BISD Curriculum LA/English I Scope … · Web viewMusical Score. Read Alouds ... (Repetition of...

BISD Curriculum English Language Arts – 9th GradeLiterature Textbook – Language of Literature (LL)

Grammar Textbook – Barrett Kendall (BK)Helpful Internet Sites – See Appendix

Week of August 21ST – August 25TH FALL

SEMESTERWeek

Skills / Objectives /

TEKS

Literary Selections/

Enrichment*

Reading/ Critical Thinking/ Literary Devices **

Grammar

(Choose From)

Writing/ Research

Listening/ Speaking

(Choose From)

Viewing/ Representing

(Choose From)

Assessment ***

1

Key Question (required)What is the role of a student, and how does school affect the student’s life?

Beginning of the School Year Protocol - Following Directions

TLW (required) Listen to, Understand & Follow All Manner of Guidelines and Regulations Associated with the Role of a Student.

TEKS1B6E7A – C, J14A – C

Student Code of Conduct Handbook

Emergency Card (Nurse’s

Station)

Classroom Rules Handout

or Syllabus

All Other Forms of

Administrative Handouts

Assigning of Textbooks

“Using a Dictionary to Determine Precise

Meanings” (LL Vocabulary Copymaster #59)

(Appendix)

“Using Reference Materials”

(LL Vocabulary Copymasters #25 &

#68)(Appendix)

Become an Active Reader

(LL 6 - 7)

“Diagnostic: Parts of Speech” (LL Grammar Copymaster

#61)(Appendix)

Parts of Speech (BK L38-L136):

NounsPronouns

VerbsAdjectivesAdverbs

PrepositionsConjunctionsInterjections

Possible Homework for

Above – See the various

Appendixes

LL Daily Language Skill

Builder Transparency #1

(Appendix)

Fill Out All Manner of

Administrative Forms

Student Autobiographies (Focus on loss of innocence,

coming of age, or overcoming

obstacles)

“Strategies for Proofreading” (LL Writing Transparency

#4)(Appendix)

Read Alouds (Local Newspapers

And Other Periodicals)

Active Listening (Read Alouds)

Class Discussions over BK Fine Art

Transparencies(The teacher will need to order this

resource at the beginning of the

school year through the designated individual for textbooks.)

Tiered PromptsExplanation of the Structure and Purpose of the Tiered Prompts and Their Rubrics

LL Short Story Formal AssessmentNone Available

Grammar Formal Assessment Choose from the various parts of speech handouts (BK Language Skills Practice).

* Any selection (listed here or not) may be used so long as it covers the required objectives/skills. ** Choose as many of the items listed as possible for teaching the required objectives/skills using the chosen literary selection(s).*** Students will choose one from the three tiered prompt options as well as complete the necessary short story and grammar formal assessments.


Grammar Textbook – Barrett Kendall (BK)Helpful Internet Sites – See AppendixWeek of August 28TH – September 1ST

FALL SEMESTER

Week


TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

2

Key Question (required)How do authors use certain literary devices, such as characteri-zation, to further the themes in their stories?

Text Structures – the Communi-cation Process

TLW (required) Understand & Recognize Author’s Purpose

TEKS1A-C2A-B3A-D 4A-G7A-J8A-D 9A-B11A-H 14C18A 19A21B–D

“Marigolds” (LL 74 – 84)

“Two Kinds” (LL 88 – 99)

“The Necklace” (LL 26 – 34)

“Where Have You Gone Charming

Billy?” (LL 62 – 70)

“I Like a Look of Agony”(LL 70)

“What Is Poverty?” by Jo

Goodwin Parker

(Appendix)

“The Ransom of Red Chief” by O Henry (Appendix)

Imagery

Symbol / Symbolism

Character Analysis

Plot

Setting

Conflict

Narrative

Irony

Theme

Text Structures

“Using a Dictionary to Determine Precise

Meanings” (LL Vocabulary Copymaster #59)

(Appendix)

“Using Reference Materials”

(LL Vocabulary Copymasters #25 &

#68)(Appendix)

Become an Active Reader

(LL 6 - 7)

Continue Working on


NounsPronouns





Appendixes



(Appendix)

“Elements of a Short Story”

(BK Composition

Skills Practice)(Appendix)

“Writing a Short Story:

Sketching Characters/ Creating a

Setting” (BK Composition


SongPoem

Musical Score

Read Alouds (Literary

Selections, Local Newspapers, And Other Periodicals)

Active Listening (Literary

Selections, Performances, and Local Newscasts)

Poster

Exhibit

Mime

Puppet Show

One Act Play

Sculpture

Dance


Transparencies

Tiered PromptsA. Illustrate the author’s purpose in the story of your choice by creating a poster, exhibit, collage, or sculpture symbolizing the theme of the story.

B. Analyze the author’s purpose in the story of your choice by making that purpose the focal point of a poem, song, or One Act Play, or short story.

C. Analyze and examine the author’s purpose in the story of your choice by writing a two-page character analysis, choreographing a dance, or composing a musical score.

LL Short Story Formal Assessment1. “Marigolds” (CD Appendix)

2. “Two Kinds” (CD Appendix)

3. “The Necklace” (CD Appendix)

4. “Where Have You Gone Charming Billy?” (CD Appendix)





Week of September 4TH – September 8TH Week Skills /

Objectives / TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

3

Key Question (required)To what extent does the use of appearance vs. reality play a role in creating irony in the selected stories?

Narrative Writing – Personal Communica-tion Skills

TLW (required)Recognize how textual structures are used to further the author’s purpose.

TEKS1A – C 2A – B 3A – D 4A – G 5A – B 6A – F 7A – J 8A – D 10A – C 11A – H 13A – E15A – E

“The Most Dangerous

Game” (LL 38 – 57)

“The Gift of the Magi”

(LL 151 – 157)

“Luxury”(LL 158)

“The Possibility of Evil”

(LL 172 – 181)

“Priscilla and the Wimp” by Richard Peck (Appendix )

“Story of an Hour” by Kate

Chopin(Appendix )

Conflict

Irony

Plot

Narrative

Dialogue

Character Analysis

Theme

Setting

Protagonist

Antagonist

Appearance vs.Reality

Continue Working on


NounsPronouns





Appendixes



(Appendix)

Developing the Skills of Narration

(BK C173 – 183)

“Strategies for Finding a Subject”

(BK Composition


“Choosing and Limiting a Subject”

(BK Composition


“Writing Narrative

Paragraphs” (BK

Composition Skills Practice)

(Appendix)

Use of Dictionary,Thesaurus, Computer,

And/Or Other Reference Materials

Joke TellingSongPoem

Musical Score

Listening andEvaluating the

Speaker, Singer, or Poet

Performing a One Act Play, Song, or

Poem

Listening to the Reading Aloud of a Student’s Two-Page Critique of the Story of the

Learner’s Choice

Read Alouds (Literary

Selections, Local Newspapers, And Other Periodicals)

Active Listening (Literary

Selections, Performances, and Local Newscasts)

Poster

Exhibit

Mime

Puppet Show

One Act Play

Sculpture

Dance

Cartoon


Transparencies

Tiered PromptsA – Illustrate irony found within any one of the selected works using subtitles in a cartoon.

B – Evaluate ironies experienced in your own life and compare and contrast them with those found in any of the selected works.

C – Produce/create a play, poem, song, etc. with elements of appearance vs. reality or irony found within any one of the selected works.

LL Short Story Formal Assessment1. “The Most Dangerous Game” (CD Appendix)

2. “The Gift of the Magi” (CD Appendix)

3. “The Possibility of Evil” (CD Appendix)






Objectives / TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

4

Key Question (required)What are some literary techniques and devices used by authors when attempting to persuade an audience, and how do they affect the overall meaning of the work?

Historical Influences on the Commu-nication Process

TLW (required)Examine narratives that use engaging techniques from varied historical and contemporary reading sources.

TEKS8B14A – D15A – E16A – F17A – D18A – B

“I Have a Dream”

(LL 439 – 444)

“Glory & Hope” (LL 445 – 447)

“The United States vs. Susan

B. Anthony (LL 453 – 462)

“The Gettysburg Address” by

Abraham Lincoln

(Appendix)

“Letter from Birmingham Jail” by Dr.

Martin Luther King, Jr.

(Appendix)

Research Report Writing

(LL 974 – 980 & 1161 - 1166)

Main Idea

Biography

Imagery

Metaphor

Simile

Alliteration

Allusion

Hyperbole

Understatement

Considering Purpose, Audience, and

Occasion

Anaphora(Repetition of the

first word or words at the beginning of

consecutive sentences:

“I have a dream…I have a dream…

I have a dream…”)

Continue Working on


NounsPronouns





Appendixes



(Appendix)

Write a short biographical

essay based on information

researched on any or all

historical figures mentioned or

alluded to in any or all literary

selections.

“Research Report”

(LL Writing Copymaster

#36)(Appendix)

Identifying Writing

Variables (LL Writing Transparency

#2)(Appendix)



Persuasive Speaking

SongPoem

Musical Score

Listener’s Appreciation of a Taped Version of Any One of the

Suggested Literary Selections

Listener’s Evaluation of Any

One of the Suggested Literary Selections, Using a

Rubric Provided by the Teacher

Poster

Exhibit

Mime

Puppet Show

One Act Play

Sculpture

Dance

Timeline

Class Discussion over Historical Photographs and/or Depictions of

Historical Personalities and/or Events


Transparencies

Tiered PromptsA. Write and recite a speech to convince someone into buying you a car, an X-box, or some other item that you truly desire.

B. Write and recite a speech that convinces the class to vote for you for class president.

C. Write and recite a speech that persuades the class to trust you with all their money.

LL Short Story Formal Assessment1. “I Have a Dream”/ “Glory & Hope” (CD Appendix)

2. “The United States vs. Susan B. Anthony” (CD Appendix)





Week of September 18TH – September 22ND Week Skills /

Objectives / TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

5

Key Question (required)Which literary clues tell you what the outcome of the story might be? How?

Audience and Author’s Purpose

TLW (required)Use clues from description, narration, and dialogue to draw accurate conclusions from text and visuals.

TEKS6A – F8C19A – C20A – F 21A – I

“Brothers Are the Same”

(LL 359 – 370)

“Through the Tunnel”

(LL 373 – 384)

“The Seven Ages of Man”

(LL 348 – 349)

Protagonist

Antagonist

Narrative

Drama

Setting

Plot

Symbol / Symbolism

Dramatic Monologue

Soliloquy

Blank Verse

Iambic Pentameter

Inferences

Connotation

Character Analysis

Continue Working on


NounsPronouns





Appendixes



(Appendix)

“Writing a Short Story: The

Narrator” (BK Composition


Writing a Short Story: Using

Dialogue” (BK Composition




Read aloud of Analysis Essay

Listener’s Evaluation of a

Student’s Analysis Essay Using a


Poster

Collage

Presentation

Poem


Transparencies

Tiered PromptsA. Create a poster or collage that illustrates the outcome of the selected story using clues found within the description, narration, dialogue, and visuals accompanying the stories to draw accurate conclusions from the text.

B. Compare and contrast “Brothers are the Same” and “Through the Tunnel” using clues found within the description, narration, dialogue, and visuals accompanying the stories to draw accurate conclusions from the text.

C. Write a sonnet with the same theme as Shakespeare’s “Seven Ages of Man” in blank verse using iambic pentameter.

LL Short Story Formal Assessment1. “Brothers Are the Same” (CD Appendix)

2. “Through the Tunnel” (CD Appendix)

3. “The Seven Ages of Man” (CD Appendix)


* Any selection (listed here or not) may be used so long as it covers the required objectives/skills. ** Choose as many of the items listed as possible for teaching the required objectives/skills using the chosen literary selection(s).

*** Students will choose one from the three tiered prompt options as well as complete the necessary short story and grammar formal assessments.BISD Curriculum English Language Arts – 9th GradeLiterature Textbook – Language of Literature (LL)



Objectives / TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

6

Key Question (required)What are some things a person can infer based on textual evidence and connota-tion?

Inference and Connotation

TLW (required)Use note taking, semantic mapping, and textual clues to recall the text.

TEKS7E, H – J9A11A, G – H15A16A, C – D21D

from “I Know Why the Caged

Bird Sings”(LL 480 – 487)

“Caged Bird”(LL 488 – 489)

“Trifles”(LL 770 – 783)

Biography

Autobiography

Point of View

Allusion

Irony

Character Analysis

Inference

Symbol / Symbolism

Metaphor

Dimeter

Free Verse

Imagery

See Paired Activity and Review Symbol

(LL 784)

Finish Working on Parts of

Speech (BK L38-L136):

NounsPronouns





Appendixes



(Appendix)

Activity “Inquiry & Research” (LL 491)

Peer Evaluation And Edit of

Each Other’s Tiered Prompt Work Using a

Rubric Supplied by the Teacher

Read Aloud

Activity # 1 under “Activities & Explorations”

(LL 491)

Flow Chart

Timeline

Outline

Venn Diagram

Cluster Diagram

Circle Graphs

Movie Maker Video

Power Point Presentation

Activity # 2 under “Activities &

Explorations” on LL 491

Student Evaluation of Semantic

Mapping/Graphic Organizers Using a



Transparencies

Tiered PromptsA. Illustrate various inferences and connotations found in the stories and/or poem using semantic maps/graphic organizers, such as a Venn Diagram, Timeline, Flow Chart, Cluster Diagram, Outline, etc.

B. Use student notes to analyze how Maya Angelou’s titles in both the short story and poem match the body of the works, and defend it in a short paragraph including textual evidence.

C. Write, produce, and edit a Movie Maker film or create a Power Point presentation (each a minimum of 3 minutes long) analyzing allusions in the body of each of the works, with an emphasis on textual evidence that furthers the theme of freedom and slavery.

LL Short Story Formal Assessment1. from “I Know Why the Caged Bird Sings” (CD Appendix)2. “Trifles” (CD Appendix)

Grammar Formal Assessment1. Parts of Speech Test (BK L140 – L141) 2. “Determining Parts of Speech” (BK Language Skills Practice) (CD Appendix)3. “Finding Parts of Speech” (BK Language Skills Practice) (CD Appendix)

* Any selection (listed here or not) may be used so long as it covers the required objectives/skills.

** Choose as many of the items listed as possible for teaching the required objectives/skills using the chosen literary selection(s).*** Students will choose one from the three tiered prompt options as well as complete the necessary short story and grammar formal assessments.



Week of October 2ND – October 6TH Week Skills /

Objectives / TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

7

Key Question (required)What are some of the literary elements used by authors, like Edgar Allan Poe, to help create a particular mood?

Total Recall

TLW (required)Recognize flashback and foreshadow-ing cues, and use these devices in original writing.

TEKS1A – C2A – E3A – D4A – G5A – B6A – F7A, C, D-E, J11H15A – E

“Annabel Lee” (LL 198 – 200)

“The Bells”(LL 201 – 203)

“The Cask of Amontillado”

(LL 207 – 215)

“The Fall of the House of Usher” by Edgar Allan

Poe(Appendix)

“The Pit and the Pendulum” by

Edgar Allan Poe(Appendix)

“The Tell-Tale Heart” by Edgar

Allan Poe(Appendix)

“The Raven” by Edgar Allan Poe

(Appendix)


(LL 974 – 980 & 1161 - 1166)

Rhyme

Assonance

Alliteration

End Rhyme

Flashback

Foreshadowing

Inference

Point of View

Metaphor

Simile

Suspense

Horror

Irony

Mood

Tone

Italics (BK 543 – 547)

Quotation Marks

(BK 548 – 565)



Appendixes



(Appendix)

Write a short biographical

essay based on information

researched on Edgar Allan

Poe.





#36)(Appendix)

Recitation of Any One of the


Listener’s Appreciation of a Taped Version of Any One of the


Listener’s Evaluation of Any

One of the Suggested Literary Selections, Using a


Timeline

Flow Chart

Venn Diagram

Cluster Diagram

Circle Graphs

Puppet Show

One Act Play

Student Evaluation of Any One of the Above

Semantic Mapping and/or Performances

Using a Rubric Provided by the

Teacher


Transparencies

Tiered PromptsA. Create a Game, Flow Chart, Timeline, Venn Diagram, a Cluster Diagram, or a Circle Graph that examines the flashback and foreshadowing in the stories and poem.

B. Analyze how certain elements of foreshadow and flashback further the sinister feel of the stories, and then write your own scary story or poem using one or both of these elements.

C. Write, produce, and edit a scary movie, puppet show, or one act play that includes elements of flashback and foreshadowing. You may recreate Poe’s work or create your own original work.

LL Short Story Formal Assessment1. “Annabel Lee” / “The Bells” (CD Appendix)

2. “The Cask of Amontillado” (CD Appendix)

Grammar Formal Assessment1. Italics and Quotation Marks Pretest (BK 540 – 541)

2. Check Point (BK 566 – 567)




Grammar Textbook – Barrett Kendall (BK)Helpful Internet Sites – See AppendixWeek of October 9TH – October 13TH

Week Skills / Objectives /

TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

8

Key Question (required)What is a genre, and what makes each one different?

Communica-ting in Various Ways

TLW (required)Write in various genres, and use varied communica-tion skills (verbal & pictorial) in oral communica-tion.

TEKS9B11H14A – D15A – E

“A Christmas Memory”

(LL 272 – 284)

(Additionally, revisit some of the previously

covered literary selections to

help teach the characteristics

of various genres.)

“Trifles”(LL 770 – 783)

“The Tell-Tale Heart” by Edgar

Allan Poe(Appendix)

“The United States vs. Susan

B. Anthony (LL 453 – 462)

“What Is Poverty?” by Jo Goodwin Parker

(Appendix)

“The Bells”(LL 201 – 203)


(LL 974 – 980 & 1161 - 1166)

Historical Drama

Shakespearean Drama

Realistic Fiction

Science Fiction

Historical Fiction

Horror Fiction

Autobiographical Fiction

Autobiography

Biography

Diary

Editorial

Pamphlet

Essay

Poetry

Review the Following Literary Terms:

Drama(LL 1130)

Fiction(LL 1132)

Nonfiction(LL 1135)

Essay(LL 1131)

Poetry(LL 1137)

Italics (BK 543 – 547)

Quotation Marks

(BK 548 – 565)



Appendixes



(Appendix)

Use Wikipedia.com, Infoplease.com,

or both to research the differences

between genres.





#36)(Appendix)

Student Performance of

Option “B” of the Tiered Prompts

Perform a song (rap, corridor, etc.) that compares or

contrasts your life with that of any

one of the characters in the

various previously covered selections.

Listener’s Appreciation of

Any of the Above Mentioned

Performances

Student Evaluation of Any of the

Above Mentioned Performances


Teacher

Art Appreciation Activity (LL 275)

Art Appreciation Activity (LL 282)

Student Evaluation of the Movie Created in

Option “C” of the Tiered Prompts Using a Rubric Provided by the

Teacher


Transparencies

Tiered PromptsA. Create an exhibit in the form of a collage, mobile, or poster illustrating the various literary selections and labeled by genre.

B. Recite a poem written by you that resembles Poe’s “The Raven” using local folklore like “The Chupacabra” or “La Llorona.”

C. Write, produce, and edit a movie in the horror fiction genre using dialogue, scenery, and innovative camera angles to further the sinister message of Poe’s works. You may make the movie a collage of various parts of the stories. The music must match or contrast with the images on the screen.

LL Short Story Formal Assessment1. “A Christmas Memory” (CD Appendix)

Grammar Formal Assessment1. Italics and Quotation Marks Posttest (BK 570 – 571)

2. “Using Italics (Underlining) and Quotation Marks with Titles” (BK Language Skills Practice–A & B) (CD Appendix)

3. “Using Quotation Marks with Direct Quotations” (BK Language Skills Practice – A, B, & C) (CD Appendix)



Grammar Textbook – Barrett Kendall (BK)Helpful Internet Sites – See AppendixWeek of October 16TH – October 20TH


TEKS

Literary Selections/ Enrichment


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

9

Key Question (required)How do an author’s environ-ment and bias help to mold his/her work?

Supporting Assertions

TLW (required)Identify faulty reasoning, and use textual evidence to support assertions.

TEKS1A – C2A – F3A – D4A – E5A – B6A – F7A – J8A – D9A – B10A – C11A – H12A – D13A – E14A – D15A – E16A – F17A – D

“Games People Probably

Shouldn’t Play”(LL 61)

Writing Workshop:

Opinion Statement

(LL 220 – 224)

“Shakespeare’sWorld”

(LL 983 – 988)

For this week, it is highly

recommended that all three be

read as a precursor to

William Shakespeare’s

Romeo & Juliet.

Induction

Deduction

Analysis

Evaluation

Bias

Fact and Opinion

All Three Sections of the Communication Handbook’s Critical Thinking: Avoiding Faulty Reasoning,

Identifying Modes of Persuasion, and

Logical Thinking(LL 1173 – 1174)

The following are specific to The

Tragedy of Romeo and Juliet:

“Using Reference Materials” (LL

Vocabulary Copymaster #93)

(Appendix)

“Using a Glossary” (LL Vocabulary Copymaster #95)

(Appendix)

Compliments: Direct Objects

(BK 149 – 151)

Compliments: Indirect Objects(BK 151 – 153)

“Direct and Indirect

Compliments” (LL GrammarCopymaster

#105)(Appendix)

“Punctuating Dialogue”

(LL Grammar Transparency

# 56)(Appendix)



(Appendix)

After reading the Writing Workshop:

Opinion Statement

(LL 220 – 224), have students

write an opinion statement that

includes textual evidence found in research, and then have them publish it for

peer review in the form of an

oral report, submission to a fellow student,

or http://pbwiki.co

m/wiki.php.

Opinion Statement


#26)(Appendix)

Elaboration (LL Writing Transparency

#10)(Appendix)


Either Option “B” or “C” of the

Tiered Prompts

Student Evaluation of Either Option “B” or “C” of the Tiered Prompts Using a Rubric Provided by the

Teacher

Students’ Own Creation of Punctuation of

Dialogue

Student Evaluation of the Collage of Images Created in Option “A” of the Tiered Prompts


Teacher

Research art created during Shakespeare’s time and discuss its

impact in the famous writer’s environment as well as his own work.


Transparencies

Tiered PromptsA. Put together a collage of images in the form of a poster, power point presentation, or mobile that reflect either the student’s environment or that of Shakespeare’s and includes quotes from famous personalities of the time.

B. Write a short research report (LL 974 – 980) on William Shakespeare’s life and times that incorporates embedded quotes, and read it aloud to the class.

C. Dress up as either one of the characters in Shakespeare’s Romeo and Juliet or a famous person from his time, get in front of the class, and comment in their point of view on one or more of today’s issues.


Grammar Formal Assessment1. “Direct Objects” (BK

Language Skills Practice ) (CD Appendix)

2. “Indirect Objects” (BK Language Skills Practice )

(CD Appendix)

3. “Direct and Indirect Objects” (BK Language Skills Practice ) (CD Appendix)

** Choose as many of the items listed as possible for teaching the required objectives/skills using the chosen literary selection(s).

*** Students will choose one from the three tiered prompt options as well as complete the necessary short story and grammar formal assessments.


Grammar Textbook – Barrett Kendall (BK)Helpful Internet Sites – See AppendixWeek of October 23RD – October 27TH


TEKS



Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

10

Key Question (required)How did William Shakespeare use setting and plot to affect the development of his characters?

Making Comparisons within Text

TLW (required)Compare characters, settings, motives, decisions, reactions, results, backgrounds, experience, environment, and time frames.

TEKS8A – D15A – D

The Tragedy of Romeo and

Juliet(LL 990 –

1102)

ALL 9TH

GRADE STUDENTS

MUST READ THIS

PLAY.

Shakespearean Drama

Blank Verse Soliloquy

AsideForeshadowing

SettingConflict

CharacterizationFigurative Language

ImageryAllusion

IronyComic Relief

TragedyTheme

Five Act PlayIambic Pentameter

CoupletFoil

ChorusComparison

ContrastAnalogies

HomonymsSynonyms

ConnotationDenotation

Appearance vs. RealitySonnet

Rhyme Scheme

Gustav Freytag’s Pyramid/Triangle

(Appendix)

Prepositional Phrases

(BK L127 – L129) & (BK L173 – L174)

“Prepositional Phrases I” &

“Prepositional Phrases II”

(LL GrammarCopymaster

#108 & #109)(Appendix)

Prepositions or Adverbs?

(BK L130 – L131)

“Distinguishing Between

Prepositions and Adverbs”


#85)(Appendix)


Builder Transparency

#10(Appendix)

“Character Sketch”


#32)(Appendix)

“Drama: Stage Directions”

(LL Literary Transparency

#12)(Appendix)

“Drama: Dialogue”


#13)(Appendix)

“Shakespearean Drama”


#20)(Appendix)

Read aloud all or part of The

Tragedy of Romeo and Juliet with

different students playing different

parts.

Listener’s Appreciation of a Taped Version of The Tragedy of

Romeo and Juliet

Exhibit

Puppet Show

Film

Movie Maker Video


Transparencies

Tiered PromptsA. Build an exhibit of the Globe Theater and design and build the background scenery of the play.(Group activity)

B. Create all the necessary characters and props needed to perform a puppet show version of “Romeo and Juliet” (to be performed after finishing the play).

C. Use Movie Maker to create a film version of the play to be shown when the class is finished reading it, or write, produce, and direct a unique version of the same.

LL Short Story Formal Assessment1. The Tragedy of Romeo and Juliet: Act One (Open Book Test) (CD Appendix)

Grammar Formal Assessment1. “Prepositional Phrases” (BK Language Skills Practice ) (CD Appendix)

2. “Prepositions and Adverbs” (BK Language Skills Practice ) (CD Appendix)



Grammar Textbook – Barrett Kendall (BK)Helpful Internet Sites – See AppendixWeek of October 30TH – November 3RD


TEKS



Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

11

Key Question (required)What comparisons can be made between William Shakespeare’s The Tragedy of Romeo and Juliet and other well-known hostilities? What comparisons can be made between his sonnets?

Making Comparisons Across Two or More Texts

TLW (required)Compare characters, themes, conflicts, and allusions across two or more texts.

TEKS1A –C 2A – E3A –D 4A – G5A –B 6A – F7A – J 8A – D9A –B 10A–C11A–H 12A– D13A– D 14A – D15A– D 16A – F17A– D 18A – D19A – C20A – B, E21A – D

Continue with The Tragedy of Romeo and

Juliet(LL 990 –

1102)

“Romeo and Juliet are

Palestinian and Jewish”

(LL1106–1107)

“Sonnet 18” by William Shakespeare(Appendix)

“Sonnet 130” by William Shakespeare(Appendix)

Shakespearean Drama

Blank VerseSoliloquy

AsideForeshadowing

SettingConflict


ImageryAllusion

IronyComic Relief

TragedyTheme


CoupletFoil

ChorusComparison

ContrastAnalogies

HomonymsSynonyms



Rhyme Scheme


(Appendix)

Adjective Phrases

(a form of prepositional

phrase)(BK L174 –

L176)



#11(Appendix)

Write a short response to the questions posed in “Inquiry & Research” for “Romeo and

Juliet are Palestinian and Jewish,” and

then publish it to a fellow

classmate for discussion. (LL1107)



Student Recitation of Option “B of the

Tiered Prompts


Teacher

Exhibit

Poster

Collage

Play


Transparencies

Tiered PromptsA. Working with a partner, read the “Inquiry and Research” activity (LL1107) and illustrate a modern day comparison with “Romeo and Juliet” (Example: the illegal immigration issue). You may build an exhibit, make a poster, or create a collage.

B. Write an analysis of the present day situation in Israel and compare and contrast it with “Romeo and Juliet.” Use newspapers, journal articles, internet sites from major networks (FOX, CNN, MSNBC, ABC, CBS, NBC) to cite proof.

C. Compare and contrast “Romeo and Juliet” with the conflict in Israel by writing, producing, and acting in a Five Act Play that adheres to the Freytag Pyramid. The play must be set in Israel. Use the “Basics in a Box” (LL 1110). The play must only be 40 minutes long.

LL Short Story Formal Assessment1. The Tragedy of Romeo and Juliet: Act Two (Open Book Test) (CD Appendix)

Grammar Formal Assessment1. “Adjective Phrases” (BK Language Skills Practice ) (CD Appendix)




Week of November 6TH – November 10TH


TEKS



Grammar

(Choose From)

Writing/ Research

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

12

Key Question (required)How does a movie’s setting, or the characters for that matter, compare with your mental image of the text it is meant to represent, such as in The Tragedy of Romeo and Juliet?

Comparing Visual and Print Literary Works

TLW (required)Compare a novel or a play in print with the film version, focusing on the differences in the two forms: seeing the setting and losing the narrator.

TEKS1A–C, 2A– E3A–D, 4A– G5A–B, 6A – F7A–J 8A – D9A–B 10A–C11A–H 12A– D13A – D 14A – D15A – D 16A – F17A – D 18A – D19A – C20A, B, E21A, D


Juliet(LL 990 –

1102)

Movie:“Romeo and Juliet” (any

version)

Movie:“West Side Story” (any

version)

Song lyrics byStephen

Sondheim(LL 1108)

Shakespearean Drama


AsideForeshadowing

SettingConflict


ImageryAllusion

IronyComic Relief

TragedyTheme


CoupletFoil

ChorusComparison

ContrastAnalogies

HomonymsSynonyms



Rhyme Scheme


(Appendix)

Adverbial Phrases

(a form of prepositional

phrase)(BK L176 –

L180)



#12(Appendix)

Write a comparative

analysis of the movie with the

play.

Reading Aloud of the Comparative

Analysis

Student Evaluation of the Above Mentioned Recitation Using a Rubric Provided by the Teacher

Poster

Collage

Exhibit

Brochure

Movie

Student Evaluation of any of the Tiered

Prompts Using a Rubric Provided by the

Teacher


Transparencies

Tiered PromptsA. Compare and contrast the movies with the original play by building an exhibit, creating a poster, or making a collage.

B. Create a brochure that emphasizes the differences between the original play and the movies.

C. Make a movie using Movie Maker or some other form of technology based on “Romeo and Juliet” using your own life as the comparison. Take one scene from the play and make the movie no longer than 5 minutes.

LL Short Story Formal Assessment1. The Tragedy of Romeo and Juliet: Act Three (Open Book Test) (CD Appendix)

Grammar Formal Assessment1. “Adverb Phrases” (BK Language Skills Practice ) (CD Appendix)

2. “Adjective and Adverb Phrases” (BK Language Skills Practice ) (CD Appendix)

** Choose as many of the items listed as possible for teaching the required objectives/skills using the chosen literary selection(s).




Week of November 13TH – November 17TH


TEKS



Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

13

Key Question (required)How do authors use voice and perspec-tive to contribute to the overall develop-ment of a piece of literature?

Understanding the Narrative

TLW (required)Manipulate the narrative perspective by:·writing in the voice and style of a text·producing a modern retelling·explaining how events might look different from another point of view.

TEKS1A – C, 2A – E3A – D 4A – G5A – B 6A – F7A – J 8A – D9A – B 10A – C11A – H 12A13D 14A – D15A – D 16A – F17D18A – B


Juliet(LL 990 –

1102)

Movie:“Romeo and Juliet” (any

version)

Movie:“West Side Story” (any

version)

Song lyrics byStephen

Sondheim(LL 1108)

Shakespearean Drama


AsideForeshadowing

SettingConflict


ImageryAllusion

IronyComic Relief

TragedyTheme


CoupletFoil

ChorusComparison

ContrastAnalogies

HomonymsSynonyms



Rhyme Scheme


(Appendix)

Participial Phrases

(BK L186 – L193)

“Participles and Participial Phrases”


#112)(Appendix)

“Misplaced Participial Phrases”


#113)(Appendix)



#13(Appendix)

Option “A” of the Tiered Prompts

Rewrite the entire play in narrative form

with the number of students in a

class determining how many

scenes each student will

have to complete.

Letter Writing as if He/She Were

One of the Characters

Read Alouds of the Scene or Scenes Chosen by the

Student

Option “C” of the Tiered Prompts

Student Evaluation of the Above Mentioned

Recitation Using a Rubric Provided by the Teacher

Illustration

Poster

Collage

Exhibit

Sculpture



Teacher


Transparencies

Tiered PromptsA. Re-write any scene or scenes of your liking from the play in narrative form.

B. Use a modern twist to re-write any scene or scenes from the play in narrative form.

C. Choose a scene or scenes from the play and explain either in written form or in a speech how events might look different from another point of view.

LL Short Story Formal Assessment1. The Tragedy of Romeo and Juliet: Act Four (Open

Book Test) (CD Appendix)

Grammar Formal Assessment1. “Finding Participles and Participial Phrases” (BK Language Skills Practice ) (CD Appendix)




Week of November 20TH – November 24TH (THANKSGIVING HOLIDAYS: November 22ND -24TH )Week Skills /

Objectives / TEKS



Grammar

(Choose From)

Writing/ Research

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

14

Key Question (required)What are some techniques used by authors and playwrights to demonstrate the use of time in literature?

The use of time in Literature

TLW (required)Understand how the passage of time is conveyed to the reader.

TEKS1A – C2A – E3A – D 4A – G5A – B 6A – F7A – J 8A – D9A – B 10A – C11A – H 12A13D 14A – D15A – D 16A – F17D18A – B

The Tragedy of Romeo and

Juliet(LL 990 –

1102)

Shakespearean Drama


AsideFlashback

ForeshadowingSettingConflict


ImageryAllusion

IronyComic Relief

TragedyTheme


CoupletFoil

ChorusComparison

ContrastAnalogies

HomonymsSynonyms



Rhyme Scheme


(Appendix)

Infinitive Phrases

(BK L198 – L204)

“Infinitives and Infinitive Phrases”


#115)(Appendix)

LL Daily

Language Skill Builder

Transparency #14

(Appendix)



Either Option “B” or Presentation of Option “C” of the Tiered Prompts


Teacher

Poster

Mobile

Power Point

Video Collage

Exhibit

Movie MakerVideo



Teacher


Transparencies

Tiered PromptsA. Illustrate the various settings of The Tragedy of Romeo and Juliet in a poster, mobile, Power Point, video, collage, or exhibit with each section having a detailed explanation of its relevance to the text’s meaning.

B. Write a literary analysis or a song about the use of time in The Tragedy of Romeo and Juliet in order to create meaning. The learner will read or sing it out loud to the class.

C. Write, produce, and edit a movie using Movie Maker or create a Power Point presentation that analyzes the use of time in The Tragedy of Romeo and Juliet in order to create meaning.

LL Short Story Formal Assessment1. The Tragedy of Romeo and Juliet: Act Five (Open Book Test) (CD Appendix)

2. “Part Two Open Book Test” (The Tragedy of Romeo and Juliet ) (CD Appendix)

Grammar Formal Assessment1. “Distinguishing Between Infinitives and Prepositional Phrases” (BK Language Skills Practice ) (CD Appendix)




Week of November 27TH – December 1ST (Continuation of Last Week’s Objective Due To Thanksgiving Holidays)Week Skills /

Objectives / TEKS



Grammar

(Choose From)

Writing/ Research

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

15

Key Question (required)What are some techniques used by authors and playwrights to demonstrate the use of time in literature?

The use of time in Literature

TLW (required)Understand how the passage of time is conveyed to the reader.

TEKS1A – C2A – E3A – D 4A – G5A – B 6A – F7A – J 8A – D9A – B 10A – C11A – H 12A13D 14A – D15A – D 16A – F17D18A – B

Finish with The Tragedy of Romeo and

Juliet(LL 990 –

1102)

Shakespearean Drama


AsideFlashback

ForeshadowingSettingConflict


ImageryAllusion

IronyComic Relief

TragedyTheme


CoupletFoil

ChorusComparison

ContrastAnalogies

HomonymsSynonyms



Rhyme Scheme


(Appendix)

Misplaced and Dangling Modifiers

(BK L204 – L206)

“Misplaced and Dangling

Modifiers” (BK Language Skills Practice )

(Appendix)



#15(Appendix)



Either Option “B” or Presentation of Option “C” of the Tiered Prompts


Teacher

Poster

Mobile

Power Point

Video Collage

Exhibit

Movie MakerVideo



Teacher


Transparencies

Tiered PromptsA. Illustrate the various settings of The Tragedy of Romeo and Juliet in a poster, mobile, Power Point, video, collage, or exhibit with each section having a detailed explanation of its relevance to the text’s meaning.

B. Write a literary analysis or a song about the use of time in The Tragedy of Romeo and Juliet in order to create meaning. The learner will read or sing it out loud to the class.

C. Write, produce, and edit a movie using Movie Maker or create a Power Point presentation that analyzes the use of time in The Tragedy of Romeo and Juliet in order to create meaning.

LL Short Story Formal Assessment1. The Tragedy of Romeo and Juliet: Act Five (Open Book Test) (CD Appendix)

2. “Part Two Open Book Test” (The Tragedy of Romeo and Juliet ) (CD Appendix)

Grammar Formal Assessment1. “Correcting Misplaced Modifiers” (BK Language Skills Practice ) (CD Appendix)

2. “Misplaced Modifiers” (BK Language Skills Practice ) (CD Appendix)



Grammar Textbook – Barrett Kendall (BK)Helpful Internet Sites – See AppendixWeek of December 4TH – December 8TH


TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

16

Key Question (required)What is the signify-cance of the narrator in a story or poem, and how is his point of view unique from that of another character?

Understanding the author’s viewpoint

TLW (required)Understand the viewpoint of the author by:·Identifying the narrator·Explaining how this influences the reader’s view of events·Explaining how events might look from a different point of view.

TEKS1A – C, 2A – E,3A – D 4A – G5A – B 6A – F7A – J 8A – D9A – B 13A – E14A – D 15A – D16A – F 17A – D18B 19B 21B - E

“A Christmas Carol” by Charles Dickens

“Sonnets of the

Portuguese”Sonnet 43 by

Elizabeth Barrett

Browning(Appendix)

“Dover Beach” by Matthew Arnold

(Appendix)

“If” by Rudyard Kipling

(Appendix)

“Song” by Robert

Browning(Appendix)

“The Day of Battle” by

A.E. Housman(Appendix)

Novel: http://en.wikipedia.org/

wiki/Novel

The Victorian Era: http://en.wikipedia.org/

wiki/Victorian_Era

Narrative

Voice

Style

Point of View

Theme

Setting

Character

Conflict

Plot Development

Symbol

Blank Verse

Iambic Pentameter

Tragedy

Comedy

Comic Relief

Independent and Subordinate

Clauses(BK L221 –

L223)

“Distinguishing a Clause from a

Phrase” (LL GrammarCopymaster

#117)(Appendix)

“Identifying Independent and

Subordinate Clauses”


#118)(Appendix)

“Independent vs. Subordinate

Clauses” (LL GrammarCopymaster

#119)(Appendix)



#16(Appendix)

Choose To Research Any

One of the Following in

Preparation for One of the

Tiered Assignments:

The Victorian Era

Charles Dickens

Elizabeth Barrett

Browning

Matthew Arnold

Rudyard Kipling

Robert Browning

A.E. Housman

Student Presentation of

Either Option “A” or the Power Point

Presentation of Option “C” of the Tiered Prompts

Student Evaluation of Either Option “A” or “C” of the Tiered Prompts Using a Rubric Provided by the

Teacher

Collage

Mobile

Poster

Exhibit

Movie MakerVideo


Student Evaluation of any of the Tiered Prompts Using a



Transparencies

Tiered PromptsA. Create a collage, a mobile, poster, or an exhibit of Dickens’ England to be presented to the class using the information that you discovered in your research and include how each aspect helps to create a unique point of view in “A Christmas Carol.”

B. Choose one of the Victorian poets and compare him or her with Charles Dickens based on the information that you discovered in your research. How do their similarities and differences affect their individual work?

C. Create a synopsis of the Victorian Era using Movie Maker or Power Point, including some of the more prominent aspects that affected Dickens’ writing.


Grammar Formal Assessment1. “Independent and Subordinate Clauses” (BK Language Skills Practice ) (CD Appendix)


http://en.wikipedia.org/wiki/Victorian_Era

http://en.wikipedia.org/wiki/Victorian_Era

http://en.wikipedia.org/wiki/Novel





Week of December 11TH – December 15TH


TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

17

Key Question (required)In what way does an author’s use of satire allow him to express his personal views and/or opinions?

Writing from Literary Models

Review Weeks’ 2-6 Objectives in Preparation for the Midterm Exam.

TLW (required)Using models from literature and non-fiction, write a parody of a literary text using stock characters and language.

TEKS1A – C2A – E3A – D 4A – G5A – B6A – F7A – J8A – D11A – H12A14A – D15A – E16A – F17A – D18A – B

“A Christmas Carol” by Charles Dickens

“Damn Human Race”

by Mark Twain

(Appendix)

“The War Prayer” by

Mark Twain(Appendix)

Parody

Satire

Stock Character

Foil

Hyperbole

Dynamic Character

Static Character

Round Character

Flat Character

Voice

Style

Point of View

Theme

Comedy

Comic Relief

Continue with Any Portion of Last Week’s

Grammar That Was Not Covered



#17(Appendix)



Reading aloud excerpt from

Charles Dickens’ “A Christmas Carol” or the

learner’s choice ofMark Twain

excerpts.

Poster

Collage

Exhibit

Sculpture

Piñata


Movie Maker Video


Transparencies

Tiered PromptsA. Illustrate a parody of either a portion of Charles Dickens’ A Christmas Carol or one of the two selections from Mark Twain using a poster, collage, exhibit, sculpture, or piñata.

B. Either dress up as Mark Twain and perform a satirical skit of one of the chapters from Charles Dickens’ A Christmas Carol or as Charles Dickens or one of the characters in his novel and do the same with one of Mark Twain’s selections.

C. Produce, direct, and edit a Movie Maker film; write, direct, and act in a One Act Play; or create and present a Power Point presentation parodying Charles Dickens and Mark Twain.


Grammar Formal Assessment1. “Independent and Subordinate Clauses” (BK Language Skills Practice ) (CD Appendix)




Week of December 18TH – December 22ND (CHRISTMAS VACATION: December 21, 2006 – January 5, 2007)Week Skills /

Objectives / TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

18 TLW (required)Take a Standardized Exam Prepared by the School District That Is Meant to Evaluate the Level of Competence So Far in the Required 9TH

Grade Skills and Objectives.

MIDTERM EXAMS WEEK




Week of January 8TH – January 12TH SPRING

SEMESTERWeek


TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

21

Key Question (required)Considering the organiza-tional pattern that the author is using to join the story together, what are a few methods of visually representing it?

Creating Effective Visuals Using Multiple Texts

TLW (required) Create visuals which identify how stories are linked together or the key features from either chapters in a book or paragraphs in a chapter.

TEKS1A – C2A – D3C6A – E7A – J8A – D9A – B10A11A – H12A, C14A – D15A, C – E 16A – F 17A -D18A – B19A – C20 C – D21A – C, E

Homer’s World

(LL 887 – 889)

The Epic(LL 890 –

891)

Homer(LL 967)

from the Odyssey:

Books One and Nine

(LL 894 – 913)

Reread Information on How To Become an

Active Reader(LL 6 - 7)

The Writing Process

(LL 1142 - 1145)

Literary Analysis: Epic (LL 965)

Active Reading: Analyzing Text

Structure (LL 439)

Oral Tradition/Oral History

Conflict

Inferring

Foreshadowing

Setting

Theme

Characterization

Predicting

Suspense

Tone

Contrasting

Summarizing

Imagery

Analyzing

Irony

Plot

Modes of Persuasion

Adverb Clauses(BK L224 –

L228)

“Adverb Clauses”


#122)(Appendix)

“Punctuating Adverb

Clauses”(LL GrammarCopymaster

#123)(Appendix)

“Adverb Clauses:

Elliptical”(LL GrammarCopymaster

#126)(Appendix)


Builder Transparencies

# 18-21(Appendix)

Chapter 1 – Using Your Writing

Process: Thinking as a Writer

(Various Exercises Regarding Prewriting)

(BK C8 – C31)

Complete “Writing Options” # 1 (LL

915) in which each entry must be

accompanied by a sketch of the events

of this episode.

Complete “Writing Options” # 2 (LL

915) in which each paragraph within the draft must be accompanied by a

sketch of the events of this episode.

“Characteristics of the Epic” (LL

Literary Analysis Transparency # 18)

(Appendix)

Read aloud all or part of the excerpt from the Odyssey:

Books One and Nine with

different students playing different

parts.

Listener’s Appreciation of a Taped Version of the excerpt from

the Odyssey: Books One and

Nine

Student Presentation of Any One of the

Visual Representations from the Tiered

Prompts

Listener’s Evaluation of the Above Mentioned

Presentations Using a Rubric Provided by the

Teacher

Poster

Collage

Graphic Organizer

Puppet Show

Exhibit


Movie Maker Video

Student Evaluation of

any of the Tiered Prompts Using a Rubric Provided by the

Teacher

Class Discussions

over BK Fine Art

Transparencies

Tiered PromptsA. Illustrate Books One and Nine from the Odyssey in the form of a poster, collage, or graphic organizer, identifying the key events and how they relate to Odysseus, Penelope, or any other character. Have each book represent one chapter and each stanza represent one paragraph.

B. Illustrate Books One and Nine from the Odyssey in the form of a puppet show or an exhibit, identifying the key events and how they relate to Odysseus, Penelope, or any other character. Have each book represent one chapter and each stanza represent one paragraph.

C. Create a Movie Maker video or Power Point presentation that identifies the key events and how they relate to Odysseus, Penelope, or any other character in the excerpt from the Odyssey: Books One and Nine. Have each book represent one chapter and each stanza represent one paragraph.

LL Short Story Formal Assessment1. “Book 9 from the Odyssey” (CD Appendix)

Grammar Formal Assessment1. “Adverb Clauses” (BK Language Skills Practice ) (CD Appendix)



Grammar Textbook – Barrett Kendall (BK)Helpful Internet Sites – See AppendixWeek of January 15TH – January 19TH


TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

22

Key Question (required)How does a writer translate a mass of information or a jumble of ideas into a cohesive, logical progression of thoughts?

Acknowledg-ing Original Thought

TLW (required)Analyze how individual paragraphs are structured using comments from the shifting thoughts of a character.

TEKS1A – C2A – E3A – D4A – E, G 5A - B6E7A – J8A, C – D9A – B10A – B 11A – H12A – D13A – E 14A – D15A, C – E 16A – F 17A -D18A – B19A – C20 C – D21A – C, E

from the Odyssey: Book

Ten(LL 916 – 925)

“Basic Paragraph

Structure” by F. Scott Walters

http://lrs.ed.uiuc.edu/

students/fwalters/para.html

The Writing Process

(LL 1142 - 1145)

Building Blocks of Good Writing

(LL 1146 – 1150)


(LL 974 – 980 & 1161 - 1166)



Structure (LL 439)


Conflict

Inferring

Foreshadowing

Setting

Theme

Characterization

Predicting

Suspense

Tone

Contrasting

Summarizing

Imagery

Analyzing

Irony

Plot

Modes of Persuasion

Adjective Clauses

(BK L229 – L231)

Relative Pronoun

(BK L232 – L234)

“Identifying Adjective Clauses”


#120)(Appendix)

“Adjective Clauses: Common

Introductory Words”


#121)(Appendix)



#22(Appendix)

Chapter 1 – Using Your Writing

Process: Writing Is Thinking

(Various Exercises Regarding Drafting & Revising)

(BK C32 – C43)

Lessons 1-4 of “Basic Paragraph Structure” by F. Scott Walters

http://lrs.ed.uiuc.edu/

students/fwalters/para.html

“Research Report” (LL Writing

Copymaster #36)(Appendix)

“Epic Hero” (LL Literary Analysis

Transparency # 19) (Appendix)

Use of Dictionary,Thesaurus,

Computer, And/Or Other Reference

Materials

Recitation of Either Option “A,”

“B,” Or the Research Report in Option “C” of the Tiered Prompts

Listener’s Appreciation of Any One of the

Above Mentioned Recitations Within the Tiered Prompts


Book Ten with different students playing different

parts.


the Odyssey: Book Ten

Presentation of Option “C” of

the Tiered Prompts

Student Appreciation of Option “C” of

the Tiered Prompts

Class Discussions

over BK Fine Art

Transparencies

Tiered PromptsA. Complete “Writing Options” # 1 (LL 927), but have the news story be reported by one of the characters as if he were recounting the event. Include a “catchy” tabloid headline as well as a sketch or photo to accompany the article.

B. Complete “Writing Options” # 2 (LL 927) with particular emphasis on the shifting thoughts of a character.

C. Working with a partner, complete the “Inquiry & Research” activity on page LL 927 and include a short research report of the information gathered in order to recreate the ship model. An MLA works cited page must be included with the research report.


Grammar Formal Assessment1. “Adjective Clauses and Relative Pronouns – Exercise A” (BK Language Skills Practice ) (CD Appendix)

2. “Adjective Clauses and Relative Pronouns – Exercise B” (BK Language Skills Practice ) (CD Appendix)


http://lrs.ed.uiuc.edu/students/fwalters/para.html







Grammar Textbook – Barrett Kendall (BK)Helpful Internet Sites – See AppendixWeek of January 22ND – January 26TH


TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

23

Key Question (required) What are the differences, if any, in the expression of criticism when done through visuals instead of the written word?

Crafting Characters with Depth

TLW (required)Create visuals for discussion which compare two texts and focus on:·Expression, sequence and linking of points·Illustrations, examples, and evidence·Preparing for potential objections·The appeal of known views or feelings of an audience·Clarifying strengths and weaknesses·Summarizing competing views

TEKSNext Column

from the Odyssey:

Book Twelve(LL 928 –

937)

“Siren Song”(LL 938)

The Writing Process

(LL 1142 - 1145)

TEKS1A – C2A – E3A – D4A – E, G 5A - B6E7A – J8A, C – D9A – B10A – B 11A – H12A – D14A – D15A, C – E 16A – F 17A -D18A – B19A – C20 C – D21A – C, E



Structure (LL 439)


Conflict

Inferring

Foreshadowing

Setting

Theme

Characterization

Predicting

Suspense

Tone

Contrasting

Summarizing

Imagery

Analyzing

Irony

Plot

Modes of Persuasion

Noun Clauses(BK L237 –

L240)

“Noun Clauses”(LL GrammarCopymaster

#124)(Appendix)

“Noun Clauses: Common

Introductory Words”


#125)(Appendix)



#23(Appendix)

Chapter 1 – Using Your

Writing Process: Writing Is Thinking (Various Exercises Regarding Editing &

Publishing)(BK C44 –

C54)



Read aloud all or part of the

excerpt from the Odyssey: Book

Twelve with different

students playing different parts.

Listener’s Appreciation of a Taped Version

of the excerpt from the

Odyssey: Book Twelve

Collage

Exhibit

Puppet Show


Movie Maker Video

Student Evaluation of any of the

Tiered Prompts Using a Rubric Provided by the

Teacher


Transparencies

Tiered PromptsA. Use any part of the text covered so far and a collage of cutouts from various magazines to create and then present a silhouette of Odysseus that emphasizes his strengths and weaknesses.

B. Create an exhibit comparing Atwood’s Poem (LL 938) to Odysseus’ adventure with Scylla. Focus on illustrations (LL 934 & 938), examples, and evidence.

C. Complete # 6 under “Extend Interpretations” (LL 939) by creating a puppet show, Power Point presentation, or Movie Maker video. It should represent Odysseus’ response and focus on the expression of emotions, the sequence of events, and a logical explanation linking all the major points of his response.


Grammar Formal Assessment1. “Noun Clauses” (BK Language Skills Practice ) (CD Appendix)

2. “Identifying Adverb, Adjective, and Noun Clauses” (BK Language Skills Practice ) (CD Appendix)



Grammar Textbook – Barrett Kendall (BK)Helpful Internet Sites – See AppendixWeek of January 29TH – February 2ND


TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

24

Key Question (required)How is the meaning of a piece of literature affected by translations over time?

Historical Impact on Communi-cation

TLW (required)Write a commentary or summary crediting views expressed by using language such as, “The writer says that…“

TEKS1A – C2A – E3A – B4A – E, G 5A - B6E7A – J8A, C – D9A – B10A – B 11A – H12A – D14A – D15A, C – E 16A – F 17A -D18A – B19A – C20 C – D21A – C, E

from the Odyssey:

Books Twenty-One, Twenty-Two,

and Twenty-Three

(LL 944 – 964)

The Writing Process

(LL 1142 - 1145)



Structure (LL 439)


Conflict

Inferring

Foreshadowing

Setting

Theme

Characterization

Predicting

Suspense

Tone

Contrasting

Summarizing

Imagery

Analyzing

Irony

Speaker Tags

Dialogue

Agreement of Subjects and

Verbs (BK L375 –

L385)

“Agreement in Number”


#149)(Appendix)

“Compound Subjects”


#150)(Appendix)



#24(Appendix)

Continue with Any Portion of “Chapter 1 – Using Your

Writing Process” That Has Not Been

Covered So Far Or Review Any

Portion of It

Completion of Any One of the Tiered Prompt

Options



Recitation of Either Option “B”

Or the Written Portion of Option “C” of the Tiered

Prompts

Listener’s Appreciation of the Above Mentioned Recitations Within the Tiered Prompts


Books Twenty-One, Twenty-Two, and Twenty-Three

with different students playing different parts.


the Odyssey: Books Twenty-

One, Twenty-Two, and Twenty-Three

Presentation of the Skit within Option “C” of the Tiered

Prompts

Student Evaluation of the Skit within

Option “C” of the Tiered Prompts Using a Rubric Provided by the

Teacher


Transparencies

Tiered PromptsA. Write a two-page summary of “Penelope” by Dorothy Parker and “Ithaka” by C.P. Cavafy (LL 970 – 972) that includes speaker tags and textual evidence.

B. Complete the translation oral report under “Activities & Explorations” on page LL 966, making sure to include textual evidence.

C. Working with no more than four partners and using ideas found within “Writing Options” # 1 (LL 966), create a modern-day interpretation in the form of a short skit (written and performed) of Books Twenty-One, Twenty-Two, and Twenty-Three, making sure to include speaker tags and dialogue. LL Short Story Formal AssessmentPostponed until Next Week

Grammar Formal Assessment1. “Making Subjects and Verbs Agree” (BK Language Skills Practice) (CD Appendix)

2. “Singular and Plural Subjects” (BK Language Skills Practice) (CD Appendix)



Grammar Textbook – Barrett Kendall (BK)Helpful Internet Sites – See AppendixWeek of February 5TH – February 9TH


TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

25

Key Question (required)How do certain reading and critical thinking strategies, such as annotating and close reading text, help to better understand the material?

The Hidden Message behind Words/ Close Reading Techniques

TLW (required)Choose a long paragraph and annotate it in detail in response to specific questions about the author, his purpose, and the response of the reader to hidden agendas.

TEKSNext Column

Continue to read the excerpt from

the Odyssey: Books Twenty-One, Twenty-

Two, and Twenty-Three

(LL 944 – 964)

The Writing Process

(LL 1142 - 1145)

“Close Reading of a Literary

Passage” by Dr. Wheeler

http://web.cn.edu/kwheeler/readin

g_lit.html

TEKS1A – C2A – E3A – B5A - B6E7A – J8A, C – D9A – B10A – B 11A – H12A – D14A – D15A, C – E 16A – F 17A -D18A – B19A – C20 C – D21B



Conflict

Inferring

Foreshadowing

Setting

Theme

Characterization

Predicting

Suspense

Tone

Contrasting

Summarizing

Imagery

Analyzing

Irony

Speaker Tags

Dialogue

Annotating

Close Reading

Continue with Agreement of Subjects and

Verbs(BK L375 –

L385)

“Agreement and Interrupting

Words”(BK Language Skills Practice

#136-137) (Appendix)



#25(Appendix)

Continue with Any Portion of “Chapter 1 – Using Your

Writing Process” That Has Not Been

Covered So Far Or Review Any

Portion of It





Books Twenty-One, Twenty-Two, and Twenty-Three

with different students playing different parts.


the Odyssey: Books Twenty-

One, Twenty-Two, and Twenty-Three

Presentation of Option “C” of the Tiered Prompts

Student Evaluation of Option “C” of the Tiered Prompts Using a Rubric Provided by the

Teacher


Transparencies

Tiered PromptsA. Pick any one of the stanzas within Books Twenty-One, Twenty-Two, and Twenty-Three of the excerpt from the Odyssey. Submit dialectical journal entries representing a close reading on the stanza.

B. Use the Internet to complete the close reading and annotating activity using Gerard Manley Hopkins’ poem “Spring and Fall” set up by Dr. Wheeler at the bottom of his website link: http://web.cn.edu/kwheeler/reading_lit.html

C. Create a cartoon in which the main character vocalizes the thoughts a reader might have during a close reading session of any one of the stanzas within Books Twenty-One, Twenty-Two, and Twenty-Three of the excerpt from the Odyssey. LL Short Story Formal Assessment1. “Books 21, 22, & 23 from the Odyssey” (CD Appendix)

2. Unit Six (from the Odyssey) (CD Appendix)

Grammar Formal Assessment1. Same as the Week Before


http://web.cn.edu/kwheeler/reading_lit.html






Grammar Textbook – Barrett Kendall (BK)Helpful Internet Sites – See AppendixWeek of February 12TH – February 16TH


TEKS

Literary Selections/ Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


Assessment ***

26

Key Question (required)What are some of the techniques employed by poets in order to create meaning in their work?

Creating ReactionsFrom Readers

TLW (required)Comment critically on the overall impact of a poem, showing how language and themes have been developed.

TEKS1A – C2A – E3A – B5A - B7A – J8A, C – D9A – B10A – B 11A – H12A – C14A – D15A, C, E 16A – F 17A -D18A – B19A – B

“O What Is That Sound” by W. H. Auden (LL 142-143)

“Incident in a Rose Garden” by Donald Justice(LL 147 – 148)

“Song of the Open Road” by Walt Whitman

(LL 289)

“The Road Not Taken” by Robert Frost

(LL 290)

“The Sharks” by Denise Levertov

(LL 553)

“A Narrow Fellow in the Grass”

by Emily Dickinson(LL 554)

“Lineage” by Margaret Walker

(LL 609)

“The Courage That My Mother Had”

by Edna St. Vincent Millay(LL 610)

“My Papa’s Waltz” by Theodore Roethke

(LL 614)

“Grape Sherbet” by Rita Dove

(LL 615)

Literary Analysis: Figurative Language

(LL 149)

Literary Analysis: Rhyme Scheme

(LL 291)

Literary Analysis: Mood and Word

Choice(LL 555)

Literary Analysis: Sound Devices

(LL 611)

Literary Analysis: Imagery(LL 616)

Sentence Fragments

(BK L257 – L259)

Run-on Sentences

(BK L267 – L268)

“Sentence Fragments”


#133)(Appendix)

“Run-on Sentences”


#134)(Appendix)



#26(Appendix)

Cooperative Learning Activity (LL 149)

Extend Interpretations # 5 (LL 149)

Activity (LL 291)


Paired Activity(LL 555)






Recitation of Any of the

Tiered Prompt Options

Listener’s Evaluation of

the Above Mentioned Recitations


Teacher

Class Discussions

over BK Fine Art

Transparencies

Tiered PromptsA. Use # 4 of Extend Interpretations (LL 611) to create an Open-Ended response worthy of a TAKS score point of 3.

B. Use # 6 of Extend Interpretations (LL 555) to create an Open-Ended response worthy of a TAKS score point of 3.

C. Use # 5 of Extend Interpretations (LL 149) to create an Open-Ended response worthy of a TAKS score point of 3.


Grammar Formal Assessment1. “Finding Sentence Fragments” (BK Language Skills Practice ) (CD Appendix)

2. “Run-on Sentences” (BK Language Skills Practice ) (CD Appendix)





Week of February 19TH – February 23RD (TAKS TESTING: February 20TH /EARLY DISMISSAL DUE TO CHARRO DAYS HOLIDAY: February 22ND ) Week Skills /

Objectives / TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

27

Key Question (required)How does the author’s purpose help to determine his choice for the type of nonfiction to write?

Thematic Expression

TLW (required)Review a range of non-fiction text types and their characteris-tics, discuss-ing when a writer might choose to write in a given style and form.

TEKS1A – C2A – E3A – B5A - B7A – J8A, C – D9A – B10A – B 11A – H12A – C14A – D15A, C, E 16A – F 17A -D18A – B19A – B

Nonfiction(LL 233 – 235)

“Life Without Go-Go Boots”

Barbara Kingsolver

(LL 237 – 240)

Excerpt fromAngela’s Ashes

by Frank McCourt

(LL 244 – 254)

“Mary Mallon’s Trail of

Typhoid” by Catherine Carey(LL 258 – 259)

“Unfinished Business” by

Elizabeth Kubler-Ross (Interview by

Lynn Gilbert & Gaylen Moore)(LL 261 – 268)

“A Christmas Memory” by

Truman Capote(LL 273 – 284)

Understanding Visual Messages

(LL 1176 – 1177)

Personal Essay

Memoir

Information Article

Interview

AutobiographicalFiction

Biography

Autobiography

Essay

True-Life Adventure

Point of View

Cause and Effect

Author’s Purpose

Graphic Organizers/ Devices

Verb Tense(BK L298 –

L313)

“Simple Tenses of Verbs”

(LL GrammarCopymaster #140)

(Appendix)

“Perfect Tenses of Verbs”


(Appendix)

“Correct Verb Forms”


(Appendix)



(Appendix)

Option “A” of the Tiered Prompts

The Explanation Found within Option “C” of

the Tiered Prompts

Recitation of the Explanation Found within Option “C”

of the Tiered Prompts

Listener’s Evaluation of the Above Mentioned Recitations Using a Rubric Provided

by the Teacher

Graphic Organizer

Sketch

Scrapbook

Student Evaluation of Option “B” Or “C”

of the Tiered Prompts Using a Rubric Provided by the

Teacher


Transparencies

Tiered PromptsA. Complete “Writing Options” # 1 (LL 256), incorporating in the introduction & conclusion an implied rather than stated purpose for writing this particular memoir.

B. Use “Under-standing Visual Messages” (LL 1176 – 1177) to create a color-coded graphic organizer of the various characteristics of and purposes for choosing nonfiction.

C. Choose one or more of the literary selections and create a scrapbook or sketch symbolic of the author’s purpose(s) for writing that particular piece, incorporating a short explanation of the scrapbook pictures or sketch for the class to read or listen to.

LL Short Story Formal Assessment None Available

Grammar Formal Assessment1. “Identifying Tenses” (BK Language Skills Practice ) (CD Appendix)

2. “Progressive Verb Forms” (BK Language Skills Practice ) (CD Appendix)




Grammar Textbook – Barrett Kendall (BK)Helpful Internet Sites – See AppendixWeek of February 26TH – March 2ND


TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

28

Key Question (required)How does keeping a dialectical journal when reading a novel help make a person a more engaged reader?

What’s it about?

TLW (required)Use a reading journal effectively to raise questions, refine personal responses to a text, and prepare for discussion.

TEKS1A – C2A – E3A – B5A – B6A – E 7A – J8A, C – D9A – B10A – B 11A – H12A – C14A – D15A, C, E 16A – F 17A -D18A – B19A – B

To Kill a Mockingbird by

Harper Lee

Reread Information on

How To Become an


The Writing Process

(LL 1142 - 1145)


(LL 1146 – 1150)

Review Information on

the Novel: http://en.wikipedia.org/wiki/No

vel


Vernacular: http://en.wikipedia.org/wiki/Ver

nacular

Journal Writing as a Form of

Autobiographical Writing

(LL 233)

Dialect(LL 1129)

Point of View(LL 1137)

Style(LL 1140)

Narrative Writing(LL 1153 - 1154)

Continue with Verb Tense(BK L298 –

L313)

“Verbs: Tense Shifts”


(Appendix)

“Avoiding Verb Tense Shifts”(LL Grammar




(Appendix)

Begin a dialectical

journal of To Kill a

Mockingbird by Harper Lee

Recitation of Option “A” of the Tiered Prompts


Option “A” of the Tiered PromptsUsing a Rubric Provided by the

Teacher

Poster

Collage

Sculpture

Exhibit

Student Evaluation of Option “C” of the


Teacher


Transparencies

Tiered PromptsA. With a partner, create dialectical journal entries for the first chapter in Harper Lee’s To Kill a Mockingbird. Then, share the entries with the rest of the class for comparison.

B. Create a reading journal as you research the life and times of Harper Lee and Truman Capote on the internet. You may incorporate information from the profile of Truman Capote found in your textbook (LL 287).

C. Use the reading journal begun in Option “B” to illustrate in the form of a poster, collage, sculpture, or exhibit the differences and similarities between Harper Lee and Truman Capote.


Grammar Formal Assessment1. “Shifts in Tense” (BK Language Skills Practice ) (CD Appendix)


http://en.wikipedia.org/wiki/Vernacular








Week of March 5TH – March 9TH Week Skills /

Objectives / TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

29

Key Question (required)How does journal writing help the reader better analyze text?

Using Journal Responses for Discussion

TLW (required)Describe and evaluate the style of an individual author.

TEKS1A – C2A – E3A – B4A – G 5A – B6A – E 7A – J8A, C – D9A – B10A – B 11A – H12A – C13A –E 14A – D15A, C, E 16A – F 17A -D18A – B19A – B


Harper Lee

The Author’s Style

(LL 514 -515)

Reread Information on

How To Become an


The Writing Process

(LL 1142 - 1145)


(LL 1146 – 1150)


the Novel: http://en.wikipedia.org/wiki/No

vel


(LL 974 – 980 & 1161 - 1166)

Journal Writing as a Form of

Autobiographical Writing

(LL 233)

Dialect(LL 1129)

Point of View(LL 1137)

Style(LL 1140)

Narrative Writing(LL 1153 - 1154)

Kinds of Sentences and

End Marks(BK L497 –

L504)

Commas that Separate

(BK L505 – L520)

“Commas with Independent

Clauses”(LL GrammarCopymaster

#171)(Appendix)

“Commas I” (LL GrammarCopymaster

#172)(Appendix)

“Commas II” (LL GrammarCopymaster

#173)(Appendix)



#29(Appendix)

Continue a dialectical journal of To Kill a

Mockingbird by Harper Lee with

special emphasis on the author’s writing

style.

Complete one or all of “Applications” (# 1, 2,

or 3) for “The Author’s Style: Poe’s

Sinister Stylings.”(LL 217)


or 3) for “The Author’s Style:

Angelou’s Vivid Portrayals.”(LL 505)


or 3) for “The Author’s Style:

Cisneros’s Poetic Prose.”

(LL 718)





Recitation of Option “A” of

the Tiered Prompts

Debate within Option “B” of

the Tiered Prompts

Presentation of the Power Point Presentation in Option “C” of

the Tiered Prompts


the Above Mentioned Recitation,

Debate, and/or Presentation


Teacher

Viewing of the Movie Maker

Video in Option “C” of the

Tiered Prompts

Student Evaluation of Option “C” of

the Tiered Prompts Using a Rubric Provided by the Teacher

Class Discussions

over BK Fine Art

Transparencies

Tiered PromptsA. Choose dialectical journal entries from part or all of one of the chapters (depending on the length of the individual chapter) in Harper Lee’s To Kill a Mockingbird, and use them to springboard a comparative discussion with other students’ entries for the same chapter.

B. Use the internet to research the author, Harper Lee, and the novel, To Kill a Mockingbird. Then, with a partner, debate opposing positions as to what part of her life most influenced her writing style, making sure to refer to textual evidence found during research.

C. Use the internet to research the author, Harper Lee, and the novel, To Kill a Mockingbird. Then, create a Movie Maker video or a Power Point presentation of Harper Lee, her life in Alabama, and how that might have influenced her writing style.LL Short Story Formal Assessment None AvailableGrammar Formal Assessment1. “Classifying Sentences and Using End Marks” (BK Language Skills Practice) (CD Appendix)2. “Other Uses of Periods” (BK Language Skills Practice ) (CD Appendix)3. “Using Commas in a Series” (BK Language Skills Practice ) (CD Appendix)4. “Using Commas in a Series; Using Commas that Separate” (BK Language Skills Practice ) (CD Appendix)








Week of March 12TH – March 16TH Week Skills /

Objectives / TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

30 Independent Reading


Harper Lee

SPRING BREAK WEEK

STUDENTS WILL STILL BE EXPECTED TO CONTINUE WITH INDEPENDENT READING DURING THIS WEEK.




Week of March 19TH – March 23RD Week Skills /

Objectives / TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

31

Key Question (required)What is there to know about this particular author?

Who Is This Guy? – Researching the Writer

TLW (required)Write a sequence of poems linked by theme or form for a calendar.


To Kill a Mockingbird

by Harper Lee


(LL 974 – 980 & 1161 -

1166)

The Writing Process

(LL 1142 - 1145)

Building Blocks of

Good Writing (LL 1146 –

1150)

Active Reading

Journal Writing

Biography

Point of View

Narrative

Poetry

Theme

Inquiry & Research

Citation

MLA Format

Continue withCommas that Separate

(BK L505 – L520)

Commas that Enclose(BK L521 – L532)

“Checking Comma Usage”

(BK Language Skills Practice #169)(Appendix)

“Using Commas with Compound Sentences” (BK Language Skills Practice #170-171)

(Appendix)

“Commas with Introductory Elements;

Commonly Used Commas”

(BK Language Skills Practice #172-173)

(Appendix)

“Using Commas with Direct Address and

Parenthetical Expression”

(BK Language Skills Practice #174-176)

(Appendix)

LL Daily Language Skill Builder

Transparencies #31 & #32

(Appendix)

Use one of the themes in To Kill a

Mockingbird byHarper Lee to

create a sequence of poems linked by theme and/or form.

Write a research report on Harper Lee or any other author previously covered using at

least four different sources –

preferably of varying types –

and putting special emphasis on parenthetical

documentation and the works cited

page.





Materials


Listener’s Evaluation of Option “C” of


Calendar

Movie Maker Video



Options “A” and “B” of the


Teacher

Class Discussions

over BK Fine Art

Transparencies

Tiered PromptsA. Put together an actual calendar using a sequence of poems linked by theme and/or form based upon one of the themes in Harper Lee’s To Kill a Mockingbird.

B. Use the internet to research Harper Lee. Then, produce a biography, visual or written, of the author. Consider making a Movie Maker video or a Power Point presentation for the visual biography. Include proper MLA works cited information for either type of biography.

C. Use research on Harper Lee and your reading journals to select, present, and explain a medley of music that you believe best symbolizes Harper Lee and To Kill a Mockingbird. Include proper MLA works cited information.


Grammar Formal Assessment1. “Commas with Appositives” (BK Language Skills Practice) (CD Appendix)

2. “Writing with Nonessential and Essential Elements” (BK Language Skills Practice) (CD Appendix)




Week of March 26TH – March 30 TH (Continuation of Last Week’s Research on the Author)Week Skills /

Objectives / TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

32

Key Question (required)What is there to know about this particular author?

Who Is This Guy? – Researching the Writer

TLW (required)Write a sequence of poems linked by theme or form for a calendar.


To Kill a Mockingbird

by Harper Lee


(LL 974 – 980 & 1161 -

1166)

The Writing Process

(LL 1142 - 1145)

Building Blocks of


1150)

Active Reading

Journal Writing

Biography

Point of View

Narrative

Poetry

Theme

Inquiry & Research

Citation

MLA Format

Apostrophes(BK L575 – 589)

“Punctuating Possessives”


(Appendix)

“Singular and Plural Possessive

Nouns”(BK Language Skills Practice

#197)(Appendix)

“Forming the Possessive – Exercise A”

(BK Language Skills Practice

#198)(Appendix)

“Forming Contractions” (BK Language Skills Practice

#200-201)(Appendix)



(Appendix)

Use one of the themes in To Kill a

Mockingbird byHarper Lee to

create a sequence of poems linked by theme and/or form.

Write a research report on Harper Lee or any other author previously covered using at

least four different sources –

preferably of varying types –

and putting special emphasis on parenthetical


page.





Materials


Listener’s Evaluation of Option “C” of


Calendar

Movie Maker Video


Student Evaluation of Options “A” and “B” of the Tiered Prompts Using a Rubric Provided by the

Teacher


Transparencies

Tiered PromptsA. Put together an actual calendar using a sequence of poems linked by theme and/or form based upon one of the themes in Harper Lee’s To Kill a Mockingbird.

B. Use the internet to research Harper Lee. Then, produce a biography, visual or written, of the author. Consider making a Movie Maker video or a Power Point presentation for the visual biography. Include proper MLA works cited information for either type of biography.

C. Use research on Harper Lee and your reading journals to select, present, and explain a medley of music that you believe best symbolizes Harper Lee and To Kill a Mockingbird. Include proper MLA works cited information.


Grammar Formal Assessment1. “Forming the Possessive – Exercise B” (BK Language Skills Practice) (CD Appendix)

2. “Forming Contractions; Apostrophes with Certain Plurals and Dates” (BK Language Skills Practice) (CD Appendix)




Week of April 2ND – April 6TH Week Skills /

Objectives / TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

33

Key Question (required)What can the history of a word teach us about our own history and culture?

What’s in a Word?

TLW (required)Conduct detailed language investigations through interviews, research, and reading: e.g., of proverbs, language changes over time, dialect, study of headlines.

TEKS1A – C2A – E3A – B4A – G 5A – B6A – F 7A – J8A, C – D9A – B10A – B 11A – H12A – C13A –E 14A – D15A, C, E 16A – F 17A -D18A – B19A – B

Night by Elie Wiesel

Review Information on Nonfiction

(LL 233 – 235)

Review Information on the Novel:


Building Vocabulary:

Researching Word Origins

(LL 973)

Review Information on etymology:

http://en.wikipedia.org/wiki/Etymology


(LL 974 – 980 & 1161 - 1166)

The Writing Process(LL 1142 - 1145)


(LL 1146 – 1150)

Schindler’s Listby

StephenSpielberg

Memoir

Autobiography

Active Reading

Journal Writing

Point of View

Narrative

Theme

Inquiry & Research

Citation

MLA Format

Semicolons(BK L590 –

596)

“Using Semicolons


#202-203)(Appendix)

Colons(BK L597 –

600)

“Semicolons & Colons”


#174)(Appendix)

Hyphens(BK L601 –

606)

Dashes & Parentheses(BK L607 –

L610)



#33(Appendix)

Begin a dialectical journal of Night by Elie Wiesel

Write a research report on the

complete etymology of at least three of the words found in Elie Wiesel’s

Night using at least four different

sources – preferably of

varying types – and putting special

emphasis on parenthetical


page.





Materials

Explanation of Any of the

Options in the Tiered Prompts


Any of the Options in the


Teacher

T-shirt

Scrapbook

Poster

Exhibit


Movie Maker Video

Student Appreciation of


Tiered Prompts




Teacher

Class Discussions

over BK Fine Art

Transparencies

Tiered PromptsA. Research the complete etymology of your full given name. Then, present the information on a T-shirt, scrapbook, poster, or exhibit and add a visual for each word.

B. Choose ten words from either Elie Wiesel’s Night or Steven Spielberg’s Schindler’s List to recreate the exercise at the bottom of LL 973. Then, present the information on a poster or exhibit and add a visual for each word.

C. Choose a phrase or sentence that is of some significance to a theme within Night. Dissect it, and look up each word’s etymology. Then, use Power Point or Movie Maker to present the information and show its importance to the novel.LL Short Story Formal AssessmentNone Available

Grammar Formal Assessment1. “Semicolons to Avoid Confusion” (BK Language Skills Practice) (CD Appendix)

2. “Colons” (BK Language Skills Practice) (CD Appendix)

3. “Hyphens” (BK Language Skills Practice) (CD Appendix)

4. “Dashes and Parentheses” (BK Language Skills Practice) (CD Appendix)









Week of April 9TH – April 13TH (Continuation of Last Week’s Research on Etymology) Week Skills /

Objectives / TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

34

Key Question (required)What is the etymology of some of the words found in Elie Wiesel’s Night?

What’s in a Word?

TLW (required)Conduct detailed language investigations through interviews, research, and reading: e.g., of proverbs, language change over time, dialect, study of headlines.

TEKS1A – C2A – E3A – B4A – G 5A – B6A – F 7A – J8A, C – D9A – B10A – B 11A – H12A – C13A –E 14A – D15A, C, E 16A – F 17A -D18A – B19A – B

Night by Elie Wiesel

Review Information on Nonfiction

(LL 233 – 235)

Review Information on the Novel:


Building Vocabulary:

Researching Word Origins

(LL 973)

Review Information on etymology:



(LL 974 – 980 & 1161 - 1166)

The Writing Process(LL 1142 - 1145)


(LL 1146 – 1150)

Schindler’s Listby

StephenSpielberg

Memoir

Autobiography

Active Reading

Journal Writing

Point of View

Narrative

Theme

Inquiry & Research

Citation

MLA Format

Capitalization(BK L459 –

486)

“First Words and the Pronoun I – Exercise A”(BK Language Skills Practice

#149) (Appendix)

“Capitalization of Proper Nouns (BK Language Skills Practice


“Capitalization I” (LL Grammar

Copymaster #169)

(Appendix)



#34(Appendix)

Continue a dialectical journal

of Night by Elie Wiesel

Write a research report on the

complete etymology of at least two of the words found in Elie Wiesel’s

Night using at least four different

sources – preferably of

varying types – and putting special

emphasis on parenthetical


page.





Materials


Options in the Tiered Prompts




Teacher

T-shirt

Scrapbook

Poster

Exhibit


Movie Maker Video

Student Appreciation of


Tiered Prompts




Teacher

Class Discussions

over BK Fine Art

Transparencies

Tiered PromptsA. Research the complete etymology of your full given name. Then, present the information on a T-shirt, scrapbook, poster, or exhibit and add a visual for each word.

B. Choose ten words from either Elie Wiesel’s Night or Steven Spielberg’s Schindler’s List to recreate the exercise at the bottom of LL 973. Then, present the information on a poster or exhibit and add a visual for each word.

C. Choose a phrase or sentence that is of some significance to a theme within Night. Dissect it, and look up each word’s etymology. Then, use Power Point or Movie Maker to present the information and show its importance to the novel.


Grammar Formal Assessment1. “First Words and the Pronoun I – Exercise B” (BK Language Skills Practice) (CD Appendix)

2. “Recognizing Proper Nouns” (BK Language Skills Practice) (CD Appendix)









Week of April 16TH – April 20TH Week Skills /

Objectives / TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

35

Key Question (required)Based on previously covered material, what must an author consider when beginning to write a short story?

Pulling It Together

TLW (required)Write an extended story, worked on over time on a theme identified in reading.

TEKS1A – C2A – E3A – B5A – B6A – F 7A – J8A, C – D9A – B10A – B 11A – H12A – C14A – D15A, C, E 16A – F 17A -D18A – B19A – B

Writing Workshop: Short Story(LL 806 –

810)

Narrative Writing

(LL 131 – 135 & 1153 –

1154)

Writing Workshop: Character

Sketch(LL 720 –

724)

The Writing Process

(LL 1142 - 1145)

Building Blocks of


1150)

Fiction(LL 23 – 25)

“Elements of Storytelling” (LL Literary Analysis


Author’s Purpose

Audience

Point of View(LL 813 – 814)

Setting

Character

Theme

Plot

Conflict

Elaboration

Voice(LL 717)

Dialogue(LL 1129 – 1130)

Style(LL 514 -515)

Continue with Capitalization(BK L459 –

486)

“Proper Adjectives”



“Capitalizing Titles –

Exercises A & B” (BK

Language Skills Practice #159) (Appendix)

“Capitalization II” (LL

GrammarCopymaster

#170) (Appendix)



#35(Appendix)

“Short Story” (LL Writing Copymaster # 33)

(Appendix)

“Elements of a Short Story”(BK Composition Skills Practice

#56) (Appendix)

“Writing a Short Story: The Narrator” (BK Composition

Skills Practice # 58) (Appendix)

“Theme” (LL Literary Analysis Transparency # 15) (Appendix)

“Writing a Short Story: Using Dialogue” (BK Composition

Skills Practice # 59) (Appendix)

“The Uses of Dialogue” (LL Writing Transparency # 24)

(Appendix)

“Point of View” (LL Writing Transparency # 23) (Appendix)

“Narrator and Point of View” (LL Literary Analysis


“Setting” (LL Literary Analysis Transparency # 11) (Appendix)

“Punctuating Dialogue I” (LL Grammar

Copymaster # 176) (Appendix)

“Punctuating Dialogue II” (LL Grammar

Copymaster # 177) (Appendix)


Tiered Prompt Options.




Teacher

Chart

Graph

Cluster Map

Tree Diagram


Movie Maker Video




Teacher

Class Discussions

over BK Fine Art

Transparencies

Tiered PromptsA. Create a chart or graph to brainstorm possible themes for a short story.

B. “Use a cluster map or tree diagram to explore subordinate ideas that relate to your general topic or central idea.” (LL 1142)

C. Use Power Point or Movie Maker to brainstorm a pictographic timeline for a short story based on a theme identified in reading.


Grammar Formal Assessment1. “Capitalizing Correctly” (BK Language Skills Practice) (CD Appendix)

2. “Capitalizing Titles – Exercise C” (BK Language Skills Practice ) (CD Appendix)




Week of April 23RD – April 27TH (Math, Science, and Social Studies TAKS Week)Week Skills /

Objectives / TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

36

Key Question (required)What must an author consider when developing the characters and plot of a short story?

Pulling It Together


TEKS1A – C2A – E3A – B5A – B6A – E7A – J8A, C – D9A – B10A – B 11A – H12A – C14A – D15A, C, E 16A – F 17A -D18A – B19A – B

Writing Workshop: Short Story

(LL 806 – 810)

Narrative Writing

(LL 131 – 135 & 1153 – 1154)


Sketch(LL 720 – 724)

The Writing Process

(LL 1142 - 1145)


(LL 1146 – 1150)



Transparency # 24)(Appendix)

Author’s Purpose

Audience


Setting

Character

Theme

Plot

Conflict

Elaboration

Voice(LL 717)


Style(LL 514 -515)

Spelling Strategies

(BK L622 – 624)

Spelling Generalizations

(BK L625 – 639)

“Plurals”(BK Language Skills Practice


“Spelling Numbers”





#36(Appendix)

“Character Sketch” (LL Writing Copymaster #32)

(Appendix)

“Writing a Short Story: Sketching Characters/

Creating a Setting” (BK Composition Skills Practice

#57) (Appendix)

“Plot” (LL Literary Analysis Transparency # 1)

(Appendix)

“Foreshadowing and Flashback” (LL Literary

Analysis Transparency # 3) (Appendix)

“Conflict” (LL Literary Analysis Transparency # 2)

(Appendix)

“Characters That Change” (LL Literary Analysis


“Characterization” (LL Literary Analysis


“Author’s Style” (LL Literary Analysis







Teacher

Chart

Cluster Map

Tree Diagram


Movie Maker Video




Teacher

Class Discussions

over BK Fine Art

Transparencies

Tiered PromptsA. Use a chart to create a character sketch of any and all possible characters in a short story.

B. Use a cluster map or tree diagram to explore possible plot twists to a short story.

C. Use Power Point or Movie Maker to brainstorm a pictographic timeline for a short story that includes elements of foreshadowing or flashback.


Grammar Formal Assessment1. “Spelling Patterns” (BK Language Skills Practice) (CD Appendix)





Week of April 30TH – May 4TH (Continuation of Last Week’s Objective Due To TAKS Week)Week Skills /

Objectives / TEKS


Enrichment*


Grammar Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

37

Key Question (required)What are some of the methods an author uses to elaborate, revise, and edit a short story?

Pulling It Together




(LL 806 – 810)

Narrative Writing

(LL 131 – 135 & 1153 – 1154)



The Writing Process

(LL 1142 - 1145)


(LL 1146 – 1150)




Author’s Purpose

Audience


Setting

Character

Theme

Plot

Conflict

Elaboration

Voice(LL 717)


Style(LL 514 -515)

Prefixes and Suffixes

(BK L640 – 645)

“Showing, Not Telling” (LL Writing Transparency # 22)

(Appendix)

“Effective Language” (LL Writing Transparency # 13)

(Appendix)

“Varying Sentence Openers and Closers” (LL Writing


“Extending Sentences” (LL Writing Transparency # 19)

(Appendix)

“Irony” (LL Literary Analysis Transparency # 16)

(Appendix)

“Imagery” (LL Literary Analysis Transparency # 21)

(Appendix)

“Mood” (LL Literary Analysis Transparency # 22)

(Appendix)






Teacher

Poster




Teacher

Class Discussions

over BK Fine Art

Transparencies

Tiered PromptsA. Make a poster showing the before and after of two sentences that have been revised for elaboration and include a visual for each.

B. Read “Proofreading to Correct Mistakes in Grammar, Usage, and Mechanics” (LL 1143-1144). Then, recreate on a poster a long paragraph from your short story and edit it using the symbols on LL 1144 and a red marker.

C. Make a poster showing the before and after of two sentences that have been revised for irony, imagery, mood, or tone and include a visual for each.


Grammar Formal Assessment1. “Prefixes and Suffixes” (BK Language Skills Practice ) (CD Appendix)




Week of May 7TH – May 11TH Week Skills /

Objectives / TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

38

Key Question (required)Why is the use of peer revisions so vital to the progress of an author’s work?

Pulling It Together




(LL 806 – 810)

Narrative Writing

(LL 131 – 135 & 1153 – 1154)



The Writing Process

(LL 1142 - 1145)


(LL 1146 – 1150)




Author’s Purpose

Audience


Setting

Character

Theme

Plot

Conflict

Elaboration

Voice(LL 717)


Style(LL 514 -515)

Review All Previously Covered

Grammar in Preparation for the Final Exam

“Effective Language” (LL Writing Transparency # 13)

(Appendix)

“Varying Sentence Openers and Closers” (LL Writing


“Extending Sentences” (LL Writing Transparency # 19)

(Appendix)






Teacher

Poster




Teacher

Class Discussions

over BK Fine Art

Transparencies

Tiered PromptsA. Choose two sentences from another student’s short story and make a poster showing the before and after of their revision for elaboration. Include a visual for each.

B. Read “Proofreading to Correct Mistakes in Grammar, Usage, and Mechanics” (LL 1143-1144). Then, recreate on a poster a long paragraph from another student’s short story and edit it using the symbols on LL 1144 and a red marker.

C. Choose two sentences from another student’s short story and make a poster showing the before and after of their revision for irony, imagery, mood, or tone. Include a visual for each.


Grammar Formal AssessmentNone Available




Week of May 14TH – May 18TH Week Skills /

Objectives / TEKS


Enrichment*



(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

39

Key Question (required)What is involved in publishing a piece of work?

Pulling It Together


TEKS1A – C2A – E3A – B5A – B6A – E7A – J8A, C – D9A – B10A – B 11A – H12A – C14A – D15A, C, E 16A – F 17A -D18A – B19A – B 21E


(LL 806 – 810)

Narrative Writing

(LL 131 – 135 & 1153 – 1154)



The Writing Process

(LL 1142 - 1145)


(LL 1146 – 1150)




Author’s Purpose

Audience


Setting

Character

Theme

Plot

Conflict

Elaboration

Voice(LL 717)


Style(LL 514 -515)



“Book Binding for Classroom Publishing” by

Paula Parson, Ph.D.(Appendix)

DIY’s “Bookbinding 101: Your First Book

http://www.diyplanner.com/node/

442

“Book Binding Notes” by Graeme Birchall

http://mysite.verizon.net/Graeme_Birchall/id9.html

San Francisco Unified School District’s “Book

Binding Lesson A”http://www.sfusd.k12.ca.us/

schwww/sch634/FHBP2003/

Webdesignc.html

Peanut Butter Wikihttp://pbwiki.com/wiki.php

Explanation of Options “B” and

“C” of the Tiered Prompt

Options.


Options “B” and “C” of the

Options in the Tiered Prompts Using a Rubric Provided by the

Teacher

Book Binding Project

PBWiki Posting


Options “B” and “C” in the


Teacher

Tiered PromptsA. Put together a portfolio of all the work completed during the process of writing the short story.

B. Take all the information in Option “A” and publish it in a book binding project that is subdivided into six sections: prewriting; drafts; revisions, edits, and proofreading; peer responses; final product; and reflections

C. Publish the final product of the short story on PBWiki and submit all the information in Option “A” for teacher revision.




http://pbwiki.com/wiki.php

http://www.sfusd.k12.ca.us/schwww/sch634/FHBP2003/Webdesignc.html





http://www.diyplanner.com/node/442





Week of May 21ST – May 25TH Week Skills /

Objectives / TEKS


Enrichment*



Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

40

Key Question (required)What insights does an author hope to gain by reflecting on his strengths and weaknesses as a writer?

Completing the Portfolio

TLW (required)Revise and consolidate work from previous weeks. Then, reflect on possible ways to overcome weaknesses and increase strengths.

TEKS1A – C2A – E3A – B5A – B6A – E7A – J8A, C – D9A – B10A – B 11A – H12A – C14A – D15A, C, E 16A – F 17A -D18A – B19A – B 21E

Writing Workshop: Short Story(LL 806 –

810)

Narrative Writing

(LL 131 – 135 & 1153 –

1154)


Sketch(LL 720 –

724)

The Writing Process

(LL 1142 - 1145)

Building Blocks of


1150)




Author’s Purpose

Audience


Setting

Character

Theme

Plot

Conflict

Elaboration

Voice(LL 717)


Style(LL 514 -515)



Written Reflections

within Each of the Tiered

Prompt Options

Explanation of Options “B” and “C” of the Tiered Prompt Options.


Options “B” and “C” of the Options

in the Tiered Prompts Using a Rubric Provided by the Teacher

Book Binding Project

PBWiki Posting

Student Evaluation of Options “B” and “C” in

the Tiered Prompts Using a Rubric Provided by the

Teacher

Tiered PromptsA. Put together a portfolio of the top five and worst five of your work completed this school year. Include a one-page refection of your strengths and weaknesses as well as goals for future improvement.

B. Take all the information in Option “A” and publish it in a book binding project that is subdivided into four sections: my best, my worst, my thoughts about both, my goals for 2008.

C. Publish Option “B” on PBWiki and submit the originals for teacher revision.






Week of May 28TH – June 1ST Week Skills /

Objectives / TEKS


Enrichment*


Grammar

(Choose From)

Writing/ Research

(Choose From)

Listening/ Speaking

(Choose From)


(Choose From)

Assessment ***

41 TLW (required)Take a Standardized Exam Prepared by the School District And Meant to Evaluate the Overall Level of Competence in the Required 9TH

Grade Skills and Objectives.

FINAL EXAMS WEEK

AND

SUMMER VACATION(June 1, 2007)


BISD does not discriminate on basis of race, color, national origin, sex, religion, age or disability in employment or provision of services, programs or activities. BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad o discapacidad en el empleo en la provisión de servicios o actividades.

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