This document outlines the curriculum map for an English II course. It includes ongoing standards focused on reading comprehension, analysis, and making connections. The first unit focuses on literary elements through short stories, poems, and analyzing themes. Students will identify literary devices, compare characters and events, and determine an author's purpose. Subsequent units cover text structure cues, persuasive techniques, and pleasure reading with a focus on The Giver. The overall goals are for students to strengthen comprehension and analysis skills.

1. English II Map
ONGOING POS & CC STANDARDS (to be incorporated into every unit):
EL-10-RRT-U-1
Students will understand that making connections involves thinking beyond the text and applying the text to a variety of
situations. Connections may be expressed as comparisons, analogies, inferences, or the synthesis of ideas.
EL-10-RRT-U-2
Students will understand that references from texts provide evidence of applying ideas and making text-to-self, text-to-text,
and text-to-world connections.
EL-10-RRT-U-3
Students will understand that reading a wide range of literature by different authors, and from many time periods, cultures,
and genres, builds an understanding of the extent of human experience.
EL-10-RRT-S-1
Students will use comprehension strategies while reading, listening to, or viewing literary and informational texts to analyze
content or make connections
EL-10-RRT-S-2
Students will self-select texts based on personal interests
EL-10-RRT-S-3
Students will use evidence from text(s) to formulate and justify opinions about what is read or viewed:
a) relate texts to prior knowledge, personal experiences, other texts or ideas
b) provide text references/evidence to support connections (text-to-self, text-to-text, or text-to-world)
EL-10-RRT-S-4
Students will read a wide range of texts, including texts by the same author, about the same subject or theme, from the same
genre, and from different cultures and time periods, in order to respond and make connections (text-to-self, text-to-text,
text-to-world)
EL-10-RRT-S-5
Students will demonstrate participation in a literate community by sharing and responding to ideas and connections with others
through writing and in-depth discussions about texts
RD-10-4.0.2 Students will use evidence from a passage to formulate opinions in response to a reading passage.
RD-10-4.0.1 Students will analyze the content or make connections as it applies to students’ lives (text-to-self), real-
world issues (text-to-world) or other texts (text-to-text).

2. Unit 1 Literary
Reading Vocabulary CC/POS RIT Strands BIG Questions
Selections
(Blue Literature
Book)
1 The Final 1 common theme EL-10-FF-U-1
Use text structure 1 What are
Students will understand that
Assault 2 setting fluency involves reading Literary Forms?
2 The Dream 3 sequence of orally and silently with cues to aid 2 What is the
speed, accuracy, proper
Comes True events phrasing and expression
comprehension: author’s
while attending to text
3 The Monkey’s 4 chronological features. purpose?
Paw order EL-10-FF-U-2 1 Compares 3 What is
Students will understand that
4 The 5 author’s developing breadth of
short literary figurative
Bridegroom viewpoint vocabulary dramatically texts to language?
improves reading
5 A Walk to the 6 character comprehension and involves determine the 4 How are
applying knowledge of word
Jetty development meanings and word
common theme. literary works
6 Fear 7 rhyme relationships. The larger the
reader’s vocabulary, the 2 Compares alike? Different?
7 The Street 8 rhythm easier it is to make sense of
setting used in
text.
8 Damon & 9 figurative EL-10-FF-U-3
Pythias language Students will understand that many
literary text.
9 Harrison (alliteration, words have multiple meanings. 3 Identifies
Bergeron onomatopoeia,
Knowledge of syntax/language sequence of events in
structure, semantics/meaning, context
10 Gulliver’s simile, metaphor, cues, and the use of resources can literary texts.
Travels assonance, help in identifying the intended 4 Identifies
11 Poetry irony, pun, word meaning of words and phrases as
chronological order of
they are used in text.
Selections play, ETC) RD-10-1.0.2Students will make events in literary
10 dialogue predictions based on what is text.
11 imagery read. DOK 2
5 Describes
RD-10-1.0.3 Students will
12 formulate questions to guide comparisons and
foreshadowing reading.
contrasts made
RD-10-1.0.4 Students will interpret
13 tone the meaning of jargon, dialect or among characters
14 mood specialized vocabulary found in a
15 assertion passage. DOK 2 in literary texts.
16 genre RD-10-1.0.1 Students will interpret 6 Compares
17 poem
literal or non-literal meanings of poems to
words in a passage. DOK 2
18 short story determine the
EL-10-IT-U-1
19 fiction Students will understand that
common theme in
interpretations of text involve
20 non fiction linking information across literary text.
21 novel parts of a text and
7 Compares the
determining importance of
22 plot the information presented. tone of complex
EL-10-IT-U-2
23 suspense literary passages
Students will understand that
24 humor references from texts or poems.
provide evidence to support
25 episode conclusions, the information
presented, or the author’s
perspective.
EL-10-IT-U-3
Students will understand that authors
make intentional choices that are
designed to produce a desired effect
on the reader.
RD-10-3.0.2 Students will identify or
explain an author’s purpose in a
passage.
DOK 2
RD-10-3.0.7
Students will analyze or evaluate the
use of supporting details as they
relate to the author’s message. DOK
3
RD-10-3.0.6
Students will analyze the relationship
between a speaker’s or character’s
motivation and behavior in a passage,

3. as revealed by the dilemmas. DOK
3
RD-10-3.0.1
Students will explain or analyze how
a conflict in a passage is resolved.
DOK 3
Unit II Text Structure Cues & Text Features
Unit III Persuasion
Unit IVReading For Pleasure The Giver