​English
II
Unit 4
Title
Technology, Persuasive Nonfiction, Informational Text, Fiction and Persuasive Writing, Short
Responses
Big Ideas/Enduring Understandings
Suggested Time Frame
4th Six Weeks
6 weeks
Guiding Questions
1. WRITING FOCUS: Authors use descriptive, purposeful language to
analyze literature in order to determine another author’s
purpose, structure, and deeper message.
1. WRITING FOCUS: How do authors use language, reasoning, and evidence
to support their conclusions about the works of other authors?
2. READING FOCUS: Authors use multiple types of evidence and
graphics to support their perspectives.
3. TOPIC FOCUS: Is technology beneficial or harmful to human life?
2. READING FOCUS: How can writers support their viewpoint?
3. TOPIC FOCUS: Technology can be both beneficial and harmful,
influencing the way people communicate and function in our
world.
4. RECURRING: What strategies do readers use to understand text, and how
do readers know when they “got it”?​ ​What do good readers do when they
can’t comprehend a text?​ ​What strategies help me learn and remember
new vocabulary?​ ​Why is it important for me to leave tracks of my thinking
on a text? How does the cultural context of the author affect the meaning or
purpose of the text?
4. RECURRING: Learning to write, read, listen, and speak are
complex processes, both individual and social, that take place
over time with continued practice and informed guidance.
5. RECURRING: How does writing and reading promote deeper thought
processes?
5. RECURRING: Writing and reading are vehicles for inquiry,
learning, critical thinking, and communicating.
6. RECURRING: How can I write an interpretative response to a text that
extends beyond a summary or literal analysis? How do I choose relevant
textual evidence and how can I incorporate it into my writing?
6. RECURRING: Writing, reading, listening, and speaking are
complementary skills that work together to build understanding.
7. RECURRING: How can language and knowledge be powerful?
7. RECURRING: Critical thinkers understand the relationships
among language, knowledge, and power.
CISD 2016-17, Updated 11/9/16
Vertical Alignment Expectations
*TEKS one level above/below*
ELAR TEKS Vertical Alignment Document
Sample Assessment Question
What is the tone toward texting in “Killing Him” ? Support your answer with evidence from the selection. (Single Selection Short Response)
How do the authors’ views on teenage privacy on social media differ? (Connecting Selections Short Response)
Write an essay stating your position on whether or not teenagers should have privacy from their parents/guardians on social media? (Persuasive Essay)
Write a short story about the dangers or benefits of technology. (Narrative Essay)
Which of these best describes the author’s purpose for writing this article? (Obj. Question)
What type of evidence does the author use to support their position? (Obj. Question)
What made “Texas Accident Victim Devoting Himself to Ending Texting While Driving” an effective article? (Obj. Question)
Reading
II.5B
II.9​B​D
II.10A
II.11A
II.12A
II.16DE
Writing
Writing TEKS
Conventions TEKS
Listening & Speaking TEKS
II.9
II.15Aii
II.15Av
II.15Avi
II.13BCD
II.14A
II.16A-F
II.18
II.18A
II.19
II.19A
II.24
II.24 A B C
II.25
II.26
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth
and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested
resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district
curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material.
CISD 2016-17, Updated 11/9/16
Ongoing TEKS
II.F19.B, II.9A, II.1B, II.1A, II.8A, II.17A, II.17C, II.18A, II.18B, II.19A, II.1E
II.2A, II.2C, II.5C, II.6A, II.17Ai-iii, II.18Bi-ii
Knowledge and Skills
with Student
Expectations
District Specificity/ Examples
Vocabulary
Instructional
Strategies
Suggested Resources
Resources listed and categorized to indicate
suggested uses. Any additional resources must
be aligned with the TEKS.
Reading TEKS
(II.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:
Although all people may face similar moral
dilemmas, the ways they go about addressing
these dilemmas is directly affected by a person’s
culture, upbringing, historical context, and
environment.
II.5B-​analyze differences in the
characters' moral dilemmas in
works of fiction across different
countries or cultures;
How does the structure of literary texts add to
the meaning of a work of fiction?
11.9B ​Reading/Comprehension
of Informational
Text/Expository Text. Students
analyze, make inferences and
draw conclusions about
expository text and provide
evidence from text to support
their understanding. Students
are expected to:
(B) distinguish among different
kinds of evidence (e.g., logical,
empirical, anecdotal) used to
support conclusions and
arguments in texts;
moral dilemma
cultural context
How does (character) experience a similar moral
dilemma as (character)?
Which line from the selection provides the best
evidence that (character’s) mother has –
From the description of ___, the reader can infer
that he ___
Why is paragraph __ important to this selection?
How is the moral dilemma different for __ in __
than __ in __?
How does the narrator’s viewpoint affect the
tone of this story?
Students will make distinctions among different
kinds of evidence, including logical, empirical,
and anecdotal evidence, that an author uses to
support arguments and conclusions in
expository texts.
What kind of evidence does the article use to
support their thesis?
The author organizes the article by –
Which of these is the best summary of the
selection?
CISD 2016-17, Updated 11/9/16
-Rewrite a passage
or line changing the
narrator’s point of
view, and analyze
how this change
affects the
narrator’s tone
Literature:
Holt​-McDougal Literature, Grade 10
“Killing Him” James Nichols
Include a variety of authors across different time
periods and cultures.
http://hubpages.com/literature/Very-Short-Storie
s-For-High-School
-Short answer
response using
textual evidence.
logical
empirical
anecdotal
Short answer
response using
textual evidence
Paraphrase
http://www.english-for-students.com/High-Schoo
l-Short-Stories.html
“Cellphone use causes over 1 in 4 car accidents”
Gabrielle Kratsas
II.9D ​Reading/Comprehension
of Informational
Text/Expository Text.
(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.
Why does the author end the article with a
quotation?
The author begins and ends the selection with
references to ___ in order to—
Which sentence from the selection supports Students will synthesize and connect ideas and
details from several expository texts having
different perspectives on the same topic and
support your findings with evidence from the
texts.
synthesis
perspectives
evidence
viewpoint/position/th
esis
How do the pieces of text connect?
Students gather,
read, evaluate, and
summarize sources
to answer a
particular research
question up to and
including a career
mini-research
project wherein
students research a
career they have an
interest in.
Literature:
Holt​-McDougal Literature, Grade 10
“Cellphone use causes over 1 in 4 car accidents”
Gabrielle Kratsas
“Texas accident victim devoting himself to
ending texting while driving” Charlie Wells
“Killing Him” James Nichols
Library article databases.
Teacher selected news and print sources such as
newspapers and magazines.
II.10A ​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. Students are
expected to:
(A) explain shifts in perspective
in arguments about the same
topic and evaluate the accuracy
of the evidence used to support
the different viewpoints within
those arguments;
Students will discuss changes in perspective in
arguments about the same topic and evaluate
how well authors use evidence to support those
different perspectives.
What role do evidence, rhetorical strategies and
logical fallacies play in persuasive texts and
contemporary political debates?
-Focus on argument and contemporary political
debates
*What is the difference in the viewpoints of the
authors of these two selections?
*Why is paragraph __ so important in advancing
the 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 __.
CISD 2016-17, Updated 11/9/16
perspective/position/t
hesis
evidence
Short answer
response using
textual evidence
“Cellphone use causes over 1 in 4 car accidents”
Gabrielle Kratsas
“Texas accident victim devoting himself to
ending texting while driving” Charlie Wells
“Privacy, monitoring and trust in the teenage
years” By Raising Children Network
“Facebook and your teenager”
By Lisa Wirthman from The Denver Post
II.11A
Reading/Comprehension of
Informational Text/Procedural
Texts. Students understand
how to glean and use
information in procedural texts
and documents. Students are
expected to:
(A) evaluate text for the clarity
of its graphics and its visual
appeal
II.12A
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. Students are expected to:
(A) evaluate how messages
presented in media reflect
social and cultural views in
ways different from traditional
texts;
Students will evaluate whether the graphics in
procedural texts are clear. Students will also
evaluate whether procedural texts are visually
appealing.
Why or why not is the graphic helpful in the
article?
How do the graphics in this article contribute to
the effectiveness of the author’s message?
What is the author’s purpose for including the
graphic?
What is a conclusion that can be drawn based
on the graph?
Students will evaluate the way media messages
reflect social and cultural views differently than
traditional texts.
How do images convey meaning and how are
they used to persuade?
charts
webs
diagrams
graphs
photographs
color
labels
Students could
conduct research on
a college that they
believe they are
interested in.
Manuals and technical books with graphics
theme
social
cultural
words, images,
graphics, sounds
Compare and
contrast author’s
choice and
director’s choice in
film vs. novel
version of piece
Film version of texts. Online literary critiques;
Literature:
Holt-McDougal Literature, Grade 10
552-555
Holt​ Literature-Media Handbook
Holt​ Literature: Media Studies
TIME Magazine
-View visual media
The New York Times “Room For Debate”
How do the messages in the media
_______________ present different views than
the article __________?
http://www.medialit.org/
Writing TEKS
II.15.Aii,v,vi Writing/Expository and
Procedural Texts - ​write an
analytical essay of sufficient
length that includes:
(ii) rhetorical devices, and
transitions between
paragraphs;
(v) relevant evidence and
well-chosen details; and
(vi) distinctions about the
relative value of specific
data, facts, and ideas that
support the thesis statement;
Writing, unlike speaking, is a process. Good
writers must practice brainstorming ideas,
drafting structured outlines, fleshing out rough
drafts, and perfecting final products.
Based on this essay’s thesis, readers can infer
that the author will address the following points:
_________________________________ and
_________________________________.
Example Prompts:
Write an essay explaining how history and
culture shapes how a person grows up.
CISD 2016-17, Updated 11/9/16
introduction
hook
thesis
body paragraphs
topic sentences
transitions
evidence
details
commentary
conclusion
simple sentence
compound sentence
complex sentence
-Exemplars used as
models
Write for Texas
http://www.writefortexas.org/
Holt​ Literature
Writing workshops and Writing Handbook p. R28
Write an essay explaining how childhood affects
a person’s identity.
II.9.C
Reading/Comprehension of
Informational
Text/Expository Text.
Students analyze, make
inferences and draw
conclusions about expository
text and provide evidence
from text to support their
understanding. Students are
expected to make subtle
inferences and draw complex
conclusions about the ideas
in text and their
organizational patterns; and
II.14.A
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 story
with a well-developed
conflict and resolution,
interesting and believable
characters, and a range of
literary strategies (e.g.,
dialogue, suspense) and
devices to enhance the plot;
II.13.B ​Writing/Writing Process.
Students use elements of the
writing process (planning,
drafting, revising, editing, and
Write an essay explaining how difficult trials can
mature a person.
When writers create informational texts, how
they share their information is just as important
as the information itself. Through the use of
word relationships, writing structure, and types
of evidence, writers create meaning that readers
can draw conclusions from.
Does the author of “________________” have a
biased upon on the subject of __________? How
did you come to the conclusion?
compound-complex
sentence
thesis
order of importance
sequence/chronologic
al order
spatial order
cause-effect
compare-contrast
classification order
Short answer
response using
textual evidence.
figurative language
diction
plot
setting
characterization
-Teacher models
-Student
collaboration
-Exemplars for
models
Literature: Holt-McDougal Literature, Grade 10
TIME Magazine
News ELA
The New York Times (Room for Debate)
What is the thesis of this article?
What type of writing structure does the author
use in this article? Why do you believe he/she
chose to use this type of structure?
Writing engaging stories builds students’
creative and critical thinking skills. In order to
develop engaging stories, authors include
detailed plots, settings, and characterization
through the use of purposeful diction.
How can students incorporate elements of good
writing into their own work?
.
How can students improve their writing by
deliberately adding literary elements?
Create a plot
diagram outlining a
story about “a time
when you used an
important piece of
technology.”
Lessons That Change Writers by Nancy Atwell
Holt Literature​-Writing Workshops
https://k12.thoughtfullearning.com/resources/st
udentmodels#Grade 10
Create a comic strip
that depicts a time
you learned an
important lesson
about technology
Students will structure their ideas in a consistent
and persuasive manner and use transitions and
CISD 2016-17, Updated 11/9/16
outlines
thesis
topic sentence
Peer editing
Teacher models
http://www.writefortexas.org/
publishing) to compose text.
Students are expected to:
(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;
II.13.C
Writing/Writing Process.
Students use elements of the
writing process (planning,
drafting, revising, editing,
and publishing) to compose
text. Students are expected
to: 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;
II.13.D
Writing/Writing Process.
Students use elements of the
writing process (planning,
drafting, revising, editing,
and publishing) to compose
text. Students are expected
to edit drafts for grammar,
mechanics, and spelling
rhetorical devices in their writing. They will also
prepare drafts in timed and untimed situations.
evidence
transitions
rhetorical devices
Exemplars used as
models
planning
revising
style
word choice
figurative language
sentence variety
purpose
audience
genre
Peer editing
Teacher models
Exemplars used as
models
fragment
run-on
comma splice
fused
homonym
homophone
homograph
Peer editing
Teacher models
Exemplars used as
models
http://www.webenglishteacher.com/index.html
http://www.rubrics4teachers.com/writing.php
Create an “Expert” chart over your knowledge of
[essay topic] that includes personal experiences,
movies, books, or periodicals you’ve read about
that topic.
Outline your essay draft by determining/fleshing
out your:
Thesis (Your response to the prompt with two
reasons to support your response)
Reason 1
Reason 2
Conclusion
Writing, unlike speaking, is a process. Good
writers must practice first drafting their ideas
then revising them for clarity and purpose.
How can the author revise his/her topic
sentences to more clearly reflect his/her thesis?
How does the evidence used in paragraph
________ connect to that paragraph’s topic
sentence? What is the significance of that
evidence?
Students will work to edit their writing for clarity
and appropriate use of grammar, mechanics and
correct spellings.
Which homophone is correct for the context?
What sentence style would be most
appropriate?
What punctuation would be correct for the text?
How do I correct a fragment, run-on, comma
splice, or fused sentence?
CISD 2016-17, Updated 11/9/16
http://www.writefortexas.org/
http://www.webenglishteacher.com/index.html
http://www.rubrics4teachers.com/writing.php
http://www.rubrics4teachers.com/writing.php
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?
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 __?
II.16A-F
Writing/Persuasive Texts.
Students write persuasive
texts to influence the
attitudes or actions of a
specific audience on specific
issues. Students are expected
to write an argumentative
essay to the appropriate
audience that includes:
(A) a clear thesis or position
based on logical reasons
supported by precise and
relevant evidence;
(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;
Students will write a persuasive text which:
-includes a clear thesis or position that is based
on logical reasons and supported by specific and
relevant evidence
-considers all of the the information and views
about a topic and presents an accurate and
unbiased representation of those views
-anticipates and addresses possible objections
and offers counter-arguments to those
objections based on evidence
-uses an appropriate organizational structure to
achieve its purpose, address its audience, and
convey its message
-makes distinctions about the relative
importance of data, facts, and ideas
-includes a variety of appeals, such as
descriptions, anecdotes, case studies, analogies,
and illustrations
Example Prompts:
CISD 2016-17, Updated 11/9/16
thesis
audience
unbiased
counter-arguments
organizational
structure
data, facts, ideas
appeals
Students could
write a speech to be
used in a debate in
class.
Holt​ Literature - Unit 6, 10 and 11.
Traditional
persuasive essays
written to argue
about a text read in
class.
200 Writing Prompts for Argumentative Essays
http://learning.blogs.nytimes.com/2014/02/04/2
00-prompts-for-argumentative-writing/?_r=0
The New York Times (Room for Debate)
(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).
State your position on whether technology as a
whole has been beneficial or detrimental to
society.
State your position on whether technology has
united or divided people in today’s culture.
Released STAAR persuasive prompt:
Write an essay stating your position on whether
it is better to live in a large city or in a small
town.
Released STAAR questions: Sentence __ is a
weak attempt at a thesis statement. How can
(writer) revise this sentence to more clearly
establish the thesis of the paper?
Conventions TEKS
II.18.A
Oral and Written
Conventions/Handwriti
ng, Capitalization, and
Punctuation. Students
write legibly and use
appropriate
capitalization and
punctuation
conventions in their
compositions.
A. use conventions
of capitalization
II.19 ​Oral and Written
Conventions/Spelling.
Students spell correctly.
Students are expected
to spell correctly,
including using various
resources to determine
and check correct
spellings.
Students will write legibly, capitalize words
correctly, and correctly punctuate sentences in
their writing.
capitalization
proper nouns
How can students improve their English
language conventions in their writing?
-Conventions are
assessed through
writing, revising,
and editing
activities
Holt Literature-Writing Workshops and Writing
Handbooks
“Yellow Pages” (from The Writing Workshop)
http://www.grammardog.com/
https://www.grammarflip.com/
Circle the proper nouns in [piece of writing].
Make sure that these words are capitalized.
Circle all punctuation in [piece of writing]. Focus
on checking that each punctuation mark is
accurate (i.e. a question mark follows a
question, a period follows a statement, commas
separate items in a series).
Students will spell words correctly and use
various print or electronic sources to check their
spelling.
Instruct students to read their writing
backwards. Their brain will auto-correct itself if
it reads sentences normally, but sentences read
out of normal sequence will make students’
brains focus on the specific words (both spelled
correctly and incorrectly).
Example sentence: “I don’t want to wrk on this
today.”
CISD 2016-17, Updated 11/9/16
spelling
-Spelling is assessed
in the context of
writing, revising,
and editing
Dictionary
Thesaurus
Personal spelling list of commonly misspelled
words
“Spill Check Pome”
-Sores Unknown (What’s So Funny?)
Read it like this: “today this on wrk to want
don’t I”
How can student produce error-free writing?
Listening and Speaking TEKS
II.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. Students are
expected to:
It is important that students practice critical
listening skills in the classroom.
II.24 A B C
(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 clarification
and elaboration;
(B) follow and give complex
oral instructions to perform
specific tasks, answer
questions, solve problems,
and complete processes; and
(C) evaluate the
effectiveness of a speaker's
main and supporting ideas.
It is important that students practice critical
listening skills in the classroom.
II.25
Listening and
Speaking/Speaking. Students
speak clearly and to the
point, using the conventions
of language. Students will
continue to apply earlier
standards with greater
complexity. Students are
It is important that students practice verbally
presenting/explaining their written work to both
internalize and strengthen their language skills.
listen
formal
informal
Cornell notes
How can students effectively listen in a variety
of situations?
notes
summarize
synthesize
What major points were addressed in
____________’s speech?
Create an outline illustrating the points made by
________________ in his/her speech.
Listen carefully as I read the expectations for
today’s activities.
How can students continue to improve their
speaking skills?
CISD 2016-17, Updated 11/9/16
present
eye contact
speaking rate
pauses
volume
enunciation
purposeful gestures
conventions of
language
Library, computer lab, and library databases
http://www.webenglishteacher.com/speech.html
expected to give
presentations using informal,
formal, and technical
language effectively to meet
the needs of audience,
purpose, and occasion,
employing eye contact,
speaking rate (e.g., pauses
for effect), volume,
enunciation, purposeful
gestures, and conventions of
language to communicate
ideas effectively.
II.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.
Cooperative learning strategies are used to
provide students with an opportunity to
strengthen their ability to work with peers in a
structured environment. Students will use the
concepts previously learned but will be expected
to think even more critically.
teamwork
productive
cooperative learning
consensus-building
decision-making
-Group
collaboration
How can students work together in groups?
Ongoing TEKS
II.F19.B - Students make
complex inferences based on
textual evidence.
Authors don’t always give direct, literal
information in their writing. Instead, they often
leave “clues” that readers can draw conclusions
from throughout the text.
Based on the text, what can you infer about
______________________?
Create a “Clue-like” murder mystery that
requires students to gather clues to infer the
murderer.
How are the conflicts similar in [Text 1] and
[Text 2]?
CISD 2016-17, Updated 11/9/16
inference
draw conclusions
context clues
Reading across
genres and across
types of text -Close
Reading -Retellings
-Think-Aloud
-Visualizing -Graphic
organizers -Levels of
questions
-Literature circles
-Active reading
strategies using
Holt ​online Best
Practices Toolkit
-SQ3R
Literature: Holt-McDougal Literature, Grade 10
Holt​ online Best Practices Toolkit
II.9A Reading/Comprehension of
Informational
Text/Expository Text.
Students analyze, make
inferences and draw
conclusions about expository
text and provide evidence
from text to support their
understanding. Students are
expected to:
(A) summarize text and
distinguish between a
summary and a critique and
identify non-essential
information in a summary
and unsubstantiated
opinions in a critique
Students will summarize expository texts. They
will tell the difference between a summary and
a critique and identify unnecessary information
in a summary and unsupported opinions in a
critique.
II.2A
Reading/Comprehension of
Literary Text/Theme and
Genre - compare and
contrast differences in similar
themes expressed in
different time periods
Students will compare and contrast the way
similar themes are expressed in different time
periods. Students will be able to connect how
people throughout time experience the same
kinds of struggles and needs.
II.1B Reading/Vocabulary
Development - ​analyze
textual context (within a
sentence and in larger
sections of text) to
distinguish between the
denotative and connotative
meanings of words
summary
critique
opposition
concession
Literature: Holt-McDougal Literature, Grade 10
www.roomfordebate.com
www.imdb.com
(Use movie trailers to discuss the difference
between summary and critique. Have students
write a short summary of the movie and also give
their personal critique.)
Use the strategy “Chunk and Chart” to teach
students to summarize articles in “chunks” as
they read in order to simplify the process of
creating summaries for whole articles. In turn,
students can highlight opinionated language in
their readings.
theme
message
Literature: Holt-McDougal Literature, Grade 10
Ray Bradbury short stories
(​There Will Come Soft Rains, The Pedestrian)
Discuss how the thematic topic of (technology)
is similar or different in (title of work) and (title
of work).
“Smart Homes of the Future Will Know Us By Our
Heartbeats”
http://www.wired.com/insights/2014/10/smart-h
omes-of-the-future/
How has technology changed in the past 100
years? The past 50 years? The past 5 years?
What lesson can we learn from those changes?
1900s Technology
http://northwesthistoryexpress.com/timeline/tra
nsportation1900.php
Students will use the context of the sentences or
paragraphs in which a word appears to identify
the word’s dictionary definition or literal
meaning (its denotation) and the attitudes and
feelings connected to the word (its
connotation).
Have students create a t-chart: list words that
describe “walking” (or another verb) on one side
and emotions associated with each verb on the
CISD 2016-17, Updated 11/9/16
context clues
connotation
denotation
Literature: Holt-McDougal Literature, Grade 10
other (i.e. “stomping” has an “angry”
connotation, “frolicking” has a “whimsical”
connotation).
Identify several words in a passage that have
multiple definitions. Have students look up
those definitions in the dictionary and
determine which definition is the correct
denotation used in the passage.
II.1.A Reading/Vocabulary
Development - 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
Words within the English language are often
derived from Greek or Latin roots. By studying
the meaning of these roots and comparing their
use across multiple languages, students can gain
a more comprehensive understanding of how
language functions.
II.8A 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
analyze the controlling idea
and specific purpose of a
passage and the textual
elements that support and
elaborate it, including both
the most important details
and the less important
details.
Students will understand and draw conclusions
about the way culture, history, and
contemporary context influence an author’s
purpose and support their analysis with
evidence from the text. Students will also
analyze the main purpose and controlling idea of
an informational text and determine which
details are most important to the author’s
purpose and which are less important.
root
prefix
suffix
Note cards
Literature: Holt-McDougal Literature, Grade 10
Independent
reading enhances
acquisition of
vocabulary
Holt Literature Ancillary materials
SAT Vocabulary
Based on the Latin meaning of the word
“_________________,” what can you infer is the
meaning of the English word “___________”?
What historical events were occurring when
[author] wrote [piece of literature]? Based on
this information, why do you think [author]
chose to write about this topic? Did it affect
his/her bias toward this topic?
Possible connections:
Ray Bradbury - 1950s - Birth of Television Writings tended to recoil from technological
advancements out of fear of separation from
reality or value of human interaction.
CISD 2016-17, Updated 11/9/16
historical context
cultural context
controlling idea
Literature: Holt-McDougal Literature, Grade 10
Lord of the Flies - 1950s - William Golding World has been ravaged by WWI and WWII,
leaving Golding and many other authors
questioning the savage nature of mankind.
II.2C Reading/Comprehension of
Literary Text/Theme and
Genre - relate the figurative
language of a literary work to
its historical and cultural
setting
Students will explore how the figurative
language used in literary works reflects the
history and culture of its setting.
II.5.C- ​evaluate the
connection between forms of
narration (e.g., unreliable,
omniscient) and tone in
works of fiction
Authors intentionally choose a form of narration
in order to establish a clear tone for their text.
II.16A
Writing/Persuasive Texts.
Students write persuasive
texts to influence the
attitudes or actions of a
specific audience on specific
issues. Students are expected
to write an argumentative
essay to the appropriate
audience that includes:
(A) a clear thesis or position
based on logical reasons
supported by precise and
relevant evidence;
Students will write a persuasive text with a clear
thesis or position that is based on logical
reasons and supported by specific and relevant
evidence.
How does the (type of figurative language)
reflect the (history/culture) of the setting?
How does the POV of “______________” help
establish a _______ tone?
See Persuasive Prompts listed for TEKS 16A-F
CISD 2016-17, Updated 11/9/16
theme
figurative language
simile
metaphor
symbolism
allegory
allusion
analogy
personification
hyperbole
point of view
1st person point of
view
3rd person limited
point of view
3rd person omniscient
point of view
3rd person objective
point of view
tone
diction
hook
thesis
topic sentences
assertions
evidence
connection
commentary
conclusion
stance
Literature: Holt-McDougal Literature, Grade 10
“There Will Come Soft Rains” (focus on words
that describe the technology - using 1950s terms
to describe technology that will supposedly be
used in the 2010s)
Literature: Holt-McDougal Literature, Grade 10
“There Will Come Soft Rains”
II.17.Ai-iii
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. Students are
expected to:
(A) use and understand the
function of the following
parts of speech in the
context of reading, writing,
and speaking:more complex
active and passive tenses and
verbals (gerunds, infinitives,
participles);
(ii) restrictive and
nonrestrictive relative
clauses; and
(iii) reciprocal pronouns
(e.g., each other, one
another);
II.17C
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. Students are
expected to (C) use a variety
of correctly structured
sentences (e.g., compound,
complex,
compound-complex).
It is important that students have sufficient time
to practice using sophisticated, academic
language in the classroom.
Change the following sentence to active voice:
The boy was jumping on the trampoline.
_______________________________________
_
How did making this change affect the
effectiveness of the overall sentence?
Students will use a variety of sentence
structures, such as compound, complex, and
compound-complex sentences.
Use a Sentence Pattern handout to identify the
types of sentences students use in their writing.
Use Ratiocination to identify sentence lengths
(highlight every other sentence).
CISD 2016-17, Updated 11/9/16
formal language
informal language
active/passive tense
verbals
gerunds
infinitives
participles
restrictive/nonrestricti
ve clauses
reciprocal pronoun
simple
compound
complex
compound-complex
II.18A
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 capitalization;
and
It is important that students learn to write
clearly and use appropriate capitalization to
accurately display their intelligence.
II.18B
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 (B) use
correct punctuation marks
including:
(i) comma placement in
nonrestrictive phrases,
clauses, and contrasting
expressions;
(ii) quotation marks to
indicate sarcasm or irony;
and
(iii) dashes to emphasize
parenthetical information​.
It is important that students learn to write
clearly and use appropriate punctuation to
accurately display their intelligence.
II.19A
(19) Oral and Written
Conventions/Spelling.
Students spell correctly.
Students are expected to
spell correctly, including
using various resources to
It is important that students learn to spell
correctly and promote good revision habits to
correct their mistakes.
nonrestrictive
phrases, clause, and
contrasting
expressions
What capitalization rule is being used in the
sentence below? Explain its usage.
“My family visited ​Lake Ontario​ last summer.”
What punctuation rule is being used in the
sentence below? Explain its usage.
“Mother went to the store to buy ​bread, milk,
and eggs​.”
comma
period
exclamation point
semicolon
nonrestrictive
phrases, clause, and
contrasting
expressions
How does the author use verbal irony in the
sentence below?
“The employee did not take kindly to his boss’s
‘playful’ teasing.”
CISD 2016-17, Updated 11/9/16
dictionary
determine and check correct
spellings.
II.1E
(1) Reading/Vocabulary
Development. Students
understand new vocabulary
and use it when reading and
writing. Students are
expected to (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.
II.17Ai-iii
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. Students are
expected to:
(A) use and understand the
function of the following
parts of speech in the
context of reading, writing,
and speaking:
(i) more complex active and
passive tenses and verbals
(gerunds, infinitives,
participles);
(ii) restrictive and
nonrestrictive relative
clauses; and
(iii) reciprocal pronouns
(e.g., each other, one
another);
If a student finds a word that he or she does not
know, it is important that dictionary use is
reinforced as an appropriate strategy for solving
this problem.
dictionary
word origin
etymology
Create a Dictionary Scavenger Hunt to give
students practice on finding unfamiliar words.
It is important that students have sufficient time
to practice using sophisticated, academic
language in the classroom.
Change the following sentence to active voice:
The boy was jumping on the trampoline.
_______________________________________
_
How did making this change affect the
effectiveness of the overall sentence?
CISD 2016-17, Updated 11/9/16
formal language
informal language
active/passive tense
verbals
gerunds
infinitives
participles
restrictive/nonrestricti
ve clauses
reciprocal pronoun
Literature: Holt-McDougal Literature, Grade 10
II.18Bi-ii
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 (B) use
correct punctuation marks
including:
(i) comma placement in
nonrestrictive phrases,
clauses, and contrasting
expressions;
(ii) quotation marks to
indicate sarcasm or irony;
Students will be expect to write legibly and use
appropriate conventions, such as place commas
correctly in nonrestrictive phrases and
contrasting expressions, use quotation marks to
indicate sarcasm or irony, and use dashes to call
attention to parenthetical information.
CISD 2016-17, Updated 11/9/16
sarcasm
irony
parenthetical
information
nonrestrictive phrases
contrasting
expressions
conventions
legibly