High School Language Arts – 12/English IV
Exploring British Literature
Framework
August 26-October 4, 2013
Date / CORE Content:Reading and Writing Balanced Literacy
Framework
Glencoe Literature and HMH Grammar / Balanced Literacy Skills / Texas Write Source/Good Writer’s Kit
1st Six Weeks – focus on Analytic and Research Writing / 1st Six Weeks
Word Study, Reading, and Writing TEKS / On-Line Resources / Additional Resources for LEP students
Monday,
August 26, 2013 / Introduction of Literary Devices
“Death by Scrabble” will be read and analyzed- the focus is on irony. Students will respond to EOC formatted quiz questions. The lesson will then shift over to a discussion of the characteristics of analytic writing.
“Death by Scrabble” online
Writing/Grammar – Work on Categories 1, 2, and 3 (composition, revision, and editing) respectively throughout the summer program.
When writing, The Workshop Model is suggested to maximize student outcomes. It consists of the following:
*Shared Writing
*Interactive Writing
*Guided Writing
*Writing Conferences
*Independent Daily Writing (connected with reading lessons)
*Word study
*Shared Learning
Reinforce the use of dictionary/thesaurus skills throughout the six weeks.
This unit bundles student expectations that address word study, writing, and reading of literature written by British authors representing major literary periods to support the evaluation of multiple structures and complex elements specific to the genre. Various forms of text from classical, mythical, and traditional literature representing a range of diverse cultures and historical backgrounds provide the avenue for continued practice of inferring, summarizing, synthesizing, and providing evidence from text to support understanding during reading experiences. Students examine teacher selected and student selected literature based on individual interests and abilities, providing opportunities to make important personal and world connections within and across different contexts and genres. An emphasis on the integration of listening, speaking, reading, and writing skills allows the continued development of processes while providing a framework for college and career readiness.
In English III students evaluated how different literary elements shape the author’s portrayal of the plot and setting in works of fiction. During this unit, students analyze how complex plot structures, such as subplots and literary devices/techniques such as flashback, foreshadowing, and suspense, advance the action in works of fiction. Dilemmas and quandaries as revealed through character motivation, and behaviors are analyzed for effectiveness. Students write literary text to express their ideas and feelings about real or imagined people, events, and experiences using literary techniques that enhance plot, character development, mood, and tone. Using writing for the comparison of universal themes across text fosters reading and writing connections and allows for development of more complex reading comprehension strategies and writing processes. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature. The emphasis of writing conventions and vocabulary provides a foundation for continual reflection on communicative accuracy. In Unit 02, students analyze poetry and drama using the skills acquired in this unit for the analysis of fiction.
Novel Recommendations:
Great Expectations – Charles Dickens
1984 or Animal Farm – George Orwell
Brave New World – Aldous Huxley
Lord of the Flies -- William Golding
Dracula – Bram Stoker
Heart of Darkness – Joseph Conrad
Childhood’s End – Arthur C. Clarke
The Time Machine – H.G.Wells
Atonement – Ian McEwan
The Strange Case of Dr. Jeckyll and Mr. Hyde – Robert Louis Stevenson
Frankenstein – Mary Shelly
The Picture of Dorian Gray – Virginia Woolf / Literary Concepts
*fiction
*imagery
*irony
*figurative language
*conflict
-man vs. man
-man vs. technology
-man vs. self
*personification
*tone
*mood
*symbolism
*allusion
*point of view
*author’s purpose
*setting
Writing Process
*planning
*drafting
*revising
*editing
*publishing / Texas Write Source
Good Writer’s Kit
Write Source
Teacher Assessment Preparation resource
Grammar, Capitalization, and Punctuation Conventions are integrated during each six weeks marking period building up to the STAAR EOC.
clauses and phrases
*adjectival clause
*adjectival phrase
*adverbial clause
*adverbial phrase
*noun phrase / E4.1A, E4.1B, E4.1C, E4.1D, E4.1E, E4.2A, E4.2C, E4.5A, E4.5B,
E4.5C, E4.5D, E4.7A, E4.13A, E4.13B, E4.13C, E4.13D, E4.13E,
E4.14A, E4.15C.i, E4.15C.ii, E4.15C.iii, E4.17A, E4.17B, E4.18A,
E4.19A, E4.26A, E4.Fig19A, E4.Fig19B / Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/sites/0078779758/instructor_view0/online_professional_resources.html
http://curriculum.austinisd.org/la/resources/instrRes.html
http://pricelessliteracy.homestead.com/TCTELA2010.html
http://eocvideos.weebly.com
http://www.englishteacherwebsites.com/resource-te.html
Project Share – English II ONTRACK Lessons
*tea
*enotes.com
*collegeboard.com *englishcompanion.ning.com / National Geographic
Edge
(Reading & Writing)
Tuesday,
August 27, 2013 / The Anglo-Saxon Period and the Middle Ages
“The Epic Warrior” – page 19
Epic – from Beowulf – page 24
Introduction of reading selections. Review characteristics of an epic. Begin reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.
TEKS –12.1 A, 12.1.B, 12.2, 12.3, 12.5, 12.7, 13.D, 12.13, 12.13 B, 12.14, 12.14B, 12.17.B, 12.26, 12.14.B, RC 12.A
Writing Practice – Review the events that led to the dragon’s attack on Beowulf’s people. Have students write a diary entry as the man who stole the gem-studded cup. Entries should describe the man’s feelings about what he has done. Does he feel justified in having stolen the cup? What is his reaction to the catastrophe his country faces because of his theft? What will his life be like now that his theft has caused the dragon to terrorize the Geats?
Writing Practice – Have students re-read Beowolf’s final boast and his farewell to his followers. Ask them to identify the tone of the boasts (proud, courageous, bold) and list some of the words and phrases that help set this tone (i.e., I seek fame still; if the dragon… dares face me; I mean to stand). Have students think about a challenge that face in their lives and write a poem that boasts, in a style similar to Beowulf’s declamations, about how they will meet the challenge. Encourage them to use figures of speech, poetic form, heroic language, as does the Beowulf poet.
Respond Through Writing – TEK 12.5, page 55
Graphic Novel -- from The Collected Beowulf – page 66
TEKS– 12.3, 12.5, 12.9D, 12.21RC-12.A
Writing Practice – Retell
Discuss the contents of page 68 with the students. Ask them to describe what happens and what mood is conveyed. Discuss Hind’s use of light and shadow, as well as viewing angle. Ask: Which character is this page really about? (Beowulf) Is he shown on the page? (no) Have students rewrite this page in text-only format. Tell them to try to capture the mood and feeling of the page, and not just the event that it depicts.
Epic – “The Death of Humbaba” from The Gilgamesh – Anonymous – page 62
TEKS – 12.2A, 12.3 / “The Epic Warrior” – page 19
Epic – from Beowulf – page 24
Literary Elements
*conflict
*antagonist
Reading Skills and Strategies
*use context clues
*identify sequence
*active reading
*literary allusions
Vocabulary Skills/Practice
*academic vocabulary
*diction
*roots and affixes
Writing Skills/Grammar
*summary
*sentence structure
*possessive pronouns
*write an analysis
*diary entry
*imitating style
Listening/Speaking/Viewing Skills
*read with expression
*act out the epic
Spiral Review
*rhythm
*metaphor
*active reading
*summarize
*support comprehension
*visualize
*read with expression
*antagonists
*graphic organizers
*archetypes
*reading comprehension test tips
*possessive pronouns
*question
*flashback
*analyze symbolism
*text structure
*symbolism
*descriptive details
*cultural context
Graphic Novel -- The Collected Beowulf – page 66
Reading Skills and Strategies
Vocabulary Skills/Practice
*decode alternate spellings
Spiral Review
*establish sequence
*retell
*inverted word order
*created words
*alliteration
*archaic words
*a survey of heroes
*confirm information
*alliteration
*archaic words
Epic – The Death of Humbaba, from the Gilgamesh – Anonymous – page 62
Reading Skills and Strategies
*comparing themes
Vocabulary Skills/Practice
*context clues
Writing Skills/Grammar
*quotation marks
Spiral Review
*symbol
*make inferences / Texas Write Source
Good Writer’s Kit
Write Source
Teacher Assessment Preparation resource
Grammar, Capitalization, and Punctuation Conventions are integrated during each six weeks marking period building up to the STAAR EOC.
clauses and phrases
*adjectival clause
*adjectival phrase
*adverbial clause
*adverbial phrase
*noun phrase / Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/sites/0078779758/instructor_view0/online_professional_resources.html
http://curriculum.austinisd.org/la/resources/instrRes.html
http://pricelessliteracy.homestead.com/TCTELA2010.html
http://eocvideos.weebly.com
http://www.englishteacherwebsites.com/resource-te.html
Project Share – English II ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Wednesday,
August 28, 2013 / The Anglo-Saxon Period and the Middle Ages
“The Epic Warrior” – page 19
Epic – from Beowulf – page 24
Introduction of reading selections. Review characteristics of an epic. Begin reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.
TEKS –12.1 A, 12.1.B, 12.2, 12.3, 12.5, 12.7, 13.D, 12.13, 12.13 B, 12.14, 12.14B, 12.17.B, 12.26, 12.14.B, RC 12.A
Writing Practice – Review the events that led to the dragon’s attack on Beowulf’s people. Have students write a diary entry as the man who stole the gem-studded cup. Entries should describe the man’s feelings about what he has done. Does he feel justified in having stolen the cup? What is his reaction to the catastrophe his country faces because of his theft? What will his life be like now that his theft has caused the dragon to terrorize the Geats?
Writing Practice – Have students re-read Beowolf’s final boast and his farewell to his followers. Ask them to identify the tone of the boasts (proud, courageous, bold) and list some of the words and phrases that help set this tone (i.e., I seek fame still; if the dragon… dares face me; I mean to stand). Have students think about a challenge that face in their lives and write a poem that boasts, in a style similar to Beowulf’s declamations, about how they will meet the challenge. Encourage them to use figures of speech, poetic form, heroic language, as does the Beowulf poet.
Respond Through Writing – TEK 12.5, page 55
Graphic Novel -- from The Collected Beowulf – page 66
TEKS– 12.3, 12.5, 12.9D, 12.21RC-12.A
Writing Practice – Retell
Discuss the contents of page 68 with the students. Ask them to describe what happens and what mood is conveyed. Discuss Hind’s use of light and shadow, as well as viewing angle. Ask: Which character is this page really about? (Beowulf) Is he shown on the page? (no) Have students rewrite this page in text-only format. Tell them to try to capture the mood and feeling of the page, and not just the event that it depicts.
Epic – “The Death of Humbaba” from The Gilgamesh – Anonymous – page 62
TEKS – 12.2A, 12.3 / “The Epic Warrior” – page 19
Epic – from Beowulf – page 24
Literary Elements
*conflict
*antagonist
Reading Skills and Strategies
*use context clues
*identify sequence
*active reading
*literary allusions
Vocabulary Skills/Practice
*academic vocabulary
*diction
*roots and affixes
Writing Skills/Grammar
*summary
*sentence structure
*possessive pronouns
*write an analysis
*diary entry
*imitating style
Listening/Speaking/Viewing Skills
*read with expression
*act out the epic
Spiral Review
*rhythm
*metaphor
*active reading
*summarize
*support comprehension
*visualize
*read with expression
*antagonists
*graphic organizers
*archetypes
*reading comprehension test tips
*possessive pronouns
*question
*flashback
*analyze symbolism
*text structure
*symbolism
*descriptive details
*cultural context
Graphic Novel -- The Collected Beowulf – page 66
Reading Skills and Strategies
Vocabulary Skills/Practice
*decode alternate spellings
Spiral Review
*establish sequence
*retell
*inverted word order
*created words
*alliteration
*archaic words
*a survey of heroes
*confirm information
*alliteration
*archaic words
Epic – The Death of Humbaba, from the Gilgamesh – Anonymous – page 62
Reading Skills and Strategies
*comparing themes
Vocabulary Skills/Practice
*context clues
Writing Skills/Grammar
*quotation marks
Spiral Review
*symbol
*make inferences / Texas Write Source
Good Writer’s Kit
Write Source
Teacher Assessment Preparation resource
Grammar, Capitalization, and Punctuation Conventions are integrated during each six weeks marking period building up to the STAAR EOC.
clauses and phrases
*adjectival clause
*adjectival phrase
*adverbial clause
*adverbial phrase
*noun phrase / Online:
owlpurdue.com
english.byu.edu
chompchomp.com
webenglishteacher.com
schmoop.com
http://glencoe.mcgrawhill.com/sites/0078779758/instructor_view0/online_professional_resources.html
http://curriculum.austinisd.org/la/resources/instrRes.html
http://pricelessliteracy.homestead.com/TCTELA2010.html
http://eocvideos.weebly.com
http://www.englishteacherwebsites.com/resource-te.html
Project Share – English II ONTRACK Lessons / National Geographic
Edge
(Reading & Writing)
Thursday, August 29, 2013 / The Anglo-Saxon Period and the Middle Ages
“The Epic Warrior” – page 19
Epic – from Beowulf – page 24
Continue with reading selections. Review characteristics of an epic. Continue reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story.
TEKS –12.1 A, 12.1.B, 12.2, 12.3, 12.5, 12.7, 13.D, 12.13, 12.13 B, 12.14, 12.14B, 12.17.B, 12.26, 12.14.B, RC 12.A
Writing Practice – Review the events that led to the dragon’s attack on Beowulf’s people. Have students write a diary entry as the man who stole the gem-studded cup. Entries should describe the man’s feelings about what he has done. Does he feel justified in having stolen the cup? What is his reaction to the catastrophe his country faces because of his theft? What will his life be like now that his theft has caused the dragon to terrorize the Geats?
Writing Practice – Have students re-read Beowolf’s final boast and his farewell to his followers. Ask them to identify the tone of the boasts (proud, courageous, bold) and list some of the words and phrases that help set this tone (i.e., I seek fame still; if the dragon… dares face me; I mean to stand). Have students think about a challenge that face in their lives and write a poem that boasts, in a style similar to Beowulf’s declamations, about how they will meet the challenge. Encourage them to use figures of speech, poetic form, heroic language, as does the Beowulf poet.
Respond Through Writing – TEK 12.5, page 55