LEARN NC

K–12 teaching and learning · from the UNC School of Education

English II

Goal 2, Objective 2.01

Goal 2

The learner will evaluate problems, examine cause/effect relationships, and answer research questions to inform an audience.

Objective 2.01

Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print informational texts appropriate to grade level and course literary focus, by:

  • selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose.
  • identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.
  • providing textual evidence to support understanding of and reader's response to text.
  • demonstrating comprehension of main idea and supporting details.
  • summarizing key events and/or points from text.
  • making inferences, predicting, and drawing conclusions based on text.
  • identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.
  • making connections between works, self and related topics.
  • analyzing and evaluating the effects of author's craft and style.
  • analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.
  • identifying and analyzing elements of informational environment found in text in light of purpose, audience, and context.

Resources aligned to this objective

Records 1–16 of 16 displayed.

Focus Activity Using RAFT
Better writing requires consideration of RAFT: Role, Audience, Format and Topic.
Format: lesson plan (grade 10 English Language Arts)
By Kathleen Bost and Leigh Ann Webb.
Helping Students Understand Text Structures: Informational Problem/Solution
This exercise teaches students to understand the organizational structure of problem/solution essays by having them write "what it says" and "what it does" statements about a text. Asking students to write these statements about a text will enable students to read the text closely and will ensure that they understand the structure of a problem/solution text.
Format: lesson plan (grade 10 English Language Arts)
By Margaret Ryan.
Improving Student Essay Writing
English II teachers are constantly searching for strategies to improve students' analytical responses to literature. This lesson is designed for all types of learners, offering various activities for all learning styles. Individual, small group, and whole class activities on essay writing culminate with the student writing his or her own formal response to literature.

This generic writing activity may be used with any literary unit and at any point in your students' development of the writing process.
Format: lesson plan (grade 10 English Language Arts)
By Shawn Parker.
Practicing Elaboration in a Problem/Solution Essay
One theory suggests that students tend to list in an essay because they lack the tools to elaborate. Because they do not have the strategies, they attempt to fill up the empty space by introducing new primary ideas instead of fleshing out the ideas they have already presented. This activity attempts to make students aware of the need to elaborate and to provide students with some workable strategies for elaborating. Using a PowerPoint presentation, the teacher demonstrates the necessity for elaboration in a problem/solution essay. Students then choose a particular point in the PowerPoint presentation to expand through elaboration.
Format: lesson plan (grade 10 English Language Arts)
By Margaret Ryan.
Replica of a Period Newspaper/World Literature
Students will research a specific time in history in order to create the front page of a newspaper relevant to the selected time period.
Format: lesson plan (grade 10 English Language Arts)
By Kim Dechant.

Lesson plans on the web

Audio listening practices: Exploring personal experiences with audio texts
In this lesson designed to develop students’ involvement with media literacy, students keep a daily diary that records how and when they listen to radio, music (e.g., songs on MP3 players, podcasting), and other streaming media or archived broadcasts. (Learn more)
Format: lesson plan (grade 9–11 English Language Arts)
Provider: IRA/NCTE
Censorship in the classroom: Understanding controversial issues
In this ReadWriteThink lesson, students examine propaganda and media bias and explore a variety of banned and challenged books, researching the reasons these books have been censored. (Learn more)
Format: lesson plan (grade 10 English Language Arts)
Provider: IRA/NCTE
Critical reading: Two stories, two authors, same plot?
This lesson encourages students to read and respond critically to two different pieces of literature with the same title. (Learn more)
Format: lesson plan (grade 9–10 English Language Arts)
Provider: IRA/NCTE
Decoding “The Matrix”: Exploring dystopian characteristics through film
In this lesson, students are introduced to the definition and characteristics of a dystopian work by watching video clips from The Matrix and other dystopian films. (Learn more)
Format: lesson plan (grade 9–12 English Language Arts)
Provider: IRA/NCTE
Is a sentence a poem?
In this lesson, students analyze syntax, imagery, and meaning in a chosen one-sentence poem to decide what makes it a poem. Then students write one-sentence poems describing a picture. (Learn more)
Format: lesson plan (grade 9–12 English Language Arts)
Provider: IRA/NCTE
Literary scrapbooks online: An electronic reader-response project
This lesson leads students to reflect on and respond to literature by creating an online scrapbook. (Learn more)
Format: lesson plan (grade 9–12 English Language Arts)
Provider: IRA/NCTE
Magazine redux: An exercise in critical literacy
This lesson prompts students to act as critical readers as they consider how and why their approach and experiences differ when reading an online version versus a print version of a magazine. (Learn more)
Format: lesson plan (grade 9–11 English Language Arts)
Provider: IRA/NCTE
Propaganda techniques in literature and online political ads
This lesson suggests using Aldous Huxley's Brave New World to introduce students to propaganda techniques used in literature and popular culture. This short unit would be appropriate to use with various novels and when discussing advertising campaigns used in government elections. (Learn more)
Format: lesson plan (grade 10–12 English Language Arts)
Provider: IRA/NCTE
So what do you think? Writing a review
After examining samples of movie, music, restaurant, and book reviews, students devise guidelines for writing interesting and informative reviews. (Learn more)
Format: lesson plan (grade 9–12 English Language Arts)
Provider: IRA/NCTE
Using technology to analyze and illustrate symbolism in Night.
This step-by-step lesson introduces students to Elie Wiesel's use of symbolism in his autobiographical novel, Night. After learning about symbolism and discussing its use in the book, students create photomontages using online resources. (Learn more)
Format: lesson plan (grade 10 English Language Arts)
Provider: IRA/NCTE
Weaving the multigenre web
In this lesson, students read novels, analyze the literary elements, and create a multigenre project to present information to their peers. (Learn more)
Format: lesson plan (grade 9–12 English Language Arts)
Provider: IRA/NCTE