Social Studies Grade 8 s10

English IV Unit of Study: Critical Perspectives Second Grading Period – Week 1 CURRICULUM OVERVIEW Big Idea Unit Rationale Students will revisit their own writing from the 1st Nine Weeks to self-assess their own learning Revisiting student writing enables a student to self assess strengths and outcomes. Students need to be aware of their academic progress, which is why it is essential weaknesses in peer writing, as well as their own. “In general, we have only three for students to revisit and revise the work they have written in the past. Reflection is the best chances to help students in learning: 1) the original encoding, 2) the maintenance way for students to become aware of their own abilities, faults, and progress. of that memory, and 3) the retrieval of the learning.” Additionally, students will be reintroduced to three critical perspectives through brief film clips. By applying existing knowledge of the Archetypal, Marxist, and Feminist Critical Perspectives, students will gain a flexibility of understanding so that further encounters with literature, be it with film, drama, epic poetry, short story or novel, will be enriched and deepened. Jensen, E. (2005). Teaching with the brain in mind. (2nd edition). Alexandria, VA: Association Jensen, E. (2005). Teaching with the brain in mind. (2nd edition). Alexandria, VA: for Supervision and Curriculum Development. Association for Supervision and Curriculum Development. College Board, (2005). SpringBoard: English textual power, Senior Level. New York, NY: College Board TEKS TEKS Specificity - Intended Outcome C Texas Essential Knowledge and Skills o 12.6 Writing/evaluation ” I CAN” statements highlighted in yellow should be displayed for The student evaluates his/her own writing and the writing of others. students. n (a) evaluate how well writing achieves its purposes and engage in conversations with I can: c peers and the teacher about aspects of his/her own writing and the writing of others  read both my own and my peers’ reflective and college essays while e (b) analyze and discuss published pieces as writing models and apply criteria evaluating (TEKS 6A, 6B): p developed by self and others to evaluate writing o organization t 12.8 Reading/comprehension. o clarity s The student comprehends selections using a variety of strategies. o voice o mechanics (spelling, diction, syntax) (g) draw inferences such a conclusions, generalizations, and predictions and support o organization them with text evidence [and experience].  read reflective and college essays and understand the content and make 12.9 Reading/comprehension. generalizations about the author’s intended purpose and message, as well as The student reads extensively and intensively for different purposes and in varied sources, critically evaluate the author’s success (TEKS 8G) including American literature.  view films and answer probing questions related to the Critical (b) read in varied sources such as diaries, journals, textbooks, maps, newspapers, Perspectives we are studying (TEKS 9B) letters, speeches, memoranda, [electronic texts, and other media].  read texts and view films and identify characteristics of culture both separate from and in common with mine (TEKS 10A) 12.10 Reading/culture  respond to probing questions by using elements of students essays and The student reads widely, including British literature, to increase knowledge of his/her own films to defend my responses(TEKS 11B) culture, the culture of others, and the common elements across culture.  connect what I am reading and viewing to history, current events in the (a) recognize distinctive and shared characteristics of cultures through reading world, and my own life experiences (12F) 12.11 Reading/literary response.  identify and understand literary elements such as conflict, protagonist, The student expresses and supports literary elements for their contribution to meaning in gender roles and archetypes (12G) literary texts.  determine the clarify of a text by assessing patterns of organization of ideas, syntax of a sentence and paragraph, and word choice (13A) SAISD © 2008-09 – Second Grading Period English IV Page 1 of 26

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. (b) use elements of text to defend, clarify, and negotiate responses and interpretations  review, discuss and analyze big ideas from media and my own culture 12.12 Reading/literary concepts as they are presented in peer writing, as well as film contexts (19B) The student analyzes literary elements for their contributions to meaning in literary texts. (f) connect literature to historical contexts, current events, [and his/her own experiences (g) understand literary forms and terms such as author, drama, biography, myth, tall tale, dialogue, tragedy and comedy, [structure in poetry, epic, ballad,] protagonist, antagonist, paradox, analogy, dialect and comic relief as appropriate to the selections being read. SAISD: Students maintain a Writer’s Notebook to generate ideas, collect writer’s thoughts and responses and record writer’s craft lessons.

Students maintain Reader’s Notebook to comprehend and write in response to reading with textual evidence, compare and contrast varied text (literary, informative and multi-media) and synthesize and evaluate new learning. 12.13 Reading/analysis/evaluation. The student reads critically to evaluate texts and the authority of sources. (a) analyze the characteristics of clearly written texts, including patterns of organization, syntax, and word choice. 12.19 Viewing/representing/interpretation. The student understands and interprets visual representations. (b) analyze relationships, ideas, [and cultures] as represented in various media. SAISD: Students maintain Reader’s Notebook to comprehend and write in response to reading with textual evidence, compare and contrast varied text (literary informative and multi-media) and synthesize and evaluate new learning. Evidence of Learning 1. In response to peer writing, students will be able to critically evaluate student writing for clarity of ideas, organization, voice, and mechanics 85% of the time. 2. Students will be able to create concise and precise summaries of peer writing 85% of the time. 3. Students will be able to answer critical reading/viewing questions about film 85% of the time. 4. Students will use their Reader’s Notebook 85% of the time in response to reading. 5. Students will use their Writer’s Notebook 85% of the time in response to mini-lessons (scaffolded support).

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills  What is the inherent value of revisiting  Restate key vocabulary accurately in a variety of contexts previous writing?  Summarize understanding of key concepts  How does reading and commenting on  Explain how concepts interact with texts and personal experience peer writing develop one’s own writing  Apply new vocabulary to new contexts abilities?  Scrutinize a variety of texts with key questions in mind  In film, what elements of Archetypal,  Examine personal assumptions and previous learning Marxist and/or Feminist Criticism are  Question the text through dialectical journaling, class discussion, and close reading applicable?  Incorporate new ideas into old content based and experiential knowledge  Can one apply a Critical Perspective to  Originate new conclusions both individually and in small groups any form of text encountered inside or  Assess student writing using a rubric outside of a school setting?  Determine what learning objectives and essential questions have been addressed and require further attention The Teaching Plan Instructional Model/Teacher Directions So students can… Week 1 The teacher will… Follow this plan for Week 1 of the 2nd Nine Weeks. Many of the documents needed for this week will be on the Reading Department website.

Activity Focus: Review EA (For a 45 minute class, this will take 2 class periods. For a 90 minute class, this will take 1 class period) Activity: Revisiting Reflective Essay and College Essay TEKS: Writing 6a-b; Reading 8g, 9b, 11b  Enable students to decide what elements of the prior Embedded Assessment were successful or unsuccessful  Determine my writing’s strengths and  Compare student Embedded Assessments against a common rubric weaknesses  Evaluate individual student outcomes and learning based on Embedded Assesments  Use a rubric to score my own writing  Revisit and reteach concepts that were unsuccessful for the majority of students  Appraise learning outcomes from the 1st Nine Weeks Activities Focus: Introduce Archetypal, Feminist, and Marxist critical perspectives (For a 45 minute class, this will take 2 class periods. For a 90 minute class, this will take 1 class period) Activity: “A Close Reading of Film” p. 160-164 TEKS: Reading 10a, 12f-g  Enable students to anticipate some of the issues common to Marxist, Feminist and Archetypal critical perspectives.  Determine issues relevant to Marxist, Feminist  Facilitate discussions based on the films The Manchurian Candidate (Feminist), Nine to Five (Marxist), and The Legend and Archetypal critical theory of Bagger Vance (Archetypal)  Discuss critical theories in the context of film  Facilitate a close reading of visual texts  Discuss film based questions (think-pair-share) Activities Focus: Archetypal Perspective (For a 45 minute class, this will take 1 class periods. For a 90 minute class, this will take 1/2 class period) Activity: “From an Archetypal Perspective” p. 165-6 TEKS: Reading 8g, 9b, 10a, 11b, 12f-g, 13a, 19b  Guide students in developing a deeper understanding of the Archetypal critical perspective  Give brief oral presentations using visual aids  Facilitate small and large group discussions based on previous knowledge of archetypes  Discuss archetypes in literature I’ve  Provide students with opportunities to develop oral language skills: brief oral presentation, visual aids encountered in the past

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Vocabulary Resources Independent Reading Model/maintain vocabulary in the back of the Textbooks: Students will be responsible for reading one Reader’s Notebook and the Word Wall: Independent novel outside of the classroom every  Archetypal SpringBoard Senior Level nine weeks. Suggested novels are selected from  Feminist  Unit Two, pp. 160-166 available novels that are on campuses.  Marxist  hero ELA Website – Secondary Documents Archetypal:  villain Reading, English and Language Arts - Downloads | Secondary The Old Man and the Sea  monster Marxist:  characterization Pride and Prejudice  symbolism Anthem  reversal of fortune  prodigal son Feminist:  religious The Awakening  quasi-religious Pride and Prejudice  imagery

6 Steps to Effective Vocabulary Instruction 1. The teacher provides a description, explanation, or example of the new term. 2. Students restate the explanation of the new term in their own words. 3. Students create a non-linguistic representation of the term. 4. Periodically students are asked to discuss the terms with on another. 5. Students periodically do activities that help them add to their knowledge of vocabulary terms. 6. Periodically students are involved in games that allow them to play. Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Careers/Life What do you do for students who need extra Sample Questions SAMPLE QUESTIONS support? What is the most effective way to revise sentence 26? In sentence 7, the phrase by all accounts is best replaced by  Scoring a Model: Provide students with A) his story proves that one person can take a A) however several models and several scoring rubrics used stand, a difference can be made. B) moreover for scoring the College Essay assignment. Have B) His story proving that one person can take a C) to my knowledge students read and score each essay individually. stand and make a difference D) like my sister Facilitate a discussion using the overhead about C) His story proves that one person can take a E) but nevertheless what scores each essay earned. Focus on stand. And make a difference. specific elements of each model as they apply to D) His story proves that one person can take a Of the following, which is the best way to revise and the rubric. stand and make a difference. combine sentences 1 and 2 (reproduced below)?

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  Modeling: Provide students with a model of My father has an exceptional talent. The ability to the Embedded Assessment. If necessary, allow understand people. students to revisit and even transform their What change, if any, is needed in sentence 14? A) My father has an exceptional talent and the ability Embedded Assessment into a product that they A) Delete the comma to understand people. and the teacher agree successfully demonstrate B) Change gains to gained st B) My father has an exceptional talent that includes the targeted learning objectives for the 1 Nine C) Insert it was after factory the ability to understand people. Weeks D) Make no change  Elaborative Interrogation: Students rekindle C) My father has an exceptional talent: the ability to an inquisitive attitude toward learning by asking understand people. appropriate why questions of one another’s D) My father has an exceptional talent, it is his ability essays. to understand people. E) Despite my father’s exceptional talent, he still has What do you do for students who master the the ability to understand people. learning quickly?  Transformation of Text: Allow students to transform their Embedded Assessment into a play or film script. Encourage students to include narration, film terminology, and succinct dialogue. Develop a rubric with the students before the script is begun so they can determine level of success at conclusion of the project.  Photo Essay: As suggest in Unit 1, Embedded Assessment 1, have students create a photo essay based on their Reflective or College Essay. A rubric is provided in the SpringBoard Senior Level.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. English IV Unit of Study: Beowulf and the Archetypal Perspective Second Grading Period – Weeks 2-3 CURRICULUM OVERVIEW Big Idea Unit Rationale Students will enhance critical thinking by being introduced to the Archetypal critical Through the teaching of the Reading Comprehension Process and the various forms perspective. The intensive study of the Anglo-Saxon Epic Poem Beowulf will develop a of texts, students are learning to understand, to concentrate intensively, and to dwell comprehensive understanding of Archetypal Criticism. In studying this Epic Poem, it is in ideas. Students are also learning to manipulate their thoughts to understand more important that students are able to recognize and analyze elements of Archetypes; such as, completely. (Beers, 2007) the hero, the villain, and symbolism. Since reading is a complex, recursive thinking process students need to understand “Archetypes are universal symbols – images, characters, motifs or patterns that recur in the how meaning is constructed from print. In order to construct meaning, readers also myths, dreams, oral traditions, songs, literature, and other texts of peoples widely separated need to employ reading strategies. (Tovani, 2000) by time and place. Archetypal criticism deals with the similarities of these patterns in the literature of widely diverse cultures.” (College Board, 2005) Beers, K., Probst, R. E., and Rief, L. (2007). Adolescent literacy: Turning promise into practice. Heinemann, Portsmouth, NH. College Board, (2005). SpringBoard: English Textual Power, Senior Level. New York, NY: College Board. Tovani, C. (2000). I read it but I don’t get it: Comprehension strategies for adolescent readers. Stenhouse Publishers, Portland, ME. TEKS TEKS Specificity - Intended Outcome C Texas Essential Knowledge and Skills o ” I CAN” statements highlighted in yellow should be displayed for students. 12.7 Reading/word identification/vocabulary development I can: The student acquires an extensive vocabulary through reading and systematic word n  read develop my vocabulary through the intentional study of new words, study. c applying them reflexively into new and varied contexts (TEKS 7B, E) e (b) rely on context to determine meanings of words and phrases such as figurative  make notes of and recall multiple sequences of events from an epic poem p language, idioms, multiple meaning words, and technical vocabulary so that I can better understand the archetypal character of the hero (TEKS 8E) t  understand the content of what I read and make generalizations about the (e) use reference materials such as glossary, dictionary, thesaurus and available author’s intended purpose and message, as well as critically evaluate the s technology to determine precise meanings and usages author’s success (TEKS 8G) 12.8 Reading/comprehension.  read British and other world literature and answer probing questions related The student comprehends selections using a variety of strategies. to the Critical Perspectives we are studying (TEKS 9C-D) (e) analyze text structures such as compare/contrast, cause/effect, and chronological  respond to probing questions by using elements of epic poems to defend my order for how they influence understanding responses(TEKS 11B)  collect and compare literary concepts across a variety of texts (12A) (g) draw inferences such a conclusions, generalizations, and predictions and support  identify the conflicts within a text and discuss how they are resolved (TEKS them with text evidence [and experience]. 12D) 12.9 Reading/comprehension.  identify and understand literary elements such as alliteration, imagery, The student reads extensively and intensively for different purposes and in varied conflict, resolution and archetypes (12G) sources, including American literature.  review, discuss and analyze big ideas from media and my own culture as (c) read British and other world literature, including classic and contemporary works. they are presented in epic poetry (19B) (d) interpret the possible influences of the historical context on a literary work. 12.11 Reading/literary response. The student expresses and supports literary elements for their contribution to meaning in literary texts.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. (b) use elements of text to defend, clarify, and negotiate responses and interpretations 12.12 Reading/literary concepts The student analyzes literary elements for their contributions to meaning in literary texts. (a) compare and contrast elements of texts such as themes, conflicts and allusions both within and across texts (d) describe the development of plot and identify conflicts and how they are addressed and resolved (g) understand literary forms and terms such as author, drama, biography, myth, tall tale, dialogue, tragedy and comedy, [structure in poetry, epic, ballad,] protagonist, antagonist, paradox, analogy, dialect and comic relief as appropriate to the selections being read. 12.19 Viewing/representing/interpretation. The student understands and interprets visual representations. (b) analyze relationships, ideas, [and cultures] as represented in various media SAISD: Students maintain Reader’s Notebook to comprehend and write in response to reading with textual evidence, compare and contrast varied text (literary informative and multi- media) and synthesize and evaluate new learning. Evidence of Learning

1. In response to the Epic Poem, 85% of students will correctly identify Epic Poetry, the Archetypes of the Hero and the Villain, and Symbolism, such as light and dark, in the front of their reader’s notebook. 2. In response to their study of Archetypal Characters, 85% of students will correctly identify five characteristics of archetypal characters, especially the hero and the villain. 3. Students will be able to correctly use the Reading Comprehension Process with ancillary texts that introduce and develop Archetypal Criticism 85% of the time. 4. Students will use their Reader’s Notebook 85% of the time in response to reading. 5. Students will use their Writer’s Notebook 85% of the time in response to mini-lessons (scaffolded support).

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills  What events in the text seem common or familiar enough as actions that  Demonstrate an understanding of how to investigate word meaning, origin, and roots they might be considered symbolic or archetypal? Are there any journeys,  Arrange and classify familiar vocabulary into logical groupings battles, falls, reversals of fortune?  Brainstorm comprehensive lists of previously encountered texts  What kind of character types appear in the text? How might they be typed or  Recall literary elements that are familiar to their reading experiences classified?  Compare/Contrast within and across texts  What creatures, elements of nature, or man-made objects play a role in the  Investigate essential questions through the duration of a text work? To what extent might they be considered symbolic?  Question a text  What changes to the characters undergo? How can those changes be  Point out key characteristics of a text characterized or named? To what might they be related or compared?  Construct lively and informative visual representations for presentation purposes  What religious or quasi-religious traditions with which you are familiar might  Assess the qualities of a hero in literature and in contemporary life the text’s story, characters, elements, or objects be compared to or affiliated  Determine the difference between a dynamic and a static protagonist with? Why?  Judge a character based on predetermined, specific criteria  What kinds of images recur in texts using the archetypal criticism? The Teaching Plan Instructional Model/Teacher Directions So students can… Week 2-3 The teacher will… Follow this two week plan. Weeks 3 and 4 use Beowulf as it appears in The Language of Literature textbook to develop student understanding of Archetypal heroes, villains and symbols. The Teacher’s Edition of the textbook also teaches students elements of the Epic Poem. No alternate texts may be substituted, though Homer’s the Iliad also appears in the textbook and can be used to reiterate and support key elements of the Epic Poem and Archetypal Criticism. All page numbers refer to The Language of Literature: British Literature. Activities Focus: Introducing Key Concepts (For a 45 minute class, this will take 2 class periods. For a 90 minute class, this will take 1 class period) Activity: Introducing the Epic form and Archetypal Criticism (p. 28-31 in The Language of Literature and Critical TEKS: Reading 7e; 8e, g; 9c, d; 12a, d, g Perspectives Handout provided on the Reading Department Website)  Read and discuss characteristics of an epic  Facilitate a discussion on the elements and characteristics of an Epic (think-pair-share)  Aid students in comprehending “Strategies for Reading: The Epic”; include strategies in Reader’s Notebook.  Use my Reader’s Notebook to aid my  Develop a list of heroes and villains across the cultures your students represent. understanding of an epic  Discuss and analyze Characteristics of an Epic, having students take notes on these characteristics in their Reader’s  Investigate Beowulf’s origins and understand Notebook with enough room for notes as they read and identify these characteristics in the poem. the connection between Old and Modern  Build Background on the Beowulf Epic’s origins and Old English texts. English  Facilitate cursory understanding of vocabulary previewed in “Words to Know” section of text with a Word Sort and/or  Develop a cursory understanding of vocabulary another Word Wall activity in order to build comprehension and word meaning flexibility. introduced in the textbook  Introduce note cards and how to conduct investigative research so that students begin to collect ideas on critical perspectives Scaffolding:  “Take Notes” p. 285 (Writing and Grammar) Note: Refer to the TE of Writing and Grammar sidebars for helpful notes on guiding students through the note card process.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Activities Focus: Reading Beowulf (For a 45 minute class, this will take 7 class periods. For a 90 minute class, this will take 3 1/2 class period) Activities for “Grendel”: TEKS: Reading 7b; 8e; 9c; 12a, d, g  Facilitate a discussion of the epic’s ability to grab your attention. Is the monster as a compelling character? Do the  Consider the craft of an Epic Poem and opening lines grab your attention? Will a story about monsters and warriors be exciting? evaluate literary elements for their art and  Facilitate discussions about alliteration throughout the reading of the poem. Monitor student understanding of how this effectiveness literary element enhances the poem and reasons why alliteration would have been used by bards/scops.  Identify alliteration and figurative texts in  Model Active Reading strategies through Think-Alouds as you introduce the following concept: figurative language original compositions they encounter Activities for “Beowulf”: TEKS: Reading 7b, e; 9c; 11b; 12a, d, g  Model Active Reading strategies through Think-Alouds as you introduce and continue to develop student understanding  Analyze figurative language, hyperbole, of the following literary concepts: figurative language, hyperbole, symbolism (light and dark), imagery, and alliteration symbolism, imagery and alliteration in original compositions they encounter and/or compose  Monitor vocabulary using a dictionary or glossary and by adding words to the word wall  Apply vocabulary and word meanings  Monitor student understanding of the Characteristics of an Epic introduced on Day 1 reflexively to unique situations and texts  Compare and Contrast Beowulf’s known qualities with that of the Archetypal Hero  Situate Beowulf with other Archetypal Heroes  Engage students in discussion about literary elements present throughout the text with a focus on author’s intent and how form matches meaning. Activities for “The Battle with Grendel”: TEKS: Reading 7e; 9c; 11b; 12a, d, g  Model Active Reading strategies through Think-Alouds as you introduce and continue to develop student understanding  Analyze poetic rhythm, kennigs, alliteration, of the following literary concepts: poetic rhythm, kennings, alliteration, figurative language, and imagery figurative language and imagery in original compositions they encounter and/or compose  Monitor student understanding of the Characteristics of an Epic introduced on Day 1  Apply vocabulary and word meanings  Compare and Contrast Beowulf’s known qualities with that of the Archetypal Hero reflexively to unique situations and texts  Compare and Contrast Grendel’s known qualities with that of the Archetypal Villain  Evaluate Grendel and Beowulf as Archetypal  Monitor vocabulary using a dictionary or glossary and by adding words to the word wall characters  Facilitate a discussion around “Thinking Through the Literature” questions and have students answer them in their  Discuss symbolism of light versus dark and how Reader’s Notebook. these symbols continually reappear throughout  Introduce note cards and how to conduct investigative research so that students begin to collect ideas on critical literature and cultures perspectives  Create “bank” of note cards collecting ideas for Scaffolding: Archetypal perspectives in Beowulf  “Take Notes” p. 285 (Writing and Grammar) Note: Refer to the TE of Writing and Grammar sidebars for helpful notes on guiding students through the note card process. Activities for “Grendel’s Mother” and “The Battle with Grendel’s Mother”: TEKS: Reading 8e, g; 9c; 11b; 12a, d, g; 19b  Model Active Reading strategies through Think-Alouds as you introduce and continue to develop student understanding  Analyze poetic rhythm, kennigs, alliteration, of the following literary concepts: setting, imagery, symbolism, and alliteration figurative language and imagery in original compositions they encounter and/or compose  Compare and Contrast Beowulf’s known qualities with that of the Archetypal Hero  Apply vocabulary and word meanings  Allow students to visualize passages in order to build active reading skills reflexively to unique situations and texts  Facilitate a discussion around “Thinking Through the Literature” questions and have students answer them in their Reader’s Notebook.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Activities for “Beowulf’s Last Battle”, “The Death of Beowulf” and “Mourning Beowulf”: TEKS: Reading 8e, g; 9d; 11b; 12a, d, g; 19b  Model Active Reading strategies through Think-Alouds as you introduce and continue to develop student understanding  Analyze poetic rhythm, kennigs, alliteration, of the following literary concepts: foreshadowing, characterization, rhythm, and figurative language figurative language and imagery in original compositions they encounter and/or compose  Analyze Beowulf’s qualities as an Archetypal Hero: In what ways does Beowulf achieve the status of hero or fall short of such status?  Apply vocabulary and word meanings reflexively to unique situations and texts  Consider Wiglaf’s qualities as an Epic Hero based on his actions and speech  Create “bank” of note cards collecting ideas for  Engage students in a discussion of Wiglaf’s future based on inferences that can be made through Actively Reading Archetypal perspectives in Beowulf about Beowulf’s gifts to Wiglaf Scaffolding:  “Take Notes” p. 285 (Writing and Grammar) Note: Refer to the TE of Writing and Grammar sidebars for helpful notes on guiding students through the note card process. Activities Focus: Closing Beowulf (For a 45 minute class, this will take 1 class periods. For a 90 minute class, this will take 1/2 class period) Activities: TEKS: Reading 11b; 12d, g  Engage students in discussion around “Thinking through the Literature” section at the end of the reading.  Analyze Wiglaf’s character traits using textual  Synthesize Beowulf’s adventure and his role as Archetypal Hero to his culture. support  Engage in a discussion about what today’s Archetypal Hero would fight for, how he/she would speak, battles and  Critically consider themes present in the text enemies, ultimate demise, etc.  Analyze this translations poetic power, as well  Develop a list of today’s Archetypal monsters that threaten our safety or way of life. Consider the threats these monsters as it’s ability to convey information about the pose. culture represented in the epic  Facilitate the answering of “Critical Perspectives Questions” for Archetypal/Mythological Criticism as applied to the entire  Connect the text to modern life and challenges Epic Poem Beowulf  Create “bank” of note cards collecting ideas for Scaffolding: Archetypal perspectives in Beowulf  “Take Notes” p. 285 (Writing and Grammar) Note: Refer to the TE of Writing and Grammar sidebars for helpful notes on guiding students through the note card process.

Vocabulary Resources Independent Reading Model/maintain vocabulary in the back of the Reader’s Textbooks: Students will be responsible for reading one Independent Notebook and the Word Wall: The Language of Literature novel outside of the classroom every nine weeks. Literary elements:  “The Epic” p. 28-9 Suggested novels are selected from available novels that  archetypal criticism  Beowulf p. 30-65 are on campuses.  epic  kenning Writing and Grammar: Archetypal: Contextual vocabulary:  Research Paper – “Taking Notes” p. 285 The Old Man and the Sea  affliction The Heart of Darkness  cowering ELA Website – Secondary Documents  fetter Reading, English and Language Arts - Downloads | Marxist: Pride and Prejudice  gorge Secondary Anthem  infamous  lament  livid  loathsome  murky  pilgrimage  purge

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  relish  talon  taut  writhing 6 Steps to Effective Vocabulary Instruction 1. The teacher provides a description, explanation, or example of the new term. 2. Students restate the explanation of the new term in their own words. 3. Students create a non-linguistic representation of the term. 4. Periodically students are asked to discuss the terms with on another. 5. Students periodically do activities that help them add to their knowledge of vocabulary terms. 6. Periodically students are involved in games that allow them to play. Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Careers/Life What do you do for students who need extra Sample Questions SAMPLE QUESTIONS support?  Sketch to Stretch: Students think about what each Why did Nicholas’s mother threaten her children with a In context, which of the following is the best way to phrase section of Beowulf means to them and then draw curse? the underlined portion of sentence 16 (reproduced symbolic representations of their interpretations of A) they refused to help her below)? the text. B) they couldn’t stay out of trouble  Visualization: Imagine the types of activities, the C) she was jealous of their father battle, the monsters and the heroes that occur D) she feared for their safety throughout the epic, and have them predict conflicts and outcomes throughout. Ask students to read to Why does the autor choose the words “cruel beauty” to Furthermore, it has strengthened his relationship with my find out if their predictions are accurate. describe the mountains in paragraph 6? mother.  Most Important Word: Students decide which word A) the mountains were so beautiful that Nicholas A) (As it is now) in a section of the text they think is the most often had to look Hawai B) Further strengthening important based on specific evidence in the text. B) The landscape was unexpectedly ugly and C) But it strengthens  Summarize: In order to monitor their own reading boeing D) However, he is strengthening strategies, students will summarize assigned C) Nicholas’s memory of his home was inaccurate E) Considering this, he strengthens passages about Beowulf, Grendel, Grendel’s mother, D) Nicholas’s family suffered hardship in the Beowulf’s defeat of Grendel’s mother, and Beowulf’s magnificent setting. Scientific discoveries are often thought of as the result of final battle. ------effort, but many discoveries have, in fact, arisen  Questioning the Hero: In order to synthesize from ------or a mistake. character traits and motivation, students will create a A) conscientious..a method mock-interview between themselves and Beowulf B) incidental..a mishap before key scenes in the epic. C) collaborative..a design What do you do for students who master the learning D) persistent..an extension quickly? E) systematic..an accident  Training: Students will conduct a training session for SAISD © 2008-09 – Second Grading Period English IV Page 11 of 26

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. wanna-be heroes and villains based on the archetypal traits of both.  Song: Students will write their own epic poem, being sure to integrate literary elements present in the Beowulf epic; such as, alliteration, kennings, figurative language, symbols, and imagery.  Short Essay: As students read the selection, have them consider what Beowulf reveals about Anglo- Saxon attitudes toward the following topics: courage; fate; the span of life; the deceased. When students have finished reading, have them write a short essay comparing some of these attitudes and customs with those practiced today.  Contemporary Epic: After completing the Epic poem, a student or group of students may wish to compose their own epic poem that incorporates into its narrative elements mastered through the Critical Questions investigated throughout the poem, as well as literary elements such as alliteration, kennings, imagery, etc.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. English – Grade 12 Unit of Study: Pygmalion and Archetypal and Marxist Literary Theory Second Grading Period – Weeks 4-7 CURRICULUM OVERVIEW Big Idea Unit Rationale The study of Pygmalion provides an opportunity for students to focus critical attention on “Marxist criticism asserts that economics provides the foundation for all social, political characters, characterization, and the relationship between and among individuals and and ideological reality. The presence of economic inequalities is a power structure that society in creative and expository texts. Through drama, film, and non-fiction texts, drives history and influences differences in religion, race, ethnicity, and gender. Some students will engage in a deep study of Archetypal and Marxist literary theory, thus common assumptions in the use of Marxist criticism: enabling students to explore and apply these literary theories to all future textual  All aspects of humanity are based on the struggle for economic power encounters.  The basic struggle in human society is between the haves and have-notes” (College Board, 2005)

College Board, (2005). SpringBoard: English Textual Power, Senior Level. New York, College Board, (2005). SpringBoard: English Textual Power, Senior Level. New York, NY: College Board. NY: College Board. TEKS TEKS Specificity - Intended Outcome C Texas Essential Knowledge and Skills ” I CAN” statements highlighted in yellow should be displayed for students. o 12.1 Writing/purposes n The student writes in a variety of forms I can: c (c) write in a voice and style appropriate to audience and purpose  apply multiple critical perspectives to drama, nonfiction, and non-print texts e 12.2 Writing/writing processes (TEKS 9C) p The student uses recursive writing processes when appropriate  engage in the writing process with a particular emphasis on the revision and redrafting stages (TEKS 1C, 2B, 3B, 3C) t (b) develop drafts both independently and collaboratively by organizing content  develop collaborative learning skills through reading and writing activities s such as paraphrasing and outlining and by refining style to suit occasion, (TEKS 2B) audience and purpose  identify subtext in a variety of texts (TEKS 10B, 12B) 12.3 Writing/grammar/usage/conventions/spelling  analyze relationships between characters in a drama (TEKS 11B) The student relies increasingly on the conventions and mechanics of written English,  do a close-reading of a text with the purpose of identifying subtext and including the rules of usage and grammar, to write clearly and effectively elements of an established Archetypal critical perspective (TEKS 11B, 12E)  take notes on subtext within a given text (TEKS 19C) (b) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms and parallelism (c) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions 12.8 Reading/comprehension. The student comprehends selections using a variety of strategies. (c) monitor his/her own reading strategies and modify when necessary 12.9 Reading/comprehension. The student reads extensively and intensively for different purposes and in varied sources, including American literature. (c)read British and other world literature, including classic and contemporary works.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. 12.10 Reading/culture The student reads widely, including British literature, to increase knowledge of his/her own culture, the culture of others, and the common elements across culture (b) compare text events with his/her own and other readers’ experiences 12.11 Reading/literary response. The student expresses and supports literary elements for their contribution to meaning in literary texts. (b) use elements of text to defend, clarify, and negotiate responses and interpretations 12.12 Reading/literary concepts The student analyzes literary elements for their contributions to meaning in literary texts. (e) analyze the melodies of literary language, including its use of evocative words and rhythms 12.19 Viewing/representing/interpretation. The student understands and interprets visual representations. (c) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements SAISD: Students maintain Reader’s Notebook to comprehend and write in response to reading with textual evidence, compare and contrast varied text (literary informative and multi-media) and synthesize and evaluate new learning. Evidence of Learning 1. Students will be able to identify and apply Archetypal literary theory in a variety of texts 85% of the time. 2. Students will be able to identify and apply Marxist literary theory in a variety of texts 85% of the time. 3. Students will be able to identify and analyze subtext in a variety of texts 85% of the time. 4. Students will use their Reader’s Notebook 85% of the time in response to reading. 5. Students will use their Writer’s Notebook 85% of the time in response to mini-lessons (scaffolded support).

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills  What changes do the characters undergo? How can those changes be  Demonstrate an understanding of how to investigate word meaning, origin, and roots characterized or named? To what might they be related or compared?  Arrange and classify familiar vocabulary into logical groupings  What social forces and institutions are represented in the text? How are these  Brainstorm comprehensive lists of previously encountered texts forces portrayed? What is the author’s attitude toward them?  Recall literary elements that are familiar to their reading experiences  What political elements appear in the work? How important are they in  Compare/Contrast within and across texts determining or influencing the lives of the characters?  Investigate essential questions through the duration of a text  What economic elements appear in the course of the text? How important are  Question a text economic facts in influencing the motivation and behavior of the characters?  Point out key characteristics of a text  To what extent are the lives of the characters influenced or determined by  Construct lively and informative visual representations for presentation purposes social, political, and economic forces? To what extent are the characters aware  Assess the qualities of characters in literature and in contemporary life of these forces?  Deduce character attitudes from the context of their words and the tone of their voice  In what ways are all aspects of humanity based on the struggle for economic  Produce legible texts that demonstrate a reflective and analytical quality power?  Incorporate prior knowledge into the study of a new concept  Why and how is the basic struggle in the human society between the haves and  Design a writing in a collaborative group the have-nots? The Teaching Plan Instructional Model/Teacher Directions So students can… Week 4-7 The teacher will… Follow this four week plan. Many of the documents needed for these three weeks will be on the Reading Department website.

Activities Focus: Visual Prompts from My Fair Lady (For a 45 minute class, this will take 1 class periods. For a 90 minute class, this will take 1/2 class period) Activity: “Viewing the Subjects” p. 167-170 TEKS: Reading 8g; 11b; 12a, c; 17f-g; 19b; 20b-c  Provide visual prompts so students can anticipate the plot, characters and themes of Pygmalion  Anticipate plot, characters and themes that  Facilitate a conversation about how the mise en scene develops character relationships in movie stills arise in visual prompts  Facilitate individual note taking during a gallery walk  Take notes on character relationships  Develop student oral language skills: brief oral presentation  Present findings of one still to the large group  Enable students to compare and contrast presentations and interpretations of movie stills as a large group  Compare/contrast and evaluate group Texts necessary for Success: interpretations of movie stills  Visual prompts: Stills from the film My Fair Lady (1964) available on-line or in several printed editions of the play Pygmalion

Activities Focus: The Pygmalion Myth in Literature and Culture (For a 45 minute class, this will take 3 class periods. For a 90 minute class, this will take 1 1/2 class period) Activity: “Introducing Pygmalion” p. 170-1 TEKS: Reading 7a, b; 8c, f; 9c; 10b, c; 12d-e,g  Facilitate student understanding of characters in the Pygmalion archetype: the creative person, the object of his affection,  Determine Pygmalion archetypes and the being who grants his wish  Identify Pygmalion archetypes in stories  Guide students through the identification of archetypal characters from Pygmalion myth in the children’s story “Pinocchio” across cultures and media  Guide students through the creation of a graphic organizer that illustrates the archetypal connection between the two texts  Orally present a visual representation of the  Facilitate discussion of the Pygmalion archetype Pygmalion archetypes in a story I’m familiar SAISD © 2008-09 – Second Grading Period English IV Page 15 of 26

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  Enable students to analyze Act I of Shaw’s Pygmalion through the Archetypal perspective with  Guide students in predicting the ending of Pygmalion  Analyze a play through the eyes of an  Connect the Pygmalion archetype to texts students have encountered previously Archetypal perspective Texts necessary for Success:  Make predictions based on textual evidence  Ovid’s Pygmalion myth from Metamorphoses (Reading Department Website)  Create “bank” of note cards collecting ideas  “Pinocchio”, a common children’s story (Reading Department Website) for Archetypal perspectives in Pygmalion  Pygmalion, by George Bernard Shaw (available through campus reading department) Scaffolding:  “Connecting Themes in the Arts” (Writing and Grammar), p. 190  “Take Notes” p. 285 (Writing and Grammar) Note: Refer to the TE of Writing and Grammar sidebars for helpful notes on guiding students through the note card process.

Activities Focus: Pygmalion Act II (For a 45 minute class, this will take 4 class periods. For a 90 minute class, this will take 2 class period) Activity: “Ladies and Gentlemen” p. 172-3 TEKS: Reading 9b-c; 11b; 12b -g  Provide the opportunity for students to reflect on characterization through close reading of a key moment in the play  Make connections across texts encountered  Allow students to make connections between Archetypal perspective and text previously encountered  Closely read an essential scene in a play with  Facilitate close reading of Act II; aid students in marking the text a focus on characterization and character  Lead a discussion of key characters relationship to the Archetypal perspective relationships  Model how to provide textual support of characterization  Provide textual support of an argument Texts necessary for Success:  Create “bank” of note cards collecting ideas  Pygmalion, by George Bernard Shaw (available through campus reading department) for Archetypal perspectives in Pygmalion  “Stranger in the Village”, James Baldwin (Unit 1 of Senior Level SpringBoard) Scaffolding:  “Take Notes” p. 285 (Writing and Grammar) Note: Refer to the TE of Writing and Grammar sidebars for helpful notes on guiding students through the note card process.

Activities Focus: Pygmalion Acts II and III (For a 45 minute class, this will take 3 class periods. For a 90 minute class, this will take 1 1/2 class period)

Activity: “Reading Between the Lines” p. 176-180 TEKS: Reading 7f-g; 8a-g; 9b-c; 11a-b, d; 12e,  Model how to identify subtext in a dialogue g; 19b-c; 20b-c  Facilitate student oral interpretation of the same dialogue in different contexts  Orally interpret dialogue in a specific context  Facilitate an analysis of how stress, pitch, pace, actions, facial expressions and props indicate subtext of dialogue  Analyze elements of oral language  Think aloud as a form of modeling the close reading process  Closely read for an extended period  Facilitate a close reading of a key moment in both Act II and Act III  Examine dramatic choices made by actors  Lead a discussion of an actor’s potential dramatic choices to further develop the concept of subtext  Understand the concept of subtext Texts necessary for Success:  Pygmalion, by George Bernard Shaw (available through campus reading department) Scaffolding:  “Take Notes” p. 285 (Writing and Grammar) Note: Refer to the TE of Writing and Grammar sidebars for helpful notes on guiding students through the note card process. Activities Focus: III and IV (For a 45 minute class, this will take 3 class periods. For a 90 minute class, this will take 1 1/2 class period)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Activity: “Examining Eliza’s Options” p. 181-183 TEKS: Reading 8a, c, e-g; 9d; 10b-c; 11b; 12d;  Facilitate student summarization of a key moment in Act III 13a-c, e-f  Guide students through the process of imagining a scene not in the play  Summarize a key moment in the play  Facilitate a close reading of Act IV  Infer a scene not in the play based on prior  Lead students in an analysis of the arguments made by both Higgins and Eliza throughout the play knowledge of character and conflict  Analyze the protagonists options, as well as discuss pros and cons of her options  Analyze argumentation strategies utilized by Texts necessary for Success: key characters  Pygmalion, by George Bernard Shaw (available through campus reading department)  Closely read Act IV Scaffolding:  “Take Notes” p. 285 (Writing and Grammar) Note: Refer to the TE of Writing and Grammar sidebars for helpful notes on guiding students through the note card process.

Activities Focus: Act V and the Sequel (For a 45 minute class, this will take 3 class periods. For a 90 minute class, this will take 1 1/2 class period) Activities: “Transformations” p. 185 and “What Does Eliza Do” p. 189-90 TEKS: Writing 1c, f; 2b; 3a-d; Reading 7e; 11b;  Facilitate a close reading of Act V 12d  Allow students to analyze the transformations present in Act V  Analyze archetypal transformations in a text  Facilitate an informal debate regarding Act V  Debate ideas within and across texts  Guide students through a brief comparison essay (up to one page)  Write a comparative essay  Facilitate an analysis of shifts in control and subtext in a dialogue between key characters  Provide textual support to substantiate  Enable students to analyze possible outcomes to the drama, using textual support to substantiate predictions arguments  Facilitate the transformation of text from prose to drama  Transform a text from prose to drama, Texts necessary for Success: incorporating appropriate dialect,  Pygmalion, by George Bernard Shaw (available through campus reading department) characterization, and plot elements Scaffolding:  Create “bank” of note cards collecting ideas  “Drama” p. 1334 (Language of Literature) for Archetypal perspectives in Pygmalion  “Drama” pp. 92-93 (Writing and Grammar) Includes writing process notes for enabling students to create a drama. Refer to sidebars for Step-by-Step Teaching Guide  “Take Notes” p. 285 (Writing and Grammar) Note: Refer to the TE of Writing and Grammar sidebars for helpful notes on guiding students through the note card process. Activities Focus: Return to the Archetypes (For a 45 minute class, this will take 1 class periods. For a 90 minute class, this will take 1/2 class period) Activity: “Examining the Archetypes” p. 191-193 TEKS: Reading 8g; 10a-b; 11b; 12a-g  Facilitate the examination of Pygmalion through the Archetypal perspective  Identify and examine archetypes present in  Enable students to analyze Shaw’s use of the Pygmalion myth Pygmalion Texts necessary for Success:  Analyze and discuss an author’s utilization of  Pygmalion, by George Bernard Shaw (available through campus reading department) archetypes in their artistic creation Scaffolding:  Create “bank” of note cards collecting ideas  “Take Notes” p. 285 (Writing and Grammar) Note: Refer to the TE of Writing and Grammar sidebars for helpful notes on for Archetypal perspectives in Pygmalion guiding students through the note card process. Activities Focus: Marxist Criticism (For a 45 minute class, this will take 2 class periods. For a 90 minute class, this will take 1 class period) Activity: “Marxist Criticism” p. 194-7 and “Money, Power, and Class in Pygmalion” p. 198-199 TEKS: Reading 7a-c, e-g; 8a, d, f, h; 9b-d; 11c;  Facilitate a discussion of student attitudes toward money, social class, and power 12a-g; 15a-c; 19b-c; 20b-c

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  Engage students in a deep analysis of Marxist theory in musical lyrics  Analyze and discuss my ideas about money,  Facilitate group projects and presentations social class, and power  Engage students in reflective writing about the Marxist perspective in Pygmalion  Examine song lyrics from a Marxist perspective  Create a group presentation of Marxist Texts necessary for Success: elements in a song  Pygmalion, by George Bernard Shaw (available through campus reading department)  Write reflectively on the Marxist perspective  “Talkin’ Bout a Revolution” Tracy Chapman (not provided by district)  Create “bank” of note cards collecting ideas for  “Can’t Buy Me Love” The Beatles (not provided by district) Marxist perspectives in Pygmalion  “Money (That’s What I Want)” The Beatles (not provided by district) Scaffolding:  “Take Notes” p. 285 (Writing and Grammar) Note: Refer to the TE of Writing and Grammar sidebars for helpful notes on guiding students through the note card process. Vocabulary Resources Independent Reading Vocabulary: Model/Maintain vocabulary in the back of the Textbooks: Students will be responsible for reading one Reader’s Notebook. Establish and maintain and active Word Independent novel outside of the classroom every Wall in a visible area of the room. SpringBoard: Level: Senior English nine weeks. Suggested novels are selected from  Unit II: The Subjects, pp. 145-199 available novels that are on campuses. ACT ONE 1. proximity The Language of Literature Archetypal: 2. deprecating  “Drama” p. 1334 The Old Man and the Sea 3. genially The Heart of Darkness 4. brooding Writing and Grammar: 5. impertinent  “Drama” pp. 92-93 Marxist: 6. repudiates  Research Paper – “Taking Notes” p. 285 Pride and Prejudice 7. haughtily Anthem 8. affecting ELA Website – Secondary Documents 9. mock Reading, English and Language Arts - Downloads | 10. incarnate Secondary ACT TWO 11. malice 12. brusquely 13. deplorable 14. consequential 15. deftly 16. dogmatically 17. indignantly 18. loftily 19. audacity 20. deferentially ACT THREE 21. pretension 22. defied 23. dismayed 24. cynical 25. discreetly 26. aggrieved 27. sulkily SAISD © 2008-09 – Second Grading Period English IV Page 18 of 26

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. 28. quaintest 29. morosely 30. incorrigible

ACT FOUR 31. accord 32. fervently 33. purgatory 34. presumptuous 35. condescending 36. perfunctorily 37. decorum

ACT FIVE 38. resplendently 39. reproach 40. deference 41. provocation 42. magnanimous 43. humility 44. sneer 45. averted

6 Steps to Effective Vocabulary Instruction 1. The teacher provides a description, explanation, or example of the new term. 2. Students restate the explanation of the new term in their own words. 3. Students create a non-linguistic representation of the term. 4. Periodically students are asked to discuss the terms with on another. 5. Students periodically do activities that help them add to their knowledge of vocabulary terms. 6. Periodically students are involved in games that allow them to play.

Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Careers/Life What do you do for students who need extra support? Sample Questions SAMPLE QUESTIONS  Visualization: Imagine the types of activities, the first exchange between Higgins and Liza, Liza’s bath, the In paragraph 1, which Word helps the reader understand the A strategy that the writer uses within the third paragraph is language lessons, the “test” at Mrs. Higgins, the meaning of the word sheen? to

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. “Transformation” at the ball and have them predict A) carved A) make false assumptions and use exaggeration conflicts and outcomes throughout. Ask students to B) branch B) include difficult vocabulary read to find out if their predictions are accurate. C) waving C) repeat certain words and sentence patterns  Most Important Word: Students decide which word D) polished D) argue in a tone of defiance in a section of the text they think is the most important E) turn aside from the main subject based on specific evidence in the text. Nicholas’s father stopped speaking into the tape recorder  Summarize: In order to monitor their own reading because – “Less government spending” is ------of this political strategies, students will summarize assigned A) The tape broke while he was talking party, a belief shared by most party members. passages about the first encounter, the wager, B) He was finished telling his store A) an acronym language lessons, Liza’s encounters with Freddy, and C) His grandchildren were distracting him B) a retraction her appearance at the ball. D) He became too emocional to continue C) a tenet  Questioning the Archetype: In order to synthesize D) a plight character traits and motivation, students will create a E) a prospectus mock-interview between themselves and one of the main characters about key scenes in the drama. What do you do for students who master the learning quickly?  Short Essay: As students read the selection, have them consider what Beowulf reveals about Anglo- Saxon attitudes toward the following topics: courage; fate; the span of life; the deceased. When students have finished reading, have them write a short essay comparing some of these attitudes and customs with those practiced today.  Contemporary Pygmalion: After completing the drama, a student or group of students may wish to compose their own Pygmalion adaptation that incorporates elements of the myth, including key characters and events, as well as literary elements they’ve discovered during their reading.  Movie Review: Students may view any one of the many Pygmalion archetypal movies. Upon viewing it, they may either write, or perform a movie review of the film. Students should compare the film’s elements with regards to the archetype, as well as the screenwriters ability to create characters that fit the three major players in the myth: the sculptor, the creation and the goddess.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. English IV Unit of Study: Creating a Newspaper Second Grading Period – Weeks 8 and 9 CURRICULUM OVERVIEW Big Idea Unit Rationale In a small group setting, students will connect the two major texts of the 2nd Nine Weeks “We need to learn to be smart and active consumers of the news media. What to an essential forum for sharing ideas and information, the Daily Newspaper. information you receive, where the information comes from, and through whose Additionally, to prepare for post-secondary success, students will engage in a Timed perspective that information is filtered are all essential questions that you should ask Writing that encourages them to write to a thesis concisely in a manner that connects when you come into contact with the news.” (College Board, 2005) literature they’ve encountered with observations and experiences. College Board, (2005). SpringBoard: English Textual Power, Level VI. New York, NY: College Board. TEKS TEKS Specificity - Intended Outcome C Texas Essential Knowledge and Skills o ” I CAN” statements highlighted in yellow should be displayed for students. 12.1 Writing/purposes I can: The student writes in a variety of forms n  determine the clarify of a text by assessing patterns of organization of ideas, (a) write in a variety of forms with an emphasis on literary forms such as fiction, c syntax of a sentence and paragraph, and word choice (13A) poetry, drama, and media scripts e  write in a variety of forms, including feature articles, informative articles, (b) draw upon the distinguishing characteristics of written forms such as essays, narratives, editorials and editorial cartoons (1A) p scientific reports, speeches, and memoranda to write effectively in each form t  use models to inform my own writing in a variety of forms (1B) s (c) write in a voice and style appropriate to audience and purpose  write in a voice that demonstrates the understanding of a character and that characters internal and external conflicts (1C) (f) organize ideas in writing to ensure coherence, logical progression, and support  collaborative organize sentences, paragraphs and newspaper articles so that a for ideas coherence, logical progression and support for ideas exists (1F) 12.2 Writing/writing processes  generate ideas individually and collaboratively prior to drafting (2A) The student uses recursive writing processes when appropriate (a) use prewriting strategies to generate ideas, develop voice, and plan  develop, revise and refine drafts individually and collaboratively (2B, E, H)  produce error-free works in a published newspaper that demonstrate accurate (b) develop drafts both independently and collaboratively by organizing content conventions, diction, and syntax (3A-D) such as paraphrasing and outlining and by refining style to suit occasion, audience and purpose (e) revise drafts by rethinking content organization and style to better accomplish the task (h) refine selected pieces to publish for general and specific audiences 12.3 Writing/grammar/usage/conventions/spelling The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively (a) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses (b) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms and parallelism (c) compose increasingly more involved sentences that contain gerunds,

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. participles, and infinitives in their various functions (d) produce error-free writing in the final draft

12.13 Reading/analysis/evaluation. The student reads critically to evaluate texts and the authority of sources. (a) analyze the characteristics of clearly written texts, including patterns of organization, syntax, and word choice.

SAISD: Students maintain Reader’s Notebook to comprehend and write in response to reading with textual evidence, compare and contrast varied text (literary informative and multi-media) and synthesize and evaluate new learning. Evidence of Learning

1. Students will be able to identify and recreate elements of an American newspaper 85% of the time. 2. Students will be able to write clearly and concisely to a prompt in a timed-writing environment 85% of the time. 3. Students will use their Reader’s Notebook 85% of the time in response to reading. 4. Students will use their Writer’s Notebook 85% of the time in response to mini-lessons (scaffolded support).

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills  What events in the text seem common or familiar enough as actions that  Brainstorm comprehensive lists of previously encountered texts they might be considered symbolic or archetypal? Are there any journeys,  Recall literary elements that are familiar to their reading experiences battles, falls, reversals of fortune that would be represented well in a  Point out key characteristics of a text newspaper section or article?  Construct lively and informative visual representations for publishing  What changes to the characters undergo? How can those changes be  Assess the qualities of characters in literature and in contemporary life represented in a newspaper?  Deduce character attitudes from the context of their words and the tone of their voice  What kinds of recurrent archetypal images are appropriate for a  Produce legible texts that demonstrate a reflective and analytical quality newspaper?  Design a writing in a collaborative group  How does a newspaper staff work collaboratively to ensure a newspaper is  Restate key vocabulary accurately in a variety of contexts published on time?  Summarize understanding of key concepts  What social forces and institutions appear in the text of a newspaper? How  Explain how concepts interact with texts and personal experience important are political factors in influencing what articles appear in a  Apply new vocabulary to new contexts newspaper, especially an editorial page?  Scrutinize a variety of texts with key questions in mind  What political elements appear in the course of the newspaper text? How  Examine personal assumptions and previous learning important are political factors in influencing what articles appear in a newspaper, especially an editorial page?  Question the text through dialectical journaling, class discussion, and close reading  What economic elements appear in the course of the newspaper text?  Incorporate new ideas into old content based and experiential knowledge How important are economic facts in influencing what articles appear in a  Originate new conclusions both individually and in small groups newspaper, especially an editorial page?  Assess student writing using a rubric  How is the basic struggle in the human society between the haves and the  Determine what learning objectives and essential questions have been addressed and have-nots represented in a newspaper? require further attention The Teaching Plan Instructional Model/Teacher Directions So students can… Week 8-9 The teacher will…

Follow this plan for Weeks 8 and 9 of the 2nd Nine Weeks. Many of the documents needed for this week will be on the Reading Department website.

Activities Focus: Investigate a Newspaper (For a 45 minute class, this will take 2 class periods. For a 90 minute class, this will take 1 class period) Activity: Viewing Models and Emulating a Front Page, Editorial Page, Dear Abby, Society, Lifestyle, Sports Section etc. TEKS: 1A-C, F; 2A-B, E, H; 3A-B, D; 13A  Have a discussion about what elements of a paper they find the most interesting and why  Investigate various models of newspapers  Present models of several Front Pages, Editorial Pages, and Sports Pages from local and national newspapers  Identify and Assess essential elements of a  Discuss key attributes of each section of the newspaper daily newspaper  Brainstorm as a class what elements of each text studied during the 2nd Nine Weeks would fit appropriate into each  Plan for writing a newspaper based on texts section encountered  Lead a discussion of where Critical Perspectives would appropriately fit into a newspaper section  Evaluate newspapers for content and format Texts necessary for Success:  Pygmalion, by George Bernard Shaw (available through campus reading department)  Beowulf (Language of Literature), pp. 30-65  Various Newspapers to present as models Scaffolding:

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  SpringBoard Level VI, “American Forums – The Newspaper Op-Ed Page” pp. 162-204. Note: Check with English III teachers on your campus to see if this unit was taught.  “Analyzing Relationship Between Media” (Writing and Grammar), p. 191  “Read Newspapers” (Writing and Grammar), p. 842 Activities Focus: Prewrite and Draft a Newspaper (For a 45 minute class, this will take 3 class periods. For a 90 minute class, this will take 1 1/2 class period) Activity: Prewriting and Drafting in Small Groups TEKS: 1A-C, F; 2A-B, E, H; 3A-B, D; 13A  Facilitate grouping of students and assign both Primary Text (Beowulf, Pygmalion, Outside Reading Text) and section of  Formulate a plan of action for creating a the paper they are responsible for creating newspaper based on a text and critical  Enable students to create a draft of their article, editorial cartoon, graphic, etc. on the assigned topic perspectives  Maintain student focus so each newspaper element fits appropriate in its section  Develop draft(s) of newspaper elements based Texts necessary for Success: on texts encountered  Pygmalion, by George Bernard Shaw (available through campus reading department)  Beowulf (Language of Literature), pp. 30-65  Various Newspapers to present as models Scaffolding:  “Documented Essay” (Writing and Grammar) pp. 252-266. Note: A source for the Writing Process Technology:  Computer Lab/Laptop Cart Activities Focus: Revise, Edit and Publish a Newspaper (For a 45 minute class, this will take 3 class periods. For a 90 minute class, this will take 1 1/2 class period) Activity: Revision and Editing TEKS: 1A-C, F; 2A-B, E, H; 3A-B, D; 13A  Facilitate student revision with a focus on unity, transitions between paragraphs, topic sentences, sentence variety, and  Revise for unity, transition, topic sentences, word choice (diction) sentence variety and diction  Facilitate student editing with a focus on formatting and quotation marks, both indirect and direct.  Edit for formatting and quotation marks  Maintain student focus so each newspaper element fits appropriate in its section  Assess quality of drafts prior to publishing Texts necessary for Success:  Choose a format for publishing a newspaper  Pygmalion, by George Bernard Shaw (available through campus reading department)  Beowulf (Language of Literature), pp. 30-65  Various Newspapers to present as models Scaffolding:  “Documented Essay” (Writing and Grammar) pp. 252-266. Note: A source for the Writing Process Technology:  Computer Lab/Laptop Cart Activity: Publishing and Presenting TEKS: 1A-C, F; 2A-B, E, H; 3A-B, D; 13A  Facilitate student publishing so that every group is represented in the work’s “newspaper”  Appraise group process and quality of final  Enable students to present their articles, cartoons, etc aloud or as a “Gallery Walk” product  Publish multiple copies of newspapers to excite and inspire other English III and IV students  Assemble elements into a final product Scaffolding:  Present copies of final product to other classes  “Documented Essay” (Writing and Grammar) pp. 252-266. Note: A source for the Writing Process Technology:  Computer Lab/Laptop Cart

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Activity Focus: Timed Writing (For a 45 minute class, this will take 2 class periods. For a 90 minute class, this will take 1 class period) Activity: Timed Writing TEKS: 1A-C, F; 2A-B, E, H; 3A-B, D; 13A  Facilitate a timed writing (See College Readiness samples)  Prepare and Compose a formal writing in during  Provide students with a rubric for the timed writing, ensuring cognition of measurement tool a prescribed amount of time  Provide models for students on how to connect a writing prompt to literature, observation and personal experience.  Revise timed writing with focus on rubric  Incorporate elements of Critical Perspectives into a formal, timed writing

Vocabulary Resources Independent Reading Vocabulary: Model/Maintain vocabulary in Textbooks: the back of the Reader’s Notebook. Establish and maintain and active Word Wall SpringBoard: Level: Senior English in a visible area of the room.  Unit II: The Subjects, pp. 145-199  Op-Ed SpringBoard: Level VI  Opinion  Unit II: American Forums – The Newspaper Op-Ed Page, pp. 137-204  Editorial  Point of View The Language of Literature  Archetypal  Beowulf, pp. 30-65  Symbolism Writing and Grammar:  “Documented Essay” pp. 252-66

ELA Website – Secondary Documents Reading, English and Language Arts - Downloads | Secondary Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Careers/Life What do you do for students who need extra Sample Questions SAMPLE QUESTIONS support?  Brain Writing: as a prewriting tool: Either dictate Multiple Choice: In The Great Gatsby, Nick makes the observation that “No to the teacher (in native language, if possible) or amount of fire or freshness can challenge what a man will have ELLs/Struggling Students use illustrations to Along the top of the illustration on the book jacket is a store up in his ghostly heart.” In other words, reality can prewrite series of smaller drawings of a car, two hands, a ball and never measure up to the dreams we create for ourselves.  Writing without Composing: Have the students glove, and a bicycle. These drawings symbolize – Drawing on your own reading, observation, or experience to use one of the following to prewrite: lists, i. school days develop your position, defend, challenge, or qualify Nick’s brainstorming, oral discussion with peer or a ii. childhood memories assertion. graphic organizer (see Teacher Toolkit) iii. vacation spots  Task-Based Writing Process Rubric: The rubric iv. televisión shows Read the following passage from Chapter 33 of The establishes clear criteria before students begin Adventures of Huckleberry Finn. Then, in a well-organized each stage of writing. The teacher can share the Short Answer: essay, discuss the author’s attitude toward the various rubric stage by stage or in its entirety to establish characters in the passage, and explain how the author uses expectations for the writing process (See Teacher What does darkness symbolilze in “My Father Sits in the the resources of language, such as selection of detail and Toolkit) Dark”? Explain your answer and support it with evidence point of view, to convey his attitude… from the text. SAISD © 2008-09 – Second Grading Period English IV Page 25 of 26

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. What do you do for students who master the “A society composed of men and women who are not learning quickly? In “Going to America”, what is one way Nicholas is bound by convention—in other words, they do not act  Editor-in-Chief: Allow leaders in the room to not affected by moving to America? Support your answer with according to what others say or do—is far more lively than only write elements of the newspaper, but have evidence from the selection. one in which all people behave alike. When each person's them oversee the editing process, including, character is developed individually and differences of possibly, the typing of those student’s articles that What do the narrators learn about their fathers in “My opinion are acceptable, it is beneficial to interact with new are only hand-written as the publication date nears. Father Sits in the Dark” and “Going to America”? Explain people because they are not mere replicas of those whom  Publicity Manager: Allow outgoing students to your answer and support it with evidence from both one has already met.” (Adapted from Bertrand Russell, The advertise the newspapers publication in English selections. Conquest of Happiness) Is it better for a society when classrooms throughout the school. Posters, flyers, people act as individuals rather than copying the ideas and heralding may be included in this task. Essay: opinions of others? Plan and write an essay in which you develop your point of view on this issue. Support your Write an essay explaining how a person can feel position with reasoning and examples taken from your connected to a special place. reading, studies, experience, or observations.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.