State Standards Addressed for English 2 and English 2 Accelerated

The following are the Language Arts Content Standards that are addressed in the coursework for English 2. Included are examples of activities that address each standard.

Reading

1.1 Identify and use the literal and figurative meaning of words and understand word derivation.

Ÿ Vocabulary study in conjunction with literary works.

Ÿ Identify and interpret literary terms, such as similes and metaphors

1.2 Distinguish between denotative and connotative meaning of words and interpret the connotative power of words .

Ÿ Vocabulary study in conjunction with literary works.

2.3 Generate relevant questions about readings that can be researched.

Ÿ Research questions about migrant workers during the Depression (Of Mice and Men).

Ÿ Research the impact of internment on Japanese-Americans following World War II (Farewell to Manzanar).

2.4 Synthesize the content and ideas from several sources dealing with a single issue (theme) or written by a single author, paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.

Ÿ Interpret and relate the theme of outsiders of society in Of Mice and Men, The Pearl, The Bean Trees, A Separate Peace, Farewell to Manzanar, Diary of Anne Frank

2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.

Ÿ Write reports of information and essays of interpretation about the core works.

2.8 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and how the author’s intent affects the text’s structure and tone.

Ÿ Read, analyze and evaluate essays speculating about causes or effects.

3.1 Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature.

Ÿ Analyze the tragedies Antigone and Julius Caesar, including an analysis of the tragic qualities of Antigone, Creon, and Brutus.

3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic.

Ÿ Read poetry, essays, and short stories in conjunction with longer works (The Bean Trees, The Diary of Anne Frank, The Pearl, etc.)

3.3 Analyze interactions between main and subordinate characters in literary texts and how they affect the plot.

Ÿ Discuss and write about Kino in The Pearl and how his interactions with Juana, the doctor, and the pearl buyers affect his fate.

3.4 Determine character’s traits by what they say about themselves in narration, dialogue, dramatic monologue, soliloquy.

Ÿ Create a combined written and visual character representation of Kino from The Pearl or Anne from Anne Frank.

3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.

Ÿ See 2.4

3.6 Analyze and trace an author’s development of time and sequence, including the use of complex literary devices.

Ÿ Observe the use of foreshadowing in Antigone and Julius Caesar.

3.7 Recognize and understand the significance of a wide range of literary elements and techniques, including figurative language, imagery, allegory, and symbolism, and explain their appeal.

Ÿ Read and interpret poetry from Adventures in Appreciation and other sources.

3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in text.

Ÿ Discuss the ironic results of following the moral high road in Antigone and Julius Caesar.

3.9 Explain how voice, persona, and narrator affect tone, characterization, plot and credibility.

Ÿ Study the affects of point of view in literary works (The Quiet Man, A Separate Peace, The Diary of Anne Frank, Where Coyotes Howl and Winds Blow Free).

3.10 Identify and describe the function of dialogue, scene design, soliloquies, asides and character foils in dramatic literature.

Ÿ Discuss what is revealed about Julius Caesar’s Cassius in his soliloquies as opposed to his conversations with other characters.

3.11 Evaluate the aesthetic qualities of style, including the impact that diction and figurative language have on tone, mood, and theme, using the terminology of literary criticism.

Ÿ Read, study and compare various works of poetry from Adventures in Appreciation and other sources.

3.12 Analyze how a work of literature is related to the themes and issues of its historical period.

Ÿ Duh.

Writing

1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintains a consistent tone and focus throughout the piece of writing.

Ÿ Peers evaluate each other’s essays for precision, depth and clarity of thesis and development of the thesis throughout the essay.

1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice.

Ÿ Develop word “banks” for reference when composing writing assignments.

1.3 Use clear research questions and coherent research methods to elicit and present evidence from primary and secondary sources.

Ÿ Choose a topic related Farewell to Manzanar, research it on the internet, write a report of information, and include it in the electronic Language Arts Portfolios.

1.4 Develop key ideas within the body of the composition through supportive evidence.

Ÿ Create mind maps (clusters, webs, outlines) to generate evidence to support claims in essays.

1.6 Integrate quotations and citations into written text, while maintaining the flow of ideas.

Ÿ After studying examples of well-integrated quotes, students rewrite sample passages containing poorly integrated quotations.

1.7 Use appropriate conventions for documentation in text, notes, and bibliographies, adhering to style manuals.

Ÿ Complete worksheets applying knowledge of appropriate use of conventions for documentation of sources.

1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone, taking into consideration the audience, purpose, and formality of the context.

Ÿ After evaluating the writing of two other student’s essays using peer evaluation forms, students revise their own essays utilizing the two peer evaluations they received.

2.1 Write biographical, autobiographical narratives, and/or short stories that utilize narration of events, location of scenes and incidents, development of concrete sensory details, pacing of actions, and effective use description.

Ÿ Using the skills acquired in English 1, students write short stories about an event, a person, or a family tradition or myth inspired by stories from Where Coyotes Howl and Winds Blow Free.

2.2 Write responses to literature that advance a judgment, support key ideas, demonstrate awareness of stylistic devices, and identify complexities within text.

Ÿ Complete an in-class timed writing which answers a question(s) about a core work.

2.3 Write expository compositions, including analytical essays and research reports that use evidence to support a thesis, accurately and coherently convey information and ideas, discriminate in the choice of facts, employ technology to organize information, anticipate reader response, and accurately use terms.

Ÿ Throughout the year, students write reports of information and essays speculating about cause or effect.

2.4 Write persuasive compositions that logically structure ideas and arguments, sufficiently support assertions, precisely clarify and defend positions, and address reader’s concerns.

Ÿ Write essays speculating about causes or effects on self-selected topics.

Written and Oral English Language Conventions

1.1 Identify and use correct grammar and mechanics.

Ÿ Following mini-lessons on grammar and mechanics, students will apply rules to exercises and writing activities.

1.2 Demonstrate control of grammar, paragraph and sentence structure, diction, syntax, and usage.

Ÿ Write essays that are evaluated for grammar and mechanics.

1.3 Produce legible work that shows accurate spelling and correct usage of the conventions of punctuation and capitalization.

Ÿ Write essays (process and timed) that are evaluated for grammar and mechanics using the District Writing Rubric or an adapted rubric.

1.4 Reflect appropriate manuscript requirements.

Ÿ Write and revise an essay that will be included in the electronic Language Arts Portfolio.

Listening and Speaking

1.1 Formulate judgments about the ideas under discussion and support those ideas with convincing evidence.

Ÿ In pairs, small groups or with the whole class, students discuss specific ideas in the core works.

1.3 Choose logical patterns or organization to inform and to persuade an audience.

Ÿ Present a speech speculating about causes or effects.

Ÿ Before reading Brutus’ and Antony’s speeches to the Roman crowd in Act III of Julius Caesar, students write and present a short persuasive speech to convince their audience of the need for a specific modern convenience.

1.4 Choose appropriate devices for introduction and conclusion.

Ÿ Read sample introductions and conclusions that use the various methods for developing introductions and conclusions, compose intros and conclusions, and read student-written introductions and conclusions to the class.

1.5 Recognize and use elements of classical speech form, formulating rational arguments and applying the art of persuasion and debate.

Ÿ Write and present a “closing argument” prosecuting Antigone or Creon for the deaths in Antigone.

1.7 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.

Ÿ Pairs or small groups teach short stories to the class from Adventures in Appreciation or Where Coyotes Howl and Winds Blow Free, utilizing a variety of visual aids and props.

1.8 Produce concise notes for extemporaneous delivery.

Ÿ Using only note cards, students explain to the class what they learned from a comparison of three poems by a single poet or three poems on a single topic by three different poets.

1.9 Analyze interests of the audience and implications of the occasion to choose effective verbal and non-verbal strategies for presentations.

Ÿ Write and present a “closing argument” prosecuting Antigone or Creon for the deaths in Antigone, considering the audiences role as jury and possible opposing viewpoints, as well as the need for both eye contact and effective body language.

1.11 Assess how language and delivery affect the mood and tone of the oral communication and impact the audience.

Ÿ During the course of the unit on poetry, students read published and original poems to the class, and conclude the unit with a formal poetry reading.

1.14 Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them.

Ÿ Analyze the film version of Of Mice and Men, examining lighting, music, editing, setting, camera work; compare and contrast it to the novel (exclusion or inclusion of specific scenes, character development, etc.).

2.1 Deliver narrative presentations that utilize narration of events, location of scenes and incidents, development of concrete sensory details, pacing of actions.

Ÿ Present a monologue using the voice of one of the characters in Of Mice and Men.

2.2 Deliver expository presentations that use evidence to support a thesis, accurately and coherently convey information and ideas, discriminate in the choice of facts, employ technology to organize information, anticipate listener response, and accurately use terms.

Ÿ Teach a short story; present a speech speculating about causes or effects; present a compare/contrast paper about poems.

2.3 Apply appropriate interviewing techniques: ask relevant questions, make notes, use appropriate language, respond effectively to questions, demonstrate knowledge of subject, compile and report responses, and evaluate the effectiveness of the interview.

Ÿ In conjunction with reading The Bean Trees, students will interview someone who lives in an identifiable neighborhood on the topic of “community.”

2.4 Deliver oral responses to literature that advance a judgment, support key ideas, demonstrate awareness of stylistic devices, and identity complexities within text.

Ÿ In pairs, small groups, and with whole class, students discuss focus questions pertaining to core works.

2.5 Deliver persuasive arguments, including evaluation and analysis of problems/solutions and causes/effects that logically structure ideas and arguments, sufficiently support assertions, precisely clarify and defend positions, and address listener’s concerns.

Ÿ Present formal speech speculating about causes or effects.