English II
Unit of Study: Unit 1: Cultural Conversations
CURRICULUM OVERVIEW
Second Grading Period – Week 1
Big Idea
Unit Rationale
Students will be introduced to the meaning and implications of culture. They will identify
components and develop an awareness of culture as represented in world literature. Students
will also understand the relevance and importance of reading literature from around the world
and identify issues that can make cultural conversations challenging. (College Board, 2005)
College Board (2005). Springboard: English textual power: Level V. New York, NY: College
Board.
This unit is designed to identify the common elements, and recognize elements of
culture within our own society. By acknowledging our own culture and
appreciating the cultures of others, we can begin to engage in enlightening literary
conversations as we develop a more thorough understanding of culture. This unit
also covers fiction and nonfiction pieces representing a variety of genres which
will aid the conversations as the foundation is set for a study of culture as seen
through the lens of world literature. (College Board, 2005)
College Board (2005). Springboard: English textual power: Level V. New York,
NY: College Board.
TEKS
TEKS Specificity - Intended Outcome
Texas Essential Knowledge and Skills
(2) Writing/writing processes.
The student uses recursive writing processes when appropriate. The student is expected to:
(A) use prewriting strategies to generate ideas, develop voice, and plan;
(B) develop drafts both alone and collaboratively by organizing and reorganizing content
and by refining style to suit occasion, audience, and purpose;
(C) proofread writing for appropriateness of organization, content, style, and conventions;
(D) refine selected pieces frequently to publish for general and specific audiences; and
use technology for aspects of creating, revising, editing, and publishing texts.
C(3)(E)Writing/grammar/usage/conventions/spelling.
oThe student relies increasingly on the conventions and mechanics of written English,
nincluding the rules of usage and grammar, to write clearly and effectively. The student is
cexpected to:
e (A) produce legible work that shows accurate spelling and correct use of the conventions
of punctuation and capitalization such as italics and ellipses;
p (D) produce error-free writing in the final draft.
t (5) Writing/evaluation.
sThe student evaluates his/her own writing and the writings of others. The student is
expected to:
(A) evaluate writing for both mechanics and content
(B) respond productively to peer review of his/her own work.
SAISD:
Students maintain a Writer’s Notebook to generate ideas, collect writer’s thoughts and
responses and record writer’s craft lessons.
Students maintain Reader’s Notebook to comprehend and write in response to reading with
textual evidence, compare and contrast varied text (literary, informative and multi-media)
and synthesize and evaluate new learning.
” I CAN” statements highlighted in yellow should be displayed for
students.
I can:
 Use the writing process
 Write an essay that does not have errors
 Record my responses and reading in the Reader’s Notebook (SAISD)
 Apply the Reader’s Notebook Rubric to the reader response section in my
Reader’s Notebook (SAISD)
Evidence of Learning
1.
2.
3.
Students will be able to present a cultural misunderstanding through their essay and earn an Exceeds Expectations on the Scoring Guide p. 88 (Teacher Version).
Students will use their Reader’s Notebook 85% of the time in response to reading.
Students will use their Writer’s Notebook 85% of the time in response to mini-lessons (scaffolded support).
English II
Unit of Study: Unit 1: Cultural Conversations
CURRICULUM GUIDE
Second Grading Period
Essential Questions
 In what ways can cultural
misunderstandings lead to positive
growth and development?
 What happens when people from
different cultures don’t understand
each other?
Essential Pre-requisite Skills
 Use elements of text to defend his/her own responses and support them from text (Grade 9)
 Connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening
(Grades 4-8)
 Produce error-free writing in the final draft (Grade 9)
 Write to express, discover, record, develop, reflect on ideas, and problem solve (Grades 6-8)
 Use the writing process for self-initiated and assigned writing (Grades 4-8)
 Students maintain Reader’s Notebook to comprehend and write in response to reading with textual evidence, compare and contrast
varied text (literary, informative and multi-media) and synthesize and evaluate new learning (Grade 6)
The Teaching Plan
Instructional Model/Teacher Directions
The teacher will…
So students can…
Follow this one week plan. Use SpringBoard Level V – Unit 1 to complete the following lessons.
Activities Focus: Reviewing Embedded Assessment Two
(For a 45 minute class, this will take 5 class periods. For a 90 minute class, this will take 2 1/2 class period)
TEKS: Writing 2b-e, 3a, 3d, 5a-b
 Review and edit a peer’s work
 Write an error-free finial draft
 Apply the scoring guide expectations to my writing
 Apply the scoring guide expectations to a peer’s writing
Activity: Writing about a Cultural Misunderstanding
 Re-teach elements of the embedded assessment if necessary
 Guide students through a peer review and edit
 Facilitate the writing of a final revision
 Review scoring guide expectations
Vocabulary
Model/maintain vocabulary in the back of the
Reader’s Notebook and on the Word Wall:
 Cultural misunderstanding
 Peer editing
6 Steps to Effective Vocabulary Instruction
1. The teacher provides a description,
explanation, or example of the new term.
2. Students restate the explanation of the
new term in their own words.
3. Students create a non-linguistic
representation of the term.
4. Periodically students are asked to discuss
the terms with on another.
5. Students periodically do activities that help
them add to their knowledge of
vocabulary terms.
Resources
Textbooks:
SpringBoard Level V:
 Use pp. 86-88
Independent Reading
Students will be responsible for reading one independent novel outside the
classroom every nine weeks. Suggested novels are selected from
available novels that are on campuses.
Suggested Novels:
 All Quiet on the Western Front
 A Passage to India
Optional Activities for checking understanding:
 Literature Circles: Every other Friday – students are responsible for a
different role for every group meeting scheduled
 Keep reading logs: In the Reader’s Notebook and check every other
day
o Letter essays: Student is instructed to write to the teacher about
the book and the teacher then responds to the reader
o Book Talks: Students will “sell” their books to the class
6. Periodically students are involved in
games that allow them to play.
Evidence of Learning
Differentiation
What do you do for students who need extra support?
 Technology Application: Have students type their
final draft on a computer.
What do you do for students who master the learning
quickly?
 Write and Perform a Monologue: Have students
write and perform a monologue about their cultural
misunderstanding.
 Editor –in-Chief: Put students in charge of compiling
the narratives into a class literary journal.
Interims/TAKS/Benchmarks
Sample Questions
Released TAKS Test
Write a composition explaining the importance of
accepting others.
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Careers/Life
SAMPLE QUESTIONS
SAT Essay
Think carefully about the issue presented in the following
excerpt and the assignment below.
A better understanding of other people contributes to the
development of moral virtues. We shall be both kinder
and fairer in our treatment of others if we understand them
better. Understanding ourselves and understanding
others are connected, since as human beings we all have
things in common.
Adapted from Anne Sheppard, Aesthetics: An Introduction
to the Philosophy of Art
Assignment:
Do we need other people in order to understand
ourselves? Plan and write an essay in which you develop
your point of view on this issue. Support your position with
reasoning and examples taken from your reading, studies,
experience, or observations.
UM
English II
Unit of Study: Unit 2: Families and Celebrations
Second Grading Period – Weeks 2-4
Big Idea
CURRICULUM OVERVIEW
Unit Rationale
The students will recognize the variety of ways that family can be defined and the features that
families have in common across cultures. They will understand the support and conflicts that
arise within a family. Students will also identify the literary and theatrical elements of a film.
Finally, students will apply the appropriate conventions and elements of a literary analysis
essay.
One of the most basic blocks of any culture is the family. While cultures and
individuals may define family in may, the basic support and conflicts that arise
within families remain similar around the world. You should find many themes
and concepts familiar to your own life as you explore this unit, and you will
investigate your own feelings about, definitions of, and experiences with family,
and the ceremonies and rituals associated with families an the larger community.
College Board (2005). Springboard: English textual power: Level V. New York, NY: College
Board.
College Board (2005). Springboard: English textual power: Level V. New York,
NY: College Board.
TEKS
Texas Essential Knowledge and Skills
(1)
Writing/purposes.
The student writes in a variety of forms, including business, personal, literary, and
persuasive texts, for various audiences and purposes. The student is expected to:
(A) write in a variety of forms with an emphasis on persuasive forms such as logical
argument and expression of opinion, personal forms such as response to literature,
reflective essay, and autobiographical narrative, and literary forms such as poems,
plays, and stories;
(B) write in a voice and a style appropriate to audience and purpose; and
(C) organize ideas in writing to ensure coherence, logical progression, and support for
ideas.
C
Writing/writing processes.
o (2)
The student uses recursive writing processes when appropriate. The student is expected to:
n (A) use prewriting strategies to generate ideas, develop voice, and plan;
c (B) develop drafts both alone and collaboratively by organizing and reorganizing content
and by refining style to suit occasion, audience, and purpose;
e
(C)
proofread
writing for appropriateness of organization, content, style, and conventions;
p
(E) use technology for aspects of creating, revising, editing, and publishing texts.
t
Writing/grammar/usage/conventions/spelling.
s (3)
The student relies increasingly on the conventions and mechanics of written English,
including the rules of usage and grammar, to write clearly and effectively. The student is
expected to:
(A) produce legible work that shows accurate spelling and correct use of the conventions
of punctuation and capitalization such as italics and ellipses;
(D) produce error-free writing in the final draft.
(4)
Writing/inquiry/research.
The student uses writing as a tool for learning. The student is expected to:
(A) use writing to formulate questions, refine topics, and clarify ideas;
(B) use writing to discover, organize, and support what is known and what needs to be
learned about a topic;
UM
TEKS Specificity - Intended Outcome
” I CAN” statements highlighted in yellow should be displayed for
students.
I can:
 Use the writing process
 Write an essay that does not have errors
 Use reading strategies to help me comprehend
 Use my own experiences to connect with stories
 Recognize the theatrical elements in film
 Understand how film reflects culture
 Record my responses and reading in the Reader’s Notebook (SAISD)
 Apply the Reader’s Notebook Rubric to the reader response section in my
Reader’s Notebook (SAISD)
(C) compile information from primary and secondary sources in systematic ways using
available technology;
(D) represent information in a variety of ways such as graphics, conceptual maps, and
learning logs;
(E) use writing as a study tool to clarify and remember information;
(F) compile written ideas and representations into reports, summaries, or other formats
and draw conclusions; and
(G) analyze strategies that writers in different fields use to compose.
(5)
Writing/evaluation.
The student evaluates his/her own writing and the writings of others. The student is
expected to:
(A) evaluate writing for both mechanics and content; and
(B) respond productively to peer review of his/her own work.
(7)
Reading/comprehension.
The student comprehends selections using a variety of strategies. The student is expected
to:
(A) establish a purpose for reading such as to discover, interpret, and enjoy;
(B) draw upon his/her own background to provide connection with texts
(8)
Reading/variety of texts.
The student reads extensively and intensively for different purposes in varied sources,
including world literature. The student is expected to:
(A) read to be entertained, to appreciate a writer's craft, to be informed, to take action,
and to discover models to use in his/her own writing;
(B) read in varied sources such as diaries, journals, textbooks, maps, newspapers,
letters, speeches, memoranda, electronic texts, and other media.
(9)
Reading/culture.
The student reads widely, including world literature, to increase knowledge of his/her own
culture, the culture of others, and the common elements across cultures. The student is
expected to:
(B) compare text events with his/her own and other readers' experiences.
(12)
Reading/analysis/evaluation.
The student reads critically to evaluate texts and the authority of sources. The student is
expected to:
(A) analyze the characteristics of clearly written texts, including the patterns of
organization, syntax, and word choice;
(B) evaluate the credibility of information sources, including how the writer's motivation
may affect that credibility
(16)
Listening/speaking/purposes.
The student speaks clearly and effectively for a variety of purposes and audiences. The
student is expected to:
(D) use effective verbal and nonverbal strategies in presenting oral messages;
(E) ask clear questions for a variety of purposes and respond appropriately to the
questions of others.
UM
SAISD:
Students maintain a Writer’s Notebook to generate ideas, collect writer’s thoughts and
responses and record writer’s craft lessons.
Students maintain Reader’s Notebook to comprehend and write in response to reading with
textual evidence, compare and contrast varied text (literary, informative and multi-media)
and synthesize and evaluate new learning.
Evidence of Learning
1. Students will be able to present a cultural conflict in the film through their essay and earn an Exceeds Expectations on the Scoring Guide p. 156 (Teacher Version).
2. Students will use their Reader’s Notebook 85% of the time in response to reading.
3. Students will use their Writer’s Notebook 85% of the time in response to mini-lessons (scaffolded support).
UM
English II
Unit of Study: Unit 2: Families and Celebrations
CURRICULUM GUIDE
Second Grading Period
Essential Questions
 How are traditions and celebrations
part of family?
 How do conflicts affect family or
friends?
 What part do stereotypes play in
cultural conflict?
 How do culture and tradition affect
family relationships?
Essential Pre-requisite Skills
 Use elements of text to defend his/her own responses and support them from text (Grade 9)
 Connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening
(Grades 4-8)
 Use elements of text to defend his/her own responses and interpretations (Grade 9)
 Produce error-free writing in the final draft (Grade 9)
 Identify basic conflicts (Grade 9)
 Recognize theme within a text (Grade 9)
 Analyze characters (Grade 9)
 Write to express, discover, record, develop, reflect on ideas, and problem solve (Grades 6-8)
 Use the writing process for self-initiated and assigned writing (Grades 4-8)
 Students maintain Reader’s Notebook to comprehend and write in response to reading with textual evidence, compare and
contrast varied text (literary, informative and multi-media) and synthesize and evaluate new learning (Grade 6)
The Teaching Plan
Instructional Model/Teacher Directions
The teacher will…
So students can…
Follow this three week plan. Use SpringBoard Level V – Unit 2 to complete the following lessons.
Activities Focus: Family and Celebration – Introduction to concepts and elements
(For a 45 minute class, this will take 2 class periods. For a 90 minute class, this will take 1 class period)
Activity: Introduction to Family and Celebration p. 104
 Facilitate discussions about family, customs and traditions
TEKS: Listening/speaking/purposes 16d-e
 Discuss family, customs and traditions (think-pair-share)
Activity: Theatrical and Cultural Elements in Film p. 136
 Show film clips and guide students through the identification of the theatrical and cultural elements in
the clips
TEKS: Writing 1a-c
 Recognize theatrical elements in film (visual/auditory prompt)
 Understand how film reflects culture (writing process)
Activities Focus: Family and Celebration
(For a 45 minute class, this will take 9 class periods. For a 90 minute class, this will take 4 1/2 class period)
Activity: Previewing Bend it Like Beckham p. 138
 Facilitate discussion to activate prior knowledge
 Show film clip and guide students through summary and prediction process and introduce the quickwrite
TEKS: Reading 7a-b, 8a-b, 9b, 12b
 Understand the conceptual focus of the film to be studied
(activate prior knowledge, summarizing/paraphrasing/retelling,
predicting, quickwrite)
Activity: Bend It Like Beckham Part One p. 140
 Show the segment of the film, having students complete the graphic organizer as they watch
 Guide students through a close reading of the indicated scene and facilitate a discussion for this
segment
 Facilitate discussion about types of marriages and have students do quickwrite
 Guide students through “Matrimony with a Proper Stranger” and lead the discussion that follows
TEKS: Reading 7a-b, 8a-b, 9b, 12b
 Identify conflicts in a film (graphic organizer, think-pair-share,
quickwrite, close reading)
 Explain how theatrical elements affect viewers responses
(graphic organizer, think-pair-share, quickwrite, close reading)
 Examine marriage practices in another culture (close reading)
UM
Activity: Bend It Like Beckham Part Two p. 146
 Show the segment of the film, having students complete the graphic organizer as they watch
 Guide students through a close reading of the indicated scene and facilitate a discussion for this
segment
 Lead discussion about conflicts between fathers and sons and mothers and daughters
 Facilitate the paired reading of “Father and Son” and the found poem that follows
Scaffolded Activities:
o “On Writing Poetry” (The Language of Literature)
o “Gathering Details” (Writing and Grammar)
TEKS: Writing 2a, Reading 7a-b, 8a-b, 12b
 Identify conflicts in a film (graphic organizer, think-pair-share,
close reading)
 Explain how theatrical elements affect viewers responses
(graphic organizer, think-pair-share, close reading)
 Examine family conflicts in poetry and film (close reading,
summarizing/paraphrasing/retelling)
 Write a found poem (writing process)
Activity: Bend It Like Beckham Part Three p. 150
 Show the segment of the film, having students complete the graphic organizer as they watch
 Guide students through a close reading of the indicated scene and facilitate a discussion for this
segment

Guide students through the Subculture Investigation
TEKS: Reading 7a-b, 8a-b, 12b
 Identify conflicts in a film (graphic organizer, think-pair-share,
close reading)
 Explain how theatrical elements affect viewers responses
(graphic organizer, think-pair-share, close reading)
 Identify cultural subgroups (graphic organizer, think-pair-share,
close reading)
Activity: Bend It Like Beckham Part Four p. 153
 Show the segment of the film, having students complete the graphic organizer as they watch
 Guide students through a close reading of the indicated scene and facilitate a discussion for this
segment
 Facilitate discussion of stereotypes
TEKS: Reading 7a-b, 8a-b, 12b
 Identify conflicts in a film (graphic organizer, think-pair-share,
close reading)
 Explain how theatrical elements affect viewers responses
(graphic organizer, think-pair-share, close reading)
 Identify and examine cultural stereotypes (graphic organizer,
think-pair-share, close reading)
 Share a personal experience concerning stereotypes
(quickwrite, think-pair-share)
Activities Focus: EA One: Writing About a Cultural Conflict
(For a 45 minute class, this will take 3 class periods. For a 90 minute class, this will take 1 1/2 class period)
EA One: Writing About a Cultural Conflict p. 155
 Facilitate the writing of an analytical paper
 Review scoring guide expectations with students
TEKS: Writing 1a-c, 2a-c, 3d, 5a-b
 Apply the scoring guide expectations to my writing
 Analyze how a cultural conflict is presented in a film, including
how the theatrical elements of the film are used to demonstrate
the conflict (writing process)
Vocabulary
Model/maintain vocabulary in the back of the
Reader’s Notebook and on the Word Wall:
 Customs
 Traditions
 Subculture
 Stereotype
 Theatrical element
 Arranged marriage
.
UM
Resources
Textbooks:
SpringBoard Level V:
 Use pp.104-156
The Language of Literature:
 “On Writing Poetry” p. 521 (Bend It Like Beckham Part
Two)
Writing and Grammar:
 “Gathering Details About the Characters” p. 57 (Bend It
Like Beckham Part Two)
Independent Reading
Students will be responsible for reading one independent
novel outside the classroom every nine weeks. Suggested
novels are selected from available novels that are on
campuses.
Suggested Novels:
 All Quiet on the Western Front
 A Passage to India
Optional Activities for checking understanding:
 Literature Circles: Every other Friday – students are
responsible for a different role for every group meeting
scheduled
6 Steps to Effective Vocabulary Instruction
1. The teacher provides a description,
explanation, or example of the new term
2. Students restate the explanation of the new
term in their own words.
3. Students create a non-linguistic representation
of the term.
4. Periodically students are asked to discuss the
terms with on another.
5. Students periodically do activities that help
them add to their knowledge of vocabulary
terms.
6. Periodically students are involved in games
that allow them to play.
Film:
o
Bend it Like Beckham
Department Website:
Reading, English and Language Arts - Downloads |
Secondary
 Keep reading logs: In the Reader’s Notebook and
check every other day
 Letter essays: Student is instructed to write to the
teacher about the book and the teacher then responds
to the reader
Book Talks: Students will “sell” their books to the class
Evidence of Learning
Differentiation
What do you do for students who need extra
support?
 Four-Way Reporting and Recording: Students
develop a repertoire of note-making strategies so
they can make decisions to follow their style or
the features of a text.
 “Turn and talk”: Allow students to discuss their
interpretations of material after viewing a
segment of the film.
What do you do for students who master the
learning quickly?
 Write a narrative: Students should write a
narrative sequel to the film.
 A study of Sikh beliefs: Students research and
write a report on the Sikh faith.
Interims/TAKS/Benchmarks
Sample Questions
Released TAKS Test
19. In paragraph 27, the author writes that he was more
like a mother hen than a father raccoon to indicate that
he was –
A overly concerned about the safety of the baby
raccoons
B eager to separate himself from the raccoons
C extremely proud of the progress the raccoons had
made
D annoyed about having to accept responsibility for the
raccoons
23. In this essay, Bass supports his thesis with –
A a comparison of animal and human behaviors
B examples from his personal experiences with nature
C a list of animals that have become extinct
D generalizations about civilized life
29. What is one major conflict for Adjoa in “The Girl Who
Can”? Explain your answer and support it with evidence
from the text.
UM
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Careers/Life
SAT Essay
Think carefully about the issue presented in the following
excerpt and the assignment below.
A better understanding of other people contributes to the
development of moral virtues. We shall be both kinder and
fairer in our treatment of others if we understand them better.
Understanding ourselves and understanding others are
connected, since as human beings we all have things in
common.
Adapted from Anne Sheppard, Aesthetics: An Introduction to
the Philosophy of Art
Assignment:
Do we need other people in order to understand ourselves?
Plan and write an essay in which you develop your point of
view on this issue. Support your position with reasoning and
examples taken from your reading, studies, experience, or
observations.
UM
English II
Unit of Study: Unit 3: Community
Second Grading Period – Weeks 5-9
Big Idea
The students will be able to interpret and construct meaning from a literary text.
Students will also be able to examine and evaluate the culture of a community
encountered in a novel, connect a literary text to knowledge of the world, and research
aspects of culture within a community. In addition, students will be able to analyze a text
and write a literary analysis.
College Board (2005). Springboard: English textual power: Level V. New York, NY:
College Board.
CURRICULUM OVERVIEW
Unit Rationale
In this unit, you will continue your exploration of culture by reading Things Fall Apart
…and immersing yourself in the culture and community of the Ibo people. You will
encounter a complex community and analyze the institutions that enable it to function,
the sometimes conflicting roles of its members, and the way in which it is affected by
changes in its political and social climate. Your opinions of the Ibo community might be
positive, negative, or somewhere in between. However, as with millions of readers who
have already experienced this tale, the characters and community of Things Fall Apart
will remain with you long after this study is complete. By the end of Unit 3, your cultural
outlook will be expanded, enriched, and possibly even transformed.
College Board (2005). Springboard: English textual power: Level V. New York, NY:
College Board.
TEKS
Texas Essential Knowledge and Skills
(1) Writing/purposes.
The student writes in a variety of forms, including business, personal, literary, and
persuasive texts, for various audiences and purposes. The student is expected to:
(A) write in a variety of forms with an emphasis on persuasive forms such as logical
argument and expression of opinion, personal forms such as response to
literature, reflective essay, and autobiographical narrative, and literary forms
such as poems, plays, and stories;
C (B) write in a voice and a style appropriate to audience and purpose; and
o (C) organize ideas in writing to ensure coherence, logical progression, and support
for ideas.
n
c (2) Writing/writing processes.
eThe student uses recursive writing processes when appropriate. The student is
expected to:
p (A) use prewriting strategies to generate ideas, develop voice, and plan
t (C) proofread writing for appropriateness of organization, content, style, and
conventions
s
(4) Writing/inquiry/research.
The student uses writing as a tool for learning. The student is expected to:
(A) use writing to formulate questions, refine topics, and clarify ideas;
(B) use writing to discover, organize, and support what is known and what needs to
be learned about a topic;
(C) compile information from primary and secondary sources in systematic ways
using available technology;
UM
TEKS Specificity - Intended Outcome
” I CAN” statements highlighted in yellow should be displayed for students.
I can:
 Use the writing process
 Write an essay that does not have errors
 Read a novel of world literature and use my own experiences to connect with
the text
 Examine a different culture and compare and contrast that culture with my own
 Synthesize my research in to creative presentation
 Use reading strategies to help me comprehend
 Use my own experiences to connect with stories
 Apply the Reader’s Notebook Rubric to the reader response section in my
Reader’s Notebook (SAISD)
(D) represent information in a variety of ways such as graphics, conceptual maps,
and learning logs;
(E) use writing as a study tool to clarify and remember information;
(F) compile written ideas and representations into reports, summaries, or other
formats and draw conclusions; and
(G) analyze strategies that writers in different fields use to compose.
(6) Reading/word identification/vocabulary development.
The student acquires an extensive vocabulary through reading and systematic word
study. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing
(E) use reference material such as glossary, dictionary, thesaurus, and available
technology to determine precise meanings and usage;
(F) discriminate between connotative and denotative meanings and interpret the
connotative power of words
(7) Reading/comprehension.
The student comprehends selections using a variety of strategies. The student is
expected to:
(A) establish a purpose for reading such as to discover, interpret, and enjoy;
(B) draw upon his/her own background to provide connection with texts;
(C) monitor his/her own reading strategies and make modifications when
understanding breaks down such as by rereading, using resources, and
questioning;
(D) construct images such as graphic organizers based on text descriptions and
text structures;
(E) analyze text structures such as compare and contrast, cause and effect, and
chronological ordering for how they influence understanding;
(F) produce summaries of texts by identifying main ideas and their supporting
details
(8) Reading/variety of texts.
The student reads extensively and intensively for different purposes in varied sources,
including world literature. The student is expected to:
(C) read world literature, including classic and contemporary works; and
(D) interpret the possible influences of the historical context on a literary work.
(9) Reading/culture.
The student reads widely, including world literature, to increase knowledge of his/her
own culture, the culture of others, and the common elements across cultures. The
student is expected to:
(A) recognize distinctive and shared characteristics of cultures through reading; and
(B) compare text events with his/her own and other readers' experiences.
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(10) Reading/literary response.
The student expresses and supports responses to various types of texts. The student
is expected to:
(A) respond to informational and aesthetic elements in texts such as discussions,
journals, oral interpretations, and enactments
(B) use elements of text to defend his/her own responses and interpretations
(11) Reading/literary concepts.
The student analyzes literary elements for their contributions to meaning in literary
texts. The student is expected to:
(A) compare and contrast varying aspects of texts such as themes, conflicts, and
allusions;
(B) analyze relevance of setting and time frame to text's meaning;
(C) describe and analyze the development of plot and identify conflicts and how
they are addressed and resolved;
(D) analyze the melodies of literary language, including its use of evocative words
and rhythms;
(E) connect literature to historical contexts, current events, and his/her own
experiences; and
(F) understand literary forms and terms such as author, drama, biography,
autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in
poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and
comic relief as appropriate to the selections being read.
(12) Reading/analysis/evaluation.
The student reads critically to evaluate texts and the authority of sources. The student
is expected to:
(A) analyze the characteristics of clearly written texts, including the patterns of
organization, syntax, and word choice;
(B) evaluate the credibility of information sources, including how the writer's
motivation may affect that credibility; and
(C) recognize logical, deceptive, and/or faulty modes of persuasion in texts.
(13) Reading/inquiry/research.
The student reads in order to research self-selected and assigned topics. The student
is expected to:
(A) generate relevant, interesting, and researchable questions;
(B) locate appropriate print and non-print information using text and technical
resources, including databases and the Internet;
(D) produce reports and research projects in varying forms for audiences; and
(E) draw conclusions from information gathered.
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(16) Listening/speaking/purposes.
The student speaks clearly and effectively for a variety of purposes and audiences.
The student is expected to:
(A) use the conventions of oral language effectively;
(C) prepare, organize, and present a variety of informative and persuasive
messages effectively with an emphasis on persuasion
(D) use effective verbal and nonverbal strategies in presenting oral messages
(E) ask clear questions for a variety of purposes and respond appropriately to the
questions of others; and
(F) make relevant contributions in conversations and discussions.
SAISD:
Students maintain a Writer’s Notebook to generate ideas, collect writer’s thoughts and
responses and record writer’s craft lessons.
Students maintain Reader’s Notebook to comprehend and write in response to
reading with textual evidence, compare and contrast varied text (literary, informative
and multi-media) and synthesize and evaluate new learning.
Evidence of Learning
1.
2.
3.
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Students will be able to research and compare communities and present that information in a creative presentation and earn an Exceeds Expectations on the Scoring
Guide p. 246.
Students will use their Reader’s Notebook 85% of the time in response to reading.
Students will use their Writer’s Notebook 85% of the time in response to mini-lessons (scaffolded support).
English II
Unit of Study: Unit 3: Community
CURRICULUM GUIDE
Second Grading Period
Essential Questions
Essential Pre-requisite Skills
 How does culture affect gender roles in a
society?
 How can gender roles affect a person?
 What is a hero?
 What affect does imperialism have on a
native culture?
 Use elements of text to defend his/her own responses and support them from text (Grade 9)
 Connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening
(Grades 4-8)
 Use elements of text to defend his/her own responses and interpretations (Grade 9)
 Produce error-free writing in the final draft (Grade 9)
 Analyze text structure such as compare and contrast, cause and effect, and chronological ordering (Grade 9)
 Draw inferences such as conclusions, generalizations, and prediction and support them from text (Grade 9)
 Identify basic conflicts (Grade 9)
 Recognize theme within a text (Grade 9)
 Analyze the relevance of setting and time frame to a text’s meaning (Grade 9)
 Analyze characters (Grade 9)
 Write to express, discover, record, develop, reflect on ideas, and problem solve (Grades 6-8)
 Use the writing process for self-initiated and assigned writing (Grades 4-8)
 Research a topic to gain background information
 Students maintain Reader’s Notebook to comprehend and write in response to reading with textual evidence, compare and
contrast varied text (literary, informative and multi-media) and synthesize and evaluate new learning (Grade 6)
The Teaching Plan
Instructional Model/Teacher Directions
The teacher will…
So students can…
Follow this five week plan. Use SpringBoard Level V – Unit 3 to complete the following lessons.
Activities Focus: Community
(For a 45 minute class, this will take 5 class periods. For a 90 minute class, this will take 2 1/2 class period)
TEKS: Writing 2a, Reading 7a
 Define and discuss proverbs and their connection
Activity: Palatable Proverbs p. 212
with the novel (predicting, activate prior
 Prepare proverb manipulatives
knowledge, manipulatives)
 Guide students through proverb activity
 Write a proverb (writing process)
Activity: Relevant Research: Putting Text in Context p. 215
 Guide students as they activate prior knowledge of Africa and Nigeria
 Guide students through the jigsaw activity and focus questions and facilitate the research and presentation
Scaffolded Activities:
 “Gathering Information” (Writing and Grammar)
Activity: Predictions and Pronunciations p. 218
 Guide students through predictions of the novel and discussion that follows
 Facilitate the creation of the manipulative bookmark
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TEKS: Writing 4a-b, 4f, 4g, Reading 13a, 13d-e,
Listening/Speaking 16a, 16c-d
 Research a topic to gain background information
(KWL chart, jigsaw, graphic organizer, activate
prior knowledge)
 Synthesize and present information
(presentation)
TEKS: Reading 7a, Listening/Speaking 16c-f
 Make predictions and discuss them (predicting)
 Discuss their thoughts when reading something
new (think aloud)
TEKS: Reading 8d, 11e
 Explore culture and evaluate cultural knowledge
(graphic organizer)
Activity: Culture Wheel p. 221
 Facilitate the creation of the graphic organizer
Activities Focus: Community – Reading Things Fall Apart
(For a 45 minute class, this will take 20 class periods. For a 90 minute class, this will take 10 class period)
Activity: “In the Beginning” p.223
 Guide students through the read aloud
 Guide students through the creation of the character web
Activity: Dialectical Journal p. 225
 Introduce the dialectical journal (to be maintained throughout the reading of the novel)
Activity: Things Fall Apart Chapters 1 and 2
 Guide students through a reading and discussion of the chapter (A note on the reading of the chapters: a variety of
methods can be used to read the assigned chapters, including, but not limited to teacher read alouds, student read alouds,
silent reading, and group reading. In addition, some chapters may be assigned for reading at home, and some chapters
may be summarized in part or in their entirety.)
Activity: Drawing the Compound p. 227
 Facilitate the drawing of the compound
Activity: Things Fall Apart Chapters 3 and 4
 Guide students through a reading and discussion of the chapters (A note on the reading of the chapters: a variety of
methods can be used to read the assigned chapters, including, but not limited to teacher read alouds, student read alouds,
silent reading, and group reading. In addition, some chapters may be assigned for reading at home, and some chapters
may be summarized in part or in their entirety.)
Activity: Week of Peace p. 230
 Guide students through a discussion about a Week of Peace
 Facilitate the creation of the Week of Peace poster
TEKS: Reading 10a, 11a
 Analyze and visualize a character in a novel (read
aloud, graphic organizer, visualizing, marking the
text, predicting)
TEKS: Reading 6a, 6e-f, 7b, 7f, 11b-c, 11e, 12b-c
 Compile textual evidence providing details about
a character (dialectical journal, marking the text)
 Make connections to a character in a novel
(dialectical journal)
TEKS: Reading 8c
 Read an example of world literature
TEKS: Reading 7b, 12b
 Visualize a novel’s setting (marking the text,
visualizing, graphic organizer, jigsaw)
TEKS: Reading 8c
 Read an example of world literature
TEKS: Reading 7b, 9b, 10b, Listening/Speaking
16a, 16f
 Make a personal connection to a novel and
discuss (graphic organizer)
Activity: Things Fall Apart Chapters 5 and 6
 Guide students through a reading and discussion of the chapters (A note on the reading of the chapters: a variety of
methods can be used to read the assigned chapters, including, but not limited to teacher read alouds, student read alouds,
silent reading, and group reading. In addition, some chapters may be assigned for reading at home, and some chapters
may be summarized in part or in their entirety.
TEKS: Reading 8c
 Read an example of world literature
Activity: Festival Time: Chapters 5 and 6 p. 232
 Guide students through a close reading and the creation of the graphic organizer
TEKS: Reading 11f, 12a
 Explore characterization in a novel by analyzing
dialogue (marking the text, close reading, graphic
organizer)
TEKS: Writing 2a, Reading 10a
 Explore characterization in a novel by analyzing
dialogue (activate prior knowledge, graphic
organizer, think aloud, writing process)
TEKS: Writing 1a, 2c, Reading 7e,
Activity: Okonkwo’s Family Tree p. 234
 Guide students through think aloud
 Facilitate the creation of a family tree
Activity: Ikemefuna p. 238
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 Guide discussion about Ikemefuna
 Facilitate creation of graphic organizer and the writing of a narrative
Activity: Guiding Questions for Chapter 7
 Introduce questions to be answered while reading chapter 7
 After reading the chapter, facilitate the discussion of answers
Activity: Things Fall Apart Chapter 7
 Guide students through a reading and discussion of the chapter (A note on the reading of the chapters: a variety of
methods can be used to read the assigned chapters, including, but not limited to teacher read alouds, student read alouds,
silent reading, and group reading. In addition, some chapters may be assigned for reading at home, and some chapters
may be summarized in part or in their entirety.)
Activity: Folktales p. 162
 Direct the creation of the graphic organizer
Listening/Speaking 16a, 16f
 Discuss the effect a new character can have in a
novel (marking the text, think- pair-share, graphic
organizer)
 Write a first person narrative from the point of
view of a character from a novel (writing process)
TEKS: Reading 10b
 Support answers to questions (marking the text,
graphic organizer)
TEKS: Reading 8c
 Read an example of world literature
TEKS: Reading 8d, 11f
 Understand the characteristics of folktales and
compare folktales from different cultures (graphic
organizer, summarizing/paraphrasing/retelling
Activities Focus: Embedded Assessment One
(For a 45 minute class, this will take 4 class periods. For a 90 minute class, this will take 2 class period)
Christmas break (may split time allotted for Embedded Assessment One)
Activity: Researching and Comparing Communities
TEKS: Writing 1c, 2e, 4a-f Reading 13b, 13d-e
 Facilitate research and the creation of a creative demonstration
 Apply the scoring guide to my presentation
 Review Scoring Guide expectations
 Compare an aspect of Nigerian culture to
American culture
Scaffolded Activities:
 “Gathering Details” (Writing and Grammar)
 “Shaping Your Writing” (Writing and Grammar)
 “Providing Elaboration” (Writing and Grammar)
Activities Focus: Things Fall Apart
(For a 45 minute class, this will take 10 class periods. For a 90 minute class, this will take 5 class period)
Activity: Things Fall Apart Chapters 8 and 9
TEKS: Reading 8c
 Guide students through a reading and discussion of the chapters (A note on the reading of the chapters: a variety of
 Read an example of world literature
methods can be used to read the assigned chapters, including, but not limited to teacher read alouds, student read alouds,
silent reading, and group reading. In addition, some chapters may be assigned for reading at home, and some chapters
may be summarized in part or in their entirety.
Activity: Things Fall Apart Chapter 10
 Guide students through a reading and discussion of the chapter (A note on the reading of the chapters: a variety of
methods can be used to read the assigned chapters, including, but not limited to teacher read alouds, student read alouds,
silent reading, and group reading. In addition, some chapters may be assigned for reading at home, and some chapters
may be summarized in part or in their entirety.
Activity: Reflection for Chapter 10 p. 247
 Guide students through a discussion of civilized society and writing about the Ibo and civilized society
 Lead students in a debate
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TEKS: Reading 8c
 Read an example of world literature
TEKS: Writing 1a-c, Listening/Speaking 16a, 16c,
16f
 Define civilized society and apply that definition to
a society in a novel (writing process, debate,
think-pair-share)
Activity: Things Fall Apart Chapter 11
 Guide students through a reading and discussion of the chapter (A note on the reading of the chapters: a variety of
methods can be used to read the assigned chapters, including, but not limited to teacher read alouds, student read alouds,
silent reading, and group reading. In addition, some chapters may be assigned for reading at home, and some chapters
may be summarized in part or in their entirety.
Activity: RAFT for Chapter 11 p. 249
 Guide students though RAFT for chapter
TEKS: Reading 8c
 Read an example of world literature
Activity: Things Fall Apart Chapters 12 and 13
 Guide students through a reading and discussion of the chapters (A note on the reading of the chapters: a variety of
methods can be used to read the assigned chapters, including, but not limited to teacher read alouds, student read alouds,
silent reading, and group reading. In addition, some chapters may be assigned for reading at home, and some chapters
may be summarized in part or in their entirety.
Activity: Violence in the Novel: Chapter 13 p. 253
 Guide students through skimming of chapter and timed writing
TEKS: Reading 8c
 Read an example of world literature
Activity: Things Fall Apart Chapter 14
 Guide students through a reading and discussion of the chapter (A note on the reading of the chapters: a variety of
methods can be used to read the assigned chapters, including, but not limited to teacher read alouds, student read alouds,
silent reading, and group reading. In addition, some chapters may be assigned for reading at home, and some chapters
may be summarized in part or in their entirety.
Activity: Gender Concepts p. 251
 Guide students through a discussion of gender concepts and the completion of the graphic organizer
Activity: Things Fall Apart Chapters 15, 16 and 17
 Guide students through a reading and discussion of the chapters (A note on the reading of the chapters: a variety of
methods can be used to read the assigned chapters, including, but not limited to teacher read alouds, student read alouds,
silent reading, and group reading. In addition, some chapters may be assigned for reading at home, and some chapters
may be summarized in part or in their entirety.
Activity: Things Fall Apart Chapters 18 and 19
 Guide students through a reading and discussion of the chapters (A note on the reading of the chapters: a variety of
methods can be used to read the assigned chapters, including, but not limited to teacher read alouds, student read alouds,
silent reading, and group reading. In addition, some chapters may be assigned for reading at home, and some chapters
may be summarized in part or in their entirety.
Activity: What is a hero? p. 255
 Guide students through quickwrite and graphic organizer
 Facilitate timed writing
Vocabulary
Model/maintain vocabulary in the back of the Reader’s
Notebook and on the Word Wall:

Colonialism

Post-colonial literature

Missionary

Imperialism
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TEKS: Writing 1a-b
 Reflect on characters relationships (RAFT)
TEKS: Writing 1a-c
 Write about the effects of a characters actions
(skimming/scanning, timed writing)
TEKS: Reading 8c
 Read an example of world literature
TEKS: Reading 10a, 11a
 Identify gender concepts and values in a text
(skimming/scanning, graphic organizer)
TEKS: Reading 8c
 Read an example of world literature
TEKS: Reading 8c
 Read an example of world literature
TEKS: Writing 1 a-c
 Understand the idea of a tragic hero and the
hero’s journey (quickwrite, graphic organizer,
timed writing)
Resources
SpringBoard Level V:

Use pp. 199-257
Independent Reading
Students will be responsible for reading one independent
novel outside the classroom every nine weeks.
Suggested novels are selected from available novels that
are on campuses.
Writing and Grammar
Suggested Novels:
Textbooks:


Tragic hero
Ibo words listed in the glossary of the novel, as
well as those listed on p. 221 of SpringBoard
Level V



6 Steps to Effective Vocabulary Instruction
1. The teacher provides a description, explanation, or
example of the new term.
2. Students restate the explanation of the new term in
their own words.
3. Students create a non-linguistic representation of the
term.
4. Periodically students are asked to discuss the terms
with on another.
5. Students periodically do activities that help them add
to their knowledge of vocabulary terms.
6. Periodically students are involved in games that allow
them to play.

“Gathering Details” p. 179 (Embedded
Assessment Two)
“Shaping Your Writing” p. 180 (Embedded
Assessment Two)
“Providing Elaboration” p. 181 (Embedded
Assessment Two)
“Gathering Information” p. 253 (Relevant
Research: Putting Text in Context)
Novel:
Things Fall Apart
Other Materials:
Teacher-gathered information on Nigeria and Chinua
Achebe, or access to the internet.
 All Quiet on the Western Front
 A Passage to India
Optional Activities for checking understanding:
 Literature Circles: Every other Friday – students are
responsible for a different role for every group meeting
scheduled
 Keep reading logs: In the Reader’s Notebook and check
every other day
 Letter essays: Student is instructed to write to the
teacher about the book and the teacher then responds to
the reader
 Book Talks: Students will “sell” their books to the class
Department Website:
Reading, English and Language Arts - Downloads |
Secondary
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
What do you do for students who need extra support?
 Turn and talk: Allow students to discuss their
interpretations of material after reading a set
amount of text.
 Virtual Field Trip: Provide a list of websites
exploring Nigerian history and culture.
 Inductive Learning Strategy: Teachers select
approximately 30 words or phrases from the reading
that support the generalizations they expect
students to make.
 Four-Way Reporting and Recording: Students
develop a repertoire of note-making strategies so
they can make decisions to follow their style or the
features of a text.
Sample Questions
What do you do for students who master the learning
quickly?
 Write a biography: Students will research and write
a biography of Chinua Achebe.
 Timeline of African colonization: Student creates
an annotated timeline of European colonization of
the African continent.
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Released TAKS Test
4. What is the most significant thing the boy’s find on their
walk?
F Two marbles
G An earthenware jar
H An injured fish
J Several muskrat holes
5. The story’s point of view helps the reader to understand
–
A the mother’s loneliness
B the boy’s frustration
C the fathers’ anger
D the dog’s contentment
29. In “The Quality of Mercy,” what do the boys learn from
their experiences at the creek? Support your answer with
evidence from the selection.
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College
Board/Careers/Life
SAT Essay
Think Carefully about the issue presented in the following
excerpt and the assignment below.
Traditionally the term “heroism” has been applied to those
who have braved physical danger to defend a cause or to
protect others. But one of the most feared dangers people
face is that of disapproval by their family, peers, or
community. Sometimes acting courageously requires
someone to speak out at the risk of rejection. We should
consider those who do so true heroes.
Assignment: Should heroes be defined as people who say
what they think when we ourselves lack the courage to say it?
Plan and write an essay in which you develop your point of
view on this issue. Support your position with reasoning and
examples taken from your reading, studies, experience, or
observations.