Map Gr10 Q2 FINAL.docx · Web viewBoth “Mask of the Red Death,” and “Annabelle Lee” by Edgar Allan Poe use figurative ... Prepare and deliver an oral presentation in which

English II Curriculum Map Quarter 2

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.

Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile levels are listed on the Curriculum Maps, and additional information is cited, where available.

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English II Curriculum Map Quarter 2How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational. (3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, here are some high-leverage resources around each of the three shifts that teachers should consistently access.

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Complex Text

Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers.The standards build a staircase of text complexity so that all students are ready for the demands of college and career-level reading no later than the end of the high school.

Evidence from Text

The standards place a premium on students writing to sources. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence will be essential for effective argumentative and informational writing.

Building Knowledge

Building knowledge through content rich non-fiction plays an essential role in literacy and in the standards. In 6–12, ELA classes place much greater attention to a specific category of informational text—literary nonfiction—than has been traditional.The standards strongly recommend that students build coherent general knowledge both within each year and across years.

English II Curriculum Map Quarter 2

The Tennessee State Literacy Standards

The Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):http://tn.gov/education/article/english-language-arts-standards

Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Links to Support Vocabulary Instruction & Developmenthttp://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/https://wvde.state.wv.us/strategybank/VocabularyStrategies.htmlhttps://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Project:http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Using the Curriculum Maps, Grades 9-12 Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.” (Note: Teachers should carefully review

texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking.)

Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column. Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.

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English II Curriculum Map Quarter 2 Plan your weekly and daily objectives, using the evidence statements to help. As a reminder, standards and objectives are not synonymous and mastery of the standards

develops over time. Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives. Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit

an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills. Using your Pearson TE and other resources cited in the curriculum map, plan your week using the lesson plan designated by your administrator. Remember to include

differentiated activities for teacher-led small group instruction and literacy stations.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Quarter 2 At-a-GlanceAdhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. Be sure to review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 2.

English II, Quarter 2Texts Recommendations

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English II Curriculum Map Quarter 2

Weeks 1-3

Anchor Texts “Masque of the Red Death,” Edgar Allan Poe (1220L) “The Puzzle of the Color Symbolism in The Masque of the Red Death , ” Zimmerman

(1560L) “Annabelle Lee,” Edgar Allan Poe

Week 4 Writing Workshop

Weeks 5-7

Anchor Texts “By the Waters of Babylon”, Stephen Benet (810L) “Tides” by Joseph Exline (N/A) “Black Water Turns the Tide on Florida Coral”, NASA (1640)Supplementary Texts “Ingenious Coralbots May Help Restore Coral Reefs” by Meera Dolasia (1350L) “Sunken Steel Cages Could Save Coral Reefs” by Gaia Vince (1580L)

Weeks 8-9 Writing Workshop / Research Project Follow teacher’s guide p. 1020-1031.

Weeks 1 – 3Reading SelectionsAnchor Texts “Masque of the Red Death,” Edgar Allan Poe (1220L) “The Puzzle of the Color Symbolism in The Masque of the Red Death ,” Zimmerman (1560L)

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English II Curriculum Map Quarter 2 “Annabelle Lee,” Edgar Allan Poe

Essential Question: How does figurative language help develop a deeper understanding of a text?

Performance Task: Both “Mask of the Red Death,” and “Annabelle Lee” by Edgar Allan Poe use figurative language, symbolism, and imagery to develop the plot, elements of characterization, and theme. Develop an expository essay that analyzes and synthesizes information in a manner that makes a connection between figurative language and the thematics of the chosen texts. Cite textual evidence to defend claims made within the essay. [RL.4. and RL.2]

TN State Standards Evidence Statements Content

Reading Complex Texts

RL.9-10. 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL: 9-10.3: Analyze how complex characters develop of the course of a text, interact with other characters, and advance the plot or develop the theme.

RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events with it and manipulate time create such effects as mystery, tension, or surprise.

RL.9-10.6: Analyze a particular point of view or cultural experience.

Provides a theme or central idea of a text.RL.2Provides an objective summary of the text.RL.2

Provides an analysis of how complex characters (those with multiple orconflicting motivations) develop over the course of a text. RL.3Provides an analysis of how complex characters (those with multiple orconflicting motivations) interact with other characters over the courseof the text. RL.3Provides an analysis of how complex characters (those with multiple orconflicting motivations) advance the plot over the course of the text. RL.3Provides an analysis of how complex characters (those with multiple orconflicting motivations) develop the theme over the course of the text. RL.3

Provides meaning of words and phrases as they are used in text RL.4Provides analysis of specific word meaning. RL.4Provides analysis of tone. RL.4

Provides a structure of a text. RL.5Provides text with an order of events. RL.5Provides an analysis of how an author’s choices concerning how to structure a

Reading Selections

Weeks 1-2

Text: “Masque of the Red Death”, pg. 371

Overview: Explore with students how the author conveys theme through symbolism and allegory. In this text, the conflict- between mankind and death- is what drives the plot. The question here is whether humans put too much faith in modern technology, and whether we are naïve to believe medical advances have, and will continue to protect us from future pandemics (you might bring up the recent measles outbreak as an example). This is grounded in the contention between conflict and progress- is such conflict, in this case a medical crisis, necessary in helping mankind evolve socially and scientifically?

Literary Analysis: Symbolism, Drawing Conclusions, conflict, plot

Teacher Actions (I do, We do)- Review the background of the text for the students with reference to the

Black Death. Consider modern day “diseases” that people attempt to protect themselves from: Swine flu, Measles, etc.

- Lead students in a multi-draft reading of the text- Model for students how to use a graphic organizer to diagram plot. Also,

include the following:

Central Idea - A student’s ability to identify both a viable central idea from the given text and key evidence from the text that supports that idea.

Theme - A student’s ability to identify a theme or concept shared by the subject of associated texts in order to analyze how the texts address that related theme or concept.

Symbolism – a type of figurative language in which a character, a place, a thing or an event in a literary work stands for a larger idea.

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English II Curriculum Map Quarter 2text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.5

Provides an analysis of a particular point of view or cultural experience reflected in a work of literature from outside the United States. RL.6

Plot - What elements compose the Plot?

Student Actions: (They do, You do)

- Complete graphic organizer, p. 381- Students create a blueprint of the rooms in which Prince Prospero receives

his guests.- Answer Text Dependent Questions

1. Use details from the story to describe the rooms where the masquerade is held (General Understandings). What is significant about these descriptions?

2. Compare and contrast life inside the castle / abbey to that across the country. (General Understandings)

3. What do the room descriptions suggest about the prince’s tastes and values? (Author’s Purpose) What does this suggest about society then and now?

4. In the story, the stranger might be viewed as a symbol of death. Describe how this manifests itself in the text. What is the conflict being described here? (Vocab and Text Structure)

5. What is the significance of the Prince holding a masquerade? (Inferences)

6. What is the significance of the last room? (Inferences)7. How are the rooms representative of the conflict mankind experiences in

the face of death? (Inferences)8. What message does Poe convey about attempting to avoid conflict?

Explain your answer. (Opinions, Arguments, and Text Connections)9. What progress do you think is made as a result of the conflict that exists

between mankind and death in this text? (Inferences/Opinions, Arguments, and Text Connections)

10. Using evidence from the text, does it appear that progress can occur without this conflict? Explain your answer. (Inferences/Opinions, Arguments, and Text Connections)

- Students create a storyboard or graphic representation of key episodes in the story. Students caption these using the section vocabulary. Students present their work.

Exploring Symbolism- Identify the colors found in the text. Ask students to explore connotations

of each color.

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English II Curriculum Map Quarter 2- Review selections of Zimmerman’s article (this can be found online for

free using the hyperlink). Review the article and select key paragraphs for discussion and study. Paragraph 2 on the first page explores a possible analysis of those colors.

- Consider the relationship between color and time, as a class. Think about colors associated with spring, fall, night, day, etc. Read selections from Zimmerman’s article to support this discussion.

Week 3

Text: “Anabelle Lee” by Edgar Allan Poe

Overview: Students will discover how figurative language helps an author express theme throughout a literary piece. Students will draw conclusions concerning usage of figurative language, symbolism, and imagery to determine how theme and central idea are revealed to the reader.

Teacher Actions (I do, We do)- Teacher will lead an initial cold reading of the poem.- Teacher will model and students will engage in level one annotations

(clarify, question, predict, connect, visualize, infer or guess) with the culminating task of summarizing the piece.

- Teacher will model and students will engage in level two annotations (identify plot elements, conflict types, characterization, point of view) with the expectation of identifying key elements within the text.

- Teacher will model and students will engage in level three annotations (titles, the rule of three, figurative language, extended descriptions, surprises) with the goal of connecting figurative language to the theme/symbolism found within the poem.

Student Actions (They do, You do)- Have students (working in small groups) draw a circle on a piece of paper

(as modeled by teacher) and start a cluster diagram labeled “Loss.” Students will add to it by naming important losses people suffer. Have students begin a second cluster diagram labeled “Emotions That Go with a Loss.” Students will compare the emotions in the diagram with those expressed by the speaker in “Annabelle Lee.”

- Students will synthesize the information gathered from diagrams and will create a poem about another loss (real or imagined) in the style of “Annabelle Lee.” It should rhyme and have a rhythm. Most importantly, it should use repetition to support the poem’s meaning.

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English II Curriculum Map Quarter 2- To check for understanding of the poem, students will answer the

following text dependent questions:1. Complete a full claim/cite/clarify concerning the theme/central idea of

“Annabelle Lee.”2. Poe structures this poem similar to a particular genre in literature.

What genre and how do you know? Why would Poe choose to start this poem in this way?

3. What picture does Poe paint by repeating certain words and phrases? Explain.

4. Who does the narrator fault for Annabel Lee’s death and what is his reasoning?

5. In the first stanza, what is the speaker saying? What message about love is the poet trying to convey?

6. What do lines 40-41 echo what is found elsewhere in the poem? What is the significance of this?

7. How does the rhythm of the poem affect its tone?

CCR Language – Vocabulary

L.10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

CCR Language

L.10.1.A: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

L.10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.10.3: Apply knowledge of language to understand how language functions

Tier 3 Vocabulary

Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone. L.4

Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone. L.4

Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. L.6

Include:1. epidemic2. masquerade3. ruddier

Explicit teaching of vocabularyhttp://quizlet.com/ Make flash cardshttp://jc-schools.net/tutorials/vocab/ Academic vocabulary strategieshttp://www.vocabulary.com/ Latin & Greek rootswww.worldwidewords.com Definitions, history and short essays on wordshttp://www.visualthesaurus.com/ Visual thesauruswww.vocabgrabber.comwww.wordle.com

Week 1-2profusePestilence dauntlesssagaciouseccentriccountenancedisconcertwantonspectralblasphemous, dominionsloftygirdledprevailingemanating

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English II Curriculum Map Quarter 2in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

4. cessation5. impetuosity6. cognizant7. rampant8. prevalent

arabesque

Week 3seraphsdisseversepulcherhighborncovetkinsmen

Writing to Texts

CCR Writing

W.9-10. 2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.a. Introduce a topic; organize complex ideas, concepts and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.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.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and

CCR Writing

Written Expression Evidence Statements

Development of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

Organization: The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone6, and/or domain-specific vocabulary.

Week 1-2

- Write an objective summary- Write an objective summary of Zimmerman’s article. What points about

symbolism does he make?- Determine the overall theme of “The Masque of the Red Death.” Then choose

three symbols and write an analytical essay explaining the meaning of each symbol and how all three symbols work together to shape and refine the central theme or message of the story. [RL.2]

- Write an alternate ending to the story. Consider carefully what details you need in place to realistically bring about an alternative outcome. [W3.]

Week 3- In “Annabelle Lee,” Poe uses a structure that is both rhythmic and repetitious.

What is the theme, and how does the structure contribute to the overall meaning of the poem? [W.9-10.1C]

- Students must respond with relevant and sufficient evidence from the text, including direct quotes and line numbers, as well as thoughtful explanations.

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English II Curriculum Map Quarter 2conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic.

Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage.

Reading, writing and speaking grounded in evidence from text, both literary and informational

Speaking and Listening

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternative views), clear goals and deadlines, and individual roles as needed.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and

Speaking and Listening

Students will be able to effectively participate in collaborative discussions (we do, they do) Students will be able to refer to textual evidence as ideas are exchanged. Students will be able to question posed ideas and themes when agreeing and/or disagreeing with text summaries. SL. 1

Students will be able to evaluate a speaker’s evidence and reasoning. SL.1

Students will build speaking and listening skills through Accountable Talk toward peer-led Socratic Seminars. SL.3

Speaking and Listening

1. What is the speaker’s point of view or reasoning?2. What is the speaker’s purpose and/or main idea?3. How does the speaker link ideas?4. What is the speaker’s tone?5. How does the speaker use certain words, points of emphasis, or tone?

Accountable TalkThe "accountable" in Accountable Talk comes from its three dimensions: Accountability to the Learning Community, Accountability to Accurate Knowledge, and Accountability to Rigorous Thinking.

- Deliver an oral presentation in which you analyze how the language in a story from this unit creates a vivid picture of the setting (time and place).

- Prepare and deliver an oral presentation in which you analyze cause and effect in a literary work from this module. Select a work in which cause and effect is important to the plot. Describe how cause and effect fits within the structure of the text and how it affects the development of the plot and how it contributes to the overall theme. Present your work in a PowerPoint format using digital media to highlight your work.

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English II Curriculum Map Quarter 2make new connections in light of the evidence and reasoning presented.

SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

TN State Standards Evidence Statements ContentWeek 4

Writing Workshop

CCR Writing

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims and create an organization that establishes clear relationships among claim(s), counterclaims, reasons and evidence.b. Develop claim(s) and counter claims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.c. Use words, phrases and clauses to link the major sections of the text, create cohesion and clarify the relationships between claim(s) and reasons, between reasons and

CCR Writing

Written Expression Evidence Statements

Development of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

Organization: The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.The student response establishes and

Skill Focus:1. Citing textual evidence;2. Distinguishing between the main idea and supporting details;3. Identifying rhetorical devices;4. Analyzing rhetorical devices in terms of how they make the article more

engaging;5. Summarizing text;6. Unpacking a prompt

Students respond to the Performance Task: Both “Mask of the Red Death,” and “Annabelle Lee” by Edgar Allan Poe use figurative language, symbolism, and imagery to develop the plot, elements of characterization, and theme. Develop an expository essay that analyzes and synthesizes information in a manner that makes a connection between figurative language and the thematics of the chosen texts. Cite textual evidence to defend claims made within the essay. [RL.4. and RL.2]

1. With practice over time student essays should be organized to introduce authors’ perspectives, able to explain discrepancies, and are able to make claims and/or counter claims. Student essays should be improving in the area of elaboration around specific details outlines in the text(s).

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English II Curriculum Map Quarter 2evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from and supports the argument presented.

W.9-10. 2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.a. Introduce a topic; organize complex ideas, concepts and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.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.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports

maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone6, and/or domain-specific vocabulary.

Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage

Check for suitable style and grammatically correct structures.

2. Comparing Points of View through craft and structure is an option for student writers ready to take on the “compare/contrast” writing format.

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English II Curriculum Map Quarter 2the information or explanation presented (e.g., articulating implications or the significance of the topic.

Weeks 5-7Reading SelectionsAnchor Texts “By the Waters of Babylon”, Stephen Benet (810L) “Tides” by Joseph Exline (N/A) “Black Water Turns the Tide on Florida Coral”, NASA (1640)Supplementary Texts “Ingenious Coralbots May Help Restore Coral Reefs” by Meera Dolasia (1350L) “Sunken Steel Cages Could Save Coral Reefs” by Gaia Vince (1580L)

Essential Question: What are you willing to sacrifice in the name of progress?

Performance Task: After reading the texts for this module, choose two or three and write an informational essay that explores how each text addresses the contention between progress and conflict. Begin by determining each author’s point of view regarding whether conflict is necessary for social and/or scientific progress, identify the type of conflict described, and analyze how each author uses rhetoric to advance that point of view. [RI.10.6]

TN State Standards Evidence Statements Content

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English II Curriculum Map Quarter 2

Reading Complex Texts

RL.9-10. 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL: 9-10.3: Analyze how complex characters develop of the course of a text, interact with other characters, and advance the plot or develop the theme.

RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events with it and manipulate time create such effects as mystery, tension, or surprise.

RL.9-10.6: Analyze a particular point of view or cultural experience.

RI.10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text

RI.10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the

Provides a theme or central idea of a text. RL.2Provides an objective summary of the text. RL.2

Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop over the course of a text. RL.3Provides an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the text. RL.3Provides an analysis of how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text. RL.3Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop the theme over the course of the text. RL.3

Provides meaning of words and phrases as they are used in text RL.4Provides analysis of specific word meaning. RL.4Provides analysis of tone. RL.4

Provides a structure of a text. RL.5Provides text with an order of events. RL.5Provides an analysis of how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.5

Provides an analysis of a particular point of view or cultural experience reflected in a work of literature from outside the United States. RL.6

Provides a statement of central idea(s) of

Introduction: this unit builds on quarter one study that explored the conflict between mankind and the environment. This unit takes this examination further to consider whether conflict is necessary for social, personal, and/or scientific progress.

Guiding Question: What are you willing to sacrifice in the name of progress?

Week Five

Text: “By the Waters of Babylon”, pg. 314

Literary Analysis: Point of View

Teacher Actions (I do, We do)- Review the background of the story with students- Ask students to imagine that they are exploring an empty building and

they come on the following scene: “He was sitting in his chair, by the window . . . and for the first moment, I thought that he was alive. Then I saw the skin on the back of his hand—it was like dry leather.” Discuss how students would react to this discovery.

Student Actions (They do, You do)

- Create a chart to show how the author uses point of view to control the information the reader receives.

- Address Text Dependent Questions1. What is the setting of this story? (General Understanding)2. What are the Dead Places? (General Understanding)3. What details give the narrator credibility? (Key Details) Do you trust him?

Why or why not?4. What are the Places of the Gods? (Key details)5. How does John’s tribe view the Dead Places? (Key details)6. The word “nevertheless” is repeated at key points in the story. What

specific shift does this word indicate? (Vocab and Text structure)7. The narrator says, “My hunger for knowledge burned in me--there was so

much that I could not understand.” What impact does the author achieve in using this figure of speech? What can we infer about the narrator’s desire for knowledge? Cite specific text evidence in your response. (Vocab and Text Structure)

8. Why do you think the tribes refer to the city as the “place of the Gods” Shelby County Schools

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English II Curriculum Map Quarter 2connections that are drawn between them.

RI.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).

RI.10.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

RI.10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

RI.10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

a text. RI.2Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details. RL.2

Provides an analysis of how the author unfolds an analysis or series of ideas or events, including the order in which points are made. RI.3

Provides a detailed analysis of 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). RI.5

Provides a statement of an author’s point of view in a text. RI.6Provides a statement of an author’s purpose in a text. RI.6Provides an analysis of how the author uses rhetoric to advance his or her point of view or purpose. RI.6

Provides an analysis of various accounts of a subject told in different mediums (e.g. a person’s life story in both print and multimedia), including which details are emphasized in each account. RI.7

Provides a delineation of the argument and specific claims in a text. RI.8Provides an assessment of whether the reasoning in the argument is valid. RI.8Provides an assessment of whether the evidence is relevant and sufficient to support the claims. RI.8Provides identification of false statements and fallacious reasoning. RI.8

(Inferences)9. What destroyed the city? (Inferences)10. What progress does John make as a result of dealing with conflict?

Explain why this is significant. (Author’s Purpose) Do you think he would have made this progress without this conflict? Why or why not? (Opinions, Arguments, and Intertextual connections).

Week Six

Texts: “Tides” by Joseph Exline (N/A) (pg. 299) “Black Water Turns the Tide on Florida Coral”, NASA (1640) (pg. 303)

Reading Skill: Analyze Texts to Extend Ideas

Teacher Actions (I do, We do)1. Connect to Prior Knowledge: Explore what students already know about

the topic.2. Model Annotation strategies3. Model how to complete SOAPSTone

Student Actions (we do, they do)Students answer text dependent questions.1. What is the author’s claim and what textual evidence is cited about the

claim? (Key Details/Author’s Purpose)2. How is the text structured to show explicit meaning (in relationship to the

claim)? (Vocabulary and Text Structure)3. What is the author’s purpose? What evidence do you have of this?

(Author’s Purpose)4. How does the author’s tone help communicate the author’s purpose?

(Author’s Purpose)5. How are rhetorical devices (ethos, pathos, logos, repetition, irony, etc.) used

to present and support the claim? (Vocabulary and text structure)

Digging Deeper: As students become more adept with informational text, encourage them to think deeper. Consider the following:

1. What characteristics – text features and structures- are used to present information? (Text Structure)

2. How well are the main ideas presented and supported? (Author’s Purpose)

3. What features (language, style, etc.) reflect the intended audience of the

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English II Curriculum Map Quarter 2piece? (Text Structure/Author’s Purpose)

4. Does the text achieve its purpose? (Author’s Purpose)5. What connections exist between texts? (Central idea, devices, language

features, structure, etc.) (Opinions, Arguments, and Text Connections)

Pre-writing/ChartsStudents prepare to write by completing a “what, how, and why” analysis. What is the claim? How does the author develop the claim (using rhetoric)? Why does the author choose to communicate the claim in this way?

Week Seven1. Coral Reefs (2013-14, Phase 1) Task | Text 1 | Text 2 | Scoring Guide

Teacher Actions (I do)1. Connect to Prior Knowledge: Explore what students already know about

the topic.2. Model Annotation strategies3. Model how to complete SOAPSTone4. Review how to complete an Analytic Summary

Note that the analytic summary is intended to give the student the opportunity to identify the speaker’s purpose for the given speech and how that purpose is conveyed through the use of rhetoric.

Student Actions (we do, they do)Students answer text dependent questions.1. What is the author’s claim and what textual evidence is cited about the

claim? (Key Details/Author’s Purpose)2. How is the text structured to show explicit meaning (in relationship to the

claim)? (Vocabulary and Text Structure)3. What is the author’s purpose? What evidence do you have of this?

(Author’s Purpose)4. How does the author’s tone help communicate the author’s purpose?

(Author’s Purpose)5. How are rhetorical devices (ethos, pathos, logos, repetition, irony, etc.) used

to present and support the claim? (Vocabulary and text structure)

Digging Deeper: As students become more adept with informational text, encourage them to think deeper. Consider the following:

1. What characteristics – text features and structures- are used to present information? (Text Structure)

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English II Curriculum Map Quarter 22. How well are the main ideas presented and supported? (Author’s

Purpose)3. What features (language, style, etc.) reflect the intended audience of the

piece? (Text Structure/Author’s Purpose)4. Does the text achieve its purpose? (Author’s Purpose)5. What connections exist between texts? (Central idea, devices, language

features, structure, etc.) (Opinions, Arguments, and Text Connections)

Pre-writing/ChartsStudents prepare to write by completing a “what, how, and why” analysis. (See page 28 of this resource: https://ttms.box.net/shared/static/svpxr4ned4.pdf). What is the claim? How does the author develop the claim (using rhetoric)? Why does the author choose to communicate the claim in this way?

CC Language – Vocabulary

L.10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

CCR Language

L.10.1.A: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

L.10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to

CC Language – Vocabulary

Marzano’s Six-Step Process in Building Background Knowledge for Academic Language1. The teacher provides a description, explanation, or example of the new term.2. Students restate the explanation of the new term in their own words.3. Students create a nonlinguistic representation of the term.4. Students periodically engage in activities that help them add to their knowledge of the vocabulary term.5. Periodically, students are asked to discuss terms with one another.6. Periodically, students are involved in games that allow them to play with the terms.https://esu4vocabularystrategies.wikispaces.com/Marzano+6+Step+Process

Vocabulary – Tier 3AnnotationSummaryParaphraseThesisAnalysis

Vocabulary – Tier 2

Explicit Teaching of Vocabularyhttp://quizlet.com/ Make flash cardshttp://jc-schools.net/tutorials/vocab/ Academic vocabulary strategieshttp://www.vocabulary.com/ Latin & Greek rootswww.worldwidewords.com Definitions, history and short essays on wordshttp://www.visualthesaurus.com/ Visual thesauruswww.vocabgrabber.comwww.wordle.com

Reviewed throughout the quarter:Vocabulary appropriate to the texts in the unit.

badeunderfootanteroomtrembledsummonedperplexedstrictlyforbiddenknowledgesternchantssacredwailingshriekfasting

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English II Curriculum Map Quarter 2comprehend more fully when reading or listening.

ThemeCentral IdeaSetting

enchantmentshaunchesmendedburrowedpurificationignorant

Writing to Texts CCR Writing

W.9-10. 2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.a. Introduce a topic; organize complex ideas, concepts and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.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.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal

CCR Writing

Written Expression Evidence Statements

Development of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

Organization: The student response demonstrates purposeful coherence, clarity, and cohesion5 and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone6, and/or domain-

Writing Fundamentals

With practice over time student essays should be organized to introduce authors’ perspectives, able to explain discrepancies, and are able to make claims and/or counter claims. Student essays should be improving in the area of elaboration around specific details outlines in the text(s). Check for suitable style and grammatically correct structures.

Week Five- Write an objective summary- Write an essay in which you analyze how point of view is used to control the

information the reader receives. [RL.6]- Analyze how Gillian’s character develops over the course of the text, interacts

with other characters, and advances the plot. [RL.3]- In the story, By the Waters of Babylon, the narrator is on a journey for knowledge

and discovers unexpected truths that change his beliefs. What does this reveal about the relationship between knowledge and truth? Write a well-developed, complex paragraph as your answer. Cite specific textual evidence in your response. [W.2]

- Describe a time when your learned something that changed your own perception of the truth. How did you feel? How were your actions altered because of your new-found knowledge? [W.3]

Week Six- Both the technical article and the news release discuss tides, but from different

perspectives. In a brief essay, identify each author’s point of view and analyze how each author uses rhetoric to advance that point of view. Consider especially how point of view (and associated word choice) affects the tone and content of the text, and how the combined information of the two sources and explain whether the authors; different perspectives cause discrepancies in the information presented. Support your response with details from the texts. [RI.6] [RI.4.]

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English II Curriculum Map Quarter 2style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic.

specific vocabulary.

Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage.

- Write an objective summary

Week Seven- Read “Ingenious Coralbots May Help Restore Coral Reefs” by Meera Dolasia. In

this text, the writer develops several central ideas. After you have read, determine one central idea from the text and write an essay that both summarizes and analyzes how that central idea is developed over the course of the text, including how it emerges and is shaped and refined by specific details. Cite strong and thorough evidence from the text to support your analysis. Follow the conventions of standard written English. [RI.2]

- After you have read both texts, write an essay that argues which of these two texts presents the more effective argument based on the given reasoning and evidence. Include an explanation of the specific claim(s) of both texts. Cite strong and thorough evidence from both texts to support your argument. Follow the conventions of standard written English. [RI.8]

Reading, writing and speaking grounded in evidence from text, both literary and informational texts

Speaking and Listening

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternative views), clear goals and deadlines, and individual roles as needed.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes

Speaking and Listening

Students will be able to effectively participate in collaborative discussions (we do, they do) Students will be able to refer to textual evidence as ideas are exchanged. Students will be able to question posed ideas and themes when agreeing and/or disagreeing with text summaries. SL. 1

Students will be able to evaluate a speaker’s evidence and reasoning. SL.1

Students will build speaking and listening skills through Accountable Talk toward peer-led Socratic Seminars. SL.3

Speaking and Listening

Possible Suggestions throughout the quarter:

Accountable Talk Practices1. Accountability to the Learning Community

• Students actively participate in classroom talk• Listen attentively• Elaborate and build on each other’s ideas• Work to clarify or expand a proposition

2. Accountability to Knowledge• Specific and appropriate knowledge• Appropriate evidence for claims and arguments• Commitment to getting it right

3. Accountability to Rigorous Thinking• Synthesize several sources of information• Construct explanations and test understanding of concepts• Formulate conjectures and hypotheses• Employ generally accepted standards of reasoning• Challenge the quality of evidence and reasoning

Socratic Seminar

The Socratic seminar is a formal discussion, based on a text, in which the leader asks open-ended questions. Within the context of the discussion, students listen closely to the comments of others, thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of others. They learn to work cooperatively and to

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English II Curriculum Map Quarter 2or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

question intelligently and civilly.

Weeks 8-9

Writing Workshop

CCR Writing

W.9-10.2 Write informative/ explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.a. Introduce a topic; organize complex ideas, concepts and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.b. Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples

CCR Writing

Written Expression Evidence Statements

Development of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

Organization: The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.

Skill Focus:1. Unpacking a prompt2. Identifying a specific, narrow topic3. Summarizing the topic in a thesis statement4. Choosing relevant information from primary and secondary

sources5. Organizing ideas in a logical manner6. Creating a correctly formatted documentation of sources7. Editing a revised draft to correct grammatical errors

Research writing presents, interprets, and analyzes information gathered through comprehensive study of a subject. Writing a research report is a good way to learn about a topic that is outside your own experience.

Performance Task:After exploring several real-world examples of conflicts created by social/scientific progress, choose one example of an invention or

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English II Curriculum Map Quarter 2appropriate to the audience’s knowledge of the topic.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic.

W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.7 Conduct short as well as more sustained researchprojects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard

The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone6, and/or domain-specific vocabulary.

Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage

technological solution that has helped progress our civilization. Be sure to describe how and why the invention/system was created and whether the invention/solution created a benefit or cost to our economy, our environment, and our way of life.

Scaffolding questions to clarify prompt and help struggling students: Why does your chosen topic interest you? What connections do

you have to this topic? What problem did the invention or solution try to solve? Did it

solve that problem? Why or why not? Did the invention/solution actually solve the problem or did it

create another problem? Explain. How did the invention/solution benefit our economy, or was there

a cost? If there was a cost, was it worth it, in your opinion? How did the invention/solution benefit our environment, or was

there a cost? If there was a cost, was it worth it, in your opinion? How did the invention/solution benefit our way of life, or was there

a cost? If there was a cost, was it worth it, in your opinion? Did the invention/solution have a benefit or cost for people

outside the United States? Give an example.Resources:

Prewriting/Planning Strategies, p. 1021-1022 Drafting Strategies, p 1023 Note the Six-Trait Writing charts in the margin of these pages in

the Teachers’ Edition. The focus for the first drafts should be Ideas and Organization. The focus for revisions should be Organization, then Voice/Fluency, then Conventions.

o Resources for Six Traits of Writing: http://writingfix.com/traits.htm http://educationnorthwest.org/traits PDF on Six-Traits in High School:

http://tinyurl.com/hp8ehbf Teaching from the Student Model, p. 1028-1030 Rubric for Self-Assessment, p. 1031 – This is aligned to the Six

Traits, so students could use this to evaluate their writing process and compare the results to the teacher’s results on the grading rubric for this paper.

Keep this rubric from the ACT in mind when creating your own class rubric: http://www.act.org/content/dam/act/unsecured/documents/Writing-Test-Scoring-Rubric.pdf

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English II Curriculum Map Quarter 2format for citation.

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