english language arts english ii pacing guide - … · english language arts english ii pacing...

Maury County Public Schools English II Pacing Guide June 2015

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English Language Arts English II Pacing Guide


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Instructional Strategies (see Appendix A for graphic organizers and other resources):

Close Reading of Text

Citing Evidence and Analyzing Test

Responding to text through text-dependent questions

Writing to Sources Vocabulary and Language Development

Close reading is an instructional routine in which students critically examine a text, especially through repeated readings. The specific reason for rereading needs to be clear so the reader is focused and strategic. A close read should ultimately lead students to an understanding of the text as a whole.

Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence. Students are engaged and open-minded—but discerning— readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.

Types of Text-Dependent Questions: 1. General Understandings 2. Key Details 3. Vocabulary and Text Structure 4. Author’s Purpose 5. Inferences 6. Opinion, Arguments, and Inter-textual Connections Use this progression to structure questions that move students from explicit to implicit meaning and from sentence level to whole level of a text.

For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. Students should write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

To be college and career ready in language, students must have firm control over the conventions of standard English. At the same time, they must come to appreciate that language is as at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content.

**Please note: All pages listed for instructional materials are from the Holt McDougal Literature Books. If no page number is listed, teachers are responsible for locating that text.


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Units of Study

Title Suggested Allotted Time

Quarter

The Basics/Informative Writing

Three Weeks First or Third Quarter

The Argument Four Weeks First or Third Quarter The Narrative Four Weeks Two Weeks – First or Third Quarter

Two Weeks – Second or Fourth Quarter

The Informative/The Argumentative

Three Weeks Second or Fourth Quarter

The Literature Four Weeks Second or Fourth Quarter The Research Embedded Teacher Choice


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Grade: English II Unit of Study: The Basics/Informative Writing Approximate Instructional Weeks: 3 Overarching Question(s):

What skills do I need to develop to be able to succeed on future skills in English II? How can I write informative pieces that convey complex ideas, concepts, and information clearly

and accurately? How can I write informative pieces that reveal an analysis of what the text says explicitly while

drawing inferences drawn from the text which convey the central idea?

Unit Power Standards:

RI. 9-10.1 RL. 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.

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.

L. 9-10.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1. Use parallel structure. 2. Use various types of phrases (noun, verb, adjectival, adverbial, participial,

prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

L. 9-10.4 a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

L. 9-10.4 b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

L. 9-10.4 c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

L. 9-10.4 d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

W. 9-10.2 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. 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


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Unit Supporting Standards:

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).

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

RI. 9-10.4

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 (e.g., how the language of a court opinion differs from that of a newspaper).

L. 9-10.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Analyze nuances in the meaning of words with similar denotations.

L. 9-10.6

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. 9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Example Instructional Unit:

Instructional Texts Writing to Sources

Language and Vocabulary

Speaking and Listening

Summer reading if assigned

Introductory (fun) short story or informational text for modeling/practice close reading and citing evidence

Essay - p. 374 - “The Man in the Water”(Visuals with essay - search through Google)

Essay - p. 226 – “The Teacher Who Changed My Life”

Teach and assign Summary, Paraphrase, Critique

Go over writing mnemonic (See Appendix) Write an

informative essay

Teach the types of context clues and then require students to use context clues and identify the type when writing sentences on new vocabulary. After teaching types of phrases and clauses, students could be require to vary or identify the phrases and clauses in their vocabulary sentences.

Introduce procedure and model accountable talk, Socratic seminar, etc.


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Short Story - p. 202 - “Possibility of Evil”

Skill Instruction Assessment Cite textual evidence Analysis Stated (explicit) and implied evidence Sequencing Vocabulary

MLA citation and practice Purdue Owl, Holt McDougal Textbooks Annotate the text – highlighting, sticky notes, text coding, etc. Comparison chart for inferred vs. stated (explicit) evidence Mnemonics (See Appendix) Vocabulary Expert – Each child is given a word and becomes an expert on that specific word in order to teach that word to the rest of the class.

Formative Assessments: Teacher Observation

during in-class activities Homework Assignments Writing Conferences Exit Tickets Peer Editing Writing Portfolio Note Check Reflection Journals Class Discussions –

Formal and Informal (planned/spontaneous)

Student Feedback Student Self-Evaluation

Summative Assessments:

Informative Essay Vocabulary Test

(See Appendix for state writing rubric) Suggested Common Assessment Practice:

p. 280 p. 402


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Teachers may choose/change the selections as long as the Tennessee State Standards for English Language Arts are covered and the texts selected are grade appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf

Grade: English II Unit of Study: The Argument Approximate Instructional Weeks: 4 Overarching Question(s):

Why is it important to be able to analyze an argument? Why is it important to be able to build a strong argument? How do my research skills strengthen my arguments?


RL. 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.

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.

RL. 9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RI. 9-10.8 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.

W. 9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.


W. 9-10.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess 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.

SL. 9-10.4 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.


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RI.9-10.6 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.

RI. 9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

L. 9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

W. 9-10.5 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.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL. 9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.


Instructional Texts Writing to Sources Language and Vocabulary


Drama - The Tragedy of Julius Caesar (esp. funeral speeches) - p. 1198

Excerpt - “The Declaration of Independence”

Speech – “Eulogy for Dr. Martin Luther King” - p. 980

Movie clips of Caesar’s Death (YouTube) 1970s version/Newer version

Opening/Closing statements and witness testimony in Julius Caesar Mock Trial

Mnemonic (See Appendix)

Argument Paragraph/Essay

Writing Assessment Practice from TNCORE

Teach grammar through writing

Continue context clues for vocab

Introduce parallelism in speeches and Declaration

Julius Caesar Mock Trial

Accountable Talk


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Skill Instruction Assessment Analyzing Text Development of Claim Editing

SOAPStone – (See Appendix) Argument Flowchart showing how a claim for an argument is developed (See Appendix) Include parts of an argument: claim, warrant, counterclaim Peer editing of essays (To the left, to the left/ back and fort, etc.)


during in class activities Homework Assignments Writing Conferences Exit Tickets Writing Portfolio Peer Editing Note Check Reflections Journals Class Discussions –




Argumentative Essay (See Appendix for state writing rubric) Suggested Common Assessment Practice:

p. 1310


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Grade: English II Unit of Study: The Narrative Approximate Instructional Weeks: 4 Overarching Question(s):

How can the themes of different works be the same even when the point of views or cultural experiences of the narrators is different?

How can I write narratives that have a central theme but various points of views or cultural experiences?

How can my ability to write a narrative improve my ability to build a strong argument?



RL. 9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

RL. 9-10.10

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.

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.


L. 9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

W. 9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.


Supporting Standards:


W.9-10.5 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.



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SL. 9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.




Excerpt - p. 940 - Night Speech - p. 948 - Elie

Wiesel’s Nobel Prize Acceptance Speech

Speech - Perils of Indifference (By Elie Wiesel)

Novel - The Book Thief (or excerpts)

Essay - p. 482 - Tolerance

Poem - p. 478 – Do not weep, maiden, for war is kind

Poem - p. 480 – the sonnet-ballad

Speech - I am Malala (YouTube)

Alternate Novel - I Am Nujood

Analysis of individual text

Synthesis of multiple texts

Preparation for Writing Assessment

Mini research on a person or event referenced in texts

Narrative extension of a text



Accountable Talk

Socratic Seminar


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Skill Instruction Assessment Central Idea Summarize Annotate Poetry Analysis Supporting Details Development Vocabulary Synthesis

Close Reading support, Graphic Organizer to extend idea Graphic Organize for summary Define objective vs. subjective and have a class discussion on the differences Highlighting, sticky notes, text coding, etc. TPCASTT (see Appendix) Support answers orally or in writing Timeline to show progress Vocabulary sort, context, definition, word wall, categorization Essay (Narrative)




Student Feedback Student Self-Evaluation Individual TPCASTT

Assessment Summative Assessments:

Narrative Essay (See Appendix for state writing rubric) Suggested Common Assessment Practice:

p. 510 p. 1042


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Grade: English II Unit of Study: The Informative/The Argumentative Approximate Instructional Weeks: 3 Overarching Question(s):

Why might information be presented in multiple ways (textually or graphically)?


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.

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.

L. 9-10. 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


W. 9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.



W.9-10.2 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. 9-10.5 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. 9-10.6 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.



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Technical Texts such as studies with charts and graphs (analyzing, synthesizing, comparing and contrasting information in the text with that in the chart/graph)

Short Story – p. 540 – “Why Leaves Turn Color in the Fall”

Graphic Aid – p. 548 – “How a Leaf Works”

Procedural Document – p. 553 – “Tree Planting Guide”

Practice for Writing Assessment

Conduct mini research or a study in order to produce infographics and corresponding text



• Presentation of research and infographic


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Skill Instruction Assessment Text Analysis Interpret Graphic Aids Evaluate Graphic Aids Synthesis of Graphic Aids

SOAPStone – (See Appendix) Schematic diagram/photographs and graphic aids – direct teach Two-column chart to evaluate elements of the map Paragraph creation – p. 555 provides an informational synthesis writing prompt




Student Feedback Student Self-Evaluation Individual SOAPStone

Assessment Summative Assessments:

Informative Paragraph/Essay

Argumentative Essay (See Appendix for state writing rubric) Suggested Common Assessment Practice:

p. 622


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Teachers may choose/change the selections as long as the Tennessee State Standards for English Language Arts are covered and the texts selected are grade appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf Grade: English II Unit of Study: The Literature Approximate Instructional Weeks: 4 Overarching Question(s):

Why is it important to be able to analyze, compare and contrast, and synthesize similar information presented in different formats?



RL. 9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

RL. 9-10.10 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.

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


W. 9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.


RL. 9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musee des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

RL. 9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

RI. 9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

RI. 9-10.7 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.


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RI. 9-10.10 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.




Novel - Fahrenheit 451 Short Story – p. 36

“Harrison Bergeron” Legal Document - p. 530 -

Brown v. Board of Education of Topeka

Speech - Let’s Take Back the Internet by Rebecca MacKinnon (TEDtalk)

Alternate novels - Their Eyes Were Watching God or Things Fall Apart

Poems - (paired with Their Eyes Were Watching God)– Phenomenal Woman or Caged Bird

Short Story - p. 984 - “Marriage is a Private Affair” (paired with Things Fall Apart)

Culture poster - p. 996 (paired with Things Fall Apart)

Students’ individual research articles

Mini research on current events dealing with equality

Character and/or author’s choices analysis

Mnemonic (See Appendix)

Compare and contrast literary and nonliterary events on equality



Accountable Talk

Socratic Seminar


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Skill Instruction Assessment Analyze character motivation and conflicts Elements of a short story, novel, drama, etc. Characterization (direct and indirect)

Character charts Plot line or time line T-chart or quote chart






Comprehension/Writing Test

Project Mini Research Project

(See Appendix for state writing rubric) Suggested Common Assessment Practice:

p. 160



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Grade: English II Unit of Study: The Research Approximate Instructional Weeks: **This unit must be embedded within one of the other units within the semester. Overarching Question(s)

Why are quality research skills important in life? Why is my ability to produce an original work based on research important?



W. 9-10.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess 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.


L. 9-10.3

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. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

W. 9-10.6 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. 9-10.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


Instructional Texts

Writing to Sources Language and Vocabulary


MLA handbook

OWL Sources

• Various end products (paper, powerpoint, blog, digital media, etc)



Presentations on research

Accountable talk (about plagiarism)


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Skill Instruction Assessment Evaluating information Research skills to include: MLA, internal/parenthetical citations, bibliography or works cited, etc. Citing evidence and avoiding plagiarism Synthesizing information Editing and revision

Validity and reliability - Date, author, domain, scope, etc. Websites: noodletools.com, OWL Purdue, easybib.com, citationmachine.com, etc. **Make sure the website used is valid and up-to-date with current MLA handbook. PowerPoint (See Appendix) Peer edits (To the left, to the left)






Research Paper (See Appendix for state writing rubric)


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