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. Tuesday

4. January 13, 2015 Tuesday This has been sent to your email. You may pull it up and save it on your desktop for now.

5. Bell Ringer: Foreign Words Review and Introduce New 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"

7. Vocabulary Work Vocabulary: Foreign Words à propos adieuà propos adieu amateur au pair au revoirau revoir! avant-garde Root Words: Rebuild Reaction Reference Regenerate Refurbish Retype Retrace Revert poly multi olig prot prim Drama Prepositions atop beyond during near Over Exposition Rising action Climax Falling action Resolution denouement

8. Prediction: What will we be practicing today? Remember: Making predictions during reading increases reading comprehension.

9. Get out your Notebooks Station Work for the week: – Vocabulary Vocabulary word activity Root words activity – Reading – Peer Writing – Peer Editing Comma practice activity

10. 1. Reading Strategies and vocabulary development. 2. Does this make sense? 3. I need Volunteers? 4. Put the limerick in order one at a time. 5. Write the number beside the sentence. Limerick: That unhappy Old Man in a boat. When they said, 'No! you ain't!' Who said, 'I'm afloat, I'm afloat!' There was an Old Man in a boat, He was ready to faint,

11. (6) Reading/word identification/vocabulary development. (B) rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary (11) Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts. (F) understand literary forms and terms such as author, drama, structure in poetry, appropriate to the selections being read. (14) Listening/speaking/critical listening. (A) focus attention, interpret, respond, and evaluate speaker's message;

12. Your turn…. All of you have a Ziploc bag with a limerick inside. It is not in order. Teach the same thinking skills to the partner across from you. Move to a desk or table so that you have enough room. Process: Look for words you do not know Read the lines Consider the rhyming pattern See the action in your mind Look at the punctuation

13. Punctuation Station Look at the punctuation in the limerick. What do you see? There was an Old Man in a boat, Who said, 'I'm afloat, I'm afloat!‘ When they said, 'No! you ain't!‘ He was ready to faint, That unhappy Old Man in a boat. Check the quotes: Are they correct? Do they match up? You will find an activity in the station folder that uses this limerick.

15. On Your Own Go to the computers: Open Microsoft Word Remember the writing process? Brainstorm, categories, bubble, write. If you need help with words that rhyme, go to: http://www.rhymezone.com/ You have the remainder of the period to write a limerick. Save it! Show me before you print. Your attempt will be your exit ticket.

16. Teach the same thinking skills to the partner across from you. Process: Look for words you do not know Read the lines Consider the rhyming pattern See the action in your mind Look at the punctuation Microsoft Word Writing process: brainstorm, categories, bubble, write. Rhyme Help - http://www.rhymezone.com/ Save it! Show me before you print. Your attempt will be your exit ticket. If you do not finish, bring it tomorrow. We will share. When you are finished you may do: 1.Group work then 2.DEAR

17. Which is the introduction sentence, “Thesis?” There was an Old Man in a boat, Who said, 'I'm afloat, I'm afloat!‘ When they said, 'No! you ain't!‘ He was ready to faint, That unhappy Old Man in a boat. Turn to your right and ask/answer these questions. Be ready to share in 3 minutes. Why do you think that the first sentence isn’t the last one? What was the process you went through to figure this out? Why do you think that he was ready to faint?

18. Limericks Can one of you tell me how this activity compares to writing a paragraph? Now use this information and answer this question: How does this process compare to writing an essay? You need a thesis and a limerick has a thesis. It needs to be catchy You have details in both. Your conclusion needs to have a punch to it...............

19. Before you do your individual activity: Open your notebook to the Bell Ringer and 30 second Write section, Tell me what you think in 30 seconds: How does working with limericks help you read and write better? 3 sentences please.

20. Your turn…. All of you have a Ziploc bag with a limerick inside. It is not in order. Teach the same thinking skills to the partner across from you. Move to a desk or table so that you have enough room. Process: Look for words you do not know Read the lines Consider the rhyming pattern See the action in your mind Look at the punctuation

21. On Your Own Go to the computers: Open Microsoft Word Remember the writing process? Brainstorm, categories, bubble, write. If you need help with words that rhyme, go to: http://www.rhymezone.com/ You have the remainder of the period to write a limerick. Save it! Show me before you print. Your attempt will be your exit ticket.

22. 30 Second Write Bell Ringer Writing Strategies Write them in your Notebook. https://www.youtube.com/watch?v=vWuQV pBeqLs https://www.youtube.com/watch?v=vWuQV pBeqLs