1 st Six Weeks

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12th Grade English/Language Arts
First Six Weeks: Week 1
Writer: Lacy Starnes/Evelyn Gilmore-Smith
TEKS:
2C, 3, 7, 15,
25, 26
Objective:
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The students will be introduced to the campus’s procedures and expectations.
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The students will be introduced to the teacher’s expectations for success in class
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The students will write a letter to themselves addressing goals for the upcoming year.
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The students will be presented with a yearlong theme and short overview of material.
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Speak clearly and to the point, using the conventions of language.
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Work productively with others in teams.
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Reflect on understanding to monitor comprehension
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Understand, make inferences and draw conclusions about the structure and elements of poetry and
provide evidence from text to support their understanding.
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Understand, make inferences and draw conclusions about how an author's sensory language creates
imagery in literary text and provide evidence from text to support their understanding.
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Write expository and procedural or work-related texts to communicate ideas and information to
specific audiences for specific purposes.
Overview
Students should be provided with a syllabus outlining what major literary pieces and essays will be covered, class
expectations, grading policies and supplies needed.
Students should complete an information sheet providing primary contact information.
The student should compose a letter to themselves to address academic goals, social, family-related, skills-related, or personal
skills.
In presenting the yearlong theme, one should focus on an essential question or idea that can be revisited continually
throughout the year. Some ideas include:
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How does one define good and evil? Can these descriptions change or transform through the different pieces read? Is
there something to be said about the relationship between good and evil?
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How is a writer’s background a direct influence on the piece?
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How is a hero defined, transformed, and/or influenced for good or bad.
The overview should include a timeline of literature to be read and essays to be written throughout the year.
Since the District is a part of the Big Read and will be reading Bless Me, Ultima in class during the first semester, the
instructor may choose to read this novel as a class starter/bellringer/ Drop Everything and Read selection.
Familiarize the students with journaling and Cornell notes. Utilize one of the strategies for keeping a log of reading
and progress. Instructor also should use other on-line or District resources for discuss, assessment, and discussion.
Essential Questions:
What is your goal and expectations for the year?
How does literature reflect society?
Where did English literature begin?
Suggested Lesson Ideas:
1.
Open discussion about the relationships between literature and place.
How do traditions, beliefs, societal norms, affect what is seen in the literature we read? Look at modern culture
(consider a popular television show, movie, book) and how it reflects society today.
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Look at “Snapshot of the Period” on pages 2-3 to transition into early English time period. What events
influenced the language and early writing of that time?
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“Historical Background” on pages 4-5 could be used to introduce the significant events that led to
development of England as a nation, thus the government, economy, social order. Place emphasis on the
Anglo-Saxon culture and determine what major elements made up the society.
2.
Locating societal influence
For a required assignment or extra credit, ask students to locate a literary piece that shows evidence of some societal
influence. They can turn this into a project or presentation or simply just a written piece.
3.
Introduce journaling. Have the students develop or purchase a composition book for journal writing.
4.
Quickwrite: Choose a TV show and explain how the show’s characters, theme, etc. reflects society today. (1 page written
in journal)
5.
Introduce Literary Analysis, Anglos-Saxon Lyrics and The Elegy, and Understanding Historical Context.
6.
Introduce poetry “from the Exeter Book” with Vocabulary.
7.
Read and discuss the author’s background.
8.
Assess prior knowledge orally or as a quickwrite in personal journals.
9.
Reading to Get the Gist of “The Seafarer,” “The Wanderer,” and “The Wife’s Lament”
10. Ask students to think deeper about the concept of being alone. Can someone be alone even among others, family, friends?
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Allow students the opportunity to write their ideas in a quickwrite. Students should share with a partner, and then
volunteers can share with the larger learning community.
11. Read the poems to Get the Gist.
12. Review with students: What is happening here? Who is the speaker? What do we know about him/her? How do we know?
13. Predetermine a check-point in the poem to assess comprehension by asking the four comprehension questions.
14. Consider reading the first poem orally with students, then allowing them independently or in pairs to read and find the
gist of “The Wanderer” and “The Wife’s Lament.”
15. Students should discuss in a whole group their answers to the gist questions for each poem. Post students’ final
responses.
16. StepBack: Ask students—What did you find difficult about comprehending this epic poem? What helped you overcome
this challenge? How will this help you in your future reading?
17. Rereading for Significance : Reread the poems for Significant Images
18. Students can reread “The Seafarer” to find images that use sensory images to illustrate isolation.
19. Students can re-read “The Wanderer” and “The Wife’s Lament” to find images of isolation that are significant to the
poem.
20. Model reading and thinking for students.
21. Use Selection Support Graphic Organizers when reading each poem stopping for analysis and clarification.
22. Critical Reading, Literary Analysis, or Reading Skill questions may assist in extending and assessing comprehension.
23. Administer Selection Test to check comprehension.
Suggested Assessment:
-Students could complete a teacher created, open-ended quiz or multiple choice quiz from the ancillary material.
-Teacher could use the “Locating societal influence” as small assessment or as a 6 week major project
Journal Writing
Selection Test
Critical Reading
Literary Analysis
Reading Skill
Graphic Organizers
Resources:
Prentice Hall Literature Textbook
Ancillary Material/Quizzes
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12th Grade English/Language Arts
First Six Weeks: Weeks 2 - 5
Writer: Lacy Starnes/Evelyn Gilmore-Smith
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TEKS:
1A, 1B, 1C, 2C,
3A, 3C, 4A, 5D,
15, 25, 26, 34B
Students will read and analyze the epic poem, Beowulf, from the Anglo-Saxon period.
Students will recognize, analyze, and apply their knowledge of epic works (characters, structures, themes)
and give evidence from Beowulf to support understanding.
Students will familiarize themselves with academic vocabulary seen in epic poetry.
Students will analyze and reflect on how the epic mirrors the values of the culture that produced it.
Students will analyze and reflect how the epic reflects the theme of good and evil.
Speak clearly and to the point, using the conventions of language.
Work productively with others in teams.
Determine the meaning of 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
Analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the
nuance in word meanings
Relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of
its time.
Understand, make inferences and draw conclusions about the structure and elements of poetry and
provide evidence from text to support their understanding.
Demonstrate familiarity with works of fiction by British authors from each major literary period.
Reflect on understanding to monitor comprehension
Make complex inferences about the text and use textual evidence to support understanding
Write expository and procedural or work-related texts to communicate ideas and information to specific
audiences for specific purposes.
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Overview
To understand Beowulf, one must identify two major components about the piece.
1. Beowulf, the piece, is classified as a Folk epic. Folk epics, in ancient times, were stories about heroes that were
recited or sung as entertainment and passed down orally from one generation to next.
Certain key elements make an epic what it is (see page 34 in text):
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Epic Hero
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Quest
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Valorous Deeds
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Divine Intervention
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Great Events
*Also see Types of Epics (Literary versus Folk), Epic Conventions ( See page 35 in text)
2. Beowulf, himself, is known as the “epic hero”. The epic hero is the central character of an epic. This character
is a larger-than-life figure, typically of noble or semi-divine birth, who pits his courage, skill, and virtue against
his opposing, often evil, forces.
3. Students will continue to identify and explain how Beowulf presents characteristics of an epic and how
Beowulf, himself, reflects that of an epic hero. It is important in the last three sections of this piece to
emphasize how even in Beowulf’s last battle, death, and burial, he continues to exemplify that of a true hero.
It is also encouraged to point out that of Beowulf’s men and how they see and respect him as their hero. The
men that stand behind the hero are just as equally important as that of the hero, himself. Explore why.
4. After reading, students should identify, as a whole, how Beowulf mirrors that of the Anglo-Saxon culture. (Ex:
How are the Anglo-Saxon beliefs and traditions represented in Beowulf?) Additionally, what do they see in
Beowulf, himself, that reflects that of the Anglo-Saxon culture? (Ex. What VALUES are seen in Beowulf that
could be a reflection of the Anglo-Saxon culture?)
5. After reflecting on the epic and its ties to culture, connect the piece to the yearlong theme of good and evil.
How are good and evil defined in Beowulf, specifically? This could be answered literally, figuratively, and in
various ways.
6. Culminating Project: Introduce and assign projects at the beginning of the six weeks.
 Students could create a Beowulf comic strip, as final review, that outlines either one of the major
battles or the story in its entirety. Comic strip would require that students outline major plot events
and emphasize aspects of Anglo-Saxon culture. Must provide direct quotes from piece and must be
creative and concise.
 Beowulf Obituary: Try your hand at epic writing style. Compose a memorial poem for Beowulf to be
read at his funeral or as the evening's entertainment in a medieval hall. Describe his heroic
character by celebrating his exploits. Write your poem using poetic language techniques such as
metaphors, alliteration, and rhythm.
 Beowulf Character Gram: To delineate Beowulf's character, find words and phrases from the text
which give clues about Beowulf. Quote the words and give page numbers. Identify these categories:
Appearance: how Beowulf looks.
Actions: what Beowulf does.
Beliefs: what Beowulf says about how he sees himself.
Character: how Beowulf is described by others or by the narrator.
Arrange these around a portrait of Beowulf.
 Head of Grendel: Must weigh at least 5 pounds
Must use feathers/fur or some type of hairy material for the hair
Eyes and lips must be a shade of RED
 The sword hammered by giants: Must be at least 2 yards long
 Handle of the sword (hilt) must have carvings or decorations that would have probably been
designed by the monsters
Sword portion must by shiny. Sword must be firm in its design, not floppy
 Grendel’s Arm: Must weigh at least 3 pounds
Must use some type of hairy material for the hair
Claws on the hand should be firm and pointed, not floppy. Must be a solid figure (3 dimensional)
 The Monster’s Lair: Must be a 2 feet by 2 feet scale model of the lair
Lair should include all of the components described in the text
 Beowulf’s on his Pyre with his treasure
Must be a 2 feet by 1 feet scale model of the pyre
Must have treasure arranged on or about the pyre
Must include a grave marker/stone with his name and legacy
Essential Questions:
How does one define a hero?
How does a literary piece reflect a society?
What in Beowulf reflects that of the common beliefs and/or traditions of the Anglo-Saxon culture?
What values are seen in that of the hero, Beowulf, that would be a reflection of the Anglo-Saxon culture?
How does the epic poem Beowulf connect and define to the yearlong theme of good and evil?
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Suggested Lesson Ideas:
Mini- Grammar Lesson: Develop a mini-lesson on using Coordinating Conjunctions to reinforce and develop correct usage of
conventions.
Have the students complete grammar/conventions activities as needed.
Beowulf
Before Reading
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Ask students to explain how the historical background might influence the nature of the piece.
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Define and discuss academic vocabulary found in Beowulf: extolled, archetype, paraphrase, emphasis, etc.
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Define and discuss literary terms for Beowulf: epithets, in medias res, foreshadowing, kenning, setting, dialogue, style
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Define and discuss SAT Vocabulary for Beowulf: reparation, reprisal, loathsome, vehemently, etc.
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Go over key strategies for reading poetry. For example, epic poetry is famous for descriptive writing, therefore, encourage
students to visualize this like a movie!
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Establish context of piece. Take some time on day one to go over setting, characters, and conflict.
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Administer Vocabulary Warm-ups as needed.
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Quickwrite: What is a hero? Who is your personal hero? Why? Discuss traits, deeds, accomplishments necessary for hero
status.
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Introduce and discuss The Epic Hero and the Legendary Hero and Paraphrasing.
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Read and discuss Contemporary Commentary, the author’s background, and Before You Read.
During Reading:
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Create a graphic organizer that can be used to identify characteristics of an epic or epic hero, and/or poetic devices
(simile, metaphor, alliteration) used throughout Beowulf.
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Reinforce vocabulary by asking students to identify and provide examples from the text.
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Before reading, consider introducing the epic with two songs (Hero” by Mariah Carey, which focuses on the idea that each
person can be a hero, and “The Devil Went Down To Georgia” by the Charlie Daniels Band, which covers the conflict
between hero and villain) and creating a chart about characteristics of a hero. Include also ideas from students’ journal
writing.
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Invite students to share their ideas of the songs’ meanings.
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The Wrath of Grendel, The Coming of Beowulf, The Battle with Grendel, The Monster’s Lair, The Battle with
Grendel’s Mother, The Last Battle, The Spoils, The Farewell
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Read to get the gist of Beowulf
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Post the following comprehension questions: Who are the characters? What do you know about them? What’s happening?
How do you know? Advise students that answering these questions during their first read will help them better
comprehend what the poem is about.
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Predetermine a check-point in the poem to assess comprehension.
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Consider reading the first two sections—“The Wrath of Grendel” and “The Coming of Beowulf”-- aloud to students. Then
vary the remaining sections between class read-alouds, teacher read-alouds, and independent reading. While reading,
students should identify vocabulary and literary devices (kennings, imagery) that are used to develop characters and the
plot. After each section, students should share their findings.
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StepBack: Ask students—What did you find difficult about comprehending this epic poem? What helped you overcome this
challenge? How will this help you in your future reading?
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Ask students to recall the discussion of the two songs on heroism, reminding them that “The Devil Went Down to Georgia”
illustrates the villains that heroes must face. Then ask students-- where do monsters lurk? Allow students to respond in the
form of a QuickWrite. Then have them share their responses, first with a partner, then with the class.
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Read for Significant Moments: Students should read a section of the text to find moments that illustrate heroism and
explain the significance. Also consider having students find moments that present images of a high ideal important to
Anglo-Saxon culture, a common characteristic of an epic poem.
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Facilitating an Inquiry-based Discussions- with Text-Specific Answers: Students may complete Reading Check,
Critical Reading, and/or Literary Analysis for homework or as a group.
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Then, allow students to share responses with the whole group by setting up an inquiry-based discussion.
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Place students in a semi-circle, allowing volunteers to share their answer and evidence. Encourage students to add-on or
push-back on other responses, but be sure they support their responses with textual evidence.
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Beowulf’s Last Battle - Concerning “The Epic”:
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Have a student read aloud lines 630-649 on page 57. Ask what prominent themes they notice in these lines and/or how it
promotes the ideals of an epic. Then ask, specifically, how do these lines support the characteristics of an epic hero.
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Concerning Anglo-Saxon Culture: Ask how lines 630-649 suggest values about the Anglo-Saxon culture. (Clearly, the
Anglo-Saxon culture, bravery and honor.)
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Have students paraphrase the events of Beowulf’s battle with the dragon. Challenge them to be creative while keeping
their passages concise. After sharing their paraphrased passages, ask them to share what the passage reveals about the
values of the warrior culture.
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Identify and analyze Wiglaf’s character and how the story would be different if he was not there. How might Wiglaf
redefine that of a “hero”?
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The Spoils/The Farewell
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Read aloud lines 779-785 on page 61. Allow class to summarize what occurs in passage.
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Read aloud and summarize “The Farewell” reflecting on Beowulf’s last request. How might the burial of Beowulf reflect
that of Anglo-Saxon culture?
Review the entire epic.
Administer six weeks assessment.
Suggested Assessment:
Ancillary quizzes
Textbook comprehension questions
Passage translation into modern language
Defining poetic device and providing examples from text
Selection Test
Six Weeks Assessment
Reading Check
Critical Reading
Literary Analysis
Resources:
Prentice Hall Literature Textbook
Diagnostic material from ancillaries
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Vocabulary Lesson
12th Grade English/Language Arts
First Six Weeks: Week 6
Writer: Lacy Starnes/Evelyn Gilmore-Smith
Objective:
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Students will be introduced to the college application essay
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Students will discuss what makes for an acceptable college application essay
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Students brainstorm and plan for the college application essay.
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Students will write a first draft.
TEKS:
13A, 13B, 13C,
13D, 13D, 15A,
15B,
Overview
Although students have already been introduced to the college application essay in English III, it is imperative to review the
“makeup” of this type of essay. English IV students at this time of year will more than likely be getting ready to apply for college, and
therefore will need to be well-prepared in writing this type of essay. The teacher might consider providing essays that have been
successful in the past and discussing with his/her class what aspects of the essay made it successful. (Using sensory detail, “showing”
rather than “telling” style of writing, solid structure and clarity.) Teachers should reference the “Texas Common Application” website
for an updated list of essay prompts for all incoming freshmen. (www.applytexas.org)
Because this is the first formal essay of the year, a review of the format and parts of an essay, plus examples of each step will aid
students’ understanding.
English IV students should develop the college application essay to fit a 500-700 word count and should use MLA format when
typing: Times New Roman, 12 point font, double-spaced, 1” margins, etc.
The details of a college application essay should be discussed: correct grammar, clear organization, vivid details, unique style.
A standardized rubric should be used across grade levels. It can be as holistic or specific as the department desires, but it should be
used for each formal essay evaluation.
Essential Questions:
What are the characteristics of college application essay?
What makes for a good college application essay?
What topics are there to choose from when writing a college application essay?
Suggested Lesson Ideas:
Notes on writing a college application essay can be found on page 694 of the Prentice Hall Literature Textbook.
Brainstorming:
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First and foremost, collect and prepare information that can be given to students concerning what effective expository
writing should look like. The college application essay must be detailed and personal in style but short and concise.
Students will find the “short and concise” part to be the most difficult; therefore, finding actual examples of successful
essays will help in organizing their own essays.
Planning
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While this essay will take on a more informal tone, it is important to encourage them to focus on structure and
communicating their story efficiently. This essay should be between 500-700 words with an emphasis on creating a
beginning, middle, and end to their story. Due to the pressing length of this paper and what the student must accomplish
in this amount of space, encourage students to outline their writing. Create a “prewrite” which asks the students to
determine their topic, subject, and points to be discussed. The essay MUST have a beginning, middle, and end. The reader
of this essay needs to see that the student can not only write eloquently but in an organized fashion.
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It is STRONGLY recommended that grammar be integrated into lessons throughout the year. A great idea would be to
have a mini grammar lesson every day as a warm-up activity. Working on such things as parts of speech, punctuation,
sentence variations, etc. will greatly benefit students in essay writing.
Drafting
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After completing the “prewrite”, instruct students to start the first draft. It is important to mention that they stay on point of
what their subject is. (For example, if their subject is about dogs, students need to make sure that they do not end up
discussing goats halfway through). Encourage atudents to write in a “showing” fashion rather than in a “telling” fashion.
Work on constructing sentences that show what they saw, heard, smelled, and felt! Detail, detail, detail, is the name of the
game. Providing detailed writing gives the writer his own unique voice, which is something the reader of the essay is
looking for. Look to see that students are writing with purpose and showing structure to their papers.
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Using revising process on page 698 & 701, peer edit or pair share the essays.
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Have students prepare the essays for publishing by typing and printing or emailing the essays to the instructor.
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Instructor should develop a rubric for peer editing using guidelines on pages 698 & 701.
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Allow time for students to work on and complete culminating project.
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Allow at least two days of class time for oral project presentations.
Suggested Assessment:
Short warm-ups practicing grammar, descriptive writing, etc.
Labeling the parts of an essay on an actual essay
College Essays
Culminating Project from Beowulf
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Resources:
Prentice Hall Literature Textbook
Standardized rubric
Teacher created material
www.applytexas.org
Technology
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English IV Checklist
1st Six Weeks
After the completion of the First Semester, the student will be able to:
______ set goals in the form of a student letter
______ understand and explain the yearlong theme
______ recognize, analyze, and apply knowledge of epic works
______ recognize aspects of Anglo-Saxon culture
______ read Anglo-Saxon piece, Beowulf and explain how it connects to the yearlong theme
______ identify and apply writing techniques for a successful College Application Essay
______ complete the writing process for a College Application Essay
______ pass a timed writing analyzing and explaining how Beowulf is a product of his society
______ determine a general idea of what his/her research will be about
______ develop and present orally a culminating project
_____ pass a Six Weeks Assessment on the Beowulf and the Exeter Book poems
_____ compose and write an essay/quickwrite on proverbs
_____ answer text specific interpretive questions
_____ participate in an inquiry based discussion
_____ analyze the author’s technique
_____ demonstrate mastery of Reading Check, Critical Reading, Literary Analysis, and Selection Test
_____ complete online Texas Commons Application
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