English III
Unit of Study: Unit 5: The American Journey
CURRICULUM OVERVIEW
Fourth Grading Period – Weeks 1 - 6
Big Idea
Unit Rationale
Students will explore an American classic that addresses the concept of the journey. They
will also put the text into social, cultural, geographical, and historical context. In addition,
students will analyze and evaluate a secondary source in relationship to the novel, and they
will craft an analytical essay. Students will independently read a conceptually related novel,
create a transformation of text, and Native American literature related to the American
journey. (College Board, 2005)
College Board (2005). Springboard: English textual power: Level VI. New York, NY: College
Board.
Ever since the Pilgrims traveled to America, the concept o the “journey” has been
part of the American experience. In this unit you will study the novel Their Eyes
Were Watching God, which traces the physical and emotional journey of a young
woman striving to attain happiness. Keeping in mind the importance of the
journey, you will also read and experience Native American literature as it relates
to this important concept, through various types of journeys – inner, metaphorical,
and physical. You will see the transformation of text and review literary elements
found in the film Smoke Signals.
(College Board, 2005)
College Board (2005). Springboard: English textual power: Level VI. New York,
NY: College Board.
TEKS
TEKS Specificity - Intended Outcome
Concepts
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 various forms with particular emphasis on business forms such as a report,
memo, narrative or procedure, summary/abstract, and resumé;
(B) write in a voice and style appropriate to audience and purpose; and
(C) organize ideas in writing to ensure coherence, logical progression, and support for
ideas.
(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) frequently refine selected pieces to publish for general and specific audiences; and
(E) use technology for aspects of creating, revising, editing, and publishing texts.
” I CAN” statements highlighted in yellow should be displayed for
students.
I can:







Use the writing process
Read a screenplay and use my own experiences to connect with the text
Transform a text
Write a screenplay
Study a film as text
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)
(3) Writing/grammar/usage/conventions/spelling.
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;
(B) demonstrate control over grammatical elements such as subject-verb agreement,
pronoun-antecedent agreement, verb forms, and parallelism;
(D) produce error-free writing in the final draft.
SAISD © 2008-09 – Fourth Grading Period
English/Language Arts Grade
Page 1 of 11
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.
(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
(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 meaning 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 and adjust purpose for reading such as to find out, to understand, to
interpret, to enjoy, and to solve problems;
(B) draw upon his/her own background to provide connection to texts;
(D) construct images such as graphic organizers based on text descriptions and text
structures;
(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 and in varied sources,
including American literature. The student is expected to:
(B) read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters,
speeches, memoranda, electronic texts, and other media;
(D) interpret the possible influences of the historical context on literary works
(9) Reading/culture.
The student reads widely, including American 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
(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, journal
entries, oral interpretations, enactments, and graphic displays;
(B) use elements of text to defend, clarify, and negotiate responses and interpretations;
and
(C) analyze written reviews of literature, film, and performance to compare with his/her
own responses.
SAISD © 2008-09 – Fourth Grading Period
English/Language Arts Grade
Page 2 of 11
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.
(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 aspects of texts such as themes, conflicts, and allusions both
within and across texts;
(B) analyze relevance of setting and time frame to text's meaning;
(C) describe 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
(13) Reading/inquiry/research.
The student reads in order to research self-selected and assigned topics. The student is
expected to:
(E) draw conclusions from information gathered.
SAISD:
Students maintain Reader’s Notebook to comprehend and write in response to reading
with textual evidence, compare and contrast varied text (literary, informative and multimedia) and synthesize and evaluate new learning.
Evidence of Learning
1.
2.
3.
Students will achieve a score of at least Meets Expectations on the Scoring Guide on p. 571
Students will use their Writer’s Notebook 85% of the time
Students will use their Reader’s Notebook 85% of the time
SAISD © 2008-09 – Fourth Grading Period
English/Language Arts Grade
Page 3 of 11
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
Essential Questions
Essential Pre-requisite Skills
 How does the concept of the “journey”
influence American literature?
 How are texts transformed?
 What are the elements of the
screenplay?
 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 weekly plan. Use SpringBoard Level VI – Unit 5 to complete the following lessons.
NOTE: You will also have to obtain a copy of the Smoke Signals screenplay for much of this unit.
Activities Focus: The American Journey – Smoke Signals
Five Weeks
(State testing will take place during this unit)
Activity: Independent Novel: A Solitary Journey p.526 – 2 days and ongoing throughout the unit
 Explain to students the independent reading assignment and adapting a scene for a screenplay
 Provide a brief book talk
 Either assign a novel or allow the students to choose a novel (see p. 526 for a suggested list)
 Have students complete the Independent Novel information page and create a brief book talk
 Have each group present their reading
Note: As you work through the unit with the students, provide time each week for literature circles. This will keep the
students accountable for the outside read, as well as offer them an opportunity for discussion and analysis of the novel.
Activity: “This is What It Means to Say Phoenix, Arizona” p. 529 – 1 day
 Provide background of the author, Alexie Sherman (see p. 529)
 Read the story aloud, having students take notes using the graphic organizer
Note: You will have to obtain a copy of the story for this exercise. An online version can be found at
http://courses.csusm.edu/ltwr325bc/phoenix.html and can printed.
Activity: Short Story to Screen Play: The Denny’s Story p.532 – 2 to 3 days
 With the class, read aloud entire screenplay or the excerpt listed
 Instruct students to take notes on the graphic organizer and answer the questions that follow
NOTE: You will have to obtain a copy of the Smoke Signals screenplay. The screenplay can be found in stores or online.
Activity: Transforming a Short Story into a Screenplay p. 538 – 1 day
 With the class, read aloud entire screenplay or selected excerpts
 Use the graphic organizer to discuss the transformation of one text to another
 Guide students as they think-pair-share their findings
SAISD © 2008-09 – Fourth Grading Period
English/Language Arts Grade
TEKS: Reading 7b, 8b, 9b, 10b
 Read a novel independently
 Discuss a novel with a group to analyze
scenes
TEKS: Reading 6a, 6e-f, 7d, 7f, 8d, 11b-c
 Read a novel independently
 Discuss a novel with a group to analyze
scenes
(Read Aloud, Graphic Organizer)
TEKS: Reading 7d, 8d, 10a-b, 11a-c
 Understand how a text was transformed from a
short story to a screenplay
 Analyze a key scene
(Graphic Organizer, Read Aloud)
TEKS: Reading 7d, 8d, 11b-c
 Analyze, compare, and contrast elements from
one text to another
 Discuss important themes and motifs from
texts
 (Graphic Organizer, Think-Pair-Share)
Page 4 of 11
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.
Activity: Smoke Signals Screenplay: The Magic of Basketball p. 540 – 1 day
 With the class, read aloud the excerpt listed
 Have students complete the graphic organizer
 Have students answer the questions and think-pair-share their findings
 Read the comments from the author in the back of the screenplay and have the students answer the questions that
follow
Activity: Smoke Signals: The Magic of Basketball on Screen p. 546 – 1 day
 Review the screenplay excerpt of the basketball game
 Model a close reading of a non-print text
 Show the students the key scene from the film
 Have students complete the graphic organizer and share their findings
Note: You will need a copy of the film, Smoke Signals.
Activity: Smoke Signals: The Film as Text p. 548 – 3 or 4 days
 Review film terminology
 Guide students as they brainstorm films involving Native Americans
 Discuss the idea of “cowboys versus Indians”
 Have students make a prediction about the film
 Guide a quickwrite and the discussion that follows
 Assign viewing topics and view the film in three segments, having the students take notes and discuss their findings
after each of the three segments
 Have students complete the closure questions and think-pair-share them
Activity: Smoke Signals and the Hero’s Journey p. 557 – 1 day
 Read aloud the discuss the material about the hero’s journey
 Group students and have them complete the graphic organizer
 Have students think-pair-share their findings
TEKS: Reading 11b-d, 13e
 Do a close reading of a key scene
 Analyze a scene using textual support
(Graphic Organizer, Close Reading, Read
Aloud, Think-Pair-Share)
TEKS: Writing 2e
 Read closely the same key scene in a different
type of text
 (Graphic Organizer, Close Reading)
TEKS: Writing 1a, 2a-c, 2e, 5a, Reading 6a, 7b,
8b, 8d, 10a-b, 11a-c, 11e
 View a film as a transformed text from short
story to film
 Analyze and discuss important and recurring
themes
 (Think-Pair-Share, Quickwrite, Predicting,
Presentation)
TEKS: Reading 7b, 8b, 8d, 11b-e, 13e
 Analyze a text in a new context
 (Read Aloud, Graphic Organizer, Think-PairShare)
TEKS: Reading 7d, 8d, 11b-c
Activity: Screenplay Prewriting p. 566 – 3 or 4 days throughout the unit
 Recognize key scenes and analyze their
 Have students meet at least once a week as they read their independent novel
effectiveness
 Monitor groups as they complete the student pages and have discussions
 Discuss and visualize key scenes
(Literature Circles)
Activity Focus: Embedded Assessment Two: Writing a Screenplay
One Week
TEKS: Writing 1a-c, 2a-c, 3a-b, 3d, 5a
Activity: Embedded Assessment Two: Writing a Screenplay p. 570 – 5 days
 Transform a text into a screenplay
 Facilitate the writing of a screen play
 Apply the Scoring Guide criteria to my writing




Vocabulary
Screenplay
Hero’s Journey
Book Talk
Screenwriting Terms and Usage listed in textbook
Resources
SpringBoard Level VI:

Use pp. 526-573
Screenplay: Smoke Signals
Film: Smoke Signals
SAISD © 2008-09 – Fourth Grading Period
English/Language Arts Grade
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:
 My Antonio
 The Great Gatsby
 The Joy Luck club
 Kindred
Page 5 of 11
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 Bean Trees
 Song of Solomon
 Bless Me, Ultima
 On the Road
 The Adventures of Huckleberry Finn
 East of Eden
 The Grapes of Wrath
Optional Activities to Check for 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
responses to the reader
 Book Talks: Students will “sell” their books to the
class
Evidence of Learning
College-Readiness i.e.,
Differentiation
What do you do for students who need extra
support?
 Technology Application: Have students type
their screenplay on a computer.
Interims/TAKS/Benchmarks
Sample Questions
Released TAKS Test
Anticipated Skills for SAT/ACT/College
Board/Careers/Life
SAMPLE QUESTIONS
SAT Essay
Write an essay explaining what courage means to you.
Think carefully about the issue presented in the following
excerpt and the assignment below.
What do you do for students who master the
learning quickly?
 Perform a scene: Have students perform a scene
from their screenplay
 Director: Have students direct and film a
performance of a scene from a their screenplay
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.
SAISD © 2008-09 – Fourth Grading Period
English/Language Arts Grade
Page 6 of 11
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.
English III
Unit of Study: Unit 6: Revisiting and Reflecting
CURRICULUM OVERVIEW
Fourth Grading Period – Weeks 7 - 9
Big Idea
Unit Rationale
Students will reflect on strategies used to make contextual connections with a text. Students
will also reflect on choices they have made as an author for particular effect. Finally,
students will assess a year’s worth of work based on reading and writing standards.
College Board (2005). Springboard: English textual power: Level VI. New York, NY: College
Board.
Sometimes it seems that the school year moves so slowly and that summer will
never arrive, and other times it seems as if the year just started. No matter how
fast or slow it seems to go, you rarely have the chance to pause and think about all
the work you created and the texts you encountered. This unit is an opportunity to
stop and look backward by using the portfolio you have been keeping throughout
the year. The unit ends with the creation of an action plan for next year, your final
year in high school!
College Board (2005). Springboard: English textual power: Level VI. 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:
(D) frequently refine selected pieces to publish for general and specific audiences;
(E) use technology for aspects of creating, revising, editing, and publishing texts.
Concepts
(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;
(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
(B) respond productively to peer review of his/her own work.
” 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
Reflect on my growth over the course of a school year
Select work for a portfolio
Submit a portfolio that represents a school year
Apply the Reader’s Notebook Rubric to the reader response section in my
Reader’s Notebook (SAISD)
(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;
(7) Reading/comprehension.
The student comprehends selections using a variety of strategies. The student is expected
to:
(A) establish and adjust purpose for reading such as to find out, to understand, to
interpret, to enjoy, and to solve problems;
(B) draw upon his/her own background to provide connection to texts;
(G) draw inferences such as conclusions, generalizations, and predictions and support
them with text evidence and experience;
SAISD © 2008-09 – Second Grading Period (Week)
English/Language Arts Grade
Page 7 of 11
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.
(8) Reading/variety of texts.
The student reads extensively and intensively for different purposes and in varied sources,
including American 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;
(D) interpret the possible influences of the historical context on literary works.
(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, journal
entries, oral interpretations, enactments, and graphic displays;
(B) use elements of text to defend, clarify, and negotiate 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 aspects of texts such as themes, conflicts, and allusions both
within and across texts;
(B) analyze relevance of setting and time frame to text's meaning
SAISD:
Students maintain Reader’s Notebook to comprehend and write in response to reading
with textual evidence, compare and contrast varied text (literary, informative and multimedia) and synthesize and evaluate new learning.
Evidence of Learning
1.
2.
3.
Students will achieve a score of at least Meets Expectations on the Scoring Guide on p. 604
Students will use their Writer’s Notebook 85% of the time
Students will use their Reader’s Notebook 85% of the time
SAISD © 2008-09 – Second Grading Period (Week)
English/Language Arts Grade
Page 8 of 11
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
Essential Questions
 What has been my growth as a writer
over the course of the school year?
 What informed my choices as a writer?
 What strategies did I use to make
connections to texts?
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
So students can…
The teacher will…
Follow this weekly plan. Use SpringBoard Level VI – Unit 6 to complete the following lessons.
Activities Focus: Revisiting and Reflecting
Approx. One Week
Activity: Looking Backward p. 586 – 1 day
TEKS: Reading 7a, 8a, 8d
 Have students revisit their portfolios and reflect on the year
 Reflect on the year’s work
(Revisiting Prior Work, Think-Pair-Share)
 Have students write a general response to what they liked or did not like, found easy or difficult
 Have student write about what they learned about America, the American Dream, justice, and other concepts
 Have students think-pair-share
Activity: Remembering Texts p. 587 – 1 days
TEKS: Reading 7b, 8b, 10a-b, 11a-b
 Have students revisit their portfolio
 Recall texts and the strategies employed to
understand them
 Have students complete the graphic organizer about the texts they have read this year
(Revisiting Prior Work, Graphic Organizer)
 Have students complete the graphic organizer about the texts they have created this year
TEKS: Reading 7g
Activity: Making Connections Through Context p. 590 – 1 day
 Recall and explain connections with texts
 Review the College Board Reading Standard “Respond to Text and Put Text in Context” with the students
(Revisiting Prior Work, Graphic Organizer)
 Guide students as they complete the graphic organizer concerning connections with texts
TEKS:
Writing 5a
Activity: Reflecting on Writing Choices p. 592 – 1 day
 Reflect on the year’s work
 Ask students to revisit the previous activity
(Revisiting Prior Work, Graphic Organizer)
 Have students complete the graphic organizer to identify changes they made in their work
Activity Focus: Embedded Assessment One: Reflecting on Texts Encountered and Texts Created
One Week
TEKS: Writing 5a-b
Activity: Embedded Assessment One: Reflecting on Texts Encountered and Texts Created p. 594 – 5 Days
 Examine and explain the writing process
 Facilitate as students reflect on their work and write an explanation of their writing process
 Edit a peers writing
 Apply a scoring guide to their own work
Activity Focus: Portfolio
Two Days
Activity: Portfolio: Self-Assessing Reading/Writing Standards p. 596 – 2 days
TEKS: Writing 2d-e, 5a, Reading 6a, 7g
 Ask students to add to their portfolio pieces that reflect reading and/or writing standards
 Apply College Board Reading/Writing
Standards to their own work
 Ask students to complete the checklist
 Assess their own work
 Have students read their portfolio and assess themselves
SAISD © 2008-09 – Second Grading Period (Week)
English/Language Arts Grade
Page 9 of 11
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.
 Have students complete the charts in the text
 (Revisiting Prior Work, Graphic Organizer)
Activity Focus: Embedded Assessment Two: Submitting a Portfolio
Approx. One Week
TEKS: Writing 5a
Activity: Embedded Assessment Two: Submitting a Portfolio p. 603 - 3 days
 Self-assess work
 Guide students in the completion of their portfolios
 Select pieces for a portfolio
 Submit a complete portfolio
Activity: Looking Ahead p. 605 – 1 day
TEKS: Writing 4a
 Ask students to write about their expectations for the 12th grade
 Look ahead to the challenges of the senior
year
 Guide students as they write an action plan for the 12th grade
Vocabulary
 College Board Reading Standards
 College Board Writing Standards
Resources
Textbooks:
SpringBoard Level VI:
 Use pp. 577-607
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:
 My Antonio
 The Great Gatsby
 The Joy Luck club
 Kindred
 The Bean Trees
 Song of Solomon
 Bless Me, Ultima
 On the Road
 The Adventures of Huckleberry Finn
 East of Eden
 The Grapes of Wrath
Optional Activities to Check for Understanding:
 Literature Circles: Every other Fridaystudents 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 responses to the reader
 Book Talks: Students will “sell” their books to
the class
SAISD © 2008-09 – Second Grading Period (Week)
English/Language Arts Grade
Page 10 of 11
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.
Evidence of Learning
Differentiation
What do you do for students who need extra
support?
 Technology Application: Have students type
drafts from the portfolio on a computer.
Sample Questions
TAKS
SAT
Write an essay explaining the importance of responsibility.
2. Many building technologies are changing
significantly in the last two thousand years, but
today’s concrete is still similar to the concrete of
Roman times.
What do you do for students who master the
learning quickly?
 Presentation: Have students present their
portfolio and explain their thought process in
picking the pieces picked for the portfolio.
SAISD © 2008-09 – Second Grading Period (Week)
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College
Board/Careers/Life
SAMPLE QUESTIONS
Interims/TAKS/Benchmarks
(A)
(B)
(C)
(D)
(E)
English/Language Arts Grade
are changing
have changed
had changed
are going to change
change
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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.