Whitman-Hanson Regional High School provides all students with a high- quality education in order to develop reflective, concerned citizens
and contributing members of the global community.
110/111
English II (A & B) Academic
120 # of Days
Course Description
This course offers the study of various types of literature, both classical and contemporary, with an emphasis on
American Literature. Literary selections may include novels, drama, short stories, poetry and nonfiction. Students
are given intensive experiences in all language skill areas: reading, writing, speaking, listening, viewing and
analysis. This course continues the studies undertaken in English I Academic. Preparation for the MCAS test and
new SAT is included in this course. Students will be evaluated on outside reading assignments. This course
addresses Whitman-Hanson Student Learning Expectations 1-6.
Instructional Strategies
Instructional Strategies include but may not be limited to the following:
Student Learning
Expectations
1.
2.
3.
4.
5.
6.
Read, write and communicate effectively.
Utilize technologies appropriately and effectively.
Apply critical thinking skills.
Explore and express ideas creatively.
Participate in learning both individually and collaboratively.
Demonstrate personal, social, and civic responsibility.
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PART A
Unit of Study – Romanticism and the American Short Story
Common Core State
Standards
Time Frame:
Text
(Chapter/Pages)
RL.11–12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.
RL.11–12.9: Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
RI.11–12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style
and content contribute to the power, persuasiveness, or beauty of the text.
W.11–12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
SL.11–12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
L.11–12.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
3 weeks
Short Stories:

“Contents of a Dead Man’s Pocket” (Jack Finney)

“The Possibility of Evil” (Shirley Jackson), and “The Lottery” (Shirley Jackson),

excerpts from “The Fall of the House of Usher” (Poe)

“Edna’s Ruthie” (Cisneros)
*See short story packets with Pre-AP resources/activities: “Possibility of Evil” and “The Contents of a Dead Man’s Pocket”
Other Resources:
Short Story PowerPoint
Literary Terms: grades 9/10: LTF
Short story literary devices/foundation unit
2
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Essential
Questions
Concepts,
Content:
Targeted Skill(s)
How does the author build suspense in “Contents of a Dead Man’s Pocket”?
What are the similarities and differences between Shirley Jackson’s two works?
How does the modern short story reflect the conventions established by Poe?
How does an author create meaning through literary devices?
How does Poe use diction/syntax/figurative language/imagery to create mood/tone/etc.?

Close analysis of the literary elements of the short story (annotating a text, analyzing diction and figurative language)

Characterize Miss Strangeworth (Post-mortem of a protagonist activity – LTF – dialectical journals/writing assessment)

Students will be able to break down a writing prompt and understand how to use concrete evidence (diction, figurative language,
etc.) to explain abstract ideas (tone, theme, mood, etc).
Writing:

Comparison and contrast of selected short stories

Learn the MLA format

Clarify your intention

Find common grounds for comparison

Methods of comparison
Potential essay topics:
“The Lottery” and “The Possibility of Evil” essay
Comparison and contrast paper rubric
Tone assignment: “The Lottery” and “The Possibility of Evil”
Tone sheet: LTF
“The Cask of Amontillado”essay: characterization
Literacy rubric
Literary analysis rubric
Compare and contrast the authors’ purpose in “The Cask of Amontillado” and “The Contents of a Dead Man’s Pocket.”
Compare the use of foreshadowing, mood, point of view, and descriptive writing in “The Cask of Amontillado” and “The
Contents of a Dead Man’s Pocket.”
Open response: diction/syntax/mood/tone in “The Fall of the House of Usher” (Poe)
3
Open Response: How does diction and figurative language create suspense in “Contents of a Dead Man’s Pocket”?
Assessment
Practices:
Common characterization open response: “Edna’s Ruthie”
Teacher-created Unit Tests, Quizzes, Class Discussions, Projects
Terminology

Literary Terms: grades 9/10: LTF
Unit of Study –Transcendentalism and The Gospel According to Larry
Common Core State
Standards






Time Frame:
Text
(Chapter/Pages)
RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text,
including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.11-12.9: Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including
whether the structure makes points clear, convincing, and engaging.
W.11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and
well-structured event sequences.
SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners
can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance,
and style are appropriate to purpose, audience, and a range or formal and informal tasks.
L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading
and content, choosing flexibly from a range of strategies.
3 weeks
Novels:
The Gospel According to Larry (Janet Tashjian)
Selections:
Walden (Henry David Thoreau)
Essays and excerpts from Ralph Waldo Emerson
Non-Fiction:
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“Walden” (E.B. White)
Other Resources:
Essential
Questions
Concepts,
Content:
Targeted Skill(s):


What is American Individualism?
Has the modern man lost his connection to the natural world?

Define the major characteristics of American Transcendentalism

Trace the influence of Thoreau’s Transcendentalism to modern times

Reflective writing

Creative writing

Possible Writing Topics:
Syntax sermons/Oral Presentations
Writing:
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Assessment
Practices:
Terminology
Point of view sermons/Oral Presentations
Open-response question
Transcendentalism essay
Long composition-MCAS
Literary analysis rubric
Teacher created Unit Tests, Quizzes, Class Discussions, Projects, Essays

Selected Literary terms
Unit of Study – Emerging Modernism
Common Core State
Standards
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

RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text, including determining where the text leaves matters uncertain.
RL.11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to
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
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
L.11-12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Time Frame:
5 weeks
Text
(Chapter/Pages)
Novel:
The Great Gatsby (F. Scott Fitzgerald)
Poems:
“Chicago” (Carl Sandburg)
“I Hear America Singing” (Walt Whitman)
“The Unknown Citizen” (W.H.Auden)
Songs:
“Little Pink Houses” (John Cougar Mellancamp)
“Coming to America” (Neil Diamond)
Informational Texts:
“What is the American Dream?” (Library of Congress)
“The American Dream: All Gush and Twinkle” (Louis Auchincloss)
“Color Symbolism and The Great Gatsby” (Daniel J. Schnieder)
Other Resources:
The Great Gatsby film (2012)
Essential Questions
Concepts, Content:
How did modernization result in isolation and disillusionment in the early American twentieth century?
How did the economic conditions of the 1920s define its values?
Targeted Skill(s):


Note the relationship between themes in early twentieth century American literature and nineteenth century
American thought.
Examine evidence of the alienation of “modern man.”
6
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Close analysis of literary elements
Open response: Characterization-Daisy Buchanan
Open response: Characterization-Tom Buchanan
Open response: Characterization-Dan Cody
Open response: Theme: Illusion vs. Reality-Gatsby and Daisy
Open response: Mood-Gatsby
Research Paper: The Great Gatsby
Writing:
Critical essays: The Great Gatsby-“All Gush and Twinkle,”“The World as Ash Heap,”etc.
Assessment Practices:
Teacher created Tests, Quizzes, Class Discussions, Projects, and Essays
The Great Gatsby Unit
Terminology

alienation

American modernism

Color symbolism

disillusionment

industrialization

Literary Terms: grades 9/10: LTF
Unit of Study –The Modern Novel: A Separate Peace
Common Core State
Standards





RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text,
including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.11-12.9: Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including
whether the structure makes points clear, convincing, and engaging.
W.11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and
well-structured event sequences.
SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners
can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance,
7

and style are appropriate to purpose, audience, and a range or formal and informal tasks.
L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading
and content, choosing flexibly from a range of strategies.
Time Frame:
1 week
Text
(Chapter/Pages)
Novel: A Separate Peace
Other Resources:
Essential
Questions
Concepts,
Content:
Targeted Skill(s):



How are people impacted by war?
Is competition healthy or unhealthy?
Is idealism practical in times of war?

What characterizes a coming-of-age experience?

Define the major characteristics of the modern novel.

Explain how the historical background (WWII) affects the plot/characters.

Reflective writing

Analytical writing
Writing:
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Assessment
Practices:
Possible Writing Topics:
MCAS Unit: A Separate Peace
Long composition-MCAS
Literary analysis rubric
Critical essays
A Separate Peace essay packet
Essay foundation
Teacher created Unit Tests, Quizzes, Class Discussions, Projects, Essays
Terminology

Literary Terms: grades 9/10: LTF
8
PART B
Unit of Study – Challenges of the Twentieth Century
Common Core State
Standards
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

RL.11-12.5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice
of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall
structure and meaning as well as its aesthetic impact.
RL.11-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play
or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by
Shakespeare and one play by an American dramatist.)
RI.11-12.2: Determine two or more central ideas of a text and analyze their development over the course of the
text, including how they interact and build on one another to provide a complex analysis; provide an objective
summary of the text.
W.11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
SL.11-12.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance,
premises, links among ideas, word choice, points of emphasis, and tone used.
L.11-12.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
 Analyze nuances in the meaning of words with similar denotations.
Time Frame:
5 weeks
Text
(Chapter/Pages)
Novel:
Of Mice and Men (John Steinbeck)
Excerpts from The Grapes of Wrath (John Steinbeck)
Short Stories:
“A Good Man Is Hard to Find” (Flannery O’Connor)
“The Bear” (William Faulkner)
“Winter Night” (Kay Boyle)
“The Jilting of Granny Weatherall” (Katherine Anne Porter)
“A Worn Path” (Eudora Welty)
Poems:
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“Theme for English B” (Langston Hughes)
“Mother to Son” (Langston Hughes)
“The Negro Speaks of Rivers” (Langston Hughes)
“I Know Why the Caged Bird Sings” (Maya Angelou)
“The Bean Eaters” (Gwendolyn Brooks)
“Acquainted with the Night” (Robert Frost)
Essays:
From “Letter from a Birmingham Jail” (Martin Luther King, Jr)
Speeches:
William Faulkner’s Nobel Prize Acceptance Speech
“In Praise of Robert Frost” (John F. Kennedy)
Other Resources:
Essential Questions
Concepts, Content:
o
Flannery O'Connor's “A Good Man is Hard to Find”: Who's the Real Misfit? (National Endowment for the
Humanities) (RL.11-12.9)
o
Martin Luther King, Jr.’s “Letter from a Birmingham Jail”: Every Punctuation Mark Matters: A Mini-lesson
on Semicolons (ReadWriteThink)
o
Of Mice and Men film (Gary Sinese)
Does Twentieth-century American literature represent a fulfillment of America’s promise?
Targeted Skill(s):
Understanding of the outcomes of The Great Depression
Instruction of the process of the research paper, i.e. literary criticism, MLA format, etc.
Utilize skills in preparation for MCAS
Close analysis
Writing:
Essays
Open Response questions that segue into the MCAS Long Composition
Open response: symbolism “Shoulders”
Open response: Characterization-Curley
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Open response: Characterization-Slim
Open response: Close analysis-Diction/Imagery/Tone
Open response: MCAS-Ma Joad characterization
Open response: Extended metaphor/tone
MCAS Long Composition Prompts
Literacy Rubric
Literary Analysis
Of Mice and Men MCAS Unit
Assessment Practices:
Teacher created Tests, Quizzes, Class Discussions, Projects and Essays
Time Frame:
7 weeks
Text
(Chapter/Pages)
Other Resources:
Julius Caesar/MCAS prep
Julius Caesar: No Fear Shakespeare
o
Essential Questions
Concepts, Content:
What defines the tragic hero?
Does fate or free will play a stronger role in men’s lives?
Is idealism a noble/practical characteristic when assuming leadership?
Should one person have absolute control?
Mob mentality: How does/can one maintain individuality when part of a larger group?
Targeted Skill(s):
Understanding of Roman culture
Understanding/analysis of/paraphrasing of Shakespearean language
Understanding/analysis of major themes, motifs, symbols, etc.
Identification of literary devices
Universal applications to our lives
Utilization of skills in preparation for MCAS
Close analysis
Writing:
Essays
Oral recitation: soliloquies, monologues, speeches
Act I writing assignment
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Open response: Brutus’s soliloquy-Act II, i
Open response: Brutus and Cassius-Act II, i
Creative Writing Project
“Sonnet 18”: Open response
MCAS Long Composition Prompts
Mock Orations
Julius Caesar Newspaper
Caesar Unit
Assessment Practices:
Teacher created Tests, Quizzes, Class Discussions, Projects and Essays
Trimester 1 exam
Trimester 2 exam
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