English IV Year-at-a-Glance: 2016 - 2017
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August 22-September 23
September 26 – October 28 October 31 – December 16 s
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24 days
25 days
29 days
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Aug
September
October
November
Decemb
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EOCs
Testing
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Dec 5-9
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Labor Day
Holidays
Holidays
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Sept 5
Nov 8 Nov 21-25
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H
12.1a - Determine the meaning of 12.5(B) analyze the moral
12.7.a - analyze how the
Reading
o
technical academic English words dilemmas and quandaries
author’s patterns of imagery,
Skills Focus
in multiple content areas (e.g.,
presented in works of fiction as literary allusions, and
li
science, mathematics, social
revealed by the underlying
conceits reveal theme, set
d
studies, the arts) derived from
motivations and behaviors of
tone, and create meaning in
a
Latin, Greek, or other linguistic
the characters;
metaphors, passages, and
y
roots and affixes.
literary works
:
12.1.b - analyze textual
12.9(A) summarize a text in a
D
context (within a sentence
12.1b - Analyze textual context
manner that captures the
and in larger sections of text) e
(within a sentence and in larger
author’s viewpoint, its main
to draw conclusions about the c
sections of text) to draw
ideas, and its
nuance in word meanings;
conclusions about the nuances in elements without taking a
e
12.1.c - use the relationship
word meanings.
position or expressing an
m
between words encountered
opinion;
b
in analogies to determine
12.7a - Analyze how the author’s
their meanings (e.g.,
e
patterns of imagery, literary
10(A) evaluate the merits of an synonyms/ antonyms,
r
allusions, and conceits reveal
argument, action, or
connotation/ denotation);
1
theme, set tone, and create
policy by analyzing the
12.9.d - synthesize ideas and
9
meaning in metaphors, passages, relationships (e.g., implicamake logical connections
and literary works.
tion, necessity,sufficiency)
–
(e.g., thematic links, author
among evidence, inferences,
analysis) among multiple
D
assumptions, and claims in
texts representing similar or
e
12.11b - Evaluate the structures of
text;
different genres and technical
text (e.g., format, headers) for their
c
sources and support those
clarity and organizational
e
findings
with
textual
coherence and for the
10(B) draw conclusions about
m
effectiveness of their graphic
the credibility of persuasive text evidence.
b
representation.
by examining its implicit and
e
stated assumptions about an
issue as conveyed by the
r
specific use of language.
3
Students will study how the culture Students will analyze and
Students will read a variety of 0
and history of the Anglo-Saxons
discuss moral and social issues poems from different genres
I
What are we contributed to the development of from the medieval time period that reflect various opinions,
S
reading? the English language as reflected in comparison to current moral social issues, and cultural
in epic poems of oral tradition. By and social issues as well as
themes.
t
1st Grading Period
2nd Grading Period
3rd Grading Period
4th Grading Period
5th Grading Period
6th Grading Period
January 3 – February 17
February 21 – April 13
April 17 – June 1
33 days
January
Holiday
Jan 16
33 days
February
Holiday
Feb 20
12.5.a - analyze how complex plot structures
(e.g., subplots) and devices (e.g., foreShadowing,flashbacks, suspense) function
and advance the action in a work of fiction;
March
33 days
April
TELPAS
ENG EOCs
TELPAS
Mar 6-Apr 5 Mar 28/30 Mar 6-Apr 5
Holiday
Holiday
Mar 13-17
April 14
May
June
Alg, Biol, US Hist EOCs
May 1-May 5
Holiday
May 29
12.6a - 6(A) analyze the effect of
ambiguity, contradiction, subtlety,
paradox, irony, sarcasm, and
overstatement in literary essays,
speeches, and other forms of literary
nonfiction.
12.9b - explain how authors writing on the
same issue reached different conclusions
because of differences in assumptions,
evidence, reasoning, and viewpoints;
Students will read A Modest Proposal
(Juvenalian) and other examples of
satire like “Magna Soles” from The
Onion (Horatian) to understand the
different styles and elements satire.
Students will read their preferred modern
day novel from a suggested list in order to
make personal thematic connections in their
own lives.
12.8.a - analyze consistency and clarity of the
12.9c - make and defend subtle inferences
expression of the controlling idea and the
and complex conclusions about the ideas in
ways in which the organizational and
12.5b - analyze the moral dilemmas and text and their organizational patterns;
rhetorical patterns of text support or
quandaries presented in works of
confound the author’s meaning or purpose. fiction as revealed by the underlying
motivations and behaviors of the
characters
Students will read excerpts (close reading
passages) from a Shakespearean tragedy
and analyze:
●
Poetic devices to depict moral
dilemmas of characters.
identifying linguistics roots of
study how the culture and
other languages and analyzing the history of the Middle Ages
context of oral poetry students will contributed to Chaucer’s
determine the meaning of words as Canterbury Tales.
well as understand how the use of
poetic devices enhances meaning
and reveals theme, tone, etc.
Writing
Skills Focus
a
ff
D
e
v
e
l
Students will read a variety of
o
criticisms from different
authors and analyze how their p
m
perspectives vary.
e
12.13.c - Revise drafts to clarify
12.16(A) a clear thesis or
12.16.b - accurate and honest n
meaning and achieve specific
position based on logical
representation of divergent
t
rhetorical purposes, consistency of reasons with various forms of views (i.e., in the author’s own
/
tone, and logical organization by support (e.g., hard
words and not out of context);
S
rearranging the words, sentences, evidence, reason, common
and paragraphs to employ tropes sense, cultural assumptions);
t
12.16.d - information on the
(e.g., metaphors, similes,
u
complete range of relevant
analogies, hyperbole,
d
12.16(C) an organizing structure perspectives;
understatement, rhetorical
appropriate to the purpose,
e
questions, irony), schemes (e.g.
audience, and context;
n
12.14.b - write a poem that
parallelism, antithesis, inverted
reflects an awareness of
word order, repetition, reversed
t
12.16(F) language attentively poetic conventions and
structures) and by adding
H
crafted to move a disinterested traditions within different
transitional words and phrases.
o
or opposed audience, using
forms (e.g., sonnets, ballads,
li
specific rhetorical devices to
free verse);
12.13.d - edit drafts for grammar,
d
back up assertions (e.g.,
mechanics, and spelling.
appeals to logic, emotions,
a
ethical beliefs).
y
12.15a - write an analytical essay of
:
sufficient length that includes: (i.) 12.16(E) demonstrated
J
effective introductory and
consideration of the validity and
a
concluding paragraphs and a
reliability of all primary and
n
variety of sentence structures. (ii.) used;
Rhetorical devices and transitions
u
between paragraphs. (iii.) a clear
a
12.21c paraphrase, summarize,
thesis statement or controlling
r
quote,
and
accurately
cite
all
idea. (iv) a clear organizational
y
researched information
schema for conveying ideas. (v.)
2
relevant and substantial evidence according to a standard format
and well chosen details
Students will read a variety of
poems from different genres
to analyze the similarities and
differences in style and
format.
(e.g., author, title, page
number), differentiating among
primary, secondary, and other
sources.
Students will apply Anglo-Saxon
Students will write a persuasive Students will write their own
literary poetic devices while writing research paper by utilizing
personal sonnet reflecting
What are we their own poems (extended
appropriate research
their understanding of correct
writing? metaphors).
structures/formats and
form as well as reveal their
analyzing and discussing moral perspective on a social issue.
and social issues from the
Students will use the college
medieval time period in
application process and
Students will address multiple
comparison to current moral
demonstrate understanding by
perspectives on a given social
and social issues.
completing all relevant documents
issue (via ACT testing
necessary pertaining to the college
prompt)
●
●
Dramatic elements’ contribution to (Note: Juvenalian satire is scathing
the advancement of plot.
whereas Horatian is comical).
The contribution of recurring motifs
to tone and mood.
Students will read excerpts from
novels (e.g. Dr. Jekyll & Mr. Hyde,
Frankenstein) that are reflective of the
current unit’s essential questions
(perception v. reality; ambiguity &
character flaws).
12.15.c - write an interpretation of an
expository or a literary text that:
(i) advances a clear thesis statement;
(ii) addresses the writing skills for an
analytical
essay including references to
and commentary on quotations from the text;
(iii) analyzes the aesthetic effects of an
author’s use of stylistic or rhetorical devices;
(iv) identifies and analyzes ambiguities,
nuances, and complexities within the text;
(v) anticipates and responds to readers’
questions and contradictory information;
12.15a - write an analytical essay of
sufficient length that includes:
(i) effective introductory and
concluding paragraphs and a variety of
sentence structures;
(ii) rhetorical devices, and transitions
between paragraphs;
(iii) a clear thesis statement or
controlling idea
(iv) a clear organizational schema for
conveying ideas;
(v) relevant and substantial evidence
and well-chosen details;
(vi) information on all relevant
perspectives and consideration of the
validity, reliability, and relevance of
primary and secondary sources; (vii)
an analysis of views and information
that contradict the thesis statement
and the evidence presented for it;
Students will identify and discuss how
characters’ misperceptions create conflict
and advance the plot based on inferences
and complex conclusions.
12.13 - The Writing Process
12.13c - revise drafts to clarify meaning and
achieve specific rhetorical purposes,
consistency of tone, and logical organization
by rearranging the words, sentences, and
paragraphs to employ tropes (e.g.,
metaphors, similes, analogies, hyperbole,
understatement, rhetorical questions, irony),
schemes (e.g., parallelism, antithesis,
inverted word order, repetition, reversed
structures), and by adding transitional words
and phrases;
12.13d - revise final draft in response to
feedback from peers and teacher and
publish written work for appropriate
audiences.
W
Students, using annotations from reading
excerpts, will write an analysis essay that
supports their annotations and assertions
with textual evidence from the play.
Students will use the elements of satire Students will create different modes of
when writing their analytical/satirical
writing (e.g. memory book, personal
journals, video diaries, blogs, etc.) in order
response/essay.
to connect their personal experiences to
thematic motifs in their chosen novels.
Students will write their own satirical
response to a social issue.
Students will use all aspects of the writing
process to develop improved writing skills.
application packet (references,
college research forms, college
essay, etc.).
Tier 3
Vocabulary
Kenning, Caesura, Alliteration
Epic Poem, Attribute, Resume
Synthesize, Cover letter, Objective
Hardship, Endorsement
Reference, Oral Tradition,
Analyze, Application form,
Applytexas.org
Direct & Indirect
Characterization, Chivalry /
Courtly Love / Romance,
Pilgrimage, Plague, Martyr,
Frame-story, Middle English,
Medieval, Crusades, Feudalism,
Ballad, Yeoman, Serf, Magna
Carta, hypocrisy, salvation,
Irony (verbal, situational,
dramatic), Clergy, bequeath,
rebuke, divergent
Ethos / Pathos / Logos
Speaking and
Listening Skills 12.26.a - participate productively in 12.26.a - participate
teams, offering ideas or judgments
that are purposeful in moving the
team towards goals, asking
relevant and insightful questions,
tolerating a range of positions and
ambiguity in decision-making, and
evaluating the work of the group
based on agreed-upon criteria.
productively in teams, offering
ideas or judgments that are
purposeful in moving the team
towards goals, asking relevant
and insightful questions,
tolerating a range of positions
and ambiguity in decisionmaking, and evaluating the
work of the group based on
agreed-upon criteria.
Ode, Free Verse, Elegy,
Tanka, Lyric, Pastoral, Carpe
Diem, Narrative, Sonnet,
Rhythm, Rhyme, Meter,
English/Petrarchan, Quatrain,
Couplet, Stanza, Scansion,
Turn/Shift,
Annotation, Tragedy, Analysis, Drama,
Soliloquy, Monologue, Paradox, Comic
Relief, Elizabethan, Stage Directions, Prose,
Dialogue, Aside, Chorus
Understatement, Overstatement,
Sarcasm, Irony, Hyperbole, Parody,
Double Entendre, Pun, Ambiguity,
Ethos / Pathos / Logos
Consider academic vocabulary unique to
ELA/R, including vocabulary needed to meet
the rigor of assessments (e.g., ACT/SAT):
12.25.a - 25(A) formulate
sound arguments by using
elements of classical
speeches (e.g.,introduction, first and second
transitions, body,and conclusion), the art of persuasion,
rhetorical devices, eye
contact, speaking rate (e.g.,
pauses for effect), volume,
enunciation, purposeful
gestures, and conventions of
language to communicate
ideas effectively.
12.26.a - participate productively in teams,
12.26a - participate productively in
12.26a - participate productively in teams,
offering ideas or judgments that are
teams, offering ideas or judgments that offering ideas or judgments that are
purposeful in moving the team towards
are purposeful in moving the team
purposeful in moving the team towards
goals, asking relevant and insightful
towards goals, asking relevant and
goals, asking relevant and insightful
questions, tolerating a range of positions and insightful questions, tolerating a range questions, tolerating a range of positions
ambiguity in decision-making, and evaluating of positions and ambiguity in decision- and ambiguity in decision-making, and
the work of the group based on agreed-upon making, and evaluating the work of the evaluating the work of the group based on
criteria.
group based on agreed-upon criteria. agreed-upon criteria
Other than SAT/ACT vocabulary review, the
vocabulary for this unit varies according to
novel chosen.
12.26.a - participate
productively in teams,
offering ideas or judgments
that are purposeful in moving
the team towards goals,
asking relevant and insightful
questions, tolerating a range
of positions and ambiguity in
decision-making, and
evaluating the work of the
group based on agreed-upon
criteria.
Research
Skills
Integrated
Research is not assessed this
cycle.
12.20(A) brainstorm, consult
with others, decide upon a
topic, and formulate a major
research question to address
the major research topic;
12.20(B) formulate a plan for
engaging in in-depth research
on a complex, multi-faceted
topic.
Research is not assessed this cycle.
Research is not assessed this cycle.
*Teachers may elect for students to
utilize research skills when creating a
satirical response to issue chosen.
Research is not assessed this cycle.
12.21(A) follow the research
plan to gather evidence from
experts on the topic and texts
written for informed audiences
in the field, distinguishing
between reliable and unreliable
sources and avoiding overreliance on one source;
12.21(B) systematically
organize relevant and accurate
information to support central
ideas, concepts, and themes,
outline ideas into conceptual
maps/timelines,
and separate factual data from
complex inferences;
12.22(A) modify the major
research question as necessary
to refocus the research plan;
12.22(B) differentiate between
theories and the evidence that
supports them and determine
whether the evidence found is
weak or strong and how that
evidence helps create a cogent
argument;
12.23(A) provides an analysis
that supports and develops
personal opinions, as opposed
to simply restating existing
information;
12.23(B) uses a variety of
formats and rhetorical
strategies to argue for the
thesis;
12.23(C) develops an argument
that incorporates the
complexities of and
discrepancies in information
from multiple sources and
perspectives while anticipating
and refuting counterarguments;
12.23(D) uses a style manual
(e.g., Modern Language
Association, Chicago Manual of
Style) to document sources and
format written materials;
12.23(E) is of sufficient length
and complexity to address the
topic.
Performance
Assessments
Student
Learning
Students will read close reading
passages to access vocabulary in
lieu of vocabulary tests.
12.1.a - Determine the meaning of
English words
Students will read and be
acssessed over moral
dilemmas, complex plot, and
persuasive texts through
various works.
Students will write and be
assessed on a personal
sonnet reflective of social
dilemmas
Students will annotate a cold read passage
5a - analyze complex plot
8a - analyze controlling ideas and rhetorical
patterns
After reading satirical selections,
students will be given the CCA to
assess effects of various
rhetorical/satirical elements
Students will take CCAs over reading
excerpts:
12.9b - explain how authors writing on the
same issue reached different conclusions
Outcomes
12.1.b - Analyze textual context and
draw conclusions about word
meanings.
Students will complete the
CCA/Summative Reading Test for
this unit’s skills, including analysis
of literary elements and sensory
language.
12.7.a - Analyze how the author’s use
of literary elements create meaning.
Students will be assessed over the
completion of college and career
resume and college application
packet.
12.11.b - Evaluate the graphic
structures of text.
12.15.a - write an analytical essay:
(i.) using introductory and concluding
paragraphs
(ii.) Rhetorical devices and transitions
(iii.) a clear thesis statement
(iv) a clear organizational scheme (v.)
relevant evidence
Students will write and be
assessed on the college essay.
12.13.c - Revise drafts to clarify
meaning.
12.13.d - edit drafts for grammar,
mechanics, and spelling.
12.5.b - analyze the moral
14.b - write a poem that reflects
dilemmas and underlying
an awareness of poetic
motivations characters;
conventions and traditions within
12.9.a - summarize author’s
different forms (e.g., sonnets,
purpose
ballads, free verse);
12.10.a - evaluate the merits of an
argument by analyzing the
Students will practice and be
evidence
assessed on the Multi12.10.b - draw conclusions about
Perspective Essay (in
the credibility of persuasive text
accordance with ACT)
16.b - accurate and honest
Students will be assessed over representation of divergent
components involving the
views (i.e., in the author’s own
research paper to expose and words and not out of context);
persuade audiences to various 16.d - information on the
social issues.
complete range of relevant
12.16.a. - a clear thesis or
perspectives;
position
12.16.c - an organized structure
CCAs over cold readings that
12.16.f - language crafted to move
include poetic devices
an opposed audience
whereby students analyze the
12.16.e - demonstrated validity of
application of specific terms
all primary sources
(see Tier 3 Vocabulary)
7.a - analyze how the author’s
Students will be assessed over patterns of imagery, literary
citation accuracy.
allusions, and conceits reveal
12.21.c - paraphrase, summarize, theme, set tone, and create
quote,
meaning in metaphors,
passages, and literary works
1.b - analyze textual context
(within a sentence and in larger
sections of text) to draw
conclusions about the nuance in
word meanings;
1.c - use the relationship
between words encountered in
analogies to determine their
meanings (e.g., synonyms/
antonyms, connotation/
denotation);
9.d - synthesize ideas and
make logical connections (e.g.,
thematic links, author analysis)
among multiple texts
representing similar or different
genres and technical sources
and support those findings with
textual evidence.
Students will write a literary analysis over the 6(A) analyze the effect of ambiguity,
cold passage
contradiction, subtlety, paradox, irony,
15c - write interpretation of literary text (analysis) sarcasm, and overstatement in literary
(i) clear thesis statement;
essays, speeches, and other forms of
(ii) addresses the writing skills for an analytical literary nonfiction.
essay
(iii) analyzes effects of an author’s style
After reading excerpts from selections
(iv) identifies and analyzes ambiguities, nuances,
connected to this unit’s essential
and complexities within the text;
questions, students will be assessed
over their ability to analyze moral
dilemma.
5b - analyze the moral dilemmas in works
of fiction
because of differences in assumptions,
evidence, reasoning, and viewpoints;
12.9c - make and defend subtle inferences and
complex conclusions about the ideas in text and
their organizational patterns;
Students will be assessed over their chosen
mode of writing: eg Students will create
different modes of writing (e.g. memory
book, personal journals, video diaries, blogs,
etc.) in order to connect their personal
experiences to thematic motifs in their
chosen novels.
Students will write their own
12.13 - The Writing Process
analytical/satirical response to a social 12.13c - revise drafts to clarify meaning and
vice or folly; e.g., Your campus’s dress achieve 12.13d - revise final draft in response to
code rules are ineffective. Create a
feedback from peers and teacher
satirical solution (either Juvenalian or
Horatian) that would solve this
Students will use all aspects of the writing
problem.
process to develop improved writing skills.
15a - write an analytical essay of sufficient
12.13 - The Writing Process
length that includes:
12.13c - revise drafts to clarify meaning and
(i) effective introductory and concluding
achieve 12.13d - revise final draft in response to
paragraphs and a variety of sentence
feedback from peers and teacher
structures;
(ii) rhetorical devices, and transitions
between paragraphs;
(iii) a clear thesis statement or controlling
idea
(iv) a clear organizational schema for
conveying ideas;
(v) relevant and substantial evidence and
well-chosen details;
(vi) information on all relevant
perspectives and consideration of the
validity, reliability, and relevance of
primary and secondary sources;
(vii) an analysis of views and information
that contradict the thesis statement and
the evidence presented for it;