English II
110.32. English Language Arts and Reading, English II, Beginning with School Year 2009-2010. (b) Knowledge & Skills (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; *ELPS: 1 A, B, H; 4 A, C, E, F : Vocabulary is introduced in context in each of the five lessons per unit: Warm Up, School Life, School Subjects, World Talk Cards, and Speaking Up. Content specific vocabulary is introduced in School Subjects. Unit 1: School Subjects: Math 1 Unit 2: School Subjects: Science 1 Unit 3: School Subjects: Geography 1 Unit 4: School Subjects: English 1 Unit 5: School Subjects: Math 2 Unit 6: School Subjects: Science 2 Unit 7: School Subjects: Geography 2 Unit 8: School Subjects: English 2 Unit 9: School Subjects: World History Unit 10: School Subjects: Math 3 : Vocabulary is introduced in context in each of the five lessons per unit: Warm Up, School Life, School Subjects, Language Extension, and Speaking Up. Unit 11: School Subjects: Science 4 Unit 12: School Subjects: Geography 3 Unit 13: School Subjects: History 2 Unit 14: School subjects: Math 4 Unit 15: School Subjects: English 3 Unit 16: School Subjects: Science 5 Unit 17: School Subjects: History 3 Unit 18: School Subjects: History & Politics Unit 19: School Subjects: Economics Unit 20: School Subjects: Psychology Correlations English II-EFS Page 2
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(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words; *ELPS: 1 A, B, H; 4 A, C, E, F (C) infer word meaning through the identification and analysis of analogies and other word relationships; *ELPS: 1 A, B, H; 4 A, C, E, F : Units 1: Warm Up: girl on the left: black hair as girl on the right: red hair School Subjects: Math 1 +:add as -:subtract; x: multiply as /:divide Unit 2: School Subjects: Science 1 heavy: elephant as light: balloon; large: elephant as small: ant. Unit 3: World Talk Cards: mechanic: repair shop as pharmacist: pharmacy; artist: painting sunsets as dentist: fixing teeth Unit 4: School Subjects: English 1 noun: friend, cat, apple, job, school as pronouns: I, me, you, these, those : Unit 11: Warm Up: police officer: automobile accident as firefighter: fire School Subjects: Science 4 volume: sound as amplitude: sound wave Unit 12: School Subjects: Geography 3 Earth: Sun as moon: Earth Unit 13: School Subjects: History 2 sea: Greeks as rivers: other earlier civilizations Unit 14: School Subjects: Math 4 x: y as horizontal: vertical Unit 15: Warm Up: education: good jobs as lack of Correlations English II-EFS Page 4
Unit 5: School Subjects: Math 2 even numbers: 2, 4, 6 as odd numbers: 1, 3, 5 Unit 6: Warm Up: gloves: hands as goggles: eyes Unit 7: Warm Up: summer: hottest as winter: coldest. Unit 8: Warm Up: morning: light as evening: dark. Unit 9: School Subjects: World History Aristotle: Plato as Alexander the Great: Aristotle. Unit 10: Warm Up: scale: weight as ruler: length education: manual labor Unit 16: School Subjects: Science 5 C: Carbon as O: Oxygen Unit 17: School Subjects: History 3 Ataturk: Turkey as Khan: Mongolia Unit 18: School Subjects: History & Politics United States: country as NATO: alliance Unit 19: School Subjects: Economics Food, water, clothing, shelter, healthcare: needs as goods or services that are nice but not necessary: wants Unit 20: School Subjects: Psychology Freud: free association as Galton: testing and statistics Correlations English II-EFS Page 5
(D) show the relationship between the origins and meaning of foreign words or phrases used frequently in written English and historical events or developments (e.g., glasmost, avant-garde, coup d'etat); and *ELPS: 1 A, B, H; 4 A, C, E, F (E) use dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology. *ELPS: 1 A, B, H; 4 A, C, E, F : : Clicking the text button gives students the spelling of any word or group of words that appear in the program. Clicking on a highlighted word brings up a Glossary entry for that word. Tasks & Activities: Written : : Clicking the text button gives students the spelling of any word or group of words that appear in the program. Clicking on a highlighted word brings up a Glossary entry for that word. Correlations English II-EFS Page 6
(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) compare and contrast differences in similar themes expressed in different time periods; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, (B) analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature; and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Correlations English II-EFS Page 7
(C) relate the figurative language of a literary work to its historical and cultural setting. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the structure or prosody (e.g. meter, rhyme scheme) and graphic elements (e.g. line length, punctuation, word position) in poetry. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Correlations English II-EFS Page 8
(4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze how archetypes and motifs in drama affect the plot of plays. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Correlations English II-EFS Page 9
(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (B) analyze differences in the characters' moral dilemmas in works of fiction across different countries or cultures; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Correlations English II-EFS Page 10
(C) evaluate the connection between forms of narration (e.g., unreliable, omniscient) and tone in works of fiction; and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (D) demonstrate familiarity with works by authors from non- English-speaking literary traditions with emphasis on 20th century world literature. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Correlations English II-EFS Page 11
(6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Correlations English II-EFS Page 12
(7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the function of symbolism, allegory, and allusions in literary works. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Unit 2: School Subjects: Science 1 Without energy from the Sun, we cannot live. For example, we get energy from the Sun in our food. Plants get energy from the Sun. We eat plants. We also eat meat from animals, such as fish. These animals eat plants or other animals. Our food gives us energy to live. Without food we cannot live. Unit 5: School Life: She also has something to drink, either milk or juice. She prefers milk and juice to soft drinks. She thinks soft drinks are too sweet. Unit 6: Warm Up: These two students are in a science class. Today they are doing an experiment. They are both smiling because they are having fun. Sometimes science can be dangerous. These students are being very careful. They are wearing gloves on their hands and goggles over their eyes. Unit 7: Warm Up: Spring is the season of Unit 11: School Subjects: Science 4 If you drop a rock into a pool of water, you ll see waves. If you push a spring, you ll create a longitudinal wave. When sound waves reach your ear, your eardrum vibrates. Unit 12: School Subjects: Geography 3 When water falls from a rain cloud, it is in a liquid form. When water is in the form of an ice cube, it is in solid form. When water evaporates from a boiling pot, it is in vapor, or gaseous, form. Unit 13: Warm Up: This brown bear is catching a fish from a river. A bear can eat from eighty to ninety ponds of food each day. They have to eat a lot during the summer so that they can survive through the cold winter months. Unit 14: Warm Up: These two people are hungry and would like to find a restaurant. They are looking at a street map for directions. Correlations English II-EFS Page 13
birth and growth. In spring, the weather changes form cold to warm. In Spring, the weather gets warmer. Unit 8: School Life: I ll look at my notes and study the textbook. I don t want to ask my parents. They always explain too much. Right. Sometimes my dad gets angry if I don t understand. Unit 9: School Subjects: World History After becoming king, Alexander led his army into many battles. In all these battles, his army never lost. As a general, Alexander was a brave leader. Unit 10: World Talk Cards: This beach is a nice palace to take a walk. This man often comes to the beach. Tasks & Activities: Written Unit 15: Warm Up: She is using a microscope to look at some bacteria. They earn a living by picking tea leaves in the hot Sun. Unit 18: Warm Up: The girl on this hospital bed is in a lot of pain. She is being treated for a serious illness. They are feeding her liquids because she's unable to eat regular foods. Unit 20: Warm Up: Salmon spend most of their lives at sea but return to fresh water to lay eggs. They often travel hundreds of miles upstream in order to reproduce. Salmon are born in freshwater, but migrate to the ocean to live. Somehow, salmon return to the same stream where they were born. Some scientists believe that salmon follow their sense of smell to find the stream. Eventually they build their nest in gravel and lay their eggs. It is a very difficult journey for the salmon and most die. Correlations English II-EFS Page 14
Tasks & Activities: Written Correlations English II-EFS Page 15
(8) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G : : Correlations English II-EFS Page 16
(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize text and distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (B) distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and arguments in texts; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, : : Correlations English II-EFS Page 17
(C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (D) synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, : : : : Correlations English II-EFS Page 18
(10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments; and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (B) analyze contemporary political debates for such rhetorical and logical fallacies as appeals to commonly held opinions, false dilemmas, appeals to pity, and personal attacks. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Correlations English II-EFS Page 19
(11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) evaluate the text for the clarity of its graphics and its visual appeal; and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (B) synthesize information from multiple graphical sources to draw conclusions about the ideas presented (e.g., maps, charts, schematics). *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, : All units are multimedia. : Students interpret their study records with completion percentages and the Intelligent Tutor's analysis of their progress. Unit 1: School Subjects: Math 1 Illustrations Unit 2: School Life: student school schedule Unit 3: School Life: school map School Subjects: Geography 1 illustrations Unit 4: School Life: neighborhood map Unit 5: School Life: illustrations Unit 11-20: All units are multimedia. Unit 11-20: Students interpret their study records with completion percentages and the Intelligent Tutor's analysis of their progress. Unit 11: School Subjects: Science 4 Illustrations Unit 12: School Subjects: Geography 3 Maps; illustrations Unit 13: School Subjects: History 2 Graphs; illustrations Unit 14: School Subjects: Math 4 Graphs Unit 15: Correlations English II-EFS Page 20
Locations: map Unit 6: Warm Up: illustrations. Unit 7: School subjects: Geography 2 Graphic, lines of latitude, lines of longitude. Unit 8: School Life: Illustrations. Unit 9: World talk Cards: Memory Game Graphic Unit 10: School Subjects: Math 3 Illustrations School Subjects: English 3 Lists Unit 16: School Subjects: Science 5 Illustrations Unit 17: School Subjects: History 3 Illustrations Unit 18: School Subjects: History & Politics Illustrations Unit 19: School Subjects: Economics Graphs, illustrations Unit 20: School Subjects: Psychology Illustrations Correlations English II-EFS Page 21
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, (B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music); *ELPS 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : All lessons are multimedia. : All lessons are multimedia. : All lessons are multimedia. Tasks & Activities: Written : All lessons are multimedia. Correlations English II-EFS Page 22
(C) examine how individual perception or bias in coverage of the same event influences the audience; and *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, (D) evaluate changes in formality and tone within the same medium for specific audiences and purposes. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, Correlations English II-EFS Page 23
(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : : Correlations English II-EFS Page 24
(B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices to convey meaning; *ELPS: 1 A, B, H; 4 C, D, F, G, I, J, (C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; *ELPS: 1 A, B, H; 4 C, D, F, G, I, J, : : Correlations English II-EFS Page 25
(D) edit drafts for grammar, mechanics, and spelling; and *ELPS: 1 A, B, H; 5 C, D, E, F (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : : : : Correlations English II-EFS Page 26
(14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: (A) write an engaging story with a well-developed conflict and resolution, interesting and believable characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone, *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (B) write a poem using a variety of poetic techniques (e.g. structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads); and *ELPS: 1 A, B, H; 5 B, C, D, E, F, G Correlations English II-EFS Page 27
(C) write a script with an explicit or implicit theme and details that contribute to a definite mood or tone. *ELPS: (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write an analytical essay of sufficient length that includes: *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) rhetorical devices, and transitions between paragraphs; (iii) a thesis or controlling idea; (iv) an organizing structure appropriate to purpose, audience, and context; Correlations English II-EFS Page 28
(v) relevant evidence and wellchosen details; and (vi) distinctions about the relative value of specific data, facts, and ideas that support the thesis statement; (B) write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans) that include: *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (i) organized and accurately conveyed information; (ii) reader-friendly formatting techniques; and (iii) anticipation of readers' questions; (C) write an interpretation of an expository or a literary text (e.g., essay or review) that: ELPS: 1 A, B, H; 4 C, D, E, F, G, I, J, (i) extends beyond a summary and literal analysis; Correlations English II-EFS Page 29
(ii) addresses the writing skills for an analytical essay, and provides evidence from the text using embedded quotations; and (iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices; (D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience. ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, K; 5 B, C, D, E, F, G Correlations English II-EFS Page 30
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative to the appropriate audience that includes: (A) a clear thesis or position based on logical reasons supported by precise and relevant evidence; *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (B) consideration of the whole range of information and views on the topic and accurate and honest representation of these views (i.e., in the author's own words and not out of context); *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (C) counter-arguments based on evidence to anticipate and address objections; *ELPS: 1 A, B, H; 5 B, C, D, E, F, G Correlations English II-EFS Page 31
(D) an organizing structure appropriate to the purpose, audience, and context; *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (E) an analysis of the relative value of specific data, facts, and ideas; and *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (F) a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations). *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (17) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of different parts of speech in context of reading, writing, and speaking: *ELPS: 1 A, B, H; 5 E, F Correlations English II-EFS Page 32
(i) more complex active and passive tenses and verbals (gerunds, infinitives, participles); Unit 1: All sentences are active voice. Warm Up: These two girls are both laughing. School Life: What classes are you taking? Which class are you going to now? World Talk Cards: He's introducing them to each other. Unit 2: All sentences are active voice Warm Up: He's looking at some pictures. School Life: She's taking seven classes. World Talk Cards: After waking up, he takes a bath. Unit 3: Active & Passive Voices Warm Up: They are watching a football game. School Life: I'm going there, too. School Subjects: Geography 1 The Earth is divided into time zones. World Talk Cards: He's teaching math. Unit 4: Active & Passive Voices Warm Up: A storm is coming. World Talk Cards: It's hot and sunny, and they're playing volleyball. Speaking Up: Why is the earth divided into time zones? Unit 11: Active & Passive Warm up: Nobody has been hurt/has been injured. School Subjects: Science 4 Sound waves are produced by vibrations. The amount of time required for a circle to complete itself is called the period. Unit 12: Active & Passive Voices Warm Up: The Tower of London was built to protect and control the city of London. Its construction was begun in 1078. Unit 13: Active & Passive Voices School Subjects: History 2 As the water level went down, soil was left behind. Irrigation was needed to channel water away from the river. Unit 14: Active & Passive Voices Warm Up: An increase in air traffic has caused the sky to become crowded. Some decisions are made by groups of people. Unit 15: Active & Passive Voices Warm Up: She has been working on an essay for about a week. School Subjects: English 3 These pronouns are used as subjects. To avoid breaking this rule, we have Correlations English II-EFS Page 33
Unit 5: Active & Passive Voices Warm Up: Traveling by airplane is the fastest way to travel a long distance. School Subjects: Math 2 They are multiples of three because they can be divided by three. For example, thirty-six divided by three is twelve. Unit 6: Irregular verb Warm Up: The two girls are in a school library. Unit 7: Active & Passive Voices School Subject: Geography 2 Most of the Earth's surface is covered by water. The water is in oceans and rivers. Unit 8: Active & Passive Voice School Subjects: English 2 Together, the preposition and noun phrase are called a prepositional phrase. Here are some examples of prepositional phrases. Unit 9: Active & Passive Voice Warm Up: When people are adults, they often get married. After they marry, they often have children. Unit 10: Active & Passive Voice Warm Up: I like just sitting. A scale is used. other words that can have the same meaning but are not modals. Unit 16: Active & Passive Voices Warm Up: Wearing a mask can help stop the virus before it enters the air. School Life: People are really divided on whether or not we need more nuclear power plants. School Life: Science 5 They are surrounded by a structure called the cell membrane. This process is called cytokinesis. Unit 17: Active & Passive Voices School Subjects: History 3 Genghis Khan also introduced a new system of laws. Up to this time, kidnapping and selling women for marriage was a Mongol tradition. It caused a lot of fighting, but this was now outlawed. Stealing animals was also a problem in Mongol society. This was also made illegal. He also created a system of paper money and a postal service. Unit 18: Active & Passive Voices Warm Up: Today she is being shown the correct way to hold the chalk. Technique is important, especially in art. Since she goes to class often, Correlations English II-EFS Page 34
Tasks & Activities: Written she's learning new things each day. Her instructor is highly skilled, and she can learn a lot from him. Unit 19: Active & Passive Voices School Subjects: Economics Services are provided for you by others, such as doctors and cooks. When you are given a credit card, you are given a line of credit. If the costs are not covered, the company will lose money, even if the game sells very well. Unit 20: Active & Passive Voices School Subjects: Psychology In this method, his patients were told to relax and say w their minds in response to words spoken by Freud. This kind of stimulus-response learning is called conditioning. For his discovery, Pavlov is sometimes called the founder of behaviorism. Guidelines; Tasks & Activities: Extension Activities; Written Correlations English II-EFS Page 35
(ii) restrictive and nonrestrictive relative clauses; and Unit 6: School Subjects: Science 2 Therefore, electrons that are far away from the nucleus may escape from the atom. Unit 7: School Subjects: Geography 2 A river is water that flows from high ground to low ground. Unit 8: School Subjects: English 2 Someone who plays tennis very well plays better than someone who plays fairly well. Unit 9: School Subjects: World History Aristotle taught that the Earth was the center of the universe. He also taught that heavier objects fall faster than lighter ones. Unit 10: School Subjects: Math 3 A day is 24 hours, so a day is 24X60 X60 seconds, which is 86,400 seconds. Guidelines; Tasks & Activities: Unit 11: Warm Up: The letter is from her best friend, who lives in another country. Unit 12: School Subjects: Geography 3 Our solar system also includes moons, such as our moon, which revolve around planets. Unit 13: School Subjects: History 2 Babies that were not healthy were not cared for and were allowed to die. Unit 14: School Subjects: Math 4 In this lesson, we ll look at a bar graph that shows the male and female population in China across different age ranges. Unit 15: School Subjects: English 3 When we talk about event that occurred at a specific point in the past, we use this form V (d) as in His plane arrived yesterday. Unit 16: Warm Up: It eats insects that land on the elephant's back. It also eats frogs and Correlations English II-EFS Page 36
Extension Activities; Written other animals that live near the water. School Subjects: Science 5 Some cells contain a nucleus, which contains genetic material. The forms of life that you see around you each day are made of billions of cells. Unit 17: School Subjects: History 3 Following these changes, Turkey became a secular country, which meant that Islam was no longer the state religion. A 2003 DNA study revealed that about 16 million men in the former Mongol Empire carry a genetic marker that developed in one family in Mongolia about 1,000 years ago. Unit 18: Warm Up: Trees also provide the oxygen that we need to breathe and live. School Subjects: History & Politics They have a government, which is the institution ruling the land and the people. Unit 19: School Subjects: Economics A skilled workforce can provide goods Correlations English II-EFS Page 37
and services that can be traded for food and other basic goods and services. Similarly, a car has a value that is measured by its price. Credit cards are usually issued to people who have proven they can pay. Unit 20: Warm Up: Usually, they form unusual patterns that are difficult to reproduce. Somehow, salmon return to the same stream where they were born. Sensory memory involves our senses, which include vision, hearing, taste, touch and smell. Guidelines; Tasks & Activities: Extension Activities; Written Correlations English II-EFS Page 38
iii) reciprocal pronouns (e.g., each other, one another); Unit 1: World Talk Card: He's introducing them to each other. Unit 6: School Subjects: Science 2 Electrons repel each other because they have the same charge. Guidelines; Tasks & Activities: Extension Activities; Written Unit 11: School Subjects: Science 4 The period and frequency of a wave are reciprocals of each other. Unit 13: Warm Up: This old woman and her cat need each other. Unit 14: Warm Up: His job is to keep airplanes at a safe distance from each other. Sometimes people disagree with each other. Unit 16: School Subjects: Science 5 These two copies, called chromatids, are identical DNA copies of each other. Unit 18: School Subjects: History & Politics In December 1914, two armies faced each other across a frozen battlefield. Unit 19: Warm Up: These two friends are giving each other a hug. Unit 20: School Subjects: Psychology Neurons use chemical signals to communicate with each other. Correlations English II-EFS Page 39
Guidelines; Tasks & Activities: Extension Activities; Written Correlations English II-EFS Page 40
B. identify and use the subjunctive mood to express doubts, wishes, and possibilities; and ELPS: 1 A, B, H; 5 B, C, D, E, F, G Unit 18: School Subjects: History & Politics: If a member country were attacked, then the combined forces of all of the countries within its alliance would help in its defense. Unit 20: School Life: What would happen if she broke something or sprained an ankle? If you'd rather learn French, then, if I were you, I'd take French. Guidelines; Tasks & Activities: Extension Activities; Written Correlations English II-EFS Page 41
(C) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). *ELPS: 1 A, B, H; 5 E, F Unit 1: School Life: She loves music, and she can play the violin. School Subjects: Math 1 These two sides are equal, and these two sides are equal. Unit 2: School Subjects: Science 1 Air takes up space, but it has no shape. Unit 3: Warm Up: This building is round, and it has no roof. School Subjects: Geography 1 When you travel from Tokyo, Japan to San Francisco, you cross seven time zones. At the same time in the evening, some parts of China can be dark, and other parts can be light. Unit 4: Warm Up: Cloudy days are usually cool, but sometimes they are not. School Life: My dad's a pilot, and my mom works at the airport. School Subjects: English 1 The word 'friend' is a noun because a friend is a person. Unit 5: Unit 11: School Subjects: Science 4 The wave height is called the amplitude, and the distance from crest to crest is called the wavelength. Light refracts, or bends, when the part of the wave inside the object slows down, but the part of the wave outside the object stays at the same speed. Unit 12: Warm Up: Building the wall was dangerous, and many people died during its construction. School Life: If I don t do better, she is going to call my mother. School Subjects: Geography 3 When the precipitation falls to ground, it may become part of a stream, an ocean, or snow on top of a mountain. Unit 13: Warm Up: He is very helpful, and he knows a lot about plants. School Subjects: History 2 As the earth slowly warmed, people discovered they could grow food. Unlike the earlier civilizations that grew up around rivers, the Greek civilization grew up around the Correlations English II-EFS Page 42
School Subjects: Math 2 If you have $2.00, you can buy the pizza, or you can buy both the orange and the apple. If you pay with two onedollar bills, you will get fifty cents in change. Unit 6: Warm Up: It isn t easy, and it takes a lot of practice. School Life: Her lesson is from 4:30 to 5:15 and his lesson is from 5:15 to 6:00. School Subjects: Science 2 Its speed doesn't change because the force of gravity is perpendicular to its motion. Unit 7: Warm Up: These people are walking in a park. In winter, the nights are long and the days are short. School Subjects: Geography 2 The sky is blue because the atmosphere scatters light from the Sun. You can see this when you look at a rainbow. World Talk Cards: Winter is the coldest season of the year and some places get lots of snow. Unit 8: Aegean Sea. Unit 14: Warm Up: Groups such as this are useful because they can represent different points of view. School Subjects: Math 4 To keep the equation balanced, whatever we do to one side of the equation, we have to do to the other side. Unit 16: School Subjects: Science 5 If bees don't do their work, the plant can't reproduce. Plants depend on it directly, and animals depend on it. Unit 17: School Subjects: History 3 By 1915, he was a national hero, and by the age of 35, he had become a general. Ataturk started making changes in 1924 when he replaced religious schools with public, nonreligious schools. The War took three years, and by the end of 1922, the Turkish army had won and the country was free. Unit 18: School Subjects: History & Politics If a member country were attacked, Correlations English II-EFS Page 43
Warm Up: This girl is turning off her alarm clock. People wake up because it gets light in the morning. School is finished and some of them are going home. Unit 9: Warm Up: When life begins, everything is new. When we re children, we learn to read and write. This man has gray hair and he's wearing glasses. Unit 10: Warm Up: After they weigh it, they are going to record its weight in a notebook. School Subjects: Math 3 A week is seven days, so a week is 7 x 24 x 60 x 60 seconds. then the combined forces of all of the countries within its alliance would help in its defense. The number of independent states in the world doubled during this time, but many former colonies became autocracies instead of democracies. But when the truce was over, the soldiers returned to their trenches and the killing began again. Unit 19: School Subjects: Economics For example, people need clothes, but they may not need the latest fashions. However, even a good government may have difficulty if the country doesn't have the resources necessary to support its economy. Unit 20: School Subjects: Psychology The brain can discard it, or the brain can transfer the information to the short-term memory. If you pay attention to something, the sensory information gets transferred to shortterm memory. Correlations English II-EFS Page 44
Correlations English II-EFS Page 45
(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: *ELPS: 1 A, B, H; 5 D, E, F (A) use conventions of capitalization; and : Conventions of capitalization are modeled throughout all lessons. : Conventions of capitalization are modeled throughout all lessons. Correlations English II-EFS Page 46
(B) use correct punctuation marks including: *ELPS: 1 A, B, H; 5 D, E, F (i) comma placement in nonrestrictive phrases, clauses, and contrasting expressions; Unit 1: Warm Up: Here are three students, two girls and a boy. School Life: Tina has a brother, Alex. Oh, me too. Yes, it is. World Talk Cards: They have three kids, two daughters and a son. Unit 2: School Life: Schedule I have a different English teacher, Mr. Gomez, at 12:35. School Subjects: Science 1 For example, water can be a solid, ice. Solids, like ice, have shape. Unit 4: School Life: Alex: I live on 18th Avenue, near the park. Unit 5: Warm Up: It's traveling to Tokyo, the capital of Japan. School Subjects: Math 2 The largest number, 5, is 4 more than the smallest number, 1. Unit 6: School Life: Twice a week, on Wednesdays and Fridays, she goes Unit 11 School Subjects: Science 4: The distance, the wavelength, defines a cycle. The rate of vibration, or frequency, of sound determines how high or low it is. Unit 12: School Subjects: Geography 3 Gasses in the atmosphere, such as carbon dioxide, help warm the Earth. Unit 13: School Subjects: History 2 Huge sheets of ice, called glaciers, covered most of the Earth. Unit 16: Warm Up: However, if these chemicals aren't used carefully, they could kill other insects such as bees. Unlike bees, mosquitoes don't have a relationship with plants or animals. School Subjects: Science 5 Other forms of life, like bacteria, are made up of only one cell. Unit 17: School Life: Sure, but what can our representatives do? Correlations English II-EFS Page 47
swimming at a pool near her house. Unit 7: School Subjects: Geography 2 There are seven continents, including Australia, Europe and South America. Unit 9: School Subjects: World History In 322 B. C., when he was 62 years old, Aristotle died. Unit 10: School Subjects: Math 3 If you measure longer lengths of time, you usually use a larger unit of measure, such as a year. Guidelines; Tasks & Activities: Extension Activities; Written School Subjects: History 3 Following these changes, Turkey became a secular country, which meant that Islam was no longer the state religion. There was a separation between religion and government. In 1934, women were given the right to vote, as Ataturk believed that women were equal to men. The Sultan agreed, but then murdered the first Mongol trade convoy of 450 merchants, and stole their goods. Unit 18: School Subjects: History & Politics Unfortunately, there are anarchies that exist today. They include a group of people, known as the population. They include a defined territory, which is land enclosed by borders. Language Extension: Instead, they talked and drank and sang together and exchanged gifts. Unit 20: School Subjects: Psychology You are changing connections between neurons, which are the nerve cells in your brain. Correlations English II-EFS Page 48
Guidelines; Tasks & Activities: Extension Activities; Written (ii) quotation marks to indicate sarcasm or irony; and (iii) dashes to emphasize parenthetical information. Unit 3: School Life: You have your p.e. class there, you know, sports -- like volleyball and basketball. Unit 11: School Subjects: Science 4 Particle or wave? that question is still debated. Unit 14: School Subjects: Math 4 Each point has two coordinates - an x coordinate and a y coordinate. Unit 15: School Subjects: English 3 When we talk about event that occurred at a specific point in the past, we use this form V (d) as in his plane arrived Unit 18: School Subjects: Economics The states that make up the United States - like California or Texas - have only limited sovereignty. Correlations English II-EFS Page 49
(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings. *ELPS: 1 A, B, H; 5 C : Conventions of appropriate spelling are modeled throughout all lessons. Clicking the text button gives students the spelling of any word or group of words that appear in the program. Clicking on a highlighted word brings up a Glossary entry for that word. : Conventions of appropriate spelling are modeled throughout all lessons. Clicking the text button gives students the spelling of any word or group of words that appear in the program. Clicking on a highlighted word brings up a Glossary entry for that word. (20) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : : Correlations English II-EFS Page 50
(B) formulate a plan for engaging in research on a complex, multi-faceted topic. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J,. (21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : : Correlations English II-EFS Page 51
(B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, (C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : : TG: pp. 17-18 General Orientation; pp. 18-21 General Classroom Guidelines; Extension Activities: Tasks & Activities; Written Correlations English II-EFS Page 52
(22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (A) modify the major research question as necessary to refocus the research plan; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, (B) evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : : : : Correlations English II-EFS Page 53
(C) critique the research process at each step to implement changes as the need occurs and is identified. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : : (23) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or oral presentation that: (A) marshals evidence in support of a clear thesis statement and related claims; *ELPS: 1 A, B, H; 4, J, K; 3A, C, D, E, F, G, H, I; 5 B, C, D, E, F, G : : Correlations English II-EFS Page 54
(B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view; *ELPS: 1 A, B, H; 4, J, K; 3A, C, D, E, F, G, H, I; 5 B, C, D, E, F, G (C) uses graphics and illustrations to help explain concepts where appropriate; *ELPS: 1 A, B, H; 4, J, K; 3A, C, D, E, F, G, H, I; 5 B, C, D, E, F, G (D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and *ELPS: 1 A, B, H; 4, J, K; 3A, C, D, E, F, G, H, I; 5 B, C, D, E, F, G Correlations English II-EFS Page 55
(E) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials. *ELPS: 1 A, B, H; 4, J, K; 3A, C, D, E, F, G, H, I; 5 B, C, D, E, F, G (24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the content for clarification and elaboration; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; : : Correlations English II-EFS Page 56
(B) follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; (C) evaluate how the style and structure of a speech support or undermine its purpose or meaning. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, Correlations English II-EFS Page 57
(25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that incorporates a clear thesis an a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H. I : : Correlations English II-EFS Page 58
(26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on other ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J : : Source: The provisions of this 110.32 adopted to be effective September 4, 2008, 33 TexReg 7162. Correlations English II-EFS Page 59