2019-2020 hisd @ h.o.m.e. project-based learning english … · 2020. 3. 31. · it could be a...

2019-2020 HISD @ H.O.M.E. – Project-Based Learning English Language Arts – English II Week of March 30 – April 03, 2020

GLOBAL GRADUATE

- State Process Standard

- Aligned to Upcoming State Readiness Standard

Ⓡ - State Readiness Standard

Ⓢ - State Supporting Standard

© Houston ISD Curriculum 2019-2020

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Student Weekly Learning Targets

1. Students will increase their stamina as readers by reading independently. 2. Students will read and annotate fictional texts. 3. Students will analyze fictional texts and text features. 4. Students will respond in writing to their reading.

Monday

1. Begin by completing 15 minutes of independent reading. This can be a book of your choice. You may use MackinVia (HUB Digital Resources), Houston Publish Library- HPL (HUB Digital Resources), any novels at home, or any other accessible texts.

2. As you read, make note of anything that surprises you, any examples of interesting language, or any words that stand out. Be sure to record this information in your reader’s notebook (or device or available paper).

3. Next, select one text from the fiction section of the ELA Connect Four. Please read and annotate the text using the Reading is Thinking Easy Annotation guide in the Resource Packet.

4. Next, select one option within the Reader’s Response section of the ELA Connect Four and complete the task using the selected text and the resources attached. Keep in mind, the Reader’s Response task can be completed based on the texts you choose within the genre or you independent reading book. All bolded items are resources in your resources packet.

5. Next, select one option within the STAAR Stems section of the ELA Connect Four and complete the stem/question using the selected text.

6. Finally, create a writer’s notebook entry. This entry can be about anything you choose. It can be your thoughts or a reflection regarding your reading. It could be a review of something you’ve watched or read recently. It could also be something about your experiences. For more ideas, see Writing Prompts in the Resource Packet. The entry should be no shorter than half a page.

Tuesday



3. Next, return to the fiction text from yesterday. Please reread your annotations to review the text. 4. Next, select one option within the Graphic Organizer section of the ELA Connect Four and complete the task

using the selected text and the resources attached. All bolded items are resources in your resources packet. 5. Next, select one option within the Writing section of the ELA Connect Four and complete the task. 6. Finally, create a writer’s notebook entry. This entry can be about anything you choose. It can be your thoughts or

a reflection regarding your reading. It could be a review of something you’ve watched or read recently. It could also be something about your experiences. For more ideas, see Writing Prompts in the Resource Packet. The entry should be no shorter than half a page.

http://www.houstonisd.org/cms/lib2/TX01001591/Centricity/Domain/21808/HISD-Graduate-Vision.pdf



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Wednesday



3. Next, select a second text from the fiction section of the ELA Connect Four. Please read and annotate the text using the Reading is Thinking Easy Annotation guide in the Resource Packet.

4. Next, select one option within the Reader’s Response section of the ELA Connect Four and complete the task using the selected text and the resources attached. Keep in mind, the Reader’s Response task can be completed based on the texts you choose within the genre or you independent reading book. All bolded items are resources in your resources packet.

5. Next, select one option within the STAAR Stems section of the ELA Connect Four and complete the stem/question using the selected text.


Thursday



3. Next, return to the fictional text from yesterday. Please reread your annotations to review the text. 4. Next, select one option within the Graphic Organizer section of the ELA Connect Four and complete the task

using the selected text and the resources attached. All bolded items are resources in your resources packet. 5. Next, select one option within the Writing section of the ELA Connect Four and complete the task. 6. Finally, create a writer’s notebook entry. This entry can be about anything you choose. It can be your thoughts or

a reflection regarding your reading. It could be a review of something you’ve watched or read recently. It could also be something about your experiences. For more ideas, see Writing Prompts in the Resource Packet. The entry should be no shorter than half a page.

Friday



3. Create a one-pager on fictional texts as a cumulative project. Please use the Genre One-Pager template in the Resource Packet.





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Student-Produced Weekly Product

By the end of the week, you will have completed a fictional text genre study and will have the following products:

• 2 Reader’s Response tasks

• 2 STAAR Stems tasks

• 2 Graphic Organizer tasks

• 2 Writing tasks

• 5 writer’s notebook entries

• 1 fictional text Genre One-Pager



Houston ISD Home-based Ongoing Mobile Education

(H.O.M.E.)English Language Arts

English II

English Language Arts – English II

Table of Contents

Student Instruction Guide

ELA Connect Four

Easy Annotation Guide

Writing Prompts

Genre One-Pager

Reader Response Resources

• Reader’s Response: Story Pyramid • Story Board • Character Investigation • Reader’s Response: Informational Pyramid • Book Review • Reader’s Response: Check in Letter • Making Connections • Cause and Effect

Graphic Organizers

• Character-Change Map • Dialectical Journal • Comic Strip • Plot Diagram • Five W’s • Main Idea and Details Web • Inference Map • Notice-Name-Effect • Nonfiction Text Structures One-Pager

*Resources are included only one time in this document. However, students may use them multiple times depending on the tasks they select.

ELA Student-Self Directed Instruction- Connect Four

Instructions:

The menu below includes tasks you can use to prepare for STAAR. You can complete this with or without

the use of a device, but you do need to make sure you have the adopted textbook for your grade level or

course:

• Grade 6- Pearson myPerspectives Texas Edition grade 6



• English I- Holt McDougal Literature grade 9

• English II- Holt McDougal Literature grade 10

For each genre, you will begin by selecting 1 text. Please read and annotate the texts using the Reading is Thinking Easy Annotation guide. Next, select 1 option within each Task section and complete the task using the selected text and the resources attached. Keep in mind, the Reader’s Response task can be completed based on the texts you choose within the genre or you independent reading book. After you have completed your four choice tasks for your first text, you will repeat this process with a second text. You should choose different activities from each category for your second text. All bolded items are resources in your resources packet.

Task Fiction

• Text 1

• Text 2

• Text 3

• Text 4

Informational

• Text 1

• Text 2

• Text 3

• Text 4

Poetry

• Text 1

• Text 2

• Text 3

• Text 4

Persuasive

• Text 1

• Text 2

• Text 3

• Text 4

Reader’s Response

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

STAAR Stems

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

Graphic Organizers

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

Writing

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

Repeated these steps for each genre. By the end, you should have 32 completed tasks. If you have

access to a digital device, you can use the digital textbook through the HUB and/or pick texts from each

genre by accessing the following sites:

Fiction

• Awesome Stories

• LoudLit

Informational

• Commonlit

• Newsela

Poetry

• Academy of American Poets

• Poetry Foundation

Persuasive

• American Rhetoric

You should continue independent reading using either a library book, classroom library book, or from MackinVia (HUB Digital Resources) and Houston Publish Library- HPL (HUB Digital Resources).

Pick 2 texts from

each genre.

Pick 1 choice from each

task for each text.

https://www.awesomestories.com/

http://www.loudlit.org/

https://www.commonlit.org/

https://newsela.com/

https://poets.org/

https://poets.org/

https://www.poetryfoundation.org/

https://www.americanrhetoric.com/

2019-2020 Remote Instruction English Language Arts – English II

GLOBAL GRADUATE

© Houston ISD Curriculum

2019-2020

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ELA Connect Four Task

• Reader Response

• STAAR Stems

• Graphic Organizers

• Writing

Fiction

• “Harrison Bergeron” (Holt McDougal Literature Grade 10, p. 36)

• “The Interlopers” (Holt McDougal Literature Grade 10, p. 426)

• “Hover” (from ForeshadowYA.com)

• “Click-clack the Rattlebag” (from The Telegraph)

Informational

• “Dyaspora” (Holt McDougal Literature Grade 10, p. 382)

• “How to Survive a Wildfire” (Holt McDougal Literature Grade 10, p. 572)

• “Leave No Dark Corner” (from ABC.net News)

• “The Extraordinary Life and Death of the World’s Oldest Spider” (from The Washington Post)

Poetry

• “There Will Come Soft Rains” (Holt McDougal Literature Grade 10, p. 778)

• “blessing the boats” (Holt McDougal Literature Grade 10, p. 791)

• “Amphibians” (from Poets.org)

• “Resignation” (from Poets.org)

Persuasive

• “Doing Nothing is Something” (Holt McDougal Literature Grade 10, p. 638)

• “Abolishing the Penny Makes Good Sense” (Holt McDougal Literature Grade 10, p. 646)

• “The Small and Surprisingly Dangerous Detail the Police Track About You” (from Ted Talks)

• “ACLU: Student Speech and Privacy” (from the ACLU)

Task Fiction Informational Poetry/Drama Persuasive

Reader’s Response

• Complete Reader’s Response: Story Pyramid using your independent reading text or on one of the texts listed above.

• Complete the Story Board using your independent reading text or on one of the texts listed above.

• Complete the Character Investigation based on a character from your independent reading or from a text listed above.

• Complete the Reader’s Response: Informational Pyramid graphic organizer using one of the texts above.

• Complete a Book Review using your independent reading text or on one of the texts listed above.

• Complete Reader’s Response: Check in Letter using your independent reading text or on one of the texts listed above.

• Choose any word, phrase, or line from one of the poems above and use that to begin your own original poem.

• What is the author’s message in the poem? Do you agree with that message? Why or why not?

• Write a flash fiction story (1,000 words or fewer) starring a poem’s speaker as the main character. What conflict are they facing? How will they solve it?

• Complete Reader’s Response: Check in Letter using your independent reading text or on one of the texts listed above.

• Complete one of the Making Connections graphic organizer to compare the texts and/or authors of two texts you have read.

• Complete Reader’s Response: Check in Letter over your independent reading text or on one of the texts listed above.



https://foreshadowya.com/articles/2-hover

https://www.telegraph.co.uk/culture/hay-festival/11603446/Neil-Gaiman-Click-clack-the-Rattlebag.html

https://www.abc.net.au/news/2018-09-18/china-social-credit-a-model-citizen-in-a-digital-dictatorship/10200278?nw=0

https://www.washingtonpost.com/news/speaking-of-science/wp/2018/05/01/the-extraordinary-life-and-death-of-the-worlds-oldest-known-spider/?fbclid=IwAR1mITKoTjtWCEfZOUZD2z_KIjsen6Qu6Y46eI_3mdxzuBf1XZlgHDjapyg



https://poets.org/poem/amphibians

https://poets.org/poem/resignation

https://www.ted.com/talks/catherine_crump_the_small_and_surprisingly_dangerous_detail_the_police_track_about_you/transcript




https://www.aclu.org/issues/free-speech/student-speech-and-privacy

https://www.aclu.org/issues/free-speech/student-speech-and-privacy


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• Create a one-pager for one of the poems that contains the following: o Illustrations of major

events or images o Important words and

lines from the poem o The message or theme

of the poem

STAAR Stems • Which line of dialogue best reveals the speaker’s true feelings?

• What detail is left unresolved at the end of the story?

• How does the author establish the conflict?

• What is the effect of the story’s point of view on the reader?

• What is the author’s purpose for writing this article?

• What is the article’s main idea?

• What is the best summary of the selection?

• How does the author organize the article?

• What is the poem’s theme?

• What best describes the structure of the poem?

• How does the structure relate to the content of the poem?

• Which line best conveys a theme of the poem?

• How does the author organize the selection?

• On which persuasive technique does the author rely on the most?

• What is one conclusion the author makes about their topic?

• What is one similarity between two selections that you read?

Graphic Organizers

• Use the Character-Change Map to help you determine how the main character grows or changes throughout the story.

• Use a Dialectical Journal to track your thinking as you read the story. On the left side of the journal, you will write down important textual quotes or evidence. On the right side of the journal, you will write a personal reaction or connection to the quote you wrote.

• Choose one of the texts and complete the Five W’s graphic organizer to summarize the text.

• Choose one of the texts and complete the Main Idea and Details Web graphic organizer to analyze a main idea expressed in the text.

• Choose one of the texts and complete the Inference Map graphic organizer.

• Use a Dialectical Journal to track your thinking as you read the story. On the left

• Use a Dialectical Journal to track your thinking as you read the story. On the left side of the journal, you will write down important textual quotes. Pay attention to imagery, figurative language and structure. On the right side of the journal, you will write a personal reaction, connection, or an inference you made to the quote you wrote.

• Use the Making Connections one-pager to

• Create an outline of the argument in one of the texts above. Be sure to include the supporting details.

• Using the Nonfiction Text Structures One-Pager, identify a major text structure in one of the texts above and write a summary of that text using key words from that text structure.

• Create a Notice-Name-Effect analysis using one of the persuasive texts above. Notice and track which




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• Use a Comic Strip Organizer to track the sequence or major events of the story by sketching as you read.

• Use a Plot Diagram to track the plot using text evidence as you read.

side of the journal, you will write down important textual quotes or evidence. On the right side of the journal, you will write a personal reaction or connection to the quote you wrote.

identify a big idea in one of the poems and expand your thinking about it.

• Use the Notice-Name-Effect chart to locate and identify poetic elements and then analyze their effects on the reader.

strategies the author uses to convince the audience.

Writing • Write about whether it is more important to be honest or kind.

• Write about whether schools should limit teens’ access to technology.

• Write about whether the government should pass laws to protect the environment.

• Write about whether people should be able to vote at age 16.

• Write about whether it is important to watch the news.

• Write about whether we should vote based on our own needs or the needs of others.

• Write about whether community service should be a graduation requirement.

• Write about whether you must positively in order for positive things to happen.

• Write about whether romance or friendship is more important.

• Write about whether we should sacrifice privacy for safety.

• Write about whether travelling is necessary to be an educated person.

• Write about whether there should be stricter controls of what people can post on social media.



Easy Annotation

Notes or Sketches

This is important!

Key words or details.

I have a question, or I don't understand.

This is surprising!

I made a connection.

This is my favorite part!

I agree!

These help me understand!

Reading is Thinking!

Write about your day in a movie preview voice. ("In a world...").Find a picture that inspires you on onceuponapicture.co.uk and freewrite or answer the questions belowthe picture.How do you think current events will be explained in history books? Write an excerpt from a history booka hundred years from now about things that are happening now. If you had to give a speech right now about any subject, what could you talk about for five minutes?What would you say?Play an autocorrect game! On a cell phone, type 'In the future, I will' and then hit the middlesuggested word button until you get a complete sentence. What did you get? Does it seem true or not?Choose one word from a headline or news story and write a story or poem with that as the title. Choose a scene from your independent reading book and rewrite it from the point of view of anothercharacter. What was your favorite movie or book as a child? Do you think you would feel the same about it if youread or watched it today? Why or why not?Journal about your experience during the shutdown. Write a letter to your future self. What do you hope your future self has learned from this experience?What is the most precious object you own and why? What childhood toy do you wish you still had and why?Cast your independent reading book! If they were to make your independent reading book into a movie,who would play all the characters?If you were to write your memoir (the story of your life), what would the title be and why? What eventswould you write about? If you had an unlimited budget, what would you do for your next birthday party? Who would you invite?Where would it be? What kind of food would be served?

Writing Prompts

Qualities List or Web

Genre One-PagerFor Example

Make A Connection Freewrite

List or make a web of all of the qualities thatmake this genre what it is.

What are some examples of this genre that youhave read? How do you know they fit in thisgenre?

Choose three (3) of the qualities above and findexamples of those qualities in one of the textsyou've read in this genre.

Freewrite in this genre! Write your own story,poem, informational, or persuasive text in fiftywords or fewer.

Reading is Thinking!Reader's Response: Story Pyramid

Title: _______________Author:_________

_____________ Character

____________ ____________ Character Trait Character Trait

____________ ____________ ____________ Describe the Setting

____________ ____________ ____________ ____________ State the Main Character’s Problem

__________ __________ __________ ____________ ____________ Important Story Event

__________ __________ __________ __________ __________ __________ Important Story Event

_________ ___________ __________ __________ __________ __________ _________ Important Story Event

_________ __________ _________ _________ _________ _________ _________ _________ State How the Main Character Solves the Problem

Key TakeAway: WhY is this important? What did I take to heart?


Reader's Response:StoryBoard

Reading is Thinking!Reader's Response: Character Investigation

The Character is ...Saying Thinking

Feeling

Heading To

Coming From

Doing

Other People are saying...

Reading is Thinking!Reader's Response: informational Pyramid

Title: _______________Author:_________

_____________ Subject

____________ ____________ Describe Subject

____________ ____________ ____________ Where the Subject Exists

____________ ____________ ____________ ____________ Subject’s Importance to the World

__________ __________ __________ ____________ ____________ One Interesting Fact on Subject

__________ __________ __________ __________ __________ __________ One More Interesting Fact on Subject

_________ ___________ __________ __________ __________ __________ _________ One Last Interesting Fact on Subject

_________ __________ _________ _________ _________ _________ _________ _________ One Sentence Summary on What You Read

Key TakeAway: WhY is this important? What did I take to heart?

Book ReviewRating

Quick Summary(No Spoilers!)

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Scene Illustration(or Favorite Line!)

Reviewed By: _______________Title:___________________Author:__________________Genre: __________________ Would you recommend this to a friend?

Why/ Why Not: ___________________________________________________________________________________________________________

This book is perfect for...


Reading is Thinking!Reader's Response: Check In Letter

Title: _______________Author:_________This is just a template to help structure your thinking; you may delete or add any information.Remember to show your active reading!

Dear _________________,

I am currently reading ____________________________ by __________________.

It’s about _____________________________________________________________________

______________________________________________________________________________

_________________________________________________________________. One thing

the author does in the book that I really like _____________________________________

______________________________________________________________________________

____________________________________________________________________. This

book makes me think about ____________________________________________________

because ____________________________________________________________________

______________________________________________________________________. I’m

wondering if _________________________________________________________________

______________________________________________________________________________

______________________.

Your student,

______________________

Making Connections across texts

(Character 1) (Character 1)

would most likely agree...


because they both...

is similar to

and

Making Connections across texts (Character 1) (Character 2 )

differ because ..


thinks....Unlike ,

and

Making Connections across texts (Text 1) (Text 2 )

because ..

Unlike (Text 1), (Text 2)...

is....

differs from

Making Connections across texts

(Author of Text 1) (Author of Text 2)

would most likely agree...

(Text 1) (Text 2)

because they both...

is similar to

and


Name: Date:

Dialectical Journal

The Text Says…

My Thinking is…

Created by HISD Secondary Curriculum and Development

Inference Graphic Organizer

The Text Says… My Thinking is… I Can Infer…


Notice-Name-Effect Graphic Organizer

Notice Name Effect


Nonfiction Text StructuresChr

onolo

gical

Descri

ptive

Compar

e and

Cont

rast

Cause

and E

ffect

Proble

m an

d Solu

tion

First...Next...Finally...

CAuse Effect

These texts describecharacteristics ofsomething or someoneusing details andsometimes figurativelanguage.

These texts discusssimilarities anddifferences between twoor more things,sometimes to determinewhich is "better."

These texts explainsevents through eitherwhat caused them orwhat resultedafterwards.

These texts identify anddescribe a problem andthen either describe thesolution or recommendone.

These texts describe anevent, a series of events,or a series of steps inorder from start tofinish.

First, next, lastBefore, afterdates and yearsthen, nowfinally, in the end

For exampleSuch asAppears to beAdjectivesLooks, sounds, feels

SimilarDifferentBothNeitherIn contrast

Due toAs a resultConsequentlyBecause ofThen

Led toSinceIssueThereforeSolve

Visual Definition key words

2019-2020 hisd @ h.o.m.e. project-based learning english … · 2020. 3. 31. · it could be a...

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