English II English II/Grade10
Unit 1: Overview and Review Student Intro. Project & Grammar Review
Time Frame: 3 Weeks
Essential Questions / Targeted Core Content & Program of Studies / Essential Vocabulary / Bank of SuggestedActivities & Assessments
Reading / Writing / Speak, Listen, & Observe
1. How can I become a better writer through the use of standard grammar and usage?
2. What can I do to learn about myself and others in this class?
3. What literacy skills do I need to become a better student (in this class and others)? / Forming a Foundation
EL-10-FF-U-1
Students will understand that fluency involves reading orally and silently with speed, accuracy, proper phrasing and expression while attending to text features.
EL-10-FF-U-2
Students will understand that developing breadth of vocabulary dramatically improves reading comprehension and involves applying knowledge of word meanings and word relationships. The larger the reader’s vocabulary, the easier it is to make sense of text.
EL-10-FF-U-3
Students will understand that many words have multiple meanings. Knowledge of syntax/language structure, semantics/meaning, context cues, and the use of resources can help in identifying the intended meaning of words and phrases as they are used in text.EL-10-FF-S-5
Students will use print and electronic resources (general and specialized dictionaries, thesauruses and glossaries) to determine the definition, pronunciation, etymology, spelling, usage of words, multiple meanings of words, or content-specific meanings of words
EL-10-DIU-U-3
Students will understand that the use of comprehension strategies enhances understanding of text.EL-10-DIU-U-4
Students will understand different types of texts place different demands on the reader. Understanding text features and structures, and characteristics associated with different genres (including print and non-print) facilitate the reader’s ability to make meaning of the text.EL-10-DIU-S-1
Students will use comprehension strategies (e.g., using prior knowledge, generating clarifying, literal and inferential questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts
EL-10-DIU-S-3
Students will explain the meaning of concrete or abstract terms, based on the context (e.g., “loaded” words, connotation, denotationRD-10-2.0.5
Students will interpret concrete or abstract terms using context from the passage. DOK 2
EL-10-DIU-S-4
Students will paraphrase and summarize information from texts of various lengths; distinguish between a summary and a critiqueRD-10-2.0.1
Students will paraphrase information in a passage.
DOK 2
EL-10-DIU-S-7
Students will demonstrate understanding of informational passages/texts:
A. locate key ideas, information, facts or details
B. use information from text to state and support central/main idea
C. use information from texts to accomplish a specific task or answer questions
RD-10-2.0.2
Students will identify essential information from a passage needed to accomplish a task. DOK 1RD-10-2.0.3
Students will apply the information contained in a passage to accomplish a task/procedure or to answer questions about a passage. DOK 2
D. use text features and visual information (e.g., maps, graphs, timelines, diagrams
EL-10-IT-U-1
Students will understand that interpretations of text involve linking information across parts of a text and determining importance of the information presented.
EL-10-IT-U-2
Students will understand that references from texts provide evidence to support conclusions, the information presented, or the author’s perspective.EL-10-IT-S-3
Students will use text references to explain author’s purpose, author’s message or theme, or supporting evidenceRD-10-3.0.2
Students will identify or explain an author’s purpose in a passage. DOK 2
EL-10-RRT-U-1Students will understand that making connections involves thinking beyond the text and applying the text to a variety of situations. Connections may be expressed as comparisons, analogies, inferences, or the synthesis of ideas.
EL-10-RRT-U-2
Students will understand that references from texts provide evidence of applying ideas and making text-to-self, text-to-text, and text-to-world connections.EL-10-RRT-U-3
Students will understand that reading a wide range of literature by different authors, and from many time periods, cultures, and genres, builds an understanding of the extent of human experience.EL-10-RRT-S-5
Students will demonstrate participation in a literate community by sharing and responding to ideas and connections with others through writing and in-depth discussions about texts
EL-10-DCS-U-1
Students will understand that reading is a process that includes applying a variety of strategies to comprehend, interpret, and evaluate texts; showing evidence of responsible and warranted interpretations of text; and examining texts critically.
EL-10-DCS-U-5
Students will understand that judging the credibility of sources, evaluating arguments, and understanding and conveying information are essential skills needed for postsecondary education, the workplace, and in exercising the rights of citizenship.EL-10-DCS-S-3
Students will evaluate what is read, based on the author’s purpose, message, word choice, sentence variety, content, tone, style or use of literary elementsRD-10-5.0.4
Students will critique the author’s word choice, style, tone or content. DOK 3
RD-10-5.0.2
Students will analyze or evaluate the effectiveness of literary elements (e.g., theme, characterization, setting, point of view, conflict and resolution, plot, structure) within a passage.
DOK 3
EL-10-DCS-S-7
Students will make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events, genres)RD-10-5.0.1
Students will compare and contrast the characteristics of a variety of literary genres. DOK 3
RD-10-5.0.5
Students will compare or contrast elements, views, ideas or events presented in one or more passages DOK 4
RD-10-5.0.6
Students will analyze the ways in which similar themes or ideas are developed in more than one text. DOK 4
EL-10-DCS-S-8
Students will evaluate the accuracy of information presented in textsEL-10-DCS-S-9
Students will evaluate arguments, interpret and analyze information from multiple sources; for example, synthesize arguments or claims to discover the relationship between the parts, understand induction and deduction, determine unstated assumptions / For KY Core Content, please refer to the English Writing Check sheet.Writing Content
EL-10-WC-U-1
Students will understand that there are many reasons for all high school students to write including writing-to-learn, writing-to-demonstrate learning and writing for authentic purposes and audiences.
EL-10-WC-U-2
Students will understand that different forms of writing are appropriate for different purposes and audiences across the content areas and have different features (e.g., journals, on-demand responses, editorials, literary critiques).
EL-10-WC-S-1
Students will write to learn by applying strategies effectively (e.g., personal journals, writer’s notebooks)
EL-10-WC-S-2
Students will write to demonstrate learning and understanding of content knowledge (e.g., reading responses, open responses, reflective letters, research reports)
Writing Structure
EL-10-WS-U-1
Students will understand that sentences must be complete and clear. Sometimes, unconventional sentence structure is appropriate for an intended effect upon the reader.
EL-10-WS-U-2
Students will understand that different types of structures are appropriate for different purposes, audiences and forms of writing. Texts must be unified and coherent.
EL-10-WS-U-3
Students will understand that structural elements such as context, meaningful order of ideas, transitional elements and conclusions all help make meaning clear for the reader.
EL-10-WS-S-1
Students will use complete and correct sentences of various structures and lengths (e.g., simple, compound, complex, compound/complex, including parallel structure) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audience
EL-10-WS-S-2
Students will develop analytical structures appropriate to purpose (e.g., sequence, problem/solution, description, question/answer, cause/effect, compare/contrast, chronology, proposition/support)
EL-10-WS-S-3
Students will apply structures of a variety of academic and work-related texts (e.g., essay, narrative, poetry, memoir, article, job application, memo, proposal) for authentic and justifiable purposes
EL-10-WS-S-6
Students will use a variety of transitions and/or transitional elements (e.g., ellipses, time transitions, white space) with intent
EL-10-WS-S-7
Students will apply organizational devices (e.g., foreshadowing, flashback) to achieve intended effect on audience
EL-10-WS-S-8
Students will incorporate text features (e.g., bullets, subheadings, white space, photographs, diagrams, embedded visuals, charts, shape in poetry) to enhance clarity and meaning
Writing Conventions
EL-10-WV-U-1
Students will understand that writers need to choose their language with care, depending on the content, purpose and audience.
EL-10-WV-U-2
Students will understand that language should be concise and precise. Strong verbs and nouns, concrete details and sensory language help make meaning clear to the reader.
EL-10-WV-U-3
Students will understand that standard grammar and usage are important in making meaning clear to the reader; nonstandard and/or unconventional grammar, mechanics and usage may be used for intended effect.
EL-10-WV-S-3
Students will apply correct grammar skills (e.g., complete sentences, various sentence structures, subject/ verb agreement, pronoun antecedent agreement); mechanics (e.g., use of commas and semicolons); and usage (e.g., father/further, fewer/less, amount/number)
EL-10-WV-S-4
Students will apply non-standard or unconventional language (e.g., dialects) for intended effect appropriate to purpose
Writing Process / During times of cooperative learning, class presentations and speaking opportunities, the following will be assessed:
EL-10-SLO-U-1
Students will understand that communication, both formal and informal, is an interpretive process that integrates listening, observing, reading, writing and speaking with confidence. Different levels of discourse are appropriate for different contexts, occasions, purposes and audiences.
EL-10-SLO-U-2
Students will understand that regardless of the topic, the context or the intended audience, students need to be able to communicate ideas effectively. Effective communication involves verbal and nonverbal techniques to enhance or emphasize content. These techniques aid the listener’s ability to interpret the information.EL-10-SLO-U-3
Students will understand that language usage is related to successful communication; language patterns and vocabulary transmit culture and affect meaning.In informal speaking situations
EL-10-SLO-S-5
Students will give spoken instructions to perform specific tasksEL-10-SLO-S-6
Students will ask and respond to questions as a way to enrich class discussionsEL-10-SLO-S-7
Students will play a variety of roles in group discussions (e.g., discussion leader, facilitator, responder)When listening
EL-10-SLO-S-8
Students will give and follow spoken instructions to perform specific tasksEL-10-SLO-S-9
Students will identify the controlling idea of a speech and key ideas that support itEL-10-SLO-S-11
Students will respond to information in a variety of ways by summarizing, taking useful notes, organizing, analyzing or recording that which is meaningful and usefulEL-10-SLO-S12
Students will respond appropriately/respectfully (e.g., ask questions, respond with civility/respect)EL-10-SLO-S-13
Students will follow the organization of a presentation and recognize the speaker’s use of transitionsEL-10-SLO-S-14
Students will interpret and evaluate the effectiveness of verbal and nonverbal delivery techniques, including visual cuesEL-10-SLO-S-15
Students will build on the ideas of others and contribute appropriate information or ideasEL-8-SLO-U-4
Students will understand that observation involves interpreting and constructing meaning. By viewing in context, students infer, construct meaning, draw conclusions and form opinions about the world around them.When observing
EL-10-SLO-S-17
Students will use a variety of criteria (e.g., clarity, accuracy, effectiveness, bias, relevance of facts) to evaluate mediaEL-10-SLO-S-18
Students will evaluate the role of media in focusing attention and in forming opinionEL-10-SLO-S-20
Students will analyze the effectiveness of visual and auditory cues (e.g., cutaway, close-up or long shot, voiceover, sound effects) to enhance the message or understand context / Noun, Pronoun, Verb, Adjective, Adverb, Preposition, Conjunction, Interjections,Subject & Predicate, Subject & Verb Agreement, Complements, Pronoun Agreement, Verb Tense, Voice,
Transitions,
Types of Sentences, Sentence Structure,
Revision- RAMP
Punctuations, Spelling & Capitalizations Rules, CUPS
Conferencing / Basic Grammar Review
Classroom Rules
Possible Writings:
Reflection unspecified
topic
Proposal for upcoming
year
Possible Revision & Editing Activity:
Revise and edit
previously written Personal Narrative.
Revisions
· RAMP
Editing
· CUPS
Conferencing:
· Teacher
· Peer
Knott County School District Hindman, KY 2008-2009