Pemberton Township Schools
Course of Study/Curriculum Guide
Curricular area: English II Honors
Course Title: English II Honors
Grade Level(s): 10 Honors
Written by: Maria Denato
Date: July 2008
Course of Study/Curriculum Guide
Table of Contents
Rationale and Philosophy
Goals and Objective (Outcomes)
Units of study
Mastery Objectives
Teaching/Learning activities
Assessment and testing Strategies
Text and Materials
Procedures for use of Supplemental Materials
References
Rationale and Philosophy
The English II Honors course is dedicated to engaging enrichment students in a rigorous
chronological study of American literature through reading, comprehending, analyzing and
interpreting classic novels, plays, short stories, and various literary selections from various time
periods in American history. This curriculum provides an accelerated and intensive study of
theses American literary works and a comprehensive study of a variety of writing genres. All
language arts skills are included to help the students demonstrate mastery and proficiency in
writing and reading comprehension skills while meeting NJ Core Content Curriculum standards
and the NJ HSPA criteria. The English II Honors course is designed to provide a learning
environment in which the students will be exposed to an extensive variety of challenges to
develop their talents and reach their highest potentials.
Goals and Objectives (outcomes)
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to read developmentally appropriate materials at an independent level with accuracy and
speed
to use appropriate rhythm, flow, meter, and pronunciation when reading
to read a variety of genres with fluency and comprehension
to use knowledge of word origins and word relationships, as well as historical and literary
context clues, to determine the meanings of specialized vocabulary
to analyze how works of a given period reflect historical and social conditions
to interpret how literary devices affect reading emotions and understanding
to analyze how an author’s use of words creates tone and mood and how choice of words
advances the theme or purpose of the work
to demonstrate command of a variety of writing genres, such as
o persuasive essay
o personal narrative
o research paper
o literary essay
o descriptive essay
o response to literature
o parody of a particular literary style
o poetry
to develop increased ability to critically select works to support a research topic
to use strategies such as graphic organizers and outlines to plan and write drafts
according to the intended message, audience, and purpose for writing
to review and edit work for spelling, usage, clarity, and fluency
to use a scoring rubric to evaluate and improve own writing and the writing of others
to reflect on own writing and establish goals for growth and improvement
to draft a thesis statement and support/defend it through highly developed ideas and
content, organization, and a paragraph development
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to write a range of essays and expository pieces across the curriculum, such as
persuasive, analytic, comparison/contrast, or position paper, etc.
to write a research paper that synthesizes and cites data using researched information and
technology to support writing
to provide clear, focused openings and strong closure to written pieces
to employ relevant graphic organizers to develop and arrange ideas
to use standard English conventions in all writing
to use transitions to reinforce a logical progression of ideas
to use a variety of reference materials, such as a dictionary, grammar reference, and/or
internet software resources
to demonstrate personal style and voice effectively to support the purpose and engage the
audience in a piece of writing
to speak for a variety of purposes
to assume leadership roles in student-directed discussions, projects and forums
to demonstrate effective delivery strategies
to use a rubric to self-assess and improve oral presentations
to participate actively in class discussions
to analyze, evaluate and modify in group activities
to listen attentively, summarize, make judgments and evaluate oral presentations
to listen skillfully and distinguish persuasive arguments
to identify and evaluate media forms and respond appropriately to material
Units of study
American literature takes a chronological approach to its curriculum; its units of study are a
follows:
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Puritanism
Transcendentalism
Romanticism
o Gothic
Civil War
Regionalism/Local Color
Modern Age
Harlem Renaissance
Depression to 1960s
Into the 21st century
Mastery Objectives
Mastery Objectives
NJCCCS
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters and words written in
English to become independent and fluent readers, and will read a variety of materials and texts
with fluency and comprehension.
fluency (D.1-3)
reading strategies (E. 1-3)
vocabulary and concept development (F. 1-3)
comprehension skills and response to text (G. 1-13)
inquiry and research (H. 1-6)
Standard 3.2 Writing
All students will write in clear, concise, organized language that varies in content and form for
different audiences and purposes.
writing as a process-prewriting, drafting, revising, editing, post writing (A. 1-7)
writing as a product – resulting in a formal product or publication (B. 1-12)
mechanics, spelling, and handwriting (C. 1-8)
writing forms, audiences, and purposes – exploring a variety of forms (D. 1-8)
Standard 3.3 Speaking
All students will speak in clear, concise, organized language that varies in content and form for
different audiences and proposes.
discussion (A.1-4)
questioning and inquiry (B. 1-7)
word choice (C. 1-2)
oral presentation (D. 1-6)
Standard 3.4 Listening
All students will listen actively to information from a variety of sources in a variety of situations.
active listening (A. 1-3)
listening comprehension B. 1-4)
Standard 3.5 Viewing and Media Literacy
All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and
resources.
constructing meaning from media (A. 1-3)
visual and verbal messages (B. 1-2)
living with media (C. 1-3)
All course of study must include the following, which replace the work place readiness
standards:
Career Education and Consumer, Family and Life Skills
Career and Technical education: All students will develop career awareness and planning,
employability skills, and foundational knowledge necessary for success in the workplace.
Consumer, Family, and Life skills: all students will demonstrate critical life skills in order to be
functional members of society.
Scans Workplace Competencies
Effective workers can productively use:
Resources: They know how to allocate time, money, materials, space and staff.
Interpersonal skills: They can work on teams, teach others, serve customers, lead, negotiate, and
work well with people from culturally diverse backgrounds.
Information: They can acquire and evaluate data, organize and maintain files, interpret and
communicate, and use computers to process information.
Systems: They understand social, organizational, and technological systems; they can monitor
and correct performance; and they can design or improve systems.
Technology: They can select equipment and tools, apply technology to specific task, and
maintain and troubleshoot equipment.
Scans Foundations Skills
Competent workers in the high-performance workplace need:
Basic skills: reading, writing, arithmetic, and mathematics, speaking, and listening
Thinking skills: the ability to learn, reason, think creatively, make decisions, and solve problems
Personal Qualities: individual responsibility self-esteem and self-management, sociability,
integrity and honesty
Teaching/Learning Activities
Reading
identifying central idea
analyzing characters
recognizing inferences
identifying persuasive techniques
noting writer’s styles
recognizing patterns of organization
identifying point of view
making predictions from foreshadowing clues
identifying elements of the novel
identifying the literary tools used in poetry
recognizing imagery, irony, symbolism in literary works
interpreting the elements of the short story
using graphic organizer to outline plot
using context clues to clarify new vocabulary
working in groups to judge, clarify and discuss content and themes in literary works
outlining events in literary work to analyze details and structure
Writing
writing a well-developed response to an open-ended question
developing a strong, focused opening topic sentence
using transitions to effectively link ideas
developing a strong conclusion
using graphic organizers to develop and arrange ideas on a given topic
writing a comprehensive persuasive essay
writing a narrative that is based on a picture prompt
writing a research paper according to MLA criteria
writing an original short story
using new vocabulary in an original story or descriptive writing
writing a comparison/contrast essay
writing poetry modeled after poets studied in the curriculum
writing learning logs
daily journal writings
Speaking and Listening
group presentations on assigned literature
reading poetry or literature excerpts aloud
note taking from teacher presentations/peer presentations
sharing a daily journal writing
partner sharing for peer evaluation
preparing and presenting an individual project
preparing and presenting a prepared speech
Assessment and Testing Strategies
Unit Tests
comprehensive test which includes multiple choice, true/false, matching, open-ended
questions.
Essay Tests
comprehensive test which includes analysis and interpretation of literature in which a
student must show mastery of understanding by writing his answer in a well-organized, welldeveloped multi-paragraph essay.
Project Tests
comprehensive challenge in which a multimedia project is based on the literature and the
student must show mastery of understanding by exploring alternative methods of expressing his
understanding
Oral Tests
comprehensive opportunity to orally express understanding of literature through panel
discussion or prepared presentation
Informal Assessment
learning logs
journal writings
partner sharing in a class opener
reading checks
daily review
All assessments are designed to include all learning styles and reinforce mastery of essential
skills needed for the curriculum and the NJCCCS.
All units of study will be assessed with a variety of strategies on writing, listening and speaking
to test understanding; a rubric for success will be provided for each type of assessment.
All strategies will use multiple tasks to assess mastery of literary, reading, and vocabulary skills
Texts and Materials
Glencoe American Literature Textbook
Glencoe Writer’s Choice
Pre HSPA Workbook
Selected Novels
Vocabulary Workbook Level E
MLA Handbook
Supplemental Videos
Computer Lab
Library
Procedures for Use of Supplemental Instructional Materials
Instructional materials not approved by the Board of Education must be brought to the attention f
the building principal or vice-principal before use in any instructional area. Materials that are
approved include all textbooks, videos, and other supplemental material acquired through
purchase orders, and/or other school funds. Resources from the Burlington County education
Media and Technology Center area also acceptable, with age appropriateness reviewed.
All instructional material not expliciitly Board approved as outlined in above, which are intended
for use in any instructional setting must be approved by the building principal or vice-principal at
least 5 schools days prior to use. The principal or vice-principal may request to review a copy of
the materials, video, etc., prior to use in the classroom.
Teachers are reminded to use caution when utilizing websites.
References:
Glencoe Literature The Reader’s Choice American Literature Glencoe/McGraw-Hill: Ohio,
2007.
The Secretary’s Commission on Achieving Necessary skills. (1992) Learning a Living: A
Blueprint for High Performance. a SCANS Report for America 2000. Executive Summary.
Washington, DC: U.S. Department of Labor.
Month:
Sept./Oct
Content/Objective
Puritanism
Essential Questions/
Enduring Understandings
Literature
How does moral law impact social
law?
2. Is withholding the truth the same as
lying?
3. What would you sacrifice for a
loved one?
4. How far would you go to revenge a
wrong done to you?
5. What are some positive ways to
resolve a conflict?
6. When is it ever right to hide the
truth?
7. How does the power of fear affect
society’s ability to make sound
decisions?
8. How do man’s laws interfere with
moral laws?
9. What is the power of a rumor?
10. What are characteristics of a brave
person?
11. How do you determine the
foreshadowing elements in a novel?
12. How are literary tools used to
enhance a literary work?
Suggested Activity/
Appropriate Materials-Equipment
Literature
1.
The Scarlet Letter
Nathaniel Hawthorne
The Crucible
Arthur Miller
Sinners in the Hands of an Angry God
Jonathan Edwards
Lwdat
1.
2.
3.
4.
5.
evaluate the religious, ethical and
social influences of the historical
period
identify and summarize the central
ideas and themes of the literary
works
analyze the characters and their
behavior
identify the conflicts and explain
and analyze the resolutions
understand and apply the
following terms in the literature:
foreshadowing
symbolism
theme
conflict (internal and external)
protagonist
antagonist
demonstrate new word knowledge
Writing
HSPA Open-ended Responses
Picture Prompt
Lwdat
1.
Respond to an open-ended
question on literature in a
paragraph format which includes a
topic sentence, 3-4 support
sentences and a concluding
sentence
Novel
Play
Glencoe Literature text – American
Literature
1.
2.
3.
4.
5.
6.
7.
Study questions relevant to
readings
Essays addressing thematic issues
in readings
Descriptive writings that explore
characterization
Projects that connect literary work
with historical period
Group activity that investigates
thematic issues in an author’s
work
Oral report on contemporary issue
that relates to a conflict in assigned
literature.
Character sketches of minor
characters and their role in plot
development.
Writing
Writing
1. How does a graphic organizer
help organize my ideas?
2. How do I effectively use transition
words to link my ideas
3. How do I write a strong, focused topic
sentence?
4. How do I write an effective closing
sentence?
5. How do I determine the point of view
in a picture prompt?
6. How do I include dialogue in a story
based on a picture prompt?
7. How do I develop a plot line for a
picture prompt?
Evaluation/Assessment
Variety of graphic organizers
HSPA open-ended rubric
Glencoe’s Writer’s Choice textbook
and workbook
Pre HSPA Workbook
Pre HSPA writing models
LCD models of open-ended writings
LCD models of picture prompts
1.
2.
3.
4.
5.
6.
Unit tests
Quizzes
HSPA open-ended questions
relevant to literature/HSPA rubric
Essays on assigned
literature/Essay rubric including
criteria for proficiency
vocab story writings
classroom discussion
Tech/AVA
LCD models of writings
Text audios of literature
Videos of literary works
Internet
2.
3.
4.
5.
6.
To use transition words to link
ideas
To develop a focused topic
sentence
To generate several support ideas
to develop comprehensive
response
To write a strong summary closing
sentence
To write a unified narrative which
includes a focused beginning,
thoroughly developed middle and
a strong closure based on a picture
prompt.
Vocabulary
Vocab Workshop E
Vocab from assigned literature
Lwdat
Demonstrate word knowledge using
context clues
Internalize meanings of new words by
use in original writings of essays,
stories, and open-ended responses
Literary Terms
protagonist
antagonist
conflict
internal
external
foreshadowing
personification
metaphor
simile
hyperbole
symbol
irony
tragic flaw
theme
resolution
plot
lwdat
identify and apply knowledge to
assigned literature
use the literary tools in original writings
Vocabulary
1.
2.
3.
How do I incorporate my
vocabulary into my writing?
How do I use my vocabulary to
improve my speech?
How do context clues help
determine meaning?
Literary Terms
1.
2.
How do authors use literary tools to
explain their ideas?
How are literary tools used
effectively in literary works?
Vocabulary
Vocab Workshop Level E
Vocab from assigned literature
Vocab story assignments
Literary Terms
Glencoe Literature-American Literature
textbook
Teacher generated worksheets
Month:
Nov.
Content/Objective
Transcendentalism
Ralph Waldo Emerson
Henry David Thoreau
Romanticism
Walt Whitman
Gothic
Edgar Allen Poe
Lwdat
1.
2.
3.
4.
5.
identify and analyze the effect of
artistic elements within literary
texts such as character
development, rhyme, imagery and
language
interpret the possible influences of
the historical context on a literary
work
analyzing recognized works of
American literature
contrasting major themes, styles,
and trends in American literature
understand the positive side and
the dark side of Romanticism
Essential Questions/Enduring
Understandings
Literature
Literature
1.
Glencoe Literature text
R.W. Emerson
Self Reliance
Nature
Henry D. Thoreau
Walden
Civil Disobedience
Edgar Allan Poe
The Raven
The Pit and the Pendulum
The Black Cat
Walt Whitman
I Hear America Singing
Song of Myself
Beat! Beat! Drums
When I Heard the Learn’d Astronomer
(and other if you chose)
Do you think it is possible for people to
live as individuals and non-conformists
in modern society? Why or why not?
2. What characteristics make up a nonconformist?
3. What are the advantages of being a
nonconformist vs. a conformist and vice
versa?
4. What is the importance of a close
relationship with nature?
5. Why should man celebrate himself?
6. What do you learn from self-reflection?
7. How do settings create a powerful mood
or emotion?
8. Has obsession ever driven you to do
something you regretted?
9. Can a protagonist be an evil character?
Why or why not
10. How does the power of the mind affect
your actions or reactions?
Writing
What is an effective way to start a persuasive
essay?
Writing
Essay
Persuasive
Comparison/Contrast
HSPA criteria
Lwdat
1.
2.
3.
4.
To brainstorm in a variety of
graphic organizers to generate
ideas of a persuasive or c/c essay
To use the graphic organizers to
effectively arrange ideas for a
strong, focused essay
To use transitions, and transitional
phrases to link support ideas
To develop a strong opening
Suggested Activity/
Appropriate Materials-Equipment
How can I organize my points of persuasion
most effectively?
What type of closure for my essay will leave a
strong impression on my reader?
How can I organize my points of comparison
and contrast to effectively support my thesis?
Vocab
1.
2.
How do I incorporate my
vocabulary into my writing?
How do I use my vocabulary to
improve my speech?
Literary Terms
1.
keep a daily journal of your
connection with nature for two
weeks
2. create an illustrated diagram of the
plot of a literary work
3. give an oral presentation of the
value of conformity or
nonconformity
4. create a character sketch
5. write a comparison/contrast essay
on two pieces of work by the same
author
6. design a graphic organizer to
effectively arrange your ideas for a
persuasive essay
7. analyze and interpret a poem by a
writer from this unit utilizing the
poetic terms studied and write a
comprehensive paper on the poem
8. write a gothic story using the
elements of the dark side of
Romanticism
9. write an essay that celebrates
individuality
10. write a to do list for a conformist
Evaluation/Assessment
1.
2.
3.
4.
5.
6.
Unit tests
Quizzes
HSPA persuasive essay
questions relevant to
literature/HSPA rubric
Comparison/Contrast Essays
on assigned literature/Essay
rubric including criteria for
proficiency
vocab story writings
classroom discussion
Tech/AVA
LCD models of writings
Text audios of literature
Internet
5.
6.
paragraph
To use details and examples to
elaborate on a given topic and
develop a comprehensive essay
To write a strong concluding
paragraph that restates the purpose
and leaves the reader with a lasting
impression
2.
How does the poet use the tools to
emphasize the meaning of his work?
How does each tool enhance the
images in the poem?
Writing
Variety of graphic organizers
HSPA essay rubric
Glencoe’s Writer’s Choice textbook
and workbook
Vocabulary
Vocab workshop level E
(continue)
Lwdat
1. Demonstrate word knowledge
using context clues
2. Internalize meanings of new words
by use in original writings of
essays, stories, and open-ended
responses
Literary Terms
Romanticism
Gothic
Traditional
poetry
Free Verse
Rhyme
Internal rhyme
End rhyme
Rhythm
1.
in today’s society for the 21st
century teenager
Stanza
Scan
Onomatopoeia
Alliteration
Assonance
Essay
Aphorism
LCD models of comparison and
contrast graphic organizers, strong
openings, and strong closures
Essay topics for persuasive essays
Essay topics for comparison/contrast
essays based on assigned readings
Vocab
Vocab Workshop Level E
Vocab from assigned literature
Vocab story assignments
Literary Terms
Lwdat
identify and apply knowledge to
assigned literature
Glencoe Literature-American Literature
textbook
Teacher generated worksheets
use the literary tools in original writings
Month:
Dec./Jan.
Essential Questions
Enduring Understandings
Suggested Activity/
Appropriate Materials
Equipment
Evaluation/
Assessment
Content/Objective
1.
2.
What does freedom mean to you?
What does America stand for in the
eyes of the world?
3. How does human behavior control
character?
4. What is the American dream?
5. What universal message is the
author expressing through the
protagonist?
6. What is success?
7. How can completing a goal be
bittersweet?
8. What are the benefits of failing?
9. What does it feel like to experience
loss and longing?
10. What is the best response to
prejudice?
11. Can someone ever be free from
his/her past? Why or why not?
12. How does someone overcome
adversity
Civil War
Frederick Douglass
Regionalism/Local Color
Mark Twain
Modern Age
F. Scott Fitzgerald
Ernest Hemingway
Tennessee Williams
Harlem Renaissance
Nora Zeale Hurston
Richard Wright
Depression to 1960s
William Faulkner
Into the 21st Century
Alice Walker
Bob Dylan
Lwdat
1.
2.
3.
4.
5.
6.
7.
8.
Read and enhance his
understanding of U. S. history and
culture
Examine how works of literature
are related to the issues and
themes of their historical periods
Connect literature to its historical
context, current events and his
own experiences
Evaluate the influences of the
historical periods that shaped
literary characters, plots, settings
and themes
Analyze the characteristics of a
literary period and how the issues
of this period influenced its writers
Clarifying and understanding
informational texts
Explain the social and cultural
forces that shaped the literature of
the period
Understand that language and
literature are the primary means by
which a culture is transmitted
Glencoe Literature text – American
Literature
Frederick Douglass
William Faulkner
Bob Dylan
1.
2.
3.
Novels
4.
Mark Twain
Huckleberry Finn
F. Scott Fitzgerald
The Great Gatsby
Nora Zeale Hurston
Their Eyes Were Watching God
Richard Wright
Black Boy
Ernest Hemingway
Old Man and the Sea
Alice Walker
The Color Purple
Plays
Writing
What is the process to developing a research
paper according to MLA format?
How do I find appropriate text from a piece of
literature to support my ideas for a literary
essay?
How do I develop a creative idea to respond to
a piece of literature?
Tennessee Williams
A Streetcar Named Desire
Jerome Lawrence
Inherit the Wind
1.
2.
3.
4.
Vocabulary
1.
2.
How do I incorporate my vocabulary into
my writing?
How do I use my vocabulary to improve
my speech?
5.
6.
Literary Terms
7.
Study questions for assigned
literature
Chapter logs for novels
Group Interpretation of
selected chapters
Video project that highlights
the conflicts in the story/or a
major theme in the story
Alternate ending for story
modeled after author’s style
Create power point
presentation to connect the
historical era to the literary
work
Write a ballad that tells the
5.
6.
7.
Unit tests
Quizzes
HSPA essay rubric with
modifications to incorporate
research skills
Essays on assigned
literature/Essay rubric
including criteria for
proficiency
vocab story writings
project rubrics designed
according to criteria for
assignment
classroom discussion
Tech/AVA
LCD models of writings
Text audios of literature
Internet
Videos for assigned literature
9.
Use writing to formulate
questions, refine topics and clarify
ideas in assigned readings
10. Associate literary experiences with
contemporary issues
11. Respond to culturally significant
works of literature
1.
2.
3.
How does the author use the dialect
to enhance the meaning of his work?
How does local color capture the
historical time period of the writing
How does point of view influence
the tone of the piece of writing?
8.
9.
10.
Writing
11.
A research paper according to MLA
format
12.
Literary essays
13.
Creative writing
14.
Lwdat
1.
2.
Create a thesis statement
Compile and organize note cards
and source cards
3. Use various technology and media
for research
4. Evaluate information to prove
thesis
5. Use sentence variety
6. Effectively use transitions and
transitional phrases to link ideas
7. Revise and edit work for content,
organization, usage, sentence
construction and mechanics
8. Use text from literature
effectively to support an essay’s
thesis
9. Blend literary text to elaborate on
support ideas to develop a
comprehensive essay
10. To use their imagination and
writing abilities to respond to
challenging creative assignments
Vocab
Vocab Workshop E
Vocab from assigned literature
lwdat
story of one of the
protagonists/ or antagonists
Storyboard of events
Literary essay based on
thematic issues in
novels/plays
Mini report on author’s
historical era and its link to
his/her works
Illustrated comic strip of
summary of story
Photographic journey of
themes of novel
Write a parody for one of the
novel’s stories in a song or
short story.
Design the perfect birthday
party
Writing
5-7 page investigative research paper on
a given topic according to MLA format
literary essays
creative writing as per project assigned
Vocabulary
Vocab Workshop Level E
Vocab from assigned literature
Vocab story assignments
Literary Terms
Glencoe Literature-American Literature
textbook
Teacher generated worksheets
1.
2.
3.
Demonstrate word knowledge
using context clues
internalize meanings of new words
by use in original writings of
essays, stories, open-ended
responses and research papers
Literary Terms
Regionalism
Local color
Dialect
Point of view
Parody
Lwdat
identify and apply knowledge to
assigned literature
use the literary tools in original writings