9 th Grade ENGLISH II 2 nd Six Weeks CSCOPE CURRICULUM MAP Timeline: 6 weeks (Units 2A & 2B) RESOURCES TEKS CONCEPTS GUIDING QUESTIONS

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1 Timeline: 6 weeks (Units 2A & 2B) Unit 2A: E2.1A determine the Verbals & Loaded Words Are some words meaning of grade-level technical better than others? academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; CLOSING TASKS Summarizing and note-taking; identifying similarities and differences; reinforce effort and provide feedback FORMATIVE Journal Rubric Exit Ticket E2.1B analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words; E2.1C infer word meaning through the identification and analysis of analogies and other word relationships; E2.1D show the relationship between the origins and meaning of foreign words or phrases used frequently in written English and historical events or developments (e.g., glasnost, avant-garde, coup d'état); and E2.Fig19A reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images) Context Clues Idioms Idioms & Selection vocabulary Context Clues Selection vocabulary Critical Thinking Questions for selection Discussion &Openended Questions for selection Yes, No Cards Red Cup, Green Cup Small Whiteboards Foldable Journal Entry Quiz Peer/Self Assessment Teacher-Student Conference Demonstration Questioning Think Pair Share Graphic Organizer Discussion Four Corners Observation Data Appointment Clock Thumbs Up, Thumbs

2 CLOSING TASKS FORMATIVE Down E2.2A compare and contrast Classical Drama differences in similar themes expressed in different time Protagonist & periods; Antagonist Summarizing and note-taking; identifying similarities and differences; reinforce effort and provide feedback Selection Quiz/Test Text, pages Text, pages Text pages (Antigone) Text, pages Antigone Scene 2 Text, page 658 E2.2C relate the figurative language of a literary work to its historical and cultural setting. E2.3A analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word position) in poetry. E2.7A explain the function of symbolism, allegory, and allusions in literary works. E2.13A plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; E2.13B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, Poetic Conventions Poetic & Sound Devices Interactive Reading Strategies & Teamwork Presentation Pre-Writing Persuasive Essay Notes Persuasive Essay Draft Revising & Editing Final Draft How is a song like a poem? Final Product Presentations Text, page 682 Respond Through Writing (Persuasive Essay)

3 CLOSING TASKS FORMATIVE graphic organizers, lists) and develop drafts in timed and openended situations that include transitions and rhetorical devices used to convey meaning; E2.13C revise drafts to improve style, word choice, figurative Final draft language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; E2.13D edit drafts for grammar, mechanics, and spelling E2.14B write a poem using a Poetic variety of poetic techniques (e.g., structural elements, figurative Conventions language) and a variety of poetic Poetic & Sound forms (e.g., sonnets, ballads) Devices Interactive Reading Strategies & Teamwork Presentation E2.15C write an interpretative Selection response to an expository or a Open-ended literary text (e.g., essay or review) that: questions E2.15C.i extends beyond a summary and literal analysis; E2.15Cii addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations E2.15C.iii analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices; and Unit 2B: E2.1A determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; Selection Vocabulary & Literary terms

4 CLOSING TASKS FORMATIVE E2.1B analyze textual context Idioms & Summarizing and (within a sentence and in larger Selection note-taking; sections of text) to distinguish between the denotative and vocabulary identifying connotative meanings of words; similarities and differences; reinforce effort and provide feedback E2.1C infer word meaning through the identification and analysis of analogies and other word relationships; E2.Fig19A reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images) E2.2A compare and contrast differences in similar themes expressed in different time periods; E2.2B analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical Tragic Flaw & Archetype What is a farce? What is a motif?

5 CLOSING TASKS FORMATIVE literature; and Elements of Drama Classical Drama Protagonist & Antagonist Setting & Characters E2.2C relate the figurative language of a literary work to its historical and cultural setting. Archetype & Imagery E2.4A analyze how archetypes and motifs in drama affect the plot of plays E2.5A analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction; Tragic Flaw & Archetype Farce & Motifs Archetypes Elements of Drama Selection Quiz/Test Text, pages Text, pages Text, page 816 Text, pages (A Marriage Proposal) Text, pages Continue with play Text, pages E2.7A explain the function of symbolism, allegory, and allusions in literary works Farce & Motifs E2.12A evaluate how messages presented in media reflect social

6 CLOSING TASKS FORMATIVE and cultural views in ways different from traditional texts; E2.12D evaluate changes in formality and tone within the same medium for specific audiences and purposes. E2.13A plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; E2.13B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and openended situations that include transitions and rhetorical devices used to convey meaning; E2.13C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; E2.13D edit drafts for grammar, mechanics, and spelling; and Pre-Writing Persuasive Essay Notes Persuasive Essay Draft Revising & Editing Final Draft Revising & Editing Final Draft E2.14C write a script with an explicit or implicit theme and details that contribute to a definite mood or tone. Elements of Drama Classical Drama Protagonist & Antagonist Setting & Characters Archetype & How is drama?

7 CLOSING TASKS FORMATIVE Imagery E2.24A listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the content for clarification and elaboration; Interactive Reading Strategies & Teamwork Presentation

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