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English II
Unit 2
Title Suggested Time Frame
“Loyalties” 5 weeks
Big Ideas/Enduring Understandings Guiding Questions
1. WRITING FOCUS: Authors use descriptive, purposeful language to
explain the importance of ideas and concepts in a way that
appeals to a general audience.
2. READING FOCUS: Authors use elements of plot in drama to build
suspense and convey thematic messages.
3. READING FOCUS: Authors use literary devices to embellish their
writing in the form of poetry.
4. TOPIC FOCUS: Loyalty is often determined on numerous factors:
family ties, acts of valor, blackmail, friendship, etc.
5. CONCEPT FOCUS: Elements of plot are used to create fluidity and
meaning in drama. Specific word choice helps reveal an author’s
attitude and purpose.
6. RECURRING: Learning to write, read, listen, and speak are
complex processes, both individual and social, that take place
over time with continued practice and informed guidance.
7. RECURRING: Writing and reading are vehicles for inquiry,
learning, critical thinking, and communicating.
8. RECURRING: Writing, reading, listening, and speaking are
complementary skills that work together to build understanding.
9. RECURRING: Critical thinkers understand the relationships
among language, knowledge, and power.
1. WRITING FOCUS: How do authors use language to create meaning and influence the reader?
2. READING FOCUS: How do authors add depth and meaning in their plays?
3. READING FOCUS: How do authors add depth and meaning in their poetry?
4. TOPIC FOCUS: How can loyalty be beneficial or detrimental to relationships?
5. CONCEPT FOCUS: What “tools” (e.g. imagery, point of view, figurative language, diction, syntax, organization, irony, foreshadowing, etc.) do authors have when creating dramatic texts?
6. RECURRING: What strategies do readers use to understand text, and how do readers know when they “got it”? What do good readers do when they can’t comprehend a text? What strategies help me learn and remember new vocabulary? Why is it important for me to leave tracks of my thinking on a text? How does the cultural context of the author affect the meaning or purpose of the text?
7. RECURRING: How does writing and reading promote deeper thought processes?
8. RECURRING: How can I write an interpretative response to a text that extends beyond a summary or literal analysis? How do I choose relevant textual evidence and how can I incorporate it into my writing? 9. RECURRING: How can language and knowledge be powerful?
CISD 20152016, Updated 6/10/16
Vertical Alignment Expectations
*TEKS one level below* *TEKS one level above*
ELAR TEKS Vertical Alignment Document
Reading Writing
II.1ACD II.2B II.4A II.5B II.7A
II.9BCD II.10A
II.16ADE
Writing TEKS II.13BCD II.15Aivi
Conventions TEKS II.17A II.17C II.18A II.18B II.19A
Listening & Speaking TEKS II.24
II.24 A B C II.25 II.26
Sample Assessment Question
Write an engaging essay explaining your stance on whether or not a goal must be reached and completed in order for it to be considered successful. (Persuasive Essay) Why is Creon considered a “tragic hero”? (Single Selection Short Response) What is Julius Caesar’s tone in his final speech to the Senate? (Single Selection Short Response) How are Nelson Mandeal and Antigone alike? Use evidence from “No Easy Walk to Freedom” and Antigone to support your answer. (Connecting Short Response) What is the most effective way to combine sentences 7 and 8? (Objective) Xavier would like to improve the closing paragraph (sentences 27–32) by replacing sentence 32. Which of the following could best replace sentence 32 and help strengthen this paper’s closing? (Objective) In paragraph 36, the word inured means: ____________________________ (Objective) Which line suggests that Alejandro is sensitive to the feelings of others? (Objective)
CISD 20152016, Updated 6/10/16
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the
TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and researchbased
best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment
to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is
required to view the copyrighted material.
Ongoing TEKS
II.F19.B, II.9A, II.1B, II.1A, II.8A, II.17A, II.17C, II.18A, II.18B, II.19A, II.1E II.2A, II.2C, II.5C, II.6A, II.17Aiiii, II.18Biii
Knowledge and Skills
with Student Expectations
District Specificity/ Examples
Vocabulary
Instructional Strategies
Suggested Resources
Resources listed and categorized to indicate suggested uses. Any additional resources must
be aligned with the TEKS.
Reading TEKS
II.1C infer word meaning through the identification and analysis of analogies and other word relationships; Supporting
APPLY Context and word relationships help build understanding In the text, the author is comparing _________________ and __________________ to prove __________________________ Which definition best explains why the unshelled peas in paragraph 6 are “symbols of domesticity?”
context analogy inference analysis
Apples to
Apples
Removing or
changing
words from a
passage and
allowing
students to
infer word
meaning
Interactive Notebook Annotation
Literature: HoltMcDougal Literature, Grade 10
II.1D show the relationship between the origins and meaning of foreign words or phrases used frequently in written English and historical events or
APPLY Words across different languages will often have common roots (i.e. Greek,“___________________” share the same
root prefix suffix
Discussion of
word origins
Student
research
project
Literature: HoltMcDougal Literature, Grade 10 vocabulary.com
merriamwebster.com
CISD 20152016, Updated 6/10/16
developments (e.g., glasnost, avantgarde, coup d'état); and Supporting
The word prominence in paragraph 38 comes from the Latin root prominere, meaning “to jut out.”Prominence means
Interactive Notebook Glossary
II.1A Vocabulary Development determine the meaning of gradelevel 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; Supporting
APPLY Words across different languages will often have common roots (i.e. Greek, Latin). “___________________” and “___________________” share the same root word, “_______________________,” meaning “______________________.”
root prefix suffix
Dictionary Practice
Literature: HoltMcDougal Literature, Grade 10
II.5.A analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction Readiness
ANALYZE Each element of writing is similar to a puzzle piece: in order for the entire picture to be clear, each piece must fit together in their own way. These elements of story writing help the reader understand the author’s purpose and message. How does the conflict of _________________ affect the story’s main character? Based on the rising action in “_____________,” what predictions can you make about the story’s resolution?
exposition setting characterization conflict rising action climax falling action resolution tone point of view
Story Boards
Removal of Scenes
Literature: HoltMcDougal Literature, Grade 10 “Antigone” by Sophocles “Of Mice and Men”
II.5.B analyze differences in the characters' moral dilemmas in works of
ANALYZE Although all people may face similar moral dilemmas, the ways they go about addressing these dilemmas is directly
moral dilemma cultural context
Assign
groups of
student
different
Literature: HoltMcDougal Literature, Grade 10
CISD 20152016, Updated 6/10/16
fiction across different countries or cultures; Supporting
affected by a person’s culture, upbringing, historical context, and environment. How do Rudy from Novio Boy and the narrator from “The Bass, the River, and Sheila Mant” address their struggles with young love?
scenarios and
have
students
discuss how
they would
handle the
situations.
Put students into the moral dilemma situations of the reading selections and allow them to write a diary entry explaining their feelings.
II.2B Reading/Comprehension of Literary Text/Theme and Genre analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature Supporting
ANALYZE Certain symbols appear consistently throughout literature: the hero, the villain, etc. Authors use these recurring symbols (“archetypes”) to both connect with their readers and add depth to their stories. What does _______________’s tragic flaw reveal about __________________?
tragic flaw hero’s journey villain
Write a story using archetypes Interactive Notebooke
Star Wars Antigone by Sophocles
II.7.A Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery
UNDERSTAND, APPLY Authors often use words that appeal to their readers’ five senses: taste, touch, smell, sight, and sound. In doing this, text becomes richer in the way of detail and an author’s meaning is more clearly communicated.
imagery symbolism allegory allusions
Highlight
sensory
details in a
text.
Imagery
Chart
Symbolism
chart
Literature: HoltMcDougal Literature, Grade 10
CISD 20152016, Updated 6/10/16
in literary text and provide evidence from text to support their understanding. Students are expected to explain the function of symbolism, allegory, and allusions in literary works. Supporting
How did the author use imagery in “__________________” to display his __________________ tone?
Sketch
pictures as
annotation
for imagery
Interactive Notebook
II.9D Reading/Comprehension of Informational Text/Expository Text synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence. Supporting
EVALUATE It is important that students make structural and thematic connections between the different texts they read. How are the narrator in “The Bass, the River, and Sheila Mant” and Rudy in Novio Boy similar? What do Nelson Mandela and Martin Luther King have in common? Use excerpts from speeches given by both men to support your claim.
claims evidence connection
Read a variety of articles on the same topic.
Literature: HoltMcDougal Literature, Grade 10 “No Easy Walk to Freedom” (Speech) by Nelson Mandela “I Have a Dream” (Speech) by Dr. Martin Luther King, Jr.
II.10A Reading/Comprehension of Informational Text/Persuasive Text explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments Supporting
UNDERSTAND In order to fully understand and engage in an argument, students must practice looking at the issue from multiple perspectives. This involves questioning the evidence involved: Is it valid? Is it supported? Is the author credible? Compare and contrast Brutus’ speech to Antony’s speech following Caesar’s death. What are both men trying to prove and how do they go about proving that point? Who do you believe is most effective? Use text evidence to support your answer.
claim counterclaim empirical evidence anecdotal evidence logical evidence
Peer and Class Discussion
Literature: HoltMcDougal Literature, Grade 10 Julius Caesar by William Shakespeare
CISD 20152016, Updated 6/10/16
II.4A Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze how archetypes and motifs in drama affect the plot of plays. Supporting
UNDERSTAND Students will understand and draw conclusions about the structure and elements of drama and support their analysis with evidence from the text. Students will also analyze how recurring patterns and character types (archetypes) and recurring themes (motifs) affect a play’s story. In this excerpt from __________, do you think the stage directions enhance your understanding of the scene? Explain your answer and support it with evidence from the selection.
drama motif archetype stage directions scene character
Storyboard Literature: HoltMcDougal Literature, Grade 10 Antigone by Sophocles Julius Caesar by William Shakespeare
II.9B Reading/Comprehension of Informational Text/Expository Text distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and arguments in texts Supporting
ANALYZE Different types of evidence have different effects on different audiences. By analyzing their audience and understanding the nuances of each type of evidence, students can better understand an author’s purpose. What was the author’s purpose in using (logical/anecdotal/empirical) evidence in _______________________________________?
empirical evidence anecdotal evidence logical evidence
Annotation Newspaper articles Magazine articles
II.9.C 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
ANALYZE When writers create informational texts, how they share their information is just as important as the information itself. Through the use of word relationships, writing structure, and types of evidence, writers create meaning that readers can draw conclusions from. Does the author of “________________” have a biased upon on the subject of
thesis order of importance sequence/chronological order spatial order causeeffect comparecontrast classification order
Annotation Literature: HoltMcDougal Literature, Grade 10 “How to Survive a Wildfire” “Blowup: What Went Wrong at Storm King Mountain” Sebastian Junger
CISD 20152016, Updated 6/10/16
are expected to make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns; and Readiness
__________? How did you come to the conclusion? What is the thesis of this article? What type of writing structure does the author use in this article? Why do you believe he/she chose to use this type of structure?
Writing TEKS
II.13B Writing/Writing Process structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and openended situations that include transitions and rhetorical devices used to convey meaning; Readiness
CREATE Writing, unlike speaking, is a process. Good writers must practice brainstorming ideas, drafting structured outlines, fleshing out rough drafts, and perfecting final products. Which is most valuable: things or ideas? Which is more important: to follow the rules of the governing authorities, or to follow your personal/moral/religious beliefs?
introduction hook thesis body paragraphs topic sentences transitions evidence details commentary conclusion simple sentence compound sentence complex sentence compoundcomplex sentence
Organizer Reviewing English Language Arts, Perfection Learning Chapter 13: Characteristics of Good Writing
II.15.Ai.vi Writing/Expository and Procedural Texts write an analytical essay of sufficient length that includes: (i) effective introductory and concluding
CREATE Writing, unlike speaking, is a process. Good writers must practice brainstorming ideas, drafting structured outlines, fleshing out rough drafts, and perfecting final products. Based on this essay’s thesis, readers can infer that the author will address the
introduction hook thesis body paragraphs topic sentences transitions
Organizer Expert Examples
Reviewing English Language Arts, Perfection Learning Ch. 15: Writing Informational Texts
CISD 20152016, Updated 6/10/16
paragraphs and a variety of sentence structures; (ii) rhetorical devices, and transitions between paragraphs; (iii) a thesis or controlling idea; (iv) an organizing structure appropriate to purpose, audience, and context; (v) relevant evidence and wellchosen details; and (vi) distinctions about the relative value of specific data, facts, and ideas that support the thesis statement; Supporting
following points: _________________________________ and _________________________________. Example Prompts: Write an essay explaining how history and culture shapes how a person grows up. CREATE Write an essay explaining how childhood affects a person’s identity. Write an essay explaining how difficult trials can mature a person.
evidence details commentary conclusion simple sentence compound sentence complex sentence compoundcomplex sentence
II.1.A Reading/Vocabulary Development determine the meaning of gradelevel 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 Supporting
EVALUATE Words within the English language are often derived from Greek or Latin roots. By studying the meaning of these roots and comparing their use across multiple languages, students can gain a more comprehensive understanding of how language functions. Based on the Latin meaning of the word “_________________,” what can you infer is the meaning of the English word “___________”?
root prefix suffix
Dictionary practice
Literature: HoltMcDougal Literature, Grade 10
II.13.C Writing/Writing Process. Students use elements of
CREATE Writing, unlike speaking, is a process. Good writers must practice first drafting their
planning revising style
ARMS Ratiocination
CISD 20152016, Updated 6/10/16
the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; Readiness
ideas then revising them for clarity and purpose. How can the author revise his/her topic sentences to more clearly reflect his/her thesis? How does the evidence used in paragraph ________ connect to that paragraph’s topic sentence? What is the significance of that evidence?
word choice figurative language sentence variety purpose audience genre
II.13.D Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to edit drafts for grammar, mechanics, and spelling Readiness
CREATE, EVALUATE Students will work to edit their writing for clarity and appropriate use of grammar, mechanics and correct spellings. Which homophone is correct for the context? What sentence style would be most appropriate? What punctuation would be correct for the text? How do I correct a fragment, runon, comma splice, or fused sentence?
fragment runon comma splice fused homonym homophone homograph
CUPS
Conventions TEKS
II.17.Aiiii Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when
UNDERSTAND It is important that students have sufficient time to practice using sophisticated, academic language in the classroom. Change the following sentence to active voice:
formal language informal language active/passive tense verbals
CUPS Holt https://owl.english.purdue.edu/owl/
CISD 20152016, Updated 6/10/16
speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:more complex active and passive tenses and verbals (gerunds, infinitives, participles); (ii) restrictive and nonrestrictive relative clauses; and (iii) reciprocal pronouns (e.g., each other, one another); Readiness Supporting
The boy was jumping on the trampoline. ________________________________________ How did making this change affect the effectiveness of the overall sentence?
gerunds infinitives participles restrictive/nonrestrictive clauses reciprocal pronoun
II.17C Oral and Written Conventions/Conventions use a variety of correctly structured sentences (e.g., compound, complex, compoundcomplex) Readiness
UNDERSTAND,APPLY In order to create sophisticated writing, students should vary their sentence types. What is the best way to combine the sentences below? “I hate cats.” “Cats tend to bite or scratch as a sign of playfulness.”
noun verb subject predicate simple sentence compound sentence complex sentence compoundcomplex sentences
ARMS Sentence Patterns
Holt https://owl.english.purdue.edu/owl/
II.18A Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students
CREATE, UNDERSTAND Students must learn important capitalization rules and apply them in their writing.
capitalization proper noun common noun
CUPS Holt https://owl.english.purdue.edu/owl/
CISD 20152016, Updated 6/10/16
write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) use conventions of capitalization Readiness
We capitalize “Lake Tahoe,” but we do not capitalize “lake.” What capitalization rule applies in this situation?
II.18.B.ii 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: use correct punctuation marks including: comma placement in nonrestrictive phrases, clauses, and contrasting expressions; and Supporting
CREATE It is important that students learn to write clearly and use appropriate punctuation and capitalization to accurately display their intelligence. What punctuation rule is being used in the sentence below? Explain its usage. “Mother went to the store to buy bread, milk, and eggs.” What capitalization rule is being used in the sentence below? Explain its usage. “My family visited Lake Ontario last summer.”
comma period exclamation point semicolon nonrestrictive phrases, clause, and contrasting expressions
CUPS Holt https://owl.english.purdue.edu/owl/
II.19A Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings. Readiness
REMEMBER It is important that students learn to spell correctly and promote good revision habits to correct their mistakes.
dictionary CUPS Read paper backwards
CISD 20152016, Updated 6/10/16
Listening and Speaking TEKS
II.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:
UNDERSTAND It is important that students practice critical listening skills in the classroom.
listen formal informal
II.24 A B C (A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the content for clarification and elaboration; (B) follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and (C) evaluate the effectiveness of a speaker's main and supporting ideas.
ANALYZE It is important that students practice critical listening skills in the classroom. What major points were addressed in ____________’s speech? Create an outline illustrating the points made by ________________ in his/her speech. Listen carefully as I read the expectations for today’s activities.
notes summarize synthesize
II.25 EVALUATE present eye contact
CISD 20152016, Updated 6/10/16
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 give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
It is important that students practice verbally presenting/explaining their written work to both internalize and strengthen their language skills.
speaking rate pauses volume enunciation purposeful gestures conventions of language
II.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 participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for
REMEMBER, UNDERSTAND Cooperative learning strategies are used to provide students with an opportunity to strengthen their ability to work with peers in a structured environment. Students will use the concepts previously learned but will be expected to think even more critically.
teamwork productive cooperative learning consensusbuilding decisionmaking
Kagan Structures
CISD 20152016, Updated 6/10/16
consensusbuilding, and setting ground rules for decisionmaking.
Ongoing TEKS II.F19.B Students make complex inferences based on textual evidence. Readiness
APPLY Authors don’t always give direct, literal information in their writing. Instead, they often leave “clues” that readers can draw conclusions from throughout the text. Based on the text, what can you infer about ______________________?
inference draw conclusions context clues
Short Response
Literature: HoltMcDougal Literature, Grade 10
II.9A 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: (A) summarize text and distinguish between a summary and a critique and identify nonessential information in a summary and unsubstantiated opinions in a critique Readiness
UNDERSTAND Students will summarize expository texts. They will tell the difference between a summary and a critique and identify unnecessary information in a summary and unsupported opinions in a critique.
summary critique opposition concession
Movie review and synopsis
Literature: HoltMcDougal Literature, Grade 10 www.roomfordebate.com
II.2A Reading/Comprehension of Literary Text/Theme and Genre compare and contrast differences in
ANALYZE Students will compare and contrast the way similar themes are expressed in different time periods. Students will be able to connect how people throughout time
theme message
Read a story with similar themes in different time periods.
Literature: HoltMcDougal Literature, Grade 10
CISD 20152016, Updated 6/10/16
similar themes expressed in different time periods Supporting
experience the same kinds of struggles and needs. Discuss how the thematic idea of (growing up) is similar or different in (title of work) and (title of work).
II.1B Reading/Vocabulary Development analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words Readiness
ANALYZE Students will use the context of the sentences or paragraphs in which a word appears to identify the word’s dictionary definition or literal meaning (its denotation) and the attitudes and feelings connected to the word (its connotation).
context clues connotation denotation
RAD Annotation
Literature: HoltMcDougal Literature, Grade 10
II.1.A Reading/Vocabulary Development determine the meaning of gradelevel 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 Supporting
ANALYZE Words within the English language are often derived from Greek or Latin roots. By studying the meaning of these roots and comparing their use across multiple languages, students can gain a more comprehensive understanding of how language functions. Based on the Latin meaning of the word “_________________,” what can you infer is the meaning of the English word “___________”?
root prefix suffix
Dictionary Literature: HoltMcDougal Literature, Grade 10
II.8A Reading/Comprehension of Informational Text/Culture and History. Students analyze, make
ANALYZE, APPLY Students will understand and draw conclusions about the way culture, history, and contemporary context influence an author’s purpose and support their analysis
historical context cultural context
Annotation
Historical overview before
Literature: HoltMcDougal Literature, Grade 10
CISD 20152016, Updated 6/10/16
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 analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details. Readiness
with evidence from the text. Students will also analyze the main purpose and controlling idea of an informational text and determine which details are most important to the author’s purpose and which are less important.
controlling idea
reading a novel
II.2C Reading/Comprehension of Literary Text/Theme and Genre relate the figurative language of a literary work to its historical and cultural setting Supporting
UNDERSTAND Students will explore how the figurative language used in literary works reflects the history and culture of its setting. How does the (type of figurative language) reflect the (history/culture) of the setting?
theme figurative language simile metaphor symbolism allegory allusion analogy personification hyperbole
Figurative language and history/culture scavenger hunt
Literature: HoltMcDougal Literature, Grade 10
II.5.C evaluate the connection between forms of narration (e.g., unreliable, omniscient) and tone in works of fiction Supporting
EVALUATE Authors intentionally choose a form of narration in order to establish a clear tone for their text. How does the POV of “______________” help establish a _______ tone?
point of view 1st person point of view 3rd person limited point of view 3rd person omniscient point of view
Write a passage from different POVs.
Literature: HoltMcDougal Literature, Grade 10 “Priscilla and the Wimps” by Richard Peck
CISD 20152016, Updated 6/10/16
3rd person objective point of view tone diction
II.16A 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 to the appropriate audience that includes: (A) a clear thesis or position based on logical reasons supported by precise and relevant evidence; Readiness
CREATE Students will write a persuasive text with a clear thesis or position that is based on logical reasons and supported by specific and relevant evidence.
Write an essay stating your position on whether growing up is a negative or positive experience.
hook thesis topic sentences assertions evidence connection commentary conclusion stance
Expert Examples
II.17.Aiiii 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: (A) use and understand the function of the
CREATE It is important that students have sufficient time to practice using sophisticated, academic language in the classroom. Change the following sentence to active voice: The boy was jumping on the trampoline. ________________________________________ How did making this change affect the effectiveness of the overall sentence?
formal language informal language active/passive tense verbals gerunds infinitives participles restrictive/nonrestrictive clauses reciprocal pronoun
CUPS
CISD 20152016, Updated 6/10/16
following parts of speech in the context of reading, writing, and speaking:more complex active and passive tenses and verbals (gerunds, infinitives, participles); (ii) restrictive and nonrestrictive relative clauses; and (iii) reciprocal pronouns (e.g., each other, one another); Readiness Supporting II.17C 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 (C) use a variety of correctly structured sentences (e.g., compound, complex, compoundcomplex). Readiness
UNDERSTAND Students will use a variety of sentence structures, such as compound, complex, and compoundcomplex sentences. Revise your paper to have a variety of sentence structures.
simple compound complex compoundcomplex
ARMS Highlighting every other sentence
II.18A Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate
CREATE, UNDERSTAND It is important that students learn to write clearly and use appropriate capitalization to accurately display their intelligence. What capitalization rule is being used in the sentence below? Explain its usage.
nonrestrictive phrases, clause, and contrasting expressions
CUPS
CISD 20152016, Updated 6/10/16
capitalization and punctuation conventions in their compositions. Students are expected to (A) use conventions of capitalization; and Readiness
“My family visited Lake Ontario last summer.”
II.18B 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 (B) use correct punctuation marks including: (i) comma placement in nonrestrictive phrases, clauses, and contrasting expressions; (ii) quotation marks to indicate sarcasm or irony; and (iii) dashes to emphasize parenthetical information. Readiness Supporting
REMEMBER,CREATE It is important that students learn to write clearly and use appropriate punctuation to accurately display their intelligence. What punctuation rule is being used in the sentence below? Explain its usage. “Mother went to the store to buy bread, milk, and eggs.” How does the author use verbal irony in the sentence below? “The employee did not take kindly to his boss’s ‘playful’ teasing.”
comma period exclamation point semicolon nonrestrictive phrases, clause, and contrasting expressions
CUPS
II.19A (19) Oral and Written Conventions/Spelling. Students spell correctly.
REMEMBER, UNDERSTAND
dictionary CUPS Read backwards
CISD 20152016, Updated 6/10/16
Students are expected to spell correctly, including using various resources to determine and check correct spellings. Readiness
It is important that students learn to spell correctly and promote good revision habits to correct their mistakes.
What change, if any, needs to be made in sentence 22? (change enragged to enraged)
II.1E (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology. Readiness
REMEMBER, UNDERSTAND If a student finds a word that he or she does not know, it is important that dictionary use is reinforced as an appropriate strategy for solving this problem. APPLY
Read the following dictionary entry. Which definition best matches the use of the word trust in line 1?
dictionary word origin etymology
Dictionary Literature: HoltMcDougal Literature, Grade 10
II.17Aiiii 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:
APPLY It is important that students have sufficient time to practice using sophisticated, academic language in the classroom. Change the following sentence to active voice: The boy was jumping on the trampoline. ________________________________________ How did making this change affect the effectiveness of the overall sentence?
formal language informal language active/passive tense verbals gerunds infinitives participles restrictive/nonrestrictive clauses
CUPS
CISD 20152016, Updated 6/10/16
(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) more complex active and passive tenses and verbals (gerunds, infinitives, participles); (ii) restrictive and nonrestrictive relative clauses; and (iii) reciprocal pronouns (e.g., each other, one another); Readiness Supporting
reciprocal pronoun
II.18Biii 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 (B) use correct punctuation marks including: (i) comma placement in nonrestrictive phrases, clauses, and contrasting expressions; (ii) quotation marks to indicate sarcasm or irony; and Readiness Supporting
CREATE Students will be expect to write legibly and use appropriate conventions, such as place commas correctly in nonrestrictive phrases and contrasting expressions, use quotation marks to indicate sarcasm or irony, and use dashes to call attention to parenthetical information. UNDERSTAND
How does the author use verbal irony in the
sentence below?
“The employee did not take kindly to his boss’s ‘playful’ teasing.”
sarcasm irony parenthetical information nonrestrictive phrases contrasting expressions conventions legibly
CUPS Look at incorrect usage of punctuation on signs. “Fresh” Bread
CISD 20152016, Updated 6/10/16