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LTunstall English 8th Pre AP and Regular classes - 1st six weeks2008-2009

This is an estimate and can change with assignments being added, omitted, or moved. Differences in Pre AP and Regular classes will be in the assessments and amount of work assigned outside of class.

Themes covered through the literature in this class have to deal with standing up for the right things in life and that looking the other way is the same as committing the crime. Freedom is something that should be valued and that examining history keeps it from repeating itself. The idea of living life and enjoying things that we normally take for granted and that a life worth living has ups and downs. Researching the reality that hate crimes actually exist today and comparing them to the Holocaust. Also, students will question their junior high experience and set goals for high school.

VocabularyFrom the reading assignmentsVocabulary logs kept from the reading FlashcardsTests over vocabulary and spelling Dictionary skills

Nonfiction- Essays “The American Dream” by Martin Luther King, Jr.“from Sharing the American Dream” by Colin PowellComparisons written and discussed with The GiverClass discussions and notes covering information and literary elements“Water” by Helen Keller

TAKSBenchmark – test gradeTAKS practices- daily gradesClass discussion and notes over strategies

JournalUsed to take notesAs a bell ringer to be done when entering classWriting topicsForeign words Root words, prefixes, suffixesStudents are encouraged to keep their bound journal with them at all times to write in, draw, and anything they want to do to explore their thoughts and feeling

GrammarParts of Speech BenchmarkReview Parts of SpeechDiagramming Sentences

AR ReadingOutside reading assignment with library books of their choosing16 points each 6 weeks for a test grade

WritingWriting skillsAnalyze passages in speeches and the use of literary devices and word/phrase choice to appeal to the audience26 page alphabetical autobiography – a semester project covering their semester finalLife map and speech to the class about themselves (first week of school) life map\use Jason Aldean’s song, “On My Highway”

World War Two Timeline to be studied all year on these days25 Aug 1944: Paris is liberated as Germans surrender

17 Sep 1944: Airborne invasion of Holland begins

26 Sep 1944: Airborne troops retreat from Arnhem

03 Oct 1944: Poles surrender after Warsaw uprising

17 Dec 1944: Germany counter-attacks in Ardennes

27 Jan 1945: Auschwitz death camp liberated

07 Feb 1945: Black Sea talks plan defeat of Germany

14 Feb 1945: Thousands of bombs destroy Dresden

23 Feb 1945: US flag raised over Iwo Jima

21 Apr 1945: Red Army enters outskirts of Berlin

27 Apr 1945: Russians and Americans link at Elbe

28 Apr 1945: Italian partisans kill Mussolini

01 May 1945: Germany announces Hitler is dead

07 May 1945: Germany signs unconditional surrender

Add to the list of dates the things that happen to Anne Frank

Reading Buddies ProgramReading to elementary classes at least once a six weeks promoting that reading is cool!

Teks covered:

(1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.

(2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

(B) use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings;

(C) complete analogies that describe a function or its description (e.g., pen:paper as chalk: ______ or soft:kitten as hard: ______);

(D) identify common words or word parts from other languages that are used in written English (e.g., phenomenon, charisma, chorus, passé, flora, fauna); and

(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.

(7) Comprehension of Literary Text/Literary Nonfiction. 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 expected to analyze passages in well-known speeches for the author's use of literary devices and word and phrase choice (e.g., aphorisms, epigraphs) to appeal to the audience.

(12) Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

(A) analyze text for missing or extraneous information in multi-step directions or legends for diagrams; and

(B) evaluate graphics for their clarity in communicating meaning or achieving a specific purpose.

(14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

(C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;

(D) edit drafts for grammar, mechanics, and spelling; and

(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(A) write an imaginative story that:

(i) sustains reader interest;

(ii) includes well-paced action and an engaging story line;

(iii) creates a specific, believable setting through the use of sensory details;

(iv) develops interesting characters; and

(v) uses a range of literary strategies and devices to enhance the style and tone; and

(16) Writing. Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and includes reflections on decisions, actions, and/or consequences.

(19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) verbs (perfect and progressive tenses) and participles;

(C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses.

(20) Writing/Conventions of Language/Handwriting. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) use conventions of capitalization; and

(B) use correct punctuation marks, including:

(i) commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex sentences; and

(21) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.

(26) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen to and interpret a speaker's purpose by explaining the content, evaluating the delivery of the presentation, and asking questions or making comments about the evidence that supports a speaker's claims;

(B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems; and

(C) summarize formal and informal presentations, distinguish between facts and opinions, and determine the effectiveness of rhetorical devices.

(27) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advocate a position using anecdotes, analogies, and/or illustrations, and use eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively.

(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.

LTunstall English 8th Pre AP and Regular classes - 2nd six weeks2008-2009

Novel- The Light in the ForestReading may be assigned outside of classReading logVocabulary wordsReading out loud in classReading silently in class and outside of classChapter Discussions and notes in class covering information and literary elementsAnalyzing information and using higher level thinking skillsTests and quizzes over information and assigned reading

GrammarDiagramming sentencesRecognizing parts of speechPunctuation – CapitalizationTypes of Sentences

WritingWriting skillsHow the impossible is possible – writing sample explaining the scene from Lewis Carroll's classic "Through the Looking Glass," when Alice tells the White Queen that she cannot believe in impossible things.Persuasive Writing Compare/contrast nonfiction works and drama to The GiverCompare/contrast the stated and implied purposes of authors on the same topic 26 page alphabetical autobiography – a semester project covering their semester final

Teks covered:

(3) Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

(A) analyze literary works that share similar themes across cultures;

(B) compare and contrast the similarities and differences in mythologies from various cultures (e.g., ideas of afterlife, roles and characteristics of deities, purposes of myths); and

(C) explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work.

(6) Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(A) analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved;

(B) analyze how the central characters' qualities influence the theme of a fictional work and resolution of the central conflict; and

(C) analyze different forms of point of view, including limited versus omniscient, subjective versus objective.

(9) Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze works written on the same topic and compare how the authors achieved similar or different purposes.

(B) write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context;

LTunstall English 8th Pre AP and Regular classes-3rd six weeks2008-2009

Classical and Traditional WorksReading may be assigned outside of classReading logVocabulary wordsReading out loud in class

Reading silently in class and outside of classChapter Discussions and notes in class covering information and stylistic elementsAnalyzing information and using higher level thinking skillsTests and quizzes over information and assigned readingGreek /Roman Mythology, and Native American Mythology

TAKSTAKS practices- daily gradesClass discussion and notes over strategies

WritingWriting skillsCompare/contrast historical and cultural similarities/differences classical and traditional works26 page alphabetical autobiography – a semester project covering their semester final Write an original short play about a character of Greek/Roman mythology and present it to the class

OtherChoose a Mediterranean recipe, make the dish following the recipe, bring to classChoose a character, dress like that character, and make a presentation to the class.Interactive "Telephone" Activity (see: King Midas Voicethread)- listen to someone tell the story, then retell it orally from memory into Voicethread.com- think critically about how the story changed from different accounts (i.e. names were lost, details changed, main ideas came through)

Teks covered

(8) Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the effect of similes and extended metaphors in literary text.

LTunstall English 8th Pre AP and Regular classes-4th six weeks2008-2009

Expository TextReading may be assigned outside of classReading logVocabulary wordsReading out loud in classReading silently in class and outside of classDiscussions and notes in class covering information, skills and strategies, and establishing genreAnalyzing information and using higher level thinking skillsTests and quizzes over information and assigned readingEssays, speeches, journals, documents, newspaper and magazine articles, and technical information

TAKSBenchmark- test gradeTAKS practices- daily grades Class discussion and notes over strategies

GrammarDiagramming sentences

Recognizing parts of speechPunctuation – CapitalizationTypes of Sentences

WritingWriting skillsSummarizing and evaluating various texts

Reading Buddies Program Reading to elementary classes at least once a six weeks promoting that reading is cool!

Teks covered:

(10) Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

(A) summarize the main ideas, supporting details, and relationships among ideas in text succinctly in ways that maintain meaning and logical order;

(B) distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic in text;

(C) make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns; and

(D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres and support those findings with textual evidence.

(17) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

(A) write a multi-paragraph essay to convey information about a topic that:

(i) presents effective introductions and concluding paragraphs;

(ii) contains a clearly stated purpose or controlling idea;

(iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies;

(iv) accurately synthesizes ideas from several sources; and

(v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs;

(C) write responses to literary or expository texts that demonstrate the use of writing skills for a multi-paragraph essay and provide sustained evidence from the text using quotations when appropriate; and

(ii) appositive phrases;

(iii) adverbial and adjectival phrases and clauses;

(iv) relative pronouns (e.g., whose, that, which); and

(v) subordinating conjunctions (e.g., because, since);

(B) write complex sentences and differentiate between main versus subordinate clauses; and

(ii) semicolons, colons, hyphens, parentheses, brackets, and ellipses.

LTunstall English 8th Pre AP and Regular classes- 5th six weeks2008-2009

PoetryReading may be assigned outside of classReading logVocabulary wordsReading out loud in classReading silently in class and outside of classChapter Discussions and notes in class covering information and poetry elementsAnalyzing information and using higher level thinking skillsTests and quizzes over information and assigned reading

TAKSTAKS practices- daily grades Class discussion and notes over strategies

JournalUsed to take notesAs a bell ringer to be done when entering classWriting topicsForeign words Root words, prefixes, suffixes

GrammarDiagramming sentencesRecognizing parts of speechPunctuation – Capitalization

Types of Sentences

WritingWriting skillsCompare/contrast the poemsWriting various types of poetry using the elements to poetryComparing ekphrastic poetry to the art work it was written about

Critique Various Media Formscritical thinking: what happens to my message in different media?; writing, blogging, remixing, video production Lines of student poetry uploaded by 2 classes to a school blog to create a collaborative online "list

poem" Lines are remixed by student groups into 5 line poems Poems are matched with images from the Internet and digital music files Video Poems are evaluated with a rubric (PDF) for critiquing traditional and digital poetry

Control RoomDir. Jehane Noujaim, (2004) A fascinating look at how differing accounts of the Iraq war are developed by, U.S. Central Command, U.S. media outlets and the Arab media outlet, Al Jazeera. Watch it on FreeDocumentaries.org

Corporation, TheDir. Mark Achbar, Jennifer Abbott, (2004) Watch it on FreeDocumentaries.org

Manufacturing ConsentDir. Mark Achbar, Peter Wintonick, (1993) Highly influential film in the formation of TMS! Explores and illustrates political activist and linguist, Noam Chomsky's ideas on mass media, and the need for citizens of our media saturated society to develop "intellectual self-defense" against media fallout. Watch it on FreeDocumentaries.org

Merchants of Cool, The PBS FRONTLINE, Dir. Douglass Rushkoff, (2000)Examination of the tactics, techniques, and cultural ramifications of mass marketing directed at youth. From PBS: "Explores the symbiotic relationship between the media and today's teens, as each looks to the other for their identity." Watch it on PBS.org

Outfoxed: Ruper Murdoch's War on JournalismDir. Robert Greenwald, (2004) Watch it on FreeDocumentaries.org

Supersize MeDir. Morgan Spurlock, (2004)An entertaining and informational look at the health and economic rammifications of America's obsession with fast food. Educationally Enhanced Edition now available with High School and Middle School lessons included. Watch it on FreeDocumentaries.org

The War RoomDir. Chris Hegedus, D.A. Pennebaker, (1993) "Direct Cinema" style documentary follows James Carville and George Stephanopoulos as they fight to control media spin during the Clinton presidential campaign in 1992.

Teks covered:

(4) Comprehension of Literary Text/Poetry. 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 compare and contrast the relationship between the purpose and characteristics of different poetic forms (e.g., epic poetry, lyric poetry).

(13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(A) evaluate the role of media in focusing attention on events and informing opinion on issues;

(B) interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message;

(C) evaluate various techniques used to create a point of view in media and the impact on audience; and

(D) assess the correct level of formality and tone for successful participation in various digital media.

(B) write a poem using:

(i) poetic techniques (e.g., rhyme scheme, meter);

(ii) figurative language (e.g., personification, idioms, hyperbole); and

(iii) graphic elements (e.g., word position).

(D) produce a multimedia presentation involving text, graphics, images, and sound using available technology.

LTunstall English 8th Pre AP and Regular classes- 6th six weeks2008-2009

Drama Diary of Anne Frank-play and the work Anne Frank: The Diary of a Young GirlWorld Leaders during WW II and their speeches and quotes Buchenwald and President Obama’s speechNazi PropagandaReading may be assigned outside of classReading logVocabulary wordsReading out loud in classReading silently in class and outside of classChapter Discussions and notes in class covering information and drama elementsAnalyzing information and using higher level thinking skillsTests and quizzes over information and assigned reading

Movie Survivor stories of Holocaust

TAKSTAKS practices- daily grades Class discussion and notes over strategies

Journal

Used to take notesAs a bell ringer to be done when entering classWriting topicsForeign words Root words, prefixes, suffixes

WritingWriting skillsClass discussion and determining what role people played in the Holocaust and determining what sentence should be given (Nuremberg Trials)Research : Find an example of modern genocide and hate crimes, write a report, and prepare a presentation, writing assignment that compares this modern topic to what happened during the HolocaustMay 15 day – write a letter to a politician asking for why April 15th should be Anne Frank day instead of being a day when taxes are due. (what Anne’s first kiss should represent to us and the lesson we all should learn)Persuasive speech on is doing nothing the same as committing the crime?

Other May 7, 1945 celebration of day that World War II ended “strawberries and cream” Day

Teks covered:

(5) Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze how different playwrights characterize their protagonists and antagonists through the dialogue and staging of their plays.

(7) Comprehension of Literary Text/Literary Nonfiction. 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 expected to analyze passages in well-known speeches for the author's use of literary devices and word and phrase choice (e.g., aphorisms, epigraphs) to appeal to the audience.

(9) Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze works written on the same topic and compare how the authors achieved similar or different purposes.

(11) Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

(A) compare and contrast persuasive texts that reached different conclusions about the same issue and explain how the authors reached their conclusions through analyzing the evidence each presents; and

(B) analyze the use of such rhetorical and logical fallacies as loaded terms, caricatures, leading questions, false assumptions, and incorrect premises in persuasive texts.

(18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that:

(A) establishes a clear thesis or position;

(B) considers and responds to the views of others and anticipates and answers reader concerns and counter-arguments; and

(C) includes evidence that is logically organized to support the author's viewpoint and that differentiates between fact and opinion.

(22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and

(B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches.

(23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

(A) follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies;

(B) categorize information thematically in order to see the larger constructs inherent in the information;

(C) record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format; and

(D) differentiate between paraphrasing and plagiarism and identify the importance of using valid and reliable sources.

(24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

(A) narrow or broaden the major research question, if necessary, based on further research and investigation; and

(B) utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful and relevant than another.

(25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:

(A) draws conclusions and summarizes or paraphrases the findings in a systematic way;

(B) marshals evidence to explain the topic and gives relevant reasons for conclusions;

(C) presents the findings in a meaningful format; and

(D) follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas.

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