Cantu Files for website/E… · Web viewThis unit bundles student expectations that address word study, ... Lord of the Flies -- William Golding. ... *reading comprehension test

High School Language Arts – 12/English IVExploring British Literature

FrameworkAugust 26-October 4, 2013

Date CORE Content: Reading and Writing Balanced Literacy

FrameworkGlencoe Literature and HMH Grammar

Balanced Literacy Skills Texas Write Source/Good Writer’s Kit

1st Six Weeks – focus on Analytic and Research Writing

1 st Six Weeks Word Study, Reading, and Writing TEKS

On-Line Resources Additional

Resources for LEP students

Monday,August 26,

2013 Introduction of Literary Devices

“Death by Scrabble” will be read and analyzed- the focus is on irony. Students will respond to EOC formatted quiz questions. The lesson will then shift over to a discussion of the characteristics of analytic writing. “Death by Scrabble” online

Writing/Grammar – Work on Categories 1, 2, and 3 (composition, revision, and editing) respectively throughout the summer program.

When writing, The Workshop Model is suggested to maximize student outcomes. It consists of the following:*Shared Writing*Interactive Writing*Guided Writing*Writing Conferences*Independent Daily Writing (connected with reading lessons)*Word study*Shared Learning

Reinforce the use of dictionary/thesaurus skills throughout the six weeks.

This unit bundles student expectations that address word study, writing, and reading of literature written by British authors representing major literary periods to support the evaluation of multiple structures and complex elements specific to the genre. Various forms of text from classical, mythical, and traditional literature representing a range of diverse cultures and historical backgrounds provide the avenue for continued practice of inferring, summarizing, synthesizing,

Literary Concepts*fiction*imagery*irony*figurative language*conflict-man vs. man-man vs. technology-man vs. self*personification*tone*mood*symbolism*allusion*point of view*author’s purpose*setting

Writing Process *planning*drafting*revising*editing*publishing

Texas Write Source

Good Writer’s Kit

Write SourceTeacher Assessment Preparation

resource

Grammar, Capitalization, and Punctuation Conventions are integrated during each six weeks marking period building up to the STAAR EOC.

clauses and phrases*adjectival clause*adjectival phrase*adverbial clause*adverbial phrase*noun phrase

E4.1A, E4.1B, E4.1C, E4.1D, E4.1E, E4.2A, E4.2C, E4.5A, E4.5B,E4.5C, E4.5D, E4.7A, E4.13A, E4.13B, E4.13C, E4.13D, E4.13E,E4.14A, E4.15C.i, E4.15C.ii, E4.15C.iii, E4.17A, E4.17B, E4.18A,

E4.19A, E4.26A,

E4.Fig19A, E4.Fig19B

Online:

owlpurdue.com

english.byu.edu

chompchomp.com

webenglishteacher.com

schmoop.com

http://glencoe.mcgrawhill.com/sites/

0078779758/instructor_view0/

online_professional_resources.html

http://curriculum.austinisd.org/la/resources/instrRes.html

http://pricelessliteracy.homestead.com

/TCTELA2010.html

http://eocvideos.weebly.com

http://www.englishteacherwebsites.co

m/resource-te.html

Project Share – English II ONTRACK Lessons

*tea *enotes.com*collegeboard.com *englishcompanion.ning.com

National Geographi

cEdge

(Reading &

Writing)

1

http://www.englishteacherwebsites.com/resource-te.html



https://webmail.bisd.us/owa/redir.aspx?C=ec39ff53a6fc46c98b9a4cbd7d4858bf&URL=http%3A%2F%2Feocvideos.weebly.com

http://pricelessliteracy.homestead.com/TCTELA2010.html





http://glencoe.mcgrawhill.com/sites/0078779758/



and providing evidence from text to support understanding during reading experiences. Students examine teacher selected and student selected literature based on individual interests and abilities, providing opportunities to make important personal and world connections within and across different contexts and genres. An emphasis on the integration of listening, speaking, reading, and writing skills allows the continued development of processes while providing a framework for college and career readiness.

In English III students evaluated how different literary elements shape the author’s portrayal of the plot and setting in works of fiction. During this unit, students analyze how complex plot structures, such as subplots and literary devices/techniques such as flashback, foreshadowing, and suspense, advance the action in works of fiction. Dilemmas and quandaries as revealed through character motivation, and behaviors are analyzed for effectiveness. Students write literary text to express their ideas and feelings about real or imagined people, events, and experiences using literary techniques that enhance plot, character development, mood, and tone. Using writing for the comparison of universal themes across text fosters reading and writing connections and allows for development of more complex reading comprehension strategies and writing processes. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature. The emphasis of writing conventions and vocabulary provides a foundation for continual reflection on communicative accuracy. In Unit 02, students analyze poetry and drama using the skills acquired in this unit for the analysis of fiction.

Novel Recommendations: Great Expectations – Charles Dickens1984 or Animal Farm – George Orwell Brave New World – Aldous HuxleyLord of the Flies -- William GoldingDracula – Bram StokerHeart of Darkness – Joseph ConradChildhood’s End – Arthur C. Clarke The Time Machine – H.G.WellsAtonement – Ian McEwan

2

The Strange Case of Dr. Jeckyll and Mr. Hyde – Robert Louis Stevenson Frankenstein – Mary ShellyThe Picture of Dorian Gray – Virginia Woolf

Tuesday,August 27,

2013

The Anglo-Saxon Period and the Middle Ages

“The Epic Warrior” – page 19

Epic – from Beowulf – page 24

Introduction of reading selections. Review characteristics of an epic. Begin reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS –12.1 A, 12.1.B, 12.2, 12.3, 12.5, 12.7, 13.D, 12.13, 12.13 B, 12.14, 12.14B, 12.17.B, 12.26, 12.14.B, RC 12.A

Writing Practice – Review the events that led to the dragon’s attack on Beowulf’s people. Have students write a diary entry as the man who stole the gem-studded cup. Entries should describe the man’s feelings about what he has done. Does he feel justified in having stolen the cup? What is his reaction to the catastrophe his country faces because of his theft? What will his life be like now that his theft has caused the dragon to terrorize the Geats?

Writing Practice – Have students re-read Beowolf’s final boast and his farewell to his followers. Ask them to identify the tone of the boasts (proud, courageous, bold) and list some of the words and phrases that help set this tone (i.e., I seek fame still; if the dragon… dares face me; I mean to stand). Have students think about a challenge that face in their lives and write a poem that boasts, in a style similar to Beowulf’s declamations, about how they will meet the challenge. Encourage them to use



Literary Elements*conflict*antagonist

Reading Skills and Strategies*use context clues*identify sequence*active reading*literary allusions

Vocabulary Skills/Practice*academic vocabulary*diction*roots and affixes

Writing Skills/Grammar*summary*sentence structure*possessive pronouns*write an analysis*diary entry*imitating style

Listening/Speaking/Viewing Skills*read with expression*act out the epic

Spiral Review*rhythm*metaphor*active reading*summarize*support comprehension*visualize*read with expression

Texas Write Source

Good Writer’s Kit


resource



Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

3













figures of speech, poetic form, heroic language, as does the Beowulf poet.

Respond Through Writing – TEK 12.5, page 55

Graphic Novel -- from The Collected Beowulf – page 66

TEKS– 12.3, 12.5, 12.9D, 12.21RC-12.A

Writing Practice – RetellDiscuss the contents of page 68 with the students. Ask them to describe what happens and what mood is conveyed. Discuss Hind’s use of light and shadow, as well as viewing angle. Ask: Which character is this page really about? (Beowulf) Is he shown on the page? (no) Have students rewrite this page in text-only format. Tell them to try to capture the mood and feeling of the page, and not just the event that it depicts.

Epic – “The Death of Humbaba” from The Gilgamesh – Anonymous – page 62

TEKS – 12.2A, 12.3

*antagonists*graphic organizers*archetypes*reading comprehension test tips*possessive pronouns*question*flashback*analyze symbolism *text structure*symbolism*descriptive details*cultural context

Graphic Novel -- The Collected Beowulf – page 66

Reading Skills and Strategies

Vocabulary Skills/Practice*decode alternate spellings

Spiral Review*establish sequence*retell*inverted word order*created words*alliteration*archaic words*a survey of heroes*confirm information*alliteration*archaic words

Epic – The Death of Humbaba, from the Gilgamesh – Anonymous – page 62

Reading Skills and Strategies*comparing themes

Vocabulary Skills/Practice

4

*context clues

Writing Skills/Grammar*quotation marks

Spiral Review*symbol*make inferences

Wednesday,August 28,

2013




Introduction of reading selections. Review characteristics of an epic. Begin reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS –12.1 A, 12.1.B, 12.2, 12.3, 12.5, 12.7, 13.D, 12.13, 12.13 B, 12.14, 12.14B, 12.17.B, 12.26, 12.14.B, RC 12.A


Writing Practice – Have students re-read Beowolf’s final boast and his farewell to his followers. Ask them to identify the tone of the boasts (proud, courageous, bold) and list some of the words and phrases that help set this tone (i.e., I seek fame still; if the dragon… dares face








Spiral Review*rhythm*metaphor

Texas Write Source

Good Writer’s Kit


resource



Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

5













me; I mean to stand). Have students think about a challenge that face in their lives and write a poem that boasts, in a style similar to Beowulf’s declamations, about how they will meet the challenge. Encourage them to use figures of speech, poetic form, heroic language, as does the Beowulf poet.



TEKS– 12.3, 12.5, 12.9D, 12.21RC-12.A



TEKS – 12.2A, 12.3

*active reading*summarize*support comprehension*visualize*read with expression*antagonists*graphic organizers*archetypes*reading comprehension test tips*possessive pronouns*question*flashback*analyze symbolism *text structure*symbolism*descriptive details*cultural context






Reading Skills and

6

Strategies*comparing themes

Vocabulary Skills/Practice*context clues



Thursday, August 29,

2013




Continue with reading selections. Review characteristics of an epic. Continue reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS –12.1 A, 12.1.B, 12.2, 12.3, 12.5, 12.7, 13.D, 12.13, 12.13 B, 12.14, 12.14B, 12.17.B, 12.26, 12.14.B, RC 12.A








Listening/Speaking/Viewing Skills

Texas Write Source

Good Writer’s Kit


resource



Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

7













Writing Practice – Have students re-read Beowolf’s final boast and his farewell to his followers. Ask them to identify the tone of the boasts (proud, courageous, bold) and list some of the words and phrases that help set this tone (i.e., I seek fame still; if the dragon… dares face me; I mean to stand). Have students think about a challenge that face in their lives and write a poem that boasts, in a style similar to Beowulf’s declamations, about how they will meet the challenge. Encourage them to use figures of speech, poetic form, heroic language, as does the Beowulf poet.



TEKS– 12.3, 12.5, 12.9D, 12.21RC-12.A



TEKS – 12.2A, 12.3

*read with expression*act out the epic

Spiral Review*rhythm*metaphor*active reading*summarize*support comprehension*visualize*read with expression*antagonists*graphic organizers*archetypes*reading comprehension test tips*possessive pronouns*question*flashback*analyze symbolism *text structure*symbolism*descriptive details*cultural context





8






Friday, August 30,

2013




Continue with reading selections. Review characteristics of an epic. Continue reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS –12.1 A, 12.1.B, 12.2, 12.3, 12.5, 12.7, 13.D, 12.13, 12.13 B, 12.14, 12.14B, 12.17.B, 12.26, 12.14.B, RC 12.A

Writing Practice – Review the events that led to the dragon’s attack on Beowulf’s people. Have students write a diary entry as the man who stole the gem-studded cup. Entries should describe the man’s feelings about what he has done. Does he feel justified in having stolen the






Writing Skills/Grammar*summary*sentence structure*possessive pronouns*write an analysis

Texas Write Source

Good Writer’s Kit


resource



Online:

owlpurdue.com

nglish.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html

National Geographi

cEdge

(Reading &

Writing)

9










http://glencoe.mcgrawhill.com/sites/0078779758/instructor_view0/online_professional_resources.html



cup? What is his reaction to the catastrophe his country faces because of his theft? What will his life be like now that his theft has caused the dragon to terrorize the Geats?




TEKS– 12.3, 12.5, 12.9D, 12.21RC-12.A



TEKS – 12.2A, 12.3

*diary entry*imitating style






Spiral Review*establish sequence*retell*inverted word order*created words*alliteration*archaic words


10

*a survey of heroes*confirm information*alliteration*archaic words






Monday, June September 2,

2013




Conclude reading selections. Review characteristics of an epic. Conclude reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS –12.1 A, 12.1.B, 12.2, 12.3, 12.5, 12.7, 13.D, 12.13, 12.13 B, 12.14, 12.14B, 12.17.B, 12.26, 12.14.B, RC 12.A

Writing Practice – Review the events that led to the dragon’s attack on Beowulf’s people. Have






Texas Write Source

Good Writer’s Kit


resource



Online:

owlpurdue.com

nglish.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html

National Geographi

cEdge

(Reading &

Writing)

11









students write a diary entry as the man who stole the gem-studded cup. Entries should describe the man’s feelings about what he has done. Does he feel justified in having stolen the cup? What is his reaction to the catastrophe his country faces because of his theft? What will his life be like now that his theft has caused the dragon to terrorize the Geats?




TEKS– 12.3, 12.5, 12.9D, 12.21RC-12.A



TEKS – 12.2A, 12.3







Spiral Review*establish sequence



m/resource-te.html


12





*retell*inverted word order*created words*alliteration*archaic words*a survey of heroes*confirm information*alliteration*archaic words






Tuesday,September 3,

2013Novel – from “The Battle of the Pelennor Fields,” from Lord of the Rings: The Return of the King – J.R.R. Tolkien – page 62

Introduction of reading selection. Review characteristics of fiction. Begin reading and analyzing the designated selection from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS – RC-12A, 12.5.A

Novel – from “The Battle of the Pelennor Fields”, from Lord of the Rings, from The Return of the King -- 62

Reading Skills and Strategies*connect

Vocabulary Skills/Practice*multiple word meanings*heightened/archaic language

Texas Write Source

Good Writer’s Kit


resource


Online:

owlpurdue.com

nglish.byu.edu

chompchomp.com


schmoop.com




National Geographi

cEdge

(Reading &

Writing)

13




“Wrap-Up: Comparing Literature – Across Time and Place” – Written short answer responses are applicable to page 72. Students must cite evidence from the selections to support their responses.

Spiral Review*symbol*plot structure*similes




/TCTELA2010.html



m/resource-te.html


Wednesday,September 4,


Continue reading selection. Review characteristics of fiction. Continue reading and analyzing the designated selection from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS – RC-12A, 12.5.A






Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

14






















Thursday,September 5,


Continue reading selection. Review characteristics of fiction. Continue reading and analyzing the designated selection from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS – RC-12A, 12.5.A






Texas Write Source

Good Writer’s Kit


resource



Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

Friday,September 6,


Conclude reading selection. Review characteristics of fiction. Conclude reading and analyzing the designated selection from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.



Vocabulary

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com

http://

National Geographi

cEdge

(Reading &

Writing)

15














TEKS – RC-12A, 12.5.A


Skills/Practice*multiple word meanings*heightened/archaic language


glencoe.mcgrawhill.com/sites/0078779758/

instructor_view0/online_professional_resources.

html



/TCTELA2010.html



m/resource-te.html


Monday,September 9,

2013


Romance – “Sir Gawain and the Green Knight” – page 164

Introduction of reading selections. Review characteristics of a romance and fiction. Begin reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS –12.1, 12.3, 12.5B, 12.24, 12.26, RC-12.A

Writing Practice – Use Alliteration and Figurative Language – Review alliteration by having students read various examples from the selection. Alliteration may also be combined with figurative language (as in “As to grow green as grass,”) to create vivid images that have a musical quality when read aloud. Have students write descriptive sentences containing figurative language and alliteration. Then have them read their sentences aloud in small groups.


Literary Elements*archetype*conflict

Reading Skills and Strategies*monitor comprehension*motivation

Vocabulary Skills/Practice*synonyms*academic vocabulary*Latin roots*understating new vocabulary*tools for word meaning

Writing Skills/Grammar*short story*action verbs*use alliteration and figurative language*point of view

Texas Write Source

Good Writer’s Kit


resource



Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html

Project Share – English II

National Geographi

cEdge

(Reading &

Writing)

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Short Answer Response – Explain that a short response question may not have just one correct answer. Instead, an answer is generally judged by its insightfulness and the quality of textual evidence included.Ask: How was the lady of the castle Gawain’s fierce foe?Have students write their answer, using words from the text as evidence to support their ideas. Pair students as needed to write their responses.

Respond Through Writing – Point of View –page 184 - TEK – 12.14

Romance -- Le Morte d’Arthur – Sir Thomas Malory – page 188

TEKS – 12.3, 12.13B, 12.16, 12.18, RC-12.A, 12.23.A, C, E

Writing Practice – Review – When students have finished reading the selection, have them write reviews of the story. Give student sample reviews, possibly from a newspaper or the New York Times Book Review. Tell students to include a brief description of the plot but to focus mainly on whether they recommend the story and why or why not. Remind students to support the opinions with examples from the text. Invite volunteers to share their reviews with the class.

Listening/Speaking/Viewing Skills*analyze art*group discussion

Spiral Review*make inferences*rhyme*alliteration*compare and contrast*summarize*predict*clarify*onomatopoeia*critical thinking


Literary Elements*legend*archetype

Reading Skills and Strategies*activate prior knowledge*summarize

Vocabulary Skills/Practice*analogies

Listening/Speaking/Viewing Skills*analyze art*speech

Study Skills/Research/Assessment*write a report*castle life

Writing Skills/Grammar*punctuate dialogue*review

Spiral Review

ONTRACK Lessons

17

*discuss genre*connect to personal experience*interpret symbolism*make inferences about events*make inferences about characters*evaluate motivation*analyze mood*analyze function of dialogue*draw conclusions about archetype*draw conclusions about author’s purpose



Spiral Review*discuss genre*connect to personal experience*interpret symbolism*make inferences about events*make inferences about characters*evaluate motivation*analyze mood*analyze function of dialogue*draw conclusions about archetype*draw conclusions about author’s purpose


2013



Texas Write Source Online:

owlpurdue.com

National Geographi

c

18


Continue reading selections. Review characteristics of a romance and fiction. Continue reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS –12.1, 12.3, 12.5B, 12.24, 12.26, RC-12.A





TEKS – 12.3, 12.13B, 12.16, 12.18, RC-12.A, 12.23.A, C, E

Writing Practice – Review – When students have finished reading the selection, have them









Good Writer’s Kit


resource



english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


Edge(Reading

& Writing)

19













write reviews of the story. Give student sample reviews, possibly from a newspaper or the New York Times Book Review. Tell students to include a brief description of the plot but to focus mainly on whether they recommend the story and why or why not. Remind students to support the opinions with examples from the text. Invite volunteers to share their reviews with the class.








2013


Romance – “Sir Gawain and the Green Knight”


Literary Elements*archetype

Texas Write Source

Good Writer’s Kit

Online:

owlpurdue.com

english.byu.edu

chompchomp.com

National Geographi

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(Reading &

20

– page 164

Continue reading selections. Review characteristics of a romance and fiction. Continue reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS –12.1, 12.3, 12.5B, 12.24, 12.26, RC-12.A





TEKS – 12.3, 12.13B, 12.16, 12.18, RC-12.A, 12.23.A, C, E

Writing Practice – Review – When students have finished reading the selection, have them write reviews of the story. Give student sample reviews, possibly from a newspaper or the New York Times Book Review. Tell students to

*conflict










resource




schmoop.com






/TCTELA2010.html



m/resource-te.html


Writing)

21













include a brief description of the plot but to focus mainly on whether they recommend the story and why or why not. Remind students to support the opinions with examples from the text. Invite volunteers to share their reviews with the class.

*activate prior knowledge*summarize







2013



Continue reading selections. Review



Reading Skills and

Texas Write Source

Good Writer’s Kit


resource

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


National Geographi

cEdge

(Reading &

Writing)

22

characteristics of a romance and fiction. Continue reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS –12.1, 12.3, 12.5B, 12.24, 12.26, RC-12.A





TEKS – 12.3, 12.13B, 12.16, 12.18, RC-12.A, 12.23.A, C, E

Writing Practice – Review – When students have finished reading the selection, have them write reviews of the story. Give student sample reviews, possibly from a newspaper or the New York Times Book Review. Tell students to include a brief description of the plot but to focus mainly on whether they recommend the story and why or why not. Remind students to

Strategies*monitor comprehension*motivation










schmoop.com






/TCTELA2010.html



m/resource-te.html


23













support the opinions with examples from the text. Invite volunteers to share their reviews with the class.






Friday,September 13,

2013



Conclude reading selections. Review characteristics of a romance and fiction. Conclude reading and analyzing designated selections from the textbook. Periodic stops should be made for




Texas Write Source

Good Writer’s Kit


resource

Grammar, Capitalization, and

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com

http://

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Writing)

24


discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS –12.1, 12.3, 12.5B, 12.24, 12.26, RC-12.A





TEKS – 12.3, 12.13B, 12.16, 12.18, RC-12.A, 12.23.A, C, E

Writing Practice – Review – When students have finished reading the selection, have them write reviews of the story. Give student sample reviews, possibly from a newspaper or the New York Times Book Review. Tell students to include a brief description of the plot but to focus mainly on whether they recommend the story and why or why not. Remind students to support the opinions with examples from the text. Invite volunteers to share their reviews with the class.









Punctuation Conventions are integrated during each six weeks marking period building up to the STAAR EOC.


glencoe.mcgrawhill.com/sites/0078779758/

instructor_view0/online_professional_resources.

html



/TCTELA2010.html



m/resource-te.html


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Monday,September 16,

2013

The English RenaissanceSoliloquies – “To be, or not to be” from Hamlet – page 297

“Our revels now are ended” – from The Tempest – page 300

Introduction of reading selections. Review characteristics of soliloquies. Begin reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended.

Soliloquies – “To be, or not to be” from Hamlet – page 297

“Our revels now are ended” – from The Tempest – page 300

Literary Elements*voice*figurative language

Reading Skills and Strategies*draw conclusions about

Texas Write Source

Good Writer’s Kit


resource

Grammar, Capitalization, and Punctuation Conventions are integrated during each six weeks marking period building up to the

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com



online_professional_resources.

National Geographi

cEdge

(Reading &

Writing)

26




TEKS – 12.1B, 12.1.C, 12.2.B, 12.4, 12.9.D

Respond Through Writing – page 303 – TEK 12.14

theme

Vocabulary Skills/Practice*tone*context clues*academic vocabulary

Writing Skills/Grammar*coordinating conjunctions*write a reflective essay

Listening/Speaking/Viewing Skills*visual literacy*compare and contrast

Spiral Review*context clues

STAAR EOC.


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/TCTELA2010.html



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Project Share – English II( ONTRACK Lessons


2013

From Puritanism to the Enlightenment

Fable – from “The Battle of the Books” – Jonathan Swift -- page 662

Introduction of reading selections. Review characteristics of a fable. Begin reading and analyzing designated selection from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out the fable.

TEKS – 12.1B, 12.5

Fable – from the Battle of the Books – Jonathan Swift -- page 662

Reading Practice*hyperbole

Texas Write Source

Good Writer’s Kit


resource



Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html

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WednesdaySeptember 18,

2013

The Triumph of Romanticism

from Pride and Prejudice – Jane Austen – page 722

Introduction of reading selection. Review characteristics of fiction. Begin reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS – 12.1B, 12.2 C, 12.5, 12.5A, 12.5B

Writing Practice – Describe Characters – To help students increase their ability to recognize character traits, have them analyze the five Bennet sisters: Lizzy, Jane, Mary, Lydia, and Kitty. Tell students to base their analyses on direct evidence from the characters’ own words and actions and from how other characters react to them. Students may work in pairs to write a few sentences describing each sister and citing evidence from the text to back up their descriptions.


Literary Elements*dialogue*point of view

Reading Skills and Strategies*analyze characterization

Vocabulary Skills/Practice*word dialogue*identify part of speech*multiple-meaning words

Listening/Speaking/Viewing Skills*analyze art

Writing Skills/Grammar*apply dialogue*describe characters

Spiral Review*compare and contrast*describe characters*character foil*analyze fiction*make predictions*connect to personal experience*connect to social ideas*make inferences about theme*make inferences about characterizations*draw conclusions about tone*evaluate characters*draw conclusions about theme*make inferences about dialogue

Texas Write Source

Good Writer’s Kit


resource



Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


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Writing)

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2013

The Triumph of Romanticismfrom Pride and Prejudice – Jane Austen – page 722

Continue the reading selection. Review characteristics of fiction. Continue reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS – 12.1B, 12.2 C, 12.5, 12.5A, 12.5B



Literary Elements*dialogue*point of view






Texas Write Source

Good Writer’s Kit


resource



Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

Friday, September 20,

2013

The Triumph of Romanticismfrom Pride and Prejudice – Jane Austen – page


Literary Elements

Texas Write Source

Good Writer’s Kit

Online:

owlpurdue.com

National Geographi

cEdge

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722

Conclude the reading selection. Review characteristics of fiction. Conclude reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS – 12.1B, 12.2 C, 12.5, 12.5A, 12.5B


*dialogue*point of view







resource



english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


(Reading &

Writing)


2013

The Victorian AgeNovel – from Oliver Twist – Charles Twist – page 939

Introduce the reading selection. Review characteristics of fiction. Read and analyze the

Novel – from Oliver Twist – Charles Twist – page 939

Literary Elements*exposition*satire

Texas Write Source

Good Writer’s Kit


Online:

owlpurdue.com

english.byu.edu

chompchomp.com


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cEdge

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Writing)

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designated selection from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS – 12.1.A, 12.2.B, 12.5, 12.16, RC-12.A

Writing Practice – Persuasive Essay – Have students choose a contemporary social issue, such as homelessness, and write a persuasive essay proposing a solution to that issue. The solution should address all relevant perspectives. If the topic becomes too large, students should narrow it to a more specific issue. Have students choose an appropriate audience for their proposal, and tailor their tone, formality, and style to that audience. Essays should include a clear thesis, logical supporting evidence, and an appropriate structure. Remind students that a good essay will include counterarguments and differing opinions, and portray them accurately. Students should also be careful to use current, accurate, unbiased sources – and note the reliability of their sources in their essays.


Reading Skills and Strategies*connect to contemporary issues

Vocabulary Skills/Practice*context clues*academic vocabulary

Writing Skills/Grammar*review*superlative adjectives*persuasive essay

Spiral Review*connect*analyze setting*connect to personal experience*interpret events*make inferences about character*make inferences about theme*analyze description*evaluate irony*analyze events*draw conclusions about theme*draw conclusions about genre

resource



schmoop.com






/TCTELA2010.html



m/resource-te.html



2013


Continue the reading selection. Review characteristics of fiction. Continue reading and analyzing designated selection from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS – 12.1.A, 12.2.B, 12.5, 12.16, RC-12.A





Texas Write Source

Good Writer’s Kit


resource


Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com




National Geographi

cEdge

(Reading &

Writing)

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Writing Practice – Persuasive Essay – Have students choose a contemporary social issue, such as homelessness, and write a persuasive essay proposing a solution to that issue. The solution should address all relevant perspectives. If the topic becomes too large, students should narrow it to a more specific issue. Have students choose an appropriate audience for their proposal, and tailor their tone, formality, and style to that audience. Essays should include a clear thesis, logical supporting evidence, and an appropriate structure. Remind students that a good essay will include counterarguments and differing opinions, and portray them accurately. Students should also be careful to use current, accurate, unbiased sources – and note the reliability of their sources in their essays.


*academic vocabulary


Spiral Review*connect*analyze setting*connect to personal experience*interpret events*make inferences about character*make inferences about theme*analyze description*evaluate irony*analyze events*draw conclusions about theme*draw conclusions about genre




/TCTELA2010.html



m/resource-te.html



2013


Conclude the reading selection. Review characteristics of fiction. Conclude reading and analyzing designated selection from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS – 12.1.A, 12.2.B, 12.5, 12.16, RC-12.A

Writing Practice – Persuasive Essay – Have students choose a contemporary social issue, such as homelessness, and write a persuasive essay proposing a solution to that issue. The solution should address all relevant perspectives. If the topic becomes too large, students should narrow it to a more specific issue. Have students choose an appropriate audience for their proposal, and tailor




Vocabulary Skills/Practice*context clues*academic vocabulary


Spiral Review

Texas Write Source

Good Writer’s Kit


resource



Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html


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cEdge

(Reading &

Writing)

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their tone, formality, and style to that audience. Essays should include a clear thesis, logical supporting evidence, and an appropriate structure. Remind students that a good essay will include counterarguments and differing opinions, and portray them accurately. Students should also be careful to use current, accurate, unbiased sources – and note the reliability of their sources in their essays.


*connect*analyze setting*connect to personal experience*interpret events*make inferences about character*make inferences about theme*analyze description*evaluate irony*analyze events*draw conclusions about theme*draw conclusions about genre


m/resource-te.html



2013

The Modern AgeShort Story – “A Shocking Accident” – Graham Green – page 1134

Introduce the reading selection. Review characteristics of fiction. Read and analyze the designated selection from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS – 12.5, 12.24

Write an Interior Monologue – Greene does not give readers much insight in the thoughts of his minor characters as he does into Jerome’s thoughts, fears, and feelings. Write a brief interior monologue for the headmaster of Jerome’s school, detailing his thoughts as he tries to tell Jerome the bad news. What “emotion” is he shaking with on 1137? Try to keep your monologue consistent with what you already know about the character.

Short Story – “A Shocking Accident” – Graham Green – page 1134

Literary Elements*character*recognize author’s purpose

Reading Skills*evaluate comic devices

Vocabulary Skills*synonyms*word usage*word roots

Writing Skills/Grammar*interior monologue

Listening/Speaking/Viewing Skills*analyze art*storytelling

Texas Write Source

Good Writer’s Kit


resource



Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


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Friday,September 27,

2013

The Modern AgeShort Story – “A Shocking Accident” – Graham Green – page 1134

Conclude the reading selection. Review characteristics of fiction. Read and analyze the designated selection from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

TEKS – 12.5, 12.24

Write an Interior Monologue – Greene does not give readers much insight in the thoughts of his minor characters as he does into Jerome’s thoughts, fears, and feelings. Write a brief interior monologue for the headmaster of Jerome’s school, detailing his thoughts as he tries to tell Jerome the bad news. What “emotion” is he shaking with on 1137? Try to keep your monologue consistent with what you already know about the character.

Short Story – “A Shocking Accident” – Graham Green – page 1134

Literary Elements*character*recognize author’s purpose

Reading Skills*evaluate comic devices

Vocabulary Skills*synonyms*word usage*word roots

Writing Skills/Grammar*interior monologue

Listening/Speaking/Viewing Skills*analyze art*storytelling

Texas Write Source

Good Writer’s Kit


resource



Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)


2013

The Modern AgeShort Story – “Miss Youghal’s Sais” – Rudyard Kipling – page 1022


TEKS – 12.1.A, 12.5, 12.5.B, 12.15.D, RC 12.B

Writing Practice – Character Analysis –

Short Story – “Miss Youghal’s Sais” – Rudyard Kipling – page 1022

Literary Elements*narrator*conflict*characterization

Reading Skills*analyze characters*make predictions

Vocabulary Skills*word parts*academic vocabulary

Texas Write Source

Good Writer’s Kit


resource


clauses and phrases

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com




http://curriculum.austinisd.org/

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Point out to students that much of the plot in this story is character driven; it depends on the personality and experiences of Strickland. Tell students they will be writing a brief character analysis of Strickland. Ask the students to consider the following questions:

What is Strickland like as a person? What are his thoughts about

colonialism? The natives? How does he behave? How do other

characters respond to him? What is Strickland’s main

motivation? How does his motivation and

behavior reveal the central moral dilemma in his life?

You might lead a class discussion, using these questions. After students have finished writing the analyses, have them share their writing in small groups.

Writing Skills/Grammar*research reports*character analysis

*adjectival clause*adjectival phrase*adverbial clause*adverbial phrase*noun phrase

la/resources/instrRes.html


/TCTELA2010.html



m/resource-te.html


Tuesday,October 1,

2013

The Modern AgeShort Story – “Miss Youghal’s Sais” – Rudyard Kipling – page 1022


TEKS – 12.1.A, 12.5, 12.5.B, 12.15.D, RC 12.B

Writing Practice – Character Analysis – Point out to students that much of the plot in this story is character driven; it depends on the personality and experiences of Strickland. Tell students they will be writing a brief character analysis of Strickland. Ask the

Short Story – “Miss Youghal’s Sais” – Rudyard Kipling – page 1022

Literary Elements*narrator*conflict*characterization

Reading Skills*analyze characters*make predictions

Vocabulary Skills*word parts*academic vocabulary

Writing Skills/Grammar*research reports*character analysis

Texas Write Source

Good Writer’s Kit


resource



Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html

National Geographi

cEdge

(Reading &

Writing)

35

















students to consider the following questions: What is Strickland like as a person? What are his thoughts about

colonialism? The natives? How does he behave? How do other

characters respond to him? What is Strickland’s main

motivation? How does his motivation and

behavior reveal the central moral dilemma in his life?

You might lead a class discussion, using these questions. After students have finished writing the analyses, have them share their writing in small groups.



m/resource-te.html


Wednesday,October 2,

2013

An International LiteratureShort Story – “A Mild Attack of Locusts” – Doris Lessing – page 1234


TEKS – 12.7, 12.16, 12.24B, 12.25, 12.26, RC 12.A

OR

Short Story – “The Train from Rhodesia” – page 1245

TEKS – 12.1.B, 12.5, 12.7.A , 12-12A, 12.12.C, 12.14.C

Short Story – “A Mild Attack of Locusts” – Doris Lessing – page 1234

Literary Elements*theme

Reading Skills and Strategies*analyze conflict

Vocabulary Skills/Practice*word origins

Writing Skills/Grammar*persuasive essay*apostrophes

Listening/Speaking/Viewing Skills*analyze art*persuasive speech

Spiral Review*make predictions*compound words*use sensory details*summarize*connect to personal

Texas Write Source

Good Writer’s Kit


resource



Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

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experience*make inferences about language*draw conclusions about culture*analyze imagery*draw conclusions about theme*connect to the author


Literary Elements*setting

Reading Skills and Strategies*develop questions*visualize


Listening/Speaking/Viewing Skills*use repetition

Spiral Review*analyze style

Thursday,October 3,

2013



TEKS – 12.7, 12.16, 12.24B, 12.25, 12.26, RC 12.A

OR


Literary Elements*theme

Reading Skills and Strategies*analyze conflict

Vocabulary Skills/Practice*word origins

Texas Write Source

Good Writer’s Kit


resource


Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com




National Geographi

cEdge

(Reading &

Writing)

37





TEKS – 12.1.B, 12.5, 12.7.A , 12-12A, 12.12.C, 12.14.C

Writing Skills/Grammar*persuasive essay*apostrophes

Listening/Speaking/Viewing Skills*analyze art*persuasive speech

Spiral Review*make predictions*compound words*use sensory details*summarize*connect to personal experience*make inferences about language*draw conclusions about culture*analyze imagery*draw conclusions about theme*connect to the author


Literary Elements*setting

Reading Skills and Strategies*develop questions*visualize


Listening/Speaking/Viewing Skills*use repetition

Spiral Review*analyze style




/TCTELA2010.html



m/resource-te.html


Friday, Six Weeks Test Six Weeks Test Texas Write Source Online: National

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October 4, 2013

Good Writer’s Kit


resource



owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


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& Writing)

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Documents

Cantu Files for website/E… · Web viewThis unit bundles student expectations that address word study, ... Lord of the Flies -- William Golding. ... *reading comprehension test