College and Career Readiness Anchor Standards for Reading
Key Ideas and Details (Literature)
Honors English II
Anchor
Standards
Specific Grade
Standard
Instructional
Strategies/Activities
The Learner Will….
Bloom’s
Level
1. Read closely to
determine what
the text says
explicitly and to
make logical
inferences from it:
cite specific textual
evidence when
writing or
speaking to
support
conclusions drawn
from the text.
RL1. Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly as
well as inferences
drawn from the text.
Make connections
Use a reading process to identify
purpose of text
Identify main idea and supporting
details
Draw conclusions about audience and
content
Make inferences on deeper meaning
Examine multiple text to determine
differences
Ask questions while you read
Analyze character development
Understanding
Evaluating
Creating



Vocabulary
Inferences,
connections
Diction
Tone
Rhetorical
Devices
Figurative
language

Make connections by identifying the
subject and key details
Use a reading process
Draw conclusions on text structure
Make inferences about deeper
meanings
Analyze the author’s purpose
Examine multiple texts and make
comparisons
Ask questions while
Understanding
Analyzing

Dante’s Divine Comedy

Cyrano De Bergerac

The Kite Runner
Essential Question
How do authors
communicate their
message and use
style to affect text
and audience?
2. Determine
central ideas or
themes of a text
and analyze their
development;
summarize the key
supporting details
and ideas.
Essential Question
How does audience
and purpose affect
author’s choice of
text structure?
W.2, 5, 10
RI. 1, 4, 9
S/L. 4,6
L. 2
RL 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.
Vocabulary
Emerge
Refine
Historical
Context key
details
Central idea
subjective
Resources
Suggested Lit:
The Iliad
Dante’s Divine Comedy
African Proverbs
The Piece of String
Night
Pericles’ Funeral Oration
Dead Men’s Path
Text Structure
http://www.litreacyleader.com/?g=textstructure
Pericles’ Funeral Oration

W. 3, 9
RI. 2, 5, 10.
S/L. 1,2
L. 6
Page 1 of 24 (July, 2015)
Literature Text- Holt/Rinehart
Don Quixote
Formative Summative
Assessment
Teacher-Made Test
Reading Check Quizzes
Information Essays (Define
Epic Hero)
Character Portfolio
Comic Book
Student generated Projects
Character journals
Music CD Project
(Theme/Character)
Teacher-Made Test &
Quizzes
Critical Analysis using a
primary source
Enrichment Art Work
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details (Literature)
Honors English II
Anchor
Standards
Specific Grade
Standard
3. Analyze how and
why individuals,
events, and ideas
develop and interact
over the course of a
text.
RL 3. Analyze how
complex characters (e.g.,
those with multiple or
conflicting motivations)
develop over the course
of a text, interact with
other characters, and
advance the plot or
develop the theme.
Essential Question
How do author’s use
characters to develop
a central idea or
theme?
4. 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.
(Diction, Tone,
Mood)
Essential Question
How does word
choice impact
meaning?
W.1, 2
L. 3
RL 4. Determine the
meaning of words and
phrases as they are used
in a text, including
figurative and
connotative meanings;
analyze the 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).
W. 10
R/I. 4,5
L.3
Instructional Strategies/Activities
The Learner Will….
Analyze character development in
relationship to plot and conflict
Draw conclusions about character
development
Make connections
Indirect and direction characterization
Character motivation
Examine the craft and structure of a text
Use context clues to identify the meaning
of unknown words
Provide a context for cultural terms
Examine connotation and denotation
Examine literal and figurative language
Classify formal and informal diction.
Determine positive and negative
connotations of key words.
Identify figurative language in text.
Bloom’s Level
Analyzing
Evaluating
Vocabulary
Complex
characters
Author techniques
Characterization
Theme
plot
Applying
Analyzing
Vocabulary
Craft/structure
Connotation
/denotation
Figurative
language
Diction
Discern
Tone
Motif
Analogies
Allusions
hypebole
Page 2 of 24 (July, 2015)
Resources
Suggested Lit:
Things Fall Apart
 Les Miserables
 Oedipus Rex
Julius Caesar
Athello
Formative Summative
Assessment
Student generated projects:
Journals
Newspapers
CD
Art Work
Mask
Teacher generated test and
quizzes
Fakebook
Sociogram
Haikus
Sonnets
“I Hate and I Love”
“Unmarked Boxes”
“The Stolen Child”
Figurative Language
http://teachingtoday.glencoe.com/how
toarticles/understanding-figurativelanguage
Student poetry
Figures of Speech Project
Critical Analysis of
Connotation Essay
College and Career Readiness Anchor Standards for Reading
Craft and Structure- Literature
Honors English II
Anchor
Standards
5. 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.
Essential Question
How does structure
enhance meaning?
6. Assess how point
of view or purpose
shapes the content
and style of a text.
Essential Question
How does cultural
experiences affect
point of view?
7. Integrate and
evaluate content
presented in diverse
media and formats,
including visually
and quantitatively,
as well as in words.
Essential Question
How does the method
of presentation affect
the understanding of
content?
Specific Grade
Standard
Instructional Strategies/Activities
The Learner Will….
RL 5. Analyze how an
author’s choice
concerning how to
structure a text, order
events within it (e.g.,
parallel plots), and
manipulate time (e.g.,
pacing, flashbacks)
create such effects as
mystery, tension or
surprise.
W.2,4, L.2, 6
Analyze the plot structure
Examine the elements of a plot
Create a plot diagram for a familiar fairy
tale to teach elements of a plot
RL 6. Analyze a
particular point of view
or cultural experience
reflected in a work of
literature from outside
the United States,
drawing on a wide
reading of world
literature.
W.10
Examine how culture affects student
response
Examine how to adapt to change that
happens in culture
Understand the societal conflict and how it
affects decision-making and human
life/dignity
RL 7. Analyze the
representation of a
subject or a key science
in two different artistic
mediums, including
what is emphasized or
absent in each treatment
(e.g., Auden’s “Museé
des Beaux Arts” and
Breughel’s Landscape
with the Fall of Icarus).
W.4, 7
Identify author’s choices in text structure.
Examine the author’s strategy of
presentation of structure and time and its
effect.
Bloom’s Level
Analyzing
Creating
Vocabulary
Parallel
Plots
Author’s craft
Flashbacks
Literary
structures
style
Understanding
Analyzing
Identify characters and their traits and how
they reflect a particular culture.
Vocabulary
Point of view
Norm
Cultural impact
Taboo
Hierarchy
Dramatic irony
Compare/contrast characters from texts
from different cultures.
Sample relevant art work
Analysis of the historical period
Analyzing
Creating
List different artistic medium (sculpture,
painting, film, poetry, prose, etc.) and
recognize the similarities and differences
between each medium.
Examine examples of various medium and
compare/contrast the artistic devices used
in each.
Vocabulary
Sculpture
Artistic device
Medium
Painting
dance
Page 3 of 24 (July, 2015)
Resources
Suggested Lit:
Formative Summative
Assessment

Dante’s Divine Comedy

The Iliad

Oedipus Rex
Teacher generated tests and
quizzes
Literary analysis of plot and
structure
Student generated projects
Create a plot diagram

The Epic of Gilgamesh
The Aeneid
Cry the Beloved Country
 My Forbidden Face
 Night
The Kite Runner
 Things Fall Apart
Media
Cultural Research Projects
Analysis of POV
Student generated Projects
Journaling
Achilles Shield Speech
www.peacecorps.gov/wws/educators/lesson
plans/pdf/bridgesinterpreting.b.pdf
Pencles’ Funeral Oration
Artwork:
Pandora Opening the Box by
Walter Crane
Student generated literature
art work
Literary based newspaper
project
Oedipus and the Sphinx
Editorials
Helen on the Walls of Troy by
Gustave Moreau
College and Career Readiness Anchor Standards for Reading
Craft and Structure- Literature
Honors English II
Anchor
Standards
8. Delineate and
evaluate the
argument and specific
claims in a text,
including the validity
of the reasoning as
well as the relevance
and sufficiency of the
evidence.
9. Analyze how two or
more texts address
similar themes or
topics in order to
build knowledge or to
compare the
approaches the
authors take.
Essential Question
Is there such a thing as
an original thought?
Can you borrow from
others and still claim
credit?
Specific Grade
Standard
Instructional Strategies/Activities
The Learner Will….
Bloom’s Level
Resources
Suggested Lit:
Formative
Summative
Assessment
RL 8. (not applicable to
literature)
RL 9. Analyze how an
author draws on and
transforms source material
in a specific work (e.g.,
how Shakespeare treats a
theme or topic from Ovid
or the Bible or how a later
author draws on a play by
Shakespeare).
W.9
L.1, 2, 4
 Define and discuss the concepts of source
material and allusion.
 Identify areas in popular culture where




allusion is commonly used.
Define and classify archetypal settings,
themes, characters, and plots and list
examples (hero, mother, mentor, rebel,
forbidden love, journey, damsel in
distress, etc.).
Read a text and identify the source
material(s) which influence(s) the
narrative elements.
Note how the source material is changed
in the specific work.
Analyze how an author draws on and
transforms source material in a specific
work (e.g., how Shakespeare treats a
theme or topic from Ovid or the Bible or
how a later author draws on a play by
Shakespeare).
Page 4 of 24 (July, 2015)
Applying
Analyzing
From Sundiata
An Epic of Old Mali
Comparison and Contrast
Essay
Vocabulary
Culture
Popular
Archetype
Narrative
Allusion
Mythological
Historical
Literary
When Timbuktu was the
Paris of Islamic
Intellectual in Africa
Write a Parable
Zen Parables
Zen Garden’s Calming
Effect Due to Subliminal
Image?
Othello
The Book Thief
Teacher generated
assessments
Discussion
10. Read and
comprehend complex
literary and
informational texts
independently and
proficiently.
Essential Question
How do you know
when you comprehend
a text?
RL 10. By the end of
grade 9, read and
comprehend literature,
including stories, dramas,
and poems, in the grades
9-10 text complexity band
proficiently, with
scaffolding as needed at
the high end of the range.
W.4, 10
S/L.1, 3
Analyze author’s argument
Examine multiple texts
Examine the structure of a text
Ask questions while you read
Use literary analysis
Analyze character development
Read a variety of literary texts with increasing
complexities.
Understanding
Evaluating
Vocabulary
Scaffolding
Complex texts
Antigone
Medea
Things Fall Apart
Dead Men’s Path
“He is More than A
Hero”
Teacher-Made Tests
Portfolio pieces
(writing, art)
Oral Presentation
Othello
The Book Thief
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details (Informational)
Honors English II
Anchor
Standards
Specific Grade
Standard
1. Read closely to
determine what the
text says explicitly
and to make logical
inferences from it:
cite specific textual
evidence when
writing or speaking to
support conclusions
drawn from the text.
Essential Question
How do authors
communicate their
message and use style
to affect the text and
audience?
2. Determine central
ideas or themes or a
text and analyze their
development;
summarize the key
supporting details
and ideas.
RI 1. Cite strong and
through textual evidence
to support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
W.2
R/I 2, 3
R/L.2, 3
Instructional Strategies/Activities
The Learner Will….
 Read the text
 Identify the type, content, audience, and
purpose of text
 Discern the differences between explicit
text and implied information
 Formulate a response based upon the text
 Support response with relevant textual
evidence
Bloom’s
Level
Resources
Formative Summative
Assessment
Applying
Analyzing
Critical Commentary
on Dante’s Allegory
Build a Model of Dante’s
Inferno
Vocabulary
Diction
Rhetorical
devices
Figurative
language
Inference
The Athenians and
Spartans
Compare and Contrast Essay w/
reference to Homer’s Iliad
Enrique’s Journey
Teacher generated tests and
quizzes
Presentation
RI 2. Determine a central
idea 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






Read the text.
Identify the subject of the text.
Identify key details.
Distinguish between central idea and
supporting details.
Provide an objective summary of text.
Identify text structure (chronological, time
shifts, in medias res).
Page 5 of 24 (July, 2015)
Applying
Understanding
Vocabulary
Emerge
Refine
Context
Key details
When the Other
Dancers is the Self by
Alice Walker
On Falling in Love
by Robert Stevenson
Teacher generated assessments
Journaling
Informational Essay
Define Love or Beauty
Essential Question
How does audience
and purpose affect
author’s choice of text
structure?
the text.
W.2, 10
R/L.1, 2
R/I. 1,3
 Research historical context.
 Utilize online note taking tools to organize
Central idea
information.
 Analyze the author’s purpose in relation to

historical context using key details as
evidence.
Cite examples that support the central idea
throughout the text.
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details (Informational)
Honors English II
Anchor
Standards
Specific Grade
Standard
3. Analyze how
and why
individuals, events,
and ideas develop
and interact over
the course of a
text.
RI 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.
Essential Question
How do authors use
characters to
develop a central
idea or theme?
4. 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
W.2, 4, 5
R/I. 1,2
L.1,2,3
RI 4. Determine the
meaning of words and
phrases as they are
used in a text,
including figurative,
connotative, and
technical meanings;
analyze the impact of
a specific word choice
on meaning and tone,
(e.g., how the
language of a court
Bloom’s Level
Instructional
Strategies/Activities
The Learner Will….
Examine author’s purpose
Make predictions
Make conclusions
Make connections
Examine multiple text
Examine cultural influence
Analyzing
Creating
Vocabulary
Complex characters
Author technique
Theme
Conflict
Characterization
Resources
Suggested Lit:
The Battle of Waterloo: The Finale
The Waterloo Connection
 Freud The Oedipal Complex
Formative
Summative
Assessment
Test and quizzes
Cause/effect essay
Presentation
How Cleopatra Charmed Antony
Archetypes and symbols:
http://central.wmrhsd.org/FACULTY_
FILES/rkipp/_LINK_DOCS_1015/
Archetypesandsymbols.pdf
Night’’
Enrique’s Journey
Analyze author’s argument
Analyze author’s purpose
Making inference about deeper
meanings
Make connections and use reading
process
Examine the structure of a text
Apply vocabulary skills
Classify formal and informal diction.
Identify multiple example of
figurative language (simile, metaphor,
personification, allusion, hyperbole,
Applying
Analyzing
Evaluating
Vocabulary
Connotation
Denotation
Analogies
Allusions
Diction
(formal/informal)
Motif
Page 6 of 24 (July, 2015)
Request for a Declaration of War
By FDR
On the Declaration of War (Fireside Chat)
By FDR
Argumentative Essay
Informational Essay
Textual analysis
Summary
meaning or tone.
Essential Question
How does word
choice impact
meaning?
opinion differs from
that of a newspaper).
W.1,2,4
R/I.2,3,5
S/L.
L.
etc.)
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details (Informational)
Honors English II
Anchor
Standards
Specific Grade
Standard
Instructional
Strategies/Activities
The Learner Will….
5. 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.
RI 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
(e.g., a section or
chapter).
W.1, 2, 4, 5
L.1, 2, 3
Identify main idea and supporting details
Analyze author’s argument
Analyze author’s purpose
 Read the text.
 Review literary structure.
 Track plot sequence using appropriate
technology.
 Identify author’s choices in text
structure.
 Examine the author’s strategy of
presentation of structure and time and
its effect.
Analyze how an author’s choices
concerning how to structure a text, order
events within it (e.g., parallel plots), and
manipulate time (eg., pacing , flashbacks)
create such effects as mystery, tension, or
surprise.
 Read the text.
 Identify author’s purpose/point of view
and
any potential bias
 Cite transitional words/ phrases and
rhetorical devices.
 List examples of the author’s use of
rhetorical devices (allusion, metaphor,
ethos/pathos/logos, etc.) and explain
how they advance author’s
purpose/point of view.
 Determine an author’s point of view or
Essential Question
How does structure
enhance meaning?
6. Assess how point
of view or purpose
shapes the content
and style of a text.
Essential Question
How does an author
use words to express a
specific purpose?
RI 6. Determine an
author’s point of view or
purpose in a text and
analyze how the author
uses rhetoric to advance
that point of view or
purpose.
W.1, 2, 4, 9
R/I. 4,5
L.4, 5, 6
Bloom’s Level
Applying
Analyzing
Evaluating
Vocabulary
Parallel plots
Authors craft
Mystery
Flashbacks
Literacy structure
Resources
Suggested Lit:
 From Nonviolence by
Gandhi
Argumentative Essay
Persuasive Essay
Statement on the Atomic
Bomb by Harry S. Truman
Text Structures:
http://www.literacyleader.com/
?q=textstructure
Understanding
Analyzing
 On the Space Program
(1961) by JFK
Vocabulary
Review
 Author’s point
of view
 Author’s
argument
 Author’s
purpose
The Sentencing of the
Luddites 1831
Page 7 of 24 (July, 2015)
Formative Summative
Assessment
Argumentative Essay
Persuasive Essay
Debate
Predicting the outcome
purpose in a text and analyze how an
author uses rhetoric to advance that
point of view or purpose.
7. Integrate and
evaluate content
presented in diverse
media and formats,
including visually
and quantitatively,
as well as in words.
Essential Question
How and why do
different media
sources emphasize
different details and
perspectives?
8. Delineate and
evaluate the
argument and
specific claims in a
text, including the
validity of the
reasoning as well as
the relevance and
sufficiency of the
evidence.
Essential Question
How does an audience
discern
evidence/support as
being logical, valid,
sufficient, and /or
fallacious?
9. Analyze how two
or more texts
address similar
themes or topics in
order to build
knowledge or to
compare the
approaches the
authors take.
Essential Question
What themes and
RI 7. Analyze various
accounts of a subject
told in different
mediums (e. g., a
person’s life story in
both print and
multimedia),
determining which
details are emphasized in
each account.
W.1, 2, 4, 9
R/I. 4,5
L.4, 5, 6
RI 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.
Analyze the author’s argument
Analyze the author’s purpose
Identify main idea and supporting details
Write to inform or persuade using various
clarification techniques to support each
writing type (argument,
informational/explanatory and narrative)
Write to inform or persuade using various
clarification techniques to support each
writing type (argument,
informational/explanatory and narrative)
Analyzing
Creating
Vocabulary
Review
 Argument
 Informational/
explanatory
 Narrative
Identify and evaluate an argument in text.
Analyze author’s claim or opinion
Evaluate credibility of reasoning and
classify evidence as relevant/irrelevant.
Identify false statements and fallacious
reasoning.
Analyzing
Evaluating
 Define seminal documents
 List and summarize several texts of
Understanding
Analyzing
Vocabulary
Fallacious
Reasoning
Valid
Delineate
Irrelevant/relevant
Use various resources to
present different perceptions
about the same topic
Student generated essays
Debate
my.hrw.com
 From Peace without
Conquest (1965) Lyndon
B Johnson
The Tonkin Gulf Resolution
(1964)
Debate
Student generated
advertisements
Editorials
Group Presentations with
audience participation and
feedback
W.1, 2, 4, 9
R/I. 4,5
L.4, 5, 6
RI 9. Analyze seminal
U.S. documents of
historical and literary
significance (e.g.,
Washington’s Farewell
Address, the Gettysburg
Address, Roosevelt’s
Four Freedoms speech,
King’s “Letter from
Birmingham Jail”),
including how they
address related themes
historical significance.
 Determine themes in various historical
documents.
 Identify literary elements and rhetorical
devices within historical documents.
 Explain how literary elements and
rhetorical devices contribute to theme
or concept of works.
 Compare and contrast U.S. documents
Vocabulary
Seminal
Global perspective
Theme
Context
Rhetorical features
Page 8 of 24 (July, 2015)
South African Ballot
 On the Use of English in
Indian Schools
Informational Essay
Journaling
Teacher-Made Test
Reading Check Quizzes
concepts of seminal
US documents still
apply today.
and concepts.
to other documents with similar
concepts and themes.
 Cite evidence where two or more texts
provide conflicting information on the
same topic.
W. 2, 10
R/I.1, 2, 3
L.3
College and Career Readiness Anchor Standards for Reading
Range of Reading and Level of Text Complexity (Informational)
Honors English II
Anchor
Standards
Specific Grade
Standard
10. Read and
comprehend complex
literary and
informational texts
independently and
proficiently.
RI 10. By the end of grade
9, read and comprehend
literature nonfiction in the
grades 9-10 text
complexity band
proficiently, with
scaffolding as needed at
the high end of the range.
Essential Questions
How does a reader use
strategies to read,
comprehend, and
analyze more complex
nonfiction?
W.10
R/I.4, 5, 6
Instructional Strategies/Activities
The Learner Will …
 Review subgenres of informational texts
(memoir, biography,
autobiography, letters, essays, speeches, etc.)
 Identify text structures and features within
informational texts (cause and effect,
chronological, inductive/deductive reasoning,
flashback, graphs, charts, maps, and captions,
etc.)
 Apply reading strategies (eg., annotating,
Cornell notes, graphic organizers) for
increasingly complex informational texts
 Summarize content of multiple informational
texts
 Examine connections between and among
informational texts utilizing evidence
 Recognize inconsistency, ambiguity, and poor
reasoning.
Page 9 of 24 (July, 2015)
Bloom’s
Level
Resources
Understanding
Evaluating
From the Revolutions
of the Heavenly
Bodies
By Copernious
1543
Vocabulary
Cornell notes
Inconsistency
Ambiguity
Nonfiction
The Yellow Star by S.
B. Unsdorfer
 Night
Formative Summative
Assessment
Journaling
Teacher-Made Test
Reading Check Quizzes
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes- Writing
Honors English II
Anchor
Standards
Specific Grade Standard
Instructional
Strategies/Activities
The Learner Will …
1. Write arguments
to support claims in
an analysis of
substantive topics or
texts, using valid
reasoning and
relevant and
sufficient evidence.
W 1. Write arguments to support
claims with clear reasons and
relevant evidence.
 1a Introduce precise claim(s),
distinguish the claim(s) from
alternate or opposing claims, and
create an organization that
establishes clear relationships
among claims(s), counterclaims,
reason, and evidence.
 1b Develop claim(s) and
counterclaims fairly, supplying
evidence for each while pointing
out the strengths and limitations
of both in a manner that
anticipates the audience’s
knowledge level and concerns.
 1c Use words, phrase, and clauses
to link the major sections of the
text, create cohesion, and clarify
the relationships between
claim(s) and reasons, between
reasons and evidence, and
between claim(s) and
counterclaims.
 1d Provide a concluding statement
or section that follows from and
supports the argument presented.
Write to describe, inform, entertain, or
persuade using various clarification
techniques to support each writing type
(argument, informational/explanatory
and narrative)
Essential Question
How does a writer
produce a strong
argument?
2. Write
informative/explanat
ory text to examine a
topic and convey
ideas, concepts, and
information clearly
W. 9, 10
R/L. 1, 2, 3
R/I. 4, 5
W 2. Write informative/explanatory
text to examine a topic and convey
ideas, concepts, and information
clearly and accurately through the
effective selection, organization, and
analysis of content.
Evaluate the credibility of an author’s
argument by examining the author’s
intent and tone
Bloom’s Level
Understanding
Applying
Vocabulary
Argumentative
Citation
Copyright
Plagiarism
Personal bias
Objective tone
Analyze the author’s argument point of
view, perceptive
Resources
Funeral Speech of
Pericles from
History of The
Peloponnesian War
Formative Summative
Assessment
Student generated essays
Teacher-Made Test
Reading Check Quizzes
Use current
controversial issues
to argue
Debate
Achilles Shield Speech
I Acknowledge Mine
by June Goodall
How Much Land
Does A Man Need by
Leo Tolstoy
Identify personal bias
Explore and gather multimedia and
print sources that support the argument.
Use concise language that supports the
organization.
Write arguments to support claims
using sufficient evidence.
Write to extend a definition, cause and
effect, problem solution using various
clarification techniques to support each
writing type
Follow guidelines from 2a – f for the
informative/explanatory essays
Page 10 of 24 (July, 2015)
Understanding
Applying
Vocabulary
Convey
Metacognition
Why Leaves Turn
Color in the Fall by
Dian Ackerman
How a Leaf Works
(Graphic Aid)
Information essay: Extend a
definition,
Cause and Effect,
Problem/Solution
Achilles Shield Speech.
and accurately
through the effective
selection,
organization, and
analysis of content.
Essential Question
How do writers
effectively explain
complex information?
 2a Introduce a topic; organize
complex ideas, concepts, and
information to make important
connections and distinctions;
include formatting (e.g.,
headings), graphics (e.g.,
figures, tables), and multimedia
when useful to aiding
comprehension.
 2bDevelop to topic with wellchosen, relevant, and sufficient
facts, extended definitions,
concrete details, quotations, or
other information and examples
appropriate to the audience’s
knowledge of the topic.
 2c Use appropriate and varied
transitions to link the major
sections of the text, create
cohesion, and concepts.
 2d Use precise language and
domain-specific vocabulary to
manage the complexity of the
topic.
 2e Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.
 2f Provide a concluding statement
or section that follows from and
supports implications or the
significance of the topic.
W. 2
R/I. 1,3,5
Deliberate
Cohesive
Transitions
Articulate
Implication
Evidence
Clarity
Blow Up: What
went Wrong at
Storm King
Mountain by
Sebastian Junger
Reading for
Information – How to
Survive A Wildfire
Page 11 of 24 (July, 2015)
Anchor
Standards
3. Write narratives to
develop real or
imagined experiences
or events using
effective technique,
relevant descriptive
details, and wellstructured event
sequences.
Essential Question
How does a writer
convey a real or
imagined experience
effectively?
College and Career Readiness Anchor Standards for Reading
Text Type and Purpose -Writing
Honors English II
Specific Grade
Instructional
Bloom’s Level
Resources
Standard
Strategies/Activities
The Learner Will …
W 3. Write narratives to
develop real or imagined
experiences or events using
effective technique, relevant
descriptive details, and wellstructured event sequences.
 3a Engage and orient the
reader by setting out a
problem, situation, or
observation, establishing
one or multiple point(s) of
view, and introducing a
narrator and/or characters;
create a smooth
progression of
experiences or events.
 3b Use narrative techniques,
such as dialogue, pacing,
description, reflection,
and multiple plot lines, to
develop experiences,
events, and/or characters.
 3c Use a variety of
techniques to sequence
events so that they build
on one another to create a
coherent whole.
 3d Use precise words and
phrases, telling details,
and sensory language to
convey a vivid picture of
the experiences, events,
setting, and/or characters.
 3e Provide a conclusion that
follows from and reflects
on what is experienced,
observed, or resolved over
the course of the
narrative.
Narrative writing conveys
experience, either real or imaginary,
and uses time as it deep structure. It
can be used for many purposes, such
as to inform, instruct, persuade, or
entertain.
Follow strategies for W3a – e to
develop an effective narrative
Applying
Creating
Vocabulary
Narrative
Sensory language
Reflection
Flashback
Narrative
Techniques
Pacing
Imagery
Conflict
Plot
Page 12 of 24 (July, 2015)
my.hrw.com
Unit 3—
Narrative Devices Text
Analysis Workshop
Formative Summative
Assessment
Vocabulary Narratives
(Weekly Vocabulary)
The Doll’s House
Enrichment Narrative Writing
connected to various literary
works
The Seventh Man
Student generated narratives
4. Produce clear and
coherent writing in
which the
development,
organization, and
style are appropriate
to task, purpose, and
audience.
W.3
R/L. 1, 2, 3
L.1, 2, 4
W 4. Produce clear and
coherent writing in which the
development, organization and
style are appropriate to task,
purpose, and audience.
(Grade-specific expectations
for writing types are defined in
standards 1-3 above).
W. 2, 3, 4, 5, 9
Write to describe, inform, entertain,
or persuade using various
clarification techniques to support
each writing type (argument,
informational/explanatory and
narrative)
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.
Prewriting using Graphic Organizers
 Provide supporting evidence
 Edit for grammatical errors
 Identify areas where information
writing needs support
 Rewrite/revise/reflect
Essential Question
How does a writer
produce clear and
effective pieces?
5. Develop and
strengthen writing as
needed by planning,
rewriting, or trying a
new approach.
Essential Question
How can the writing
process develop and
strengthen writing?
6. Use technology,
including the
internet, to produce
and publish writing
and to interact and
collaborate with
others.
Essential Question
How would you use
internet and
technology writing?
Steps to follow:
 Identify audience
 Discern purpose
 Produce a clear coherent draft
 Revise and edit
W. 4, 5, 6
L. 1, 2, 3
W 6. Use technology,
including the Internet, to
produce and publish and
update individual or shared
writing products, taking
advantage of technology’s
capacity to link of to other
information and to display
information flexibly and
dynamically.
Research topics using reliable
internet sites
Applying
Creating
Vocabulary
Argument
Informational/explan
atory
Devise
Content
Edit
Transitions
Audience
Purpose
Applying
Creating
my.hrw.com
Writing Workshops
Literary Analysis
Unit 1
Short Story
Unit 2
Persuasive Letter
Unit 5
Editorial/Persuasive Letter
Student generated creative writing
Student generated news article
(literary based)
 Thinking Maps
Writing Practice
Student generated samples
produce (i.e. outlines, revision,
editing, etc.)
 Practice Prompts
Vocabulary
Audience
Reflection
Purpose
Context
Supporting evidence
Annotate
Understanding
Creating
Vocabulary
Internet
Sources
Reliable
collaborate
W. 5, 6, 7, 8
Page 13 of 24 (July, 2015)
Achillcs shield speech
 NC Element of
Literature (Holt,
Rinehart &
Winston)
 my.hrw.com
 Internet
Cooperative Learning Group
Projects:
Power Points
Blogs
Wikispaces
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge- Writing
Honors English II
Bloom’s Level
Anchor
Standards
Specific Grade
Standard
Instructional Strategies/Activities
The Learner Will …
7. Conduct short as
well as more
sustained research
projects based on
focused questions,
demonstrating
understanding of the
subject under
investigation.
W 7. Conduct short as
well as more sustained
research projects to
answer a question
(including a self-generated
question) or solve a
problem; narrow or
broaden the inquiry when
appropriate; synthesize
multiple sources on the
subject under investigation
Research Topics – define problem or question
Make connections
Draw conclusions
Evaluate sources and their reliability
Create In text documentation
Create citations
Edit/rewrite
 Applying
 Creating
Evaluate sources
Create in text documentation
Create citations
Research topics with reliable internet sources
 Applying
 Creating
Make connections
Draw conclusions
Make inference
Examine multiple text
Understanding
Analyzing
Evaluating
Essential Question
How do you use
multiple sources to
acquire knowledge?
8. Gather relevant
information from
multiple print and
digital sources,
assesses the
credibility and
accuracy of each
source, and integrates
the information while
avoiding plagiarism.
Essential Question
What constitutes
plagiarism?
9. Draw evidence
from literacy or
informational texts to
support analysis,
reflection, and
research.
Resources
Formative Summative
Assessment
 Print Sources
 Web Sources
Research paper
Research project
Presentation Boards
Power Points
Blogs
Wikis
Journals
 Print Sources
 Web Sources
Research paper
Research project
Presentation Boards
Power Points
Blogs
Wikis
Journals
 Short Stories
 Novels
 Poems
Journals
Student generated essays
Student generated projects
Vocabulary
Pertinent
Extract
Synthesize
Validity
reliability
W.5, 6, 7, 8
L. 1, 2, 3
W 8. Gather relevant
information from multiple
authoritative print and
digital sources, using
advanced searches
effectively; assess the
usefulness of each 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.
W. 5, 6, 7, 8
L.1, 2, 3
W 9. Draw evidence from
literary or informational
texts to support analysis,
reflection and research.
 9a Apply grade 9-10
Reading standards to
literature (e.g., “Analyze
 State the purpose for the reading and
Page 14 of 24 (July, 2015)
Vocabulary
Digital
Plagiarism
Authoritative
Citation
Vocabulary
Fallacy
how an author draws on
and transforms source
material in a specific
work [e.g., how
Shakespeare treats a
theme or topic from
Ovid or the Bible or how
a later author draws on a
play by Shakespeare]”.
 9b Apply grades 9-10
Reading standards to
literary nonfiction (e.g.,
“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 task.
 Formulate a written response based upon
the text.
 Return to the text to annotate and highlight
information to support response.
Delineate
Reflection
Analysis
Annotate
Highlight
Write to describe, inform, entertain, or
persuade using various clarification techniques
to support each writing type (argument,
informational/explanatory and narrative)
 Applying
 Evaluating
 Creating
Thinking maps
Journals
 Writing prompts
Timed Writing Prompts
Vocabulary
 Critique
 Blogs
 Podcasts
 Argumentative
 Persuasive
 Narrative
 Informational
 Expository
 Journal prompts
W. 1, 2, 3
L.1, 2, 3, 5
10. Write routinely
over extended time
frames (time for
research, reflection,
and revision) and
shorter time frames
(a single sitting or a
day or two) for a
range of tasks,
purposes, and
audiences.
Essential Question
Why write?
How do you respond to
a prompt?
How do task, purpose,
and audience dictate
the writing approach?
10. Write routinely over
extended time frames
(time for research,
reflection, and revision)
and shorter time frames (a
single sitting or a day or
two) for a range of
discipline-specific tasks,
purposes and audiences.
Identify the writer’s purpose
Identify the audience
Structure organizational strategies
W.4, 5
L.1, 2, 3
Use graphic organizers
College and Career Readiness Anchor Standards for Speaking and Listening
Page 15 of 24 (July, 2015)
Comprehension and Collaboration- Speaking and Listening
Honors English II
Anchor
Standards
Specific Grade
Standard
1. Prepare for and
participate effectively
in a range of
conversations and
collaborations with
diverse partners,
building on others’
ideas and expressing
their own clearly and
persuasively.
SL 1. Initiate and
participate effectively in a
range of collaborative
discussions (one-on-one,
in groups, and teacher-let)
with diverse partners on
grades 9-10 topics, texts,
and issues, building on
others’ ideas and
expressing their own
clearly and persuasively.
 1a Come to discussions
prepared by having
read and researched
material under study;
explicitly draw on
that preparation by
referring to evidence
from texts and other
research on the topic
or issue to stimulate a
thoughtful, wellreasoned exchange of
ideas.
 1b Work with peers to
set rules for collegial
discussions and
decision-making (e.g.,
informal consensus,
taking votes on key
issues, and
presentation of
alternate views), clear
goals and deadlines,
and individual roles
as needed.
 1c Propel conversations
by posing and
responding to
questions that relate
the current discussion
Essential Question
What does it mean to
have an effective
collaborative
discussion?
Instructional Strategies/Activities
The Learner Will …
Bloom’s
Level
Contribute to class discussion (initiate and
participate effectively)
Effectively participate in small group
discussions
Listen, reflect, and respond to speakers
Present ideas appropriately using technology
as needed
 Applying
 Creating
Work with peers to set rules for collegial
discussions
 Summarize others’ viewpoints
 Classify patterns in perspective
 Re-evaluate original viewpoint and connect
to evidence.
Page 16 of 24 (July, 2015)
Vocabulary
 Devil’s
advocate
 Contradictory
 Universality
 Collaborative
Resources
 Dramas
 Novels
 Research Topic
 Teacher
Facilitator
--?--- House
Formative Summative
Assessment
Act out a scene for a play
Oral book report
Debate
2. Integrate and
evaluate information
presented in diverse
media and formats,
including visually,
quantitatively, and
orally.
Essential Question
How does one
integrate reliable and
creditable sources of
information?
to broader themes or
larger ideas, actively
incorporate others
into the discussion;
and clarify, verify, or
challenge ideas and
conclusions.
 1d Respond thoughtfully
to diverse
perspectives,
summarize points of
agreement and
disagreement, and,
when warranted,
qualify or justify their
own views and
understanding and
make new
connections in light of
the evidence and
reasoning presented.
R/L.7
S/L.1, 4
SL 2. Integrate multiple
sources of information
presented in diverse media
or formats (e.g., visually,
quantitatively, orally)
evaluating the credibility
and accuracy of each
source.
W.5, 6, 10
S/L.6
Use newspapers, magazines, news programs
(Channel 1), guest speakers, news clips,
internet sources
Present ideas appropriately using technology
as needed
Classify credible/questionable sources
Compare/contrast two sources of information.
 Evaluating
 Creating







Vocabulary
Bias
Credible
Reliable
Citing
Quantitative
Qualitative
 Newspapers
 Magazines
 News clips
 Internet
 http://my.hrw.com
College and Career Readiness Anchor Standards for Speaking and Listening
Page 17 of 24 (July, 2015)
Create Power Point
presentations, video clips,
editorials, recite poetry, present
art work and songs
Anchor
Standards
3. Evaluate a
speaker’s point of
view, reasoning, and
use of evidence and
rhetoric.
Essential Question
How does one
determine a speaker’s
point of view,
motivation, bias?
4. Present
Information,
findings, and
supporting evidence
such that listeners
can follow the line of
reasoning and the
organization,
development, and
style are appropriate
to task, purpose, and
audience.
Essential Question
How does delivery
impact a message?
5. Make strategic use
of digital media and
visual displays of
data to express
information and
enhance
understanding of
presentations.
Essential Question
How can technology
be used to enhance
presentations?
Specific Grade
Standard
Comprehension and Collaboration- Speaking and Listening
Honors English II
Instructional Strategies/Activities
Bloom’s Level
Resources
The Learner Will …
Suggested Lit:
SL 3. Evaluate a
speaker’s point of view,
reasoning, and use of
evidence and rhetoric,
identifying any fallacious
reasoning or exaggerated
or distorted evidence.
W.4, 5, 6
S/L.6
Use editorials, different news channels,
newspapers, magazine articles, advertisements
to evaluate a speaker’s point of view,
reasoning and use of evidence.
Show examples of rhetorical techniques in
source.
Evaluating
Creating
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.
W.7, 8
S/L.5, 6
Read, research, and draw evidence from text
on topics or issues
Group discussions on controversial topics or
themes
Summarize key points
 Understanding
 Creating
SL 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.
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.
Practice presentations and receive constructive
feedback from peers.
Classify various types of digital media and
their purpose
Vocabulary
Rhetoric
Fallacious
Stance
Valid/reliable
Evaluate multimedia
formats such as:
editorials, news
channels, newspapers,
magazine articles,
advertisements, etc
Student generated
advertisements
Editorials
Group Presentations with
audience participation and
feedback
 Documentaries
Student generated
advertisement
Oral presentation
Debate
 Informational texts
Vocabulary
Constructive
Validity
Reliability
Concise
Counter argument
Alternate/opposing
Understanding
Creating
Achilles Shield Speech
Research Enrique’s Project
Power Points, videos,
and other media
formats
Vocabulary
Delineate
Interactive
Digital media
W.4, 5, 6
College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension and Collaboration- Speaking and Listening
Page 18 of 24 (July, 2015)
Formative Summative
Assessment
Presentations using Power
Points and other media formats
Produce videos
Produce music cds
Research Project
Honors English II
Anchor
Standards
6. Adapt speech to a
variety of contexts
and communicative
tasks, demonstrating
command of formal
English when
indicated or
appropriate.
Specific Grade
Standard
SL 6. Adapt speech to a
variety of contexts, and
tasks, demonstrating
command of formal
English when indicated
or appropriate.
Instructional Strategies/Activities
The Learner Will …
Adapt speech to a variety of contexts, and
tasks, demonstrating command of formal
English when indicated or appropriate.
Express an idea verbally in a formal and
informal way for different audiences.
S/L.4, 5
Essential Question
How does the way a
person speaks or writes
effect the way an
audience perceives
him/her?
Page 19 of 24 (July, 2015)
Bloom’s Level
 Applying
 Creating
Vocabulary
Adapt
Relevance
Formal vs. informal
Standard/nonstandard English
Resources
Suggested Lit:
 Sample speeches
Formative Summative
Assessment
Mock speech (Graduation
Project)
Mock interview
Archilles Shield Speech
College and Career Readiness Anchor Standards for Language
Conventions of Standard English- Language
Honors English II
Anchor
Standards
1. Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
Essential Question
How does knowledge
of grammar enhance
writing and speaking?
How does variety
enhance
communication?
Specific Grade
Standard
Instructional
Strategies/Activities
The Learner Will …
L 1. Demonstrate command
of the conventions of
standard English grammar
and usage when writing or
speaking
 1a Use parallel structure.*
 1b Use various types of
phrases (noun, verb,
adjective, adverbial,
participial,
prepositional, absolute)
and clauses
(independent,
dependent; noun,
relative, adverbial) to
convey specific
meaning and add
variety and interest to
writing or
presentations.
Oral Daily Language (Bell
work)
Use parallel structure
Use correct parts of speech
 Define parallel structure
 Demonstrate examples of
parallel and non-parallel
structures
 Analyze the function of
parallel structure and how it
contributes to meaning and
structure
 Revise examples of nonparallel structure to parallel
structure.
W.1, 2, 3, 4, 5, 6, 7, 8, 9, 10
2. Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when writing.
Essential Question
Why is it necessary to
use punctuation in
writing?
L 2. Demonstrate command
of the conventions of
standard English
capitalization, punctuation,
and spelling when writing.
 2a Use semicolon (and
perhaps a conjunctive
adverb) to link two or
more closely related
independent clauses.
 2bUse a colon to
A. Use parallel structure.
 Review phrases and clauses
 Using a text, identify various
examples of phrases and
clauses.
Revise a teacher-generated
paragraph of simple sentences
into a text that includes various
phrases and clauses to increase
meaning.
Oral Daily Language (Bell
work)
Use correct conventions in all
assigned writing
Edit papers for spelling errors, as
well as, punctuation errors.
Bloom’s Level
 Understanding
 Applying
Vocabulary
Verb forms
 Indicative
 Imperative
 Interrogative
 Conditional
 Subjunctive
 Mood
 Parallel /
Structure
Understanding
Applying
Resources
 Grammar text work
Student writing
 Editing
Student presentations
 Grammar transparencies
Teacher generated
assessments
 Grammar Power Points
 Grammar text work
 Editing
Vocabulary
Conventions
Exclamations
Point
Quotation marks
Colon
Clauses
Semicolon
Page 20 of 24 (July, 2015)
Formative
Summative
Assessment
 Grammar transparencies
 Grammar Power Points
Student grammar teaching
project in groups
Student writing
Student presentations
Teacher generated
assessment
introduce a list or
quotation.
 2c Spell correctly.
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.
Essential Question
How are various forms
of communication
different?
W.1, 2, 3, 4, 5, 6, 7, 8, 9, 10
S/L.6
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.
 3a Write and edit work so
that it conforms to the
guidelines in a style
manual (e.g., MLA
Handbook, Turabian’s
Manual for Writers)
appropriate for the
discipline and writing
type.
W.1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Making appropriate language
choices in situations
 Demonstrate knowledge of
basic grammar rules and
syntax.
 Show examples of writing
which follows multiple types
of academic style manuals.
 Identify the elements that are
specific to a style manual
(NP, parenthetical citations,
footnotes, works cited, etc.)
 Explain the purpose of the
elements and how they aid
the reader in accessing the
text.
 Review elements of research
writing including objective
and subjective point of view,
formal and informal
language, and fact vs.
opinion.
Applying
Creating
 Grammar text work
 Editing
Vocabulary
MLA
APA
Syntax
Footnotes
Citations
Works cited
Page 21 of 24 (July, 2015)
 Grammar transparencies
 Grammar Power Points
 Electronic Resources:
 http://www.mla.org/
 http://owl.english.purdue
.edu/owl/resource/747/01/
 www.easybib.com
 http://www.chicagomanu
alofstyle.org/home.html
 http://www.apastyle.org/
Essays
Research Papers
Editorials
Creative writing
College and Career Readiness Anchor Standards for Reading
Vocabulary Acquisition and Use
Honors English II
Anchor
Standards
Specific Grade
Standard
4. Determine or
clarify the meaning of
unknown and
multiple-meaning
words and phrases by
using context clues,
analyzing meaningful
word parts, and
consulting general
and specialized
reference materials,
as appropriate.
L 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 an array of
strategies.
 4a Use context (e.g., the
overall meaning of a
sentence or paragraph,
or text; a word’s
position or function in
a sentence) as a clue
to the meaning of a
word or phrase
 4b Identify and correctly
use patterns of word
changes that indicate
different meanings or
parts of speech (e.g.,
analyze, analysis,
analytics; advocate,
advocacy).
 4c Consult general and
specialized reference
materials (e.g.,
dictionaries,
glossaries,
thesauruses), both
print and digital to
find the pronunciation
of a word or
determine or clarify
its precise meaning,
its part of speech, of
Essential Question
What do you do when
you come across a
word you do not
know?
How does the context
in which a word is used
influence the meaning?
Instructional Strategies/Activities
The Learner Will …
Bloom’s
Level
Review: Words in context
Roots, prefixes and suffixes
Understanding
Applying
 Read the text.
 Review the concept of context clues.
 Cite evidence from the text which provides
Vocabulary
Etymology
Phonetic and
pronunciation
marks
Reference tools
Context clues
clues to the meanings of words or phrases.
 Review the basics of prefixes and suffixes.
 Identify suffixes and their impact on part of




speech.
Change a series of words from one part of
speech to another using suffixes.
List different vocabulary resources and
review the purposes of each.
Identify the specialized language/symbols
contained within each reference source
(tilde, schwa, stressed and unstressed
syllables, etc.)
Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases.
Page 22 of 24 (July, 2015)
Resources
 Online Dictionary
 Visual Thesaurus
Formative Summative
Assessment
Teacher Assessment
Reading Comprehension
its etymology.
 4d Verify the
preliminary
termination of the
meaning of a word or
phrase (e.g., by
checking the inferred
meaning in context or
in a dictionary).
L.3, 5
5. Demonstrate
understanding of
word relationships
and nuances in word
meanings.
Essential Question
What is connotative
and denotative
language?
L 5. Demonstrate
understanding of
figurative language, word
relationships, and nuances
in word meanings.
 5a Interpret figures of
speech (e.g.,
euphemism,
oxymoron) in context
and analyze their role
in the text.
 5b Analyze nuances in
the meaning of words
with similar
denotations.
Interpret figure of speech (metaphor, simile,
cliché, oxymoron, personification, etc.)
Analyzing
Creating
Analyze songs for figurative language
Vocabulary
Figurative
language
 Metaphor
 Simile
 Cliché
 Oxymoron
 Nuances
 Idioms
 Connotation
 Denotation
 Euphemism
Identify figures of speech in a text and
determine purpose and effect.
Translate a text written in figurative language
into literal language.
L.3, 4
Page 23 of 24 (July, 2015)
 Figures of speech
from various
literary pieces
Create a song using figurative
language
Poetry Project
Sample songs
College and Career Readiness Anchor Standards for Reading
Vocabulary Acquisition and Use
Honors English II
Anchor
Standards
Specific Grade
Standard
6. Acquire and use
accurately a range of
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
encountering an
unknown term
important to
comprehension or
expression.
L 6. Acquire and use
accurately general
academic and domainspecific 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.
Instructional Strategies/Activities
The Learner Will …
Weekly vocabulary units
Text based vocabulary
Grammar activities
Bloom’s
Level
Resources
Understanding
Applying
 Vocabulary Unit
practice exercises
Vocabulary
Metacoprition
Domain specific
 Words in context
Formative Summative
Assessment
Teacher generated assessments
Student generated writings
Metacognition
L.1, 2, 3, 4
Essential Question
How does vocabulary
use vary?
How do you learn new
words?
Page 24 of 24 (July, 2015)
Vocabulary narratives