Tomball I.S.D.
2012-2013
ENGLISH LANGUAGE ARTS / READING
SECONDARY CURRICULUM
GRADE: 10
English II PAP
1st Six-Week PeriodEssential Understanding (Big Ideas):
1. To apply analytical, critical, creative, and metacognitive strategies to published, personal, peer-generated texts
2. To create analytical voice in the analysis, critique, and generation of texts
3. To analyze how writers and speakers use evidence to impact the persuasiveness of a claim
4. To examine how perceptions of a writer’s or speaker’s ethics affect the credibility of a text or its author
Guiding Questions:
1. How can cultural experiences shape, impact, or influence our perception of the world?
2. How do external factors affect one’s sense of identity and culture?
3. What structural and psychological elements contribute to the persuasiveness of a message?
TEKS/ELPS/CCRS/ / Instructional Strategies and Considerations / Assessment Connection / Resources
Week 1:
2A, B (Time period, cultural-setting)
3 A(Poetry)
7 A(Sensory Language)
13 A (draft)
14B (poem) / Introduction to Culture:
· Introduce year-long focus on culture with definitions, examples, sub-topics, and personal applications.
· Students will read “Where I’m From” by George Ella Lyon and analyze the author’s references to personal culture through imagery
· Students will write an original poem containing images of their personal cultures like Lyon’s model. / Introduction to Culture:
Student-created poem that follows model and that highlights two key images from poem (with actual visuals and written explanation) / Introduction to Culture:
SpringBoard Level 5:
· Culture Introduction: pg. 10 (TE Steps 1, 2 & 4)
· Poem. 21-25
2A (Theme, inferences)
5 A-B(Fiction) / Summer Reading Assignment:
The Secret Life of Bees by Sue Monk Kidd
Life of Pi by Yann Martel
Students will come to class having read one of the above tittles and having collected fifteen quotes—five quotes on the development of three concepts of their choosing: self-concept, conflict with adult world/society, epiphany, isolation, lies and deceit, and religion / Summer Reading Novels:
· fifteen collected quotes written on index cards
· objective test over novels—comprehension, close reading / Summer Reading Novels:
· Summer Reading Assignment Sheet
· Applied Practice Pre-AP/AP Resource Guide
· Teacher-created test
TEKS/ELPS/CCRS/ / Instructional Strategies and Considerations / Assessment Connection / Resources
Week 2:
1A, B, C, E (Vocabulary)
17, 18 – active-passive voice, restrictive and nonrestrictive clauses. See Springboard. / Warm-Ups:
Warm-Up Activities over SAT vocabulary words from readings, review of adjectives and adverbs through sentence completion and imitation exercises. / Warm-Ups:
Sentence imitation
Bi-weekly vocabulary quizzes (matching, sentence completion) over words / Warm-Ups:
· Smith and Dewer’s SAT vocabulary bank
· SpringBoard Level 5 “Grammar Handbook”
· Grammar for High School Students by Don and Jenny Killgallon
3 A(Poetry)
7A (Sensory Language)
12 A (Media, social, cultural views)
15C (interpretive response) / Developing an Analytical Voice:
· Teacher introduces/reviews the levels of analytical voice through class discussion of an image or series of images. As students make abstract connections to the image (level 2), the teacher asks for evidence (level 1) to connect to the emotional association.
· Teacher distributes “Developing an Analytical Voice” bookmark, containing the three levels of analytical voice on the front and associational words on the back. Teacher discusses creation of sentences containing evidence (Level 1) and associations (Level 2) within student writing.
· Teacher models the application of the levels of analytical voice to a poem using the evidence-association chart. / Developing an Analytical Voice:
· Class discussion of analytical voice
· Formative assessment of understanding through sentence construction (interpretive statements) / Developing an Analytical Voice:
Michael Degen, Ph.D.
AP Workshop Materials—July 2011
available at:
http://www.telemachospublishing.com/drdegensmaterial.html
2C (cultural setting)
3 A(Poetry)
7A (Sensory Language)
15C (interpretive response)
26A (group decision making and teamwork) / Applying Analytical Voice to “My Mother Pieced Quilts”:
· Prior to reading teacher will introduce concept of quilting and review definitions of symbol, anaphora, and syntax.
· Students will analyze “My Mother Pieced Quilts” by Teresa Paloma Acosta using the analytical voice model. Working in pairs, students will complete the evidence-association chart and write interpretive statements. / Applying Analytical Voice to “My Mother Pieced Quilts”:
Evidence-Association Chart and interpretive statements / SpringBoard Textbook—pgs. 6-9
Independent Novel Assignment:
Students choose to read either 1984 by George Orwell or Fahrenheit 451 by Ray Bradbury. Selection due week 4
TEKS/ELPS/CCRS/ / Instructional Strategies and Considerations / Assessment Connection / Resources
Week 3:
1A, B, C, E (Vocabulary) / Warm-Ups:
Warm-Up Activities over SAT vocabulary words from readings, review of phrases and clauses through sentence completion and imitation exercises. / Warm-Ups:
Sentence Imitation
Bi-weekly vocabulary quizzes (matching, sentence completion) over words and grammar concept / Warm-Ups:
· Smith and Dewer’s SAT vocabulary bank
· Crafting Expository Argument by Michael Degen, Ph.D.
· Grammar for High School Students by Don and Jenny Killgallon
2C
3A (Poetry)
7A (Sensory Language)
15C (interpretive response)
26A (team building and decision making) / Summer Reading Protagonist Quilt:
· Class will brainstorm possible symbols for the protagonists’ cultural journey in the novel.
· Students will select a symbol and create a quilt square containing an image of the symbol, quote support, and connecting commentary.
· Class will assemble squares into a quilt. / Summer Reading Protagonist Quilt:
Quilt Square / Summer Reading Protagonist Quilt:
SpringBoard Textbook—Teacher’s Edition: Quilt Instruction p. 9
5B (Fiction, character dilemma)
13A-E (Writing process)
15A (analytical essay) / Summer Reading Theme Analysis Paragraph:
· Students will write theme statements using a concept from the summer reading assignment.
· Teacher reviews elements of a successful literary analysis paragraph.
· Students will compose a draft of a paragraph tracing the development of the theme throughout their summer reading novel containing a thesis statement, supporting quotes from the novel, and commentary developing the connection to the theme statement. / Summer Reading Theme Analysis Paragraph:
Rough Draft / Summer Reading Theme Analysis Paragraph:
· Review of theme statements: SpringBoard Writing Workshop 9 - p.63
· Crafting Expository Argument p. 50
TEKS/ELPS/CCRS/ / Instructional Strategies and Considerations / Assessment Connection / Resources
Week 4:
1A, B, C, E (Vocabulary) / Warm-Ups:
Warm-Up Activities over SAT vocabulary words from readings, review of phrases and clauses through sentence completion and imitation exercises. / Warm-Ups:
Sentence Imitation
Bi-weekly vocabulary quizzes (matching, sentence completion) over words and grammar concept / Warm-Ups:
· Smith and Dewer’s SAT vocabulary bank
· Crafting Expository Argument by Michael Degen, Ph.D.
· Grammar for High School Students by Don and Jenny Killgallon
· Sentence Composing for High School Students by Don Killgallon
5B (Fiction, character dilemma)
13A-E (Writing process)
15A (analytical essay) / Summer Reading Theme Analysis Paragraph—Revision Strategies:
· Teacher will teach revision strategies from Crafting Expository Arguments:
o Maintain topic focus (T4) p. 57
o Word and logic glue (T1) p. 58
· Students will create a new draft for each revision strategy. / Summer Reading Theme Analysis Paragraph:
Final copy of paragraph with drafts turned in showing evidence of revision / Summer Reading Theme Analysis Paragraph:
· Crafting Expository Argument pgs. 57-60
5A,B (fiction plot, character dilemma) / Independent Novel Assignment:
· Students choose to read either 1984 by George Orwell or Fahrenheit 451 by Ray Bradbury.
· Students will annotate for teacher assigned topics.
· Teacher assigns first set of pages to read and due date (week 6) / Independent Novel Assignment:
Reading comprehension quizzes over assigned reading / Independent Novel Assignment:
· Copies of the novel either student or teacher provided
· Annotation topic handout
10 A, B (persuasive texts)
26A (team building and decision making) / Rhetorical Strategies and Analysis: Methods of Support
· Teacher reviews writer’s methods for supporting an argument using teacher-created SMART notebook.
· Students read and apply methods of support using the questions for following excerpts from Laying the Foundation:
o Excerpt of George W. Bush’s speech at Ground Zero after September 11, 2001—pathos
o Excerpt of Al Gore’s Nobel Peace Prize acceptance speech from 2004—logos
o Excerpt from Maya Angelou’s eulogy for Coretta Scott King from 2006—ethos / Rhetorical Strategies and Analysis: Methods of Support
Guided questions and class discussion / Rhetorical Strategies and Analysis: Methods and Support
Excerpts and activities from Laying the Foundation “Module 9 Argument and Persuasion: Understanding the Appeals”
TEKS/ELPS/CCRS/ / Instructional Strategies and Considerations / Assessment Connection / Resources
Weeks 5-6:
1A, B, C, E (Vocabulary) / Warm-Ups:
Warm-Up Activities over SAT vocabulary words from readings, review of parallel structure (week 5) and appositive phrases (week 6) through sentence completion and imitation exercises. / Warm-Ups:
Sentence Imitation
Bi-weekly vocabulary quizzes (matching, sentence completion) over words and grammar concept / Warm-Ups:
· Smith and Dewer’s SAT vocabulary bank
· SpringBoard “Grammar Handbook”
· Real Skills with Readings: Sentences and Paragraphs for College, Work, and Everyday Life by Susan Anker
· Crafting Expository Argument by Michael Degen, Ph.D.
· Grammar for High School Students by Don and Jenny Killgallon
· Sentence Composing for High School Students by Don Killgallon
10 A, B (persuasive texts)
26A (team building and decision making) / Rhetorical Strategies and Analysis: Structure of Argument
· Teacher reviews writer’s methods for structuring an argument and the definition/purpose of an op-ed piece using teacher-created SMART notebook.
· Students will read and analyze the pieces, paragraph by paragraph, to determine the purpose and evaluate the effectiveness of the techniques the writers use to defend their claims. Op-Ed pieces:
o “America Needs its Nerds,” New York Times, 1990
o “All Work and No Play Makes Jack a Nerd,” New York Times, 1990
· Students will also read a brief excerpt, identify the claim, and practice writing a concession and counterargument following a model. Excerpt from:
o “Is Google Evil?” Mother Jones, 2006 / Rhetorical Strategies and Analysis: Structure in Persuasion
Guided questions and class discussion
Test assessing understanding and application of rhetorical terms and strategies / Rhetorical Strategies and Analysis: Structure in Persuasion
Excerpts and activities from Laying the Foundation Module 10: “Argument and Persuasion: Analyzing Organization and Syntax”
13 A-E (Writing process)
16 A-F (Writing persuasive texts)
)
22 B (Evaluate information)
23 A-E (presenting research)
26A (team building and decision making) / Small Group Persuasive Essay: (begin week 6, continues into next six weeks)
· Teacher will provide sources from Facts on File database for the argumentation issues and discuss finding quality sources.
· Teacher will review how to use information from sources in the form of paraphrase, summary, and direct quotation as well as proper parenthetical documentation for information from sources.
· Students will work together to write a persuasive essay over a current issue.
· Essays will contain strong thesis, three supporting arguments, a counter-argument, and a conclusion. / Small Group Persuasive Essay:
Group essay (or alternative product) / Small Group Persuasive Essay:
Teacher compiled research from Facts on File database
5A,B (fiction plot, character dilemma) / Independent Novel Assignment:
· Small group activities over assigned reading
· Teacher assigns second set of pages to read (due next six weeks) / Independent Novel Assignment:
Reading comprehension quizzes over assigned reading / Independent Novel Assignment:
· Applied Practice Pre-AP/AP Resource Guide 1984 and Fahrenheit 451