High School Language Arts EOC
44 Day Countdown Plan
January 20 – March 28, 2014
9/English I
Date / CORE Content:Reading and Writing Balanced Literacy
Framework
Glencoe 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- 21, 2014
CAT 1, 2 / Spiral Review 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
NOTE: If“Death by Scrabble” has been utilized during the first semester, alternative selections can be “The Most Dangerous Game” (p. 20), “The Scarlet Ibis” (p. 155) or “The Cask of Amontillado” (p. 1080).
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.
The Workshop Model is also 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 for the use of dictionary/thesaurus skills throughout the program. / 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
Writing Process
*planning
*drafting
*revising
*editing
*publishing
expository– regular ed. students
literary – special ed. students
*introduce literary devices / Texas Write Source pp. 137-193 (Expository)—Regular Ed.
337-344 (Literary)
Special Ed.
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
instructor_view0/online_professional_resources.html
izzit.org
Project Share – English I ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Wednesday, and Thursday,
January 22-23, 2014
CAT 1,2 / Literary Reading Selections
Review characteristics of a typical short story. Begin reading and analyzing “The Most Dangerous Game” 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.
“The Most Dangerous Game” – page 20 / Literary Elements
*foreshadowing
*conflict
*characterization
Reading Skills
*plot structure
Vocabulary Skills
*word skills
*academic voc.
Writing Skills
*respond through writing
*punctuation and dialogue
Spiral Review
*foil
*sequence of events
*imagery (visualize description)
*figurative language
*linear and non-linear plot
*setting and mood
*theme
*conflict / Texas Write Source pp. 137-193 (Expository)—Regular Ed.
337-344 (Literary)
Special Ed.
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
instructor_view0/online_professional_resources.html
izzit.org
Project Share – English I ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Friday and Monday,
January 24 and 27, 2014
CAT 1, 2 / Continue reading and analyzing “The Most Dangerous Game.” 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.
“The Most Dangerous Game” – page 20 / Literary Elements
*foreshadowing
*conflict
*characterization
Reading Skills
*plot structure
Vocabulary Skills
*word skills
*academic voc.
Writing Skills
*respond through writing
*punctuation and dialogue
Spiral Review
*foil
*sequence of events
*imagery (visualize description)
*figurative language
*linear and non-linear plot
*setting and mood
*theme
*conflict / Texas Write Source pp. 137-193 (Expository)—Regular Ed.
337-344 (Literary)
Special Ed.
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
instructor_view0/online_professional_resources.html
izzit.org
Project Share – English I ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Tuesday and Wednesday,
January 28-29, 2014
CAT 1,2 / Finish reading and analyzing “The Most Dangerous Game.” Finish discussing plot, characters, and pertinent literary devices. A graffiti wall can be used to pose questions to the main characters.
“The Most Dangerous Game” – page 20
Students can respond to EOC formatted questions, including short answer practice. / Literary Elements
*foreshadowing
*conflict
*characterization
Reading Skills
*plot structure
Vocabulary Skills
*word skills
*academic voc.
Writing Skills
*respond through writing
*punctuation and dialogue
Spiral Review
*foil
*sequence of events
*imagery (visualize description)
*figurative language
*linear and non-linear plot
*setting and mood
*theme
*conflict / Texas Write Source pp. 137-193 (Expository)—Regular Ed.
337-344 (Literary)
Special Ed.
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
instructor_view0/online_professional_resources.html
izzit.org
Project Share – English I ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Thursday and Friday,
January 30- 31, 2014
CAT 1, 2 / To further their understanding of “The Most Dangerous Game,” students can work on a Freytag Pyramid Project and/or a Characterization Project. Chart paper and markers will be needed. The Freytag Pyramid Project would require an understanding of the plot, summaries, drawings, and literary devices labeled and quoted per element (exposition, rising action, climax, falling action, and denouement). The Characterization Project would require a bubble map, one page description, and drawing of the selected character. These projects can serve as a review for the exam.
“The Most Dangerous Game” – page 20
Students can respond to EOC formatted questions, including short answer practice. / Literary Elements
*foreshadowing
*conflict
*characterization
Reading Skills
*plot structure
Vocabulary Skills
*word skills
*academic voc.
Writing Skills
*respond through writing
*punctuation and dialogue
Spiral Review
*foil
*sequence of events
*imagery (visualize description)
*figurative language
*linear and non-linear plot
*setting and mood
*theme
*conflict / Texas Write Source pp. 137-193 (Expository)—Regular Ed.
337-344 (Literary)
Special Ed.
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
instructor_view0/online_professional_resources.html
izzit.org
Project Share – English I ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Monday and Tuesday,
February 3-4, 2014
CAT 1, 2 / Students will complete “The Most Dangerous Game” exam. The last few minutes of class can be used to discuss the guidelines for writing an expository essay.
“The Most Dangerous Game” – page 20 / Literary Elements
*foreshadowing
*conflict
*characterization
Reading Skills
*plot structure
Vocabulary Skills
*word skills
*academic voc.
Writing Skills
*respond through writing
*punctuation and dialogue
Spiral Review
*foil
*sequence of events
*imagery (visualize description)
*figurative language
*linear and non-linear plot
*setting and mood
*theme
*conflict / Texas Write Source pp. 137-193 (Expository)—Regular Ed.
337-344 (Literary)
Special Ed.
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
instructor_view0/online_professional_resources.html
izzit.org
Project Share – English I ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Wednesday and Thursday,
February 5-6, 2014
CAT 4 (5, 6) / Expository Writing
Demonstrate how students can brainstorm ideas for an expository essay using a taxonomy and tree maps. Students will have a timed writing for an expository essay- Write an essay explaining whether one human life is more valuable than another.
Literary Essay – Special Ed. Students
Demonstrate how students can brainstorm ideas for a literary essay using a multi-flow map and bubble maps. Students will have their first timed writing for a literary essay- Write a story about a challenging adventure. Be sure that your story is focused and complete and that it has an interesting plot and engaging characters. / Writing Process
*planning
*drafting
*revising
*editing
*publishing
expository writing
*introduce literary devices / Texas Write Source pp. 137-193 (Expository)—Regular Ed.
337-344 (Literary)
Special Ed.
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
instructor_view0/online_professional_resources.html
izzit.org
Project Share – English I ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Friday and Monday,
February 7 and 10, 2014
CAT 1, 3 / Expository Reading Selections
Read and analyze “Shattered” from the textbook. Have students determine conflict, cause and effects, and summarize the events which unfolded. Comparing and contrasting skills can also be utilized to compare and contrast “Shattered” to “The Most Dangerous Game.” Use a Venn diagram or double bubble map. Ask a crossover short answer question.
“Shattered” – page 78 or other non-fiction work
“The Most Dangerous Game” – page 20 / “Shattered” – page 78
Reading
Literary Elements
*dialogue
Reading Practice
*cause and effect
Writing Skills
*mood
Spiral Review
*mood
*problem and solution
*conflict
*author’s purpose
“The Most Dangerous Game” Balanced Literacy Skills – see previous instructional days / Texas Write Source pp. 137-193 (Expository)—Regular Ed.
337-344 (Literary)
Special Ed.
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
instructor_view0/online_professional_resources.html
izzit.org
Project Share – English I ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Tuesday and Wednesday,
February 11-12, 2014
CAT 1
CAT 4 (5, 6) / If necessary, finish the crossover work between “The Most Dangerous Game” and “Shattered.”
Expository Writing
Demonstrate how students can brainstorm ideas for an expository essay using a taxonomy and tree maps. Students will have a timed writing for an expository essay- Video games are additive but fun. Sometimes, though, they can be dangerous. Think about the negative and positive effects of video games. Write to explain whether video games have good or bad effects on teenagers
Literary Essay -- Special Ed. Students
Demonstrate how students can brainstorm ideas for a literary essay using a multi-flow map and bubble maps. Students will have a timed writing for a literary essay- Write a story about showing compassion to another person. Be sure thatyour story is focused and complete and that it has an interesting plotand engaging characters.
“Shattered” – page 78
“The Most Dangerous Game” – page 20 / “Shattered” – page 78
Literary Elements
*dialogue
Reading Practice
*cause and effect
Writing Skills
*mood
Spiral Review
*mood
*problem and solution
*conflict
*author’s purpose
“The Most Dangerous Game” – see previous instructional days / Texas Write Source pp. 137-193 (Expository)—Regular Ed.
337-344 (Literary)
Special Ed.
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
instructor_view0/online_professional_resources.html
izzit.org
Project Share – English I ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Thursday and Friday, and
February 13-14, 2014
CAT 1, 2 / Poetry
Review components of poetry- pertinent academic vocabulary should be taught (stanzas, lines, rhyme scheme, etc.). Read and analyze “The Black Snake” from the textbook. Group work can be done on chart paper to practice short answer responses. The groups can present, and the class can practice rating the responses.
“The Black Snake” – page 478 or other poem can be utilized if “The Black Snake” has already be utilized… / Literary Elements
*parallelism
*diction
Reading Skills
*analyze mood
Vocabulary Skills
*academic vocabulary
Writing Skills/Grammar
*Literary Criticism
*Use parallelism
Spiral Review
*cause-and-effect
*metaphor
*repetition
*author’s purpose
*theme
*style / Texas Write Source pp. 137-193 (Expository)—Regular Ed.
337-344 (Literary)
Special Ed.
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
instructor_view0/online_professional_resources.html
izzit.org
Project Share – English I ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Monday
February 17,2014
CAT 1, 2 / Continue with poetry using music. Read and analyze the music lyrics to “Earth Song” and “Where is the Love.” Lyrics are readily available online. Identify literary devices and practice short answer questions, including a crossover question. If time permits, Shakespearean sonnets can also be read and analyzed.
“Earth Song” and “Where is the Love” – online
Two Shakespeare sonnets – online or other poems can be utilized as well… / Review Elements of Poetry
*sound devices
*repetition
*assonance and consonance
*exact rhyme and slant rhyme
*metaphor
*rhythm
*simile
*character traits
*form
*epiphany
*alliteration / Texas Write Source pp. 137-193 (Expository)—Regular Ed.
337-344 (Literary)
Special Ed.
Good Writer’s Kit / STELLAR review may be integrated throughout the countdown program / COMPASS
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
instructor_view0/online_professional_resources.html
izzit.org
Project Share – English I ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Tuesday, Wednesday and Thursday,
February 18-20, 2014
CAT 1, 2 / Drama
Review components of drama- pertinent academic vocabulary should be taught. Read and analyze Lost in Yonkers from the textbook. Students can respond to EOC formatted questions, including short answer practice.
from Lost In Yonkers – page 796
NOTE: If Lost in Yonkers has been utilized during the first semester, an alternative selection can be The Hitchhiker, from In the Bear’s House, orRomeo and Juliet. If this alternative is followed, short answer crossover questions can be followed with sonnets. / Literary Elements of Drama
*theme
*mood
*comedy and modern drama
*satire
*act and scene
*dialogue
*stage directions
*irony
*diction
*motivation
*simile
*sarcasm
*monologue
*dialect
*foreshadowing
*characteristics of drama
*onomatopoeia
from Lost In Yonkers – page 796
Reading Skills and Strategies
*analyze stage directions
*analyze characterization
Vocabulary Skills
*antonyms
*Latin Roots
Writing/Grammar
*quotation marks
*complex sentences / Texas Write Source pp. 137-193 (Expository)—Regular Ed.
337-344 (Literary)
Special Ed.
Good Writer’s Kit / STELLAR review may be integrated throughout the countdown program / COMPASS
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
instructor_view0/online_professional_resources.html
izzit.org
Project Share – English I ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Friday and Monday,
February 21 and 24, 2014
CAT 4 (5, 6) / Expository Writing
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?
Now write to explain whether using the cell phone while driving should be legal or illegal.
Literary Essay – Special Ed. Students
Students will have another timed writing for a literary essay- Write a story about the power of love. Revising and editing practice can occur after the timed writing- Texas Write Source. / Writing Process
*planning
*drafting
*revising
*editing
*publishing
literary writing / Texas Write Source pp. 137-193 (Expository)—Regular Ed.
337-344 (Literary)
Special Ed.
Good Writer’s Kit / STELLAR review may be integrated throughout the countdown program / COMPASS
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
instructor_view0/online_professional_resources.html
izzit.org
Project Share – English I ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Tuesday and Wednesday,
February 25 and 26, 2014
CAT 1, 2 / Literary Selection
Read and analyze “The Necklace” from the textbook. Discussion includes appearance versus reality. A graffiti wall and/or thinking maps can be used. Students can respond to EOC formatted questions, including short answer practice.
“The Necklace” – page 174
NOTE: If “The Necklace” has been utilized during the first semester, alternative selections are “Gift of the Magi” or “The Possibility of Evil.” (dramatic irony)
Additional writing prompt that can be utilized if the instructor chooses to read both the “Gift of the Magi” and “The Necklace” include:
Writing Prompt: Compare the two women from “The Gift of the Magi” and “The Necklace”… / Literary Elements
*point of view
Reading Skills
*analyze cause-and-effect relationships
Writing Skills/Grammar
*nonrestrictive elements
Spiral Review
*make inferences about characters
*symbolism
*plot
*motivation
*characterization
*theme
*tone
*structure / Texas Write Source pp. 137-193 (Expository)—Regular Ed.
337-344 (Literary)
Special Ed.
Good Writer’s Kit / STELLAR review may be integrated throughout the countdown program / COMPASS
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
instructor_view0/online_professional_resources.html
izzit.org
Project Share – English I ONTRACK Lessons / National Geographic