Map Gr10 Q4.… · Web viewStudent can demonstrate the ability to command the conventions of standard English grammar and usage when writing or speaking. L.9-10.2. Student can demonstrate

English II Curriculum Map 4th Quarter

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.

Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will

Shelby County SchoolsPage 1 of 29

English II Curriculum Map 4th Quartersee high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile levels are listed on the Curriculum Maps. Additionally, qualitative evidence is provided in the textbooks for anchor texts and should be used to inform planning.

In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ strategies found in our comprehensive plan for improving literacy and learning. Our plan advises that during the literacy block, teachers should use the following times:

Whole-Group Instruction (estimated time 20-25 minutes)-This time is used to engage all students in grade level information at the same time. The purpose of whole group is to introduce and/or reinforce new knowledge, skills, or concepts; this often includes teacher modeling and practice.

Small-Group Instruction (estimated time 45-60 minutes)- During this time, students engage in either teacher-led small group or student workstations. Small group instruction is a time to solidify the concepts learned in the whole group setting. This time allows the teacher to support students in a differentiated manner, and allows students to practice new skills and build on skills learned previously.

Whole-Group Closure (estimated time 5-10 minutes)-This time should be used to bring closure to the day’s lesson. This may include a quick assessment of students’ learning.

The above represents guidelines, but professional judgment should always be used when planning and instructing.


English II Curriculum Map 4th QuarterHow to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.(2) Reading, writing, and speaking grounded in evidence from text, both literary and

informational. (3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, here are some high-leverage resources around each of the three shifts that teachers should consistently access.


Complex Text

Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers.The standards build a staircase of text complexity so that all students are ready for the demands of college and career-level reading no later than the end of the high school.

Evidence from Text

The standards place a premium on students writing to sources. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence will be essential for effective argumentative and informational writing.

Building Knowledge

Building knowledge through content rich non-fiction plays an essential role in literacy and in the standards. In 6–12, ELA classes place much greater attention to a specific category of informational text—literary nonfiction—than has been traditional.The standards strongly recommend that students build coherent general knowledge both within each year and across years.

English II Curriculum Map 4th QuarterThe Tennessee State Literacy Standards

The Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):http://tn.gov/education/article/english-language-arts-standards

Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Links to Support Vocabulary Instruction & Developmenthttp://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/https://wvde.state.wv.us/strategybank/VocabularyStrategies.htmlhttps://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Project:http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Read- and Think-Alouds, Shared Reading, Guided Reading, Vocabulary

https://www.tn.gov/assets/entities/readtobeready/attachments/Interactive_Read_Aloud_Toolkit.pdf

Teachers can use these resources to enhance interactive read- and think-aloud practices.

VocabularyFor each text, there is a direct link to the ACADEMIC WORD FINDER for the specific text. Teacher can access high-impact words, definitions, and examples to provide directly to students. Please note that words should be taught in context of the text, even if direct definitions and examples are provided. It is certainly appropriate to provide definitions and examples of the meaning of words and phrases, and to discuss how that word is used within the text itself. Students may also discuss the meaning of the word as it may apply to a variety of contexts within and outside of the text. If providing direct definitions, please create a glossary to give directly to students and/or project the definitions. Ideally, students will have online access and regular practice with technology, for they can access the ACADEMIC WORD FINDER and click on words as they read the text.




http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

https://wvde.state.wv.us/strategybank/VocabularyStrategies.html

http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/

http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/

http://tn.gov/education/article/english-language-arts-standards

English II Curriculum Map 4th QuarterBecause copying the definitions of words is not a cognitive task, we assert that time is better spent discussing the meaning of the word, given its definition and context. Here are some resources to provide support for vocabulary instruction:

http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger http://www.learningunlimitedllc.com/2012/12/marzanos-6-step-vocabulary-process/

Using the Curriculum Maps, Grades 9-12 Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.” Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column. Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the evidence statements to help. Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives. Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit

an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills. Using your Pearson TE and other resources cited in the curriculum map, plan your week using your school’s preferred lesson plan template. Remember to include differentiated

activities throughout your lesson, as appropriate to meet students’ needs, particularly in teacher-led, small group instruction and literacy stations.

Key Terms: Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain

meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.

• Academic Language or Vocabulary: The language of schools and books; language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.

• Text Complexity: A tool used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task. All three factors are taken into consideration when determining the complexity level and grade appropriateness of literary and informational texts.

• Evidence Statements: Statements taken directly from the standards that describe the knowledge and skills students should be able to demonstrate when completing an assessment item or task. Because the evidence statements usually divide each standard into individual skills, the statements can be used to support the crafting of objectives. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.

Essential Questions: Specific questions to the text(s) that often summarize the “big understanding” of what students should receive from the text(s) for the unit of study. They are open-ended questions that do not have a single, correct answer, require support and evidence from the text, and often call for higher-order thinking.

Skills Based and Meaning Based Competencies

In early grade classrooms especially, there is a need for both skills based and meaning based competencies. Both types of instruction are equally important– instruction focused on reading foundational skills and instruction focused on building knowledge and vocabulary.


http://www.learningunlimitedllc.com/2012/12/marzanos-6-step-vocabulary-process/

http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger


Our comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the ‘I do’ and/or ‘We do’ instructional phase before releasing the responsibility to the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson.



Quarter 4 At-a-GlanceIn the 4th quarter, students will read Sophocles’ Antigone, which is a play that speaks to facing the human law versus divine law dilemma. The second play that students will read is An Enemy of the People by Henrik Isben. Students will complete a culminating task by writing an essay that compares and contrasts the themes presented in the two dramas. Finally, students will complete a presentation project that requires them to research a career.

English II, Quarter 4Texts Recommendations



Week 1 Antigone, Part 1 (Prologue through Scene 2) p. 814, NP

To assist teachers with scaffolding instruction, the qualitative measures of the anchor text are provided here. These measures are based on the Text Complexity – Qualitative Measures Rubric.

Anchor Text: Antigone by Sophocles, p. 814, NPa. Knowledge Demands – Very Complex b. Text Structure – Slightly Complex c. Language Features – Slightly Complexd. Meaning – Exceedingly Complex e. Overall Complexity – Very Complex

Supplemental Resources Introduction to Greek Drama (video) http://bit.ly/2kGqYLu (7:53) Ancient Greece Photo Gallery- http://www.history.com/topics/ancient-history/ancient-greece/pictures Hundreds Arrested in Protest over shootings by Police - http://cnn.it/2l1RLFj

All supplemental texts can be found Here .

Week 2 Antigone, Part 2 (Scenes 3-5) p. 838, NP

Week 3 1) “Santa Clause Meets Sophocles” p.8652) “A ‘Prequel’ to Antigone” p. 866

Week 4 “An Enemy of the People”, p. 870, NP

To assist teachers with scaffolding instruction, the qualitative measures of the anchor text are provided here. These measures are based on the Text Complexity – Qualitative Measures Rubric.

Anchor Text: from An Enemy of the People by Henrik Ibsen, p. 870, NPa. Knowledge Demands – Slightly Complex b. Text Structure –Slightly Complex c. Language Features – Slightly Complexd. Meaning – Very Complex e. Overall Complexity – Moderately Complex

Week 5 Writing Workshop Students will complete a writing task that requires them to compare the themes represented in each of the major dramas and how the authors chose to present them.

Week 6 1) The County of Sonoma Volunteer Application p. 10092) BLS Career Information: Urban Planner p. 1011

Analyze Functional and Expository Texts

Week 71) Careers in Science: Firefighter p. 11232) City of Perry Fire Department: The Georgia Certified

Firefighters Physical Agility Test p. 1125Analyze Expository Texts

Week 8 Career Writing / Mini Project

Students use the information presented in the career text sets and their own research to make a career selection and present their findings in writing. Students may start with the Bureau of Labor Statistics for information for their mini project. -- https://www.bls.gov/home.htm

Week 9 Culminating Presentations Students will present their writing.

Weeks 1 – 5Reading Selections / Anchor Texts


https://www.bls.gov/home.htm

https://www.dropbox.com/s/n9czfb7r11csfk4/SCASS_Text_Complexity_Qualitative_Measures_Lit_Rubric_2.8.pdf?dl=0

https://www.dropbox.com/sh/9p0mtys33de0o1f/AAAADcSL0M1G0l5Yh9B7qHfua?dl=0

http://cnn.it/2l1RLFj

http://www.history.com/topics/ancient-history/ancient-greece/pictures

http://bit.ly/2kGqYLu

https://www.dropbox.com/s/n9czfb7r11csfk4/SCASS_Text_Complexity_Qualitative_Measures_Lit_Rubric_2.8.pdf?dl=0

English II Curriculum Map 4th QuarterWeek 1

Antigone Part I (Prologue through Scene 2), p. 814, NP Week 2

Antigone Part 2 (Scene 3-5), p. 838, NPWeek 3

1) “Santa Clause Meets Sophocles” p.8652) “A ‘Prequel’ to Antigone” p. 866

Week 41) An Enemy of the People p. 870, NP2) Flint Water Crisis Fast Facts--http://www.cnn.com/2016/03/04/us/flint-water-crisis-fast-facts/3) Michigan Governor to Drink Flint Water for At Least a Month-- https://newsela.com/articles/flint-governor/id/16845/ 4) Here’s How Flint Water Crisis Happened (video, 4 m, 28 sec.)-- http://www.cnn.com/videos/us/2016/01/21/flint-michigan-water-crisis-ganim-dnt-ac.cnn

Week 5 Culminating Task- Writing Workshop

Essential Question: To what extent does experience determine what we perceive to be true?

Performance Task: Students will respond to the following prompt: Compare and contrast the themes expressed in Antigone and An Enemy of the People. Begin with a brief summary of each text and move into a discussion of how the themes are developed over the course of the text. Consider how the characters develop the theme. Use evidence from both texts.

TN Ready Standards Evidence Statements Content


http://www.cnn.com/videos/us/2016/01/21/flint-michigan-water-crisis-ganim-dnt-ac.cnn

https://newsela.com/articles/flint-governor/id/16845/

http://www.cnn.com/2016/03/04/us/flint-water-crisis-fast-facts/

English II Curriculum Map 4th QuarterWeek 1 Reading: Literature

RL.9-10.2 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.

RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

LanguageL.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.B. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Speaking & ListeningSL.9-10.4 Present 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.

WritingW.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.A. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful

Reading: LiteratureRL.9-10.2 Student can provide the theme of the text. RL.9-10.2 Student can analyze how the theme is developed throughout the text. RL.9-10.2 Student provide an objective summary of the text.

RL.9-10.3 Student can describe the main characters’ traits based on thoughts and actions. RL.9-10.3 Student can identify and describe growth and change in the main characters. RL.9-10.3 Student can explain how the character’s thoughts and actions develop the theme.

LanguageL.9-10-1b Students can identify a participle and use them correctly in writing. L.9-10-1b Students can identify a gerund and use them correctly in writing.L.9-10-1b Students can identify independent and subordinate clause. L.9-10-1b Students can use independent and subordinate clauses in writing.


WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

Selection for Week 1Antigone, Part 1 (Prologue through Scene 2) p. 810

Week 1 Multiple reads of Antigone with annotation and use of graphics. Engagement with multilevel text dependent questions. Use of graphics to organize thoughts and discussions about

characters and themes. Use of vocabulary strategies to define unknown words within the text. Routine and timed writing in response to the text.

Supplemental Resources: Introduction to Greek Drama (video) 7m, 53 sec.--http://tn.pbslearningmedia.org/resource/333a1380-df20-4620-9c50-82e4a43998f3/introduction-to-greek-drama/ Ancient Greece Photo Gallery- http://www.history.com/topics/ancient-history/ancient-greece/pictures All supplemental texts can be found Here

Day 1: Build Background KnowledgeHave students respond to and discuss the anticipation guide as outlined on page 814. Build background knowledge using the extended text study (pp. 808-810D) Stu-dents read background text in pairs and discuss central ideas presented in the text study (pp. 801-810D). Students should view and discuss video and pictures as linked above Introduce the literary analysis concept as outlined on instructional page 811.(All supplemental texts can be found Here).

Day 2: Read Part 1Model reading/ think-a-loud with the reading of the prologue on page 815. Students read Scene 1 with a partner to annotate and discuss character actions, protagonist, and antagonist. Read Scene 2 independently. Begin by using summary chart, p 811. Respond to text dependent questions.

Day 3: Summarize and Discuss the TextUse summary chart to summarize the reading, p. 811. Students discuss key details of the text with a partner/ small group. Write an objective summary of the Antigone. Respond to text dependent questions.

Day 4: Analyze the Text Literary analysis: protagonist and antagonist—Students complete analysis chart, p. 833.




http://www.history.com/topics/ancient-history/ancient-greece/pictures

http://tn.pbslearningmedia.org/resource/333a1380-df20-4620-9c50-82e4a43998f3/introduction-to-greek-drama/

http://tn.pbslearningmedia.org/resource/333a1380-df20-4620-9c50-82e4a43998f3/introduction-to-greek-drama/


to aiding comprehension. B. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic

OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.

Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.

Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

Graphic for character development (Graphic Organizer A, p. 810d)Respond to text dependent questions.

Day 5: Routine Writing Have students summarize the text, the conversation between Antigone

and Ismene at the end of Scene 2 beginning on page 830, and the conversation between Ismene and Creon at the end of Scene 2 beginning on page 830.

Students should discuss and consider what impact the characters’ actions may have on the theme. How do the characters’ actions lead to the theme?

Text Dependent Questions: Below is a sampling of text dependent questions related to Antigone, Prologue through Scene 2.

1. Based on what the reader learns about Antigone in the prologue, what does she do that would make her a protagonist. (Key Details)

2. Reread lines 37-64 of the prologue. Summarize the tragic history of Antigone’s family. (General Understanding)

3. In Scene 2, line 87-90, it says, “She has too much to learn. The inflexible heart breaks first, the toughest iron cracks first, and the wildest horses bend their necks at the pull of the smallest curb.” What does the word “inflexible” mean as it is used in the text? Why might the author have chosen this word. (Vocabulary and text Structure)

4. Based on the conversation between Antigone and Ismene, what is revealed about each personality? Use specific evidence from the text to support your response. (Inferences)

5. How does Antigone’s view of “right” and “wrong” shape your opinion of the right thing to do? Who is most justified in their actions? Use evidence from the text to support your thinking. (Opinion, Arguments, Intertextual Connections)

6. Reread lines 47-53. What does the word “meddling” mean as it is used in this section of the text? (Vocabulary and Text Structure)

7. Why does the author chose to include the conversation between Ismene and Antigone at the end of scene 2? What impact does it have on the plot? Use evidence from the text to support your answer.

TN Ready Standards Evidence Statements ContentWeek 2 Reading: Literature

RL.9-10.2 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

Reading: LiteratureRL.9-10.2 Student can provide the theme of the text. RL.9-10.2 Student can analyze how the theme is developed throughout the text. RL.9-10.2 Student provide an objective

Selection for Week 2 Antigone, Part 2(Scenes 3-5) p. 836

Week 2 Multiple reads of texts with annotation and use of graphics. Engagement with multilevel text dependent questions.


English II Curriculum Map 4th Quarterobjective summary of the text.

RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

LanguageL.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.B. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.


WritingW.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.A. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. B. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic

summary of the text.

RL.9-10.3 Student can describe the main characters’ traits based on thoughts and actions. RL.9-10.3 Student can identify and describe growth and change in the main characters. RL.9-10.3 Student can explain how the character’s thoughts and actions develop the theme.

LanguageL.9-10-1b Students can identify a participle and use them correctly in writing. L.9-10-1b Students can identify a gerund and use them correctly in writing.L.9-10-1b Students can identify independent and subordinate clause. L.9-10-1b Students can use independent and subordinate clauses in writing.



OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of

Use of graphics to organize thoughts and discussions about characters and themes.

Use of vocabulary strategies to define unknown words within the text. Routine and timed writing in response to the text.

Supplemental Texts: Building RelevanceHundreds Arrested in Protest over shootings by Police-- http://www.cnn.com/2016/07/10/us/black-lives-matter-protests/All supplemental texts can be found Here . Day 1: Build RelevanceReview anticipation guide from the first part. Allow students to revisit their response and answers and discuss any changes. Review Antigone, Part 1. Have students share their summaries with small groups and discuss any differences of opinions. Have students read and discuss the supplemental text (http://www.cnn.com/2016/07/10/us/black-lives-matter-protests/ ) in small group and compare the current day protest to Antigone’s protest in the play. Sample Discussion Questions: How are the protests of the Black Lives Matter Movement similar to Antigone’s protest. Should protesters be arrested/punished for going against the law? Is protesting breaking the law? Which law hold the most power (divine law or human law)?Preview the text.Introduce the literary analysis concept of Greek tragedy. Preview vocabulary. (All supplemental texts can be found Here)

Day 2: Read Part 2Model reading/ think-aloud with the reading of scene 3 using a T-note graphic. Students read scene 4 to annotate and take notes (focus theme, characterization, key information, and elements of Greek tragedy)Have students read Scene 5 independently and begin using multilevel summary chart (p. 836d or 837). Respond to text-dependent questions.

Day 3: Summarize and Discuss the TextUse summary chart to summarize the reading, p. 837. Students discuss the key details of scenes 3-5. Write an objective summary of scenes 3-5.Respond to text-dependent questions.

Day 4: Analyze the Text for ThemeLiterary analysis: Greek Tragedy, p 859



http://www.cnn.com/2016/07/10/us/black-lives-matter-protests/


http://www.cnn.com/2016/07/10/us/black-lives-matter-protests/

English II Curriculum Map 4th Quarterideas, making it easy to follow the writer’s progression of ideas.



Graphic for character development with textual evidence (Graphic Organizer A, p. 810d).Graphic for theme with textual evidence, question number 5, p. 859. Respond to text-dependent questions.

Day 5: Routine Writing

Option 1: Write a brief essay in which you analyze the theme of Antigone and how it is conveyed through Antigone and Creon and is shaped and refined over the course of the text. Use evidence from the text to support your response.

Option 2: In Antigone, Creon puts the state above family loyalty—and loses his family. Write a brief essay in which you reflect on Creon’s fate. Consider the following questions: Is Creon’s fate just punishment for his decisions? Was there a single right course of action for him to take? What does his fate suggest about human action in general? (P. 861)

Text Dependent Questions: Below is a sampling of text dependent questions related to Antigone, Scenes 3-5.

1. What flaw does Creon reveal in his speech in lines 28-33 of scene 3? (General Understanding)

2. Based on Haimon speech in scene 3, lines 55-91, what basic limitations is being described by Haimon. (General Understanding)

3. What advice does Haimon give his father in lines 55-94 of scene 3? (Key Details)

4. What is Creon implying in line 124 of scene 3? Why does he chose to express the message in this way? What about Haimon’s words in line 125? (Inference)

5. Why does the author choose to include Teiresias’s speech in scene 5, lines 10-36? What message is he trying to convey? (Author’s Purpose)

6. Is upholding the law, Creon’s only motive? Is he guided by a desire to appear strong? Use evidence from the text to support your response. (Opinion)

At the beginning of scene 5, Teiresias uses the word “calamity” on line 25. Based on the text, what does this word mean? (Vocabulary)

TN Ready Standards Evidence Statements ContentWeek 3 Reading: Informational Texts

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.2 Determine a central idea of a text

Reading: Informational TextsRI.9-10.1 Student can provide strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.

Selection for Week 3 1) “Santa Clause Meets Sophocles” p.8652) “A ‘Prequel’ to Antigone” p. 866

Week 3 Close read and annotation of argumentative texts. Use of graphic organizer to facilitate synthesis of ideas presented in the


English II Curriculum Map 4th Quarterand analyze 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.RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

LanguageL.9-10.6 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.

Speaking & ListeningSL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

WritingW.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidenceW.9-10.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.9-10.9 Draw evidence from literary or informational texts to support analysis,

RI.9-10.2 Student can provide a statement of central idea(s) of a text.RI.9-10.2 Student can provide an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details.RI.9-10.2 Student can provide an objective summary of the text.

RI.9-10.6 Student can provide a statement of an author’s point of view in a text.RI.9-10.6 Student can provide a statement of an author’s purpose in a text.RI.9-10.6 Student can provide an analysis of how the author uses rhetoric to advance his or her point of view or purpose.

LanguageL.9-10.6 Student can correctly use grade-appropriate general academic words and phrases while speaking and writing.

Speaking & ListeningSL.9-10.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 texts and issues, building on others’ ideas and expressing their own clearly and persuasively.


OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion

texts. Engagement in Text Dependent Questions. Engagement in routine and times writing.

Day 1: Teacher introduces the reading skill (synthesis) as outlined on page 864, Students read “Santa Clause Meets Sophocles” with a partner or small group. Students reread and paraphrase paragraph 6 of the text. Have students engage in accountable talk considering the author’s opinion and central idea based on the paraphrase.

Day 2: Have students review and discuss the message of the text. Students write an objective summary of “Santa Clause Meets Sophocles” and share in small group to make revisions as necessary. Students respond to text dependent questions 1-3 as outlined below.

Day 3: Teacher reviews the reading skill and introduces the graphic organizer, p 864. Students read “A ‘Prequel’ to Antigone” with a partner or in small group. Have students reread and paraphrase paragraph 3 of the text. Students discuss the similarities and differences between this paragraph and paragraph 6 or “Santa Clause Meets Sophocles.

Day 4: Have students review and discuss the message of “A ‘Prequel’ to Antigone”. Students write an objective summary of the text and share in small group to make revisions as necessary. Students respond to text dependent questions 4-6 as outlined below.

Day 5: Students review the message and key details of each text in discussion. Have students complete the synthesis chart as exemplified on instructional page 864. Students complete the timed writing exercise.

Routine WritingWrite a persuasive essay offering suggestions for the performance. Combine criticism and praise from the reviews, synthesizing the ideas. Then, connect those ideas to your own ideas about drama to make suggestions. Cite details from the reviews as support.

Text-Dependent Questions Below is a sampling of text-dependent questions.1. The author uses the word baffled in the first paragraph of “Sant

Clause Meets Sophocles.” What does this word mean as it is used in


English II Curriculum Map 4th Quarterreflection and research. and includes a strong introduction, conclusion,

and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.



the text? Why does the author chose to use this word? (Vocabulary and Text Structure)

2. In paragraph 2 of “Santa Clause meets Sophocles,” the author describes the play as “deconstructed.” What does this suggest about the authors feelings? (General Understanding, Inferences)

3. Based on the text, describe what the reviewer sees and favorable aspects of the production. Use specific evidence from the text. (Key Details)

4. In “A ‘Prequel’ to Antigone” why does the author chose to begin the review with such a vivid and biased description of the key players of the production? What impact does this have on the text? (Author’s Purpose)

5. When you synthesize information from both reviews, what conclusions can you draw about the actors’ performances? Use evidence from the text to support your response. (Opinions, Arguments, Intertextual Connections).

6. Based on the information presented in the 3rd paragraph of “A ‘Prequel’ to Antigone”, what inference can you make about the audience’s ability to interpret to play? (Inference)

TN Ready Standards Evidence Statements ContentWeek 4 Reading: Literature

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2 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. RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Language

Reading: LiteratureRL.9-10.1 Student can provide strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.9-10.2 Student can provide a statement of a theme or central idea of a text.RL.9-10.2 Student can provide an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text.RL.9-10.2 Student can provide an objective summary of a text.RL.9-10.3 Student can provide an analysis of how complex characters (those with multiple or conflicting motivations) develop over the course of a text.RL.9-10.3 Student can provide an analysis of how complex characters (those with multiple

Selections for Week 41) An Enemy of the People p. 870, NP2) Flint Water Crisis Fast Facts--http://www.cnn.com/2016/03/04/us/flint-

water-crisis-fast-facts/3) Michigan Governor to Drink Flint Water for At Least a Month--

https://newsela.com/articles/flint-governor/id/16845/ 4) Here’s How Flint Water Crisis Happened (video, 4 m, 28 sec.)--


Week 4 Multiple reads of texts with annotation and use of graphics. Engagement with multilevel text dependent questions. Use of graphics to organize thoughts and discussions about characters

and themes. Use of vocabulary strategies to define unknown words within the text. Routine and timed writing in response to the text.

All supplemental texts can be found Here .





https://newsela.com/articles/flint-governor/id/16845/



English II Curriculum Map 4th QuarterL.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


WritingW.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

or conflicting motivations) interact with other characters over the course of the text.RL.9-10.3 Student can provide an analysis of how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text.RL.9-10.3 Student can provide an analysis of how complex characters (those with multiple or conflicting motivations) develop the theme over the course of the text.

LanguageL.9-10.1 Student can demonstrate the ability to command the conventions of standard English grammar and usage when writing or speaking.L.9-10.2 Student can demonstrate the ability to command the conventions of standard English capitalization, punctuation, and spelling when writing.

Speaking & ListeningSL.9-10.1 Student can demonstrate the ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 texts and issues, building on others’ ideas and expressing their own clearly and persuasively.


OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of

Day 1:The teacher introduces theme as universal or culturally specific as outlined on page 868. Teacher models/think-a-loud the first section of the play. Students read the entire text with a partner and individually. Students begin using theme chart on page 877 of the text.

Day 2:Students reread the Mayor’s sections (sections 7 and 9) on pages 872 and 873. Students paraphrase what is being said and discuss how the Mayor’s words and actions might lead the reader to the theme. Students begin to respond to text dependent questions as outlined below.

Day 3:Students review and discuss the text and theme. Students respond to the “Integration of Knowledge and Ideas” section (number 1) on page 877. Students begin to respond to text dependent questions as outlined below.

Day 4:Students respond to the “Integration of Knowledge and Ideas” section (number 3) on page 877.Students read and discuss supplemental texts and video in small groups and compare the events of the Flint water crisis to the events of the play using a venn diagram. (Sample Discussion Questions: 1. How are the conflicts pertaining to public safety in the play like those in the Flint water case? 2. What role does the government have in public safety? 3. Is the government at fault in either situation? 4. Is there a solution to either situation? How might personal experiences impact the reactions of both leaders (Flint Mayor and the Mayor in the play)?)Respond to text dependent questions. Prewriting

Day 5: Timed WritingIn an essay, discuss the theme of An Enemy of the People and how it is shaped and refined over the course of the text. You may consider information presented in an outside text to arrive at a theme. Use evidence from the text to support your response.

Text Dependent Questions: Below is a sampling of text dependent questions related to An Enemy of the People. 1. Based on how it is used in the text, what does the word “foisted” mean?


English II Curriculum Map 4th Quarterideas, making it easy to follow the writer’s progression of ideas.



(Vocabulary) 2. What details of the issue raised by Dr. Stockman are characteristics of life

in modern industrial times? Use specific evidence from the text. (Opinion)3. What problems does Dr. Stockman’s town face? Why does this create a

conflict between him and the mayor? Use specific evidence from the text. (General Understanding)

4. On page 872, the mayor makes a statement about the doctor’s capabilities, “Once again…” What might the mayor be suggesting? (Inferences)

5. Why does the author choose to have the two main characters be brothers? What impact does this have on the text? Use specific evidence from the text. (Author’s Purpose)

6. What is the mayor’s main goal with regard to the problem? What is he willing to sacrifice to achieve this goal? (Key Details)

7. Is the mayor’s main goal a result of him being realistic or immoral? Use evidence from the text. (Opinion)

TN Ready Standards Evidence Statements Content

Week 5 Reading: LiteratureRL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2 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. RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

LanguageL.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Reading: LiteratureRL.9-10.1 Student can provide strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.9-10.2 Student can provide a statement of a theme or central idea of a text.RL.9-10.2 Student can provide an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text.RL.9-10.2 Student can provide an objective summary of a text.RL.9-10.3 Student can provide an analysis of how complex characters (those with multiple or conflicting motivations) develop over the course of a text.RL.9-10.3 Student can provide an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the text.RL.9-10.3 Student can provide an analysis of

Selections for Week 5Antigone, p. 814, NPAn Enemy of the People, p. 870, NP

Week 5

Culmination Writing Task

Students should complete the following writing task to compare the two major works of the quarter.

Based on your reading and analysis of Antigone and An Enemy of the People, write a multi-paragraph response to the following prompt:

Compare and contrast the themes expressed in Antigone and An Enemy of the People. Begin with a brief summary of each text and move into a discussion of how the themes are developed over the course of the text. Consider how the characters develop the theme. Use evidence from both texts.

Be sure to: Closely read the prompt Address all elements of the prompt in your response


English II Curriculum Map 4th QuarterL.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


WritingW.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection and research.

how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text.RL.9-10.3 Student can provide an analysis of how complex characters (those with multiple or conflicting motivations) develop the theme over the course of the text.

LanguageL.9-10.1 Student can demonstrate the ability to command the conventions of standard English grammar and usage when writing or speaking.L.9-10.2 Student can demonstrate the ability to command the conventions of standard English capitalization, punctuation, and spelling when writing.




Paraphrase, quote, and reference relevant evidence to support your claim

Organize your ideas in a cohesive and coherent manner Maintain a formal style of writing Follow the conventions of standard written English

Day 1: Teacher introduces writing task instructions and expectations. Teacher and students review and discuss both texts with a focus on key details and themes presented across each. Students review and discuss previous performance tasks related to Antigone and An Enemy of the People in small group. Students should focus discussion on synthesizing information from each text to include in performance task.

Day 2:Students begin prewriting.Students use graphic organizer or note cards to collect evidence to be included in their writing. Students discuss their evidence in small groups to determine if it meets the expectations of the task.

Day 3: Teacher reviews the expectations for the writing task. Students draft their essay using their prewriting and note cards.

Day 4:The teacher reviews peer editing etiquette. Students peer edit student drafts. Ideally students will receive feedback from multiple students.

Day 5:Students reflect, edit, and revise as necessary.





Weeks 6 – 8

Reading Selections / Anchor TextsWeek 6

1) The County of Sonoma Volunteer Application, p. 10092) BLS Career Information: Urban Planner, p. 1011

Week 71) Careers in Science: Firefighter, p. 11232) City of Perry Fire Department: The Georgia Certified Firefighters Physical Agility Test, p. 1125

Week 8Career Writing / Mini Project

Essential Question: How is education and training relevant to securing employment for different jobs?

Performance Task: Research a career of your choice. Use your research findings to create a posting for the position that you choose, using the Urban Planner posting as a model.


RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.2 Determine a central idea of a text and analyze its development over the course

Reading: Informational TextsRI.9-10.1 Student can provide strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.9-10.2 Student can provide a statement of the central idea(s) of a text.

Text Selections for Week 6:1) The County of Sonoma Volunteer Application, p. 10092) BLS Career Information: Urban Planner, p. 1011

Week 6 Close read and analysis of functional and expository texts. Introduction of

structural feature. Multiple reads with engagement in text dependent questions.


English II Curriculum Map 4th Quarterof the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

LanguageL.9-10.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech. L.9-10.6 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.


WritingW.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.W.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

RI.9-10.2 Student can provide an analysis of the development of the central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details.RI.9-10.2 Student can provide an objective summary of the text.RI.9-10.5 Student can provide a detailed analysis of how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.9-10.6 Student can provide s a statement of an author’s point of view in a text.RI.9-10.6 Student can provide a statement of an author’s purpose in a text.RI.9-10.6 Student can provide an analysis of how the author uses rhetoric to advance his or her point of view or purpose.

LanguageL.9-10.4b Students can identify and correctly use patterns of word changes that indicate different meanings or parts of speech. L.9-10.6 Student can provide a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.


WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and

Mini research tasks. Routine writing.

Day 1:Teacher introduces the reading skill (analyze workplace documents). Students discuss structural features as outline on instructional page 1008. Students read and analyze the volunteer application on page 1009 with a partner. Respond to text dependent questions 1-3 as outlined below.

Day 2:Students review the application. Students do online research on other types of job applications (retail, service, professional, etc.)Students discuss in small groups the difference between the applications. Students may use a chart to organize their findings.

Day 3:Teacher models/ think-a-loud of first part of the Urban Planner listing on page 1011. Students read and discuss the remaining part of the Urban Planner listing the key information from the text on page 1011. Students respond to text dependent question 4-6 as outlined below.

Day 4:Students discuss in small groups the key details of each text. Students use a Venn diagram to compare the two documents and discuss the purpose of each.

Day 5:Students review both texts. Students complete the timed writing task. Student discuss the timed writing activity to make revision as necessary.

Timed Writing:

Using details and information from the texts, write an essay in which you discuss the author’s purposes in the job application and the public document. Explain how each format of each text help the author achieve his or her purpose. Also, explain why you think the authors are or are not successful in achieving their purpose.

Text Dependent Questions: Below is a sampling of text dependent questions. 1. Various sections, like the “education” section of the volunteer

application, use a chart? Why might the author choose to use this type of formatting? (Author’s Purpose)


English II Curriculum Map 4th QuarterW.9-10.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection and research.

convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.




2. Why might the employer ask questions related to special skills, goals, and areas of interest on the volunteer application? What could this provide for the employer? (Inferences)

3. Based on how they are used in the application, what might the words “suspended” or “revoked” mean? (Vocabulary)

4. Based on the bulleted list, what is the purpose for the document and who is the intended audience? (Author’s Purpose)

5. Describe the responsibilities of an urban planner. (Key Details)6. What type of information might you find under each subtitle? Use

specific evidence from the text. (General Understanding)7. Why might this job be enjoyable for a qualified candidate? Use

specific evidence from the text. (Opinion)


RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.2 Determine a central idea of a text and analyze 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.

Reading: Informational TextsRI.9-10.1 Student can provide strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.9-10.2 Student can provide a statement of the central idea(s) of a text.RI.9-10.2 Student can provide an analysis of the development of the central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details.

Text Selections for Week 71) Careers in Science: Firefighter, p. 11232) City of Perry Fire Department: The Georgia Certified Firefighters Physical

Agility Test, p. 1125Week 7 Close read and analysis of functional and expository texts. Introduction of

structural feature. Multiple reads with engagement in text dependent questions. Mini research tasks. Routine writing.

Day 1:The teacher introduces the reading skill (generate questions) p.1122.


English II Curriculum Map 4th QuarterRI.9-10.3 Analyze how the 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.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

LanguageL.9-10.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech. L.9-10.6 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.


WritingW.9-10.2 Write informative/explanatory texts to examine and convey complex ideas,

RI.9-10.2 Student can provide an objective summary of the text.RI.9-10.3 Student can provide an analysis of how the author unfolds an analysis or series of ideas or events, including the order in which points are made.RI.9-10.3 Student can provide an analysis of how the author unfolds an analysis or series of ideas or events, including how they are introduced and developed.RI.9-10-3 Student can provide an analysis of how the author unfolds an analysis or series of ideas or events, including the connections that are drawn between them.RI.9-10.5 Student can provide a detailed analysis of how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.9-10.6 Student can provide a statement of an author’s point of view in a text.RI.9-10.6 Student can provide a statement of an author’s purpose in a text.RI.9-10.6 Student can provide an analysis of how the author uses rhetoric to advance his or her point of view or purpose.

LanguageL.9-10.4b Student can identify and correctly use patterns of word changes that indicate different meanings or parts of speech. L.9-10.6 Student can provide a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.


Writing

Students preview the interview and generate questions based on their preview.Students discuss their questions in small groups.

Day 2:Students read the interview and complete the chart as exemplified on instruction page 1122. Students respond to text dependent questions 1-4 as outlined below.

Day 3:Students review the interview and discuss key details and information. Students may focus on the initial set of question generated and whether those questions were answered. In Small groups, students read the list of tasks for the physical agility test on page 1125. Students discuss the type of information and the wealth of information presented in each document. Students respond to text dependent questions 5-7 as outlined below

Day 4:Students research other job descriptions and compare and contrast them to the information they have gained about firefighting. Students may choose a particular job of interest to research (Can be used in week 8).

Day 5: Timed WritingWrite a formal letter to a firefighter in which you request additional information about firefighting as a career. In your letter, cite specific passages from the interview and public document, and ask questions based on those passages.

Text Dependent Questions: Below is a sampling of text dependent questions.

1. What does the word “tedious” mean as used in the text? Is it used in a negative or positive way? (Vocabulary)

2. Based on how it is used in the text, what does the word “multifaceted” mean? (Vocabulary)

3. What information does the interview provide about the firefighting career? Use evidence from the text. (general Understanding)

4. How can a background in science be beneficial to a firefighter? Use evidence from the text. (Key Details)

5. What do the physical agility tasks suggest about the demands of the job? (Inferences)

6. Why does the author choose to include the purpose of each task? What type of information might this provide about firefighting? Use specific evidence from the text. (Author’s Purpose)

7. Based on the interview and the task descriptions, why might a


English II Curriculum Map 4th Quarterconcepts and information clearly and accurately through the effective selection, organization and analysis of content.W.9-10.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.9-10.5 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection and research.

Development of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.




person enjoy firefighting? (Opinion)


English II Curriculum Map 4th QuarterTN Ready Standards Evidence Statements Content

Week 8 Reading: Informational TextsRI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.2 Determine a central idea of a text and analyze 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.RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

LanguageL.9-10.6 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


WritingW.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection and research.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Reading: Informational TextsRI.9-10.1 Student can provide strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.9-10.2 Student can provide a statement of central idea(s) of a text.RI.9-10.2 Student can provide an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details.RI.9-10.2 Student can provide an objective summary of the text.RI.9-10.6 Student can provide a statement of an author’s point of view in a text.RI.9-10.6 Student can provide a statement of an author’s purpose in a text.RI.9-10.6 Student can provide an analysis of how the author uses rhetoric to advance his or her point of view or purpose.

LanguageL.9-10.6 Student can correctly use grade-appropriate general academic words and phrases while speaking and writing.

Speaking & ListeningSL.9-10.1 Student can demonstrate the ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 texts and issues, building on others’ ideas and expressing their own clearly and persuasively.SL.9-10.6 Student can demonstrate the ability to adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the

Week 8Career Research Project

Students complete a project in which they research the career of their choice and use the career based texts from this unit as models for their performance task.

Mini Project: Research a career of your choice. Use your research findings to create a posting for the position that you choose, using the Urban Planner posting as a model. Students may start with the Bureau of Labor Statistics-- https://www.bls.gov/home.htm

Day 1: Teacher introduces project details Teacher reviews reliable web sources with students. Students review the career texts. Students begin research online.

Day 2:Students continue research.Students use notecards to outline and organize their findings. Students share their findings in small groups.

Day 3: Teacher reviews the expectations for the project. Students draft their job posting using their research and note cards.

Day 4:The teacher reviews peer editing etiquette. Students peer edit student drafts.

Day 5:Students reflect, edit, and revise as necessary.



English II Curriculum Map 4th QuarterW.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

development is consistently appropriate to the task, purpose, and audience.




Week 9

Performance Task: Students will work to prepare and present their career project or drama culminating writing task orally using multimedia.


English II Curriculum Map 4th QuarterTN Ready Standards Evidence Statements Content

Week 9 W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.SL.9-10.4 Present 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.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on page 54 for specific expectations.)

W.9-10.6 Student can use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

SL.9-10.4 Student can present 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.SL.9-10.5 Student can make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.9-10.6 Student can adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on page 54 for specific expectations.)




Knowledge of Language and Conventions

Culminating Presentations

Students work to prepare and present their career project or drama culminating writing task orally using multimedia.

Performance tasks from weeks 5 and 8: Students choose one to present

Research a career of your choice. Use your research findings to create a posting for the position that you choose, using the Urban Planner posting as a model. Students may start with the Bureau of Labor Statistics-- https://www.bls.gov/home.htm

Compare and contrast the themes expressed in Antigone and An Enemy of the People. Begin with a brief summary of each text and move into a discussion of how the themes are developed over the course of the text. Consider how the characters develop the theme. Use evidence from both texts.

Presentation Instructions

Choose to work with either your career research project or your analysis of Antigone and An Enemy of the People.

Use the content of either writing to create a multimedia presentation (PPT) to present.

Presentation guidelines and checklist outlined on page 1034-1035.

Day 1: Teacher introduces presentation expectations. Teacher and students read and discuss the communication workshop found on page 1034 of the text. Teacher and students discuss the information that could be presented from the culminating tasks from weeks 5 and 8. Students begin using note cards to organize ideas and information for their presentations.

Day 2:Students share their approach and presentations ideas in small groups for peer feedback. Students use notecards, peer feedback, and activity list at the top of page 1035 to complete the presentations



English II Curriculum Map 4th QuarterThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

Day 3: Teacher reviews the expectations for the project and introduces the checklist/rubric found on page 1035. Students take time to complete the presentations and practice their delivery.

Days 4-5:Students present their multimedia presentations. Student / audience members take notes as they view the presentations and rate the presentations using the presentation checklist found on page 1035.


Documents

Map Gr10 Q4.… · Web viewStudent can demonstrate the ability to command the conventions of standard English grammar and usage when writing or speaking. L.9-10.2. Student can demonstrate