High School Language Arts – 10/English II
Literary Fiction and Non-Fiction
Framework
August 26-October 4, 2013
Date
CORE Content:
Reading and Writing Balanced Literacy
Framework
Glencoe Literature and HMH Grammar
Balanced Literacy Skills
Texas Write Source/Good Writer’s
Kit
1st Six Weeks – focus on STAAR
Formatted Expository Writing
Additional
Practice
Assessment
Resource:
STELLAR
On-Line Resources
Additiona
l
Resource
s for LEP
students
Online:
National
Geographi
c
Edge
(Reading
&
Writing)
& 1st Six Weeks
TEKS
Monday,
August 26,
2013
This unit bundles student expectations that address
word study, writing, and reading of twentieth
century world literature to support the critical
analysis and creation of fictional text through the
use of complex literary elements and techniques
specific to the genre. Various forms of text
including classical, mythical, and traditional
literature and literary nonfiction representing a
range of diverse cultures and historical
backgrounds provide the avenue for continued use
and practice of making inferences, summarizing,
synthesizing, and providing textual evidence while
reading. Students examine literature and related
media to make important personal and world
connections within and across different contexts
and genres. An emphasis on the integration of
listening, speaking, 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 I TEKS required
students to analyze complex elements of fiction and
literary nonfiction, and explain the effects of
multifaceted literary techniques while comparing
themes across literary and informational genres.
During this unit, students analyze isolated scenes
and their contributions to the success of the plot in
a variety of works of fiction and literary nonfiction.
Less obvious (example: symbolism, connotation)
and more complex literary techniques (example:
hyperbole, allegory, allusion, flashback) are
analyzed for their complexity as students review
literature across time. Students write engaging
stories to express their ideas and feelings about real
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
expository writing
Texas Write Source pp. 136-193
(Expository)
Good Writer’s Kit
Write Source
Teacher Assessment Preparation
resource
Grammar, Capitalization, and
Punctuation Conventions are
integrated during each six weeks
marking period building up to the
STAAR EOC.
Grammar Conventions
Parts of Speech
verbs
• Complex active verb tense -- WS –
p. 590, 760
• Complex passive verb tense – WS
– p. 590, 760
• Gerunds – WS – p. 770
• Infinitives – WS – p. 770
• Present participle – WS – p. 770
• Past participle – WS – p. 770
pronouns
• Reciprocal pronouns (each, other,
one another) clauses -- WS – p. 752
• Restrictive clause – WS – P. 168169,
• Restrictive relative clause – WS –
p. 168-169
1
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
E2.1A,
E2.1B,
E2.1C,
E2.1D,
E2.1E,
E2.2A,
E2.2B,
E2.2C,
E2.5A,
E2.5B,
E2.5C,
E2.5D,
E2.6A,
E2.7A,
E2.12A,
E2.12D,
E2.13A,
E2.13B,
E2.13C,
E2.13D,
E2.13E,
E2.14A,
E2.15C.i,
E2.15C.ii,
E2.15C.iii,
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
*tea
*enotes.com
*collegeboard.com
*englishcompanion.nin
g.com
or imagined people, events, and experiences using
literary strategies that enhance plot, character
development, mood, and tone. Word study is
inclusive of genre specific vocabulary, literary
terms, and appropriate vocabulary from the
literature. The emphasis of writing conventions and
vocabulary provides a foundation for continual
reflection on communicative accuracy and clarity.
In English III, students evaluate how different
literary elements shape the author’s portrayal of the
plot and setting in works 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
expository writing. Students will write their first
expository essay- Write an essay explaining who
you are. This is a personal essay, but it can follow
the typical expository essay format.
• Non-restrictive (non-essential)
relative clause WS – p. 168-169
• Non-restrictive clause – WS – p.
168-169
• Appositive clause – WS – p. 433,
587
Compound, complex, compoundcomplex sentences -- WS -- p. 294
• Correct structure
Subjunctive mood – WS -- p. 222
• Express doubt
• Express wishes
• Express possibilities
Capitalization Conventions – WS - p. 698
*Capitalize first word of each item
in an outline
*Academic degrees
Punctuation Conventions -- WS –
p.659
“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:
Period and Comma
*Degrees
Comma
*Non-restrictive phrase, clause, and
contrasting expressions
*Set off words, phrases, clauses that
would otherwise be unclear
Quotation mark
*Indicate sarcasm or irony
*Two or more paragraphs in one
quote
*Indenting long quotes and omitting
quotation marks
Dashes
*Abrupt changes in sentence
*Set off interpolated explanatory
matter
*Indicate a sudden break
Nightfall – Issac Asimov and Robert Silverberg
The Count of Monte Cristo – Alexandre Dumas
2
E2.17A.i,
E2.17A.ii,
E2.17C,
E2.18A,
E2.18B.i,
E2.18B.ii,
E2.19A,
E2.26A,
E2.Fig19A,
E2.Fig19B
Mythology – Edith Hamilton
Tuesday,
August 27,
2013
Traveling Through Literature
“There Will Come Soft Rains” – p. 1000
Introduction of literary reading selections. Review
characteristics of a typical short story. Begin
reading and analyzing “There Will Come Soft
Rains” 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.
“There Will Come Soft Rains” -- page 1000
(short story) – TEKS 10.1 C, 10.2, 10.5, 10.14,
10.14 A
Grammar: Subjunctive Mood -- page1002
“There Will Come Soft
Rains”
Texas Write Source pp. 136-193
(Expository)
Good Writer’s Kit
Literary Elements
*diction
*personification
Reading Skills and
Strategies
*identify genre
*monitor comprehension
Write Source
Teacher Assessment Preparation
resource
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
Vocabulary
Skills/Practice
*analogies
*academic vocabulary
*context clues
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
Grammar
*grammar placement in
contrasting expressions
*reciprocal pronouns
*apostrophes
*run-on sentences
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
Speaking/Listening/View
ing Skills
*apply figurative language
*commas in contrasting
expressions
*reciprocal pronouns
Spiral Review
*suspense
*comprehension
*figurative and sensory
language
*symbolism
*characterization
*historical context
*setting
*theme
*denotation and
connotation
*personification
3
National
Geographi
c
Edge
(Reading
&
Writing)
Wednesday,
August 28,
2013
Continue reading and analyzing “There Will Come
Soft Rains.” Continue to discuss plot, characters,
and pertinent literary devices. Short answer
questions can be practiced in partners or as a class
to get students accustomed to the type of
questioning and response typical of an EOC exam.
Students can visualize the plot as it unfolds using
the Freytag Pyramid or a multi-flow map, and they
can use bubble maps to further their understanding
of characters.
Short Answer Response (Single)
*What theme does Bradbury convey in the story
through his use of extraordinary elements? Support
your answer with evidence from the selection.
“There Will Come Soft Rains” -- page 1000
(short story) – TEKS 10.1 C, 10.2, 10.5, 10.14,
10.14 A
Grammar: Subjunctive Mood -- page1002
“There Will Come Soft
Rains”
Literary Elements
*diction
*personification
Reading Skills and
Strategies
*identify genre
*monitor comprehension
Texas Write Source pp. 136-193
(Expository)
Good Writer’s Kit
Write Source
Teacher Assessment Preparation
resource
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Finish reading and analyzing “There Will Come
Soft Rains.” Finish discussing plot, characters, and
english.byu.edu
chompchomp.com
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
Grammar
*grammar placement in
contrasting expressions
*reciprocal pronouns
*apostrophes
*run-on sentences
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
Speaking/Listening/View
ing Skills
*apply figurative language
*commas in contrasting
expressions
*reciprocal pronouns
Thursday,
August 29,
2013
owlpurdue.com
National
Geographi
c
Edge
(Reading
&
Writing)
webenglishteacher.com
Vocabulary
Skills/Practice
*analogies
*academic vocabulary
*context clues
Spiral Review
*suspense
*comprehension
*figurative and sensory
language
*symbolism
*characterization
*historical context
*setting
*theme
*denotation and
connotation
*personification
“There Will Come Soft
Rains”
Online:
Texas Write Source pp. 136-193
(Expository)
4
Assessments:
STELLAR
review may be
Online:
owlpurdue.com
National
Geographi
c
pertinent literary devices. A graffiti wall can be
used to pose questions to the main characters.
Introduce Poetic Elements
Connect the embedded poem with similar theme
by Sara Teasdale entitled “There Will Come Soft
Rains” to the short story by Ray Bradbury. -- page
1006
Short Answer Response (Single) based on the
poem only: *What is the significance of the Sara
Teasdale poem in the story? Support your answer
with evidence from the poem.
Short Answer Response (Paired -- Connecting):
Justify a logical connection between the poem by
Sara Teasdale and Ray Bradbury’s short story?
Support your answer with evidence from both
selections.
Refine Single Short Answer Response AND Paired
Short Answer Response
“There Will Come Soft Rains” -- page 1000
(short story) – TEKS 10.1 C, 10.2, 10.5, 10.14,
10.14 A
Good Writer’s Kit
Literary Elements
*diction
*personification
Reading Skills and
Strategies
*identify genre
*monitor comprehension
integrated
throughout the six
weeks.
Write Source
Teacher Assessment Preparation
resource
english.byu.edu
chompchomp.com
Edge
(Reading
&
Writing)
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
Vocabulary
Skills/Practice
*analogies
*academic vocabulary
*context clues
http://curriculum.austinisd.org/la
/resources/instrRes.html
Grammar
*grammar placement in
contrasting expressions
*reciprocal pronouns
*apostrophes
*run-on sentences
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
Speaking/Listening/View
ing Skills
*apply figurative language
*commas in contrasting
expressions
*reciprocal pronouns
Project Share – English II
ONTRACK Lessons
Grammar: Subjunctive Mood -- page1002
Spiral Review
*suspense
*comprehension
*figurative and sensory
language
*symbolism
*characterization
*historical context
*setting
*theme
*denotation and
connotation
*personification
Friday,
August 30,
2013
Expository Writing
Demonstrate how students can brainstorm ideas for
an expository essay using a taxonomy and tree
map. Students will have their first timed writing
Writing Process
*planning
*drafting
*revising
Texas Write Source pp. 136-193
(Expository)
Good Writer’s Kit
5
Assessments:
STELLAR
review may be
integrated
throughout the six
Online:
owlpurdue.com
english.byu.edu
National
Geographi
c
Edge
(Reading
for an expository essay- Write an essay explaining
how technology can destroy people’s lives.
*editing
*publishing
OR
weeks.
Write Source
Teacher Assessment Preparation
resource
chompchomp.com
webenglishteacher.com
&
Writing)
schmoop.com
Write Source Prompt from Texas Assessment
Preparation – page 133
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
Write an expository essay that explains ways to
stay healthy and prevent illness. Include at least
two specific preventive or proactive measures.
http://curriculum.austinisd.org/la
/resources/instrRes.html
NOTE: Reinforce the STAAR scoring rubric.
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
Monday, June
September 2,
2013
Literary Selection – Short Story
Continue literary reading selections. Review
characteristics of a typical short story. Begin
reading and analyzing “By the Waters of Babylon”
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.
“By the Waters of Babylon” – p.1012 – TEKS 10.1
C, 10.2, 10.5, 10.14, 10.14 A
Balanced Literacy Writing Practice – “By the
Waters of Babylon” (utilize as you proceed in the
selection)…
page 1020 – Re-envision Modern Life – TEK
10.13C B
page 1022 – Historical Connection – TEK 10.12 C
“By the Waters of
Babylon”
Texas Write Source pp. 136-193
(Expository)
Literary Elements
*narrator
*archetypes
Good Writer’s Kit
Reading Strategies/Skills
*visualize
*analyze a song
Vocabulary Skills
*usage
*academic vocabulary
Write Source
Teacher Assessment Preparation
resource
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
Write Source
Teacher Assessment Preparation
resource
Speaking/Listening/View
ing Skills
*analyze art
*speech
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
Writing Skills/Grammar
*capitalize proper nouns
*understand suffixes
*dangling participles
*re-envision modern life
*historical connection
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
6
National
Geographi
c
Edge
(Reading
&
Writing)
Spiral Review
*college readiness
*analyze a song
*symbolism
*character
*point of view
Tuesday,
September 3,
2013
Literary Selection – Short Story
Continue reading and analyzing “By the Waters of
Babylon.” Continue to discuss plot, characters, and
pertinent literary devices. Short answer questions
can be practiced in partners or as a class to get
students accustomed to the type of questioning and
response typical of an EOC exam. Students can
visualize the plot as it unfolds using the Freytag
Pyramid or a multi-flow map, and they can use
bubble maps to further their understanding of
characters.
Texas Write Source pp. 136-193
(Expository)
Literary Elements
*narrator
*archetypes
Good Writer’s Kit
Reading Strategies/Skills
*visualize
*analyze a song
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Write Source
Teacher Assessment Preparation
resource
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
schmoop.com
Short Answer Response (Single)
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
*Consider the narrator’s description of the gods’
food. What do you think John is referring to when
he describes “enchanted boxes and jars”? Support
your answer with evidence from the selection.
Speaking/Listening/View
ing Skills
*analyze art
*speech
http://curriculum.austinisd.org/la
/resources/instrRes.html
OR
Writing Skills/Grammar
*capitalize proper nouns
*understand suffixes
*dangling participles
*re-envision modern life
*historical connection
http://eocvideos.weebly.com
“By the Waters of Babylon” – p.1012 – TEKS 10.1
C, 10.2, 10.5, 10.14, 10.14 A
Balanced Literacy Writing Practice – “By the
Waters of Babylon” (utilize as you proceed in the
selection)…
page 1020 – Re-envision Modern Life – TEK
10.13C B
page 1022 – Historical Connection – TEK 10.12 C
Read and analyze non-fiction
National
Geographi
c
Edge
(Reading
&
Writing)
webenglishteacher.com
Vocabulary Skills
*usage
*academic vocabulary
I the last lines of the story, the narrator states, “We
must build again.” What kind of effects do you
think the narrator’s mew knowledge and ambition
will have on society? Support your answer with
evidence from the selection.
Wednesday,
September 4,
2013
“By the Waters of
Babylon”
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
Spiral Review
*college readiness
*analyze a song
*symbolism
*character
*point of view
“Genre Focus” – pages
248-249
Texas Write Source pp. 136-193
(Expository)
Introduction of Non-Fiction – p.246-249
7
Assessments:
STELLAR
review may be
Online:
owlpurdue.com
National
Geographi
c
TEK 10-24 C
“Only Daughter” – online
“Straw into Gold, The Metamorphosis of the
Everyday” – page 352
Use of think-turn-talk and graphic organizers is
recommended; comparing and contrasting skills
can also be reinforced by comparing and
contrasting the two selections. Use a Venn
diagram or double bubble map.
Students can respond to EOC formatted questions,
including short answer practice.
Literary Elements
*analyze genre
(autobiography,
biography, expository and
personal essay, logic and
persuasion)
Good Writer’s Kit
Write Source
Teacher Assessment Preparation
resource
integrated
throughout the six
weeks.
english.byu.edu
chompchomp.com
webenglishteacher.com
Edge
(Reading
&
Writing)
schmoop.com
Reading Strategies
*draw conclusions
*recognize author’s
purpose
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
“Only Daughter” and
“Straw Into Gold”
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
Reading Skills
*analyze text structure
http://eocvideos.weebly.com
Literary Elements
*thesis
*author’s purpose
*reflective essay
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
Vocabulary Skills
*analogies
*adopted words
Grammar
*commas
Reading Strategies
*connect to personal
experience
*interpret symbols
*make inferences about
the author
*summarize events
*make inferences about
details
*evaluate diction
*draw conclusions about
the author
Thursday,
September 5,
2013
Read and analyze non-fiction
Reading Skills
*analyze text structure
Texas Write Source pp. 136-193
(Expository)
“Only Daughter” – online
“Straw into Gold, The Metamorphosis of the
Everyday” – page 352
Good Writer’s Kit
Literary Elements
*thesis
*author’s purpose
8
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
National
Geographi
c
Edge
(Reading
&
*reflective essay
Use of think-turn-talk and graphic organizers is
recommended; comparing and contrasting skills
can also be reinforced by comparing and
contrasting the two selections. Use a Venn
diagram or double bubble map.
Students can respond to EOC formatted questions,
including short answer practice.
Vocabulary Skills
*analogies
*adopted words
Write Source
Teacher Assessment Preparation
resource
Writing)
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
Grammar
*commas
http://curriculum.austinisd.org/la
/resources/instrRes.html
Reading Strategies
*connect to personal
experience
*interpret symbols
*make inferences about
the author
*summarize events
*make inferences about
details
*evaluate diction
*draw conclusions about
the author
Friday,
September 6,
2013
Expository Writing
Write Source Prompt from Texas Assessment
Preparation – page 132
Write an expository essay that defines the concept
of “home.” Include specific characteristics to
support your definition.
Writing Process
*planning
*drafting
*revising
*editing
*publishing
Literary/Persuasive
Concepts
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
Texas Write Source pp. 136-193
(Expository)
Good Writer’s Kit
Write Source
Teacher Assessment Preparation
resource
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
NOTE: Reinforce the STAAR scoring rubric.
*rhetoric
*logos
*ethos
*pathos
*audience
*purpose
*propaganda
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
9
National
Geographi
c
Edge
(Reading
&
Writing)
Monday,
September 9,
2013
Texas Write Source pp. 136-193
(Expository)
Read and analyze non-fiction
Continue Non-Fiction – p.246-249
TEK – 10.24 C
Biography – Literary Analysis Model – from Zora
Neale Hurston – pages 250-252
TEKS 10.6 A, 10.20 A
Literary Elements
*biography
*analyze character
*types of non-fiction
(autobiography, memoir,
biography, essay (formal
and informal)
*personal essays
*persuasive essays and
speeches
Good Writer’s Kit
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Write Source
Teacher Assessment Preparation
resource
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
National
Geographi
c
Edge
(Reading
&
Writing)
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
Reading Strategies/Skills
*articulate personal
response
*make inferences
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
Tuesday,
September 10,
2013
Autobiography and Biography – Literary Focus –
pages 254-255
Autobiography and
Biography – Literary
Focus – pages 254-255
Texas Write Source pp. 136-193
(Expository)
TEK – 10.8
Historical Narrative -- from Farewell to Manzanar
– pages 256-273
TEKS – 10.6, 10.8, 10.18 B, 10.18 Biii, 10.20 A
Balanced Literacy Writing Practice –
*interview (10.13 A) – page 262
*research and report (10.21 C) – page 266
Good Writer’s Kit
Literary Elements
*biography and
autobiography
Reading Skills and
Strategies
*analyze style
Write Source
Teacher Assessment Preparation
resource
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
Historical Narrative -from Farewell to
Manzanar – pages 256273
http://curriculum.austinisd.org/la
/resources/instrRes.html
Literary Elements
* historical narrative
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
10
National
Geographi
c
Edge
(Reading
&
Writing)
*autobiography
http://eocvideos.weebly.com
Reading Skills and
Strategies
*summarize
*evaluate diction
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
Vocabulary
Skills/Practice
*word parts
*academic vocabulary
Grammar
*informational report
*interview
*dashes
Speaking/Listening/View
ing Skills
Spiral Review
*evaluate tone
*evaluate diction
*evaluate characters
priorities
*character
*analyze controlling idea
Wednesday,
September 11,
2013
Autobiography and Biography – Literary Focus –
pages 254-255
Autobiography and
Biography – Literary
Focus – pages 254-255
Texas Write Source pp. 136-193
(Expository)
TEK – 10.8
Historical Narrative -- from Farewell to Manzanar
– pages 256-273
TEKS – 10.6, 10.8, 10.18 B, 10.18 Biii, 10.20 A
Balanced Literacy Writing Practice –
*interview (10.13 A) – page 262
*research and report (10.21 C) – page 266
Good Writer’s Kit
Literary Elements
*biography and
autobiography
Reading Skills and
Strategies
*analyze style
Write Source
Teacher Assessment Preparation
resource
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
Historical Narrative -from Farewell to
Manzanar – pages 256273
http://curriculum.austinisd.org/la
/resources/instrRes.html
Literary Elements
* historical narrative
*autobiography
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
http://eocvideos.weebly.com
11
National
Geographi
c
Edge
(Reading
&
Writing)
Reading Skills and
Strategies
*summarize
*evaluate diction
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
Vocabulary
Skills/Practice
*word parts
*academic vocabulary
Grammar
*informational report
*interview
*dashes
Speaking/Listening/View
ing Skills
Spiral Review
*evaluate tone
*evaluate diction
*evaluate characters
priorities
*character
*analyze controlling idea
Thursday,
September 12,
2013
Autobiography and Biography – Literary Focus –
pages 254-255
Autobiography and
Biography – Literary
Focus – pages 254-255
Texas Write Source pp. 136-193
(Expository)
TEK – 10.8
Historical Narrative -- from Farewell to Manzanar
– pages 256-273
TEKS – 10.6, 10.8, 10.18 B, 10.18 Biii, 10.20 A
Balanced Literacy Writing Practice –
*interview (10.13 A) – page 262
*research and report (10.21 C) – page 266
Good Writer’s Kit
Literary Elements
*biography and
autobiography
Write Source
Teacher Assessment Preparation
resource
Reading Skills and
Strategies
*analyze style
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
Historical Narrative -from Farewell to
Manzanar – pages 256273
http://curriculum.austinisd.org/la
/resources/instrRes.html
Literary Elements
* historical narrative
*autobiography
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
http://eocvideos.weebly.com
Reading Skills and
Strategies
http://www.englishteacherwebsit
12
National
Geographi
c
Edge
(Reading
&
Writing)
es.com/resource-te.html
*summarize
*evaluate diction
Project Share – English II
ONTRACK Lessons
Vocabulary
Skills/Practice
*word parts
*academic vocabulary
Grammar
*informational report
*interview
*dashes
Speaking/Listening/View
ing Skills
Spiral Review
*evaluate tone
*evaluate diction
*evaluate characters
priorities
*character
*analyze controlling idea
Friday,
September 13,
2013
Expository Writing
Students will have their second timed writing for an
expository essay- Prompt: Explain the negative
effects of having cliques/groups in a high school.
NOTE: Reinforce the STAAR scoring rubric.
Writing Process
*planning
*drafting
*revising
*editing
*publishing
Texas Write Source pp. 136-193
(Expository)
Good Writer’s Kit
Write Source
Teacher Assessment Preparation
resource
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
13
National
Geographi
c
Edge
(Reading
&
Writing)
Project Share – English II
ONTRACK Lessons
Monday,
September 16,
2013
“Robot Dreams” – Isaac Asimov – page 1046
Robot Dreams” – Isaac
Asimov – page 1046
Texas Write Source pp. 136-193
(Expository)
TEK 10 A, 10.5 A, 10.26
Continue literary reading selections. Review
characteristics of a literary fiction story. Read and
analyze “Robot Dreams” from the textbook.
Periodic stops should be made for discussion. Use
of think-turn-talk and graphic organizers is
recommended.
Balanced Literacy Writing Practice –
*identify point of view – page 1048 – 10.5 C
Literary Elements
*analogy
*theme
*archetype
Reading Skills and
Strategies
*activate prior knowledge
Good Writer’s Kit
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Write Source
Teacher Assessment Preparation
resource
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
National
Geographi
c
Edge
(Reading
&
Writing)
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
Spiral Review
*analyze a scene
*debate
*allusion
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II(
ONTRACK Lessons
Tuesday,
September 17,
2013
“Robot Dreams” – Isaac Asimov – page 1046
Robot Dreams” – Isaac
Asimov – page 1046
Texas Write Source pp. 136-193
(Expository)
TEK 10 A, 10.5 A, 10.26
Continue literary reading selections. Review
characteristics of a literary fiction story. Read and
analyze “Robot Dreams” from the textbook.
Periodic stops should be made for discussion. Use
of think-turn-talk and graphic organizers is
recommended.
Balanced Literacy Writing Practice –
*identify point of view – page 1048 – 10.5 C
Literary Elements
*analogy
*theme
*archetype
Reading Skills and
Strategies
*activate prior knowledge
Good Writer’s Kit
Write Source
Teacher Assessment Preparation
resource
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
Spiral Review
*analyze a scene
*debate
*allusion
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://pricelessliteracy.homestea
14
National
Geographi
c
Edge
(Reading
&
Writing)
d.com/TCTELA2010.html
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
Wednesday
September 18,
2013
Fable – “The Fox and the Stork” – Aesop – page
1103-1104
TEKS –10.5C, 10.2, 10.5, RC 10.B
Read passage, review questions, then lead into
“Bread’ by Margaret Atwood
Modern Fable – “Bread” – Margaret Atwood –
page 1060
“Bread” – page 1060
Texas Write Source pp. 136-193
(Expository)
Literary Elements
*point of view
Reading Skills and
Strategies
*recognize author’s
purpose
*analyze symbolism
*analyze structure
Good Writer’s Kit
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Write Source
Teacher Assessment Preparation
resource
Students can respond to EOC formatted questions,
including short answer practice.
Extension – Write a Story – Write a short modern
fable, similar to “Bread,” in which you describe a
project with symbolic meaning and teach a lesson
about human behavior. Try using second-person
point-of-view as Atwood does.
Thursday,
September 19,
2013
Fable – “The Fox and the Stork” – Aesop – page
1103-1104
TEKS –10.5C, 10.2, 10.5, RC 10.B
Read passage, review questions, then lead into
“Bread’ by Margaret Atwood
Modern Fable – “Bread” – Margaret Atwood –
page 1060
chompchomp.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
http://curriculum.austinisd.org/la
/resources/instrRes.html
Writing Skills/Grammar
*story
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
Speaking/Listening/View
ing Skills
*analyze art
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
Study Skills
/Research/Assessment
*investigate world hunger
Project Share – English II
ONTRACK Lessons
Texas Write Source pp. 136-193
(Expository)
Literary Elements
*point of view
Reading Skills and
Strategies
*recognize author’s
purpose
*analyze symbolism
*analyze structure
english.byu.edu
schmoop.com
Vocabulary
Skills/Practice
*denotation and
connotation
“Bread” – page 1060
owlpurdue.com
National
Geographi
c
Edge
(Reading
&
Writing)
webenglishteacher.com
TEK – 10.5A
Use of think-turn-talk and graphic organizers is
recommended; comparing and contrasting skills
can also be reinforced by comparing and
contrasting the two selections. Use a Venn
diagram or double bubble map.
Online:
Good Writer’s Kit
Write Source
Teacher Assessment Preparation
resource
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
TEK – 10.5A
15
National
Geographi
c
Edge
(Reading
&
Writing)
Use of think-turn-talk and graphic organizers is
recommended; comparing and contrasting skills
can also be reinforced by comparing and
contrasting the two selections. Use a Venn
diagram or double bubble map.
Students can respond to EOC formatted questions,
including short answer practice.
Friday,
September 20,
2013
Extension – Write a Story – Write a short modern
fable, similar to “Bread,” in which you describe a
project with symbolic meaning and teach a lesson
about human behavior. Try using second-person
point-of-view as Atwood does.
Expository Writing
Demonstrate how students can brainstorm ideas for
an expository essay using visual organizers.
Write an essay explaining whether people should
be concerned with schools and the education of
youth in general.
ew0/online_professional_resou
rces.html
Vocabulary
Skills/Practice
*denotation and
connotation
http://curriculum.austinisd.org/la
/resources/instrRes.html
Writing Skills/Grammar
*story
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
Speaking/Listening/View
ing Skills
*analyze art
http://eocvideos.weebly.com
Study Skills
/Research/Assessment
*investigate world hunger
Writing Process
*planning
*drafting
*revising
*editing
*publishing
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
Texas Write Source pp. 136-193
(Expository)
Good Writer’s Kit
Write Source
Teacher Assessment Preparation
resource
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
National
Geographi
c
Edge
(Reading
&
Writing)
webenglishteacher.com
schmoop.com
Be sure that writing is timed.
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
NOTE: Students will score their literary essays
utilizing the state STAAR rubric.
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
Monday,
September 23,
2013
Non-fiction -- “Living Well. Living Good” by
Maya Angelou – p.291
“Living Well. Living
Good” by Maya Angelou
– p.291
Texas Write Source pp. 136-193
(Expository)
TEK – 10.8, 10.9A,10.14A
Continue literary non-fiction reading selections.
Good Writer’s Kit
Literary Elements
*anecdote
Write Source
16
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
National
Geographi
c
Edge
(Reading
&
Review characteristics of a literary non-fiction
story. Begin reading and analyzing “Living Well.
Living Good” from the textbook. Periodic stops
should be made for discussion. Use of think-turntalk and graphic organizers is recommended.
Write with Style – page 297 – Write a character
sketch focused on someone who reflects your own
beliefs about how to live life. Use a tone that is
consistent with your feelings about the person and
with your beliefs.
*theme
*voice in nonfiction
*analyze author’s craft
*analyze structure
*analyze anecdote
*theme
Teacher Assessment Preparation
resource
Writing)
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
Reading Skills and
Strategies
*draw conclusions about
author’s beliefs
*evaluate evidence
*evaluate ideas
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
Vocabulary
Skills/Practice
*analogies
*academic vocabulary
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
Writing Skills/Grammar
*apply tone
*academic vocabulary
*understand exposition
Spiral Review
*theme
*voice in nonfiction
Tuesday,
September 24,
2013
Non-fiction -- “Living Well. Living Good” by
Maya Angelou – p.291
“Living Well. Living
Good” by Maya Angelou
– p.291
Texas Write Source pp. 136-193
(Expository)
TEK – 10.8, 10.9A,10.14A
Write with Style – page 297 – Write a character
sketch focused on someone who reflects your own
beliefs about how to live life. Use a tone that is
consistent with your feelings about the person and
with your beliefs.
Good Writer’s Kit
Literary Elements
*anecdote
*theme
*voice in nonfiction
*analyze author’s craft
*analyze structure
*analyze anecdote
*theme
Write Source
Teacher Assessment Preparation
resource
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
Reading Skills and
Strategies
*draw conclusions about
author’s beliefs
*evaluate evidence
*evaluate ideas
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
Vocabulary
http://eocvideos.weebly.com
17
National
Geographi
c
Edge
(Reading
&
Writing)
Skills/Practice
*analogies
*academic vocabulary
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
Writing Skills/Grammar
*apply tone
*academic vocabulary
*understand exposition
Spiral Review
*theme
*voice in nonfiction
Wednesday,
September 25,
2013
Non-Fiction -- “Kaffir Boy” by Mark Mathabane - p. 274
TEKS 10.6, 10.8, 10.13 A, 10.14 C, 10.20 A, 10.21
A
Continue literary non-fiction reading selections.
Review characteristics of a literary non-fiction
story. Begin reading and analyzing “Living Well.
Living Good” from the textbook. Periodic stops
should be made for discussion. Use of think-turntalk and graphic organizers is recommended.
“Before You Read” –
Mark Mathabane – page
274
Texas Write Source pp. 136-193
(Expository)
Good Writer’s Kit
Literary Elements
*theme
*voice
Write Source
Teacher Assessment Preparation
resource
Reading Skills and
Strategies
*analyze cause-and-effect
*relationships
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
Vocabulary
Skills/Practice
*context clues
*academic vocabulary
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
Writing Skills/Grammar
*research report
*script
*visual aid
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
Speaking/Listening/View
ing Skills
*analyze art
Project Share – English II
ONTRACK Lessons
Study Skills
/Research/Assessment
*research questions
Spiral Review
*reading fluency
*make inferences
*identify problem and
solution
18
National
Geographi
c
Edge
(Reading
&
Writing)
Thursday,
September 26,
2013
Non-Fiction -- “Kaffir Boy” by Mark Mathabane - p. 274
TEKS 10.6, 10.8, 10.13 A, 10.14 C, 10.20 A, 10.21
A
Continue literary non-fiction reading selections.
Review characteristics of a literary non-fiction
story. Begin reading and analyzing “Kaffir Boy”
from the textbook. Periodic stops should be made
for discussion. Use of think-turn-talk and graphic
organizers is recommended.
Non-fiction -- “Living Well. Living Good” by
Maya Angelou – p.291
TEK – 10.8, 10.9A,10.14A
Use of think-turn-talk and graphic organizers is
recommended; comparing and contrasting skills
can also be reinforced by comparing and
contrasting the two selections. Use a Venn
diagram or double bubble map.
Students can respond to EOC formatted questions,
including short answer practice.
“Before You Read” –
Mark Mathabane – page
274
Texas Write Source pp. 136-193
(Expository)
Good Writer’s Kit
Literary Elements
*theme
*voice
Write Source
Teacher Assessment Preparation
resource
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
National
Geographi
c
Edge
(Reading
&
Writing)
webenglishteacher.com
Reading Skills and
Strategies
*analyze cause-and-effect
*relationships
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
Vocabulary
Skills/Practice
*context clues
*academic vocabulary
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
Writing Skills/Grammar
*research report
*script
*visual aid
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
Speaking/Listening/View
ing Skills
*analyze art
Project Share – English II
ONTRACK Lessons
Study Skills
/Research/Assessment
*research questions
Friday,
September 27,
2013
Expository Writing
Each child has a special position in their family.
Explain the advantages and disadvantages of the
position you hold in your family—youngest child,
only child, middle child etc.
Reinforce the state STAAR scoring rubric.
Spiral Review
*reading fluency
*make inferences
*identify problem and
solution
Writing Process
*planning
*drafting
*revising
*editing
*publishing
Texas Write Source pp. 136-193
(Expository)
Good Writer’s Kit
Write Source
Teacher Assessment Preparation
resource
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
19
National
Geographi
c
Edge
(Reading
&
Writing)
rces.html
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
Monday,
September 30,
2013
“The Witness for the Prosecution” – Agatha
Christie – page 1065
Begin reading and analyzing “The Witness for the
Prosecution.” Discuss plot, characters, and pertinent
literary devices. Short answer questions can be
practiced in partners or as a class to get students
accustomed to the type of questioning and response
typical of an EOC exam. Students can visualize the
plot as it unfolds using the Freytag Pyramid or a
multi-flow map, and they can use bubble maps to
further their understanding of characters.
TEKS RC 10.B, 10.1 B, 10.1 E, 10.5 D, 10.12 B,
10.15.A.iii,v, 10.15 C,I, 10.18.B, 10.18.B.iii, 10.26
Literary Elements
*motivation
*style
Texas Write Source pp. 136-193
(Expository)
Good Writer’s Kit
Reading Skills and
Strategies
*make inferences about
characters
Write Source
Teacher Assessment Preparation
resource
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
Vocabulary
Skills/Practice
*word origins
*academic vocabulary
*context clues
*practice word choice
*thesaurus use
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
Writing Skills/Grammar
*research report
*script
*visual aid
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://eocvideos.weebly.com
Grammar Practice
*dashes
*semi-colons and
connectors
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
Speaking/Listening/View
ing Skills
*visual literacy
*analyze art
*create monologues
Writing Skills
*expository essay
20
National
Geographi
c
Edge
(Reading
&
Writing)
*news articles
Writing Practice
*characterization
*literary review
Spiral Review
*mood
*activate prior knowledge
Tuesday,
October 1,
2013
“The Witness for the Prosecution” – Agatha
Christie – page 1065
Continue reading and analyzing “The Witness for the
Prosecution.” Continue to discuss plot, characters, and
pertinent literary devices. Short answer questions
can be practiced in partners or as a class to get
students accustomed to the type of questioning and
response typical of an EOC exam. Students can
visualize the plot as it unfolds using the Freytag
Pyramid or a multi-flow map, and they can use
bubble maps to further their understanding of
characters.
TEKS RC 10.B, 10.1 B, 10.1 E, 10.5 D, 10.12 B,
10.15.A.iii,v, 10.15 C,I, 10.18.B, 10.18.B.iii, 10.26
Literary Elements
*motivation
*style
Texas Write Source pp. 136-193
(Expository)
Good Writer’s Kit
Reading Skills and
Strategies
*make inferences about
characters
Write Source
Teacher Assessment Preparation
resource
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
Vocabulary
Skills/Practice
*word origins
*academic vocabulary
*context clues
*practice word choice
*thesaurus use
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
Writing Skills/Grammar
*research report
*script
*visual aid
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://eocvideos.weebly.com
Grammar Practice
*dashes
*semi-colons and
connectors
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
Speaking/Listening/View
ing Skills
*visual literacy
*analyze art
*create monologues
Writing Skills
*expository essay
*news articles
Writing Practice
*characterization
21
National
Geographi
c
Edge
(Reading
&
Writing)
*literary review
Spiral Review
*mood
*activate prior knowledge
Wednesday,
October 2,
2013
The Witness for the Prosecution” – Agatha Christie
– page 1065
Continue reading and analyzing “The Witness for the
Prosecution.” Continue to discuss plot, characters, and
pertinent literary devices. Short answer questions
can be practiced in partners or as a class to get
students accustomed to the type of questioning and
response typical of an EOC exam. Students can
visualize the plot as it unfolds using the Freytag
Pyramid or a multi-flow map, and they can use
bubble maps to further their understanding of
characters.
TEKS RC 10.B, 10.1 B, 10.1 E, 10.5 D, 10.12 B,
10.15.A.iii,v, 10.15 C,I, 10.18.B, 10.18.B.iii, 10.26
Literary Elements
*motivation
*style
Texas Write Source pp. 136-193
(Expository)
Good Writer’s Kit
Reading Skills and
Strategies
*make inferences about
characters
Write Source
Teacher Assessment Preparation
resource
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
Vocabulary
Skills/Practice
*word origins
*academic vocabulary
*context clues
*practice word choice
*thesaurus use
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
Writing Skills/Grammar
*research report
*script
*visual aid
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://eocvideos.weebly.com
Grammar Practice
*dashes
*semi-colons and
connectors
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
Speaking/Listening/View
ing Skills
*visual literacy
*analyze art
*create monologues
Writing Skills
*expository essay
*news articles
Writing Practice
*characterization
*literary review
Spiral Review
*mood
22
National
Geographi
c
Edge
(Reading
&
Writing)
*activate prior knowledge
Thursday,
October 3,
2013
Assessments: STAAR formatted (Multiple
Choice, Short Answer)
Expository essay writing prompt- Is any one
life more valuable than another?
NOTE: Reinforce the STAAR scoring rubric.
Assessments: STAAR
formatted (Multiple
Choice, Short Answer)
Expository essay
writing prompt- Is any
one life more valuable
than another?
Texas Write Source pp. 136-193
(Expository)
Good Writer’s Kit
Write Source
Teacher Assessment Preparation
resource
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
National
Geographi
c
Edge
(Reading
&
Writing)
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
Friday,
October 4,
2013
Assessments: STAAR formatted (Multiple
Choice, Short Answer)
Assessments: STAAR
formatted (Multiple
Choice, Short Answer)
Texas Write Source pp. 136-193
(Expository)
Good Writer’s Kit
Expository Essay prompt on p.1087
NOTE: Reinforce the STAAR scoring rubric.
Expository essay
writing prompt- Is any
one life more valuable
than another?
Write Source
Teacher Assessment Preparation
resource
Assessments:
STELLAR
review may be
integrated
throughout the six
weeks.
Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/
sites/0078779758/instructor_vi
ew0/online_professional_resou
rces.html
http://curriculum.austinisd.org/la
/resources/instrRes.html
http://pricelessliteracy.homestea
d.com/TCTELA2010.html
23
National
Geographi
c
Edge
(Reading
&
Writing)
http://eocvideos.weebly.com
http://www.englishteacherwebsit
es.com/resource-te.html
Project Share – English II
ONTRACK Lessons
24