KLEIN ISD ENGLISH II - Year-at-a-Glance 2017-2018 Reading TEKS Writing TEKS Grading Weeks Recurring all year: Reading Recurring all year: Period Fig 19.A and Fig 19.B Core Practices and Strategies 9.13.C and 9.13.D 9.1.A-D (emphasis on 9.1.B) 9.17.A & C, 9.18.A & B, 9.19.A 1st 1-4 5 10.15.B 6-8 Fig 19.A monitor comprehension Fig 19.B make complex inferences 10.9.1.B analyze context for denotative & connotative meaning 10.6.Fig19B focus on memoir & autobiography only 10.8.A author s purpose 10.9.A summarize text and distinguish summary/critique 10.9.B kinds of evidence 10.9.C text structure 10.9.D - synthesizing 10.11.A evaluate graphics 10.11.B analyzing data Free Choice/Independent Reading Students are starting the year off with activities that help them to get to know each other (and themselves) as readers and writers. - Establish reading rates - Set reading goals - Reflect on literary lives - Choose first IR (abandon & re-choose if needed) - Starting vocabulary self-collection - Work on setting a purpose, monitoring comprehension, and making inferences Teachers are reading aloud and modeling metacognitive, determining word meanings, and making inferences: - Book beginnings - Short stories - Excerpts from memoirs & autobiographies - Expository pieces as related to questions that arise in class: What are we curious about? Procedural Text Focus Students are reading and viewing videos related to things they want to learn, try, experience, etc. Students reflect on what they are learning, how they best learn, what text features and aids increase learning etc. Expository Reading Club: (students select topics) Students are reading expository texts related to self-selected topics of interest in small groups to study mentors, practice skills, and transfer skills from shared reading activities. Students are held accountable through annotations, journal determining word meanings, determining author s purpose, summarizing texts, evaluating texts, studying author s craft and organizational structure, and synthesizes ideas across texts: Expository Texts with and without graphics 10.13.A write initial drafts 10.15.B i, ii procedural writing - organized - reader friendly format - anticipates readers questions 10.15.A i - v - intro - conclusion - sentence variety - controlling idea/thesis - evidence 10.13.B drafts in open-ended settings (do not impose time restrictions; encourage process based writing) Writing Core Practices and Strategies Writing Unit 1: Creating Anchor Drafts Start the year with writing without a designated genre. Practice with many genres to get the feel of students writing abilities and to let them explore the fun of writing. Experiment with short pieces and extended pieces that can be worked on over time. Students write multiple quick/shallow writes and initial drafts to be used as anchor texts revisited throughout the year. Teachers write with students and engage students in safely discussing and sharing their ideas and drafts. Writing Unit 2: Informative/Procedural Writing Students write procedural texts about their favorite things to do. (E.g., How to skateboard? How to have fun at the movies?) Students write procedural texts for themselves about how they learn best. Teachers share numerous procedural works as examples. Teachers write with students. Writing Unit 3: Expository Writing Students will revisit anchor drafts, turning them into expository essays. Students may also write new anchor pieces to work with during this unit. Teachers will share mentor texts, evaluating them with students, mine mentors for sentence variety and text structure, and write with students. Teachers will conduct writing conferences. Teachers must directly teach students to embed quotes in their writing. Explore how the mentors are using the quotes and why they have selected those used.
9-12 10.2.A themes across time 10.2.B analyze archetypes 10.2.C figurative language and historic/cultural setting Core Work: Short Stories Students are examining short stories over time in shared and independent reading. Teachers are guiding students through close reading of short stories with connections across texts to study character, theme, archetypes, figurative language, story structure, and narration. 10.14.A - write an engaging story Writing Unit 4: Narrative Writing Students will revisit anchor drafts and/or expository essays and recreate them as short stories. Students will use the short stories read independently as mentor texts, share writing with peers, and revise writing based on feedback from small group sessions. 10.5.B moral dilemmas 10.5.C forms of narration We recommend using many short, formative assessments, including but not limited to multiple-choice format. Teachers will continue to examine mentor texts with and write with students. Teachers will conduct writing conferences. 2nd 13-15 10.10.A analyze shifts in perspective across arguments 10.10.B analyze contemporary debates Persuasive Reading Club: (students select topics) Students are reading persuasive texts related to self-selected topics of interest in small groups to study mentors, practice skills, and transfer skills from shared reading activities. Students are held accountable through annotations, journal determining word meanings, evaluating evidence, rhetorical structures & devices, as well as formality/tone: Persuasive Texts 10.13.B organize in a persuasive manner 10.16.A, C, D, F persuasive texts - clear position, logical reasons, precise & relevant evidence - counterargument - range of appeals Writing Unit 5: Persuasion Students will revisit expository essays, turning them into persuasive essays. Students may also write new essays altogether. Teachers will continue to examine mentor texts, mine mentors for sentence variety and text structure, and write with students. Teachers will conduct writing conferences. Prepare for and complete semester exam. 16-17 Same TEKS Students wrap up Persuasive Reading Clubs Prepare for and complete semester exam. 10.13.C revise drafts 10.13.D edit drafts Mid-Year Portfolio Students revisit any desired pieces for further revision. Students prepare mid-year portfolios to show case their favorite writing for the first semester.
3rd 18-22 23-25 26-28 10.3.A structure/prosody in poetry Revisit all fiction TEKS, focusing on transfer to independent reading 10.7.A symbolism, allegory, and allusions Continue to address theme, building on previous learning 10.6.A focus on speeches 10.10.A analyze shifts in perspective across arguments 10.10.B analyze contemporary debates 10.12.C analyze perception and bias 10.12.D evaluate changes in formality/tone Fig 19.A monitor comprehension Fig 19.B make complex inferences 9.9.1.B analyze context for denotative & connotative meaning Additional TEKS as needed Book Club # 1 Genre Focus: Fiction Students are reading fiction novels in small book clubs to practice and transfer skills from shared reading activities. Students are held accountable through thought shots, journal determining word meanings, making inferences, analyzing characters, and analyzing plot: - Short Stories - Novel Excerpts Teachers are also connecting poems to fiction pieces and dramas to study isolated scenes, archetypes, symbolism, and allusions. Negotiated Choice/Independent Reading Students are reading non-fiction books of choice independently to practice and transfer skills in reading nonfiction. Students are held accountable through thought shots, journal and other means as agreed upon with the teacher. Students continue to work on vocabulary self-collection. Teachers are monitoring reading, conferencing with students, teaching mini-lessons as needed, and conducting read-alouds from persuasive texts. The reading TEKS noted here will be addressed primarily in full integration with writing as students revisit persuasion. Negotiated Choice/Independent Reading, cont Students focus may vary according to needs surfaced throughout the year. Teachers are monitoring reading, conferencing with students, working with small groups on needed skills, teaching mini-lessons, and conducting read alouds. 10.13.C revise drafts 10.13.D edit drafts 10.14.B write a poem 10.13.B organize in a persuasive manner 10.16.A, C, D, E, F persuasive texts - clear position, logical reasons, precise & relevant evidence - counterargument - analyze value of data & facts - range of appeals 9.15.A i only expository writing - intro - conclusion - sentence variety Writing Unit 6: Poetry & Digital Storytelling Students may continue to work on short stories in digital forms but will add poetry, using poems studied as mentor texts for structure, prosody, and symbolism. Teachers will continue to examine mentor texts with and write with students. Teachers will conduct writing conferences. Writing Unit 7: Revisit Persuasion Students revisit previous essays or begin new ones. Students shorten essays to 26 lines and work through writers craft issues that help with writing short: word choice, rhetorical devices, organizational structure, etc. Teachers expose students to persuasive writing in shared reading sessions to study text structure and purpose, to practice summarizing, and to strengthen persuasive writing skills Writing Unit 8: Author s Purpose Students will write about their own writing, creating author s statements about their own purposes. Students will write expository texts explaining the connections across multiple texts (connected poetry, literary nonfiction, expository works, persuasive texts, and their own writing). Teachers will continue to examine mentor texts with and write with students. Teachers will expose students to texts across genres as they examine connected themes, language, and author s purpose. Teachers will conduct writing conferences.
29 STAAR ENGLISH II EOC APRIL 5 30-32 10.4.A archetypes & motifs in drama 10.12.A media vs. traditional text Core Work: (Choose a text/texts we agree on to teach) Students are examining traditional texts versus contemporary media and the impact of visual and sound elements. 9.13.A - draft 9.13.C - revise 9.13.D edit 10.15.D multimedia presentation Writing Unit 9: Writing for Oral Delivery - Students select a topic of interest (revisiting previous work, if desired) to prepare a speech for an intended audience. - Speech incorporates graphics and sound as 4th 10.12.B analyze visual and sound techniques Additional TEKS as needed Teachers are guiding students through close reading of a extended text with connections to contemporary media incorporating similar themes to explore the impact of visual and sound techniques. Teachers may also examine print versus nonprint versions of the same text for deeper study. 10.16.A-D or 10.15.A (students choice) OTHER TEKS: 10.24.A listen responsively to a speaker (take notes, summarize, synthesize, highlight) 10.25.A advance a coherent argument orally appropriate to the purpose, audience, and tone NOTE: The speech and speech delivery are required in 10 th grade for graduation under the Foundations plan. We will be collaborating with English II teachers to develop a common rubric. 33-35 Revisit TEKS related to literary texts Book Club # 2 Genre Focus: Students Choice OR Free Choice/Independent Reading Students are reading extended texts in small book clubs or independently o practice and transfer skills throughout the year. Students are held accountable through thought shots, journal presentations, projects. and other means as agreed upon with the teacher. Students continue to work on vocabulary selfcollection. Students focus varies according to needs surfaced throughout the year. 10.15.C Literary analysis Writing Unit 10: Literary Analysis In preparation for English III, students write an extended literary analysis. Students read book reviews and literary analyses as mentor texts. Teachers read and write with students, analyzing texts from shared reading together to create new mentors. Teachers are reading aloud across genres and teaching minilessons as needed. Prepare for and complete final exams. 36-37 Wrap up book clubs. Prepare for and complete final exams. 9.13.C revise drafts 9.13.D edit drafts 9.13.E publish work End of Year Portfolio Students revisit any desired pieces for further revision. Students prepare end-of-year portfolios to show case their favorite writing for the full year.
Grading Periods Days Weeks First Quarter August 21 October 12, 2017 38 Total Second Quarter October 17 December 21, 2017 42 Total Third Quarter January 9 March 28, 2018 51 Total Fourth Quarter April 2 May 31, 2018 43 Total 8 Weeks 9 Weeks 11 Weeks 9 Weeks