High School Language Arts – 10/English II
Literary Fiction and Non-Fiction
Framework
August 26-October 4, 2013
Date / CORE Content:Reading and Writing Balanced Literacy
Framework
Glencoe Literature and HMH Grammar / Balanced Literacy Skills / Texas Write Source/Good Writer’s Kit
1st Six Weeks – focus on STAAR Formatted Expository Writing / Additional Practice Assessment Resource:
STELLAR
& 1st Six Weeks
TEKS / On-Line Resources / Additional Resources for LEP students
Monday,
August 26, 2013 / This unit bundles student expectations that address word study, writing, and reading of twentieth century world literature to support the critical analysis and creation of fictional text through the use of complex literary elements and techniques specific to the genre. Various forms of text including classical, mythical, and traditional literature and literary nonfiction representing a range of diverse cultures and historical backgrounds provide the avenue for continued use and practice of making inferences, summarizing, synthesizing, and providing textual evidence while reading. Students examine literature and related media 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 supports the continued development of processes while providing a framework for college and career readiness.
Prior to this unit, the English I TEKS required students to analyze complex elements of fiction and literary nonfiction, and explain the effects of multifaceted literary techniques while comparing themes across literary and informational genres. During this unit, students analyze isolated scenes and their contributions to the success of the plot in a variety of works of fiction and literary nonfiction. Less obvious (example: symbolism, connotation) and more complex literary techniques (example: hyperbole, allegory, allusion, flashback) are analyzed for their complexity as students review literature across time. Students write engaging stories to express their ideas and feelings about real or imagined people, events, and experiences using literary strategies that enhance plot, character development, mood, and tone. 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 and clarity. In English III, students evaluate how different literary elements shape the author’s portrayal of the plot and setting in works of fiction.
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 expository writing. Students will write their first expository essay- Write an essay explaining who you are. This is a personal essay, but it can follow the typical expository essay format.
“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.
Novel Recommendations:
Nightfall – Issac Asimov and Robert Silverberg
The Count of Monte Cristo – Alexandre Dumas
Mythology – Edith Hamilton / 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
expository writing / Texas Write Source pp. 136-193 (Expository)
Good Writer’s Kit
Write Source
Teacher Assessment Preparation resource
Grammar, Capitalization, and Punctuation Conventions are integrated during each six weeks marking period building up to the STAAR EOC.
Grammar Conventions
Parts of Speech
verbs
• Complex active verb tense -- WS – p. 590, 760
• Complex passive verb tense – WS – p. 590, 760
• Gerunds – WS – p. 770
• Infinitives – WS – p. 770
• Present participle – WS – p. 770
• Past participle – WS – p. 770
pronouns
• Reciprocal pronouns (each, other, one another) clauses -- WS – p. 752
• Restrictive clause – WS – P. 168-169,
• Restrictive relative clause – WS – p. 168-169
• Non-restrictive (non-essential) relative clause WS – p. 168-169
• Non-restrictive clause – WS – p. 168-169
• Appositive clause – WS – p. 433, 587
Compound, complex, compound-complex sentences -- WS -- p. 294
• Correct structure
Subjunctive mood – WS -- p. 222
• Express doubt
• Express wishes
• Express possibilities
Capitalization Conventions– WS -- p. 698
*Capitalize first word ofeach item in an outline
*Academic degrees
Punctuation Conventions -- WS – p.659
Period and Comma
*Degrees
Comma
*Non-restrictive phrase, clause, and contrasting expressions
*Set off words, phrases, clauses that would otherwise be unclear
Quotation mark
*Indicate sarcasm or irony
*Two or more paragraphs in one quote
*Indenting long quotes and omitting quotation marks
Dashes
*Abrupt changes in sentence
*Set off interpolated explanatory matter
*Indicate a sudden break / Assessments: STELLAR review may be integrated throughout the six weeks.
E2.1A, E2.1B, E2.1C, E2.1D, E2.1E, E2.2A, E2.2B, E2.2C, E2.5A,
E2.5B, E2.5C, E2.5D, E2.6A, E2.7A, E2.12A, E2.12D, E2.13A,
E2.13B, E2.13C, E2.13D, E2.13E, E2.14A, E2.15C.i, E2.15C.ii,
E2.15C.iii, E2.17A.i, E2.17A.ii, E2.17C, E2.18A, E2.18B.i, E2.18B.ii,
E2.19A, E2.26A, E2.Fig19A, E2.Fig19B / Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
instructor_view0/online_professional_resources.html
Project Share – English II ONTRACK Lessons
*tea
*enotes.com
*collegeboard.com *englishcompanion.ning.com / National Geographic
Edge
(Reading & Writing)
Tuesday,
August 27, 2013 / Traveling Through Literature
“There Will Come Soft Rains” – p. 1000
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) – TEKS 10.1 C, 10.2, 10.5, 10.14, 10.14 A
Grammar: Subjunctive Mood -- page1002 / “There Will Come Soft Rains”
Literary Elements
*diction
*personification
Reading Skills and Strategies
*identify genre
*monitor comprehension
Vocabulary Skills/Practice
*analogies
*academic vocabulary
*context clues
Grammar
*grammar placement in contrasting expressions
*reciprocal pronouns
*apostrophes
*run-on sentences
Speaking/Listening/Viewing Skills
*apply figurative language
*commas in contrasting expressions
*reciprocal pronouns
Spiral Review
*suspense
*comprehension
*figurative and sensory language
*symbolism
*characterization
*historical context
*setting
*theme
*denotation and connotation
*personification / Texas Write Source pp. 136-193 (Expository)
Good Writer’s Kit
Write Source
Teacher Assessment Preparation resource
/ Assessments: STELLAR review may be integrated throughout the six weeks. / Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
instructor_view0/online_professional_resources.html
Project Share – English II ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Wednesday,
August 28, 2013 / 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.
“There Will Come Soft Rains” -- page 1000
(short story) – TEKS 10.1 C, 10.2, 10.5, 10.14, 10.14 A
Grammar: Subjunctive Mood -- page1002 / “There Will Come Soft Rains”
Literary Elements
*diction
*personification
Reading Skills and Strategies
*identify genre
*monitor comprehension
Vocabulary Skills/Practice
*analogies
*academic vocabulary
*context clues
Grammar
*grammar placement in contrasting expressions
*reciprocal pronouns
*apostrophes
*run-on sentences
Speaking/Listening/Viewing Skills
*apply figurative language
*commas in contrasting expressions
*reciprocal pronouns
Spiral Review
*suspense
*comprehension
*figurative and sensory language
*symbolism
*characterization
*historical context
*setting
*theme
*denotation and connotation
*personification / Texas Write Source pp. 136-193 (Expository)
Good Writer’s Kit
Write Source
Teacher Assessment Preparation resource / Assessments: STELLAR review may be integrated throughout the six weeks. / Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
instructor_view0/online_professional_resources.html
Project Share – English II ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Thursday, August 29, 2013 / 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.
Introduce 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
“There Will Come Soft Rains” -- page 1000
(short story) – TEKS 10.1 C, 10.2, 10.5, 10.14, 10.14 A
Grammar: Subjunctive Mood -- page1002 / “There Will Come Soft Rains”
Literary Elements
*diction
*personification
Reading Skills and Strategies
*identify genre
*monitor comprehension
Vocabulary Skills/Practice
*analogies
*academic vocabulary
*context clues
Grammar
*grammar placement in contrasting expressions
*reciprocal pronouns
*apostrophes
*run-on sentences
Speaking/Listening/Viewing Skills
*apply figurative language
*commas in contrasting expressions
*reciprocal pronouns
Spiral Review
*suspense
*comprehension
*figurative and sensory language
*symbolism
*characterization
*historical context
*setting
*theme
*denotation and connotation
*personification / Texas Write Source pp. 136-193 (Expository)
Good Writer’s Kit
Write Source
Teacher Assessment Preparation resource / Assessments: STELLAR review may be integrated throughout the six weeks. / Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
instructor_view0/online_professional_resources.html
Project Share – English II ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Friday,
August 30, 2013 / Expository Writing
Demonstrate how students can brainstorm ideas for an expository essay using a taxonomy and tree map. Students will have their first timed writing for an expository essay- 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.
NOTE: Reinforce the STAAR scoring rubric. / Writing Process
*planning
*drafting
*revising
*editing
*publishing / Texas Write Source pp. 136-193 (Expository)
Good Writer’s Kit
Write Source
Teacher Assessment Preparation resource / Assessments: STELLAR review may be integrated throughout the six weeks. / Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
instructor_view0/online_professional_resources.html
Project Share – English II ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Monday, June September 2, 2013 / Literary Selection – Short Story
Continue literary reading selections. Review characteristics of a typical short story. Begin reading and analyzing “By the Waters of Babylon”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.
“By the Waters of Babylon” – p.1012 – TEKS 10.1 C, 10.2, 10.5, 10.14, 10.14 A
Balanced Literacy Writing Practice – “By the Waters of Babylon” (utilize as you proceed in the selection)…
page 1020 – Re-envision Modern Life – TEK 10.13C B
page 1022 – Historical Connection – TEK 10.12 C / “By the Waters of Babylon”
Literary Elements
*narrator
*archetypes
Reading Strategies/Skills
*visualize
*analyze a song
Vocabulary Skills
*usage
*academic vocabulary
Speaking/Listening/Viewing Skills
*analyze art
*speech
Writing Skills/Grammar
*capitalize proper nouns
*understand suffixes
*dangling participles
*re-envision modern life
*historical connection
Spiral Review
*college readiness
*analyze a song
*symbolism
*character
*point of view / Texas Write Source pp. 136-193 (Expository)
Good Writer’s Kit
Write Source
Teacher Assessment Preparation resource
Write Source
Teacher Assessment Preparation resource / Assessments: STELLAR review may be integrated throughout the six weeks. / Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
instructor_view0/online_professional_resources.html
Project Share – English II ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Tuesday,
September 3, 2013 / Literary Selection – Short Story
Continue reading and analyzing “By the Waters of Babylon.” 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)
*Consider the narrator’s description of the gods’ food. What do you think John is referring to when he describes “enchanted boxes and jars”? Support your answer with evidence from the selection.
OR
I the last lines of the story, the narrator states, “We must build again.” What kind of effects do you think the narrator’s mew knowledge and ambition will have on society? Support your answer with evidence from the selection.
“By the Waters of Babylon” – p.1012 – TEKS 10.1 C, 10.2, 10.5, 10.14, 10.14 A
Balanced Literacy Writing Practice – “By the Waters of Babylon” (utilize as you proceed in the selection)…
page 1020 – Re-envision Modern Life – TEK 10.13C B
page 1022 – Historical Connection – TEK 10.12 C / “By the Waters of Babylon”
Literary Elements
*narrator
*archetypes
Reading Strategies/Skills
*visualize
*analyze a song
Vocabulary Skills
*usage
*academic vocabulary
Speaking/Listening/Viewing Skills
*analyze art
*speech
Writing Skills/Grammar
*capitalize proper nouns
*understand suffixes
*dangling participles
*re-envision modern life
*historical connection
Spiral Review
*college readiness
*analyze a song
*symbolism
*character
*point of view / Texas Write Source pp. 136-193 (Expository)
Good Writer’s Kit
Write Source
Teacher Assessment Preparation resource / Assessments: STELLAR review may be integrated throughout the six weeks. / Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
instructor_view0/online_professional_resources.html
Project Share – English II ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Wednesday,
September 4, 2013 / Read and analyze non-fiction
Introduction of Non-Fiction – p.246-249
TEK 10-24 C
“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 reinforcedbycomparing and contrastingthe two selections. Use a Venn diagram or double bubble map.
Students can respond to EOC formatted questions, including short answer practice. / “Genre Focus” – pages 248-249
Literary Elements
*analyze genre (autobiography, biography, expository and personal essay, logic and persuasion)
Reading Strategies
*draw conclusions
*recognize author’s purpose
“Only Daughter” and “Straw Into Gold”
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 pp. 136-193 (Expository)
Good Writer’s Kit
Write Source
Teacher Assessment Preparation resource / Assessments: STELLAR review may be integrated throughout the six weeks. / Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
instructor_view0/online_professional_resources.html
Project Share – English II ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Thursday,
September 5, 2013 / 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 reinforcedbycomparing and contrastingthe two selections. Use a Venn diagram or double bubble map.
Students can respond to EOC formatted questions, including short answer practice. / 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 pp. 136-193 (Expository)
Good Writer’s Kit
Write Source
Teacher Assessment Preparation resource / Assessments: STELLAR review may be integrated throughout the six weeks. / Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
instructor_view0/online_professional_resources.html
Project Share – English II ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Friday,
September 6, 2013 / Expository Writing
Write Source Prompt from Texas Assessment Preparation – page 132
Write an expository essay that defines the concept of “home.” Include specific characteristics to support your definition.
NOTE: Reinforce the STAAR scoring rubric. / Writing Process
*planning
*drafting
*revising
*editing
*publishing
Literary/PersuasiveConcepts
*rhetoric
*logos
*ethos
*pathos
*audience
*purpose
*propaganda / Texas Write Source pp. 136-193 (Expository)
Good Writer’s Kit
Write Source
Teacher Assessment Preparation resource / Assessments: STELLAR review may be integrated throughout the six weeks. / Online: