Campus: Princeton High School
Author(s):
Masters &
Snyder
Date Created / Revised: 8-21-15
Six Weeks
Period: 1 Six
Weeks
Grade Level & Course: English 4
Timeline: 23
days
Unit Title: Unit 1 Synthesizing Informational Text
Stated
Objectives:
TEK # and SE
E4.1 Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
E4.1A Determine the meaning of 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.
E4.1B Analyze textual context (within a sentence and in larger sections of text) to draw
conclusions about the nuance in word meanings.
E4.1C Use the relationship between words encountered in analogies to determine their
meanings (e.g., synonyms/antonyms, connotation/denotation).
E4.8 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:
E4.8A Analyze the consistency and clarity of the expression of the controlling idea and the ways
in which the organizational and rhetorical patterns of text support or confound the author's
meaning or purpose.
E4.9 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:
E4.9A 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.
E4.9B Explain how authors writing on the same issue reached different conclusions because of
differences in assumptions, evidence, reasoning, and viewpoints.
E4.9C Make and defend subtle inferences and complex conclusions about the ideas in text and
their organizational patterns.
E4.9D Synthesize ideas and make logical connections (e.g., thematic links, author analysis)
among multiple texts representing similar or different genres and technical sources and support
those findings with textual evidence.
E4.11 Reading/Comprehension of Informational Text/Procedural Texts. Students understand
how to glean and use information in procedural texts and documents. Students are expected to:
E4.11A Draw conclusions about how the patterns of organization and hierarchic structures
support the understandability of text.
E4.11B Evaluate the structures of text (e.g., format, headers) for their clarity and organizational
coherence and for the effectiveness of their graphic representations.
E4.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
E4.13B 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 to convey meaning.
E4.13C 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.
E4.13D Edit drafts for grammar, mechanics, and spelling.
Lesson #1
E4.15 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:
E4.15A Write an analytical essay of sufficient length that includes:
E4.15A.i effective introductory and concluding paragraphs and a variety of sentence structures.
E4.15A.ii rhetorical devices, and transitions between paragraphs.
E4.15A.iii a clear thesis statement or controlling idea.
E4.15A.iv a clear organizational schema for conveying ideas.
E4.15A.v relevant and substantial evidence and well-chosen details.
E4.15A.vi information on all relevant perspectives and consideration of the validity, reliability, and
relevance of primary and secondary sources.
E4.15A.vii an analysis of views and information that contradict the thesis statement and the
evidence presented for it.
E4.15B Write procedural and work related documents (e.g., résumés, proposals, college
applications, operation manuals) that include:
E4.15B.i a clearly stated purpose combined with a well-supported viewpoint on the topic.
E4.15B.ii appropriate formatting structures (e.g., headings, graphics, white space).
E4.15B.iii relevant questions that engage readers and address their potential problems and
misunderstandings.
E4.15B.iv accurate technical information in accessible language.
E4.15B.v appropriate organizational structures supported by facts and details (documented if
appropriate).
E4.20 Research/Research Plan. Students ask open-ended research questions and develop a
plan for answering them. Students are expected to:
E4.20A Brainstorm, consult with others, decide upon a topic, and formulate a major research
question to address the major research topic.
E4.21 Research/Gathering Sources. Students determine, locate, and explore the full range of
relevant sources addressing a research question and systematically record the information they
gather. Students are expected to:
E4.21A Follow the research plan to gather evidence from experts on the topic and texts written
for informed audiences in the field, distinguishing between reliable and unreliable sources and
avoiding over-reliance on one source.
E4.21B Systematically organize relevant and accurate information to support central ideas,
concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data
from complex inferences.
E4.Fig19 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. The student is expected to:
E4.Fig19A Reflect on understanding to monitor comprehension (e. g., asking questions,
summarizing and synthesizing, making connections, creating sensory images).
E4.Fig19B Make complex inferences (e.g., inductive and deductive) about text and use textual
evidence to support understanding.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings






Materials
Needed




Readers create connections to make text personally relevant and useful.
Credibility of sources affects the reliability of information.
College and Career Readiness
Audience and purpose determine format.
Readers make connections in order to better understand themselves and the world
around them by reading a variety of texts and genres.
Understanding new words, concepts, and relationships enhances comprehension and
oral and written communication.
Reader’s Notebook (1 per student)
Writing Folder
Selection of procedural texts (1 per student)
Various procedural texts (class set)
Key Vocabulary









Job or college applications (1 per student)
Sample of completed application with strong appeal factors (1)
Sample blank job and college application for display in Mini Lesson (1)
Sample professional resume (1 per student)
Sound effect to signal change in rotation of Carousel (1)
Brief examples of deductive and inductive reasoning (1 of each)
A variety of graphic organizers (1 per student)
Examples of analogies
Examples of effective introductory paragraphs for analytical essays (2-4)


























Informational text
Procedural text
Expository text
Academic Advisor
Academic Probation
Admissions
Associate Degree
Bachelor’s Degree
Core Curriculum
Organization
Structure
Graphic representation
Appeal factor
Intent
Resume
Revision
Diction
Clarity
Logical order
Viewpoint
Summarize
Main idea
Consistency
Controlling idea
Analytical essay
Textual evidence
Suggested Day
5E Model
Instructional Procedures
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Materials,
Resources,
Notes
Day 1
Monday
Objective: Students will understand the English IV class expectations and
standards to be successful through the year.
1. Handout Class Syllabus when students Arrive
2. Writing Appetizer: “Where do I see myself in ten years?”
3. Introduction of English IV:
Closing Task: Students will be tasked with returning signed syllabus by the
end of the week.
Syllabus
Pen
Paper
Day 2
Tuesday
Objective: Students will understand career and college choices.
1. Writing Appetizer: “If I had the opportunity to choose the career of my
dreams, it would be…”
2. Career discussion that includes educational needs, financial gains,
and the like.
Writing Journal
Closing Task: Students will complete an exit ticket answering the following
question: Have you changed your mind regarding the career you chose at the
beginning of class and why?
Day 3
Wednesday
Objective: Students will understand the admission process for college.
1. Writing Appetizer: “What is the college of your choice? Why are you
excited about attending?”
2. College discussion that includes admissions requirements.
3. If I want to go to _____, what do I have to do now?
Closing Task: Students will complete an exit ticket answering the following
question: How have your thoughts/ideas changed regarding the college of
your choice? What is your “to do” list for getting into this school?
Journal
Day 4
Thursday
Objective: Students will determine careers to suit their skills.
1. Writing Appetizer: N/A
2. Career Interested Inventory
Closing Task: Students will complete an exit ticket answering the following
question: Write about the results of your career interest inventory. Were they
what you expected? Were you surprised? Were you disappointed?
Career Interest
Inventory
Day 5
Friday
Objective: Students will investigate intricacies of particular job choices.
1. Writing Appetizer: Syllabus Due
2. Computer Lab: Students work through Worksheet for Career
Selection for careers.
Closing Task: Students will turn in career selection pages.
Syllabus
Computer Lab
Day 6
Monday
Objective: Students will address basic college lingo.
1. Writing Appetizer: “What is your greatest strength? What is your
greatest weakness? How would you handle a stressful situation?”
2. Introduce glossary of terms by playing an interactive game.
3. Reiterate Greek and Latin Roots.
Closing Task: Students will complete an exit ticket answering the following
question: In 140 characters or less, write a “tweet” using as many college
lingo words as possible.
Journal
Greek Vocab
Day 7
Tuesday
Objective: Students will understand the components of formal writing.
1. Writing Appetizer: Grammar Practice/Review
2. What is Informational and Procedural text?
3. College and Career Unit Notes that cover business letters, memos,
resumes, forms, letters, etc.
4. Students will begin writing their career letter to a local business of
their choice asking for more information regarding their career choice.
Closing Task: Students will complete an exit ticket answering the following
question: What are two businesses you would like to write your business
letter to?
Grammar
College/Career
Notes
Day 8
Wednesday
Objective: Students will write a letter to the business of their choices asking
for information pertaining to the skills and pre-requisites of a job
Writing Appetizer:
1. Students will pick three local (DFW) businesses that interest them
and write them a letter requesting information of that certain job.
Closing Task: Students will complete an exit ticket answering the following
question: What information would you personally like to receive back from
your business you chose.
Career Letters
Day 9
Thursday
Objective: Students will Be able to understand the difference of informational
and Literary Text
1. Writing Appetizer: Grammar Practice
Grammar
Worksheets
2.
3.
4.
5.
Notes on parts of speech (Subject, Predicate, Noun, Verb)
What is a Sentence and part of the Sentence?
Informational Text In Literature Book
Ask: How are ideas in informational texts communicated differently
than in literary texts?
Types of
Sentences
Closing Task: Students will complete an exit ticket answering the following
question: Turn in a worksheet on parts of speech and types of sentences
Day 10
Friday
Objective: Students will investigate college and career prep paperwork.
1. Writing Appetizer: NA
2. Computer Lab: Find a college application. Find a job application.
3. Determine the prerequisites necessary for college/career application
process.
Closing Task: Students will complete an exit ticket answering the following
question: Find an “essay” on either application. Respond to it appropriately.
Monday
NO SCHOOL
Day 11
Tuesday
Objective: Students will understand Greek suffixes and prefixes, along with
an understanding of root words. College Selection Chart
Writing Appetizer: Prefix/Suffix Worksheet
1. Students will pick three colleges of their choice, that offers their career
and choice and complete the College Selection Chart.
2. Students will be able to use their phone as a resource to help
complete the chart.
Computer Lab
Vocabulary
Worksheet
Greek Words
Closing Task: Students will complete an exit ticket answering the following
question: Students will turn in College Selection Chart.
Day 12
Wednesday
Objective: Students will Be able to write a Senior Resume
Writing Appetizer: (10 Minutes) Reflect on the last four years, What stands
out in your mind and what would you change?
1. Begin filling out the Princeton High School Extracurricular Activity
Form
2. Show and discuss examples and formats of a Senior Resume
3. Begin Working on Senior Resume
Closing Task: Students will complete an exit ticket answering the following
question: In your opinion why is it important to have a Senior Resume and
how do you feel that it could benefit you?
Senior
Resume
Day 13
Thursday
Objective: Students will fill out an Interest Survey I reflect on how their
interest have changes throughout the years.
Writing Appetizer: (20 Minutes) When I grow up… Think about your career
choice when you were young, what did you want to be? How has it changed
1. Complete the Pages 10-15 in “When I Grow Up…”
Closing Task: Students will complete an exit ticket answering the following
question: How have your interest changed since you were young and what is
your motivation for the reason you want to be successful.
Interest Survey
Day 14
Friday
Objective: Students will type their Senior Resumes and begin working on the
website Texas Common Application (Apply Texas)
Writing Appetizer: What is the importance of going to college or to some post
high school education?
1. Type Senior Resume
2. Create an account with Texas Common Application (Apply Texas)
and begin filling out the information.
Computer Lab
Closing Task: Students will complete an exit ticket answering the following
question: Students will turn in Senior Resumes and show that they have an
account with Apply Texas.
Day 15
Monday
Objective: Students will begin working on a College and Career essay.
Writing Appetizer: (15 Minutes) How would your life be if starting on July 1 of
2016 you were entirely on your own? What would you do for money, house,
car, and Food?
1. Teacher will begin talking about the writing process and making sure
the students have a clear understanding of a Thesis, Main Idea,
Controlling Idea, Clarity, Structure, and Organization.
2. Students will begin working on a College and Career Essay
3. Students will write a five paragraph essay on the colleges and careers
that have chosen.
4. Begin Outlines
Closing Task: Students will complete an exit ticket answering the following
question: Students will have begun outline and need to have turned it in,
Writing Journal
“The process
of Writing”
Notes
Day 16
Tuesday
Objective: Students will Continue the outline on college and careers and
begin the writing process.
Writing Appetizer: Grammar Review
1. Review the Writing process and explain how to keep ones writing
clear and coherent.
2. Students will finish College and Career outline and begin writing the
introductory paragraph.
Closing Task: Students will complete an exit ticket answering the following
question: Students must show a clear thesis sentence and progress on the
writing assignment.
Grammar
Worksheet
Day 17
Wednesday
Objective: Students will continue their essay on College and Careers
Writing Appetizer: Introduction will be complete and students will share their
introductory paragraph with three other peers and have them check for clarity
and a thesis.
1. Students will continue the writing process by completing paragraph 2
(Colleges) and paragraph 3 (Careers)
Closing Task: Students will complete an exit ticket answering the following
question: How can you help others improve their writing? Why is it important
for our writing to be error free?
Peer Editing
Day 18
Thursday
Objective: Students will Finish their essay and begin the revising process
Writing Appetizer: Analogies
1. Students will write paragraph 4 (What Next) and Paragraph 5
(Conclusion)
2. Begin discussion on revising and editing
Closing Task: Students will complete an exit ticket answering the following
question: Students will complete questions from a procedural text
Analogy
Practice
Day 19
Friday
Objective: Students will understand what FAFSA is and see if they need to
apply.
Writing Appetizer: Revise and Edit one peers Essay
1. In the Computer Lab students will look into FAFSA and create a login
and account.
2. Begin Final Draft of paper
Closing Task: Students will complete an exit ticket answering the following
question: Student will show progress on the final draft
Computer Lab
Day 20
Monday
Objective: Students will review for Chapter Test
Writing Appetizer: Vocab Quiz over College and Career terms
Test Review
1. Turn in Final Draft of Paper
2. Review for Chapter Test as a Class
3. Review Game
4. Talk about College and Career Presentation
Closing Task: Students will complete an exit ticket answering the following
question: Students will complete an analogy practice
Day 21
Tuesday
Objective: Students will Take the Chapter Test
Writing Appetizer: 5 Minute Review
1. Chapter Test on College and Careers
Closing Task: Students will complete an exit ticket answering the following
question: Name five things that you have learned that you didn’t know
before?
Test
Day 22
Wednesday
Objective: Students will present their College and Career of their choice.
Writing Appetizer: Students will get ready to present their College and Career
choices.
1. Students will briefly present their College and Career choice and give
an explanation of how there are going to make that happen
Closing Task: Students will complete an exit ticket answering the following
question: Can I achieve my College and Careers Choices? What is Next?
Presentation
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.