Ongoing reinforced each six weeks ELA Google Drive: https://drive.google.com/folderview?id=0b2zizkylmhthnm5uaelmunhonzg&usp=sharing Holt McDougal Literature: http://my.hrw.com/ 1 st Six Weeks - Reading (E3.2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) analyze the way in which the theme or meaning of a selection represents a view or comment on the human condition; (B) relate the characters and text structures of mythic, traditional, and classical literature to 20th and 21st century American novels, plays, or films; (C) relate the main ideas found in a literary work to primary source documents from its historical and cultural setting. What lesson about the human condition can be learned from the theme of this selection? How did the author represent his/her view of the human condition through the theme of the story? ***Connect to Fiction Texts How is (character) in (excerpt from a classical literature selection) similar in traits to in (excerpt from 20th century novel)? What similar organizations of ideas do the authors of (excerpt from a traditional literature piece) and (excerpt from a 21st century play) use in these selections? What main idea from (excerpt from a speech in a specific historical setting) relates to the main idea in (excerpt from a literary work)? How are the main ideas in (excerpt from a historical document) and (literary work) related? Theme Human condition Mythical literature Traditional literature Classical literature Text structure Primary source Historical setting Cultural setting Dialectical journal Respond to text and support with text evidence (Ongoing E3.15C) Brainstorm common themes often found in stories (Gallery Walk) Holt Literature The World on the Turtle s Back p. 36 Coyote and the Buffalo p. 46 The Crucible p. 135 (Historical Context: McCarthyism) Connections Chapter 10 p. 184 (E3.5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) evaluate how different literary elements (e.g., figurative language, point of view) shape the author's How can students analyze and determine literary elements that shape the plot and How does the author s use of figurative language enhance the plot in the text? Literary technique Literary element Plot Internal Dialectical journal SIFTT Analysis Holt Literature Adam p. 1178 Ambush p. 1194 April Showers p. 820 1
portrayal of the plot and setting in works of fiction; (B) analyze the internal and external development of characters through a range of literary devices; (C) analyze the impact of narration when the narrator's point of view shifts from one character to another; and (D) demonstrate familiarity with works by authors in American fiction from each major literary period. (Not in assessed curriculum) setting? How can students analyze and determine literary elements that shape the development of characters? How can students analyze narration shifts and their impact? Why is the author s point of view important in this story? Why is paragraph so important in helping the reader to understand? What can the reader tell about (a specific character) based on a metaphor the author uses to describe him/her? How does the author increase the complexity of (a specific character)? To create a believable character in, the author uses. From paragraphs and, the reader can infer that The dialogue in paragraphs through suggests that Read this sentence from the selection.the tone of this sentence can best be described as By telling the story from the point of view of the (character), the author can -- development External development Narration Point of View W-H-W Strategy Reading Routine Chart Collegeboard: The 5 S Strategy for Passage Analysis Literature Circles Respond to text and support with text evidence (Ongoing E3.15C) ELPS 4K, 4J, 1H http://ritter.tea.stat e.tx.us/rules/tac/c hapter074/ch074a. html#74.4 A Call Loan p. 846 The Daydreamer p. 498 The Devil and Tom Walker p. 318 The Fall of the House of Usher p. 410 In Another Country p. 1008 The Jilting of Granny Weatherall p. 1034 The Law of Life p. 768 The Life You Save May Be Your Own p. 1078 The Masque of the Red Death p. 445 The Minister s Black Veil p. 468 The Notorious Jumping Frog p. 683 An Occurrence at Owl Creek Bridge p. 602 The Open Boat p. 734 The Outcasts of Poker Flat p. 696 A Rose for Emily p. 1064 From The Secret Life of Walter Mitty p. 1324 The Sky Blue Ball p. 1130 The Story of an Hour p. 782 A Wagner Matinee p. 716 A Worn Path p. 1048 Winter Dreams p. 976 The Yellow Wallpaper p. 796 From The Adventures of 2
Huckleberry Finn p. 694 From Ethan Frome p. 818 From The Grapes of Wrath p. 1024 From The Great Gatsby p. 1002 From Lake Wobegon Days p. 712 From Moby Dick p. 464 From The Red Badge of Courage p. 600 From The Scarlet Letter p. 466 Connections Chapter 3 p. 39 Chapter 14 p. 286 Chapter 17 p. 335 SpringBoard Unit 4 p. 287 (use in conjunction with Their Eyes Were Watching God) (E3.7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to analyze the meaning of classical, mythological, and biblical allusions in words, phrases, passages, and literary works. How does sensory language create imagery? ***Connect to fiction texts What does the biblical allusion phrase in paragraph mean? The author s reference to a mythological allusion in paragraph means- Metaphor Simile Personification Symbol Imagery Allusions classical mythical biblical Dialectical journal to identify, find text evidence, and analyze allusions in a text or across multiple texts Holt Literature From Sinners in the Hands of an Angry God p. 122 Speech in the Virginia Convention p. 228 (Biblical Allusions) The words used by the author in paragraph mean Connections Chapter 1 p. 8 3
Released assessment question: The figurative language used in paragraph suggests that the narrator -- SpringBoard Unit 3: Activity 3.6 (p. 226) (E3.8) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze how the style, tone, and diction of a text advance the author's purpose and perspective or stance. How do the author s style, tone, and diction help advance the author s purpose? ***Connect to expository texts What tone is set in this article that clearly advances the author s stance on this subject? In paragraphs and the author s tone is Author s Purpose Style Tone Diction ELPS 4E, 4J, 4K http://ritter.tea.stat e.tx.us/rules/tac/c hapter074/ch074a. html#74.4 Famous speeches: www.americanrhetoric.com Text Connection to Sinners in the Hands of an Angry God p. 122 & Speech in the Virginia Convention p. 228 *Style: Three elements of style in writing are: (1) sentence structure: What types of sentences does the author use? short and simple, long and complex, or a combination; (2) degree of specific details and descriptions, this would basically be the level of elaboration used by the author; and (3) formality, this is whether the author is formal or casual, like writing technical information or writing to a colleague or friend. How does the author use diction to advance his/her perspective in the text? 4
(E3.9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion; How can students summarize the author s main idea in an objective manner? How do you make inferences about ideas in a text? Which of the following summaries of the text would the author support because it focuses on his/her viewpoint? What is the best summary of the text based on the author s viewpoint? Pair expository texts w/ fiction topics--- NewsELA.com CommonLit.org http://www.kellyg allagher.org/articl e-of-the-week/ (B) distinguish between inductive and deductive reasoning and analyze the elements of deductively and inductively reasoned texts and the different ways conclusions are supported (C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns (D) synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and How does a text s organizational pattern affects its ideas? What evidence does the author use to conclude that ---? Are the conclusions of the author in this article based on general evidence or specific evidence? Based on the evidence in this selection, one conclusion the reader can make is - Based on the organization of ideas by the author in the article, the reader can conclude that - The reader can conclude that the authors of both selections would agree that Summarize Main idea Subtle inferences Complex conclusions Organizational patterns Synthesis Tone Supporting detail Author s viewpoint Inductive/ Deductive reasoning Logical evidence ELPS 4I, 1H, 4K, 4J http://ritter.tea.stat e.tx.us/rules/tac/ch apter074/ch074a.h tml#74.4 Holt Literature All Across the U.S.A. p. 1272 The Commodore Sinks at Sea p. 762 The Demons of Salem, With Us Still p. 218 (Pair w/ The Crucible ) 50 Ways to Fix Your Life p. 278 McCarthyism p. 216 (Pair w/ The Crucible ) More of the Filibusters Safe p. 764 Stephen Crane and His Work p. 764 Stephen Crane s Own Story p. 765 Thoreau Still Beckons, if I Can Take My Laptop p. 389 The Secret Latina p. 498 The Next Frontier p. 846 Healing War s Wounds p. 1018 Virtual Worlds p. 1324 Connections Chapter 2 p. 25 Chapter 5 p. 76 Chapter 9 p. 156 SpringBoard Unit 2 Activity 2.2 p. 102 5
technical sources and support those findings with textual evidence Activity 2.3 p. 107 Activity 2.6 p. 124 1 st Six Weeks - Writing (E3.14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: (A) write an engaging story with a welldeveloped conflict and resolution, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone (Not in assessed curriculum) How does a writer invent a character and compose a story? -based rubric Resolution Internal and external conflict Dialogue Suspense Foreshadowing Mood Tone Imagery Dialect Theme (explicit and implicit) Characterization Symbolism Irony Point of view Suggested writing activities: -Alternate endings to cliff hanger stories -Journaling Mentor texts (model author s craft w/ short stories) Gallery Walk of examples to analyze/model *Full writing process for story (Ongoing E3.13A-E) Texas Write Source ELPS 5B, 5F, 5G, 1E http://ritter.tea.stat e.tx.us/rules/tac/c hapter074/ch074a. html#74.4 6
1 st Six Weeks - Oral and Written Conventions (E3.17) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with great complexity. (A) Use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases) (B) Use a variety of correctly structured sentences (e.g., compound, complex, compound-complex) What is the purpose of a complex sentence? Compound-complex? What is the function of adjectival, noun, adverbial clauses and phrases? ***Review previously taught conventions Assess through writing, revising, and editing Compound sentence Complex sentence Dependent clause Independent clause Coordinating conjunction Subordinating conjunction Adjectival clause/phrase Noun clause/phrase Adverbial clause/phrase Mentor Sentences Texas Write Source 7
ONGOING STANDARDS Reading/Comprehension Skills Designated Six Weeks: EVERY SIX WEEKS Figure 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self directed, critical readers. Process Tools E3 Fig.19(A) reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images) Knowledge and Skills (Embedded or Across Genres) E3.1 Reading/ Development. Students understand new vocabulary and use it when reading and writing. Comprehension Tools E3 Fig.19(B) make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding E3.2 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. E3.7 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. E3.8 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. E3.11 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. E3.12 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. 8
Across Genres Readiness Standards E3.1(B) analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings E3.1(E) use general and specialized dictionaries, thesauri, glossaries, histories of language, books of quotations, and other related references (printed or electronic) as needed Supporting Standards E3.1(A) determine the meaning of grade level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes E3.1(C) infer word meaning through the identification and analysis of analogies and other word relationships E3.1(D) recognize and use knowledge of cognates in different languages and of word origins to determine the meaning of words E3.9(D) synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence Writing Process E3.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. E3.13(A) E3.13(B) E3.13(C) E3.13(D) E3.13(E) 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 structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open ended situations that include transitions and the rhetorical devices used to convey meaning E3.19 Oral and Written Conventions/Spelling. Students spell correctly. revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases edit drafts for grammar, mechanics, and spelling revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences 9
E3.15(C) write an interpretation of an expository or a literary text that: (i) advances a clear thesis statement (ii) addresses the writing skills for an analytical essay, including references to and commentary on quotations from the text (iii) analyzes the aesthetic effects of an author s use of stylistic or rhetorical devices (iv) identifies and analyzes the ambiguities, nuances, and complexities within the text (v) anticipates and responds to readers questions or contradictory information Listening and Speaking E3.24 Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. SEs Not Included in Assessed Curriculum E3.24(A) listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions E3.24(B) evaluate the clarity and coherence of a speaker s message and critique the impact of a speaker s diction and syntax on an audience E3.25 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well chosen details, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively. E3.26 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed upon criteria. 10