English II Common Core Curriculum Map 2012-2013
Common Core Unit Name:
Unit Number: Unit 6
Suggested Pacing for Unit:
Family
Enduring Understanding(s):
Families, that possess strong bonds, may endure any obstacle over time.
Standard
**Bold Standards are to be taught to
mastery. Standards are color coded
according to strand.**
Essential Questions
Learning
Targets
What is a genre?
What is an archetype?
How do authors build upon source material to create something new?
How does genre selection impact meaning?
How does genre selection enhance or limit stylistic choice?
I can analyze how an
Analyze how an author draws on and transforms
source material in a specific work.
RL 10:
What is text complexity? How is text complexity determined?
I can read and
RL 9:
author draws on or
transforms source material
from a specific work.
(allusion)
Key
Academic
Vocabulary
**Additional
TBD by text
selected to
teach.**
Archetype,
genre
Comprehension
comprehend literature at
the nine-ten grade span;
reading literature
appropriate to my grade
level and skill.
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.
By the end of grade 10, read and comprehend
literature, including stories, dramas, and poems, at
the high end of the grades 9–10 text complexity band
independently and proficiently.
RI 2:
How do we objectively summarize a text by including the appropriate key
ideas, issues, and specific details?
I can determine a central
Central idea,
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English II Common Core Curriculum Map 2012-2013
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.
How do we analyze ideas, issues, rhetoric devices, and specific details in a
text that develop the central idea and/or claim?
How do we participate actively and appropriately in discussions about
informational text?
idea in a text, and analyze
how its development and
how it emerges and is
shaped through details.
analyze,
objective
summary
I can give an objective
summary of the text.
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.
RI 10:
By the end of grade 9, read and comprehend literary
nonfiction in the grades 9–10 text complexity band
proficiently, with scaffolding as needed at the high
end of the range.
By the end of grade 10, read and comprehend literary
nonfiction at the high end of the grades 9–10 text
complexity band independently and proficiently.
W2:
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.
a. 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.
b. Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete
How do we demonstrate the behaviors of a strategic reader, listener, or
viewer of print, non-print, and digital text?
How do we analyze print, non-print, and digital text for relevant details that
are emphasized in an informational text and that contribute to meaning?
How do we compare, contrast, draw conclusions, and connect significant
details and ideas between two different mediums?
How do we participate actively and appropriately in discussions about
informational text?
I can analyze accounts of
How do we demonstrate understanding of a wide range of sufficiently
complex literary texts?
How do we comprehend texts of steadily increasing complexity, with
scaffolding if needed?
How do we set personal reading goals to self select and explore texts of
different disciplines and increasing complexity?
How do we participate actively and appropriately in discussions about
informational text?
I can read and
How do you organize ideas, concepts, and information to build evidence?
How do you use multimedia sources to aid comprehension?
How do you develop your topic thoroughly giving appropriate
examples/supporting details (including definitions, quotations, facts)?
Do your concepts and ideas have clear relationships?
Do you use appropriate diction, syntax, and other techniques (e.g.
metaphor, simile, and analogy)?
How do you maintain formal style throughout your writing?
How do you maintain objectivity?
How does your conclusion articulate and support the significance of your
topic?
I can write an informative
the same subject told in a
different medium,
determining which aspects
are emphasized in which
medium.
comprehend informational
text appropriate for the
grade span.
piece, which examines and
conveys complex
ideas/information
through effective selection,
organization, and analysis
of content; where I,
a - introduce a topic,
organize complex ideas to
make connections, include
formatting, graphics, and
multimedia when useful,
b - use well-chosen and
relevant facts, definitions,
Strategic, digital
text, non-print
text, relevant
Scaffold,
informational
text, active
participation,
discipline
Multimedia,
diction, syntax,
style, articulate
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English II Common Core Curriculum Map 2012-2013
details, and quotations, or
other examples to develop
the topic,
c - use appropriate, varied
transitions to create
cohesion and clarify
relationships,
d - use precise language
and vocabulary to manage
the complexity of the topic,
e - establish and maintain
a formal style and objective
tone, and
f - provide a concluding
statement or section that
supports the information
presented.
details, quotations, or other information and
examples appropriate to the audience’s knowledge of
the topic.
c. Use appropriate and varied transitions to link the
major sections of the text, create cohesion, and
clarify the relationships among complex ideas and
concepts.
d. Use precise language and domain-specific
vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective
tone while attending to the norms and conventions of
the discipline in which they are writing.
f. Provide a concluding statement or section that
follows from and supports the information or
explanation presented (e.g., articulating implications
or the significance of the topic).
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.
L 6:
What are the different ways to publish a work?
How do you use technology to link and display information?
I can use technology to
How do you built a college and/or career ready vocabulary?
I can use vocabulary
Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the
college and career readiness level; demonstrate
independence in gathering vocabulary knowledge
when considering a word or phrase important to
comprehension or expression.
SL 5:
Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in
produce, publish, and
update my own work, and
shared writing projects.
appropriate to ninth and
tenth grade topics.
I can use resources to
gather word knowledge
when needing a word
important for
comprehension and/or
expression.
What forms of digital media are available?
How can digital media enhance the presentation of findings, reasoning, and
evidence?
Which multimedia/visuals work best for which contexts?
I can strategically use
digital media to enhance
understandings and add
interest.
Publish,
capacity
Comprehension,
expression,
college/career
ready
vocabulary
Reasoning,
evidence,
strategic,
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English II Common Core Curriculum Map 2012-2013
presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Suggested Resources for Unit
interactive
Location of these resources
**Always check with department chair for availability of class sets.
Always check table of contents of resource textbook for availability of
suggested selections.
Julius Ceasar (drama)
“Tuesday Siesta” (short story)
Antigone (drama)
“The Prince” (political treatise)
“The Book of Ruth” (sacred text)
“Madly Singing in the Mountains” (poem)
“The Sky Is Just Beyond the Roof” (poem)
“The Piece of String” (short story)
“The Myth of Sisyphus” (essay)
from “Writing as an Act of Hope” (essay)
“Ocean of Words” (short story)
Holt Elements of Literature: World Literature
http://www.dpi.state.nc.us/docs/acre/standards/common-coretools/exemplar/ela.pdf
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