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Charlie Zizzo

Contact Information

czizzo@pps.net or 503-916-6120 x 71722


Learning and Credit Options: Virtual Scholars

School Year:


Course number: 1001OR2

Course title: English 2 (Freshman English, Semester 2)

Subject: Language Arts

Grade Level(s): 9

Course Description:

In English 1-2, students take a journey through important concepts–the Unknown, Equality, Identity, Opportunity, and Understanding–to learn the foundations of communication and analysis. In each unit of the course, students explore a variety of STEM-related literature, including genre fiction, poetry, nonfiction, and speeches. Through the study of this writing, students hone their own skills in communication and analysis. To facilitate engagement and academic responsibility, students are encouraged to make choices at different points in the course. Most notable is the novel unit, in which students must select their book from a list of titles available. This practice gives ownership to the student and places each learner in a position to develop a deeper appreciation of reading.

Prerequisites: English 1

Priority Standards and Final Proficiencies:

This course is a standards-based course. All students will be exposed to CCSS or Oregon state 9 standards--below are the standards that mastery must be shown in order to earn credit.

ELA.9-10.RL.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.)

ELA.9-10.RI.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

ELA.9-10.W.1d - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

ELA.9-10.W.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

ELA.9-10.W.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)

ELA.9-10.SL.3 - Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

ELA.9-10.SL.1c - Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

ELA.9-10.L.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

ELA.9-10.L.4 - Determine or clarify the meaning of unknown and multiple‐
meaning words and phrases based on grades 9–10 reading and
content, choosing flexibly from a range of strategies.

Schedule of Units Covered:

Unit One:

Context and Connotation
The Right Word (I)
What is an Argument?
Analyzing an Argument
Discussion-Based Assessment

Unit Two:

Gathering Evidence
Citing Your Sources
Increasing Awareness
Stating Your Claim
Outlining Your Argument

Discussion-Based Assessment

Unit Three

Writing Your Argument
A Powerful Product

The Right Word (II)
Understanding for All
Essay Analysis

Discussion-Based Assessment

Unit Four

Essay Diction, Tone, and Syntax
Poetry Paraphrase
Poetry Diction, Tone, and Syntax

The Right Word (III)
Discussion-Based Assessment

Academic Vocabulary

This will be addressed in the course.

District-Adopted Materials


Supplemental Resources

As needed

Differentiation/Accessibility Strategies and Support (TAG, ELL,SpEd, other):

Accommodations based on IEP and 504 will be adhered to with guidance from case manager. Case manager approval is required for a student to take a VS course.


Instruction and assessments are created and delivered with a mind to multiple learning styles; it is with active cognition that teachers build material for students who learn in many different ways.

Career-Related Learning Experiences


Essential Skills and Required Work Samples:

Being a standards-based course, work will need to be scored at “Successful” or higher in order to earn credit.

Assessment/Evaluation/Grading Policy

Students are expected to submit work in each course weekly. Students can learn at their own pace; however, students must follow their course calendar and make progress in the course every week. Students are required to complete self-checks, practice lessons, multiple choice questions, projects, discussion-based assessments, and discussions. Students are expected to:

  • Make regular progress (follow course calendar)
  • Maintain regular contact with teachers

When teachers, students, and families work together, students are successful.


This course is a standards-based course.

Course lessons and assessments are targeted to a specific set of CCSS/Oregon state standards. Students will be expected to score at the “Successful” level or higher in order to be marked proficient in each assessment. Students are expected to complete all assessments in the course.


If a student scores “Work In Progress” on an assessment, they will be able to revise and resubmit it for re-scoring.

Final grades in Virtual Scholars are determined using the VS Proficiency Matrix.

Behavioral Expectations:

PLAGIARISM is strictly monitored.


From the PPS Student Acceptable Use Guide:

Students will not plagiarize works that they find on the Internet. Plagiarism is taking the ideas or writings of others and presenting them as if they were original to the student.

Students will respect the rights of copyright owners. Copyright infringement occurs when an individual inappropriately reproduces a work that is protected by a copyright. If a work contains language that specifies appropriate use of that work, the student should follow the expressed requirements. If the student is unsure whether or not they can use a work, they should request permission from the copyright owner.


Students will adhere to the regulations outlined in the PPS Student Acceptable Usage guide

Safety Issues and Requirements