.4; C.E.2.1.6; C.E.2.1.7; C.E.3.1.1; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5
Comments: Running concurrently through all units of study is vocabulary acquisition in non-fiction and fiction
31
Academic English 2 v. 2015 - 2016Unit 5: Allegory, Bias, Propaganda Duration: March (4 weeks)
Literacy Non-Fiction Skills Literacy Fiction Skills WritingContent Allegory
o Relationship between text and historical period
Author’s Purposeo Intended purposeo Inferences and conclusions
Biaso Validity of argumentso Relevance of reasoningo Effectiveness of explicit
and implicit techniqueso Defense of a claim
Comprehensiono Independent readingo Proficient reading
Propagandao Effectiveness of explicit
and implicit techniques
Allegoryo Relationship between text and
historical period Author’s Purpose
o Intended purposeo Inferences and conclusions
Bias Comprehension
o Independent readingo Proficient reading
Propaganda
Narrative Writing Focus
o Point of view Plot
o Narrator and Characterso Conflicto Techniqueso Conclusion
Techniqueso Sensory language and images
Details Diction Structure
o Parallel Grammar
o Various phrases and clauseso Grade appropriate standards and
conventionsPersuasive Writing Arguments
o Claims vs. opposing claimso Evidenceo Consistent and relevant supporto Opposing viewpoints
Topic and Task Identificationo Objective tone
Audience Effective Strategies for Position
o Stylistic techniques Organization
o Transitionso Cohesiono Logical concluding statemento Formal style
Dictiono Correct commonly confused wordso Precise language
32
Academic English 2 v. 2015 - 2016o Domain specific vocabularyo Clarity, voice, and tone
Grammaro Sentence structure varietyo Standard English conventions and
grammaro Capitalization usageo Punctuation usageo Spelling usage
Writing Processo Revision
Informative/Expository Writing Topic
o Focuso Development
Analysis Supportive Evidence
o Usage of facts, definitions, details, quotations, and other information and examples
Audience and Purposeo Awarenesso Objective toneo Creation of clarity, voice, and tone
Organization/ Formattingo Transitionso Strategieso Concluding statements or sectionso Formal styleo Stylistic techniques
Dictiono Precise languageo Domain specific vocabulary
Grammaro Standard English conventionso Sentence structureo Capitalizationo Punctuationo Spelling
Writing Process
33
Academic English 2 v. 2015 - 2016o Revision
Essential Question:
How does interaction with a text provoke thinking and response?
How does interaction with a text provoke thinking and response?
To what extent does the writing process contribute to the quality of writing?
How do we develop into effective writers?
What role does writing play in our lives?
Skill: Allegory Author’s Purpose
o Explain, interpret, and describe the author’s defense of a claim to make a point or construct an argument
Biaso Delineate, evaluate, and
assess arguments and specific claims
o Assess validity of reasoning and relevance of evidence
o Analyze the effectiveness of explicit and implicit bias techniques
Comprehensiono Read and comprehend
literary nonfiction and informational texts on grade level
o Read independently and proficiently
Propagandao Identify, explain, and
interpret bias and propaganda techniques including their effectiveness
Allegoryo Explain, compare, describe,
analyze, and evaluate the way in which a work of literature is related to the themes and issues of its historical period
o Identify, explain, interpret, describe, and analyze the effects of allegory
Biaso Interpret and analyze works
from a variety of genres for literary, historical, and/or cultural significance
Propaganda Author’s Purpose
o Explain, interpret, and describe author’s defense of a claim to make a point or construct an argument
Comprehensiono Read and comprehend literary
fiction on grade levelo Read independently and proficiently
Narrative Writing Focus
o Select and develop a point of view Plot
o Establish a conflict or complicationo Introduce a narrator and/or
characterso Create a smooth progression of
experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole
o Provide a conclusion that follows form and reflects on what is experienced, observed, or resolved
Techniqueso Use narrative techniques, such as
dialogue, description, reflection, multiple plot lines, events, and characters
o Apply sensory language to convey a vivid picture of the experiences, events, settings, and/or characters
Detailso Include telling details
Dictiono Use precise words and phrases
Structureo Use parallel structure
Grammaro Use various types of phrases and
34
Academic English 2 v. 2015 - 2016clauses to add variety and interest
o Demonstrate a grade-appropriate command of the conventions of standard English grammar and usage
o Demonstrate a grade-appropriate command of the conventions of standard English capitalization, punctuation, and spelling
Persuasive Writing Arguments
o Write arguments to support claims in an analysis of substantive topics
o Distinguish the claim from alternate or opposing claims
o Develop a claim with substantial evidence
o Supply strengths and limitation of claim and opposing claims
o Address opposing viewpointso Use relevant support to develop an
argumento Draw evidence from literary or
informational texts to support analysis and reflection
Topic and Task Identificationo Introduce a precise claimo Write with awareness of purposeo Anticipate and address audiences
knowledge level and concerns Audience
o Write with a sharp, distinct focuso Write with an awareness of
audienceo Address what is most significant
for a specific purpose and audience
Effective Strategies for Positiono Provide relevant support through
the use of argumentative/persuasive
35
Academic English 2 v. 2015 - 2016strategies
Organizationo Create organization that
establishes clear relationships among claim, counterclaims, reasons, and evidence
o Use words, phrases, and clauses to link the major sections of the text
o Create cohesion and clarify relationships between claim/reasons, and reasons/ evidence/ counterclaims
o Provide a concluding statement or section that follows form and supports the argument presented
o Organize the argument to develop strong, well-supported position
o Use logical transitionso Establish and maintain formal
style and objective tone Diction
o Use the correct form of commonly confused words
o Use precise language and domain-specific vocabulary to manage the complexity of the topic and to develop and maintain an appropriate, objective tone
o Use precise language to create clarity, voice, and tone
Grammaro Combine sentences for
cohesiveness and unityo Use a variety of sentence
structures to develop and maintain an appropriate, objective tone
o Demonstrate grade-appropriate command of the conventions of standard English grammar
o Spell all words correctlyo Punctuate correctly (correctly use
36
Academic English 2 v. 2015 - 2016commas, semi-colons, quotation marks, apostrophes)
o Use correct grammar (verb and pronoun form and agreement, modifiers and transitions, word order and syntax)
o Demonstrate correct sentence formation
Writing Processo Apply grade-level reading
standards to the analysis and reflection of literature and literary nonfiction
o Revise to eliminate wordiness and redundancy
o Revise to delete irrelevant detailso Revise sentences for clarityo Develop and strengthen writing as
needed by planning, revising, editing, rewriting, and trying a new approach
Informative/Explanatory Writing: Topic
o Examine and convey complex ideas, concepts, and information clearly and accurately
o Develop a topic with relevant information, content, and details
Analysiso Apply grade-level reading
standards to the analysis and reflection of literature and literary nonfiction
o Analyze a topic with relevant information, content, and details
Supportive Evidenceo Draw evidence from literary or
informational texts to support analysis and reflection
Audience and Purposeo Address what is most significant
37
Academic English 2 v. 2015 - 2016for a specific purpose and audience
o Write with a sharp, distinct focus identifying audience, task, and topic
o Write with an awareness of audience’s knowledge of the topic
o Use stylistic techniques to develop and maintain an appropriate, objective tone
Organization/ Formattingo Organize ideas, concepts, and
information to make important connections and distinctions
o Use appropriate and varied transitions to link the major sections of the text
o Apply correct formatting to aid in comprehension
o Provide a concluding statement or section
o Establish and maintain a formal style and objective tone
o Apply norms of the informative/explanatory writing
Dictiono Use precise language to manage
the complexity of the topico Use precise language to create
clarity, voice, and toneo Use domain-specific vocabulary to
manage the complexity of the topic Grammar
o Apply standard English conventions and demonstrate grade-appropriate command of the conventions of standard English grammar
o Use a variety of sentence structures to develop and maintain an appropriate, objective tone
38
Academic English 2 v. 2015 - 2016o Combine sentences for clarityo Spell all words correctlyo Use capital letters correctlyo Punctuate correctly (correctly use
commas, semi-colons, quotation marks, apostrophes)
o Use correct grammar (verb and pronoun form and agreement, modifiers and transitions, word order and syntax)
o Demonstrate correct sentence formation
Writing Processo Develop writing as needed by
planning, revising, editing, and rewriting
o Develop writing as needed by trying a new approach
o Strengthen writing as needed by planning, revising, editing, rewriting
o Strengthen writing as needed by trying a new approach
o Revise to eliminate wordiness and redundancy and to delete irrelevant details
o Revise sentences for clarity
Assessment:
SWBAT: Cite strong and thorough
textual evidence of author’s stated and implied assumptions and beliefs
Cite evidence to support generalizations
Analyze what a text implicitly and explicitly says
Draw inferences and conclusions based on an author’s explicit beliefs and assumptions about a subject
SWBAT: Explain, describe, analyze textual
support of author’s intended purpose
Explain, interpret, compare, describe the relationship of theme to the historical period
Analyze author’s source of material Compare, evaluate characteristics
that distinguish fiction from nonfiction
Interpret, analyze works from a variety of genres for literary,
SWBAT: Write narratives Develop real or imagined experiences
or events Establish a conflict of complication Select and develop a point of view Introduce a narrator and/or
characters in narrative writing Use narrative techniques, such as
dialogue, description, reflection, multiple plot lines, events, and characters
Use precise words and phrases39
Academic English 2 v. 2015 - 2016 Analyze rhetorical advances
through point of view Analyze in detail the
development of author’s ideas or claims
Identify, analyze the author’s intended purpose
Analyze, interpret, evaluate the author’s use of techniques and elements of nonfiction for effective communication of an idea or concept
Explain how an author’s use of key words or phrases informs and/or influences the reader
Delineate, evaluate the arguments and specific claims
Assess the validity of reasoning and relevance of evidence
Identify, explain, interpret bias and propaganda techniques
Explain, describe, analyze the effectiveness of explicit and implicit bias techniques
Explain, interpret, describe, analyze the author’s defense of a claim to make a point or construct an argument
Read and comprehended literary nonfiction and instructional on grade level
Read independently Read proficiently
historical, and/or cultural significance
Read and comprehend literary fiction on grade level
Read independently Read proficiently
Include telling details Apply sensory language to convey a
vivid picture of the experiences, events, settings, and/or characters
Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole
Provide a conclusion that follows form and reflects on what is experienced, observed, or resolved
Use parallel structure Use various types of phrases and
clauses to add variety and interest Demonstrate a grade-appropriate
command of the conventions of standard English grammar and usage, including capitalization, punctuation, and spelling
Write arguments to support claims in an analysis of substantive topics
Write with sharp, distinct focus Introduce a precise claim Write with awareness of purpose and
audience Distinguish the claim from alternate
or opposing claims Develop claim with substantial
evidence Supply strengths and limitations of
claim and opposing claims Anticipate and address audiences
knowledge level and concerns Provide relevant support through the
use argumentative/persuasive strategies
Address opposing viewpoints Create organization that establishes
clear relationships among claim, counterclaims, reasons, and evidence
40
Academic English 2 v. 2015 - 2016 Use words, phrases, and clauses to
link the major sections of the text Create cohesion and clarify
relationships between claim/reasons, and reasons/evidence/counterclaims
Provide a concluding statement or section that follows form and that supports the argument
Use relevant support to develop an argument
Address opposing viewpoints Organize the argument to develop
strong, well-supported position Use the correct form of commonly
confused words Use logical transitions Combine sentences for cohesiveness
and unity Use precise language to manage the
complexity of the topic Use domain-specific vocabulary to
manage the complexity of the topic Establish and maintain a formal style
and objective tone Apply norms of the
opinion/argumentative writing style Use precise language and stylistic
techniques to develop and maintain appropriate, objective tone
Use a variety of sentence structures to develop and maintain an appropriate, objective tone
Use precise language to create clarity, voice, and tone
Revise to eliminate wordiness and redundancy and to delete irrelevant details
Revise sentences for clarity Combine sentences for cohesiveness
and unity Demonstrate grade-appropriate
41
Academic English 2 v. 2015 - 2016command of the conventions of standard English grammar
Spell all words correctly Use capital letters correctly Punctuate correctly (correctly use
commas, semi-colons, quotation marks, apostrophes)
Use correct grammar (verb and pronoun form and agreement, modifiers and transitions, words order and syntax)
Demonstrate correct sentence formation
Develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach
Address what is most significant for a specific purpose and audience
Write informative/explanatory texts Examine and convey complex ideas,
concepts, and information clearly and accurately
Write with a sharp, distinct focus identifying topic
Write with a clear, controlling point and an awareness of the audience and task
Develop and analyze a topic with relevant information, content, and details
Write with an awareness of the audience’s knowledge of the topic
Organize ideas, concepts, and information to make important connections and distinctions
Use appropriate and varied transitions to link the major sections of the text
Apply correct formatting to aid in comprehension
Provide a concluding statement or
42
Academic English 2 v. 2015 - 2016section
Apply standard English conventions Use precise language to manage the
complexity of the topic Use domain-specific vocabulary to
manage the complexity of the topic Establish and maintain formal style
and objective tone Apply norms of the
informative/explanatory writing style Use precise language to develop and
maintain an appropriate, objective tone
Use stylistic techniques to develop and maintain an appropriate, objective tone
Use a variety of sentence structures to develop and maintain an appropriate, objective tone
Revise to eliminate wordiness and redundancy and to delete irrelevant details
Combine sentences for cohesiveness and unity
Revise sentences for clarity Demonstrate grade-appropriate
command of the conventions of standard English grammar
Spell all words correctly Use capital letter correctly Punctuate correctly (correctly use
commas, semi-colons, quotation marks, apostrophes)
Use correct grammar (verb and pronoun form and agreement, modifiers, and transitions, word order and syntax)
Demonstrate correct sentence formation
Draw evidence from literary information texts to support analysis
43
Academic English 2 v. 2015 - 2016and reflection
Apply grade-level reading standards to the analysis and reflection of literature and literary nonfiction
Develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach
Address what is most significant for a specific purpose and audience
Resources:
Russian Revolution backgroundPropaganda Handouts“Pearl Habor Address to the Nation” by Franklin Delano Roosevelt“The Scotty Who Knew Too Much” by James Thurber“Learn with BOOK” by R.J. Heathorn
Animal Farm by George Orwell“Terrible Things” by Eve Bunting“The Phoenix” by Sylvia Townsend Warner
Writing HandoutsGrammar Handouts
Standards: CC.1.2.9-10.B; CC.1.2.9-10.D; CC.1.2.9-10.E, CC.1.2.9-10.F; CC.1.2.9-10.L
CC.1.2.9-10.H: Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence
L.N.1.3.1, L.N.2.3.6, L.N.1.1.1, L.N.1.1.4, L.N.2.5.4, L.N.2.5.5, L.N.2.5.6
CC.1.3.9-10.A; CC.1.3.9-10.H; CC.1.3.9-10.K
L.F.1.1.1, L.F.2.4.1
CC.1.4.9-10.A; CC.1.4.9-10.B; CC.1.4.9-10.C; CC.1.4.9-10.D; CC.1.4.9-10.E; CC.1.4.9-10.F; CC.1.4.9-10.G; CC.1.4.9-10.H; CC.1.4.9-10.I; CC.1.4.9-10.J; CC.1.4.9-10.K; CC.1.4.9-10..L; CC.1.4.9-10.M: Write narratives to develop real or imagined experiences or eventsCC.1.4.9-10.N: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or charactersCC.1.4.9-10.O: Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or charactersCC.1.4.9-10.P: Create a smooth
44
Academic English 2 v. 2015 - 2016progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrativeCC.1.4.9-10.Q: Write with an awareness of the stylistic aspects of writing
Use parallel structure Use various types of phrases and
clauses to convey meaning and add variety and interest
CC.1.4.9-10.R: Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.9-10.S; CC.1.4.9-10.TC.E.1.1.1; C.E.1.1.2; C.E.1.1.3; C.E.1.1.5; C.E.1.1.4; C.E.2.1.1; C.E.2.1.2; C.E.2.1.3; C.E.2.1.4; C.E.2.1.6; C.E.2.1.7; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5; C.P.1.1.1; C.P.1.1.2; C.P.1.1.3; C.P.2.1.5; C.P.2.1.6; C.P.1.1.4; C.P.2.1.1; C.P.2.1.2; C.P.2.1.3; C.P.2.1.4; C.P.2.1.7;
Comments: Running concurrently through all units of study is vocabulary acquisition in non-fiction and fiction
45
Academic English 2 v. 2015 - 2016Unit 6: Poetry, including Epic Poems, Plays Duration: April (4 weeks)
Literacy Non-Fiction Skills Literacy Fiction Skills Writing
Content
Text Structureo Format
Poetryo Structureo Main idea (theme)
Playso Stage directions,
monologue, dialogue, soliloquy, and dialect
Comprehensiono Independent readingo Proficient reading
Text Structureo Format
Poetryo Structureo Main idea (theme)
Playso Stage directions, monologue,
dialogue, soliloquy, and dialect
Comprehensiono Independent readingo Proficient reading
Literary Analysis (Informative/ Explanatory Writing) Topic
o Focuso Development
Analysis Supportive Evidence
o Usage of facts, definitions, details, quotations, and other information and examples
Audience and Purposeo Awarenesso Objective toneo Creation of clarity, voice, and tone
Organization/ Formattingo Transitionso Strategieso Concluding statements or sectionso Formal styleo Stylistic techniques
Dictiono Precise languageo Domain specific vocabulary
Grammaro Standard English conventionso Sentence structureo Capitalizationo Punctuationo Spelling
Writing Processo Revision
Essential Question:
How does interaction with a text provoke thinking and response?
How does interaction with a text provoke thinking and response?
To what extent does the writing process contribute to the quality of writing?
How do we develop into effective writers?
What role does writing play in our lives?
46
Academic English 2 v. 2015 - 2016
Skill: Text Structureo Explain, interpret, analyze
effect of text organization Poetry
o Analyze and explain the development and emergence of a central idea (theme)
o Summarize key details from a text in part or as a whole
o Explain how an author’s use of key words or phrases informs and/or influences the reader
Plays Comprehension
o Read and comprehend literary nonfiction and informational texts on grade level
o Read independentlyo Read proficiently
Text Structureo Compare and evaluate
narrative, poetry, and drama distinguishing characteristics
Poetryo Determine and analyze a
theme or central ideao Provide an objective summaryo Identify, explain, analyze the
structure of poems Plays
o Identify, analyze how stage directions, monologue, dialogue, soliloquy, and dialect support a dramatic script
o Explain, analyze sound devices Comprehension
o Read and comprehend literary fiction on grade level
o Read independentlyo Read proficiently
Informative/Explanatory Writing: Topic
o Examine and convey complex ideas, concepts, and information clearly and accurately
o Develop a topic with relevant information, content, and details
Analysiso Apply grade-level reading standards
to the analysis and reflection of literature and literary nonfiction
o Analyze a topic with relevant information, content, and details
Supportive Evidenceo Draw evidence from literary or
informational texts to support analysis and reflection
Audience and Purposeo Address what is most significant for a
specific purpose and audienceo Write with a sharp, distinct focus
identifying audience, task, and topico Write with an awareness of
audience’s knowledge of the topico Use stylistic techniques to develop
and maintain an appropriate, objective tone
Organization/ Formattingo Organize ideas, concepts, and
information to make important connections and distinctions
o Use appropriate and varied transitions to link the major sections of the text
o Apply correct formatting to aid in comprehension
o Provide a concluding statement or section
o Establish and maintain a formal style and objective tone
47
Academic English 2 v. 2015 - 2016o Apply norms of the
informative/explanatory writing Diction
o Use precise language to manage the complexity of the topic
o Use precise language to create clarity, voice, and tone
o Use domain-specific vocabulary to manage the complexity of the topic
Grammaro Apply standard English conventions
and demonstrate grade-appropriate command of the conventions of standard English grammar
o Use a variety of sentence structures to develop and maintain an appropriate, objective tone
o Combine sentences for clarityo Spell all words correctlyo Use capital letters correctlyo Punctuate correctly (correctly use
commas, semi-colons, quotation marks, apostrophes)
o Use correct grammar (verb and pronoun form and agreement, modifiers and transitions, word order and syntax)
o Demonstrate correct sentence formation
Writing Processo Develop writing as needed by
planning, revising, editing, and rewriting
o Develop writing as needed by trying a new approach
o Strengthen writing as needed by planning, revising, editing, rewriting
o Strengthen writing as needed by trying a new approach
o Revise to eliminate wordiness and redundancy and to delete irrelevant
48
Academic English 2 v. 2015 - 2016details
o Revise sentences for clarity
Assessment:
SWBAT: Given a central idea, identify
and explain its emergence and development using specific details
Analyze what a text explicitly and implicitly says
Draw inferences and conclusions based on an author’s explicit beliefs and assumptions about a subject
Explain, describe, analyze supportive examples of an author’s intended purpose
Analyze, interpret, evaluate the author’s use of techniques and elements to effectively communicate an idea or concept
Analyze the interrelationships of ideas and events to determine how one idea or event may interact and influence another
Identify, analyze, evaluate the structure and format of complex informational texts
Explain, interpret, analyze the effect of text organization (including headings, graphics, and charts)
Determine an author’s point of view
Identify, analyze the author’s intended purpose
Analyze, interpret, evaluate the author’s use of techniques and elements of
SWBAT: Provide an objective summary
using relevant supporting details Determine theme or central idea Analyze in detail theme’s
development Describe, analyze textual support
of author’s intended purpose Identify, explain implied or stated
main ideas using relevant supporting details
Cite strong and thorough textual evidence to support analysis of explicit information
Identify, analyze author’s intended purpose
Analyze, interpret, evaluate how authors use techniques to effectively communicate an idea or concept
Explain, interpret, compare, describe, analyze, evaluate the relationship between theme and other components
Explain, interpret, compare, describe, analyze, evaluate by comparison and contrast how major themes are developed across genres
Identify and analyze how stage directions, monologue, dialogue, soliloquy, and dialect support a dramatic script
Identify, explain, analyze the structure of poems
Identify, explain, analyze sound devices
Analyze the representation of a
SWBAT: Write informative/explanatory texts Examine and convey complex ideas,
concepts, and information clearly and accurately
Write with a sharp, distinct focus identifying topic
Write with a clear, controlling point and an awareness of the audience and task
Develop and analyze a topic with relevant information, content, and details
Write with an awareness of the audience’s knowledge of the topic
Organize ideas, concepts, and information to make important connections and distinctions
Use appropriate and varied transitions to link the major sections of the text
Apply correct formatting to aid in comprehension
Provide a concluding statement or section
Apply standard English conventions Use precise language to manage the
complexity of the topic Use domain-specific vocabulary to
manage the complexity of the topic Establish and maintain formal style and
objective tone Apply norms of the
informative/explanatory writing style Use precise language to develop and
maintain an appropriate, objective tone Use stylistic techniques to develop and
maintain an appropriate, objective tone Use a variety of sentence structures to
develop and maintain an appropriate,
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Academic English 2 v. 2015 - 2016nonfiction for effective communication of an idea or concept
Analyze how words and phrases shape meaning and tone
Explain how an author’s use of key words or phrases informs and/or influences the reader
Cite evidence to support generalizations
Read and comprehend literary nonfiction and informational texts on grade level
Read independently Read proficiently
subject of key scene in two different artistic mediums
Analyze the representation of a subject or key scene including what is emphasized or absent
Analyze how literary form relates to and influences the meaning
Explain, interpret, compare, describe, analyze, evaluate the connections between texts
Compare, evaluate narrative, poetry, and drama distinguishing characteristics
Cite evidence from text to support generalizations
Read and comprehend literary fiction on grade level
Read independently Read proficiently
objective tone Revise to eliminate wordiness and
redundancy and to delete irrelevant details
Combine sentences for cohesiveness and unity
Revise sentences for clarity Demonstrate grade-appropriate
command of the conventions of standard English grammar
Spell all words correctly Use capital letter correctly Punctuate correctly (correctly use
commas, semi-colons, quotation marks, apostrophes)
Use correct grammar (verb and pronoun form and agreement, modifiers, and transitions, word order and syntax)
Demonstrate correct sentence formation Draw evidence from literary information
texts to support analysis and reflection Apply grade-level reading standards to
the analysis and reflection of literature and literary nonfiction
Develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach
Address what is most significant for a specific purpose and audience
Resources: “Inaugural Address” by John F. Kennedy“Remarks on the Assassination of Martin Luther King, Jr.” by Robert F. Kennedy“I am Prepared to Die/I am the First Accused” by Nelson Madela“We shall fight on the Beaches Speech” by Winston Churchill“Ain’t I a Woman” by Sojourner Truth
Antigone by Sophocles“The Lake Isle of Innisfree” by William Butler Yeats“Reapers” by Jean Toomer“Mirror” by Sylvia Plath“The Long Hill” by Sara Teasdale“One Perfect Rose” by Dorothy Parker“The Lake” by Ted Hughes“A Blessing” by James Wright“Kindly Unhitch That Star, Buddy”
Writing HandoutsGrammar Handouts
50
Academic English 2 v. 2015 - 2016by Ogden Nash“The Tuft of Flowers” by Robert Frost“I Years Had Been from Home” by Emily Dickinson“Summer Remembered” by Isabella Gardner“Fifteen” by William Stafford“A Red, Red Rose” by Robert Burns“The Creation” by James Weldon Johnson“Shall I Compare Thee to a Summer’s Day?” by William ShakespeareSonnets 30, 33, 104, 116, 130 by William Shakespeare“Fear” by Hart Crane“The Daffodils; or, I Wandered Lonely as a Cloud” by William Wordsworth“Recuerdo” by Edna St. Vincent Millay“To the Thawing Wind” by Robert Frost“First Lesson” by Philip Booth“A Black Man Talks of Reaping” by Arna Bontemps“Ex-Basketball Player” by John Updike
Optional Texts: Othello and/or The Tempest by William Shakespeare
Standards:
CC.1.2.9-10.A; CC.1.2.9-10.B; CC.1.2.9-10.C; CC.1.2.9-10.D; CC.1.2.9-10.E; CC.1.2.9-10.F; CC.1.2.9-10.L
CC.1.3.9-10.A; CC.1.3.9-10.B; CC.1.3.9-10.C; CC.1.3.9-10.E; CC.1.3.9-10.F; CC.1.3.9-10.G; CC.1.3.9-10.K
CC.1.4.9-10.A; CC.1.4.9-10.B; CC.1.4.9-10.C;CC.1.4.9-10.D; CC.1.4.9-10.E; CC.1.4.9-10.F
C.E.1.1.1; C.E.1.1.2; C.E.1.1.3; C.E.1.1.5; C.E.1.1.4; C.E.2.1.1; C.E.2.1.2; C.E.2.1.3; C.E.2.1.4; C.E.2.1.6; C.E.2.1.7; C.E.3.1.1; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5
51
Academic English 2 v. 2015 - 2016Comments: Running concurrently through all units of study is vocabulary acquisition in non-fiction and fiction
Unit 7: Justice and Judgement Duration: May (4 weeks)Literacy Non-Fiction Skills Literacy Fiction Skills Writing
Content Central Idea (Theme)o Developmento Stated or implied main
ideaso Interrelationships of ideas
and events Comprehension
o Independent readingo Proficient reading
Key Details and Events Seminal U.S. Documents of
Historical Significance
Central Idea (Theme)o Developmento Character’s contribution to
theme developmento Interrelationship of ideas
and events Comprehension
o Independent readingo Proficient reading
Characterso Complexo Actions/motivationso Interactionso Traditional/contemporary
issues Literary Elements/Figurative
Languageo Symbolismo Allusiono Flashbacko Imageryo Simileo Metaphoro Hyperboleo Dialecto Irony
Ploto Key details and eventso Comparison of relationshipso Ordero Construction
Point of Viewo Types of point of viewo Impact of point of view
Written Project
52
Academic English 2 v. 2015 - 2016o Author’s choice of point of
viewo Textual Support
Essential Question:
How does interaction with a text provoke thinking and response?
How does interaction with a text provoke thinking and response?
To what extent does the writing process contribute to the quality of writing?
How do we develop into effective writers?
What role does writing play in our lives?
Skill: Central Idea (Theme)o Analyze the development
and explain the emergence of a central idea (theme) with specific details
o Identify the main idea with details
Comprehensiono Read and comprehend
literary nonfiction and informational texts on grade level
o Read independently and proficiently
Key Details and Events Seminal U.S. Documents of
Historical Significanceo Analyze seminal U.S.
documents of historical and literary significance
o Analyze how seminal U.S. historical and literary documents address related themes and concepts
Central Idea (Theme)o Determine the theme or
central ideao Analyze in detail theme’s
developmento Identify and explain the main
ideao Explain, interpret, compare,
describe, analyze, and evaluate the relationship between theme and other elements of fiction
o Interpret, compare, describe, analyze, and evaluate by comparison and contrast development of major themes across genres
o Explain, interpret, compare, describe, analyze, and evaluate the development of traditional/contemporary issues, themes, motifs, universal characters, and genres
o Explain, interpret, compare, describe, analyze, and evaluate the relationship of theme to the historical
Topico Examine and convey complex ideas,
concepts, and information clearly and accurately
o Develop a topic with relevant information, content, and details
Analysiso Apply grade-level reading
standards to the analysis and reflection of literature and literary nonfiction
o Analyze a topic with relevant information, content, and details
Supportive Evidenceo Draw evidence from literary or
informational texts to support analysis and reflection
Audience and Purposeo Address what is most significant for
a specific purpose and audienceo Write with a sharp, distinct focus
identifying audience, task, and topic
o Write with an awareness of audience’s knowledge of the topic
o Use stylistic techniques to develop and maintain an appropriate, objective tone
53
Academic English 2 v. 2015 - 2016period, including its themes and issues
Characterso Analyze how complex
characters develop, interact with other characters, advance the plot, and develop a theme
o Explain, interpret, compare, describe, analyze, and evaluate the characters’ actions, motives, dialogue, emotion/feelings, traits, and relationships between characters
o Explain, interpret, compare, describe, analyze, and evaluate the relationship between characters and other components
o Explain, interpret, compare, describe, analyze, and evaluate the development of complex characters and their roles and functions
Comprehensiono Read and comprehend
literary fiction on grade levelo Read independently and
proficiently Literary Elements/Figurative
Languageo Analyze, interpret, and
evaluate how authors use techniques to effectively communicate an idea of concept
o Analyze, interpret, and evaluate how authors use
Organization/ Formattingo Organize ideas, concepts, and
information to make important connections and distinctions
o Use appropriate and varied transitions to link the major sections of the text
o Apply correct formatting to aid in comprehension
o Provide a concluding statement or section
o Establish and maintain a formal style and objective tone
o Apply norms of the informative/explanatory writing
Dictiono Use precise language and domain-
specific vocabulary to manage the complexity of the topic
o Use precise language to create clarity, voice, and tone
Grammaro Apply standard English conventions
and demonstrate grade-appropriate command of the conventions of standard English grammar
o Use a variety of sentence structures to develop and maintain an appropriate, objective tone
o Combine sentences for clarityo Spell all words correctlyo Use capital letters correctlyo Punctuate correctly (correctly use
commas, semi-colons, quotation marks, apostrophes)
o Use correct grammar (verb and pronoun form and agreement, modifiers and transitions, word order and syntax)
54
Academic English 2 v. 2015 - 2016elements of fiction to effectively communicate an idea or concept
o Explain, interpret, compare, describe, analyze, interpret, and evaluate the reflection of traditional and contemporary issues, themes, motifs, universal characters, and genres
o Explain, interpret, compare, describe, and evaluate the relationship between setting and other elements of fiction
o Explain, interpret, compare, describe, analyze, and evaluate how voice and choice of speaker affect the mood, tone, and/or meaning
o Identify, explain, interpret, describe, and analyze the effects of personification, simile, metaphor, hyperbole, foreshadowing, flashback, imagery, symbolism, dialect, allusion, and irony
Ploto Explain, interpret, compare,
describe, analyze, and evaluate the elements of the plot construction and other components
o Explain, interpret, compare, describe, analyze, and evaluate how the author structures plot to advance the action
Point of Viewo Determine point of view
o Demonstrate correct sentence formation
Writing Processo Develop and strengthen writing as
needed by planning, revising, editing, rewriting, and trying a new approach
o Revise to eliminate wordiness and redundancy and to delete irrelevant detailsRevise sentences for clarity
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Academic English 2 v. 2015 - 2016o Explain, interpret, compare,
describe, analyze, and evaluate the impact the point of view has on meaning
o Explain, interpret, compare, describe, analyze, and evaluate the point of view
Textual Supporto Explain, describe, and
analyze the author’s intended purpose using textual support
o Identify and explain relevant supporting details
o Summarize key details and events
o Cite strong and thorough textual evidence to support analysis of explicit information
o Draw conclusionso Cite evidence to support
generalizations
Assessment:
SWBAT: Identify a central idea and
describe and analyze its development with specific details
Given a central idea, explain the emergence of the central idea with specific detail
Write an objective summary including specific details
Given a selection, determine stated or implied main ideas
Locate and explain stated or implied main ideas using supporting, relevant details
SWBAT: Determine theme or central
idea Analyze in detail theme’s
development Provide an objective summary Explain, describe, and analyze
textual support of author’s intended purpose
Identify and explain stated or implied main ideas
Identify and explain relevant supporting details
Summarize key details and events
SWBAT: Write informative/explanatory texts Examine and convey complex ideas,
concepts, and information clearly and accurately
Write with a sharp, distinct focus identifying topic
Write with a clear, controlling point and an awareness of the audience and task
Develop and analyze a topic with relevant information, content, and details
Write with an awareness of the audience’s knowledge of the topic
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Academic English 2 v. 2015 - 2016 Cite evidence to support
generalizations Analyze the interrelationships
of ideas and events to determine how one idea or event may interact and influence another
Analyze seminal U.S. documents of historical and literary significance
Analyze how seminal U.S. historical and literary documents address related themes and concepts
Explain, interpret, compare, describe, analyze, and evaluate the relationship between the theme and other elements of fiction
Explain, interpret, compare, describe, analyze, and evaluate by comparison and contrast develop of major themes across genres
Explain, interpret, compare, describe, analyze, and evaluate the development of traditional/contemporary issues, themes, motifs, universal characters, and genres
Explain, interpret, compare, describe, and analyze the relationship of theme to the historical period
Cite strong and thorough textual evidence to support analysis of explicit information
Cite evidence from text to support generalizations
Analyze how complex characters develop, interact with other characters, advance the plot, and develop a theme
Analyze, interpret, and evaluate how authors use techniques to effectively communicate an idea or concept
Analyze, interpret, and evaluate how authors use elements of fiction to effectively communicate an idea or concept
Explain, interpret, compare, describe, analyze, and evaluate
Organize ideas, concepts, and information to make important connections and distinctions
Use appropriate and varied transitions to link the major sections of the text
Apply correct formatting to aid in comprehension
Provide a concluding statement or section
Apply standard English conventions Use precise language to manage the
complexity of the topic Use domain-specific vocabulary to
manage the complexity of the topic Establish and maintain formal style
and objective tone Apply norms of the
informative/explanatory writing style Use precise language, stylistic
techniques, and a variety of sentence structures to develop and maintain an appropriate, objective tone
Revise to eliminate wordiness and redundancy and to delete irrelevant details
Combine sentences for cohesiveness and unity
Revise sentences for clarity Demonstrate grade-appropriate
command of the conventions of standard English grammar
Spell all words correctly Use capital letter correctly Punctuate correctly (correctly use
commas, semi-colons, quotation marks, apostrophes)
Use correct grammar (verb and pronoun form and agreement, modifiers, and transitions, word order and syntax)
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Academic English 2 v. 2015 - 2016the characters’ actions, motives, dialogue, emotion/feelings, traits, and relationships between characters
Explain, interpret, compare, describe, analyze, and evaluate the relationship between characters and other components
Explain, interpret, compare, describe, analyze, and evaluate the development of complex characters and their roles and functions
Explain, interpret, compare, describe, analyze, and evaluate the relationship between theme and other components
Explain, interpret, compare, describe, analyze, and evaluate by comparison and contrast how major themes are develop across genres
Explain, interpret, compare, describe, analyze, and evaluate the reflection of traditional and contemporary issues, themes, motifs, universal characters, and genres
Explain, compare, describe, analyze, and evaluate the way in which a work of literature is related to the themes and issues of its historical period
Determine, analyze, explain, interpret, compare, describe, analyze, and evaluate the point of view
Explain, interpret, compare, describe, analyze, and evaluate
Demonstrate correct sentence formation
Draw evidence from literary information texts to support analysis and reflection
Apply grade-level reading standards to the analysis and reflection of literature and literary nonfiction
Develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach
Address what is most significant for a specific purpose and audience
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Academic English 2 v. 2015 - 2016impact of point of view of the meaning
Analyze how an author’s plot order creates an effect
Analyze how an author’s manipulation of time creates an effect
Analyze, interpret, and evaluate how the author uses techniques to effectively communicate an idea or concept
Explain, interpret, compare, describe, and evaluate the relationship between setting and other elements of fiction
Explain, interpret, compare, describe, analyze, and evaluate the elements of the plot construction
Explain, interpret, compare, describe, analyze, and evaluate the relationship between elements of the plot and other components
Explain, interpret, compare, describe, analyze, and evaluate how the author structures plot to advance action
Identify, explain, interpret, describe, and analyze the effects of personification, simile, metaphor, hyperbole, foreshadowing, flashback, imagery, symbolism, dialect, allusion, and irony
Explain, interpret, compare, describe, analyze, and evaluate connections between texts
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Academic English 2 v. 2015 - 2016
Resources:
Author Background of John SteinbeckHistorical documents
Of Mice and Men by John Steinbeck
Writing HandoutsGrammar Handouts
Standards:
CC.1.2.9-10.A; CC.1.2.9-10.B; CC.1.2.9-10.I
L.N.1.3.1; L.N.1.3.2; L.N.2.1.1; L.N.2.1.2;
CC.1.3.9-10.A; CC.1.3.9-10.B; CC.1.3.9-10.C; CC.1.3.9-10.D; CC.1.3.9-10.E; CC.1.3.9-10.F; CC.1.3.9-10.H
L.F.1.3.1; L.F.1.3.2; L.F.2.3.4; L.F.2.1.1; L.F.2.1.2; L.F.1.1.3; L.F.2.3.1; L.F.2.3.6; L.F.2.3.2; L.F.2.3.3; L.F.2.5.1; L.F.2.2.2; L.F.2.4.1
CC.1.4.9-10.A; CC.1.4.9-10.B; CC.1.4.9-10.C;CC.1.4.9-10.D; CC.1.4.9-10.E; CC.1.4.9-10.F
C.E.1.1.1; C.E.1.1.2; C.E.1.1.3; C.E.1.1.5; C.E.1.1.4; C.E.2.1.1; C.E.2.1.2; C.E.2.1.3; C.E.2.1.4; C.E.2.1.6; C.E.2.1.7; C.E.3.1.1; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5
Comments: Running concurrently through all units of study is vocabulary acquisition in non-fiction and fiction
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