Ongoing reinforced each six weeks ELA Google Drive: https://drive.google.com/folderview?id=0b2zizkylmhthnm5uaelmunhonzg&usp=sharing Holt McDougal Literature: http://my.hrw.com/ 2 nd Six Weeks - Reading (8.4) Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from the text to support their understanding. **Students are expected to compare and contrast he relationship between the purpose and characteristics of different poetic forms (e.g. epic poetry, lyric poetry) College Readiness Standard (CRS): (Reading C.4b) How do details enhance imagery in literature? How does a poem s structure help me understand its meaning? What are the characteristics of an epic poem? Lyric poem? ***Connect previously taught 8.3A,C & 8.8 to poetry. Released STAAR questions: The author uses (figurative language) in lines to show. Which lines best show the speaker s feelings of? How are the (object) and the speaker similar? Which line from the poem best expresses the speaker s sense of dread? Dividing the poem into two stanzas allows the poet to The (object) is important to the poem because it represents Poetic form Epic poetry Lyric poetry Free verse Narrative poetry Speaker Line Stanza Mood Tone Poetry Circles #1, #2 TWIST TP-CASTT Poetry Rewrite Blackout Poetry Respond to text and support with text evidence (Ongoing 8.17C) Poets.org Writing connection-- Students write a poem using reading samples as mentor text. Holt Literature "Barbara Frietchie" p. 290 "Boots of Spanish Leather" p. 656 "Canyon de Chelly" p. 434 "How Things Work" p. 848 "I Saw Old General at Bay" p. 756 "I Want to Write" p. 856 "Identity" p. 621 "An Indian Summer Day on the Prairie" p. 678 "Introduction to Poetry" p. 614 "It's all I have to bring today---" p. 624 **Indicates that this /SE is a skill tested on the SAT college entrance exam. 1
The poet most likely intends for the last two lines to express the speaker s In the poem, the speaker s mood changes from Based on the last stanza, the reader can conclude that the speaker Which line from the poem expresses the speaker s mood? "John Henry" p. 296 "the lesson of the moth" p. 616 "Lineage" p. 609 "Mi Madre" p. 430 "Mother to Son" p. 636 "My father and the Figtree" p. 405 "My Mother Pieced Quilts" p. 500 "Not My Bones" p. 648 "O Captain! My Captain!" p. 752 "Ode on Solitude" p. 642 "On the Grasshopper and Cricket" p. 638 "One More Round" p. 644 "Paul Revere's Ride" p. 136 "quilting" p. 505 "Simile: Willow and Ginkgo" p. 610 "Sit-Ins" p. 859 "The Song of Hiawatha" p. 660 "Speech to the Young" p. 632 "The Sunflowers" p. 679 "We Alone" p. 628 Poetry Resources **Indicates that this /SE is a skill tested on the SAT college entrance exam. 2
(8.9) 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 works written on the same topic and compare how the authors achieved similar or different purposes. ***Connect 8.9 to Expository texts. Released STAAR questions: How does the author s purpose in the same as the author's purpose in? What do you think the title means? Author's purpose Topic Compare/contrast organizer to note texts with similar or different purposes How does the author connect ideas in the article? How does the author achieve his purpose of the article? Why did the author write this? What was the reason this piece was written? The article was written mainly to (8.10) 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 the main How can you Released STAAR questions: Respond to text and Informational Texts: ideas, supporting details, summarize a text What are paragraphs and support with text http://www.kellygallagher. and relationships among succinctly? mainly about? evidence org/article-of-the-week/ ideas in text succinctly in (Ongoing http://tweentribune.com/ ways that maintain What is paragraph mostly 8.17C) https://newsela.com/ meaning and logical order; about? http://www.dogonews.com (Readiness) http://commonlit.org (B) distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic in text; What is the difference between a factual claim and a commonplace assertion? What is their purpose? In paragraphs and, the author presents the idea that Which sentence from the text is a commonplace assertion? Summary Main idea Expository Factual claim Commonplace assertion Organizational pattern cause-and-effect problemsolution proposition-andsupport Graphic organizer for text structure Connections Informational Texts from Holt: "Basic Blues" p.192 **Indicates that this /SE is a skill tested on the SAT college entrance exam. 3
(C) make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns; (Readiness) (D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres and support those findings with textual evidence (Readiness) Which sentence shows that the author thinks that? The reader can conclude that What can the reader conclude about the author s opinion of? Which statement from the article describes? How does the author support the idea that? The author begins and ends the text by bringing together the idea that What is the best summary of this article? compare-andcontrast sequential order logical order Author's purpose Synthesize "Cartoon Tribute to John Henry" p. 298 "A Diary from Another World" p. 568 "Eureka" p.940 "Fortune's Bones" p. 652 "The Great Chicago Fire of 1871" p. 889 "Guide to Computers" p. 944 "The Heckscher Playground" p. 772 "Never Get Lost on the Trail" p. 451 "Kabul'a Singing Sensation" p. 924 "Letter from New Orleans" p. 419 "Manuscript Found in an Attic" p. 62 "The Monty Hall Debate" p. 716 "Musicians Know the Blues Firsthand" p. 194 "Nuclear Energy" p. 1050 "Odd Couples" p. 972 "The Other Riders" p. 144 "Over the Top" p. 900 "Robo-Legs" p. 934 "The Simple Commandments of Journalistic Ethics" p. 739 "The Spider Man Behind **Indicates that this /SE is a skill tested on the SAT college entrance exam. 4
Spider-Man" p. 890 "The Story of an Eyewitness" p. 410 "Timeline" p. 190 "Zoos Connect Us to the Natural World" p. 994 2 nd Six Weeks - Writing (8.15) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (B) write a poem using: (i) poetic techniques (e.g., rhyme scheme, meter); (ii) figurative language (e.g., personification, idioms, hyperbole); and graphic elements (e.g., word position). scheme, meter); figurative language (e.g., personification, idioms, hyperbole); and (iii) graphic elements (e.g., word position). What belongs in a poem? How do writers craft engaging poems? How does figurative language, structure, graphical elements, and poetic techniques? contribute to the author s purpose in poetry? -based rubric Sensory language Hyperbole Idioms Meter Personification Rhyme scheme Sensory details Tone Graphic elements Use Mentor Texts/Student examples for modeling ELPS 5B, 5F, 5G, 1E Texas Write Source Writing Poems p. 377 Write for Texas (CRS): (Writing A.1b) (8.17) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write a multiparagraph How do writers -based rubric Expository Quick Writes - Texas Write Source essay to convey organize and write writing Students respond in information about a topic expository essays that Controlling idea journals to a focus Write for Texas **Indicates that this /SE is a skill tested on the SAT college entrance exam. 5
that: (i) presents effective introductions and concluding paragraphs; (ii) contains a clearly stated purpose or controlling idea; (iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies; (iv) accurately synthesizes ideas from several sources; (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs (Readiness) are focused and authentic? Transitions question and/or from the week s discussion Use mentor texts for modeling **Full writing process for expository essay (Ongoing 8.14A-E) -based Expository Writing Rubric 2 nd Six Weeks - Oral and Written Conventions (8.19) 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 greater complexity. Students are expected to: **(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (v) subordinating conjunctions (e.g., because, since) How are the conventions of academic language used to form effective sentences? Assess with writing, revising, and editing Sentence structures Complex Sentence Subordinating conjunction Main clauses vs. subordinate clause Mentor Sentences ELPS 5E, 5F http://ritter.tea.state.t x.us/rules/tac/chapte r074/ch074a.html#7 4.4 Texas Write Source p. 195-196, 328, 574, 580 Gretchen Bernabei: http://trailofbreadcrumbs.n et/writing-strategies/starpoints-grammar **Indicates that this /SE is a skill tested on the SAT college entrance exam. 6
(B) write complex sentences and differentiate between main versus subordinate clauses Grammar Keepers: Lesson 92 Grammar Keepers: AAAWWWUBification (CRS): (Writing A.5cd) http://www.thecb.state.tx.us/ collegereadiness/crs.pdf (8.20) Writing/Conventions of Language/Handwriting. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with greater complexity. Students are expected to: (B) use correct punctuation marks, including: (Readiness) What is the role of a comma after an introductory clause? Assess with writing, revising, and editing Mentor Sentences Texas Write Source p. 196-197, 565 (i) commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex sentences (ii) semicolons, colons, hyphens, parentheses, brackets, and ellipses How is a comma used in a complex sentence? What is the purpose of a semicolon in a sentence? Comma Introductory structure Dependent adverbial clause Complex sentence Semicolon ELPS 5C http://ritter.tea.state.t x.us/rules/tac/chapte r074/ch074a.html#7 4.4 Gretchen Bernabei http://trailofbreadcrumbs.n et/writing-strategies/starpoints-grammar Grammar Keepers: Lesson 48 Grammar Keepers: Lesson 71 **Indicates that this /SE is a skill tested on the SAT college entrance exam. 7
ONGOING STANDARDS Designated Six Weeks: EVERY SIX WEEKS Reading/Comprehension Skills 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. 8.1 Reading/Fluency. Students read grade-level text with fluency and comprehension. 8.2 Reading/ Development. Students understand new vocabulary and use it when reading and writing 8.1(A) read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension Process Tools Comp. Tools 8.2(A) use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words with novel meanings 8 Fig. 19(A) establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension 8 Fig. 19(B) ask literal, interpretive, evaluative, and universal questions of text 8 Fig. 19(C) reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images) 8 Fig. 19(D) make complex inferences about text and use textual evidence to support understanding 8 Fig. 19(E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts 8 Fig. 19(F) make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence **Indicates that this /SE is a skill tested on the SAT college entrance exam. 8
Knowledge and Skills (Embedded or Across Genres) 8.2 Reading/ Development. Students understand new vocabulary and use it when reading and writing 8.3 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. 8.8 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. 8.9 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. 8.12 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. 8.13 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. Writing Process 8.14 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. 8.14(A) 8.14(B) 8.14(C) 8.14(D) 8.14(E) plan a first draft by selecting a develop drafts by choosing an genre appropriate for appropriate organizational strategy conveying the intended (e.g., sequence of events, cause-effect, meaning to an audience, compare-contrast) and building on determining appropriate topics ideas to create a focused, organized, through a range of strategies and coherent piece of writing (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea revise drafts to ensure precise word edit drafts for grammar, choice and vivid images; consistent mechanics, and spelling point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences 8.17(C) write responses to literary and expository texts that demonstrate the writing skills for multi-paragraph essays and provide sustained evidence from the text using quotations when appropriate **Indicates that this /SE is a skill tested on the SAT college entrance exam. 9
8.21 Oral and Written Conventions/Spelling. Students spell correctly Listening and Speaking 8.26 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 8.26(A) listen to and interpret a speaker s purpose by explaining the content, evaluating the delivery of the presentation, and asking questions or making comments about the evidence that supports a speaker s claims 8.26(B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems 8.26(C) summarize formal and informal presentations, distinguish between facts and opinions, and determine the effectiveness of rhetorical devices 8.27 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 advocate a position using anecdotes, analogies, and/or illustrations, and use eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively. 8.28 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 discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues. **Indicates that this /SE is a skill tested on the SAT college entrance exam. 10