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CHAPEL HILL ISD DISTRICT CURRICULUM DOCUMENT
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Grade/Course10th/English IIBundle Number1Time/Pacing6 weeks- Aug. 28-Oct. 6
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Unit TitleLife Transitions
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Unit SummaryReview basic grammar, introduce persuasive writing and create effective persuasion
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Big Ideas
Persuasive techniques, types of appeals, nonfiction and fiction reading
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Essential Questions
How does a writer create effective persuasion? How does sentence structure affect clarity?

How do fictional elements work together to create the story?
Why is evidence necessary to support a claim?
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Process Standards Unpacked with Content TEKSPrerequisite Skills
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Listening, Speaking, Reading, Writing, ThinkingThe student will be able to compose an essay and edit it with accuracy. The student must understand various types of sentences, subject-verb agreement, and basic punctutation. The student should understand what a basic thesis statement is and understand the basic essay format. They should understand the difference between fiction and non-fiction texts.
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“CHallenge” TEKSTEKS VerbSpecificityContext:Instructional StrategiesAcademic Tasks
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Refer to TEKS knowledge/skill statement...Students will....Students are expected to....No Red Ink.com; Groupwork-Logos, Pathos, Ethos-Cube; Comma Game-Kemah; Nonfiction-foldable; Comma-foldable; Persuasive-Gallery Walk; Active Reading Strategies; Fiction-Foldable, Mini-Research ProjectStudents will write a rough draft of a persuasive essay, focusing on the thesis statement. They will work on editing through warm-ups and through reading passages. Students will complete a persuasive gallary walk of STAAR samples and rate them based upon knowledge they have to see what their writing should look like. This modeling exercise will assist them in learning to write strong essays.
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7Dianalyzecharacteristics and structural elements of informational texts such as clear thesis, relevant supporting evidence, pertinent examples, and conclusion Reading passages-non-fiction/fiction and Persuasive Essay
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9Deditdrafts using standard English conventionsGrammar Game, No Red Ink.com, Future Writing Samples
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10Ccomposearguementative textsPersuasive Essay
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Covered TEKS
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1A-D, 2 A-C, 3, 4 A-I, 5 A-J, 6A-D, 7A,D(i)(ii), E(i)(iii), 8B, 9A,B(i),C,D(i)(iv)(vi)(viii),E, 10B-D, 11A-F(i),G,I
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ELPSCCRS
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1A-H; 2C-I; 3C,D,E,G,H,I,J; 4 C-H; 5 B-GWriting: 1,-5; Reading: A 1-11, B1-3, C 1-4, D 1-2; Speaking: A 1-2, B 1-3; Listening: A 1-3, B 1-3; Research: A1-3,B1-3,C1-2
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Connections
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Essential Vocabularyanalyze, thesis, evidence, examples, pertinent, conclusion, arguementative, persuasive, nonfiction, logos, pathos, ethos, literary terms, figurative language terms
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Instructional ResourcesNo Red Ink.com, Texas Literature Book, Night, Smartboard, Kemah games
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AssessmentCA's, Persausive Essay, Mini-research Project, Ticket out the door
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Assessment Links: Eduphoria
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Interventions
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Tier 1 Classroom Interventions teacher modeling examples of the desired product, strategies for highligting/reading prompt, clear feedback on assignments, re-direct students during the guiding learning process, re-teach concepts students are struggling with, use peer teaching for struggling students, teacer writing conferencing for writing assignments and give students clear feedback about what they need to improve for the next written assignment
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Tier 2Classroom Interventionsintentional grouping, break into individual steps, guide presentations by giving cues or reminders, sentence stems for responding to literature, copies of notes, pull back students as needed for review or extra time/advisory list, use tutorial times to explain how an assignment should have been completed
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Tier 3Classroom Interventionsutilize GCS for individual re-teaching, pulled aside during indepent practice to re-teach the process they are using-utlize co-teacher if in a co-teach class, use assistive technology as it applies to the assignment, shorten assignments to reflect only what that student needs to work on to progress to the next level, break assignments into small chunks that build on each other
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Gifted Talentedmore complex level of questioning; choice of assignment for projects-deeper level (not more work-higher level); ability grouping for some projects
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Additional Supportsadapted texts; assitive technology
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ELLsentence stems; Neuhaus Academic Vocabulary; extra time
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