Grading Period Weeks Reading TEKS Fig 19.A and Fig 19.B 12.1.A-D (emphasis on 11.1.B & D) 12.5.D ENGLISH IV - Year-at-a-Glance 2017-2018 Writing TEKS 12.13.C and 12.13.D OWC TEKS 12.17.A & B 12.18.A, 12.19.A Other Essential TEKS Research and Synthesis 12.23.E MLA Format Integrated Reading & Writing Core Practices and Strategies 1-2 Fig 19.A monitor comprehension Fig 19.B make complex inferences 12.9.1.B analyze context for denotative & connotative meaning 12.6.A focus on personal narratives, memoirs, and autobiographies 12.13.A write initial drafts 12.23.E use a style manual to format written materials (introduce MLA heading, page numbering, indentation, etc.), setting expectation for all written assignments. Students are starting the year off with activities that help them to get to know each other (and themselves) as readers and writers. - Establish reading rates - Set reading goals - Reflect on literary lives and writing territories - Start vocabulary self-collection - Work on setting a purpose, monitoring comprehension, and making inferences - Personal Essays: - My Personal Rite of Passage - Personal Heroes 1st 3-8 The Personal Heroic Journey 12.1.D English language over time 12.2.A universal theme 12.2.C relate theme, characters, and setting to the historical ideas of the time 12.15.A analytical essay - effective intro - rhetorical devices - thesis statement - organizational schema - evidence Teachers are reading aloud and modeling metacognition, determining word meanings, and making inferences: - Book beginnings - Short stories - Personal essays - Favorite American literature excerpts Students are reading texts that follow the classic hero s journey and historical documents related to the Anglo- Saxon period. Analytical Essays: Students are beginning to write short analytical essays related to their readings. Time Period: ~ 449-1066 12.7.A imagery, allusions, and conceits as related to theme and tone 12.11.B evaluate text structure 12.15.B procedural / workreleated documents (e.g. resumes, proposals, college applications) Students may continue writing personal essays. Time should be permitted for the following: - College application - College essay - Career resume
9-13 Morality & Chivalry ~ 1070-1485 12.2.C relate theme, characters, and setting to the historical ideas of the time 12.5.B analyze moral dilemmas 12.8.A rhetoric and author s purpose 12.9.A summarize text 12.9.B differences in assumptions, evidence, reasoning, and viewpoints 12.9.D synthesize ideas across texts 12.13.B sustained and persuasive 12.16.A - clear thesis and logical reasons 12.16.C organizing structure 12.16.E consider validity of evidence 12.16.F language attentively crafted 12.21.C paraphrase, summarize, 12.23.A analysis that supports personal opinion Students are reading expository and persuasive works about moral and social dilemmas that relate to the historical time period and current events with similar themes/ideas. Rhetorical Analysis: Students are writing rhetorical analyses of self-selected persuasive texts (contemporary or historical) and of peers persuasive essays. (Align with SAT essay task.) Persuasive Essays: Students are writing persuasive essays that incorporate evidence gathered through their readings. 2 nd 12.10.A evaluate merits of an argument, action, or policy 12.10.B draw conclusions about the credibility of persuasive texts 14-15 Poetry Potpourri 1860-1920 12.3.A structure & elements of British poetry - sound - form - figurative language, graphics, - dramatic structure 127./Fig19.B - sensory language and imagery 12.14.B write a poem - clear thesis - includes references to and - analyzes aesthetic effects of the author s stylistic or rhetorical devices 12.21.C paraphrase, summarize, Poetry: Students are reading and writing poems in multiple forms. Literary Analysis: In response to poems read, students write short literary analyses. 12.7.A imagery, allusions, and conceits 16-17 Continue as needed... Continue as needed... 12.13.E - publish Prepare for and complete semester exam. Writing Portfolio #1: Students select their favorite writing for their digital portfolio. Include a minimum of two genres.
18-23 Renaissance Drama ~1485-1625 12.2.B c/c classical plays and their modern day novel, play, or film versions 12.4.A structures and elements of drama 12.13.B sustained and persuasive 12.16.A - clear thesis and logical reasons 12.16.B representation of divergent views 12.16.C organizing structure Students are reading Shakespeareans drama to identify, discuss, and apply elements of tragedy. Students will explore historical and cultural connections embedded in the drama, identifying and discussing these connections and how they have changed throughout history. Multi-perspective Analytical Essay: Students will write multi-perspective essays incorporating the varying viewpoints of characters in the dramatic text and taking a clear position. (Align task with ACT essay task.) 12.16.D complete range of perspectives 12.16.E consider validity of evidence 3rd 12.16.F language attentively crafted 24-28 Satire and the Victorians ~1626-1901 12.2.C relate theme, characters, and setting to the historical ideas of the time 12.6.A ambiguity, contradictions, subtlety, paradox, irony, sarcasm, and overstatement 12.8.A rhetoric and author s purpose - clear thesis - includes references to and - analyzes aesthetic effects of the author s stylistic or rhetorical devices 12.23.A analysis that supports personal opinion Students are reading a variety of selections from the Victorian era which depict the influence of the Victorian culture (E.g. Novel excerpts: Dr Jekyll & Mr. Hyde, Frankenstein). Students are examining both historical and contemporary satire in print and non-print forms. Literary Analysis: Students are writing analyses of selfselected satirical works. Satire: Students are creating their own satirical works in print or non-print form (student choice). 12.12.C representation across media (bias, audience, purpose)
29-32 British Literature of the 1900s 1900s 12.5.C forms of narration i. clear thesis ii. references to and from the text iii. analyzes aesthetic effects iv. identifies ambiguities, nuances, and complexities Students are reading short stories and excerpts from various fiction novels from the 1900s. Literary Analysis: Students are continuing to analyze literature in writing (may include mini-analyses rather than extended papers). 4th 33-35 12.15.B write procedural or work related documents (e.g. resumes, college applications) Students read in book clubs or independently (student choice). Encourage students to read works written in the 21 st Century. The 21st Century British Literature 12.5.C forms of narration Revisit additionl literary text TEKS as needed NOTES: - As students wrap up the year, engage them in creating or revising self-selected writing to demonstrate mastery of the skills learned throughout the academic year. Students continue to apply reading skills learned throughout the year to choice novels. Creative Writing/Multi-Genre Writing: Students are creating different modes of writing: personal essays, video diaries, blog posts, etc.) to connect their personal experiences to thematic motifs in their chosen novels. 2000 - Present 36-37 Continue as needed 11.13.E - publish Prepare for and complete final exam. End-of-Year Portfolio: Students select favorite writing for digital portfolio to demonstrate mastery of skills learned. Include at least two genres.
Grading Periods Days Weeks First Quarter August 21 October 12, 2017 8 Weeks 38 Total Second Quarter October 17 December 21, 2017 9 Weeks 42 Total Third Quarter January 9 March 28, 2018 11 Weeks 51 Total Fourth Quarter April 2 May 31, 2018 43 Total 9 Weeks