English II
Recommended Prerequisite: English I
Grades Offered: 9-12
Credit: ½-1
SDE Course Code: 3002
MNPS Course Code: ENG1202
Course Description
This course encompasses a correlated study of reading, language development, literature, composition, listening, and speaking based upon the adopted District Academic Standards for Reading, Writing, Listening and Speaking. The course will prepare students to demonstrate success on the Tennessee Comprehensive Assessment Program (TCAP) English II Gateway Assessment, which is required for a regular diploma. Students should be prepared to engage in process writing as well as “on demand first draft” writing experiences. A minimum of three writing assignments should be assessed each six weeks and feedback should be provided using an analytical, holistic, or primary trait process. The course will emphasize the communication and critical thinking skills that empower students to function effectively in a rapidly changing world.
Course of Study
The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of the written text. Students will be expected to take detailed notes from lectures, discussions, and readings to write well organized, coherent essays. The student will also develop the structural and creative skills necessary to produce written language that can be read and interpreted by various audiences. Additionally, the student will use, read, and view media/technology and analyze content and concepts accurately and will express ideas clearly and effectively in a variety of oral contexts and apply active listening skills in the analysis and evaluation of spoken ideas. The student will continue to learn and effectively use academic vocabulary. While this sample outline is arranged by genre and theme, other formats may be considered. Bulleted genres or themes may require more, or less, than six-weeks of instruction.
Resources
MNPS Language Arts Website http://www.mnps.org/PageFactory.aspx?PageID=2287
Standards
MNPS Reading Standards http://www.mnps.org/PageFactory.aspx?PageID=3342
MNPS Writing Standards http://www.mnps.org/PageFactory.aspx?PageID=3247
MNPS Listening and Speaking Standards
http://www.mnps.org/PageFactory.aspx?PageID=3352
MNPS Academic Vocabulary http://www.mnps.org/AssetFactory.aspx?did=9872
Required State or District Assessments
TCAP English II Gateway Assessment – See Performance Indicators
http://www.state.tn.us/education/ci/standards/la/english2.shtml
For Sample Assessment Items access
http://www.k-12.state.tn.us/pdf/testingservices/tslasamf02tng.pdf
Textbooks
Beers, Kylene, et al. Elements of Literature: Fourth Course. Austin: Holt, Rinehart
and Winston, Inc., 2007. (Basal Adopted 2006) http://hrw.com/
Carroll, Joyce Armstrong, et. al. Writing and Grammar: Communication in Action –
Platinum Level. Saddleback New Jersey: 2004. (Basal Adopted 2004)
Kinsella, Kate, et. al. Prentice Hall Literature: Timeless Voices, Timeless Themes –
Platinum Level. Saddleback New Jersey: Pearson Prentice Hall, 2005.
(Complementary resource to the language arts basal)
Essential Literature Information http://www.mnps.org/AssetFactory.aspx?did=5997
Essential Literature Student Copies (Via Library Media Center)
· A Separate Peace – John Knowles
· Brave New World (H) – Aldous Huxley
· Julius Caesar – William Shakespeare (Elements of Literature)
· Things Fall Apart – Chinua Achebe
· For School’s Choice Selection Titles see English Department Chairperson or Media Specialist
Essential Literature Adapted Texts (Via Library Media Center)
· A Midsummer Night’s Dream - William Shakespeare
· Julius Caesar – William Shakespeare
· Things Fall Apart - Chinua Achebe
Recommended and/or Required Resources:
MNPS Graduate and 12 – K Academic Standards http://www.mnps.org/Page3241.aspx
MNPS Academic Vocabulary http://www.mnps.org/AssetFactory.aspx?did=9870
Curriculum Alignment Guide for Reading and Writing – Grade 10 (Contact Language Arts Office)
Classroom set of Dictionaries (25 per set)
Classroom set of Thesauruses (25 per set)
The Journey/Short Fiction
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based etc.) The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
-Sample Texts might include but are not limited to…
o From The Tales of King Arthur and His Noble Knights, John Steinbeck (Essential Literature – Choice Selection)
o Excalibur- film clips
o Merlin- film clips
o “Everyday Use” Alice Walker (Elements of Literature)
o “Sigurd, the Dragon Slayer” – Olivia E. Coolidge (Elements of Literature)
o Parable of the Good Samaritan – Bible Parable (Elements of Literature)
o “If Decency Doesn’t, Law Should Make Us Samaritans” – Gloria Allred and Lisa Bloom (Elements of Literature)
o “Good Samaritans USA Are Afraid to Act – Ann Sjoerdsma (Elements of Literature)
In the domain of reading, the student will… (Refer to MNPS Reading Standards and English Gateway Reading Indicators.)
- discern reading strategies appropriate to text.
- extend reading vocabulary.
- use comprehension strategies to enhance understanding, to make predictions, and to respond to literature.
- identify how the author reveals character (physical characteristics, dialogue, what other characters say about them, character’s own actions). (2.1.E )
- use oral reading in individual and group presentations.
- develop skills in making inferences. (2.2.A)
- discover the common theme in a series of passages. (2.2.E)
- determine the significance/meaning of symbol in poetry or prose. (2.3.C)
- interpret an author’s point-of-view (1st person or 3rd person limited/omniscient). (2.1.C)
In the domain of listening and speaking, the student will… (Refer to MNPS Listening and Speaking Standards and English Gateway Speaking and Listening Indicators)
o demonstrate an understanding of heroic characteristics.
o demonstrate effective interpersonal skills in group discussions.
o orally respond and connect literature to real life heroic characters.
o discuss the type of conflict (man vs. man, man vs. environment, man vs. himself, man vs. supernatural, et. al) in a non-print medium. (3.1.A)
In the domain of writing, the student will… (Refer to MNPS Writing Standards and English Gateway Writing Indicators.)
- write frequently for a variety of purposes including narration, description, persuasion, exposition, and personal, creative expression.
- identify and write for a variety of audiences.
- use literature as a model for student writing.
- use dialectical journals.
- revise sentences to strengthen an argument in a persuasive writing piece. (1.2.D)
- use vivid words to strengthen a description (adjective or adverb) or use vivid words to strengthen sentences and paragraphs. (1.1.G)
- edit for a shift in any of the following: verb tense, point of view, tone, or pronoun usage. (1.2.H)
- use the comma to set off nonessential elements in a sentence. (1.2.L)
Sample Writing Assignments for Assessment (Refer to MNPS Writing Standards)
Please note that a minimum of three writing assignments should be assessed each
six weeks.
- Personal narrative or journal entry from a particular character’s point of view
- Character analysis
- Transformation of a scene from The Tales of King Arthur into another genre of text
- Comparison or contrast of scenes from Excalibur and Merlin films
- Annotated bibliography on Arthurian Legend
The Tragic Hero/The Drama and Other Fiction
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based etc.) The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
-Sample Texts might include but are not limited to…
o Julius Caesar- Shakespeare (Essential Literature- Elements of Literature)
o “The Fear and the Flames” – Jimmy Breslin (Elements of Literature)
o “Aristotle’s View of Tragedy and the Tragic Hero”- Aristotle (Elements
of Literature)
o Julius Caesar- film clips from multiple versions
o Nonfiction texts to provide context for Shakespeare and/or Julius Caesar
In the domain of reading, the student will… (Refer to MNPS Reading Standards and English
Gateway Reading Indicators.)
- discern reading strategies appropriate to text.
- extend reading vocabulary.
- distinguish fact from opinion in a passage or writing sample. (2.1.B)
- use comprehension strategies to enhance understanding, to make predictions, and to respond to literature.
- differentiate among verbal, situational, and dramatic irony. (2.2.C)
- identify how the author reveals character (physical characteristics, dialogue, what other characters say about them, character’s own actions). (2.1.E)
- pinpoint a cause/effect relationship in a given passage using a graphic organizer. (2.2.D)
- identify allusions in poetry or prose. (2.3.A)
- identify and use elements of drama: aside, monologue, soliloquy, stage directions and techniques.
In the domain of listening and speaking, the student will… (Refer to MNPS Listening and Speaking Standards and English Gateway Speaking and Listening Indicators.)
o demonstrate an understanding of heroic characteristics.
o engage in a Socratic Seminar on the guilt or innocence of Brutus.
o determine appropriate preparation for an oral presentation to a specified audience or a special interest group. (4.1.A)
o demonstrate effective interpersonal skills in group presentations.
o evaluate delivery techniques appropriate to a specified audience (emphasis, diction, body language, tone of voice). (4.3.A)
o demonstrate appropriate volume, pitch, rate, diction, inflection, gestures, or body language when delivering a presentation.
In the domain of writing, the student will… (Refer to MNPS Writing Standards and English Gateway Writing Indicators.)
o use dialectical journals.
o identify the sentence from a nonfiction writing sample that relates the writer’s purpose (i.e., narration, description, persuasion, exposition, and personal creative expression). (1.1.B)
o revise sentences to add to an argument within a persuasive writing passage. (1.2.D)
o determine the rebuttal statement which best refutes the writer’s viewpoint. (1.3.A)
Sample Writing Assignments for Assessment (Refer to MNPS Writing Standards)
Please note that a minimum of three writing assignments should be assessed each six weeks.
- Closing argument to convict or acquit the conspirators in Julius Caesar
- Scene extending the play
- Literary analysis of the tragic hero
- Comparison or contrast of two film versions of the same scene from Julius Caesar
- Comparison or contrast of two characters from the texts listed above
- Character analysis of any of the characters in Julius Caesar
- Research project on historical background with appropriate MLA citations
Exploring Cultural Diversity/ Fiction and Nonfiction Texts
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based etc.) The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
-Sample Texts might include but are not limited to…
o Things Fall Apart- Chinua Achebe (Essential Literature)
o “I Have a Dream”- Speech- Dr. Martin Luther King (print and video)
o “Two Kinds” – Amy Tan (Elements of Literature)
o “Typhoid Fever” – Frank McCourt (Elements of Literature)
o “A Storm in the Mountains” – Aleksandr Solzhenitsyn
o “By Any Other Name” – Santha Rama Rau (Elements of Literature)
In the domain of reading, the student will… (Refer to MNPS Reading Standards and English Gateway Reading Indicators.)
- read autobiographies, essays and/or speeches, periodicals and newspapers.
- discern an implied main idea from a passage. (2.1.A)
- distinguish fact from opinion when revising a passage or writing sample. (2.1.B)
- draw inferences from selected passages. (2.2.A)
- discover the common theme in a series of passages. (2.2.E)
- determine the meaning of a word in context. (2.2.B)
- read and interpret charts, graphs, etc., to acquire information needed for daily life.
In the domain of listening and speaking, the student will… (Refer to MNPS Listening and Speaking Standards and English Gateway Speaking and Listening Indicators.)
- present an oral presentation of his/her autobiographical sketch.
- determine appropriate preparation for an oral presentation to a specified audience or a special interest group. (4.1.A)
- demonstrate effective interpersonal skills in group presentations.
- evaluate delivery techniques appropriate to a specified audience (emphasis, diction, body language, tone of voice) when listening to an oral presentation. (4.3.A)
In the domain of writing, the student will… (Refer to MNPS Writing Standards and English Gateway Writing Indicators.)
- use dialectical journals.
- choose the sentence from a nonfiction writing sample that relates the writer’s purpose (i.e., narration, description, persuasion, exposition, and personal creative expression) . (1.1.B)
- edit for relevance of each supporting sentence by deleting any irrelevant sentences. (1.1.C)
- revise sentences to strengthen an argument in a persuasive writing piece. (1.2.D)
- identify transitional devices that appropriately connect paragraphs within a writing sample or passage. (1.2.M)
- identify the thesis statement in a writing sample or passage. (1.2.J)
- revise a thesis statement to make it more effective.
Sample Writing Assignments for Assessment (See MNPS Writing Standards): Please note that a minimum of three writing assignments should be assessed each six weeks.
- Journalistic approach to recount an event from Things Fall Apart
- Research to provide historical background for a text or texts
- Critical review of a film sequence from one of the texts studied
- Essay of argumentation (including a counter argument) in relation to one of the issues presented in the assigned texts
- Autobiographical sketch
- Interview depicting family history
Poetry
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based etc.) The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
-Sample Texts might include but are not limited to…
o Poetry or play excerpts from Shakespeare’s works
o “The Moon was but a Chin of Gold” – Emily Dickinson
o “Ode to My Socks” – Pablo Neruda
o “The Flying Cat” – Naomi Shihab Nye
o “We Real Cool” – Gwendolyn Brooks
o “Sea Fever”- John Masefield (Elements of Literature)
In the domain of reading, the student will… (Refer to MNPS Reading Standards and English Gateway Reading Indicators.)
- identify and analyze types of poetry: narrative, lyric, and dramatic.
- discern an implied main idea from a passage. (2.1.A)
- identify simile, metaphor, onomatopoeia, alliteration, or personification in poetry or prose. (2.1.D)
- draw inference(s) from a selected passage. (2.2.A)
- discover the common theme in a series of passages. (2.2.E)
In the domain of listening and speaking, the student will… (Refer to MNPS Listening and Speaking Standards and English Gateway Speaking and Listening Indicators.)
o demonstrate an understanding of oral presentation of poetry.
o determine appropriate preparation for an oral presentation to a specified audience or a special interest group. (4.1A)
o demonstrate effective interpersonal skills in group presentations.
o determine the methods of engaging an audience during an oral presentation. (4.2.A)
o evaluate delivery techniques appropriate to a specified audience (emphasis, diction, body language, tone of voice) when delivering an oral presentation. (4.3.A)
In the domain of writing, the student will… (Refer to MNPS Writing Standards and English Gateway Writing Indicators.)
o correct run-on sentences by using a comma and coordinating conjunction, a subordinate conjunction, or a semicolon. (1.1.A)
o use editing skills to correct singular and possessive pronouns. (1.1.H)
o use vivid words (adjective or adverb) o strengthen a description or a vivid verb to strengthen a sentence. (1.1.G)
o use comparative and/or superlative forms of adjectives and adverbs correctly. (1.1.D)
o demonstrate the correct use of subordinate conjunctions to join clauses in order to avoid sentence fragments. (1.2.B)
o use dialectical journals.
Sample Writing Assignments for Assessment (Refer to MNPS Writing Standards)
Please note that a minimum of three writing assignments should be assessed each six weeks.
- Comparison and/or contrast of two or more poems with common themes
- Poem(s) demonstrating sensory imagery and figurative language
- Annotated bibliography on the lives of poets studied. (MLA Documentation)
- Literary analysis on an aspect of poetic style, structure, etc.
The Novel
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based etc.) The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
-Sample Texts might include but are not limited to…
o A Separate Peace- John Knowles (Essential Literature – Elements of
Literature)
o Film Clips from Dead Poet’s Society
o Excerpt from The Things They Carried, “Where Have You Gone Charming Billy?”- Tim O’Brien (Elements of Literature)
o Excerpt from R.M.S. Titanic – Hanson W. Baldwin
o A film clip from a screen version of a novel studied
In the domain of reading, the student will… (Refer to MNPS Reading Standards and English Gateway Reading Indicators.)
- discern reading strategies appropriate to text.
- extend reading vocabulary.
- use comprehension strategies to enhance understanding, to make predictions, and to respond to literature.
- identify how the author reveals character (physical characteristics, dialogue, what other characters say about them, character’s own actions). (2.1.E)
- use oral reading in individual and group presentations.
- develop skills in making inferences and recognizing unstated assumptions. (2.2.A)
- discover the common theme in a series of passages. (2.2.E)
- determine the significance/meaning of symbol in poetry or prose. (2.3.C)
- interpret an author’s point-of-view (1st person or 3rd person limited/omniscient). (2.1.C)
- determine the analogous relationship of a vocabulary word from one of the passages. (2.2.F)
In the domain of listening and speaking, the student will… (Refer to MNPS Listening and Speaking Standards and English Gateway Speaking and Listening Indicators)
o recreate the courtroom scene role playing various characters from texts read.
o demonstrate effective interpersonal skills in group discussions.
o orally respond and connect literature to real life heroic characters.
o discuss the type of conflict (man vs. man, man vs. environment, man vs. himself, man vs. supernatural, et. al) in a nonprint medium. (3.1.A)
In the domain of writing, the student will… (Refer to MNPS Writing Standards and English Gateway Writing Indicators.)
o write frequently for a variety of purposes including narration, description, persuasion, exposition, and personal, creative expression.
o identify and write for a variety of audiences.
o use literature as a model for student writing.
o use dialectical journals.
o revise sentences to strengthen an argument. (1.2.D)
o edit for a shift in verb tense or point of view. (1.2.H)
o use effective examples of parallelism to strengthen sentences and paragraphs. (1.3.C)
o edit for correct pronoun case usage in a sentence (e.g., compound elements such as “between you and me” or following “than” or “as”). (1.2.G)
o use the comma to set off nonessential elements in a sentence. (1.2.L)
Sample Writing Assignments for Assessment (Refer to MNPS Writing Standards)
Please note that a minimum of three writing assignments should be assessed each six weeks.
- Character analysis
- Letter in the voice of one of the characters from the reading
- Alternate ending to the novel
- Comparison and/or contrast of episodes from A Separate Peace and Dead Poet’s Society.
- Description of a setting for an original story using the literature studied as a model.
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