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High School Language Arts – 9/English ILiterary Fiction and Non-Fiction

FrameworkAugust 26-October 4, 2013

Date CORE Content: Reading and Writing Balanced Literacy

FrameworkGlencoe Literature and HMH Grammar

Balanced Literacy Skills Texas Write Source/Good Writer’s Kit

1st Six Weeks – focus on STAAR Formatted Literary Writing

Additional Practice

Assessment Resource:STELLAR

& 1 st Six Weeks TEKS

On-Line Resources Additional

Resources for LEP students

Monday,August 26,

2013

This unit bundles student expectations that address word study, reading, and writing using literary works with a focus on fiction and literary nonfiction to support the analysis and creation of text using complex literary elements and techniques. Various forms of literary works including classical, mythical, and traditional 20th and 21st century literature representing a range of diverse cultures and backgrounds provide the avenue for students to practice making inferences, summarizing, synthesizing and providing textual evidence while reading. Students examine selected literature and related media to make important personal and world connections within and across different contexts and genres. An emphasis on the integration of listening, speaking, reading, and writing skills supports the continued development of processes while providing a foundation for college and career readiness.

In Grades 7 and 8, students identified and analyzed the elements of linear plot and setting in fictional literature explaining the effects of literary techniques while comparing a variety of literary works. They continued to write imaginative stories with interesting characters and setting. During this unit, students understand and analyze complex literary elements for their contribution in the development of nonlinear plot and overall theme. Students use literary techniques to enhance plot and develop characters in engaging stories that express ideas and feelings about real or imagined people, events, and experiences. Using writing for the comparison of themes across genres fosters reading and writing connections and allows for development of more complex reading comprehension and writing processes. Students make inferences and draw conclusions through the analysis of denotative and connotative meanings. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature. The emphasis of writing conventions and vocabulary provides a foundation for continued reflection on communicative accuracy. In English II, students analyze isolated scenes and their contributions to the development of literary

Literary Concepts*fiction*imagery*irony*figurative language*conflict-man vs. man-man vs. technology-man vs. self*personification*tone*mood*symbolism*allusion*point of view*author’s purpose*setting

Writing Process *planning*drafting*revising*editing*publishing

literary writing

Texas Write Source 337-344 (Literary)

Good Writer’s Kit

Write SourceTeacher Assessment Preparation

resource

Grammar, Capitalization, and Punctuation Conventions are integrated during each six weeks marking period building up to the STAAR EOC.

Grammar Conventions

Parts of Speech verbs • Complex active verb tense -- WS – p. 590, 760• Complex passive verb tense – WS – p. 590, 760• Gerunds – WS – p. 770• Infinitives – WS – p. 770• Present participle – WS – p. 770• Past participle – WS – p. 770pronouns • Reciprocal pronouns (each, other, one another) clauses -- WS – p. 752• Restrictive clause – WS – P. 168-169, • Restrictive relative clause – WS – p. 168-169• Non-restrictive (non-essential)

Assessments: STELLAR

review may be integrated

throughout the six weeks.

E1.1A, E1.1B, E1.1C, E1.1D, E1.1E, E1.2A, E1.2B, E1.2C, E1.5A,E1.5B, E1.5C, E1.5D, E1.6A, E1.7A, E1.12A, E1.12D, E1.13A,E1.13B, E1.13C, E1.13D, E1.13E, E1.14A, E1.15C.i, E1.15C.ii,E1.15C.iii,

Online:

owlpurdue.com

english.byu.edu

chompchomp.com

webenglishteacher.com

schmoop.com

http://glencoe.mcgrawhill.com/sites/

0078779758/instructor_view0/

online_professional_resources.html

http://curriculum.austinisd.org/la/resources/instrRes.html

http://pricelessliteracy.homestead.com

/TCTELA2010.html

http://eocvideos.weebly.com

http://www.englishteacherwebsites.co

m/resource-te.html

Project Share – English I ONTRACK Lessons

*tea *enotes.com*collegeboard.com *englishcompanion.nin

National Geographi

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(Reading &

Writing)

1

http://www.englishteacherwebsites.com/resource-te.html



https://webmail.bisd.us/owa/redir.aspx?C=ec39ff53a6fc46c98b9a4cbd7d4858bf&URL=http%3A%2F%2Feocvideos.weebly.com

http://pricelessliteracy.homestead.com/TCTELA2010.html





http://glencoe.mcgrawhill.com/sites/0078779758/



elements in a variety of works of fiction. Less obvious and more complex literary techniques (e.g., symbolism) will be examined across time periods.

Introduction of Literary Devices

“Death by Scrabble” will be read and analyzed- the focus is on irony. Students will respond to EOC formatted quiz questions. The lesson will then shift over to a discussion of the characteristics of literary writing.

NOTE: Reinforce the STAAR scoring rubric.

“Death by Scrabble” online

Writing/Grammar – Work on Categories 1, 2, and 3 (composition, revision, and editing) respectively throughout the summer program.

When writing, The Workshop Model is suggested to maximize student outcomes. It consists of the following:*Shared Writing*Interactive Writing*Guided Writing*Writing Conferences*Independent Daily Writing (connected with reading lessons)*Word study*Shared Learning

Reinforce the use of dictionary/thesaurus skills throughout the six weeks.

Novel Recommendation:To Kill A Mockingbird – Harper Lee...And the Earth did not Devour Him – Tomas RiveraBless Me Ultima – Rudolfo AnayaCall of Wild – Jack London

relative clause WS – p. 168-169• Non-restrictive clause – WS – p. 168-169• Appositive clause – WS – p. 433, 587Compound, complex, compound-complex sentences -- WS -- p. 294 • Correct structure Subjunctive mood – WS -- p. 222• Express doubt • Express wishes • Express possibilities

Capitalization Conventions – WS -- p. 698

*Capitalize first word of each item in an outline *Academic degrees

Punctuation Conventions -- WS – p.659

Period and Comma *Degrees

Comma *Non-restrictive phrase, clause, and contrasting expressions*Set off words, phrases, clauses that would otherwise be unclear

Quotation mark*Indicate sarcasm or irony*Two or more paragraphs in one quote*Indenting long quotes and omitting quotation marks

Dashes *Abrupt changes in sentence*Set off interpolated explanatory matter*Indicate a sudden break

E1.17A.i, E1.17A.ii, E1.17A.iii, E1.17C, E1.18A, E1.18B.i,

E1.18B.ii, E1.19A, E1.26A,

E1.Fig19A, E1.Fig19B

g.com

2

Tuesday,August 27,

2013

Introduction of Literary Reading Selections

Review characteristics of a typical short story. Begin reading and analyzing “The Most Dangerous Game” from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

“The Most Dangerous Game” – page 20 -- 9.1E,9.2, 9.5, 9.5A, 9.13B, 9.21B,9.23C,9.26, RC-9A

Balanced Literacy Writing Practices – “The Most Dangerous Game” (utilize as you proceed in the selection)…

*Connect to Character – TE page 26 TEKS 9.13A and 9.13D*Punctuation and Dialogue – TE page 30 TEK 9.13 D*Write Using Vivid Verbs – TE page 34 TEK 9.5 B*Write a New Ending – TE page 38 TEK 9.5 A*Assessment Practice – Respond Through Writing with a focus on Present Tense Verbs – TE page 42 TEKS 9.13 A, B, D, E

“The Most Dangerous Game”

Literary Elements*foreshadowing*conflict*characterization

Reading Skills*analyze plot structure

Vocabulary Skills*word origins*academic vocabulary

Writing Skills*respond through writing*write a journal entry*punctuation and dialogue

Speaking/Listening/Viewing Skills*analyzing art

Spiral Review*foil*sequence of events*imagery (visualize description)*figurative language*linear and non-linear plot*setting and mood*theme*conflict


Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

Wednesday,August 28,

2013

Continue reading and analyzing “The Most Dangerous Game.” Continue to discuss plot, characters, and pertinent literary devices. Short answer questions can be practiced in partners or as a class to get students accustomed to the type of questioning and response typical of an EOC exam. Students can visualize the plot as it unfolds using the Freytag Pyramid or a multi-flow map, and they




Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


National Geographi

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(Reading &

Writing)

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can use bubble maps to further their understanding of characters.









schmoop.com






/TCTELA2010.html



m/resource-te.html


Thursday, August 29,

2013

Finish reading and analyzing “The Most Dangerous Game.” Finish discussing plot, characters, and pertinent literary devices. A graffiti wall can be used to pose questions to the main characters.



*Connect to Character – TE page 26 TEKS 9.13A and 9.13D*Punctuation and Dialogue – TE page 30 TEK 9.13 D*Write Using Vivid Verbs – TE page 34 TEK 9.5 B*Write a New Ending – TE page 38 TEK 9.5 A*Assessment Practice – Respond Through Writing with a focus on Present Tense Verbs – TE page 42






Speaking/Listening/Viewing Skills


Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html

National Geographi

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(Reading &

Writing)

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TEKS 9.13 A, B, D, E *analyzing art




m/resource-te.html


Friday, August 30,

2013

To further their understanding of “The Most Dangerous Game,” students can work on a Freytag Pyramid Project and/or a Characterization Project. Chart paper and markers will be needed. The Freytag Pyramid Project would require an understanding of the plot, summaries, drawings, and literary devices labeled and quoted per element (exposition, rising action, climax, falling action, and denouement). The Characterization Project would require a bubble map, one page description, and drawing of the selected character. These projects can serve as a review for the exam.










Spiral Review*foil*sequence of events*imagery (visualize description)*figurative language*linear and non-linear plot*setting and mood*theme


Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


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*conflict

Monday, June September 2,

2013

Students will complete “The Most Dangerous Game” exam. The last few minutes of class can be used to further review the guidelines for writing a literary essay.












Good Writer’s Kit


resource


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

Tuesday,September 3,

2013

Literary Writing

Demonstrate how students can brainstorm ideas for a literary essay using visual organizers. Students will have their first timed writing for a literary Essay.

Write a story about showing compassion to another person. Be sure that your story is focused and complete and that it has an interesting plotand engaging characters.



literary writing


Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com


0078779758/

National Geographi

cEdge

(Reading &

Writing)

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instructor_view0/online_professional_resources.

html



/TCTELA2010.html



m/resource-te.html


Wednesday,September 4,

2013

Cont. Literary Writing

Students will score their literary essays utilizing the state STAAR rubric.



Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

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(Reading &

Writing)

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Thursday,September 5,

2013

Introduction of Expository Reading Selections

Read and analyze “Shattered” (Literary Non-fiction) from the textbook. Have students determine conflict, cause and effects, and summarize the events which unfolded. Comparing and contrasting skills can also be utilized to compare and contrast “Shattered” to “The Most Dangerous Game.” Use a Venn diagram or double bubble map. Ask a crossover short answer question.

“Shattered” – page 78 -- 9.5, 9.9.A, 9.9C, RC-9.A

Balanced Literacy Writing Practice – “Shattered” (utilize as you proceed in the selection)…

* Mood -- page 80 – TEK 9.15


“Shattered”

Literary Elements*dialogue

Reading Practice*cause and effect

Writing Skills *mood

Spiral Review*mood*problem and solution*conflict*author’s purpose

“The Most Dangerous Game” Balanced Literacy Skills – see previous instructional days


Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

Friday,September 6,

2013

If necessary, finish the crossover work between “The Most Dangerous Game” and “Shattered.”

Literary Essay

Demonstrate how students can brainstorm ideas for a literary essay using a multi-flow map and bubble maps. Students will have a writing for a literary essay- Write a story about a challenging adventure.

“Shattered”

Literary Elements*dialogue

Reading Practice*cause and effect

Writing Skills


Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


National Geographi

cEdge

(Reading &

Writing)

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“Shattered” – page 78 – 9.5, 9.9.A, 9.9C, RC-9.A


*mood

Spiral Review*mood*problem and solution*conflict*author’s purpose

“The Most Dangerous Game” – see previous instructional days

schmoop.com






/TCTELA2010.html



m/resource-te.html


Monday,September 9,

2013Cont. Literary Reading Selections

Cont. with characteristics of a typical short story. Begin reading and analyzing “The Scarlet Ibis” (page 155) from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

“The Scarlet Ibis” – page 155 – 9.1 E, 9.2 C, 9.5, 9.5 A, 9.5 B, 9.13 B, 9.23 C, RC-9 A

Balanced Literacy Writing Practice – “The Scarlet Ibis” (utilize as you proceed in the selection)… page 160 – personal narrative – TEK 9.1 page 162 – understand symbolism – TEK 9.15

Cont. Literary Concepts*fiction*imagery*irony*figurative language*conflict-man vs. man-man vs. technology-man vs. self*personification*tone*mood*symbolism*allusion*point of view*author’s purpose*setting


literary writing


Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



National Geographi

cEdge

(Reading &

Writing)

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“The Scarlet Ibis”

Literary Elements*foreshadowing*symbol*setting*similes

Reading Skills*compare and contrast characters*character analysis*identify subtleties

Vocabulary Skills*word origins

Speaking/Listening/Viewing Skills*analyze art

Writing Skills/Grammar*personal essaysemicolons*personal narrative*understand symbolism

Spiral Review*paraphrase*understand voice

m/resource-te.html



2013“The Scarlet Ibis” (page 155) from the textbook. Continue to discuss plot, characters, and pertinent literary devices. Short answer questions can be practiced in partners or as a class to get students accustomed to the type of questioning and response typical of an EOC exam. Students can visualize the plot as it unfolds using the Freytag Pyramid or a multi-flow map, and they can use bubble maps to further their understanding of characters.


Balanced Literacy Writing Practice – “The Scarlet Ibis” (utilize as you proceed in the selection)… page 160 – personal narrative – TEK 9.14, page





Speaking/Listening/

Texas Write Source337-344 (Literary)

Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com




http://curriculum.austinisd.org/

National Geographi

cEdge

(Reading &

Writing)

10






162 – understand symbolism – TEK 9.15 Viewing Skills*analyze art



la/resources/instrRes.html


/TCTELA2010.html



m/resource-te.html



2013 Finish reading and analyzing “The Scarlet Ibis.” Finish discussing plot, characters, and pertinent literary devices. A graffiti wall can be used to pose questions to the main characters.


Balanced Literacy Writing Practice – “The Scarlet Ibis” (utilize as you proceed in the selection)… page 160 – personal narrative – TEK 9.14 page 162 – understand symbolism – TEK 9.15









Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

Thursday,September 12, Cont. Literary Non-Fiction Reading Selections

“Black Boy” Texas Write Source 337-344 (Literary)


Online: National Geographi

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2013 Read and analyze “Black Boy” (Literary Non-fiction) from the textbook. Have students determine the author’s purpose in writing this selection. Comparing and contrasting skills can also be utilized to compare and contrast “Black Boy” to “The Scarlet Ibis.” Use a Venn diagram or double bubble map. Ask a crossover short answer question.

“Black Boy” – page 281 – 9.6, 9.9 B, 9.13 A, 9.13 B, 9.14, 9.23 C, 9.25, RC-9 A

Balanced Literacy Writing Practice – “Black Boy” (utilize as you proceed in the selection)… page 286 – Respond to Literature – TEK 9.6 page 282 – Autobiography – TEK 9.13 A


Literary Elements*anecdote*author’s purpose

Reading Skills*connect to personal experience

Vocabulary Skills*word usage*academic vocabulary

Speaking/Listening/Viewing Skills*interview*practice dialogue

Writing Skills/Grammar*write a report*practice dialogue


Good Writer’s Kit


resource



owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


cEdge

(Reading &

Writing)

Friday,September 13,

2013

Cont. reading and analyzing “Black Boy” (page 281) from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended. .” Use a Venn diagram or double bubble map. Ask a crossover short answer question.

“Black Boy” – page 281 – 9.6, 9.9 B, 9.13 A, 9.13 B, 9.14, 9.23 C, 9.25, RC-9 A

Balanced Literacy Writing Practice – “Black Boy” (utilize as you proceed in the selection)… page 286 – Respond to Literature – TEK 9.6 page 282 – Autobiography – TEK 9.13 A


“Black Boy”

Literary Elements*anecdote*author’s purpose

Reading Skills*connect to personal experience

Vocabulary Skills*word usage*academic vocabulary

Speaking/Listening/Viewing Skills*interview*practice dialogue


Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com





National Geographi

cEdge

(Reading &

Writing)

12


















Writing Skills/Grammar*write a report*practice dialogue



/TCTELA2010.html



m/resource-te.html


Monday,September 16,

2013

Literary Essay

Students will have another timed writing for a literary essay- Write a story about the power of love. Revising and editing practice can occur after the timed writing- Texas Write Source.



literary writing


Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)


2013

Cont. Literary Essay

Students will score their literary essays utilizing the state STAAR rubric prior to the essays being scored by teachers.



Good Writer’s Kit




Online:

owlpurdue.com

english.byu.edu

chompchomp.com

National Geographi

cEdge

(Reading &

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literary writingWrite Source

Teacher Assessment Preparation resource


schmoop.com






/TCTELA2010.html



m/resource-te.html


Writing)

WednesdaySeptember 18,

2013

Literary Selection

Read and analyze “The Necklace” from the textbook. Discussion of appearance versus reality. A graffiti wall and/or thinking maps can be used. Students can respond to EOC formatted questions, including short answer practice.

“The Necklace” – page 174 – TEKS 9.2, 9.5, 9.5 B, 9.5 C, 9.26, RC-9A

Balanced Literacy Writing Practice – “The Necklace” (utilize as you proceed in the selection)… page 180 – Write a Monologue – TEK 9.5 B page 185 – Respond Through Writing – TEK 9.14 A

“The Necklace”

Literary Elements*point of view

Reading Skills*analyze cause-and-effect relationships

Writing Skills/Grammar*nonrestrictive elements

Spiral Review*make inferences about characters*symbolism*plot*motivation*characterization*theme*tone*structure


Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html


National Geographi

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Writing)

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m/resource-te.html



2013

Literary Selection




“The Necklace”






Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

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(Reading &

Writing)

Friday, September 20,

2013

Literary Selection



From “All God’s Children Need Traveling Shoes”

Literary Elements*narrative essay*author’s purpose

Reading Skills*identify problem and solution


Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com

http://

National Geographi

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(Reading &

Writing)

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Vocabulary Skills*synonyms

Speaking/Listening/Viewing Skills*analyze art*group activity

Writing Skills/Grammar*autobiographical narrative*possessive and reciprocal pronouns

Spiral Review*imagery*making inferences





glencoe.mcgrawhill.com/sites/0078779758/

instructor_view0/online_professional_resources.

html



/TCTELA2010.html



m/resource-te.html



2013Read and analyze the essay from “All God’s Children Need Travel Shoes.”

Short Answer Response (paired/crossover) --Compare and contrast it to “The Necklace” and practice a crossover short answer response.

from “All God’s Children Need Travel Shoes” – page 312 – TEKS 9.1 E, 9.2, 9.9 C, 9.23 C, 9.26, RC-9

From “All God’s Children Need Traveling Shoes”

Literary Elements*narrative essay*author’s purpose

Reading Skills*identify problem and solution


Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com

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(Reading &

Writing)

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Balanced Literacy Writing Practice – Respond Through Writing (utilize as you proceed in the selection)… page 323 – Write a Monologue – TEK 9.14 A “The Necklace” – page 174 – TEKS 9.2, 9.5, 9.5 B, 9.5 C, 9.26, RC-9A


Vocabulary Skills*synonyms

Speaking/Listening/Viewing Skills*analyze art*group activity

Writing Skills/Grammar*autobiographical narrative*possessive and reciprocal pronouns

Spiral Review*imagery*making inferences

“The Necklace”



Writing Skills/Grammar*write a short story*write a monologue*nonrestrictive elements

Spiral Review*make inferences about characters*symbolism*plot*motivation*characterization*theme*tone






/TCTELA2010.html



m/resource-te.html



2013

Literary Essay

They will have another timed writing for a literary essay. Write a story about the power of friendship.


Writing Skills*Literary Writing


Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


National Geographi

cEdge

(Reading &

Writing)

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schmoop.com






/TCTELA2010.html



m/resource-te.html



2013

Introduction of Literary Reading Selections

Review characteristics of a typical short story. Begin reading and analyzing “The Cask of Amontillado” from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.

“The Cask of Amontillado” – page 180 – TEKS 9.1 B, 9.5, 9.5, 9.7, 9.26, RC-9 A

Balanced Literacy Writing Practice – “The Cask of Amontillado” (utilize as you proceed in the selection)… page 1084 – Write Dialogue – TEK 9.5 B, 9.14 A, 9.14 C page 1091 – Respond Through Writing – TEK 9.23 A-E

“The Cask Amontillado”

Literary Elements*mood *suspense

Reading Skills*paraphrase*make a chart

Vocabulary Skills*context clues*academic vocabulary

Speaking/Listening/Viewing Skills*analyze art*visual literacy

Writing Skills/Grammar*write a research report*compound-complex sentence*write dialogue*dashes


Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html


http://

National Geographi

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(Reading &

Writing)

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Spiral Review*irony*compare and contrast*dialogue

www.englishteacherwebsites.com/resource-te.html



2013

Continue reading and analyzing “The Cask of Amontillado.” Continue to discuss plot, characters, and pertinent literary devices. Short answer questions can be practiced in partners or as a class to get students accustomed to the type of questioning and response typical of an EOC exam. Students can visualize the plot as it unfolds using the Freytag Pyramid or a multi-flow map, and they can use bubble maps to further their understanding of characters.











Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

Friday,September 27,

2013

Continue reading and analyzing “The Cask of Amontillado.” Continue to discuss plot, characters, and pertinent literary devices. Short answer questions can be practiced in partners or as a class to get students accustomed to the type of questioning and response typical of an EOC exam. Students can visualize the plot as it unfolds using the Freytag Pyramid or a multi-flow map, and they can use bubble maps to further their understanding of characters.

“The Cask of Amontillado” – page 180 – TEKS




Vocabulary Skills*context clues


Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com


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9.1 B, 9.5, 9.5, 9.7, 9.26, RC-9 A


*academic vocabulary








/TCTELA2010.html



m/resource-te.html



2013

Finish reading and analyzing “The Cask of Amontillado.” Finish discussing plot, characters, and pertinent literary devices. A graffiti wall can be used to pose questions to the main characters.











Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

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Tuesday,October 1,

2013

Cont. Literary Non-Fiction Reading Selections

Read and analyze “A Brother’s Crime” (Literary Non-fiction – Historical Narrative) from the textbook. Have students determine the author’s purpose in writing this selection. Comparing and contrasting skills can also be utilized to compare and contrast “A Brother’s Crime” to “The Cask Amontillado.” Use a Venn diagram or double bubble map. Ask a crossover short answer question.

“A Brother’s Crime” – page 266 – 9.1 E, 9.6, 9.14, 9.23 C, 9.26, RC-9 A

A Brother’s Crime” – Respond Through Writing -- page 275 – 9.13 A-E



“A Brother’s Crime”

Literary Elements*historical narrative*narrator

Reading Skills*analyze sequence*evaluate


Writing Skills/Grammar*autobiographical narrative*absolute phrases*sentence fragments

Spiral Review*analyze a speech*characterization






Writing Skills/Grammar*write a research report*compound-complex sentence


Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


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Writing)

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*write dialogue*dashes


Wednesday,October 2,

2013

Cont. Literary Non-Fiction Reading Selections

Read and analyze “A Brother’s Crime” (Literary Non-fiction – Historical Narrative) from the textbook. Have students determine the author’s purpose in writing this selection. Comparing and contrasting skills can also be utilized to compare and contrast “A Brother’s Crime” to “The Cask Amontillado.” Use a Venn diagram or double bubble map. Ask a crossover short answer question.

“A Brother’s Crime” – page 266 – 9.1 E, 9.6, 9.14, 9.23 C, 9.26, RC-9 A

A Brother’s Crime” – Respond Through Writing -- page 275 – 9.13 A-E


Balanced Literacy Writing Practice –page 1084 – Write Dialogue – TEK 9.5 B, 9.14 A, 9.14 C page 1091 – Respond Through Writing – TEK 9.23 A-E

“A Brother’s Crime”

Literary Elements*historical narrative*narrator

Reading Skills*analyze sequence*evaluate


Writing Skills/Grammar*autobiographical narrative*absolute phrases*sentence fragments

Spiral Review*analyze a speech*characterization







Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

22













*visual literacy



Thursday,October 3,

2013

Assessments: STAAR formatted (Multiple Choice, Short Answer)

Literary essay writing prompt- Write an engaging story about the power of love.





Good Writer’s Kit


resource




Online:

owlpurdue.com

english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


National Geographi

cEdge

(Reading &

Writing)

Friday, October 4,

2013




Good Writer’s Kit



Online:

owlpurdue.com

National Geographi

cEdge

23

















resource


english.byu.edu

chompchomp.com


schmoop.com






/TCTELA2010.html



m/resource-te.html


(Reading &

Writing)

24













cantu files for website/english_i... · web viewthis unit bundles student expectations that address...

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