SC-Common Core English II SC South Carolina Common Core .
SC-Common Core English IISC South Carolina Common Core Standards 2010Standard IDStandard TextSC.CC.RL.9-10. Reading Standards for LiteratureKey Ideas and DetailsRL.9-10.1.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well asinferences drawn from the text.Edgenuity Lesson NameNovel: From A Tree Grows in Brookly n by BettySmithShort Story: "Rules of the Game" by Amy TanShort Story: "Civil Peace" by Chinua AchebeSkills Lesson: Theories of Literary InterpretationNovel: The Absolutely True Diary of a Part-TimeIndian by S. AlexieSkills Lesson: Analyzing Challenging Texts:Jonathan SwiftMythology: Selected Myths and Their InfluenceAntigone by Sophocles: The PrologueAntigone by Sophocles: The ParadosAntigone by Sophocles: Scene 1, Ode 1Antigone by Sophocles: Scene 2, Ode 2Antigone by Sophocles: Scene 3, Ode 3Antigone by Sophocles: Scene 4, Ode 4Antigone by Sophocles: Scene 5, PaeanAntigone by Sophocles: The ExodosRL.9-10.2.Determine a theme or central idea of a text and analyze in detail its development over the course of thetext, including how it emerges and is shaped and refined by specific details; provide an objective summaryof the text.Skills Lesson: Figurative Language and ImageryPoetry: Poems by Sylvia Plath and AdelaideCrapseyShort Story: "The Colomber" by Dino BuzzatiSkills Lesson: ThemeNovel: From A Tree Grows in Brookly n by BettySmithPoetry: "Tattoo" by Gregg ShapiroShort Story: "Rules of the Game" by Amy TanShort Story: "Civil Peace" by Chinua AchebeLyrics and Poetry: The Birmingham ChurchBombingShort Story: "Two Kinds" by Amy TanPoetry: “Exile” by Julia Alvarez Edgenuity Inc.ConfidentialPage 1 of 20
SC-Common Core English IIStandard IDRL.9-10.2.RL.9-10.3.SC South Carolina Common Core Standards 2010Standard TextDetermine a theme or central idea of a text and analyze in detail its development over the course of thetext, including how it emerges and is shaped and refined by specific details; provide an objective summaryof the text.(Cont'd.)Edgenuity Lesson NameShort Story: "Marriage Is a Private Affair" byChinua AchebeMythology: Selected Myths and Their InfluenceMythology: Two Great Heroes of GreekMythology: Perseus and AtalantaAntigone by Sophocles: The PrologueAntigone by Sophocles: Scene 1, Ode 2Antigone by Sophocles: Scene 2, Ode 3Antigone by Sophocles: Scene 5, PaeanWriting: Literary Analysis Essay: ThemeThe Tragedy of Julius Caesar by WilliamShakespeare: Act 3.1The Tragedy of Julius Caesar by WilliamShakespeare: Act 5.1-5.2The Tragedy of Julius Caesar by WilliamShakespeare: Act 5.3-5.5The Tragedy of Julius Caesar by WilliamShakespeare: Act 5.3-5.8Short Story: "Subha" by Rabindranath TagoreAnalyze how complex characters (e.g., those with multiple or conflicting motivations) develop over thecourse of a text, interact with other characters, and advance the plot or develop the theme.Skills Lesson: Perspective and NarrationSkills Lesson: Conflict, Moral Dilemma, andCharacter AnalysisShort Story: "Two Kinds" by Amy TanGulliver s Travels: Lilliput (Part I, Ch. 5-8)Gulliver s Travels: Brobdingnag (Part II, Ch. 1-4)Gulliver s Travels: Brobdingnag (Part II, Ch. 5-8)Gulliver s Travels : Laputa and Balnibarbi (PartIII, Ch. 1-6)Gulliver's Travels : Luggnagg, Glubbdubdrib, andJapan (Part III, Ch. 7-11)The Tragedy of Julius Caesar by WilliamShakespeare: Act 4The Tragedy of Julius Caesar by WilliamShakespeare: Act 5.3-5.9 Edgenuity Inc.ConfidentialPage 2 of 20
SC-Common Core English IIStandard IDRL.9-10.4.SC South Carolina Common Core Standards 2010Standard TextCraft and StructureDetermine the meaning of words and phrases as they are used in the text, including figurative andconnotative 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).Edgenuity Lesson NamePoetry: "The Lake of the Dismal Swamp" byThomas MooreShort Story: "The Bet" by Anton P. ChekhovShort Story: "The Colomber" by Dino BuzzatiNovel: From A Tree Grows in Brookly n by BettySmithPoetry: "Tattoo" by Gregg ShapiroShort Story: "Rules of the Game" by Amy TanShort Story: "Civil Peace" by Chinua AchebeShort Story: "Civil Peace" by Chinua AchebeShort Story: "Two Kinds" by Amy TanNovel: The Absolutely True Diary of a Part-TimeIndian by S. AlexieShort Story: "Marriage Is a Private Affair" byChinua AchebeGulliver s Travels : The Letters and Lilliput(Letters; Part I, Ch. 1-4)Gulliver s Travels: Lilliput (Part I, Ch. 5-8)Gulliver s Travels: Brobdingnag (Part II, Ch. 1-4)Gulliver s Travels: Brobdingnag (Part II, Ch. 5-8)Gulliver s Travels : Laputa and Balnibarbi (PartIII, Ch. 1-6)Mythology: Selected Myths and Their InfluenceMythology: Two Great Heroes of GreekMythology: Perseus and AtalantaThe Tragedy of Julius Caesar by WilliamShakespeare: Act 3The Tragedy of Julius Caesar by WilliamShakespeare: Act 5The Tragedy of Julius Caesar by WilliamShakespeare: Act 3.4The Tragedy of Julius Caesar by WilliamShakespeare: Act 3.2-3.5The Tragedy of Julius Caesar by WilliamShakespeare: Act 6 Edgenuity Inc.ConfidentialPage 3 of 20
SC-Common Core English IIStandard IDRL.9-10.4.RL.9-10.5.SC South Carolina Common Core Standards 2010Standard TextDetermine the meaning of words and phrases as they are used in the text, including figurative andconnotative 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).(Cont'd.)Edgenuity Lesson NameThe Tragedy of Julius Caesar by WilliamShakespeare: Act 5.1-5.5Short Story: "Subha" by Rabindranath TagoreAnalyze how an author's choices concerning how to structure a text, order events within it (e.g., parallelplots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.Skills Lesson: StructureShort Story: "The Colomber" by Dino BuzzatiShort Story: "The Pit and the Pendulum" byEdgar Allan PoeGulliver s Travels : The Letters and Lilliput(Letters; Part I, Ch. 1-4)Gulliver s Travels : Lilliput (Part I, Ch. 5-8)Gulliver s Travels: Brobdingnag (Part II, Ch. 1-4)Gulliver s Travels: Brobdingnag (Part II, Ch. 5-8)Gulliver s Travels : Laputa and Balnibarbi (PartIII, Ch. 1-6)Gulliver's Travels : Luggnagg, Glubbdubdrib, andJapan (Part III, Ch. 7-11)Gulliver's Travels : Houyhnhnm Land (Part IV,Ch. 1-6)Gulliver's Travels : Houyhnhnm Land (Part IV,Ch. 7-12)The Tragedy of Julius Caesar by WilliamShakespeare: Act 4The Tragedy of Julius Caesar by WilliamShakespeare: Act 3.5The Tragedy of Julius Caesar by WilliamShakespeare: Act 3.2-3.6The Tragedy of Julius Caesar by WilliamShakespeare: Act 7The Tragedy of Julius Caesar by WilliamShakespeare: Act 5.1-5.6 Edgenuity Inc.ConfidentialPage 4 of 20
SC-Common Core English IIStandard IDRL.9-10.6.SC South Carolina Common Core Standards 2010Standard TextAnalyze a particular point of view or cultural experience reflected in a work of literature from outside theUnited States, drawing on a wide reading of world literature.Edgenuity Lesson NameGulliver s Travels: Brobdingnag (Part II, Ch. 1-4)Gulliver s Travels: Brobdingnag (Part II, Ch. 5-8)Gulliver's Travels : Luggnagg, Glubbdubdrib, andJapan (Part III, Ch. 7-11)Skills Lesson: Greek Literature and ArchetypesMythology: Selected Myths and Their InfluenceMythology: Two Great Heroes of GreekMythology: Perseus and AtalantaSkills Lesson: Greek TragedyAntigone by Sophocles: The PrologueAntigone by Sophocles: The ParadosAntigone by Sophocles: Scene 1, Ode 4Antigone by Sophocles: Scene 2, Ode 5Antigone by Sophocles: Scene 3, Ode 5Antigone by Sophocles: Scene 4, Ode 7Antigone by Sophocles: Scene 5, PaeanAntigone by Sophocles: The ExodosSkills Lesson: Genres and Archetypal SymbolsShort Story: "Subha" by Rabindranath TagoreNonfiction: From A Room of One s Own byVirginia WoolfRL.9-10.7.Integration of Knowledge and IdeasAnalyze the representation of a subject or a key scene in two different artistic mediums, including what isemphasized or absent in each treatment (e.g., Auden's ''Musee des Beaux Arts'' and Breughel's Landscapewith the Fall of Icarus).Lyrics and Poetry: The Birmingham ChurchBombingMythology: Selected Myths and Their InfluenceMythology: Two Great Heroes of GreekMythology: Perseus and AtalantaPoetry: The Blazon, the English Sonnet, andContemporary Song LyricsRL.9-10.8. Edgenuity Inc.(Not applicable to literature)ConfidentialPage 5 of 20
SC-Common Core English IIStandard IDRL.9-10.9.SC South Carolina Common Core Standards 2010Standard TextAnalyze how an author draws on and transforms source material in a specific work (e.g., how Shakespearetreats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).Edgenuity Lesson NameGulliver's Travels : Luggnagg, Glubbdubdrib, andJapan (Part III, Ch. 7-11)Antigone by Sophocles: Scene 4, Ode 6Skills Lesson: Ancient Rome and i The Tragedyof Julius Caesar /i Skills Lesson: Tragedy, Drama, and ShakespeareThe Tragedy of Julius Caesar by WilliamShakespeare: Act 1The Tragedy of Julius Caesar by WilliamShakespeare: Act 2The Tragedy of Julius Caesar by WilliamShakespeare: Act 3.2The Tragedy of Julius Caesar by WilliamShakespeare: Act 3.2-3.3The Tragedy of Julius Caesar by WilliamShakespeare: Act 4The Tragedy of Julius Caesar by WilliamShakespeare: Act 5.1-5.3The Tragedy of Julius Caesar by WilliamShakespeare: Act 5.3-5.6RL.9-10.10.Range of Reading and Level of Text ComplexityBy the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the highend of the grades 9-10 text complexity band independently and proficiently.Poetry: "The Lake of the Dismal Swamp" byThomas MoorePoetry: Poems by Sylvia Plath and AdelaideCrapseyShort Story: "The Bet" by Anton P. ChekhovShort Story: "The Pit and the Pendulum" byEdgar Allan PoeNovel: From A Tree Grows in Brookly n by BettySmithPoetry: "Tattoo" by Gregg ShapiroShort Story: "Rules of the Game" by Amy TanLyrics and Poetry: The Birmingham ChurchBombingShort Story: "Two Kinds" by Amy TanPoetry: “Exile” by Julia AlvarezSkills Lesson: Theories of Literary Interpretation Edgenuity Inc.ConfidentialPage 6 of 20
SC-Common Core English IIStandard IDRL.9-10.10. Edgenuity Inc.SC South Carolina Common Core Standards 2010Standard TextBy the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the highend of the grades 9-10 text complexity band independently and proficiently.(Cont'd.)ConfidentialEdgenuity Lesson NameNovel: The Absolutely True Diary of a Part-TimeIndian by S. AlexiePoetry: Poems by Gwendolyn Brooks and EmilyDickinsonShort Story: "Marriage Is a Private Affair" byChinua AchebeSkills Lesson: Analyzing Challenging Texts:Jonathan SwiftGulliver s Travels : The Letters and Lilliput(Letters; Part I, Ch. 1-4)Gulliver s Travels: Lilliput (Part I, Ch. 5-8)Gulliver s Travels: Brobdingnag (Part II, Ch. 1-4)Gulliver s Travels: Brobdingnag (Part II, Ch. 5-8)Gulliver s Travels : Laputa and Balnibarbi (PartIII, Ch. 1-6)Gulliver's Travels : Luggnagg, Glubbdubdrib, andJapan (Part III, Ch. 7-11)Gulliver's Travels : Luggnagg, Glubbdubdrib, andJapan (Part III, Ch. 7-11)Gulliver's Travels : Houyhnhnm Land (Part IV,Ch. 7-12)Mythology: Selected Myths and Their InfluenceMythology: Two Great Heroes of GreekMythology:and gone by Sophocles: The ParadosAntigone by Sophocles: Scene 1, Ode 3Antigone by Sophocles: Scene 2, Ode 4Antigone by Sophocles: Scene 3, Ode 4Antigone by Sophocles: Scene 4, Ode 5Antigone by Sophocles: Scene 5, PaeanAntigone by Sophocles: The ExodosThe Tragedy of Julius Caesar by WilliamShakespeare: Act 2The Tragedy of Julius Caesar by WilliamShakespeare: Act 5The Tragedy of Julius Caesar by WilliamShakespeare: Act 3Page 7 of 20
SC-Common Core English IIStandard IDRL.9-10.10.SC South Carolina Common Core Standards 2010Standard TextBy the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the highend of the grades 9-10 text complexity band independently and proficiently.(Cont'd.)Edgenuity Lesson NameThe Tragedy of Julius Caesar by WilliamShakespeare: Act 3.3The Tragedy of Julius Caesar by WilliamShakespeare: Act 3.2-3.4The Tragedy of Julius Caesar by WilliamShakespeare: Act 5The Tragedy of Julius Caesar by WilliamShakespeare: Act 5.1-5.4The Tragedy of Julius Caesar by WilliamShakespeare: Act 5.3-5.7SC.CC.RI.9-10. Reading Standards for Informational TextKey Ideas and DetailsRI.9-10.1.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well asinferences drawn from the text.Memoir: A Long Way Gone: Memoirs of a BoySoldier by Ishmael BeahNonfiction: From A Room of One s Own byVirginia WoolfRI.9-10.2.Determine a central idea of a text and analyze its development over the course of the text, including how itemerges and is shaped and refined by specific details; provide an objective summary of the text.Memoir: From Night by Elie WieselNonfiction: Two Authors Perspectives of theWriter s CraftWartime Diaries: Anne Frank and Zlata FilipovićInformational: Japanese Internment in AmericaNonfiction: "Diary 24" and "Diary 33" from TheFreedom Writers DiaryMemoir: A Long Way Gone: Memoirs of a BoySoldier by Ishmael BeahNonfiction: "At the Hearth" by Laura Esquivel Edgenuity Inc.ConfidentialPage 8 of 20
SC-Common Core English IIStandard IDRI.9-10.3.SC South Carolina Common Core Standards 2010Standard TextAnalyze how the author unfolds an analysis or series of ideas or events, including the order in which thepoints are made, how they are introduced and developed, and the connections that are drawn betweenthem.Edgenuity Lesson NameNonfiction: Two Authors Perspectives of theWriter s CraftWartime Diaries: Anne Frank and Zlata FilipovićNonfiction: "Diary 24" and "Diary 33" from TheFreedom Writers DiaryMemoir: A Long Way Gone: Memoirs of a BoySoldier by Ishmael BeahNonfiction: From A Room of One s Own byVirginia WoolfNonfiction: "At the Hearth" by Laura EsquivelRI.9-10.4.Craft and StructureDetermine 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).Nonfiction: Two Authors Perspectives of theWriter s CraftNonfiction: Two Authors Perspectives of theWriter s CraftMemoir: A Long Way Gone: Memoirs of a BoySoldier by Ishmael BeahNonfiction: From A Room of One s Own byVirginia WoolfNonfiction: "At the Hearth" by Laura EsquivelRI.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).Nonfiction: Two Authors Perspectives of theWriter s CraftMemoir: A Long Way Gone: Memoirs of a BoySoldier by Ishmael BeahNonfiction: From A Room of One s Own byVirginia WoolfNonfiction: "At the Hearth" by Laura Esquivel Edgenuity Inc.ConfidentialPage 9 of 20
SC-Common Core English IIStandard IDRI.9-10.6.SC South Carolina Common Core Standards 2010Standard TextDetermine an author's point of view or purpose in a text and analyze how an author uses rhetoric toadvance that point of view or purpose.Edgenuity Lesson NameNonfiction: Two Authors Perspectives of theWriter s CraftWartime Diaries: Anne Frank and Zlata FilipovićNonfiction: "Diary 24" and "Diary 33" from TheFreedom Writers DiaryMemoir: A Long Way Gone: Memoirs of a BoySoldier by Ishmael BeahNonfiction: From A Room of One s Own byVirginia WoolfNonfiction: "At the Hearth" by Laura EsquivelRI.9-10.7.Integration of Knowledge and IdeasAnalyze various accounts of a subject told in different mediums (e.g., a person's life story in both print andmultimedia), determining which details are emphasized in each account.Media Literacy: Deconstructing Media MessagesRI.9-10.8.Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is validand the evidence is relevant and sufficient; identify false statements and fallacious reasoning.Skills Lesson: The Elements of ArgumentSkills Lesson: Types of Evidence and LogicalFallaciesMedia Literacy: Analyze Speeches Given inHistorical ContextNonfiction: From A Room of One s Own byVirginia WoolfNonfiction: "At the Hearth" by Laura EsquivelMedia Literacy: Analyze Speeches Given inHistorical ContextRI.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''), includinghow they address related themes and concepts.Media Literacy: Analyze Speeches Given inHistorical Context Edgenuity Inc.ConfidentialPage 10 of 20
SC-Common Core English IIStandard IDRI.9-10.10.SC South Carolina Common Core Standards 2010Standard TextRange of Reading and Level of Text ComplexityBy the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 textcomplexity band independently and proficiently.Edgenuity Lesson NameMemoir: From Night by Elie WieselNonfiction: Two Authors Perspectives of theWriter s Craft21st-Century Skills: Business LetterWartime Diaries: Anne Frank and Zlata Filipović21st-Century Skills: Career and CollegeApplicationsNonfiction: "Diary 24" and "Diary 33" from TheFreedom Writers DiaryMemoir: A Long Way Gone: Memoirs of a BoySoldier by Ishmael Beah21st-Century Skills: Résumés and Cover Letters21st-Century Skills: Interview SkillsNonfiction: From A Room of One s Own byVirginia WoolfNonfiction: "At the Hearth" by Laura EsquivelMedia Literacy: Decoding Legal andGovernmental Forms21st-Century Skills: Exploring Procedural TextsSC.CC.W.9-10. Writing StandardsText Types and PurposesW.9-10.1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning andrelevant and sufficient evidence.W.9-10.1(a)Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create anorganization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.Writing: Persuasive Essay: Our Changing SocietyWriting: Definition Essay: What Is an American?W.9-10.1(b)Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths andlimitations of both in a manner that anticipates the audience's knowledge level and concerns.Writing: Persuasive Essay: Our Changing SocietyWriting: Definition Essay: What Is an American?W.9-10.1(c)Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify therelationships between claim(s) and reasons, between reasons and evidence, and between claim(s) andcounterclaims.Writing: Persuasive Essay: Our Changing SocietyWriting: Definition Essay: What Is an American? Edgenuity Inc.ConfidentialPage 11 of 20
SC-Common Core English IIStandard IDW.9-10.1(d)SC South Carolina Common Core Standards 2010Standard TextEstablish and maintain a formal style and objective tone while attending to the norms and conventions ofthe discipline in which they are writing.Edgenuity Lesson NameWriting: Persuasive Essay: Our Changing SocietyWriting: Definition Essay: What Is an American?W.9-10.1(e)Provide a concluding statement or section that follows from and supports the argument presented.Writing: Persuasive Essay: Our Changing SocietyWriting: Definition Essay: What Is an American?W.9-10.2.W.9-10.2(a)Write informative/explanatory texts to examine and convey complex ideas, concepts, and informationclearly and accurately through the effective selection, organization, and analysis of content.Introduce a topic; organize complex ideas, concepts, and information to make important connections anddistinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when usefulto aiding comprehension.Writing: Descriptive Essay: Favorite VillainWriting: Research Paper: An American PresidentWriting: Literary Analysis Essay: ThemeWriting: Compare-and-Contrast Essay: i TheTragedy of Julius Caesar /i Writing: Expository Essay: Healthy RelationshipsW.9-10.2(b)Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,quotations, or other information and examples appropriate to the audience's knowledge of the topic.Writing: Descriptive Essay: Favorite VillainWriting: Research Paper: An American PresidentWriting: Literary Analysis Essay: ThemeWriting: Compare-and-Contrast Essay: i TheTragedy of Julius Caesar /i Writing: Expository Essay: Healthy RelationshipsW.9-10.2(c)Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify therelationships among complex ideas and concepts.Writing: Descriptive Essay: Favorite VillainWriting: Research Paper: An American PresidentWriting: Literary Analysis Essay: ThemeWriting: Compare-and-Contrast Essay: i TheTragedy of Julius Caesar /i Writing: Expository Essay: Healthy Relationships Edgenuity Inc.ConfidentialPage 12 of 20
SC-Common Core English IIStandard IDW.9-10.2(d)SC South Carolina Common Core Standards 2010Standard TextUse precise language and domain-specific vocabulary to manage the complexity of the topic.Edgenuity Lesson NameWriting: Descriptive Essay: Favorite VillainWriting: Research Paper: An American PresidentWriting: Literary Analysis Essay: ThemeWriting: Compare-and-Contrast Essay: i TheTragedy of Julius Caesar /i Writing: Expository Essay: Healthy RelationshipsW.9-10.2(e)Establish and maintain a formal style and objective tone while attending to the norms and conventions ofthe discipline in which they are writing.Writing: Descriptive Essay: Favorite VillainWriting: Research Paper: An American PresidentWriting: Literary Analysis Essay: ThemeWriting: Compare-and-Contrast Essay: i TheTragedy of Julius Caesar /i Writing: Expository Essay: Healthy RelationshipsW.9-10.2(f)Provide a concluding statement or section that follows from and supports the information or explanationpresented (e.g., articulating implications or the significance of the topic).Writing: Descriptive Essay: Favorite VillainWriting: Research Paper: An American PresidentWriting: Literary Analysis Essay: ThemeWriting: Compare-and-Contrast Essay: i TheTragedy of Julius Caesar /i Writing: Expository Essay: Healthy RelationshipsW.9-10.3.W.9-10.3(a)Write narratives to develop real or imagined experiences or events using effective technique, well-chosendetails, and well-structured event sequences.Engage and orient the reader by setting out a problem, situation, or observation, establishing one ormultiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression ofexperiences or events.Gulliver's Travels: Brobdingnag (Part II, Ch. 1-4)Gulliver's Travels: Houyhnhnm Land (Part IV, Ch.1-6)Gulliver's Travels: Houyhnhnm Land (Part IV, Ch.7-12)Writing: Personal Narrative: Real Courage Edgenuity Inc.ConfidentialPage 13 of 20
SC-Common Core English IIStandard IDW.9-10.3(b)SC South Carolina Common Core Standards 2010Standard TextUse narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, todevelop experiences, events, and/or characters.Edgenuity Lesson NameGulliver's Travels: Brobdingnag (Part II, Ch. 1-4)Gulliver's Travels: Houyhnhnm Land (Part IV, Ch.1-6)Gulliver's Travels: Houyhnhnm Land (Part IV, Ch.7-12)Writing: Personal Narrative: Real CourageW.9-10.3(c)Use a variety of techniques to sequence events so that they build on one another to create a coherentwhole.W.9-10.3(d)Use precise words and phrases, telling details, and sensory language to convey a vivid picture of theexperiences, events, setting, and/or characters.Writing: Personal Narrative: Real CourageGulliver's Travels: Brobdingnag (Part II, Ch. 1-4)Gulliver's Travels: Houyhnhnm Land (Part IV, Ch.1-6)Gulliver's Travels: Houyhnhnm Land (Part IV, Ch.7-12)Writing: Personal Narrative: Real CourageW.9-10.3(e)Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over thecourse of the narrative.Gulliver's Travels: Houyhnhnm Land (Part IV, Ch.1-6)Gulliver's Travels: Houyhnhnm Land (Part IV, Ch.7-12)Writing: Personal Narrative: Real CourageW.9-10.4.Production and Distribution of WritingProduce clear and coherent writing in which the development, organization, and style are appropriate totask, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3Writing: Descriptive Essay: Favorite VillainWriting: Persuasive Essay: Our Changing SocietyWriting: Definition Essay: What Is an American?Writing: Personal Narrative: Real CourageSkills Lesson: Creating and Using ThesisStatementsWriting: Research Paper: An American PresidentWriting: Literary Analysis Essay: ThemeWriting: Compare-and-Contrast Essay: TheTragedy of Julius CaesarWriting: Expository Essay: Healthy Relationships Edgenuity Inc.ConfidentialPage 14 of 20
SC-Common Core English IIStandard IDW.9-10.5.SC South Carolina Common Core Standards 2010Standard TextDevelop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a newapproach, focusing on addressing what is most significant for a specific purpose and audience.Edgenuity Lesson NameWriting: Descriptive Essay: Favorite VillainWriting: Persuasive Essay: Our Changing SocietyWriting: Definition Essay: What Is an American?Writing: Personal Narrative: Real CourageSkills Lesson: Creating and Using ThesisStatementsWriting: Research Paper: An American PresidentWriting: Literary Analysis Essay: ThemeWriting: Compare-and-Contrast Essay: TheTragedy of Julius CaesarWriting: Expository Essay: Healthy RelationshipsW.9-10.6.Use technology, including the Internet, to produce, publish, and update individual or shared writingproducts, taking advantage of technology's capacity to link to other information and to display informationflexibly and dynamically.Writing: Descriptive Essay: Favorite VillainWriting: Persuasive Essay: Our Changing SocietyWriting: Definition Essay: What Is an American?Writing: Personal Narrative: Real CourageSkills Lesson: Creating and Using ThesisStatementsWriting: Research Paper: An American PresidentWriting: Literary Analysis Essay: ThemeWriting: Compare-and-Contrast Essay: TheTragedy of Julius CaesarWriting: Expository Essay: Healthy RelationshipsW.9-10.7.Research to Build and Present KnowledgeConduct short as well as more sustained research projects to answer a question (including a self-generatedquestion) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sourceson the subject, demonstrating understanding of the subject under investigation.Writing: Research Paper: An American PresidentSkills Lesson: Planning for ResearchSkills Lesson: Creating and Using ThesisStatementsSkills Lesson: Creating and Using OutlinesSkills Lesson: Gathering and Evaluating SourcesSkills Lesson: Gathering Information21st-Century Skills: Using Technology toResearch Edgenuity Inc.ConfidentialPage 15 of 20
SC-Common Core English IIStandard IDW.9-10.8.SC South Carolina Common Core Standards 2010Standard TextGather relevant information from multiple authoritative print and digital sources, using advanced searcheseffectively; assess the usefulness of each source in answering the research question; integrate informationinto the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard formatfor citation.Edgenuity Lesson NameSkills Lesson: Planning for ResearchSkills Lesson: Creating and Using ThesisStatementsSkills Lesson: Creating and Using OutlinesSkills Lesson: Gathering and Evaluating SourcesSkills Lesson: Gathering Information21st-Century Skills: Using Technology toResearchW.9-10.9.W.9-10.9(a)Draw evidence from literary or informational texts to support analysis, reflection, and research.Apply grades 9-10 reading standards to literature (e.g., ''Analyze how an author draws on and transformssource material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible orhow a later author draws on a play by Shakespeare]'').Writing: Literary Analysis Essay: ThemeW.9-10.9(b)Apply grades 9-10 reading standards to literary nonfiction (e.g., ''Delineate and evaluate the argument andspecific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient;identify false statements and fallacious reasoning'').Wartime Diaries: Anne Frank and Zlata FilipovićNonfiction: "Diary 24" and "Diary 33" from TheFreedom Writers DiaryMedia Literacy: Analyze Speeches Given inHistorical ContextW.9-10.10.Range of WritingWrite routinely over extended time frames (time for research, reflection, and revision) and shorter timeframes (a single sitting or a day or two) for a range of tasks, purposes, and audiences.Writing: Descriptive Essay: Favorite VillainWriting: Persuasive Essay: Our Changing SocietyWriting: Definition Essay: What Is an American?Writing: Personal Narrative: Real CourageWriting: Research Paper: An American PresidentWriting: Literary Analysis Essay: ThemeWriting: Compare-and-Contrast Essay: i TheTragedy of Julius Caesar /i Writing: Expository Essay: Healthy Relationships Edgenuity Inc.ConfidentialPage 16 of 20
SC-Common Core English IISC South Carolina Common Core Standards 2010Standard IDStandard TextSC.CC.SL.9-10. Speaking and Listening StandardsComprehension and CollaborationSL.9-10.1.Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, andteacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas andexpressing their own clearly and persuasively.SL.9-10.1(a)Come to disc
Antigone by Sophocles: Scene 3, Ode 3 Antigone by Sophocles: Scene 4, Ode 4 Antigone by Sophocles: Scene 5, Paean Antigone by Sophocles: The Exodos RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the
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The Bottom Line New York has completed the fourth year of a 12-year Common Core phase-in. The Class of 2022: Had just completed kindergarten when the Common Core was adopted by the Board in summer 2010; Was enrolled in third grade when student progress on the Common Core was first measured in spring 2013; Will generally take the Common Core Algebra I Regents Exam in
ENGLISH LANGUAGE ARTS (Common Core) Tuesday, January 26, 2016 — 1:15 to 4:15 p.m., only REGENTS IN ELA (Common Core) REGENTS IN ELA (Common Core) The possession or use of any communications device is strictly prohibited when taking this examination. If you have or use any communications device,
