ELA SpringBoard Curriculum Map Fifth Six Weeks March April (2 days; day is STAAR) Level 3 Unit (.5-EA2), Genre Survey, Unit 5 (5.-5.5) SpringBoard Activities Genre Survey (following EA2) Learning Objectives Students will Review teacher-selected objectives Texas Readiness and Supporting Standards Determined by teacher Teacher Notes Teacher will determine which objectives students need to review and provide focused instruction accordingly Pre-AP Extension Learning Focus: Creating a Thoughtful Opinion.5 Recognizing Problems and Generating Solutions identify significant problems in society and to generate realistic solutions generate ideas for Embedded Assessment 2 A 22A 25C.6 From Dream to Reality (EXTENSION-THIS ACTIVITY IS NOT ESSENTIAL TO THE EMBEDDED ASSESSMENT).7 Celebrity Causes Article: When Stars Align: Behind the latest barrage of celebrity activism to end poverty in Africa, by Brian reflect on the importance of taking action conduct a survey and draw conclusions understand the process and impact of celebrity-endorsed campaigns identify the effectiveness of media channels for a particular message explore issues of local and global 2E 3A 6 7Ai, ii 25AC Fig AC Teacher could put group students, and they can choose quotes to analyze and share. This could also be a jigsaw activity. Mini-lesson: pronouns and antecedent Mini-lesson: punctuation Teacher could find a different article about celebrities taking up a cause. Quick write on page 26 have them extend, in your school, to in our community, country, or world On # on page 273 have them use direct quotes for their support. Skip page 27 graphic organizer
Braiker with Traci E. Carpenter. Nobel Contributions *Press Releases: Nobel Peace Prize Winners (EXTENSION) importance investigate adults who have been recognized for taking action evaluate online sources generate ideas for Embedded Assessment 2 7C Aiv, C 20Bii 26AC Fig AE BCD 2B Fig AB Internet access Teacher should print out information sheets of winners #3 on page 0 have students write this in paragraph form. Students Taking Action Article: For some, it s food for thought, by La Monica Everett-Haynes Article: Making a Difference, One Child at a Time, by Annie Wignall Article: Science Hero: Beth Rickard, Environmentalist, by Wendy Jewell.20 Getting the Word Out *Public Service Announcements understand how students have taken action identify social issues and determine ways of taking action explore media channels examine issues about which students could take action 3A 0D A 7C ABC Ai 20Bi 22A Fig EF 3AC Fig AE Mini-lesson: commas Teacher could jigsaw articles and share findings Examples of public service announcements through different media channels On page 2 have students follow the extend on 2.2 Media Channels identify the elements of a media channel 3ABC Research materials Embedded Assessment create an ABC For time sake, teacher can cut out steps 0-
2: Taking Action About an Issue informational/persuasive campaign about an issue of community, state, national, or world significance convince the audience that the issue is significant and that they have the power to take action and make a difference 22AB 23ABCD 2AB 25ABCD 26AC 27 2 along with p.300 Genre Survey Review teacher-selected objectives Determined by teacher Teacher will determine which objectives students need to review and provide focused instruction accordingly Teacher discretion in creating questioning the text, SIFT, marking the text, SMELL, when helping review and prepare for STAAR Glencoe: Ballad The Dying Cowboy p.32 Glencoe: Narrative Poem Barbara Frietchie p.06 Glencoe: Sonnets The New Colossus p.32 Childhood p. 33 To understand poetic devices To analyze figurative language To analyze a narrative poem To evaluate characters To determine the author s purpose To evaluate poetic devices To analyze figurative language TPCASTT E 2 TPCASTT Students could create a plot diagram Students could do activities on personification or mood TPCASTT Teacher should use her discretion to eliminate repetitive and/or unnecessary STAAR review/genre Survey activities. During this time, students should present their book talks or turn-in the activities the teacher has assigned for the outside reading project. Again, this project s elements were at the teacher s discretion. At some point during the Genre Survey, Pre- AP students need to complete the following activity: http://www.tealighthouse.org/ela/lessons/ grade_lesson.php Glencoe: Harlem and Glory and Hope p.5-56 To analyze a poem To analyze a speech To compare and contrast works of 7 Pre and Post reading activities Big Questions on p.57; Lit Elements on p.57 Write to Compare on p.57
Glencoe: Odes Ode to Thanks p.50 Ode to Rain p. 53 Glencoe: Epic Poem vs. Folk Tale Beowulf p.37 Racing the Great Bear p. Glencoe: Folktale Waters of Gold p.60 Glencoe: Myth Icarus and Daedalus p.3 Glencoe: Myth The Spirit Bride p.35 Baldur p.360 Glencoe: Journal Civil War Journal p.5 a similar theme To help student understand odes To analyze figurative language that expresses feelings and thoughts To compare and contrast different pieces of literature To analyze characterization in two different pieces of text To activate prior knowledge To analyze a folktale To compare details in one text To analyze myth and provide textual evidence To analyze characters To compare and contrast myths To analyze author s perspective TPCASTT 6 TPCASTT and Students could create a Venn Diagram or T- chart to compare texts or characters. Students could rewrite the story from Grendal s POV. Students could do foreshadowing or symbolism activities for Racing the Bear C 3 2C 3B Fig -F 2C 6B Fig B,C, D, E 25C 6 Students could write an imaginative story about two unlikely characters Students could do vocabulary and/or analogy activities Students could write their own myth about a hero on a quest. Students could also do a vocabulary extension. Students could compare and contrast Civil War and Present times
Glencoe: Autobiography I Know Why the Caged Bird Sings p.67 Glencoe: Autobiography From Sky p.0 Glencoe: Drama Kinderspirit p. Glencoe: Bouncing Back Glencoe: Drama The Miracle Worker p.30 ASSESSMENT Unit 5 Overview The Challenge of Comedy If laughter is truly the best medicine, then a study of challenges would not be complete without a close examination of the unique elements of To analyze conflict To make connections To analyze the author s purpose To make connections To analyze evidence To evaluate the plot about expository text and provide evidence To assess students over dramatic elements and techniques To evaluate students comprehension Essential Question. How is humor created? 2. How do people respond to humor, and why do responses vary? 3C 7 A Fig C, F 2E 2A 3 2C 5 5 Fig B 0 Fig 2 5 A B 7A Academic Vocabulary Anecdote Elements of Humor Characters and Caricatures Comic Students could freewrite about an event in their lives. Post reading questions Students could do vocabulary activities. Students could write a sequel to the play SOAPStone Post-Reading Questions - Students could write a short literary analysis of the beginning of the play. Students could complete the identify details activity as a bellringer. Students could write summaries at checkpoints throughout the drama. Students could create questions for sections of text. AP College/Readiness Engage in close reading of print and nonprint text Analyze author effectiveness Write a literary analysis essay Analyze and interpret dramatic text If time allows, teacher can have students complete the Writing about Resilience Prompt on p. 73
comedy. Overcoming challenges is often easier when we are able to look at the humorous side of life. However, finding humor is not always easy; it can be a challenge in itself. This unit explores the common elements found in humorous writing, as well as the difficulties encountered when attempting to write or perform comedy. This unit defines common features of humorous texts through short stories, play excerpts, anecdotes, essays, poems, comic strips, and film clips. You will use a variety of learning strategies to focus on the characteristics and specific challenges of comedy as you read, write, view, analyze, and perform humorous texts. Unpack Unit 5 Embedded Assessment analyze the skills and knowledge necessary for success in this unit Situations Wordplay Hyperbole Levels of Comedy Low Comedy High Comedy Performance Use scoring guide-p.35-352 to unpack the essential skills for EA#.
# Learning Focus: Defining Comedy 5. Previewing the Unit activate prior knowledge and preview the unit s essential questions and academic vocabulary Fig (A)(C) 5.2 What Makes You Laugh? Essay: Made You Laugh, by Marc Tyler Nobleman define comedy analyze comedy for purpose and audience 2AB Fig (A)(C) Interactive notebook Mini-lesson: subjects and predicates, brackets 5.3 Humorous Vocabulary 5. Humorous Anecdotes *Stand-Up Comedy: from Jerry Seinfeld, I m Telling You for the Last Time Essay: From Brothers, by Jon Scieszka 5.5 An Array of Humorous Vocabulary 5.6 Finding Truth in Comedy Essay: A Couple of Really Neat Guys, by Dave Barry develop a vocabulary to describe humor and various responses to humor differentiate types of humor and responses to humor analyze the components of a humorous anecdote categorize vocabulary associated with humorous texts recognize variety in humor and responses to humor understand the thematic truths in comedy analyze elements of a humorous text analyze an author s purpose, audience, goals, and style E 3C 2A Fig (A(C)(D) D Fig A C D Dictionaries and thesauruses Notecards Jerry Seinfeld, I m Telling You for the Last Time Humorous vocab list Notecards Mini-lesson: antecedents Make the writing prompt a timed writing and require them to use quotes from text as evidence.
5.7 Humorous Nonprint Texts examine the humorous nature of comic strips and political cartoons compare and contrast comic strips and political cartoons design an original comic strip or political cartoon 5. Levels of Comedy distinguish between high and low comedy note significant information from nonfiction texts 5. Elements of Humor identify specific elements of comedy define and apply knowledge of humorous elements 5.0 Elements of Humor Comic Characters and Caricatures *TV Show: Opening clip from The Simpsons 5. Elements of Humor Comic Situations *Film: Clips from Pleasantville, directed by Gary Ross *Film: Clips from Monsters, Inc., directed by Pete Docter, David Silverman develop an understanding of caricatures interpret and analyze an element of comedy draft an analysis of a humorous text identify and analyze humorous situations in nonprint texts 3A 6A 3A C Fig A F 2A 6B Fig A C D 3B Fig A C D Teacher could gather examples of comic strips and political cartoons Opening clip from The Simpsons Sample caricatures Pleasantville Monsters, Inc., Mini-lesson: pronouns Timed writing for the writing prompt. 5.2 Elements of Humor Comic Wordplay Poetry: Is Traffic Jam Delectable? by Jack Prelutsky recognize wordplay as humorous writing identify humorous wordplay 2 A B D Fig A C E Humorous vocab list Interactive notebook
5.3 Elements of Humor More Wordplay Poetry: A Trip to Morrow, Author Unknown explore clever wordplay encountered in daily life recognize clever wordplay in a variety of texts analyze how wordplay is used to create humor 2 B Examples of one-liners and puns Examples of humorous skits, such as Who s on First? Pg 30 for # in Teacher notes the questions need to be answered in written form instead of discussion 5. Elements of Humor Hyperbole 5.5 Finding the Humor Short Story: Priscilla and the Wimps, by Richard Peck Duration: 2 class periods recognize hyperbole and analyze its effect develop original examples of hyperbole to create a humorous text identify and analyze elements of humor in a text identify and analyze level(s) of comedy in a text write an analysis of a humorous text 2 B Fig A D Poster paper and drawing materials for prereading activity Page 3 have students do the extend