Larry A. Ryle High School 14-15
ILT Course Outline
1. ILT: English II Team
2. Course title: English II
3. Subject/Content area: English
Units of Study
1st Quarter
Unit 1: Character Analysis, Major Overview of
Literary Devices, with Emphasis on Theme and
Thesis construction
Major Works
The Alchemist by Paulo Coelho
The Metamorphosis of Narcissus painting by
Salvador Dali
Narcissus and Echo Critical Essay by Michelle
Mariorenzi
The Myth of Narcissus
Writing: Character Analysis and Literary
Analysis
Unit 2: Ancient Greek History in relation to
World Literature (Greek Tragedy),
Recognizing Paradox, Irony, Imagery,
Symbolism, & Motifs. Deconstructing and
Writing Greek poetry.
Major Works
Oedipus Rex by Sophocles
Antigone by Sophocles
Informational Background Reading over Greek
Mythology
“Ode on a Grecian Urn” poem
Writing: Lyric Meditative Ode
Essential Learning Outcomes
Quarter 1
Formal Writing: Character Analysis
Essential Standards
Reading Literature
R.L.1- Cite Strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
R.L.2 – Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped
and refined by specific details; provide an objective summary of the text.
R.L.3- Analyze how complex characters develop over the course of a text, interact
with other characters, and advance the plot or develop the theme.
R.L.4- Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g. how the language evokes a sense
of time and place; how it sets a formal or informal tone).
Reading Informational
R.I.6 – Determine an author’s point of view or purpose in a text and analyze how
an author uses rhetoric to advance that point of view or purpose.
Writing
W.1 –Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
W.9 - Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Speaking & Listening
SL.1- Initiate and participate effectively in a range of collaborative discussions
with diverse partners on grades 9-10 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively.
SL.4- Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,
audience, and task.
Language
L.1- Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Continuing the Tradition . . .
Larry A. Ryle High School 14-15
2nd Quarter
Unit 3: Excerpts from King Arthur –
characterization, symbolism with the code of
chivalry. Allegory in the Middle Ages,
Emphasis on symbolism and metaphor.
Major Works
Excerpts from King Arthur
Excerpts from Cantos within Dante’s Inferno
Background Informational Reading on Dante
Writing: TBD
Unit 4: Major Themes in Shakespeare,
Comparing a Greek Tragedy to a
Shakespearian Tragedy. Emphasis on mood,
verse, rhyme scheme, and rhythm.
Major Works
Macbeth by William Shakespeare
The Macbeth Murder Mystery by James Thurber
Unit 5: Macbeth & Research. Complete the
research process as a scaffold from the senior
research paper.
 Reliable Sources
 Source Cards
 Note Cards
 MLA Format
 MLA Outline
 MLA Citations
Writing: Mini Research Paper (3-5 pages)
Quarter 2
Formal Writing: Research
Essential Standards
Reading Literature
R.L.2 – Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped
and refined by specific details; provide an objective summary of the text.
R.L.5- Analyze how an author’s choices concerning how to structure a text, order
events within it, and manipulate time create such effects as mystery, tension, or
surprise.
Reading Informational
R.I.1- Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
R.I.2- Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
R.I.5-Analyze in detail how an author’s ideas or claims are developed and refined
by particular sentences, paragraphs, or larger portions of a text
Writing
W.2- Write informative /explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
W.5- Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.6- Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s capacity to
link to other information and to display information flexibly and dynamically.
W.8- Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assesses the usefulness of each
source in answering the research question; integrate information into the text
selectively to maintain the flow of ideas; avoiding plagiarism and following a
standard format for citation.
Language
L.1- Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.3- Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Continuing the Tradition . . .
Larry A. Ryle High School 14-15
3rd Quarter
Unit 6: Ethical Principles in The Great
Depression, Justice and Unjust Laws
Major Works
To Kill a Mockingbird by Harper Lee
“Strange Fruit” (song) Billie Holiday
To Kill a Mockingbird Movie
Writing: Trial Notes and Depositions,
Students will present a live court room trial
Quarter 3
Formal Writing: Literary Analysis
Essential Standards
Reading Literature
R.L.1- Cite Strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
R.L.2 – Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped
and refined by specific details; provide an objective summary of the text.
R.L.3- Analyze how complex characters develop over the course of a text, interact
with other characters, and advance the plot or develop the theme.
R.L.4- Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g. how the language evokes a sense
of time and place; how it sets a formal or informal tone).
R.L.5- Analyze how an author’s choices concerning how to structure a text, order
events within it, and manipulate time create such effects as mystery, tension, or
surprise.
Writing
W.1 –Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
W.5- Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.9.-Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Language
L.1- Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.5-Make strategic use of digital media in presentations to enhance understanding
of findings, reasoning, and evidence and to add interest.
Continuing the Tradition . . .
Larry A. Ryle High School 14-15
4th Quarter
Unit 7: Rhetorical Devices, Persuasive
Techniques and Satire. Students will analyze
speeches, commercials & ads, and reflect on
methods used to persuade.
Quarter 4
Formal Writing: Persuasive Speech
Essential Standards
Major Works
Excerpts from Julius Caesar by William
Shakespeare
A Modest Proposal by Jonathan Swift
Assorted clips from “The Simpsons”
Assorted song lyrics by Weird Al “Ebay”
The Declaration of Independence
The Great Debaters Movie
Reading Informational
R.I.3- Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and
developed, and the connections that are drawn between them.
R.I.4-Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the cumulative
impact of specific word choices on meaning and tone.
R.I.8- Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and sufficient; identify
false statements and fallacious reasoning.
Unit 8: Nonfiction Emphasis on Holocaust,
exposure to a memoir, cultural/social/ethical
conflicts
Writing
W.1 –Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
Major Works
Night by Elie Wiesel
Speaking & Listening
SL.2- Integrate multiple sources of information presented in diverse media or
formats evaluating the credibility and accuracy of each source.
SL.4- Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,
audience, and task.
S.L.5- Make strategic use of digital media in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
S.L.6- Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.
Language
L.1- Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.3- Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Continuing the Tradition . . .