English II CCSS Grade 10 students will study literature that spans centuries, continents, and genres. Each of the four thematically-integrated units encourages close study of this literature and its context. Students will gain valuable cultural insight as they read and write about works depicting the social, personal, religious, and political struggles and triumphs faced by people all over the world and all through history. Students will continue to build their literacy skills by engaging in focused reading, composition, speaking and listening activities, vocabulary study, and research. By the end of the course, students will have gained a broader perspective and will be well-prepared to apply that perspective to the study of American Literature in Grade 11. Curriculum decisions for this course are guided by the Common Core State Standards. These standards were developed to provide clear and consistent goals for student learning and to ensure that students have the skills they need to be successful beyond high school. These standards define what students need to know and be able to do by the end of each grade. In additional to defining grade-level skills, the ELA standards require that students be exposed to increasingly more complex texts to which they apply those skills. In order for curriculum to align to these standards, it must be both rigorous and relevant. It must also expose students to certain critical content. In English language arts, that content includes classic myths and stories from around the world, America s Founding Documents, Foundational American literature, and Shakespeare. English II students will continue their climb up this staircase of skills through their study of the following units: Unit 1: Coming of Age: In this unit, students will read works that have been selected because they reflect the universal theme of crossing the threshold into maturity. The selections cover different centuries, different countries, different races, and different genders. Students will also read historical background and author biographies to enrich their understanding of selected works. Additionally, students will be introduced to the literary, religious, and philosophical traditions that influenced writers from other cultures. Unit 2: The Struggle against Injustice: The works in this unit illustrate a cultural, political, or personal struggle against injustice in some form. As in the previous unit, students will read literature from different centuries, countries, races, and genders. They will meet characters, both fictional and historical, who used the power and beauty of language to expose the injustices they witnessed or experienced. Students will also investigate the historical and biographical background of selected works to enrich their understanding of the literature they read. Unit 4: Perspectives in World Literature: The works in this unit represent a variety of lenses through which readers can look at the world. As in the two previous units, students will read literature from a variety of places, times, and people. They will meet characters and authors who have shaped the way we read as well as the way we look at the world. Students will also investigate the historical, biographical, and critical background of selected works to enrich their understanding of the literature they read. Unit 5: Tradition VS. Change: The works in this unit were selected because Grading Scale A+ 97.00-100% A 93.00-96.99% A- 90.00-92.99% B+ 87.00-89.99% B 83.00-86.99% B- 80.00-82.99% C+ 77.00-79.99% C 73.00-76.99% C- 70.00-72.99% D+ 67.00-69.99% D 63.00-66.99% D- 60.00-62.99% F 0-59.99% Assignment Weighting per Unit With Projects Lessons: 15% Quizzes: 25% Projects: 30% Tests: 30% Assignment Weighting per Unit Without Projects Lessons: 21% Quizzes: 36% Tests: 43%
Unit 5: Tradition VS. Change: The works in this unit were selected because they illuminate a conflict between tradition and change. Students continue to be exposed to literature that spans continents, ages, and perspectives. They will analyze the social, political, cultural, and individual struggles depicted in this literature to better understand the existence and the impact of this conflict. And students will continue to investigate the historical and biographical background of selected works to enrich their understanding of the literature they read. Course Requirements 1. Keep up with your daily lesson plan. If you fall a day behind, work extra hard to catch up the next day. 2. Ask your teacher questions regularly to clarify concepts. Resources Academy Support Glossary and Credits Resource Center If you need help you may send a message to your teacher using the messaging system or call 888-399-4267 to speak with a teacher on the phone. Each unit contains a Glossary and Credits section with important formulas and definitions. This is a useful section to read and study. Visit the Resource Center to access academic policies, The Bridge Student Newsletter, and additional student resources (handouts, study guides, and videos) to help you in your course.
Unit 1: Coming of Age 18 Characterization in Guy de Maupaussant's 1 Course Overview "The Wedding Night " 2 Introducing Doris Lessing 19 Understanding Mahandas Gandhi 20 What Does it Mean? Deciphering Word 3 Revealing Themes in "Through the Tunnel" Meaning 4 The Power of Word Choice 21 Quiz 3 5 Quiz 1 22 Alternate Quiz 3 Form A 6 Alternate Quiz 1 Form A 23 Alternate Quiz 3 Form B 7 Alternate Quiz 1 Form B 24 Reading Whitman's Free Verse 8 Lyric Poetry in Ancient Chinese Culture 25 Talking About Talking 9 Love and Disappointment: Analyzing Maureen Daly's "Sixteen" 26 Quiz 4 10 Living the Cultural Revolution 27 Alternate Quiz 4 Form A 11 Project: Compare and Contrast: Analyzing Elements of Literature in "Sixteen" and "Through the Tunnel" 28 Alternate Quiz 4 Form B 12 Quiz 2 29 Special Project 13 Alternate Quiz 2 Form A 30 Review 14 Alternate Quiz 2 Form B 31 Test 15 Using Clauses and Phrases for Interest 32 Alternate Test Form A 16 Discovering the Beauty of Shakespeare 33 Alternate Test Form B 17 Shakespeare's Use of Language 34 Glossary and Credits
Unit 2: The Struggle Against Injustice 1 George Orwell, Author and Activist 30 Fighting for Freedom 2 The Characters in Animal Farm 31 Fighting Back 3 Quiz 1 32 Understanding Poetry: "They Shot Wook Kim" 4 Alternate Quiz 1 Form A 33 Hannah Senesh: Symbol of Hope 5 Alternate Quiz 1 Form B 34 Night A Memoir of Despair 35 Project: Essay: Violence and Victimization - Why? 6 Animal Farm: Character Flaws 7 Vocabulary in Animal Farm 36 Quiz 6 8 Quiz 2 37 Alternate Quiz 6 Form A 9 Alternate Quiz 2 Form A 38 Alternate Quiz 6 Form B 10 Alternate Quiz 2 Form B 39 A Man Who Changed Minds 40 Bernadette Devlin: Born into Injustice 41 Socrates In Search of Truth 11 Themes in Animal Farm 12 Quiz 3 42 Socrates-Diving Deeper into Language 13 Alternate Quiz 3 Form A 43 An Answer to Injustice: Life-Saving Tales 14 Alternate Quiz 3 Form B 44 Vocabulary and The Thousand and One Nights 15 The Conclusion of Animal Farm 45 Quiz 7 16 Vocab-a-thon Revival 46 Alternate Quiz 7 Form A 17 Animal Farm and the Russian Revolution 47 Alternate Quiz 7 Form B 18 Tone and Metaphor in Animal Farm 48 More Interesting and Effective Writing 19 Project: Essay: The Characterization of Political Beliefs 49 Project: How History Affects Literature 50 Narrative Writing Project: Injustice In Your 20 Quiz 4 Own Words 21 Alternate Quiz 4 Form A 51 Quiz 8 22 Alternate Quiz 4 Form B 52 Alternate Quiz 8 Form A 23 Literary Analysis of "Once Upon a Time" within the Cultural Context of South African History 53 Alternate Quiz 8 Form B 24 Literary Analysis of "The child is not dead" within the Cultural Context of South African History 54 Special Project 25 Changes in Twentieth Century China Mao, Communism, and the Cultural Revolution 55 Review 26 Kuangchi C. Chang - A Poet in Exile 56 Test 27 Quiz 5 57 Alternate Test Form A 28 Alternate Quiz 5 Form A 58 Alternate Test Form B 29 Alternate Quiz 5 Form B 59 Glossary and Credits
Unit3: Semester Review and Exam 1 Review 3 Alternate Exam Form A 2 Exam
Unit 4: Perspectives in World Literature 29 Understanding "Counting Small-boned 1 The Setting of Nectar in a Sieve Bodies" 30 Project: Analysis and Comparison of Two 2 Gandhi Defends His Beliefs Poems 3o Analyzing Samuel Taylor Coleridge's sonnet Work without Hope 31 Quiz 4 4 Point of View and Characterization of Nectar in a Sieve 5 The Narrative Structure of Nectar in a Sieve 6 Quiz 1 7 Alternate Quiz 1 Form A 8 Alternate Quiz 1 Form B 9 Understanding Literary Devices in Nectar in a Sieve 10 A Look at Nectar in a Sieve from Different Perspectives 38 Quiz 5 11 Symbolism and Imagery in Nectar in a 32 Alternate Quiz 4 Form A 33 Alternate Quiz 4 Form B 34 Project: Arguing For or Against Faulkner's Position in His Nobel Prize Acceptance Speech 35 Literary Devices in "The Garden of Forking Paths" 36 Project: Narrative Essay: "The Garden of the Forking Paths" 37 Analyzing Sorrentino Sieve 39 Alternate Quiz 5 Form A 12 The Use of Tone in Nectar in a Sieve 40 Alternate Quiz 5 Form B 13 Figurative Language and Nectar in a Sieve 41 Clarifying the Meaning of Unknown Words 14 Word Analysis 42 Project: Essay: Latin American Writers 15 Quiz 2 43 Theme and Point of View in "The Circuit" 44 Understanding Theme and Author's Point of View in "The Passing" 16 Alternate Quiz 2 Form A 17 Alternate Quiz 2 Form B 45 Project: Grammar That Grows 18 Project: Write an Argumentative Essay about the Theme of Nectar in a Sieve 46 Project: Perspectives 19 Exploring Kabir and "Tell me, O Swan, your ancient tale" 47 Quiz 6 21 Thinking about Object Poems and "The Swan" 48 Alternate Quiz 6 Form A 22 Examining Rilke's "Spanish Dancer" 49 Alternate Quiz 6 Form B 23 Quiz 3 50 Special Project 24 Alternate Quiz 3 Form A 51 Review 25 Alternate Quiz 3 Form B 52 Test 26 Understanding Neruda 53 Alternate Test Form A 27 Examining "Birthplace," by Tahereh Saffarzadeh 28 Analyzing Nazim Hikmet and "It's This Way" 54 Alternate Test Form B 55 Glossary and Credits
Unit 5: Tradition VS Change 1 Tradition vs. Change 28 Quiz 3 2 Project: Webquest with Presentation and Works Cited 29 Alternate Quiz 3 Form A 3 Analysis of Things Fall Apart Chapters 1 3 30 Alternate Quiz 3 Form B 31 Apartheid: Analyzing Forced 4 Things Fall Apart Chapters 4-6 Separation 5 Things Fall Apart Chapters 7-8 32 Invisible Boundaries 6 Quiz 1 33 Opposing Forces 7 Alternate Quiz 1 Form A 34 Making a Difference 8 Alternate Quiz 1 Form B 35 Project: Reflection Essay: South Africa 9 Things Fall Apart Chapters 9-11 36 Quiz 4 10 Symbolism in Things Fall Apart 37 Alternate Quiz 4 Form A 11 Irony and Foreshadowing in Things Fall Apart 38 Alternate Quiz 4 Form B 12 Analyzing Things Fall Apart Chapters 12 13 39 The Life and Times of Miguel de Cervantes 13 Things Fall Apart Chapters 14 16 40 Stuck in the Past 14 Analyzing Imagery in Things Fall Apart 41 The Annual Ritual 15 Quiz 2 42 You Can't Choose Your Family 16 Alternate Quiz 2 Form A 43 It's How You Say It 17 Alternate Quiz 2 Form B 44 Project: Dramatic Recitation 45 Project: Developing and Answering a 18 Things Fall Apart Chapters 17-19 Research Question 46 Project: Gathering, Evaluating, and 19 Themes in Things Fall Apart Citing Information 20 Context and Change in Things Fall Apart 47 Project: Writing, Revising, and Publishing a Final Product 21 Parallel Characters and Colonization 48 Quiz 5 22 The Individual Vs. Society 49 Alternate Quiz 5 Form A 23 Project: Essay: A Tragic Hero? 50 Alternate Quiz 5 Form B 24 Language in Things Fall Apart 51 Special Project 25 The Centre Cannot Hold 52 Review 26 Defining and Decoding Words 53 Test 27 Project: Essay: Developing Theme throughout a Novel 54 Alternate Test Form A 55 Alternate Test Form B 56 Glossary and Credits
Unit 6: Semester Review and Exam 1 Review 3 Alternate Exam Form A 2 Exam Unit 7: 1 Exam 2 Alternate Exam Form A