English I
Unit 4: Communicating Through Poetry
CURRICULUM OVERVIEW
Fourth Grading Period – Weeks 1-9
Enduring Understandings (Big Ideas)
Unit Rationale
Poets use artistic language to express aesthetic and evocative qualities of
thought. Authors use descriptive language to express and communicate ideas
that trigger images in the reader’s mind that evoke sensory experiences.
“Communication is an exchange of information. Communication involves
talking to other people and also listening to them and learning from them. It
takes place when you discuss an issue with a friend, for example, or react to
a piece of writing. Communication is the understanding you get when you
read a poem. It is the empathy you feel for others after listening to a news
interview with victims of a natural disaster. All of this communication may
change us, but how? Does it make us smarter, wiser, kinder, and angrier?
Does it make us better people, or just more experienced?” (p.604)
Pearson. (2011). Literature: Language and literacy. Upper Saddle, NJ:
Pearson.
Essential Questions
Guiding Questions
 How does communication change us?
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How do authors create images?
How do authors use imagery to impact the reader?
How do authors use imagery as clues to the text’s theme?
How can imagery be used as a revision tool for writers?
How do literary devices enhance imagery in poetic writing?
How does imagery affect the reader’s understanding of a poem?
How does communication of an author’s message change a reader?
What is poetry?
What is a poet?
What are the types of poetry?
What are the elements of poetry?
TEKS Specificity – I Can…
TEKS (Standards)
I can:
Texas Essential Knowledge and Skills: TEKS
Reading/Vocabulary Development
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;
1B: analyze textual context (within a sentence and in larger sections of text) to
distinguish between the denotative and connotative meaning of words.
 Determine the meaning of grade level technical words in multiple content
areas that come from Latin, Greek, or other roots and affixes
 Use a dictionary, glossary, or thesaurus to determine the meanings of
words and phrases including denotation, connotation and their etymology
 Analyze, make inferences and draw conclusions about the structure and
elements of fiction, expository text, and persuasive text
 Provide evidence from text to support my understanding of fiction
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/Poetry/Sensory Language
3: understand, make inferences, and draw conclusions about the structure and
elements of poetry and provide evidence from text to support their understanding.
5D: demonstrate familiarity with works by authors from non-English speaking
literary traditions with emphasis on classical literature.
SAISD © 2010-11 – Fourth Grading Period
English I
 Analyze how literary essays interweave personal examples and ideas
with factual information to explain or describe a situation or event
 Explain the controlling idea and specific purpose of an expository text.
 Distinguish the most important from the less important details that support
the author’s purpose
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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.
7: make inferences and draw conclusions about how an author’s sensory language
creates imagery in literary text and provide evidence from text to support their
understanding.
Reading/Comprehension of Informational Text/Cultural and History/Procedural Texts
8: analyze, make inferences and draw conclusions about the author’s purpose in
cultural, historical, and contemporary contexts and provide evidence from the text to
support their understanding.
 Provide evidence from persuasive text to support my analysis
 Analyze the relevance, quality, and credibility of evidence given to support or
oppose and argument for a specific audience
 Analyze famous speeches for the rhetorical structures and devices used to
convince the reader of the authors’ propositions.
 Analyze how messages in media are conveyed through visual and sound
techniques (e.g. editing, reaction shots, sequencing, background music)
9A: summarize text and distinguish between a summary that captures the main
ideas and elements of a text and a critique the takes a position and expresses an
opinion
11A: analyze the clarity of the objective(s) of procedural text (e.g., consider reading
instructions for software, warranties, consumer publications)
Reading/Comprehension Skills: Figure 19
RC-9A: reflect on understanding to monitor comprehension (e.g., asking questions,
summarizing and synthesizing, making connections, creating sensory images)
Reading/Media Literacy
12A: compare and contrast how events are presented and information is
communicated by visual images (e.g., graphic art, illustrations, new photographs)
versus non-visual texts
12B: analyze how messages in media are conveyed through visual and sound
techniques (e.g. editing, reaction shots, sequencing, background music)
Writing
13A: plan a first draft by selecting the correct genre for conveying the intended
meaning to multiple audiences, determining appropriate topics through a range of
strategies (e.g., discussion, background reading, personal interests, interviews), and
developing a thesis or controlling idea;
13B: structure ideas in a sustained and persuasive way (e.g., using outlines, note
taking, graphic organizers, lists) and develop drafts in timed and open-ended situations
that include transitions and the rhetorical devices used to convey meaning;
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;
13D: edit drafts for grammar, mechanics, and spelling; and
13E: revise final draft in response to feedback from peers and teacher and publish
written work for appropriate audiences.
14C: write a script with an explicit or implicit theme and details that contribute to a
definitive mood or tone.
16D: an organizing structure appropriate to purpose, audience, and context; and;
SAISD © 2010-11 – Fourth 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.
 16E: an analysis of the relative value of specific data, facts, and ideas.
Oral and Written Conventions
17Ai
Research/Research Plan
Students ask open-ended research questions and develop a plan for answering
them. Student are expected to:
20B: brainstorm, consult with others, decide upon a topic, and formulate a major
research question to address the major research topic;
Students clarify research questions and evaluate and synthesize collected information.
Students are expected to:
22B: evaluate the relevance of information to the topic and determine the
reliability, validity, and accuracy of sources (including internet sources) by
examining their authority and objectivity; and
Listening and Speaking
Students will use comprehension skills to listen attentively to others in formal and
informal settings. Students will continue to apply earlier standards with greater
complexity. The student is expected to:
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;
24C: evaluate the effectiveness of a speaker’s main and supporting ideas.
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 decision-making.
SAISD © 2010-11 – Fourth 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.
English Language Proficiency Skills (ELPS)
 (c) (2) (C) learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions
 (c) (2) (D) monitor understanding of spoken language during classroom instruction
and interactions and seek clarification as needed
 (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
 (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
 Instructional pages throughout
 Informational Texts: Schedule pp. 155-156
(c) (2) (D) monitor understanding of spoken language during classroom instruction and
 (c) (3) (E) share information in cooperative learning interactions
 (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
 (c) (3) (H) narrate, describe, and explain with increasing specificity and detail as
more English is required
 (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
 (c) (4) (G) demonstrate comprehension of increasingly complex English by
participating in shared reading, retelling or summarizing material, responding to
questions, and taking notes commensurate with content area and grade-level
needs
College and Career Readiness Standards (CCRS)
Writing
 1. Determine effective approaches, forms, and rhetorical techniques that
demonstrate
 understanding of the writer’s purpose and audience
Reading: A
 1. Use effective reading strategies to determine a written work’s purpose and
intended audience p. 101
2. Use text features and graphics to form an overview of information texts and to
determine where to locate information
4. Draw and support complex inferences from text to summarize, draw
conclusions, and distinguish facts from simple assertions and opinions
8. Compare and analyze how generic features are used across texts
Reading:
Understand new vocabulary and concepts and use them accurately in reading,
speaking, and writing.
 1. Identify new words and concepts acquired through study of their relationships to
other words and concepts.
 2. Apply knowledge of roots and affixes to infer the meanings of new words
3. Use reference and guides to confirm the meanings of new words or concepts
SAISD © 2010-11 – Fourth 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.
Reading:
A . Locate explicit textual information and draw complex inferences, analyze, and
evaluate the information within and across texts of varying lengths.
 6. Analyze imagery in literary texts.
 8. Compare and analyze how generic features are used across texts.
 10. Identify and analyze how an author’s use of language appeals to the senses,
creates imagery, and suggest mood.
 11. Identify, analyze, and evaluate similarities and differences in how multiple texts
present information, argue a position, or relate a theme.
 1. Use effective reading strategies to determine a written work’s purpose and
intended audience.
 3. Identify explicit and implicit textual information including main idea and author’s
purpose.
 4. Draw and support complex inferences from text to summarize, draw
conclusions, and distinguish facts from simple assertions and opinions.
 2. Use text features and graphics to form an overview of informational texts and to
determine where to locate information.
 2. Adjust presentation (delivery, vocabulary, length) to particular audiences and
purposes p. 71
 5. Analyze the presentation of information and the strength and quality of evidence
used by an author, and judge the coherence and logic of the presentation and the
credibility o fan argument.
 9. Identify and analyze the audience, purpose, and message of an informational or
persuasive text.
Writing
A. Compose a variety of texts that demonstrate clear focus, the logical development
of ideas in well-organized paragraphs, and the use of appropriate language tht
advances the author’s purpose.
1. Determine effective approaches, forms, and rhetorical techniques that
demonstrate understanding of the writer’s purpose and audience.
2. Generate ideas and gather information relevant to the topic and purpose,
keeping careful records of outside sources.
3. Editing writing for proper voice, tense, and syntax, assuring that it conforms
to standard English, when appropriate.
4. Recognize the importance of revision as the key of 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.
Speaking: B
1. Participate actively and effectively in one-on-one oral communication situations
2. Participate actively and effectively in group discussions.
Listening: A
 1. Analyze and evaluate the effectiveness of a public presentation
 3. Use a variety of strategies to enhance listening comprehension
Listening: B
 1. Listen critically and respond appropriately to presentations
 2. Listen actively and effectively in on-on-one communication situations
 3. Listen actively and effectively in group discussions
SAISD © 2010-11 – Fourth 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: A
 2. Explore a research topic
Research: B
 3. Synthesize and organize information effectively
Research: C
 1. Design and present an effective product
 2. Use study habits necessary to manage academic pursuits and requirements
 4. Persevere to complete and master tasks
Key Cognitive Skills: E
 1. Work independently
Foundational Skills: A
 1. Use effective pre-reading strategies
Continues next page
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2. Use a variety of strategies to understand the meanings of new words
3. Identify the intended purpose and audience of the text
5. Analyze textual information critically
8. Connect reading to historical and current events and personal interest
1. Write clearly and coherently using standard writing conventions
2. Write in a variety of forms for various audiences and purposes
 3. Compose and revise drafts
Evidence of Learning (Summative Assessment)
1. Given a set of data, students will apply the elements of poetry 80% of the time.
2.
Write an interpretative response to an expository text that extends beyond summary.
3. Write persuasive texts
4.
Write expository texts to communicate ideas and information to specific audiences for specific purposes.
SAISD © 2010-11 – Fourth 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
Unit Overview
Explain to students that throughout this unit, they will analyze, make inferences
about, and draw conclusions from poems. They will think about and discuss
answers to: How does communication change us?
 Big Question video www.PHLitOnline.com
 Illustrated vocabulary words
 Interactive vocabulary games
 Big Question Tunes
Introduce the Big Question pg. 604-605
Introduce the Big questions Vocabulary pg.
Tell What You know pg.
Explain What You Know
Write What You Think
Connecting to the Literature
Connecting to Citizenship
Introduction: Poetry pgs. 606-609
How does communication change us? Words can change how we see
the world and ourselves
What is poetry?
 Introduce Pat Mora www.PHLitOnline.com
 Penguin author video
 Interactive journals
 Interactive graphic organizers
 Introduce Poetry
 A Poem Is Like a River in a Room
 Elements of Poetry
 Types of Poetry
 Forms of Poetry
 TEKS Check
Model Selection: Poetry pgs. 610 – 615
 “Uncoiling” and ”Voice”
What Do You Notice pg. 612
After You Read:
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. In addition, they explore
context clues, advanced analogies, and the meaning of Latin and Greek words commonly
used in written English. Use of reference materials is continued.
 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 wellplaced 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
 Students participate productively in discussions
 Critical Thinking
 Poetry Review
 Research the Author
SAISD © 2010-11 – Fourth Grading Period
English I
Page 7 of 18
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 Teaching and Learning Plan
EOC Field Test April 5 -8, 2011(Select Campuses)
3-29-11 through 6-7-11
Instructional Model & Teacher Directions
The teacher will…
The Teacher Will…
Week One: Communicating Through Poetry
 Read aloud the introductory paragraphs p.604
 Ask students the Big Question and discuss
o How does communication change us?
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So students can….
So the Students Can…
 Name forms of poetry
 Discuss elements of communication in poems
 Evaluate poems and discuss issues of culture and identity
 Support opinions with evidence
Big Question video www.PHLitOnline.com
Illustrated vocabulary words
Interactive vocabulary games
Big Question Tunes
Introduce the Big Question pg. 604-605
Introduce the Big questions Vocabulary pg.
Tell What You know pg.
Explain What You Know
Write What You Think
Connecting to the Literature
Connecting to Citizenship
Introduction: Poetry pgs. 606-609
How does communication change us? Words can change how we see
the world and ourselves
What is poetry?
 Introduce Pat Mora www.PHLitOnline.com
 Penguin author video
 Interactive journals
 Interactive graphic organizers
 Introduce Poetry
 A Poem Is Like a River in a Room
 Elements of Poetry
 Types of Poetry
 Forms of Poetry
 TEKS Check
Model Selection: Poetry pgs. 610 – 615
 “Uncoiling” and ”Voice”
What Do You Notice pg. 612
After You Read:
 Critical Thinking
 Poetry Review
 Research the Author
 Introduce the Big Question Vocabulary
 Tell What You Know
SAISD © 2010-11 – Fourth Grading Period
English I
Page 8 of 18
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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o Students share their complete lists with their team
Explain What you Know
Write What you Think
Connecting to the Literature
Connecting to Citizenship
TEKS Check pg. 609
Big Question Vocabulary
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Aware
Communication
Comprehension
Discuss
Empathy
Exchange
Illuminate
Informed
Interpretation
Meaning
React
Relationship
Resolution
Respond
Understanding
Differentiated
Instruction
 Pgs. 609, 611,
613
Novels:
 Allow time for
SSR twice a
week
 Allow time for
Literature
Circles every
Friday
Any novels on your
campus may be
used
The Teacher Will…
Week Two: Lesson Pacing Guide pp. 616a - 641
 Pre-teach p. 464a
o Administer the Reading and Vocabulary Warm-ups
o Introduce the Reading Skill: Reading Fluently
o Introduce the Literary Analysis concept: Figurative Language
o Graphic Organizer for Reading Skill and Literary Analysis
o Teach the selection vocabulary
o Introduce the Word Power skill
SAISD © 2010-11 – Fourth Grading Period
Writing
 Write What You Think
p. 605
 What do You Notice?
 p. 612
Resources
 Unit 4 (U4) Resources pp. 7-22
 Professional Development Guidebook
 See It! DVD, Pat Mora, Segment 2
 Graphic Organizer Transparencies pp. 109, 110
 Classroom Strategies and Teaching Routines
 Enriched Online Student Edition
 Reader’s/Writer’s Notebooks(all versions)
 Differentiation
 Portfolios
 Hear It! Audio CD
 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 TPCAST
o Rubrics
o Informational websites
So the Students Can…
TEKS: 1A, 7, 13A, 25, 14
CCRS: ELA II.A.7, C.1
ELPS: 74.4(c)(4)(B), (c)(4)(C), (c)(1)(E), (c)(5)(B)
 Explain the role of paradox in literary works
 Determine the meaning of grade-level technical academic English words in
multiple content areas derived from Latin roots
 Plan a first draft by selecting the correct genre for conveying the intended
meaning to multiple audiences
English I
Page 9 of 18
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.
 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 read fluently, using the Reading
Skill questions
o Develop students’ understanding of figurative language, 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 a description of
a scene.
o Extend learning by having students complete an impromptu
speech.
CHOOSE ONE:
Writing
Poetry Collection 1 or
o What Do You Notice? Pg. 641
Poetry Collection 2
o Writing Workshop
o Poetry Collection 1
(focuses on dreams, the
natural world, and love)
o Dream Deferred – Langston
Hughes
o Sonnet on Love – Jean de
Sponde
o Meciendo – Gabriela Mistral
o I Wandered Lonely as a
Cloud - William
Wordsworth
o Poetry Collection 2
(focuses on societal
issues, ecology,
conformity)
o All Watched Over by
Machines of Loving Grace –
Richard Brautigan
o “Hope” is the thing with
SAISD © 2010-11 – Fourth Grading Period
 Give presentations using informal language effectively to meet the needs of audience,
purpose, and occasion, employing eye contact, speaking rate, volume, enunciation,
purposeful gestures, and conventions of language to communicate ideas effectively.
Resources
 Vocabulary/Fluency/Prior Knowledge: U4
Resources
 Selection Support: Graphic Organizer
Transparencies
 Skills Development/Extension: U4
Resources
 Assessment: U4 Resources
 Portfolios
 Reader’s/Writer’s Notebooks
 Differentiation
 Classroom Strategies and teaching Routine
Cards
 www.phlitonline.com
 Background Video
 Vocabulary Central
o Essay grader
 HS Teacher Toolkit
o Literature Circle Information
o Practice TAKS Questions
o Kagan’s Strategies
English I
Novels:
 Allow time for SSR twice a
week
 Allow time for Literature
Circles every Friday
 Any novels you have on your
campus
Page 10 of 18
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
feathers – Emily Dickinson
Much madness is divinest
Sense – Emily Dickinson
The War Against the Trees
– Stanly Kunitz
The Teacher Will…
Week Three: Lesson Pacing Guide pp. 642a - 691
o Pre-Teach p. 642a
o Administer the Reading and Vocabulary Warm-ups
o Introduce the Reading Skill: Read Fluently
o Introduce the Literary Analysis concept: Sound Devices
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 read fluently, 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, write an editorial.
o Extend learning by having students’ complete the Listening
and Speaking activity, a formal presentation.
o Administer Selection Text A or B
SAISD © 2010-11 – Fourth Grading Period
o
o
o
o
o
o
o
o
o
o
o
Quilt Questioning
Socratic Questioning
SpringBoard Strategies
Writing Information
Writing Workshop
Glossary of Information
Graphic Organizers
Ethos, Pathos, Logos
SWOT
Rubrics
Informational websites
TEKS: 1A, 3, 16D, E, 25, RC-9A1
CCRS: IA3, IIIA2
ELPS: 74C, (2)(A), (c)(2)(B), (c)(3)(A), (c)(4)(A), (c)(1)(C), (c)(3)(B) (c)(2)(C),
(c)(3)(D), (c)(4)(G), (c)(3)(A), (c)(5)(F), (c)(1)(C) (c)(4)(F)
So the Students Can…
 Understand the elements of poetry and provide evidence from the text to support
understanding
 Determine the meaning of grade-level technical academic English words in
multiple content areas derived from Greek affixes
 Reflect on understanding to monitor comprehension
 Write an argumentative essay to the appropriate audience that includes an
organizing structure appropriate to the purpose, audience, and context; and
analysis of the relative value of specific data, facts, and ideas.
 Give presentations using informal language effectively to meet the needs of
audience, purpose, and occasion, employing eye contact, speaking rate, volume,
enunciation, purposeful gestures, and conventions of language to communicate ideas
effectively.
English I
Page 11 of 18
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.
CHOOSE ONE:
Poetry Collection 3 or
Poetry Collection 4
o Poetry Collection 3
(focuses on using
powerful language to make
ordinary events
extraordinary)
o Poetry Collection 4
(focuses on using sounds
to add layers of meaning)
Writing:
o Write an editorial, pg. 642
o What Did You Notice? Pg. 666
o Writing Workshop
o
Resources:
o Vocabulary/Fluency/Prior Knowledge:
U4 Resources
o Selection Support: Graphic Organizer
Transparencies
o Skills Development/Extension: U4
Resources
o Assessment: U4 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 RAFT
o Rubrics
o Informational websites
Novels:



Allow time for SSR twice a
week
Allow time for Literature
Circles every Friday
Any novels that you have on
your campus
Strategy for Success pgs. 668 -669
The Teacher Will…
Week Four : Informational Texts
o Pre-Teach p. 670 - 675
o Introduce the Skill:
o Model the skill
o Think aloud
o Multidraft Reading
o Teach
o About Consumer Publications
o Analyze the Clarity of Objectives
o Assess/Extend
o How does communication change us?
o Teach
SAISD © 2010-11 – Fourth Grading Period
TEKS: 11A, 15Bi, 7, 15C, 1E,13C,D,E, 14B
CCRS: ELA II.A.9, ELA IIA6. ELA IA
ELPS: 74(c)(2)(A), (c)(2)(B), (c)(3)(A), (c)(4)(A), (c)(1)(E), (c)(3)(B) (c)(2)(C),
(c)(3)(D), (c)(4)(G), (c)(3)(A), (c)(5)(F), (c)(1)(E), (c)(4)(F)
So the Students Can…
 Write an interpretative response to an expository text that extends beyond summary and
literal analysis
 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
 Analyze imagery in literary texts
 Understand and make inferences and draw conclusions about how an author’s sensory
English I
Page 12 of 18
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 About Instructions for Software
o Analyzing the Clarity of Objectives
o Assess/Extend
o Citizenship in Action
o Comparing Information Texts
o Timed Writing
Week Four:
o Pre-Teach p. 676
o Model the Skill: Comparing Imagery
o Think aloud
o Daily Bell Ringer
o Writing about the Big Question
o Multidraft Reading
o Teach
o Background
o Activating prior knowledge
o Information about the poems
o Literary Analysis
o Connecting to the Big Question: How does communication
change us?
o Concept Connector
o Assess
o Critical thinking
o How does communication change us?
o Background
o Activating Prior Knowledge – K-W-L chart
o Concept Connector
o About the selection
o Literary Analysis
o Connecting to the Big Question
o Concept Connector – complete the K-W-L chart
o Comparing Imagery
o Timed Writing
o
language creates imagery in literary text and provide evidence from text to support their
understanding
 Make complex inferences about text and use textual evidence to support understanding
 Write an interpretive response to an expository or literary text
 Determine effective approaches, forms, and rhetorical techniques that demonstrate
understanding of the writer’s purpose and audience.
Writing Workshop
o Introducing the Assignment
o Writing Workshop
o Prewriting/Planning strategy - RAFT
o Planning Poetic Form and Structure
o Teaching the Writing Skill
o Drafting Strategies
o Think Aloud: Model using precise words
o Revising Strategies
o What Do You Notice?
o Revising to Strengthen use of poetic techniques
o Teaching the writing skill
o Think Aloud: model using Figurative Language
SAISD © 2010-11 – Fourth Grading Period
English I
Page 13 of 18
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 Student Model
o Editing and Proofreading
ASSESS
Publishing and Presenting
Reflecting on your Writing
Benchmark Test
SAISD © 2010-11 – Fourth Grading Period
English I
Page 14 of 18
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 718a - 739
 Pre-Teach
o Administer the Reading and Vocabulary Warm-ups
o Introduce the Reading Skill: Paraphrase
o Introduce the Literary Analysis concept; Rhyme and meter
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 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 paraphrase, using the Reading
Skill questions
o Develop students’ understanding of rhyme and meter, using
the Literary Analysis 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 poem
o Extend learning by having students complete the Listening
and Speaking activity, a panel discussion
o Administer Selection Test A or B
SAISD © 2010-11 – Fourth Grading Period
TEKS: 1A, E, 3,14B, RC-9ª, 17Ai, 26
CCRS: ELA II.A.8, II.C.1
ELPS: 74(c)(2)(A), (c)(2)(B), (c)(3)(A), (c)(4)(A), (c)(1)(E), (c)(3)(B) (c)(2)(C),
(c)(3)(D), (c)(4)(G), (c)(3)(A), (c)(5)(F), (c)(1)(E), (c)(4)(F)
So the Students Can…
 Determine the meaning of grade-level technical academic English words in multiple
content areas derived from other linguistic affixes
 Understand the structure and elements of poetry and provide evidence from text to
support understanding
 Write a poem using a variety of poetic techniques
 Use and understand the function of more complex verbals (infinitives) in the context of
reading, writing, and speaking.
 Participate productively in teams, building on the ideas of others and developing a plan for
consensus-building
 Reflect on understanding to monitor comprehension
 Compare and analyze how generic features are used across texts
 Read a wide variety of texts from American, European, and world literatures
English I
Page 15 of 18
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: CHOOSE ONE
POETRY COLLECTION
7 OR 8
 Poetry Collection 7
(explores the nature of
heroism and making
crucial decisions)
o The Road Not
Taken
o Macavity: They
Mystery Cat
o We Never Know
How High We Are
 Poetry Collection 8
(explores the emotions
and roles people take on
in life)
o Maggie and milly
and molly and
may
o The Seven Ages
of Man
o Fire and Ice
Writing:
Resources:
o Vocabulary/Fluency/Prior Knowledge: U4
Resources
o Selection Support: Graphic Organizer
Transparencies
o Skills Development/Extension: U4 Resources
o Assessment: U4 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
Novels:
 Allow time for SSR twice
a week
 Allow time for Literature
Circles every Friday
 Any novels that you
have on your campus
Strategy for Success /ACT Practice pgs. 740-741
The Teacher Will…
Week Six - Nine: Lesson Pacing Guide 742
 Pre-Teach Informational Texts
o Introduce the skill – Summarize Text: Controlling Idea and
Details
o Think Aloud: Model the skill
o Multidraft Reading
 Teach
o About Case Studies
o Summarizing a Text: Controlling Idea and Details
 Assess/Extend
o Answer the Big Question
o About News Articles
o Summarizing a Text: Controlling Idea and Details
o Citizenship in Action
SAISD © 2010-11 – Fourth Grading Period
Differentiated Instruction: pp. 743,
745, 751
English I
Extend the Lesson pg. 747
Page 16 of 18
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 Comparing Informational Texts
o Timed Writing – Write a persuasive essay
 PRETEACH Comparing Literary Works
o Comparing Forms of Lyric Poetry
o Daily Bell Ringer
o Writing About the Big Question
o Concept Connector
o Multidraft Reading
 TEACH
o Background
o Activating Prior Knowledge
o Concept Connector
o About the Selection
o Literary Analysis
 ASSESS
o Background
o Activating Prior Knowledge
o About the Selection
o Literary Analysis
o Critical Viewing
o Comparing forms of Lyric Poetry
o Timed Writing – Write to compare forms of lyric poetry
Selections:
 “Careers in Robotics: A Case
Study”
 News Article: Team Builds
‘Sociable’ Robot
 “I Hear America Singing”
 “Three Haiku”
 “Women”
 “Sonnet 30”
SAISD © 2010-11 – Fourth Grading Period
Writing:
 Persuasive Essay
 Compare Forms of Lyric Poetry
Resources:
o Vocabulary/Fluency/Prior Knowledge: U4
Resources
o Selection Support: Graphic Organizer
Transparencies
o Skills Development/Extension: U4 Resources
o Assessment: U4 Resources
o Reader’s/Writer’s Notebooks
o Portfolios
o Differentiation
o Classroom Strategies and Teaching Routine
Cards
o http://askeric.org/Virtual/Lessons/Language_A
rts/Literature/LIT0004.html
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
English I
Novels:
 Allow time for SSR
twice a week
 Allow time for Literature
Circles every Friday
 Any novels you have
on your campus
Page 17 of 18
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
o
o
o
o
The Teacher Will…
Media Literacy Workshop
 Introduce/Teach p. 768
o Introducing Media Coverage
o Learn the skills
o Critical Viewing
o What do you notice?
 Assess
o Practice the skills
o Evaluate the activity
 Monitoring Progress
o About the cumulative Review
o Skills Warm-up
 Assess/Reteach
o Skills Warm-UP – Imagery
o Skills Warm-Up - Prepositions
EXTEND: How does communication change us?
o Media Literacy
o Independent Reading
Writing Information
Writing Workshop
Glossary of Information
Graphic Organizers
Ethos, Pathos, Logos
SWOT
Rubrics
Informational websites
TEKS: 12A
ELSP: c2F, c2H, c3J, c5G
So the students can….
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.
Analyze the effects of diction and imagery in poetry
Explain the role of paradox in literary works
Reflect on understanding to monitor comprehension
Revise drafts to improve sentence variety
Edit drafts fro grammar, mechanics, and spelling
Analyze how messages in media are conveyed through visual and sound techniques
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Cumulative Review pp. 770 - 775
SAISD © 2010-11 – Fourth Grading Period
SAT: Writing Prompt
Think carefully in the following excerpt and the assignment below.
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
view. They see old memories to reckon with the past and integrate past and present.
– adapted from Sara Lawrence-Lightfood, I’ve Known Rivers: Lives of Loss and
Liberation.
Assignment: Do memories hinder or help people in their effort to learn from the past
and succeed in the present? Plan and write an essay in which you develop you point
of view on this issue. Support your position with reasoning and examples taken from
your reading,
English I
Page 18 of 18
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.