LA/English_2... · Web viewWriting/Grammar – Work on ... an optional selection for non-fiction is “One Woman’s Right to Vote” by Susan B. Anthony ... Where in these poems

High School Language Arts EOC44 Day Countdown Plan

January 20—March 28, 201410/English II

Date CORE Content: Reading and Writing Balanced Literacy

FrameworkGlencoe Literature and HMH Grammar

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

Additional Practice Assessment Resource:STELLAR

On-Line Resources Additional Resources for LEP students

Monday and Tuesday,

January 20 and 21, 2014

CAT 1, 2, 4 (5, 6)

Literary Analysis and Spiral Review of Devices

Introduction of literary reading selections. Review characteristics of a typical short story. Begin reading and analyzing “There Will Come Soft Rains” 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.

“There Will Come Soft Rains” -- page 1000(short story)

Grammar: Subjunctive Mood -- page1002

NOTE: If “There Will Come Soft Rains” has been utilized during the first semester, an alternative selection can be “By the Waters of Babylon” by Stephen Vincent Benet (p. 1029).

Persuasive Essay -- Regular Ed. Students

The lesson will then shift over to a discussion of the characteristics of persuasive writing for regular education students. Students will write a persuasive essay.

Suggestions include:

Write an essay stating your position on which is more important - what others think of you or who you actually are.

OR

Write an essay stating your position on

Literary Elements/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

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

persuasive writing

expository writing

Texas Write Source

Regular Ed.pp. 194-251(Persuasive)

Special Ed.pp. 137-193 (Expository)

Good Writer’s Kit

Assessments: STELLAR review may

be integrated throughout the

countdown program

COMPASS

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.englishteacherwebsit

es.com/resource-te.html

izzit.org

www.Scholastic.com/NYTimesUpfront

http://www.connectionsacademy.

com/content/media/123226/player.html

National Geographic

Edge(Reading &

Writing)

1

https://webmail.bisd.us/owa/redir.aspx?C=37970895510d4e98807f5044823e90bd&URL=http%3A%2F%2Fwww.connectionsacademy.com%2Fcontent%2Fmedia%2F123226%2Fplayer.html



https://webmail.bisd.us/owa/redir.aspx?C=37970895510d4e98807f5044823e90bd&URL=http%3A%2F%2Fwww.scholastic.com%2FNYTimesUpfront


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



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








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





which is more important: Doing the right thing because that is how everyone should act, or doing what you prefer regardless of whether the action is right or wrong.

Expository Essay -- Special Ed. Students

For special education students, the lesson will shift over to a discussion of the characteristics of expository writing. Students will write an expository essay explaining who you are. This is a personal essay, but it can follow the typical expository essay format.

OR

Write an essay explaining whether your future is most influenced by your personal past, society’s past, or a combination.

Writing/Grammar – Work on Categories 4, 5, and 6 (composition, revision, and editing) respectively throughout January 20-March 28…

When writing, utilize 6+1 Trait Strategies to hone student products.

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 program.

http://www.writingfreak.com/expository-

writing.html

Project Share – English II ONTRACK Lessons

2

https://webmail.bisd.us/owa/redir.aspx?C=37970895510d4e98807f5044823e90bd&URL=http%3A%2F%2Fwww.writingfreak.com%2Fexpository-writing.html





Wednesday and Thursday,


CAT 1, 2

Elements of Fiction

Continue reading and analyzing “There Will Come Soft Rains” 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.

“There Will Come Soft Rains” -- page 1000(short story)

Grammar: Subjunctive Mood -- page1002

“There Will Come Soft Rains” Literary Element*diction

Reading Strategy*identify genre

Grammar*grammar placement in contrasting expressions*reciprocal pronouns*apostrophes *run-on sentences

Spiral Review*suspense*comprehension*figurative and sensory language*symbolism*characterization*historical context*setting*theme*denotation and connotation*personification

Texas Write Source



Good Writer’s Kit



countdown program

COMPASS

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com









izzit.org





writing.html

National Geographic

Edge(Reading &

Writing)

3


























Friday and Monday,


CAT 1, 2

Continue reading and analyzing “There Will Come Soft Rains.” Continue to discuss plot, characters, and pertinent literary devices. Short answer questions can be practiced in partners or as a class to get students accustomed to the type of questioning and response typical of an EOC exam. Students can visualize the plot as it unfolds using the Freytag Pyramid or a multi-flow map, and they can use bubble maps to further their understanding of characters.

Short Answer Response (Single)

*What theme does Bradbury convey in the story through his use of extraordinary elements? Support your answer with evidence from the selection.



Grammar*grammar placement in contrasting expressions*reciprocal pronouns*apostrophes*run-on sentences


Texas Write Source



Good Writer’s Kit



countdown program

COMPASS

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com









izzit.org





National Geographic

Edge(Reading &

Writing)

4
























writing.html


Tuesday and Wednesday,


CAT 1, 2

Finish reading and analyzing “There Will Come Soft Rains.” Finish discussing plot, characters, and pertinent literary devices. A graffiti wall can be used to pose questions to the main characters.

Poetic Elements

Connect the embedded poem with similar theme by Sara Teasdale entitled “There Will Come Soft Rains” to the short story by Ray Bradbury. -- page 1006

Short Answer Response (Single) based on the poem only: *What is the significance of the Sara Teasdale poem in the story? Support your answer with evidence from the poem.

Short Answer Response (Paired -- Connecting):

Justify a logical connection between the poem by Sara Teasdale and Ray Bradbury’s short story? Support your answer with evidence from both selections.

Refine Single Short Answer Response AND Paired Short Answer Response



Grammar*grammar placement in contrasting expressions*reciprocal pronouns*apostrophes*run-on sentences


Review elements of poetry*alliteration*assonance*consonance*onomatopoeia*rhyme*rhyme scheme*alliteration*symbol

Review reading skills of poetry*interpret imagery*clarify meaning*analyze rhythm*synthesize

Texas Write Source



Good Writer’s Kit



countdown program

COMPASS

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com









izzit.org




National Geographic

Edge(Reading &

Writing)

5























*analyze culture and context*compare theme*compare author’s perspective* make inferences about them


writing.html


Thursday and Friday,


CAT 4 (5, 6)

Persuasive Writing – Regular Ed.

Write an essay stating your position on whether or not one should divulge information given in confidence.

Expository Writing – Special Ed.

Demonstrate how students can brainstorm ideas for an expository essay using a taxonomy and tree map. Students will write an essay explaining how technology can destroy people’s lives.

OR

Write Source Prompt from Texas Assessment Preparation – page 133

Write an expository essay that explains ways to stay healthy and prevent illness. Include at least two specific preventive or proactive measures.


Texas Write Source



Good Writer’s Kit



countdown program

COMPASS

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com









izzit.org



com/content/media/

National Geographic

Edge(Reading &

Writing)

6
























123226/player.html


writing.html


Monday and Tuesday,

February 3 and 4, 2014

CAT 1, 3

Analyzing Informational Text

Read and analyze “The Machine Nurturer” from the textbook. Have students make and defend subtle inferences and complex conclusions about the ideas in the text and their organizational patterns.

“The Machine Nurturer”(expository) page 1055

Short Answer Response (Single): Explain how the organizational pattern of this article relates to robot-human interaction. Support your answer with evidence from the selection.

Reading Strategies:*draw conclusions about author’s purpose*interpret meaning*infer organizational patterns*make inferences about behavior*evaluate description*make inferences about structure*draw conclusions about author’s purpose*synthesize ideas

Texas Write Source



Good Writer’s Kit



countdown program

COMPASS

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com









izzit.org


National Geographic

Edge(Reading &

Writing)

7


























writing.html




CAT 1, 3

Continue analyzing informational text.

Read and analyze “One Legend Found, Many Still to Go.” Have students make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns. Comparing and contrasting skills can also be utilized to compare and contrast the two categories of researchers. Use a Venn diagram or double bubble map.

“One Legend Found, Many Still to Go” page 1042

Short Answer Response: (single)William Broad offers his readers two categories of researchers: traditional scientists and cryptozoologists. How does he use a comparison/contrast text structure to present information on both types? Support your answer with evidence from the selection.

OR

How does the article use comparison/contrast structure? Why do the ideas in the article lend themselves to this structure? Defend your answer with evidence from the text.

Reading Strategies*Analyze text structures*summarize main ideas*make inferences about attitudes*make inferences about author’s beliefs*analyze ideas*evaluate evidence*make inferences about structure*draw conclusions about science

Texas Write Source



Good Writer’s Kit



countdown program

COMPASS

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com









izzit.org

www.Scholastic.com/

National Geographic

Edge(Reading &

Writing)

8
























NYTimesUpfront




writing.html


Friday and Monday,


CAT 1, 2, 4 (5, 6)

Persuasive Essay – Regular Ed.

Write an essay stating your position on which is more important: -- what a person thinks or what a person does.

Expository Essay – Spec. Ed.

Prompt: Explain the negative effects of having cliques/groups in a high school.

OR


Write an expository essay that defines the concept of “home.” Include specific characteristics to support your definition.

Drama

Review components of drama-pertinent academic vocabulary. Read and analyze “The Ring of General Macias” from the textbook. Students can respond to EOC formatted questions, including short answer practice.

“The Ring of General Macias” (drama) page


Literary/Dramatic Devices*drama*stage directions*cultural and historical setting*tone*denotation*connotation*irony (dramatic irony)*dialogue*inference*act*aside*comic relief*monologue*soliloquy*aside*aside

Reading Strategy*Analyze plot and setting

Grammar Practice*compound sentences and predicates

Texas Write Source



Good Writer’s Kit



countdown program

COMPASS

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com









National Geographic

Edge(Reading &

Writing)

9
























826

Short Answer Response:

Explain the description of the setting as it helps the reader understand the characters and their actions. Support your answer with evidence from the selection.

Literary Elements *characterization

Spiral Review*motif*symbolism*conflict*theme

izzit.org





writing.html




CAT 1, 2

Continue to review components of drama- pertinent academic vocabulary. Read and analyze “The Ring of General Macias” from the textbook. Students can respond to EOC formatted questions, including short answer practice. 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.

“The Ring of General Macias” (drama) page 826

Short Answer Response:

What do the ring of General Macias and the medal of Andres symbolize to their owners? What do they represent to Rachel? Support your answer with evidence from the selection.

OR

Explain how this play speaks to both loyalty and betrayal. Support your answer with evidence from the selection.

Literary/Dramatic Devices*drama*stage directions*cultural and historical setting*tone*denotation*connotation*irony (dramatic irony)*dialogue*inference*act*aside*comic relief*monologue*soliloquy*aside*aside


Grammar Practice*compound sentences and predicates*adverbs

Literary Elements *characterization

Texas Write Source



Good Writer’s Kit



countdown program

COMPASS

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com







http://

National Geographic

Edge(Reading &

Writing)

10
























www.englishteacherwebsites.com/resource-te.html

izzit.org





writing.html




CAT 1, 2, 3

Conclude reading and analyzing “The Ring of General Macias” from the textbook. Students can respond to EOC formatted questions, including short answer practice.

“The Ring of General Macias” (drama) page 826

Continue reading and analyzing non-fiction and information text

Read and analyze “The Tuscan Zoo” from the textbook. Have students analyze the controlling idea and specific purpose of the passage and the textual elements that support it. Use of think-turn-talk and graphic organizers is recommended; a bridge map is suggested for students to evaluate analogies. Students can respond to EOC formatted questions, including short answer practice.

“The Tuscan Zoo” – Lewis Thomas – page 345 (expository essay – focus on structure and draw conclusion about meaning)

“The Ring of General Macias”Literary/Dramatic Devices*drama*stage directions*cultural and historical setting*tone*denotation*connotation*irony (dramatic irony)*dialogue*inference*act*aside*comic relief*monologue*soliloquy*aside*aside


Grammar Practice*compound sentences and predicates*adverbs

Texas Write Source



Good Writer’s Kit



countdown program

COMPASS

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






http://

National Geographic

Edge(Reading &

Writing)

11























.Literary Elements *characterization


“The Tuscan Zoo”Reading Skills*draw conclusion about meaning*clarify details*make inferences about ideas*draw conclusions about author’s purpose*evaluate ideas*evaluate analogy

Literary Elements*structure

Spiral Review*analyze figurative language

eocvideos.weebly.com



izzit.org





writing.html


12















Monday and Tuesday,


CAT 1, 2

Read and analyze non-fiction

“Only Daughter” – online

“Straw into Gold, The Metamorphosis of the Everyday” – page 352

Use of think-turn-talk and graphic organizers is recommended; comparing and contrasting skills can also be reinforced by comparing and contrasting the two selections. Use a Venn diagram or double bubble map.

Students can respond to EOC formatted questions, including short answer practice.

If “Only Daughter” and “Straw Into Gold” have been utilized, an optional selection for non-fiction is “One Woman’s Right to Vote” by Susan B. Anthony. P. 368

Reading Skills*analyze text structure

Literary Elements*thesis*author’s purpose*reflective essay

Vocabulary Skills*analogies*adopted words

Grammar*commas

Reading Strategies*connect to personal experience*interpret symbols*make inferences about the author*summarize events*make inferences about details*evaluate diction*draw conclusions about the author

Texas Write Source



Good Writer’s Kit



countdown program

COMPASS

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






http://

National Geographic

Edge(Reading &

Writing)

13













eocvideos.weebly.com



izzit.org





writing.html




CAT 1, 2

Read and analyze poetry

Review components of poetry- pertinent academic vocabulary should be taught (stanzas, lines, rhyme scheme, etc.). Read and analyze “Marked” and “My Mother Pieced Quilts” from the textbook. Group work can be done on chart paper to practice short answer responses (single and/or pair). The groups can present, and the class can practice rating the responses.

In “Marked” students will analyze the structure or prosody in the poem. – page 846

In “My Mother Pieced Quilts”students will analyze graphic elements in poetry. -- page 398

Use of think-turn-talk and graphic organizers is recommended; comparing and contrasting skills can also be reinforced by comparing and contrasting the two selections. Use a

Literary Devices/ Vocabulary

Poetic Devices*accent*anapestic*blank verse*couplet*dactylic*foot*free verse*iambic*meter*rhyme*rhyme scheme*sonnet*spondee*stanza*trochaic

Grammar:Conjunctions

Spiral Review

Texas Write Source



Good Writer’s Kit



countdown program

COMPASS

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com





http://pricelessliteracy.homestea

National Geographic

Edge(Reading &

Writing)

14























Venn diagram or double bubble map.

Additional poetry to consider are the following selections:

“O Captain, My Captain” – page 448 (prosody in poetry) Short Answer Response– How do literary elements create meaning in the poem? Support your response with evidence from the selection.

“Creatures” – page 459 (enjambment, assonance, poetic structure, use textual evidence to support understanding) Short Answer Response – The everyday is usually considered non-threatening. How has Collins used description to make the everyday seem threatening? Support your response with text evidence.

“Shall I Compare Thee to a Summer’s Day?” – page 464(meter and rhyme, personification, analyze form, draw conclusions about meaning) Short Answer Response -- Whom might the speaker of the poem be? Use details from the poem to support your answers.

“After Great Pain, A Formal Feeling Comes” -- page 512 “Heart! We Will Forget Him! – page 519(personification, rhythm and rhyme, compare and contrast tone, word choice, provide evidence from text to support understanding) Short Answer Response – Analyze Dickenson’s use of exclamation marks in “Heart! We Will Forget Him! Do you find them effective? Explain.

“Dream Boogie” – page 592“Motto” – page 595This passage reinforces the following reading strategies:

“Marked”*example of free verse

“My Mother Pieced Quilts”*graphic elements – line length, stanza breaks, punctuation, and capitalization*literary elements include – symbol, personification

d.com/TCTELA2010.html




izzit.org





writing.html


15

















*make inferences about theme*discuss issues of identity*review literary elements of rhyme and slant rhyme*evaluate poetic technique*analyze mood* explain and analyze rhyme scheme

Short Answer Response -- Where in these poems does Hughes reflect the mood of desperation? Support your response with textual evidence.

Friday and Monday,


CAT 4 (5, 6)

Persuasive Writing – Regular Ed.

Demonstrate how students can brainstorm ideas for a persuasive essay. Students will have their first timed writing for a persuasive essay-

Many science fiction stories deal with the possibility of being able to “design” our children by choosing the specific physical and personality traits we would like them to have. Write an essay in which you state your position.

OR


Write a persuasive essay for your local newspaper in which you argue whether the impact of technology on our society or on your life is beneficial or harmful. Include


Persuasive Concepts

*rhetoric*logos*ethos*pathos*audience*purpose*propaganda

Texas Write Source



Good Writer’s Kit



countdown program

COMPASS

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com





http://pricelessliteracy.homestea

National Geographic

Edge(Reading &

Writing)

16











specific examples of technology to illustrate your point.

Expository Writing – Special Ed.

Students will have a writing assignment for an expository essay- Write an essay in which you explain whether it is better to have character or wealth.

d.com/TCTELA2010.html




izzit.org





writing.html


Tuesday, Wednesday,

and Thursday

February 25, 26, and 27

2014

CAT 3

Read essays that focus on Argument/Persuasion:

“The Leader in the Mirror” (tone and analyze argument -- Essay) page 391

Watch “You are not Special” commencement speech (on-line)

“The American Cause” – (Persuasive Essay) – page 415

Use of think-turn-talk and graphic organizers is recommended; causes and effects skills can also be reinforced with a multi-flow map.

“The Leader in the Mirror”

Reading Strategies*analyze argument*summarize main ideas and supporting details*analyze details*make inferences about claims*evaluate claims*analyze text structure

Spiral Review*similes and metaphors*tone

Grammar Practice*gerunds

“The American Cause”

Literary Elements

Texas Write Source



Good Writer’s Kit



countdown program

COMPASS

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com





National Geographic

Edge(Reading &

Writing)

17























*persuasive essay*rhetorical devices*evaluate shifts in perspective*draw conclusions about persuasive text

Reading Strategies*distinguish fact and opinion*summarize ideas*make inferences about author’s purpose*analyze ideas*evaluate argument*evaluate evidence*draw conclusions about author’s beliefs





izzit.org





writing.html


Monday and Tuesday

March 3 and 4, 2014

CAT 4 (5, 6)

Persuasive Essay – Regular Ed.

Students will have their second timed writing for an persuasive essay-

Optional prompts…

From STELLAR…

Write an essay stating on your position on which is more important: what others think of you or who you actually are.

OR

From STELLAR…


Literary Devices/Vocabulary

*rhetoric*logos*ethos*pathos*audience*purpose*propaganda

Texas Write Source



Good Writer’s Kit



countdown program

COMPASS

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com




National Geographic

Edge(Reading &

Writing)

18






















Write an essay stating your position on which is more important: doing the right thing because that is how everyone should act, or doing what you prefer regardless of whether the action is right or wrong.

OR

from Write Source Prompt from Texas Assessment Preparation – page 130

Write an editorial for the school newspaper that argues for a rule to be changed, dropped, or added.

Expository Essay – Special Ed.

Students will have a timed writing for an expository essay- Many people drive their cars while speaking or texting on their cell phones.

Think of the effects on the quality of driving while a cell phone is being used. How does this affect the safety of the driver and the people around him or her?






izzit.org





writing.html



March 5 and 6, 2014

CAT 1, 2, 3

Reading Practice for EOC tests

Utilize reading practices from the Texas Assessment Preparation Teacher’s Edition -- pages 60-103

Practices include the following STAAR formatted multiple choice questions:

*literary text: fiction, literary nonfiction, poetry, drama*informational text: expository and persuasive*and a literary paired selection…

Texas Write Source



Good Writer’s Kit



countdown program

COMPASS

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com



National Geographic

Edge(Reading &

Writing)

19































izzit.org





writing.html


Friday and Monday,

March 7 and 17, 2014

CAT 4, 5, 6

Writing Practice for EOC Tests

Utilize writing practices from the Texas Assessment Preparation Teacher’s Edition --pages 136-150

Practices include the following STAAR formatted multiple choice questions:

*revising *editing

Texas Write Source



Good Writer’s



countdown program

COMPASS

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com

http://

National Geographic

Edge(Reading &

Writing)

20























Kit glencoe.mcgrawhill.com/sites/0078779758/instructor_view0/







izzit.org





writing.html



March 18 and 19, 2014

CAT (REVIEW)

If necessary, teachers will finish reviewing the responses to the Texas Assessment Preparation Teacher’s Edition selections- address areas of concern.

pages 151-191

AND/OR

Teacher Assessment Preparation resource --Practices include the following STAAR formatted assessment…

Texas Write Source


Special Ed.pp. 137-193



countdown program

COMPASS

owlpurdue.com

english.byu.edu

chompchomp.com


National Geographic

Edge(Reading &

Writing)

21
























Timed Writing for Persuasive Essay (Reg. Ed.) and Expository (Spec. Ed.)

Prompt that has not been utilized from previous instructional days may also be utilized.

AND/OR

Conduct a gallery walk of essays and/or short answer responses that students have to rate. Discuss actual ratings and why they earned such a score. Review essential academic language using BINGO and/or Jeopardy games.

(Expository)

Good Writer’s Kit

schmoop.com









izzit.org





writing.html


22


























March 20 and 21, 2014

CAT(REVIEW)

STELLAR review -- continue with Persuasive Essay (Reg. Ed.) and Expository Essay (Special Ed.)

Regular Ed. Students will also continue their focus on short answer responses.

Utilize STELLAR Supplement Resource Book

Additional readings and essays may be assigned throughout the semester, but these are the ones determined essential.

Additional resources can be used to supplement instruction, particularly when covering revising and editing (Write Source, Measuring Up, on-line resources, etc.).

NOTE: Resources utilized must reflect a STAAR format.

Texas Write Source



Good Writer’s Kit



countdown program

COMPASS

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com









izzit.org





writing.html

National Geographic

Edge(Reading &

Writing)

23


























Monday-Friday,

March 24- 28, 2014

CAT (REVIEW)

STELLAR review -- continue with Persuasive Essay (Reg. Ed.) and Expository Essay (Special Ed.)

Regular Ed. Students will also continue their focus on short answer responses.

Utilize STELLAR Supplement Resource Book

Additional readings and essays may be assigned throughout the semester, but these are the ones determined essential.

Additional resources can be used to supplement instruction, particularly when covering revising and editing (Write Source, Measuring Up, on-line resources, etc.).

NOTE: Resources utilized must reflect a STAAR format.

Texas Write Source



Good Writer’s Kit



countdown program

COMPASS

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com









izzit.org





National Geographic

Edge(Reading &

Writing)

24
























writing.html


25


Documents

LA/English_2... · Web viewWriting/Grammar – Work on ... an optional selection for non-fiction is “One Woman’s Right to Vote” by Susan B. Anthony ... Where in these poems