English I
Unit 2: Short Stories
CURRICULUM OVERVIEW
Second Grading Period – Weeks 1-9
Enduring Understandings (Big Ideas)
Unit Rationale
“A conflict is a struggle between opposing forces. A conflict might be as small as an
argument between friends or as large as a war between nations. It might also involve
just one person who faces a personal challenge or a hard decision. A conflict is
resolved when it is worked out or brought to an end.” (p. 194)
“Throughout the unit students will analyze, make inferences about, and
draw conclusions from short stories. Each selection pair presents
students with a literary analysis, reading skill, writing about the Big
Question, vocabulary, support for writing, support for extending your
learning and enrichment.”
Pearson. (2011). Literature: Language and literacy. Upper Saddle River, NJ:
Pearson.
Pearson. (2011). Literature: Language and literacy. Upper Saddle, NJ:
Pearson.
Essential Questions
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Guiding Questions
Is conflict necessary?
Conflicts occur frequently in literature and in life, but are they necessary?
Conflicts can be difficult for the people involved in them, but can a conflict also
have a positive outcome?
Ask students to discuss these questions based on the Essential Questions:
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Tell what you know
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Explain what you know
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Write what you know
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Connect what you know with the literature
TEKS Specificity – I Can…
TEKS (Standards)
I can:
Texas Essential Knowledge and Skills: TEKS
Reading/Vocabulary Development
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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;
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.
Reading/Comprehension of Literary Text
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2A: analyze how the genre of texts with similar themes shapes meaning;
5A: analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots,
parallel plot structures) and compare it to linear plot development;
5B: analyze how authors develop complex yet believable characters in works of fiction
through a range of literary devices, including character foils;
5C: analyze the way in which a work of fiction is shaped by the narrator's point of view;
and
6: 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. Students are expected to analyze how literary essays
interweave personal examples and ideas with factual information to explain, present a
perspective, or describe a situation or event.
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SAISD © 2010-11 – Second Grading Period
English I
Demonstrate the ability to make predictions
Apply new vocabulary words
Demonstrate an understanding of a narrative essay
Analyze texts
Take notes in my Reader’s/Writer’s Notebook
Identify text patterns
Draft an essay within 30 minutes
Recognize different view points
Draft an essay with the writing process
Discuss my independent novel
Analyze the texts
Master critical thinking skills
Identify the differences between genres
Decide if the idea of conflict is necessary
Discuss what truth is by explaining what it is, writing what it means to
them and connecting it the upcoming texts
Demonstrate the ability to make predictions
Write an entire essay from start to finish
Interpret the themes for texts
Identify components that will help with the research and technology
activity
Write in a certain amount of time
Write a cause-effect essay
Page 1 of 20
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading/Comprehension of Informational Text
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9C: 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.
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11B: analyze factual, quantitative, or technical data presented in multiple graphical
sources
Reading/Media Literacy
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12A: compare and contrast how events are presented and information is
communicated by visual images (e.g., graphic art, illustrations, news photographs)
versus non-visual texts;
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12C: compare and contrast coverage of the same event in various media (e.g.,
newspapers, television, documentaries, blogs, Internet); and
Writing
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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;
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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;
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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;
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13D: edit drafts for grammar, mechanics, and spelling; and
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13E: revise final draft in response to feedback from peers and teacher and publish
written work for appropriate audiences.
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14A: write an engaging story with a well-developed conflict and resolution, interesting
and believable characters, and a range of literary strategies (e.g., dialogue, suspense)
and devices to enhance the plot;
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15A: write an analytical essay of sufficient length that includes
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15Ai: effective introductory and concluding paragraphs and a variety of sentence
structures;
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15Aii: rhetorical devices, and transitions between paragraphs;
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15Aiv: an organizing structure appropriate to purpose, audience, and context; and
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15Av: relevant information and valid inferences
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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.
Oral and Written Conventions
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17Aiii: reciprocal pronouns (e.g., each other, one another);
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18A: use conventions of capitalization; and
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18Bi: quotation marks to indicate sarcasm or irony;
19: Oral and Written Conventions/Spelling. Students spell correctly. Students are
expected to spell correctly, including using various resources to determine and check
correct spellings.
SAISD © 2010-11 – Second Grading Period
English I
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Research
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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); and
21C: paraphrase, summarize, quote, and accurately cite all researched information
according to a standard format (e.g., author, title, page number).
Listening and Speaking
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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; and
25: Students speak clearly and to the point, using the conventions of language.
Students will continue to apply earlier standards with greater complexity. Students are
expected to give presentations using informal, formal, and technical language
effectively to meet the needs of audience, purpose, and occasion, employing eye
contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful
gestures, and conventions of language to communicate ideas effectively.
26: Students work productively with others in teams. Students will continue to apply
earlier standards with greater complexity. Students are expected to participate
productively in teams, building on the ideas of others, contributing relevant information,
developing a plan for consensus-building, and setting ground rules for decisionmaking.
Reading/Comprehension Skills: Figure 19
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RC-9A: reflect on understanding to monitor comprehension (e.g., asking questions,
summarizing and synthesizing, making connections, creating sensory images); and
RC-9B: make complex inferences about text and use textual evidence to support
understanding
ELPS
English Language Proficiency Skills (ELPS)
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(c) (2) (C) learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions
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Vocabulary Workshop: Using a Dictionary, Glossary, and Thesaurus, pp. 182-183
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(c) (4) (C) develop basic sight vocabulary, derive meaning of environmental print, and
comprehend English vocabulary and language structures used routinely in written
classroom materials
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Instructional pages throughout
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Informational Texts: Schedule pp. 155-156
(c) (2) (D) monitor understanding of spoken language during classroom instruction and
SAISD © 2010-11 – Second Grading Period
English I
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
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interactions and seek clarification as needed
Listening and Speaking: Interview p. 41
Listening and Speaking Workshop: Follow and Give Oral Instructions, pp. 184185
(c) (3) (G) express opinions, ideas, and feelings ranging from communicating single
words and short phrases to participating in extended discussions on a variety of social
and grade-appropriate academic topics
Introducing the Big Question: Explain What You Know p. 3
(c) (4) (G) demonstrate comprehension of increasingly complex English by participating
in shared reading, retelling or summarizing materials, responding to questions, and
taking notes commensurate with content area and grade-level needs
Listening and Speaking: Retell p. 71
Research and Technology: Learning Log p. 151
(c) (3) (H) narrate, describe, and explaining with increasing specificity and detail as
more English is acquired
Listening and Speaking: Interview p. 41
Texas Writing Workshop: Publishing and presenting p. 99
(c) (2) (I) demonstrate listening comprehension of increasingly complex spoken English
by following directions, retelling or summarizing spoken messages, responding to
questions and requests, collaborating with peers, and taking notes commensurate with
content and grade-level needs
Listening and Speaking: Interview p. 41
Listening and Speaking Workshop: Giving and Following Oral Instruction, pp.
184-185
(c) (3) (E) share information in cooperative learning interactions
Applying the Big Question: Connecting to Citizenship p. 181
College and Career Readiness Standards (CCRS)
Writing
 1. Determine effective approaches, forms, and rhetorical techniques that demonstrate
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understanding of the writer’s purpose and audience p. 172
Reading: A
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1. Use effective reading strategies to determine a written work’s purpose and intended
audience p. 101
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2. Use text features and graphics to form an overview of information texts and to
determine where to locate information p. 154
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4. Draw and support complex inferences from text to summarize, draw
conclusions, and distinguish facts from simple assertions and opinions p. 74
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8. Compare and analyze how generic features are used across texts pp. 89, 161
Reading: B
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3. Use reference and guides to confirm the meanings of new words or concepts
pp. 182-183
Reading: D
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1. Describe insights gained about oneself, others, or the world from reading
specific texts p. 180
Speaking: A
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2. Adjust presentation (delivery, vocabulary, length) to particular audiences and
purposes p. 71
SAISD © 2010-11 – Second Grading Period
English I
Page 4 of 20
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Speaking: B
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1. Participate actively and effectively in one-on-one oral communication situations
pp. 41 & 184
Listening: A
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1. Analyze and evaluate the effectiveness of a public presentation p. 185
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3. Use a variety of strategies to enhance listening comprehension p. 41
Listening: B
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1. Listen critically and respond appropriately to presentations p. 184
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2. Listen actively and effectively in on-on-one communication situations p 41 & 184
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3. Listen actively and effectively in group discussions p. 2
Research: A
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2. Explore a research topic p. 173
Research: B
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3. Synthesize and organize information effectively pp. 151 & 174
Research: C
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1. Design and present an effective product p. 123
Cross-Disciplinary Standards: CCRS
Key Cognitive Skills: A
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2. Accept constructive criticism and revise personal views when valid evidence
warrants p. 176
Key Cognitive Skills: B
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1. Consider arguments and conclusions of self and others p. 176
Key Cognitive Skills: C
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1. Analyze a situation to identify a problem to be solved p. 173
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2. Develop and apply multiple strategies to solving a problem p. 173
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3. Collect evidence and data systematically and directly relate to solving a problem
p. 173
Key Cognitive Skills: D
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1. Self-monitor learning needs and seek assistance when needed p. 43
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2. Use study habits necessary to manage academic pursuits and requirements pp.
151, 173
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4. Persevere to complete and master tasks pp. 172-179
Key Cognitive Skills: E
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1. Work independently p. 94
Foundational Skills: A
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1. Use effective pre-reading strategies pp. 23, 43
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2. Use a variety of strategies to understand the meanings of new words p. 182
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3. Identify the intended purpose and audience of the text pp. 101, 125
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5. Analyze textual information critically p. 74
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8. Connect reading to historical and current events and personal interest p. 160
Writing Across the Curriculum: B
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1. Write clearly and coherently using standard writing conventions pp. 94, 172
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2. Write in a variety of forms for various audiences and purposes pp. 94, 172
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3. Compose and revise drafts pp. 94-99, 172-179
Research Across the Curriculum: C
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1. Understand which topics or questions are to be investigated pp. 123, 151, 173
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2. Explore a research topic pp. 123, 151, 173
SAISD © 2010-11 – Second Grading Period
English I
Page 5 of 20
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
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3. Refine research topic based on preliminary research and devise a timeline for
completing work p. 173
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4. Evaluate the validity and reliability of source p. 174
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5. Synthesize and organize information effectively p. 174
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6. Design and present an effective product p. 123
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7. Integrate source material p. 174
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8. Present final product p. 123
Use of Data: D
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1. Identify patterns or departures from patterns among data p. 154
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2. Use statistical and probabilistic skills necessary for planning an investigations,
and collecting, analyzing, and interpreting data pp. 154, 174
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3. Present analyzed data and communicate findings in a variety of formats pp.
154, 179
Technology: E
 2. Use technology to organize, manage, and analyze information p. 151
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3. Use technology to communicate and display findings in a clear and coherent
manner p. 123
 4. Use technology appropriately p. 123
Evidence of Learning (Summative Assessment)
1. Given a set of data, students will apply the elements of a short story 80% of the time.
2. Given a set of data, students will write a short story, write in a certain amount of time, write a brochure, and a news story 80% of the time.
SAISD © 2010-11 – Second Grading Period
English I
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Guiding Questions
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Essential Pre-requisite Skills
8th Grade
 Students build and refine their vocabulary by learning the meaning of grade-level
academic English words derived from foreign roots and affixes
 Students begin to analyze themes and genres across cultures and in relation to
historical settings
 Students analyze how playwrights characterize their protagonist and antagonists
through dialogue and staging
 Students continue to explore specific types of literary nonfiction
 Students analyze works written on the same topic and compare how the authors
achieve their purposes
 Students compare and contrast persuasive texts
 Students evaluate the role of media in focusing attention on events and informing
opinion on issues
 Students plan drafts by choosing a genre, determining a topic, and developing a
thesis
 Students write imaginative stories with a focus on sustaining reader interest
through well-placed action, engaging story lines, and believable settings
 Students support their writing with facts and details and exclude extraneous
information
 Students extend their language skills by adopting more variety and complexity in
their sentence structure
 Students use correct capitalization and punctuation, including commas after
introductory structures and dependent adverbial clauses, and correct punctuation
of complex sentences
 Students address a major research question and apply steps for gathering and
evaluating information
 Students demonstrate the reliability ad validity of their sources
 Students listen to presentations, interpret the speakers’ purposes, and evaluate
deliveries
 Student advocate a position using anecdotes, analogies, and illustrations
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Students participate productively in discussions
What is a short story?
What makes a short story a good one?
What are the components of a short story?
The Teaching and Learning Plan
10-26-10 through 01-13-11
Instructional Model & Teacher Directions
The teacher will…
So students can….
The Teacher Will…
Week One: Short Stories
 Introduce the Unit Big Question p. 194
 Introduce the Unit author and the Unit genre, short stories
o Is conflict necessary?
 Teach the Model selection
SAISD © 2010-11 – Second Grading Period
So the Students Can…
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English I
Tell what they know
Explain what they know
Write what they think
Connect with the literature
Identify the elements of a short story
Apply new vocabulary
Page 7 of 20
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
o
o
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“The Jade Peony”
After you read:
 Critical Thinking
 Short Story Review
 Research the Author
 Assessment Resources: Unit 2 Resources Selection
Text A or B p. 17 (U2 Resources)
Big Question Vocabulary
Amicably
Antagonize
Appreciate
Argument
Articulate
Compete
Competition
Controversy
Cooperate
Differences
Equity
Grievance
Issue
Mediate
Survival
War/battle
TAKS Vocabulary
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Short story
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Plot
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Conflict
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Character
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Setting
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Symbol
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theme
Novels:
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Allow time for
SSR twice a
week
Allow time for
Literature
Circles every
Friday
One Day in the
Life of Ivan
Denisovich
Literature
from Around
the World
To Kill a
Mockingbird
Writing
 Write What You Think p.
195
 What Do You Notice? p.
206
 Research Paper on the
Author p. 209
The Teacher Will…
So the Students Can…
Week Two: Lesson Pacing Guide
 Pre-teach p. 210a
o Administer the Reading and Vocabulary Warm-ups
o Introduce the Reading Skill: Make inferences
o Introduce the Literary Analysis concept: Conflict
o Graphic Organizer for Reading Skill and Literary Analysis
o Teach the selection vocabulary
o Introduce the Word Power skill
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SAISD © 2010-11 – Second Grading Period
English I
Resources
 Unit 2 (U2) Resources
 Professional Development Guidebook
 See It! DVD
 Graphic Organizer Transparencies
 Classroom Strategies and Teaching Routines
 Enriched Online Student Edition
 Reader’s/Writer’s Notebooks
 Differentiation
 Portfolios
 www.phlitonline.com
o Essay grader
 HS Teacher Toolkit
o Literature Circle Information
o Practice TAKS Questions
o Kagan’s Strategies
o Quilt Questioning
o Socratic Questioning
o SpringBoard Strategies
o Writing Information
o Writing Workshop
o Glossary of Information
o Graphic Organizers
o Ethos, Pathos, Logos
o SWOT
o Rubrics
o Informational websites
Tell what they know
Explain what they know
Write what they think
Connect with the literature
Identify the elements of a short story
Define and use new vocabulary
Identify conflict, make inferences and use the inferences strategy chart
Understand the protagonists view
Use context clues
Page 8 of 20
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
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Pre-teach/Teach
o Build background with the Background feature
o Develop thematic vocabulary and thematic thinking with
Writing About the Big Question
o Prepare students to read with the Activating Prior Knowledge
activities
o Use the Reading Check questions to confirm comprehension
o Develop students ability to make inferences using the
Reading Skill questions
o Develop students’ understanding of conflict using the Literary
Analysis questions
o Reinforce vocabulary with the Vocabulary notes
 Assess
o Assess students’ comprehension and mastery of the skills by
having them answer the Critical Thinking, Reading Skill, and
Literary Analysis questions
o Students complete the Vocabulary Practice Activities
o Students complete the Word Power activities
 Extend/Assess
o Students complete the Conventions lessons
o Students complete the Writing activity, writing an alternative
ending
o Extend learning by having students complete the Listening
and Speaking activity, an oral presentation.
Selections
Writing
o “The Most Dangerous
o “The Most Dangerous Game”
Game”
o Essay questions: U2 p. 37
o Vocabulary: U2 p.
o Essay questions: U2 p. 40
23
o “American History”
o Open Book Test:
o Essay questions p. 55
U2 p. 32
o Essay questions p. 58
o Selection Test A:
o Essay questions p. 61
U2 p. 35
o Selection Test B:
U2 p. 38
o “American History”
o Vocabulary U2 p.
41
o Open Book Test:
U2 p. 53
o Selection Test A:
U2 p. 56
o Selection Test B:
U2 p.59
SAISD © 2010-11 – Second Grading Period
English I
College and Career Readiness Standards:
4 Reading: Draw and support complex inferences from text to summarize, draw conclusions,
and distinguish facts from simple assertions and opinions
2 Reading: Apply knowledge of roots and affixes to infer the meanings of new words
Resources
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Vocabulary/Fluency/Prior Knowledge:
U2 Resources
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Selection Support: Graphic Organizer
Transparencies
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Skills Development/Extension: U2
Resources
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Assessment: U2 Resources
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Portfolios
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Reader’s/Writer’s Notebooks

Differentiation
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Classroom Strategies and teaching
Routine Cards

www.phlitonline.com
o Essay grader
 HS Teacher Toolkit
o Literature Circle Information
o Practice TAKS Questions
o Kagan’s Strategies
o Quilt Questioning
o Socratic Questioning
Novels:
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Allow time for SSR twice a
week
Allow time for Literature
Circles every Friday
One Day in the Life of Ivan
Denisovich
Literature from Around the
World
To Kill a Mockingbird
Page 9 of 20
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
o SpringBoard Strategies
o Writing Information
o Writing Workshop
o Glossary of Information
o Graphic Organizers
o Ethos, Pathos, Logos
o SWOT
o Rubrics
o Informational websites
So the Students Can…
The Teacher Will…
Week Three: Lesson Pacing Guide
o Pre-Teach p. 256a
o Administer the Reading and Vocabulary Warm-ups
o Introduce the Reading Skill: Make Inferences and the Literary
Analysis concept: Irony
o Graphic organizers for the Reading Skill and the Literary
Analysis
o Teach the selection vocabulary
o Introduce the Word Power Skill
o Pre-Teach/Teach
o Build background with the Background feature
o Develop thematic vocabulary and thematic thinking with
Writing about the Big Question
o Prepare students to read with the Activating Prior Knowledge
activities
o Informally monitor comprehension while students read
o Use the Reading Check questions to confirm comprehension
o Develop students’ ability to make inferences using the
Reading Skill questions
o Develop students’ understanding of irony using the Literary
Analysis questions
o Reinforce vocabulary with the Vocabulary notes
o Assess
o Assess students’ comprehension and mastery of the skills by
having them answer the Critical Thinking, Reading Skill, and
Literary Analysis questions
o Students complete the vocabulary Practice activities
o Students complete the Word Power activities
o Extend/Assess
o Students complete the Conventions lesson
o Students complete the Writing activity, writing a news report
o Extend learning by having students complete the Listening
and Speaking activity, a debate.
o Administer Selection Text A or B
o Strategy for Success p. 283 (Assessment)
SAISD © 2010-11 – Second Grading Period
English I
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Tell what they know
Explain what they know
Write what they think
Connect with the literature
Identify the elements of a short story
Complete the activities, graphic organizers, and interactive prompts independently or as a
class
Understand irony
Make inferences
Define and identify irony and situational irony
Read with a purpose: 1. Literal comprehension, 2. Application of skills (inference and
irony) 3. Interpretation
Define and use new vocabulary
College and Career Readiness Standards:
3 Speaking: Plan and deliver focused and coherent presentations that convey clear and
distinct perspectives and demonstrate solid reasoning
2 Listening: Interpret a speaker’s message; identify the position taken and the evidence in
support of that position
Page 10 of 20
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Selection:
o “The Gift of the Magi”
o Vocabulary: U2 p. 62
o Open Book Test: U2
p. 71
o Selection Test A: U2
p. 74
o Selection Test B: U2
p. 77
o “The Interlopers”
o Vocabulary: U2 p. 80
o Open Book Test: U2
p. 92
o Selection Test A: U2
p. 95
o Selection Test B: U2
p. 98
Writing:
o “The Gift of the Magi”
o Essay questions: U2 p73
o Essay questions: U2 p.
76
o Essay questions: U2 p.
79
o “The Interlopers”
o Essay Questions: U2 p.
94
o Essay Questions: U2 p.
97
o Essay Questions: U2 p.
100
The Teacher Will…
Week Four : Lesson Pacing Guide
o Pre-Teach p. 284
o Model the Skill: Analyzing procedural texts
o Informational Text
o Procedural Texts
o Analyze Procedural Texts
o Teach
o Signs and Instructions
o Analyze Procedural Texts
o Assess/Extend
o Technical Instructions
o Analyze Procedural Texts
o Citizenship in Action
o Comparing Informational Texts
SAISD © 2010-11 – Second Grading Period
Resources:
o Vocabulary/Fluency/Prior Knowledge:
U2 Resources
o Selection Support: Graphic Organizer
Transparencies
o Skills Development/Extension: U2
Resources
o Assessment: U2 Resources
o Reader’s/Writer’s Notebooks
o Classroom Strategies and teaching
Routine Cards
o Portfolios
o Differentiation
o www.phlitonline.com
o Essay grader
 HS Teacher Toolkit
o Literature Circle Information
o Practice TAKS Questions
o Kagan’s Strategies
o Quilt Questioning
o Socratic Questioning
o SpringBoard Strategies
o Writing Information
o Writing Workshop
o Glossary of Information
o Graphic Organizers
o Ethos, Pathos, Logos
o SWOT
o Rubrics
o Informational websites
So the Students Can…















English I
Novels:





Allow time for SSR twice a
week
Allow time for Literature
Circles every Friday
One Day in the Life of Ivan
Denisovich
Literature from Around the
World
To Kill a Mockingbird
Tell what they know
Explain what they know
Write what they think
Connect with the literature
Identify the elements of a short story
Complete the activities, graphic organizers, and interactive prompts independently or as a
class
Make inferences
Describe and use irony and situational irony
Use textual evidence
Consider the similarities in the ways that the characters overcome their conflicts
Identify the hatred the feuding families face
Identify talent and tragedy
Identify literal comprehension, make inference and identify irony
Interpret the text
Classify and analyze the text
Page 11 of 20
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
o
o
o
o
Pre-Teach
o Model the Skill: Understand Plot Development
o Comparing Literary Works
o Writing about the Big Question
Teach
o Background
o Activating prior knowledge
o Information about the selection
o Literary analysis
o Critical thinking
o Reading check
o Humanities
o Critical Viewing
o Vocabulary development
Assess
o Critical thinking
o Is Conflict necessary?
Benchmark Test 3
o Unit 2: Short Stories p. 120
o Unit 2: Short Stories Skills concept Map-2: U2 p. 126
Selection:
o “The man to Send Rain
Clouds” and “A Walk to the
Jetty”
o Vocabulary: U2 p.
101
o Open Book Test:
U2 p. 109
o Selection Test A:
U2 p. 112
o Selection Test B:
U2 p. 115
Writing:
o Timed Writing p. 289
o “The man to Send Rain Clouds”
and “A Walk to the Jetty”
o Essay questions: U2 p. 111
o Essay questions: U2 p. 114
o Essay questions: U2 p. 117
o Writing Workshop: U2 p.
118
SAISD © 2010-11 – Second Grading Period
English I
Resources:
o U2 Resources p. 101
o Graphic Organizer Transparencies p. 51
o Professional Development Guidebook p. 33
o Enriched Online Student Edition
o Hear It! Audio CD
 Reader’s/Writer’s Notebooks
 Portfolios
 Differentiation
 Classroom Strategies and Teaching Routines
 www.phlitonline.com
o Essay grader
 HS Teacher Toolkit
o Literature Circle Information
o Practice TAKS Questions
o Kagan’s Strategies
o Quilt Questioning
o Socratic Questioning
o SpringBoard Strategies
o Writing Information
o Writing Workshop
o Glossary of Information
o Graphic Organizers
o Ethos, Pathos, Logos
o SWOT
o Rubrics
o Informational websites
Novels:





Allow time for SSR twice a
week
Allow time for Literature
Circles every Friday
One Day in the Life of Ivan
Denisovich
Literature from Around the
World
To Kill a Mockingbird
Page 12 of 20
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
The Teacher Will…
Week Five: Lesson Pacing Guide
 Pre-Teach p. 306
o Introducing the Assignment
o Writing Workshop
 Teach
o Prewriting/Planning Strategy
o Developing the Plot
o Drafting Strategies
o Revising Strategies
o What do you Notice?
o Revising Inconsistent Verb Tenses
o Student Model
o Editing and Proofreading
 Assess
o Publishing and Presenting
o Reflecting on your Writing
o Benchmark Test U2 Resources p. 120
o Interpretation Guide U2 Resources p. 236
Resources:
 U2: Writing Workshop
So the Students Can…












 Professional Development Guidebook: Rubric for Self-Assessment: Short
Story
 Graphic Organizer Transparencies
 Classroom Strategies and Teaching Routines
 Reader’s/Writer’s Notebook
 Differentiation
 Portfolios
 www.phlitonline.com
o Essay grader
 HS Teacher Toolkit
o Literature Circle Information
o Practice TAKS Questions
o Kagan’s Strategies
o Quilt Questioning
o Socratic Questioning
o SpringBoard Strategies
o Writing Information
o Writing Workshop
o Glossary of Information
o Graphic Organizers
o Ethos, Pathos, Logos
o SWOT
o Rubrics
o Informational websites
SAISD © 2010-11 – Second Grading Period
English I
Tell what they know
Explain what they know
Write what they think
Connect with the literature
Define the form
Write an engaging short story
Review the work you did
Develop characters
Decide who and what your story is about
Develop the conflict, or problem
Employ literary strategies and devices to enhance the plot
Develop the resolution, or what will happen in the end
Novels:





Allow time for SSR twice a week
Allow time for Literature Circles every Friday
One Day in the Life of Ivan Denisovich
Literature from Around the World
To Kill a Mockingbird
Page 13 of 20
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
The Teacher Will…
Week Six: Lesson Pacing Guide
 Pre-Teach p. 312a
o Administer the Reading and Vocabulary Warm-ups
o Introduce the Reading Skill: Cause and Effect
o Introduce the Literary Analysis concept: Characterization
o Use graphic organizers for the Reading skill and for Literary
Analysis
o Teach the selection vocabulary
o Introduce the Word Power Skill
 Pre-teach/Teach
o Build background with the Background feature
o Develop thematic vocabulary and thematic thinking with
Writing About the Big Questions
o Prepare students to read with the Activating Prior Knowledge
activities
o Informally monitor comprehension while students read
o Use the reading check questions to confirm comprehension
o Develop students’ ability to determine cause and effect using
the Cause-and-Effect questions
o Develop students’ understanding of characterization using the
Characterization questions
o Reinforce vocabulary with the Vocabulary notes
 Assess
o Assess the students’ comprehension and mastery of the skills
by having them answer the Critical Thinking, Reading Skill,
and Literary Analysis questions
o Have students complete the Vocabulary Practice activities
o Students complete the Word Power activities
 Extend/Assess
o Students complete the Conventions lesson
o Students complete the Writing activity/ writing a story
o Extend learning by having students complete the Research
and Technology, and informative brochure
o Administer Selection Test A or B
SAISD © 2010-11 – Second Grading Period
English I
So the Students Can…












Tell what they know
Explain what they know
Write what they think
Connect with the literature
Define the form
Write an engaging short story
Review the work you did
Develop characters
Decide who and what your story is about
Develop the conflict, or problem
Employ literary strategies and devices to enhance the plot
Develop the resolution, or what will happen in the end
College and Career Readiness Standards:
1 Writing: Determine effective approaches, forms, and rhetorical techniques that demonstrate
understanding of the writer’s purpose and audience
1 Research: Formulate research questions
Page 14 of 20
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Selection:
 “Rules of the Game”
o Vocabulary U2 p.
127
o Open Book Test
U2 p. 136
o Selection Test A:
U2 p. 139
o Selection Test B:
U2 p. 142
 “The Necklace”
o Vocabulary: U2 p.
145
o Open Book Test
U2 p. 157
o Test A: U2 p. 160
o Test B: U2 p. 163
Writing:
 “Rules of the Game”
o Essay questions U2 p. 138
o Essay questions: U2 p. 141
o Essay Questions: U2 p. 144
 “The Necklace”
o Essay questions: U2 p. 159
o Essay questions: U2 p. 162
o Essay questions: U2 p. 165
The Teacher Will…
Week Seven: Lesson Pacing Guide
 Pre-Teach p. 346a
o Administer the reading and vocabulary warm-ups
o Introduce the reading skill: cause and effect
o Introduce the literary analysis concept: dialogue and dialect
o Graphic organizer for reading skill and literary analysis
o Teach the selection vocabulary
o Introduce the word power skill
 Pre-Teach/Teach
o Build background with the Background feature
o Develop thematic vocabulary and thematic thinking with
Writing About the Big Questions
o Prepare students to read with the activating prior knowledge
activities
SAISD © 2010-11 – Second Grading Period
English I
Resources:
o Vocabulary/Fluency/Prior Knowledge: U2
Resources
o Selection Support: Graphic Organizer
Transparencies
o Skills Development/Extension: U2 Resources
o Assessment: U2 Resources
o Reader’s/Writer’s Notebooks
o Portfolios
o Differentiation
o Classroom Strategies and Teaching Routine
Cards
o www.phlitonline.com
o Essay Grader
 HS Teacher Toolkit
o Literature Circle Information
o Practice TAKS Questions
o Kagan’s Strategies
o Quilt Questioning
o Socratic Questioning
o SpringBoard Strategies
o Writing Information
o Writing Workshop
o Glossary of Information
o Graphic Organizers
o Ethos, Pathos, Logos
o SWOT
o Rubrics
o Informational websites
So the Students Can…
















Novels:
 Allow time for SSR twice
a week
 Allow time for Literature
Circles every Friday
 One Day in the Life of
Ivan Denisovich
 Literature from Around
the World
 To Kill a Mockingbird
Tell what they know
Explain what they know
Write what they think
Connect with the literature
Define the form
Write an engaging short story
Review the work you did
Develop characters
Decide who and what your story is about
Develop the conflict, or problem
Employ literary strategies and devices to enhance the plot
Develop the resolution, or what will happen in the end
Identify cause and effect
Identify dialogue and dialect
Identify and apply new vocabulary
Identify issues and controversy
Page 15 of 20
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
o
o
o
Use the reading check questions to confirm comprehension
Develop students ability to determine cause and effect using
the reading skill questions
Develop students’ understanding of dialogue and dialect
using the literary analysis questions
Reinforce vocabulary with the vocabulary notes
o
 Assess
o Assess students’ comprehension and master of the skills by
having them answer the critical thinking, reading skill, and
literary analysis questions
o Have students complete the vocabulary practice activities
o Students complete the word power activities
 Extend/Assess
o Students complete the conversations lesson
o Students complete the writing activity, writing an informal
letter and write a cause-effect essay
o Students complete the listening and speaking activity a
dialogue
o Strategy for Success p. 374
o ACT Practice p. 375
Selections:
Writing:
 “Blues Ain’t No Mockin’ Bird”
 “Blues Ain’t No Mockin’ Bird”
o Vocabulary: U2 p.
o Essay questions: U2 p.
166
177
o Open book test: U2 p.
o Essay questions: U2
175
p.180
o Test A: U2 p. 178
o Essay questions: U2 p.
o Test B: U2 p. 181
183
 “The Invalid’s Story”
 “The Invalid’s Story”
o Vocabulary: U2 p.
o Essay questions: U2 p.
184
198
o Open Book test: U2
o Essay questions: U2 p.
p. 196
201
o Test A: U2 p. 199
o Essay questions: U2 p.
o Test B: U2 p. 202
204
o Write Guy: What do you
Notice p. 372
SAISD © 2010-11 – Second Grading Period
English I
College and Career Readiness Standards:
5 Writing: Edit writing for proper voice, tense, and syntax, assuring that it conforms to
standard English, when appropriate
1 Listening: Listen critically to respond to appropriately to presentations.
Resources:
o Vocabulary/Fluency/Prior Knowledge: U2
Resources
o Selection Support: Graphic Organizer
Transparencies
o Skills Development/Extension: U2 Resources
o Assessment: U2 Resources
o Reader’s/Writer’s Notebooks
o Portfolios
o Differentiation
o Classroom Strategies and Teaching Routine
Cards
o www.phlitonline.com
o Essay grader
 HS Teacher Toolkit
o Literature Circle Information
o Practice TAKS Questions
o Kagan’s Strategies
o Quilt Questioning
o Socratic Questioning
o SpringBoard Strategies
o Writing Information
o Writing Workshop
o Glossary of Information
o Graphic Organizers
o Ethos, Pathos, Logos
Novels:
 Allow time for SSR
twice a week
 Allow time for Literature
Circles every Friday
 One Day in the Life of
Ivan Denisovich
 Literature from Around
the World
 To Kill a Mockingbird
Page 16 of 20
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
o
o
o
SWOT
Rubrics
Informational websites
The Teacher Will…
Week Eight: Lesson Pacing Guide
 Pre-Teach p. 376
o Reading Skill: Synthesize and make logical connections
(Analyze summary and critique)
o Informational Texts
o Is Conflict Necessary?
 Teach
o About student guides
o Analyzing summary and critique
o Analyzing Summary and Critique
 Assess/Extend
o About Blog entries
o Analyzing summary and critique
o Citizenship in action
o Comparing informational texts
o Timed Writing
 Pre-Teach
o Comparing elements of fiction
o Writing about the Big Question
o Multidraft Reading
o Reread with a purpose
 Teach
o Background
o Focusing reading
o About the selection
o Critical viewing
o Literary analysis
o Reading check
o Literature in context
o Literary analysis
o Reading check
o Literary analysis
o Humanities
o Critical viewing
o Reading check
o Literary analysis
o Reading check
o Critical viewing
o Connecting to the Big Question
o Literary analysis
SAISD © 2010-11 – Second Grading Period
So the Students Can…
 Tell what they know
 Explain what they know
 Write what they think
 Connect with the literature
 Define the form
 Write an engaging short story
 Review the work you did
 Develop characters
 Decide who and what your story is about
 Develop the conflict, or problem
 Employ literary strategies and devices to enhance the plot
 Develop the resolution, or what will happen in the end
 Identify cause and effect
 Identify dialogue and dialect
 Identify and apply new vocabulary
 Identify issues and controversy
English I
Page 17 of 20
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 Assess
o Is Conflict Necessary?
 Teach
o Background
o Activating prior knowledge
o Concept connector
o About the selection
o Critical viewing
o Literary analysis
o Reading check
o Critical thinking
o Connecting to the Big Question
o Reading check
o Literary analysis
o Concept connector
 Assess
o Critical thinking
o Is conflict necessary?
 Assess/Extend
o Comparing elements of fiction
o Timed Writing
o Benchmark 4: U2 p. 227
Selections:
o “The Scarlet Ibis” and “The
Golden Kite, the Silver Wind”
o Vocabulary: U2 p.
205
o Open Book Test: U2
p. 213
o Test A: U2 p. 216
o Test B: U2 p. 219
SAISD © 2010-11 – Second Grading Period
Writing:
o “The Scarlet Ibis” and “The
Golden Kite, the Silver Wind”
o Essay question: U2 p.
214
o Essay question: U2
p.218
o Essay question: U2 p.
221
English I
Resources:
o Vocabulary/Fluency/Prior Knowledge: U2
Resources
o Selection Support: Graphic Organizer
Transparencies
o Skills Development/Extension: U2
Resources
o Assessment: U2 Resources
o Reader’s/Writer’s Notebooks
o Portfolios
o Differentiation
o Classroom Strategies and teaching
Routine Cards
o www.phlitonline.com
o Essay grader
 HS Teacher Toolkit
o Literature Circle Information
o Practice TAKS Questions
o Kagan’s Strategies
o Quilt Questioning
o Socratic Questioning
o SpringBoard Strategies
o Writing Information
o Writing Workshop
Novels:
 Allow time for SSR twice a
week
 Allow time for Literature
Circles every Friday
 One Day in the Life of Ivan
Denisovich
 Literature from Around the
World
 To Kill a Mockingbird
Page 18 of 20
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
o Glossary of Information
o Graphic Organizers
o Ethos, Pathos, Logos
o SWOT
o Rubrics
o Informational websites
So the Students Can…
 Tell what they know
 Explain what they know
 Write what they think
 Connect with the literature
 Define the form
 Write an engaging short story
 Review the work you did
 Develop characters
 Decide who and what your story is about
 Develop the conflict, or problem
 Employ literary strategies and devices to enhance the plot
 Develop the resolution, or what will happen in the end
The Teacher Will…
Week Nine: Texas Writing Workshop
 Pre-Teach p. 402
o Expository Text: Cause-and-Effect Essay
o Introducing the Assignment
o Writing Workshop
o What do you notice?
 Teach
o Prewriting/Planning Strategy
o Drafting Strategies
o Wayson Choy on Showing Cause and Effect
o Revising Strategies
o Revising to Correct Faulty Subject-Verb Agreement
o Student Model
o Editing and Proofreading
 Assess
o Publishing and Presenting
o Reflecting on your Writing
 Monitoring Progress
o Think About it
o Talk About it
o Write about it
o Connecting to Citizenship
 Introduce/Teach
o Word Origins and Derivations
 Assess/Extend
o Practice B
o U2 Resources: Etymology: Word Origins and Derivations
 Introduce/Teach
o Introducing Presentations
o Learn the Skills
 Introduce/Teach
o Learn the Skills
 Assess
o Practice the Skills
o Evaluate the Activity
SAISD © 2010-11 – Second Grading Period
College and Career Readiness Standards:
4 Writing: Recognize the importance of revision as the key to effective writing. Each draft
should refine key ideas and organize them more logically and fluidly, use language more
precisely and effectively, and draw the reader to the author’s purpose
English I
Page 19 of 20
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Resources:
 U2: Writing Workshop
 Professional Development Guidebook: Rubric for Self-Assessment: Short Story
 Graphic Organizer Transparencies
 Reader’s/Writer’s Notebook
 Differentiation
 Portfolios
 www.phlitonline.com
Novels:
o Essay grader
 Allow time for SSR twice a week
 Classroom Strategies and Teaching Routines
 Allow time for Literature Circles every Friday
 HS Teacher Toolkit
 One Day in the Life of Ivan Denisovich
o Literature Circle Information
 Literature from Around the World
o Practice TAKS Questions
 To Kill a Mockingbird
o Kagan’s Strategies
o Quilt Questioning
o Socratic Questioning
o SpringBoard Strategies
o Writing Information
o Writing Workshop
o Glossary of Information
o Graphic Organizers
o Ethos, Pathos, Logos
o SWOT
o Rubrics
o Informational websites
Evidence of Learning
FMA’s
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
FMA 2: October 18-21, 2010
SAT: Writing Prompt
 Texas Test Preparation
Think carefully in the following excerpt and the assignment below.
o Cumulative Review: p. 416 #’s 1-9
Many persons believe that to move up the ladder of success and achievement, they
must forget the past, repress it, and relinquish it. But others have just the opposite
FMA 3: December 7-10, 2010
view. They see old memories to reckon with the past and integrate past and present.
 Texas Test Preparation
– adapted from Sara Lawrence-Lightfood, I’ve Known Rivers: Lives of Loss and
o Cumulative Review: p. 420 #’s 10-14
Liberation.
Assignment: Do memories hinder or help people in their effort to learn from the past
Benchmark
and succeed in the present? Plan and write an essay in which you develop you point
December 3 & 6, 2010
of view on this issue. Support your position with reasoning and examples taken from
your reading,
SAISD © 2010-11 – Second Grading Period
English I
Page 20 of 20
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.