1. TEKS : Write multiple brief responses to teacher-provided, open-ended questions to make connections within and across genres (e.g., literary-literary, informational-informational, literary-informational). (E2.Fig19A, E2.Fig19B; E2.2A, E2.2B; E2.4A; E2.5B; E2.7A; E2.9C; E2.15Ci, E2.15Cii, E2.15Ciii) 1E; 4D, 4F, 4G, 4I, 4J, 4K; 5F, 5G Authors use techniques, form, and structure to influence the attitudes or actions of a specific audience. E2.9D 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. Supporting Standard E2.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: E2.13C Revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed. Readiness Standard E2.15 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: E2.15A Write an analytical essay of sufficient length that includes: Readiness Standard E2.15Ai effective introductory and concluding paragraphs and a variety of sentence structures Readiness Standard (Reporting Category 4) Supporting Standard (Reporting Category 5) E2.15Aii rhetorical devices, and transitions between paragraphs Readiness Standard (Reporting Category 4) Supporting Standard (Reporting Category 5) E2.15Aiii a thesis or controlling idea Readiness Standard (Reporting Category 4) Supporting Standard (Reporting Category 5) E2.15Aiv an organizing structure appropriate to purpose, audience, and context Readiness Standard (Reporting Category 4) Supporting Standard (Reporting Category 5) E2.15v relevant evidence and well-chosen details Readiness Standard (Reporting Category 4) Supporting Standard (Reporting Category 5) E2.15vi distinctions about the relative value of specific data, facts, and ideas that support the thesis statement Readiness Standard (Reporting Category 4) Supporting Standard (Reporting Category 5) Ongoing TEKS E2.1 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: E2.1A 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. Supporting Standard E2.1B Analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words. Readiness Standard: E2.1E 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. Readiness Standard E2.5 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: E2.5B Analyze differences in the characters' moral dilemmas in works of fiction across different countries or cultures. Supporting Standard English II English Language Arts Unit: 05A Lesson: 01: E2.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: E2.13A 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. E2.13B Structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open- ended situations that include transitions and rhetorical devices used to convey meaning. Readiness Standard E2.13D Edit drafts for grammar, mechanics, and spelling. Readiness Standard E2.13E Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. E2.15 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: E2.15C Write an interpretative response to an expository or a literary text (e.g., essay or review) that: E2.15Ci extends beyond a summary and literal analysis E2.15Cii addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations E2.15Ciii analyzes the aesthetic effects of an author's use of stylistic and rhetorical devices

2. E2.9D 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. Supporting Standard E2.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: E2.13C Revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed. Readiness Standard E2.15 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: E2.15A Write an analytical essay of sufficient length that includes: Readiness Standard E2.15Ai effective introductory and concluding paragraphs and a variety of sentence structures Readiness Standard (Reporting Category 4) Supporting Standard (Reporting Category 5) E2.15Aii rhetorical devices, and transitions between paragraphs Readiness Standard (Reporting Category 4) Supporting Standard (Reporting Category 5) E2.15Aiii a thesis or controlling idea Readiness Standard (Reporting Category 4) Supporting Standard (Reporting Category 5) E2.15Aiv an organizing structure appropriate to purpose, audience, and context Readiness Standard (Reporting Category 4) Supporting Standard (Reporting Category 5) E2.15v relevant evidence and well-chosen details Readiness Standard (Reporting Category 4) Supporting Standard (Reporting Category 5) E2.15vi distinctions about the relative value of specific data, facts, and ideas that support the thesis statement Readiness Standard (Reporting Category 4) Supporting Standard (Reporting Category 5) Ongoing TEKS E2.1 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: E2.1A 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. Supporting Standard E2.1B Analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words.

3. January 14, 2015 Wednesday

4. January 14 th Bell Ringer Look through a page or two of the newspaper, pick out an item, and write a paragraph or brief page about what you found. (You may use any item in the paper—an article, advertisement, movie listing, cartoons, etc. Let your imagination take you where it wants to go. Share what you found.)

5. Assignments Wednesday (14): DEAR; Newspaper Summary New Vocabulary: Look up unknown words and practice punctuation. Due Tomorrow Newspaper analysis Peer Edit Thursday (15): DEW Due Today Newspaper Analysis Peer Edit is due today. New Vocabulary: Look up unknown words and practice punctuation. Essay Due Friday Job Applications Due Tuesday Friday (16): Vocabulary, Reading and Writing Assessment Due Today Edit partner’s Persuasion Essay Persuasion essay Rough Draft All pieces complete Job Applications Due Tuesday

6. Bell Ringer Foreign Words Review à proposà propos regarding/concerning adieuadieu lit. "to God"; farewell; ("goodbye," literally "until re-seeing"). It is definitive, implying you will never see the other person again. Depending on the context, misuse of this term can be considered as an insult, as one may wish for the other person's death or say that you do not wish to see the other person ever again while alive. It is used for au revoir in the south of France [2] and to denote a deprivation from someone or something. [2] amateuramateur a person attached to a particular pursuit, study, or science in a non-professional or unpaid manner. au gratin "with gratings", anything that is grated onto a food dish. In English, specifically 'with cheese'. au pairau pair a young foreigner who does domestic chores in exchange for room and board. au revoirau revoir! "See you later!" In French (to the pleasure of seeing you again). avant-gardeavant-garde (pl. avant-gardes) applied to cutting-edge or radically innovative movements in art, music and literature; figuratively "on the edge," literally, a military term, meaning "vanguard" (which is a corruption of avant-garde) or "advance guard," in other words, "first to attack"

8. This week’s Line UP Wednesday (14): DEAR, Comprehension and writing skills. Group Work Work on conclusion and body of the paper. Work on your essay, Due Friday.. Peer Edit is due tomorrow. Thursday (15): DEW Comprehension and writing skills. Group Work Work on conclusion and body of the paper. Work on your writing. Edit is due today. Essay Due Friday Job Applications Friday (16): Vocabulary, Reading and Writing Assessment Turn in your Language Arts Binder.

9. Teacher Group Editing Context Clues Writing Procedures Vocabulary Activities

10. Come up to the board and add your ideas. Peers Work/Car

11. Writing about how to get a job: How do I do that? Where do I get started? Come up to the board and add your ideas.

12. I have to find a job for the summer. I need to buy a car. How is that going to work? How do I work if I don’t have a car? How do I get a car if I don’t have a job? Be sure to – clearly state your thesis organize and develop your ideas effectively choose your words carefully edit your writing for grammar, mechanics and spelling Which sentence is the writing prompt? Remember your thesis is a promise to your audience. Come up to the board and add your ideas.

13. What promise are you going to make to the reader? How are you going to capture the audiences’ attention and stay on topic? Idea 1. Idea 2. 1.2.3.1.2.3. How are you going to end this in a way that the audience will remember? Come up to the board and add your ideas.

14. How will school help you get a job? Increases students’ academic performance. Decreases students’ academic performance. Come up to the board and add your ideas.

15. If you have any questions about the test tomorrow, ask.

16. Write out the Conclusion for Your Persuasion Paper Use this as an Exit Ticket Come up to the board and add your ideas.