elements in a variety of works of fiction. Less obvious and more complex literary techniques (e.g., symbolism) will be examined across time periods. Introduction of Literary Devices “Death by Scrabble” will be read and analyzed- the focus is on irony. Students will respond to EOC formatted quiz questions. The lesson will then shift over to a discussion of the characteristics of literary writing. NOTE: Reinforce the STAAR scoring rubric. “Death by Scrabble” online Writing/Grammar – Work on Categories 1, 2, and 3 (composition, revision, and editing) respectively throughout the summer program. When writing, The Workshop Model is suggested to maximize student outcomes. It consists of the following: *Shared Writing *Interactive Writing *Guided Writing *Writing Conferences *Independent Daily Writing (connected with reading lessons) *Word study *Shared Learning Reinforce the use of dictionary/thesaurus skills throughout the six weeks. Novel Recommendation: To Kill A Mockingbird – Harper Lee ...And the Earth did not Devour Him – Tomas Rivera Bless Me Ultima – Rudolfo Anaya Call of Wild – Jack London relative clause WS – p. 168-169 • Non-restrictive clause – WS – p. 168-169 • Appositive clause – WS – p. 433, 587 Compound, complex, sentences -- WS -- p. 294 • Correct structure Subjunctive mood – WS -- p. 222 • Express doubt • Express wishes • Express possibilities Capitalization Conventions – WS p. 698 *Capitalize first word of each item in an outline *Academic degrees Punctuation Conventions -- WS – p.659 Period and Comma *Degrees Comma *Non-restrictive phrase, clause, and contrasting expressions *Set off words, phrases, clauses that would otherwise be unclear Quotation mark *Indicate sarcasm or irony *Two or more paragraphs in one quote *Indenting long quotes and omitting quotation marks Dashes *Abrupt changes in sentence *Set off interpolated explanatory matter *Indicate a sudden break E1.17A.i, E1.17A.ii, E1.17A.iii, E1.17C, E1.18A, E1.18B.i, E1.18B.ii, E1.19A, E1.26A, E1.Fig19A, E1.Fig19B
TEKS 9.13 A, B, D, E *analyzing art Spiral Review *foil *sequence of events *imagery (visualize description) *figurative language *linear and non-linear plot *setting and mood *theme *conflict Friday, August 30, 2013 To further their understanding of “The Most Dangerous Game,” students can work on a Freytag Pyramid Project and/or a Characterization Project. Chart paper and markers will be needed. The Freytag Pyramid Project would require an understanding of the plot, summaries, drawings, and literary devices labeled and quoted per element (exposition, rising action, climax, falling action, and denouement). The Characterization Project would require a bubble map, one page description, and drawing of the selected character. These projects can serve as a review for the exam. “The Most Dangerous Game” – page 20 -- 9.1E,9.2, 9.5, 9.5A, 9.13B, 9.21B,9.23C,9.26, Balanced Literacy Writing Practices – “The Most Dangerous Game” (utilize as you proceed in the selection)… *Connect to Character – TE page 26 TEKS 9.13A and 9.13D *Punctuation and Dialogue – TE page 30 TEK 9.13 D *Write Using Vivid Verbs – TE page 34 TEK 9.5 B *Write a New Ending – TE page 38 TEK 9.5 A *Assessment Practice – Respond Through Writing with a focus on Present Tense Verbs – TE page 42 TEKS 9.13 A, B, D, E “The Most Dangerous Game” Literary Elements *foreshadowing *conflict *characterization Reading Skills *analyze plot structure Vocabulary Skills *word origins *academic vocabulary Writing Skills *respond through writing *write a journal entry *punctuation and dialogue Skills *analyzing art Spiral Review *foil *sequence of events *imagery (visualize description) *figurative language *linear and non-linear plot *setting and mood *theme Texas Write Source 337-344 (Literary) Good Writer’s Kit Write Source Teacher Assessment Preparation resource Assessments: STELLAR review may be integrated throughout the six weeks. Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English I ONTRACK Lessons National Edge (Reading & Writing)
Project Share – English I ONTRACK Lessons Wednesday, September 4, 2013 Cont. Literary Writing Students will score their literary essays utilizing the state STAAR rubric. Writing Process *planning *drafting *revising *editing *publishing Texas Write Source 337-344 (Literary) Good Writer’s Kit Write Source Teacher Assessment Preparation resource Assessments: STELLAR review may be integrated throughout the six weeks. Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English I ONTRACK Lessons National Edge (Reading & Writing) Thursday, September 5, 2013 Introduction of Expository Reading Selections Read and analyze “Shattered” (Literary from the textbook. Have students determine conflict, cause and effects, and summarize the events which unfolded. Comparing and contrasting skills can also be utilized to “Shattered” Literary Elements *dialogue Reading Practice *cause and effect Texas Write Source 337-344 (Literary) Good Writer’s Kit Write Source Assessments: STELLAR review may be integrated throughout the six weeks. Online: owlpurdue.com english.byu.edu chompchomp.com National Edge (Reading & Writing)
(page 155) 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. “The Scarlet Ibis” – page 155 – 9.1 E, 9.2 C, 9.5, 9.5 A, 9.5 B, 9.13 B, 9.23 C, RC-9 A Balanced Literacy Writing Practice – “The Scarlet Ibis” (utilize as you proceed in the selection)… page 160 – personal narrative – TEK 9.1 page 162 – understand symbolism – TEK 9.15 *figurative language *conflict -man vs. man -man vs. technology -man vs. self *personification *tone *mood *symbolism *allusion *point of view *author’s purpose *setting Writing Process *planning *drafting *revising *editing *publishing literary writing “The Scarlet Ibis” Literary Elements *foreshadowing *symbol *setting *similes Reading Skills *compare and contrast characters *character analysis *identify subtleties Vocabulary Skills *word origins Skills *analyze art Writing Skills/Grammar *personal essay semicolons *personal narrative *understand symbolism Write Source Teacher Assessment Preparation resource weeks. chompchomp.com webenglishteacher.com schmoop.com Project Share – English I ONTRACK Lessons & Writing)
Scarlet Ibis” (utilize as you proceed in the selection)… page 160 – personal narrative – TEK 9.14 page 162 – understand symbolism – TEK 9.15 *character analysis *identify subtleties Vocabulary Skills *word origins Skills *analyze art Writing Skills/Grammar *personal essay semicolons *personal narrative *understand symbolism Spiral Review *paraphrase *understand voice Project Share – English I ONTRACK Lessons Thursday, September 12, 2013 Cont. Literary Non-Fiction Reading Selections Read and analyze “Black Boy” (Literary from the textbook. Have students determine the author’s purpose in writing this selection. Comparing and contrasting skills can also be utilized to compare and contrast “Black Boy” to “The Scarlet Ibis.” Use a Venn diagram or double bubble map. Ask a crossover short answer question. “Black Boy” – page 281 – 9.6, 9.9 B, 9.13 A, 9.13 B, 9.14, 9.23 C, 9.25, RC-9 A Balanced Literacy Writing Practice – “Black Boy” (utilize as you proceed in the selection)… page 286 – Respond to Literature – TEK 9.6 page 282 – Autobiography – TEK 9.13 A “The Scarlet Ibis” – page 155 – 9.1 E, 9.2 C, 9.5, 9.5 A, 9.5 B, 9.13 B, 9.23 C, RC-9 A “Black Boy” Literary Elements *anecdote *author’s purpose Reading Skills *connect to personal experience Vocabulary Skills *word usage *academic vocabulary Skills *interview *practice dialogue Writing Skills/Grammar *write a report *practice dialogue Spiral Review *paraphrase *understand voice Texas Write Source 337-344 (Literary) Good Writer’s Kit Write Source Teacher Assessment Preparation resource Assessments: STELLAR review may be integrated throughout the six weeks. Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English I ONTRACK Lessons National Edge (Reading & Writing) Friday, September 13, Cont. reading and analyzing “Black Boy” (page 281) from the textbook. Periodic stops should be “Black Boy” Texas Write Source 337-344 (Literary) Assessments: STELLAR Online: National
2013 made for discussion. Use of think-turn-talk and graphic organizers is recommended. .” Use a Venn diagram or double bubble map. Ask a crossover short answer question. “Black Boy” – page 281 – 9.6, 9.9 B, 9.13 A, 9.13 B, 9.14, 9.23 C, 9.25, RC-9 A Balanced Literacy Writing Practice – “Black Boy” (utilize as you proceed in the selection)… page 286 – Respond to Literature – TEK 9.6 page 282 – Autobiography – TEK 9.13 A “The Scarlet Ibis” – page 155 – 9.1 E, 9.2 C, 9.5, 9.5 A, 9.5 B, 9.13 B, 9.23 C, RC-9 A Literary Elements *anecdote *author’s purpose Reading Skills *connect to personal experience Vocabulary Skills *word usage *academic vocabulary Skills *interview *practice dialogue Writing Skills/Grammar *write a report *practice dialogue Spiral Review *paraphrase *understand voice Good Writer’s Kit Write Source Teacher Assessment Preparation resource review may be integrated throughout the six weeks. owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English I ONTRACK Lessons Edge (Reading & Writing) Monday, September 16, 2013 Literary Essay Students will have another timed writing for a literary essay- Write a story about the power of love. Revising and editing practice can occur after the timed writing- Texas Write Source. NOTE: Reinforce the STAAR scoring rubric. Writing Process *planning *drafting *revising *editing *publishing literary writing Texas Write Source 337-344 (Literary) Good Writer’s Kit Write Source Teacher Assessment Preparation resource Assessments: STELLAR review may be integrated throughout the six weeks. Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English I ONTRACK Lessons National Edge (Reading & Writing) Tuesday, Cont. Literary Essay Writing Process Texas Write Source Assessments: Online: National
September 17, 2013 Students will score their literary essays utilizing the state STAAR rubric prior to the essays being scored by teachers. *planning *drafting *revising *editing *publishing literary writing 337-344 (Literary) Good Writer’s Kit Write Source Teacher Assessment Preparation resource STELLAR review may be integrated throughout the six weeks. owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English I ONTRACK Lessons Edge (Reading & Writing) Wednesday September 18, 2013 Literary Selection Read and analyze “The Necklace” from the textbook. Discussion of appearance versus reality. A graffiti wall and/or thinking maps can be used. Students can respond to EOC formatted questions, including short answer practice. “The Necklace” – page 174 – TEKS 9.2, 9.5, 9.5 B, 9.5 C, 9.26, RC-9A Balanced Literacy Writing Practice – “The Necklace” (utilize as you proceed in the selection)… page 180 – Write a Monologue – TEK 9.5 B page 185 – Respond Through Writing – TEK 9.14 A “The Necklace” Literary Elements *point of view Reading Skills *analyze cause-and-effect relationships Writing Skills/Grammar *nonrestrictive elements Spiral Review *make inferences about characters *symbolism *plot *motivation *characterization *theme *tone *structure Texas Write Source 337-344 (Literary) Good Writer’s Kit Write Source Teacher Assessment Preparation resource Assessments: STELLAR review may be integrated throughout the six weeks. Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English I ONTRACK Lessons National Edge (Reading & Writing) Thursday, September 19, 2013 Literary Selection Read and analyze “The Necklace” from the “The Necklace” Literary Elements Texas Write Source 337-344 (Literary) Assessments: STELLAR review may be Online: owlpurdue.com National
Literary Elements *point of view Reading Skills *analyze cause-and-effect relationships Writing Skills/Grammar *nonrestrictive elements Spiral Review *make inferences about characters *symbolism *plot *motivation *characterization *theme *tone *structure Monday, September 23, 2013 Read and analyze the essay from “All God’s Children Need Travel Shoes.” Short Answer Response (paired/crossover) -- Compare and contrast it to “The Necklace” and practice a crossover short answer response. from “All God’s Children Need Travel Shoes” – page 312 – TEKS 9.1 E, 9.2, 9.9 C, 9.23 C, 9.26, RC-9 Balanced Literacy Writing Practice – Respond Through Writing (utilize as you proceed in the selection)… page 323 – Write a Monologue – TEK 9.14 A “The Necklace” – page 174 – TEKS 9.2, 9.5, 9.5 B, 9.5 C, 9.26, RC-9A Balanced Literacy Writing Practice – “The Necklace” (utilize as you proceed in the selection)… page 180 – Write a Monologue – TEK 9.5 B page 185 – Respond Through Writing – TEK 9.14 A From “All God’s Children Need Traveling Shoes” Literary Elements *narrative essay *author’s purpose Reading Skills *identify problem and solution Vocabulary Skills *synonyms Skills *analyze art *group activity Writing Skills/Grammar *autobiographical narrative *possessive and reciprocal pronouns Spiral Review *imagery *making inferences Texas Write Source 337-344 (Literary) Good Writer’s Kit Write Source Teacher Assessment Preparation resource Assessments: STELLAR review may be integrated throughout the six weeks. Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English I ONTRACK Lessons National Edge (Reading & Writing)
“The Necklace” Literary Elements *point of view Reading Skills *analyze cause-and-effect relationships Writing Skills/Grammar *write a short story *write a monologue *nonrestrictive elements Spiral Review *make inferences about characters *symbolism *plot *motivation *characterization *theme *tone Tuesday, September 24, 2013 Literary Essay They will have another timed writing for a literary essay. Write a story about the power of friendship. NOTE: Reinforce the STAAR scoring rubric. Writing Skills *Literary Writing Texas Write Source 337-344 (Literary) Good Writer’s Kit Write Source Teacher Assessment Preparation resource Assessments: STELLAR review may be integrated throughout the six weeks. Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English I ONTRACK Lessons National Edge (Reading & Writing) Wednesday, September 25, 2013 Introduction of Literary Reading Selections Review characteristics of a typical short story. “The Cask Amontillado” Literary Elements Texas Write Source 337-344 (Literary) Assessments: STELLAR review may be Online: owlpurdue.com National
page 1084 – Write Dialogue – TEK 9.5 B, 9.14 A, 9.14 C page 1091 – Respond Through Writing – TEK 9.23 A-E *context clues *academic vocabulary Skills *analyze art *visual literacy Writing Skills/Grammar *write a research report *compound-complex sentence *write dialogue *dashes Spiral Review *irony *compare and contrast *dialogue Project Share – English I ONTRACK Lessons Tuesday, October 1, 2013 Cont. Literary Non-Fiction Reading Selections Read and analyze “A Brother’s Crime” (Literary Non-fiction – Historical Narrative) from the textbook. Have students determine the author’s purpose in writing this selection. Comparing and contrasting skills can also be utilized to compare and contrast “A Brother’s Crime” to “The Cask Amontillado.” Use a Venn diagram or double bubble map. Ask a crossover short answer question. “A Brother’s Crime” – page 266 – 9.1 E, 9.6, 9.14, 9.23 C, 9.26, RC-9 A A Brother’s Crime” – Respond Through Writing -- page 275 – 9.13 A-E “The Cask of Amontillado” – page 180 – TEKS 9.1 B, 9.5, 9.5, 9.7, 9.26, RC-9 A Balanced Literacy Writing Practice – “The Cask of Amontillado” (utilize as you proceed in the selection)… page 1084 – Write Dialogue – TEK 9.5 B, 9.14 A, 9.14 C page 1091 – Respond Through Writing – TEK 9.23 A-E “A Brother’s Crime” Literary Elements *historical narrative *narrator Reading Skills *analyze sequence *evaluate Vocabulary Skills *word origins *academic vocabulary Writing Skills/Grammar *autobiographical narrative *absolute phrases *sentence fragments Spiral Review *analyze a speech *characterization “The Cask Amontillado” Literary Elements *mood *suspense Texas Write Source 337-344 (Literary) Good Writer’s Kit Write Source Teacher Assessment Preparation resource Assessments: STELLAR review may be integrated throughout the six weeks. Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English I ONTRACK Lessons National Edge (Reading & Writing)
Reading Skills *paraphrase *make a chart Vocabulary Skills *context clues *academic vocabulary Skills *analyze art *visual literacy Writing Skills/Grammar *write a research report *compound-complex sentence *write dialogue *dashes Spiral Review *irony *compare and contrast *dialogue Wednesday, October 2, 2013 Cont. Literary Non-Fiction Reading Selections Read and analyze “A Brother’s Crime” (Literary Non-fiction – Historical Narrative) from the textbook. Have students determine the author’s purpose in writing this selection. Comparing and contrasting skills can also be utilized to compare and contrast “A Brother’s Crime” to “The Cask Amontillado.” Use a Venn diagram or double bubble map. Ask a crossover short answer question. “A Brother’s Crime” – page 266 – 9.1 E, 9.6, 9.14, 9.23 C, 9.26, RC-9 A A Brother’s Crime” – Respond Through Writing -- page 275 – 9.13 A-E “The Cask of Amontillado” – page 180 – TEKS 9.1 B, 9.5, 9.5, 9.7, 9.26, RC-9 A Balanced Literacy Writing Practice –page 1084 – Write Dialogue – TEK 9.5 B, 9.14 A, 9.14 C page 1091 – Respond Through Writing – TEK “A Brother’s Crime” Literary Elements *historical narrative *narrator Reading Skills *analyze sequence *evaluate Vocabulary Skills *word origins *academic vocabulary Writing Skills/Grammar *autobiographical narrative *absolute phrases *sentence fragments Spiral Review *analyze a speech *characterization Texas Write Source 337-344 (Literary) Good Writer’s Kit Write Source Teacher Assessment Preparation resource Assessments: STELLAR review may be integrated throughout the six weeks. Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English I ONTRACK Lessons National Edge (Reading & Writing)
9.23 A-E “The Cask Amontillado” Literary Elements *mood *suspense Reading Skills *paraphrase *make a chart Vocabulary Skills *context clues *academic vocabulary Skills *analyze art *visual literacy Writing Skills/Grammar *write a research report *compound-complex sentence *write dialogue *dashes Spiral Review *irony *compare and contrast *dialogue Thursday, October 3, 2013 Assessments: STAAR formatted (Multiple Choice, Short Answer) Literary essay writing prompt- Write an engaging story about the power of love. NOTE: Reinforce the STAAR scoring rubric. Assessments: STAAR formatted (Multiple Choice, Short Answer) Literary essay writing prompt- Write an engaging story about the power of love. Texas Write Source 337-344 (Literary) Good Writer’s Kit Write Source Teacher Assessment Preparation resource Assessments: STELLAR review may be integrated throughout the six weeks. Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com National Edge (Reading & Writing)
Project Share – English I ONTRACK Lessons Friday, October 4, 2013 Assessments: STAAR formatted (Multiple Choice, Short Answer) Literary essay writing prompt- Write an engaging story about the power of love. NOTE: Reinforce the STAAR scoring rubric. Assessments: STAAR formatted (Multiple Choice, Short Answer) Literary essay writing prompt- Write an engaging story about the power of love. Texas Write Source 337-344 (Literary) Good Writer’s Kit Write Source Teacher Assessment Preparation resource Assessments: STELLAR review may be integrated throughout the six weeks. Online: owlpurdue.com english.byu.edu chompchomp.com webenglishteacher.com schmoop.com Project Share – English I ONTRACK Lessons National Edge (Reading & Writing)