me; I mean to stand). Have students think about a challenge that face in their lives and write a poem that boasts, in a style similar to Beowulf’s declamations, about how they will meet the challenge. Encourage them to use figures of speech, poetic form, heroic language, as does the Beowulf poet. Respond Through Writing – TEK 12.5, page 55 Graphic Novel -- from The Collected Beowulf – page 66 TEKS– 12.3, 12.5, 12.9D, 12.21RC-12.A Writing Practice – Retell Discuss the contents of page 68 with the students. Ask them to describe what happens and what mood is conveyed. Discuss Hind’s use of light and shadow, as well as viewing angle. Ask: Which character is this page really about? (Beowulf) Is he shown on the page? (no) Have students rewrite this page in text-only format. Tell them to try to capture the mood and feeling of the page, and not just the event that it depicts. Epic – “The Death of Humbaba” from The Gilgamesh – Anonymous – page 62 TEKS – 12.2A, 12.3 *active reading *summarize *support comprehension *visualize *read with expression *antagonists *graphic organizers *archetypes *reading comprehension test tips *possessive pronouns *question *flashback *analyze symbolism *text structure *symbolism *descriptive details *cultural context Graphic Novel -- The Collected Beowulf – page 66 Reading Skills and Strategies Vocabulary Skills/Practice *decode alternate spellings Spiral Review *establish sequence *retell *inverted word order *created words *alliteration *archaic words *a survey of heroes *confirm information *alliteration *archaic words Epic – The Death of Humbaba, from the Gilgamesh – Anonymous – page 62 Reading Skills and
Strategies *comparing themes Vocabulary Skills/Practice *context clues Writing Skills/Grammar *quotation marks Spiral Review *symbol *make inferences Thursday, August 29, 2013 The Anglo-Saxon Period and the Middle Ages “The Epic Warrior” – page 19 Epic – from Beowulf – page 24 Continue with reading selections. Review characteristics of an epic. Continue reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story. TEKS –12.1 A, 12.1.B, 12.2, 12.3, 12.5, 12.7, 13.D, 12.13, 12.13 B, 12.14, 12.14B, 12.17.B, 12.26, 12.14.B, RC 12.A Writing Practice – Review the events that led to the dragon’s attack on Beowulf’s people. Have students write a diary entry as the man who stole the gem-studded cup. Entries should describe the man’s feelings about what he has done. Does he feel justified in having stolen the cup? What is his reaction to the catastrophe his country faces because of his theft? What will his life be like now that his theft has caused the dragon to terrorize the Geats? “The Epic Warrior” – page 19 Epic – from Beowulf – page 24 Literary Elements *conflict *antagonist Reading Skills and Strategies *use context clues *identify sequence *active reading *literary allusions Vocabulary Skills/Practice *academic vocabulary *diction *roots and affixes Writing Skills/Grammar *summary *sentence structure *possessive pronouns *write an analysis *diary entry *imitating style Skills Texas Write Source Good Writer’s Kit Write Source Teacher Assessment Preparation resource Grammar, Capitalization, and Punctuation Conventions are integrated during each six weeks marking period building up to the STAAR EOC. clauses and phrases *adjectival clause *adjectival phrase *adverbial clause *adverbial phrase *noun phrase Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English II ONTRACK Lessons National Edge (Reading & Writing)
Epic – The Death of Humbaba, from the Gilgamesh – Anonymous – page 62 Reading Skills and Strategies *comparing themes Vocabulary Skills/Practice *context clues Writing Skills/Grammar *quotation marks Spiral Review *symbol *make inferences Friday, August 30, 2013 The Anglo-Saxon Period and the Middle Ages “The Epic Warrior” – page 19 Epic – from Beowulf – page 24 Continue with reading selections. Review characteristics of an epic. Continue reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story. TEKS –12.1 A, 12.1.B, 12.2, 12.3, 12.5, 12.7, 13.D, 12.13, 12.13 B, 12.14, 12.14B, 12.17.B, 12.26, 12.14.B, RC 12.A Writing Practice – Review the events that led to the dragon’s attack on Beowulf’s people. Have students write a diary entry as the man who stole the gem-studded cup. Entries should describe the man’s feelings about what he has done. Does he feel justified in having stolen the “The Epic Warrior” – page 19 Epic – from Beowulf – page 24 Literary Elements *conflict *antagonist Reading Skills and Strategies *use context clues *identify sequence *active reading *literary allusions Vocabulary Skills/Practice *academic vocabulary *diction *roots and affixes Writing Skills/Grammar *summary *sentence structure *possessive pronouns *write an analysis Texas Write Source Good Writer’s Kit Write Source Teacher Assessment Preparation resource Grammar, Capitalization, and Punctuation Conventions are integrated during each six weeks marking period building up to the STAAR EOC. clauses and phrases *adjectival clause *adjectival phrase *adverbial clause *adverbial phrase *noun phrase Online: owlpurdue.com nglish.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English II ONTRACK Lessons National Edge (Reading & Writing)
cup? What is his reaction to the catastrophe his country faces because of his theft? What will his life be like now that his theft has caused the dragon to terrorize the Geats? Writing Practice – Have students re-read Beowolf’s final boast and his farewell to his followers. Ask them to identify the tone of the boasts (proud, courageous, bold) and list some of the words and phrases that help set this tone (i.e., I seek fame still; if the dragon… dares face me; I mean to stand). Have students think about a challenge that face in their lives and write a poem that boasts, in a style similar to Beowulf’s declamations, about how they will meet the challenge. Encourage them to use figures of speech, poetic form, heroic language, as does the Beowulf poet. Respond Through Writing – TEK 12.5, page 55 Graphic Novel -- from The Collected Beowulf – page 66 TEKS– 12.3, 12.5, 12.9D, 12.21RC-12.A Writing Practice – Retell Discuss the contents of page 68 with the students. Ask them to describe what happens and what mood is conveyed. Discuss Hind’s use of light and shadow, as well as viewing angle. Ask: Which character is this page really about? (Beowulf) Is he shown on the page? (no) Have students rewrite this page in text-only format. Tell them to try to capture the mood and feeling of the page, and not just the event that it depicts. Epic – “The Death of Humbaba” from The Gilgamesh – Anonymous – page 62 TEKS – 12.2A, 12.3 *diary entry *imitating style Skills *read with expression *act out the epic Spiral Review *rhythm *metaphor *active reading *summarize *support comprehension *visualize *read with expression *antagonists *graphic organizers *archetypes *reading comprehension test tips *possessive pronouns *question *flashback *analyze symbolism *text structure *symbolism *descriptive details *cultural context Graphic Novel -- The Collected Beowulf – page 66 Reading Skills and Strategies Vocabulary Skills/Practice *decode alternate spellings Spiral Review *establish sequence *retell *inverted word order *created words *alliteration *archaic words
*a survey of heroes *confirm information *alliteration *archaic words Epic – The Death of Humbaba, from the Gilgamesh – Anonymous – page 62 Reading Skills and Strategies *comparing themes Vocabulary Skills/Practice *context clues Writing Skills/Grammar *quotation marks Spiral Review *symbol *make inferences Monday, June September 2, 2013 The Anglo-Saxon Period and the Middle Ages “The Epic Warrior” – page 19 Epic – from Beowulf – page 24 Conclude reading selections. Review characteristics of an epic. Conclude reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story. TEKS –12.1 A, 12.1.B, 12.2, 12.3, 12.5, 12.7, 13.D, 12.13, 12.13 B, 12.14, 12.14B, 12.17.B, 12.26, 12.14.B, RC 12.A Writing Practice – Review the events that led to the dragon’s attack on Beowulf’s people. Have “The Epic Warrior” – page 19 Epic – from Beowulf – page 24 Literary Elements *conflict *antagonist Reading Skills and Strategies *use context clues *identify sequence *active reading *literary allusions Vocabulary Skills/Practice *academic vocabulary *diction *roots and affixes Texas Write Source Good Writer’s Kit Write Source Teacher Assessment Preparation resource Grammar, Capitalization, and Punctuation Conventions are integrated during each six weeks marking period building up to the STAAR EOC. clauses and phrases *adjectival clause *adjectival phrase *adverbial clause *adverbial phrase *noun phrase Online: owlpurdue.com nglish.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English II ONTRACK Lessons National Edge (Reading & Writing)
*retell *inverted word order *created words *alliteration *archaic words *a survey of heroes *confirm information *alliteration *archaic words Epic – The Death of Humbaba, from the Gilgamesh – Anonymous – page 62 Reading Skills and Strategies *comparing themes Vocabulary Skills/Practice *context clues Writing Skills/Grammar *quotation marks Spiral Review *symbol *make inferences Tuesday, September 3, 2013 Novel – from “The Battle of the Pelennor Fields,” from Lord of the Rings: The Return of the King – J.R.R. Tolkien – page 62 Introduction of reading selection. Review characteristics of fiction. Begin reading and analyzing the designated selection from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story. TEKS – RC-12A, 12.5.A Novel – from “The Battle of the Pelennor Fields”, from Lord of the Rings, from The Return of the King -- 62 Reading Skills and Strategies *connect Vocabulary Skills/Practice *multiple word meanings *heightened/archaic language Texas Write Source Good Writer’s Kit Write Source Teacher Assessment Preparation resource Grammar, Capitalization, and Punctuation Conventions are integrated during each six weeks marking period building up to the STAAR EOC. Online: owlpurdue.com nglish.byu.edu chompchomp.com webenglishteacher.com schmoop.com National Edge (Reading & Writing)
“Wrap-Up: Comparing Literature – Across Time and Place” – Written short answer responses are applicable to page 72. Students must cite evidence from the selections to support their responses. Spiral Review *symbol *plot structure *similes clauses and phrases *adjectival clause *adjectival phrase *adverbial clause *adverbial phrase *noun phrase Project Share – English II ONTRACK Lessons Wednesday, September 4, 2013 Novel – from “The Battle of the Pelennor Fields,” from Lord of the Rings: The Return of the King – J.R.R. Tolkien – page 62 Continue reading selection. Review characteristics of fiction. Continue reading and analyzing the designated selection from the textbook. Periodic stops should be made for discussion. Use of and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story. TEKS – RC-12A, 12.5.A “Wrap-Up: Comparing Literature – Across Time and Place” – Written short answer responses are applicable to page 72. Students must cite evidence from the selections to support their responses. Novel – from “The Battle of the Pelennor Fields”, from Lord of the Rings, from The Return of the King -- 62 Reading Skills and Strategies *connect Vocabulary Skills/Practice *multiple word meanings *heightened/archaic language Spiral Review *symbol *plot structure *similes Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English II ONTRACK Lessons National Edge (Reading & Writing) Thursday, September 5, 2013 Novel – from “The Battle of the Pelennor Fields,” from Lord of the Rings: The Return of the King – J.R.R. Tolkien – page 62 Continue reading selection. Review characteristics of fiction. Continue reading and analyzing the designated selection from the textbook. Periodic stops should be made for discussion. Use of and graphic organizers is recommended; a Novel – from “The Battle of the Pelennor Fields”, from Lord of the Rings, from The Return of the King -- 62 Reading Skills and Strategies *connect Texas Write Source Good Writer’s Kit Write Source Teacher Assessment Preparation resource Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com National Edge (Reading & Writing)
*interpret symbolism *make inferences about events *make inferences about characters *evaluate motivation *analyze mood *analyze function of dialogue *draw conclusions about archetype *draw conclusions about author’s purpose Tuesday, September 10, 2013 The Anglo-Saxon Period and the Middle Ages Romance – “Sir Gawain and the Green Knight” – page 164 Continue reading selections. Review characteristics of a romance and fiction. Continue reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story. TEKS –12.1, 12.3, 12.5B, 12.24, 12.26, RC-12.A Writing Practice – Use Alliteration and Figurative Language – Review alliteration by having students read various examples from the selection. Alliteration may also be combined with figurative language (as in “As to grow green as grass,”) to create vivid images that have a musical quality when read aloud. Have students write descriptive sentences containing figurative language and alliteration. Then have them read their sentences aloud in small groups. Short Answer Response – Explain that a short response question may not have just one correct answer. Instead, an answer is generally judged by its insightfulness and the quality of textual Romance – “Sir Gawain and the Green Knight” – page 164 Literary Elements *archetype *conflict Reading Skills and Strategies *monitor comprehension *motivation Vocabulary Skills/Practice *synonyms *academic vocabulary *Latin roots *understating new vocabulary *tools for word meaning Writing Skills/Grammar *short story *action verbs *use alliteration and figurative language *point of view Skills *analyze art *group discussion Texas Write Source Good Writer’s Kit Write Source Teacher Assessment Preparation resource Grammar, Capitalization, and Punctuation Conventions are integrated during each six weeks marking period building up to the STAAR EOC. clauses and phrases *adjectival clause *adjectival phrase *adverbial clause *adverbial phrase *noun phrase Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English II ONTRACK Lessons National Edge (Reading & Writing)
evidence included. Ask: How was the lady of the castle Gawain’s fierce foe? Have students write their answer, using words from the text as evidence to support their ideas. Pair students as needed to write their responses. Respond Through Writing – Point of View 184 - TEK – 12.14 Romance -- Le Morte d’Arthur – Sir Thomas Malory – page 188 TEKS – 12.3, 12.13B, 12.16, 12.18, RC-12.A, 12.23.A, C, E Writing Practice – Review – When students have finished reading the selection, have them write reviews of the story. Give student sample reviews, possibly from a newspaper or the New York Times Book Review. Tell students to include a brief description of the plot but to focus mainly on whether they recommend the story and why or why not. Remind students to support the opinions with examples from the text. Invite volunteers to share their reviews with the class. Spiral Review *make inferences *rhyme *alliteration *compare and contrast *summarize *predict *clarify *onomatopoeia *critical thinking Romance -- Le Morte d’Arthur – Sir Thomas Malory – page 188 Literary Elements *legend *archetype Reading Skills and Strategies *activate prior knowledge *summarize Vocabulary Skills/Practice *analogies Skills *analyze art *speech Study *write a report *castle life Writing Skills/Grammar *punctuate dialogue *review Spiral Review *discuss genre *connect to personal experience *interpret symbolism *make inferences about
events *make inferences about characters *evaluate motivation *analyze mood *analyze function of dialogue *draw conclusions about archetype *draw conclusions about author’s purpose Wednesday, September 11, 2013 The Anglo-Saxon Period and the Middle Ages Romance – “Sir Gawain and the Green Knight” – page 164 Continue reading selections. Review characteristics of a romance and fiction. Continue reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story. TEKS –12.1, 12.3, 12.5B, 12.24, 12.26, RC-12.A Writing Practice – Use Alliteration and Figurative Language – Review alliteration by having students read various examples from the selection. Alliteration may also be combined with figurative language (as in “As to grow green as grass,”) to create vivid images that have a musical quality when read aloud. Have students write descriptive sentences containing figurative language and alliteration. Then have them read their sentences aloud in small groups. Short Answer Response – Explain that a short response question may not have just one correct answer. Instead, an answer is generally judged by its insightfulness and the quality of textual evidence included. Ask: How was the lady of the castle Gawain’s fierce foe? Romance – “Sir Gawain and the Green Knight” – page 164 Literary Elements *archetype *conflict Reading Skills and Strategies *monitor comprehension *motivation Vocabulary Skills/Practice *synonyms *academic vocabulary *Latin roots *understating new vocabulary *tools for word meaning Writing Skills/Grammar *short story *action verbs *use alliteration and figurative language *point of view Skills *analyze art *group discussion Spiral Review *make inferences *rhyme Texas Write Source Good Writer’s Kit Write Source Teacher Assessment Preparation resource Grammar, Capitalization, and Punctuation Conventions are integrated during each six weeks marking period building up to the STAAR EOC. clauses and phrases *adjectival clause *adjectival phrase *adverbial clause *adverbial phrase *noun phrase Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English II ONTRACK Lessons National Edge (Reading & Writing)
Respond Through Writing – Point of View 184 - TEK – 12.14 Romance -- Le Morte d’Arthur – Sir Thomas Malory – page 188 TEKS – 12.3, 12.13B, 12.16, 12.18, RC-12.A, 12.23.A, C, E Writing Practice – Review – When students have finished reading the selection, have them write reviews of the story. Give student sample reviews, possibly from a newspaper or the New York Times Book Review. Tell students to include a brief description of the plot but to focus mainly on whether they recommend the story and why or why not. Remind students to support the opinions with examples from the text. Invite volunteers to share their reviews with the class. *predict *clarify *onomatopoeia *critical thinking Romance -- Le Morte d’Arthur – Sir Thomas Malory – page 188 Literary Elements *legend *archetype Reading Skills and Strategies *activate prior knowledge *summarize Vocabulary Skills/Practice *analogies Skills *analyze art *speech Study *write a report *castle life Writing Skills/Grammar *punctuate dialogue *review Spiral Review *discuss genre *connect to personal experience *interpret symbolism *make inferences about events *make inferences about characters *evaluate motivation *analyze mood *analyze function of
*draw conclusions about author’s purpose Monday, September 16, 2013 The English Renaissance Soliloquies – “To be, or not to be” from Hamlet – page 297 “Our revels now are ended” – from The Tempest – page 300 Introduction of reading selections. Review characteristics of soliloquies. Begin reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended. TEKS – 12.1B, 12.1.C, 12.2.B, 12.4, 12.9.D Respond Through Writing – page 303 – TEK 12.14 Soliloquies – “To be, or not to be” from Hamlet – page 297 “Our revels now are ended” – from The Tempest – page 300 Literary Elements *voice *figurative language Reading Skills and Strategies *draw conclusions about theme Vocabulary Skills/Practice *tone *context clues *academic vocabulary Writing Skills/Grammar *coordinating conjunctions *write a reflective essay Skills *visual literacy *compare and contrast Spiral Review *context clues Texas Write Source Good Writer’s Kit Write Source Teacher Assessment Preparation resource Grammar, Capitalization, and Punctuation Conventions are integrated during each six weeks marking period building up to the STAAR EOC. clauses and phrases *adjectival clause *adjectival phrase *adverbial clause *adverbial phrase *noun phrase Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English II( ONTRACK Lessons National Edge (Reading & Writing) Tuesday, September 17, 2013 From Puritanism to the Enlightenment Fable – from “The Battle of the Books” – Jonathan Swift -- page 662 Introduction of reading selections. Review characteristics of a fable. Begin reading and Fable – from the Battle of the Books – Jonathan Swift -- page 662 Reading Practice *hyperbole Texas Write Source Good Writer’s Kit Write Source Teacher Assessment Preparation resource Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com National Edge (Reading & Writing)
analyzing designated selection from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out the fable. TEKS – 12.1B, 12.5 Grammar, Capitalization, and Punctuation Conventions are integrated during each six weeks marking period building up to the STAAR EOC. clauses and phrases *adjectival clause *adjectival phrase *adverbial clause *adverbial phrase *noun phrase Project Share – English II ONTRACK Lessons Wednesday September 18, 2013 The Triumph of Romanticism from Pride and Prejudice – Jane Austen – page 722 Introduction of reading selection. Review characteristics of fiction. Begin reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story. TEKS – 12.1B, 12.2 C, 12.5, 12.5A, 12.5B Writing Practice – Describe Characters – To help students increase their ability to recognize character traits, have them analyze the five Bennet sisters: Lizzy, Jane, Mary, Lydia, and Kitty. Tell students to base their analyses on direct evidence from the characters’ own words and actions and from how other characters react to them. Students may work in pairs to write a few sentences describing each sister and citing evidence from the text to back up their descriptions. from Pride and Prejudice – Jane Austen – page 722 Literary Elements *dialogue *point of view Reading Skills and Strategies *analyze characterization Vocabulary Skills/Practice *word dialogue *identify part of speech *multiple-meaning words Skills *analyze art Writing Skills/Grammar *apply dialogue *describe characters Spiral Review *compare and contrast *describe characters *character foil *analyze fiction *make predictions *connect to personal experience *connect to social ideas Texas Write Source Good Writer’s Kit Write Source Teacher Assessment Preparation resource Grammar, Capitalization, and Punctuation Conventions are integrated during each six weeks marking period building up to the STAAR EOC. clauses and phrases *adjectival clause *adjectival phrase *adverbial clause *adverbial phrase *noun phrase Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English II ONTRACK Lessons National Edge (Reading & Writing)
*draw conclusions about tone *evaluate characters *draw conclusions about theme *make inferences about dialogue Friday, September 20, 2013 The Triumph of Romanticism from Pride and Prejudice – Jane Austen – page 722 Conclude the reading selection. Review characteristics of fiction. Conclude reading and analyzing designated selections from the textbook. Periodic stops should be made for discussion. Use of think-turn-talk and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story. TEKS – 12.1B, 12.2 C, 12.5, 12.5A, 12.5B Writing Practice – Describe Characters – To help students increase their ability to recognize character traits, have them analyze the five Bennet sisters: Lizzy, Jane, Mary, Lydia, and Kitty. Tell students to base their analyses on direct evidence from the characters’ own words and actions and from how other characters react to them. Students may work in pairs to write a few sentences describing each sister and citing evidence from the text to back up their descriptions. from Pride and Prejudice – Jane Austen – page 722 Literary Elements *dialogue *point of view Reading Skills and Strategies *analyze characterization Vocabulary Skills/Practice *word dialogue *identify part of speech *multiple-meaning words Skills *analyze art Writing Skills/Grammar *apply dialogue *describe characters Spiral Review *compare and contrast *describe characters *character foil *analyze fiction *make predictions *connect to personal experience *connect to social ideas *make inferences about theme *make inferences about characterizations *draw conclusions about tone *evaluate characters *draw conclusions about Texas Write Source Good Writer’s Kit Write Source Teacher Assessment Preparation resource Grammar, Capitalization, and Punctuation Conventions are integrated during each six weeks marking period building up to the STAAR EOC. clauses and phrases *adjectival clause *adjectival phrase *adverbial clause *adverbial phrase *noun phrase Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English II ONTRACK Lessons National Edge (Reading & Writing)
What is Strickland like as a person? What are his thoughts about colonialism? The natives? How does he behave? How do other characters respond to him? What is Strickland’s main motivation? How does his motivation and behavior reveal the central moral dilemma in his life? You might lead a class discussion, using these questions. After students have finished writing the analyses, have them share their writing in small groups. Wednesday, October 2, 2013 An International Literature Short Story – “A Mild Attack of Locusts” – Doris Lessing – page 1234 Conclude the reading selection. Review characteristics of fiction. Read and analyze the designated selection from the textbook. Periodic stops should be made for discussion. Use of and graphic organizers is recommended; a flow map would be highly beneficial to plot out major events in the story. TEKS – 12.7, 12.16, 12.24B, 12.25, 12.26, RC 12.A OR Short Story – “The Train from Rhodesia” – page 1245 TEKS – 12.1.B, 12.5, 12.7.A , 12-12A, 12.12.C, 12.14.C Short Story – “A Mild Attack of Locusts” – Doris Lessing – page 1234 Literary Elements *theme Reading Skills and Strategies *analyze conflict Vocabulary Skills/Practice *word origins Writing Skills/Grammar *persuasive essay *apostrophes Skills *analyze art *persuasive speech Spiral Review *make predictions *compound words *use sensory details *summarize *connect to personal experience Texas Write Source Good Writer’s Kit Write Source Teacher Assessment Preparation resource Grammar, Capitalization, and Punctuation Conventions are integrated during each six weeks marking period building up to the STAAR EOC. clauses and phrases *adjectival clause *adjectival phrase *adverbial clause *adverbial phrase *noun phrase Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English II ONTRACK Lessons National Edge (Reading & Writing)