ENGLISH II Framework Of Standards For Honors Courses HONORS
ENGLISH IIHONORSst1 4 ½ Weeks2nd 4 ½ Weeks3rd 4 ½ Weeks4th 4 ½ WeeksFramework of Standards for Honors CoursesHonors courses will substantially exceed the contentstandards, learning expectations, and performanceindicators approved by the State Board of Education.Teachers of honors courses will model instructionalapproaches that facilitate maximum interchange of ideasamong students:independent study, self-directed research and learning, andappropriate use of technology. All honors courses mustinclude multiple assessments exemplifying coursework(such as short answer, constructed-response prompts,performance-based tasks, open-ended questions, essays,original or creative interpretations, authentic products,portfolios, and analytical writing). Additionally, an honorscourse shall include a minimum of five of the followingcomponents: 1. Extended reading assignments that connect withthe specified curriculum. 2. Research-based writing assignments that addressand extend the course curriculum. 3. Projects that apply course curriculum to relevant orreal-world situations. These may include oralpresentations, PowerPoint presentations or othermodes of sharing findings. Connection of the projectto the community is encouraged. 4. Open-ended investigations in which the studentselects the questions and designs the research. 5. Writing assignments that demonstrate a variety ofmodes, purposes, and styles. Examples of mode include narrative,descriptive, persuasive, expository, andexpressive. Examples of purpose include to inform,entertain, and persuade. Examples of style include formal, informal,literary, technical, and analytical. 6. Integration of appropriate technology into thecourse of study. 7. Deeper exploration of the culture, values, andhistory of the discipline. 8. Extensive opportunities for problem solvingexperiences through imagination, critical analysis,and application. 9. Job shadowing experiences with presentationswhich connect class study to the world of work.
ENGLISH II HONORSSkills taught, State SPIs, and ACT College Readiness (bold)1st 4 ½ weeks 2nd 4 ½ weeks3rd 4 ½ Weeks 4th 4 ½ WeeksWriting: DONE THROUGHOUT THE SEMESTERProofread a passage for correct punctuation, mechanics,and usage.CONTENT Choose the most effective order of sentences in aparagraph.Short story selections as Choose the transitional device that appropriately connectswell as informationalsentences or paragraphs within a writing sample.texts Select a vivid word (e.g., adjective, adverb, verb) toA Separate Peacestrengthen a written description.Daily Grammar Practice Demonstrate the ability to combine a set of simpleby Dawn Burnettesentences into a longer, more interesting sentence.Grammar Text – Determine the most effective placement of information usingLanguage Network fora prewriting graphic organizer.Tenth Grade (McDougal Select the thesis statement in a writing sample or passage.Littell) Evaluate the relevance of supporting sentences by deletingan irrelevant sentence in a passage.Literature Text – Rearrange the order of supporting paragraphs withinElements of Literature –a writing sample given a specified organizational patternFourth Course (Holt,(e.g., comparison-contrast, chronological).Rinehart,Winston) Identify a statement that reveals the writer’s attitude.Literature Workbook – Identify the targeted audience for a selected passage.The Interactive Reader Determine the writer’s purpose in a writing sample.(Holt) Identify sentences that use effective parallelism within awriting sample.Academic Vocabulary Select the proper format to convey a set of work-relatedlist, Vocabularyinformation.Textbook – Vocabulary Select the most precise word to provide clarity appropriate tofor Achievement – Fourthaudience and purpose.Course (Houghton Identify the mode in which a writing sample is written.Mifflin)Various DVD’s asACT College Readiness skills (Write for the Future:appropriate to the studyPersuasive Essay) DONE THROUGHOUT THE SEMESTERat the time Present a well-developed introduction andWrite for the Futureconclusion Show clear understanding of the persuasive purposeof the task by taking a position on the specific issueASSESSMENTSin the prompt and offering a broad context forCreative WritingdiscussionPersuasive 5 Develop most ideas fully, using some specific andParagraph Essaysrelevant reasons, details, and examplesTimed Writings Show clear movement between general and specificNonfiction Connectionideas and examplesEssay and Objective Show clear understanding of the persuasive purposeTestsof the task by taking a position on the specific issueGrammar Quizzesin the prompt and offering a critical context forLiterary AnalysisdiscussionEssay Show understanding of the complexity of the issue inWebquest overthe prompt by examining different perspectives,Propaganda and Rhetoricand/or evaluating implications or complications ofDevelop a plotthe issue, and/or posing and fully discussingdiagram for a literarycounterargument to the writer’s position1st 4 ½ weeks
selection.Analysis of characterdevelopment in a shortstory.Creative anddescriptive essay.Theme Project –group work.Assessment of shortstory elements in anunstudied short story.Collaborative projectover literatureCourse ExpectationsDemonstrate control of StandardEnglish through the use ofgrammar, usage, and mechanics(punctuation, capitalization, andspelling).Employ a variety of strategiesand resources to determine thedefinition, pronunciation,etymology, spelling, and usageof words and phrases.Understand and use correctly avariety of sentence structures.Demonstrate critical listeningskills essential forcomprehension, evaluation,problem solving, and taskcompletion.Summarize, paraphrase, andcritique information presentedorally by others.Identify the thesis and mainpoints of a challenging speech.Analyze the style and structureof a challenging speech.Understand strategies forexpressing ideas clearly andeffectively in a variety of oralcontexts.Deliver effective oralpresentations.Participate in work teams andgroup discussions.Write in a variety of modes for avariety of audiences and Maintain a clear focus on discussion of the specifictopic and issue in the prompt throughout the essay Present a critical thesis that clearly establishes thefocus on the writer’s position on the issue Develop several ideas fully, using specific andrelevant reasons, details, and examplesLITERATURE: DONE THROUGHOUT THE SEMESTER Locate words or phrases in a passage that provide historicalor cultural cues. Identify and analyze standard literary elements (i.e., allegory,parable, paradox, parody, satire, foreshadowing, flashback). Identify classical, historical, and literary allusions in context. Identify and analyze basic elements of plot (i.e.,exposition, rising action, climax, falling action,resolution/denouement). Differentiate among verbal, situational, and dramatic irony.Identify and analyze an author’s point of view (i.e.,first person, third person, third-person limited, third-personomniscient). Identify and analyze how the author reveals character(i.e., what the author tells us, what the other characters sayabout him or her, what the character does, what thecharacter says, what the character thinks). Determine the significance/meaning of a symbol in poetry orprose. Differentiate between mood and tone in poetry or prose. Determine the impact of setting on literary elements (i.e.,plot, character, theme, tone.) Identify and analyze the common theme in a series ofpassages. Identify a clear main idea or purpose of anyparagraph or paragraphs in uncomplicated passages Infer the main idea or purpose of straightforwardparagraphs in more challenging passages Summarize basic events and ideas in morechallenging passages Understand the overall approach taken by an authoror narrator (e.g. kinds of evidence used) in morechallenging passages Locate important details in more challengingpassages Locate and interpret minor or subtly stated details inuncomplicated passages Discern which details, though they may appear indifferent sections throughout a passage, supportimportant points in more challenging passagesLOGIC: Make inferences and draw conclusions based onevidence in text. Evaluate text for fact and opinion. Analyze cause-effect relationships in text. Identify a statement that reveals the writer’s biases,stereotypes, assumptions, or values within a writing sample.LANGUAGE: DONE THROUGHOUT THE SEMESTER
purposes. Demonstrate an understanding of the eight parts of speech,including their troublesome aspects, such as how to form theEmploy a variety of prewritingstrategies.past and past participle of irregular but commonly usedverbs.Organize ideas into an essay Identify the patterns of a given set of sentences (i.e.,with a thesis statement in thesubject-verb, subject-action verb-direct object, subject-actionintroduction, well-constructedverb-indirect object-direct object, subject-linking verb-subjectparagraphs, a conclusion, andcomplement, subject-action verb-direct object-objecttransition sentences that connectcomplement).paragraphs into a coherent Combine a set of simple sentences into a single,whole.compound, or complex sentence.Revise documents to develop or Use sentence-combining techniques, effectivelysupport ideas clearly, addressavoiding problematic comma splices, run-onpotential objections, ensuresentences, and sentence fragments.effective transitions between Use commas correctly with appositives and introductoryparagraphs, and correct errors inwords, phrases, or clauses.logic. Use commas to set off nonessential elements in a sentence.Define and narrow a problem or Correct a run-on sentence by using a comma andresearch topic.coordinating conjunction, subordinate conjunction, orGather relevant information fromsemicolon.a variety of print and electronic Recognize correct subject-verb agreement with interveningsources, as well as from directelements.observation, interviews, and Recognize a shift in either verb tense or point or view withinsurveys.a writing sample.Make distinctions about the Select correct pronoun usage in a sentence (e.g., withcredibility, reliability,compound elements such as between you and me, orconsistency, strengths, andfollowing than or as).limitations of resources, Select correct pronoun-antecedent agreement usingincluding information gatheredcollective nouns or indefinite pronouns.from Web sites. Proofread a written passage for errors in punctuationWrite an extended research Recognize the correct placement of end marks and otherpaper, using primary andmarks of punctuation with quotation marks used in dialogue.secondary sources and Select the appropriate word in frequently confused pairs (i.e.,technology and graphics, asto/too/two, their/there/they’re, it/it’s, you/you’re,appropriate.whose/who’s, which/that/who, accept/except, affect/effect,Use a standard format tobetween/among, capitol/capital, principal/principle,arrange text, to cite sourcesstationary/stationery, who/whom, allusion/illusion,correctly, and to documentcomplement/compliment, cite/site/sight, counsel/council,quotations, paraphrases, andcoarse/course, farther/further, lose/loose, fewer/less,other information.advice/advise, precede/proceed, adapt/adopt,Use logic to make inferences andeminent/imminent, assure/ensure/insure).draw conclusions in a variety of Use context clues and/or knowledge of roots, affixes,challenging oral and writtenand cognates to determine the meaning of unfamiliarcontexts.words.Analyze text for fact and opinion, Logic: Choose a logical word to complete an analogy.cause-effect, inferences,Media:evidence, and conclusions. Draw an inference from a non-print medium.Evaluate an argument, Select the type of conflict represented in a non-printconsidering false premises,medium.logical fallacies, and the quality Choose a visual image that best reinforces a viewpoint.of evidence presented. Infer the mood represented in a non-print medium.Analyze the logical features ofINFORMATIONAL TEXT:an argument. Discern the stated or implied main idea and supportingAnalyze written and oraldetails of informational and technical passages.communication for persuasive Determine the appropriateness of a graphic used to supportdevices.
Analyze deductive and inductivearguments.Comprehend and summarize themain ideas of informational andtechnical texts and determinethe essential elements thatelaborate them.Analyze the organizationalstructures of informational andtechnical texts.Read, interpret, and analyzegraphics that supportinformational and technicaltexts.Evaluate the aural, visual,and written images andother special effects used intelevision, radio, film, andthe Internet for their abilityto inform, persuade, andentertain.Examine the agreements andconflicts between the visual(e.g., media images,painting, film, graphic arts)and the verbal.Recognize how visual andsound techniques or design(e.g., special effects, cameraangles, music) carry orinfluence messages invarious media.Apply and adapt theprinciples of writtencomposition to createcoherent media productions.Demonstrate knowledge ofsignificant works of worldliterature.Understand thecharacteristics of variousliterary genres (e.g., poetry,novel, biography, short story,essay, drama).Recognize the conventions ofvarious literary genres andunderstand how theyarticulate the writer’s vision.Analyze works of literaturefor what they suggest aboutthe historical period in whichthey were written.Know and use appropriateliterary terms to derivemeaning and comprehensionan informational or technical passage. Identify the organizational structure of an informational ortechnical text (e.g., sequential, problem-solution,comparison-contrast, cause-effect). Synthesize information across two or more informational ortechnical texts.Communication: Determine the most effective methods of engaging anaudience during an oral presentation (e.g., making eyecontact, adjusting speaking rate). Select the most appropriate strategies for participatingproductively in a team (e.g., gaining the floor in orderly,respectful ways and listen with civility to the ideas of others;identify the needs of the team and sharing various resourcesto respond to those needs; establishing clear groupagreements and ensuring appropriate individual contributionsare respected by the team).Technology: DONE THROUGHOUT THE SEMESTERUnited StreamingGateway TabletInternetMicrosoft WordMicrosoft PowerPointPublisherLCD ProjectorTest GeneratorElements of Literature Visual ConnectionsMobile Laptop CartVideos and DVD’sVarious computer programs as needed to complete projects,webquests, or studies.NovaNetNettrekkerMoodleTN Electronic Library
from various literary genres2nd 4 ½ weeksWriting Select the proper format to convey a set of work-relatedinformation.CONTENT – Larger Pieces of Identify sentences that use effective parallelismLiterature May Vary Due towithin a writing sample.AvailabilityLanguageElements of a NovelElements of Drama in Literature Locate words or phrases in a passage that provide historicalCaesaror cultural cues.WWII Era &CommunicationPropaganda techniques Distinguish between a summary and a paraphrase.Silas Marner or Distinguish between a critique and a summary.another selected novelResearchfrom classroom sets Select the research topic with the highest degree of focus.available. Differentiate between primary and secondary sources. Evaluate the reliability and credibility of sources for use inresearch.ASSESSMENTS Evaluatethe validity of Web pages as sources of information.Test to identify different Determinewhich statement presents an opposing view fromphrases.those stated on a Web page.Timed Writings Identify information that must be cited or attributed within aPersuasive essayswriting sample.Essay and objective test Elements of Researchand quizzes for Caesar MLA DocumentationGroup presentations.LogicWebquest. Select the persuasive device (i.e., bandwagon, loaded words,Thinking Maps.testimonial, name-calling, plain folks, snob appeal, misuse ofHomework.statistics, transfer).Collaborative project Identify the logical fallacy (i.e., appeal to fear, personalover literatureattack {ad hominem} )Media Draw an inference from a non-print medium.Course Objectives Select the type of conflict represented in a non-printmedium. Choose a visual image that best reinforces a viewpoint. Determine the impact of production elements (e.g., font,color, layout, graphics, light, camera angle) on a message. Match a focused message to an appropriate medium. Infer the mood represented in a non-print medium. Consider the treatment of a particular subject or event in twoor more media (e.g., newspaper and visual art, narrative andpoem, diary and magazine article).Informational Text Discern the stated or implied main idea andsupporting details of informational and technicalpassages. Use the graphics of informational and technicalpassages to answer questions. Determine the appropriateness of a graphic used tosupport an informational or technical passage.
Identify the organizational structure of aninformational or technical text (e.g., sequential,problem-solution, comparison-contrast, causeeffect).Technology3rd 4 ½ WeeksWriting Identify sentences that use effective parallelism within awriting sampleLanguageCONTENT – Larger Pieces of Literature Analyze how form relates to meaning (e.g., compare a poemLiterature May Vary Due toand a newspaper on the same theme or topic).Availability Demonstrate knowledge of sound and metric devices (i.e.,Elements of Poetry –rhyme {internal, slant}, rhythm, blank verse, free verse,figurative language,repetition, alliteration, onomatopoeia).personification, Demonstrate knowledge of the characteristics of lyric poetry,alliteration, imagery,epics,sonnets, dramatic poetry, and ballads.onomatopoeia, rhyme, Identify and analyze the elements of drama (i.e., stagerhythm, allusions, freedirections, dialogue, soliloquy, monologue, aside).verse, sonnets Determine the significance/meaning of a symbol in poetry orElements of Drama inprose.Hamlet Differentiate between mood and tone in poetry or prose.Hound of theBarskevillesInformational TextCommunicationASSESSMENTS Discern the structure of a challenging speech (e.g.,Memorization of selectedsequential, problem-solution, comparison-contrast, causelines of Hamleteffect).Objective Tests Identify rhetorical devices used in a challenging speech (i.e.,TPCAST (honors)rhetorical questions, parallelism and repetition, analogies,Poetry Approacheshyperbole, metaphors, and similes).(honors) Determine the most effective methods of engaging anResearch Spoon Riveraudience during an oral presentation (e.g., making eyeAnthologycontact, adjusting speaking rate).Essay Tests Select the most appropriate strategies for participatingGrammar Quizzesproductively in a team (e.g., gaining the floor in orderly,Homeworkrespectful ways and listen with civility to the ideas of others;Timed Writingsidentify the needs of the team and sharing various resourcesto respond to those needs; establishing clear groupRevision of Essaysagreements and ensuring appropriate individual contributionsMajor Literary-basedare respected by the team).EssayLogicCritical Approaches of Select the persuasive device (i.e., bandwagon, loaded words,Poem Projecttestimonial, name-calling, plain folks, snob appeal, misuse ofGroup Projects overstatistics, transfer).Drama Identify the logical fallacy (i.e., appeal to fear, personalattack {ad hominem}, false dilemma, false analogy, slipperyslope, non sequitur, false authority) within a given argument.Course Objectives Differentiate between the stated and implied evidence of agiven argument. Determine whether a given argument employs deductive orinductive reasoning. Identify a statement that reveals the writer’s biases,stereotypes, assumptions, or values within a writing sample.
Identify a false premise
ENGLISH II HONORS 1st 4 ½ Weeks 2nd 4 ½ Weeks 3rd 4 ½ Weeks 4th 4 ½ Weeks Framework of Standards for Honors Courses Honors courses will substantially exceed the content standards, learning expectations, and performance indicators approved by the State Board of Education. Teachers of honors courses will model instructional
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