Ongoing Routines: E1.15Ci, E1.24AB, E1. 25A, E1.26A. Ongoing Conventions: E1.17AC, E1.18AB, E1.19A

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1 Yearly Plan English I First Six Weeks: Tools to Know and Writing Process All Genres Tools to Know: E1.FIG19AB, E1.1B Writing Process: E1.13ABCDE Routines: E1.15Ci, E1.24AB, E1.25A, E1.26A Readiness Standards: E1.1E, E1.8A, E1.9A, E1.17C, E1.18AB, E1.19A Supporting Standards: E1.1A, E1.2A, E1.9D, E1.11B Third Six Weeks: Literary Works-Author s Craft Ongoing Tools to Know: E1.FIG19AB, E1.1B Ongoing Writing Process: E1.13ABCDE Ongoing Readiness Standards: E1.1E Ongoing Supporting Standards: E1.1AD Ongoing Routines: E1.15Ci, E1.24AB, E1. 25A, E1.26A Ongoing Conventions: E1.17C, E1.18A, E1.19A Readiness Standards: E1.5B,, E1.17A, E1.18B Supporting Standards: E1.2BC, E1.3A, E1.4A, E1.5ACE, E1.6A, E1.7A, E1.16AD, E1.17Ai,ii,iii, E1.18Bi Not Tested: E1.1C, E1.5D, E1.12B, E1.14ABC, E1.15Cii,iii, E1.15D, E2.16B, E1.17B, E1.18Biii Fifth Six Weeks: Review To Be Determined Second Six Weeks: Ways to Show-Genre Study and Coherence and Purpose in Writing Ongoing Tools to Know: E1.FIG19AB, E1.1B Ongoing Writing Process: E1.13ABCDE Ongoing Readiness Standards: E1.1E Ongoing Supporting Standards: E1.1A Ongoing Routines: E1.15Ci, E1.24AB, E1.25A, E1.26A Readiness Standards: E1.5B, E1.8A, E1.9AC, E1.15Ai-v, E1.17AC, E1.18AB, E1.19A Supporting Standards: E1.1D, E1.2A, E1.5A, E1.9BD, E1.10A, E1.11AB, E1.12AD, E1.16AD, E1.17Ai, E1.18Bii Not Tested Standards: E1.1C, E1.12C, E1.14ABC, E1.15Bi,ii, E1.15D, E1.16B, E1.20AB, E1.21ABC, E1.22AC, E1.23B Fourth Six Weeks: Informational Texts-Author s Craft Ongoing Tools to Know: E1.FIG19AB, E1.1B Ongoing Writing Process: E1.13ABCDE Ongoing Readiness Standards: E1.1E Ongoing Supporting Standards: E1.1AD Ongoing Routines: E1.15Ci, E1.24AB, E1.25A, E1.26A Ongoing Conventions: E1.17AC, E1.18AB, E1.19A Readiness Standards: E1.8A, E1.9AC, E1.15Ai-v Supporting Standards: E1.9BD, E1.10AB, E1.11AB,, E2.16ACDE Not Tested: E1.1C, E1.15Bi,ii, E1.15Cii, iii, E1.15D, E1.16B, E1.20AB, E1.21ABC, E1.22ABC, E1.23ABCDE, E1.24C Sixth Six Weeks: To Be Determined

2 How does knowing about the structure of the English language help us as listeners, speakers, readers, and writers? Developing word and language structure knowledge increases vocabulary, supports understanding during reading and enhances our ability to write clearly and fluently. ENGLISH I UNIT 1 Tools to Know What do we do when we read? Understanding how and when to use comprehension strategies provide readers tools to manage all genres of texts. TEKS: E1.1B, E1.Fig19AB (E12A, E1.8A, E1.9AD, E1.11B if appropriate) TEKS: E1.1AE E1.17C, E1.18AB, E1.19A Understanding the way words work and how sentences are put together and clarified is an effective way to increase vocabulary while also providing processes necessary to manage unknown words. What is writing? Understanding that writing is thinking and that every writer has a perspective decreases fake writing and increases writing fluency and risk taking. TEKS: E1.13ABE (E1.13CD if appropriate) Formula writing decreases ideas and voice in writing. The focus becomes on the formula and not what the writer is thinking. Comprehension is an in-head action we cannot see. Comprehension strategies are not used the same way by every reader. The ability to apply strategies as needed increases the ability to comprehend what is read and what is heard. Read Aloud and independent recreation reading support learning and transfer. Discourse, Interactive Notebooks, Teacher modeling through Think Aloud TEKS: E1.15C, E1.24AB, E1.25A, E1.26A

3 Activities to engage learners and encourage discourse-refer to Game Plan. Stimulus Thinking Select minimally four different genres for unit reading. *embedded in other genre, Fiction Fable, Legend, Myth, Short Story, Novel, Novel Excerpt, Short Story Excerpt Expository Documentary Product Label Textbook Article Poetry Free Verse Poem Lyrical Poem Narrative Poem Humorous Poem Literary Nonfiction Autobiography Biography Documentary Memoire Diary Drama Movie Script Play Persuasive Speech, Letter, Article Advertisement Procedural* Media* ENGLISH I UNIT 1 Tools to Know Critical vocabulary for concept development connotation denotation etymology critique quantitative data synthesis draft Analyze/Interpret Apply Cause/Effect Compare/Classify/ Categorize Create/Develop Draw Conclusion Evaluate Generalize Infer Make Connections Predict/Estimate Sequence/Order Evidence of Learning: Comprehension Checklist, Oral Reading Rubric, Reader Response, Writing Entries Summarize

4 Readiness Standards E1.1E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology. E1.18B Use correct punctuation marks. E1.8A Explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author s purpose. E1.19A Spell correctly, including using various resources to determine and check correct spellings. E1.9A Summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion. E1.17C Use a variety of correctly structured sentences (e.g., compound, complex, compoundcomplex). E1.18A Use conventions of capitalization.

5 Supporting Standards E1.1A 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. E1.2A Analyze how the genre of texts with similar themes shapes meaning. E1.9D Synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence. E1.11B Analyze factual, quantitative, or technical data presented in multiple graphical sources.

6 Writing Process E1. 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. E1. 13B Structure ideas in a sustained and persuasive way (e.g., using out-lines, note taking, graphic organizers, lists,) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning. E1.13C Revise drafts to improve style, word choice, figurative language, sentences variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed. E1. 13D Edit drafts for grammar, mechanics, and spelling. E1. 13E Revise final draft in response to feedback from peers and teachers and publish written work for appropriate audiences.

7 Tools to Know E1.FIG19A Reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images). E1.FIG19B Make complete inferences about text and use textual evidence to support understanding. E1.1B Analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words.

8 Routines E1.15C Write an interpretive response to an expository or a literary text (e.g., essay or review) that: (i) extends beyond a summary and literal analysis. E1. 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 classification and elaboration. E1.24B Follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes. E1.25A Give presentations using informal, formal and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively. E1.26A Participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensusbuilding, and setting ground rules for decision making.