English Language Arts/Reading

*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc.

Revised Summer 2012 1

Hearne ISDCourse: English II Designated Six Weeks: SecondFocus: Drama, Expository text, Expository writing Days to teach: 29

TEKS Guiding Questions/ Specificity

Assessment Academic Vocabulary

Instructional Strategies

Resources/ Weblinks

Incorporate Ongoing TEKS into each six weeks2nd Six Weeks – New TEKS introduced

Reading(10.4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.Students are expected to analyze how archetypes and motifs in drama affect the plot of plays. (Supporting)

How do archetypes and motifs affect the plot of a play?

-Make thematic connections to other genre

*motif: a recurrent thematic element in an artistic or literary work. A dominate theme or central idea.*archetype: an original model or type after which other similar things are patterned; a prototype. An ideal example of a type.*What recurring theme affected the plot of this play?*How was the plot of this play affected by the playwright’s use of an archetype?

motif archetype drama elements

Modern Drama excerpts

Holt Literature

Short modern pieces from theater teacher

(10.8) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details. (Readiness)

How does the works cultural and historical context affect the readers understanding?

What is the author’s purpose?

*What was the author’s purpose in this selection?*What were the four most important details in support of the author’s purpose in this article?*Which quotation from the selection best summarizes the author’s view of ?*What was the controlling idea throughout this selection?

vocabulary from text Focus on Author’s Purpose in Expository pieces.

MISD Best Practices

ELPS 4J, 4K

Library resources, example background on historical background of the plays.

Writing(10.15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.(A) write an analytical What it is/is not: *What is the difference between a Vocabulary in Expository Essay: Texas Write Source

English Language Arts/Reading

*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc.

Revised Summer 2012 2

Hearne ISDCourse: English II Designated Six Weeks: SecondFocus: Drama, Expository text, Expository writing Days to teach: 29

TEKS Guiding Questions/ Specificity

Assessment Academic Vocabulary

Instructional Strategies

Resources/ Weblinks

essay of sufficient length that includes: (Readiness)

(i) effective introductory and concluding paragraphs and a variety of sentence structures;(ii) rhetorical devices, and transitions between paragraphs;(iii) a thesis or controlling idea;(iv) an organizing structure appropriate to purpose, audience, and context;(v) relevant evidence and well-chosen details; and(vi) distinctions about the relative value of specific data, facts, and ideas that support the thesis statement;

It is NOT persuasive.

Students will be prompted to write an explanation that demonstrates their understanding of a concept and its importance.

The language of the essay:Background Explanation Paraphrase Thesis statement Cause Expository Quotation EffectFact Source

-Students should be working through the writing process to produce an effective essay.

-Checkpoints and mini lessons throughout the process

narrative and an analytical essay?*How do you analyze a piece of literature with out doing a plot summary?*What rhetorical devices are necessary for an analytical essay?*How do you create a thesis and support it with evidence from the text in an analytical essay?

Rubric based on SE’s

context including but not limited to:

Style Tone VoicePoint of view Literary strategies

Students write a response to a nonfiction, expository, or literary text.

-Exemplars used as models

ELPS 5F, 5G, 1G

Holt Literature - Writing workshops and Writing Handbook p. R28

(C) write an interpretative response to an expository or a literary text (e.g.,

What it is/is not:It is NOT a work of fiction: short story,

*What is an interpretive essay?*How do you analyze a piece of nonfiction literature with out

vocabulary in context Writing workshops

SAT Essay/Timed

Informational book study

English Language Arts/Reading

*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc.

Revised Summer 2012 3

Hearne ISDCourse: English II Designated Six Weeks: SecondFocus: Drama, Expository text, Expository writing Days to teach: 29

TEKS Guiding Questions/ Specificity

Assessment Academic Vocabulary

Instructional Strategies

Resources/ Weblinks

essay or review) that:(i) extends beyond a summary and literal analysis;(ii) addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and(iii) analyzes the aesthetic effects of an author's use of stylistic and rhetorical devices;literal analysis;(ii) addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and(iii) analyzes the aesthetic effects of an author's use of stylistic and rhetorical devices;

poem, etc.

It is NOT persuasive in nature.

It is an interpretive response about something the student has already read: a novel, short story, poem, or essay.

The language of the essay:Analyze Annotate Cohesive Interpretation Plot Quotations Response Summarize Theme

At this stage in the year these responses should be limited to short answers to work that students have read.

-“I do, We do, You do” model

doing a plot summary?*What rhetorical devices are necessary for an interpretive essay?*How do you create a thesis and support it with evidence from the text in an interpretive essay?*How do you respond to an expository or literary text?

Rubric based on SE’s

Teacher models and guided instruction

ELPS 5F, 5G, 1G

Journals: http://classroom- activities.suite101.co m/article.cfm/literatur e_response_journals_ for_k12_students.

Texas Write Source

English Language Arts/Reading

*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc.

Revised Summer 2012 4

Hearne ISDCourse: English II Designated Six Weeks: SecondFocus: Drama, Expository text, Expository writing Days to teach: 29

TEKS Guiding Questions/ Specificity

Assessment Academic Vocabulary

Instructional Strategies

Resources/ Weblinks

Oral and Written Conventions(10.17) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (Readiness)Below are (Supporting)

(i) more complex active and passive tenses and verbals (gerunds, infinitives, participles);

How can students continue to improve their English language conventions?

-Introduce convention then practice through speaking and writing

-Conventions are assessed through writing, revising, and editing activities

active and passive tenseverbalsgerunds, infinitives, participles

ELPS 3C, 3D, 3G, 5E, 5F, 5G

Texas Write Source