Honors English 2 - Quarter 3

"If you want to see the poor remain poor, generation after generation, just keep the standards low in their schools and make excuses for their academic shortcomings and personal misbehavior. But please don't congratulate yourself on your compassion."

Thomas Sowell

Assignment Calendar

Week 27: March 2 - 6

Quote of the Week

"A society that puts equality—in the sense of equality of outcome—ahead of freedom will end up with neither equality nor freedom. The use of force to achieve equality will destroy freedom, and the force, introduced for good purposes, will end up in the hands of people who use it to promote their own interests."

— Thomas Sowell

#56 - Bell Work

#57 - Name

Lesson

We will

compare how the poem uses imagery and emotion, the informational text uses facts and explanations, and the argumentative text uses claims and evidence to explore the same topic or theme.
identify shared ideas across the poem, informational, and argumentative texts, then explain how each genre strengthens our understanding in different ways.
trace one key idea or issue through a poem, an informational piece, and an argumentative essay, noting how purpose and structure change the message in each.

I will

read the poem closely for figurative language and mood, the informational text for key details and explanations, and the argumentative text for claims and supporting reasons, then write or explain connections among them.
use evidence from the poem, the informational text, and the argumentative text to show how the genres work together to deepen my thinking.
reflect on how the poem evokes feelings about the topic, the informational text promotes understanding the topic, and the argumentative text utilizes persuasive techniques in order to convince.

Strategies

Genre Characteristics

Text Structures

Rhetorical Appeals

Venn Diagram

Think Pair Share

Readings

"Between Then and Now"

by Walter Brees

"The Adolescent Mind: Between Change and Identity"

by Unknown

"Why Teenage Struggles Should Be Taken Seriously"

by: Gunner Raleigh

Activities

#56 - Bell Work

#57 - Test: Quarter Final & MAP

Enjoy your spring break!

Week 19: January 5 - 9

#41 - Bell Work

#42 - Name

Quote of the Week

"If you want to see the poor remain poor, generation after generation, just keep the standards low in their schools and make excuses for their academic shortcomings and personal misbehavior. But please don't congratulate yourself on your compassion.

— Thomas Sowell

Lesson

We will...

Explore a variety of topics that can be argued for or against.

I will...

Choose one of the following topics and create an essay no longer than one page “in favor” or “in opposition” for your audience.

Strategies

Argument presented in an essay

Readings

Your own writings

Activity

#41 - Bell Work

#42 - Exploring Rhetorical Situations

Week 20: January 12 - 16

Quote of the Week

"In other words, evidence is too dangerous—politically, financially and psychologically—for some people to allow it to become a threat to their interests or to their own sense of themselves."

— Thomas Sowell

#43 - Bell Work

#44 - Analyzing Mentor Text Argumentative

Lesson

We will...

use comprehension strategies to construct meaning.
convey understanding through a variety of responses.
make deliberate choices regarding content, language, and style to craft texts for specific purposes, audiences, and context.
examine and analyzing author’s craft.
engage in research to justify, challenge, or gain knowledge about an idea.

I will...

complete pre-reading strategies and analyzing the rhetorical situation and purpose of an argumentative text.
analyzing the structure, message, and persuasiveness of an argumentative text in notes and annotations.
actively engage in whole class rhetorical analysis discussion.
compose rhetorical analysis short response paragraphs.

Strategies

Claim

Evidence

Rhetorical Appeals

Rhetorical Devices

Rhetorical Shift

Rhetorical Analysis

Logical Fallacies

Bias

Treatment of Counterarguments

Concessions

Rebuttals

Tone

Diction

Readings

"Why TikTok is Running Society"

"Why TikTok is Essential for Today's Generation"

Two readings of your choice based on the topic you select

Activity

#43 - Bell Work

#44 - Analyzing Mentor Text Argumentative

Week 21: January 19 - 23

Quote of the Week

"We must speak our minds openly, debate our disagreements honestly, but always pursue solidarity."

— Donald Trump

#45 - Bell Work

#46 - Jubilee Research Plan

Lesson

We will

define a focused research topic, refine a clear and narrow research question, determine the appropriate use of primary and/or secondary sources, develop a practical research plan, actively conduct research to gather relevant information, and critically evaluate the reliability and credibility of our chosen sources.

I will

select and clearly define my research topic, narrow my research question to make it specific and manageable, decide whether I need primary sources, secondary sources, or both, create a step-by-step plan for conducting my research, carry out the research to collect accurate and relevant information, and carefully examine each source I use to determine its reliability and credibility.

Strategies

Brain Dump

Checklist Mapping

Think-Pair-Share

Peer Feedback

Readings

Various Self-Selected Readings

Activity

#45 - Bell Work

#46 - Jubilee Research Plan

Week 22: January 26 - 30

Quote of the Week

"People are easily offended by anyone who doesn't think as they do. They have become professional offense takers, hardwired to be triggered by any countercultural statement."

— Derek W.H. Thomas

#47 - Bell Work

#48 - Jubilee Notes

Lesson

We will...

discuss credible sources
employ organizational strategies for notes
discuss communication expectations during the Jubilee Debates

I will...

research evidence, examples, and details
research primary counterarguments to my claim and rebuttals
utilize rhetorical devices within my argument
avoid utilizing logical fallacies
organize my notes to ensure quick finds
substantiate arguments by introducing author and use direct quotes, paraphrasing, and/or summarizing

Strategies

CLI Resources - Gale (High School) - Search Bar

Readings

Anything from the following:

Academic Journals

Academic Articles

Academic Essays

Supreme Court Cases

Google Scholar

Activities

#47 - Bell Work

#48 - Jubilee Cheat Sheet

Week 23: February 2 - 6

#48 - Jubilee Cheat Sheet

#49 - Bell Work

#50 - Jubilee Debates

Quote of the Week

"But let me offer you my definition of social justice: I keep what I earn and you keep what you earn. Do you disagree? Well then tell me how much of what I earn belongs to you and why?"

— Walter E. Williams

Lesson

We will...

discuss credible sources
employ organizational strategies for notes
discuss communication expectations during the Jubilee Debates

I will...

research evidence, examples, and details
research primary counterarguments to my claim and rebuttals
utilize rhetorical devices within my argument
avoid utilizing logical fallacies
organize my notes to ensure quick finds
substantiate arguments by introducing author and use direct quotes, paraphrasing, and/or summarizing

Strategies

CLI Resources - Gale (High School) - Search Bar

Readings

Anything from the following:

Academic Journals

Academic Articles

Academic Essays

Supreme Court Cases

Google Scholar

Activities

#48 - Jubilee Cheat Sheet

#49 - Bell Work

#50 - Jubilee Debates

Week 24: February 9 - 13

Quote of the Week

"A people that values its privileges above its principles soon loses both."

— Dwight D. Eisenhower

#51 - Bell Work

#52 - DMAC Test

Lesson

We will...

discuss credible sources
employ organizational strategies for notes
discuss communication expectations during the Jubilee Debates

I will...

research evidence, examples, and details
research primary counterarguments to my claim and rebuttals
utilize rhetorical devices within my argument
avoid utilizing logical fallacies
organize my notes to ensure quick finds
substantiate arguments by introducing author and use direct quotes, paraphrasing, and/or summarizing

Strategies

CLI Resources - Gale (High School) - Search Bar

Readings

Anything from the following:

Academic Journals

Academic Articles

Academic Essays

Supreme Court Cases

Google Scholar

Activities

#51 - Bell Work

#52 - DMAC Exam

Week 25: February 16 - 20

Quote of the Week

"It takes courage to grow up and become who you really are."

— E.E. Cummings

#52 - Bell Work

#53 - "Between Then and Now" by Walter Brees

Lessons

We will...

closely read and annotate "Between Then and Now" stanza by stanza to identify the author's central message about the transition using textual evidence to support our inferences.
develop and defend thematic statements about personal growth and resilience in the poem, connecting key images and shifts to the author's message that courage accompanies life's wide transitions.

I will...

identify each author’s message.
analyze and explain how genre characteristics and author’s craft reveal the author’s message about the topic.
analyze and explain key ideas, supporting details, and evidence supporting author’s message and theme.
create a thematic statement supporting the overall theme of the text.

Strategies

Close Reading

Genre Characteristics and Literary Devices to Support Themes

Thematic Connections and Personal Application

SWIFT

TP-CASTT

Big Six

Readings

"Between Then and Now" by Walter Brees

Activities

#52 - Quick Check Bell Work

#53 - "Between Then and Now" by Walter Brees

Week 26: February 23 - 27

Quote of the Week

"The problem is that the society at large no longer has standards by which to deny or rebuke attention-seekers who have nothing to contribute to society."

— Thomas Sowell

#54 - Bell Work

#55 - The Adolescent Mind: Between Change and Identity

Lesson

We will

closely read both texts, annotate key evidence (scientific explanations in the essay, stanza shifts/images in the poem), and support every claim with specific textual quotes or details to build strong, evidence-based responses that explore how adolescence and life's transitions shape who we become using empathy, logic, and personal reflection to connect the ideas.

I will

identify and explain at least one key literary/rhetorical device (paradox, metaphor, or tone) in every response.
always cite specific evidence and explain how it supports the theme of growth through struggle.
compare & contrast the texts by focusing on shared ideas while noting differences.
use precise language to evaluate effectiveness.
revise my response to ensure it answers the full question, stays concise, and ends with a clear thematic insight or personal connection.

Strategies

Close Reading

Genre Characteristics and Literary Devices to Support Themes

Thematic Connections and Personal Application

Readings

"Between Then and Now"

by Walter Brees

"The Adolescent Mind: Between Change and Identity"

by Unknown

"Why Teenage Struggles Should Be Taken Seriously"

by: Gunner Raleigh

Activities

#54 - Bell Work

#55 - The Adolescent Mind: Between Change and Identity

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