English Language Arts/Reading
Course: English II
Focus: Fiction, Literary Nonfiction, Story Writing, Thesis/Position Statement
(Persuasive Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Instructional
Strategies
Resources/
Weblinks
Ongoing TEKS reinforced each six weeks
ELA Google Drive: https://drive.google.com/folderview?id=0B2ZIZkYLMHTHNm5uaElMUnhONzg&usp=sharing
Holt McDougal Literature: http://my.hrw.com/
1st Six Weeks – Reading
(E2.2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in
different culture, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) compare and contrast
How are themes
Released STAAR questions:
Theme
Dialectical journal
Connections
differences in similar
expressed
Which of these best states the
Figurative language
Analyzing and
themes expressed in
comparatively in
theme?
Historical
Short answer
Comparing Themes
different time periods;
literary texts and
Cultural
responses using
p. 36
poetry as they function Read this quotation from
Setting
textual evidence
(Supporting)
through figurative
paragraph __. The quotation
Tragedy
Recognizing
language and history?
suggests that the selection
Motif
Brainstorm common
Universal Themes
(B) analyze archetypes
explores the theme of --.
Tragic hero
themes often found in Across Cultures p.
(e.g., journey of a hero,
Tragic flaw
stories (Gallery
401
tragic flaw) in mythic,
How
are
archetypes
In
line
__,
it
is
significant
to
the
Archetype
Walk)
traditional and classical
conveyed through the
theme that __________ because it
literature; (Supporting)
figurative language of
shows that --ELPS 1C, 4K, 1H, 4J
a specific historical
http://ritter.tea.state.t
(C) relate figurative
and cultural setting?
The (piece) reflects history by
x.us/rules/tac/chapter
language of a literary
using
imagery
that
contrast
life
074/ch074a.html#74.
work to its historical and
How
did
the
historical
before
and
after
–
4
cultural setting.
time in which this story
(Supporting)
was written influence
the figurative language
employed by the
author?
***Connect E2.2A &
C to Fiction & Literary
Nonfiction Texts
(E2.5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of
fiction and provide evidence from text to support their understanding. Students are expected to:
(A) analyze isolated
How do individuals
Released STAAR questions:
Plot
Dialectical journal
Holt Literature
scenes and their
scenes contribute to the Which line from the selection
Scene
#1, #2, #3
“And of Clay Are We
English Language Arts/Reading
Course: English II
Focus: Fiction, Literary Nonfiction, Story Writing, Thesis/Position Statement
(Persuasive Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
contribution to the success
of the plot as a whole in a
variety of works of
fiction;
(Readiness)
Moral dilemma
Tone
Mood
Unreliable narrator
Omniscient narrator
Limited
Subjective
Objective
(B) analyze differences in
the characters’ moral
dilemmas in works of
fiction across different
countries or cultures;
(Supporting)
(C) evaluate the
connection between forms
of narration (e.g.,
unreliable, omniscient)
and tone in works of
fiction;
(Supporting)
(D) demonstrate
familiarity with works by
authors from non-English
speaking literary
traditions with emphasis
on 20th century world
literature.
overall plot?
How do characters from
different countries and
cultures deal with moral
dilemmas?
Compare various works
of fiction
provides the best evidence that
___ has _____________?
Why is paragraph __ important in
this selection?
How is the moral dilemma
different for __ in __ than __ in
__?
How does the narrator’s
viewpoint affect the tone of this
story?
Academic
Vocabulary
Instructional
Strategies
Short answer
responses using
textual evidence
Literary Text Circle
Making Complex
Inferences
SIFTT Analysis
W-H-W Strategy
Reading Routine
Chart
Collegeboard: The 5
“S” Strategy for
Passage Analysis
Literature Circles
ELPS 4K, 4J, 1H
http://ritter.tea.state.t
x.us/rules/tac/chapter
074/ch074a.html#74.
4
Resources/
Weblinks
Created” p. 584
“Babysitting Helen”
p. 402
“The Bas, the River,
and Sheila Mant” p.
31
“The Blue Stones” p.
688
“By the Waters of
Babylon” p.308
“A Chip of Glass
Ruby” p. 694
“Cranes” p. 421
“The Doll’s House”
p. 342
“Embroidery” p. 160
“Everyday Use” p. 48
“Harrison Bergeron”
p. 36
“The Heartbeat of the
Soul of the World” p.
510
“How Much Land
Does a Man Need?”
p.716
“The Interlopers” p.
426
“Like the Sun” p. 218
“Marriage Is a
Private Affair” p. 984
“Old Man at the
Bridge” p. 924
“On the Rainy River”
p. 998
“The Pale Mare” p.
1042
“The Pit and the
English Language Arts/Reading
Course: English II
Focus: Fiction, Literary Nonfiction, Story Writing, Thesis/Position Statement
(Persuasive Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Instructional
Strategies
Resources/
Weblinks
Pendulum” p. 856
“The Possibility of
Evil” p. 202
“Searching for
Summer” p. 64
“The Seventh Man”
p. 354
“Shoofly Pie” p. 182
“The Storyteller” p.
754
“There Will Come
Sift Rains” p. 324
“To Build a Fire” p.
78
“Two Friends” p. 438
“Uncles” p. 293
“When Mr. Pirzada
Came to Dine” p. 452
From “Caramelo” p.
906
From “Don Quixote”
p. 1144
From “The House of
the Seven Gables” p.
924
Informational Text
Connection w/
Fiction:
http://www.kellygalla
gher.org/article-ofthe-week/
http://tweentribune.co
m
https://newsela.com
http://www.dogonew
s.com
English Language Arts/Reading
Course: English II
Focus: Fiction, Literary Nonfiction, Story Writing, Thesis/Position Statement
(Persuasive Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Instructional
Strategies
Resources/
Weblinks
Connections
Analyzing Narrative
Details p. 8
Summarizing and
Synthesizing Story
Elements p. 72
(E2.6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied
structural patterns and features of literary nonfiction and provide evidence from text to support their understanding.
Students are expected to
How do writers use
Released STAAR questions:
Syntax
Dialectical journal
Famous speeches:
evaluate the role of syntax literary elements to
Read these sentences from
Diction
#1, #2
http://www.americanr
and diction and the effect
express themselves in
paragraph __. The primary
Voice
hetoric.com/top100sp
of voice, tone, and
nonfiction?
purpose of the text above is to –
Tone
Short answer
eechesall.html
imagery on a speech,
Imagery
responses using
literary essay, or other
-syntax: The pattern of
In paragraph __, why does the
textual evidence
Holt Literature:
forms of literary
formation of sentences
author refer to ____?
Autobiography/
nonfiction
or phrases in a
Literary Nonfiction
Memoir--language.
In paragraph ___, why does the
Text Circle
From “Farewell to
(Supporting)
-diction: Choice and
author choose the word “___” to
Manzanar” p. 952
use of words in speech
describe (people)?
PDIDLS
“Montgomery
or writing.
Boycott” p. 968
W-H-W Strategy
From “Night” p. 940
“The Power of
Reading Routine
Music” p. 515
Chart
From “Tio Nano” p.
292
Collegeboard: The 5
“S” Strategy for
Essays--Passage Analysis
“Abolishing the
Penny Makes Good
Sense” p. 646
ELPS 4E, 4J, 4K
“About a Girl” p. 407
http://ritter.tea.state.t
“A Celebration of
x.us/rules/tac/chapter Grandfathers” p. 238
English Language Arts/Reading
Course: English II
Focus: Fiction, Literary Nonfiction, Story Writing, Thesis/Position Statement
(Persuasive Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Instructional
Strategies
Resources/
Weblinks
074/ch074a.html#74.
4
From “Blue Poems”
p. 824
“Doing Nothing Is
Something” p. 638
“Dyaspora” p. 382
“Harmless Fun” p.
759
“How to Write a
Letter” p. 623
“I Acknowledge
Mine” p. 664
“Letter to a Young
Refugee from
Another” p. 488
“The Man in the
Water” p. 374
“Only Daughter” p.
900
“The Plot Against
People” p. 532
“The Teacher Who
Changed My Life” p.
226
“Tolerance” p. 482
“Why Leaves Turn
Color in the Fall” p.
538
Speeches--“The Question of
South Africa” p. 710
“A Eulogy for Dr.
Martin Luther King,
Jr.” p. 980
“Nobel Prize
Acceptance Speech”
p. 948
English Language Arts/Reading
Course: English II
Focus: Fiction, Literary Nonfiction, Story Writing, Thesis/Position Statement
(Persuasive Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Instructional
Strategies
Resources/
Weblinks
“On Nuclear
Disarmament” p. 652
Connections
Recognizing Author
Voice p. 112
Understanding Word
Choice and Style p.
129
Understanding
Narrative Nonfiction
and American
Documents p. 275
(E2.7)Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's
sensory language creates imagery in literary text and provide evidence from text to support their understanding
Students are expected to
How do literary
Released STAAR questions:
Symbolism
Dialectical journal
explain the function of
elements contribute to
Allegory
#1, #2
symbolism, allegory, and
meaning in texts?
Read this sentence from
Allusion
allusions in literary works.
paragraph __. In this sentence,
Short answer
***Connect E2.7 to
the author uses descriptive
responses using
(Supporting)
Fiction & Literary
language to indicate that—
textual evidence
Nonfiction Texts.
In lines __ and __, the (quotation)
symbolism: attributing
can be best interpreted as
meanings of
symbolic of—
significance to objects,
events, or relationships. In paragraph __, the author uses
a metaphor that suggests that—
allegory: The
representation of
abstract ideas or
principles by
characters, figures, or
events in narrative,
English Language Arts/Reading
Course: English II
Focus: Fiction, Literary Nonfiction, Story Writing, Thesis/Position Statement
(Persuasive Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Instructional
Strategies
Resources/
Weblinks
dramatic, or pictorial
form.
allusions: an instance of
indirect/direct reference
to a text, film, show,
person, event, etc.
1st Six Weeks – Writing
(E2.14) Writing//Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students
are responsible for at least two forms of literary writing. Students are expected to:
(A) write an engaging
How can students
Rubric based on SE’s
Structural Elements
Mentor texts (model
Holt Literature
story with a wellincorporate elements of
of Fiction
author’s craft w/
p. 148, R34, R36
developed conflict and
fiction into their own
Plot
short stories)
resolution, interesting and story?
Setting
Texas Write Source
believable characters, a
Character
Gallery Walk of
p. 321
range of literary strategies How can students
Conflict
examples to
(e.g., dialogue, suspense)
improve their writing
Narrator
analyze/model
Student samples:
and devices to enhance the by deliberately adding
http://www.thewrites
plot, and sensory details
literary elements?
Write a short story
ource.com/studentmo
that define the mood or
exploring how you
dels/#inc.
tone;
would deal with
moral dilemma of
Narrative Writing
one of the characters
Rubric
.
that you have read
about.
STAAR-like Literary
Essay Prompt
ELPS 5B, 5F, 5G, 1E
http://ritter.tea.state.tx.u
s/rules/tac/chapter074/c
h074a.html#74.4
(E2.16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.
English Language Arts/Reading
Course: English II
Focus: Fiction, Literary Nonfiction, Story Writing, Thesis/Position Statement
(Persuasive Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
Students are expected to
write an argumentative
essay to the appropriate
audience that includes:
(Readiness)
Argument
Persuade
Thesis
Position
Support
Opinion
Problem
(A) a clear thesis or
position based on logical
reasons supported by
precise and relevant
evidence;
What is the purpose of
a thesis/position
statement?
How does a
thesis/position
statement impact your
argument in your
writing?
Academic
Vocabulary
Instructional
Strategies
Resources/
Weblinks
Use Mentor texts as
examples
Persuasive Essay
Folder
Thesis Statement
Generator
Holt Literature
p. 742, R40
Texas Write Source
p. 195
1st Six Weeks – Oral and Written Conventions
(E2.17) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and
writing. Students will continue to apply earlier standards with greater complexity.
(C) use a variety of
What is the function of
Assess through writing, revising,
Compound sentence
Mentor Sentences
Texas Write Source
correctly structured
a compound sentence?
and editing
Complex Sentence
p. 589, 764
sentences (e.g.,
Complex sentence?
Dependent clause
compound, complex,
Released STAAR questions:
Independent clause
Holt Literature
compound-complex).
What change needs to made in
Coordinating
p. R63
sentence __?
Conjunction
(Readiness)
Subordinating
Gretchen Bernabei’s
What is the correct way to write
Conjunction
Grammar Keepers
sentence __?
How do you combine sentence
___ and ___?
(E2.18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and
punctuation conventions in their compositions. Students are expected to:
(A)use conventions of
How can students
Assess through writing, revising,
Quotation marks
Interactive notebook
Texas Write Source
capitalization
improve their English
and editing
Sarcasm
w/ journal writing to
p. 668
language conventions
Irony
show use of quotation
(B) use correct
in their writing?
marks for
Holt Literature
punctuation marks
sarcasm/irony
p. R51
including:
English Language Arts/Reading
Course: English II
Focus: Fiction, Literary Nonfiction, Story Writing, Thesis/Position Statement
(Persuasive Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Instructional
Strategies
Resources/
Weblinks
Gretchen Bernabei’s
Grammar Keepers
(Readiness)
(ii) quotation marks to
indicate sarcasm or irony;
(Supporting)
ONGOING STANDARDS
TEKS
Reading Skills
Figure 19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent
reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more
complex texts as they become self‐directed, critical readers.
Process Tools
Comprehension Tools
Know‐Process
E2 Fig.19(A) reflect on understanding
to monitor comprehension (e. g.,
E2 Fig.19(A) reflect on understanding to monitor comprehension (e. g.,
asking questions, summarizing and synthesizing, making
asking questions, summarizing and synthesizing, making
connections, creating sensory images)
connections, creating sensory images)
Knowledge and Skills (Embedded or Across Genres)
E2.1 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
E2.2 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre
in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
E2.7 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an
author's sensory language creates imagery in literary text and provide evidence from text to support their understanding.
E2.8 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the
author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
E2.11 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts
and documents.
E2.12 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various
forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
English Language Arts/Reading
Course: English II
Focus: Fiction, Literary Nonfiction, Story Writing, Thesis/Position Statement
(Persuasive Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Instructional
Strategies
Resources/
Weblinks
English Language Arts/Reading
Course: English II
Focus: Fiction, Literary Nonfiction, Story Writing, Thesis/Position Statement
(Persuasive Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Across Genres
Readiness Standards
E2.1(B) analyze textual context (within a sentence and in larger
sections of text) to distinguish between the denotative and
connotative meanings of words
E2.1(E) use a dictionary, a glossary, or a thesaurus (printed or
electronic) to determine or confirm the meanings of words and
phrases, including their connotations and denotations, and their
etymology
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Instructional
Strategies
Resources/
Weblinks
Supporting Standards
E2.1(A) determine the meaning of grade‐level technical academic
English words in multiple content areas (e.g., science, mathematics,
social studies, the arts) derived from Latin, Greek, or other linguistic
roots and affixes
E2.1(C) infer word meaning through the identification and analysis
of analogies and other word relationships
E2.1(D) show the relationship between the origins and meaning of
foreign words or phrases used frequently in written English and
historical events or developments (e.g., glasnost, avant‐garde, coup
d’état)
E2.2(A) compare and contrast differences in similar themes
expressed in different time periods
E2.9(D) synthesize and make logical connections between ideas and
details in several texts selected to reflect a range of viewpoints on
the same topic and support those findings with textual evidence
Writing Process
E2.13
text.
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose
E2.13(A)
E2.13(B)
E2.13(C)
E2.13(D)
E2.13(E)
English Language Arts/Reading
Course: English II
Focus: Fiction, Literary Nonfiction, Story Writing, Thesis/Position Statement
(Persuasive Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Instructional
Strategies
plan a first draft by selecting structure ideas in a sustained revise drafts to improve
edit drafts for grammar,
the correct genre for
and persuasive way (e.g.,
style, word choice, figurative mechanics, and spelling
conveying the intended
using outlines, note taking, language, sentence variety,
meaning to multiple
graphic organizers, lists) and and subtlety of meaning after
audiences, determining
develop drafts in timed and rethinking how well
appropriate topics through a open‐ended situations that questions of purpose,
range of strategies (e.g.,
include transitions and the audience, and genre have
discussion, background
been addressed
rhetorical devices used to
reading, personal interests, convey meaning
interviews), and developing a
thesis
controlling
idea Conventions/Spelling. Students spell correctly.
E2.19 or
Oral
and Written
Resources/
Weblinks
revise final draft in response
to feedback from peers and
teacher and publish written
work for appropriate
audiences
E2.15(C) write an interpretative response to an expository or a literary text (e.g., essay or review) that:
(i) extends beyond a summary and literal analysis
(ii) addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations
(iii) analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices
Listening and Speaking
E2.24 Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings.
Students will continue to apply earlier standards with greater complexity.
E2.24(A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the
speaker’s ideas for critical reflection and by asking questions related to the content for
SEs Not Included in Assessed
clarification and elaboration
Curriculum
E2.24(B) follow and give complex oral instructions to perform specific tasks,
answer questions, solve problems, and complete processes
E2.24(C) evaluate how the style and structure of a speech support or undermine
its purpose
meaning
E2.25 Listening and Speaking/Speaking.
Studentsorspeak
clearly and to the point, using the conventions of language. Students will continue
to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that incorporates a clear thesis
and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect),
volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
English Language Arts/Reading
Course: English II
Focus: Fiction, Literary Nonfiction, Story Writing, Thesis/Position Statement
(Persuasive Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Instructional
Strategies
Resources/
Weblinks
E2.26 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards
with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant
information, developing a plan for consensus‐building, and setting ground rules for decision‐making.