FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
OFFICE OF CURRICULUM AND INSTRUCTION
ENGLISH DEPARTMENT
ACADEMIC & HONORS ENGLISH II
Grade Level: 10
Credits:
5
Course Code: 010140, 010150, 132500, & 439216
BOARD OF EDUCATION ADOPTION DATE:
AUGUST 25, 2014
FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
Board of Education
Mr. Heshy Moses, President
Mrs. Jennifer Sutera, Vice President
Mr. Carl Accettola
Mr. William Bruno
Mrs. Elizabeth Canario
Mrs. Kathie Lavin
Mr. Ronald G. Lawson
Mr. Michael Messinger
Ms. Maryanne Tomazic
Mr. Charles Sampson, Superintendent
Dr. Jeffrey Moore, Director of Curriculum and Instruction
Curriculum Writing Committee
Ms. Amy Myers
Ms. Kerry O’Neill
Ms. Sarah Reichenbecher
Mr. Sean Reid
Mr. James Vella
Supervisors
Ms. Deirdre Bova
Ms. Jane Goldstein
Ms. Mary Hough
Ms. Judith Lagana
Ms. Melissa Venuto
010240, 010250, 132500, & 439216: ACADEMIC & HONORS ENGLISH II
COURSE PHILOSOPHY
English II explores American literature alongside the historical and social themes that define this nation. Students will understand that the texts studied
reflect a variety of human experiences within classes, regions, and generations. Accompanying literature, documents and non-fiction works allow students
to explore the relationship between our literary past and modern perspectives.
Students will engage in research techniques and close reading to move the text of the page into a broader understanding of its place in our literary history.
This interdisciplinary approach to education encourages critical thinking, evaluation, analysis and synthesis.
The activities and lessons included in this curriculum are designed to develop the 21st century skills necessary to meet the demands of education for success
in college and careers.
COURSE DESCRIPTION
English II is a one year, five credit course which meets the Common Core Standards and satisfies one year of this state’s requirements for four years of
English. English II focuses on reading and research of American literature. Units and lessons are planned to encourage discussion and allow for student
contribution and evaluative input. By design, students will read both full texts and excerpts of literature options, and juxtapose seminal pieces alongside
contemporary texts. They will think and speak critically as well as cite textual evidence and establish habits of close reading.
Writing is encouraged through projects, papers, and journal entries. Special emphasis should be placed on writing a comparative analysis within the units
between fiction, non-fiction, and multimedia texts. A variety of writing formats requires students to recognize form and purpose in composition. As 21st
century citizens, students will be expected to hone skills with mixed media, public speaking, and critical consumption in order to demonstrate proficiency in
communication.
ACADEMIC & HONORS ENGLISH II
COURSE GOALS
CG1: Students will cite strong textual evidence to determine the theme or central idea of a text in preparation for college and career readiness.
CG2: Students will analyze and evaluate the author’s use of literary conventions to identify, explore, and respond to the personal, social, and historical
context from which it comes.
CG3: Students will develop a sophisticated full writing process to reflect the various elements of the persuasive, expository, and narrative styles required for
college and careers.
CG4: Students will analyze and document primary and secondary sources to create an argument that moves the text into a broader understanding of the
history from which it came.
COURSE ENDURING UNDERSTANDINGS
COURSE ESSENTIAL QUESTIONS
CEU1: The ability to comprehend the particular conventions and
CEQ1: How do authors use literary/rhetorical devices and nuances of
characteristics of a genre is integral to a deeper understanding of an author’s
language to convey specific thematic messages?
intent.
CEU2: An understanding of fiction and nonfiction involves interpreting words CEQ2: How do sentences, paragraphs, and larger portions of a text relate to
and phrases, analyzing structure, and assessing point of view and purpose.
each other and the text as a whole?
CEU3: The ability to analyze the central ideas of texts in both fiction and
CEQ3: How do specific details shape and assist in the emergence of key ideas
nonfiction is essential to determine the author’s purpose.
or themes?
CEQ4a: How do focus and organization contribute to writing an effective
essay?
CEQ4b: How does a writer build an effective argument?
CEU4: Effective writing involves drafting, refining, and understanding the
CEQ4c: How does a writer utilize textual evidence to support an argument?
various elements of persuasive, expository, and narrative styles.
CEQ4d: How can one most effectively utilize technology to produce, refine,
publish and share writing?
CEQ4e: In what ways can one develop and strengthen writing through
creating, refining and collaborating?
CEQ5a: How does the writer effectively document and integrate primary and
CEU5: Research skills adhere to a universal set of standards established by
secondary sources?
the Modern Language Association (MLA) and involve an understanding of
CEQ5b: What are the best ways to use research in order to narrow or
primary and secondary sources found in both print and digital sources.
broaden a given topic?
CEQ6a: How can a writer/speaker clarify and strengthen effective structure
utilizing proper grammar, mechanics, and diction?
CEU6: Understanding Standard English grammar and mechanics is essential
CEQ6b: What are the standard conventions of English grammar, mechanics,
to effective written and oral communication.
and usage and how does command of these conventions contribute to
effective communication?
CEU7: Determining and clarifying meanings of words and phrases will
CEQ7: How does the acquisition of vocabulary enhance the comprehension
demonstrate an understanding of the nuances of language.
of complex texts?
ACADEMIC & HONORS ENGLISH II UNIT GOALS & PACING
UNIT TITLE
UNIT GOALS
RECOMMENDED
DURATION
1: Defining America –
Breaking Traditions
Students will be able to compose arguments that evaluate divergent views within American culture in order to
question how tradition has influenced our beliefs.
8 weeks
2: Voices of the
Oppressed
Students will be able to compose an argument that compares and contrasts examples of oppression in order to
draw conclusions about its impact on identity or community.
7 weeks
3: Social Commentary & Students will be able to compose arguments that integrate, evaluate, and synthesize social criticisms to compare
Criticism
the most effective methods of influencing change.
4: Debate & Rhetoric
5: The Modern
Perspective
8 weeks
Students will be able to compose an argument that evaluates the use of rhetorical conventions in order to
critique its impact on an author’s argument.
6 weeks
Students will be able to compose an argument that analyzes and documents primary and secondary sources to
explore a piece of literature in relationship to a larger social or historical issue.
9 weeks
010240, 010250, 132500, & 439216: ACADEMIC & HONORS ENGLISH II
UNIT 1: DEFINING AMERICA – BREAKING TRADITIONS
RECOMMENDED DURATION: 8 WEEKS
UNIT LEARNING GOALS
Students will be able to compose arguments that evaluate divergent views within American culture in order to question how tradition has influenced our
beliefs.
UNIT LEARNING SCALE
The student is able to achieve all the goals of level 3 and demonstrates in-depth inferences and applications that go beyond what was taught.
4
The student is able to question how tradition influences beliefs by evaluating divergent views within American culture through varying forms of
discourse and:
 analyze thematic connections between multiple texts in various genres (9-10.RL.1,2, 9-10.RI.3);
 develop and strengthen clear and coherent writing throughout all of the stages of the writing process (9-10.W.4, 5);
 within a close reading, identify key literary and rhetorical elements utilized by the author and apply them across multiple texts and
3
genres and demonstrate this understanding in writing and in verbal communication (9-10.RL.5, 9-10.SL.1);
 utilize technological resources and tools for a variety of purposes such as conducting research; creating original multimedia texts and
presentations; and critiquing and analyzing various interpretations of required texts (9-10.RL.7, 9, 9-10.W.7, 8, 9-10.SL.5);
 write an essay which demonstrates my ability to compose an argument and utilize and synthesize sources of evidence effectively (910.W.1, 7, 8, 9).
The student can complete all score 3 performances with minor mistakes and/or with assistance and additional scaffolding, prompting, or use of
2
a template from the teacher.
1
The student needs assistance or makes larger errors in attempting to reach the learning goal.
0
Even with help, the student does not exhibit understanding of performances listed in score 3.
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
CEU2: An understanding of fiction and nonfiction involves interpreting words CEQ2: How do sentences, paragraphs, and larger portions of a text relate to
and phrases, analyzing structure, and assessing point of view and purpose.
each other and the text as a whole?
CEU3: The ability to analyze the central ideas of texts in both fiction and
CEQ3: How do specific details shape and assist in the emergence of key ideas
nonfiction is essential to determine the author’s purpose.
or themes?
CEU4: Effective writing involves drafting, refining, and understanding the
CEQ4a: How do focus and organization contribute to writing an effective
various elements of persuasive, expository, and narrative styles.
essay?
CEU6: Understanding Standard English grammar and mechanics is essential
CEQ6a: How can a writer/speaker clarify and strengthen effective structure
to effective written and oral communication.
utilizing proper grammar, mechanics, and diction?
CEU7: Determining and clarifying meanings of words and phrases will
CEQ7: How does the acquisition of vocabulary enhance the comprehension
demonstrate an understanding of the nuances of language
of complex texts?
COMMON ASSESSMENT
ALIGNMENT
9-10.RI. 1, 6, 8, 10
9-10.W.1, 4, 10
9-10.L. 1, 2
DOK 4
DESCRIPTION
Through Course Assessment #1:
Using three teacher-selected text passages (one from a core piece covered in this unit and two additional nonfiction text samples
which may be selected from relevant nonfiction or multimedia sources), students will write a multi-paragraph essay in which they
argue for or against the idea that tradition has an influence on cultural beliefs. Specific textual evidence from at least two of the
three resources is to be used for support.
The proficient student will:
 determine the point of view of the author;
 analyze the central ideas of a non-fiction article;
 demonstrate effective command of the conventions of standard English to generate a persuasive essay;
 use relevant evidence from the text to support effective student-generated thesis;
 use effective organization to convey message;
 effectively build and present knowledge through integration, comparison, and synthesis of complex ideas.
LITERATURE OPTIONS (*Honors classes should include texts of 1200L and above)
TITLE and AUTHOR (or translator)
LEXILE LEVEL
The Catcher in the Rye by J.D. Salinger
790L
Moby Dick by Herman Melville
1200L*
The Help by Kathryn Stockett
1240L*
Any story or poem by Edgar Allan Poe, including but not limited to: “Masque
of the Red Death,” “Morella,” “Hopfrog,” “The Fall of the House of Usher,”
n/a – non-prose
“The Raven,” “Annabel Lee,” “Philosophy of Composition” article (non1300L* (article)
fiction)
“A Good Man is Hard to Find” by Flannery O’Connor
1320L*
“Young Goodman Brown” and “The Minister’s Black Veil” by Nathanial
1340L*
Hawthorne
Selections from the Preface to Leaves of Grass by Walt Whitman; any poetry
1450L(Preface)
including, but not limited to: “Song of Myself,” “When I Heard the Learned
n/a – non-prose
Astronomer,” “I Hear America Singing,” “A Noiseless Patient Spider,” “O
Captain My Captain”
Quicksand and Passing by Nella Larsen
1670L*
ISBN
978-0316769174
Prentice Hall: The American Experience or online
978-0399155345
Prentice Hall: The American Experience or online
Article:
http://www.eapoe.org/works/essays/philcomp.htm
978-0156364652
Prentice Hall: The American Experience or online
Prentice Hall: The American Experience or online
978-1604599923
LITERATURE OPTIONS (*Honors classes should include texts of 1200L and above)
TITLE and AUTHOR (or translator)
LEXILE LEVEL
Any poetry by Emily Dickinson, including but not limited to: “If You Were
n/a – non-prose
Coming in the Fall,” “It Was Not for Death for I Stood Up,” “Heart We Will
Forget Him,” “A Little Madness in the Spring,” etc.
Eminem interview by Anderson Cooper
n/a – non-prose
“Thanatopsis” by William Cullen Bryant
n/a – non-prose
“A Psalm of Life,” “The Tide Rises, the Tide Falls” by Henry Wadsworth
n/a – non-prose
Longfellow
“The First Snowfall” by James Russell Lowell
n/a – non-prose
ISBN
Prentice Hall: The American Experience or online
http://www.youtube.com/watch?v=_kQBVneC30o
Prentice Hall: The American Experience or online
Prentice Hall: The American Experience or online
Prentice Hall: The American Experience or online
SUGGESTED STRATEGIES
ACTIVITIES
DECLARATIVE KNOWLEDGE
Whitman and Dickinson: Though they share an emphasis of non-traditional form
and self-expression, Emily and Walt’s approaches to poetry are oppositional.
Students will use the lines of Dickinson and Whitman to create a dialogue between
the two poets as if they were eating dinner together. Students will see the contrast
of poetic types and poetic device. Introduce the idea of English-to-English
translation – generate a précis of the essence of the poem making sure to
incorporate figurative and poetic device.
Slant rhyme
Free verse
Blank verse
Meter
Précis
For students who are challenged by organizing information:
1. Venn Diagram (compare and contrast)
2. Poetry Graphic Organizer
DOK 1
PROCEDURAL KNOWLEDGE
 Design an organized sequence of
events using dialogue to develop
experiences, events, and /or
characters
 Compare and contrast the treatment
of similar themes or topics from two
or more texts
 Analyze the cumulative impact of
specific word choices on meaning or
tone
DOK 3
SUGGESTED STRATEGIES
ACTIVITIES
Using quotes, opinions, and support from the text, students should examine
Holden’s worldview from a parallel perspective (that of a teenager). Students
should examine the text for evidence of characterization, societal criticism, and
social commentary. They should use the text to explore Holden’s state of mind and
personal/psychological conflict.
Using this evidence, students can generate a social profile such as a
Facebook profile, LinkedIn page, Pinterest board, or Twitter account and
potentially present that information through a variety of means including
but not limited to: presentation, social media profile, psychological profile,
etc.
DECLARATIVE KNOWLEDGE
Point of view
Characterization
Idiom
Theme
Motif
DOK 1
To support organization and reading comprehension:
1. Tips for Quote Utilization and Integration
2. Characterization Organizers
After reading and annotating the short stories, the teacher may facilitate a jigsaw
activity focused on specific topics in Gothic literature. Students should be able to
communicate Poe’s place and role within a Romantic context.
To support organization and reading comprehension of short stories:
Lesson on Elements of the Short Story
PROCEDURAL KNOWLEDGE
 Analyze how the characters’ conflicts,
motivations, and interactions
advanced the plot or theme
 Analyze text in order to provide
evidence of how the text explicitly uses
details to support key ideas
 Analyze how the theme or central idea
of a text emerges, is shaped and
refined by specific details
DOK 3
Gothic
Romantic
Elements of the short story
including: plot, symbols,
themes, characterization,
unity of impression
DOK 1
 Read and analyze how the characters
and setting advance the plot or theme
 Analyze how an author’s choice of plot
structure, order of events or
manipulation of time creates an effect
of mystery, tension, or surprise
 Compare and contrast the treatment
of similar themes or topics from two or
more texts
 Compare and contrast opinions and
facts posed by peers on the designated
issue or topic
DOK 3
SUGGESTED STRATEGIES
ACTIVITIES
Text Annotation Stations: students should bring their copy/book with them to each
station set up around the room. Different highlighters are provided where the
students will re-examine the text for specific teacher-determined focus tasks.
Example: metaphors, allusions, pattern deviation, essential vocabulary words.
DECLARATIVE KNOWLEDGE
Literary terms including but
not limited to: metaphors,
allusions, pattern deviation,
etc.
PROCEDURAL KNOWLEDGE
 Analyze the cumulative impact of
specific word choices on meaning or
tone
 Determine the figurative and
connotative meanings of words and
phrases as they are used in the text
DOK 1
DOK 3
Have students listen to and annotate poems such as “Annabel Lee” and “The
Raven” in order to discern meter. Model the first verse for the class. Then, using
annotation (stations or collaborative discussion), have students complete the poem
and prepare for discussion.
To support student analysis of poetry:
1. Examples of Poetic Devices Resources
2. Poetry Analysis Organizer
Have students follow assigned/selected characters from novels/short stories with
multiple perspectives/narratives. Students should be able to comment on a
particular event and dialogue/discuss what/how the story is affected by point of
view.
Students should select and research a well-developed villain that appears in some
form of media and draw connections between their chosen selection and the
literary parallel (ex: the misfit), highlighting how empathy is generated through
characterization.
To support student organization and reading comprehension:
1. Characterization Analysis Graphic Organizer
2. Sequence Ladder
Meter
Assonance & consonance
Alliteration
Metaphor & simile
Allusion
DOK 1
 Analyze a text’s use of language
 Apply knowledge of language to
understand how language functions
differently in different contexts
DOK 3
 Explain how characters motivations/
Point of view: first, second,
traits affect the plot
third, limited, and omniscient  Analyze how the characters’ conflicts,
motivations, and interactions advance
DOK 1
the plot or theme
Literary Resource Center
Villain/antagonist
Characterization
DOK 1
DOK 3
 Describe the conflicts and motivations
in characters
 Identify short and sustained research
topics and multiple resources on the
subject
 Synthesize information from multiple
sources
DOK 2, 4
SUGGESTED STRATEGIES
ACTIVITIES
While reading Poe, students should focus on sound and setting to
understand the importance of single effect in his writing. Modeling the role
of single effect in contemporary horror (such as Jaws) by playing audio only
will allow students to focus on sound. Approaching contemporary horror by
viewing only will isolate the sensory images that are a part of the complete
experience.
During/after reading Quicksand and Passing, students should research and read
about accompanying non-fiction pieces on thematically-related current events (in
publications such as Time and the New York Times) and present/discuss in small
groups how the cultural conflicts of the class system in America have changed in the
20th & 21st centuries.
Possible opportunity to use social bookmarking sites such as Diigo to
incorporate technology
Students will read and select a grouping of Romantic poems or a pair of
Romantic/Gothic short stories to annotate, analyze, and present to classmates as
evidence of a social shift in thinking from the earliest ideals of our nation’s
founders. Using selected literature, students will compare and contrast the
philosophy of the Romantic period with that of our contemporary society using
articles from The New York Times.
To support student organization and reading comprehension:
1. Short Story Analysis Organizer
2. Venn Diagram
3. Comparative Poetry Essay Worksheet
DECLARATIVE KNOWLEDGE
Single effect
Sound devices
Imagery
Setting
PROCEDURAL KNOWLEDGE
 Integrate multiple sources of
information presented in diverse
media formats
 Describe how aspects of text structure,
order of events, and timing creates the
effect of mystery, tension, or surprise
DOK 1
Searching and accessing
Literary Resource Center
articles
Locating credible sources
Acquiring bibliographic
materials
DOK 3, 4
 Determine emphasized details in
various accounts of a subject
expressed in different mediums
 Evaluate argument or specific claims in
a text
 Conduct short and sustained research
to answer a question or solve a
problem
DOK 2
Elements of Romanticism
American Industrialization
Social shift
Comparison/Contrast
DOK 1
DOK 3, 4
 Cite details or examples of the point of
view or cultural experience
 Compare and contrast the treatment
of similar themes or topics from two or
more texts
 Synthesize information from multiple
sources
 Identify key ideas and details that
provide evidence to support
conclusions about text accessed
through research
DOK 3, 4
SUGGESTED STRATEGIES
ACTIVITIES
Students will view media clip of an Anderson Cooper interview with Eminem in
order to understand the power of words and use of slant rhyme. Using schoolappropriate lyrics and poetry, students will map rhyme and discuss how the
message is affected by the restriction of vocabulary as necessitated by rhyme.
DECLARATIVE KNOWLEDGE
Slant rhyme, near rhyme,
perfect rhyme
DOK 1
PROCEDURAL KNOWLEDGE
 Recognize that the style of a written
work should be appropriate to the
discipline and writing type
 Apply knowledge of language to make
effective choices for meaning or style
DOK 3
010240, 010250, 132500, & 439216: ACADEMIC & HONORS ENGLISH II
UNIT 2: VOICES OF THE OPPRESSED
RECOMMENDED DURATION: 7 WEEKS
UNIT LEARNING GOALS
Students will be able to compose an argument that compares and contrasts examples of oppression in order to draw conclusions about its impact on identity
or community.
UNIT LEARNING SCALE
4
The student is able to achieve all the goals of level 3 and demonstrate in-depth inferences and applications that go beyond what was taught.
Not only can the student confidently compare and contrast passages to analyze how oppression impacts identity or community, he/she can
describe examples from historical or current events to further support conclusions and:
 analyze thematic connections between multiple texts in various genres (9-10.Rl.1,2, 9-10.RI.3);
 develop and strengthen clear and coherent writing throughout all of the stages of the writing process (9-10.W.4, 5);
 within a close reading, identify key literary and rhetorical elements utilized by the author and apply them across multiple texts and genres
3
and demonstrate this understanding in writing and in verbal communication (9-10.RL.5, 9-10.SL.1);
 utilize technological resources and tools for a variety of purposes such as conducting research; creating original multimedia texts and
presentations; and critiquing and analyzing various interpretations of required texts (9-10.RL.7, 9; 9-10.W.7,8; 9-10.SL.5);
 write an essay which demonstrates my ability to compose an argument and utilize and synthesize sources of evidence effectively (910.W.1, 7, 8, 9).
The student can complete all score 3 performances with minor mistakes and/or with assistance and additional scaffolding, prompting, or use of a
2
template from the teacher.
1
The student needs assistance in order to reach the learning goal.
0
Even with help, the student does not exhibit understanding of performances listed in score 3.
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
CEU2: An understanding of fiction and nonfiction involves interpreting words and CEQ2: How do sentences, paragraphs, and larger portions of a text relate
phrases, analyzing structure, and assessing point of view and purpose.
to each other and the text as a whole?
CEU3: The ability to analyze the central ideas of texts in both fiction and
CEQ3: How do specific details shape and assist in the emergence of key
nonfiction is essential to determine the author’s purpose.
ideas or themes?
CEU4: Effective writing involves drafting, refining, and understanding the various
CEQ4a: How do focus and organization contribute to writing an effective
elements of persuasive, expository, and narrative styles.
essay?
CEU6: Understanding Standard English grammar and mechanics is essential to
CEQ6a: How can a writer/speaker clarify and strengthen effective
effective written and oral communication.
structure utilizing proper grammar, mechanics, and diction?
CEU7: Determining and clarifying meanings of words and phrases will
CEQ7: How does the acquisition of vocabulary enhance the
demonstrate an understanding of the nuances of language
comprehension of complex texts?
COMMON ASSESSMENT
ALIGNMENT
9-10.RL.1, 2, 4, 7, 10
9-10.W.1, 4, 7, 10
9-10.L. 1, 2
DOK 4
DESCRIPTION
Through Course Assessment #2
Using a student-selected (and teacher-approved) American poem from the 20th century that deals with the theme of oppression,
students are to review two additional teacher-selected text samples (one nonfiction piece and one multimedia piece) before
writing a multi paragraph essay that addresses the idea of oppression of identity or oppression of community. (Option: Honors
level teachers may opt to have students find their own nonfiction and multimedia text samples.) Specific textual evidence from at
least two of the three resources is to be used for support.
The proficient student will:
 interpret and analyze poetry;
 cite textual evidence from multiple sources;
 demonstrate effective command of the conventions of standard English ;
 use relevant evidence from the text to support effective student-generated thesis;
 use effective organization to convey message;
 effectively build and present knowledge through integration, comparison, and synthesis of complex ideas.
LITERATURE OPTIONS (*Honors classes should include texts of 1200L and above)
TITLE and AUTHOR (or translator)
LEXILE LEVEL
ISBN
Of Mice and Men by John Steinbeck
Grapes of Wrath by John Steinbeck
“Hills Like White Elephants” by Ernest Hemingway
“Paul’s Case” by Willa Cather
Their Eyes Were Watching God by Zora Neale Hurston
“My Bondage and My Freedom” by Frederick Douglas
“Yellow Wallpaper” by Charlotte Perkins Gilman and companion piece “Why I
Wrote The Yellow Wallpaper”
Nickel and Dimed: On (Not) Getting By in America by Barbara Ehrenreich
“The Story of an Hour” by Kate Chopin
And the Mountains Echoed by Khaled Hosseini
“Kitchen Maid with Supper at Emmaus, or The Mulata” by Natasha Tretheway
“Douglass” and “We Wear the Mask” by Paul Laurence Dunbar
“America” by Richard Blanco
978-1907590337
978-0143039433
978-0684843322
978-0486290577
9780060931414
Prentice Hall: The American Experience
978-0143105855
http://www.library.csi.cuny.edu/dept/history/lavender/whyyw.html
978-0312626686
Prentice Hall: The American Experience or online
9781594632389
http://www.poets.org/viewmedia.php/prmMID/22865
Prentice Hall: The American Experience or online
http://www.richard-blanco.com/city-of-a-hundred-fires/america.php
630L
680L
730L
1010L
1080L
1140L
1250L*
1390L*
1330L*
1450L*
n/a
n/a – non prose
n/a – non-prose
n/a – non-prose
SUGGESTED STRATEGIES
ACTIVITIES
Students will critically read and annotate “The Yellow Wallpaper,” examining the
narrative for elements of Realism/Naturalism. They should (before or during)
research attitudes towards women and birth in the 20th century. Discuss how the
role of women was diminished because of the perception that they were bearers/
caretakers of children. Comparing studies to today, discuss whether and/or how our
culture has shifted its thinking.
Incorporate the Red Dog Theater video of the 3 person perspective of “The
Yellow Wallpaper.”
DECLARATIVE KNOWLEDGE
Realism
Naturalism
Characterization
DOK 1
To support student reading comprehension and inference:
Lesson on looking at both sides of an Issue
 Synthesize information from multiple
sources
 Interpret how the text supports key
ideas or themes with specific details
 Analyze seminal U.S. documents of
historical and literary significance,
including how they address related
themes and concepts
DOK 3, 4
To support student reading comprehension and inference:
Lesson on Inference
Students will read and annotate “Paul’s Case,” highlighting the conflict between
Pittsburg and New York City. Students should read and annotate, paying particular
attention to colors. If possible, they should mark the copy with crayons/color
pencils to visually pattern Cather’s depiction of a young man’s struggle.
PROCEDURAL KNOWLEDGE
Realism
Naturalism
Allusion
Symbolism
Metaphor & simile
Characterization
Plot
 Analyze the cumulative impact of
specific word choices on meaning or
tone
DOK 3
DOK 1
Students should research the role of women in Victorian America. Students should
read and annotate the text focusing on Chopin’s attitude toward marriage. Students
should discuss the role of marriage in this story and how Cather allows us to
sympathize (or not) with Louise. Extend lesson by researching the role of marriage
and oppression in other countries (including but not limited to bride burning in
India, arranged marriages in various cultures, modern marriage in America, etc.).
Incorporate video: “How to be an Ideal Victorian Woman”
Verbal, dramatic, situational
irony
DOK 1
 Cite details or examples of the point of
view or cultural experience
 Examine the relationships of the point
of view or cultural experience with
those of other cultures as read in texts
from outside the U.S.
 Analyze the point of view or cultural
experience using contrasting and/or
supporting views from a wide array of
other world literature
DOK 3
SUGGESTED STRATEGIES
ACTIVITIES
Read and annotate Dunbar’s “We Wear the Mask” and focus on the use of the mask
as a metaphor. Close-reading questions: What, socially, culturally, or racially is
Dunbar hiding? Who does the mask hide him from? Who does the mask hide from
him? In our society today, are there people who wear masks?
Students may read and annotate any individual or combination of short stories with
a focus on characterization and dialogue. How do the authors elicit sympathy for
the oppressed? In what way do the authors highlight awareness of conflict?
To support student organization and reading comprehension:
Short Story Analysis Graphic Organizer
DECLARATIVE KNOWLEDGE
Poetic meter
Lyric poem
Dialect
Extended Metaphor
PROCEDURAL KNOWLEDGE
 Compose an objective summary of the
text that includes how the central
theme emerges, is shaped and refined
by specific details
DOK 1
DOK 3
 Draw inferences from the text in order
to understand how textual analysis is
developed
 Analyze how an author’s choice of plot
structure, order of events or
manipulation of time creates an effect
of mystery, tension, or surprise
Characterization
Dialogue
Conflict
DOK 1
DOK 3
Students will read the article “Nickel and Dimed” and respond in journal format.
This opportunity to reflect will allow them to understand that the socioeconomic
experiences of modern Americans are diverse.
To support student organization and reading comprehension:
Short Story Analysis Graphic Organizer
Prior to reading Of Mice and Men, students should read “To a Mouse” by Robert
Burns and discuss the idea of “best laid plans.” What is the American Dream? Does
it exist? As students read and annotate Of Mice and Men, they will keep track of
one individual character and locate evidence of that individual’s struggle in society.
Examples include but are not limited to: Curley’s wife, Crooks, Candy, George, and
Lenny. Steinbeck won a Nobel Prize for “exposing truths in America, however
painful those truths might be.” Is Steinbeck’s portrayal of the Great Depression
positive or negative? Characters may be replaced with counterparts from Grapes of
Wrath.
To enhance reading comprehension:
1. Sequence Ladder
2. Characterization Organizers
Journal
Quote analysis
Socio-economic
 Analyze how an author uses a portion
of the text to develop or refine an idea
or claim
DOK 1
DOK 3
American dream
Theme
Motif
Allusion
Symbolism
Survival of the fittest
Migrant worker
The Great Depression
Characterization
 Analyze how an author’s choice of plot
structure, order of events or
manipulation of time creates an effect
of mystery, tension or surprise
 Compare and contrast the treatment
of similar themes or topics from two or
more texts
DOK 3
DOK 1
SUGGESTED STRATEGIES
ACTIVITIES
While reading Grapes of Wrath or Of Mice and Men, students should view
photographs (including but not limited to Dorothea Lange) of the migrant workers
during the Great Depression. As they read, they should focus of the struggle of the
characters, character foils, and Biblical allusions. Using discussion questions or
journals (online or hardcopy), students will share and discuss Steinbeck’s depiction
of a family and country in a time of crisis.
To enhance reading comprehension:
Utilize the multiple learning and academic support materials available
through the Center for Steinbeck Studies
DECLARATIVE KNOWLEDGE
Foil
Allusion
Plot
Characterization
Conflict
The Great Depression
DOK 1
PROCEDURAL KNOWLEDGE
 Compare and contrast the treatment
of similar themes or topics from two or
more texts
 Analyze different accounts of the same
subject told in different mediums
 Analyze seminal U.S. documents of
historical and literary significance,
including how they address related
themes and concepts
DOK 3
010240, 010250, 132500, & 439216: ACADEMIC & HONORS ENGLISH II
UNIT 3: SOCIAL COMMENTARY & CRITICISM
RECOMMENDED DURATION: 8 WEEKS
UNIT LEARNING GOALS
Students will be able to compose arguments that integrate, evaluate, and synthesize social criticisms to compare the most effective methods of influencing
change.
UNIT LEARNING SCALE
4
The student is able to achieve all the goals of level 3 and demonstrate in-depth inferences and applications that go beyond what was taught.
Not only can the student integrate, evaluate, and synthesize social criticisms to compare the most effective methods of influencing change, he/she
can discuss the particularly persuasive aspects of the language implemented and:
 analyze thematic connections between multiple texts in various genres (9-10.RL.1,2; 9-10.RI.3);
 develop and strengthen clear and coherent writing throughout all of the stages of the writing process (9-10.W.5, 9);
 within a close reading, identify key literary and rhetorical elements utilized by the author and apply them across multiple texts and genres
3
and demonstrate this understanding in writing and in verbal communication (9-10.RL.5; 9-10.SL.1);
 utilize technological resources and tools for a variety of purposes such as conducting research; creating original multimedia texts and
presentations; and critiquing and analyzing various interpretations of required texts (9-10.RL.7, 9; 9-10.W.7, 8; 9-10.SL.5);
 write an essay which demonstrates my ability to compose an argument and utilize and synthesize sources of evidence effectively (910.W.1, 7, 8, 9).
The student can complete all score 3 performances with minor mistakes and/or with assistance and additional scaffolding, prompting, or use of a
2
template from the teacher.
1
The student needs assistance in order to reach the learning goal.
0
Even with help, the student does not exhibit understanding of performances listed in score 3.
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
CEU2: An understanding of fiction and nonfiction involves interpreting
CEQ2: How do sentences, paragraphs, and larger portions of a text relate to
words and phrases, analyzing structure, and assessing point of view and
each other and the text as a whole?
purpose.
CEU3: The ability to analyze the central ideas of texts in both fiction and
CEQ3: How do specific details shape and assist in the emergence of key ideas or
nonfiction is essential to determine the author’s purpose.
themes?
CEU4: Effective writing involves drafting, refining, and understanding the
CEQ4a: How do focus and organization contribute to writing an effective essay?
various elements of persuasive, expository, and narrative styles.
CEU6: Understanding Standard English grammar and mechanics is essential CEQ6a: How can a writer/speaker clarify and strengthen effective structure
to effective written and oral communication.
utilizing proper grammar, mechanics, and diction?
CEU7: Determining and clarifying meanings of words and phrases will
CEQ7: How does the acquisition of vocabulary enhance the comprehension of
demonstrate an understanding of the nuances of language
complex texts?
COMMON ASSESSMENT
ALIGNMENT
9-10.RL.1, 10
9-10.RI.1, 3, 8, 9, 10
9-10.W.1, 4, ,9 10
9-10.L.1, 2, 5, 6
DOK 4
DESCRIPTION
Through Course Assessment #3
Students will examine a social problem through the lens of at least three teacher-selected text sources. (Text samples are to
include a literary passage, a nonfiction piece, and a multimedia sample.) Students will write a multi-paragraph essay where they
show evidence of integrating, evaluating, and synthesizing textual evidence as they compose an argument in which they first
identify a social problem, and then argue either for or against an effective method of influencing change. Students are to use
language that creates cohesion and clarifies the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims. Specific textual evidence from at least three resources are to be used for support.
The proficient student will:
 determine the point of view of the author;
 analyze the central ideas of a non-fiction article;
 determine the point of view of the author;
 demonstrate effective command of the conventions of standard English to generate a persuasive essay;
 use relevant evidence from the text to support effective student-generated thesis;
 use effective organization to convey message;
 effectively build and present knowledge through integration, comparison, and synthesis of complex ideas.
LITERATURE OPTIONS (*Honors classes should include texts of 1250L and above)
TITLE and AUTHOR (or translator)
LEXILE LEVEL
Huckleberry Finn by Mark Twain
850 L
“Teddy” by J.D. Salinger
1270L*
“Why I Wrote The Crucible” by Arthur Miller
1290L*
Selections from Nature, The American Scholar and any poetry
by Ralph Waldo Emerson
Selections from Walden and “Civil Disobedience” by Henry
David Thoreau
The Scarlet Letter by Nathanial Hawthorne
Selections of Apple factory articles from NY Times; for
example “In China Human Costs are Built into iPad”
Into the Wild and “Death of an Innocent” (article) by Jon
Krakauer
1320L*
ISBN
0134354648
978-0316769501
http://www.docstoc.com/docs/106886049/Arthur-Miller---why-I-wrotethe-crucible
Prentice Hall or http://www.emersoncentral.com/
1340L*
Prentice Hall or http://thoreau.eserver.org/
1340L*
1350L*
0142437263
http://www.nytimes.com/2012/01/26/business/ieconomy-apples-ipad-andthe-human-costs-for-workers-in-china.html?pagewanted=all&_r=1&
978-0307387172 or http://chugachpics.tripod.com/mccandless.html
1450L*
LITERATURE OPTIONS (*Honors classes should include texts of 1250L and above)
TITLE and AUTHOR (or translator)
LEXILE LEVEL
“The War Prayer” by Mark Twain
1510L*
Any poetry by Langston Hughes, including but not limited to:
n/a – non-prose
“The Negro Speaks of Rivers,” “Ardella,” “Dream Variations,”
“Refugee in America,” “I, Too,” and “America”
Testimony from the Salem Witch Trials
n/a – non-prose
The Night Thoreau Spent in Jail by Lawrence and Lee
n/a – non-prose
The Crucible by Arthur Miller
n/a – non-prose
“Testimony from the House of Un-American Activities” by
n/a – non-prose
Langston Hughes
“Ropewalk” by Henry Wadsworth Longfellow
n/a – non-prose
“With God on Our Side” by Bob Dylan
n/a – non-prose
Anti-war editorial/recent current events of military
n/a
involvement
ISBN
http://www.lewrockwell.com/orig/twain1.html
Prentice Hall or http://www.poetry.org/
http://salem.lib.virginia.edu/home.html
0809012235
0-14-048138-9
https://www.ksu.edu/english/nelp/childlit/radical/McCarthy_Kay_Hughes.h
tml
http://www.hwlongfellow.org/poems_front.php
http://www.bobdylan.com/us/songs/god-our-side
http://topics.nytimes.com/topics/opinion/series/editorials_on_iraq/index.h
tml
SUGGESTED STRATEGIES
ACTIVITIES
While reading The Crucible, students will focus on the characters of John Proctor,
Abigail Williams, Judge Danforth, Mary Warren, and Reverend Hale as
representative of different aspects of American ideals. While reading, students will
present scenes dramatically to better understand the tension present on stage.
Students will engage in jigsaw discussion to review, process, and transfer elements
of plot and characterization as part of comprehension.
Students can use double- and triple-entry journals to generate a comparison
between the text of the play and the non-fiction articles/information about
McCathyism/Puritan oppression and hysteria in order to better understand Miller’s
deliberate decision to carry out the conflict of 1950’s America in seventeenth
century New England.
To assist students in understanding a play:
1. Stage Directions-Terms and Definitions
2. Sequence Ladder
DECLARATIVE KNOWLEDGE
Characterization
Setting/stage
Antecedent action
Dramatic irony
Stage directions
McCarthyism
Allusion
Simile & metaphor
Situational irony
Verbal irony
DOK 1
PROCEDURAL KNOWLEDGE
 Analyze how the characters’ conflicts,
motivations, and interactions advance
the plot of theme
 Cite strong and thorough textual
evidence to support the text (explicit
and inferred)
 Compare and contrast the treatment of
similar themes or topics from two or
more texts
DOK 3
SUGGESTED STRATEGIES
ACTIVITIES
Students will annotate “Why I Wrote The Crucible,” highlighting the individual
motives that Miller cites. Students will read and locate evidence of those listed
behaviors/social issues in Hughes testimony to the HUAAC and/or testimony from
the witch trials.
DECLARATIVE KNOWLEDGE
HUACC
McCarthyism
Blacklisting
Literary censorship
DOK 1
Students will read and annotate any combination of poetry by Langston Hughes to
critically analyze his tone and attitude towards his subject. How does Hughes feel
about America? About being a writer? A minority? Cite textual evidence and
highlight use of imagery to accomplish these goals.
To assist students in understanding a poem:
1. Poetry Analysis Organizer
2. Poetic Devices Worksheet (with examples)
As they read The Night Thoreau Spent in Jail, students will use triple-entry journals
in order to react and respond to the text of the play in relation to Thoreau’s
idealism and transcendentalism. The journals could be 1-play text/2-Thoreau
text/3-reaction or 1-play text/2-student response/3-peer response. Additionally,
students could read/locate contemporary articles about technology draft an
editorial in the voice of Thoreau using text from the play as evidence.
While reading “Death of an Innocent,” students are encouraged to follow the
decisions of McCandless and compare/contrast to Thoreau’s vision in Walden. In
response journals or Socratic seminar, cite textual evidence and support the claim
that McCandless is a hero or socially irresponsible.
While reading “Teddy,” take notes on any commentary about Teddy’s parents as
typical Americans. Apply Teddy’s philosophy of “apple eaters” to their behavior. Is
Teddy’s (Booper’s) death a fall from grace or a meditation?
Reading Henry Wadsworth Longfellow’s “The Ropewalk,” focus on the last line,
“And the spinners backwards go.” Compare to the NYT article about practices in
China’s Apple factories. Discussion about the price of progress. Is technology worth
the suffering?
Meter
Rhyme
Allusion
Metaphor
Personification
PROCEDURAL KNOWLEDGE
 Analyze how an author uses a portion
of the text to develop or refine an idea
or a claim
DOK 3
 Cite strong and thorough textual
evidence to support the text (explicit
and inferred)
DOK 3
DOK 1
Conventions of drama
Transcendentalism
 Select an organizational structure that
establishes clear relationships among
claims, and counterclaims, reasons, and
evidence
DOK 1
DOK 2
Characterization
Plot
Allusion
DOK 1
Characterization
Allusion
 Analyze how an author uses a portion
of the text to develop an idea or a claim
DOK 3
 Describe the conflicts and motivations
in characters
DOK 1
DOK 2
Inversion
 Determine emphasized details in
Dehumanization
various accounts of a subject expressed
Meter
in different mediums
Metaphor and Personification
DOK 1
DOK 2
SUGGESTED STRATEGIES
ACTIVITIES
Using Twain’s “The War Prayer” and Dylan’s “With God on our Side,” students
compare and contrast the thematic connection between Twain’s bitterness and
Dylan’s cynicism regarding righteousness in the name of religious belief.
To assist students in organizing information:
1. Venn Diagram
2. Comparative Poetry Organizer
After the conclusion of The Crucible, teachers can show the ESPN clip of “The Other
Sandusky.” (There are also non-fiction articles written on the topic that can be used
in place of or in conjunction with the video.) The clip describes the struggles of
Gerry Sandusky, the sportscaster, and his association with Jerry Sandusky (from the
Penn State scandal). Gerry Sandusky is asked why he does not just change his
name; students can analyze the connection to Sandusky’s statements about the
importance of a name to those John Proctor makes at the end of The Crucible. Have
a class discussion to draw connections.
DECLARATIVE KNOWLEDGE
Tone
Sarcasm
Criticism
War protest
PROCEDURAL KNOWLEDGE
 Evaluate the outcome of a scene or
subject in two different mediums.
DOK 3
DOK 1
Theme
Characterization
DOK 1
 Analyze how the characters’ conflicts,
motivations, and interactions advance
the plot of theme
 Compare and contrast the treatment
of similar themes or topics from two
or more texts
DOK 3
010240, 010250, 132500, & 439216: ACADEMIC & HONORS ENGLISH II
UNIT 4: DEBATE & RHETORIC
RECOMMENDED DURATION: 6 WEEKS
UNIT LEARNING GOALS
Students will be able to compose an argument that evaluates the use of rhetorical conventions in order to critique its impact on an author’s argument.
UNIT LEARNING SCALE
4
The student is able to achieve all the goals of level 3 and demonstrate in-depth inferences and applications that go beyond what was taught.
The student can confidently apply and justify the use of rhetorical conventions to an original piece of writing to influence readers and:
 analyze thematic connections between multiple texts in various genres (9-10.RL.1, 2; 9-10.RI.3);
 develop and strengthen clear and coherent writing throughout all of the stages of the writing process (9-10.W. 4, 5);
 within a close reading, identify key literary and rhetorical elements utilized by the author and apply them across multiple texts and genres
3
and demonstrate this understanding in writing and in verbal communication (9-10.RL.5; 9-10.SL.1);
 utilize technological resources and tools for a variety of purposes such as conducting research; creating original multimedia texts and
presentations; and critiquing and analyzing various interpretations of required texts (9-10.RL.7, 9; 9-10.W.7, 8; 9-10.SL.5);
 appraise an argument’s application of logos, ethos, and/or pathos and write a paper which demonstrates my ability to utilize and
synthesize multiple sources effectively and to develop and support a well thought out thesis throughout the paper (9-10.W. 1, 7, 8, 9).
The student can complete all score 3 performances with minor mistakes and/or with assistance and additional scaffolding, prompting, or use of a
2
template from the teacher.
1
The student needs assistance in order to reach the learning goal.
0
Even with help, the student does not exhibit understanding of performances listed in score 3.
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
CEU1: The ability to comprehend the particular conventions and
CEQ1: How do authors use literary/rhetorical devices and nuances of language
characteristics of a genre is integral to a deeper understanding of an author’s
to convey specific thematic messages?
intent.
CEU2: An understanding of fiction and nonfiction involves interpreting words
CEQ2: How do sentences, paragraphs, and larger portions of a text relate to
and phrases, analyzing structure, and assessing point of view and purpose.
each other and the text as a whole?
CEQ4b: How does a writer build an effective argument?
CEU4: Effective writing involves drafting, refining, and understanding the
OEQ4e: In what ways can one develop and strengthen writing through
various elements of persuasive, expository, and narrative styles.
creating, refining and collaborating?
CEQ6a: How can a writer/speaker clarify and strengthen effective structure
utilizing proper grammar, mechanics, and diction?
CEU6: Understanding Standard English grammar and mechanics is essential to
CEQ6b: What are the standard conventions of English grammar, mechanics,
effective written and oral communication.
and usage and how does command of these conventions contribute to
effective communication?
ENDURING UNDERSTANDINGS
CEU7: Determining and clarifying meanings of words and phrases will
demonstrate an understanding of the nuances of language
ESSENTIAL QUESTIONS
CEQ7: How does the acquisition of vocabulary enhance the comprehension of
complex texts?
COMMON ASSESSMENT
ALIGNMENT
9-10.RL.1,2,4, 10
9-10.RI. 1,2,3,4,5,10
9-10.W.2,4,10
9-10.L.1,2
DESCRIPTION
Through Course Assessment #4: Students will read and annotate two teacher-selected speech samples, both of which incorporate
elements of rhetoric that have been taught in Unit 4. On the pre-writing day, students will annotate both speeches, outline each
author’s argument, and note each author’s use of rhetorical devices. On the formal writing day, students will compose an
argument on their view of the efficacy of one author’s speech and its use of rhetoric to more effectively enhance or weaken the
author’s argument. Students are to use language that creates cohesion and clarifies the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims. Specific textual evidence from at least three
resources are to be used for support.
The proficient student will:
 identify and evaluate the effectiveness of the conventions of persuasive speech and rhetoric;
 use effective citation to show understanding of the author’s intent;
 evaluate the effectiveness of an argument by examining the nuances of language and meanings of words and phrases;
 demonstrate effective command of the conventions of standard English to generate a persuasive essay;
 use relevant evidence from the text to support effective student-generated thesis;
 use effective organization to convey message;
 effectively build and present knowledge through integration, comparison, and synthesis of complex ideas.
LITERATURE OPTIONS (*Honors classes should include texts of 1250L and above)
TITLE and AUTHOR (or translator)
LEXILE LEVEL
ISBN
Challenger Speech by Ronald Reagan
800L
http://www.americanrhetoric.com/speeches/ronaldreaganchallenger.htm
“The Crisis” by Thomas Paine
840L
Prentice Hall: The American Experience
Commencement Address to Stanford by Steve Jobs
860L
http://news.stanford.edu/news/2005/june15/jobs-061505.html
“Goodbye to Baseball” by Lou Gherig
880L
http://www.americanrhetoric.com/speeches/lougehrigfarewelltobaseball.htm
Vice Presidential Nomination Acceptance Address by
900L
http://www.americanrhetoric.com/speeches/gferraroacceptanceaddress.html
Geraldine Ferraro
“Perils of Indifference” by Elie Weisel
920L
http://www.americanrhetoric.com/speeches/ewieselperilsofindifference.html
Nobel Peace Prize Speech by Malala Yousafzai
940L
http://www.nobelprize.org/nobel_prizes/peace/laureates/2014/yousafzai-lecture_en.html
LITERATURE OPTIONS (*Honors classes should include texts of 1250L and above)
TITLE and AUTHOR (or translator)
LEXILE LEVEL
ISBN
Address to the United Nations, “Gender Equality Is Your
970L
http://www.unwomen.org/en/news/stories/2014/9/emma-watson-gender-equality-is-yourIssue Too” by Emma Watson
issue-too
“What Is Your Life’s Blueprint?” by Martin Luther King, Jr. 980L
http://old.seattletimes.com/special/mlk/king/words/blueprint.html
Last Lecture Speech at Carnegie Mellon by Randy Pausch
1010L
https://www.cs.cmu.edu/~pausch/Randy/pauschlastlecturetranscript.pdf
9/11 Address to the Nation by George W. Bush
1030L
http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm
“I Have a Dream” by Dr. Martin Luthur King Jr.
1100L
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
“Tear Down This Wall” by Ronald Reagan
1100L
http://www.historyplace.com/speeches/reagan-tear-down.htm
Speech at National Book Awards by Ursula K. Le Guin
1150L
http://www.theguardian.com/books/2014/nov/20/ursula-k-le-guin-national-book-awardsspeech
Address Before a Joint Session of Congress by Lyndon B.
1230L
http://www.presidency.ucsb.edu/ws/?pid=25988
Johnson
“Speech in the Virginia Convention” by Patrick Henry
1300L*
Prentice Hall: The American Experience
Resignation Address to the Nation by Richard M. Nixon
Commencement Address to the University of Texas,
Austin by Admiral William H. McRaven
Angels in America by Tony Kushner
Inherit the Wind by Jerome Lawrence and Robert Edwin
Lee
Antony’s and Brutus’ speech in Act III, ii from Julius Caesar
1330L*
1370L*
n/a- drama
n/a—nonprose
n/a – nonprose
n/a - video
n/a - video
n/a - video
http://www.americanrhetoric.com/speeches/richardnixonresignationspeech.html
http://news.utexas.edu/2014/05/16/mcraven-urges-graduates-to-find-courage-to-change-theworld
978-0345501035
http://www.folger.edu/documents/howtomove1.pdf
40 Motivational Speeches in Two Minutes
http://www.youtube.com/watch?v=d6wRkzCW5qI
“If You Let Me Play Sports” (Nike Commercial)
http://www.youtube.com/watch?v=AQ_XSHpIbZE
Commencement Address to NYU Tisch School of the Arts
https://www.youtube.com/watch?v=7Y1hyAf8xy0
by Robert De Niro
“Success, Failure and the Drive to Keep Creating” by
n/a – video
https://www.youtube.com/watch?v=_waBFUg_oT8
Elizabeth Gilbert
“Pale Blue Dot” by Carl Sagan
n/a – video
https://www.youtube.com/watch?v=LCaRHxD0CtI
Other speeches at varying Lexile levels can be found at AmericanRhetoric.com, TED.com, and NobelPeacePrize.org
SUGGESTED STRATEGIES
ACTIVITIES
Students will pick a persuasive speech topic and will write a 3-5 minute speech
supporting or refuting a topic by incorporating citation and elements of rhetoric.
Students will be graded based on the written elements of the speech as well as the
delivery of the speech itself.
Divide the class into two groups. Assign half Antony’s speech and half Brutus’ speech
from Julius Caesar. Students will have to read the speech assigned and outline the
argument and devices used. Then bring the class together to discuss the
effectiveness of each speech as well as an evaluation of which was more persuasive
and why.
To assist students who are challenged by reading comprehension:
1. Background information on the story of Julius Caesar
2. Sequence Ladder
3. Stage Directions-Terms and Definitions
Have students bring in an advertisement to class. Students will have to give a written
or an oral explanation of what techniques the advertisement uses in its appeal.
To assist students in understanding persuasive techniques in advertising:
Advertising Techniques Definitions Worksheet
View Nike commercial “If You Let Me Play.” Students examine the commercial for
elements of ethos, pathos, and logos. Have students write down a list of images as
and verbal messages that are conveyed. Students should compose a paragraph
explaining the use of ethos, pathos, and logos which can be shared with the class.
The commercial should help to establish the idea that persuasion can be achieved
through alluding to long-term goals versus immediate, tangible results.
DECLARATIVE KNOWLEDGE
Parallelism
Anaphora
Rhetorical question
Understatement
Ethos /Pathos/Logos
Introduction/Narration/
Confirmation/Refutation
MLA Format and citation
Persuasive essay
DOK 1, 2
Anaphora
Understatement
Ethos/Pathos/Logos
Antithesis
Parallelism
Rhetorical Question
Extended Metaphor
Logical fallacy
Bandwagon Appeal
PROCEDURAL KNOWLEDGE
 Outline and write a persuasive speech
that utilizes rhetorical devices
 Deliver a persuasive speech
DOK 3
 Analyze how an author uses a portion
of the text to develop or refine an idea
or claim
 Evaluate an argument through
assessment of rhetorical device
DOK 3
DOK 1
Ethos/Pathos/Logos
Persuasive techniques
DOK 1
Ethos/Pathos/Logos
DOK 1
 Analyze persuasive techniques in
advertisement by examining
emotional appeal
 Analyze the cumulative impact of
word choices on meaning or tone
DOK 3
 Interpret what elements are used in
advertising to persuade and articulate
these techniques through both writing
and discussion
DOK 3
SUGGESTED STRATEGIES
ACTIVITIES
Students will outline the two sides of a controversial issue (gay marriage, healthcare,
religion, liberal vs. conservative politics, etc.) in Angels in America. Students will be
required to find an outside source that supports one of the two sides of the
argument. Students can then be divided into groups to discuss their articles.
DECLARATIVE KNOWLEDGE
Persuasive argument
Evidence for argument
Research and citation
PROCEDURAL KNOWLEDGE
• Analyze how an author uses a portion
of the text to develop or refine an
idea or claim
• Evaluate an argument through
assessment of rhetorical device
DOK 1, 2
DOK 3
Students can prepare for and engage in a debate based on any of the dramas as well
as the speeches discussed during the unit.
To assist with organization:
1. Debate Preparation Organizer
Debate
Anaphora
Understatement
Ethos/Pathos/Logos
Antithesis
Parallelism
Rhetorical Question
Extended Metaphor
Logical fallacy
Bandwagon Appeal
Introduction/Narration/
Confirmation/Refutation
Rebuttal
DOK 1
 Outline and prepare a debate using
elements of debate and rhetoric
DOK 3
010240, 010250, 132500, & 439216: ACADEMIC & HONORS ENGLISH II
UNIT 5: THE MODERN PERSPECTIVE
RECOMMENDED DURATION: 9 WEEKS
UNIT LEARNING GOALS
Students will be able to compose an argument that analyzes and documents primary and secondary sources to explore a piece of literature in relationship to a
larger social or historical issue.
UNIT LEARNING SCALE
4
In addition to score 3, the student can demonstrate in-depth inferences and applications that go beyond what was taught.
The student can confidently create an argument that explores a piece of literature in relationship to a larger social or historical issue while
comparing or contrasting it to a similar issue during a different part of history and:
 analyze thematic connections between multiple texts in various genres (9-10.RL.1,2; 9-10.RI.3);
 develop and strengthen clear and coherent writing throughout all of the stages of the writing process (9-10.W. 4, 5);
 within a close reading, identify key literary and rhetorical elements utilized by the author and apply them across multiple texts and genres
3
and demonstrate this understanding in writing and in verbal communication (9-10.RL.5; 9-10.SL.1);
 utilize technological resources and tools for a variety of purposes such as conducting research; creating original multimedia texts and
presentations; and critiquing and analyzing various interpretations of required texts (9-10.RL.7, 9; 9-10.W.7, 8; 9-10.SL.5);
 write an argumentative research paper which demonstrates my ability to utilize and synthesize multiple sources effectively and to
develop and support a well thought out thesis throughout the paper (9-10.W.1, 7, 8, 9).
The student can complete all score 3 performances with minor mistakes and/or with assistance and additional scaffolding, prompting, or use of a
2
template from the teacher.
1
The student needs assistance in order to reach the learning goal.
0
Even with help, the student does not exhibit understanding of performances listed in score 3.
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
CEU2: An understanding of fiction and nonfiction involves interpreting words CEQ2: How do sentences, paragraphs, and larger portions of a text relate to
and phrases, analyzing structure, and assessing point of view and purpose.
each other and the text as a whole?
CEU3: The ability to analyze the central ideas of texts in both fiction and
CEQ3: How do specific details shape and assist in the emergence of key ideas
nonfiction is essential to determine the author’s purpose.
or themes?
CEU4: Effective writing involves drafting, refining, and understanding the
CEQ4b: How does a writer build an effective argument?
various elements of persuasive, expository, and narrative styles.
CEQ4c: How does a writer utilize textual evidence to support an argument?
CEQ5a: How does the writer effectively document and integrate primary and
CEU5: Research skills adhere to a universal set of standards established by the
secondary sources?
Modern Language Association (MLA) and involve an understanding of primary
CEQ5b: What are the best ways to use research in order to narrow or
and secondary sources found in both print and digital sources.
broaden a given topic?
ENDURING UNDERSTANDINGS
CEU6: Understanding Standard English grammar and mechanics is essential to
effective written and oral communication.
CEU7: Determining and clarifying meanings of words and phrases will
demonstrate an understanding of the nuances of language
ESSENTIAL QUESTIONS
CEQ6a: How can a writer/speaker clarify and strengthen effective structure
utilizing proper grammar, mechanics, and diction?
CEQ6b: What are the standard conventions of English grammar, mechanics,
and usage and how does command of these conventions contribute to
effective communication?
CEQ7: How does the acquisition of vocabulary enhance the comprehension of
complex texts?
COMMON ASSESSMENT
ALIGNMENT
DESCRIPTION
Research Paper: Students will write a 3-6 page research paper that explores a piece of literature in relationship to a larger social
or historical issue.
Students will complete a research paper that relates to a specific writer, work, or multiple works by the same writer (Honors 4-6
pages, Academic 3-5 pages). Students will be required to explore the work through a topic that acknowledges the writer’s use of
specific literary devices; the reflection or significance of a particular time period/era; and a real world connection, such as a social
commentary (in a teacher approved area such as psychology, economics, innovation, creativity, social science, etc.)
9-10.RL.1,2,4, 6
9-10.W.1,2, 4, 5, 7, 10
DOK 4
Depending on the approved topic students can produce:
1) An argumentative research paper that introduces a precise, knowledgeable claim/argument, establishes the significance
of the claim, distinguishes the claim(s) from alternate or opposing claims, and establishes clear relationship among
claim(s), counterclaim(s), reasons, and evidence
2) An informative research paper that examines and conveys a complex idea/concept as well as the implications and
significance of the topic
Specific textual evidence from multiple sources is to be used for support and MLA documentation must be utilized.
The proficient student will:
 use proper MLA format;
 provide effective quotations from a variety of sources (primary and secondary);
 demonstrate an understanding of the historical or social issue within the paper.
LITERATURE OPTIONS (*Honors classes should include texts of 1250L and above)
TITLE and AUTHOR (or translator)
LEXILE LEVEL ISBN
Any work by Ernest Hemingway
n/a
“Shiloh” by Bobbie Ann Mason
800L
http://english204-dcc.blogspot.com/2011/05/shiloh.html
Unbroken by Laura Hillenbrand
1010L
1400064163
The Great Gatsby by F.Scott Fitzgerald
1070L
0743273567
Ethan Frome by Edith Wharton
1200L
0486266907
“A&P” by John Updike
1480L*
http://www.tiger-town.com/whatnot/updike/
n/a nonDeath of a Salesman by Arthur Miller
0140481346
prose
Selected short fiction and poetry from the textbook
n/a nonA Raisin in the Sun by Lorraine Hansberry
0679755330
prose
n/a nonFences by August Wilson
0452264014
prose
n/a nonA Streetcar Named Desire by Tennessee Williams
0811216020
prose
Any poetry by William Carlos Williams , including but not
n/a - nonlimited to “The Red Wheelbarrow,” “The Great Figure,”
Prentice Hall: The American Experience
prose
“This is Just to Say”
Any poetry by e. e. cummings, including but not limited to n/a - nonPrentice Hall: The American Experience
“Somewhere I have Never Travelled” and “Me up at Does” prose
Any poetry by Carl Sandburg, including but not limited to
n/a - nonPrentice Hall: The American Experience
"Chicago” and “Grass”
prose
Any poetry by Robert Frost, including but not limited to
n/a - non“Birches,” “Stopping by Woods on a Snowy Evening,” and
Prentice Hall: The American Experience
prose
“Nothing Gold Can Stay”
SUGGESTED STRATEGIES
ACTIVITIES
Before completing chapter 1 of The Great Gatsby, students will complete a close
reading activity on imagery. Students will be given the passage when Nick arrives
at the Buchanan house and will be asked to examine pervading images in the
passage. Students will then break down the passage by linking it to
characterization as well as symbolism and theme.
To support students in reading comprehension and recognition of literary
elements:
1. Literary Elements Graphic Organizer
2. Sequence Ladder
Dialogue Activity for The Great Gatsby: Students will be given a list of scenes that
are alluded to in the novel, but never take place within the text. Students will pair
up and select one of the scenes to write. Students can then perform the scenes in
class or tape them at home to be shared at a later date. Students should
incorporate elements used within the novel.
Students can watch excerpts from the different versions of The Great Gatsby for a
particular scene. The class can discuss the different approaches to the same scene
and which was most effective and why.
To support students in viewing and comprehending movies and videos:
Guided Viewing Organizers and Worksheets
Close reading Analysis (timed writings): Give students three different sections of
The Great Gatsby to annotate. Students will focus on symbolism and theme for all
three writings. Students will then have the opportunity to peer edit their three
completed essays and will select one to be graded by the teacher.
DECLARATIVE KNOWLEDGE
Imagery
Metaphor/Simile
Personification
Setting
Characterization
Theme
PROCEDURAL KNOWLEDGE
 Analyze use of imagery through close
reading as well as its enhancement of
characterization and theme
DOK 3
DOK 1
Dialogue
Stage Direction
Characterization
Theme
Symbolism
 Write a dialogue that reflects
Fitzgerald’s use of characterization,
theme and symbolism by imagining a
scene that is alluded to but not
actually in the text
DOK 1
DOK 4
Characterization
Setting
Theme
 Compare different interpretations of
a work and articulate aspects that
lend themselves to the original text
DOK 1
DOK 3
Symbolism
Theme
 Analyze multiple reading passages
Setting
and interpret their similarities and
Characterization
differences in relation to symbol and
Imagery/Figurative Language
theme
Close Reading
DOK 3
DOK 1, 2
SUGGESTED STRATEGIES
ACTIVITIES
Before reading Death of a Salesman, students should write a journal about what
profession they see themselves going into after graduation. Students should
include assets that they possess that would help them in this field. This journal can
be examined at the close of the unit and compared to Willy Lowman. Students
should be asked about Lowman’s choice of sales as a career. What career should
Willy have pursued? How do we know?
Students can read the non-fiction article “Tragedy and the Common Man” by
Arthur Miller. Students should read and analyze the main ideas of the article. Their
findings can then be used to facilitate a discussion about Lowman as a true “tragic
hero.”
To support students in understanding and identifying a “tragic hero.”
Notes on the Attributes of a Tragic Hero
Students will imitate an imagist poem by selecting an everyday object and writing
about it modeling the imagist style. Students can share their poems with the class.
After reading “Hills Like White Elephants,” students will be broken into two groups
and will be given two different definitions of white elephants. Students will read
the text again considering their definition. Students will then share their finding by
pairing up with members of the opposite group and process and communicate
their interpretations.
After reading Ethan Frome, students will reflect on the themes within the novel.
Based on the group and level, teachers can use the journal, collage, or essay to
express these themes.
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
Journal Writing
Characterization
Career Readiness
 Evaluate skills needed for a particular
field of employment and connect to
characterization within drama
DOK 1, 2
DOK 3
Pathos
Tragic Hero
Tragic Flaw
Characterization
Tragedy
 Analyze how an author uses a portion
of the text to develop or refine an
idea or claim
DOK 3
DOK 1
Imagism
Figurative Language
DOK 1
Close Reading
Setting
Symbolism
Gender Roles
Cultural Stereotypes
DOK 1, 2
Theme
Close Reading
Imagery
Symbolism
Setting
 Imitate an author’s style using poetry
and poetic device
DOK 4
 Process and communicate an
author’s meaning considering two
different perspectives and
approaches
DOK 3
 Interpretation of theme through a
variety of methods including journal,
essay and artistic interpretation
DOK 3
DOK 1, 2