TX-English II TX Essential Knowledge and Skills 2008

Transcription

TX-English II
TX Essential Knowledge and Skills 2008
Standard ID Standard Text
1
Students understand new vocabulary and use it when reading and writing.
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;
Edgenuity Lesson Name
Vocabulary: Acquiring New Words
Elective - Health: Above and Beyond: Animal
Rescues
Social Studies - The Black Death: The Disease that
Won't Die
Biography: Langston Hughes
Memoir: From A Long Way Gone: Memoirs of a Boy
Soldier by Ishmael Beah
Essay: from In Search of Our Mother's Gardens
Essay: One Million Volumes
Persuasive Text: Opinion Article
1.B
analyze textual context (within a sentence and in larger sections of text) to distinguish between the
denotative and connotative meanings of words;
Vocabulary: Context Clues
Persuasive Text: Article - Kids Don’t Get Enough Of
Art
1.C
infer word meaning through the identification and analysis of analogies and other word relationships;
Vocabulary: Precise Words
Vocabulary: Denotations and Connotations
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); and
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.
2
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.
compare and contrast differences in similar themes expressed in different time periods;
Vocabulary: Acquiring New Words
Vocabulary: Using Resources
2.A
Short Story: "Civil Peace" by Chinua Achebe
Wartime Diaries: Anne Frank and Zlata Filipovic
Short Story: "Two Kinds" by Amy Tan
Nonfiction: "Diary 24" and "Diary 33" from The
Freedom Writers Diary
Skills Lesson: Theme
Novel: From A Tree Grows in Brooklyn by Betty
Smith
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2.A
compare and contrast differences in similar themes expressed in different time periods;
(Cont'd.)
2.B
Short Story: "Rules of the Game" by Amy Tan
Short Story: "Subha" by Rabindranath Tagore
Poetry: The Blazon, the English Sonnet, and
Contemporary Song Lyrics
Nonfiction: From A Room of One`s Own by Virginia
Woolf
Nonfiction: "At the Hearth" by Laura Esquivel
Skills Lesson: World Literature
China: Book of Songs
Italy: The Prince
France: Excerpt - The Three Musketeers
India: A Tryst with Destiny
analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature; and
Skills Lesson: Ancient Rome: The Backdrop of The
Tragedy of Julius Caesar
The Tragedy of Julius Caesar by William
Shakespeare: Act 1
Shakespeare: Act 2
Shakespeare: Act 3.1
Shakespeare: Act 3.2-3.3
Shakespeare: Act 4
Skills Lesson: Genres and Archetypal Symbols
Woolf
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TX-English II
2.C
relate the figurative language of a literary work to its historical and cultural setting.
Skills Lesson: Figurative Language and Imagery
Poetry: Poems by Sylvia Plath and Adelaide Crapsey
Poetry: The Taxi (Lowell) & Kindness (Plath)
Shakespeare: Act 3
3
Students understand, make inferences and draw conclusions about the structure and elements of poetry and
provide evidence from text to support their understanding. Students are expected to analyze the structure or
prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word position) in
poetry.
Skills Lesson: Figurative Language and Imagery
Poetry: "The Lake of the Dismal Swamp" by Thomas
Moore
Poetry: Poems by Sylvia Plath and Adelaide Crapsey
Poetry: The Taxi (Lowell) & Kindness (Plath)
Poetry: Small Portions (Alvarez) & Eating Together
(Lee)
Skills Lesson: Musical Devices
Poetry: “We Real Cool” by Gwendolyn Brooks and
“I`m Nobody” by Emily Dickinson
Poetry: Baseball and Poetry (Moore)
Skills Lesson: Lyric Poetry
Poetry: For a Lady I Know (Cullen) & The Dance
(Williams)
Poetry: Nothing Gold Can Stay (Frost) & Miss Rosie
(Clifton)
Skills Lesson: Narrative and Dramatic Poetry
Poem: La Belle Dame Sans Merci (Keats)
Poem: The Eve of St. Agnes (Keats)
Contemporary
Song Lyrics
China:
Book of Songs
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TX-English II
4
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 analyze how archetypes
and motifs in drama affect the plot of plays.
Skills Lesson: Understanding Drama
Skills Lesson: Ancient Rome and The Tragedy of
JuliusLesson:
Caesar Tragedy, Drama, and Shakespeare
Skills
Shakespeare: Act 1
Shakespeare: Act 2
Shakespeare: Act 3.1
Shakespeare: Act 4
5
Students understand, make inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding.
5.A
analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of
fiction;
Skills Lesson: Structure
Short Story: "The Colomber" by Dino Buzzati
Short Story: "The Pit and the Pendulum" by Edgar
Allan Poe
Smith
Novel: From The Absolutely True Diary of a PartTime Indian by Sherman Alexie
Short Story: "Marriage Is a Private Affair" by Chinua
Achebe
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TX-English II
5.A
analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of
fiction;
(Cont'd.)
Gulliver`s Travels : The Letters and Lilliput (Letters;
Part I, Ch. Travels
1-4) : Lilliput (Part I, Ch. 5-8)
Gulliver`s
Gulliver`s Travels : Brobdingnag (Part II, Ch. 1-4)
Gulliver`s Travels : Laputa and Balnibarbi (Part III,
Ch. 1-6)
Gulliver`s Travels : Luggnagg, Glubbdubdrib, and
Japan (Part III, Ch. 7-11)
Gulliver`s Travels : Houyhnhnm Land (Part IV, Ch. 16)
5.B
analyze differences in the characters' moral dilemmas in works of fiction across different countries or
cultures;
Skills Lesson: Conflict, Moral Dilemma, and
Character Analysis
Achebe
Part I, Ch. 1-4)
Gulliver`s Travels : Lilliput (Part I, Ch. 5-8)
Ch. 1-6)
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TX-English II
5.C
evaluate the connection between forms of narration (e.g., unreliable, omniscient) and tone in works of
fiction; and
Skills Lesson: Perspective and Narration
Part I, Ch. 1-4)
Ch. 1-6) Travels : Luggnagg, Glubbdubdrib, and
Gulliver`s
5.D
demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on
20th century world literature.
Memoir: From Night by Elie Wiesel
Memoir: From A Long Way Gone: Memoirs of a
Boy Soldier by Ishmael Beah
Italy: The Prince
Achebe
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TX-English II
6
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
Memoir: From Night by Elie Wiesel
Nonfiction: "Diary 24" and "Diary 33" from The
Freedom
Writers
Diaryand Clarify Expository Text
Skills Lesson:
Evaluate
Skills Lesson: Biography and Multiple Sources
Biography: Langston Hughes
Skills Lesson: Memoir
Skills Lesson: Main Idea and Paraphrasing
7
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 explain the function of symbolism, allegory, and allusions in literary works.
Shakespeare: Act 3
8
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.
Smith
Poetry: “We Real Cool” by Gwendolyn Brooks and
“I`m Nobody” by Emily Dickinson
Woolf
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TX-English II
8
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.
(Cont'd.)
Achebe
Part I, Ch. 1-4)
Ch. 1-6)
Japan
(Part
III, Ch.: Houyhnhnm
7-11)
Gulliver`s
Travels
Land (Part IV, Ch. 16)
9
9.A
Students analyze, make inferences and draw conclusions about expository text and provide evidence from
text
to support
understanding.
summarize
text their
and distinguish
between a summary and a critique and identify non-essential information in a
summary and unsubstantiated opinions in a critique;
The Strategy Focus: Summarizing
Won't Die Text: Disease Prevention and Treatment
Functional
Visual Text Skill: Analyzing a Poster
Skills Lesson: Make Inferences and Draw
Conclusions
Expository Text: What are Myths, Legends, and
Folktales?
Visual Text Skill: Hopi Myth Mural
Skills Lesson: Evaluate and Clarify Expository Text
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TX-English II
9.B
distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions
and arguments in texts;
Nonfiction: Two Authors` Perspectives of the
Writer`s
CraftThe Elements of Argument
Skills Lesson:
Skills Lesson: Types of Evidence and Logical Fallacies
Persuasive Text: Editorial
Persuasive Text - An Editorial: Rethinking Ground
Zero
Speech: The American Dream
Speech: On Women's Right to Vote
Rhetoric - Speech: Franklin Delano Roosevelt - Pearl
Harbor Address to the Nation
9.C
9.D
make and defend subtle inferences and complex conclusions about the ideas in text and their organizational
patterns; and
Writer`s
CraftThe Elements of Argument
Skills
Lesson:
Zero
synthesize and make logical connections between ideas and details in several texts selected to reflect a range Harbor Address to the Nation
of viewpoints on the same topic and support those findings with textual evidence.
Writer`s Craft
Skills Lesson: The Elements of Argument
Zero
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TX-English II
10
Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from
text to support
analysis.in arguments about the same topic and evaluate the accuracy of the evidence
10.A
explain
shifts in their
perspective
used to support the different viewpoints within those arguments; and
Skills Lesson: The Elements of Argument
Zero
Media Literacy: Political Cartoons
Skills Lesson: Speech
Goals of Persuasive Speaking
Persuasion Techniques
Developing Persuasive Speeches
Communication: Persuasive Speech
10.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.
Media Literacy: Analyze Speeches Given in Historical
Context
Skills Lesson: Speech
11
11.A
Students understand how to glean and use information in procedural texts and documents.
evaluate text for the clarity of its graphics and its visual appeal; and
21st-Century Skills: Exploring Procedural Texts
Functional Text - How-To Article: How to Read
Blueprints
Functional Text - How-To: How to Consistently
Shoot a Free Throw
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TX-English II
11.B
synthesize information from multiple graphical sources to draw conclusions about the ideas presented (e.g.,
maps, charts, schematics).
Functional Text - How-To Article: How to Read
Blueprints
Shoot a Free Throw
12
12.A
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.
evaluate how messages presented in media reflect social and cultural views in ways different from traditional
texts;
Media Literacy: Deconstructing Media Messages
Mass Media and Public Opinion
Media Literacy: Historical, Economic, and Political
Contexts of Media
Communication: Visual Media Analysis
12.B
12.C
analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction
shots, sequencing, background music);
examine how individual perception or bias in coverage of the same event influences the audience; and
Contexts of Media
Media Literacy: Bias in Media
12.D
evaluate changes in formality and tone within the same medium for specific audiences and purposes.
Contexts of Media
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TX-English II
13
Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose
text.
13.A
plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences,
determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal
interests, interviews), and developing a thesis or controlling idea;
The Writing Process
Writing: Personal Narrative: Real Courage
Writing: Literary Analysis Essay: Theme
Writing: Essay - Responding to Poetry
Writing: Compare-and-Contrast Essay: The Tragedy
of
Julius Caesar
Writing:
Definition Essay: What Is an American?
Writing: Persuasive Essay: Our Changing Society
Writing: Descriptive Essay: Favorite Villain
Writing: Essay - Letter to the Editor
Writing: Research Paper: An American President
13.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;
The Writing Process
of Julius Caesar
Writing: Definition Essay: What Is an American?
Grammar: Transitions
Grammar: Transition Words and Phrases
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TX-English II
13.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;
The Writing Process
Writing: The Six Traits
of Julius Caesar
13.D
edit drafts for grammar, mechanics, and spelling; and
The Writing Process
Writing: The Six Traits
of Julius Caesar
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TX-English II
13.E
revise final draft in response to feedback from peers and teacher and publish written work for appropriate
audiences.
The Writing Process
of Julius Caesar
14
14.A
14.B
14.C
15
15.A
15.A.i
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.
write an engaging story with a well-developed conflict and resolution, interesting and believable characters, a
range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that Writing: Personal Narrative: Real Courage
write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety
of poetic forms (e.g., sonnets, ballads); and
write a script with an explicit or implicit theme and details that contribute to a definite mood or tone.
Students write expository and procedural or work-related texts to communicate ideas and information to
specific audiences for specific purposes.
write an analytical essay of sufficient length that includes:
effective introductory and concluding paragraphs and a variety of sentence structures;
of Julius Caesar
Writing:
Grammar: Paragraphs - Narrative and Descriptive
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TX-English II
15.A.ii
rhetorical devices, and transitions between paragraphs;
of Julius Caesar
Writing:
Grammar: Paragraphs - Narrative and Descriptive
15.A.iii
a thesis or controlling idea;
of Julius Caesar
Writing:
15.A.iv
an organizing structure appropriate to purpose, audience, and context;
of Julius Caesar
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TX-English II
15.A.v
relevant evidence and well-chosen details; and
of Julius Caesar
15.A.vi
distinctions about the relative value of specific data, facts, and ideas that support the thesis statement;
of Julius Caesar
15.B
15.B.i
write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project
plans) that include:
organized and accurately conveyed information;
21st-Century Skills: Business Letter
21st-Century Skills: Career and College Applications
21st-Century Skills: Resumés and Cover Letters
21st-Century Skills: Professional Electronic
Communication
15.B.ii
reader-friendly formatting techniques; and
Communication
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TX-English II
15.B.iii
anticipation of readers' questions;
Communication
15.C
15.C.i
15.C.ii
write an interpretative response to an expository or a literary text (e.g., essay or review) that:
extends beyond a summary and literal analysis;
addresses the writing skills for an analytical essay and provides evidence from the text using embedded
quotations; and
Communication: Poetry Presentation
of Julius Caesar
of Julius Caesar
15.C.iii
analyzes the aesthetic effects of an author's use of stylistic and rhetorical devices; and
of Julius Caesar
15.D
produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or
textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of
view and appeals to a specific audience.
Types of Supporting Materials
Communication: Informative Speech
16
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:
16.A
a clear thesis or position based on logical reasons supported by precise and relevant evidence;
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TX-English II
16.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);
16.C
counter-arguments based on evidence to anticipate and address objections;
16.D
an organizing structure appropriate to the purpose, audience, and context;
16.E
an analysis of the relative value of specific data, facts, and ideas; and
16.F
a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations).
17
17.A
17.A.i
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.
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);
Grammar: Sequence of Verb Tenses
Grammar: Using Verbals
17.A.ii
restrictive and nonrestrictive relative clauses; and
Grammar: Subordinate Clauses
Grammar: Main or Subordinate Clause
17.A.iii
reciprocal pronouns (e.g., each other, one another);
17.B
identify and use the subjunctive mood to express doubts, wishes, and possibilities; and
Grammar: Personal Pronoun Usage
Grammar: Verb Mood and Voice
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TX-English II
17.C
use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).
Grammar: Sentence Variety
Grammar: Sentence Faults
18
18.A
Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
use conventions of capitalization; and
18.B
18.B.i
use correct punctuation marks including:
comma placement in nonrestrictive phrases, clauses, and contrasting expressions;
Grammar: Capitalization
Grammar: The Comma
Grammar: Main or Subordinate Clause
18.B.ii
quotation marks to indicate sarcasm or irony; and
Grammar: Punctuation for Citation
18.B.iii
dashes to emphasize parenthetical information.
19
Students spell correctly. Students are expected to spell correctly, including using various resources to
determine and check correct spellings.
20
20.A
Students ask open-ended research questions and develop a plan for answering them.
brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the
major research topic; and
Grammar: Spelling Strategies
Skills Lesson: Planning for Research
20.B
formulate a plan for engaging in research on a complex, multi-faceted topic.
21
21.A
Students determine, locate, and explore the full range of relevant sources addressing a research question and
systematically
record
theto
information
they
gather.
follow
the research
plan
compile data
from
authoritative sources in a manner that identifies the major
issues and debates within the field of inquiry;
Skills Lesson: Gathering Information
21.B
organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes,
learning logs); and
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TX-English II
21.C
paraphrase, summarize, quote, and accurately cite all researched information according to a standard format
(e.g., author, title, page number).
Skills Lesson: Using and Citing Evidence
22
22.A
Students clarify research questions and evaluate and synthesize collected information.
modify the major research question as necessary to refocus the research plan;
Skills Lesson: Gathering and Evaluating Sources
22.B
evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of
sources (including Internet sources) by examining their authority and objectivity; and
22.C
critique the research process at each step to implement changes as the need occurs and is identified.
23
23.A
Students organize and present their ideas and information according to the purpose of the research and their
audience.
Studentsinare
expected
synthesize
the research
a written
or an oral presentation that:
marshals evidence
support
of atoclear
thesis statement
andinto
related
claims;
Skills Lesson: Creating and Using Thesis Statements
23.B
provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of
view;
Skills Lesson: Creating and Using Thesis Statements
Skills Lesson: Creating and Using Outlines
23.C
uses graphics and illustrations to help explain concepts where appropriate;
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TX-English II
23.D
uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to
examine the quality of the research; and
23.E
uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and
format written materials.
Skills Lesson: Using and Citing Evidence
24
24.A
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.
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;
The Listening Process
Communication: Effective Listening Skills
Types of Informative Presentations
Organizing Your Informative Presentation
Tips for Clear and Interesting Presentations
24.B
follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and
complete processes; and
24.C
evaluate the effectiveness of a speaker's main and supporting ideas.
Grammar: Analyzing Formal Speech
25
Students speak 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.
Grammar: Analyzing Formal Speech
Types of Informative Presentations
Organizing Your Informative Presentation
Tips for Clear and Interesting Presentations
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TX-English II
25
Students speak 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. (Cont'd.)
26
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.
Effective Group Work
RC
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.
RC.A
reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing,
making connections, creating sensory images); and
The Strategy Focus: Text Structure - One Foot, Two
Foot, Barbed Foot, Goo Foot: Structure Matters
Elective - Health: Above and Beyond: Animal
Rescues
Functional Text: How-To Flow Chart
The Strategy Focus: Questioning
Expository Text: Article - Capoeira - Brazilian Art
Form
Art
The Strategy Focus: Summarizing
Won't Die Text: Disease Prevention and Treatment
Functional
Visual Text Skill: Analyzing a Poster
Conclusions
Folktales?
Skills Lesson: Fact and Opinion
Persuasive Text: Advertisement
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TX-English II
RC.B
make complex inferences about text and use textual evidence to support understanding.
Smith
Poem: La Belle Dame Sans Merci (Keats)
Art
Conclusions
Folktales?
Skills Lesson: Fact and Opinion
Persuasive Text: Advertisement
Woolf
Skills Lesson: Theories of Literary Interpretation
Shoot a Free Throw
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TX-English II TX Essential Knowledge and Skills 2008

Transcription

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