English Language Arts/Reading
Course: English II
Unit: Drama (Shakespeare), Persuasion
TEKS
Guiding Questions/
Specificity
Assessment
Designated Six Weeks: Second
Days to teach: 12
Academic
Instructional
Vocabulary
Strategies
Resources/
Weblinks
2nd Six Weeks – New TEKS introduced
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/
Texas Write Source: https://ws.hmhpub.com/writesource/login
Reading
(10.2) 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. Students are expected to:
(B) analyze archetypes
How are archetypes
Released STAAR questions:
Vocabulary in
Short answer
Lesson Idea
(e.g., journey of a hero,
conveyed through the
Which of these best states the
context including but response using
Holt Literature
tragic flaw) in mythic,
figurative language of a (piece) theme?
not limited to:
textual evidence.
Antigone (pg. 1068)
traditional and classical
specific historical and
(i.e. Springboard also
literature; (Supporting)
cultural setting?
Read this quotation from
Tragedy
Use Mentor Texts as
has a copy)
paragraph __. The quotation
Motif
examples
-Text dependent
suggests that the selection
Tragic hero
Web English
reading
explores the theme of—
Tragic flaw
Annotation
Teacher:
Archetype
http://www.webengli
-Teach Julius Caesar
It is significant to the theme of the
MISD Best Practices
shteacher.com/sopho
(whole or excerpts,
piece that _____ because this
cles.html
especially the speeches
shows –
ELPS 1C, 4K, 1H, 4J
to go with rhetorical
http://ritter.tea.state.t
strategies and
How did the historical time in
x.us/rules/tac/chapter
persuasion)
which this story was written
074/ch074a.html#74.
influence the figurative language
4
employed by the author?
(10.4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of
drama and provide evidence from text to support their understanding.
Students are expected to
How do archetypes and What recurring theme affected the Archetype
Argumentation
Lesson Idea
analyze how archetypes
motif affect plot in
plot of this play?
Motif
Holt Literature
and motifs in drama affect drama?
Plot
Short answer
Unit 11:
the plot of plays.
How was the plot of this play
response using
Shakespearean
Teach Julius Caesar
affected by the playwright’s use
textual evidence.
Drama: The Tragedy
(Supporting)
(whole or excerpts,
of an archetype?
of Julius Caesar (i.e.
especially the speeches
MISD Best Practices
the speeches)
Revised June 2016
1
English Language Arts/Reading
Course: English II
Unit: Drama (Shakespeare), Persuasion
TEKS
Guiding Questions/
Specificity
to go with rhetorical
strategies and
persuasion)
-Archetypes: (1) an
original model or type
after which other
similar things are
patterned; a prototype.
(2) An idea example of
a type.
Assessment
Designated Six Weeks: Second
Days to teach: 12
Academic
Instructional
Vocabulary
Strategies
ELPS 4J, 4K
http://ritter.tea.state.t
x.us/rules/tac/chapter
074/ch074a.html#74.
4
Resources/
Weblinks
Taming of the Shrew
(i.e. compare/contrast
speech to Caesar)
60 Second
Shakespeare
http://www.bbc.co.uk
/drama/shakespeare/6
0secondshakespeare/t
hemes_juliuscaesar.s
html
- Motifs: (1a) A
recurrent thematic
element in an artistic or
literary work. (1b) A
dominate theme or
central idea.
(10.7) 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
ELPS 1H, 4E, 4J
Lesson Idea:
explain the function of
elements contribute to
Read this sentence from
Allegory
http://ritter.tea.state.t
-Focus on sensory
symbolism, allegory, and
meaning in texts?
paragraph __. In this sentence,
Allusion
x.us/rules/tac/chapter language in Antigone.
allusions in literary works.
the author uses descriptive
074/ch074a.html#74.
language to indicate that—
4
And/or pull pieces
(Supporting)
symbolism: The
from:
practice of representing
In
lines
__
and
__,
the
(quotation)
Holt McDougal
things by means of
can
be
best
interpreted
as
Springboard
symbols or of
symbolic
of—
attributing symbolic
meanings of
In paragraph __, the author uses
significance to objects,
events, or relationships. a metaphor that suggests that—
allegory: The
In paragraph __, the author uses
representation of
personification to emphasize
abstract ideas or
how—
principles by
Revised June 2016
2
English Language Arts/Reading
Course: English II
Unit: Drama (Shakespeare), Persuasion
TEKS
Guiding Questions/
Specificity
Assessment
Designated Six Weeks: Second
Days to teach: 12
Academic
Instructional
Vocabulary
Strategies
Resources/
Weblinks
characters, figures, or
events in narrative,
Which of these helps the reader
dramatic, or pictorial
visualize the setting?
form.
allusions: (1) The act of In paragraph __, the description
alluding; indirect
of (character trait) suggests that
reference. (2) An
she is –
instance of indirect
reference.
(10.8) 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
Students are expected to
What is the controlling
What is the controlling idea and
Controlling idea
Read and compare
Lesson idea:
analyze the controlling
idea and specific
specific purpose in an
Purpose
informational texts
Try NewsELA
idea and specific purpose
purpose in an
informational text?
Textual elements
(FYI: the news
of a passage and the
informational text?
Focus on author’s
features change)
textual elements that
How do students determine
purpose
support and elaborate it,
How do students
important details?
including both the most
determine important
Literary Analysis
important details and the
details?
-Text dependent reading
-TPCASTT
less important details.
-SOAPStone
-Text dependent
Released STAAR questions:
(Readiness)
reading
In the article, what is the most
CLOSE Reading
likely reason (character) wouldn’t
Skills
discuss --?
ELPS 4J, 4K
Read these sentences from
http://ritter.tea.state.t
paragraph __. The author
x.us/rules/tac/chapter
includes this information to -074/ch074a.html#74.
4
(10.10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and
provide evidence from text to support their analysis.
(A) explain shifts in
What role do evidence,
*What is the difference in the
Vocabulary in
Julius Caesar &
Lesson Ideas:
perspective in arguments
rhetorical strategies and viewpoints of the authors of these context including but Contemporary
Springboard: “An
about the same topic and
logical fallacies play in
two selections?
not limited to:
Political Debates
Indian Father’s Plea”
evaluate the accuracy of
persuasive texts and
*Why is paragraph __ so
the evidence used to
contemporary political
important in advancing the
Shift in perspective
Short answer
Laying the
Revised June 2016
3
English Language Arts/Reading
Course: English II
Unit: Drama (Shakespeare), Persuasion
TEKS
Guiding Questions/
Specificity
support the different
viewpoints within those
arguments (Supporting)
(B) analyze contemporary
political debates for such
rhetorical and logical
fallacies as appeals to
commonly held opinions,
false dilemmas, appeals to
pity, and personal attacks.
debates?
-Focus on argument and
contemporary political
debates
- After studying the
speeches in Julius
Caesar and looking at
them for rhetorical
strategies/fallacies,
transition into modern
expository texts,
especially
contemporary political
debates, looking at how
those strategies are still
relevant.
Assessment
author’s argument?
*How does the author support
his/her argument with evidence?
*What evidence does the author
provide to support the argument
that __?
*In comparing these two
selections, explain the shift in
perspective of the author of __
from the author of __.
*What fallacy is evident to the
reader in the position taken by __
in this debate?
*Provide an example from the
selection that shows how __
appeals to the pity of the
audience.
*What commonly held opinion is
the debater, __, using to appeal to
the audience?
Designated Six Weeks: Second
Days to teach: 12
Academic
Instructional
Vocabulary
Strategies
Viewpoint
Logical/Rhetorical
fallacy
False dilemmas,
Appeals to pity,
Personal attacks
Ad hominem
response using
textual evidence.
MISD Best Practices
ELPS 4K, 1H, 4K
http://ritter.tea.state.t
x.us/rules/tac/chapter
074/ch074a.html#74.
4
Resources/
Weblinks
Foundation: “Arnold
Schwarznegger’s
Address to the
Republican
Convention”
Julius Caesar,
Campaign speeches,
critiques, debates,
essays, persuasive
essays, propaganda
Holt Literature
Unit 6: “Making a
Case: Argument and
Persuasion.”
(especially for
devices and fallacies)
Modern political
speeches
http://blogs.houstonpr
ess.com/hairballs/201
2/06/10_best_politica
l_speeches_eve.php
Writing
(10.13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
(A) plan a first draft by
How can students use
Rubric based on SE’s
Thesis
Kernals
Write for Texas
selecting the correct genre writing to effectively
Released STAAR questions:
Draft
SAT timed writing
www.writefortexas.or
for conveying the intended communicate their
The best way to clarify the
Chunk writing
g
meaning to multiple
responses to literature?
meaning of sentence __ is to
Rhetorical device
Peer editing
audiences, determining
change (word) to –
Teacher models
Library and computer
appropriate topics through -Mini lessons as needed
Revise
Exemplars used as
lab
a range of strategies (e.g.,
(Writer) realized that he left the
Style
models
http://www.webengli
-Teacher/student
Revised June 2016
4
English Language Arts/Reading
Course: English II
Unit: Drama (Shakespeare), Persuasion
TEKS
Guiding Questions/
Specificity
discussion, background
reading, personal interests,
interviews), and
developing a thesis or
controlling idea;
(B) structure ideas in a
sustained and persuasive
way (e.g., using outlines,
note taking, graphic
organizers, lists) and
develop drafts in timed
and open-ended situations
that include transitions and
rhetorical devices used to
convey meaning;
(Readiness)
(C) revise drafts to
improve style, word
choice, figurative
language, sentence
variety, and subtlety of
meaning after rethinking
how well questions of
purpose, audience, and
genre have been
addressed; (Readiness)
(D) edit drafts for
grammar, mechanics, and
spelling; and (Readiness)
conferences
-Checkpoints
throughout the process
-Focus on:
Sentence organization
Top sentences
Irrelevant sentences
Assessment
following detail out of the second
paragraph. Where is the most
effective place to insert this
sentence?
The transition from the second
paragraph to the third paragraph
is weak. Read both paragraphs
again. Which sentence could best
replace sentence __ and improve
the transition between these two
paragraphs?
Designated Six Weeks: Second
Days to teach: 12
Academic
Instructional
Vocabulary
Strategies
Subtle
Figurative language
Edit
Grammar
Mechanics
Mentor texts as
examples
ELPS 1A, 3G, 5B,
4D, 4G, 5F, 5D, 4F
http://ritter.tea.state.t
x.us/rules/tac/chapter
074/ch074a.html#74.
4
Resources/
Weblinks
shteacher.com/index.
html
Project based
learning: http://pblonline.org/.
Rubrics:
http://www.rubrics4te
achers.com/writing.p
hp.
What is the most effective revision
to make in sentence __?
(Writer) wants to add a closing
sentence to reinforce the
controlling idea of his paper.
Which of the following ideas
could best follow sentence __ and
help accomplish this goal?
What is the best way to combine
sentences __ and __?
What transition could most
effectively be added to the
beginning of sentence __?
(E) revise final draft in
response to feedback from
peers and teacher and
Revised June 2016
5
English Language Arts/Reading
Course: English II
Unit: Drama (Shakespeare), Persuasion
TEKS
Guiding Questions/
Specificity
Assessment
Designated Six Weeks: Second
Days to teach: 12
Academic
Instructional
Vocabulary
Strategies
Resources/
Weblinks
publish written work for
appropriate audiences
(10.15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information
to specific audiences for specific purposes.
(C) write an interpretative
What it is/is not:
Rubric based on SE’s
Interpretive response
Writing workshops
Journals:
response to an expository
It is NOT a work of
How do you analyze a piece of
http://classroomor a literary text (e.g.,
fiction: short story,
nonfiction literature without
Literal analysis
SAT Essay/Timed
activities.suite101.co
essay or review) that:
poem, etc.
doing a plot summary?
Rhetorical device
Teacher models and
m/article.cfm/literatur
Stylistic device
guided instruction
e_response_journals_
(i) extends beyond a
It is NOT persuasive in How do you respond to an
for_k12_students.
summary and literal
nature.
expository or literary text?
Embedded quotations “I do, We do, You
analysis;
Aesthetic effects
do” model
Texas Write Source
(ii) addresses the writing
It is an interpretive
skills for an analytical
response about
ELPS 5F, 5G, 1G
essay and provides
something the student
http://ritter.tea.state.t
evidence from the text
has already read: a
x.us/rules/tac/chapter
using embedded
novel, short story,
074/ch074a.html#74.
quotations; and
poem, or essay.
4
(iii) analyzes the aesthetic
effects of an author's use
At this stage in the year
of stylistic and rhetorical
these responses should
devices; literal analysis;
be limited to short
answers to work that
students have read.
(10.16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.
Students are expected to
What it is/is not:
Rubric based on SE’s
Vocabulary in
After reading the
Texas Write Source
write an argumentative
It is NOT expository in Released STAAR persuasive
context including to
Julius Caesar
essay to the appropriate
nature.
prompt:
but not limited to:
speeches and
Holt Literature audience that includes:
Write an essay stating your
contemporary
Unit 6, 10 and 11.
Students will be
position on whether it is better to
Thesis
political debates and
(Readiness)
prompted to write an
live in a large city or in a small
Position
studying the
Speech and debate:
(A) a clear thesis or
argumentative essay
town.
Evidence
rhetorical
http://www.webengli
position based on logical
about an issue that
strategy/fallacies
shteacher.com/speech
reasons supported by
affects many people.
Released STAAR questions:
Representation
involved, students
.html.
precise and relevant
Students must agree,
Sentence __ is a weak attempt at
write similar
evidence;
disagree, or qualify.
a thesis statement. How can
Counter-argument
speeches to persuade. Rubrics:
Revised June 2016
6
English Language Arts/Reading
Course: English II
Unit: Drama (Shakespeare), Persuasion
TEKS
Guiding Questions/
Specificity
(B) consideration of the
whole range of
information and views on
the topic and accurate and
honest representation of
these views (i.e., in the
author's own words and
not out of context);
(C) counter-arguments
based on evidence to
anticipate and address
objections;
(D) an organizing
structure appropriate to the
purpose, audience, and
context;
(E) an analysis of the
relative value of specific
data, facts, and ideas; and
(F) a range of appropriate
appeals (e.g., descriptions,
anecdotes, case studies,
analogies, illustrations).
The language of the
essay:
Argument
Evidence
Persuade
Solution
Call to Action
Object
Position
Support
Counterargument
Opinion
Problem
-Checkpoints and mini
lessons throughout the
process
Assessment
(writer) revise this sentence to
more clearly establish the thesis
of the paper?
(Writer) thinks there is a sentence
in the __ paragraph that should
be deleted. Which sentence, if
any, should be deleted from this
paragraph?
What are the different types of
persuasive techniques?
How is the thesis or purpose
identified in a persuasive text?
What rhetorical devices in a
persuasive text versus informative
text?
How do you use rhetorical
devices and fallacies to their best
advantage in a speech or essay?
Designated Six Weeks: Second
Days to teach: 12
Academic
Instructional
Vocabulary
Strategies
Structure
Audience
Relative value
Credible
Appeals
Anecdotes
Case study
Illustration
Analogy
Traditional
persuasive essays
written to argue about
a text read in class.
Students could write
a speech to be used in
a debate in class.
Students could debate
aspects of Julius
Caesar (who was the
real antagonist, etc)
and have to
incorporate rhetorical
strategies learned.
Resources/
Weblinks
TEA persuasive
http://www.esc6.net/i
nfo/programs/page.as
px?id=178
http://www.tea.state.t
x.us/student.assessme
nt/staar/writing/
http://www.teachnology.com/web_tool
s/rubrics/.
This is a great area to
incorporate research.
Students can research
persuasive topics,
gather data, details,
before putting
together a finished
product.
Use Mentor texts as
examples
-Exemplars used as
models
ELPS 5F, 5G, 1H
http://ritter.tea.state.t
Revised June 2016
7
English Language Arts/Reading
Course: English II
Unit: Drama (Shakespeare), Persuasion
TEKS
Guiding Questions/
Specificity
Assessment
Designated Six Weeks: Second
Days to teach: 12
Academic
Instructional
Vocabulary
Strategies
Resources/
Weblinks
x.us/rules/tac/chapter
074/ch074a.html#74.
4
Oral and Written Conventions
(10.17) 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.
(A) use and understand the How can students
-Conventions are assessed
Part of speech
Revising and Editing Texas Write Source
function of the following
continue to improve
through writing, revising, and
for sentence
parts of speech in the
their English language
editing activities
subjunctive
organization
context of reading,
conventions?
mood
writing, and speaking
Revising and Editing
-Introduce convention
Active tense
(i) more complex
then practice through
Passive tense
ELPS 3C, 3D, 3G,
active and passive
speaking and writing
Verbal
5E, 5F, 5G
tenses and verbals
http://ritter.tea.state.t
Subjunctive mood
x.us/rules/tac/chapter
(B) identify and use the
074/ch074a.html#74.
subjunctive mood to
4
express doubts, wishes,
and possibilities;
Revised June 2016
8