Course Expectations for:
Pick one – English 2, Honors English 2
Directions: Please revise and add information, as needed. Send the revised template to
Becky.
Area
Course Expectations Information
Course Title
Rationale
Current Language: Still appropriate?
English 2 is designed to build upon and enhance the foundation of skills
developed in the English I curriculum. English II provides the support and
structure necessary to encourage students to develop intellectual independence
and personal responsibility. With growing maturity and experience, tenth graders
work on applying and refining skills in all key components of the Communication
Arts curriculum Reading, Writing, Speaking and Listening, Information Literacy,
and Vocabulary. Students read with closer analysis, applying vocabulary acquired
in English I; write more complex essays with integrated support; become more
responsible for shaping class discussions with high level questions; and find
information from various sources and share that well-documented information in
a meaningful way.
Time Frame
Standards
Alignment
1 year
District Grade 10 READING priorities (DESE, Common Core) that the DLs
have selected for District Benchmark Assessments:
CCSS: RL.9-10.1 – Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well inferences drawn from the text.
CLE - R1H.a,d
Apply post-reading skills to comprehend, interpret, analyze and evaluate text:
a. identify and explain the relationship between the main idea and supporting details
d. draw conclusions
CCSS: RL.9-10.2
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.
CLE - R1H.a
Apply post-reading skills to comprehend, interpret, analyze, and evaluate text:
a. identify and explain the relationship between the main idea and supporting details.
CCSS: RL.9-10.4
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).
CLE: R1E.b – Develop vocabulary through text, using
b. context clues
CLE: R2B.d - Identify and explain literary techniques in text emphasizing
d. figurative language and literary techniques previously introduced.
CCSS: RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
CLE - R1H.a,f
Apply post-reading skills to comprehend, interpret, analyze, and evaluate text:
a. identify and explain the relationship between the main idea and supporting details
f. summarize
CLE - R3C.e
Use details from informational text to:
e. analyze and evaluate author’s viewpoint/perspective
CCSS: RI.9-10.2
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.
CLE - R1H.a,f
Apply post-reading skills to comprehend, interpret, analyze, and evaluate text:
a. identify and explain the relationship between the main idea and supporting details
f. summarize
CCSS: RI.9-10.3
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.
CLE – R3C.a
Use details from informational and persuasive text(s) to
a. analyze and evaluate the organizational pattern
Draft district Grade 10 LANGUAGE priorities (grammar, conventions) that
the DLs have selected for the District benchmark assessment:
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Semicolons – 10th
Colons – 10th
Feedback on these priorities for assessment is welcome. [You can put
notes in a different color inside this template or on a separate doc.] For
additional Language Priorities see the tail end of the Grade 10 District
Priority Standards doc.
Writing – Beyond the rubrics selected in 2009 – 2010 by the entire English
community, the Department Leaders have not yet established specific
district writing standards for assessment.
Input is needed on whether particular writing types should be
established per grade level (see Greece, NY Map of Writing Performance
Goals as a sample) and whether particular traits should be emphasized in
a given grade (e.g., Grade 9 – Ideas; Grade 10 – Organization; Grade 11 –
Development; Grade 12 – Style).
For additional information to inform district writing priorities, also
please see:
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Any additional standards from the Grade 10 District Priority Standards for the
grade level
NH power standards for Grades 9/10
SH priorities for the grade level
WH Writing Entitlements for the grade level
Speech and Language
For Speaking/Listening, please see the Grade 10 District Priority Standards and
the Sample HS Speech Proficiency Rubric. Do we want to adopt something like
this for the core courses?
Information Literacy
For Information Literacy, please see WH’s Info Lit Entitlements and the DESE
Information Literacy CLEs.
Vocabulary [CCSS Language] – See the Grade 10 District Priority Standards
Please note: Leaders will be reviewing the standards selected for all core
courses after Nov. 4 to make sure they align and articulate. Thank you for
contributing your good thinking in this important area.
Course Goals and
Objectives
Enduring
Understandings
Still appropriate?
 Develop a spirit of inquiry which guides their study of literature.
 Demonstrate the ability to read for a variety of purposes.
 Develop and further literary analysis skills.
 Exhibit a critical understanding, appreciation, and ability to analyze genres
of literature.
 Demonstrate the ability to use the writing process.
 Extend writing skills to produce a variety of expository essays with
complex structures.
 Write for a variety of purposes and audiences.
 Demonstrate increased confidence in formal and informal presentations
and discussions.
 Demonstrate an ability to work both independently and in a group.
 Gather, comprehend, evaluate and analyze information from a variety of
medias and create a text that reflects the research.
 Develop deeper understanding of word choice and select words precisely.
Overarching: Review the Overarching District EU draft possibilities.
Revise/develop as needed.
Topical EUs: Needed. First review the topical EQs below. Revise, as
needed. Then generate aligned EUs.
Essential
Questions
Overarching: How do external forces shape the individual? To what degree
does the individual shape society?
Topical: Please review these. Add/revise/delete as necessary.
1. How do literary themes relate to personal and universal experience?
2. How can writing be used as a tool for analyzing literature, exploring ideas and
reflecting upon learning?
3. How does facility with research help in seeking answers and understanding the
world?
4. How does thoughtful speaking and listening contribute to an understanding of
a topic?
5. How does facility with vocabulary improve written and spoken discourse?
Minimum
Expectations
Current Language – Still accurate? Appropriate?
Reading - English II focuses on theme and genre in its selection of literature. The
goal is to further the study of self-exploration introduced during the freshmen
year, discovering aspects of humanity and a student s place within the world.
Emphasis is placed on extending close reading skills and making inferences.
Students read one Shakespearean play plus a selection of novels, short stories,
poetry, and non-fiction. Multi-cultural selections are included. Through these
texts, students can expect to enhance critical thinking skills and the ability to
apply literature to realistic situations. Students also continue their study of
advanced literary devices, grammar, and vocabulary. Key themes include: Coming
of Age Choices and consequences Good versus evil Human nature Power and
leadership Overcoming adversity Self-exploration
Writing - In English II, students continue to focus on writing as a process:
brainstorming, drafting, peer editing, collaborating, and revising. As part of the
process, students review and study grammar and mechanics (subordination,
coordination, punctuation). In developing paragraph structure, students are
encouraged to provide more thorough evidence for their ideas and to make more
complex inferences about that evidence. The study of the multi-paragraph essay
started in English I is continued and furthered in English II. In exploring various
patterns of development (definition, process, persuasive, research-based),
students become more attentive to audience and purpose. Students write a
minimum of three whole-process expository essays. Students are also required to
complete research culminating in a major written product. English II students are
given creative writing opportunities during the year (ex, poetry, journal, response
to literature). Speaking and Listening - Students are expected to participate in and
lead a variety of discussions, both formal and informal, during their sophomore
year. Encouraged in these discussions are responding to one another s ideas, and
exploring validity and logic of an argument. Students are prompted to ask
questions beyond the factual and present new material to their peers, employing
a variety of strategies. Students are expected to present information in timed
situations. A minimum of one formal speech/presentation that incorporates a
visual element is required.
Information Literacy - English II builds on research skills introduced in English I. In
becoming more familiar with the high school media center and its resources,
students become more efficient in conducting internet and database searches (ex.
Proquest, Ebscohost). Students also learn to evaluate sources for credibility,
quality, and validity. Ultimately, students develop the process of step-by-step
research (topic selection, use of resources, determining fact and opinion, note
taking, outlining, drafting, documentation and citation) to produce a major
research-based project.
Vocabulary - Vocabulary study includes words taken from the literature of the
course. .Students also undertake word study on context clues, etymology,
synonyms and antonyms, words from the Academic Word List
(http://www.pkwy.k12.mo.us/intra/professional/reading/awl.htm ) literary terms,
and terms on the state grade level expectations
(http://www.dese.mo.gov/divimprove/curriculum/glossary/ca/glossary_ca.html ).
Vocabulary study increases with grade level expectations as word choice and
precision of communication becomes more essential.
Course Materials: Current Language: Still Accurate? Appropriate?
Representative
Anthologies: Elements of Literature, Fourth Course (Holt) Language of Literature
Texts, Films and
(McDougall Littell)
Resources
Collections of Short Stories: Impact: Book of Short Short Stories
Drama: All My Sons, Miller The Glass Menagerie, Williams Inherit the Wind,
Lawrence and Lee (850 Lexile) “Master Harold”… and the boys, Fugard Medea,
Euripides (1000-1260 Lexile, depending on version) Our Town, Wilder
Shakespearean plays: Julius Caesar, Macbeth, Merchant of Venice, Midsummer
Night’s Dream, Othello.
Novels: The Bean Trees, Kingsolver (900 Lexile); Fahrenheit 451, Bradbury (890
Lexile); House on Mango Street, Cisneros (870 Lexile); Lord of the Flies, Golding
(770 Lexile); The Natural, Malamud (1060 Lexile); Night, Wiesel (590 Lexile); Of
Mice and Men, Steinbeck (630 Lexile); A Separate Peace, Knowles (1110 Lexile);
Shoeless Joe, Kinsella (1020 Lexile); Their Eyes Were Watching God, Hurston
(1080 Lexile)
Non-Fiction: Writing in Context (Bedford/St. Martin’s) Composition and Language
Texts: Warriner’s English Grammar and Compsition; Writing in Context
(Bedford/St. Martin’s)
Vocabulary Texts: Vocabulary Workshop Level E (Sadlier-Oxford) COMMERCIAL
FILMS/VIDEOS Glass Menagerie Lord of the Flies Of Mice and Men Shakespearean
play
(See www.lexile.com for Lexile information. Opens in a new window.)
Unit of Study
Name of unit to be developed or revised on Jan. 4 ___________________
Name/s of currently posted units to be:

Archived on the Sec. Lit Moodle and then deleted from the OCG -
Revised later -
Submitted by: (Names of Course-Alike Work Team):___________________________________
______________________________________________________________________________