english iv 2014-2015 year at a glance - katy...

English IV 2014-2015 Year at a Glance

© Created by Katy ISD Department of Curriculum and Instruction REVISED April 2014

Unit 1: Anglo-Saxon Period 1st Marking Period

Unit Summary: The study of British literature usually begins with the earliest pieces of literature. These years were dominated by warfare and continuous waves of invaders—perhaps none

with as much influence on present-day language and literature as the Anglo-Saxons. In this unit students begin to explore the connection between ancient literature and modern society and

what makes a story timeless. The origin of the superhero can be traced to these ancient people and their oral tales of mighty warriors, stories passed down through generations of traveling minstrels and bards. In this unit, students will be asked to write a procedural text and analyze a presentation.

Writing Focus: Writing Process, Procedural Texts Reading Focus: Literature of the Period, Informational Texts: Culture, Procedural

Unit 2: Medieval Period 2nd Marking Period

Unit Summary: This unit continues the exploration of the development of the English language and encourages students to continue to find commonalities among people in history and

today. Students will develop critical reading skills through close reading of the literature and investigation of poetic forms. In this unit, students will create an original poem and write an interpretative response based on their reading.

Writing Focus: Poem, Expository Interpretation Reading Focus: Literature of the Period, Poetry, Persuasion

Unit 3: Renaissance Period 3rd Marking Period Unit Summary: The Renaissance was not only an English but also a European phenomenon. In order to gain insight into the new social, political, and economical issues and trends of

England, the students will read poetry, dramatic texts, and devotional and spiritual writings of this time period. In this unit, students will write an expository interpretation of a selected piece.

Writing Focus: Expository Interpretation Reading Focus: Literature of the Period, Drama

Unit 4: The Age of the English Empire 4th/5th Marking Period

Unit Summary: The Age of the English Empire includes the Restoration and the 18th Century (1660-1798), the Romantic Period (1798-1832), and the Victorian Period (1832-1901). The Restoration and the 18th Century was a time of radical thinking using science and logic. Reason was revered above all else. In reaction to the grim reality of war and industry, the writers of

the Romantic period turned back to nature in their search for truth. During the Victorian Period, there were many societal and governmental changes throughout England. Some writers

turned away from these changes while others embraced them. Teachers should be aware that this unit will span approximately 9-10 weeks. For this reason, the unit will encompass multiple testing and writing opportunities. Students will discover satire and the techniques and purposes of persuasive writing. In this unit, students will write multiple pieces including a script or a

short story and an argumentative essay.

Writing Focus: Drama/Short Story, Persuasion (Satire) Reading Focus: Literature of the Period, Non Fiction, Expository, Fiction,

Literary Text/Sensory Language

Unit 5: Modern/Contemporary Period 5th/6th Marking Period

Unit Summary: This unit will focus on the modern age of British literature from the early 20th century to the present day. Instruction will include reading various pieces of literature. Based

on those readings, students will form connections, make inferences, and draw conclusions using relevant evidence. Teachers should be aware that this unit will span approximately 9-10

weeks. For this reason, the unit will encompass multiple testing and writing opportunities. In this unit, students will explore a question that they develop and create a multimedia project to present to the class.

Writing Focus: Analytical Essay Reading Focus: Non Fiction: Expository, Theme/Genre, Media Literacy

Research Skills Continuum Note: This is a flexible unit to be used in addition to any given unit as decided by the team. Approximately 2 Weeks Unit Summary: This unit will provide the necessary knowledge for students to accurately research and record information on any given topic. All TEKS in this unit must be taught and as-

sessed by the end of the school year; however, teachers have discretion as to when and how to assess the following TEKS. The unit is designed to be implemented as needed by the PLC team.

Throughout the year, students will be contemplate and discuss what literature tells us about ourselves, using the focal and secondary pieces as guidance.

Katy ISD

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WR

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UN

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W

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solve p

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add

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Writers an

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The gen

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com

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info

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Th

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Legib

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Effective sp

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C

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rigoro

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Atten

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.

Language Arts Articulation of Instructional

Practices

Beliefs:

Language Arts curriculum and instruction provides all students with the foundation necessary to succeed in

all academic areas through a balanced, integrated approach to literacy. Reading, writing, speaking,

listening, and inquiry skills, and the strategies that support them, directly contribute to student success in

a rapidly changing world.

Guiding Principles:

Reading, writing, and the conventions of language are taught together not in isolation.

Students learn phonics best when instruction is embedded in a wide range of engaging literacy experiences.

Students have choice in independent reading.

Students experience authentic reading, writing, listening, and speaking opportunities within multiple genres including visual texts.

Various reading and writing assessments guide instruction so that rigor and expectations increase over time.

Inquiry based learning contributes to the development of reading, writing and thinking skills.

Students use a variety of technological and informational resources.

Students benefit from direct vocabulary instruction.

Deliver the Katy ISD curriculum with fidelity.

Incorporate the KISD Instructional Cornerstones into instruction.

Use enduring understandings and essential questions to focus instruction.

Develop the language of the discipline through direct vocabulary instruction.

Identify each student’s reading level utilizing district-approved reading assessments (Grades K-5).

Utilize leveled texts to provide targeted instruction aligned to each student’s instructional reading level.

Provide multiple genres for student-selected independent reading.

Deliver balanced grammar instruction through direct teach and application within the writing process.

Model reading strategies.

Differentiate instruction based on student needs through flexible small-group instruction .

Conduct student conferences for reading and writing.

Engage students in frequent, purposeful collaborative discussions.

Integrate multiple instructional strategies to improve critical literacy skills in reading, writing, speaking and listening.

Embed inquiry and research skills into ongoing instruction.

Scaffold instruction by making connections between present and past learning.

Engage students with technology to enhance learning.

Tier III

Tier II

Tier I

Digital Learner:

Technology integration using multiple modes of delivery

Information literacy and supportive collaborative environments

Proficient, effective, and ethical use of technology tools

Technology rich learning environments

Data:

Informs curricular revisions

Targets student strengths and areas for growth

Informs Instruction decisions

Delivery:

Differentiated Instruction

Project CRISS

SIOP/Project GLAD

KISD Structures and Strategies

Love and Logic

Instructional Practices:

KISD INSTRUCTIONAL CORNERSTONE CONTINUUM

CORNERSTONE Novice Emerging Proficient Exemplary Collaboration: Work respectfully with others by sharing responsibilities, exchanging and evaluating knowledge and ideas, and building consensus in order to achieve a common goal.

Work respectfully with others within a given set of group norms to complete a task.

Work respectfully with others to accomplish a task by actively listening, responding appropriately to alternate viewpoints, sharing responsibilities, and exchanging information.

Work respectfully with others to achieve a common goal through local and remote networking by sharing responsibilities and exchanging and evaluating knowledge and ideas.

Work respectfully with others to establish and honor group norms, achieve a common goal (define roles, assign responsibilities and build consensus), and consult with peers, experts, and others through local and remote networking.

Communication: Convey information and ideas to effectively engage the audience using a medium appropriate to the topic and purpose.

Share information and ideas in a given medium so that the main points are relevant to the purpose and audience.

Convey information and ideas clearly by selecting from a variety of media to effectively engage an audience.

Convey information and ideas clearly by strategically selecting an appropriate medium that engages the target audience for a desired result and assess the effectiveness of the communication.

Choose the appropriate medium and skillfully use it to impart information and ideas to engage the audience, elicit a desired response, assess the effectiveness, and (if possible) adjust in real time.

Creative Thinking: Generate a range of ideas through a meaningful process (structured or unstructured) that inspires the development of original or innovative products, performances, or solutions.

Use a given process to explore and connect ideas, events, techniques or data to create or modify products, ideas, performances or solutions.

Use a given process to connect and extend ideas, events, techniques or data to create or modify products, ideas, performances or solutions that are relevant and engaging.

Identify and use a process to generate questions and elaborate upon ideas to develop, modify or create innovative products, ideas, performances or solutions that address an existing need/problem or evoke an aesthetic response.

Develop an innovative and inspirational product, performance, or solution that addresses an existing need/problem or anticipates a need/problem and evokes a powerful aesthetic response.

Critical Thinking: Analyze, evaluate, and synthesize information, ideas, or objects to make inferences and predictions, and draw conclusions.

Identify information, ideas or objects to make predictions or inferences based on background knowledge, observation, or personal experiences.

Analyze information, ideas or objects to make inferences and predictions, and draw conclusions.

Analyze, evaluate, and synthesize information, ideas or objects to make inferences and predictions in order to develop and defend a position/point of view using credible evidence.

Analyze, evaluate and synthesize information, ideas, and/or objects to examine alternate perspectives, refine points of view, and defend a position using credible evidence.

Information Literacy: Utilize an inquiry process to locate and evaluate a variety of information sources based on accuracy, authority, and point of view in order to accomplish a task.

Given a set of sources and a guiding question, select relevant information to answer the question.

Formulate questions (with appropriate scaffolding) and navigate within an expanded set of sources to identify, analyze, and organize relevant information to accomplish the task.

Formulate questions based on a self-generated hypothesis/thesis; access and evaluate self-selected sources for relevance, authority, and accuracy; identify conflicting information; and synthesize to accomplish the task.

Formulate questions based on a self-generated hypothesis/thesis; access and evaluate self-selected sources for relevance, authority, and accuracy; clarify reasons for conflicting information and conduct additional research to resolve the conflict.

Problem Solving: Identify, define, and/or explore a problem or situation, work through a process to determine and evaluate solutions.

Given a problem or situation, apply a given procedure to arrive at a solution(s) and evaluate its reasonableness.

Given a problem or situation and set of parameters, select and apply an appropriate procedure to arrive at a solution, evaluate its reasonableness, and identify next steps, if necessary.

Identify and define a complex problem or situation, its underlying assumptions and relevant information; apply a procedure; arrive at a solution or conclusion; evaluate its effectiveness; and identify next steps, if necessary.

Identify and define a meaningful complex problem or situation, its underlying assumptions and relevant information; apply a procedure; arrive at a solution or conclusion; evaluate its effectiveness; identify next steps; consider possible ramifications; and based on that process, refine and repeat.

Social Contribution: Contribute to the betterment of one’s community through service.

Based on a given need, take actions for an individual, family, group, or organization.

Identify a need, make decisions, and take actions for an individual, family, group, or organization; self-reflect on the contribution.

Identify a need, make decisions, and take actions to benefit one’s community; continuously monitor and evaluate the effectiveness of decisions/actions; adjust actions based on the evaluations.

Demonstrate ongoing commitment to social concerns by initiating and sustaining solutions; continuously monitor and evaluate the effectiveness of decisions/actions; adjust actions based on the evaluations.

English I-IV

©Katy ISD Curriculum & Instruction REVISED April 2014

Class/Course: English I-IV Unit: Overarching Research Continuum Time: TBD by campus vertical team Unit Summary The ability to research, whether as part of college or career readiness, is important for lifelong success. The district recognizes the constriction campuses face when trying to schedule libraries and technology resources. Research skills can, and should, be implemented in multiple units throughout the year. For these reasons, the research TEKS have been organized separately from the grading period units to allow campuses autonomy in when and how research skills are implemented. This component is an “overlay” unit intended to complement and augment the reading and writing process found in other units. It will provide the necessary knowledge for students to accurately research and record information on any given topic. Teachers have discretion as to the length, topic, and placement of these research skills; however, all TEKS in this unit must be taught and assessed by the end of the school year. Research skills require scaffolded instruction throughout high school for skill transference. Skills should be emphasized as students progress through the English curriculum. Grade level emphasis: English I- plagiarism, sources, and internal citation; English II- connection between internal citation and works cited page; English III- plagiarism and a researched paper with internal citation and works cited; English IV- strong textual evidence of thesis and correct formatting of work cited

Understandings Inquiry and research guide the formulation of questions, development of a

plan of action, and discovery of new information.

Relevance of information is dependent on the purpose of the task, perspective of the researcher, and validity of the source.

Researchers evaluate and synthesize collected information and present their findings according to the purpose of the research and their audience.

The way research is presented is reflective of the researcher’s scholarship.

Essential Questions What makes a source credible?

How does research help us to better understand facts and information that we come into contact with daily?

What is the danger of plagiarism?

Objectives Assessed: 20A-20B 21A-21C 22A-22C 23A-23E

ELPS

1C, 1E, 4C, 4E, 4F, 4H, 4I, 4J, 4K

Critical Vocabulary

English I (academic and pre AP) - citation, credible source, internal citation, MLA, plagiarism, thesis, works cited English II (academic and pre AP) - citation, credible source, internal citation, MLA, plagiarism, thesis, works cited English III – abstract/précis, APA, bias, citation, credible source, direct and indirect quotations, internal citation, MLA, paraphrase, parenthetical documentation, plagiarism, primary source, secondary source, summary, synthesis, works cited English IV - abstract/précis, APA, bias, citation, credible source, direct and indirect quotations, internal citation, MLA, paraphrase, parenthetical documentation, plagiarism, primary source, secondary source, summary, synthesis, works cited

Cornerstone Focus Information Literacy

Performance Task The students will experience the research process using available technologies.

Other Evidence Product, Teacher Observation, Class Discussion

English I-IV


Instructional Guidance The goal of this flexible unit is to prepare students to conduct credible research and properly cite sources using MLA format. Teachers should use this component to teach the research process, ideally at least once per semester. These skills could be taught prior to a writing assignment to teach proper research skills and documentation. Campus vertical teams should meet and determine the best implementation plan for their campus ensuring students’ progression of research skills. Although the TEKS do not mention APA style, teachers in English III & English IV are encouraged to briefly introduce students to this style for those students considering pursuing higher education. Note: This unit is intended to teach research skills. It is not a paper/product in itself. The assessment of these skills should come in the form of multiple research experiences including papers, products, etc. within the traditional units.

Resources www.turnitin.com https://owl.english.purdue.edu/owl/ Purdue OWL MLA Presentation: https://owl.english.purdue.edu/owl/resource/747/15/ Holt Literature Research Units Writing Coach: Online(www.TXWritingcoach.com) SIRS Knowledge Base (especially Opposing Viewpoints) Gale Group Database

TEKS- Assessed:

20 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

English I - IV 20A brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and

English I – II 20B formulate a plan for engaging in research on a complex, multi-faceted topic

English III-IV 20B formulate a plan for engaging in in-depth research on a complex, multi-faceted topic

21 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they

gather. Students are expected to:

English I – II 21A follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry;

21B organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and

21C paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number).

English III – IV 21A follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable

and unreliable sources and avoiding over-reliance on one source

21B systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and

separate factual data from complex inferences

21C paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating

among primary, secondary, and other sources

http://www.turnitin.com/

https://owl.english.purdue.edu/owl/

http://www.txwritingcoach.com/

English I-IV


22 Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

English I – IV 22A modify the major research question as necessary to refocus the research plan

English I - II 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;

English III – IV 22B differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument

English I – IV 22C critique the research process at each step to implement changes as the need occurs and is identified

23 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are

expected to synthesize the research into an extended written or oral presentation that:

English I – II 23A marshals evidence in support of a clear thesis statement and related claims;

23B provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view;

23C uses graphics and illustrations to help explain concepts where appropriate;

23D uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and

23E uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials.

English III – IV 23A provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information

23B uses a variety of formats and rhetorical strategies to argue for the thesis

23C develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and

refuting counter-arguments

23D uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials

23E is of sufficient length and complexity to address the topic

ELPS-

1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment

4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials

4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of

language structures, and background knowledge needed to comprehend increasingly challenging language

4H read silently with increasing ease and comprehension for longer periods

4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic

sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs

4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions

from text and graphic sources, and finding supporting text evidence commensurate with content area needs

4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with

content area and grade-level needs

English IV – Unit #1


Class/Course: English IV Unit: Anglo-Saxon Period Time: 1st Marking Period Unit Summary

The study of British literature usually begins with the earliest pieces of literature. These years were dominated by warfare and continuous waves of invaders—perhaps none with as much influence on present-day language and literature as the Anglo-Saxons. In this unit students begin to explore the connection between ancient literature and modern society and what makes a story timeless. The origin of the superhero can be traced to these ancient people and their oral tales of mighty warriors, stories passed down through generations of traveling minstrels and bards. In this unit, students will be asked to write a procedural text and analyze a presentation.

Understandings Proficient readers make inferences and draw conclusions using relevant

evidence from text to support their thinking.

Proficient readers recognize how an author’s use of devices, structures, languages, and images construct and convey meaning.

Writers analyze various models of texts to determine the effective elements of writing.

The genre, purpose, and audience dictate the structure of the written composition.

Attentive listening provides a unique opportunity for developing understanding and new knowledge.

Essential Questions

What makes a hero or monster (literal, symbolic, metaphoric)?

Does fate control our lives?

What makes a story last through time?

Objectives

Assessed: 8A 24B 11A 11B 15B

Ongoing: 1A-1E 13A-13E 18A 19A

ELPS

2A, 2I, 4A, 4B, 4C, 4E, 4F, 4G, 4H, 4I, 4J, 4K 5B, 5C, 5D, 5E, 5F, 5G

Critical Vocabulary barbarism, comitatus, culture, epic poem, epithets, kenning, paganism, scop, scribe, wyrd

Cornerstone Focus Communication Information Literacy Social Contribution

Performance Task After studying the focal piece, students will create a R.A.F.T (Role, Audience, Format and Topic) using the format of a procedural text and then present the product to the class. The student audience will be expected to provide feedback on the presentations.

Other Evidence Analysis (Verbal and Written), Class Discussion, Creative Writing, Reflective Writing

*See English IV Google Drive for more information.

Instructional Guidance Through a study of the history of the Anglo-Saxons, students will look at the elements that make a story timeless and discuss the characteristics of heroes, both ancient and modern. Teachers may address the traditional motifs and elements--such as kennings, epithets, and comitatus--by using Beowulf or other thematically-linked pieces. Teachers may elaborate on the key aspects of the boast or verbal résumé and encourage students to present one of their own. To further help the students in their understanding, the class may discuss the concepts of monsters in society and “slaying” or overcoming them in the student’s own life. This discussion could serve as a segue to a college essay prompt or other procedural writings. Be aware that this unit addresses TEKS 15B and 24B which require students to write a procedural document and assess the persuasiveness of a presentation.



Resources Writing Coach Ch. 12 “Workplace Writing”; Holt pp. 18-139 (focus and secondary pieces); Representative Pieces/Key Authors to choose from for focal piece: Beowulf, Venerable Bede, Exeter Book; Secondary sources should be chronologically or thematically relevant and should come from a minimum of two different genres (examples: time period: Book of Kells, Lindisfarne Gospel, Exeter Book, options or excerpts from the other focal pieces, poetry from the Venerable Bede; thematically-linked will vary based on focal piece/examples listed reflect context of age: strong belief in fate, juxtaposition of church and pagan worlds, admiration of heroic warriors, introduction of Roman alphabet, oral tradition, tribal culture; thematically linked to textbook focal Beowulf: “Beowulf” by Richard Wilbur, “The Names” by Billy Collins, “The Destruction of Sennacherib” by Lord Byron, various other texts and translations of Beowulf, The Sterkarm Handshake by Susan Price, news articles about heroes and heroism, etc.)

TEKS- Assessed:

8 Reading/Comprehension of Informational Text/Culture and History. Students 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. Students are expected to:

8A 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; analyze the consistency and clarity of the expression of the controlling idea and the ways in which the organizational and rhetorical patterns of text support or confound

the author's meaning or purpose in informational texts 11 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected

to:

11A draw conclusions about how the patterns of organization and hierarchic structures support the understandability of text

11B evaluate the structures of text (e.g., format, headers) for their clarity and organizational coherence and for the effectiveness of their graphic representations 15 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific

purposes. Students are expected to:

15B write procedural and work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include:

a clearly stated purpose combined with a well-supported viewpoint on the topic

appropriate formatting structures (e.g., headings, graphics, white space)

relevant questions that engage readers and address their potential problems and misunderstandings

accurate technical information in accessible language

appropriate organizational structures supported by facts and details (documented if appropriate) 24 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific


24B assess the persuasiveness of a presentation based on content, diction, rhetorical strategies, and delivery

Ongoing:

1 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

1A 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 1B analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings 1C use the relationship between words encountered in analogies to determine their meanings (e.g., synonyms/antonyms, connotation/denotation) 1D analyze and explain how the English language has developed and been influenced by other languages 1E use general and specialized dictionaries, thesauri, histories of language, books of quotations, and other related references (printed or electronic) as needed



13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

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 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 13C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ

tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed

structures), and by adding transitional words and phrases 13D edit drafts for grammar, mechanics, and spelling 13E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences

18 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their

compositions. Students are expected to:

18A write legibly and use appropriate capitalization and punctuation conventions in their compositions 19 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.

19A to spell correctly, including using various resources to determine and check correct spellings

ELPS-

2A distinguish sounds and intonation patterns of English with increasing ease

2I 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

4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and

identifying cognates, affixes, roots, and base words

4B recognize directionality of English reading such as left to right and top to bottom

4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials;

4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned



4G 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



sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs





5B write using newly acquired basic vocabulary and content-based grade-level vocabulary

5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired



5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more

English is acquired

5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:

using correct verbs, tenses, and pronouns/antecedents

using possessive case (apostrophe s) correctly

using negatives and contractions correctly

5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is

acquired

5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired



Class/Course: English IV Unit: Medieval Period Time: 2nd Marking Period Unit Summary This unit continues the exploration of the development of the English language and encourages students to continue to find commonalities among people in history and today. Students will develop critical reading skills through close reading of the literature and investigation of poetic forms. In this unit, students will create an original poem and write an interpretative response based on their reading.



Proficient readers recognize how an author’s use of devices, structures, languages, and images construct and convey meaning.

Writers choose words, ideas, devices, and information/evidence to elicit an intended response from the audience.

The appropriateness of language is determined by the context in which it is used.

Inquiry and research guide the formulation of questions, development of a plan of action, and discovery of new information.

Essential Questions How do our values, beliefs, and actions shape and influence who we are, who we

become, and how we behave?

To what extent do belief systems shape culture and society?

What happens when belief systems of society and individuals come into conflict?

Objectives Assessed: 3A 15C 10A 10B 14B


ELPS

1E, 3E, 3G, 4F, 4G, 4F, 4J, 5D, 5E, 5F, 5G

Critical Vocabulary allegory, chivalry, couplet, direct/indirect characterization, exemplum, frame story, irony, narrative, pilgrimage, quest, satire, symbolism

Cornerstone Focus Collaboration Communication Creative Thinking Critical Thinking

Performance Task After a study of mentor texts containing the quest archetype, students will either independently or collaboratively create a poem that reflects the key elements of the archetype.

Other Evidence Teacher observation, class discussions, ticket out or other products *See English IV Google Drive for more information.

Instructional Guidance It is suggested that teachers examine literature such as The Canterbury Tales and/or Arthurian Legends to help students understand the development of language and the commonalities among people of the Medieval Period and today. Teachers should emphasize the similarities of the desires and dreams of the characters as well as help students compare the similarities of the customs of the characters and historical figures in the literature to modern society. Teachers may address archetypes, allusions, and the quest sequence through the literature. These stories can form the basis for the original poem that the students will write. Teachers are encouraged to help students develop critical reading skills through modeling reading strategies. Be aware that this unit addresses TEKS 14B and 15C which require students to write a poem and an interpretative response.



Resources Writing Coach Ch. 7 “Poetry and Description” & Ch. 10 “Response to Literature”; Holt pp. 140-266 (focus and secondary pieces); Representative Pieces/Key Authors to choose from for focal piece: Doomsday Book, Geoffrey Chaucer, L’Morte de Arthur, morality plays, Sir Gawain and the Green Knight; Secondary sources should be chronologically or thematically relevant and should come from a minimum of two different genres (examples: time period: excerpts from the Pearl Poet, Robin Hood legend, medieval romance; thematically-linked will vary based on focal piece/examples listed reflect context of age: church instructs the masses, religious devotion, chivalric code of honor, romances, crusades bring trade and economy, birth of judicial system; thematically-linked to textbook focal Canterbury Tales: Murder in the Cathedral by T.S. Eliot, the “Tale of the Three Brothers” excerpt from Harry Potter, Federigo’s Falcon, “Big Yellow Taxi” by Joni Mitchell, non-fiction articles on quests or pilgrimages)

TEKS-

Assessed:

3 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from

text to support their understanding. Students are expected to:

3A evaluate the changes in sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods

10 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to

support their analysis. Students are expected to:

10A evaluate the merits of an argument, action, or policy by analyzing the relationships (e.g., implication, necessity, sufficiency) among evidence, inferences, assumptions, and claims

in text

10B draw conclusions about the credibility of persuasive text by examining its implicit and stated assumptions about an issue as conveyed by the specific use of language

14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of

literary writing. Students are expected to:

14B write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse)

15 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific


15C write an interpretation of an expository or a literary text that:

advances a clear thesis statement

addresses the writing skills for an analytical essay including references to and commentary on quotations from the text

analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices

identifies and analyzes ambiguities, nuances, and complexities within the text; and

anticipates and responds to readers' questions and contradictory information

Ongoing:
















ELPS-


3E share information in cooperative learning interactions

3G 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




commensurate with content area and grade level needs;

4H read silently with increasing ease and comprehension for longer periods;


from text and graphic sources, and finding supporting text evidence commensurate with content area needs;


English is acquired

5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:


acquired


English IV- Unit #3


Class/Course: English IV Unit: Renaissance Period Time: 3rd Marking Period Unit Summary The Renaissance was not only an English but also a European phenomenon. In order to gain insight into the new social, political, and economical issues and trends of England, the students will read poetry, dramatic texts, and devotional and spiritual writings of this time period. In this unit, students will write an expository interpretation of a selected piece.

Understandings Attentive listening provides a unique opportunity for developing

understanding and new knowledge.

Proficient readers recognize how an author’s use of devices, structures, language, and images construct and convey meaning.


Essential Questions How does language influence the way we think, act, and perceive the world?

Are we governed/guided by fate, free will, a greater power, or do we fall somewhere on the spectrum between?

Is mankind basically good?

Objectives Assessed: 4A 15C 17A 17B 26A


ELPS

3E, 3G, 3H, 4I, 4J, 4K, 5F, 5G

Critical Vocabulary allusion, ambiguities, aside, blank verse, cavalier, comic relief, conceit, elegy, heroic couplet, iambic pentameter, irony, lyric, metaphysical, monologue, nuances, pastoral, prose, rhetorical devices, sonnet, soliloquy, tragedy

Cornerstone Focus Communication Informational Literacy

Performance Task Students will apply their knowledge of the mentor text to demonstrate understanding of the timeless nature of the essential themes of the Renaissance through an expository essay, such as in-class writing.

Other Evidence script writing, teacher observation, class discussion, three levels of questioning, reader’s theater, character maps, character quotes


Instructional Guidance Renaissance texts can have a dismaying effect because the language, politics, social attitudes and religious beliefs of the sixteenth and seventeenth centuries will seem very remote from the students’ own day-to-day concerns. Teachers can help students understand and apply these concepts to their own lives by modeling their personal comprehension strategies for the various pieces and by connecting current issues that reflect the themes and trends of the studied works. This unit could include sonnet forms and Shakespearean drama. Be aware this unit addresses TEKS 4A which requires students to study drama; a Shakespearean play is recommended. Additionally, this unit addresses TEKS 15C and 26A which require students to write an expository piece and work collaboratively.

Resources Writing Coach Ch. 8 “Exposition” & Ch. 10 “Response to Literature”; Holt pp. 290-537 (focus and secondary pieces); Representative Pieces/Key Authors to choose from for focal piece: William Shakespeare, John Donne, Cavalier Poets, Metaphysical Poets, Christopher Marlowe, Andrew Marvell, John Milton

English IV- Unit #3


Secondary sources should be chronologically or thematically relevant and should come from a minimum of two different genres [examples: time period: Shakespearean sonnets, Petrarchan sonnets, options, poems, or excerpts written by authors listed above, Holinshed’s Chronicles, spiritual and devotional writings, essays and speeches (Bacon, QEI), thematically-linked will vary based on focal piece/examples listed reflect context of age: shift from religious focus to life on earth, development of human potential, many aspects of love explored (unrequited, constant, timeless, courtly), political stability, change in economy from agricultural to trade; thematically-linked to textbook focal Macbeth: “Out, Out” by Robert Frost, non-fiction articles on corporate take-overs, The Prince]

TEKS-

Assessed:

4 Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from


4A evaluate how the structure and elements of drama change in the works of British dramatists across literary periods.



15C write an interpretation of an expository or a literary text that:

advances a clear thesis statement

addresses the writing skills for an analytical essay including references to and commentary on quotations from the text

analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices

identifies and analyzes ambiguities, nuances, and complexities within the text; and

anticipates and responds to readers' questions and contradictory information

17 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to

apply earlier standards with greater complexity. Students are expected to:

17A use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases)

17B use a variety of correctly structured sentences (e.g., compound, complex, compound-complex)

26 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected

to:

26A participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of

positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria

Ongoing:




English IV- Unit #3












ELPS-

3E share information in cooperative learning interactions;


academic topics;

3H narrate, describe, and explain with increasing specificity and detail as more English is acquired;


sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs;


from text and graphic sources, and finding supporting text evidence commensurate with content area needs; and


content area and grade-level needs.


acquired; and

5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.



Class/Course: English IV Unit: The Age of the English Empire Time: 4th/5th Marking Period Unit Summary The Age of the English Empire includes the Restoration and the 18th Century (1660-1798), the Romantic Period (1798-1832), and the Victorian Period (1832-1901). The Restoration and the 18th Century was a time of radical thinking using science and logic. Reason was revered above all else. In reaction to the grim reality of war and industry, the writers of the Romantic period turned back to nature in their search for truth. During the Victorian Period, there were many societal and governmental changes throughout England. Some writers turned away from these changes while others embraced them. Teachers should be aware that this unit will span approximately 9-10 weeks. For this reason, the unit will encompass multiple testing and writing opportunities. Students will discover satire and the techniques and purposes of persuasive writing. In this unit, students will write multiple pieces including a script or a short story and an argumentative essay.

Understandings Prior knowledge, including reading and life experiences, shapes how readers

make connections and interact with text and media.

Effective readers use appropriate comprehension strategies, as needed, to construct meaning and expand vocabulary.

Writers analyze various models of texts to determine the effective elements of writing.


The appropriateness of language is determined by the context in which it is used.

Effective speakers deliberately use techniques and examples for a given audience to convey their message.

Relevance of information is dependent on the purpose of the task, perspective of the researcher, and validity of the source.

Essential Questions The Restoration Period

How do we resolve society’s problems?

How does science influence the way we live?

The Romantic Period

What can we learn from nature?

Which is stronger, emotion or reason?

When is the ordinary extraordinary? The Victorian Period

Why do we fear change?

Can values be imposed?

Is it better to escape or face reality?

Objectives Assessed: 5A-5D 6A 7A 9A-9D 25A 16A-16G 14A or 14C


ELPS

1C, 1E, 3E, 3G, 4F, 5A, 5B, 5D, 5F, 5G

Critical Vocabulary

author’s purpose, connotation, dialect, exaggeration, figurative language, hyperbole, imagery, irony, literary ballad, lyric poem, narrative poem, personification, persuasive appeals (ethos, logos, pathos), romanticism, sarcasm, satire, symbolism, tone, understatement



Cornerstone Focus Communication Collaboration Creative Thinking Critical Thinking

Performance Task Students will complete the following tasks:

The students will work collaboratively to research a topic or issue of importance during the age of the English empire. The students will then create and perform a contemporary drama or short story that reflects the topic or issue.

After studying a satirical piece such as Jonathan Swift’s “A Modest Proposal,” students will create their own satire for today’s audience modeled after the work of the mentor text.

Other Evidence teacher observation; cue and questions; class discussion; I say, You say; SIFT method


Instructional Guidance The Age of the English Empire covers a vast amount on literature. Teachers and teams will need to carefully plan what works they will use and the time allocated to each resource. This unit particularly lends itself to linking literature to current events to enhance student engagement. The amount of time spent on each time period is at the discretion of the teacher/team; however, balance is encouraged. Be aware that this unit includes TEKS 14A, 14C, and 16 which require students to write either a script or engaging short story and an argumentative essay.

Resources Writing Coach Ch. 8 “Exposition” & Ch. 11 “Research Writing”; Holt pp. 1096-1376 (focus and secondary pieces) Representative Pieces/Key Authors to choose from for focal piece: James Joyce, Joseph Conrad, D.H. Lawrence, Graham Greene, Dylan Thomas, Nadine Gordimer, George Orwell, William Butler Yeats, Bernard Shaw, Samuel Beckett, Seamus Heaney, Doris Lessing, Louis de Bernieres, Kazuo Ishiguro, Tom Stoppard, Salman Rushdie, John Le Carre, Ken Follett Secondary sources should be chronologically or thematically relevant and should come from a minimum of two different genres (examples: time period: options, poems, or excerpts written by authors listed above or anything from 1900-today, rise of the Irish, post-war, post-empire, rise of media, thematically linked will vary based on focal piece (usually novel)/examples listed reflect context of age: lonely individual, situational ethics – no absolute values, blurring of fiction and non-fiction, rise of technology, destruction made possible by technology, stream of consciousness, carpe diem, escapism, connections between all, media culture.

TEKS-

Assessed:

5 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from


5A analyze how complex plot structures (e.g., subplots) and devices (e.g., foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction

5B analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying motivations and behaviors of the characters

5C compare and contrast the effects of different forms of narration across various genres of fiction

5D demonstrate familiarity with works of fiction by British authors from each major literary period

6 Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of

literary nonfiction and provide evidence from text to support their understanding. Students are expected to:

6A analyze the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and overstatement in literary essays, speeches, and other forms of literary nonfiction

7 Reading/Comprehension of Literary Text/Sensory Language. Students 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. Students are expected to:

7A analyze how the author's patterns of imagery, literary allusions, and conceits reveal theme, set tone, and create meaning in metaphors, passages, and literary works



9 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to

support their understanding. Students are expected to:

9A summarize an informational text/expository text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an

opinion

9B explain how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints

9C make and defend subtle inferences and complex conclusions about the ideas in an informational text/expository text and their organizational patterns

9D synthesize ideas and make logical connections (e.g., thematic links, author analysis) among multiple texts representing similar or different genres and technical sources and

support those findings with textual evidence

14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of

literary writing. Students are expected to:

14A write an engaging story with a well-developed conflict and resolution, a clear theme, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue,

suspense), devices to enhance the plot, and sensory details that define the mood or tone

14C write a script with an explicit or implicit theme, using a variety of literary techniques

16 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative

essay (e.g., evaluative essays, proposals) to the appropriate audience that includes:

16A a clear thesis or position based on logical reasons with various forms of support (e.g., hard evidence, reason, common sense, cultural assumptions)

16B accurate and honest representation of divergent views (i.e., in the author's own words and not out of context)

16C an organizing structure appropriate to the purpose, audience, and context

16D information on the complete range of relevant perspectives

16E demonstrated consideration of the validity and reliability of all primary and secondary sources used

16F language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs)

16G an awareness and anticipation of audience response that is reflected in different levels of formality, style, and tone

25 Listening and Speaking/Speaking. 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:

25A formulate sound arguments by using elements of classical speeches (e.g., introduction, first and second transitions, body, and conclusion), the art of persuasion, rhetorical

devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively

Ongoing:
















ELPS-

1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary


3E share information in cooperative learning interactions


academic topics



5A learn relationships between sounds and letters of the English language to represent sounds when writing in English



English is acquired


acquired




Class/Course: English IV Unit: Modern/Contemporary Period Time: 5th/6th Marking Period Unit Summary This unit will focus on the modern age of British literature from the early 20th century to the present day. Instruction will include reading various pieces of literature. Based on those readings, students will form connections, make inferences, and draw conclusions using relevant evidence. Teachers should be aware that this unit will span approximately 9-10 weeks. For this reason, the unit will encompass multiple testing and writing opportunities. In this unit, students will explore a question that they develop and create a multimedia project to present to the class.



Writing is a reflective process used to solve problems, explore issues, construct questions, and address inquiry.

Proper oral and written conventions promote fluency of communication.

Collaboration requires dialogue, active listening, and rigorous analysis so that a collective product/point of view is created.

Inquiry and research guide the formulation of questions, development of a plan of action, and discovery of new information.

Researchers evaluate and synthesize collected information and present their findings according to the purpose of the research and their audience.

Essential Questions In a culture where we are bombarded with ideas and images of “what we should be”

and “what we should think,” how do we form identities that remain true and authentic to ourselves?

What factors shape our values and beliefs?

How is our understanding of culture and society constructed through and by language?

Objectives Assessed: 2A-2C 9A-9D 12A-12D 15A 15D


ELPS 1A, 1B, 1E, 2C, 2D, 2E, 2F, 2G, 2I, 3D, 3G, 3J, 4D, 4F, 4G, 4H, 4J, 4K, 5B, 5C, 5D

Critical Vocabulary deductive/inductive reasoning, modernism, mores, multimedia, propaganda, stream of consciousness, values

Cornerstone Focus Communication Creative Thinking Information Literacy

Performance Task Students will complete the following tasks:

Students will individually or collaboratively investigate media literacy to create a multimedia presentation.

Students will write an analytical reflection of their presentations.

Other Evidence Teacher observation, class discussion, drafts or outlines, group evaluations

*See English IV Google Drive for more information



Instructional Guidance The Age of Modernism helps us to conceptualize our own identities through the literature of modern culture. Modern literature strays from the traditional approach and explores ways to respond to an ever-changing world. Teachers and teams will need to carefully plan what works they will use and the time allocated to each resource. It is suggested that teachers examine literature that helps students realize that culture changes through societal influences. Teachers are encouraged to help students make connections that aid them in forming values and belief systems of their own. To investigate media literacy, students should explore various forms of media and analyze the effectiveness of the message presented. Be aware that this unit addresses TEKS 15A and 15D which require students to write an analytical essay and to create a multimedia presentation.

Resources Writing Coach Ch. 8 Exposition & Ch. 11 Research Writing; Holt pp. 1096-1376 (focus and secondary pieces) Representative Pieces/Key Authors to choose from for focal piece: James Joyce, Joseph Conrad, D.H. Lawrence, Graham Greene, Dylan Thomas, Nadine Gordimer, George Orwell, William Butler Yeats, Bernard Shaw, Samuel Beckett, Seamus Heaney, Doris Lessing, Louis de Bernieres, Kazuo Ishiguro, Tom Stoppard, Salman Rushdie, John LeCarre, Ken Follett Secondary sources should be chronologically or thematically relevant and should come from a minimum of two different genres (examples: time period: options, poems, or excerpts written by authors listed above or anything from 1900-today, rise of the Irish, post-war, post-empire, rise of media, thematically linked will vary based on focal piece (usually novel)/examples listed reflect context of age: lonely individual, situational ethics – no absolute values, blurring of fiction and non-fiction, rise of technology, destruction made possible by technology, stream of consciousness, carpe diem, escapism, connections between all, media culture

TEKS- Assessed:

2 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and

contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

2A compare and contrast works of literature that express a universal theme

2B compare and contrast the similarities and differences in classical plays with their modern day novel, play, or film versions

2C relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time

9 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to

support their understanding. Students are expected to:

9A summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion

9B explain how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints

9C make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns

9D synthesize ideas and make logical connections (e.g., thematic links, author analysis) among multiple texts representing similar or different genres and technical sources and

support those findings with textual evidence

12 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will

continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

12A evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts

12B evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media

12C evaluate how one issue or event is represented across various media to understand the notions of bias, audience, and purpose



12D evaluate changes in formality and tone across various media for different audiences and purposes



15A write an analytical essay of sufficient length that includes

effective introductory and concluding paragraphs and a variety of sentence structures

rhetorical devices, and transitions between paragraphs

a clear thesis statement or controlling idea

a clear organizational schema for conveying ideas

relevant and substantial evidence and well-chosen details

15D produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and

sound that appeals to a specific audience and synthesizes information from multiple points of view

24 Listening and Speaking/Listening. 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. Students are expected to:

24A listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those

positions

Ongoing:
















ELPS-

1A use prior knowledge and experiences to understand meanings in English

1B monitor oral and written language production and employ self-corrective techniques or other resources


2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed

2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment

2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

2I 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

3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency


academic topics

3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment

4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text




commensurate with content area and grade level needs







5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired


English is acquired

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use th

is Un

it Plan

?

Wh

at is the b

est way to

read th

e Un

it Plan

? Wh

ere sho

uld

I start?

Do

I still have to

use Fo

retho

ugh

t/KM

AC

?

Wh

o d

o I co

ntact w

hen

I have q

uestio

ns?

EL

A S

pe

cific Qu

estio

ns

Wh

at if I need

mo

re days th

an allo

tted fo

r a given u

nit?

Wh

at if I need

fewer d

ays than

allotted

to a u

nit?

Can

I teach th

e un

its in a d

ifferent o

rder th

an w

hat is p

resented

?

Wh

at if English

and

readin

g are no

t blo

cked at m

y scho

ol?

Will read

ing/w

riting w

orksh

op

wo

rk with

the U

nit P

lans?

Wh

y are we fo

cusin

g so m

uch

on

genre?

Can

I use w

orks o

utsid

e the gen

re assigned

to a u

nit?

Wh

at is the d

ifference b

etwee

n acad

emic an

d P

re-A

P cu

rriculu

m?

Wh

y is Pre-A

P d

oin

g mo

re class no

vels? I tho

ugh

t we w

ere sup

po

sed to

let stud

ents ch

oo

se.

Wh

ere is the research

un

it?

Ho

w d

o w

e instru

ct vocab

ulary?

Ho

w is gram

mar o

rganized

with

in th

e un

its?

20

14

-20

15

ELA U

nit P

lan FA

Qs - P

age 2 o

f 6

Ge

ne

ral Q

ue

stion

s W

ha

t are TEK

S?

Texas Essen

tial Kn

ow

ledge an

d Skills (TEK

S) are th

e official K

-12

curricu

lum

for th

e state of Texas an

d its

pu

blic sch

oo

ls, man

date

d b

y law. Th

ey detail th

e curricu

lum

req

uirem

ents fo

r every cou

rse. The fu

ll list

of TEK

S can b

e fou

nd

at http

://ritter.tea.state

.tx.us/ru

les/tac/chap

ter1

10

/

Wh

at a

re ELPS?

English

Langu

age Pro

ficiency Skills (ELP

S) are a statuto

ry add

ition

to th

e requ

ired cu

rriculu

m o

f every

sub

ject. They can

be fo

un

d in

Ch

apte

r 74

of th

e Texas A

dm

inistrative C

od

e at

http

://ww

w.tea.state

.tx.us/ru

les/tac/chap

ter0

74

/ch07

4a.h

tml

Do

Un

it Pla

ns rep

lace th

e TEKS?

No

. Un

it Plan

s start with

the TEK

S and

the U

nd

erstand

ings. W

hen

a Un

it Plan

is created, th

e TEKS an

d

Un

derstan

din

gs guid

e the w

ork o

n all o

ther co

mp

on

ents.

Wh

at is U

nd

erstand

ing b

y De

sign?

Un

dersta

nd

ing

by D

esign

is a bo

ok b

y Jay McTigh

e and

Gran

t Wiggin

s that h

as beco

me a fram

ewo

rk for

design

ing cu

rriculu

m, assessm

ent, an

d in

structio

n. Th

e two

main

pillars o

f this w

ork are th

at teachers

teach

and

assess for u

nd

erstand

ing an

d tran

sfer (with

transfer b

eing th

e ultim

ate goal) an

d th

at

edu

cators d

esign cu

rriculu

m b

ackward

starting w

ith th

e end

in m

ind

.

Wh

at is B

ackw

ard

Desig

n?

Backw

ard D

esign is a m

etho

d o

f design

ing e

du

cation

al curricu

lum

by settin

g learnin

g goals b

efore

cho

osin

g instru

ction

al meth

od

s and

form

s of assessm

ent. B

ackward

Design

of cu

rriculu

m in

volves th

ree

stages: iden

tify the d

esired resu

lts, determ

ine accep

table levels o

f eviden

ce that su

pp

ort th

at the

desired

results h

ave occu

rred, an

d d

esign activities th

at will m

ake desired

results h

app

en.

Wh

at a

re Un

dersta

nd

ing

s?

Un

derstan

din

gs, also referred

to as En

du

ring U

nd

erstand

ings, are statem

ents su

mm

arizing im

po

rtant

ideas an

d co

re pro

cesses that are cen

tral to a d

isciplin

e and

have lastin

g value b

eyon

d th

e classroo

m.

They articu

late w

hat stu

den

ts sho

uld

un

derstan

d—

no

t just kn

ow

or d

o—

as a result o

f stud

ying a

particu

lar con

ten

t area.

http://ritter.tea.state.tx.us/rules/tac/chapter110/

http://www.tea.state.tx.us/rules/tac/chapter074/ch074a.html

20

14

-20

15

ELA U

nit P

lan FA

Qs - P

age 3 o

f 6

Wh

at a

re Essentia

l Qu

estion

s?

In e

du

cation

al term

s, an Essen

tial Qu

estion

is a qu

estion

that d

rives inq

uiry d

urin

g the

lesson

bein

g

taugh

t. It is imp

ortan

t to n

ote

, particu

larly for ELA

, that th

ere are two

types o

f essential q

uestio

ns:

con

ten

t-based

and

them

atic. Som

e qu

estion

s will d

irect inq

uiry fo

r the su

bject an

d o

thers w

ill be p

ertain

to th

e literature stu

died

. Wh

en creatin

g a lesson

plan

, the teach

er sho

uld

base th

e lesson

on

the

con

ten

t-based

Essential Q

uestio

ns, w

hich

are based

on

con

cepts th

at stud

ents sh

ou

ld u

nd

erstand

by th

e

time th

ey com

plete th

e un

it. Essential Q

uestio

ns sh

ou

ld p

rovo

ke tho

ugh

t.

Wh

at is th

e differen

ce betw

een U

nd

erstan

din

gs a

nd

Essentia

l Qu

estion

s? Ho

w sh

ou

ld I u

se these in

my

instru

ction

?

An

Un

derstan

din

g is a full sen

tence gen

eralization

, specifyin

g wh

at we w

ant stu

den

ts to co

me to

un

derstan

d ab

ou

t the co

nten

t wh

ile an Essen

tial Qu

estion

offers a p

rovo

cative and

arguab

le qu

estion

design

ed to

guid

e inq

uiry in

to th

e con

ten

t’s big id

eas. Essential q

uestio

ns h

elp stu

den

ts develo

p an

d

dee

pen

their u

nd

erstand

ings.

By id

entifyin

g wh

at we w

ant th

e stud

ents to

kno

w b

efore creatin

g activities, we can

help

stud

ents

un

derstan

d an

d w

e can u

nd

erstand

for o

urselves w

hy th

e activities have m

eanin

g. We

wan

t to avo

id

simp

ly “coverin

g” the m

aterial and

creating activities th

at may b

e fun

and

interestin

g bu

t do

no

t have

pu

rpo

seful o

utco

mes. U

sing th

e Un

derstan

din

g and

Essential Q

uestio

ns to

guid

e daily lesso

n p

lann

ing

with

in th

e un

it gives the activities m

eanin

g.

Wh

at is a

Perfo

rma

nce Ta

sk?

“The task is an

assessmen

t exercise invo

lving stu

den

ts in p

rod

ucin

g a respo

nse, p

rod

uct o

r perfo

rman

ce;

e.g., solvin

g a math

ematics p

rob

lem, co

nd

uctin

g a labo

ratory in

science, o

r writin

g a pap

er. Since tasks

are associated

with

perfo

rman

ce assessm

ents, m

any are co

mp

lex and

op

en-en

ded

, requ

iring re

spo

nses

to a ch

allengin

g qu

estion

or p

rob

lem. H

ow

ever, there can

be sim

ple p

erform

ance tasks, su

ch as re

adin

g

alou

d to

measu

re readin

g rate. Tasks d

on

’t have to

be exclu

sively used

as stand

-alon

e activities that

occu

r at the e

nd

of in

structio

n; teach

ers can o

bserve stu

de

nts w

orkin

g on

tasks du

ring th

e cou

rse of

regular in

structio

n in

ord

er to p

rovid

e on

goin

g feedb

ack.”

Sou

rce: Arter, Ju

dy an

d M

cTighe, Jay (2

00

0). Sco

ring R

ub

rics in th

e Classro

om

. Tho

usan

d O

aks, CA

:

Co

rwin

Press.

Do

my stu

den

ts ha

ve to co

mp

lete the P

erform

an

ce Task?

The P

erform

ance Task is a su

ggested task th

at teachers m

ay utilize to

assess stud

ents’ co

mp

etencies in

a

given

un

it. At th

e camp

us’ d

iscretion

, teachers m

ay cho

ose to

use an

altern

ate perfo

rman

ce task that

assesses the o

bjectives w

ithin

that u

nit at a sim

ilar level to th

e samp

le perfo

rman

ce task pro

vided

.

20

14

-20

15

ELA U

nit P

lan FA

Qs - P

age 4 o

f 6

Wh

at a

re Co

rnersto

nes?

As a co

rnersto

ne an

cho

rs a bu

ildin

g, the K

ISD C

orn

erston

e skills have b

een id

entified

and

develo

ped

with

the p

urp

ose o

f design

ing an

d an

cho

ring cu

rriculu

m an

d in

structio

n aro

un

d m

eanin

gful exp

eriences

for stu

den

ts. All stu

den

ts sho

uld

have m

ultip

le op

po

rtun

ities to exp

erience each

of th

e Co

rnersto

ne

skills thro

ugh

ou

t their ed

ucatio

n.

Am

I limited

to u

sing

on

ly the reso

urces listed

on

the U

nit P

lan

?

No

. Wh

ile the reso

urces sectio

n in

clud

es a variety of so

urces d

irectly tied to

the state

d o

bjectives,

teach

ers may u

tilize age-app

rop

riate o

utsid

e resou

rces that also

align to

the stated

ob

jectives.

Wh

y ha

ve we ch

an

ged

the fra

mew

ork o

f ou

r curricu

lum

?

The Teach

ing an

d Learn

ing D

ivision

believes th

at every stud

ent sh

ou

ld e

xperien

ce en

gaging, re

levant

and

differen

tiated in

structio

n th

at pro

vides m

eanin

gful, rigo

rou

s learnin

g experien

ces wh

ile

enco

uragin

g con

nectio

ns b

etwee

n an

d am

on

g con

ten

t areas. Th

e new

framew

ork em

ph

asizes this b

elief wh

ile stressing th

e teacher's critical ro

le as a design

er of

stud

ent learn

ing. Th

e Un

it Plan

s organ

ize th

e stand

ards-d

riven

curricu

lum

to h

elp teach

ers clarify

learnin

g goals, d

evise revealing asse

ssmen

ts of stu

den

t un

derstan

din

g, and

craft effective an

d e

ngagin

g

learnin

g activities. D

o I h

ave to

use th

is Un

it Pla

n?

Yes. Th

e Un

it Plan

is a district-w

ide d

ocu

men

t to b

e utilized

by all w

ho

teach

the co

urse.

Wh

at is th

e best w

ay to

read

the U

nit P

lan

? Wh

ere sho

uld

I start?

The d

ocu

men

t can b

e read in

any m

ann

er altho

ugh

it is suggested

the read

er begin

with

the O

bjective

section

and

from

there p

ay particu

lar atten

tion

to th

e Un

it Sum

ma

ry and

Instru

ction

al G

uid

an

ce

section

s. D

o I still h

ave to

use Fo

retho

ug

ht?

Yes. Th

e Un

it Plan

is no

t a lesson

plan

form

at. The U

nit P

lan is a gu

ide fo

r a un

it of stu

dy. Teach

ers will

still nee

d to

plan

and

develo

p d

aily lesson

s in Fo

retho

ugh

t to co

mp

lete the u

nit o

f stud

y.

Wh

o d

o I co

nta

ct wh

en I h

ave q

uestio

ns?

You

r camp

us in

structio

nal co

ach w

ill assist you

.

20

14

-20

15

ELA U

nit P

lan FA

Qs - P

age 5 o

f 6

EL

A S

pe

cific Qu

estio

ns

Wh

at if I n

eed m

ore d

ays th

an

allo

tted fo

r a g

iven u

nit?

The d

ays were sp

ecifically allotted

with

the u

nd

erstand

ing th

at stud

ents m

ust b

e ready fo

r the state

assessmen

t given in

Ap

ril. For th

is reason

, it is crucial to

stay with

in th

e specified

time fram

es. Ho

wever,

som

e stud

ents w

ill need

mo

re time to

reach p

erform

ance exp

ectation

s. In th

ese situatio

ns, rem

ediatio

n

op

po

rtun

ities are enco

uraged

for th

ese ind

ividu

als as the cu

rriculu

m co

ntin

ues.

Wh

at if I n

eed few

er da

ys tha

n a

llotted

to a

un

it?

If pre-assessm

ents o

r oth

er data in

dicate th

at stud

ents w

ill need

less than

the allo

tted n

um

ber o

f days in

a given u

nit, th

en th

e teacher is en

cou

raged to

plan

en

richm

ent activities, sp

end

time o

n areas w

here

stud

ents stru

ggled in

past lesso

ns, o

r focu

s on

high

imp

act TEKS su

ch as Figu

re 19

.

Ca

n I tea

ch th

e un

its in a

differen

t ord

er tha

n w

ha

t is presen

ted?

No

. The o

rder o

f the u

nits w

as specifically p

lann

ed so

that stu

den

t skills cou

ld scaffo

ld as th

e un

its

pro

gress. The u

nits w

ere also

meticu

lou

sly plan

ned

to en

sure all R

eadin

ess and

Sup

po

rting stan

dard

s

we

re taugh

t prio

r to th

e state assessmen

t. Furth

ermo

re, successfu

l interd

istrict transfers, in

clud

ing O

AC

assignm

ents, d

epen

d o

n all K

ISD stu

den

ts experien

cing th

e same cu

rriculu

m at th

e same tim

e.

NO

TE: This d

oes n

ot ap

ply to

the A

P Lan

guage an

d A

P Literatu

re cou

rses wh

ich o

perate

un

der d

ifferent

param

eters.

Wh

at if En

glish

an

d rea

din

g a

re no

t blo

cked a

t my sch

oo

l?

Read

ing an

d En

glish co

urses in

the 6

th and

7th grad

e sho

uld

com

plem

ent e

ach o

ther an

d w

ork in

tand

em

to ad

vance stu

den

t’s read

ing, w

riting, sp

eaking an

d liste

nin

g skills. Teach

ers of th

ese su

bjects w

ho

wo

rk

in an

un

blo

cked

enviro

nm

ent m

ust p

lan to

gether an

d w

ork to

closely align

their in

structio

n. Th

e u

nits in

6th an

d 7

th grade w

ere create

d in

a man

ner to

sup

po

rt this w

ork.

Will rea

din

g/w

riting

wo

rksho

p w

ork w

ith th

e Un

it Pla

ns?

Yes, ab

solu

tely. R

eadin

g wo

rksho

p an

d w

riting w

orksh

op

are structu

res, no

t curricu

lum

. The u

nit p

lans

will su

pp

ort an

y classroo

m stru

cture.

Wh

y are w

e focu

sing

so m

uch

on

gen

re?

Wh

en th

e ELA TEK

S were revised

in 20

09, th

ey we

re rewritten

in a m

ann

er that fo

cuses h

eavily on

stud

ent m

astery of m

ultip

le genres o

f readin

g and

writin

g. In ad

ditio

n, teach

ing w

ithin

a genre b

etter

allow

s for ad

vancem

ent o

f stud

ent’s read

ing an

d w

riting skills. H

ow

ever, cross-gen

re wo

rk is high

ly

enco

uraged

thro

ugh

ou

t the u

nits.

20

14

-20

15

ELA U

nit P

lan FA

Qs - P

age 6 o

f 6

Ca

n I u

se wo

rks ou

tside th

e gen

re assig

ned

to a

un

it?

Yes. Th

e genre assign

ed to

a un

it is the ge

nre w

here th

e teach

er will fo

cus th

e assessmen

t of stu

den

t

skills; ho

wever, it is u

nd

erstoo

d th

at best p

ractices enco

urage cro

ss-genre w

ork. Th

erefore, te

ache

rs are

enco

uraged

to p

air wo

rks with

in a u

nit. Fo

r examp

le, an e

xpo

sitory p

iece may b

e paired

with

a po

em

du

ring a p

oetry u

nit o

r a sho

rt piece o

f dram

a may b

e paired

with

a literary no

n-fictio

n p

iece du

ring a

literary u

nit. Th

e teach

ing fo

cus d

urin

g these tim

es sho

uld

remain

on

the skills th

at the given

un

it

assesses.

Wh

at is th

e differen

ce betw

een a

cad

emic a

nd

Pre-A

P cu

rriculu

m?

The acad

emic an

d P

re-A

P u

nits w

ill generally h

ave the sam

e titles and

cover th

e same TEK

S du

ring th

e

same n

um

ber o

f days. P

re-A

P u

nits w

ill have d

ifferent p

erform

ance tasks an

d re

sou

rces as we

ll as

po

ssible ch

anges to

critical vocab

ulary an

d in

structio

nal gu

idan

ce to re

flect the req

uired

level of rigo

r. In

add

ition

, Pre

-AP

teachers w

ill be exp

ected

to te

ach th

e con

ten

t at a dee

per level th

an th

e academ

ic

cou

rsewo

rk.

Wh

y is Pre-A

P d

oin

g m

ore cla

ss no

vels? I tho

ug

ht w

e were su

pp

osed

to let stu

den

ts cho

ose.

The P

re-AP

curricu

lum

is inte

nd

ed to

ultim

ately prep

are stud

ents fo

r success o

n th

e Ad

vanced

Placem

ent test. A

t this tim

e, the Lan

guage an

d Literatu

re AP

tests req

uire fam

iliarity with

a variety of

classic wo

rks. For th

is reason

, Pre

-AP

cou

rses will h

ave classic no

vels interw

oven

into

their in

structio

n.

Pre-A

P teach

ers sho

uld

refer to th

e cou

rse descrip

tion

in th

e KISD

Co

urse C

atalog fo

r the n

um

ber o

f

majo

r wo

rks requ

ired.

Wh

ere is the resea

rch u

nit?

Rese

arch is a skill th

at sho

uld

be co

nstan

tly utilized

rather th

an re

legated to

a single p

aper. W

ith th

e

advan

cemen

t of tech

no

logies, stu

den

ts “research” co

nstan

tly. Ou

r instru

ction

al practice sh

ou

ld m

irror

this. A

Research

Co

ntin

uu

m u

nit h

as been

develo

ped

to allo

w teach

ers the flexib

ility to h

on

or th

is form

of in

structio

n. C

amp

uses w

ill have th

e discretio

n to

dete

rmin

e wh

en an

d h

ow

Research

TEKS are

add

ressed

in each

grade level o

ver the co

urse o

f the year. A

ll research TEK

S mu

st be

taugh

t du

ring a

given

scho

ol year.

Ho

w d

o w

e instru

ct voca

bu

lary?

A layered

app

roach

to vo

cabu

lary instru

ction

is enco

uraged

inclu

din

g stems in

structio

n an

d M

arzano

’s

“Six Steps to

Effective Vo

cabu

lary Instru

ction

”. Vo

cabu

lary instru

ction

sho

uld

be o

ngo

ing th

rou

gho

ut th

e

un

its.

Ho

w is g

ram

ma

r org

an

ized w

ithin

the u

nits?

Gram

mar is em

bed

ded

thro

ugh

ou

t the u

nits. G

ramm

ar and

revisio

n sh

ou

ld b

e taugh

t with

in au

then

tic

writin

g op

po

rtun

ities wh

enever p

ossib

le.

english iv 2014-2015 year at a glance - katy...

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