English II 2016-2017 Guide Beta

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English II

2016-2017

Course Numbers

LA205/206 and LA205IB/206IB and LA205C/206C

LA2050/2060 (and LA2050IB/2060IB)

English II 2016-2017

2

Course Description

English II continues the development of the structures of communication with an emphasis on the language arts of speaking and listening. Through the communication of ideas in both writing and speaking, students will learn to use information responsibly, accurately, and ethically. Students will communicate through a variety of mediums, including technology, to recognize the role evaluation and response have on oral communication.

Read the full language of the Core Standards here.

Standards-Referenced Grading Basics

The teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3.

When identifying a Topic Score, the teacher looks at all evidence for the topic. The table to the right shows which Topic Score is entered based on what the Body of Evidence shows. Only scores of 4, 3.5, 3, 2.5, 2, 1.5, 1, and 0 can be entered as Topic Scores.

Evidence shows the student can... Topic Score

Demonstrate all learning targets from Level 2, Level 3, and Level 4 4.0

Demonstrate all learning targets from Level 2 and Level 3 with partial success at Level 4 3.5

Demonstrate all learning targets from Level 2 and Level 3 3.0

Demonstrate all Level 2 learning targets and some of the Level 3 learning targets 2.5

Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3 2.0

Demonstrate some of the Level 2 learning targets and none of the Level 3 learning targets 1.5

Demonstrate none of the learning targets from Level 2 or Level 3 1.0

Produce no evidence appropriate to the learning targets at any level 0

*Students who demonstrate success at Level 3 learning targets but not Level 2 learning targets are the students for whom additional investigation and multiple opportunities are most vital.

Scale Level Symbols The targets on this level can be changed Targets on this level can not be changed More targets can be added to this level

No targets are written at this level

The common core state standard code is located on each scale.

The Learning Goal is the complete Level 3 of the scale.

Each lettered bullet point represents one Learning Target.


3

Course Map

Unit Duration Content Standards Grading Topics Year-Long Standards

Unit One: Survey of Fiction ~9 Weeks

• Reading Literature 1 • Reading Literature 3 • Analyzing Complex Characters Collected & Reported:

• Constructing Writing [W4, W5, L3] Collected & Reported Unscored : • Comprehending Text [RL10, RI10]

Collected But Not Reported: • Applying Grammar and Mechanics [L1, L2] • Mastering Vocabulary [RL4, RI4, L4]

• Reading Literature 2 • Analyzing Theme

Unit Two: Literary Analysis ~9 Weeks

• Writing 1 • Writing 9 • Writing Text Analysis

Unit Three: Speech and Argument

~9 Weeks

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

• Evaluating Arguments and Purpose

Collected & Reported: • Mastering Vocabulary [RL4, RI4, L4] • Constructing Writing [W4, W5, L3] • Applying Grammar and Mechanics [L1, L2] • Comprehending Text [RL10, RI10]

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

• Constructing Speeches

• Delivering Presentations

Unit Four: The Study of Non-Fiction

~9 Weeks

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

• Integrating Multiple Texts

• Reading Informational Text 1 • Writing 2

• Writing Informative/ Explanatory Text

Course Texts English II uses a literature textbook that mirrors that of our English I reading materials and echoes elements of ELA7 and ELA8. English II also uses a writing and grammar textbook aligned to all courses from ELA6 through English II.

• Student Literature: Holt McDougal Literature Grade 10 © 2012 • Grammar and Writing: Prentice Hall Writing Coach Grade 10 © 2012

Grade Fall SRI Winter SRI Spring SRI 10 October 14 December 22 May 31


4

Year-Long Language Arts Grading Topics

CCSS: RL10.4, RI10.4, L10.4

Grading Topic: Mastering Vocabulary [Post ONLY in Semester 2]

4

In addi t ion to s core 3 .0 per formance , s tudents demonstra te they have the ab i l i t y to : A. Analyze the cumulative impact of specific word choices on meaning and tone in a text (for example, how the language evokes a sense of time and place; how it sets

a formal or informal tone)

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

A. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings B. Analyze nuances in the meaning of words with similar denotations in a text Learning

Goal 2

Students demonstra te they have deve loped the ab i l i t y to : A. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening B. Identify specific words that have an impact on meaning and tone in a text

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. No District Tiered

Assessments.

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


5

Year-Long Language Arts Grading Topics, Continued

CCSS: RL10.10, RI10.10

Grading Topic: Comprehending Text [Post in Semester 1 AND Semester 2]

4

Students demonstra te they have the ab i l i t y to : • Read text at the 1350+ Lexile Level (Advanced)

SRI to be administered a

minimum of three times (Fall, Winter, and Spring). The

SRI can be additionally

administered up to twice more (for a total of five tests).

3.5

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


• Read text at the 1200-1274 Lexile Level (Proficient) Learning Goal 2.5

Students demonstra te they have the ab i l i t y to : • Read text at the 1125-1199 Lexile Level (Basic)

2

Students demonstra te they have the ab i l i t y to : • Read text at the 1050-1124 Lexile Level (Basic)

1.5

Students demonstra te they have the ab i l i t y to : • Read text at the 525-1049 Lexile Level (Below Basic)

1

Students demonstra te they have the ab i l i t y to : • Read text at the BR-524 Lexile Level (Below Basic)



6


CCSS W10.4, W10.5, L10.3

Grading Topic: Constructing Writing [Post in Semester 1 AND Semester 2]

4 In addition to score 3.0 performance, the student demonstrates a command of voice and style that rises above formulaic writing.

3

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

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

Learning Goal

2

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

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. No District Tiered Assessments



7


CCSS: L10.1, L10.2

Grading Topic: Applying Grammar and Mechanics [Post ONLY in Semester 2]

4

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

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

3

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

A. Use parallel structure B. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent, noun, relative, adverbial) to

convey specific meanings C. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses D. Use a colon to introduce a list or quotation

Learning Goal

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

A. Use grammar and usage in isolation B. Use conventions in isolation

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. No District Tiered Assessments

Topic Guidance Questions for Students... Advice for Teachers... • Note that a student who uses the identified grammar and mechanics in

context appropriately can earn a 3. If they use the identified elements incorrectly, they earn a 1. A 2 can only be earned on activities that deal with the identified elements in isolation (such as assignments in Writing Coach or other worksheet or exercise banks).


8

UNIT ONE: Survey of Fiction 9 weeks

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

Overview of Unit Materials Textbook Resources Commonly Used Full-Length Texts Supplemental Material

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

• Harrison Bergeron (p. 36) • The Possibility of Evil (p. 202) • Searching for Summer (p. 64) • Everyday Use (p. 48) • There Will Come Soft Rains (p.

324)

No specific text from this list is required, but these are texts most commonly taught in this course in DMPS.

• The Absolutely True Diary of a Part-Time Indian • Tuesdays with Morrie • A Lesson Before Dying • First They Killed My Father • Lord of the Flies • To Kill a Mockingbird

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

• A Brief Moment in the Life of Angus Bethune

• The Odyssey

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

Mechanics Comprehending Text

• Text-specific vocabulary from short pieces and full-length texts read throughout the unit

• Writing tasks that support Analyzing Complex Characters

• Writing tasks that support Analyzing Theme

• Revision of significant tasks

• The following chapters of Writing Coach are appropriate to the requirements of this topic: 15.1, 15.2, 15.3, 16.6, 16.7, 23.3

• At minimum, this unit should work on Phrases, Clauses, Sentence Structure, and foundational skills needed to support both

• Fall SRI administered during this unit


9

Unit 1 Topic Scales

CCSS RL10.1, RL10.3

Grading Topic: Analyzing Complex Characters

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the learning goal.

3

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

this analysis B. Analyze how complex characters interact with other characters in a text and cite textual evidence to support this analysis C. Analyze how complex characters advance the plot or develop the theme of a text and cite textual evidence to support this analysis

Learning Goal


A. Recognize or recall specific vocabulary such as: analyze, develop, interact, motivation B. Describe the characters in a text C. Describe what a text says explicitly and draw logical inferences

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA2-QI

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

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


10

Unit 1 Topic Scales, Continued

CCSS RL10.1, RL10.2

Grading Topic: Analyzing Theme



A. Analyze the development of a theme over the course of a text, including how it emerges and is refined by specific details, and cite textual evidence to support this analysisLearning

Goal


A. Recognize or recall specific vocabulary such as: development, theme B. Determine a theme of a text C. Describe what a text says explicitly and draw logical inferences

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA2-CI

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

(cultural, historical, pastoral, recurring, and universal).

• Theme at this level is a statement, not a single word.


11

UNIT TWO: Literary Analysis 9 weeks

Organizing Principles: A unit focused on a deep reading of a complex fiction text coupled with practice in writing literary analyses. While a large analysis paper is sure to be a common culminating activity, opportunities for multiple analyses in shorter formats should be liberally spaced throughout the unit. This unit also allows continued collection of evidence from all of the Unit 1 topics, as the two flow nicely into and across one another.



• Pending


• Tuesdays With Morrie • Feed • The Orphan Train • Lord of the Flies • I Know Why the Caged Bird Sings • To Kill a Mockingbird • How the Garcia Girls Lost Their Accents • The Grapes of Wrath


• Pending



• Text-specific vocabulary from short stories and full-length texts read throughout the unit

• Revision of significant tasks, with particular emphasis on Writing Text Analysis tasks


• At minimum, this unit should work on Parallel Structure, Coordination, and foundational skills needed to support both

• Winter SRI administered by the end of this unit


12

Unit 2 Topic Scale

CCSS: W10.1, W10.9

Grading Topic: Writing Text Analysis


3

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

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

Learning Goal

2

Students demonstra te they have deve loped the ab i l i t y to : A. Recognize or recall specific vocabulary such as: thesis, claim, analysis, evidence, cohesion B. Construct a thesis C. Establish a claim and provide relevant evidence for the claim D. Write analyses using a template or graphic organizer

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA2-LW



13

UNIT THREE: Speech and Argument 9 weeks

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



• Pending


• The Color of Water • To Kill a Mockingbird • The Absolutely True Diary of a Part-Time Indian • Tuesdays With Morrie • Julius Caesar


• The Struggle for Human Rights (Eleanor Roosevelt)

• Responding to Landmines (Princess Diana)

• State of the Union, Jan 2016 (Barack Obama)

• 9/11 Address to the Nation (George W. Bush)

• You Can’t Hate the Roots of a Tree and Not Hate the Tree (Malcom X)

• On Violence Against Women (Patrick Stewart)



• Text-specific vocabulary from short passages and full-length texts read throughout the unit

• Writing tasks that support Evaluating Arguments and Purpose

• Revision of significant tasks (particularly Constructing Speeches and Delivering Presentations tasks)


• At minimum, this unit should work on Semi-Colons, Colons, and foundational skills needed to support both

• Any student without 2 SRI scores by this point should take the test between February 15th and March 15th


14

Unit 3 Topic Scales

CCSS: RI10.6, RI10.8, SL10.3

Grading Topic: Evaluating Arguments and Purpose


3

Students demonstra te they have the ab i l i t y to : A. Analyze how an author or speaker uses rhetorical appeals (ethos, logos, pathos) to advance their position or purpose and address the intended audience of a text

or speech B. Evaluate whether the claims and evidence in an argument are relevant and sufficient C. Identify types of reasoning used in an argument (deductive, inductive, and fallacious) and whether the reasoning is valid

Learning Goal

2

Students demonstra te they have deve loped the ab i l i t y to : A. Recognize or recall specific vocabulary such as: audience, purpose, rhetoric, fallacious reasoning, sufficient, valid B. Identify the audience of a text or speech C. Identify a speaker’s or author’s position and reasoning D. Delineate the argument and specific claims in a text or speech E. Identify evidence used by an author or speaker to support his or her message F. Identify examples of false statements and fallacious reasoning in isolation

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA2-AR

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

(what is absolutely true), inductive (what is observably most true), and fallacious (what you think is true).


15


CCSS: SL10.2, SL10.4, SL10.5

Grading Topic: Constructing Speeches

4 In addition to score 3.0 performance, the student demonstrates a command of language and organization that rises above formulaic speech writing.

3

Students demonstra te they have the ab i l i t y to : A. Construct a speech that presents information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning

and the organization, development, substance, and style are appropriate to purpose, audience and task B. Integrate information from multiple sources of information presented in diverse media or formats (for example, visually, quantitatively, orally) C. Evaluate the credibility and accuracy of multiple sources of information presented in diverse media or formats

Learning Goal

2

Students wi l l per form bas i c proc e s s e s , such as : A. Recognize and recall specific vocabulary such as: credibility, accuracy B. Identify the characteristics of credible and accurate sources of information C. Prepare an outline in preparation for writing a complete speech D. Write a speech that conforms to the task, purpose, and audience of a given situation

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA2-SL



16


CCSS: SL10.2, SL10.4, SL10.5

Grading Topic: Delivering Presentations

4 In addition to score 3.0 performance, the student demonstrates a command of speaking and flow that rises above formulaic presentation.

3

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

reasoning, and evidence C. Use appropriate eye contact, adequate volume, and clear pronunciation

Learning Goal

2 Students wi l l per form bas i c proce s s e s , such as :

A. Recognize and recall specific vocabulary such as: concise, substance, style, enhance, articulate B. Incorporate a digital visual aid into a presentation C. Present a speech that conforms to the task, purpose, and audience of a given situation

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA2-SL

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

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


17

UNIT FOUR: The Study of Non-Fiction 9 weeks

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



• Pending


• The Color of Water • First They Killed My Father • I Am Malala


• Pending



• Text-specific vocabulary from articles, short stories, and full-length texts read throughout the unit

• Writing tasks that support Integrating Multiple Texts

• Revision of significant tasks, with particular emphasis on Writing Informative/Expository Text tasks


• This unit provides additional opportunity for assessment and extension on the year-long grammatical elements

• Spring SRI administered during this unit.


18

Unit 4 Topic Scales

CCSS: RI10.2, RI10.3, RI10.5, RI10.9

Grading Topic: Integrating Multiple Texts


3

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

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

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

clear, convincing, and engaging

Learning Goal

2

Students demonstra te they have deve loped the ab i l i t y to : A. Recognize or recall specific vocabulary such as: compare, concept, contrast, rhetorical features, central idea, text structure B. Identify rhetorical features of texts C. Determine a central idea in a text D. Summarize a text objectively E. Describe how the author unfolds the analysis or series of ideas or events in a text F. Explain the author’s structural choices in a text

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA2-RC



19


CCSS: RI10.1, W10.2

Grading Topic: Writing Informative/Expository Texts


3

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

A. Organize concepts and information to make important connections and distinctions B. Develop the topic with relevant and sufficient support (such as extended definitions, concrete details, quotations, and examples appropriate to the audience) C. Use appropriate and varied transitions to create cohesion and clarify relationships among concepts D. Use precise language appropriate to the audience and topic E. Establish and maintain a formal style and objective tone F. Construct a conclusion that articulates the implications or significance of the topic

Learning Goal

2

Students demonstra te they have deve loped the ab i l i t y to : A. Recognize or recall specific vocabulary such as: articulate, audience, cohesion, formal style, informative/explanatory, tone, support, thesis, transition B. Introduce a topic C. Use transitions to connect sections of writing D. Provide a conclusion E. Draw relevant evidence from a text to develop an idea

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA2-IW


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English II 2016-2017 Guide Beta