1. Striving toward greater focus and coherence through
Content Standards and Practice Standards
English II Honors
English Language Arts Curriculum Map
Waterloo School District
Waterloo Community Unit School
District
2. 2
ELA Standard Topics
Each standard in the English Language Arts has a consistent focus, or anchor, across grades. Although the
standards describe increasingly sophisticated skills as children progress through the school years, the primary
topic of each standard is the same in each grade. The following charts outline the focus for each standard in
the area of Reading, Writing, Speaking/Listening, and Language.
3. 3
Reading Standards
Literature Informational Text Foundational Skills
Key Ideas and
Details
RL.1 Ask and Answer
Questions/Infer
RI.1 Ask and Answer
Questions/Infer
Print
Concepts
Recognition
RF.1 Concepts
about Print (K-
1)
RL.2 Retell Stories RI.2 Main Topic/Idea and Key
Details
Phonological
Awareness
RF.2 Spoken words,
syllables, and
sounds (K-1)
RL.3 Story Elements RI.3 Connections and
Relationships in Information
Text
Phonics and
Word
Recognition
RF.3 Decoding
Words/Phonics
(K-5)
Craft and
Structure
RL.4 Word Meaning within
Text
RI.4 Word Meaning within Text Fluency RF.4 Accuracy and
fluency to
support
comprehension
(K-5)
RL.5 Text Structure RI.5 Text Features and Structures
RL.6 Point of View RI.6 Author/Illustrator Purpose
and Point of View
Integration of
Knowledge
and Ideas
RL.7 Visuals and Text RI.7 Visuals Support
Comprehension
RL.8 N/A RI.8 Author’s Supporting Points
RL.9 Compare and Contrast RI.9 Compare and Contrast
Range and
Reading and
Level of Text
Complexity
RL.10 Text Complexity RI.10 Text Complexity
4. 4
Writing Standards
Text Types and Purposes W.1 Opinion/Argument
W.2 Informative/Explanatory
W.3 Narrative
Productionand Distributionof Writing W.4 Production (Begins in Grade 3)
W.5 Plan/Revise/Edit
W.6 Technology Integration
Research to Build and Present Knowledge W.7 Research
W.8 Determine Importance and Organize Information
W.9 Draw Evidence from Literary or Informational Text (Begins in Grade 4)
Range of Writing W.10 Write Routinely over Varied Time Frames (Begins in Grade 3)
Speaking and Listening Standards
Comprehension and Collaboration SL.1 Conversation
SL.2 Listening Comprehension
SL.3 Listen and Respond
Productionand Distributionof Writing SL.4 Oral Expression
SL.5 Multimedia Presentation
SL.6 Adapting Oral Communication
Language Standards
Conventions of StandardEnglish L.1 Grammar Usage
L.2 Capitalization, Punctuation, and Spelling
L.3 Conventions of Language
Knowledge of Language L.4 Word Meanings
Vocabulary Acquisition and Use L.5 Word Relationships and Nuances
L.6 Vocabulary Development
5. 5
English Language Arts Curriculum Map
Waterloo School District Scope and Sequence Overview
Course: English II Honors
Unitof Study
Textbook
Alignment
Standards
1 To Kill a
Mockingbird
RL: 1, 2, 3, 5, & 10
RI: 1, 2, 7, 9, & 10
W: 3, 4, 5, 6, 9, & 10
SL: 1, 4, & 5
L: 3, 4, & 6
2 Short Stories
RL: 2, 3, 5, 6, 7, & 9
RI: 1, 7, & 10
W: 1, 4, 5, 6, 9, & 10
SL: 1 & 6
L: 1, 2, 3, & 5
8. 8
Unit of Study 1:
Prejudice, Morality, and
Compassion
Course: ENG II H Quarter 4 Approx. 40 days
Reading Literature
Content Objectives
Vocabulary Textbook
Alignment
Additional Resources
Standards:
RL. 9-10. 1, 2, 3, 5, & 10
I can:
I can identify strong and thorough textual
evidence and use inferences from the text to
supporttextual analysis.
I can draw inferences from the text in order
to understand how textual analysisis
developed.
I can identify foreshadowingwithin a text
and use foreshadowingto predictfuture
events within the text.
I can summarize the major events within a
text.
I can analyzehow characters changeover the
courseof the text.
I can identify the aspects of a text’s
structure.
I can analyzehow an author’s choiceof plot
structure creates an effect.
I can identify and comprehend fiction:
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
AcademicVocabulary:
Foreshadowing Text
Organization
Inference Tone
Rhetorical Devices AuthorIntent
Symbolism Prediction
Setting
Character Analysis
Urban Legends
Two Voice Poem
SectionVocabulary:
Altercation
Contemptuous
Contentious
Disapprobation
Ecclesiastical
Perpetuate
Prerogative
Temerity
N/A
Large Text:To Kill a Mockingbird –Harper
Lee
To Kill a Mockingbird - Film
SmallerTexts:
“I, Too,SingAmerica”and “A Dream
Deferred”by LangstonHughes
The Balladof EmmettTill – Bob Dylan
Alligatorsin the Sewer and222 Other
UrbanLegends – ThomasJ. Craughwell
9. 9
Reading Informational
Content Objectives
Vocabulary Textbook
Alignment
Additional Resources
Standards:
RI. 9-10. 1, 2, 7, 9, & 10
I Can:
I can cite strong and thoroughtextual
evidence tosupportanalysisof whatthe
textsaysexplicitlyandwhatthe text
infers.
I can determine the central ideaof atext
including:
The developmentof the central
idea
How the central ideaemerges
How specificdetailsshape the
central idea
I can analyze variousaccountsof a
subjecttoldindifferentmediums
includingwhichdetailsare emphasized
ineach account.
I can analyze seminal U.S.documentsof
historical and literarysignificance,
includinghowtheyaddressrelated
themesandconcepts.
I can identify/understand nonfiction:
KeyIdeasandDetails
Craft andStructure
Integrationof Knowledge and
Ideas
AcademicVocabulary:
Critical Analysis
Inference
Central Idea
AuthorIntent
Compare/Contrast
SectionVocabulary:
Segregation
Enactment
Emancipation
N/A Growingup inthe Great Depression –
RichardWormser
http://www.pbs.org/wnet/jimcrow/segreg
ation3.html - website coveringJimCrow,
Plessyvs.Ferguson,etc.
What Was JimCrow – FerrisState
University
MeetHarper Lee
Civil RightsMovement Article
10. 10
Writing
Content Objectives
Vocabulary Resources
Standards:
W. 9-10. 4, 5, 6, 7, 9, & 10
I Can:
I can use narrative techniquessuchas pacing
and description to develop mywritingandengage
readers.
I can use sensorylanguage to conveya vivid
picture ofthe experiences, events, setting, and/or
characters.
I can provide a conclusionthat follows from
and reflects on what is experienced, observed, or
resolved over the course ofthe narrative.
I can create andutilize pre-writingtechniques
(such as outlining) to organize mywriting.
I can produce clear and coherent writingin
which the development, style, andpurpose is
appropriate to the task.
I can developandstrengthenwritingby
planning, revising, editing, rewriting, or trying a
new approach focusing onwhat is more
significant for purpose and audience.
I can conduct a short research project to
answer a questionor questions, and narrow or
broadenaninquirywhen appropriate.
I can synthesize multiple sources onthe
subject showing understandingof the subject.
I can write using conventions from language
standards 1-3 up to andincluding grade 9-10.
I can use technology, including the internet to
produce, publish, and update individual or shared
writingproducts.
I can draw evidence from the text to support
my written analysis.
I can write routinelyover extended and
shorter time framesfor a range of tasks, purposes
and audiences.
AcademicVocabulary:
MLA
Parenthetical Documentation
Outlining
TwoVoice Poem
Urban Legend
To Kill a Mockingbird
Purdue Owl Website
Google Drive - Chromebooks
“How Urban LegendsWork”– Tom Harris
Alligatorsin the Sewer and222 Other UrbanLegends – ThomasJ. Craughwell
11. 11
Language Content Objectives Vocabulary Resources
Standards:
L. 9-10. 3, 4, & 6
I Can:
I can write and editworksothat it
conformsto the guidelinesinthe MLA
handbook.
I can use contextclues todetermine the
meaningof unknownwords.
I can identifywordpatternsand
determine the differentformsof words
basedon changesinparts of speech(ex.
analyze,analysis).
I can effectivelyuse adictionaryanda
thesaurus.
I can make predictionsaboutthe
meaningof a wordand thenconfirm
those predictionsusingadictionary.
I can acquire and use accuratelygeneral
academicand domain-specificwords
and phrasesinan academicsetting.
AcademicVocabulary:
MLA Purdue Owl Website
Dictionary
Thesaurus
To Kill a Mockingbird
12. 12
Speaking and Listening
Content Objectives
Vocabulary Textbook
Alignment
Additional Resources
Standards:
SL. 9-10. 1 & 6
I can:
I can initiate andparticipate in
collaborative discussions.
I can employspeakingskillstopersuade
groupmembers ina group discussion.
I can come to discussionspreparedand
explicitlydrawonthatpreparationby
referringtoevidence gatheredoutside
of class.
I can justifymyviewsand
understandingsinadiscussionandmake
newconnectionsasthe discussion
progresses.
I can adapt speechtoa varietyof
contextsandtasks,demonstrating
commandof formal Englishwhen
indicatedorappropriate.
AcademicVocabulary:
Collaborate
N/A N/A
14. 14
Unit of Study 2: Conflict
and Good vs. Evil Around the
World
Course: English II H Quarter 1 Approx. 40 days
Reading Literature
Content Objectives
Vocabulary Textbook
Alignment
Additional Resources
Standards:
RL. 9-10. 2, 3, 5, 6, 7, & 9
I can:
I can identify the differenttypes ofcharacter (including dynamic,
static, round, flat, etc) and evidence in the textthatshapes the
character type.
I can identify the central idea or theme within a text/story including
the details thatsupportthe theme.
I can analyze how the theme or central idea ofa textemerges, is
shaped and refined by specific details.
I can identify pointofview.
I can distinguish differences between culture and cultural
experience.
*Using contrasting and/orsupporting viewsfrom a wide array of
other world literature.
I can analyze the representation ofa subjector a key scene in two
different artistic mediums.
I can analyze how and why the artist/author choosesto represent
a subjector scene, and emphasizes ideasfor effect, including
whatis stressed or missing from both representations.
I can distinguish between theme and topic.
I can compare / contrastthe treatmentofsimilar themes or topics
from two or more texts.
I can analyze how an author drawson and transforms source
material
AcademicVocabulary:
Theme /Topic
Compare/Contrast
Character (Round,Flat,
Static, Dynamic)
Characterization
Antagonist
Protagonist
Pointof View(omniscient,
limited)
Setting
Genre
Symbolism
Prose
Denouement
Conflict
Subject
KeyScene
SectionVocabulary:
Acquiesce
Condolence
Draft
Interloper
Languor
Marauder
Pestilential
Pinioned
Precipitous
Succor
Literature TextBook:
“Marriage isa Private Affair”–Chinua
Achebe
“The SeventhMan”– Haruki Murakami
“The Interlopers”- Saki
“Little RedRidingHood”– CharlesPerrault
“Little Snow-White”–Jacob and Wilhelm
Grimm
“Cinderella”–Jacob and WilhelmGrimm
Cinderella (DisneyMovie)
FracturedFairyTales - DVD
15. 15
Reading Informational
Content Objectives
Vocabulary Textbook
Alignment
Additional Resources
Standards:
RI. 9-10. 1, 7, & 10
I Can:
I can cite strong and thoroughtextual
evidence tosupportanalysisof whatthe
textsaysexplicitly.
I can cite strong and thoroughtextual
evidence tosupportanalysisof whatthe
textinfers.
I can identify/understandnonfictionboth
ina groupsettinganindependently
including:
Keyideasanddetails
Craft andstructure
Integrationof knowledge and
ideas
AcademicVocabulary:
Biography
Historical Narrative
SectionVocabulary:
N/A
Literature TextBook:
Interviewwith Haruki Murakami –pg.
348
Dyaspora– Joanne Hyppolite (essay)–
pg. 362
The JohnstownFlood –David
McCullough(historical narrative) –pg.
102
Grimm Brothers’Biography
BiographyworksheetonSaki
BiographyworksheetonShirleyJackson
16. 16
Writing
Content Objectives
Vocabulary Resources
Standards:
W. 1, 4, 5, 6, 9, & 10
I Can:
I can introduce, distinguish,organize,and
logically supportclaims and counterclaims
based on the analysisof substantivetexts in
a manner which s appropriateto my
audience.
I can establish and maintain a formal style,
incorporatethe use of effective transitions,
and followthe conventions of the discipline
in which I am writing,includinga
summation of my claims / counterclaims at
the end of the assignment.
I can produce clear and coherent writingin
which the development, style, and purpose
is appropriatefor the task and audience.
I can develop and strengthen my writing
through planning,revising,editing,and
rewritingusingconventions from language
standards 1-3 up to and includinggrades 9
& 10.
I can use technology, includingtheinternet
to produce, publish,and update individual
or shared writingproducts.
I can link information from my writing
product to other information.
I can draw evidence from literary or
informational texts to supportanalysis,
reflection, and research.
I can routinely write over extended periods
of time for research,reflection, and
revision,for a range of tasks,purposes,and
audiences.
AcademicVocabulary:
MLA Formatting
Revision
Persuasion
Google Docs
Analysis
Abstract
Hyperlink
Google Docs – Chromebooks
17. 17
Language Content Objectives Vocabulary Resources
Standards:
L. 1, 2, 3, & 5
I Can:
I can demonstrate the commandof the
conventionsof standardEnglishgrammar
and usage whenwritingandspeaking.
I can demonstrate commandof the
conventionsof standardEnglish
capitalization, punctuation,andspelling
whenwriting.
I can write and editwork sothat it
conformsto the guidelinesinastyle
manual appropriate fordiscipline and
writingtype.
I can demonstrate understandingof
figurative languageincluding:
Imagery
Simile
Metaphor
AcademicVocabulary:
MLA
Compare / Contrast
Imagery
Simile
Metaphor
N/A
18. 18
Speaking and Listening
Content Objectives
Vocabulary Textbook
Alignment
Additional Resources
Standards:
SL. 9-10. 1, & 6
I can:
I can initiate andparticipate in
collaborative discussions.
I can employ speakingskillstopersuade
groupmembersina group discussion.
I can come to discussionspreparedand
explicitlydrawonthatpreparationby
referringtoevidence gatheredoutside of
class.
I can justifymyviewsandunderstandings
ina discussionand make newconnections
as the discussionprogresses.
I can adapt speechtoa varietyof contexts
and tasks,demonstratingcommandof
formal Englishwhenindicatedor
appropriate.
AcademicVocabulary:
N/A N/A N/A
20. 20
Unit of Study 3:
Drama
Course: English II H Quarter 3 Approx. 35 days (concurrent
with Research Unit)
Reading Literature
Content Objectives
Vocabulary Textbook
Alignment
Additional Resources
Standards:
RL. 1, 3, 5, 9, & 10
I can:
I can identify strongand thorough textual
evidence.
I can discuss details thetext uses to support
textual analysis.
I can draw inferences from the text in order
to understand how textual analysisis
developed.
I can cite strong and thorough textual
evidence to support analysisof what the text
says explicitly and whatthe text infers.
I can explain how character’motivations /
traits affect the plot.
I can analyzehow an author’s choices
concerninghow to structure a text and order
events within it, create such effects as
mystery, tension, or surprise.
I can identify allusion,metaphor,parable,
and parody.
I can identify / understand fiction:
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
AcademicVocabulary:
Ballad
Sonnet
Induction
IambicPentameter
Irony
Soliloquy
Monologue
Pun
Motif
Allusion
Alliteration
Assonance
Foil
Inversion
Asyndeton
Allegory
Epithet
SectionVocabulary:
Shrew Vex
Exeunt Delude
Revere Dulcet
Engender Gall
Credulous
Beguile
Pithy
Construe
Dissemble
Abject
Importune
N/A The Taming of the Shrew – William
Shakespeare
The Taming of the Shrew:The Complete
Work + Comprehensive StudyGuide –
WilliamShakespeare (DoverThriftStudy
Edition)
21. 21
Reading Informational
Content Objectives
Vocabulary Textbook
Alignment
Additional Resources
Standards:
RI. 1, 6, 7, & 10
I Can:
I can cite strong and thoroughtextual
evidence tosupportanalysisof whatthe
textsaysexplicitlyandwhatthe text
infers.
I can determine anauthor’spointof
view,describe the author’spurpose ina
text,andanalyze howan authoruses
rhetoricto advance a pointof viewor
purpose.
I can analyze variousaccountsof a
subjecttoldindifferentmediumsand
determine whichdetailsare emphasized
ineach account.
I can identify/understandnonfiction:
KeyIdeasandDetails
Craft andStructure
Integrationof Knowledge and
Ideas
AcademicVocabulary:
N/A
SectionVocabulary:
Humours
Black Plague
Commediadell’Arte
Farce
Galleries
Groundlings
Bard
N/A Articles:
“Commediadell’Arte:The Basisof Farce”
– Michael R.Kelly
“Shakespeare’sTheatre”–Michael R. Kelly
“The BlackDeath” – www.history.com
22. 22
Writing
Content Objectives
Vocabulary Resources
Standards:
W. 3, 4, 5, 9, & 10
I Can:
I can write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details,and
well structured event sequences.
I can produce clear and coherent writingin
which the development, styleand purposeis
appropriateto the task and audience.
I can develop and strengthen writingby
planning,revising,editing,rewriting,or
trying a new approach focusingon what is
most significantfor purposeand audience.
I can write usingconventions from language
standards 1-3 up to and includinggrade9-
10.
I can draw evidence from literary or
informational texts to supportanalysisand
reflection.
I can analyzehow an author draws on and
transforms sourcematerial in a specific
work.
I can routinely write over extended periods
of time for reflection for a range of tasks,
purposes,and audiences.
AcademicVocabulary:
N/A Google Docs – Chromebooks
Purdue Owl
23. 23
Language Content Objectives Vocabulary Resources
Standards:
L. 3, 4, & 6
I Can:
I can use knowledge of language to
understandhowlanguage functionsin
differentcontexts, tomake effective
choicesformeaningorstyle,andto
comprehendmore fullywhenreadingor
listening.
I can use contextas a clue to the
meaningof a wordor phrase.
I can acquire and use accuratelygeneral
academicand domain-specificwords
and phrasesinan academicsetting.
AcademicVocabulary:
N/A N/A
24. 24
Speaking and Listening
Content Objectives
Vocabulary Textbook
Alignment
Additional Resources
Standards:
SL. 1 & 6
I can:
I can initiate andparticipate in
collaborative discussions.
I can employspeakingskillstopersuade
groupmembersina group discussion.
I can come to discussionspreparedand
explicitlydrawonthatpreparationby
referringtoevidence gatheredoutside
of class.
I can justifymyviewsand
understandingsinadiscussionandmake
newconnectionsasthe discussion
progresses.
I can adapt speechtoa varietyof
contextsandtasks,demonstrating
commandof formal Englishwhen
indicatedorappropriate.
AcademicVocabulary:
N/A N/A N/A
25. 25
Assessment Options:
ComprehensiveUnitTest
A varietyof writingassignments(includingjournals,shortresearch,shortessaystoanswerquestions,etc.)
End of unitessay / project
A varietyof worksheetsandassignmentsfocusingonspecificskills(suchas pun,sonnets,iambicpentameter,allegory, etc.)
ClassDiscussions–includingpreparedclassnotes
Comprehensionquizzes
Notes:
26. 26
Unit of Study 4:
Persecution and Survival
Course: ENG II H Quarter 1 Approx. 30 days
Reading Literature
Content Objectives
Vocabulary Textbook
Alignment
Additional Resources
Standards:
RL. 1, 2, 4, 6, 9, & 10
I can:
I can identify strongand thorough textual
evidence and use inferences from the text to
supporttextual analysis.
I can draw inferences from the text in order
to understand how textual analysisis
developed.
I can identify and analyzethe central idea or
theme within a text and the details that
supportthe development of the central idea
or theme.
I can identify and determine the meaning of
and difference between denotative and
connotative words and phrases in a text.
I can identify and analyzewords that impact
meaning and tone in a text.
I can define and identify the difference
between cultureand cultural experience.
I can distinguish between theme and topic.
I can identify / understand fiction:
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
AcademicVocabulary:
Topic
Textual Evidence
Inference
Theme / Central Idea
Denotation
Connotation
Culture
Memoir
Context
Conflict
Analogy
Antonym
Synonym
SectionVocabulary:
Penury Dysentery
Edict
Melancholy
Treatise Poignant
Phylacteries Epidemic
Conflagration Altruistic
Farce Pittance
Pious Genocide
Invectives
Harangued
Colic
Ascertain
Veritable
Untenable
Lament
N/A Long Informational:
Nightby Elie Wiesel
Informational:
Audioof InterviewwithSamuel Taub
(Holocaustsurvivor)
We FoughtBack:Teen Resisters of the
HolocaustbyAllanZullo
Short Fiction(Poem/Song):
"Zog NitKeynmol"(NeverSayWe Are
Troddingthe Final Path) - words,HirshGlik
27. 27
Reading Informational
Content Objectives
Vocabulary Textbook
Alignment
Additional Resources
Standards:
RI. 4, 7, & 10
I Can:
I can determine the meaningof words
and phrasesas theyare usedina text
includingfigurative language and
connotative language.
I can analyze variousaccountsof a
subjecttoldindifferentmediumsand
determine whichdetailsare emphasized
ineach account.
I can identify/understandnonfiction:
KeyIdeasandDetails
Craft andStructure
Integrationof Knowledge and
Ideas
AcademicVocabulary:
Biography
Simile
Metaphor
Hyperbole
Imagery
Connotation
Memoir
Compare / Contrast
SectionVocabulary:
N/A
N/A Long informational:
Night– Elie Wiesel
Audioof InterviewwithSamuel Taub
(Holocaustsurvivor)
FirstPersonSingular– Elie Wiesel (PBS
Video)
28. 28
Writing
Content Objectives
Vocabulary Resources
Standards:
W. 4, 5, 6, 9 & 10
I Can:
I can produce clearand coherentwriting
inwhichthe development,style,and
purpose isappropriate tothe task.
I can write usingconventionsfrom
language standards1-3 up to and
includinggrade 9-10.
I can use technology,includingthe
internet,toproduce,publish,and
update individual orsharedwriting
projects.
I can displayinformationflexiblyand
dynamically.
I can routinelywrite overextended
periodsof time forreflectionforarange
of tasks, purposes,andaudiences.
AcademicVocabulary:
N/A
Google Docs - Chromebooks
29. 29
Language Content Objectives Vocabulary Resources
Standards:
L. 1, 4, 5, & 6
I Can:
I can demonstrate commandof the
conventionsof standard English
grammar and usage whenwritingor
speaking.
I can use contextas a clue to identifythe
meaningof a wordor phrase.
I can identifyandcorrectlyuse patterns
of wordchangesthat indicate different
meaningsorparts of speech(analogies).
I can demonstrate understandingof
figurative language,wordrelationships,
and nuancesinwordmeanings
including:analyzingnuancesinthe
meaningof wordswithsimilar
denotations.
I can acquire and use accuratelygeneral
academicand domain-specificwords
and phrasesinan academicsetting.
AcademicVocabulary:
Connotation
Denotation
Simile
Metaphor
Hyperbole
Imagery
30. 30
Speaking and Listening
Content Objectives
Vocabulary Textbook
Alignment
Additional Resources
Standards:
SL. 1 & 6
I can:
I can initiate andparticipate in
collaborative discussions.
I can employspeakingskillstopersuade
groupmembersina group discussion.
I can come to discussionspreparedand
explicitlydrawonthatpreparationby
referringtoevidence gatheredoutside
of class.
I can justifymyviewsand
understandingsinadiscussionandmake
newconnectionsasthe discussion
progresses.
I can adapt speechtoa varietyof
contextsandtasks,demonstrating
commandof formal Englishwhen
indicatedorappropriate.
AcademicVocabulary:
Collaboration
N/A N/A
32. 32
Unit of Study 5:
Research
Course: English II H Q
u
a
r
t
e
r
Approx. 20 days (Concurrent
with Drama Unit)
Reading Literature
Content Objectives
Vocabulary
T
e
x
t
b
o
o
k
A
l
i
g
n
m
e
n
t
Additional Resources
Standards:
Not Applicable
I can:
AcademicVocabulary:
SectionVocabulary:
33. 33
Reading Informational
Content Objectives
Vocabulary
T
e
x
t
b
o
o
k
A
l
i
g
n
m
e
n
t
Additional Resources
Standards:
RI. 1, 2, 3, 5, 6, 8, & 10
I Can:
I can cite strong and thoroughtextual evidence tosupportanalysisof
whatthe textbothsaysexplicitlyandinfers.
I can determine the central ideaof atext.
I can analyze howan authorunfoldsananalysisorseriesof ideasor
eventsincluding:
Orderin which pointsare made.
How theyare introducedanddeveloped.
Connectionsthatare drawnbetweenthem.
I can analyze indetail howanauthor’sideasor claimsare developedand
refinedbyparticularsentences,paragraphs,orlargerportionsof atext.
I can determine anauthor’spointof view,purposeinatext,anduse of
rhetoric.
I can delineate andevaluate the argumentandclaimsinatext.
I can assesswhetherreasoningisvalidandevidence isrelevantand
sufficient.
I can identifyfalsestatementsandfallaciousreasoning.
I can identify/understandnonfiction:
KeyIdeasandDetails
Craft andStructure
Integrationof Knowledge andIdeas
AcademicVocabulary:
Logical Fallacy
FallaciousReasoning
Formal / Informal Language
Bias/ Unbiased
Summary/ Paraphrase/Quote
PrimarySource
SecondarySource
Plagiarism
Copyright
SectionVocabulary:
N/A
Chromebooks
34. 34
Writing
Content Objectives
Vocabulary Resources
Standards:
W. 1, 2, 4, 6, 7, 8, & 10
I Can:
I can introduce preciseclaim(s),distinguish theclaim(s) fromalternateor
opposingclaims,and createan organization thatestablishes clear
relationshipsamongclaim(s),counterclaims,reasons,and evidence.
I can develop claim(s) and counterclaims fairly,supplyingevidencefor each
whilepointingout the strengths and limitations of both in manner that
anticipates theaudience’s knowledge level and concerns.
I can use transitions to link the major sections of the text and create
cohesion.
I can establish and maintain a formal styleand unbiased tone with attending
to the norms and conventions of the disciplinein which I am writing.
I can write an effective conclusion.
I can introduce a topic; organize complex ideas,concepts, and information to
make important connections and distinctions whileincludingMLA
formatting.
I can develop the topic with relevant facts,definitions,details,quotations,
etc.
I can produce clear and coherent writingin which the development, style,
and purpose is appropriateto the task.
I can use technology, includingtheInternet, to produce, publish,and update
individual writingprojects.
I can synthesize multiplesources on the subjectshowingunderstandingof
the subject.
I can gather and assess theusefulness of relevantinformation from multiple
printand digital sources to answer a research question.
I can use search terms effectively.
I can integrate information into the text selectively to maintain the flow of
ideas.
I can avoid plagiarism.
I can followa standard format(MLA) for citation.
I can apply grades 9-10 Readingstandards to literary nonfiction.
I can routinely write over extended periods of time for research and revision
for a range of tasks,purposes,and audiences.
AcademicVocabulary:
ThesisStatement
MLA
Parenthetical Citation
Formal / Informal Language
Bias/ Unbiased
Summarize /Paraphrase /Quote
Topic/ Subtopic
Plagiarism
Google Docs - Chromebooks
NoodleTools
NewYork TimesArticles:
– “Google Goggles”byNickBilton
– “NewYork Asksto Bar Use of Food
Stampsto Buy Sodas”by Anemona
Hartocollis
– “Water Drops forMigrants: Kindness
or Offense?”byMarc Lacey
35. 35
Language Content Objectives Vocabulary Resources
Standards:
L. 1, 2, & 3
I Can:
I can demonstrate commandof the conventionsof standardEnglish
grammar and usage whenwriting.
I can demonstrate commandof the conventionsof standardEnglish
capitalization, punctuation,andspellingwhenwriting.
I can write and editworksothat it conformsto the guidelinesinastyle
manual appropriate forthe discipline andwritingtype.
AcademicVocabulary:
N/A
N/A
36. 36
Speaking and Listening
Content Objectives
Vocabulary
T
e
x
t
b
o
o
k
A
l
i
g
n
m
e
n
t
Additional Resources
Standards:
SL. 1
I can:
I can participate effectivelyinarange of collaborative discussions(one-to-
one,ingroups,and teacher-led).
AcademicVocabulary:
N/A NewYork Timesarticles –discussionon
biasvs. unbiased
Example studentessays –discussionon
exemplaryessaysversuspooressays.
38. 38
Unit of Study 6:
Grammar
Course: English II H Quarter: N/A Year Long Unit (interspersed
with all units)
Reading Literature
Content Objectives
Vocabulary Textbook
Alignment
Additional Resources
Standards:
Not Applicable
I can:
AcademicVocabulary:
N/A
SectionVocabulary:
N/A
N/A N/A
40. 40
Writing
Content Objectives
Vocabulary Resources
Standards:
W. 5 & 10
I Can:
I can write usingconventionsfrom
language standards1-3 up to and
includinggrade 9-10.
I can routinelywrite overextended
periodsof time forrevisionforarange
of tasks,purposes,and audiences.
AcademicVocabulary:
N/A N/A
41. 41
Language Content Objectives Vocabulary Resources
Standards:
L. 1 & 2
I Can:
I can demonstrate commandof the
conventionsof standardEnglish
grammar and usage whenwritingor
speakingincluding:
Usingparallel structure.
Usingvarioustypesof phrases
(noun,verb,adjectival,
adverbial,participial,
prepositional,gerund) and
clauses(independent,
dependent;noun,relative,
adverbial) toconveyspecific
meaningsandaddvarietyand
interesttowritingor
presentation.
I can demonstrate commandof the
conventionsof standardEnglish
capitalization, punctuation,andspelling
whenwritingincluding:
Usinga semicolonand
conjunctive adverbeffectively
Usinga colonto introduce alist
or quotation.
Spell correctly.
AcademicVocabulary:
Parts of Speech
PunctuationTerms
Phrases& Clauses
Fragments
Run-ons
ChompChompGrammar.com
Grammar for Writing– McDougal Littel Book
The Grammar Teacher’sActivity-A-Day–Jack Umstatter
MechanicallyInclined –Jeff Anderson
42. 42
Speaking and Listening
Content Objectives
Vocabulary Textbook
Alignment
Additional Resources
Standards:
Not Applicable
I can:
AcademicVocabulary:
N/A N/A N/A
43. 43
Assessment Options:
Quizzes
A varietyof worksheetsassessingapplicationof grammarskills
Applicationof grammarknowledge /skillsonall writingassignmentsthroughoutthe year
Notes:
44. 44
Unit of Study 7:
IndependentReading
Projects
Course: English II H Quarter: Once per Out of School Project– Oneper
Quarter
Reading Literature
Content Objectives
Vocabulary Textbook
Alignment
Additional Resources
Standards:
RL. 1 & 5
I can:
I can discussdetailsthe textusesto
supporttextual analysis.
I can analyze the textanduse textual
evidence tosupportananalysisof what
the textsays explicitlyandwhatcan be
inferredfromthe text.
I can identifyorderof eventsinatext.
I can identify/understand/comprehend
fictionindependently including:
KeyIdeasandDetails
Craft andStructure
Integrationof Knowledge and
Ideas
AcademicVocabulary:
N/A
SectionVocabulary:
N/A
N/A Choose frompre-approvedlistof
independentreadingbooks.(Changes
yearly)
46. 46
Writing
Content Objectives
Vocabulary Resources
Standards:
W. 4, 5, 6, 9, & 10
I Can:
I can produce clearand coherentwriting
inwhichthe development,style,and
purpose isappropriate tothe task.
I can write usingconventionsfrom
language standards1-3 up to and
includinggrade 9-10.
I can applygrades9-10 Reading
standardsto literature.
I can routinelywrite overextended
periodsof time forreflectionforarange
of tasks,purposes,andaudiences.
AcademicVocabulary:
N/A
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