Grade Level & Subject: Honors English II		Curriculum Map	Year Revised 2003-2004
Calendar	November	December	January
	Second Nine Weeks – November - January
Possible Resources	Literature and Language, McDougal Littell, 2003
Nine Weeks Focus	Textbook page range 71, 303, 386, 503, 546, 822, 559, 250, 240; The Jungle 559-577
Skills/Standards	Acquisition of Vocabulary 1. Define unknown words through context clues and the author’s use of comparison, contrast and cause and effect. 2. Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships. 5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies). 910 11 12 Reading Process: Concepts of Print, Comprehension Strategies and Self Monitoring Strategies 1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. 2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. 3. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. Reading Applications: Informational, Technical and Persuasive Text Reading Applications: Literary Text 1. Compare and contrast an author’s use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies. 2. Analyze the features of setting and their importance in a literary text. 3. Distinguish how conflicts, parallel plots and subplots affect the pacing of action in literary text. 6. Explain how literary techniques, including foreshadowing and flashback, are used to shape the plot of a literary text. 7. Recognize how irony is used in a literary text. 9. Explain how authors use symbols to create broader meanings. 910 11 12 Writing Processes 1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. 2. Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). 3. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing. 4. Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure, and point of view) to address purpose and audience. 5. Use organizational strategies (e.g., notes, outlines) to plan writing. 6. Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion, and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. 7. Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure). 8. Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures. 9. Use language, including precise language, action verbs, sensory details and colorful modifiers, and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice. Writing Applications 2. Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge. 4. Write informational essays or reports, including research that: a. pose relevant and tightly drawn questions that engage the reader. b. provide a clear and accurate perspective on the subject. c. create an organizing structure appropriate to the purpose, audience and context. d. support the main ideas with facts, details, examples and explanations from sources; and e. document sources and include bibliographies. 5. Write persuasive compositions that: a. support arguments with detailed evidence; b. exclude irrelevant information; and c. cite sources of information. 6. Produce informal writings (e.g., journals, notes and poems) for various purposes. Writing Conventions 1. Use correct spelling conventions. 2. Use correct capitalization and punctuation. 3. Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial). 4. Use parallel structure to present items in a series and items juxtaposed for emphasis. 5. Use proper placement of modifiers. Research 5. Integrate quotations and citations into written text to maintain a flow of ideas. Communication: Oral and Visual 1. Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace) in a variety of settings. 5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience. 6. Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response. 7. Vary language choices as appropriate to the context of the speech.
Assessments