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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
1 Students understand new vocabulary and use it when reading and writing.
1.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;Biography: Langston Hughes
Essay: from In Search of Our Mother's Gardens
Essay: One Million Volumes
Elective- Health - Above and Beyond: Animal
RescuesSocial Studies - The Black Death: The Disease that
Won't DiePersuasive Text: Opinion Article
Vocabulary: Denotations and Connotations
Vocabulary: Context Clues
Memoir: A Long Way Gone: Memoirs of a Boy
Soldier by Ishmael BeahVocabulary: Acquiring New Words
1.B analyze textual context (within a sentence and in larger sections of text) to distinguish between the
denotative and connotative meanings of words;Persuasive Text: Article - Kids Don't Get Enough Of
ArtVocabulary: Denotations and Connotations
Memoir: From Night by Elie Wiesel
Short Story: "The Pit and the Pendulum" by Edgar
Allan PoeNonfiction: Two Authors' Perspectives of the
Writer's CraftVocabulary: Context Clues
Wartime Diaries: Anne Frank and Zlata Filipović
Vocabulary: Precise Words
Nonfiction: "Diary 24" and "Diary 33" from The
Freedom Writers DiaryThe Tragedy of Julius Caesar by William
Shakespeare: Act 5.1-5.2Short Story: "Subha" by Rabindranath Tagore
Nonfiction: From A Room of One's Own by Virginia
WoolfNonfiction: "At the Hearth" by Laura Esquivel
©Edgenuity Inc. Confidential Page 1 of 39
TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
1.C infer word meaning through the identification and analysis of analogies and other word relationships;
Poetry: The Taxi (Lowell) & Kindness (Plath)
Vocabulary: Denotations and Connotations
Vocabulary: Context Clues
Vocabulary: Precise Words
Vocabulary: Acquiring New Words
1.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., glasnost, avant-garde, coup d'état); andVocabulary: Context Clues
Vocabulary: Acquiring New Words
1.E use a 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.Social Studies - The Black Death: The Disease that
Won't DieMemoir: From Night by Elie Wiesel
Short Story: "The Pit and the Pendulum" by Edgar
Allan PoeNonfiction: Two Authors' Perspectives of the
Writer's CraftWartime Diaries: Anne Frank and Zlata Filipović
Vocabulary: Using Resources
21st-Century Skills: Exploring Procedural Texts
2 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.2.A compare and contrast differences in similar themes expressed in different time periods;
Essay: from In Search of Our Mother's Gardens
Essay: One Million Volumes
Skills Lesson: World Literature
China: Book of Songs
Italy: The Prince
France: Excerpt - The Three Musketeers
India: A Tryst with Destiny
Poetry: "The Lake of the Dismal Swamp" by Thomas
Moore
©Edgenuity Inc. Confidential Page 2 of 39
TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
2.A compare and contrast differences in similar themes expressed in different time periods; (Cont'd.)
Poetry: Poems by Sylvia Plath and Adelaide Crapsey
Short Story: "The Colomber" by Dino Buzzati
Nonfiction: Two Authors' Perspectives of the
Writer's CraftSkills Lesson: Theme
Novel: From A Tree Grows in Brooklyn by Betty
SmithShort Story: "Rules of the Game" by Amy Tan
Short Story: "Civil Peace" by Chinua Achebe
Wartime Diaries: Anne Frank and Zlata Filipović
Short Story: "Two Kinds" by Amy Tan
Nonfiction: "Diary 24" and "Diary 33" from The
Freedom Writers DiaryPoetry: Poems by Gwendolyn Brooks and Emily
DickinsonSkills Lesson: Genres and Archetypal Symbols
Short Story: "Subha" by Rabindranath Tagore
Poetry: The Blazon, the English Sonnet, and
Contemporary Song LyricsNonfiction: From A Room of One's Own by Virginia
WoolfNonfiction: "At the Hearth" by Laura Esquivel
2.B analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature; and
Skills Lesson: World Literature
Italy: The Prince
France: Excerpt - The Three Musketeers
India: A Tryst with Destiny
Skills Lesson: Ancient Rome and The Tragedy of
Julius CaesarThe Tragedy of Julius Caesar by William
Shakespeare: Act 1The Tragedy of Julius Caesar by William
Shakespeare: Act 2The Tragedy of Julius Caesar by William
Shakespeare: Act 3.1The Tragedy of Julius Caesar by William
Shakespeare: Act 3.2-3.3
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
2.B analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature; (Cont'd.)
The Tragedy of Julius Caesar by William
Shakespeare: Act 4The Tragedy of Julius Caesar by William
Shakespeare: Act 5.1-5.2The Tragedy of Julius Caesar by William
Shakespeare: Act 5.3-5.5Skills Lesson: Genres and Archetypal Symbols
Short Story: "Subha" by Rabindranath Tagore
Poetry: The Blazon, the English Sonnet, and
Contemporary Song LyricsNonfiction: From A Room of One's Own by Virginia
WoolfNonfiction: "At the Hearth" by Laura Esquivel
2.C relate the figurative language of a literary work to its historical and cultural setting.
Biography: Langston Hughes
Essay: One Million Volumes
Poetry: The Taxi (Lowell) & Kindness (Plath)
Skills Lesson: Narrative and Dramatic Poetry
Poem: La Belle Dame Sans Merci (Keats)
Poem: The Eve of St. Agnes (Keats)
Skills Lesson: Biography and Multiple Sources
Skills Lesson: World Literature
China: Book of Songs
Italy: The Prince
France: Excerpt - The Three Musketeers
Skills Lesson: Figurative Language and Imagery
Poetry: Poems by Sylvia Plath and Adelaide Crapsey
The Tragedy of Julius Caesar by William
Shakespeare: Act 1The Tragedy of Julius Caesar by William
Shakespeare: Act 2The Tragedy of Julius Caesar by William
Shakespeare: Act 3.1The Tragedy of Julius Caesar by William
Shakespeare: Act 3.2-3.3
©Edgenuity Inc. Confidential Page 4 of 39
TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
2.C relate the figurative language of a literary work to its historical and cultural setting. (Cont'd.)
The Tragedy of Julius Caesar by William
Shakespeare: Act 4The Tragedy of Julius Caesar by William
Shakespeare: Act 5.1-5.2The Tragedy of Julius Caesar by William
Shakespeare: Act 5.3-5.53 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.
Communication: Poetry Presentation
Poetry: Small Portions (Alvarez) & Eating Together
(Lee)Poetry: The Taxi (Lowell) & Kindness (Plath)
Skills Lesson: Musical Devices
Poetry: Baseball and Poetry (Moore)
Skills Lesson: Lyric Poetry
Poetry: For a Lady I Know (Cullen) & The Dance
(Williams)Poetry: Nothing Gold Can Stay (Frost) & Miss Rosie
(Clifton)Skills Lesson: Narrative and Dramatic Poetry
Poem: La Belle Dame Sans Merci (Keats)
Poem: The Eve of St. Agnes (Keats)
China: Book of Songs
Skills Lesson: Figurative Language and Imagery
Poetry: "The Lake of the Dismal Swamp" by Thomas
MoorePoetry: Poems by Sylvia Plath and Adelaide Crapsey
Skills Lesson: Theories of Literary Interpretation
Poetry: Poems by Gwendolyn Brooks and Emily
DickinsonPoetry: The Blazon, the English Sonnet, and
Contemporary Song Lyrics
©Edgenuity Inc. Confidential Page 5 of 39
TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
4 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.
Skills Lesson: Understanding Drama
Skills Lesson: Ancient Rome and The Tragedy of
Julius CaesarSkills Lesson: Tragedy, Drama, and Shakespeare
The Tragedy of Julius Caesar by William
Shakespeare: Act 1The Tragedy of Julius Caesar by William
Shakespeare: Act 2The Tragedy of Julius Caesar by William
Shakespeare: Act 3.1The Tragedy of Julius Caesar by William
Shakespeare: Act 3.2-3.3The Tragedy of Julius Caesar by William
Shakespeare: Act 4The Tragedy of Julius Caesar by William
Shakespeare: Act 5.1-5.2The Tragedy of Julius Caesar by William
Shakespeare: Act 5.3-5.55 Students understand, make inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding.5.A analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of
fiction;France: Excerpt - The Three Musketeers
India: A Tryst with Destiny
Skills Lesson: Structure
Short Story: "The Colomber" by Dino Buzzati
Short Story: "The Pit and the Pendulum" by Edgar
Allan PoeNovel: From A Tree Grows in Brooklyn by Betty
SmithShort Story: "Rules of the Game" by Amy Tan
Short Story: "Civil Peace" by Chinua Achebe
Short Story: "Two Kinds" by Amy Tan
Novel: The Absolutely True Diary of a Part-Time
Indian by S. Alexie
©Edgenuity Inc. Confidential Page 6 of 39
TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
5.A analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of
fiction; (Cont'd.)Short Story: "Marriage Is a Private Affair" by Chinua
AchebeGulliver's Travels : The Letters and Lilliput (Letters;
Part I, Ch. 1-4)Gulliver's Travels : Lilliput (Part I, Ch. 5-8)
Gulliver's Travels : Brobdingnag (Part II, Ch. 1-4)
Gulliver's Travels : Brobdingnag (Part II, Ch. 5-8)
Gulliver's Travels : Laputa and Balnibarbi (Part III,
Ch. 1-6)Gulliver's Travels : Luggnagg, Glubbdubdrib, and
Japan (Part III, Ch. 7-11)Gulliver's Travels : Houyhnhnm Land (Part IV, Ch. 1-
6)Gulliver's Travels : Houyhnhnm Land (Part IV, Ch. 7-
12)The Tragedy of Julius Caesar by William
Shakespeare: Act 1The Tragedy of Julius Caesar by William
Shakespeare: Act 3.1Short Story: "Subha" by Rabindranath Tagore
5.B analyze differences in the characters' moral dilemmas in works of fiction across different countries or
cultures;China: Book of Songs
Italy: The Prince
France: Excerpt - The Three Musketeers
India: A Tryst with Destiny
Short Story: "Rules of the Game" by Amy Tan
Skills Lesson: Conflict, Moral Dilemma, and
Character AnalysisShort Story: "Two Kinds" by Amy Tan
Novel: The Absolutely True Diary of a Part-Time
Indian by S. AlexieShort Story: "Marriage Is a Private Affair" by Chinua
AchebeGulliver's Travels : The Letters and Lilliput (Letters;
Part I, Ch. 1-4)
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
5.B analyze differences in the characters' moral dilemmas in works of fiction across different countries or
cultures; (Cont'd.)Gulliver's Travels : Lilliput (Part I, Ch. 5-8)
Gulliver's Travels : Brobdingnag (Part II, Ch. 1-4)
Gulliver's Travels : Brobdingnag (Part II, Ch. 5-8)
Gulliver's Travels : Laputa and Balnibarbi (Part III,
Ch. 1-6)Gulliver's Travels : Luggnagg, Glubbdubdrib, and
Japan (Part III, Ch. 7-11)Gulliver's Travels : Houyhnhnm Land (Part IV, Ch. 1-
6)Gulliver's Travels : Houyhnhnm Land (Part IV, Ch. 7-
12)The Tragedy of Julius Caesar by William
Shakespeare: Act 2Short Story: "Subha" by Rabindranath Tagore
5.C evaluate the connection between forms of narration (e.g., unreliable, omniscient) and tone in works of
fiction; andEssay: One Million Volumes
Short Story: "The Pit and the Pendulum" by Edgar
Allan PoeNovel: From A Tree Grows in Brooklyn by Betty
SmithSkills Lesson: Perspective and Narration
Short Story: "Civil Peace" by Chinua Achebe
Novel: The Absolutely True Diary of a Part-Time
Indian by S. AlexieGulliver's Travels : The Letters and Lilliput (Letters;
Part I, Ch. 1-4)Gulliver's Travels : Lilliput (Part I, Ch. 5-8)
Gulliver's Travels : Brobdingnag (Part II, Ch. 1-4)
Gulliver's Travels : Brobdingnag (Part II, Ch. 5-8)
Gulliver's Travels : Laputa and Balnibarbi (Part III,
Ch. 1-6)Gulliver's Travels : Luggnagg, Glubbdubdrib, and
Japan (Part III, Ch. 7-11)
©Edgenuity Inc. Confidential Page 8 of 39
TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
5.C evaluate the connection between forms of narration (e.g., unreliable, omniscient) and tone in works of
fiction; (Cont'd.)Gulliver's Travels : Houyhnhnm Land (Part IV, Ch. 1-
6)Gulliver's Travels : Houyhnhnm Land (Part IV, Ch. 7-
12)5.D demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on
20th century world literature.Skills Lesson: World Literature
China: Book of Songs
Italy: The Prince
France: Excerpt - The Three Musketeers
India: A Tryst with Destiny
Memoir: From Night by Elie Wiesel
Short Story: "Civil Peace" by Chinua Achebe
Wartime Diaries: Anne Frank and Zlata Filipović
Memoir: A Long Way Gone: Memoirs of a Boy
Soldier by Ishmael BeahShort Story: "Marriage Is a Private Affair" by Chinua
AchebeSkills Lesson: Genres and Archetypal Symbols
Short Story: "Subha" by Rabindranath Tagore
Nonfiction: "At the Hearth" by Laura Esquivel
6 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.
Biography: Langston Hughes
Essay: from In Search of Our Mother's Gardens
Essay: One Million Volumes
Skills Lesson: Evaluate and Clarify Expository Text
Skills Lesson: Biography and Multiple Sources
Skills Lesson: Main Idea and Paraphrasing
Skills Lesson: Make Inferences and Draw
ConclusionsSkills Lesson: Fact and Opinion
India: A Tryst with Destiny
©Edgenuity Inc. Confidential Page 9 of 39
TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
6 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. (Cont'd.)
Skills Lesson: Memoir
Skills Lesson: Speech
Speech: On Women's Right to Vote
Persuasive Text - An Editorial: Rethinking Ground
ZeroRhetoric - Speech: Franklin Delano Roosevelt - Pearl
Harbor Address to the NationSkills Lesson: Structure
Memoir: From Night by Elie Wiesel
Nonfiction: Two Authors' Perspectives of the
Writer's CraftWartime Diaries: Anne Frank and Zlata Filipović
Nonfiction: "Diary 24" and "Diary 33" from The
Freedom Writers DiaryMemoir: A Long Way Gone: Memoirs of a Boy
Soldier by Ishmael BeahMedia Literacy: Analyze Speeches Given in Historical
ContextNonfiction: From A Room of One's Own by Virginia
WoolfNonfiction: "At the Hearth" by Laura Esquivel
7 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.
Essay: from In Search of Our Mother's Gardens
Essay: One Million Volumes
Poetry: Small Portions (Alvarez) & Eating Together
(Lee)Poetry: The Taxi (Lowell) & Kindness (Plath)
Poetry: Nothing Gold Can Stay (Frost) & Miss Rosie
(Clifton)Skills Lesson: Narrative and Dramatic Poetry
Poem: La Belle Dame Sans Merci (Keats)
Poem: The Eve of St. Agnes (Keats)
©Edgenuity Inc. Confidential Page 10 of 39
TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
7 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. (Cont'd.)
Skills Lesson: Make Inferences and Draw
ConclusionsChina: Book of Songs
Skills Lesson: Figurative Language and Imagery
Poetry: "The Lake of the Dismal Swamp" by Thomas
MoorePoetry: Poems by Sylvia Plath and Adelaide Crapsey
Novel: From A Tree Grows in Brooklyn by Betty
SmithThe Tragedy of Julius Caesar by William
Shakespeare: Act 1Skills Lesson: Genres and Archetypal Symbols
8 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.
Communication: Persuasive Speech
Biography: Langston Hughes
Essay: from In Search of Our Mother's Gardens
Essay: One Million Volumes
Skills Lesson: Evaluate and Clarify Expository Text
Skills Lesson: Biography and Multiple Sources
Skills Lesson: Main Idea and Paraphrasing
Skills Lesson: Make Inferences and Draw
ConclusionsSkills Lesson: Fact and Opinion
France: Excerpt - The Three Musketeers
Speech: On Women's Right to Vote
Rhetoric - Speech: Franklin Delano Roosevelt - Pearl
Harbor Address to the NationSkills Lesson: Structure
Memoir: From Night by Elie Wiesel
Short Story: "The Pit and the Pendulum" by Edgar
Allan Poe
©Edgenuity Inc. Confidential Page 11 of 39
TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
8 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. (Cont'd.)
Novel: From A Tree Grows in Brooklyn by Betty
SmithWartime Diaries: Anne Frank and Zlata Filipović
Nonfiction: "Diary 24" and "Diary 33" from The
Freedom Writers DiaryNovel: The Absolutely True Diary of a Part-Time
Indian by S. AlexiePoetry: Poems by Gwendolyn Brooks and Emily
DickinsonMemoir: A Long Way Gone: Memoirs of a Boy
Soldier by Ishmael BeahShort Story: "Marriage Is a Private Affair" by Chinua
AchebeGulliver's Travels : The Letters and Lilliput (Letters;
Part I, Ch. 1-4)Gulliver's Travels : Lilliput (Part I, Ch. 5-8)
Gulliver's Travels : Brobdingnag (Part II, Ch. 1-4)
Gulliver's Travels : Brobdingnag (Part II, Ch. 5-8)
Gulliver's Travels : Laputa and Balnibarbi (Part III,
Ch. 1-6)Gulliver's Travels : Luggnagg, Glubbdubdrib, and
Japan (Part III, Ch. 7-11)Gulliver's Travels : Houyhnhnm Land (Part IV, Ch. 1-
6)Skills Lesson: Ancient Rome and The Tragedy of
Julius CaesarSkills Lesson: Tragedy, Drama, and Shakespeare
The Tragedy of Julius Caesar by William
Shakespeare: Act 1The Tragedy of Julius Caesar by William
Shakespeare: Act 2The Tragedy of Julius Caesar by William
Shakespeare: Act 3.1The Tragedy of Julius Caesar by William
Shakespeare: Act 3.2-3.3
©Edgenuity Inc. Confidential Page 12 of 39
TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
8 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. (Cont'd.)
The Tragedy of Julius Caesar by William
Shakespeare: Act 4The Tragedy of Julius Caesar by William
Shakespeare: Act 5.1-5.2The Tragedy of Julius Caesar by William
Shakespeare: Act 5.3-5.5Poetry: The Blazon, the English Sonnet, and
Contemporary Song LyricsNonfiction: From A Room of One's Own by Virginia
WoolfNonfiction: "At the Hearth" by Laura Esquivel
9 Students analyze, make inferences and draw conclusions about expository text and provide evidence from
text to support their understanding.9.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; Biography: Langston Hughes
Essay: from In Search of Our Mother's Gardens
Communication: Visual Media Analysis
Essay: One Million Volumes
Skills Lesson: Evaluate and Clarify Expository Text
Skills Lesson: Biography and Multiple Sources
Skills Lesson: Main Idea and Paraphrasing
Skills Lesson: Make Inferences and Draw
ConclusionsSkills Lesson: Fact and Opinion
Mass Media and Public Opinion
The Strategy Focus: Summarizing
Functional Text: Disease Prevention and Treatment
Visual Text Skill: Analyzing a Poster
Expository Text: What Are Myths, Legends, and
Folktales?Visual Text Skill: Hopi Myth Mural
Skills Lesson: Perspective and Narration
Skills Lesson: Gathering Information
Skills Lesson: Using and Citing Evidence
©Edgenuity Inc. Confidential Page 13 of 39
TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
9.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; (Cont'd.) The Tragedy of Julius Caesar by William
Shakespeare: Act 19.B distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions
and arguments in texts;Communication: Persuasive Speech
Biography: Langston Hughes
Essay: from In Search of Our Mother's Gardens
Skills Lesson: Evaluate and Clarify Expository Text
Skills Lesson: Biography and Multiple Sources
Skills Lesson: Main Idea and Paraphrasing
Skills Lesson: Make Inferences and Draw
ConclusionsSkills Lesson: Fact and Opinion
Italy: The Prince
Mass Media and Public Opinion
Speech: On Women's Right to Vote
Speech: The American Dream
Persuasive Text - An Editorial: Rethinking Ground
ZeroRhetoric - Speech: Franklin Delano Roosevelt - Pearl
Harbor Address to the NationPersuasive Text: Opinion Article
Persuasive Text: Editorial
Nonfiction: Two Authors' Perspectives of the
Writer's CraftShort Story: "Civil Peace" by Chinua Achebe
Skills Lesson: Planning for Research
Skills Lesson: The Elements of Argument
Skills Lesson: Types of Evidence and Logical Fallacies
21st-Century Skills: Exploring Procedural Texts
©Edgenuity Inc. Confidential Page 14 of 39
TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
9.C make and defend subtle inferences and complex conclusions about the ideas in text and their organizational
patterns; andCommunication: Persuasive Speech
Biography: Langston Hughes
Essay: from In Search of Our Mother's Gardens
Skills Lesson: Evaluate and Clarify Expository Text
Skills Lesson: Biography and Multiple Sources
Skills Lesson: Main Idea and Paraphrasing
Skills Lesson: Make Inferences and Draw
ConclusionsSpeech: On Women's Right to Vote
Speech: The American Dream
Persuasive Text - An Editorial: Rethinking Ground
ZeroFunctional Text - How-To: How to Consistently
Shoot a Free ThrowRhetoric - Speech: Franklin Delano Roosevelt - Pearl
Harbor Address to the NationPersuasive Text: Opinion Article
Persuasive Text: Editorial
Nonfiction: Two Authors' Perspectives of the
Writer's CraftNovel: From A Tree Grows in Brooklyn by Betty
SmithSkills Lesson: Perspective and Narration
Novel: The Absolutely True Diary of a Part-Time
Indian by S. AlexieMemoir: A Long Way Gone: Memoirs of a Boy
Soldier by Ishmael BeahSkills Lesson: The Elements of Argument
Skills Lesson: Types of Evidence and Logical Fallacies
Nonfiction: From A Room of One's Own by Virginia
Woolf21st-Century Skills: Exploring Procedural Texts
©Edgenuity Inc. Confidential Page 15 of 39
TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
9.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.Biography: Langston Hughes
Skills Lesson: Evaluate and Clarify Expository Text
Skills Lesson: Biography and Multiple Sources
Skills Lesson: Make Inferences and Draw
ConclusionsSpeech: On Women's Right to Vote
Speech: The American Dream
Persuasive Text - An Editorial: Rethinking Ground
ZeroRhetoric - Speech: Franklin Delano Roosevelt - Pearl
Harbor Address to the NationPersuasive Text: Editorial
Nonfiction: Two Authors' Perspectives of the
Writer's CraftSkills Lesson: Planning for Research
Skills Lesson: Creating and Using Outlines
Skills Lesson: The Elements of Argument
Skills Lesson: Types of Evidence and Logical Fallacies
10 Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from
text to support their analysis.10.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; andCommunication: Persuasive Speech
Essay: from In Search of Our Mother's Gardens
Skills Lesson: Fact and Opinion
Italy: The Prince
Skills Lesson: Speech
Speech: On Women's Right to Vote
Speech: The American Dream
Persuasive Text - An Editorial: Rethinking Ground
ZeroRhetoric - Speech: Franklin Delano Roosevelt - Pearl
Harbor Address to the NationPersuasive Text: Opinion Article
Persuasive Text: Editorial
©Edgenuity Inc. Confidential Page 16 of 39
TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
10.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 (Cont'd.)Goals of Persuasive Speaking
Persuasion Techniques
Developing Persuasive Speeches
Nonfiction: Two Authors' Perspectives of the
Writer's CraftMedia Literacy: Political Cartoons
Skills Lesson: The Elements of Argument
Skills Lesson: Types of Evidence and Logical Fallacies
Media Literacy: Analyze Speeches Given in Historical
ContextNonfiction: "At the Hearth" by Laura Esquivel
21st-Century Skills: Exploring Procedural Texts
10.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.Communication: Persuasive Speech
Communication: Visual Media Analysis
Mass Media and Public Opinion
Skills Lesson: Speech
Speech: On Women's Right to Vote
Speech: The American Dream
Persuasive Text - An Editorial: Rethinking Ground
ZeroRhetoric - Speech: Franklin Delano Roosevelt - Pearl
Harbor Address to the NationMedia Literacy: Historical, Economic, and Political
Contexts of MediaMedia Literacy: Bias in Media
Media Literacy: Political Cartoons
The Tragedy of Julius Caesar by William
Shakespeare: Act 3.2-3.3Media Literacy: Analyze Speeches Given in Historical
Context
©Edgenuity Inc. Confidential Page 17 of 39
TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
11 Students understand how to glean and use information in procedural texts and documents.
11.A evaluate text for the clarity of its graphics and its visual appeal; and
Communication: Visual Media Analysis
Functional Text - How-to Article: How to Read
BlueprintsFunctional Text - How-To: How to Consistently
Shoot a Free ThrowMedia Literacy: Deconstructing Media Messages
Media Literacy: Political Cartoons
21st-Century Skills: Exploring Procedural Texts
11.B synthesize information from multiple graphical sources to draw conclusions about the ideas presented (e.g.,
maps, charts, schematics).Communication: Visual Media Analysis
Functional Text - How-to Article: How to Read
BlueprintsFunctional Text - How-To: How to Consistently
Shoot a Free Throw21st-Century Skills: Career and College Applications
Media Literacy: Political Cartoons
21st-Century Skills: Exploring Procedural Texts
12 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.12.A evaluate how messages presented in media reflect social and cultural views in ways different from traditional
texts;Communication: Persuasive Speech
Communication: Visual Media Analysis
Mass Media and Public Opinion
Media Literacy: Deconstructing Media Messages
Media Literacy: Historical, Economic, and Political
Contexts of MediaMedia Literacy: Political Cartoons
Media Literacy: Analyze Speeches Given in Historical
Context
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
12.B analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction
shots, sequencing, background music);Communication: Persuasive Speech
Communication: Visual Media Analysis
Mass Media and Public Opinion
Media Literacy: Deconstructing Media Messages
Media Literacy: Historical, Economic, and Political
Contexts of MediaMedia Literacy: Political Cartoons
12.C examine how individual perception or bias in coverage of the same event influences the audience; and
Communication: Persuasive Speech
Communication: Visual Media Analysis
Mass Media and Public Opinion
Media Literacy: Deconstructing Media Messages
Media Literacy: Historical, Economic, and Political
Contexts of MediaMedia Literacy: Bias in Media
12.D evaluate changes in formality and tone within the same medium for specific audiences and purposes.
Communication: Persuasive Speech
Communication: Visual Media Analysis
Mass Media and Public Opinion
Media Literacy: Deconstructing Media Messages
Media Literacy: Historical, Economic, and Political
Contexts of MediaMedia Literacy: Political Cartoons
13 Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose
text.13.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;The Writing Process
Writing: The Six Traits
Writing: Essay - Letter to the Editor
Writing: Essay - Responding to Poetry
Writing: Descriptive Essay: Favorite Villain
Writing: Persuasive Essay: Our Changing Society
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
13.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; (Cont'd.)
Writing: Definition Essay: What Is an American?
Writing: Personal Narrative: Real Courage
Skills Lesson: Creating and Using Thesis Statements
Skills Lesson: Creating and Using Outlines
Writing: Research Paper: An American President
Writing: Literary Analysis Essay: Theme
Writing: Compare-and-Contrast Essay: The Tragedy
of Julius Caesar13.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 used to
convey meaning;The Writing Process
Writing: The Six Traits
Grammar: Transitions
Writing: Essay - Letter to the Editor
Writing: Essay - Responding to Poetry
Grammar: Transition Words and Phrases
Organizing Your Informative Presentation
Writing: Descriptive Essay: Favorite Villain
Writing: Persuasive Essay: Our Changing Society
Writing: Definition Essay: What Is an American?
Writing: Personal Narrative: Real Courage
Skills Lesson: Creating and Using Outlines
Writing: Research Paper: An American President
Writing: Literary Analysis Essay: Theme
Writing: Compare-and-Contrast Essay: The Tragedy
of Julius Caesar
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
13.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;The Writing Process
Writing: The Six Traits
Writing: Essay - Letter to the Editor
Writing: Essay - Responding to Poetry
Organizing Your Informative Presentation
Writing: Descriptive Essay: Favorite Villain
Writing: Persuasive Essay: Our Changing Society
Writing: Definition Essay: What Is an American?
Writing: Personal Narrative: Real Courage
Writing: Research Paper: An American President
Writing: Literary Analysis Essay: Theme
Writing: Compare-and-Contrast Essay: The Tragedy
of Julius CaesarGrammar: Sentence Faults
13.D edit drafts for grammar, mechanics, and spelling; and
The Writing Process
Writing: The Six Traits
Writing: Essay - Letter to the Editor
Writing: Essay - Responding to Poetry
Grammar: Spelling Strategies
Writing: Descriptive Essay: Favorite Villain
Writing: Persuasive Essay: Our Changing Society
Writing: Definition Essay: What Is an American?
Writing: Personal Narrative: Real Courage
Writing: Research Paper: An American President
Writing: Literary Analysis Essay: Theme
Writing: Compare-and-Contrast Essay: The Tragedy
of Julius CaesarGrammar: Sentence Faults
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
13.E revise final draft in response to feedback from peers and teacher and publish written work for appropriate
audiences.The Writing Process
Writing: The Six Traits
Writing: Essay - Letter to the Editor
Writing: Essay - Responding to Poetry
Writing: Descriptive Essay: Favorite Villain
Writing: Persuasive Essay: Our Changing Society
Writing: Definition Essay: What Is an American?
Writing: Personal Narrative: Real Courage
Writing: Research Paper: An American President
Writing: Literary Analysis Essay: Theme
Writing: Compare-and-Contrast Essay: The Tragedy
of Julius Caesar14 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.14.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;Writing: Personal Narrative: Real Courage
14.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); andWriting: Essay - Responding to Poetry
Skills Lesson: Lyric Poetry
Poetry: For a Lady I Know (Cullen) & The Dance
(Williams)Writing: Personal Narrative: Real Courage
14.C write a script with an explicit or implicit theme and details that contribute to a definite mood or tone.
Writing: Personal Narrative: Real Courage
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
15 Students write expository and procedural or work-related texts to communicate ideas and information to
specific audiences for specific purposes.15.A write an analytical essay of sufficient length that includes:
15.A.i effective introductory and concluding paragraphs and a variety of sentence structures;
Writing: The Six Traits
Writing: Essay - Letter to the Editor
Writing: Essay - Responding to Poetry
Grammar: Paragraphs- Narrative and Descriptive
Writing: Persuasive Essay: Our Changing Society
Writing: Definition Essay: What Is an American?
Writing: Research Paper: An American President
Writing: Literary Analysis Essay: Theme
Writing: Compare-and-Contrast Essay: The Tragedy
of Julius Caesar15.A.ii rhetorical devices, and transitions between paragraphs;
Writing: The Six Traits
Writing: Essay - Letter to the Editor
Writing: Essay - Responding to Poetry
Grammar: Paragraphs- Narrative and Descriptive
Writing: Persuasive Essay: Our Changing Society
Writing: Definition Essay: What Is an American?
Writing: Research Paper: An American President
Writing: Literary Analysis Essay: Theme
Writing: Compare-and-Contrast Essay: The Tragedy
of Julius Caesar15.A.iii a thesis or controlling idea;
Writing: The Six Traits
Writing: Essay - Letter to the Editor
Writing: Essay - Responding to Poetry
Writing: Persuasive Essay: Our Changing Society
Writing: Definition Essay: What Is an American?
Writing: Research Paper: An American President
Writing: Literary Analysis Essay: Theme
Writing: Compare-and-Contrast Essay: The Tragedy
of Julius Caesar
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
15.A.iv an organizing structure appropriate to purpose, audience, and context;
Writing: The Six Traits
Writing: Essay - Responding to Poetry
Writing: Persuasive Essay: Our Changing Society
Writing: Definition Essay: What Is an American?
Writing: Research Paper: An American President
Writing: Literary Analysis Essay: Theme
Writing: Compare-and-Contrast Essay: The Tragedy
of Julius Caesar15.A.v relevant evidence and well-chosen details; and
Writing: The Six Traits
Writing: Essay - Responding to Poetry
Writing: Persuasive Essay: Our Changing Society
Writing: Definition Essay: What Is an American?
Writing: Research Paper: An American President
Writing: Literary Analysis Essay: Theme
Writing: Compare-and-Contrast Essay: The Tragedy
of Julius Caesar15.A.vi distinctions about the relative value of specific data, facts, and ideas that support the thesis statement;
Writing: The Six Traits
Writing: Essay - Responding to Poetry
Writing: Persuasive Essay: Our Changing Society
Writing: Definition Essay: What Is an American?
Writing: Research Paper: An American President
Writing: Literary Analysis Essay: Theme
Writing: Compare-and-Contrast Essay: The Tragedy
of Julius Caesar15.B write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project
plans) that include:15.B.i organized and accurately conveyed information;
Writing: Essay - Letter to the Editor
21st-Century Skills: Business Letter
21st-Century Skills: Career and College Applications
21st-Century Skills: Résumés and Cover Letters
21st-Century Skills: Professional Electronic
Communication
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
15.B.ii reader-friendly formatting techniques; and
Writing: Essay - Letter to the Editor
21st-Century Skills: Business Letter
21st-Century Skills: Career and College Applications
21st-Century Skills: Résumés and Cover Letters
21st-Century Skills: Professional Electronic
Communication15.B.iii anticipation of readers' questions;
Writing: Essay - Letter to the Editor
21st-Century Skills: Business Letter
21st-Century Skills: Career and College Applications
Writing: Persuasive Essay: Our Changing Society
21st-Century Skills: Résumés and Cover Letters
21st-Century Skills: Professional Electronic
Communication15.C write an interpretative response to an expository or a literary text (e.g., essay or review) that:
15.C.i extends beyond a summary and literal analysis;
Communication: Poetry Presentation
Writing: Literary Analysis Essay: Theme
Writing: Compare-and-Contrast Essay: The Tragedy
of Julius Caesar21st-Century Skills: Exploring Procedural Texts
15.C.ii addresses the writing skills for an analytical essay and provides evidence from the text using embedded
quotations; andCommunication: Poetry Presentation
Writing: Definition Essay: What Is an American?
Writing: Literary Analysis Essay: Theme
Writing: Compare-and-Contrast Essay: The Tragedy
of Julius Caesar15.C.iii analyzes the aesthetic effects of an author's use of stylistic and rhetorical devices; and
Communication: Poetry Presentation
Nonfiction: Two Authors' Perspectives of the
Writer's CraftWriting: Literary Analysis Essay: Theme
Writing: Compare-and-Contrast Essay: The Tragedy
of Julius Caesar
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
15.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.Communication: Informative Speech
Types of Supporting Materials
21st-Century Skills: Exploring Procedural Texts
16 Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.
Students are expected to write an argumentative essay to the appropriate audience that includes:16.A a clear thesis or position based on logical reasons supported by precise and relevant evidence;
Communication: Persuasive Speech
Writing: Essay - Letter to the Editor
Writing: Persuasive Essay: Our Changing Society
Skills Lesson: The Elements of Argument
16.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);Communication: Persuasive Speech
Writing: Essay - Letter to the Editor
Developing Persuasive Speeches
Writing: Persuasive Essay: Our Changing Society
Skills Lesson: The Elements of Argument
16.C counter-arguments based on evidence to anticipate and address objections;
Communication: Persuasive Speech
Writing: Essay - Letter to the Editor
Writing: Persuasive Essay: Our Changing Society
Skills Lesson: The Elements of Argument
16.D an organizing structure appropriate to the purpose, audience, and context;
Communication: Persuasive Speech
Writing: Essay - Letter to the Editor
Writing: Persuasive Essay: Our Changing Society
Skills Lesson: The Elements of Argument
16.E an analysis of the relative value of specific data, facts, and ideas; and
Communication: Persuasive Speech
Writing: Essay - Letter to the Editor
Writing: Persuasive Essay: Our Changing Society
Skills Lesson: The Elements of Argument
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
16.F a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations).
Communication: Persuasive Speech
Writing: Essay - Letter to the Editor
Skills Lesson: The Elements of Argument
17 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.17.A use and understand the function of the following parts of speech in the context of reading, writing, and
speaking:17.A.i more complex active and passive tenses and verbals (gerunds, infinitives, participles);
Grammar: Sequence of Verb Tenses
Grammar: Verb Mood and Voice
Grammar: Using Verbals
17.A.ii restrictive and nonrestrictive relative clauses; and
Grammar: Main or Subordinate Clause
Grammar: Subordinate Clauses
17.A.iii reciprocal pronouns (e.g., each other, one another);
Grammar: Personal Pronoun Usage
17.B identify and use the subjunctive mood to express doubts, wishes, and possibilities; and
Grammar: Verb Mood and Voice
17.C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).
Grammar: Transitions
Grammar: Main or Subordinate Clause
Grammar: Subordinate Clauses
Grammar: Verb Mood and Voice
Grammar: Sentence Variety
Grammar: Sentence Faults
18 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
18.A use conventions of capitalization; and
Grammar: Capitalization
Writing: Descriptive Essay: Favorite Villain
Writing: Persuasive Essay: Our Changing Society
Writing: Literary Analysis Essay: Theme
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
18.B use correct punctuation marks including:
18.B.i comma placement in nonrestrictive phrases, clauses, and contrasting expressions;
Grammar: Punctuation
Grammar: Main or Subordinate Clause
Grammar: The Comma
18.B.ii quotation marks to indicate sarcasm or irony; and
Grammar: Punctuation
Grammar: Punctuation for Citation
18.B.iii dashes to emphasize parenthetical information.
Grammar: Punctuation
Grammar: Main or Subordinate Clause
Grammar: Punctuation for Citation
19 Students spell correctly. Students are expected to spell correctly, including using various resources to
determine and check correct spellings.Writing: Essay - Letter to the Editor
Grammar: Spelling Strategies
Writing: Literary Analysis Essay: Theme
Writing: Compare-and-Contrast Essay: The Tragedy
of Julius Caesar20 Students ask open-ended research questions and develop a plan for answering them.
20.A brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the
major research topic; andSkills Lesson: Planning for Research
Skills Lesson: Creating and Using Thesis Statements
Skills Lesson: Creating and Using Outlines
20.B formulate a plan for engaging in research on a complex, multi-faceted topic.
Skills Lesson: Planning for Research
Skills Lesson: Creating and Using Thesis Statements
Skills Lesson: Creating and Using Outlines
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
21 Students determine, locate, and explore the full range of relevant sources addressing a research question and
systematically record the information they gather.21.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;Skills Lesson: Planning for Research
Skills Lesson: Gathering and Evaluating Sources
Skills Lesson: Gathering Information
21st-Century Skills: Using Technology to Research
21.B organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes,
learning logs); andSkills Lesson: Creating and Using Outlines
Skills Lesson: Gathering and Evaluating Sources
Skills Lesson: Gathering Information
21.C paraphrase, summarize, quote, and accurately cite all researched information according to a standard format
(e.g., author, title, page number).Skills Lesson: Gathering and Evaluating Sources
Skills Lesson: Gathering Information
Skills Lesson: Using and Citing Evidence
22 Students clarify research questions and evaluate and synthesize collected information.
22.A modify the major research question as necessary to refocus the research plan;
Skills Lesson: Planning for Research
Skills Lesson: Creating and Using Thesis Statements
Skills Lesson: Gathering and Evaluating Sources
Skills Lesson: The Elements of Argument
Skills Lesson: Gathering Information
22.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; andSkills Lesson: Planning for Research
Skills Lesson: Gathering and Evaluating Sources
Skills Lesson: Types of Evidence and Logical Fallacies
Skills Lesson: Gathering Information
21st-Century Skills: Using Technology to Research
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
22.C critique the research process at each step to implement changes as the need occurs and is identified.
Skills Lesson: Planning for Research
Skills Lesson: Creating and Using Thesis Statements
Skills Lesson: Gathering and Evaluating Sources
Skills Lesson: Gathering Information
23 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 an oral presentation that:23.A marshals evidence in support of a clear thesis statement and related claims;
Skills Lesson: Creating and Using Thesis Statements
Writing: Research Paper: An American President
23.B provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of
view;Organizing Your Informative Presentation
Skills Lesson: Creating and Using Thesis Statements
Skills Lesson: Creating and Using Outlines
Skills Lesson: Gathering and Evaluating Sources
Writing: Research Paper: An American President
23.C uses graphics and illustrations to help explain concepts where appropriate;
Types of Supporting Materials
Writing: Research Paper: An American President
23.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; andWriting: The Six Traits
Skills Lesson: Gathering and Evaluating Sources
Skills Lesson: Gathering Information
Skills Lesson: Using and Citing Evidence
Writing: Research Paper: An American President
23.E uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and
format written materials.Skills Lesson: Using and Citing Evidence
Grammar: Punctuation for Citation
Writing: Research Paper: An American President
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
24 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.24.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;Communication: Persuasive Speech
Communication: Poetry Presentation
Communication: Visual Media Analysis
Communication: Informative Speech
Communication: Effective Listening Skills
Rhetoric - Speech: Franklin Delano Roosevelt - Pearl
Harbor Address to the NationThe Listening Process
Types of Informative Presentations
Organizing Your Informative Presentation
Tips for Clear and Interesting Presentations
Skills Lesson: Figurative Language and Imagery
Skills Lesson: Structure
Memoir: From Night by Elie Wiesel
Skills Lesson: Theme
Skills Lesson: Perspective and Narration
Media Literacy: Analyze Speeches Given in Historical
Context24.B follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and
complete processes; andFunctional Text - How-to Article: How to Read
BlueprintsFunctional Text - How-To: How to Consistently
Shoot a Free ThrowSkills Lesson: Conflict, Moral Dilemma, and
Character Analysis21st-Century Skills: Exploring Procedural Texts
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
24.C evaluate the effectiveness of a speaker's main and supporting ideas.
Communication: Persuasive Speech
Communication: Analyzing Formal Speech
Rhetoric - Speech: Franklin Delano Roosevelt - Pearl
Harbor Address to the NationTypes of Informative Presentations
Organizing Your Informative Presentation
Goals of Persuasive Speaking
Persuasion Techniques
Developing Persuasive Speeches
The Tragedy of Julius Caesar by William
Shakespeare: Act 3.2-3.3Media Literacy: Analyze Speeches Given in Historical
Context25 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 and 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.Communication: Persuasive Speech
Communication: Informative Speech
Communication: Analyzing Formal Speech
Types of Informative Presentations
Organizing Your Informative Presentation
Tips for Clear and Interesting Presentations
Goals of Persuasive Speaking
Persuasion Techniques
Developing Persuasive Speeches
Novel: From A Tree Grows in Brooklyn by Betty
SmithGulliver's Travels : Houyhnhnm Land (Part IV, Ch. 1-
6)Gulliver's Travels : Houyhnhnm Land (Part IV, Ch. 7-
12)
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
26 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 the ideas of
others, contributing relevant information, developing a plan for consensus-building, and setting ground rules
for decision-making.Effective Group Work
RC Students use a flexible range of metacognitive reading skills in both assigned and independent reading to
understand an author's message. Students will continue to apply earlier standards with greater depth in
increasingly more complex texts as they become self-directed, critical readers.
RC.A reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing,
making connections, creating sensory images); andEssay: from In Search of Our Mother's Gardens
Skills Lesson: Main Idea and Paraphrasing
The Strategy Focus: Summarizing
Social Studies - The Black Death: The Disease that
Won't DieFunctional Text: Disease Prevention and Treatment
RC.B make complex inferences about text and use textual evidence to support understanding.
Persuasive Text: Article - Kids Don't Get Enough Of
ArtThe Strategy Focus: Summarizing
Functional Text: Disease Prevention and Treatment
Persuasive Text: Editorial
RC Students use a flexible range of metacognitive reading skills in both assigned and independent reading to
understand an author's message. Students will continue to apply earlier standards with greater depth in RC.A reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing,
making connections, creating sensory images); andBiography: Langston Hughes
Essay: from In Search of Our Mother's Gardens
Essay: One Million Volumes
Skills Lesson: Evaluate and Clarify Expository Text
Skills Lesson: Biography and Multiple Sources
Skills Lesson: Main Idea and Paraphrasing
Skills Lesson: Make Inferences and Draw
ConclusionsSkills Lesson: Fact and Opinion
Speech: On Women's Right to Vote
Persuasive Text - An Editorial: Rethinking Ground
Zero
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
RC.A reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing,
making connections, creating sensory images); and (Cont'd.)Rhetoric - Speech: Franklin Delano Roosevelt - Pearl
Harbor Address to the NationThe Strategy Focus: Text Structure- One Foot, Two
Foot, Barbed Foot, Goo Foot: Structure MattersElective- Health - Above and Beyond: Animal
RescuesPersuasive Text: Advertisement
Functional Text: How-To Flow Chart
The Strategy Focus: Questioning
Expository Text: Article- Capoeira- Brazilian Art
FormPersuasive Text: Article - Kids Don't Get Enough Of
ArtThe Strategy Focus: Summarizing
Social Studies - The Black Death: The Disease that
Won't DieFunctional Text: Disease Prevention and Treatment
Visual Text Skill: Analyzing a Poster
Expository Text: What Are Myths, Legends, and
Folktales?Visual Text Skill: Hopi Myth Mural
Skills Lesson: Figurative Language and Imagery
Poetry: "The Lake of the Dismal Swamp" by Thomas
MoorePoetry: Poems by Sylvia Plath and Adelaide Crapsey
Memoir: From Night by Elie Wiesel
Short Story: "The Pit and the Pendulum" by Edgar
Allan PoeNonfiction: Two Authors' Perspectives of the
Writer's Craft21st-Century Skills: Business Letter
Skills Lesson: Theme
Novel: From A Tree Grows in Brooklyn by Betty
SmithWartime Diaries: Anne Frank and Zlata Filipović
21st-Century Skills: Career and College Applications
Nonfiction: "Diary 24" and "Diary 33" from The
Freedom Writers Diary
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
RC.A reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing,
making connections, creating sensory images); and (Cont'd.)The Tragedy of Julius Caesar by William
Shakespeare: Act 1The Tragedy of Julius Caesar by William
Shakespeare: Act 2The Tragedy of Julius Caesar by William
Shakespeare: Act 3.1The Tragedy of Julius Caesar by William
Shakespeare: Act 3.2-3.3The Tragedy of Julius Caesar by William
Shakespeare: Act 4The Tragedy of Julius Caesar by William
Shakespeare: Act 5.1-5.2The Tragedy of Julius Caesar by William
Shakespeare: Act 5.3-5.5Media Literacy: Analyze Speeches Given in Historical
ContextSkills Lesson: Genres and Archetypal Symbols
Short Story: "Subha" by Rabindranath Tagore
Nonfiction: From A Room of One's Own by Virginia
WoolfNonfiction: "At the Hearth" by Laura Esquivel
21st-Century Skills: Exploring Procedural Texts
RC.B make complex inferences about text and use textual evidence to support understanding.
Biography: Langston Hughes
Essay: from In Search of Our Mother's Gardens
Poetry: Small Portions (Alvarez) & Eating Together
(Lee)Poetry: The Taxi (Lowell) & Kindness (Plath)
Poem: La Belle Dame Sans Merci (Keats)
Skills Lesson: Evaluate and Clarify Expository Text
Skills Lesson: Biography and Multiple Sources
Skills Lesson: Main Idea and Paraphrasing
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
RC.B make complex inferences about text and use textual evidence to support understanding. (Cont'd.)
Skills Lesson: Make Inferences and Draw
ConclusionsSkills Lesson: Fact and Opinion
Speech: On Women's Right to Vote
Functional Text - How-To: How to Consistently
Shoot a Free ThrowRhetoric - Speech: Franklin Delano Roosevelt - Pearl
Harbor Address to the NationPersuasive Text: Advertisement
Persuasive Text: Article - Kids Don't Get Enough Of
ArtExpository Text: What Are Myths, Legends, and
Folktales?Visual Text Skill: Hopi Myth Mural
Skills Lesson: Figurative Language and Imagery
Poetry: "The Lake of the Dismal Swamp" by Thomas
MoorePoetry: Poems by Sylvia Plath and Adelaide Crapsey
Memoir: From Night by Elie Wiesel
Short Story: "The Pit and the Pendulum" by Edgar
Allan PoeNonfiction: Two Authors' Perspectives of the
Writer's Craft21st-Century Skills: Business Letter
Skills Lesson: Theme
Novel: From A Tree Grows in Brooklyn by Betty
SmithShort Story: "Rules of the Game" by Amy Tan
Short Story: "Civil Peace" by Chinua Achebe
Wartime Diaries: Anne Frank and Zlata Filipović
21st-Century Skills: Career and College Applications
Nonfiction: "Diary 24" and "Diary 33" from The
Freedom Writers DiarySkills Lesson: Theories of Literary Interpretation
Novel: The Absolutely True Diary of a Part-Time
Indian by S. AlexieMemoir: A Long Way Gone: Memoirs of a Boy
Soldier by Ishmael Beah
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TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
RC.B make complex inferences about text and use textual evidence to support understanding. (Cont'd.)
Skills Lesson: Types of Evidence and Logical Fallacies
Skills Lesson: Genres and Archetypal Symbols
Short Story: "Subha" by Rabindranath Tagore
Nonfiction: From A Room of One's Own by Virginia
WoolfNonfiction: "At the Hearth" by Laura Esquivel
21st-Century Skills: Exploring Procedural Texts
RC Students use a flexible range of metacognitive reading skills in both assigned and independent reading to
understand an author's message. Students will continue to apply earlier standards with greater depth in
increasingly more complex texts as they become self-directed, critical readers.
RC.A reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing,
making connections, creating sensory images); and Skills Lesson: Memoir
Skills Lesson: Speech
Speech: The American Dream
Rhetoric - Speech: Franklin Delano Roosevelt - Pearl
Harbor Address to the NationFunctional Text: How-To Flow Chart
The Strategy Focus: Summarizing
Social Studies - The Black Death: The Disease that
Won't DieFunctional Text: Disease Prevention and Treatment
Visual Text Skill: Analyzing a Poster
Persuasive Text: Editorial
21st-Century Skills: Business Letter
21st-Century Skills: Career and College Applications
21st-Century Skills: Résumés and Cover Letters
21st-Century Skills: Exploring Procedural Texts
©Edgenuity Inc. Confidential Page 37 of 39
TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
RC.B make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support
understanding.Skills Lesson: Memoir
Speech: The American Dream
Functional Text: How-To Flow Chart
The Strategy Focus: Summarizing
Functional Text: Disease Prevention and Treatment
Visual Text Skill: Analyzing a Poster
Persuasive Text: Editorial
21st-Century Skills: Business Letter
21st-Century Skills: Career and College Applications
21st-Century Skills: Résumés and Cover Letters
21st-Century Skills: Exploring Procedural Texts
RC Students use a flexible range of metacognitive reading skills in both assigned and independent reading to
understand an author's message. Students will continue to apply earlier standards with greater depth in
increasingly more complex texts as they become self-directed, critical readers.
RC.A reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing,
making connections, creating sensory images); and Functional Text - How-To: How to Consistently
Shoot a Free ThrowMemoir: From Night by Elie Wiesel
Gulliver's Travels : The Letters and Lilliput (Letters;
Part I, Ch. 1-4)Gulliver's Travels : Brobdingnag (Part II, Ch. 1-4)
Gulliver's Travels : Laputa and Balnibarbi (Part III,
Ch. 1-6)Skills Lesson: Gathering Information
Skills Lesson: Using and Citing Evidence
Media Literacy: Analyze Speeches Given in Historical
ContextNonfiction: From A Room of One's Own by Virginia
Woolf
©Edgenuity Inc. Confidential Page 38 of 39
TX-English II TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
RC.B make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support
understanding.Functional Text - How-To: How to Consistently
Shoot a Free ThrowMemoir: A Long Way Gone: Memoirs of a Boy
Soldier by Ishmael BeahSkills Lesson: The Elements of Argument
Skills Lesson: Types of Evidence and Logical Fallacies
Nonfiction: From A Room of One's Own by Virginia
Woolf
©Edgenuity Inc. Confidential Page 39 of 39