Students in English II read, discuss, and write about both classical and contemporary
world literature (excluding British and American authors) through which students
will identify cultural significance. They will examine pieces of world literature
in a cultural context to appreciate the diversity and complexity of world issues
and to connect global ideas to their own experiences. Students will continue
to explore language for expressive, informational/explanatory, critical, argumentative
and literary purposes, although emphasis will be placed on explanatory contexts.
In addition to literature study, students will:
| Competency Goal 1 | The
learner will react to and reflect upon print and non-print text and
personal experiences by examining situations from both subjective and
objective perspectives. |
| |
1.01 Produce reminiscences (about a person, event, object, place,
animal) that engage the audience by: - using specific and sensory
details with purpose.
- explaining the significance of the reminiscence
from an objective perspective.
- moving effectively between past
and present.
- recreating the mood felt by the author during the
reminiscence.
1.02 Respond reflectively (through small group
discussion, class discussion, journal entry, essay, letter, dialogue) to
written and visual texts by: - relating personal knowledge to textual
information or class discussion.
- showing an awareness of one's
own culture as well as the cultures of others.
- exhibiting an awareness
of culture in which text is set or in which text was written.
- explaining
how culture affects personal responses.
- demonstrating an understanding
of media's impact on personal responses and cultural analyses.
1.03
Demonstrate the ability to read, listen to and view a variety of increasingly
complex print and non-print expressive texts appropriate to grade level
and course literary focus, by: - selecting, monitoring, and modifying
as necessary reading strategies appropriate to readers' purpose.
-
identifying and analyzing text components (such as organizational structures,
story elements, organizational features) and evaluating their impact on
the text.
- providing textual evidence to support understanding of
and reader's response to text.
- demonstrating comprehension of main
idea and supporting details.
- summarizing key events and/or points
from text.
- making inferences, predicting, and drawing conclusions
based on text.
- identifying and analyzing personal, social, historical
or cultural influences, contexts, or biases.
- making connections
between works, self and related topics.
- analyzing and evaluating
the effects of author's craft and style.
- analyzing and evaluating
the connections or relationships between and among ideas, concepts, characters
and/or experiences.
- identifying and analyzing elements of expressive
environment found in text in light of purpose, audience, and context.
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| Competency Goal 2 | The
learner will evaluate problems, examine cause/effect relationships,
and answer research questions to inform an audience. |
| |
2.01 Demonstrate the ability to read, listen to and view a variety
of increasingly complex print and non-print informational texts appropriate
to grade level and course literary focus, by: - selecting, monitoring,
and modifying as necessary reading strategies appropriate to readers' purpose.
-
identifying and analyzing text components (such as organizational structures,
story elements, organizational features) and evaluating their impact on
the text.
- providing textual evidence to support understanding
of and reader's response to text.
- demonstrating comprehension of
main idea and supporting details.
- summarizing key events and/or
points from text.
- making inferences, predicting, and drawing conclusions
based on text.
- identifying and analyzing personal, social, historical
or cultural influences, contexts, or biases.
- making connections
between works, self and related topics.
- analyzing and evaluating
the effects of author's craft and style.
- analyzing and evaluating
the connections or relationships between and among ideas, concepts, characters
and/or experiences.
- identifying and analyzing elements of informational
environment found in text in light of purpose, audience, and context.
2.02
Create responses that examine a cause/effect relationship among events by:
- effectively summarizing situations.
- showing a clear, logical
connection among events.
- logically organizing connections by transitioning
between points.
- developing appropriate strategies such as graphics,
essays, and multimedia presentations to illustrate points.
2.03
Pose questions prompted by texts (such as the impact of imperialism on Things
Fall Apart) and research answers by: - accessing cultural information
or explanations from print and nonprint media sources.
- prioritizing
and organizing information to construct a complete and reasonable explanation.
|
| Competency Goal 3 | The
learner will defend argumentative positions on literary or nonliterary
issues. |
| |
3.01 Examine controversial issues by: - sharing and evaluating
initial personal response.
- researching and summarizing printed
data.
- developing a framework in which to discuss the issue (creating
a context).
- compiling personal responses and researched data to
organize the argument.
- presenting data in such forms as a graphic,
an essay, a speech, or a video.
3.02 Produce editorials
or responses to editorials for a neutral audience by providing: -
a clearly stated position or proposed solution.
- relevant, reliable
support.
3.03 Respond to issues in literature in such a
way that: - requires gathering of information to prove a particular
point.
- effectively uses reason and evidence to prove a given point.
-
emphasizes culturally significant events.
3.04 Demonstrate
the ability to read, listen to and view a variety of increasingly complex
print and non-print argumentative texts appropriate to grade level and course
literary focus, by: - selecting, monitoring, and modifying as necessary
reading strategies appropriate to readers' purpose.
- identifying
and analyzing text components (such as organizational structures, story
elements, organizational features) and evaluating their impact on the text.
-
providing textual evidence to support understanding of and reader's response
to text.
- demonstrating comprehension of main idea and supporting
details.
- summarizing key events and/or points from text.
-
making inferences, predicting, and drawing conclusions based on text.
-
identifying and analyzing personal, social, historical or cultural influences,
contexts, or biases.
- making connections between works, self and
related topics.
- analyzing and evaluating the effects of author's
craft and style.
- analyzing and evaluating the connections or relationships
between and among ideas, concepts, characters and/or experiences.
-
identifying and analyzing elements of argumentative environment found in
text in light of purpose, audience, and context.
|
| Competency Goal 4 | The
learner will critically interpret and evaluate experiences, literature,
language, and ideas. |
| |
4.01 Interpret a real-world event in a way that: -
makes generalizations about the event supported by specific references.
-
reflects on observation and shows how the event affected the current
viewpoint.
- distinguishes fact from fiction and recognizes
personal bias.
4.02 Analyze thematic connections among
literary works by: - showing an understanding of cultural context.
-
using specific references from texts to show how a theme is universal.
-
examining how elements such as irony and symbolism impact theme.
4.03
Analyze the ideas of others by identifying the ways in which writers:
- introduce and develop a main idea.
- choose and incorporate
significant, supporting, relevant details.
- relate the structure/organization
to the ideas.
- use effective word choice as a basis for coherence.
-
achieve a sense of completeness and closure.
4.04
Evaluate the information, explanations, or ideas of others by: -
identifying clear, reasonable criteria for evaluation.
- applying
those criteria using reasoning and substantiation..
4.05
Demonstrate the ability to read, listen to and view a variety
of increasingly complex print and non-print critical texts appropriate
to grade level and course literary focus, by: - selecting,
monitoring, and modifying as necessary reading strategies appropriate
to readers' purpose.
- identifying and analyzing text components
(such as organizational structures, story elements, organizational
features) and evaluating their impact on the text.
- providing
textual evidence to support understanding of and reader's response
to text.
- demonstrating comprehension of main idea and supporting
details.
- summarizing key events and/or points from text.
-
making inferences, predicting, and drawing conclusions based on text.
-
identifying and analyzing personal, social, historical or cultural
influences, contexts, or biases.
- making connections between
works, self and related topics.
- analyzing and evaluating
the effects of author's craft and style.
- analyzing and evaluating
the connections or relationships between and among ideas, concepts,
characters and/or experiences.
- identifying and analyzing
elements of critical environment found in text in light of purpose,
audience, and context.
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| Competency Goal 5 | The
learner will demonstrate understanding of selected world literature
through interpretation and analysis. |
| |
5.01 Read and analyze selected works of world literature by: -
using effective strategies for preparation, engagement, and reflection.
-
building on prior knowledge of the characteristics of literary genres, including
fiction, non-fiction, drama, and poetry, and exploring how those characteristics
apply to literature of world cultures.
- analyzing literary devices
such as allusion, symbolism, figurative language, flashback, dramatic irony,
situational irony, and imagery and explaining their effect on the work of
world literature.
- analyzing the importance of tone and mood.
-
analyzing archetypal characters, themes, and settings in world literature.
-
making comparisons and connections between historical and contemporary issues.
-
understanding the importance of cultural and historical impact on literary
texts.
5.02 Demonstrate increasing comprehension and ability
to respond personally to texts by: - selecting and exploring a wide
range of works which relate to an issue, author, or theme of world literature.
-
documenting the reading of student-chosen works.
5.03 Demonstrate
the ability to read, listen to and view a variety of increasingly complex
print and non-print literacy texts appropriate to grade level and course
literary focus, by: - selecting, monitoring, and modifying as necessary
reading strategies appropriate to readers' purpose.
- identifying
and analyzing text components (such as organizational structures, story
elements, organizational features) and evaluating their impact on the text.
-
providing textual evidence to support understanding of and reader's response
to text.
- demonstrating comprehension of main idea and supporting
details.
- summarizing key events and/or points from text.
-
making inferences, predicting, and drawing conclusions based on text.
-
identifying and analyzing personal, social, historical or cultural influences,
contexts, or biases.
- making connections between works, self and
related topics.
- analyzing and evaluating the effects of author's
craft and style.
- analyzing and evaluating the connections or relationships
between and among ideas, concepts, characters and/or experiences.
-
identifying and analyzing elements of literary environment found in text
in light of purpose, audience, and context.
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| Competency Goal 6 | The
learner will apply conventions of grammar and language usage. |
| |
6.01 Demonstrate an understanding of conventional written
and spoken expression by: - employing varying sentence structures
(e.g., inversion, introductory phrases) and sentence types (e.g.,
simple, compound, complex, compound-complex).
- analyzing authors'
choice of words, sentence structure, and use of language.
-
using word recognition strategies to understand vocabulary and exact
word choice (Greek, Latin roots and affixes, analogies, idioms, denotation,
connotation).
- using vocabulary strategies such as context
clues, resources, and structural analysis (roots, prefixes, etc.)
to determine meaning of words and phrases.
- examining textual
and classroom language for elements such as idioms, denotation, and
connotation to apply effectively in own writing/speaking.
-
using correct form/format for essays, business letters, research papers,
bibliographies.
- using language effectively to create mood
and tone.
6.02 Edit for: - subject-verb agreement,
tense choice, pronoun usage, clear antecedents, correct case, and
complete sentences.
- appropriate and correct mechanics (commas,
italics, underlining, semicolon, colon, apostrophe, quotation marks).
-
parallel structure.
- clichés trite expressions.
-
spelling.
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