ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
ALAMO HEIGHTS HIGH SCHOOL
English Curriculum Framework
ENGLISH I Pre-AP/ GT
1st Quarter: Extreme Hardship 08/24/15-10/23/15
Major Works
Ancillary Works
Spare Parts by Joshua Davis, The House on Mango Street by Sandra Cisneros
TEKS/ELPS
“The Growing Gulf Between the Rich and the Rest of Us” (non-fiction), “The Scarlet Ibis”
by James Hurst (short story), “Woman with a Flower” (poem), “I Know Why the Caged
Bird Sings” by Maya Angelou (non-fiction)
Key Concepts/Vocabulary
Skills
(Non-negotiable)
1.A,B,E
3
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5 A-D
6
7
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Elements and techniques: subject, theme, character (antagonist,
protagonist, dynamic, flat), setting/plot (man v self, man v nature,
man v society, man v man), flashback, Point of view (1st, 3rd limited,
3rd omniscient), imagery, figurative language, symbolism.
Linking method and meaning
Concepts: Dealing with extreme hardship
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READING
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Annotate a text, using notations and
an individual tracking system.
Create accurate and effective
thematic statements for works of
non-fiction, fiction, and poetry
Analyze a work closely for how
traits, motives, and experiences
shape a character.
Analyze flashback and its effect on
a narrative structure.
Compare how different points of
view across different works changes
the experience for the reader.
Identify and analyze how diction,
imagery, details, language, and
syntax reveal an author’s tone
toward a subject.
Interpret layers of meaning within a
work through an author’s use of
symbol.
Activities and Possible Products
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Annotation lessons
Dialectical Journals
TPCASTT
Sentence stems for theme
creation
DIDLS
SIFT
Paper Bag Project
Socratic Seminar (focusing on
skills and reader’s
interpretation of the book)
1
developed 5/13
TEKS/ELPS
WRITING
TEKS:
13 A-E
15 A i-v
ELPS:
Key Concepts/Vocabulary
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MLA formatting (heading, title, parenthetical citation, works cited
page, headers)
Introductory paragraph, thesis, textual evidence, quote sandwich,
commentary, conclusion paragraph
Thematic Analysis essay
Literary Analysis Essay- Characterization
Peer workshop
One on one conferences
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5 A-G
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LANGUAGE
TEKS:
17 A i, ii, C
18 A
19
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Parts of speech (nouns, pronouns, action verbs, linking verbs,
transitive verbs, intransitive verbs, verb phrases, adjectives, adverbs,
prepositions, interjections, conjunctions), sentence types
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Skills
(Non-negotiable)
Compose essays of at least five
paragraphs that contain an intro, thesis,
body paragraphs, evidence, and a
conclusion.
Express in writing important themes
from a work and that theme’s relevance.
Express in writing a sophisticated
understanding of what an author reveals
about a character.
Correctly embed textual evidence and
cite
Develop original and insightful
commentary
Activities and Possible Products
Utilize correct grammar in original
compositions
Recognize and Revise grammatical
errors (STAAR-Style)
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Graphic organizer
(various for students)
Group writing time over
different parts of essay
Range finding: AP
Rubric
Using sentence stems for
commentary
Self Evaluation- AP
Rubric
Peer Workshops
Drafts of essays (process
pieces)
Grammar Exercises found in
Writing Coach
ELPS:
CScope References:
2
developed 5/13
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
ALAMO HEIGHTS HIGH SCHOOL
English Curriculum Framework
ENGLISH I Pre-AP/ GT
2nd Quarter: Facing the Darkness In Our World 10/26/15-01/15/16
Major Works
Ancillary Works
Night by Elie Wiesel, Maus I: A Survivor’s Tale by Art Spiegelman
TEKS/ELPS
“Angela’s Ashes by Frank McCourt (non-fiction), The Rights to the Streets of Memphis by
Richard Wright, Revisiting Sacred Ground (N. Scott Momaday), The Naked Soldier by
Tim “The Butterfly” by Pavel Friedmann (poetry), “On A Sunny Evening” (poetry)
Key Concepts/Vocabulary
Skills
(Non-negotiable)
TEKS
•
1A-E
2A
5 B-C
Elements and techniques: memoir, graphic novel,
allusion, allegory, inference, cause and effect,
symbol, theme, character conflict (man v self, man v
man)
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Concept: Understanding how different people
experience and deal with the evil in our world.
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READING
6
Compose thematic statements that
synthesize the two major works
Analyze the components of a memoir
and its effect on a reader.
Analyze visuals through a graphic
novel, focusing on shading and
symbolism.
Compare and contrast pieces of nonfiction and poetry to major works.
Activities and Possible Products
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Annotation
Conflict Fever Chart
Puzzle piece project
Silent conversation
Gallery Walk
One word summaries
SIFT, DIDLS
TPCASTT
Group Research over
Holocaust
8
9 A-D
ELPS:
1 A-E
2 A-I
3 A-G
3
developed 5/13
TEKS/ELPS
WRITING
TEKS:
13 A-E
15 C
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Exposition/Expository Essay
Short Answer Responses (lit, non-fiction, cross-over)
For essay: Intro, thesis, body paragraphs, evidence,
conclusion
For short answer: ACE (Answer, Cite, Explain)
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Comma splices, commas after introductory
semicolons, colons
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ELPS:
Skills
(Non-negotiable)
Constructs an essay of at least five
paragraphs that expertly explains a
concept with relevant examples and
original insights.
Compose a three to five sentence
response to an open-ended question
5 A-G
TEKS:
LANGUAGE
Key Concepts/Vocabulary
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17 A
18 A-B
19
Avoid comma splices in their writing
Use semicolons and colons correctly to
vary sentence structure in writing
Activities and Possible Products
Graphic organizer
(house foldable)
• Journaling to practice
exposition
• Group writing
• Group Rating by AP and
STAAR rubric (range
finder)
• Self evaluation AP and
STAAR Rubric
• Peer workshops
• One on ones
• Grammar Exercises
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ELPS:
CScope References:
4
developed 5/13
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
ALAMO HEIGHTS HIGH SCHOOL
English Curriculum Framework
ENGLISH I Pre-AP/ GT
3rd Quarter: Journeys and Family 01/19/16-03/24/16
Major Works
Ancillary Works
The Odyssey by Homer, Oedipus the King by Sophocles
TEKS/ELPS
“Penelope” by Dorothy Parker (poetry), various poems from ancient Greece
Key Concepts/Vocabulary
Skills
(Non-negotiable)
TEKS
READING
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Elements and techniques: Epic Hero, Archetypal
Characters, Imagery, Figurative Language, Hero
Cycle, Plot, Setting, Extended Metaphor, Epic
Similes, Epithet, Allusion
1A-E
3
5 A-D
10 A-B
12 A-D
•
Concept: To discover the pull of adventure and
the need for a place to call home.
ELPS:
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Concept: To discover the role of fate/destiny in
our lives.
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1 A-E
2 A-I
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Analyze archetypes in literature
and explain their significance to
the piece and to the
historical/modern world.
Analyze the components of an
epic poem and discuss their
significance to the piece as a
whole.
Analyze accompanying visuals of
ancient Greek art to connect to
readings.
Compare and contrast a Greek
Drama to a Greek Epic
Activities and Possible Products
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Annotation
Venn Diagrams
TPCASTT
Silent conversation
Group Research over Ancient
Greece
Multi-Media Presentation over a
journey
3 A-G
5
developed 5/13
TEKS/ELPS
WRITING
TEKS:
13 A-E
15 C
16 A-E
ELPS:
Key Concepts/Vocabulary
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Exposition/Expository Essay
Short Answer Responses (lit, non-fiction, crossover)
For essay: Intro, thesis, body paragraphs, evidence,
conclusion
For short answer: ACE (Answer, Cite, Explain)
Persuasive Essay
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Sentence types: simple, compound, complex, cd.cx., loose, periodic
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5 A-G
LANGUAGE
TEKS:
17 A
18 A-B
19
•
Skills
(Non-negotiable)
Constructs an essay of at least five
paragraphs that expertly explains a
concept with relevant examples and
original insights.
Compose a three to five sentence
response to an open-ended question
Compose an essay of at least five
paragraphs that influences the
attitudes of an audience on a given
topic.
Artfully and seamlessly fuse a variety
of sentences within their writing.
Activities and Possible Products
Graphic organizer (house
foldable)
• Journaling to practice
exposition and persuasion
• Group writing
• Group Rating by AP and
STAAR rubric (range finder)
for expository and persuasion
• Self evaluation AP and
STAAR Rubric for
expository and persuasion
• Peer workshops
One onExercises
ones
• • Grammar
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TEKS: 17 A, 18 A-B, 19
ELPS:
6
developed 5/13
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
ALAMO HEIGHTS HIGH SCHOOL
English Curriculum Framework
ENGLISH I Pre-AP/ GT
4thrd Quarter: What We Fight For, How We Approach that Fight 03/28-06/02
Major Works
Ancillary Works
The Most Excellent and Lamentable Tragedy of Romeo and Juliet by William Shakespeare
TEKS/ELPS
“Pyramus and Thisbe” by Ovid (short story)
Key Concepts/Vocabulary
Skills
(Non-negotiable)
TEKS
•
1A-E
4
8
Elements and techniques: Shakespearean tragedy,
drama, tragedy, soliloquy, aside, allusion, comic relief,
blank verse, foil, pun, destiny/fate, free will
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READING
ELPS:
1 A-E
2 A-I
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3 A-G
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Concept: To understand and evaluate the ways
people fight for the people, places, or things they
are truly passionate about.
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Concept: To consider whether humanity is in
control of their lives or if larger forces are at play.
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Understand what constitutes a
Shakespearean tragedy.
Know the difference between a soliloquy
and an aside, analyzing their effectiveness
and purpose in a work.
Know and analyze the purpose of comic
relief within a tragedy.
Analyze the purpose of a foil in
relationship to a protagonist in a work
Consider the roles of the larger themes in
R and J to our world today
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Activities and Possible
Products
Annotation
Theme construction
Character Fever Chart
Pun and Insult
Notebook
7
developed 5/13
TEKS/ELPS
WRITING
TEKS:
14 A-C
15 A i-v
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The elements of a script: characters, action, dialogue,
theme, chronology, transitions, stage directions, tone,
mood.
Character Analysis Essay
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ELPS:
Skills
(Non-negotiable)
Constructs a script that addresses a theme
from Romeo and Juliet.
Compose an original one-act play, complete
with all elements from script.
Compose an essay of at least five paragraphs
that analyzes a character from Romeo and
Juliet.
Activities and Possible
Products
• Graphic organizer
for a script
• Grouping and team
formation
• Group writing time
5 A-G
TEKS:
LANGUAGE
Key Concepts/Vocabulary
17 A
18 A-B
19
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Sentence types: simple, compound, complex, cd.-cx.,
loose, periodic
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Artfully and seamlessly fuse a variety of
sentences within their writing.
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Grammar Exercises
TEKS: 17 A, 18 A-B, 19
ELPS:
8
developed 5/13