College And Career Readiness Anchor Standards For Reading

College and Career Readiness Anchor Standards for Reading Literature Text- Holt/Rinehart Key Ideas and Details (Literature) Honors English II

Anchor Specific Grade Instructional Bloom’s Resources Formative Summative Standards Standard Strategies/Activities Level Suggested Lit: Assessment The Learner Will…. 1. Read closely to RL1. Cite strong and Make connections Understanding  The Iliad Teacher-Made Test determine what thorough textual Use a reading process to identify Evaluating  Dante’s Divine Comedy Reading Check Quizzes the text says evidence to support purpose of text Creating  African Proverbs Information Essays (Define explicitly and to analysis of what the Identify main idea and supporting The Piece of String Epic Hero) make logical text says explicitly as details Vocabulary  Night Character Portfolio inferences from it: well as inferences Draw conclusions about audience and Inferences, Comic Book cite specific textual drawn from the text. content connections Pericles’ Funeral Oration Student generated Projects evidence when Make inferences on deeper meaning Diction writing or Examine multiple text to determine Tone speaking to W.2, 5, 10 differences Rhetorical support RI. 1, 4, 9 Ask questions while you read Devices conclusions drawn S/L. 4,6 Analyze character development Figurative from the text. L. 2 language

Essential Question How do authors communicate their message and use style to affect text and audience? 2. Determine RL 2. Determine a Make connections by identifying the Understanding  Dante’s Divine Comedy Character journals central ideas or theme or central idea subject and key details Analyzing Music CD Project themes of a text of a text and analyze Use a reading process  Cyrano De Bergerac (Theme/Character) and analyze their in detail its Draw conclusions on text structure Vocabulary Teacher-Made Test & development; development over the Make inferences about deeper Emerge  The Kite Runner Quizzes summarize the key course of the text, meanings Refine Critical Analysis using a supporting details including how it Analyze the author’s purpose Historical Dead Men’s Path primary source and ideas. emerges and is Examine multiple texts and make Context key Enrichment Art Work shaped and refined by comparisons details Text Structure Essential Question specific details; Ask questions while Central idea http://www.litreacyleader.com/?g=textstructure How does audience provide an objective subjective and purpose affect summary of the text. Pericles’ Funeral Oration author’s choice of text structure? W. 3, 9  Don Quixote RI. 2, 5, 10. S/L. 1,2 L. 6

of 24 (July, 2015) College and Career Readiness Anchor Standards for Reading Key Ideas and Details (Literature) Honors English II

Anchor Specific Grade Instructional Strategies/Activities Bloom’s Level Resources Formative Summative Standards Standard The Learner Will…. Suggested Lit: Assessment 3. Analyze how and RL 3. Analyze how Analyze character development in Analyzing Things Fall Apart Student generated projects: why individuals, complex characters (e.g., relationship to plot and conflict Evaluating  Les Miserables Journals events, and ideas those with multiple or Draw conclusions about character  Oedipus Rex Newspapers develop and interact conflicting motivations) development Vocabulary Julius Caesar CD over the course of a develop over the course Make connections Complex Art Work text. of a text, interact with Indirect and direction characterization characters Athello Mask other characters, and Character motivation Author techniques Teacher generated test and Essential Question advance the plot or Characterization quizzes How do author’s use develop the theme. Theme characters to develop plot Fakebook a central idea or W.1, 2 Sociogram theme? L. 3 4. Interpret words RL 4. Determine the Examine the craft and structure of a text Applying Haikus Student poetry and phrases as they meaning of words and Use context clues to identify the meaning Analyzing Sonnets Figures of Speech Project are used in a text, phrases as they are used of unknown words “I Hate and I Love” Critical Analysis of including in a text, including Provide a context for cultural terms Vocabulary “Unmarked Boxes” Connotation Essay determining figurative and Examine connotation and denotation Craft/structure “The Stolen Child” technical connotative meanings; Examine literal and figurative language Connotation connotative, and analyze the impact of /denotation Figurative Language figurative meanings, specific word choices on Classify formal and informal diction. Figurative http://teachingtoday.glencoe.com/ho and analyze how meaning and tone (e.g. language w toarticles/understanding-figurative- language specific word choices how the language evokes Determine positive and negative Diction shape meaning or a sense of time and place; connotations of key words. Discern tone. how it sets a formal or Tone informal tone). Identify figurative language in text. Motif (Diction, Tone, Analogies Mood) W. 10 Allusions R/I. 4,5 hypebole Essential Question L.3 How does word choice impact meaning?

of 24 (July, 2015) College and Career Readiness Anchor Standards for Reading Craft and Structure- Literature Honors English II

Anchor Specific Grade Instructional Strategies/Activities Bloom’s Level Resources Formative Summative Standards Standard The Learner Will…. Suggested Lit: Assessment 5. Analyze the RL 5. Analyze how an Analyze the plot structure Analyzing  Dante’s Divine Comedy Teacher generated tests and structure of texts, author’s choice Examine the elements of a plot Creating quizzes including how concerning how to Create a plot diagram for a familiar fairy  The Iliad Literary analysis of plot and specific sentences, structure a text, order tale to teach elements of a plot Vocabulary structure paragraphs, and events within it (e.g., Parallel  Oedipus Rex Student generated projects larger portions of parallel plots), and Identify author’s choices in text structure. Plots Create a plot diagram the text (e.g., a manipulate time (e.g., Author’s craft  The Epic of Gilgamesh section, chapter, pacing, flashbacks) Examine the author’s strategy of Flashbacks scene, or stanza) create such effects as presentation of structure and time and its Literary The Aeneid relate to each other mystery, tension or effect. structures and the whole. surprise. style Essential Question W.2,4, L.2, 6 How does structure enhance meaning? 6. Assess how point RL 6. Analyze a Examine how culture affects student Understanding Cry the Beloved Country Cultural Research Projects of view or purpose particular point of view response Analyzing  My Forbidden Face Analysis of POV shapes the content or cultural experience Examine how to adapt to change that  Night Student generated Projects and style of a text. reflected in a work of happens in culture Vocabulary The Kite Runner Journaling literature from outside Understand the societal conflict and how it Point of view  Things Fall Apart the United States, affects decision-making and human Norm Media Achilles Shield Speech Essential Question drawing on a wide life/dignity Cultural impact www.peacecorps.gov/wws/educators/lesson How does cultural reading of world Taboo plans/pdf/bridgesinterpreting.b.pdf experiences affect literature. Identify characters and their traits and how Hierarchy point of view? W.10 they reflect a particular culture. Dramatic irony Pencles’ Funeral Oration

Compare/contrast characters from texts from different cultures. 7. Integrate and RL 7. Analyze the Sample relevant art work Analyzing Artwork: Student generated literature evaluate content representation of a Analysis of the historical period Creating art work presented in diverse subject or a key science Pandora Opening the Box by media and formats, in two different artistic List different artistic medium (sculpture, Vocabulary Walter Crane Literary based newspaper including visually mediums, including painting, film, poetry, prose, etc.) and Sculpture project and quantitatively, what is emphasized or recognize the similarities and differences Artistic device Oedipus and the Sphinx as well as in words. absent in each treatment between each medium. Medium Editorials (e.g., Auden’s “Museé Painting Helen on the Walls of Troy by Essential Question des Beaux Arts” and Examine examples of various medium and dance Gustave Moreau How does the method Breughel’s Landscape compare/contrast the artistic devices used of presentation affect with the Fall of Icarus). in each. the understanding of W.4, 7 content? Page 3 of 24 (July, 2015) College and Career Readiness Anchor Standards for Reading Craft and Structure- Literature Honors English II

Anchor Specific Grade Instructional Strategies/Activities Bloom’s Level Resources Formative Standards Standard The Learner Will…. Suggested Lit: Summative Assessment 8. Delineate and RL 8. (not applicable to evaluate the literature) argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or RL 9. Analyze how an  Define and discuss the concepts of source Applying From Sundiata Comparison and Contrast more texts address author draws on and material and allusion. Analyzing An Epic of Old Mali Essay similar themes or transforms source material  Identify areas in popular culture where topics in order to in a specific work (e.g., allusion is commonly used. Vocabulary When Timbuktu was the Write a Parable build knowledge or to how Shakespeare treats a Culture Paris of Islamic  Define and classify archetypal settings, compare the theme or topic from Ovid Popular Intellectual in Africa themes, characters, and plots and list approaches the or the Bible or how a later Archetype Teacher generated examples (hero, mother, mentor, rebel, authors take. author draws on a play by Narrative Zen Parables assessments forbidden love, journey, damsel in Shakespeare). Allusion distress, etc.). Essential Question Mythological Zen Garden’s Calming Discussion Is there such a thing as W.9  Read a text and identify the source Historical Effect Due to Subliminal an original thought? L.1, 2, 4 material(s) which influence(s) the Literary Image? Can you borrow from narrative elements. others and still claim  Note how the source material is changed Othello credit? in the specific work. The Book Thief  Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

of 24 (July, 2015) 10. Read and RL 10. By the end of Analyze author’s argument Understanding Antigone Teacher-Made Tests comprehend complex grade 9, read and Examine multiple texts Evaluating Medea Portfolio pieces literary and comprehend literature, Examine the structure of a text Things Fall Apart (writing, art) informational texts including stories, dramas, Ask questions while you read Vocabulary Dead Men’s Path Oral Presentation independently and and poems, in the grades Use literary analysis Scaffolding “He is More than A proficiently. 9-10 text complexity band Analyze character development Complex texts Hero” proficiently, with Read a variety of literary texts with increasing Essential Question scaffolding as needed at complexities. Othello How do you know the high end of the range. when you comprehend W.4, 10 The Book Thief a text? S/L.1, 3

College and Career Readiness Anchor Standards for Reading Key Ideas and Details (Informational) Honors English II

Anchor Specific Grade Instructional Strategies/Activities Bloom’s Resources Formative Summative Standards Standard The Learner Will…. Level Assessment 1. Read closely to RI 1. Cite strong and  Read the text Applying Critical Commentary Build a Model of Dante’s determine what the through textual evidence  Identify the type, content, audience, and Analyzing on Dante’s Allegory Inferno text says explicitly to support analysis of what purpose of text and to make logical the text says explicitly as Vocabulary The Athenians and Compare and Contrast Essay w/  Discern the differences between explicit text inferences from it: well as inferences drawn Diction Spartans reference to Homer’s Iliad and implied information cite specific textual from the text. Rhetorical evidence when  Formulate a response based upon the text devices Enrique’s Journey Teacher generated tests and writing or speaking to W.2  Support response with relevant textual Figurative quizzes support conclusions R/I 2, 3 evidence language drawn from the text. R/L.2, 3 Inference Essential Question Presentation How do authors communicate their message and use style to affect the text and audience? 2. Determine central RI 2. Determine a central  Read the text. Applying When the Other Teacher generated assessments ideas or themes or a idea and analyze its  Identify the subject of the text. Understanding Dancers is the Self by Journaling text and analyze their development over the Alice Walker Informational Essay  Identify key details. development; course of the text, Vocabulary Define Love or Beauty summarize the key including how it emerges  Distinguish between central idea and Emerge On Falling in Love supporting details and is shaped and refined supporting details. Refine by Robert Stevenson and ideas. by specific details; provide  Provide an objective summary of text. Context an objective summary of  Identify text structure (chronological, time Key details

of 24 (July, 2015) Essential Question the text. shifts, in medias res). Central idea How does audience  Research historical context. and purpose affect W.2, 10  Utilize online note taking tools to organize author’s choice of text R/L.1, 2 information. structure? R/I. 1,3  Analyze the author’s purpose in relation to historical context using key details as evidence.  Cite examples that support the central idea throughout the text.

Anchor Specific Grade Instructional Bloom’s Level Resources Formative Standards Standard Strategies/Activities Suggested Lit: Summative The Learner Will…. Assessment 3. Analyze how RI 3. Analyze how Examine author’s purpose Analyzing The Battle of Waterloo: The Finale Test and quizzes and why the author unfolds an Make predictions Creating Cause/effect essay individuals, events, analysis or series of Make conclusions The Waterloo Connection and ideas develop ideas or events, Make connections Vocabulary  Freud The Oedipal Complex Presentation and interact over including the order in Examine multiple text Complex characters the course of a which the points are Examine cultural influence Author technique How Cleopatra Charmed Antony text. made, how they are Theme Archetypes and symbols: introduced and Conflict http://central.wmrhsd.org/FACULTY Essential Question developed, and the Characterization _ How do authors use connections that are FILES/rkipp/_LINK_DOCS_1015/ characters to drawn between them. Archetypesandsymbols.pdf develop a central idea or theme? W.2, 4, 5 Night’’ R/I. 1,2 Enrique’s Journey L.1,2,3 4. Interpret words RI 4. Determine the Analyze author’s argument Applying Request for a Declaration of War Argumentative Essay and phrases as meaning of words and Analyze author’s purpose Analyzing By FDR Informational Essay they are used in a phrases as they are Making inference about deeper Evaluating Textual analysis text, including used in a text, meanings On the Declaration of War (Fireside Chat) Summary determining including figurative, Make connections and use reading Vocabulary By FDR technical connotative, and process Connotation connotative, and technical meanings; Examine the structure of a text Denotation figurative analyze the impact of Apply vocabulary skills Analogies meanings, and a specific word choice Classify formal and informal diction. Allusions analyze how on meaning and tone, Identify multiple example of Diction specific word (e.g., how the figurative language (simile, metaphor, (formal/informal)

of 24 (July, 2015) choices shape language of a court personification, allusion, hyperbole, Motif meaning or tone. opinion differs from etc.) that of a newspaper). Essential Question W.1,2,4 How does word R/I.2,3,5 choice impact S/L. meaning? L.

Anchor Specific Grade Instructional Bloom’s Level Resources Formative Summative Standards Standard Strategies/Activities Suggested Lit: Assessment The Learner Will…. 5. Analyze the RI 5. Analyze in detail Identify main idea and supporting details Applying  From Nonviolence by Argumentative Essay structure of texts, how an author’s ideas or Analyze author’s argument Analyzing Gandhi Persuasive Essay including how claims are developed and Analyze author’s purpose Evaluating specific sentences, refined by particular  Read the text. Statement on the Atomic paragraphs, and sentences, paragraphs, or  Review literary structure. Vocabulary Bomb by Harry S. Truman larger portions of the larger portions of a text Parallel plots  Track plot sequence using appropriate text (e.g., a section, (e.g., a section or Authors craft Text Structures: technology. chapter, scene, or chapter). Mystery http://www.literacyleader.com/ stanza) relate to each W.1, 2, 4, 5  Identify author’s choices in text Flashbacks ?q=textstructure other and the whole. L.1, 2, 3 structure. Literacy structure  Examine the author’s strategy of Essential Question presentation of structure and time and How does structure its effect. enhance meaning? Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (eg., pacing , flashbacks) create such effects as mystery, tension, or surprise. 6. Assess how point RI 6. Determine an  Read the text. Understanding  On the Space Program Argumentative Essay of view or purpose author’s point of view or  Identify author’s purpose/point of view Analyzing (1961) by JFK Persuasive Essay shapes the content purpose in a text and and Debate and style of a text. analyze how the author any potential bias Vocabulary The Sentencing of the Predicting the outcome uses rhetoric to advance Review  Cite transitional words/ phrases and Luddites 1831 Essential Question that point of view or  Author’s point rhetorical devices. How does an author purpose. of view  List examples of the author’s use of use words to express a  Author’s rhetorical devices (allusion, metaphor, specific purpose? W.1, 2, 4, 9 argument ethos/pathos/logos, etc.) and explain R/I. 4,5  Author’s how they advance author’s L.4, 5, 6 purpose Page 7 of 24 (July, 2015) purpose/point of view.  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.

7. Integrate and RI 7. Analyze various Analyze the author’s argument Analyzing Use various resources to Student generated essays evaluate content accounts of a subject Analyze the author’s purpose Creating present different perceptions Debate presented in diverse told in different Identify main idea and supporting details about the same topic media and formats, mediums (e. g., a Vocabulary including visually person’s life story in Write to inform or persuade using various Review my.hrw.com and quantitatively, both print and clarification techniques to support each  Argument as well as in words. multimedia), writing type (argument,  Informational/ Essential Question determining which informational/explanatory and narrative) explanatory How and why do details are emphasized in Write to inform or persuade using various  Narrative different media each account. clarification techniques to support each sources emphasize W.1, 2, 4, 9 writing type (argument, different details and R/I. 4,5 informational/explanatory and narrative) perspectives? L.4, 5, 6 8. Delineate and RI 8. Delineate and Identify and evaluate an argument in text. Analyzing  From Peace without Debate evaluate the evaluate the argument Analyze author’s claim or opinion Evaluating Conquest (1965) Lyndon Student generated argument and and specific claims in a Evaluate credibility of reasoning and B Johnson advertisements specific claims in a text, assessing whether classify evidence as relevant/irrelevant. Vocabulary Editorials text, including the the reasoning is valid Identify false statements and fallacious Fallacious The Tonkin Gulf Resolution Group Presentations with validity of the and the evidence is reasoning. Reasoning (1964) audience participation and reasoning as well as relevant and sufficient; Valid feedback the relevance and identify false statements Delineate sufficiency of the and fallacious reasoning. Irrelevant/relevant evidence. W.1, 2, 4, 9 Essential Question R/I. 4,5 How does an audience L.4, 5, 6 discern evidence/support as being logical, valid, sufficient, and /or fallacious? 9. Analyze how two RI 9. Analyze seminal  Define seminal documents Understanding South African Ballot Informational Essay or more texts U.S. documents of  List and summarize several texts of Analyzing Journaling address similar historical and literary historical significance.  On the Use of English in Teacher-Made Test themes or topics in significance (e.g., Vocabulary Reading Check Quizzes  Determine themes in various historical Indian Schools order to build Washington’s Farewell Seminal documents. knowledge or to Address, the Gettysburg Global perspective compare the Address, Roosevelt’s  Identify literary elements and rhetorical Theme approaches the Four Freedoms speech, devices within historical documents. Context authors take. King’s “Letter from  Explain how literary elements and Rhetorical features

of 24 (July, 2015) Birmingham Jail”), rhetorical devices contribute to theme Essential Question including how they or concept of works. What themes and address related themes  Compare and contrast U.S. documents concepts of seminal and concepts. to other documents with similar US documents still concepts and themes. apply today. W. 2, 10  Cite evidence where two or more texts R/I.1, 2, 3 provide conflicting information on the L.3 same topic.

College and Career Readiness Anchor Standards for Reading Range of Reading and Level of Text Complexity (Informational) Honors English II

Anchor Specific Grade Instructional Strategies/Activities Bloom’s Resources Formative Summative Standards Standard The Learner Will … Level Assessment 10. Read and RI 10. By the end of grade  Review subgenres of informational texts Understanding From the Revolutions Journaling comprehend complex 9, read and comprehend (memoir, biography, Evaluating of the Heavenly Teacher-Made Test literary and literature nonfiction in the autobiography, letters, essays, speeches, etc.) Bodies Reading Check Quizzes informational texts grades 9-10 text  Identify text structures and features within Vocabulary By Copernious independently and complexity band informational texts (cause and effect, Cornell notes 1543 proficiently. proficiently, with chronological, inductive/deductive reasoning, Inconsistency scaffolding as needed at flashback, graphs, charts, maps, and captions, Ambiguity The Yellow Star by S. Essential Questions the high end of the range. etc.) Nonfiction B. Unsdorfer How does a reader use  Apply reading strategies (eg., annotating, strategies to read,  Night Cornell notes, graphic organizers) for comprehend, and W.10 increasingly complex informational texts analyze more complex R/I.4, 5, 6 nonfiction?  Summarize content of multiple informational texts  Examine connections between and among informational texts utilizing evidence  Recognize inconsistency, ambiguity, and poor reasoning.

of 24 (July, 2015) College and Career Readiness Anchor Standards for Writing Text Types and Purposes- Writing Honors English II

Anchor Specific Grade Standard Instructional Bloom’s Level Resources Formative Summative Standards Strategies/Activities Assessment The Learner Will … 1. Write arguments W 1. Write arguments to support Write to describe, inform, entertain, or Understanding Funeral Speech of Student generated essays to support claims in claims with clear reasons and persuade using various clarification Applying Pericles from an analysis of relevant evidence. techniques to support each writing type History of The Teacher-Made Test substantive topics or  1a Introduce precise claim(s), (argument, informational/explanatory Vocabulary Peloponnesian War texts, using valid distinguish the claim(s) from and narrative) Argumentative Reading Check Quizzes reasoning and alternate or opposing claims, and Citation Use current relevant and create an organization that Evaluate the credibility of an author’s Copyright controversial issues Debate sufficient evidence. establishes clear relationships argument by examining the author’s Plagiarism to argue among claims(s), counterclaims, intent and tone Personal bias Achilles Shield Speech Essential Question reason, and evidence. Objective tone I Acknowledge Mine How does a writer  1b Develop claim(s) and Analyze the author’s argument point of by June Goodall produce a strong counterclaims fairly, supplying view, perceptive argument? evidence for each while pointing How Much Land out the strengths and limitations Identify personal bias Does A Man Need by of both in a manner that Leo Tolstoy anticipates the audience’s Explore and gather multimedia and knowledge level and concerns. print sources that support the argument.  1c Use words, phrase, and clauses to link the major sections of the Use concise language that supports the text, create cohesion, and clarify organization. the relationships between claim(s) and reasons, between Write arguments to support claims reasons and evidence, and using sufficient evidence. between claim(s) and counterclaims.  1d Provide a concluding statement or section that follows from and supports the argument presented.

W. 9, 10 R/L. 1, 2, 3 R/I. 4, 5 2. Write W 2. Write informative/explanatory Write to extend a definition, cause and Understanding Why Leaves Turn Information essay: Extend a informative/explanat text to examine a topic and convey effect, problem solution using various Applying Color in the Fall by definition, ory text to examine a ideas, concepts, and information clarification techniques to support each Dian Ackerman Cause and Effect, topic and convey clearly and accurately through the writing type Vocabulary Problem/Solution ideas, concepts, and effective selection, organization, and Follow guidelines from 2a – f for the Convey How a Leaf Works information clearly analysis of content. informative/explanatory essays Metacognition (Graphic Aid) Achilles Shield Speech. Page 10 of 24 (July, 2015) and accurately  2a Introduce a topic; organize Deliberate through the effective complex ideas, concepts, and Cohesive Blow Up: What selection, information to make important Transitions went Wrong at organization, and connections and distinctions; Articulate Storm King analysis of content. include formatting (e.g., Implication Mountain by headings), graphics (e.g., Evidence Sebastian Junger Essential Question figures, tables), and multimedia Clarity How do writers when useful to aiding Reading for effectively explain comprehension. Information – How to complex information?  2bDevelop to topic with well- Survive A Wildfire chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.  2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and concepts.  2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.  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.  2f Provide a concluding statement or section that follows from and supports implications or the significance of the topic. W. 2 R/I. 1,3,5

of 24 (July, 2015) College and Career Readiness Anchor Standards for Reading Text Type and Purpose -Writing Honors English II Anchor Specific Grade Instructional Bloom’s Level Resources Formative Summative Standards Standard Strategies/Activities Assessment The Learner Will … 3. Write narratives to W 3. Write narratives to Narrative writing conveys Applying my.hrw.com Vocabulary Narratives develop real or develop real or imagined experience, either real or imaginary, Creating Unit 3— (Weekly Vocabulary) imagined experiences experiences or events using and uses time as it deep structure. It Narrative Devices Text or events using effective technique, relevant can be used for many purposes, such Vocabulary Analysis Workshop Enrichment Narrative Writing effective technique, descriptive details, and well- as to inform, instruct, persuade, or Narrative connected to various literary relevant descriptive structured event sequences. entertain. Sensory language The Doll’s House works details, and well-  3a Engage and orient the Reflection structured event reader by setting out a Follow strategies for W3a – e to Flashback The Seventh Man Student generated narratives sequences. problem, situation, or develop an effective narrative Narrative observation, establishing Techniques Essential Question one or multiple point(s) of Pacing How does a writer view, and introducing a Imagery convey a real or narrator and/or characters; Conflict imagined experience create a smooth Plot effectively? progression of experiences or events.  3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.  3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.  3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.  3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

of 24 (July, 2015) W.3 R/L. 1, 2, 3 L.1, 2, 4 4. Produce clear and W 4. Produce clear and Write to describe, inform, entertain, Applying my.hrw.com Editorial/Persuasive Letter coherent writing in coherent writing in which the or persuade using various Creating Writing Workshops Student generated creative writing which the development, organization and clarification techniques to support Literary Analysis Student generated news article development, style are appropriate to task, each writing type (argument, Vocabulary Unit 1 (literary based) organization, and purpose, and audience. informational/explanatory and Argument Short Story style are appropriate (Grade-specific expectations narrative) Informational/explan Unit 2 Achillcs shield speech to task, purpose, and for writing types are defined in atory Persuasive Letter audience. standards 1-3 above). Steps to follow: Devise Unit 5 W. 2, 3, 4, 5, 9  Identify audience Content Essential Question  Discern purpose Edit How does a writer Transitions  Produce a clear coherent draft produce clear and Audience effective pieces?  Revise and edit Purpose

5. Develop and W 5. Develop and strengthen Prewriting using Graphic Organizers Applying  Thinking Maps Writing Practice strengthen writing as writing as needed by planning,  Provide supporting evidence Creating Student generated samples needed by planning, revising editing, rewriting, or  Edit for grammatical errors  Practice Prompts produce (i.e. outlines, revision, rewriting, or trying a trying a new approach, Vocabulary editing, etc.)  Identify areas where information new approach. focusing on addressing what is Audience writing needs support  NC Element of most significant for a specific Reflection Literature (Holt,  Rewrite/revise/reflect Essential Question purpose and audience. Purpose Rinehart & How can the writing Context Winston) process develop and W. 4, 5, 6 Supporting evidence strengthen writing? L. 1, 2, 3 Annotate  my.hrw.com

6. Use technology, W 6. Use technology, Research topics using reliable Understanding  Internet Cooperative Learning Group including the including the Internet, to internet sites Creating Projects: internet, to produce produce and publish and Power Points and publish writing update individual or shared Vocabulary Blogs and to interact and writing products, taking Internet Wikispaces collaborate with advantage of technology’s Sources others. capacity to link of to other Reliable information and to display collaborate Essential Question information flexibly and How would you use dynamically. internet and technology writing? W. 5, 6, 7, 8

of 24 (July, 2015) College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge- Writing Honors English II

Anchor Specific Grade Instructional Strategies/Activities Bloom’s Level Resources Formative Summative Standards Standard The Learner Will … Assessment 7. Conduct short as W 7. Conduct short as Research Topics – define problem or question  Applying  Print Sources Research paper well as more well as more sustained Make connections  Creating  Web Sources Research project sustained research research projects to Draw conclusions Presentation Boards projects based on answer a question Evaluate sources and their reliability Vocabulary Power Points focused questions, (including a self-generated Create In text documentation Pertinent Blogs demonstrating question) or solve a Create citations Extract Wikis understanding of the problem; narrow or Edit/rewrite Synthesize Journals subject under broaden the inquiry when Validity investigation. appropriate; synthesize reliability multiple sources on the Essential Question subject under investigation How do you use multiple sources to W.5, 6, 7, 8 acquire knowledge? L. 1, 2, 3

8. Gather relevant W 8. Gather relevant Evaluate sources  Applying  Print Sources Research paper information from information from multiple Create in text documentation  Creating  Web Sources Research project multiple print and authoritative print and Create citations Presentation Boards digital sources, digital sources, using Research topics with reliable internet sources Vocabulary Power Points assesses the advanced searches Digital Blogs credibility and effectively; assess the Plagiarism Wikis accuracy of each usefulness of each in Authoritative Journals source, and integrates answering the research Citation the information while question; integrate avoiding plagiarism. information into the text selectively to maintain the Essential Question flow of ideas, avoiding What constitutes plagiarism and following a plagiarism? standard format for citation.

W. 5, 6, 7, 8 L.1, 2, 3 9. Draw evidence W 9. Draw evidence from Make connections Understanding  Short Stories Journals from literacy or literary or informational Draw conclusions Analyzing  Novels Student generated essays informational texts to texts to support analysis, Make inference Evaluating  Poems Student generated projects support analysis, reflection and research. Examine multiple text reflection, and  9a Apply grade 9-10 Vocabulary research. Reading standards to  State the purpose for the reading and Fallacy

of 24 (July, 2015) literature (e.g., “Analyze writing task. Delineate how an author draws on  Formulate a written response based upon Reflection and transforms source the text. Analysis material in a specific Annotate work [e.g., how  Return to the text to annotate and highlight Shakespeare treats a information to support response. Highlight theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”.  9b Apply grades 9-10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

W. 1, 2, 3 L.1, 2, 3, 5 10. Write routinely 10. Write routinely over Write to describe, inform, entertain, or  Applying Thinking maps Journals over extended time extended time frames persuade using various clarification techniques  Evaluating frames (time for (time for research, to support each writing type (argument,  Creating  Writing prompts Timed Writing Prompts research, reflection, reflection, and revision) informational/explanatory and narrative) and revision) and and shorter time frames (a Vocabulary  Journal prompts shorter time frames single sitting or a day or Identify the writer’s purpose  Critique (a single sitting or a two) for a range of  Blogs day or two) for a discipline-specific tasks, Identify the audience  Podcasts range of tasks, purposes and audiences.  Argumentative purposes, and Structure organizational strategies  Persuasive audiences.  Narrative W.4, 5 Use graphic organizers Essential Question L.1, 2, 3  Informational Why write?  Expository How do you respond to a prompt? How do task, purpose, and audience dictate the writing approach?

of 24 (July, 2015) College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration- Speaking and Listening Honors English II

Anchor Specific Grade Instructional Strategies/Activities Bloom’s Resources Formative Summative Standards Standard The Learner Will … Level Assessment 1. Prepare for and SL 1. Initiate and Contribute to class discussion (initiate and  Applying  Dramas Act out a scene for a play participate effectively participate effectively in a participate effectively)  Creating Oral book report in a range of range of collaborative Effectively participate in small group  Novels Debate conversations and discussions (one-on-one, discussions Vocabulary collaborations with in groups, and teacher-let) Listen, reflect, and respond to speakers  Devil’s  Research Topic diverse partners, with diverse partners on Present ideas appropriately using technology advocate building on others’ grades 9-10 topics, texts, as needed  Contradictory  Teacher ideas and expressing and issues, building on  Universality Facilitator their own clearly and others’ ideas and Work with peers to set rules for collegial  Collaborative persuasively. expressing their own discussions clearly and persuasively. --?--- House Essential Question  1a Come to discussions  Summarize others’ viewpoints What does it mean to prepared by having  Classify patterns in perspective have an effective read and researched  Re-evaluate original viewpoint and connect collaborative material under study; to evidence. discussion? explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas.  1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.  1c Propel conversations by posing and responding to

of 24 (July, 2015) questions that relate the current discussion to broader themes or larger ideas, actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.  1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. R/L.7 S/L.1, 4 2. Integrate and SL 2. Integrate multiple Use newspapers, magazines, news programs  Evaluating  Newspapers Create Power Point evaluate information sources of information (Channel 1), guest speakers, news clips,  Creating presentations, video clips, presented in diverse presented in diverse media internet sources  Magazines editorials, recite poetry, present media and formats, or formats (e.g., visually, Present ideas appropriately using technology  Vocabulary art work and songs including visually, quantitatively, orally) as needed  Bias  News clips quantitatively, and evaluating the credibility  Credible orally. and accuracy of each Classify credible/questionable sources  Reliable  Internet source.  Citing Essential Question W.5, 6, 10 Compare/contrast two sources of information.  Quantitative  http://my.hrw.com How does one S/L.6  Qualitative integrate reliable and creditable sources of information?

of 24 (July, 2015) College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration- Speaking and Listening Honors English II Anchor Specific Grade Instructional Strategies/Activities Bloom’s Level Resources Formative Summative Standards Standard The Learner Will … Suggested Lit: Assessment 3. Evaluate a SL 3. Evaluate a Use editorials, different news channels, Evaluating Evaluate multimedia Student generated speaker’s point of speaker’s point of view, newspapers, magazine articles, advertisements Creating formats such as: advertisements view, reasoning, and reasoning, and use of to evaluate a speaker’s point of view, editorials, news Editorials use of evidence and evidence and rhetoric, reasoning and use of evidence. Vocabulary channels, newspapers, Group Presentations with rhetoric. identifying any fallacious Show examples of rhetorical techniques in Rhetoric magazine articles, audience participation and reasoning or exaggerated source. Fallacious advertisements, etc feedback Essential Question or distorted evidence. Stance How does one W.4, 5, 6 Valid/reliable determine a speaker’s S/L.6 point of view, motivation, bias? 4. Present SL 4. Present Read, research, and draw evidence from text  Understanding  Documentaries Student generated Information, information, findings, and on topics or issues  Creating advertisement findings, and supporting evidence Group discussions on controversial topics or  Informational texts Oral presentation supporting evidence clearly, concisely, and themes Vocabulary Debate such that listeners logically such that Summarize key points Constructive can follow the line of listeners can follow the Validity Achilles Shield Speech reasoning and the line of reasoning and the Practice presentations and receive constructive Reliability organization, organization, feedback from peers. Concise Research Enrique’s Project development, and development, substance, Counter argument style are appropriate and style are appropriate Alternate/opposing to task, purpose, and to purpose, audience, and audience. task. Essential Question W.7, 8 How does delivery S/L.5, 6 impact a message? 5. Make strategic use SL 5. Make strategic use Make strategic use of digital media (e.g., Understanding Power Points, videos, Presentations using Power of digital media and of digital media (e.g., textual, graphical, audio, visual, and Creating and other media Points and other media formats visual displays of textual, graphical, audio, interactive elements) in presentations to formats Produce videos data to express visual, and interactive enhance understanding of findings, reasoning, Vocabulary Produce music cds information and elements) in presentations and evidence and to add interest. Delineate enhance to enhance understanding Interactive Research Project understanding of of findings, reasoning, Classify various types of digital media and Digital media presentations. and evidence and to add their purpose Essential Question interest. How can technology be used to enhance W.4, 5, 6 presentations?

of 24 (July, 2015) College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration- Speaking and Listening Honors English II

Anchor Specific Grade Instructional Strategies/Activities Bloom’s Level Resources Formative Summative Standards Standard The Learner Will … Suggested Lit: Assessment 6. Adapt speech to a SL 6. Adapt speech to a Adapt speech to a variety of contexts, and  Applying  Sample speeches Mock speech (Graduation variety of contexts variety of contexts, and tasks, demonstrating command of formal  Creating Project) and communicative tasks, demonstrating English when indicated or appropriate. Mock interview tasks, demonstrating command of formal Vocabulary command of formal English when indicated Express an idea verbally in a formal and Adapt Archilles Shield Speech English when or appropriate. informal way for different audiences. Relevance indicated or Formal vs. informal appropriate. S/L.4, 5 Standard/non- standard English Essential Question How does the way a person speaks or writes effect the way an audience perceives him/her?

of 24 (July, 2015) College and Career Readiness Anchor Standards for Language Conventions of Standard English- Language Honors English II

Anchor Specific Grade Instructional Bloom’s Level Resources Formative Standards Standard Strategies/Activities Summative The Learner Will … Assessment 1. Demonstrate L 1. Demonstrate command Oral Daily Language (Bell  Understanding  Grammar text work Student writing command of the of the conventions of work)  Applying conventions of standard English grammar Use parallel structure  Editing Student presentations standard English and usage when writing or Use correct parts of speech Vocabulary grammar and usage speaking  Define parallel structure Verb forms  Grammar transparencies Teacher generated when writing or  1a Use parallel structure.*  Demonstrate examples of  Indicative assessments speaking.  1b Use various types of parallel and non-parallel  Imperative  Grammar Power Points phrases (noun, verb, structures Student grammar teaching Essential Question  Interrogative project in groups adjective, adverbial,  Analyze the function of How does knowledge  Conditional participial, parallel structure and how it of grammar enhance  Subjunctive prepositional, absolute) contributes to meaning and writing and speaking? and clauses structure  Mood How does variety (independent,  Revise examples of non-  Parallel / enhance dependent; noun, parallel structure to parallel Structure communication? relative, adverbial) to structure. convey specific meaning and add A. Use parallel structure. variety and interest to writing or  Review phrases and clauses presentations.  Using a text, identify various examples of phrases and W.1, 2, 3, 4, 5, 6, 7, 8, 9, 10 clauses. Revise a teacher-generated paragraph of simple sentences into a text that includes various phrases and clauses to increase meaning. 2. Demonstrate L 2. Demonstrate command Oral Daily Language (Bell Understanding  Grammar text work Student writing command of the of the conventions of work) Applying Student presentations conventions of standard English Use correct conventions in all  Editing Teacher generated standard English capitalization, punctuation, assigned writing Vocabulary assessment capitalization, and spelling when writing. Conventions  Grammar transparencies punctuation, and  2a Use semicolon (and Edit papers for spelling errors, as Exclamations spelling when writing. perhaps a conjunctive well as, punctuation errors. Point  Grammar Power Points Essential Question adverb) to link two or Quotation marks Why is it necessary to more closely related Colon use punctuation in independent clauses. Clauses writing?  2bUse a colon to Semicolon Page 20 of 24 (July, 2015) introduce a list or quotation.  2c Spell correctly.

W.1, 2, 3, 4, 5, 6, 7, 8, 9, 10 S/L.6 3. Apply knowledge of L 3. Apply knowledge of Making appropriate language Applying  Grammar text work Essays language to language to understand how choices in situations Creating Research Papers understand how language functions in  Demonstrate knowledge of  Editing Editorials language functions in different contexts, to make basic grammar rules and Vocabulary Creative writing different contexts, to effective choices for syntax. MLA  Grammar transparencies make effective choices meaning or style, and to  Show examples of writing APA for meaning or style, comprehend more fully which follows multiple types Syntax  Grammar Power Points and to comprehend when reading or listening. of academic style manuals. Footnotes more fully when Citations  3a Write and edit work so  Identify the elements that are  Electronic Resources: reading or listening. that it conforms to the Works cited specific to a style manual  http://www.mla.org/ Essential Question guidelines in a style (NP, parenthetical citations, How are various forms manual (e.g., MLA footnotes, works cited, etc.)  http://owl.english.purdue of communication Handbook, Turabian’s .edu/owl/resource/747/01/ different? Manual for Writers)  Explain the purpose of the elements and how they aid appropriate for the  www.easybib.com discipline and writing the reader in accessing the type. text.  http://www.chicagomanu W.1, 2, 3, 4, 5, 6, 7, 8, 9, 10  Review elements of research writing including objective alofstyle.org/home.html and subjective point of view, formal and informal  http://www.apastyle.org/ language, and fact vs. opinion.

of 24 (July, 2015) College and Career Readiness Anchor Standards for Reading Vocabulary Acquisition and Use Honors English II

Anchor Specific Grade Instructional Strategies/Activities Bloom’s Resources Formative Summative Standards Standard The Learner Will … Level Assessment 4. Determine or L 4. Determine or clarify Review: Words in context Understanding  Online Dictionary Teacher Assessment clarify the meaning of the meaning of unknown Roots, prefixes and suffixes Applying  Visual Thesaurus Reading Comprehension unknown and and multiple-meaning multiple-meaning words and phrases based  Read the text. Vocabulary words and phrases by on Grades 9-10 reading  Review the concept of context clues. Etymology using context clues, and content, choosing Phonetic and  Cite evidence from the text which provides analyzing meaningful flexibly from an array of pronunciation clues to the meanings of words or phrases. word parts, and strategies. marks consulting general  4a Use context (e.g., the  Review the basics of prefixes and suffixes. Reference tools and specialized overall meaning of a  Identify suffixes and their impact on part of Context clues reference materials, sentence or paragraph, speech. as appropriate. or text; a word’s  Change a series of words from one part of position or function in speech to another using suffixes. Essential Question a sentence) as a clue  List different vocabulary resources and What do you do when to the meaning of a review the purposes of each. you come across a word or phrase  Identify the specialized language/symbols word you do not  4b Identify and correctly contained within each reference source know? use patterns of word (tilde, schwa, stressed and unstressed How does the context changes that indicate syllables, etc.) in which a word is used different meanings or  Determine or clarify the meaning of influence the meaning? parts of speech (e.g., unknown and multiple-meaning words and analyze, analysis, phrases. analytics; advocate, advocacy).  4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, of Page 22 of 24 (July, 2015) its etymology.  4d Verify the preliminary termination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.3, 5

5. Demonstrate L 5. Demonstrate Interpret figure of speech (metaphor, simile, Analyzing  Figures of speech Create a song using figurative understanding of understanding of cliché, oxymoron, personification, etc.) Creating from various language word relationships figurative language, word literary pieces and nuances in word relationships, and nuances Analyze songs for figurative language Vocabulary Poetry Project meanings. in word meanings. Figurative Sample songs  5a Interpret figures of Identify figures of speech in a text and language Essential Question speech (e.g., determine purpose and effect.  Metaphor What is connotative euphemism,  Simile and denotative oxymoron) in context Translate a text written in figurative language  Cliché language? and analyze their role into literal language.  Oxymoron in the text.  Nuances  5b Analyze nuances in  Idioms the meaning of words  Connotation with similar  Denotation denotations.  Euphemism L.3, 4

of 24 (July, 2015) College and Career Readiness Anchor Standards for Reading Vocabulary Acquisition and Use Honors English II

Anchor Specific Grade Instructional Strategies/Activities Bloom’s Resources Formative Summative Standards Standard The Learner Will … Level Assessment 6. Acquire and use L 6. Acquire and use Weekly vocabulary units Understanding  Vocabulary Unit Teacher generated assessments accurately a range of accurately general Text based vocabulary Applying practice exercises general academic and academic and domain- Grammar activities Student generated writings domain-specific specific words and Vocabulary  Words in context words and phrases phrases, sufficient for Metacoprition Vocabulary narratives sufficient for reading, reading, writing, speaking, Domain specific writing, speaking, and and listening at the college listening at the college and career readiness level; Metacognition and career readiness demonstrate independence level; demonstrate in gathering vocabulary independence in knowledge when gathering vocabulary considering a word or knowledge when phrase important to encountering an comprehension or unknown term expression. important to comprehension or expression. L.1, 2, 3, 4

Essential Question How does vocabulary use vary? How do you learn new words?

of 24 (July, 2015)