Essential Learning Targets English II 1 Reading Literature 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RL.9 10.1) locate and explain the strongest textual evidence to support inferences. locate and explain the strongest textual evidence to support analysis. (2) 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 10.2) determine the theme of a text. identify where the theme emerges in a text. explain how the theme grows throughout a text. IA.1. (6) IA.2. Employ the full range of research based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. make connections to the text (text to self, text to text, and text to world) determine the major details/ideas in a text. create multi level questions about the text. visualize the text as I read. make inferences about the text. monitor the fix up strategies I use to understand a text. Read on level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension. demonstrate accuracy of on level text through silent reading. demonstrate fluency of on level text through silent reading. demonstrate accuracy of on level text through oral reading. demonstrate fluency of on level text through oral reading. demonstrate comprehension of on level text through oral and silent reading 4. Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g, how the language evokes a sense of time and place; how it sets a formal or informal tone). (RL.9 10.4). find examples of figurative language. explain the connotative meaning of words in a text. differentiate between denotative and connotative meanings. examine and explain the overall effect of word choice on a text s tone. examine and explain the overall effect of specific words on a text s meaning.
Informational Texts 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI.9 10.1) locate and explain the strongest textual evidence to support inferences. locate and explain the strongest textual evidence to support analysis. (0 same as RL.9 10.1) 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.9 10.2) determine the theme of a text. identify where the theme emerges in a text. explain how the theme grows throughout a text. (0 same as RL.9 10.2) IA.1. Employ the full range of research based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. make connections to the text (text to self, text to text, and text to world) determine the major details/ideas in a text. create multi level questions about the text. visualize the text as I read. make inferences about the text. monitor the fix up strategies I use to understand a text. (0 same as RL.IA.1) IA.2. Read on level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension. Demonstrate accuracy of on level text through silent reading. Demonstrate fluency of on level text through silent reading. Demonstrate accuracy of on level text through oral reading. Demonstrate fluency of on level text through oral reading. Demonstrate comprehension of on level text through oral and silent reading. (0 same as RL.IA.2) 4. Determine the meaning of words and phrases as they are used in text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g, how the language of a court opinion differs from that of a newspaper). (RI.9 10.4). find examples of figurative language. explain the connotative meaning of words in a text. explain the technical meaning of words in a text. differentiate between denotative and connotative meanings. examine and explain the overall effect of word choice on a text s tone. examine and explain the overall effect of specific words on a text s meaning. (1 first 5 same as RL.9 10.4) 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. (RI.9 10.8) identify the main claim of a text (the author s specific argument). identify the supporting points (evidence). define the types fallacies (untruths and logical misconceptions). identify fallacious reasoning within the reasoning of the supporting points. evaluate the reasoning of the main claim. evaluate the reasoning of the supporting points. (6) 2
Writing 1. Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and relevant and sufficient evidence. (W.9 10.1) compose a clear claim that expresses my opinion about the topic/issue I ve chosen. compose different supporting points that proves my claim. compose at least one counterpoint that opposes my claim. support my points and counterpoint with evidence. explain how the supporting point logically proves my claim. explain how the counterpoint s logic is invalid. use transitions that connect the ideas and parts of my piece together. use a formal tone within the piece. use an objective or subjective tone that fits the purpose of the piece. compose a conclusion that reinforces my claim. (10) 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are defined in standards 1 3 above.) (W.9 10.4) develop the ideas in the body of my piece by using detail, examples, explanations, or descriptions. organize all the ideas about a point together throughout my piece and in my paragraphs. organize my writing by using transitions to connect sections of my piece together, show how ideas relate to each other, and/or show the sequence of events. organize my piece by placing my ideas in a logical order. vary the words and ideas of my ideas to fit the style of my piece. use a tone of voice appropriate for the style of my piece. use a point of view appropriate for the style of my piece. create a piece of writing that fits the selected genre. create a piece of writing that fits my purpose. create a piece of writing that fits my intended audience. (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. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grades 9 10.5) (W.9 10.5) plan my piece of writing by using pre writing strategies such as brainstorming, outlining, graphic organizers, etc. revise my piece of writing through adding, deleting, moving, and omitting sentences, phrases, and paragraphs within my piece. edit my piece of writing by correcting spelling, capitalization, punctuation, and grammar. rewrite my piece of writing by applying the revisions and edits to my draft. determine when I need to go in a different direction with my piece. (not something that we would assess, but we need to work with students on) 7. Conduct short as well as more sustained research projects 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 10.7) I can create a my own inquiry question or problem. locate research that helps answer a question or solves a problem. determine when I should narrow/broaden my inquiry. combine my findings into a logical product. 3
4 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 format for citation. (W.9 10.8) select credible, relevant sources that fit the topic of the piece of writing. select credible, relevant sources that fit the purpose of the piece of writing. determine the purpose of each source. determine the audience of each source. evaluate the credibility of my source. integrate the statistics, quotations, and other information that s not common knowledge into a piece of writing. use an attribution to blend passages into flow of a piece of writing. correctly write in text citations. use information without plagiarizing a source. (9)
5 Speaking and Listening 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. (SL.9 10.1) prepare for discussion by bringing ideas and/or textual evidence. create a set of rules for collaborative discussions. follow the rules set for the discussion. express ideas that propel the thinking of the conversation forward. build on others ideas in a thoughtful way (summarize points of agreement/disagreement, quality their own views, make new connections based on evidence presented). 3. Evaluate a speaker s point of view, reasonings, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence (SL.9 10.3.) distinguish a speaker s point of view, reasonings, and use of evidence. determine if the speaker s information is false, exaggerated, or distorted. (2) 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task (SL.9 10.4) I can tailor my information/findings for the intended audience. state a specific purpose. organize information/findings logically. use evidence that clearly supports the ideas of the presentation. fully develop the content of my presentation. present information/findings concisely. fit the style of my presentation to my purpose and audience. (7) IA.7. Debate an issue from either side. state a claim about either side of the issue. reference evidence that supports my claim. address a person s counterclaim using evidence and logic. convince the audience that my position is the most valid.
Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation (mechanics), and spelling when writing. (L.9 10.2) capitalize words correctly in my writing. use semicolons correctly in my writing. use colons correctly in my writing. punctuate my writing correctly. spell words correctly in my writing. 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grades 9 10 reading and content, choosing flexibly from a range of strategies. (L.9 10.4) determine the meaning of words and phrases. clarify the intended meaning of words and phrases. use context clues to comprehend the meaning of words and phrases. use word patterns to comprehend the meaning of words and phrases. use reference materials to comprehend the meaning of words and phrases. use prior knowledge to comprehend the meaning of words and phrases. (6) (103 TOTAL SKILLS) 6