Scope+and+Sequence

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** English II: Course Overview ** || English II students read extensively in multiple genres from world literature such as short stories, dramas, novels, and poetry. Students learn literary forms and terms associated with selections being read as well as interpret the possible influences of the historical context on a literary work. English II students are expected to plan, draft, edit, and revise written compositions on a regular basis in a variety of forms including narrative, descriptive, expository, and persuasive. In addition, students practice 21st century literacy skills such as critical thinking and problem solving, and communication and collaboration skills. Reading skills include main idea, cause and effect, comparing and contrasting, understanding vocabulary in context, sequence of events, fact and opinion, reference and research, author’s purpose, summarizing, making inferences, and drawing conclusions. || ** First Six Weeks ** || This unit uses the short story genre to introduce students to the elements of fiction. Under the theme “Defining Moments,” students will focus their learning on the development of plot, theme, character, characterization, conflict, antagonist, setting, theme, tone, irony, symbolism and point of view. They will compare authors’ use and development of these elements across multiple texts. In addition, they will explore the expression of the unit theme in nonfiction, poetry, and media selections. Students will write summaries, respond to literature, and create and complete Thinking Maps as they work toward mastery of the unit objectives. Students will review the 9 steps of WFTF for autobiographical narrative and begin the drafting process and produce a first draft narrative. || All of the following reading skills will be practiced and reinforced with each reading selection studied:  l  Annotation  l  main idea  l  cause and effect  l  compare/contrast  l  vocabulary in context  l  sequence of events  l  fact and opinion  l  reference and research  l  author’s purpose  l  summarizing  l  making inferences  l  drawing conclusions || Use Thinking Maps to explore the following literary concepts:  l  character (antagonist/protagonist; dynamic/static; round/flat)  l  conflict  l  point of view  l  setting <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  theme <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  tone <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  antagonist ( TEKS 11A-H) || Introduce style analysis: <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Detail <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Diction (connotation, denotation, euphemism, idiom) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Syntax (parallelism, anaphora, rhetorical question) as it relates to meaning <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Theme <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Tone || ** Anchor Text ** || ** Connecting Text ** || ** Scaffolding Text ** || Choose from the following: “ Liberty ” (184) “Where Have You Gone, Charming Billy?” (196) “The Bet” (209) “Trap of Gold” (248) “Everyday Use” || “Lessons of Love” (158) “The Wrestlers” (340) “RMS Titanic” (390) “No news from Auschwitz ” (410) “A Presentation of Whales” (434) “Into Thin Air” (420) magazine article “Sentimental Journey to la Casa of Childhood” (191) || Use film clips or recent news clips that show a defining moment. Select clips that show a realization, a change, a triumph or loss. Check Video Streaming for possible clips from documentaries about novels, historical, or current events. || ** Essential Writing ** || ** Expected Writing ** || ** Extended Writing ** || WFTF autobiographical narrative – review 9 steps || Teach sentence models # 1-5. Open-Ended Response (Literary): Through close-reading strategies, students will prove their responses with a quote from the literature that supports and relevance. Literature-based personal narrative writing prompts – Apply one of the conflicts found in the story to personal experience. || Use devices of writing effectively such as description, figurative language, complex sentences, dialog, and suspense. Produce cohesive and coherent texts by organizing ideas, using effective transitions, and using precise connotation and denotation. Literary analysis – Use a short story from the unit to analyze how a character’s defining moment affects the overall development of plot or characterization. || Words to Own || Words to Own || Smith-Dewar Lessons 1-2 ||
 * Adopted Text: **// Elements of Literature, 4th Course // ; //Language Network// (blue) ||
 * Resource Binders: ** WFTF (autobiographical incident, narrative, responding to literature) ||
 * Resource Binders: ** WFTF (autobiographical incident, narrative, responding to literature) ||
 * Resource Binders: ** WFTF (autobiographical incident, narrative, responding to literature) ||
 * First Six Weeks TEKS: ** 7A-J reading comprehension; 8A-D read a variety of texts, 9A-B read to understand culture, 10A-C read to respond to literature, 10B use elements of text to defend responses, 11A theme, 11B setting, 11C characters, time, point of view, 11E development of plot, 11H literary forms, 1A-C write in a variety of forms, 2A-D writing process, 3A-C conventions, 6 E reference material ||
 * Composition Folder Requirements: ** Evidence of autobiographical incident using WFTF steps. ||
 * Technology Integration: ** Log students into Shelfari at [|www.shelfari.com]. Have students set up blogs for response to literature and open-ended response work at https://www.blogger.com/start. Set up vocabulary notebooks at [|www.google.com/notebook]. ||
 * TEKS **** Check 1: ** Reading Objectives – Based on “The Bass, the River, and Sheila Mant” (Do not use the short story for class instruction.) ||
 * Literary Analysis Essential ** ||
 * Literary Analysis Expected ** ||
 * Literary Analysis Extended ** ||
 * Concepts ** :
 * Literary Analysis Essential ** ||
 * Literary Analysis Expected ** ||
 * Literary Analysis Extended ** ||
 * Concepts ** :
 * Concepts ** :
 * Concepts ** :
 * Ongoing **** Reading **** Skills: **
 * Concepts ** :
 * Concepts ** :
 * Literature ** :
 * Literature ** :
 * Literature ** :
 * Nonfiction ** :
 * Media: **
 * Literature ** :
 * Targeted Writing Skills: **
 * Targeted Writing Skills: **
 * Targeted Writing Skills ** :
 * Targeted Writing Skills: **
 * Vocabulary Development ** ||
 * Vocabulary Development ** ||
 * Vocabulary Development ** ||
 * Vocabulary Development ** ||

** Second Six Weeks ** || Students continue their study of the elements of fiction through the study of a novel or selected memoirs. Under the theme “The Loss of Innocence,” students will continue to focus their learning on the development of plot, theme, character, characterization, setting, theme, tone, irony, and symbolism. In addition, the activities in the unit should also focus on three main ideas: the literary construction and merit of the novel/memoir; the social, historical, and political climate in which the event took place, and a comparison of two very different media accounts of the impact of the event. Students will write summaries, respond to literature, and create and complete Thinking Maps as they work toward mastery of the unit objectives. Instead of a whole class novel approach, teachers may elect to use literature circles based on interest and/or readiness for the novel study. || Use Thinking Maps to explore the following literary concepts: <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  character (antagonist/protagonist; dynamic/static; round/flat) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  characterization (indirect/direct) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  irony (dramatic, situational, verbal), <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  symbolism <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  plot (conflict, flashback, foreshadowing, suspense) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  point of view (person, perspective, shift) (TEKS 11A-H) All of the following reading skills will be practiced and reinforced with each reading selection studied: <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Annotation and close reading <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Main idea and supporting details <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Cause and effect <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Compare/contrast <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Vocabulary in context, Sequence of events <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Making predictions <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Fact and opinion <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Author’s purpose <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Summarizing <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Making inferences <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Drawing conclusions <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Identifying text evidence to support interpretations <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Make connections to historical context || Use Thinking Maps and other scaffolding devices to explore the following literary concepts.
 * Second Six Weeks TEKS: ** 11F symbolism, 11H literary forms (irony), 4B, C, D, F write to discover and organize information, compile information from primary and secondary sources, represent information in a variety of ways, 13B, D, E locate information, organize and convert information into new forms, adapt research material for different purposes and audiences. ||
 * On-going, Reinforced, Re-teach TEKS: ** 7A-J reading comprehension; 8A-D read a variety of texts, 9A-B read to understand culture, 10A-C read to respond to literature, 10B use elements of text to defend responses, 11A theme, 11B setting, 11C characters, time, point of view, 11E development of plot, 11H literary forms, 1A-C write in a variety of forms, 2A-D writing process, 3A-C conventions, 6 E reference material ||
 * Adopted Text: ** novels or memoirs (See novel list.) ||
 * Resource Binders: ** WFTF (autobiographical incident, narrative, responding to literature); Primer on literature circles (See J. Jackson) ||
 * Composition Folder Requirements: ** Evidence of autobiographical incident editing and revising ||
 * Technology Integration: ** Log students into Shelfari at [|www.shelfari.com]. Have students set up blogs for response to literature and open-ended response work at https://www.blogger.com/start. Set up vocabulary notebooks at [|www.google.com/notebook]. Tech Model Lesson in D2SC Inquiry & Research 2. ||
 * TEKS **** Check 2: ** Revising & editing passages ||
 * Literary Analysis Essential ** ||
 * Literary Analysis Expected ** ||
 * Literary Analysis Extended ** ||
 * Concepts ** :
 * Technology Integration: ** Log students into Shelfari at [|www.shelfari.com]. Have students set up blogs for response to literature and open-ended response work at https://www.blogger.com/start. Set up vocabulary notebooks at [|www.google.com/notebook]. Tech Model Lesson in D2SC Inquiry & Research 2. ||
 * TEKS **** Check 2: ** Revising & editing passages ||
 * Literary Analysis Essential ** ||
 * Literary Analysis Expected ** ||
 * Literary Analysis Extended ** ||
 * Concepts ** :
 * Literary Analysis Extended ** ||
 * Concepts ** :
 * Concepts ** :
 * Reading **** skills **
 * Concepts ** :

<span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Allusion (historical, literary, mythological) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Motif <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Satire || Tone shift Multiple tones Vocabulary associated with tone - LTF Foundation Lesson “Putting All Together” - Awareness of Mood to Analysis of Tone Using “By the Waters of Babylon ” (30) || ** Anchor Text ** || ** Connecting Text ** || ** Scaffolding Text ** || Choose from the following: // A Separate Peace // // Fahrenheit 451 // // Lord of the Flies // // The //// Pearl // (See novel list for more choices). || Short Stories: “Life is Sweet at Kumansenu” (22) “By the Waters of Babylon ” (42) “With All Flags Flying” (48) “The Pit and the Pendulum” (46) “The Pedestrian” (26) || Use //Discovery Channel Great Books Series// for background and commentary for novels if available (Video Streaming). Historical setting websites or documentaries to provide context. Webquests related to thematic content. Select film clips as a companion text to create a comparison with the novel, such as //Dead Poets Society// paired with //A Separate Peace// || ** Essential Writing ** : || ** Expected Writing ** : || ** Extended Writing ** : || WFTF autobiographical narrative – Edit and revise the autobiographical narrative written during first six weeks. Emphasize focus, organization, development of ideas, voice, and conventions. Teach elaboration strategies such as adding sensory details, explaining “how or why,” varying sentence structure, descriptive details. Review Sentence models #1-5 || Literary open-ended and Expository – teach strategies for selecting the best text evidence; writing about text evidence through direct quote, specific synopsis, or paraphrase Teach Sentence models # 6-8 || Make an annotated and parenthetically cited map of the geographic location associated with the novel. Draw a sociogram symbolically depicting and relating the various characters. Suggested literary analysis prompt: Thematic prompt – Analyze how a character or characters experience a loss of innocence that causes a coming of age (emergence into maturity) through the events of the novel. // LTF // - Literary essay – options: symbolism, themes, or how the violence presented underscores the theme of the nature of man Mini-research – A research product related to the historical context of literature studied. See Tech Model Lesson in D2SC Unit 8 Inquiry & Research. Products may include but are not limited to: A website, a museum exhibit, a song, a series of political cartoons showing the historical issue, etc. Teach concepts of: <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Evaluation of sources <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Use of print sources <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Use of the Internet and research databases <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Citing sources (parenthetically and bibliography) || Smith-Dewar Novel List || Smith-Dewar Novel List || Smith-Dewar Novel List ||
 * Concepts ** :
 * Literature ** :
 * Literature ** :
 * Literature ** :
 * Literature ** :
 * Vocabulary Development: ** ||
 * Vocabulary Development: ** ||
 * Vocabulary Development: ** ||
 * Vocabulary Development: ** ||

** Third Six Weeks ** || Through the unit theme of “Taking A Stand,” students will explore writers’ use of persuasive techniques and elements of non-fiction. Anchor texts such as //The Tragedy of Julius Caesar// or //Antigone// will be used to explore the ways persuasive meaning is made. Students will draw conclusions and make connections among a variety of persuasive texts. Students will also study how arguments are made through non-fiction texts. || ** Literary Analysis Essential ** || ** Literary Analysis Expected ** || ** Literary Analysis Extended ** || All of the following reading skills will be practiced and reinforced with each reading selection studied: // Figures of Speech (figurative language) // <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Apostrophe <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Metaphor (extended/controlling) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Oxymoron <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Paradox <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Personification <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Pun <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Simile // Literary Techniques // <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Symbolism <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Characterization (indirect, direct) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Character (foil, stock) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Irony (dramatic, situational, verbal) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Plot <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Point of view <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Setting <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Style <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Theme <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Tone <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Soliloquy <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Aside ||  //Literary Forms// Drama Aristotle’s rules for tragedy (catharsis, dramatic unities, hamartia, hubris, recognition, reversal) // Literary Techniques // <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Allusion <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Argumentation (cause/effect, classification, comparison/contrast, deductive/inductive reasoning, emotional appeals, logical appeals) || Analyze Creon's first speech for rhetorical strategies, argumentative appeals, and purpose. Analyze Brutus's or Antony 's funeral oration for rhetorical strategies, argumentative appeals, purpose. Compare Brutus's and Antony 's funeral orations. Trial of Antigone or Creon Trial of Brutus and Cassius and other conspirators. || ** Anchor Text ** || ** Connecting Text ** || ** Scaffolding Text ** || || “All the Unburied Ones” (740) I Am not One of Those Who Left the Land” (740) “ Russia 's Antigone” (740) “The Arrogance and Cruelty of Power” (885) Julius Caesar in an Absorbing Production (878) || Select a famous speech: Suggestions: JFK's Inaugural Speech See [|www.americanrhetoric.com] for more choices. || ** Essential Writing: ** || ** Expected Writing: ** || ** [|Extended Writing:] ** || Autobiographical Essay Review Sentence Models #1-8 || Continue literary open-ended response and expository open-ended response and include cross-over open-ended response: Teach strategies for crafting an answer and choosing the best text evidence. Focus on direct quote, specific synopsis, and paraphrase Mode of writing: expository with persuasive elements. Persuasive elements include: <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Testimonial <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Transfer <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Plain folks <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Bandwagon <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Flag waving <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Snob appeal <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Image advertising <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Facts and figures <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Hidden fears <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Fantasy <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Name calling <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Created spokesperson Introduce concept of rhetoric: <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Appeals to logic (logos) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Appeals to emotion (ethos) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Appeals to trust in the speaker (pathos) Teach Sentence Models #9-11. || The tyrant dies and his rule ends, the martyr dies and his rule begins. - Kierkegaard Consider the implications of this statement in //Antigone.// Write a carefully reasoned essay in which you examine the validity (truth) of this statement based upon evidence from the play. Ideas &/or questions to consider (hints to get you started): <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  How/why is this a paradox? <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  How does death end a tyrant’s rule? <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Does Creon’s rule end w/o his death? <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Define **martyr**. <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  How can a martyr rule after death? <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  How could a martyr’s rule after death overthrow the tyrant who still lives? <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  [|What evidence from the play and its tragic aftermath can you use to support your analysis of the truth of the quotation?] Inaugural Address (//Antigone)// – See handout in D2SC Unit 10. __ Julius Caesar __ Essay – The Tragic Hero The play is titled //Julius Caesar//, but who is the real tragic hero of the play? Most readers agree that it is Brutus, but others make strong arguments that the tragic hero is Caesar, Antony, or even Cassius. Write an essay arguing for or against Brutus as the tragic hero of the play. Consider the criteria of the tragic hero provided below, your notes on archetypes and the hero, and the themes of the play. A Tragic Hero <span style="FONT-SIZE: 8pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-size: 11.0pt"> q  The hero has a high position in the community that shows a sense of nobility, authority, influence, or power. <span style="FONT-SIZE: 8pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-size: 11.0pt"> q  The hero makes an error, a mistaken judgment, or action (usually the fatal flaw is because of excessive pride or ambition). <span style="FONT-SIZE: 8pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-size: 11.0pt"> q  The hero is punished and the audience should (according to the Greeks) react with pity and then empathy. <span style="FONT-SIZE: 8pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-size: 11.0pt"> q  The hero makes a discovery about himself, gains self-knowledge, or achieves reconciliation with the universe. || ** Vocabulary Development: ** || ** Vocabulary Development: ** || ** Vocabulary Development: ** || Smith-Dewar Play List or  Words to Own (Holt) || Smith-Dewar Play List or  Words to Own (Holt) || Smith-Dewar Play List ||
 * Third Six Weeks TEKS: ** 11G interpret poetic elements, 12A-D analyze text structure, word choice, audience, analyze credibility of sources, teach logical argumentation, bias and persuasive techniques, 15B analyze effect of artistic elements such as character development, rhyme, imagery, language, 20B, C, D deconstruct media for main idea, evaluate ||
 * On-going, Reinforced, Re-teach TEKS: ** 7A-J reading comprehension; 8A-D read a variety of texts, 9A-B read to understand culture, 10A-C read to respond to literature, 10B use elements of text to defend responses, 11A theme, 11B setting, 11C characters, time, point of view, 11E development of plot, 11H literary forms, 1A-C write in a variety of forms, 2A-D writing process, 3A-C conventions, 6 E reference material ||
 * Adopted Text: **// Elements of Literature, 4th Course // ; //Language Network// ||
 * Resource Binders: ** WFTF (persuasive and expository sections) ||
 * Composition Folder Requirements: ** Evidence of persuasive or expository writing using WFTF. ||
 * Technology Integration: ** Students may continue work with Shelfari, blogs, and Google notebook. ||
 * TEKS **** Check: ** District Semester Exam SE1 – Reading objectives will be assessed. ||
 * Resource Binders: ** WFTF (persuasive and expository sections) ||
 * Composition Folder Requirements: ** Evidence of persuasive or expository writing using WFTF. ||
 * Technology Integration: ** Students may continue work with Shelfari, blogs, and Google notebook. ||
 * TEKS **** Check: ** District Semester Exam SE1 – Reading objectives will be assessed. ||
 * Technology Integration: ** Students may continue work with Shelfari, blogs, and Google notebook. ||
 * TEKS **** Check: ** District Semester Exam SE1 – Reading objectives will be assessed. ||
 * TEKS **** Check: ** District Semester Exam SE1 – Reading objectives will be assessed. ||
 * Concepts ** :
 * Concepts ** :
 * Concepts ** :
 * Concepts ** :
 * Literature ** :
 * // The Tragedy of Julius Caesar //**
 * // Antigone //**
 * // Antigone //**
 * Literature ** :
 * Media: **
 * Literature ** :

** Fourth Six Weeks ** || This unit is a review of reading and writing skills. Throughout the unit students must recall close reading strategies for comprehension and strategies for answering the open-response and selecting the best text evidence. Students will read and create Thinking Maps to analyze and compare informational texts, fictional texts, and media pieces. They will connect themes and ideas across texts. Authentic triplets from literature previously studied serve as a canvas for practicing these skills and reviewing literary concepts. Students will review 9 steps of WFTF for autobiographical incident essay, strategies for elaboration, and editing and revising. Emphasize focus, organization, and development of ideas in the writing. || ** Literary Analysis Essential ** || ** Literary Analysis Expected ** || ** Literary Analysis Extended ** || <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  main idea <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  cause and effect <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  compare/contrast <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  vocabulary in context <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  sequence of events <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  fact and opinion <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  reference and research <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  author’s purpose <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  summarizing <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  making inferences <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  drawing conclusions // Literary terms // <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  character (antagonist/protagonist; dynamic/static; round/flat) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  characterization (indirect/direct) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  conflict <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  irony (dramatic, situational, verbal) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  symbolism <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  motivation <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  detail <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  diction (connotation, denotation, euphemism, idiom) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  imagery <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  mood <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  plot (conflict, flashback foreshadowing <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l    suspense) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  point of view (person, perspective, shift) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  setting <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  style <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  theme <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  tone (as determined through diction, imagery, detail, point of view, and syntax) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  dialog hyperbole (TEKS 11A-H) ||  //Figures of Speech (figurative language)// <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Apostrophe <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Metaphor (extended/controlling) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Oxymoron <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Paradox <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Personification <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Pun <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Simile // Sound Devices // <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Alliteration <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Assonance <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Consonance <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Meter <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Onomatopoeia <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Rhyme <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Rhythm // Literary Techniques // <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Allusion <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Argumentation (cause/effect, classification, comparison/contrast, deductive/inductive reasoning, emotional appeals, logical appeals) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Analyze characteristics of text (structure, word choice, intended audience) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Analyze patterns of organization, syntax, word choice <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Evaluate the credibility of information sources <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Determine writer’s motives <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Evaluate logical arguments <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Evaluate persuasive techniques || Use Thinking Maps to teach close reading strategies LTF Foundation Lesson – “A Moment in Time – Analyzing a Visual Text” (386) || ** Anchor Text ** || ** Connecting Text ** || ** Scaffolding Text ** || Holt TAKS booklets Write for the Future Notebooks – skills sections || Previously studied literature used as authentic triplets || Current event articles || ** Essential Writing ** : || ** Expected Writing ** : || ** Extended Writing ** : || Review WFTF – 9 steps for autobiographical incident Review elaboration strategies and strategies for revising and editing Review authentic transitions Varying sentence beginnings Review Sentence Models #1-11 || Practice strategies for literary, expository, and cross-over open-response using direct quotation, paraphrase, and specific synopsis. Teach Sentence Models #12-13 || Practice student self & peer evaluation of short answers and essays from released tests and student practice this six weeks. State TAKS Test || ** Vocabulary Development: ** || ** Vocabulary Development: ** || ** Vocabulary Development: ** || Review prefixes, suffixes and Greek/Latin root words Review multiple meaning words Connotation and denotation || || ||
 * Response and Connection – Testing as a Genre **
 * Response and Connection – Testing as a Genre **
 * Fourth Six Weeks TEKS ** : Review all tested TEKS – 1B, C write with appropriate voice and style; 2B, C develop drafts and proofread; 3A, B, C accurate spelling and punctuation, subject-verb agreement, pronoun-antecedent agreement, parallelism, gerunds, participles, and infinitives; 5A evaluate writing for content and mechanics; 6B, C, E, F, G rely on context, prefixes, roots, and suffixes, reference material, connotative and denotative meaning of words, analogies; 7E, F, G text structure such as compare/contrast produce summaries, main idea and detail, draw inferences; 8B read in a variety of sources; 10B use text evidence; 11A, B, C, D, E, F theme, conflict, allusion; setting and time frame to meaning of text; plot development and conflicts, literary language, understand historical context, literary forms; 12A, B, C analyze text for organization, syntax, word choice; evaluate credibility of info sources, recognize logical, deceptive and/or faulty modes of persuasion; 19B, C analyze and understand various media; 20B, C deconstruct media for main idea; evaluate and critique persuasive techniques of media messages. ||
 * Adopted Text: **// Elements of Literature, 4th Course // ; //Language Network// ||
 * Resource Binders: ** Write for the Future binders ||
 * Composition Folder Requirements: ** Evidence of extensive work on autobiographical incident essay and open-ended response ||
 * Technology Integration: ** Students may continue work with Shelfari, blogs, and Google notebook. ||
 * TEKS Check: ** No TEKS Check is given during the 4th six weeks. ||
 * Composition Folder Requirements: ** Evidence of extensive work on autobiographical incident essay and open-ended response ||
 * Technology Integration: ** Students may continue work with Shelfari, blogs, and Google notebook. ||
 * TEKS Check: ** No TEKS Check is given during the 4th six weeks. ||
 * Technology Integration: ** Students may continue work with Shelfari, blogs, and Google notebook. ||
 * TEKS Check: ** No TEKS Check is given during the 4th six weeks. ||
 * TEKS Check: ** No TEKS Check is given during the 4th six weeks. ||
 * Concepts ** :
 * Concepts ** :
 * Concepts ** :
 * Concepts ** :
 * Literature ** :
 * Literature ** :
 * Literature ** :
 * Literature ** :

** Fifth Six Weeks ** || “Loss of Innocence,” – Students continue their study of the elements of fiction through the study of a novel, selected memoirs, or excerpts of such. Under the theme “The Loss of Innocence,” students will continue to focus their learning on the development of plot, theme, character, characterization, setting, theme, tone, irony, and symbolism. In addition, the activities in the unit should also focus on three main ideas: the literary construction and merit of the novel/memoir; the social, historical, and political climate in which the event took place, and a comparison of two very different media accounts of the impact of the event. Students will write summaries, respond to literature, and create and complete Thinking Maps as they work toward mastery of the unit objectives. Instead of a whole class novel approach, teachers may elect to use literature circles based on interest and/or readiness for the novel study. Writing focuses the research process, as well as locating and evaluating quality information from diverse resources. Products should move beyond the traditional research paper to include multi-media components. || ** Literary Analysis Essential ** || ** Literary Analysis Expected ** || ** Literary Analysis Extended ** || Use Thinking Maps to explore the following literary concepts: <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  character (antagonist/protagonist; dynamic/static; round/flat) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  characterization (indirect/direct) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  irony (dramatic, situational, verbal), <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  symbolism <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  plot (conflict, flashback, foreshadowing, suspense) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  point of view (person, perspective, shift) (TEKS 11A-H) All of the following reading skills will be practiced and reinforced with each reading selection studied: <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Annotation <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  main idea <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  cause and effect <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  compare/contrast <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  vocabulary in context <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  sequence of events <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  literary devices <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  fact and opinion <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  reference and research <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  author’s purpose <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  summarizing <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  making inferences <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  drawing conclusions ||  Use Thinking Maps and other scaffolding devices to explore the following literary concepts.
 * Adopted Text: **// Elements of Literature, 4th Course // ; //Language Network//; //Language Network// //Writing Research Papers// ancillary. See list of selected memoirs available through IISD libraries for literature circle study. ||
 * Resource Binders: ** ||
 * Fifth Six Weeks TEKS: ** 11G interpret poetic elements, 12A-D analyze text structure, word choice, audience, analyze credibility of sources, teach logical argumentation, bias and persuasive techniques, 15B analyze effect of artistic elements such as character development, rhyme, imagery, language, 20B, C, D deconstruct media for main idea, evaluate, ), 4B, C, D, F write to discover and organize information, compile information from primary and secondary sources, represent information in a variety of ways, 13B, D, E locate information, organize and convert information into new forms, adapt research material for different purposes and audiences. ||
 * On-going, Reinforced, Re-teach TEKS: ** 7A-J reading comprehension; 8A-D read a variety of texts, 9A-B read to understand culture, 10A-C read to respond to literature, 10B use elements of text to defend responses, 11A theme, 11B setting, 11C characters, time, point of view, 11E development of plot, 11H literary forms, 1A-C write in a variety of forms, 2A-D writing process, 3A-C conventions, 6 E reference material ||
 * Composition Folder Requirements: ** Evidence of research process ||
 * Technology Integration: ** See Tech Model Lessons in D2SC ||
 * TEKS Check: ** No TEKS Check for 5th Six Weeks ||
 * On-going, Reinforced, Re-teach TEKS: ** 7A-J reading comprehension; 8A-D read a variety of texts, 9A-B read to understand culture, 10A-C read to respond to literature, 10B use elements of text to defend responses, 11A theme, 11B setting, 11C characters, time, point of view, 11E development of plot, 11H literary forms, 1A-C write in a variety of forms, 2A-D writing process, 3A-C conventions, 6 E reference material ||
 * Composition Folder Requirements: ** Evidence of research process ||
 * Technology Integration: ** See Tech Model Lessons in D2SC ||
 * TEKS Check: ** No TEKS Check for 5th Six Weeks ||
 * Technology Integration: ** See Tech Model Lessons in D2SC ||
 * TEKS Check: ** No TEKS Check for 5th Six Weeks ||
 * TEKS Check: ** No TEKS Check for 5th Six Weeks ||
 * Concepts ** :
 * Concepts ** :
 * Reading **** skills **
 * Concepts ** :

<span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Allusion (historical, literary, mythological) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Motif <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Satire  || Tone shift Multiple tones Vocabulary associated with tone LTF Foundation Lesson “Putting All Together” –Awareness of Mood to Analysis of Tone Using “By the Waters of Babylon ” (30) || ** Anchor Text ** || ** Connecting Text ** || ** Scaffolding Text ** || // A Separate Peace // // Fahrenheit 451 // // Lord of the Flies // // The //// Pearl // // Huck Finn // || Short Stories: “Life is Sweet at Kumansenu” “By the Waters of Babylon ” “With All Flags Flying” “The Pit and the Pendulum” “The Pedestrian” || Use //Discovery Channel Great Books Series// for background and commentary for novels if available (Video Streaming). Historical setting websites or documentaries to provide context. Webquests related to thematic content. Select a film as a companion text to create a comparison with the novel, such as //Dead Poets Society// paired with //A Separate Peace// || ** Essential Writing ** :  || ** Expected Writing ** : || ** Extended Writing ** : || WFTF autobiographical narrative – Edit and revise the autobiographical narrative written during first six weeks. Emphasize focus, organization, development of ideas, voice, and conventions. Teach elaboration strategies such as adding sensory details, explaining “how or why,” varying sentence structure, descriptive details. Review Sentence models #1-13 || <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Evaluation of sources <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Use of print sources <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Use of the Internet and research databases <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Citing sources (parenthetically and bibliography) Teach Sentence Models #14-15 || End product of research in the form of paper/project and/or presentation. Adapt LTF Lesson – Symbols of the Author's Life – A Three Dimensional Research Project LTF – Point of View – The Person or the Persona || ** Vocabulary Development: ** || ** Vocabulary Development: ** || ** Vocabulary Development: ** || Smith-Dewar Novel Lists || Smith-Dewar Novel Lists || Smith-Dewar Novel Lists ||
 * Concepts ** :
 * Literature ** :
 * Literature ** :
 * Literature ** :
 * Literature ** :
 * Teach research concepts of: **

** Sixth Six Weeks ** || Through the unit theme of “Taking A Stand,” students will explore writers’ use of persuasive techniques and elements of non-fiction. Anchor texts such as //The Tragedy of Julius Caesar// or //Antigone// will be used to explore the ways persuasive meaning is made. Students will draw conclusions and make connections among a variety of persuasive texts. Students will also study how arguments are made through non-fiction texts. Students will apply their knowledge of persuasive techniques by creating a creative product. || ** Literary Analysis Essential ** || ** Literary Analysis Expected ** || ** Literary Analysis Extended ** || // Figures of Speech (figurative language) // <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Apostrophe <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Metaphor (extended/controlling) <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Oxymoron <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Paradox <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Personification <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Pun <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Simile <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Connotation <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Denotation <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Symbolism <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Allusion <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Tone <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Mood <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  main idea <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  cause and effect <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  compare/contrast <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  vocabulary in context <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  sequence of events <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  fact and opinion <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  reference and research <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  author’s purpose <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  summarizing <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  making inferences <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  drawing conclusions **as each of these skills relate to non-print texts** // Literary Techniques // <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Argumentation (cause/effect, classification, comparison/contrast, deductive/inductive reasoning, emotional appeals, logical appeals) **as each of these skills relate to non-print texts** // Sound Devices // <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Alliteration <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Assonance <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Consonance <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Meter <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Onomatopoeia <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Rhyme <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Rhythm <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Parallelism <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Free verse <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Couplet || Analyze Creon's first speech for rhetorical strategies, argumentative appeals, and purpose. Analyze Brutus's or Antony 's funeral oration. Compare Brutus's and Antony 's funeral orations. Trial of Antigone or Creon [|Trial of Brutus and Cassius and other conspirators.] LTF Foundation Lesson “Literary Analysis – //Julius Caesar,// Act I” (238) LTF Foundation Lessons “Interpreting Logical, Emotional, an Ethical Appeals” and “Persuasive Appeals” (152-166) || ** Anchor Text ** || ** Connecting Text ** || ** Scaffolding Text ** || // Julius Caesar // // Antigone // || “All the Unburied Ones” (740) “I Am not One of Those Who Left the Land (740) “ Russia 's Antigone” (740) “The Arrogance and Cruelty of Power” (885) Media: Julius Caesar in an Absorbing Production (878) Additional Poetry as time allows || Select a famous speech: Suggestions: JFK's Inaugural Speech See [|www.americanrhetoric.com] (Especially Movie speeches) || ** Essential Writing ** : || ** Expected Writing ** : || ** Extended Writing ** : || Expository or persuasive essay Review Sentence Models #1-15 || // Syntax techniques: // <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Polysyndeton <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Repetition <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Anaphora <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Reversal Teach Sentence Models #16-18 || The tyrant dies and his rule ends, the martyr dies and his rule begins. - Kierkegaard Consider the implications of this statement in //Antigone.// Write a carefully reasoned essay in which you examine the validity (truth) of this statement based upon evidence from the play. Ideas &/or questions to consider (hints to get you started): <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  How/why is this a paradox? <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  How does death end a tyrant’s rule? <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Does Creon’s rule end w/o his death? <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  Define **martyr**. <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  How can a martyr rule after death? <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  How could a martyr’s rule after death overthrow the tyrant who still lives? <span style="FONT-SIZE: 9pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> l  [|What evidence from the play and its tragic aftermath can you use to support your analysis of the truth of the quotation?] Inaugural Address (//Antigone)// – See handout in D2SC Unit 10. __ Julius Caesar __ Essay – The Tragic Hero The play is titled //Julius Caesar//, but who is the real tragic hero of the play? Most readers agree that it is Brutus, but others make strong arguments that the tragic hero is Caesar, Antony, or even Cassius. Write an essay arguing for or against Brutus as the tragic hero of the play. Consider the criteria of the tragic hero provided below, your notes on archetypes and the hero, and the themes of the play. A Tragic Hero <span style="FONT-SIZE: 8pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-size: 11.0pt"> q  The hero has a high position in the community that shows a sense of nobility, authority, influence, or power. <span style="FONT-SIZE: 8pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-size: 11.0pt"> q  The hero makes an error, a mistaken judgment, or action (usually the fatal flaw is because of excessive pride or ambition). <span style="FONT-SIZE: 8pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-size: 11.0pt"> q  The hero is punished and the audience should (according to the Greeks) react with pity and then empathy. <span style="FONT-SIZE: 8pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-size: 11.0pt"> q  The hero makes a discovery about himself, gains self-knowledge, or achieves reconciliation with the universe. || ** Vocabulary Development: ** || ** Vocabulary Development: ** || ** Vocabulary Development: ** || Smith-Dewar Play Lists or  Holt Words to Own || Smith-Dewar Play Lists or  Holt Words to Own || Smith-Dewar Play ||
 * Sixth Six Weeks TEKS: ** 13B, E locate appropriate print and non print information, draw conclusions from information gathered, 20 A-F investigate media source, deconstruct media, evaluate and critique persuasive media messages, recognize how sound and visual techniques convey meaning, recognize various media genres, compare, contrast, and critique various media coverage of the same event for point of view, perspective, bias ||
 * On-going, Reinforced, Re-teach TEKS: ** 7A-J reading comprehension; 8A-D read a variety of texts, 9A-B read to understand culture, 10A-C read to respond to literature, 10B use elements of text to defend responses, 11A theme, 11B setting, 11C characters, time, point of view, 11E development of plot, 11H literary forms, 1A-C write in a variety of forms, 2A-D writing process, 3A-C conventions, 6 E reference material ||
 * Adopted Text: **// Elements of Literature, 4th Course // ; //Language Network// ||
 * Resource Binders: ** ||
 * Composition Folder Requirements: ** Evidence of media analyze and product creation ||
 * Technology Integration: ** Create a media product demonstrating persuasive techniques. Media products can include a short documentary, website, Wiki, blog, Pathfinder, infomercial, brochure, PSA, advice column, etc ||
 * TEKS Check: ** No TEKS Check for 6th Six Weeks ||
 * Resource Binders: ** ||
 * Composition Folder Requirements: ** Evidence of media analyze and product creation ||
 * Technology Integration: ** Create a media product demonstrating persuasive techniques. Media products can include a short documentary, website, Wiki, blog, Pathfinder, infomercial, brochure, PSA, advice column, etc ||
 * TEKS Check: ** No TEKS Check for 6th Six Weeks ||
 * Technology Integration: ** Create a media product demonstrating persuasive techniques. Media products can include a short documentary, website, Wiki, blog, Pathfinder, infomercial, brochure, PSA, advice column, etc ||
 * TEKS Check: ** No TEKS Check for 6th Six Weeks ||
 * TEKS Check: ** No TEKS Check for 6th Six Weeks ||
 * Concepts ** :
 * Concepts ** :
 * Media ** :
 * Purpose of various media ** (informative, entertaining texts, advertisements) ||
 * Concepts ** :
 * Concepts ** :
 * Literature ** :
 * Literature ** :
 * Literature ** :
 * Literature ** :