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High School Language Arts – 11/English IIITouring American Literature

FrameworkAugust 26-October 4, 2013

Date CORE Content: Reading and Writing Balanced Literacy

FrameworkGlencoe Literature and HMH Grammar

Balanced Literacy Skills Texas Write Source/Good Writer’s Kit

1st Six Weeks – focus on STAAR Formatted Persuasive Writing

1 st Six Weeks Word Study, Reading, and Writing 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 using American literature representing major literary periods to support the evaluation of multiple structures and complex elements specific to the genre. Various forms of literary text from classical, mythical, and traditional literature representing a range of diverse cultures and historical backgrounds from 20th and 21st century novels, plays, literary nonfiction and films provide the avenue for students to make inferences, summarize, synthesize, and provide textual evidence while reading. Students examine selected literature and related media to make important personal and world connections within and across different contexts and genres. An emphasis on the integration of 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 II TEKS required students to analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction. During this unit, students evaluate how different literary elements shape the author’s portrayal of the plot and setting through connections outside the reading (e.g., other texts, world events, personal experiences). Students evaluate the author’s use of setting and how it connects to the mood of a piece, as well as analyze the author’s use of sensory details to create mood and enhance the theme of the writing. Students write analytical essays to demonstrate an understanding of literary elements. Students write fictional stories to express their ideas and feelings about real or imagined people, events, and experiences using literary techniques that enhance plot, character development, mood, and tone. The study of word etymology supports understanding of

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

Texas Write Source

pp. 215-271 (Persuasive)

*Write persuasive essays that maintain a convincingposition and sustain focuswith a skillful organizing structure, compelling evidence and support, purposeful and preciseword choice, and an understanding and control of rhetorical techniques that enhance effectiveness

*Choose sentences that arepurposeful and wellcontrolled

Good Writer’s Kit

Write SourceTeacher Assessment Preparation

resource

Grammar, Capitalization, and Punctuation Conventions are integrated during each six weeks marking period building up to the STAAR EOC.

clauses and phrases*adjectival clause*adjectival phrase

E3.1A, E3.1B, E3.1C, E3.1D, E3.1E, E3.2A, E3.2B, E3.2C, E3.5A,E3.5B, E3.5C, E3.5D, E3.6A, E3.7A, E3.12A, E3.12D, E3.13A,E3.13B, E3.13C, E3.13D, E3.13E, E3.14A, E3.15A.i, E3.15A.ii,E3.15A.iii, E3.15A.iv, E3.15A.v, E3.15C.i, E3.15C.ii, E3.15C.iii,E3.17A, E3.17B, E3.18A, E3.19A,

Online:

owlpurdue.com

english.byu.edu

chompchomp.com

webenglishteacher.com

schmoop.com

http://glencoe.mcgrawhill.com/sites/

0078779758/instructor_view0/

online_professional_resources.html

http://curriculum.austinisd.org/la/resources/instrRes.html

http://pricelessliteracy.homestead.com

/TCTELA2010.html

http://eocvideos.weebly.com

http://www.englishteacherwebsites.co

m/resource-te.html

Project Share – English II ONTRACK Lessons

*tea *enotes.com*collegeboard.com *englishcompanion.ning.com

National Geographi

cEdge

(Reading &

Writing)

1

http://www.englishteacherwebsites.com/resource-te.html



https://webmail.bisd.us/owa/redir.aspx?C=ec39ff53a6fc46c98b9a4cbd7d4858bf&URL=http%3A%2F%2Feocvideos.weebly.com

http://pricelessliteracy.homestead.com/TCTELA2010.html





http://glencoe.mcgrawhill.com/sites/0078779758/



how vocabulary of American spoken English has been influenced by the influx of various cultures. The emphasis of writing conventions and vocabulary will provide a foundation for continual reflection on communicative accuracy. In English IV, students analyze how complex plot structures and techniques function, and how they advance the action in a work 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 persuasive writing.

NOTE: Reinforce the STAAR scoring rubric.

“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:The Scarlet Letter – Nathaniel Hawthorne The Red Badge of Courage – Henry FlemingThe Great Gatsby – F. Scott FitzgeraldThe Grapes of Wrath – John SteinbeckInvisible Man: A Novel – Ralph Ellison

*adverbial clause*adverbial phrase*noun phrase

E3.25A, E3.26A, E3.Fig19A,

E3.Fig19B

2

Tuesday,August 27,

2013

A Farewell to Arms – Ernest HemingwayFahrenheit 451 – Ray BradburyEnder’s Game – Orson Scott CardCatcher in the Rye – J.D. SalingerThe Adventures of Huckleberry Finn – Mark TwainThe Old Man and the Sea – Ernest HemingwayOf Mice and Men – John SteinbeckA Separate Peace – John Knowles The House on Mango Street – Sandra Cisneros

Early America – Beginnings -1800

Introduce early American literature. Review characteristics of a song, memoir, ballad, and a myth. Begin reading and analyzing “each selection from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended.

“Historical, Social, and Cultural Forces” – pages 4-11 -- TEK – 11.11B

Song -- “I have Killed A Deer” – Anonymous – page 12-13 -- TEK – 11.A

Memoir -- from Of Plymouth Plantation – William Bradford – page 14 -- TEK – 11.1B

Ballad – “Liberty Tree” – Thomas Paine – page 16 -- TEKS – RC 11A, 11.1B, 11.9A, 11.14B

Myth – “How the World Was Made” – James Mooney – page 24 -- TEKS – 11.2B, 11.5

Write a Story – In three or four paragraphs, write your own creation myth. You may write about the Earth or an imaginary world. Include animal characters and elements such as earth, air, fire, and water in your story. Students’ creation myths should follow a clear narrative structure and use proper grammar and sentence structure

“Historical, Social, and Cultural Forces” – pages 10-18

Reading Strategy*analyze graphic information*draw conclusions*evaluate evidence*interpret maps

Vocabulary Practice*phrases

Writing Practice*analyze a graph

Study Skills*use timelines

Song -- “I have Killed A Deer” – Anonymous – page 12-13

Reading Strategy/Practice*connect*support the main idea*analyze cause and effect

Literary Element*poetry

Memoir -- from Of Plymouth Plantation – William Bradford – page 14

Reading Strategy*make inferences*clarify*evaluate

Vocabulary Practice*determine precise meanings

Ballad – “Liberty Tree” – Thomas Paine – page 16

Texas Write Source




Good Writer’s Kit


resource

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

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Reading Strategy*draw conclusions*analyze cause and effect

Study Skills Practice*organize ideas

Myth – “How the World Was Made” – James Mooney – page 27

Literary Element*archetype*metaphor

Reading Skills*sequence*draw conclusions

Vocabulary Skills*synonyms*connotations

Writing Skills/Grammar*Creation Myth

Spiral Review*metaphor

Wednesday,August 28,

2013

Read myth and public document selections. Review characteristics of both. When reading, analyze the passages. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended.

Myth – “The Sky Tree” – Joseph Bruchac – page 34 -- TEKS 11.2, 11.18

Public Document – from “The Iroquois Constitution” – Dekanwida – page 47 -- TEK 11.A, 11.1, 11.1A, 11.2, 11.8, 11.26A

Write a Letter – Imagine you were a guest at the meeting at which the Iroquis Constitution was presented. Write a letter to your friends giving your evaluation of Dekanawida’s proposal. Students’ letters should reflect an understating of

Myth – “The Sky Tree” – Joseph Bruchac – page 34

Literary Elements*oral tradition

Reading Skills and Strategies*questioning

Writing Practice*research mythology

Grammar*punctuate dialogue

Public Document – from “The Iroquois

Texas Write Source



*Choose sentences that are

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com




http://curriculum.austinisd.org/

National Geographi

cEdge

(Reading &

Writing)

4





the Iroquois Constitution and Dekanawida’s purpose.

Constitution” – Dekanwida – page 47

Literary Element*author’s purpose*evaluate meaning

Reading Skills/Practice*draw conclusions*preview*compare and contrast

Vocabulary Skills*synonyms*recognize parts of vocabulary*academic vocabulary*multi0ple meaning words

Listening/Speaking/Viewing Skills*analyze art

Writing Skills/Grammar*write a letter

purposeful and wellcontrolled

Good Writer’s Kit


resource

la/resources/instrRes.html


/TCTELA2010.html



m/resource-te.html


Thursday, August 29,

2013


Speech – from “Sinners in the Hands of Angry God” – Jonathan Edwards – page 95 -- TEKS 11.1E,11.2, 11.6A, 11.7, 11.10, 11.24A

Review characteristics of a speech. Begin reading and analyzing “Sinners in the Hands of Angry God” from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended.

Speech – from “Sinners in the Hands of Angry God” – Jonathan Edwards – page 95

Literary Elements*imagery*repetition*archetype

Reading Skills and Strategies*examine connotation*analyze changes in English *connect to personal experience*analyze meaning*analyze figurative language

Texas Write Source




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com





National Geographi

cEdge

(Reading &

Writing)

5














*make inferences about author’s beliefs*evaluate rhetorical techniques*analyze audience response*draw conclusions about historical content*compare speakers

Vocabulary Skills/Practice*practice with word origins*dictionary use

Writing Skills/Grammar*apply diction

Listening/Speaking/Viewing Skills*analyze rhetorical techniques*analyze art

Spiral Review*alliteration*repetition*parallelism*connotation

Good Writer’s Kit


resource


/TCTELA2010.html



m/resource-te.html


Friday, August 30,

2013


Speech – from “Sinners in the Hands of Angry God” – Jonathan Edwards – page 95 -- TEKS 11.1E,11.2, 11.6A, 11.7, 11.10, 11.24A

Continue reading and analyzing “Sinners in the Hands of Angry God.” Analysis should focus on a discussion of literary elements, etc. Short answer questions can be practiced in partners.

“Write With Style” is also an option – Apply Diction – Utilize the activity on page 101…

Literary Elements*imagery*repetition*archetype

Reading Skills and Strategies*examine connotation*analyze changes in English *connect to personal experience*analyze meaning*analyze figurative language*make inferences about author’s beliefs*evaluate rhetorical

Texas Write Source




Online:

owlpurdue.com

nglish.byu.edu

chompchomp.com


schmoop.com





National Geographi

cEdge

(Reading &

Writing)

6


http://glencoe.mcgrawhill.com/sites/0078779758/instructor_view0/online_professional_resources.html










techniques*analyze audience response*draw conclusions about historical content*compare speakers

Vocabulary Skills/Practice*practice with word origins*dictionary use

Writing Skills/Grammar*apply diction

Listening/Speaking/Viewing Skills*analyze rhetorical techniques*analyze art

Spiral Review*alliteration*repetition*parallelism*connotation


Good Writer’s Kit


resource



/TCTELA2010.html



m/resource-te.html


Monday, June September 2,

2013


Autobiography – from The Autobiography of Benjamin Franklin – page 104 --TEK 11.2

Proverb – from Poor Richard’s Almanac – Benjamin Franklin – page 110 -- TEK 11.2

Read the selections (autobiography and proverb) by Benjamin Franklin. Review characteristics of both. When reading, analyze the passages. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended.

Writing – Help students find samples of advice columns in a newspaper or an internet blog, or have them create a question of their own for their column. Students’ advice columns should include an aphorism and be well-organized and insightful.

Autobiography – from The Autobiography of Benjamin Franklin – page 106

Literary Elements*autobiography

Reading Skills and Strategies*analyze voice*question*visualize

Vocabulary Skills/Practice*word parts*nouns

Speaking/Listening/Viewing Skills

Texas Write Source




Online:

owlpurdue.com

nglish.byu.edu

chompchomp.com


schmoop.com






National Geographi

cEdge

(Reading &

Writing)

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*analyze art

Writing Skills/Grammar*conjunctions

Spiral Review*visualize

Proverb – from Poor Richard’s Almanac – Benjamin Franklin – page 110

Literary Elements*aphorism*diction

Reading Skills and Strategies*connect

Writing Skills/Grammar*write an article

Speaking/Listening/Viewing Skills

Good Writer’s Kit


resource


resource

/TCTELA2010.html



m/resource-te.html


Tuesday,September 3,

2013


Read speech and public document selections. Review characteristics of both. When reading, analyze the passages. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended.

Speech – “Speech to the Second Virginia Convention” – Patrick Henry – page 120 -- TEKS –11.6A, 11.8A, 11.10A, 11.17

Public Document – The Declaration of Independence – Thomas Jefferson – page 126 -- TEKS – 11.6A, 11.8A, 11.9B

Writing Practice – Inductive Reasoning – page 130 – TEK 11.9B

Speech – “Speech to the Second Virginia Convention” – Patrick Henry – page 120

Literary Elements*rhetorical question

Reading Skills and Strategies*analyze figures of speech*evaluate persuasive writing

Vocabulary Skills/Practice*antonyms*intensity

Texas Write Source




Online:

owlpurdue.com

nglish.byu.edu

chompchomp.com


schmoop.com





National Geographi

cEdge

(Reading &

Writing)

8










Respond Through Writing –Persuasive Essay -- page 133 – TEK 11.6 -- Argue a Position – How relevant is the Declaration of Independence to Americans’ today? In a persuasive essay, identify themes in the Declaration and argue for or against their relevance to your generation.

Speaking/Listening/Viewing Skills*reasoning and propositions

Writing Skills/Grammar*write a speech*verb tense

Spiral Review*predict

Public Document – The Declaration of Independence – Thomas Jefferson – page 126

Literary Elements*text structure*tone

Reading Skills and Strategies*evaluate argument*predict*inductive reasoning

Vocabulary Skills/Practice*context*noun suffixes

Writing Skills/Grammar*persuasive essay*identify bias

Speaking/Listening/Viewing Skills*view art


Good Writer’s Kit


resource



/TCTELA2010.html



m/resource-te.html


Wednesday,September 4,

2013

American Romanticism – 1800-1860

Read the essays by Ralph Waldo Emerson. Review characteristics of both. When reading, analyze the passages. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended.

“American Romanticism” – pages 178-192

Literary Element*Romanticism*aphorism*style

Texas Write Source


*Write persuasive essays that maintain a convincing

Online:

owlpurdue.com

english.byu.edu

chompchomp.com

National Geographi

cEdge

(Reading &

Writing)

9









“American Romanticism” – pages 178-192 -- TEKS – 11.A, 11.1, 11.5, 11.5A, 11.6,11.9A, 11.9C, 11.11B, 11.15C, 11.22

Essays – from “Nature” TEKS – 11.2, 11.9B, RC 11 and from “Self-Reliance” – TEK -- 11.2Ralph Waldo Emerson – page 194

Write an Essay -- page 197 – TEKS 11.1.E, 11.14 – Ask students if they have ever had an experience in which they felt exhilarated by and close to nature. Have students write an essay that describes their experience, comparing it to Emerson’s and relating it to the overall theme of nature’s power. Suggest that students incorporate a powerful quotation about nature that speaks to their experience. If they disagree with Emerson, tell them to check a printed or electronic book of quotations for other options.

Write a Journal Entry – page 199 – Emerson asserts that few people can appreciate, or truly “see,” the glory of nature. Write a journal entry in which your students describe an encounter with the outdoors. – Be sure students describe a specific positive or negative encounter.

*setting

Reading Strategies*timeline*make inferences*draw conclusions *use a graph*use maps*connect*analyze text structure*analyze cause and effect*evaluate*question*tone*comparing and contrasting*summarize

Writing Practice*create graphic organizers*research events*interpret literature

Vocabulary Skills/Practice*compound words*history of language

Grammar*commas in appositives

Study Skills*organize ideas

Essays –from “Nature” – Ralph Waldo Emerson – page 194

Literary Elements*theme

Reading Skills and Strategies*recognize author’s purpose*rereading*make predictions

Vocabulary

position and sustain focuswith a skillful organizing structure, compelling evidence and support, purposeful and preciseword choice, and an understanding and control of rhetorical techniques that enhance effectiveness


Good Writer’s Kit


resource


schmoop.com






/TCTELA2010.html



m/resource-te.html


10













Skills/Practice*word usage*synonyms

Writing Skills/Grammar*journal entry*describe a scene


Spiral Review*deductive reasoning

Essays –from “Self-Reliance” – Ralph Waldo Emerson – page 194

Literary Elements*figurative language*tone

Vocabulary Skills/Practice*context clues*academic vocabulary

Listening/Speaking/Viewing Skills*persuasive speech

Reading Skills and Strategies*drawing conclusions

Thursday,September 5,

2013


Read memoir and essay selections by Henry David Thoreau. Review characteristics of both. When reading, analyze the selections. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended.

Memoir – from Walden – Henry David Thoreau – 220 – page 218 -- TEKS – 11.2, 11.6, 11.16 C, RC-11, RC-11.A

Memoir – from Walden – Henry David Thoreau – 220 – page 218

Literary Elements*metaphor*tone

Reading Skills and Strategies*connect*vary reading

Texas Write Source


*Write persuasive essays that maintain a convincingposition and sustain focuswith a skillful organizing structure, compelling evidence and support, purposeful and precise

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com

http://

National Geographi

cEdge

(Reading &

Writing)

11


Essay – from “Civil Disobedience” – Henry David Thoreau – page 227 -- TEKS – 11.1.A,11.1, 11.6, RC 11.A, RC 11.B

Writing Practice – Compare Literature -- page 220 – TEK 11.2 – Lead a class discussion comparing the tone of this essay with that of Emerson’s Nature. Draw a Venn diagram on the board to note similarities and differences. Ask: What are the major themes found in each essay? What is each author saying about life? Guide students to note that the themes of the writers are similar (the glory of the individual, the beauty of nature) and that both writers are exuberant and forceful in their presentation of ideas. Thoreau, however, is more blunt and more critical. Have students write a summary of the similarities and differences, supporting their ideas with examples from both texts.

Writing Practice – Summarize – page 224 – RC-11.A

Writing Practice – Transitions – page 230 – TEKS 11.17

Write a Summary – page 234 – In about 100 words, summarize the excerpt from “Civil Disobedience.” For help with summarizing, see page 79. NOTE: Students’ summaries should include only the main idea of the text, not opinions.

Vocabulary Skills/Practice*context clues*modifiers

Writing Skills/Grammar*compare literature*summarize*persuasive essay


Spiral Review*vary reading rate*summarize

Essay – from “Civil Disobedience” – Henry David Thoreau – page 227

Literary Elements*argument

Reading Skills and Strategies*evaluate evidence

Vocabulary Skills/Practice*context clues*connotation*multiple meanings

Spiral Review*preview*transitions*negative prefixes

word choice, and an understanding and control of rhetorical techniques that enhance effectiveness


Good Writer’s Kit


resource

glencoe.mcgrawhill.com/sites/0078779758/

instructor_view0/online_professional_resources.

html



/TCTELA2010.html



m/resource-te.html


Friday,September 6,

2013

Persuasive Writing

Write a persuasive essay for your local newspaper in which you argue whether the impact of technology on our society or on your life is beneficial or harmful. Include specific examples of technology to illustrate your point.


Texas Write Source


*Write persuasive essays that maintain a convincingposition and sustain focus

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


National Geographi

cEdge

(Reading &

Writing)

12












NOTE: Reinforce the STAAR scoring rubric. with a skillful organizing structure, compelling evidence and support, purposeful and preciseword choice, and an understanding and control of rhetorical techniques that enhance effectiveness


Good Writer’s Kit


resource

schmoop.com






/TCTELA2010.html



m/resource-te.html


Monday,September 9,

2013


Read memoir and essay selections by Henry David Thoreau. Review characteristics of both. When reading, analyze the selections. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended.

Memoir – from Walden – Henry David Thoreau – 220 – page 218 -- TEKS – 11.2, 11.6, 11.16 C, RC-11, RC-11.A

Essay – from “Civil Disobedience” – Henry David Thoreau – page 227 -- TEKS – 11.1.A,11.1, 11.6, RC 11.A, RC 11.B, 11.17

Writing Practice – Compare Literature -- page 220 – TEK 11.2 – Lead a class discussion comparing the tone of this essay with that of Emerson’s Nature. Draw a Venn diagram on the board to note similarities and differences. Ask: What are the major themes found in each essay? What is each author saying about life? Guide students to note that the themes of the writers are similar (the glory of the individual, the beauty of nature) and that both writers are exuberant and

Memoir – from Walden – Henry David Thoreau – 220 – page 218

Literary Elements*metaphor*tone

Reading Skills and Strategies*connect*vary reading

Vocabulary Skills/Practice*context clues*modifiers

Writing Skills/Grammar*compare literature*summarize*persuasive essay


Texas Write Source




Good Writer’s Kit


Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html


http://

National Geographi

cEdge

(Reading &

Writing)

13























forceful in their presentation of ideas. Thoreau, however, is more blunt and more critical. Have students write a summary of the similarities and differences, supporting their ideas with examples from both texts.

Writing Practice – Summarize – page 224 – RC-11.A

Writing Practice – Transitions – page 230 – TEKS 11.17

Write a Summary – page 234 – In about 100 words, summarize the excerpt from “Civil Disobedience.” For help with summarizing, see page 79. NOTE: Students’ summaries should include only the main idea of the text, not opinions.

Spiral Review*vary reading rate*summarize

Essay – from “Civil Disobedience” – Henry David Thoreau – page 227

Literary Elements*argument

Reading Skills and Strategies*evaluate evidence

Vocabulary Skills/Practice*context clues*connotation*multiple meanings

Spiral Review*preview*transitions*negative prefixes

resource www.englishteacherwebsites.com/resource-te.html



2013


Continue literary reading selections. Review characteristics of a literary poem and fiction story. Read and analyze “The Raven” and “The Fall of the House of Usher” 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.

Poem – “The Raven” – Edgar Allen Poe – page 260 -- TEKS -- 11.1,11.D, 11.1.E, 11.3, 11.3.A, 11.7, RC-11A

Short Story -- from “The Pit and the Pendulum” – Edgar Allan Poe – page 268 -- TEKS – 11.1B, 11.5, 11.18, RC-11

Writing Practice – Combine Sentences – page 266 – TEKS 11.17.A, 11.17.B

Poem – “The Raven” – Edgar Allen Poe – page 260

Literary Elements*narrative poem*internal rhyme

Reading Skills and Strategies*analyze sound devices*classify

Vocabulary Skills/Practice*word origins

Writing Skills/Grammar*write a summary*combine main clauses

Spiral Review

Texas Write Source




Good Writer’s Kit

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html

National Geographi

cEdge

(Reading &

Writing)

14











Write a Summary – page 267 – Narrative poems contain elements of both poetry and storytelling. Summarize the plot in “The Raven,” making sure to identify the climax, or point of greatest emotional intensity. Remember that a summary should be shorter than the original because the purpose is to highlight main points. For help summarizing, see page 79. NOTE: Students’ summaries should clearly identify the climax and main points of the poem.

Writing Practice – Analyze Description – page 272 – TEK 11.15

Writing Practice – Create Responses—page 274 – RC11.A

Write a Graphic Novel – page 279 – TEK – 11.15.D

Respond Through Writing – Expository Essay – page 282 – TEK 11.15

*synonyms*allusions*combine sentences

Short Story -- from “The Pit and the Pendulum” – Edgar Allan Poe – page 268

Literary Elements*suspense

Reading Skills*identify sequence*evaluate tone

Vocabulary Skills*word origins*context clues*synonyms and antonyms


Writing Skills/Grammar*write an essay*analyze description*create responses*use the dash*expository essay

Spiral Review*evaluate tone*point of view


resource



m/resource-te.html



2013


Continue literary reading selections. Review characteristics of a literary poem and fiction story. Read and analyze “The Raven” and “The Fall of the House of Usher” 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.



Literary Elements*narrative poem*internal rhyme


Vocabulary

Texas Write Source


*Write persuasive essays that maintain a convincingposition and sustain focuswith a skillful organizing structure, compelling evidence and support, purposeful and preciseword choice, and an understanding and control of rhetorical techniques

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com



National Geographi

cEdge

(Reading &

Writing)

15















Skills/Practice*word origins


Spiral Review*synonyms*allusions*combine sentences







Spiral Review*evaluate tone*point of view

that enhance effectiveness


Good Writer’s Kit


resource




/TCTELA2010.html



m/resource-te.html



2013


Continue literary reading selections. Review characteristics of a literary poem and fiction story. Read and analyze “The Raven” and “The Fall of the House of Usher” from the textbook. Periodic


Literary Elements*narrative poem


*Write persuasive essays that maintain a convincingposition and sustain focus

Online:

owlpurdue.com

english.byu.edu

chompchomp.com

National Geographi

cEdge

(Reading &

16










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.









*internal rhyme


Vocabulary Skills/Practice*word origins


Spiral Review*synonyms*allusions*combine sentences







Spiral Review

with a skillful organizing structure, compelling evidence and support, purposeful and preciseword choice, and an understanding and control of rhetorical techniques that enhance effectiveness


Good Writer’s Kit


resource


schmoop.com






/TCTELA2010.html



m/resource-te.html


Writing)

17













*evaluate tone*point of view

Friday,September 13,

2013

Persuasive Writing

Challenge students with a teacher created STAAR formatted persuasive prompt.

OR

Utilize page 113 of the Texas Write Source Texas Assessment Preparation book (Teacher’s Edition)…



Texas Write Source




Good Writer’s Kit


resource

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

Monday,September 16,

2013


Continue literary reading selections. Review characteristics of a literary fiction story. Read and analyze “The Devil and Tom Walker” 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.

Short Story – “The Devil and Tom Walker” – Washington Irving – page 248 -- TEKS – 11.1A, 11.5,11.5B, 11.7, 11.17, 11.17A, 11.24B, 11.26

Respond Through Writing – Summary – Report

Short Story – “The Devil and Tom Walker” – Washington Irving – page 248

Literary Elements*characterization

Reading Skills and Strategies*make and verify predictions*visualize

Vocabulary Skills/Practice

Texas Write Source



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owlpurdue.com

english.byu.edu

chompchomp.com


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Writing)

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Story Events -- page 259 – TEK – 11.13 *analogies*academic vocabulary*Greek affixes

Vocabulary Skills*analogies*academic vocabulary

Listening/Speaking/ Viewing Skills*analyze art*oral presentation

Writing Skills/Grammar*summary*appositives and apostrophe phrases*absolute phrases*action verbs

Spiral Review*visualize sensory details*evaluate mood*appositives and appositive phrases*Tall Tale*absolute phrases*make inferences*archetype


Good Writer’s Kit


resource



/TCTELA2010.html



m/resource-te.html

Project Share – English II( ONTRACK Lessons


2013


Continue literary reading selections. Review characteristics of a literary fiction story. Read and analyze “The Devil and Tom Walker” 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.

Short Story – “The Devil and Tom Walker” – Washington Irving – page 248 -- TEKS – 11.1A, 11.5,11.5B, 11.7, 11.17, 11.17A, 11.24B, 11.26

Respond Through Writing – Summary – Report Story Events -- page 259 – TEK – 11.13

Short Story – “The Devil and Tom Walker” – Washington Irving – page 248

Literary Elements*characterization

Reading Skills and Strategies*make and verify predictions*visualize

Vocabulary Skills/Practice*analogies*academic vocabulary*Greek affixes

Texas Write Source




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com





National Geographi

cEdge

(Reading &

Writing)

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Vocabulary Skills*analogies*academic vocabulary

Listening/Speaking/ Viewing Skills*analyze art*oral presentation

Writing Skills/Grammar*summary*appositives and apostrophe phrases*absolute phrases*action verbs

Spiral Review*visualize sensory details*evaluate mood*appositives and appositive phrases*Tall Tale*absolute phrases*make inferences*archetype

Good Writer’s Kit


resource


/TCTELA2010.html



m/resource-te.html


WednesdaySeptember 18,

2013


Continue literary reading selections. Review characteristics of a literary fiction story. Read and analyze “The Minister’s Black Veil” 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.

Short Story – “The Minister’s Black Veil” – Nathaniel Hawthorne – page 284 -- TEKS—11.1A, 11.5, 11.17, 11.17A, 11.26A, RC-11

Writing Practice – Compose a Letter – Page 294 – TEKS – 11.1, 11.14 – Have students imagine they are Mr. Clark of Westbury, the minister at Mr. Hooper’s deathbed. As Mr. Clark, have them write a letter to a friend, describing his mood, his feelings about being there, what he hopes to accomplish, and his expectations about Mr. Hooper’s final moments. Tell students to use new vocabulary from the story in their letter. They can refer to the

Short Story – “The Minister’s Black Veil” – Nathaniel Hawthorne – page 284

Literary Elements*symbol

Reading Skills and Strategies*make inferences

Vocabulary Skills/Practice*synonyms*academic vocabulary*affixes*connotations*suffixes

Writing Skills/Grammar*expository essay*dangling participles*compose a letter

Texas Write Source




Good Writer’s Kit

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html


National Geographi

cEdge

(Reading &

Writing)

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story as a guide for descriptions, tone, and mood.

Respond Through Writing – Expository Essay – page 298 -- TEK 11.15

Listening/Speaking/ Viewing Skills*analyze art

Spiral Review*analyze mood*connotations*irony*dangling participles


resourcehttp://

www.englishteacherwebsites.com/resource-te.html



2013




Writing Practice – Compose a Letter – Page 294 – TEKS – 11.1, 11.14 – Have students imagine they are Mr. Clark of Westbury, the minister at Mr. Hooper’s deathbed. As Mr. Clark, have them write a letter to a friend, describing his mood, his feelings about being there, what he hopes to accomplish, and his expectations about Mr. Hooper’s final moments. Tell students to use new vocabulary from the story in their letter. They can refer to the story as a guide for descriptions, tone, and mood.






Writing Skills/Grammar*expository essay*dangling participles*compose a letter



Texas Write Source




Good Writer’s Kit


resource

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

Friday, September 20,

2013Persuasive Essay

Write an essay stating your position on which is more important: doing the right thing because that

Writing Process *planning*drafting*revising*editing

Texas Write Source


Online:

owlpurdue.com

english.byu.edu

National Geographi

cEdge

(Reading

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is how everyone should act, or doing what you prefer regardless of whether the action is right or wrong.


*publishing *Write persuasive essays that maintain a convincingposition and sustain focuswith a skillful organizing structure, compelling evidence and support, purposeful and preciseword choice, and an understanding and control of rhetorical techniques that enhance effectiveness


Good Writer’s Kit


resource

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


& Writing)


2013




Writing Practice – Compose a Letter – Page 294 – TEKS – 11.1, 11.14 – Have students imagine they are Mr. Clark of Westbury, the minister at Mr. Hooper’s deathbed. As Mr. Clark, have them write a letter to a friend, describing his mood, his feelings about being there, what he hopes to accomplish, and his expectations about Mr. Hooper’s final moments. Tell students to use new vocabulary





Writing Skills/Grammar*expository essay*dangling participles

Texas Write Source




Good Writer’s Kit

Write Source

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html

National Geographi

cEdge

(Reading &

Writing)

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from the story in their letter. They can refer to the story as a guide for descriptions, tone, and mood.


*compose a letter



Teacher Assessment Preparation resource



m/resource-te.html



2013


Continue literary reading selections. Review characteristics of a literary novel. Read and analyze the excerpt from Moby Dick 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.

Novel – from Moby Dick – Herman Melville – page 302 -- TEKS – 11.1, 11.5, 11.21, 11.23, 11.26, RC – 11.A, RC – 11, RC 11A

Writing Practice – Write and Plan a Presentation -- TEKS -- 11.23 A, 12.23B.1, 11.23.C, 11.23.D

Writing Practice – Character Sketch – page 304 – 11.13.D, 11.14

Write a Description – page 305

Writing Practice – Research Questions -- page 306 – TEK 11.21

Novel – from Moby Dick – Herman Melville – page 302

Literary Elements*motivation

Reading Skills and Strategies*monitor comprehension

Vocabulary Skills/Practice*antonyms

Listening/Speaking/ Viewing Skills*analyze art*dramatic presentation

Writing Skills/Grammar*literary criticism*write and plan a presentation*character sketch*research questions

Spiral Review*analyze art*dramatic presentation*main ideas and supporting details*research questions*summarize*metaphor

Texas Write Source




Good Writer’s Kit


resource

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)


2013


Continue literary reading selections. Review


Texas Write Source Online:

owlpurdue.com

National Geographi

c

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characteristics of a literary novel. Read and analyze the excerpt from Moby Dick 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.

Novel – from Moby Dick – Herman Melville – page 302 -- TEKS – 11.1, 11.5, 11.13D, 11.14, 11.21, 11.23, 11.26, RC – 11.A, RC – 11, RC 11A

Writing Practice – Write and Plan a Presentation -- TEKS -- 11.23 A, 12.23B.1, 11.23.C, 11.23.D







Listening/Speaking/ Viewing Skills*analyze art*dramatic presentation






Good Writer’s Kit


resource

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


Edge(Reading

& Writing)


2013


Continue literary reading selections. Review characteristics of a literary novel. Read and analyze the excerpt from Moby Dick 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.

Novel – from Moby Dick – Herman Melville – page 302 -- TEKS – 11.1, 11.5, 11.13D, 11.14, 11.21, 11.23, 11.26, RC – 11.A, RC – 11, RC 11A

Writing Practice – Write and Plan a Presentation -- TEKS -- 11.23 A, 12.23B.1,





Listening/Speaking/ Viewing Skills

Texas Write Source



Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com




National Geographi

cEdge

(Reading &

Writing)

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11.23.C, 11.23.D




*analyze art*dramatic presentation




Good Writer’s Kit


resource



/TCTELA2010.html



m/resource-te.html


Friday,September 27,

2013

Persuasive Writing

Challenge students with a STAAR formatted teachers created persuasive prompt.

OR

Utilize page 119 of the Texas Write Source Texas Assessment Preparation book (Teacher’s Edition)…



Texas Write Source




Good Writer’s Kit


resource

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

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2013

The Civil War – 1850-1880

Read the letter and short story selections. Review characteristics of both. When reading, analyze the selections. 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 Civil War Era” – pages 334-348 -- TEKS – 11.A, 11.1A, 11.3, 11.7, 11.7A, 11.9A, 11.9C, 11.11B,11.16F

Letter – from “Letter to His Son” – Robert E. Lee – page 390 -- TEKS – 11.6A, 11.8, 11.11A

Write a Summary – page 394 – When you write a summary of non-fiction, you should restate or events in a short version of the original. A summary does not include personal opinions. In about 100 words, summarize Lee’s letter to his son.

Short Story – “An Occurrence at Owl Creek Bridge” – Ambrose Bierce – page 395 -- TEKS – 11.2B, 11.5A, 11.14A, RC 11B

Respond Through Writing - An Occurrence at Owl Creek Bridge” – page 407 -- TEK 11.15.Ciii

“The Civil War Era” – pages 334-348

Literary Element*metaphor*allusion*poetic language

Reading Strategies*use the timeline*connect*draw conclusions*bar graphs*analyze maps*analyze Latin roots*take notes*make inferences*analyze cause and effect*imagery and figurative language

Writing Practice*summarize*compare songs

Speaking Practice*persuasive language

Letter – from “Letter to His Son” – Robert E. Lee – page 390

Literary Elements*diction*rhetorical techniques

Reading Skills and Strategies*determine main idea and supporting details*evaluate logic and organization

Vocabulary Skills/Practice*word parts*diction

Writing Skills/Grammar

Texas Write Source




Good Writer’s Kit


resource

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

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*summary

Short Story – “An Occurrence at Owl Creek Bridge” – Ambrose Bierce

Literary Elements*point of view*imagery*description

Reading Skills and Strategies*make and verify predictions*analyze text structure*make inferences

Vocabulary Skills/Practice*synonyms

Listening/Speaking/Viewing Skills*analyze art*group discussion*motivation

Writing Kills/Grammar*coordinating conjunctions*expository essays

Spiral Review*Analyze text structure*make inferences*shifts in plot*visualize*synonyms

Tuesday,October 1,

2013


Read the autobiography excerpt and speech selections. Review characteristics of both. When reading, analyze the selections. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended.

Autobiography – from My Bondage and My

Autobiography – from My Bondage and My Freedom – Frederick Douglass – page 359


Reading Skills and

Texas Write Source


*Write persuasive essays that maintain a convincingposition and sustain focuswith a skillful organizing

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


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(Reading &

Writing)

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Freedom – Frederick Douglass – page 359 -- TEKS – 11.6, 11.8A, RC 11.A, 11.8A, 11.13 B

Writing – Critical Response -- from My Bondage and My Freedom – page 360 -- 11.6.A, 11.13.B, 11.13.C, 11.15.C

Speech – “And Ain’t I a Woman?” – Sojourner Truth – page 376 -- TEKS – 11.6, 11.10 A

Write a Speech – page 377

Speech – The Gettysburg Address – Abraham Lincoln – page 408 -- TEKS – 11.6, 11.10A

Write an Interior Monologue – page 411

Strategies*analyze cause and effect*analyze imagery*analyze style*analyze tone

Writing Skills/Grammar*write a dialogue*critical response

Study Skills/Research/Assessment*short-answer questions

Vocabulary Skills/Practice*connotation*transitive verbs


Spiral Review*clarify

Speech – “And Ain’t I a Woman?” – Sojourner Truth – page 376

Literary Elements*oratory*rhetorical devices

Reading Skills and Strategies*evaluate argument

Vocabulary Skills/Practice*word usage*multiple meanings

Writing Skills/Grammar*persuasive speech

Speech – The Gettysburg Address – Abraham

structure, compelling evidence and support, purposeful and preciseword choice, and an understanding and control of rhetorical techniques that enhance effectiveness


Good Writer’s Kit


resource

schmoop.com






/TCTELA2010.html



m/resource-te.html


28













Lincoln

Literary Elements*parallelism

Reading Skills and Strategies*analyze style*identify main idea*evaluate tone

Vocabulary Skills/Practice*analogies*synonyms

Writing Skills/Grammar*interior monologue

Spiral Review*identify main idea*evaluate tone

Wednesday,October 2,

2013



Autobiography – from My Bondage and My Freedom – Frederick Douglass – page 359 -- TEKS – 11.6, 11.8A, RC 11.A, 11.8A, 11.13 B








Reading Skills and Strategies*analyze cause and effect*analyze imagery*analyze style*analyze tone



Vocabulary Skills/Practice

Texas Write Source




Good Writer’s Kit


resource

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html


http://

National Geographi

cEdge

(Reading &

Writing)

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*connotation*transitive verbs








Speech – The Gettysburg Address – Abraham Lincoln




Writing Skills/Grammar

www.englishteacherwebsites.com/resource-te.html


30



*interior monologue


Thursday,October 3,

2013



Autobiography – from My Bondage and My Freedom – Frederick Douglass – page 359 -- TEKS – 11.6, 11.8A, RC 11.A, 11.8A, 11.13 B








Reading Skills and Strategies*analyze cause and effect*analyze imagery*analyze style*analyze tone



Vocabulary Skills/Practice*connotation*transitive verbs





Texas Write Source




Good Writer’s Kit


resource

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

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Speech – The Gettysburg Address – Abraham Lincoln




Writing Skills/Grammar*interior monologue


Friday, October 4,

2013

Six Weeks Assessment Six Weeks Assessment Texas Write Source


*Write persuasive essays that maintain a convincingposition and sustain focuswith a skillful organizing structure, compelling evidence and support,

Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com

National Geographi

cEdge

(Reading &

Writing)

32

purposeful and preciseword choice, and an understanding and control of rhetorical techniques that enhance effectiveness


Good Writer’s Kit


resource






/TCTELA2010.html



m/resource-te.html


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