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English I & Pre-AP English Scope & Sequence Fehlbaum
Semester 1 / Lesson/Activity / Materials/ResourcesFirst Six Weeks / **NOTE: every Friday there is a short assessment of the skills we are working on. / **Test Prep PDF folder—fiction/non-fiction passages with m/c & written response.
***Book: English Brainstormers
**Entire Semester Weekly Grammar Quizzes
***Prestwick House Pre-AP Readings and Exercises—for challenging passages & writing exercises.
****Rhetorical Devices: A Handbook of Activities for Student Writers
*****Shmoop Videos
TEKS
1.1A / determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes / Lessons 1-6 -from book à
Students will glue list into their English I folder à
Play Greek Root Family Feud
Vocab of the Day PPT / Vocabulary Power Plus for the New SAT, Book 1
Academic Vocabulary List to glue into folder: becomes increasingly, character foils, irony, literary devices, best be described, best supports, characters, details, evidence, fiction, infer, major conflict, narrator, paragraphs, plot, primary purpose, relationship, significant, story, textual evidence, tone, understanding, unresolved; audience, figurative language, style, appropriate, clarify, combine, drafts, genre, most-effective way, replacement, revise, transition, word choice; rhetorical devices, capitalization, change(d), complex sentence, compound sentence, compound-complex sentence, concluding paragraph, context, controlling ideas, conventions, convey, correct way, detail, drafts, effective, express, grammar, insert, introductory paragraph, mechanics, organizing structure, parts of speech, punctuation marks, purpose, quotation, relevant information, replace, resources, sentence structures, spelling, support, thesis statement; scenes, plot, internal conflict, actions, affect, conclude, contributions, description, fiction, infer, paragraph, suggests, textual evidence, understanding; article, aside, author, best summary, conclude, contradictory, details, expository text, figurative language, ideas, important/less important details, infer, information, line, main idea, opinion, organizes, purpose/primary purpose, quotations, reveal, sentence fragments, strongest evidence, substantiate, suggests, summary, textual evidence, understanding; author’s purpose, controlling idea, elements of text, position
(From Lead4Ward)
Vocab of the Day PPT
Greek Root PowerPoint Game
1.1B / analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words / Lessons 1-6 -from bookà / Vocabulary Power Plus for the New SAT, Book 1
1.1C / analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words / Lessons 1-6 -from bookà / Vocabulary Power Plus for the New SAT, Book 1
1.1D / describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid pro quo) / Lessons 1-6 -from bookà / Vocabulary Power Plus for the New SAT, Book 1
1.1E / 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 / Lessons 1-6 -from bookà / Vocabulary Power Plus for the New SAT, Book 1
Connotation Practice Exercise(s)
1.2A / analyze how the genre of texts with similar themes shapes meaning / Cliques article—Do after “First Marking Period” in novel.
*Use SPEAK paired poetry to examine the usage of figurative language both historically and in terms of Melinda. / Cliques article from SPEAK Unit (PDF). Students evaluate & answer teacher-constructed short answer response; use with “Mean Girls” Video clip. https://www.youtube.com/watch?v=RRteokw7m80&safe=active.
SPEAK Unit Paired Poetry handouts; discussion guide
Book: They Say, I Say
1.2B / analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature / Students will read a story from the Mythology Close-Reading bundle and evaluate it for influence on modern literature. / Mythology Close-Reading Bundle from Teachers-Pay-Teachers.
Book: They Say, I Say
1.2C / relate the figurative language of a literary work to its historical and cultural setting / *Use SPEAK Figurative Language handout: metaphor, simile, personification to define differences between these elements.
*Literary Elements Speak Quotes Sorts
*Use SPEAK paired poetry to examine the usage of figurative language both historically and in terms of Melinda. / Speak Figurative Language: metaphor, simile, personification handout.
SPEAK Unit Literary Elements Speak Quote Sort- print handouts, cut into strips. May do in group or as individuals.
SPEAK Unit Paired Poetry handouts; discussion guide
Book: They Say, I Say
1.5A / analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development / Use SPEAK human plot chart to form human triangle of given events on the plotline. / From SPEAK literature unit: Human Plot Chart, handouts
SPEAK Timeline Activity
Text Evidence PowerPoint to teach this skill.
Book: They Say, I Say
1.5B / analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils / Cubism Portrait Project of Melinda
Use SPEAK Characterization Guide handout throughout the book / SPEAK literature unit “Cubism Portrait Project” including handouts/ printer paper.
*SPEAK Characterization Guide handout
*Text Evidence PowerPoint to teach this skill.
Book: They Say, I Say
1.5C / analyze the way in which a work of fiction is shaped by the narrator's point of view / Use provided graphic organizer for each “Marking Period”: includes figurative language, conflict, tone, setting, POV, characterization. / *Graphic Organizer for each “Marking Period”- from SPEAK Literature Unit
* Text Evidence PowerPoint to teach this skill.
Book: They Say, I Say
1.5D / demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on classical literature / Students will read a story from the Mythology Close-Reading bundle and evaluate it for influence on modern literature. / Mythology Close-Reading Bundle from Teachers-Pay-Teachers.
Book: They Say, I Say
1.6A / Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event. / *Cliques article, APES Short Answer Response format/strategy—Do after “First Marking Period” in novel;
*Use “Speak Mean Girls Textual Analysis” to evaluate media presentations in clips from the movie “MEAN GIRLS”
Use SPEAK Characterization Guide handout throughout the book / Cliques article from SPEAK Unit (PDF). Students evaluate & answer teacher-constructed short answer response
APES format/strategy, STAAR short answer composition paper (10 lines)
Video Clip from “Mean Girls” movie:
https://www.youtube.com/watch?v=RRteokw7m80&safe=active.
*Text Evidence PowerPoint to teach this skill.
Book: They Say, I Say
SPEAK Characterization Guide handout
1.7 / 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 explain the role of irony, sarcasm, and paradox in literary works. / *Use provided graphic organizer for each “Marking Period”: includes figurative language, conflict, tone, setting, POV, characterization.
*Use SPEAK paired poetry to examine the usage of figurative language both historically and in terms of Melinda.
*Use “SPEAK Elements of Fiction Scavenger Hunt” as read book. (Includes irony, allusion, symbolism, etc.)
Use SPEAK Characterization Guide handout throughout the book / Graphic Organizer for each “Marking Period”- from SPEAK Literature Unit
* Text Evidence PowerPoint to teach this skill.
SPEAK Unit Paired Poetry handouts; discussion guide
“SPEAK Elements of Fiction Scavenger Hunt” as read book (handout)
Book: They Say, I Say
SPEAK Characterization Guide handout
1.12A / compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts / View SPEAK movie after finish reading the book and complete compare/contrast graphic organizer
Draw a tree and write 3-4 sentences about it and how it represents Melinda’s life. à / “Speak” movie DVD, compare/contrast handout/discussion guide
1) you are to draw or create a tree. You may use magazine cut-outs, construction paper, etc. for this part of the project. Your tree is to represent some part of Melinda’s life. You have seen her change throughout the book and you have watched her struggle with some internal and external conflicts. After creating your tree, you are to write 3-4 sentences about your drawing and how it represents Melinda’s life.
1.12D / evaluate changes in formality and tone within the same medium for specific audiences and purposes / View SPEAK movie after finish reading the book and complete compare/contrast graphic organizer;
Evaluate how the book is different from the movie in terms of formality and tone.
Use SPEAK Characterization Guide handout throughout the book / “Speak” movie DVD, compare/contrast handout/discussion guide
SPEAK Unit Movie Guide
SPEAK Characterization Guide (Handout)
Book: They Say, I Say
1.13A / plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea / You will create a tabloid article about Melinda from her peers’ POV. You will begin by planning it. (After finish Marking Period 2) / Book: What Every Writer Needs to Know: Focus
Expository Creative Writing Tabloid Article Unit:
Planning page
1.13B / structure ideas in a 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 the rhetorical devices used to convey meaning / You will create a tabloid article about Melinda from her peers’ POV. You will begin by planning it. (After finish Marking Period 2)
Begin first draft. / Book: What Every Writer Needs to Know: Details & Form
Expository Creative Writing Tabloid Article Unit:
Outlining page, notebook paper
“What is an Expository Essay?” PowerPoint
“Leads for Improving Writing” PowerPoint
1.13C / 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 / You will create a tabloid article about Melinda from her peers’ POV. (After finish Marking Period 2)
Complete first draft. / Book: What Every Writer Needs to Know: Frames & Cohesion, Energy & Diction
Expository Creative Writing Tabloid Article Unit:
notebook paper
1.13D / edit drafts for grammar, mechanics, and spelling / You will create a tabloid article about Melinda from her peers’ POV. (After finish Marking Period 2)
Edit first draft. / Book: Everyday Editing
“Mug Shots” Editing PowerPoints
Everyday Errors PowerPoint(s)
Expository Creative Writing Tabloid Article Unit:
notebook paper
1.13E / revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences / You will create a tabloid article about Melinda from her peers’ POV. (After finish Marking Period 2)
Revise first draft. Publish final draft. / Expository Creative Writing Tabloid Article Unit:
notebook paper
1.14A / write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot / After the end of the novel, write a story from any of the characters’ points of view. Must include a range of defined literary strategies and be revised/edited through to publishing stage. / The Writing Thief: Fiction Writing
Clearly written instructions, Chromebooks to write the story on and share with me. We will go through the editing/revising process together.
1.15Ci / write an interpretative response to an expository or a literary text (e.g., essay or review) that: (i)extends beyond a summary and literal analysis / Cliques article, APES Short Answer Response format/strategy—Do after “First Marking Period” in novel
Use SPEAK Characterization Guide handout throughout the book / Cliques article from SPEAK Unit (PDF). Students evaluate & answer teacher-constructed short answer response
APES format/strategy, STAAR short answer composition paper (10 lines)
SPEAK Characterization Guide handout
Short Answer Response Test Prep materials: All (in folder in side 9th grade ELAR folder)
1.15Cii / write an interpretative response to an expository or a literary text (e.g., essay or review) that: (ii)addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations / Cliques article, APES Short Answer Response format/strategy—Do after “First Marking Period” in novel / Cliques article from SPEAK Unit (PDF). Students evaluate & answer teacher-constructed short answer response
APES format/strategy, STAAR short answer composition paper (10 lines)
Short Answer Response Test Prep materials: All (in folder in side 9th grade ELAR folder)
1.15Ciii / (C)write an interpretative response to an expository or a literary text (e.g., essay or review) that: (iii)analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices / Cliques article, APES Short Answer Response format/strategy—Do after “First Marking Period” in novel / Cliques article from SPEAK Unit (PDF). Students evaluate & answer teacher-constructed short answer response
APES format/strategy, STAAR short answer composition paper (10 lines)
Short Answer Response Test Prep materials: All (in folder in side 9th grade ELAR folder)
1.17Ai / use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i)more complex active and passive tenses and verbals (gerunds, infinitives, participles) / Use “Colorful Language: Making Sentences More Vivid” Handout from SPEAK Unit to create more complex sentences; write in active & passive tenses and using gerunds (-ing), infinitives (To --), and participles (Words formed from verbs that are used as adjectives) / “Colorful Language” handout displayed on screen; students will write forms of these sentences on notebook paper then glue into their English folders as examples of active, passive, gerunds, infinitives, & participles.
English folders
“Practice Editing Passages”
Everyday Errors PowerPoint(s)
“Mug Shots” Editing PowerPoints
1.17Aii / use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (ii)restrictive and nonrestrictive relative clauses / Use “Colorful Language: Making Sentences More Vivid” Handout from SPEAK Unit to create more complex sentences; write restrictive & nonrestrictive relative clauses. / “Colorful Language” handout displayed on screen; students will write forms of these sentences on notebook paper then glue into their English folders as examples of restrictive & non-restrictive clauses.