ESOL II
Austin ISD Yearly Itinerary
2013-2014
The High School Grade Curriculum Road Maps highlight certain standards to teach during given weeks of the school year. However, many of the most important
Language Arts standards should really be taught and supported in the classroom every week (if not every day), throughout the school year. These "Recurring
Standards" should always be included in teachers' lesson plans.
Instructional leaders on secondary campuses should support teachers in order to ensure that these routines and practices are infused into lessons every week. The
Language Arts standards include Reading, Writing, Listening, and Speaking. Each of these components is equally important, and equal consideration should be given to
all of them. They are interdependent, and best practice regularly integrates all four components. When reviewing these Recurring Standards for reading, teachers
should think about how to integrate writing, listening, and speaking activities as they facilitate learning experiences that meet the needs of their students.
Recurring TEKS for ESOL English II - Skills that should be practiced throughout the year
F19 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:
F19A reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images)
F19B make complex inferences about text and use textual evidence to support understanding RC1/Readiness Standard (Fiction)/Informational Text, Supporting Standard
(Literary Nonfiction, Poetry, Drama) RC2/Readiness Standard (Expository)/ Supporting Standard (Persuasive) RC3
EngII.1 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
1A determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin,
Greek, or other linguistic roots and affixes RC1
1B analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words RC1
1C infer word meaning through the identification and analysis of analogies and other word relationships; RC1
1D show the relationship between the origins and meaning of foreign words or phrases used frequently in written English and historical events or developments (e.g., glasnost,
avant-garde, coup d'état) RC1
1E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations,
and their etymology RC1
EngII.7 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates
imagery in literary text and provide evidence from text to support their understanding.
EngII.12 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts.
12A evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts RC2/RC3
EngII.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
13A plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g.,
discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
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 used to convey meaning RC4
13C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and
genre have been addressed RC3/RC5
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ESOL II YI 2013-2014
13D edit drafts for grammar, mechanics, and spelling RC3/RC6
13E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences
EngII.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.
15C write an interpretative response to an expository or a literary text (e.g., essay or review)
EngII.17 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will
continue to apply earlier standards with greater complexity.
17A use and understand the function of the following parts of speech in the context of reading, writing, and speaking RC6
17AI more complex active and passive tenses and verbals (gerunds, infinitives, participles) RC6
17Aii restrictive and nonrestrictive relative clauses RC6
17Aiii reciprocal pronouns (e.g., each other, one another) RC6
17B identify and use the subjunctive mood to express doubts, wishes, and possibilities;
17C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex) RC6
EngII.18 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their
compositions.
18A use conventions of capitalization RC6
18B use correct punctuation marks including RC6
18Bi comma placement in nonrestrictive phrases, clauses, and contrasting expressions RC6
18Bii quotation marks to indicate sarcasm or irony RC6
18Biii use correct punctuation marks including dashes to emphasize parenthetical information
EngII.19 Oral and Written Conventions/Spelling. Students spell correctly.
19A spell correctly, including using various resources to determine and check correct spellings RC6
EngII.24 Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier
standards with greater complexity.
24A listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the content
for clarification and elaboration
24B follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes
24C evaluate how the style and structure of a speech support or undermine its purpose or meaning
EngII.25 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater
complexity.
25A advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g.,
pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively
EngII.26 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity.
26A participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for
decision-making
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ESOL II YI 2013-2014
Grading Period
Assessment
1st 6 weeks
29 days
Pacing Guide
Unit 1: Introduction to
Fiction and
Informational Text
Assessment:
SCA 1: Analysis of
Fiction and
Informational Text
(Dates: Sep 30Oct 8)
TEKS:
 1(A), 1(B), 2,
2(A), 8(A)
 Fiction: F19(B),
5, 5(A), 5(B),
5(C)
 Expository:
F19(B), 9, 9(A),
9(C), 9(D)
ARC 1: Purpose of
Fiction
Estimated time frame: 9
days; 5 blocks
TEKS: 2, 2(A), 2(B), 2(C), 5,
5(A), 5(B), 5(C), 5(D), 7,
7(A), 15Aiii, 15Aiv
Unit 1: Introduction to
Fiction and
Informational Text
ARC 2: Purpose of
Informational Text
Estimated time frame:
10 days; 5 blocks
TEKS: 8, 8(A), 9, 9(A),
9(B), 9(C), 9(D), 10, 10(A),
10(B), 15(A), 15Ai, 15Aii,
15Aiii, 15Aiv, 15Av, 15Avi
Unit 1: Reading and
Writing Fiction
ARC 3: Comparing Short
Fiction and Short
Informational Text
Estimated time frame:
10 days; 5 blocks
TEKS: 5, 5(A), 5(B), 5(C),
5(D), 9, 9(A), 9(B), 9(C),
9(D), 15(A), 15Ai, 15Aii,
15Aiii, 15Aiv, 15Av, 15Avi
Texas Essential Knowledge and Skills
STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard;
Strikethrough concepts are addressed in another unit.
EngII.2 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions
about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support
their understanding.
2A compare and contrast differences in similar themes expressed in different time periods RC1
2B analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature RC2
2C relate the figurative language of a literary work to its historical and cultural setting RC2
EngII.5 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from text to support their understanding.
5A analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction RC2
5B analyze differences in the characters' moral dilemmas in works of fiction across different countries or cultures RC2
5C evaluate the connection between forms of narration (e.g., unreliable, omniscient) and tone in works of fiction RC2
5D demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on 20th
century world literature
EngII.7 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions
about how an author's sensory language creates imagery in literary text and provide evidence from text to support their
understanding.
7A explain the function of symbolism, allegory, and allusions in literary works RC2
EngII.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.
8A analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it,
including both the most important details and the less important details RC3
EngII.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.
9A summarize text and distinguish between a summary and a critique and identify non-essential information in a summary
and unsubstantiated opinions in a critique RC3
9B distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and
arguments in texts RC3
9C make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns
RC3
9D synthesize and make logical connections between ideas and details in several texts selected to reflect a range of
viewpoints on the same topic and support those findings with textual evidence RC1
EngII.10 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions
about persuasive text and provide evidence from text to support their analysis.
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ESOL II YI 2013-2014
Grading Period
Assessment
Pacing Guide
Texas Essential Knowledge and Skills
STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard;
Strikethrough concepts are addressed in another unit.
10A explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to
support the different viewpoints within those arguments RC3
10B analyze contemporary political debates for such rhetorical and logical fallacies as appeals to commonly held opinions,
false dilemmas, appeals to pity, and personal attacks
EngII.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.
15A write an analytical essay of sufficient length that includes RC4
15Ai effective introductory and concluding paragraphs and a variety of sentence structures RC5
15Aii rhetorical devices, and transitions between paragraphs RC5
15Aiii a thesis or controlling idea RC5
15Aiv an organizing structure appropriate to purpose, audience, and context RC5
15Av relevant evidence and well-chosen details RC5
15Avi distinctions about the relative value of specific data, facts, and ideas that support the thesis statement RC5
Page 4 of 15
ESOL II YI 2013-2014
Grading Period
Assessment
2nd 6 weeks
24 days
Assessment:
MOY I: Reading
MOY I: Writing
(Weeks 1-10)
(Dates: Nov 4-15)
Pacing Guide
Unit 2: Reading and
Writing Literary
Nonfiction
ARC 1: Introducing the
Genre
Estimated time frame: 4
days; 2 blocks
TEKS: 6, 6(A), 7, 7(A),
12(A), 12(B), 16(A), 15(A),
15(C)
Unit 2: Reading and
Writing Literary
Nonfiction
ARC 2: Author’s Craft:
Literary Nonfiction
Estimated time frame:
10 days; 5 blocks
TEKS: 6, 6(A), 7, 7(A), 8,
8(A), 12(A), 12(B), 12(C),
12(D), 15(A), 15(C), 16(B),
16(D)
Unit 2: Reading and
Writing Literary
Nonfiction
ARC 3: Author’s Craft:
Literary Nonfiction and
Poetry
Estimated time frame:
10 days; 5 blocks
TEKS: 3, 3(A), 6, 6(A), 7,
7(A), 8, 8(A),14(B), 16(A),
16(B), 16(C), 16(D), 16(E),
Texas Essential Knowledge and Skills
STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard;
Strikethrough concepts are addressed in another unit.
EngII.6 Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions
about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their
understanding.
6A evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other
forms of literary nonfiction RC2
EngII.7 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions
about how an author's sensory language creates imagery in literary text and provide evidence from text to support their
understanding.
7A explain the function of symbolism, allegory, and allusions in literary works RC2
EngII.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.
8A analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it,
including both the most important details and the less important details RC3
EngII.12 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work
together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly
more complex texts.
12A evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts
RC2/RC3
12B analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots,
sequencing, background music)
12C examine how individual perception or bias in coverage of the same event influences the audience
12D evaluate changes in formality and tone within the same medium for specific audiences and purposes RC2/RC3
EngII.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people,
events, and ideas. Students are responsible for at least two forms of literary writing.
14B write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic
forms (e.g., sonnets, ballads)
EngII.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. [Short Analysis Writing]
15A write an analytical essay of sufficient length RC4
15C write an interpretative response to an expository or a literary text (e.g., essay or review)
EngII.16 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on
specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes RC4:
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ESOL II YI 2013-2014
Grading Period
Assessment
Pacing Guide
16(F)
Texas Essential Knowledge and Skills
STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard;
Strikethrough concepts are addressed in another unit.
16A a clear thesis or position based on logical reasons supported by precise and relevant evidence RC4, RC5
16B consideration of the whole range of information and views on the topic and accurate and honest representation of these
views (i.e., in the author's own words and not out of context)
16C counter-arguments based on evidence to anticipate and address objections RC5
16D an organizing structure appropriate to the purpose, audience, and context RC4, RC5
16E an analysis of the relative value of specific data, facts, and ideas RC4, RC5
16F a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations) RC5
Page 6 of 15
ESOL II YI 2013-2014
Grading Period
Assessment
3rd 6 weeks
26 days
Assessment:
SCA 1: Analysis
Fiction/ Persuasive
Text
(Dates: Dec 11-20)
TEKS:
 1(B), 1(C), 1(E),
2, 2(C)
 Fiction: 7, 7(A),
5, 5(B), 5(C)
 Persuasive:
F19(B), 10,
10(A)
Pacing Guide
Unit 3: Reading and
Writing Fiction
ARC 1: Re-introduction
to the Genre
Estimated time frame: 6
days; 3 blocks
TEKS: 2(B), 5, 5(A), 5(B),
5(C), 5(D), 7, 7(A), 14(A)
Unit 3: Reading and
Writing Fiction
ARC 2: Author’s Craft:
Fiction
Estimated time frame: 6
days; 3 blocks
TEKS: 2, 2(A), 2(B), 2(C),
5, 5(A), 5(B), 5(C), 5(D), 7,
7(A), 15Aiii, 15Aiv
Unit 3: Reading and
Writing Fiction
ARC 3: Author’s Craft:
Fiction and Persuasion
Estimated time frame: 7
days; 3.5 blocks
TEKS: 5, 5(A), 5(B), 5(C),
5(D), 10, 10(A), 10(B),
16(A), 16(B), 16(C), 16(D),
16(E), 16(F)
Texas Essential Knowledge and Skills
STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard;
Strikethrough concepts are addressed in another unit.
EngII.2 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions
about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support
their understanding.
2A compare and contrast differences in similar themes expressed in different time periods RC1
2B analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature RC2
2C relate the figurative language of a literary work to its historical and cultural setting RC2
EngII.3 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the
structure and elements of poetry and provide evidence from text to support their understanding. Student are expected to:
3A analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word
position) in poetry RC2
EngII.5 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from text to support their understanding.
5A analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction RC2
5B analyze differences in the characters' moral dilemmas in works of fiction across different countries or cultures RC2
5C evaluate the connection between forms of narration (e.g., unreliable, omniscient) and tone in works of fiction RC2
5D demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on 20th
century world literature
EngII.7 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions
about how an author's sensory language creates imagery in literary text and provide evidence from text to support their
understanding.
7A explain the function of symbolism, allegory, and allusions in literary works RC2
EngII.10 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions
about persuasive text and provide evidence from text to support their analysis.
10A explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to
support the different viewpoints within those arguments RC3
10B analyze contemporary political debates for such rhetorical and logical fallacies as appeals to commonly held opinions,
false dilemmas, appeals to pity, and personal attacks
EngII.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people,
events, and ideas. Students are responsible for at least two forms of literary writing.
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ESOL II YI 2013-2014
Grading Period
Assessment
Pacing Guide
Unit 3: Reading and
Writing Fiction
ARC 4: Author’s Craft:
Fiction and Poetry
Estimated time frame: 7
days; 3.5 blocks
TEKS: 2, 2(A), 2(B), 2(C),
3, 3(A), 5, 5(A), 5(B), 5(C),
5(D), 15Ai, 15Aii, 15Aiii,
15Aiv, 15Av, 15Avi
Texas Essential Knowledge and Skills
STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard;
Strikethrough concepts are addressed in another unit.
14A write an engaging story with a well-developed conflict and resolution, interesting and believable characters, a range of
literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or
tone
EngII.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.
15A write an analytical essay of sufficient length that includes RC4
15Ai effective introductory and concluding paragraphs and a variety of sentence structures RC5
15Aii rhetorical devices, and transitions between paragraphs RC5
15Aiii a thesis or controlling idea RC5
15Aiv an organizing structure appropriate to purpose, audience, and context RC5
15Av relevant evidence and well-chosen details RC5
15Avi distinctions about the relative value of specific data, facts, and ideas that support the thesis statement RC5
EngII.16 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on
specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes RC4:
16A a clear thesis or position based on logical reasons supported by precise and relevant evidence RC4, RC5
16B consideration of the whole range of information and views on the topic and accurate and honest representation of these
views (i.e., in the author's own words and not out of context)
16C counter-arguments based on evidence to anticipate and address objections RC5
16D an organizing structure appropriate to the purpose, audience, and context RC4, RC5
16E an analysis of the relative value of specific data, facts, and ideas RC4, RC5
16F a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations) RC5
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ESOL II YI 2013-2014
Grading Period
Assessment
4th 6 weeks
32 days
Assessment:
MOY II: Reading
MOY II: Writing
(Weeks 1-21)
(Dates: Feb 3-7)
Pacing Guide
Unit 4: Reading and
Writing Drama
ARC 1: Introduction to
the Genre
Estimated time frame: 6
days; 3 blocks
TEKS: 4, 4(A), 7, 7(A),
14(C)
Unit 4: Reading and
Writing Drama
ARC 2: Author’s Craft:
Drama
Estimated time frame: 6
days; 3 blocks
TEKS: 2, 2(A), 2(B), 2(C),
4, 4(A), 7, 7(A), 12(A),
12(B), 12(C), 12(D),
16(B), 16(D)
Unit 4: Reading and
Writing Drama
ARC 3: Author’s Craft:
Drama and Expository
Estimated time frame:
10 days; 5 blocks
TEKS: 4, 4(A), 8, 8(A), 9,
9(A), 9(B), 9(C), 9(D),
16(A), 16(B), 16(C),
16(D), 16(E), 16(F)
Unit 4: Reading and
Writing Drama
Texas Essential Knowledge and Skills
STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard;
Strikethrough concepts are addressed in another unit.
EngII.2 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions
about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support
their understanding.
2A compare and contrast differences in similar themes expressed in different time periods RC1
2B analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature RC2
2C relate the figurative language of a literary work to its historical and cultural setting RC2
EngII.3 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the
structure and elements of poetry and provide evidence from text to support their understanding. Student are expected to:
3A analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word
position) in poetry RC2
EngII.4 Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the
structure and elements of drama and provide evidence from text to support their understanding. Students are expected to :
4A analyze how archetypes and motifs in drama affect the plot of plays RC2
EngII.7 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions
about how an author's sensory language creates imagery in literary text and provide evidence from text to support their
understanding.
7A explain the function of symbolism, allegory, and allusions in literary works RC2
EngII.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.
8A analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it,
including both the most important details and the less important details RC3
EngII.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.
9A summarize text and distinguish between a summary and a critique and identify non-essential information in a summary
and unsubstantiated opinions in a critique RC3
9B distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and
arguments in texts RC3
9C make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns
RC3
9D synthesize and make logical connections between ideas and details in several texts selected to reflect a range of
viewpoints on the same topic and support those findings with textual evidence RC1
EngII.12 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work
Page 9 of 15
ESOL II YI 2013-2014
Grading Period
Assessment
Pacing Guide
ARC 4: Author’s Craft:
Drama and Poetry
Estimated time frame:
10 days; 5 blocks
TEKS: 3, 3(A), 4, 4(A), 7,
7(A), 15Ai, 15Aii, 15Aiii,
15Aiv, 15Av, 15Avi,
16(A), 16(B),
16(C),16(D), 16(E), 16(F)
Texas Essential Knowledge and Skills
STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard;
Strikethrough concepts are addressed in another unit.
together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly
more complex texts.
12A evaluate how messages presented in media reflect social and cultural views in ways different from
traditional texts RC2/RC3
12B analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction
shots, sequencing, background music)
12C examine how individual perception or bias in coverage of the same event influences the audience
12D evaluate changes in formality and tone within the same medium for specific audiences and purposes RC2/RC3
EngII.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people,
events, and ideas. Students are responsible for at least two forms of literary writing.
14C write a script with an explicit or implicit theme and details that contribute to a definite mood or tone
EngII.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.
15A write an analytical essay of sufficient length that includes RC4
15Ai effective introductory and concluding paragraphs and a variety of sentence structures RC5
15Aii rhetorical devices, and transitions between paragraphs RC5
15Aiii a thesis or controlling idea RC5
15Aiv an organizing structure appropriate to purpose, audience, and context RC5
15Av relevant evidence and well-chosen details RC5
15Avi distinctions about the relative value of specific data, facts, and ideas that support the thesis statement RC5
EngII.16 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on
specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes RC4
16A a clear thesis or position based on logical reasons supported by precise and relevant evidence RC4, RC5
16B consideration of the whole range of information and views on the topic and accurate and honest representation of these
views (i.e., in the author's own words and not out of context)
16C counter-arguments based on evidence to anticipate and address objections RC5
16D an organizing structure appropriate to the purpose, audience, and context RC4, RC5
16E an analysis of the relative value of specific data, facts, and ideas RC4, RC5
16F a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations) RC5
Page 10 of 15
ESOL II YI 2013-2014
Grading Period
Assessment
Pacing Guide
5th 6 weeks
34 days
Unit 5: Reading and Writing
Informational Text
ARC 1: Comparing
Expository and Persuasive
Text
Estimated time frame: 10
days; 5 blocks
TEKS: 8, 8(A), 9, 9(A), 9(B),
9(C), 9(D), 10, 10(A), 10(B),
15Aiii, 15Aiv
Unit 5: Reading and Writing
Informational Text
ARC 2: Reading Procedural
Text
Estimated time frame: 4
days; 2 blocks
TEKS: 11(A), 11(B), 15Ai,
15Aii, 15Aiii, 15Aiv, 15Av,
15Avi
Unit 5: Reading and Writing
Informational Text
ARC 3: Comparing
Expository to Literary
Nonfiction
Estimated time frame: 10
days; 5 blocks
TEKS: 6, 6(A), 8, 8(A), 9, 9(A),
9(B), 9(C), 9(D), 16(A),
16(B), 16(C), 16(D),
16(E), 16(F)
Unit 5: Reading and Writing
Informational Text
ARC 4: Comparing
Informational Text to
Poetry
Texas Essential Knowledge and Skills
STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard;
Strikethrough concepts are addressed in another unit.
EngII.3 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the
structure and elements of poetry and provide evidence from text to support their understanding. Student are expected to:
3A analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation,
word position) in poetry RC2
EngII.6 Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions
about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their
understanding.
6A evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other
forms of literary nonfiction RC2
EngII.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.
8A analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it,
including both the most important details and the less important details RC3
EngII.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.
9A summarize text and distinguish between a summary and a critique and identify non-essential information in a
summary and unsubstantiated opinions in a critique RC3
9B distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and
arguments in texts RC3
9C make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns
RC3
9D synthesize and make logical connections between ideas and details in several texts selected to reflect a range of
viewpoints on the same topic and support those findings with textual evidence RC1
EngII.10 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions
about persuasive text and provide evidence from text to support their analysis.
10A explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to
support the different viewpoints within those arguments RC3
10B analyze contemporary political debates for such rhetorical and logical fallacies as appeals to commonly held opinions,
false dilemmas, appeals to pity, and personal attacks
EngII.11 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information
in procedural texts and documents.
11A evaluate text for the clarity of its graphics and its visual appeal RC3
11B synthesize information from multiple graphical sources to draw conclusions about the ideas presented (e.g., maps,
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ESOL II YI 2013-2014
Grading Period
Assessment
Pacing Guide
Estimated time frame: 10
days; 5 blocks
TEKS: 3, 3(A), 9, 9(A), 9(B),
9(C), 9(D), 10, 10(A), 10(B),
11, 11(A), 11(B), 15(A),
15(C), 15Ci, 15Cii, 15Ciii
Texas Essential Knowledge and Skills
STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard;
Strikethrough concepts are addressed in another unit.
charts, schematics) RC3
EngII.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.
15A write an analytical essay of sufficient length that includes RC4
15Ai effective introductory and concluding paragraphs and a variety of sentence structures RC5
15Aii rhetorical devices, and transitions between paragraphs RC5
15Aiii a thesis or controlling idea RC5
15Aiv an organizing structure appropriate to purpose, audience, and context RC5
15Av relevant evidence and well-chosen details RC5
15Avi distinctions about the relative value of specific data, facts, and ideas that support the thesis statement RC5
15C write an interpretative response to an expository or a literary text (e.g., essay or review)
15Ci write an interpretative response to an expository or a literary text (e.g., essay or review) that extends beyond a
summary and literal analysis
15Cii write an interpretative response to an expository or a literary text (e.g., essay or review) that addresses the writing
skills for an analytical essay and provides evidence from the text using embedded quotations
15Ciii write an interpretative response to an expository or a literary text (e.g., essay or review) that analyzes the aesthetic
effects of an author's
use of stylistic or rhetorical devices
EngII.16 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on
specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes RC4:
16A a clear thesis or position based on logical reasons supported by precise and relevant evidence RC4, RC5
16B consideration of the whole range of information and views on the topic and accurate and honest representation of these
views (i.e., in the author's own words and not out of context)
16C counter-arguments based on evidence to anticipate and address objections RC5
16D an organizing structure appropriate to the purpose, audience, and context RC4, RC5
16E an analysis of the relative value of specific data, facts, and ideas RC4, RC5
16F a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations) RC5
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ESOL II YI 2013-2014
Grading Period
Assessment
6th 6 weeks
33 days
Assessment:
SCA 1: Analysis of
Informational/
Persuasive/
Procedural Text
(Dates: May 27June 5)
TEKS:
 1(D), 8, 8(A)
 Persuasive:
F19(B), 1(B), 10,
10(A)
 Procedural:
F19(B), 11,
11(A), 11(B)
Pacing Guide
Unit 6: Research and
Persuasive Writing
ARC 1: Finding a Topic
Estimated time frame: 6
days; 3 blocks
TEKS: 8, 8(A), 9, 9(A),
9(B), 9(C), 9(D), 10, 10(A),
10(B), 11, 11(A), 11(B),
12(A), 12(B), 12(C), 12(D),
20(A), 20(B)
Unit 6: Research and
Persuasive Writing
ARC 2: Research
Estimated time frame:
10 days; 5 blocks
TEKS: 8, 8(A), 9, 9(A),
9(B), 9(C), 9(D), 10, 10(A),
10(B), 11, 11(A), 11(B),
12(A), 12(B), 12(C), 12(D),
15Bi, 15Bii, 15Biii, 21(A),
21(B), 21(C)
Unit 6: Research and
Persuasive Writing
ARC 3: Organizing Ideas
Estimated time frame: 7
days; 4 blocks
TEKS: 12(A), 12(B), 12(C),
12(D), 15Aiii, 15Aiv,
15Av, 15Avi, 15(D),
22(A), 22(B), 22(C)
Unit 6: Research and
Persuasive Writing
Texas Essential Knowledge and Skills
STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard;
Strikethrough concepts are addressed in another unit.
EngII.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.
8A analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it,
including both the most important details and the less important details RC3
EngII.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.
9A summarize text and distinguish between a summary and a critique and identify non-essential information in a
summary and unsubstantiated opinions in a critique RC3
9B distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and
arguments in texts R C3
9C make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns
RC3
9D synthesize and make logical connections between ideas and details in several texts selected to reflect a range of
viewpoints on the same topic and support those findings with textual evidence RC1
EngII.10 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw
conclusions about persuasive text and provide evidence from text to support their analysis.
10A explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to
support the different viewpoints within those arguments RC3
10B analyze contemporary political debates for such rhetorical and logical fallacies as appeals to commonly held opinions,
false dilemmas, appeals to pity, and personal attacks
EngII.11 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information
in procedural texts and documents.
11A evaluate text for the clarity of its graphics and its visual appeal RC3
11B synthesize information from multiple graphical sources to draw conclusions about the ideas presented (e.g., maps,
charts, schematics) RC3
EngII.12 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work
together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly
more complex texts.
12A evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts
RC2/RC3
12B analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots,
sequencing, background music)
12C examine how individual perception or bias in coverage of the same event influences the audience
12D evaluate changes in formality and tone within the same medium for specific audiences and purposes RC2/RC3
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ESOL II YI 2013-2014
Grading Period
Assessment
Pacing Guide
ARC 4: Writing and
Presentation
Estimated time frame:
10 days; 5 blocks
TEKS: 12(A), 12(B), 12(C),
12(D), 15Ai, 15Aii, 15Aiii,
15Aiv, 15Av, 15Avi, 15(C),
15Ci, 15Cii, 15Ciii, 15(D),
23(A), 23(B), 23(C), 23(D),
23(E)
Texas Essential Knowledge and Skills
STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard;
Strikethrough concepts are addressed in another unit.
EngII.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.
15A write an analytical essay of sufficient length that includes RC4
15Ai effective introductory and concluding paragraphs and a variety of sentence structures RC5
15Aii rhetorical devices, and transitions between paragraphs RC5
15Aiii a thesis or controlling idea RC5
15Aiv an organizing structure appropriate to purpose, audience, and context RC5
15Av relevant evidence and well-chosen details RC5
15Avi distinctions about the relative value of specific data, facts, and ideas that support the thesis statement RC5
15Bi write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans) that
include organized and accurately conveyed information
15Bii write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans) that
include reader-friendly formatting techniques
15Biii write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans) that
include anticipationof readers' questions
15C write an interpretative response to an expository or a literary text (e.g., essay or review)
15Ci write an interpretative response to an expository or a literary text (e.g., essay or review) that extends beyond a
summary and literal analysis
15Cii write an interpretative response to an expository or a literary text (e.g., essay or review) that addresses the writing
skills for an analytical essay and provides evidence from the text using embedded quotations
15Ciii write an interpretative response to an expository or a literary text (e.g., essay or review) that analyzes the aesthetic
effects of an author's use of stylistic or rhetorical devices
15D produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual
parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to
a specific audience
EngII.20 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
20A brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major
research topic
20B formulate a plan for engaging in research on a complex, multi-faceted topic
EngII.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.
21A follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and
debates within the field of inquiry
21B organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs)
21C paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g.,
author, title, page number)
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ESOL II YI 2013-2014
Grading Period
Assessment
Pacing Guide
Texas Essential Knowledge and Skills
STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard;
Strikethrough concepts are addressed in another unit.
EngII.22 Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected
information.
22A modify the major research question as necessary to refocus the research plan
22B evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources
(including Internet sources) by examining their authority and objectivity
22C critique the research process at each step to implement changes as the need occurs and is identified
EngII.23 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the
purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral
presentation that:
23A marshals evidence in support of a clear thesis statement and related claims
23B provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view
23C uses graphics and illustrations to help explain concepts where appropriate
23D uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the
quality of the research
23E uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format
written materials
©Austin Independent School District
Updated: July 18, 2013
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ESOL II YI 2013-2014