Course: English II / Designated Six Weeks: ALL TEKS / Guiding Questions/Specificity / Assessment

Hearne ISD Course: English II Designated Six Weeks: ALL

TEKS Guiding Assessment Aca Instructional Questions/Specificity demi Strategies

Ongoing TEKS reinforced each six weeks Reading Reading across all genres will occur each six weeks Figure: 19 TAC §110.17(b) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent author’s message. Students will continue to apply earlier standards with greater depth and increasingly more complex texts as critical readers. The student is expected to: (A) reflect on How can monitoring *Summarize this selection by Predict Reading across understanding to monitor comprehension improve including the four most important Prove genres and across comprehension (e.g., understanding of the events. Infer types of text asking questions, text? *What is the best summary of this Synthesize summarizing connections, selection? creating and synthesizing, -Text dependent reading *What sensory image does the making sensory images); -Make thematic author use to enhance the and connections understanding of the reader? across genres *What connection can the reader (B) make complex make between the author’s inferences about text and purpose and the main character’s use textual evidence to motivation? support understanding. *A conclusion that can be made (Readiness) about in this story is – *The reader can tell that – *What text evidence supports the conclusion that ? *Based on the evidence in paragraph__, the reader can conclude that – *Paragraph suggests that – *You can tell from this passage that – *The reader can infer from Hearne ISD Course: English II Designated Six Weeks: ALL

TEKS Guiding Assessment Aca Instructional Resources/ Questions/Specificity demi Strategies Weblinks

paragraph that – *Which sentence in this selection supports the inference that ? *The reader can conclude that the author – *What can you conclude about ? *What information in this article supports the conclusion that ? *In paragraph , the sentence “ ” shows - (10.1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning How does vocabulary *In paragraph of this story, Vocabulary in Note cards Holt Literature of grade-level technical choice enhance the what does the word mean? context Ancillary materials academic English words in meaning of a text? *What is the root word for the SAT vocabulary ELPS 4A, 4C, 4F, SAT Vocabulary multiple content areas (e.g., word in paragraph that means 4K, 1H, 1B science, mathematics, social ? studies, the arts) derived *Read the following dictionary from Latin, Greek, or other entry. Which definition best linguistic roots and affixes; matches the meaning of the as (Supporting) it is used in paragraph ? *In this story, the word is in (B) analyze textual context paragraph ; this word is to (within a sentence and in as is to . larger sections of text) to * is to as is to . distinguish between the *What does the expression as denotative and connotative used in paragraph mean? meanings of words; *The phrase used in paragraph (Readiness) means – *The origin of the word as (C) infer word meaning used in paragraph is - *Read the dictionary entry for the Hearne ISD Course: English II Designated Six Weeks: ALL

through the identification word . Which definition and analysis of analogies represents the meaning of the and other word word as used in paragraph ? relationships(Supporting) (Dictionary entry with four definitions is shown and students (D) show the relationship must use context clues to between the origins and determine the meaning of the meaning of foreign words word as it is used in the passage.) or phrases used frequently in written English and historical events or developments (e.g., glasnost, avant-garde, coup d'état); and (Supporting)

(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) (10.7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to How do literary *What does the author’s use of symbols ELPS 1H, 4E, 4J http://www.webengli explain the function of elements contribute the expression “__” in paragraph allegory shteacher.com/index. symbolism, allegory, and to meaning in texts? mean? allusions allusions in literary works. *The author’s use of symbolic text specific (Supporting) *symbolism: The language helps the reader vocabulary Hearne ISD Course: English II Designated Six Weeks: ALL

practice of representing understand – html things by means of *How did the author use allegory symbols or of to increase the complexity of the attributing symbolic plot? meanings of *Which line from the story serves significance to objects, as an example of allusion? events, or relationships. allegory: The representation of abstract ideas or principles by characters, figures, or events in narrative, dramatic, or pictorial form. allusions: (1) The act of alluding; indirect reference. (2) An instance of indirect reference. Writing (10.13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (A) plan a first draft by How can students use Rubric based on SE’s Free write Kernals Library and computer selecting the correct genre writing to effectively Thesis SAT timed writing lab for conveying the intended communicate their Draft Chunk writing http://www.webengli meaning to multiple responses to Quote Peer editing shteacher.com/index. audiences, determining literature? Paraphrase Teacher models html appropriate topics through Summarize Exemplars used as a range of strategies (e.g., -Mini lessons as needed Edit models Project based discussion, background - learning: http://pbl- reading, personal interests, Teacher/student ELPS 1A, 3G, 5B, online.org/. interviews), and conferences 4D, 4G, 5F, 5D, 4F developing a thesis or -Checkpoints Rubrics: throughout the process Hearne ISD Course: English II Designated Six Weeks: ALL

controlling idea; http://www.rubrics4te achers.com/writing.p (B) structure ideas in a hp. sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning; (Readiness)

(C) 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)

(D) edit drafts for grammar, mechanics, and spelling; and (Readiness)

(E) revise final draft in response to feedback from peers and teacher and publish written work for Hearne ISD Course: English II Designated Six Weeks: ALL

appropriate audiences Oral and Written Conventions (10.18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) use conventions of How can students -Conventions are assessed Capitalization ELPS 5C, 5F MLA Handbook capitalization; and improve their through writing, revising, and Texas Write Source (Readiness) English language editing activities Holt Literature- conventions in their Writing writing? Workshops and Writing Handbooks. www.grammardog.co m (10.19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to How can student Spelling is assessed in the context ELPS 1B, 5C, 5A Dictionary spell correctly, including produce error- of writing, revising, and editing Thesaurus using various resources to free writing? Personal spelling list determine and check of commonly correct spellings. misspelled words (Readiness) Research (10.20) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. (A) brainstorm, consult How do students Rubric based on SE’s topic Teacher modeling http://www.webengli with others, decide upon a begin the research brainstorm shteacher.com/resear topic, and formulate a process? research ELPS 1E, 3F, 3G, 1F ch.html major research question to limited topic address the major research -Mini lessons as needed Big 6 Research topic; and -Creating a research model: plan www.big6.com (B) formulate a plan for -Checkpoints engaging in research on a throughout the Texas Write Source complex, multi-faceted research process Hearne ISD Course: English II Designated Six Weeks: ALL

topic. (10.21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. (A) follow the research How do students find Rubric based on SE’s topic ELPS 2F, 4K, 5B, Library plan to compile data from and record data 4G, 5G Computer lab authoritative sources in a information about a quote School databases manner that identifies the topic? summarize major issues and debates paraphrase Other sources as within the field of inquiry; -Paraphrasing plagiarism approved by teacher -Validity and reliability cite (citation) (B) organize information of sources http://www.plagiaris gathered from multiple -Plagiarism m.org/. sources to create a variety of graphics and forms (e.g., Texas Write Source notes, learning logs); and

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

(10.22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. (A) modify the major How do students Rubric based on SE’s -edu ELPS 1B, 4K Library research question as refine their research? -gov Computer lab necessary to refocus the -org, etc. School databases research plan; thesis Other sources as (B) evaluate the relevance approved by teacher of information to the topic and determine the Texas Write Source Hearne ISD Course: English II Designated Six Weeks: ALL

reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and

(C) critique the research process at each step to implement changes as the need occurs and is identified. (10.23) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) marshals evidence in How do students Rubric based on SE’s outline Teacher modeling Computer or writing support of a clear thesis produce a introduction lab statement and related completed research body paragraphs claims; paper? conclusion Ideas: (B) provides an analysis support http://www.buzzle.co for the audience that transition m/articles/presentatio reflects a logical MLA formatting n-ideas-for-school- progression of ideas and a projects.html. clearly stated point of view; Rubrics: http://www.teach- (C) uses graphics and nology.com/web_tool illustrations to help s/rubrics/presentation explain concepts where /. appropriate;

(D) uses a variety of evaluative tools (e.g., self- Hearne ISD Course: English II Designated Six Weeks: ALL

made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and

(E) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials. Listening and Speaking (10.24) 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. (A) listen responsively to How can students Rubric based on SE’s specific vocabulary ELPS 2D, 2I, 3F, 2E, Cornell notes a speaker by taking notes effectively listen in relating to subject 2G, 2H, 2I, 3F, 2A, that summarize, synthesize, a variety of matter. 2B or highlight the speaker's situations? 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 Hearne ISD Course: English II Designated Six Weeks: ALL

(C) evaluate how the style and structure of a speech support or undermine its purpose or meaning. (10.25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to How can students Rubric based on SE’s body language ELPS 1D, 2C, 3B, Library, computer advance a coherent continue to improve articulation 3C, 3D, 3G, 3H, 3I, lab, and library argument that incorporates their speaking pronunciation 3J, 3A databases a clear thesis and a logical skills? pitch http://www.webengli progression of valid speed shteacher.com/speech evidence from reliable volume .html sources and that employs pauses eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas. (10.26) 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 How can students Rubric and self-evaluation based Peer collaboration participate productively in work together in on SE’s and feedback teams, building on the groups? ideas of others, ELPS 1B, 1G, 2I, 3E contributing relevant -Group collaboration information, developing a plan for consensus- building and setting ground rules for decision- making.