Larry A. Ryle High School 14-15
ILT Course Outline
1. ILT: English II Team
2. Course title: World Studies (World Literature and World Civilization)
3. Subject/Content area: English
Units of Study
1st Quarter
World Civilization
1300-1600 World Literature-Writing/Vocab/Grammar
Beginnings of a Modern World:
Introduction to Course/Review Syllabus
Introduction to Course/Review Syllabus
Ancient Greece and Rome
Summer Assignment Novel Review/Essay
>The Alchemist/Test over Terms/Group
Discussions/Character Analysis Essay
Assign: Steinbeck’s Of Mice and Men(Burns)
Beginnings of the Modern World
Greek Myth/Oedipus/Vocab/Ancient gods
>Myth Book Oedipus/video: The gods
(Pg 162/258) WS Text
Europe & Italy
European Renaissance and Reformation (Italy)
Play Music/ (Pg 684-686-691)
Dante’s Divine Comedy/The Sonnet
(Pg 732)
Sonnets (Pg 804)
The Muslim World/Explorations & Isolation (Europe/China/Japan)
Birth of Islam/Tao Te China/Tanka Poetry
Islam (Pg 564, 576-590) China (Pg 418-431)
Japan Tankas (Pg 534)
Essential Learning Outcomes
1st Quarter English II Common Core
Essential Standards
Formal Writing: Literary Character
Analysis
Reading Literature
R.L.1- Cite Strong and thorough
textual evidence to support analysis
of what the text says explicitly as
well as inferences drawn from the
text.
R.L.2 – Determine a theme or
central idea of a text and analyze in
detail its development over the
course of the text, including how it
emerges and is shaped and refined
by specific details; provide an
objective summary of the text.
R.L.3- Analyze how complex
characters develop over the course
of a text, interact with other
characters, and advance the plot or
develop the theme.
R.L.4- Determine the meaning of
words and phrases as they are used
in the text, including figurative and
connotative meanings; analyze the
cumulative impact of specific word
choices on meaning and tone (e.g.
how the language evokes a sense of
time and place; how it sets a formal
or informal tone).
Reading Informational
R.I.6 – Determine an author’s point
of view or purpose in a text and
Continuing the Tradition . . .
Larry A. Ryle High School 14-15
The Atlantic World (Spain: American Empire/Europe in N. America)
Sonnet 165 (pg 824-25)
2nd Quarter World Civilization
1500-1900
World Literature-Writing/Vocab/Grammar
Absolutism to Revolution:
-Kings in The Hobbit “Culmination of Lessons”
Absolute Monarchs in Europe
analyze how an author uses rhetoric
to advance that point of view or
purpose.
Writing
W.3 – Write narratives to develop
real or imagined experiences or
events using effective techniques,
well-chosen details, and wellstructured event sequences.
W.9 - Draw evidence from literary
orAge
informational
texts to
support XIV/Peter the Gre
of Kings: Phillip
II Spain/Louis
analysis, reflection, and research.
Women in Enlightenment: Elizabeth I/
Enlightenment and Revolution
Stream..Poetry to Vivaldi/Ceiling Panels DaVinci
Shakespeare’s Sonnet 54 (replicate)(Pg 775)
The French Revolution and Napoleon
Historical Highlights (Pg 872) Beethoven (875)
Nationalist Revolutions Sweep the West
Compose Song Against Napoleon Activity
Formal MLA Research Paper
3rd Quarter
World Civilization
1700-1914
World Literature-Writing/Vocab/Grammar
Industrialism and the Race for Empire:
1729: European Economic Troubles
“A Modest
Proposal” by
Jonathan Swift
The Industrial Revolution
Utilitarianism –
Neoclassic Romanticism
The
Romantic Poets:
Shelly, Keats,
Speaking
& Listening
Catherine
the Great, Teresa of Avila, Mary Wollston
SL.1- Initiate and participate
effectively in a range of
collaborative discussions with
diverse partners on grades 9-10
topics, texts, and issues, building on
others’ ideas and expressing their
own clearly and persuasively.
SL.4- Present information, findings,
and supporting evidence clearly,
concisely, and logically such that
listeners can follow the line of
reasoning and the organization,
development, substance, and style
are appropriate to purpose,
audience, and task.
Language
L.1- Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
L.2- Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
2nd Quarter English II Essential
Standards
Formal Writing: Research
Reading Literature
Continuing the Tradition . . .
Larry A. Ryle High School 14-15
Byron
(Pg
878)/Supplements/
Ode Assignment
Age of Democracy and Progress
Historical
Highlights (Pg 936)
The Age of Imperialism (Scramble for Africa/Nigeria)
Pg 1270 –
Africa’s Storyteller
Novel, Things Fall
Apart (Nigeria)
Novel, A Long Way
Gone (Sierra Leone)
DVD
Review Analysis:
Blood Diamond
4th Quarter
World Civilization
1900-1945
World Literature-Writing/Vocab/Grammar
The World at War:
Themes: Violence Leads to More Violence
Review: The Tragedy of Julius Caesar
Persuasion in History (Pg 886 New Txtbk)
The Great War
WWI: Responses to War and Conflict (Pg 1200)
All Quiet on the Western Front (Pg 1210)
Revolution and Nationalism
Poem by Henley “Invictus”
Nelson Mandela/DVD Invictus
Year of Crisis
The Great Depression/Of Mice and Men
Revisted/FDR
WWII – Crisis, Endurance, Hope, Reflection
R.L.2 – Determine a theme or
central idea of a text and analyze in
detail its development over the
course of the text, including how it
emerges and is shaped and refined
by specific details; provide an
objective summary of the text.
R.L.5- Analyze how an author’s
choices concerning how to structure
a text, order events within it, and
manipulate time create such effects
as mystery, tension, or surprise.
Reading Informational
R.I.1- Cite strong and thorough
textual evidence to support analysis
of what the text says explicitly as
well as inferences drawn from the
text.
R.I.2- Determine a central idea of a
text and analyze its development
over the course of the text,
including how it emerges and is
shaped and refined by specific
details; provide an objective
summary of the text.
R.I.5-Analyze in detail how an
author’s ideas or claims are
developed and refined by particular
sentences, paragraphs, or larger
portions of a text
Writing
W.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.
W.5- Develop and strengthen
writing as needed by planning,
revising, editing, rewriting, or trying
a new approach, focusing on
addressing what is most significant
for a specific purpose and audience.
Continuing the Tradition . . .
Larry A. Ryle High School 14-15
World War II
The World Was Silent (Pg 1232-42)
Novel: Night
Writing: Persuasive Speech
W.6- Use technology, including the
Internet, to produce, publish, and
update individual or shared writing
products, taking advantage of
technology’s capacity to link to
other information and to display
information flexibly and
dynamically.
W.8- Gather relevant information
from multiple authoritative print
and digital sources, using advanced
searches effectively; assesses the
usefulness of each source in
answering the research question;
integrate information into the text
selectively to maintain the flow of
ideas; avoiding plagiarism and
following a standard format for
citation.
Language
L.1- Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
L.2- Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
L.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.
3rd Quarter Essential Standards
Formal Writing: Literary Analysis
Reading Literature
R.L.1- Cite Strong and thorough
textual evidence to support analysis
of what the text says explicitly as
well as inferences drawn from the
text.
R.L.2 – Determine a theme or
Continuing the Tradition . . .
Larry A. Ryle High School 14-15
central idea of a text and analyze in
detail its development over the
course of the text, including how it
emerges and is shaped and refined
by specific details; provide an
objective summary of the text.
R.L.3- Analyze how complex
characters develop over the course
of a text, interact with other
characters, and advance the plot or
develop the theme.
R.L.4- Determine the meaning of
words and phrases as they are used
in the text, including figurative and
connotative meanings; analyze the
cumulative impact of specific word
choices on meaning and tone (e.g.
how the language evokes a sense of
time and place; how it sets a formal
or informal tone).
R.L.5- Analyze how an author’s
choices concerning how to structure
a text, order events within it, and
manipulate time create such effects
as mystery, tension, or surprise.
Writing
W.1 –Write arguments to support
claims in an analysis of substantive
topics or texts, using valid reasoning
and relevant and sufficient
evidence.
W.5- Develop and strengthen
writing as needed by planning,
revising, editing, rewriting, or trying
a new approach, focusing on
addressing what is most significant
for a specific purpose and audience.
W.9.-Draw evidence from literary or
informational texts to support
analysis, reflection, and research.
Language
L.1- Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
Continuing the Tradition . . .
Larry A. Ryle High School 14-15
L.5-Make strategic use of digital
media in presentations to enhance
understanding of findings,
reasoning, and evidence and to add
interest.
4th Quarter Essential Standards
Formal Writing: Persuasive Speech
Reading Informational
R.I.3- Analyze how the author
unfolds an analysis or series of ideas
or events, including the order in
which the points are made, how
they are introduced and developed,
and the connections that are drawn
between them.
R.I.4-Determine the meaning of
words and phrases as they are used
in a text, including figurative,
connotative, and technical
meanings; analyze the cumulative
impact of specific word choices on
meaning and tone.
R.I.8- 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.
Writing
W.1 –Write arguments to support
claims in an analysis of substantive
topics or texts, using valid reasoning
and relevant and sufficient
evidence.
Speaking & Listening
SL.2- Integrate multiple sources of
information presented in diverse
media or formats evaluating the
credibility and accuracy of each
Continuing the Tradition . . .
Larry A. Ryle High School 14-15
source.
SL.4- Present information, findings,
and supporting evidence clearly,
concisely, and logically such that
listeners can follow the line of
reasoning and the organization,
development, substance, and style
are appropriate to purpose,
audience, and task.
S.L.5- Make strategic use of digital
media in presentations to enhance
understanding of findings,
reasoning, and evidence and to add
interest.
S.L.6- Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate.
Language
L.1- Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
L.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.
THE SYLLABUS IS AN
APPROXIMATION OF ESSENTIAL
STANDARDS TO BE TAUGHT IN THE
SECOND YEAR OF
ENGLISH/LANGUAGE ARTS IN
CONCERT WITH THE
CHRONOLOGICAL HISTORICAL
EVENTS AND SPECIFICALLY CHOSEN
SUPPORTING LITERATURE TO
ENCHANCE THE EDUCATION OF THE
STUDENT IN WORLD CIVILATION
AND WORLD LITERATURE. ALL IS
SUBJECT TO CHANGE.
Continuing the Tradition . . .
Larry A. Ryle High School 14-15
Continuing the Tradition . . .