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Welcome to Mrs. Willden's English II Webpage!North Mecklenburg High School





Exam Schedule!

English II Course Syllabus




NC English II EOC Exam Information

http://www.myteacherpages.com/webpages/rspriggs/english_ii.cfm?subpage=1954470

NC English II Released Practice Test

http://www.ncpublicschools.org/docs/accountability/testing/releedforms/eng2nokey.pdf



ENGLISH II EOC TERMS https://quizlet.com/205263935/english-ii-eoc-terms-flash-cards/










Excerpt from The Things They Carried



The Fight Over Fracking





What, of this Goldfish, Would You Wish?


Projects -

Text - http://www.phoaenglish2.com/uploads/3/7/5/4/37547625/goldfish.pdf

Setting Background https://prezi.com/djum0eiwbwid/introduction-to-what-of-this-goldfish-would-you-wish/

Vocabulary - https://quizlet.com/148976022/what-of-this-goldfish-would-you-wish-flash-cards/

Test Review - https://quizlet.com/200045251/what-of-this-goldfish-would-you-wish-questions-flash-cards/?new

Grammar Activities - Quill.org

https://www.quill.org/account/new
Join My class
Enter Class Code
User name: firstname.lastname@classcode (Use your class code instead of the words class code)

Creative Writing - Magnetic Online Poetry

Using words given, create a poem you love. Write it on notebook paper to turn in.

Do the same with a second set of words also writing it on notebook paper.
http://play.magneticpoetry.com/poem/Original/kit

Fun Vocabulary practice - FreeRice.com

Play the Vocabulary game.
On the same paper where you recorded your poems, write Free Rice and how many total grains of rice you donated today.



"Desiree's Baby" Project






401 Argumentative Prompts from the New York Times

https://static01.nyt.com/images/blogs/learning/pdf/2017/401PromptsArgumentativeWriting.pdf



Vocabulary

Kaplan's 100 Most Common SAT Words.


Week of 1/25
Create Vocab Webs for 1-20. Due Weds, 2/1 & Test 2/1.
Center: Term & Part of Speech. 4 Corners: Definition, Synonym, Sentence using vocab word with context clue, Illustration of meaning
Study on Quizlet.com at this link: https://quizlet.com/143644160/sat-words-most-common-1-flash-cards/

Week of 2/1
Terms 21-40 Vocab webs due & Test Weds, 2/8
Study on Quizlet with this link: https://quizlet.com/143644575/sat-words-most-common-2-flash-cards/

Week of 2/8
Terms 41-60 Vocab webs due & Test Wednesday, 2/15
Study in Quizlet with this link: https://quizlet.com/143645243/sat-words-most-common-3-flash-cards/

Week of 2/15 - Review

Week of 2/22
Terms 61-80 Vocab webs due & Test Wednesday, 3/1
Study in Quizlet with this link: https://quizlet.com/143646613/sat-words-most-common-4-flash-cards/

Week of 3/1
Terms 81- 98 Vocab webs due & Test Wednesday, 3/8
Study in Quizlet with this link: https://quizlet.com/143647212/sat-words-most-common-5-flash-cards/



Texts


"Desiree's Baby" text

I Acknowledge Mine review https://quizlet.com/194203364/i-acknowledge-mine-flash-cards/

"The Mouse" by Saki text http://www.classicshorts.com/stories/mouse.html

Satire Powerpoint



Irony Powerpoint




"The Use of Force" by William Carlos Williams (published 1938)
Pre-Reading for background information on Diptheria: http://www.museumofhealthcare.ca/explore/exhibits/vaccinations/diphtheria.html
Text: http://www.classicshorts.com/stories/force.html



"Harrison Bergeron" text
https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxtc2RhbmllbGxlaGVuZHJ5fGd4OjZmMGM5YzIxMWQyYmRjNzE

Harrison Bergeron Test Review
https://quizlet.com/115064470/harrison-bergeron-flash-cards/
https://quizlet.com/18166897/harrison-bergeron-flash-cards/
https://quizlet.com/184073197/harrison-bergeron-flash-cards/


"Shooting An Elephant" text
http://www.appohigh.org/ourpages/auto/2014/12/4/49215030/u6_shoot_elephant_se.pdf


"For Affirmative Action, Brazil Sets Up Controversial Boards To Determine Race"

http://www.npr.org/sections/parallels/2016/09/29/495665329/for-affirmative-action-brazil-sets-up-controversial-boards-to-determine-race



Argumentative Essay Info

https://owl.english.purdue.edu/owl/resource/685/05/




English II EOC Review Terms:


https://quizlet.com/70710106/english-ii-eoc-practice-test-1-terms

https://quizlet.com/128740158/staar-literary-vocabulary-english-ii-eoc

https://quizlet.com/135960359/english-ii-eoc-prep-vocabulary

https://quizlet.com/33330650/english-ii-eoc-terms-flash-cards/alphabetical

https://quizlet.com/113673909/english-ii-eoc-review-terms-flash-cards/



*Learn the vocabulary on this Quizlet link:





Review with Quizlet.comhttps://quizlet.com/_4ehkl5


Mood/Tone vocabulary:

https://quizlet.com/150115302/tone-and-mood-flash-cards/

https://quizlet.com/61656405
https://quizlet.com/22186983
https://quizlet.com/90516053
https://quizlet.com/116543641
https://quizlet.com/_4ehkl5

Use Quizlet to study Poetry Terms:



Classroom Wish List

  • Please donate supplies to keep our scholars healthy: Tissues, Hand Sanitizer, Clorox Wipes or disinfectant wipes. Thanks!



Resources

SAT Vocabulary Practice:

https://quizlet.com/207969
https://quizlet.com/2569798
https://quizlet.com/274245
https://quizlet.com/45101316
https://quizlet.com/17965673

Free Practice SAT online:

https://www.khanacademy.org/s


CMS English II Scope & Sequence



CMS Policies & Procedures for Students


Reference Information
Reference for In-Text Citations http://nmasse.com/courses/common/mla/intext.php

References for the hero's journey:
  • Campbell, Joseph. The Hero with a Thousand Faces. New World Library, 2008 (3rd ed.).
  • Campbell, Joseph, and Bill Moyers. The Power of Myth. Anchor, 1991.




Standard IB Language A Rubric

Criterion A: Content

Achievement level
Level descriptor
0
The student does not reach a standard described by any of the descriptors below.
1–2
The student shows very limited understanding of the text and topic, and little or no awareness of the author’s choices. There is little or no detail, development or support.
In creative work, pieces use very limited imagination or sensitivity; the student rarely uses literary devices, or uses literary and/or non-literary devices that do not serve the lesson’s objectives.
The use of terminology is missing, inconsistent and/or incorrect.
3–4
The student shows limited understanding of the text and topic, and sometimes shows an awareness of the author’s choices, although detail, development and/or support are insufficient.
In creative work, pieces use limited imagination or sensitivity; the student attempts to use literary and/or non-literary devices; these sometimes serve the lesson’s objectives.
The use of terminology is sometimes accurate and appropriate.
5–6
The student shows a sufficient understanding of the text and topic, and an awareness of the author’s choices, using adequate detail, development and support.
In creative work, pieces reflect some imagination and sensitivity; the student generally uses literary and/or non-literary devices that serve the lesson’s objectives.
Terminology is usually accurate and appropriate.
7–8
The student shows a good understanding of the text, topic and the author’s choices, using substantial detail, development and support.
In creative work, pieces reflect imagination and sensitivity; the student uses literary and/or non-literary devices that serve the lesson’s objectives.
Relevant terminology is used accurately and appropriately.
9–10
The student shows a perceptive understanding of the text, topic and the author’s choices, consistently using illustrative detail, development and support.
In creative work, pieces reflect a lot of imagination and sensitivity; the student uses literary and/or non-literary devices effectively that serve the lesson’s objectives.
The student shows a sophisticated command of relevant terminology, and uses it appropriately.

Criterion B: Organization

Achievement level
Level descriptor
0
The student does not reach a standard described by any of the descriptors below.
1–2
The student rarely uses organizational structures and/or language-specific conventions, or uses those that do not serve the lesson’s objectives.
The work is generally disorganized, unclear and/or incoherent.
The student uses important tools inappropriately or not at all.
3–4
The student sometimes uses organizational structures and/or language-specific conventions that serve the lesson’s objectives.
The work shows the beginnings of organization but lacks coherence.
The student uses important tools with limited success.
5–6
The student usually uses organizational structures and language-specific conventions that serve the lesson’s objectives.
The work is generally organized, clear and coherent.
The student generally uses important tools correctly.
7–8
The student consistently uses organizational structures and language-specific conventions that serve the lesson’s objectives.
The work is usually well-organized, clear and coherent and the ideas being expressed build on each other.
The student uses important tools correctly.
9–10
The student consistently uses sophisticated organizational structures and language-specific conventions that serve the lesson’s objectives.
The work is consistently well-organized, clear and coherent and the ideas being expressed build on each other in a sophisticated manner.
The student integrates important tools correctly and effectively.

Criterion C: Style and language mechanics

Achievement level
Level descriptor
0
The student does not reach a standard described by any of the descriptors below.
1–2
The student uses a very limited range of appropriate vocabulary, expression, and sentence structure. There are very frequent errors in grammar and sentence structure, which persistently hinder communication.
There is little or no evidence of tone, vocabulary, grammar, sentence structure, and style that serve the lesson’s objectives.
There are very frequent errors in punctuation and spelling/writing, which persistently hinder communication. In oral/presentation work there is little or no proficiency in pronunciation, intonation, tone, pitch, inflection, pace, pausing, voice control, volume, projection, body language, gesture, eye contact, as appropriate to the language being studied.
3–4
The student uses a limited range of appropriate vocabulary, expression, and sentence structure. There are frequent errors in grammar and sentence structure, which hinder communication.
There is some evidence of tone, vocabulary, grammar, sentence structure, and style that serve the lesson’s objectives.
There are frequent errors in punctuation and spelling/writing, which hinder communication. In oral/presentation work there is some proficiency in pronunciation, intonation, tone, pitch, inflection, pace, pausing, voice control, volume, projection, body language, gesture, eye contact, as appropriate to the language being studied.
5–6
The student generally uses a range of appropriate vocabulary, expression, and sentence structure. Grammar and sentence structure are generally accurate; occasional errors sometimes hinder communication.
The student often uses tone, vocabulary, grammar, sentence structure, and style that serve the lesson’s objectives.
Punctuation and spelling/writing are generally accurate; occasional errors sometimes hinder communication. In oral/presentation work there is adequate proficiency in pronunciation, intonation, tone, pitch, inflection, pace, pausing, voice control, volume, projection, body language, gesture, eye contact, as appropriate to the language being studied.
7–8
The student uses a range of appropriate vocabulary, expression, and sentence structure. Grammar and sentence structure are accurate; occasional errors rarely hinder communication.
The student consistently uses tone, vocabulary, grammar, sentence structure, and style that serve the lesson’s objectives.
Punctuation and spelling/writing are accurate; occasional errors rarely hinder communication. In oral/presentation work there is a good level of proficiency in pronunciation, intonation, tone, pitch, inflection, pace, pausing, voice control, volume, projection, body language, gesture, eye contact, as appropriate to the language being studied.
9–10
The student employs a wide and effective range of appropriate vocabulary, expression, and sentence structure. Grammar and sentence structure are accurate; very infrequent errors do not hinder communication.
The student uses mastery of tone, vocabulary, grammar, sentence structure, and style that serve the lesson’s objectives.
Punctuation and spelling/writing are accurate; very infrequent errors do not hinder communication. In oral/presentation work there is a high level of proficiency in pronunciation, intonation, tone, pitch, inflection, pace, pausing, voice control, volume, projection, body language, gesture, eye contact, as appropriate to the language being studied