Mount Tabor High School

High School English II

Standard

Honors

Seminar

Vocabulary and Grammar Warm-Ups

(Capitalization, Punctuation, Apostrophes, Pronoun Usage)

Skills-Based Instruction Will Be Integrated in the Units. The Skills Addressed:

Reading Comprehension

Distinguishing Main Idea and Supporting Details

Using Context Clues

Identifying Purpose and Tone

Identifying Irony

Identifying Characterization

Paraphrasing

MLA Citation

Research Skills

Annotated Bibliographies

Writing an Analysis

Basic Rhetoric

1 play minimum

Archetypes Unit

(Review the Hero Cycle with a Selection of World Epics)

5 Short Stories Minimum

Poetry

(Supplementing Units)

American Documents

(Selected Presidents’ Speeches)

Vocabulary and Grammar Warm-Ups

(Capitalization, Punctuation, Run-Ons, Verb Tense, Sentence Structure, Word Choice Errors)

2 Novels Minimum

(Heart of a Samurai + Holocaust novel)

2 Plays Minimum

Excerpt from Shakespearean Play + 1 Play

Archetypes Unit

(Character, Situational, Symbolic)

Holocaust Unit

(Background, Novel, Film, Informational Text)

Poetry

American Document

AWED

Research Paper

(2-4 Pages; MLA; 4 Sources Minimum)

Creative Writing

(Poetry, Short Story, Folktale, Newsletter, Newspaper, etc.)

Visual Project

(Model, Painting, Drawing, Performance- Related to Topic)

Presentation

(4-6 Minutes, Synthesizing All Parts of AWED)

Showcase

(Presentation to Community in the Evening, Teaching About Topic)

Seminar/Collaborative Discussion

(1 Small Group or Whole Class Prepared Discussion About Text)

Review Plagiarism

(Beginning of Course )

Narrative Writing

(Story Journals in Warm-Ups)

Argumentative Writing

(Define Claim, Warrant, Impact)

Vocabulary and Grammar Warm-Ups

(Capitalization, Punctuation, Run-Ons, Verb Tense, Sentence Structure, Word Choice Errors)

3 Novels Minimum

(A Long Way Gone, Holocaust novel, Les Miserables)

2 Plays Minimum

Excerpt from Shakespearean Play + 1 Play

Archetypes Unit

(Character, Situational, Symbolic)

Holocaust Unit

(Background, Novel, Film, Informational Text)

Poetry

American Document

AWED

Research Paper

(4-6 Pages; MLA; 4 Sources Minimum)

Creative Writing

(Poetry, Short Story, Folktale, Newsletter, Newspaper, etc.)

Visual Project

(Model, Painting, Drawing, Performance- Related to Topic)

Presentation

(5-7 Minutes, Synthesizing All Parts of AWED)

Showcase

(Presentation to Community in the Evening, Teaching About Topic)

Seminar/Collaborative Discussion

(2 Small Group or Whole Class Prepared Discussions About Text)

Review Plagiarism

(Beginning of Course )

Narrative Writing

(Story Journals in Warm-Ups)

Argumentative Writing

(Define Claim, Warrant, Impact)

Vocabulary and Grammar Warm-Ups

(Capitalization, Punctuation, Run-Ons, Verb Tense, Sentence Structure, Word Choice Errors)

3 Novels Minimum

(The Count of Monte Cristo, Holocaust novel, Les Miserables)

4 Plays Minimum

Excerpt from Shakespearean Play + 3 Plays

Archetypes Unit

(Character, Situational, Symbolic)

Holocaust Unit

(Background, Novel, Film, Informational Text)

Poetry

American Document

AWED

Research Paper

(8 Pages; MLA; 4 Sources Minimum)

Creative Writing

(Poetry, Short Story, Folktale, Newsletter, Newspaper, etc.) 

Visual Project

(Model, Painting, Drawing, Performance- Related to Topic)

Presentation

(6-8 Minutes, Synthesizing All Parts of AWED)

Showcase

(Presentation to Community in the Evening, Teaching About Topic)

Seminar/Collaborative Discussion

(3 Small Group or Whole Class Prepared Discussions About Text)

Review Plagiarism

(Beginning of Course )

Narrative Writing

(Story Journals in Warm-Ups)

Argumentative Writing

(Define Claim, Warrant, Impact)

LITERARY CONCEPTS TO REVIEW AND COVER FOR ENGLISH II:

Characterization (direct and indirect, static, flat, round, dynamic)

Types of Irony (verbal, situational, and dramatic)

Figurative Language (simile, metaphor, personification, hyperbole, etc.)

Poetic Devices (rhyme scheme, stanza, meter, blank verse, etc.)

Sound Devices (alliteration, consonance, assonance, onomatopoeia, etc.)

Dramatic Terms (dialogue, dramatic monologues, soliloquy, etc.)

Other Important Terms to Know (theme, tone, mood, conflict, flashback, foreshadowing, imagery, etc.)

Terms/Concepts to Teach for the EOCT: (diction, how an author refines an idea, inference, objective summary, author’s purpose, connotation, denotation, allusion, euphemism, suspense, vocabulary in context, sequence of events)

METHODS OF ASSESSMENT

·         Annotations

·         Formative Assessments

·         Peer Evaluation and Editing

·         Graduated Due Dates to Assess Student Progress on Reading and Projects

·         Rubrics for Major Projects

·         Seminar Discussion (at least one per course)

·         Multiple-Choice Tests

·         Written Assessments (short answer, constructed response, essay)

·         County Benchmarks (2—one in each quarter)

·         Practice Tests

RL 1.^b Cite textual evidence, Inference

W 3. Narrative writing

RL 2.^b Theme/Central idea, Summary

W 4. Clear & coherent writing

RL 3.^b Characterization, Literary elements

W 5. Writing as process

RL 4. Word choice, Figurative language

W 6. Technology & writing

RL 5. Text structure

W 7. Conduct research

RL 6. Author’s point of view

W 8. Gather information

RL 7. Multiple formats

W 9. Draw evidence into writing

RL 9. Analyze source material

SL 1. Class discussion

RI 1.^b Cite textual evidence, Inference

SL 2. Integrate sources of information

RI 2.^b Central idea, Summary

SL 3. Evaluate a speaker

RI 3.^b Sequencing, Making connections

SL 4. Present evidence clearly

RI 4. Word choice, Figurative language

SL 5. Use digital media

RI 5. Text structure

RI 6. Author’s point of view, Author’s purpose

RI 7. Multiple mediums

RI 8. Argument & claims

RI 9. American documents

W 1. Argument writing

W 2. Informative writing