English II

Second Six Weeks

10th Grade English/Language Arts Reading Focus: Fiction
Second Six Weeks: Week 1 Writing Focus: Retelling
Writer: Jeannie Istre / TEKS:
1, 2C, 5A, 5D, 6, 13D, 14A, 18A, 18B,
Fig. 19B
CRS ELA I.A.4
**Bold printed items listed above indicate STAAR tested TEKS
UNIT Objectives:
  • The students will
 be introduced to the Unit 2 theme and short overview of material.
 develop a deeper understanding of features and characteristics of fiction and non-fiction writing in short stories.
 develop skills for working productively with others in teams/groups.
 use elements of the writing process to compose text.
 use comprehension skills to listen attentively
 discuss and think about answers to the Unit Big Question: Can progress be made without conflict?
 understand and use new vocabulary in reading and writing.
 recognize the importance of revision as the key to effective writing.
Overview:
Unit 2 focuses on the genre of short stories. Literary Nonfiction and Fiction are the selections presented in the text. Nonfiction selections are letters and speeches. Instructional selections are presented in leveled pairs. To meet the objectives, you need to complete one selection in each pairing.
The Academic Purpose is to develop a deeper understanding of the
• Features of literary fiction and nonfiction and characteristics of well-written story.
• Advancing plot, establishing setting, and its influence on mood and conflict.
• First person, third person, and omniscient point of view and how writers use point of view to influence reader reaction.
Major Concepts
• Working productively with others in teams
• Using comprehension skills to listen attentively to others
• Understanding and using new vocabulary when reading and writing
• Comprehending theme and genre in literary texts
• Comprehending structure and elements of literary genre: fiction
• Comprehending how author’s sensory language creates imagery in literary text
• Analyzing how words, images, graphics, and sound work together to impact meaning
• Writing literary texts
• Using elements of the writing process to compose text.
Throughout this unit students will read, talk, write about and write like the short stories they read. Teachers will model tasks to apprentice learners in the discipline of language arts. During the unit, students will use their new understanding about what makes an effective short story to develop their own story as a culminating project. Other projects may be developed by the instructor or suggested by the students. Ideas from first six weeks may also be adapted for this unit and six weeks.
The Unit 2 theme focuses on one main question to be continually revisited throughout the six weeks possibly at the end of each selection.
The Big Question for Unit 2 is
Can progress be made without conflict??
Essential Questions:
What do we learn from these texts about reading and writing? What are these stories about on a literal/deeper level?
What must we do in order to understand why a story affects us as it does?
How does the setting affect the development of a narrative(plot, conflict, characters, mood)
Essential Literary Terms:
tone setting dramatic irony mood setting plot theme symbolism allegory drawing conclusions
External conflict: character vs. character, character vs. environment or nature, character vs. supernatural forces or fate
Freytag’s Pyramid: Stages in Plot Development with focus on climax and resolution. (see attached handout and powerpoint of Freytag’s Pyramid with explanation)
  1. “A Visit to Grandmother” – William Melvin Kelley (ELA II)
“A Problem” – Anton Chekhov (ELA II AP students may read both as a paired reading or a single selection)
  1. Introduce The Big Question.
  2. Mini-Lesson to introduce inferences, character, and characterization.
  3. Develop a Mini-Lesson to introduce the selection’s vocabulary.
  4. Complete either orally or as a graded assignment Vocabulary Graphic Organizer for the appropriate lesson or the Vocabulary WarmUp Exercise in Unit 2 Resource book.
  5. Introduce the short story with the author’s biography and ascertain prior knowledge.
Read to comprehend.
Post the following comprehension questions: What is happening? How do you know? Who are the characters? What do you know about them? How do you know? Explain to the students that stopping periodically to answer these questions during the first reading of the text will assist in providing a better understanding of the story.
Analyze point of view. Ask: From what point of view is the story told? Who is telling the story? What is the effect on you as a reader?
As the students read the story, have them identify what they think are significant moments or sentences. These moments may be related to the characters, conflicts, settings, lessons learned, key plot events, etc.
Model creating a two-column chart or T Chart or Freytag’s Pyramid with evidence of significant moments documented.
Allow students to turn and talk with a partner to share their significant moments. The partner should listen for similarities/differences in the moments as well as what their partner says the moments reveal.
After the partners share, invite the students to share with the whole group. Press students to be specific and refer to the text in their explanation. This will assist them with STAAR.
The student can be divided into groups to jigsaw read the text or as a whole class popcorn read the selection.
Differentiation/Intervention: Struggling readers may read, listen attentively and take notes or read along with the online assistance or with the CD recorded selection.
Ask students to take notes on a section of a graphic organizer shaped like a tree, and share the notes from their section of the text with other groups.
  1. Suggested After Reading Activities:
Reading Check Reading Skill Literary Analysis Critical Thinking
Vocabulary Practice Word Power
  1. “A Visit to Grandmother” - Identify three examples of indirect characterization used to portray Charles. Use a chart similar to that shown on page 253.
  2. “A Problem”- Have students make inferences about the story, identifying details that confirm their inferences. (If AP students read both passages as a paired reading, complete activities 8 & 9.
  3. Review the story and complete Writing, page 267.
  4. Have the students analyze and apply The Big Question to the selection read.
  5. Administer Selection Tests as need for comprehension. (Selection A for regular and Selection B for AP)
  6. Reteach as needed.

Suggested Assessment:
Selection Tests
Vocabulary Practice
Reading Check
Reading Skill
Freytag’s Pyramid
Critical Thinking
Literary Analysis
Two column or T Chart
Writing
Resources:
Prentice Hall Literature Textbook
Other diagnostic material in ancillaries
Ancillary quizzes
10th Grade English/Language Arts Reading Focus: Fiction
Second Six Weeks: Week 2 Grammar Focus: Irregular Verbs
Writer: Jeannie Istre / TEKS:
1, 2, 2C, 5A, 5C, 5D, 6, 13D, 14A, 18A, 18B,
Fig. 19B, 26A
**Bold printed items listed above indicate STAAR tested TEKS
Objective: The student will:
  • Understand new vocabulary and use it when reading and writing.
  • Participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building and setting ground rules for decision-making. ELAR 10.26
  • Make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. ELAR 10.5, 10.2
  • Analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction. ELAR 10.5A
  • Evaluate the connection between forms of narration (e.g., unreliable, omniscient) and tone in works of fiction. ELAR 10.5C
  • Relate the figurative language of a literary work to its historical and cultural setting.
ELAR 10.2C
  • Analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction. ELAR 10.5A
  • Edit drafts for grammar, mechanics, and spelling. ELAR 10.13D

Essential Questions:
What do we learn from these texts about reading and writing? What are these stories about on a literal/deeper level?
What must we do in order to understand why a story affects us as it does?
How does the setting affect the development of a narrative (plot, conflict, characters, mood)
Suggested Lesson Ideas:
Before reading:
  1. Extend on the following thought in journal: “One possible motive for using humor during a quarrel is ______. “
  2. Review inferences, setting using a Reading Warm-Up.
  3. “The Street of the Canon” – Josephina Niggli (ELA II)
“There Will Come Soft Rains” – Ray Bradbury (ELA II AP)
  1. Complete Reading Skills Graphic Organizer and Literary Analysis for skill development.
  2. Develop a Mini-Lesson for Vocabulary.
  3. Complete Vocabulary and Reading Warm-Ups.
  4. Vocabulary ideas: Create a paragraph using at least three pre-selected words in the right context of its definition. Create flashcards or play Jeopardy or Vocabulary Bingo to review terms.
  5. Have students complete a Vocabulary Project where they are responsible for a creative poster display and presentation of a vocabulary word, its definition, part of speech, a sentence, and a graphic.
  6. Post vocabulary and refer back to words often throughout the week to reinforce learning.
  7. Discuss background for the story to actuate prior knowledge and cultural connections.
  8. Introduce the author.
  • Read to comprehend.
  • Post the following comprehension questions: What is happening? How do you know? Who are the characters? What do you know about them? How do you know? Explain to the students that stopping periodically to answer these questions during the first reading of the text will assist in providing a better understanding of the story.
  • Analyze point of view. Ask: From what point of view is the story told? Who is telling the story? What is the effect on you as a reader?
  • As the students read the story, have them identify what they think are significant moments or sentences. These moments may be related to the characters, conflicts, settings, lessons learned, key plot events, etc.
After Reading: “The Street of the Canon” (ELA II)
  1. Have the students hypothesize the following question: What might the villagers have done to the stranger if they had known his identity? Have students support their answer.
After Reading: “There Will Come Soft Rains” (ELA II AP)
  1. Have the students write a book review stating their opinion of the story and include support of their opinion with embedded quotations and evidence from the text. Include information and arguments relevant to response.
After Reading Either Selection
  1. Complete Selection Support and Skill, Development/Extension; Reading Skills, Literary Analysis, or Critical Thinking from Prentice Hall Kit.
  2. Turn and talk with a peer about the completed activity using authentic talk.
  3. Return to the group and discuss any changes in their analysis.
  4. Assign Open Book to check individual comprehension of skills and text.
  5. Develop Mini-Lesson Conventions: Irregular Verbs.
  6. Complete Selection Test, if desired.
  7. Analyze and apply the Big Question for the Unit.
  8. Discussion of story and literary terms.
  • Differentiation/Intervention: Struggling readers may read listen attentively and take notes, read along with the online assistance or with the CD recorded selection.

Suggested Assessment:
Selection Tests
Vocabulary
Literary Analysis
Reading Skills
Resources:
Prentice Hall Literature Textbook
Prentice Hall Grammar Textbook
Reader’s Notebook
Ancillary quizzes
Teacher developed material
– Enriched Online Student Edition
10th Grade English/Language Arts Reading Focus: Fiction
Second Six Weeks: Week 3 & 4 Writing Focus: Exposition
Writer: Jeannie Istre / TEKS:
1, 3, 5A, 5B, 5C, 5D, 7, 10A,RC 10B 26A, 13A, 13C, 13D, 13E, 18B, 15A (iv), (v), (vi)
**Bold printed items listed above indicate STAAR tested TEKS
Objective:
  • Explain the function of symbolism and allegory in literary works. ELAR 7
  • Participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building and setting ground rules for decision-making. ELAR 10. 26A (CCRS lll A1, A2) CCSS SL10.1b
  • Plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea. ELAR 10.13A
  • Revise drafts to improve styles, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed. ELAR 10.13C (CCRS lA 4) B
  • Edit drafts for grammar, mechanics, and spelling. ELAR 10.13D (ELPS 5D) B
  • Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. ELAR 10.13E
  • Use correct punctuation marks. ELAR 10.18B B
  • Use elements of the writing process to compose text and revise drafts to improve style ELAR 10.13C, D (A- E)
  • Write an interpretive response to an expository or a literary text (e.g., essay or review) that: extends beyond a summary and literal analysis; addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and analyzes the aesthetic effects of an author’s use of stylistic and rhetorical devices. ELAR 10.15C(i, ii, iii)

Essential Questions:
How does the use of symbolism help shape meaning within or throughout a story?
How does the author’s use of symbolic language help the reader understand the situation?
How does the author use allegory to increase the complexity of the plot?
Which line(s) from the story serves as an example of allusion?
How will you display mastery of understanding symbolism and allegory?
Suggested Lesson Ideas:
Before Reading
1. Extend on the Big Question, Can progress be made without conflict by answering the following statement in journal: People may struggle against the inevitable when ______. (or) Sometimes a confrontation is necessary in order to resolve a conflict because ______.
2. Develop a Mini-Lesson Vocabulary.
3. Assign Vocabulary Warm-Ups or Vocabulary Builder.
4. Review drawing conclusions, symbolism, and allegory.
5. Use statements from Writing about the Big Question for students to complete a gallery walk and place their ideas and make connections to the literature. Students should also read connections of other students. A turn and talk or pair share can also be used instead of a gallery walk.
6. After completing, write an expository paragraph to share their ideas and share orally.
“The Masque of the Red Death – Edgar Allan
7. Discuss background of the Black Death to set the tone for reading.
8. Discuss background and interesting facts about the author.
9. Read to comprehend.
10. Use Reader’s Notebook to complete reading skills as story is read. Provide textual support for each answer.
11. Distribute and complete Selection Support and Skill Development. Also use any Unit Resources from Prentice Hall as needed.
After Reading (ELA II)
  1. Create a chart similar to that on page 381. Identify pattern of details that shows the importance of the clock. Draw a conclusion based on completed chart about what the clock symbolizes.
After Reading (ELA II AP)
  1. What message does Poe convey about attempting to avoid conflict? Write an essay stating your answer with textual evidence and quotations to support your findings.
  2. Introduce and complete Texas Test Preparation Workshop page 400– Drawing Conclusion.
  3. Develop Mini-Lesson: Passive and Active Voice.
  4. Complete Integrated Language Skills as reinforcement.
  5. Selection Tests as needed.
  6. Discuss the Big Question as it relates to the selection.
  7. Develop a list of Culminating Projects which will reflect an understanding and comprehension of the selections and objectives with a focus on “The Masque of the Red Death” from Unit 2.
  • Remind students of the characteristics of high quality writing and work.
  • Develop example rubrics for the culminating projects or collaborate with students to develop a rubric using their criteria as its components.
  • Create Rubric using
  • Review the timeline for completing the project. Remind students to review the culminating project description and use the criteria they have helped to develop to guide their work.
  • Allow students to select partners or group members according to the difficulty level of each project.
  • Allow class time for collaboration and developing the project.
  • Have students draw for presentation order.
Project-based learning suggestions:
  1. Texas Writing Workshop: page 420-427
  2. Create a dialectical journal in the form of a two column chart. Place text on left side and response on right.
  3. Create a newspaper clipping complete with facts and statistics using the following website:
  4. Create a timeline of the epidemic and compare the Red Death to other devastating, historic plagues.
  5. Use as a resource for a number of powerful projects.

Suggested Assessment:
Critical Thinking
Selection Test
Vocabulary
Unit Resources
Culminating Project
Integrated Language Skills
Expository Paragraph
Resources:
Prentice Hall Literature Textbook
Prentice Hall Teacher Resources
10th Grade English/Language Arts Review and Present Projects
Second Six Weeks: Week 5
Writer: Jeannie Istre / TEKS:
1, 3, 5A, 5B, 5C, 5D, 7, 10A, Fig. 19B
**Bold printed items listed above indicate STAAR tested TEKS
Objective:
  • Plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea. ELAR 10.13A
  • Revise drafts to improve styles, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed. ELAR 10.13C (CCRS lA 4) B
  • Edit drafts for grammar, mechanics, and spelling. ELAR 10.13D (ELPS 5D) B
  • Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. ELAR 10.13E
  • Use correct punctuation marks. ELAR 10.18B B
  • Make complex inferences about text and use textual evidence to support understanding. ELAR Fig. 19B (R&S)

Essential Questions:
Have you mastered the objectives in Unit II these six weeks?
How will you display mastery?
Suggested Lesson Ideas:
Before Reading
  1. Administer Benchmark or Common Assessment.
  2. Complete and present Project-based learning activity.
  3. Introduce and review Informational Texts and review (pages 402-407).
  4. Assign Cumulative Review (pages 434-438).
  • Retrospective StepBack. Ask students to reflect on their learning. Ask What have you learned about short stories and short story elements from the study in this unit? What helped you learn? What have you learned about collaborative work?
  • Allow student to submit their Reading Logs from their independent reading. Use the Reading Logs as a major grade to reinforce the need to read.

Suggested Assessment:
Benchmark or Common Assessment
Culminating Project
Resources:
Prentice Hall Literature Textbook
Prentice Hall Teacher Resources

English II Checklist