English As A Second Language Designated Six Weeks: Fifth .

Grade: 7Text: National Geographic - Inside(Level D)Unit: Poetry, Fiction, Nonfiction, ResearchTEKSGuiding Questions/AssessmentSpecificityEnglish as a Second LanguageDesignated Six Weeks: FifthAcademicVocabularyInstructionalStrategiesB BeginningI IntermediateA AdvancedAH AdvancedHighSuggested Resources/WeblinksOngoing TEKS reinforced each six weeks5th Six Weeks – New TEKS IntroducedReading(7.4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences, and draw conclusions about the structure and elements ofpoetry and provide evidence from text to support their understanding.Students are expected toWhat are the types of*Why is line presentedB/I-nonlinguisticalliterationHolt-Unit 5- pgs. 584analyze the importance of poetic forms?differently by the author of thisrepresentation586hyperbolegraphical elements (e.g.,poem?All-graphicHolt-Unit 5- pgs. 552limerickcapital letters, line length, What makes poetry*How does the poet demonstrateorganizers559meterword position) on theto the reader that lines throughenjoyable?Holt-Unit 5-pgs. 604narrativemeaning of a poem.are important?619onomatopoeia(Supporting)What elements ofInside NG pagesrepetition-use a Venn diagram to comparepoetry can be found in280, 437, 511rhymepoetry from different authors/timeCollege Readinessmodern music?rhythmperiodsStandard (CRS):sound devices(Reading C.4) AnalyzeHow does poetry relateanalyzeand compare the use ofto personalcomparelanguage in literary works experiences?contemporaryfrom a variety of worlddemonstratecultures. (4.b) Comparecontemporary poems bySentences are dividedwriters from differentinto stanzas ornations and noteparagraphssimilarities and*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.2

Grade: 7Text: National Geographic - Inside(Level D)Unit: Poetry, Fiction, Nonfiction, ResearchTEKSGuiding Questions/AssessmentSpecificitydifferences in form, style,imagery, and theme.ELPS:4F Use visual andcontextual supports2F Derive meaning froma variety of media3D Speak using gradelevel vocabulary incontextEnglish as a Second LanguageDesignated Six Weeks: FifthAcademicVocabularyInstructionalStrategiesB BeginningI IntermediateA AdvancedAH AdvancedHighSuggested Resources/WeblinksDescriptive languagecreates sensory images(7.6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements offiction and provide evidence from text to support their understanding. Students are expected to:**(A) explain theWhat role do the*(A) How does the setting in thisLiterary ElementsB/I-nonlinguisticHolt-Unit 1- pgs. 34;influence of the setting on literary elements playstory affect the plot?representationsanalogy66; 76; 32; 234; 322plot development;within plot*Why is the setting of this storyAllantagonistStory elements:development?important to the r’s lcharacterization(CRS): (Reading A.10)Why is it important to*What influence does the story’s-Flow chartInside NG pgsclimaxIdentify and analyze howknow each character’ssetting have on the development-Plot graph.90-91,120, 168complicationan author’s use ofcharacteristics?of the plot?-Character mapsInsideNG pgs.conflictlanguage appeals to the-Directed reading51, 105, 111, 117, 133,connotationsenses, creates imagery,How does the conflictthinking activity170and suggests mood. (10.a)denotationin a selection move theInside NG pg.*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.2

Grade: 7Text: National Geographic - Inside(Level D)Unit: Poetry, Fiction, Nonfiction, ResearchTEKSGuiding Questions/AssessmentSpecificityIdentify words thatconvey mood and voice toinform readers of aspectsof a setting or time period.plot to the climax andresolution?In discovering thelayers of meaning inliterature, what role dothe literary elementsplay?What role does thestructure play inconveying effectivemeaning?-Textual evidence-Text dependentreading**(B) analyze thedevelopment of the plotthrough the internal andexternal responses of thecharacters, including theirmotivations and conflicts;Setting is the time andplace where the storyhappens.Motives are the reasonsthat people do things.*(B) Why did respond tothe way he/she did in paragraph?*What does paragraphdemonstrate about the internalconflict in ?English as a Second LanguageDesignated Six Weeks: conclusionsexpositionfalling actionfigurative ormoodparaphrasingpersonificationplotpoint of view*protagonistresolutionrising actionsensory detailssetting*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.InstructionalStrategiesB BeginningI IntermediateA AdvancedAH AdvancedHighSuggested Resources/Weblinks218, 23,5 252AVID Write Path forELL pg. 96-106, 139140,300-3042

Grade: 7Text: National Geographic - Inside(Level D)Unit: Poetry, Fiction, Nonfiction, ResearchTEKSGuiding Questions/AssessmentSpecificity(Readiness)*Why is paragraph importantin understanding the motives of?*What is inferred about ’sthinking in this selection?**(C) analyze differentforms of point of view,including first-person,third-person omniscient,and third-person limited.*(C) The author tells this storyfrom a point of view to help thereader understand .* is portrayed in this story asomniscient through a point ofview that is .*How are the points of view ofand different?*What point of view does havein this story?*How does the point of view ofaffect his understanding of theconflict in the story?(CRS): (Reading A.7)Evaluate the use of bothliteral and figurativelanguage to inform andshape the perception ofreaders. (7.a) Analyze apassage for word choiceand voice. (7.c) Explainhow authors use dialect toconvey character.ELPS:English as a Second LanguageDesignated Six Weeks: FifthAcademicVocabularyInstructionalStrategiesB BeginningI IntermediateA AdvancedAH AdvancedHighSuggested plainelementsanalyzeevaluatefirst personthird personomniscientthird person limitedmoodvoiceI think probablyI can infer probably .Even though it doesn’t say , I*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.2

Grade: 7Text: National Geographic - Inside(Level D)Unit: Poetry, Fiction, Nonfiction, ResearchTEKSGuiding Questions/AssessmentSpecificityEnglish as a Second LanguageDesignated Six Weeks: FifthAcademicVocabularyInstructionalStrategiesB BeginningI IntermediateA AdvancedAH AdvancedHighSuggested Resources/Weblinks4J Demonstrate Englishthink .comprehension through-Based on , I can concludeinferential skills.4K Show comprehensionthrough analytical skills4I Show comprehensionthrough basic readingskills(7.7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structuralpatterns and features of literary nonfiction and provide evidence from text to support their understanding.**Students are expectedHow do*Describe the difference in theReading/Writing:autobiographyBiography andto describe the structuralautobiographies andorganization of ideas in ’s lifeHolt-Unit 2-pg. 303autobiographybiographyand substantivediaries differ from their as presented in his/herHolt-Unit 7-pg .784compare/contrastdifferences between anfictional adaptations?autobiography and the story ofAllHolt-Unit 8- pgs. 918diaryautobiography or a diaryhis/her life.-Timelines927imageryand a fictional adaptation-Compare/contrast life*What is the most important-VennDiagramsPersonal Essay: Holtmoodof it. (Supporting)stories focusing ondifference between ’s diary andUnit 7- pg. 804settingautobiographies andthe fictionalized story of his/herWriting a memoir:structure(CRS): (Reading A.11)diaries as they relate tolife?http://web2.jefferson.kstyleIdentify, analyze, andtheir fictionalized12.ky.us/CCG/supp/Msyntaxevaluate similarities andstoriesthe author wrote this toS Memoir.PDF.tonedifferences in howInside NG pgs.The writer’s motive for wassimilaritiesmultiple texts presentReview the writing338W-349Wprobably .themeinformation, argue aprocess.*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.2

Grade: 7Text: National Geographic - Inside(Level D)Unit: Poetry, Fiction, Nonfiction, ResearchTEKSGuiding Questions/AssessmentSpecificityposition, or relate atheme.(11.b) Read diarieswritten during a particularevent or period and useevidence from the diariesto demonstrate similaritiesand differences in howeach author feels aboutthe event.The writer tried to prove by.English as a Second LanguageDesignated Six Weeks: FifthAcademicVocabularyInstructionalStrategiesB BeginningI IntermediateA AdvancedAH AdvancedHighSuggested Resources/WeblinksadaptationELPS:4J Demonstrate Englishcomprehension throughinferential skills4K Show comprehensionthrough analytical skills4I Show comprehensionthrough basic readingskills(7.10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text andprovide evidence from text to support their understanding. Students are expected to:*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.2

Grade: 7Text: National Geographic - Inside(Level D)Unit: Poetry, Fiction, Nonfiction, ResearchTEKSGuiding Questions/AssessmentSpecificity**(A) evaluate asummary of the originaltext for accuracy of themain ideas, supportingdetails, and overallmeaning; (Readiness)(CRS): (Reading A.3)Identify explicit andimplicit textualinformation includingmain ideas and author’spurpose. (3.a) Analyzeconnections between mainideas and supportingdetails. (Reading A.4)Draw and supportcomplex inferences fromtext to summarize, drawconclusions, anddistinguish facts fromsimple assertions andopinions. (4.b)Summarize key points inHow does evidencefrom the text supportaccurate inferences?-Text dependentreading-Analyze similar textson the same topic-Familiarize studentswith expository textstructuresAuthors use differentstyles for differentpurposes: to inform, topersuade or to showemotion*(A) What important informationis missing in the summary of thearticle ?*What misleading information isin the summary of ?*In comparing the summary andthe original article, how does themeaning change in the summary?English as a Second LanguageDesignated Six Weeks: arygraphsheading/subheadinginfo boxitalicized textlabelslayoutmapspicture ncemain ideasupporting detailsanalyzeexpository text*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.InstructionalStrategiesB BeginningI IntermediateA AdvancedAH AdvancedHighstyleAnalyze texts ingroupsB/I- timelines andflowchartsAll-Book walksnumbered headstogetherSuggested 156.44/lessons/lesson view.asp?id 54.Holt-Unit 7-pgs.800803 and pgs. 820-824Lesson terature/nonfiction.htm.Slide -texts.Inside NG pages304, 381, 407, 453, 5552