High School Honors English II and English II

Course Description

Having successfully completed English I or Honors English I, English II or Honors English II students will study literature from around the world. They will work towards answering the overarching question: How does great literature explore universal themes of human existence and reveal truths? The course includes units that focus on identity in a global society, empowering diverse voices through storytelling, and inspiring and persuading others. Within the course, students will explore an array of genres such as fiction, non-fiction, poetry, drama, and literary non-fiction. Throughout the semester, students will read and analyze texts,take part in discussions, hone grammar and vocabulary skills, write essays, analyze language through various texts, and deliver speeches. This course culminates with the Keystone Exam for Literature,which is a graduation requirement. This broad study prepares students for their experience in English III, Honors English III, or AP Language and Composition.

Course Big Ideas

Explore world texts
Analyze identity in a global society
Analyze and develop voice through storytelling Inspire others through persuasion
Hone vocabulary and grammar skills

Course Essential Questions

How does great literature explore universal themes of human existence and reveal truths?
How do authors commonly use writing and literature as a way to express their identity and create global connectedness?
How does the place a person is from and their personal experiences affect their voice and style in writing?
How are autobiographies and biographies an expression for writers to voice their thoughts and opinions and inspire change?
How can people use their voice to make a difference and change perspectives?
How can punctuation help to clarify meaning, avoid confusion, add style, and create tone in writing?
How can we use vocabulary to increase reading comprehension and improve writing style?

Course Competencies

Investigation
Analysis of perspectives
Analysis of errors
Comparison
Reasoning

Course Assessments

Cold-read assessments
Written responses
Class discussions
Quizzes
Persuasive Speeches
Unit project(s)
Keystone Exam

Course Units

Unit1: Constructing an Identity in a Globy Society (fiction whole-class novel)

Standards

CC.1.3.9-10.A: 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.
CC.1.3.9-10.D: Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text.
- L.F.1.1.1 Identify and/or analyze the author’s intended purpose of a text.
- L.F.2.3.2 Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of fiction:
- L.F.1.1.3 Analyze, interpret, and evaluate how authors use techniques and elements of fiction to effectively communicate an idea or concept.
- L.F.1.3.1 Identify and/or explain stated or implied main ideas and relevant supporting details from a text.
- L.F.1.3.2 Summarize the key details and events of a fictional text, in part or as a whole.
- L.F.2.3.2 Explain, interpret, compare, describe, analyze, and/or evaluate character in a variety of fiction
- L.F.2.3.4 Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of fiction
- L.F.2.3.5 Explain, interpret, compare, describe, analyze, and/or evaluate voice, tone, style, and mood in a variety of fiction
- L.F.2.3.6 Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of fiction
CC.1.3.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
- L.F.1.1.1 Identify and/or analyze the author’s intended purpose of a text.
- L.F.1.1.2 Explain, describe, and/or analyze examples of a text that support the author’s intended purpose.
- L.F.1.1.3 Analyze, interpret, and evaluate how authors use techniques and elements of fiction to effectively communicate an idea or concept.
- L.F.1.3.1 Identify and/or explain stated or implied main ideas and relevant supporting details from a text.
- L.F.1.3.2 Summarize the key details and events of a fictional text, in part or as a whole.
- L.F.2.1.1 Make inferences and/or draw conclusions based on analysis of a text.
- L.F.2.1.2 Cite evidence from a text to support generalizations
CC.1.4.9-10.G: Write arguments to support claims in an analysis of substantive topics.
CC.1.4.9-10.J:Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; 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 evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.
- C.A.1.1.1 Write with a sharp, distinct controlling point that clearly states a position and demonstrates awareness of task, purpose, and audience.
- C.A.1.1.2 Construct a thorough argument with consistent, relevant support through the use of argumentative/persuasive strategies; address opposing viewpoints.
- C.A.1.1.3 Organize the argument using effective strategies to develop a strong, well-supported position.
- C.A.1.1.4 Maintain an effective and consistent tone through precise control of language and a variety of sentence structures.
- C.A.1.1.5 Write with control of grammar, mechanics, spelling, usage, and sentence formation.
CC.1.4.9-10.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.
CC.1.4.9-10.X: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
CC.1.5.9-10.A: Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Know

Techniques for identifying a theme in a text
Qualities of a summary
Different types of point of view and the pronouns to differentiate between them
Different types of author’s purpose and the characteristics of each
Ways that a setting impacts the text
Common literary techniques and elements used within fiction
Techniques for analysis of fiction
The ACE format The different types of characterization
The difference between tone and mood and strategies for identifying tone

Understanding/Key Learning

Do

Identify various motifs in works of literature and determine the message (theme) conveyed through those motifs
Identify key details within works of literature and organize the key details into an objective summary
Determine the point of view within a text
Determine the author’s purpose of a text
Analyze how the setting impacts a text
Analyze how literary techniques and elements influence the interpretation of a text
Write timed ACE paragraphs that analyze works of literature
Analyze how the different types of characterization develop a character
Precisely identify tone through the author’s word choice and analyze how the tone impacts the interpretation of a text

Unit Essential Questions

Lesson Essential Questions

How do we identify various motifs in works of literature and determine the message (theme) conveyed through those motifs?
How do we identify key details within works of literature and organize the key details into an objective summary
What is point of view and how does it impact the content and tone of a text?
What are the different author’s purposes and how do we determine the author’s purpose of a text?
How does the setting impact a text?
How do literary techniques and elements influence the interpretation of a text?
How do we analyze works of literature through the ACE structure?
How do authors use the different types of characterization to develop a character?
How do we precisely identify tone through the author’s word choice and analyze how the tone impacts the interpretation of a text?

Materials/Resources

Shared

“Body Ritual Among the Nacirema”

Honors

"The Kite Runner" by Khaled Hosseini
“No Trumpets Needed” by Michael Morpurgo
“On Friendship” by Kahlil Gibran
Nonfiction articles/websites for historical context

Standard

"The House on Mango Street" by Sandra Cisneros
“His Story” by Sandra Cisneros
“Fish Cheeks” by Amy Tan
"Little Things Are Big" by Jesús Colón
"Abuelito Who" by Sandra Cisneros
"The Rose That Grew From Concrete" by Tupac Shakur
"On Turning Ten" by Billy Collins
"Malala Yousafzai: A Normal Yet Powerful Girl" by NPR Staff
"Healing ‘Brick City’: A Newark Doctor Returns Home" by NPR Staff
“Leaving” by Cathy Song

CC.1.3.9-10.A: 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.
CC.1.3.9-10.D: Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text.
- L.F.1.1.1 Identify and/or analyze the author’s intended purpose of a text.
- L.F.2.3.2 Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of fiction:
- L.F.1.1.3 Analyze, interpret, and evaluate how authors use techniques and elements of fiction to effectively communicate an idea or concept.
- L.F.1.3.1 Identify and/or explain stated or implied main ideas and relevant supporting details from a text.
- L.F.1.3.2 Summarize the key details and events of a fictional text, in part or as a whole.
- L.F.2.3.2 Explain, interpret, compare, describe, analyze, and/or evaluate character in a variety of fiction
- L.F.2.3.4 Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of fiction
- L.F.2.3.5 Explain, interpret, compare, describe, analyze, and/or evaluate voice, tone, style, and mood in a variety of fiction
- L.F.2.3.6 Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of fiction
CC.1.3.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
- L.F.1.1.1 Identify and/or analyze the author’s intended purpose of a text.
- L.F.1.1.2 Explain, describe, and/or analyze examples of a text that support the author’s intended purpose.
- L.F.1.1.3 Analyze, interpret and evaluate how authors use techniques and elements of fiction to effectively communicate an idea or concept.
- L.F.1.3.1 Identify and/or explain stated or implied main ideas and relevant supporting details from a text.
- L.F.1.3.2 Summarize the key details and events of a fictional text, in part or as a whole.
- L.F.2.1.1 Make inferences and/or draw conclusions based on analysis of a text.
- L.F.2.1.2 Cite evidence from a text to support generalizations
CC.1.4.9-10.G: Write arguments to support claims in an analysis of substantive topics.
CC.1.4.9-10.J:Create organization that establishes clear relationships among claim(s), counterclaims,reasons, and evidence; 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 evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.
- C.A.1.1.1 Write with a sharp, distinct controlling point that clearly states a position and demonstrates awareness of task, purpose, and audience.
- C.A.1.1.2 Construct a thorough argument with consistent, relevant support through the use of argumentative/persuasive strategies; address opposing viewpoints.
- C.A.1.1.3 Organize the argument using effective strategies to develop a strong, well-supported position.
- C.A.1.1.4 Maintain an effective and consistent tone through precise control of language and a variety of sentence structures.
- C.A.1.1.5 Write with control of grammar, mechanics, spelling, usage, and sentence formation.
CC.1.4.9-10.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.
CC.1.4.9-10.T: 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.
CC.1.4.9-10.X: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
CC.1.5.9-10.A: Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Know

Techniques for identifying a theme in a text
Qualities of a summary
Different types of point of view and the pronouns to differentiate between them
Different types of author’s purpose and the characteristics of each
Ways that a setting impacts the text
The common literary techniques and elements used within fiction
Techniques for analysis of fiction
The ACE format
The different types of characterization
The difference between tone and mood and strategies for identifying tone
How authors use word choice and sentence structure to create a style and voice
The parts of a literary thesis and proof statement
The structure of a 5-paragraph essay

Understanding/Key Learning

Great literature explores universal themes of human existence and can reveal truths through fiction.
Different aspects of a text work together to create an overall effect.
The place a person is from and their personal experiences affects their voice and style in writing.
Creative writing is an expression for writers to voice their thoughts and opinions.
A literary analysis must draw an overall conclusion about a text and support that conclusion with evidence.

Do

Identify various motifs in works of literature and determine the message (theme) conveyed through those motifs
Identify key details within works of literature and organize the key details into an objective summary
Determine the point of view within a text
Determine the author’s purpose of a text
Analyze how the setting impacts a text
Analyze how literary techniques and element influence the interpretation of a text
Analyze how the different types of characterization develop a character
Precisely identify tone through the author’s word choice and analyze how the tone impacts the interpretation of a text
Write a formal literary argument based on a given text

Unit Essential Questions

How does great literature explore universal themes of human existence and reveal truths through fiction?
How do different aspects of a text work together to create an overall effect?
How does the place a person is from and their personal experiences affect their voice and style in writing?
How is creative writing an expression for writers to voice their thoughts and opinions?
How does a literary analysis draw an overall conclusion about a text and support that conclusion with evidence?

Lesson Essential Questions

How do we identify various motifs in works of literature and determine the message (theme) conveyed through those motifs?
How do we identify key details within works of literature and organize the key details into an objective summary?
How do we determine the point of view within a text?
How do we determine the author’s purpose of a text?
How does the setting impact a text?
How do literary techniques and elements influence the interpretation of a text?
How do the different types of characterization develop a character?
How do we precisely identify tone through the author’s word choice?
How does the tone impact the interpretation of a text?
How do we write a formal literary argument based on a given text?

Materials/Resources

Selected short stories, poems, and novel excerpts from around the world

Short Stories

Honors

“Identity Card” by Mahmoud Darwish
“A Private Experience” by Chimamanda Ngozi Adichie
“Thailand” by Haruki Murakami from After the Quake
“Bon Voyage, Mr. President” by Gabriel Garcia Marquez from Strange Pilgrims
“Jumping Monkey Hill” by Chimamanda Ngozi Adichie from The Thing Around Your Neck
“Persimmons” by Yiyun Li from A Thousand Years of Good Prayers
“A Thousand Years of Good Prayers” by Yiyun Li from A Thousand Years of Good Prayers

Standard

“The Ultimate Safari” by Nadine Gordimer from Jump and Other Stories
“The Moment the Gun Went Off” by Nadine Gordimer from Jump and Other Stories
“Through the Tunnel” by Doris Lessin
“No Trumpets Needed” by Michael Morpurgo

Shared

"Free? Stories About Human Rights" published by Amnesty International
"One World: A Global Anthology of Short Stories" published by New Internationalists
"One World Two: A Second Global Anthology of Short Stories" published by New Internationalists
“Once Upon a Time” by Nadine Gordimer from Jump and Other Stories
“Comrades” by Nadine Gordimer from Jump and Other Stories
“Keeping Fit” by Nadine Gordimer from Jump and Other Stories
“Cell One” by Chimamanda Ngozi Adichie from The Thing Around Your Neck
“A Private Experience” by Chimamanda Ngozi Adichie from The Thing Around Your Neck
Iby Chimamanda Ngozi Adichie from The Thing Around Your Neck
Iby Yordanka Beleva “Borders” by Thomas King
“A Civil Peace” by Chinua Achebe

Poems

“Bees Were Better” by Naomi Shihab Nye
“Savior Faire” by Claribel Alegria
“Blood” by Naomi Shihab Nye
“Different Ways to Pray” by Naomi Shihab Nye
“Jerusalem” by Naomi Shihab Nye
“Morning Song” by Naomi Shihab Nye
“A Palestinian Might Say” by Naomi Shihab Nye
“Kindness” by Naomi Shihab Nye
“Not One More Refugee Death” by Emmy Perez
“Juarez/Ecapatec” by Juana Adcock
“A Dog Has Died” by Pablo Neruda
“Ode to My Socks” by Pablo Neruda
“Canto XII from The Heights of Machu Picchu” by Pablo Neruda
Iby Angela C. Trudell Vasquez
“Immigrants in Our Own Land” by Jimmy Santiago Baca
“I am Offering this Poem” by Jimmy Santiago Baca
“Who Understands Me but Me” by Jimmy Santiago Baca
“Identity” by Julio Noboa Polanco
“In a Free County” by Frank Chipasul
“Nightmare” by Frank Chipasula
“The African Picnic” by Elizabeth Alexander
“Victory” by Sherman Alexie
“Savior Faire” by Claribel Alegria
“Identity Card” by Mahmoud Darwish
"How to Love the World" - collection of poems
"The Vintage Book of Contemporary World Poetry" - collection of poems

Vocabulary

Theme (central idea)
motif
objective summary
point of view
author’s purpose
setting
literary
techniques
critical lenses
elements of fiction
textual evidence
characterization
tone
mood
analysis
voice
style
claim
argument
topic sentence
transition
concluding sentence
proof
thesis
hook
quote setup/lead-in

CC.1.2.9-10A: Determine a central idea of a text and analyze 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.
- L.N.1.3.1: Identify and/or explain stated or implied main ideas and relevant supporting details from a text.
- L.N.1.3.3 Analyze the interrelationships of ideas and events in text to determine how one idea or event may interact and influence another.
- L.N.2.3.1: Explain, interpret, compare, describe, analyze, and/or evaluate character in a variety of nonfiction
- Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of nonfiction
- L.N.2.3.4: Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of nonfiction
- L.N.2.3.5: Explain, interpret, compare, describe, analyze, and/or evaluate voice, tone, style, and mood in a variety of nonfiction
- L.N.2.3.6: Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of nonfiction
CC1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
- L.N.1.3.1: Identify and/or explain stated or implied main ideas and relevant supporting details from a text.
- L.N.1.3.3 Analyze the interrelationships of ideas and events in text to determine how one idea or event may interact and influence another.
- L.N.2.1.1 Make inferences and/or draw conclusions based on analysis of a text.
- L.N.2.1.2 Cite evidence from a text to support generalizations.
CC.1.2.9-10.D: Determine an author’s particular point of view and analyze how rhetoric advances the point of view.
- L.N.2.3.1: Explain, interpret, compare, describe, analyze, and/or evaluate character in a variety of nonfiction
- L.N.2.3.2: Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of nonfiction
- L.N.2.3.4: Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of nonfiction
- L.N.2.3.5: Explain, interpret, compare, describe, analyze, and/or evaluate voice, tone, style, and mood in a variety of nonfiction
- L.N.2.3.6: Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of nonfiction
CC.1.2.9-10.F:Analyze how words and phrases shape meaning and tone in texts.
- L.N.1.1.1: Identify an/or analyze the author’s intended purpose of a text.
- L.N.1.1.2: Explain, describe, and/or analyze examples of a text that support the author’s intended purpose.
- L.N.1.1.3: Analyze, interpret, and evaluate how authors use techniques and elements of nonfiction to effectively communicate an idea or concept.
- L.N.1.1.4: Explain how an author's use of key words or phrases in text informs and influences the reader.

Know

The difference between main idea and theme
The common literary techniques and elements used within nonfiction
Techniques for analysis of nonfiction
How authors use word choice and sentence structure to create a style and voice
Common text structures used in biographical writing
That an author’s exigence influences their point of view, tone, purpose, and audience
The historical context of specific biographical works

Understanding/Key Learning

Do

Identify main ideas and supporting details within works of nonfiction and organize the key details into an objective summary
Analyze how main ideas and supporting details work together to support various text structures.
Analyze how the craft and structure of the text support the author’s purpose.
Make inferences about an author’s point of view and potential bias.
Analyze how the author’s exigence impacts the author’s tone, purpose, and audience.

Unit Essential Questions

Lesson Essential Questions

How do we identify main ideas and supporting details within works of nonfiction and organize the key details into an objective summary?
How do main ideas and supporting details work together to support various text structures?
How do the craft and structure of the text support the author’s purpose?
How do we make inferences about an author’s point of view and potential bias?
How does the author’s exigence impact the author’s tone, purpose, and audience?

Materials/Resources

"Brazen: Rebel Ladies Who Rocked the World" by Penelope Bagieu
"Young Enough to Change the World" by Michael Connolly and Brie Goolbis
"Ada’s Violin" by Susan Hood
"Emmanuel’s Dream" by Laurie Ann Thompson
Excerpts from "I Am Nujood, Age 10 and Divorced" by Nujood Ali
Excerpts from "A Long Walk to Water" by Linda Sue Park
"The Making of Malala" (documentary)
Episodes from the podcast series "World Changers" by Stephen Wirthlin
“African Women are Starting Their Own Businesses, and Many are Thriving” sourced from Newsela
“Columbian Exchange: Spreading Idea, and Diseases, for Good and Ill” sourced from Newsela
“Indigenous Peoples Could Be the Key to Brazil’s Role in Paris Agreement” sourced from Newsela
“Effects of Economic Globalization” sourced from Newsela
“Teenagers Are Rewriting the Rules of the News” sourced from Newsela
“Fixing the World: Students to Share Ideas with Global Leader, UN Officials” sourced from Newsela
“Teen Designs Motor That Could Potentially Transform the Electric Car Industry” sourced from Newsela
“World Neighbors Group Teaches Poor Women About Managing Money” sourced from Newsela
“Psychology Study Suggests Humans Develop Set of ‘Primal’ World Beliefs” sourced from Newsela
“Saving Lives in Africa with the Humble Sweet Potato” sourced from NPR
“Author Chronicles Ever-changing Life on the Border” sourced from NPR

CC.1.2.9-10A: Determine a central idea of a text and analyze 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.
- L.N.1.3.1: Identify and/or explain stated or implied main ideas and relevant supporting details from a text.
- L.N.1.3.3 Analyze the interrelationships of ideas and events in text to determine how one idea or event may interact and influence another.
- L.N.2.3.1: Explain, interpret, compare, describe, analyze, and/or evaluate character in a variety of nonfiction
- Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of nonfiction
- L.N.2.3.4: Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of nonfiction
- L.N.2.3.5: Explain, interpret, compare, describe, analyze, and/or evaluate voice, tone, style, and mood in a variety of nonfiction
- L.N.2.3.6: Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of nonfiction
CC1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
- L.N.1.3.1: Identify and/or explain stated or implied main ideas and relevant supporting details from a text.
- L.N.1.3.3 Analyze the interrelationships of ideas and events in text to determine how one idea or event may interact and influence another.
- L.N.2.1.1 Make inferences and/or draw conclusions based on analysis of a text.
- L.N.2.1.2 Cite evidence from a text to support generalizations.
CC.1.2.9-10.D: Determine an author’s particular point of view and analyze how rhetoric advances the point of view.
- L.N.2.3.1: Explain, interpret, compare, describe, analyze, and/or evaluate character in a variety of nonfiction
- L.N.2.3.2: Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of nonfiction
- L.N.2.3.4: Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of nonfiction
- L.N.2.3.5: Explain, interpret, compare, describe, analyze, and/or evaluate voice, tone, style, and mood in a variety of nonfiction
- L.N.2.3.6: Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of nonfiction
CC.1.2.9-10.F:Analyze how words and phrases shape meaning and tone in texts.
- L.N.1.1.1: Identify an/or analyze the author’s intended purpose of a text.
- L.N.1.1.2: Explain, describe, and/or analyze examples of a text that support the author’s intended purpose.
- L.N.1.1.3: Analyze, interpret, and evaluate how authors use techniques and elements of nonfiction to effectively communicate an idea or concept.
- L.N.1.1.4: Explain how an author's use of key words or phrases in text informs and influences the reader.
CC1.2.9-10.H: Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence.
- L.N.2.5.1 Differentiate between fact and opinion.
- L.N.2.5.2 Explain, interpret, describe, and/or analyze the use of facts and opinions in the text.
- L.N.2.5.3 Distinguish essential from nonessential information.
- L.N.2.5.4 Identify, explain, and/or interpret bias and propaganda techniques in nonfictional text.
- L.N.2.5.5 Explain, describe, and/or analyze the effectiveness of bias (explicit and implicit) and propaganda techniques in nonfictional text.
- L.N.2.5.6 Explain, interpret, describe, and/or analyze the author’s defense of a claim to make a point or construct an argument in nonfictional text.
CC.1.4.9-10.G: Write arguments to support claims in an analysis of substantive topics.
CC.1.4.9-10.J:Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; 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 evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.
- C.A.1.1.1 Write with a sharp, distinct controlling point that clearly states a position and demonstrates awareness of task, purpose, and audience.
- C.A.1.1.2 Construct a thorough argument with consistent, relevant support through the use of argumentative/persuasive strategies; address opposing viewpoints.
- C.A.1.1.3 Organize the argument using effective strategies to develop a strong, well-supported position.
- C.A.1.1.4 Maintain an effective and consistent tone through precise control of language and a variety of sentence structures.
- C.A.1.1.5 Write with control of grammar, mechanics, spelling, usage, and sentence formation.
CC.1.4.9-10.W: 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.
CC.1.5.9-10.D: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.

Know

The different elements of persuasion (ethos, pathos, logos)
What a claim and counterclaim are, how to identify them, and how to use them in a thesis statement
The different propaganda techniques (types of reasoning, expert testimony, strategies for pathos)
The difference between implicit and explicit bias and the effects each has
The different types of text structure and the three persuasive purposes
That certain parts of a text are central to supporting a thesis
That a proof statement includes the three main points of a 5-paragraph essay
What parallel structure is and how to create it within a proof statement
The different types of quote setups and lead-ins and how to punctuate them
The strategies for paraphrasing and summarizing
The structure of MLA citations and a Works Cited page

Understanding/Key Learning

Do

Identify an author’s claim, reasoning, and support
Identify how the elements of persuasion influence the tone and mood.
Identify the author’s implicit and explicit bias and analyze the effect
Analyze how various text structures support an author’s purpose
Identify essential vs. nonessential information
Create a thesis with a concession and a claim
Create a proof statement that outlines the main points of the persuasive speech
Effectively quote, paraphrase, or summarize and cite sources to avoid plagiarism
Use elements of persuasion in an argument to support a claim

Unit Essential Questions

How do we identify an author’s claim, reasoning, and support?
How do we identify how the elements of persuasion influence the tone and mood?
How do we identify the author’s implicit and explicit bias and analyze the effect?
How do various text structures support an author’s purpose?
How do we identify essential vs. nonessential information?
How do we create a thesis with a concession and a claim?
How do we create a proof statement that outlines the main points of the persuasive speech?
How do we effectively quote, paraphrase, or summarize and cite sources to avoid plagiarism?
How do we use elements of persuasion in an argument to support a claim?

Materials/Resources

“What Does my Headscarf Mean to You?” sourced from TED Ed
“The Danger of a Single Story” sourced from TED Ed
“For More Tolerance, We Need More Tourism” sourced from TED Ed
“Inaugural Address” from Nelson Mandela
“I am Prepared to Die” by Nelson Mandela
“Friends, Romans, Countrymen, lend me your ears” by William Shakespeare
"Antigone" by Sophocles
“Why I’m done trying to be ‘man enough" by Justin Baldoni
“Women’s Rights to Suffrage” by Susan B. Anthony
“Still I Rise” by Maya Angelou
“Nobel Speech” by Malala Yousafzai
“They told me to change my clothes. I changed the law instead.” by Gina Martin
“3 questions to ask yourself about everything you do” by Stacey Abrams
“Questioning the Universe” by Stephen Hawkings
“The Berlin Wall Speech” by Ronald Reagan
“A Time for Choosing” by Ronald Reagan

Vocabulary

text structure
claim
voice
tone
mood
point of view
implicit and explicit bias
rhetoric
author’s purpose
elements of persuasion (ethos, pathos, logos)
essential vs. nonessential information
propaganda techniques
reasoning
counterclaims
concession
proof statement
thesis statement
plagiarism
parallel structure

CC.1.4.9-10.L: Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
- C.A.1.1.1 Write with a sharp, distinct controlling point that clearly states a position and demonstrates awareness of task, purpose, and audience.
- C.A.1.1.2 Construct a thorough argument with consistent, relevant support through the use of argumentative/persuasive strategies; address opposing viewpoints.
- C.A.1.1.3 Organize the argument using effective strategies to develop a strong, well-supported position.
- C.A.1.1.4 Maintain an effective and consistent tone through precise control of language and a variety of sentence structures.
- C.A.1.1.5 Write with control of grammar, mechanics, spelling, usage, and sentence formation.
- C.A.3.1.3 Punctuate correctly (e.g., correctly use commas, semicolons, quotation marks, apostrophes).
- C.A.3.1.4 Demonstrate correct grammar and usage (e.g., verb and pronoun form and agreement, modifiers and transitions, word order and syntax).
- C.A.3.1.5 Demonstrate correct sentence formation.

Use commas correctly with introductory elements and compound sentences
Use semicolons correctly with compound sentences and complex lists
Use colons correctly to introduce quotations and lists
Use dashes correctly to set off nonessential information and to add emphasis
Use parentheses correctly to set off nonessential information
Properly punctuate and format quotations
Revise syntax of sentences to include use of commas, semicolons, colons, dashes, and parentheses to improve understanding and add tone and emphasis.

Unit Essential Questions

Lesson Essential Questions

How do we use commas correctly with introductory elements and compound sentences?
How do we use semicolons correctly with compound sentences and complex lists?
How do we use colons correctly to introduce quotations and lists?
How do we use dashes correctly to set off nonessential information and to add emphasis?
How do we use parentheses correctly to set off nonessential information?
How do we properly punctuate and format quotations?
How do we revise the syntax of sentences to include the use of commas, semicolons, colons, dashes, and parentheses to improve understanding and add tone and emphasis?

CC.1.2.9-10.K: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.
- L.N.1.2.1 Identify and/or apply a synonym or antonym of a word used in a text.
- L.N.1.2.2 Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word with an affix from a text.
- L.N.1.2.3 Use context clues to determine or clarify the meaning of unfamiliar, multiple- meaning, or ambiguous words.
CC.1.3.9-10.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.
- L.F.1.2.1 Identify and/or apply a synonym or antonym of a word used in a text.
- L.F.1.2.2 Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word with an affix from a text.
- L.F.1.2.3 Use context clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words.

Know

That words are made up of prefixes, suffixes, and roots and each contributes to a word’s meaning and/or part of speech.
That changing affixes change the meaning of the word and/or part of speech.
How to identify the most precise synonyms and antonyms for a word.
The different types of context clues (example, comparison, contrast) and their signal words and phrases.

What are the different types of context clues and how do we effectively use them within sentences to imply a word’s meaning?
What are affixes and roots and how do they contribute to a word’s meaning? How can we change the affixes to alter a word’s meaning and part of speech?
How do we accurately identify synonyms and antonyms and use them to better understand a word’s meaning?