T. Kocian English I 3rdPeriod 4thSix Weeks January 8-February 16, 2018

Student expectations that address word study, writing and reading to support understanding of how dramatic forms (conventions) enhance drama and encourage appreciation of dramatic text while providing a foundation for script writing. Student expectations address word study, reading and writing of expository and procedural texts. Students analyze and use information in procedural and expository text by making inferences and drawing complex conclusions about ideas presented. Analysis of informational texts facilitates the understanding and use of unique structures and organizational patterns in reading and writing. Various forms of informational texts continue to provide the avenue for the practice of making inferences, summarizing, synthesizing, and providing textual evidence during reading. Students examine text and related media to make personal and world connections within and across different contexts and genres. An emphasis on the integration of listening, reading, and writing skills allows the continued development of processes while providing a foundation for college and career readiness. TEKS Resource System

Objectives:
Students will :
  • understand the connections between literary elements facilitates the reader’s ability to make meaning of text.
  • use conventions of written language to communicate clearly and effectively.
  • identify literary techniques are used to heighten interest, appeal to an audience, and effectively communicate a message.
  • write multiple literary analysis’s of genres to determine purpose and message.
  • make connections to understand themselves and the world around them by reading a variety of texts and genres.
  • understand new words, concepts, and relationships enhances comprehension and oral and written communication.

Performance Indicators:
  • read a procedural text and analyze the clarity of the information presented.
  • rewrite a portion or all of the text to improve the clarity write multiple reflections that include personal and world connections, thoughts, and responses to literary texts and media.
  • write multiple notebook entries that demonstrate knowledge of new words, their meanings, and origins.
  • read an expository text and create a graphic organizer which identifies the controlling idea and specific purpose of the text
  • write an expository essay responding to an open-ended prompt addressing a relevant topic

Reading / Writing / Vocabulary / Oral/Written Conventions
Culture and History: E1.8A
Expository Text: E1.9A, E1.9B, E1.9C, E1.9D
Procedural Texts: E1.11A, E1.11B
Media Literacy: E1.12A, E1.12D
Expository and Procedural Texts: E1.15C.i, E1.15C.ii, E1.15C.iii
Comprehension Skills.: E1.Fig19A, E1.Fig19B
Drama: E1.4A
Ongoing TEKS:
Listening: E1.24A, E1.24C
Teamwork: E1.26A / TEKS
Writing Process: E1.13A, E1.13B, E1.13C
Expository and Procedural Texts: E1.15A.i, E1.15A.ii, E1.15A.iii, E1.15A.iv, E1.15A.v, E1.15C.i, E1.15C.ii, E1.15C.iii
Conventions: E1.17A.i, E1.17A.ii, E1.17A.iii, E1.17C
Handwriting, Capitalization, and Punctuation: E1.18B.ii, E1.18B.iii
Ongoing TEKS
Writing Process: E1.13D, E1.13E
Handwriting, Capitalization, and Punctuation: E1.18A, E1.18B.i
Spelling.: E1.19A / Vocabulary Development: E1.1A, E1.1B, E1.1C, E1.1D, E1.1E
Ongoing TEKS
Vocabulary Development: E1.1D, E1.1E / Ongoing TEKS:
Conventions: E1.17A, E1.17A.i, E1.17A.ii, E1.17A.iii, E1.17C
Handwriting, Capitalization, and Punctuation: E1.18A, E1.18B, E1.18B.i, E1.18B.ii
Ongoing TEKS:
Spelling.: E1.19A
Key Academic Vocabulary Supporting Conceptual Development
  • Diction – choice of words in speaking or writing for clear and effective expression
  • Figurative language - language not intended to be taken literally but layered with meaning through the use of imagery, metaphors, and other literary devices
  • Imagery – the use of language to create mental images and sensory impressions. Imagery is used for emotional effects and to intensify the impact on the reader.
  • Understatement - a rhetorical technique which incorporate irony and humor, in which something is represented as less than it actually is.
  • Overstatement - an exaggerated statement
  • Irony - a literary technique used to create meaning that seems to contradict the literal meaning or events
  • Verbal irony - the use of words in which the intended meaning is contrary to the literal meaning (e.g., I could care less
  • Monologue – a dramatic convention in which a speech is given by a single character, either alone or to others
  • Soliloquy – a dramatic convention in which a speech is given by a character while or as if alone; literally, "talking to oneself."
  • Dramatic irony – a dramatic device in which a character says or does something that they do not fully grasp but is understood by the audience
  • Paradox – a seemingly contradictory statement that reveals a deeper truth (e.g., Life is but a dream.)
  • Script - a written version of the speech and actions of performers, as in a play or film
  • Explicit theme - the author overtly states the theme somewhere within the work
  • Implicit theme - refers to the author's ability to construct a piece in such a way that through inference the reader understands the theme
  • Mood - the atmosphere or feeling created by the writer in a literary work or passage. Mood expression through imagery, word choice, setting, voice, and theme.
  • Tone - the author’s particular attitude, either stated or implied in the writing
  • Summarize – to reduce large sections of text to their essential points and main ideas. Note: It is still important to attribute summarized ideas to the original.
  • Critique – holds and/or expresses opinions, takes a position
  • Opinion – a personal belief, view, or judgment
  • Substantiated – verified , proven, confirmed
  • Unsubstantiated – has not been verified, proven, or confirmed
  • Controlling idea - the main point or underlying direction of a piece of writing. A controlling idea makes the reader ask a question and answer by reading more or helps the reader understand the author's purpose for writing the paragraph or essay.
  • Transitional words and phrases - words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas.

Materials/Technology
Literature textbook, Vocabulary Units, Literature Unit Resources, Literature Excerpt, Grammar Handouts, Rubrics, Dictionary/Thesaurus, Novel, Animal Farm / Formal /Informal Assessments
Observation Data, Grammar Quizzes, Weekly Sentences, Reading Selection Tests, In-class Essays, Vocabulary Tests, Interpretive Written Responses to Reading Selections, Sentences
Week of / Monday / Tuesday / Wednesday / Thursday / Friday
January 8-12, 2018 / Writer’s Toolbox
Revising Pronoun-Antecedent Agreement
Read/Listen to Act IV
Romeo and Juliet
Begin Completing Comprehension Questions/Figurative Language / Writer’s Toolbox
Using a Glossary, Dictionary, and Thesaurus
Act IV
Romeo and Juliet
Assignments Due / Act IVQuiz
Romeo and Juliet
Quotation Assignment
Cornell Notes:
Elements of Drama / Writer’s Toolbox
Test Preparation
from The Window
Read/Listen to Act V
Romeo and Juliet
Begin Completing Comprehension Questions/Figurative Language Handouts / Writer’s Toolbox
Revising and Editing
Katherine Anne Porter (Selection)
Act V
Romeo and Juliet
Assignments Due
January 15-19, 2018 / Writer’s Toolbox
Making Inferences
The Lawn Mower
Video
Romeo and Juliet / Spelling
Reading in Context Test # 1 / Drama Exam
Romeo and Juliet / Writer’s Toolbox
Subjunctive Mood
Cornell Notes:Types of Irony
Reading/Vocabulary Warm-ups A/B
The Gift of the Magi / Writer’s Toolbox
Natural Sciences
In-Class Oral Reading
The Gift of the Magi
Literature textbook pages 260-266
Complete Guided Reading Questions
January 22-26, 2018 / Open-book Test
The Gift of the Magi
Literary Response / Spelling
Reading in Context Test # 2 / Writer’s Toolbox
What Happened During the Ice Storm
In the Presence of Dolphins
Inferencing
Cornell Notes: Characteristics of Fiction Characterization/Symbols/Allegory
Reading/Vocabulary Warm-ups A/B
The Scarlet Ibis / Writer’s Toolbox
What Happened During the Ice Storm
In the Presence of Dolphins
Quick Writes
In-Class SSR
The Scarlet Ibis
Literature textbook pages 384-389
Complete Guided Reading Questions / Writer’s Toolbox
Space Shuttle Basics
Main Idea
In-Class Oral Reading
The Scarlet Ibis
Literature textbook pages 390-395
Complete Guided Reading Questions
January 29-February 2, 2018 / Open-book Test
The Scarlet Ibis
Literary Response / Spelling
Reading in Context Test # 3
Reading/Vocabulary Warm-ups A/B
The Necklace / Writer’s Toolbox
Reporter’s Notebook
Summarization
In-Class SSR
The Necklace
Literature textbook pages 332-342
Complete Guided Reading Questions / Open-book Test
The Necklace
Literary Response / EOC I Preparation Day
Selected Informational Reading Passages
Revising/Editing Sentences
February 5-9, 2018 / In-Class Expository Essay
Assign Reading Schedule
Animal Farm / Spelling
Reading in Context Test # 4 / Writer’s Toolbox
Revising to Correct Fragments and Run-ons
Reading/Vocabulary Warm-ups A/B
The Three Skeleton Island / Writer’s Toolbox
Idioms, Jargon, and Technical Terms
In-Class Oral Reading
Three Key Skeleton Island
Literature textbook pages 1148-1162
Complete Guided Reading Questions / Open-book Test
Three Key Skeleton Island
Literary Response
February 12-16, 2018 / Writer’s Toolbox
Reading Review
Alamo Diary
NASA: Light Emitting Diodes Bring Relief to Young Cancer Patients
Guided Reading/ Annotation / Spelling
Reading in Context Test # 5 / Writer’s Toolbox
Reading Review
Alamo Diary
NASA: Light Emitting Diodes Bring Relief to Young Cancer Patients
Complete Short Answer Questions / EOC I Preparation Day
Selected Informational Reading Passages
Revising/Editing Sentences / Accelerated Instruction