Rev. 09/2013
ENG II
Part A
Unit One: Introduction - Practicing the Habits of a Lifelong Learner
LITERATURE:
“The Journey,” “Boulevard of Broken Dreams,” “Sleep Positions,” “Maya Angelou on Writing,”
“Learning to Read” from The Autobiography of Malcolm X
UNIT SKILLS:
Metaphor, Annotation of Text, 3.8 Paragraph, Summary, Tone, Mood, Theme, Author’s Purpose,
Organizational Patterns in Writing, Answering and creating Questions about Text
VOCABULARY:
Unit One (Building Vocabulary Skills): Chapter 1-6
Length of
Unit
Four
Weeks
KY CORE ACADEMIC
STANDARDS
1RL.A: Key Ideas and
Details:
R.CCR.01: Read closely to
determine what the text says
explicitly and to make logical
Vocabulary/Learning Targets
Essential Question(s):
1. Who am I as a reader, writer, student, and person?
2. What habits of mind does it take to succeed in
school?
3. What have people said over time about the value of
reading and writing?
4. What makes someone a good reader, writer, and
overall good student?
Activities/Assessments/
Resources
1.
2.
3.
4.
5.
inferences from it; cite
specific textual evidence
when writing or speaking to
support conclusions drawn
Unit Learning Targets
1.
2.
from the text.
R.CCR.02: Determine central
3.
4.
5.
ideas or themes of a text and
analyze their development;
summarize the key
supporting details and ideas.
1RL.B: Craft and
Rowan County Senior High School 2010-2011
6.
7.
8.
I can annotate what I read to show my thinking and comprehension
about the reading.
I can understand the concept of metaphor and use it to make
connections to my reading and writing.
I can write a 3.8 paragraph.
I can effectively summarize what I read.
I can analyze a text to identify the author’s tone, purpose, the mood
and the theme.
I can use the patterns of organization to better arrange my writing.
I can answer questions (literal, interpretive, and evaluative) about the
text I read.
I can create questions (literal, interpretive, and evaluative) about the
text I read.
6.
7.
8.
Building Vocabulary SkillsUnit One : Pretest – Chapter
Six (Daily as Independent
Work)
Class Policies and Procedures
Set-up of Class Notebook
Learning Styles Inventory
Pre-Testing (Vocabulary,
Warriors Don’t Cry Concepts,
Agreement)
Metaphors of Reading and
Writing Posters (2 days) –
RESOURCES:
Handout “Metaphors of
Reading and Writing” from
Quality Core
Metaphor Presentations
ASSESMENTS:
This activity allows the
teacher to quickly assess
students level of ability and
interest for reading and
writing.
“The Journey”
INSTRUCTION:
Annotation Modeling and
Instruction – Instruction over the
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Rev. 09/2013
ENG II
Part A
concepts of Mood, tone, theme,
and Author’s Purpose, Reading
Strategies
RESOURCES:
a. “Metacognition” Handout
from Quality Core
b. “The Journey” by Mary
Oliver
c. “Boulevard of Broken
Dreams” by Billie Joe
Armstrong
d. “Annotation” from Quality
Core
e. “Annotation Rubric” from
Quality Core
ASSESSMENTS:
Structure:
R.CCR.04: Interpret words
and phrases as they are used
in a text, including
determining technical,
connotative, and figurative
meanings, and analyze how
specific word choices shape
meaning or tone.
R.CCR.05: Analyze the
structure of texts, including
how specific sentences,
paragraphs, and larger
portions of the text (e.g., a
section, chapter, scene, or
stanza) relate to each other
and the whole.
R.CCR.06: Assess how point
of view or purpose shapes the
content and style of a text.
2W: Writing:
W.CCR.03: Write narratives
to develop real or imagined
experiences or events using
effective technique, wellchosen details, and well-
Rowan County Senior High School 2010-2011
9.
“Boulevard of Broken
Dreams” – Formative over
concepts
“Sleep Positions”
INSTRUCTION:
Annotation, tone, mood,
theme, author’s purpose,
Types of Questioning:
Literal, Interpretive, and
Evaluative; Using Types of
Questioning to Answer and
Create questions about text
RESOURCES:
a. “Sleep Positions” from
Quality Core
b. “Sleep Positions
Questions” from Quality
Core
c. “Digging” from Quality
Core
d. “Digging Questions”
from Quality Core
ASSESSMENTS:
After completion of “Sleep
Positions” and “Sleep
Positions Questions” as a
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ENG II
Part A
class. Students complete
“Digging” and “Digging
Questions” as a formative
assessment of the concepts.
structured event sequences.
A.2: Reading Strategies:
10.
A.2.a.: Apply strategies
before, during, and after
reading to increase fluency
and comprehension (e.g.,
adjusting purpose,
previewing, scanning,
making predictions,
comparing, inferring,
summarizing, using graphic
organizers) with increasingly
challenging texts
A.2.c.: Demonstrate
comprehension of
increasingly challenging texts
(both print and nonprint
sources) by asking and
answering literal,
interpretive, and evaluative
questions
A.2.d.: Use close-reading
strategies (e.g., visualizing,
annotating, questioning) in
order to interpret increasingly
challenging texts
Rowan County Senior High School 2010-2011
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ENG II
Part A
A.3: Knowledge of Literary
and Nonliterary Forms:
A.3.d.: Identify and interpret
works in various poetic forms
(e.g., ballad, ode, sonnet) and
explain how meaning is
conveyed through features of
poetry, including sound (e.g.,
rhythm, repetition,
alliteration), structure (e.g.,
meter, rhyme scheme),
graphic elements (e.g.,
punctuation, line length, word
position), and poetic devices
(e.g., metaphor, imagery,
personification, tone,
symbolism)
B.3: Organization, Unity,
and Coherence:
B.3.b.: Organize writing to
create a coherent whole with
effective, fully developed
paragraphs, similar ideas
grouped together for unity,
and paragraphs arranged in a
logical sequence
11.
Rowan County Senior High School 2010-2011
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Rev. 09/2013
ENG II
Part A
Unit Two
LITERATURE:
GRAMMAR:
WRITING SKILLS:
VOCABULARY:
Length of
Unit:
KY CORE
ACADEMIC
STANDARDS
Vocabulary/Learning Targets
Activities/Assessments/
Resources
Two Weeks
Rowan County Senior High School 2010-2011
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ENG II
Part A
Unit Three
LITERATURE:
GRAMMAR: Agreement
WRITING SKILLS:
VOCABULARY:
Length of
Unit
Four
Weeks
KY CORE
ACADEMIC
STANDARDS
4L.A: Conventions of
Standard English:
L.CCR.1: Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking.
Rowan County Senior High School 2010-2011
Vocabulary/Learning Targets
Learning Target 1:
I can identify and use verbs that agree with their subjects in number..
Learning Target 2:
I can identify and use verbs that agree with their subjects in number
when a phrase follows the subject
Learning Target 4:
I can identify and use verbs that agree with their subjects in number
when the subject is one of the following singular pronouns: each,
either, neither, one, everyone, everybody, no one, nobody, anyone,
anybody, someone, somebody.
Learning Target 5:
I can identify and use verbs that agree with their subjects in number
when the subject is one of the following plural pronouns: several, few,
both, many.
Learning Target 6:
I can identify and use verbs that agree with their subjects in number
when the subject is one of the following pronouns, which can be either
singular or plural: some, all, most, none.
Learning Target 7:
I can identify and use verbs that agree with their subjects when the
subject is joined by and.
Learning Target 8:
I can identify and use verbs that agree with their subjects when the
subject is joined by or or nor.
Agreement Instruction from
Warriner’s English and
Composition, Third Course,
Fourth Course, and other sources.
Instructor may choose to
complete this as a stand-alone
unit or as a unit incorporated into
the other two units.
Week One: Pre-test, Identifying
Subjects and Verbs, Preposition
Song (Ongoing daily throughout
unit), Helping Verbs, Rule A and
Exercise One
Preposition Song (Ongoing daily
throughout unit) Rule B.1-2,
Exercise 2, Rule C, Exercise 4,
Additional Practice Exercises
Week Three: Preposition Song
(Ongoing daily throughout unit),
Rule D and Kinesthetic Learning
Activity, Rule E and Kinesthetic
Learning Activity, Rule F and
Kinesthetic Learning Activity,
Exercise 5, Additional Practice
Exercises
Week Four: Preposition Song
(Ongoing daily throughout unit)
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ENG II
Learning Target 9:
I can identify and use verbs that agree with their subjects when a
singular subject and a plural subject are joined by or or nor.
Learning Target 10:
I can identify and use verbs that agree with their subjects when the
verb used is don’t or doesn’t.
Learning Target 11:
I can identify and use verbs that agree with their subjects when a
subject is a collective noun.
Learning Target 12:
I can identify and use verbs that agree with their subjects, not with
their predicate nominatives.
Learning Target 13:
I can identify and use verbs that agree with their subjects in a sentence
beginning with there or here and in questions.
Learning Target 14:
I can identify and use verbs that agree with their subjects when the
subjects represent an amount.
Learning Target 15:
I can identify and use verbs that agree with their subjects when the
subjects are the title of a work of art, literature, or music.
Learning Target 16:
I can identify and use verbs that agree with their subjects when the
subjects are preceded by the word every or many.
Learning Target 17:
I can identify and use verbs that agree with their subjects for irregular
subjects, which are plural in form, but are singular.
Rowan County Senior High School 2010-2011
Part A
Review Exercise A, Rule G, Rule
H, Exercise 6, Rule I
Page 7
Rev. 09/2013
Rowan County Senior High School 2010-2011
ENG II
Part A
Page 8