English Language Arts
Tiered Curriculum Guide
Grade 11 Semester B
Week TEKS TAKS Objectives Reading/Critical TAKS Preparation Selections Discussion and Test Taking
Thinking/Literary Enrichment Skills
1 Devices/Skills
4.1B The student will Students will Students will practice brainstorming and Questions for Distribute the
4.1C produce an analyze TAKS outlining five separate TAKS essay prompts. At Readers TAKS
4.2B effective essay prompts to the end of the week, students will write a Written
4.2C composition for a determine what the complete essay for one of the five prompts. What makes Composition
TAKS PREPARATION UNIT
4.5A specific purpose. prompt is asking something Rubric and
them to write Prompt 1 (Teacher Modeled): Write an essay interesting to guide students
5.2C about. explaining how one experience has the power to read? through the 5
5.3A affect a person’s life in a positive way. categories of
5.3B The student will Students will Prompts for the rubric.
5.3C produce a piece of brainstorm to Prompt 2 (Teacher Modeled): Write an essay Writers
5.5A writing that generate ideas for explaining how one person’s actions can make a Explain to
demonstrates their essay. difference in society. Write an students that
command of introduction to they must pass
English Students will use Prompt 3 (Small groups): Write an essay your essay that the written
conventions. an outline to plan explaining what education means to you. captures the composition
out the structure of reader’s attention. in order to
their essay. Prompt 4 (Small groups): Write an essay pass the ELA
explaining the importance of standing up for Describe the TAKS test.
what you believe in. audience for and
the purpose of
Prompt 5 (Independent practice): Write an your TAKS essay.
essay explaining the importance participating in
an activity that you enjoy.
English Language Arts
Tiered Curriculum Guide
Grade 11 Semester B
Week TEKS Objectives Reading/Critical TAKS Preparation Written Discussion and Test Taking
Thinking/Literary Selections Composition Enrichment Skills
2 Devices/Skills Skills
1.6B Student will Students will Spring 2003 Grade Students will Questions for Explain to
1.6E demonstrate a practice 11 ELA TAKS use the TAKS Readers students the
basic identifying key Written scoring criteria
3.7 understanding of passages with TEACHER LED Composition How does the for the TAKS
3.10 culturally diverse their highlighters. READING. Rubric to setting play an Open-Ended
3.11 written texts. evaluate their important role in Responses.
3.12 Students will DIRECT peer’s essays “The Miraculous
TAKS PREPARATION UNIT
3.19 Student will practice taking INSTRUCTION from Week 1. Phonograph Students will be
3.20 demonstrate the notes in the FOR MULTIPLE Record?” able to identify
ability to analyze margins of their CHOICE ITEMS. Students will “key quotes” for
4.1 and critically test booklets. plan and write use in open-
5.1 evaluate texts. DIRECT the Prompts for ended responses.
Students will INSTRUCTION composition Writers
Student will practice FOR OPEN- from the Students will
produce a identifying setting ENDED ITEM. Spring 2003 Describe a piece of learn how to
composition for a and characters in Grade 11 ELA art, writing, or “embed” and
given purpose. the early “The Miraculous TAKS: “Write music that is “frame” textual
paragraphs of a Phonograph an essay important to you evidence in their
Student will selection. Record” explaining how open-ended
produce a by William one experience Tell what you know responses.
composition that Saroyan has the power of your family
demonstrates to affect a history. ADVANCED
command of Multiple Choice person’s life in SKILLS
conventions. Items 1-12 a positive
way.” (See link to
AP/SAT Timed
Open-Ended
Writing Practice
Response #29 in supplemental
materials.)
English Language Arts
Tiered Curriculum Guide
Grade 11 Semester B
Week TEKS Objectives Reading/Critical TAKS Preparation Written Discussion and Test Taking
Thinking/Literary Selections Composition Enrichment Skills
3 Devices/Skills Skills
1.6B Students will Spring 2003 Grade Students will Questions for Students will be
1.6E Student will practice identifying 11 ELA TAKS use the TAKS Readers able to
demonstrate the key passages with Written understand how
3.7 ability to analyze their highlighters. TEACHER LED Composition How does the first the third “cross-
3.10 and critically READING. Rubric to person point of over” open-
3.11 evaluate texts. Students will evaluate their view differ from the ended questions
peer’s essays
TAKS PREPARATION UNIT
3.12 practice taking DIRECT third person point of are scored.
3.19 Student will notes in the INSTRUCTION from the week view?
3.20 demonstrate the margins of their FOR MULTIPLE 2. Students will
ability to analyze booklet. CHOICE ITEMS. Prompts for understand that
4.1 and critically Editing and Writers the TAKS
5.1 evaluate visual Students will DIRECT Revising “Triplet”
representations. practice analyzing INSTRUCTION Items #32-#51 Describe a single (literary piece,
the visual FOR OPEN- moment that expository piece,
Student will representation of ENDED ITEMS. changed your life. and visual
produce a the TAKS ELA representation)
composition for a test. “The Letter that Write a letter of is thematically
given purpose. Changed My Life” complaint to a related.
by Dennis Smith person or an
Student will organization that ADVANCED
produce a Visual has made you SKILLS
composition that Representation angry.
demonstrates (See link to
AP/SAT Timed
command of Multiple Choice
Writing Practice
conventions. Items 13-28 in supplemental
materials.)
Open-Ended
Responses #30 and
#31
English Language Arts
Tiered Curriculum Guide
Grade 11 Semester B
Week TEKS Objectives Reading/Critical TAKS Preparation Written Discussion and Test Taking
Thinking/Literary Selections Composition Enrichment Skills
4 Devices/Skills Skills
1.6B Students will Spring 2004 Grade Students will Questions for Students will
1.6E Student will practice identifying 11 ELA TAKS plan and write Readers master
demonstrate the key passages with the answering
3.7 ability to analyze their highlighters. TEACHER READS composition How does dialogue multiple choice
FIRST HALF OF
3.10 and critically from the help us understand a items using the
THE SELECTIONS.
3.11 evaluate texts. Students will Spring 2004 character? process of
TAKS PREPARATION UNIT
3.12 practice taking INDEPENDENT Grade 11 ELA elimination.
3.19 Student will notes in the WORK ON TAKS: “Write Prompts for
3.20 demonstrate the margins of their MULTIPLE an essay Writers Students will
ability to analyze booklet. CHOICE ITEMS. explaining the review key
4.1 and critically importance of Write a scene with vocabulary for
5.1 evaluate visual Students will HETEROGENOUS accepting dialogue that answering open-
representations. practice analyzing GROUPS FOR others as they captures an intense ended items:
the visual OPEN-ENDED are.” moment between (Conclude, Infer,
ITEMS.
Student will representation of two people. Deduce, etc.)
produce a the TAKS ELA “The Snob” by Editing and
composition for a test. Morley Callaghan Revising Write about a time ADVANCED
given purpose. Items #38-#51 that you felt like SKILLS
Students will “Common Threads” you didn’t
Student will practice identifying by Ana Veciana understand (See link to
AP/SAT Timed
produce a connections Suarez something that you
Writing Practice
composition that between the literary parents did. in supplemental
demonstrates piece, the Multiple Choice
Items 1-28 materials.)
command of expository piece,
conventions. and the visual
Open-Ended
representation. Responses #29, #30,
and #31
English Language Arts
Tiered Curriculum Guide
Grade 11 Semester B
Week TEKS Objectives Reading/Critical TAKS Preparation Written Discussion and Test Taking
Thinking/Literary Selections Composition Enrichment Skills
5 Devices/Skills Skills
1.6B Students will Spring 2006 Grade Students will Questions for Based on
1.6E Student will practice identifying 11 ELA TAKS use the TAKS Readers benchmark results
demonstrate the key passages with Written and class work,
3.7 ability to analyze their highlighters. TEACHER LED Composition How do we know explain to each
student their
3.10 and critically READING. Rubric to that a character has
strengths and
TAKS PREPARATION UNIT
3.11 evaluate texts. Students will evaluate their changed during a weaknesses on
3.12 practice taking INDEPENDENT peer’s essays story? TAKS objectives.
3.19 Student will notes in the WORK FOR from the week
3.20 demonstrate the margins of their MULTIPLE 4. Prompts for Review key
ability to analyze booklet. CHOICE ITEMS Writers literary terms for
4.1 and critically AND OPEN- Students will multiple choice
5.1 evaluate visual Students will ENDED ITEMS. plan and write Write about a time items. (Metaphor,
representations. practice analyzing the in your life when Simile, Symbol,
the visual composition you changed your etc.)
Student will representation of “Amir” by Paul from the beliefs.
ADVANCED
produce a the TAKS ELA Fleischman Spring 2006
SKILLS
composition for a test. Grade 11 ELA Write about a belief
given purpose. “Long Road TAKS: “Write that you hold that (See link to
Students will draw Home” by Lois an essay you will never AP/SAT Timed
Student will connections Raimondo explaining change. Writing Practice
produce a between the literary whether it is in supplemental
composition that piece, the Multiple Choice important to materials.)
demonstrates expository piece, Items 1-28 seek
command of and the visual friendships
conventions. representation. Open-Ended with those who
Responses #29, are different
#30, and #31 from you.”
English Language Arts
Tiered Curriculum Guide
Grade 11 Semester B
Week TEKS TAKS Objectives Reading/Critical TAKS Preparation Selections Discussion and Test Taking
Thinking/Literary Enrichment Skills
6 Devices/Skills
4.1B The student will Students will Students will review their drafts of all of the Questions for Students will
4.1C produce an practice using a different essays they have written during the first Writers practice using
4.2B effective dictionary and five weeks. Using the feedback received from the dictionary
4.2C composition for a thesaurus to correct their peer groups and their instructor, students Where can you and thesaurus
on the written
TAKS PREPARATION UNIT
4.5A specific purpose. spelling errors and will identify areas in their essay that could be make your
composition
develop improved with improved conventions, voice, and descriptions more portion of the
5.2C vocabulary. development of ideas. vivid? test.
5.3A
5.3B The student will Students will Students will use sensory details to improve their Where can you Explain to
5.3C produce a piece of practice enriching development of ideas. clarify your students that
5.5A writing that their writing with ideas? they have the
demonstrates vivid sensory Students will use figurative language and time to write
command of details. dialogue to improve their voice. Where is your both a rough
English writing dull? draft and a
second draft on
conventions. Students will Students will use the dictionary, the thesaurus,
the TAKS test.
practice enriching and their proofreading skills to improve their Read your essay
The student will their writing with conventions. out loud. Where ADVANCED
demonstrate the figurative are your SKILLS
ability to revise language. conventions
and proofread to clumsy? (See link to
improve the clarity Students will AP/SAT Timed
and effectiveness practice enriching Writing
of a piece of their writing with Practice in
writing. dialogue when supplemental
materials.)
appropriate.
English Language Arts
Tiered Curriculum Guide
Grade 11 Semester B
Week TEKS Objectives Literary Selection Discussion Reading/Critical Writing and Listening/ Viewing/
and Thinking/Literary Grammar Speaking Representing
7 Enrichment Devices/Skills
11.8B Read and Folktale: “The Questions for Identify an author’s Clauses Discussion Art
understand varied Indian and the 100 Readers purpose. Language of appreciation
sources such as Cows” LL pg. 638. Literature pg. What have you pg. 650.
Native American How is a story Contrast historical 644 learned about
NATIVE STORIES AND FOLKLORE
Native
folktales. Folktale: “El Indito different if it is literature with SIOP
Americans in
de Las Cien only passed modern day your history Activity:
11.11A Connect literature Vacas.” LL pg. along orally? experiences. classes? Do Gallery Walk.
to historical 641 you believe Illustrate a
contexts. ADVANCED Native poster that
11.11E ADVANCED Prompts for ANALYSIS American captures the
Identify an author’s SELECTIONS Writers history is story that is
audience and How would given enough passed along
purpose. Using your school Describe a sentence length and attention in in your family.
11.11F library and the story that is syntax vary in a U.S. schools?
Why or why
Use elements of Internet as a passed along in piece of writing
not?
text to defend his or resource, find an your family. that was meant to
her own oral history from be shared orally? ADVANCED
interpretations. another indigenous SPEAKING
culture, e.g., the
ADVANCED Mayan, the Aztec, Present your
OBJECTIVE the Incan, etc. research on
the oral
Become culturally history of
literate by reading another
and interpreting
indigenous
philosophical,
mythological, culture.
historical, and literary
works.
English Language Arts
Tiered Curriculum Guide
Grade 11 Semester B
Week TEKS Objectives Literary Selection Discussion Reading/Critical Writing and Listening/ Viewing/
and Thinking/Literary Grammar Speaking Representing
8 Enrichment Devices/Skills
11.8B Interpret the possible Folktale: “High Questions for Identify the Phrases and Talk Show Film Clip:
influences of Horse’s Courting” Readers characteristics of a Clauses Pg. 653 “The Last of the
11.8D historical context on pg. 645. folktale. Mohicans”
literary works. How can an Language of ADVANCED
Speech: “I Will Fight author make sure Understand how Literature SPEAKING SIOP Activity:
NATIVE STORIES AND FOLKLORE
11.11E Understand the No More Forever” that a folktale is speeches differ from Pg. 648 Think-Pair-
characteristics of oral pg. 651. remembered? written literature. Present the Share.
11.11F literature. findings of Is “The Last of
ADVANCED Prompts for Understand how tone your research the Mohicans” a
11.10B Identify the tone of a SELECTION Writers affects the meaning into the demise credible
text. of a text. of the plains portrayal of
Using the school Describe the Indians in the Native
ADVANCED library and the courtship rituals 1870’s and American
OBJECTIVE Internet as your in our society. 1880’s. culture?
source, research key
Compare the events for the plains
philosophical, Indians from the
mythological, 1870’s and 1880’s.
historical, and
literary contents of
American writing to
that of other cultures.
English Language Arts
Tiered Curriculum Guide
Grade 11 Semester B
Week TEKS Objectives Literary Selection Discussion Reading/Critical Writing and Listening/ Viewing/
and Thinking/Literary Grammar Speaking Representing
9 Enrichment Devices/Skills
11.8B Read in varied forms Questions for Compare and contrast Noun clauses Discussion: Film Clip:
such as a cuento or “The Legend of Readers the values or Language of How do the “The Last of the
11.11A folktale. Gregorio Cortez.’ Pg. judgments of a text. Literature pg. values of these Mohicans.”
702 How does the 704 legends
Identify the theme of author Identify the theme of compare with
NATIVE STORIES AND FOLKLORE
a piece of literature. “Farewell Letter” Pg. communicate his a text. Persuasive the values of
719. values in a text? Essay our culture
Compare and contrast today?
elements of texts “Points of Prompts for Do
such as themes and Comparison” Pg. Writers contemporary ADVANCED
conflicts. 719. American DEBATE
Tell a story that stories reflect
ADVANCED ADVANCED captures one of the values of Does
OBJECTIVE SELECTION the values that our society? contemporary
you hold dear. Why or why media have an
Connect themes of “Lecture to a not? effect on the
diverse texts in a Missionary.” Pg. 295 behavior and
variety of modes, ADVANCED values of
genres, time periods PRODUCT America’s
and cultures. children?
Analytical
Essay
Analyze a
contemporary
narrative that
you believe
captures the
values of
American
culture.
English Language Arts
Tiered Curriculum Guide
Grade 11 Semester B
Week TEKS Objectives Literary Selection Discussion Reading/Critical Writing and Listening/ Viewing/
and Thinking/Literary Grammar Speaking Representing
10 Enrichment Devices/Skills
11.11B Analyze relevance of Selection from “The Questions for Students will learn to Essential and Story Telling Film Clip: The
time and setting to a Autobiography of Readers identify a story’s Non-Essential pg. 661 Adventures of
text’s meaning. Mark Twain” pg. point of view. Clauses Huckleberry
658. Why would a ADVANCED Finn
THE ADVENTURES OF MARK TWAIN
11.11F Analyze an author’s person choose to Students will analyze Language of DEBATE
style. Selection from “Life write an how word choice Literature
on the Mississippi” autobiography? affects an author’s Is Mark Twain
11.11D Understand literary pg. 669 style. Pg. 663 racist in his
forms such as What would portrayal of
autobiography and ADVANCED motivate you to ADVANCED Jim the slave?
memoir. SELECTION read someone’s ANALYSIS
autobiography?
ADVANCED “The Adventures of Huckleberry Finn is
OBJECTIVE Huckleberry Finn,” Is it conceited to what literary critics
by Mark Twain. write an refer to as the
Recognize and autobiography? “unreliable narrator.”
analyze the What does this term
importance of point Prompts for mean? How does it
of view, Writers affect the story?
sometimes called
persona, voice, If you could SIOP Activity:
speaker, or leave school to Create posters that
viewpoint. seek out help explain Twain’s
adventure, where metaphors.
would you go
and why?
English Language Arts
Tiered Curriculum Guide
Grade 11 Semester B
Week TEKS Objectives Literary Selection Discussion Reading/Critical Writing and Listening/ Viewing/
and Thinking/Literary Grammar Speaking Representing
11 Enrichment Devices/Skills
11.11F Students will “The Notorious Questions for Students will practice Adjective Humorous Viewing and
understand the Jumping Frog of Readers predicting the events clauses Anecdote pg. Representing
literary form of the Calaveras County” in a story. 684 Pg. 662
tall tale. pg .679 Why would an Language of
THE ADVENTURES OF MARK TWAIN
author Students will identify Literature pg. Film Clip: The
Students will rely on ADVANCED exaggerate? the four methods of 681 Adventures of
11.6B context to determine SELECTION characterization: Huckleberry
the meanings of Prompts for Thoughts, actions, CREATIVE Finn
regional dialects and “The Adventures of Writers speech, appearance WRITING
idioms. Huckleberry Finn,” Write about an
by Mark Twain. ordinary day, Write your
11.12B Students will making it seem own tall tale,
evaluate an author’s extraordinary exaggerating
credibility. through as much as
exaggeration. possible.
ADVANCED
OBJECTIVES ADVANCED
TIMED
Apply strategies for WRITING
writing under
pressure. In 45-minutes
or less, write
Compose original an analytical
analyses with ease essay
and authority. characterizing
the
relationship
between Huck
and Jim.
Support your
essay with
textual
evidence.
English Language Arts
Tiered Curriculum Guide
Grade 11 Semester B
Week TEKS Objectives Literary Selection Discussion Reading/Critical Writing and Listening/ Viewing/
and Thinking/Literary Grammar Speaking Representing
12 Enrichment Devices/Skills
11.11F Student will “Epigrams” pg. 677 Questions for Students will be able Commas Share your Represent your
understand literary Readers to use context to epigram poster three epigrams
devices, specifically “The First Jumping deconstruct the Language of with the class, on a poster to
irony, epigram, Frog” pg. 684 How does an meaning of an idiom. Literature explaining share with the
idiom, and dialect. author come up Pg. 677 your class.
THE ADVENTURES OF MARK TWAIN
ADVANCED with an epigram? Students will be able inspiration for
ADVANCED SELECTION to identify irony in a ADVANCED the idea.
OBJECTIVES What is the story. TIMED
“The Adventures of purpose of an WRITING Research
Apply strategies for Huckleberry Finn,” epigram? Dialects Today
writing under by Mark Twain. In 45-minutes
pressure. Prompts for or less, write Pg. 687
Writers an analytical
Compose original essay
analyses with ease In small groups, illuminating
and authority. create three one credible
epigrams of your theme from
own. “The
Adventures of
Huckleberry
Finn.”
Support your
theme with
textual
evidence.
English Language Arts
Tiered Curriculum Guide
Grade 11 Semester B
Week TEKS Objectives Literary Selection Discussion Reading/Critical Writing and Listening/ Viewing/
and Thinking/Literary Grammar Speaking Representing
13 Enrichment Devices/Skills
11.13A Students will be able Print and electronic Questions for Students will be able Research Discussion: Visual sources
to generate relevant, sources from the Readers to identify Report… What are the from the school
interesting, and school and local controversial most and local
researchable libraries. How can you tell American social Language of controversial libraries.
questions for a paper. if something that issues. Literature pg. social issues in
Modern Language you are reading 980-988 American Channel One
RESEARCH AND DISCOVERY
ADVANCED Association (MLA) is fact or ADVANCED today? online
OBJECTIVE Handbook opinion? ANALYSIS investigative
ADVANCED reporting.
Develop original ADVANCED Prompts for Identify a DEBATE
writing topics from SELECTIONS Writers controversial social
wide reading and issue that is not What is the
information- Electronic sources What issues are related to: Drug most
gathering. from legal and important here policy, immigration overlooked
scholarly research on your campus? policy, health care social issue in
Collect and organize databases such as policy, or gun control America
information in a Lexus-Nexus and What social policy. today?
coherent and orderly EBSCO. issues are
form. important to you
and your family?
English Language Arts
Tiered Curriculum Guide
Grade 11 Semester B
Week TEKS Objectives Literary Selection Discussion Reading/Critical Writing and Listening/ Viewing/
and Thinking/Literary Grammar Speaking Representing
14 Enrichment Devices/Skills
11.13B Students will be able Print and electronic Questions for Student will be able Research Students will Students will be
to locate appropriate sources from the Readers to “skim” a piece of Report… be able to able to
print and non-print school and local reading and evaluate effectively use effectively use
information using libraries. How does whether it is suitable Language of a search a search engine
text and technical information on for their research Literature pg. engine to look to look for
resources, including Modern Language the Internet purpose. 980-988 for audio. images or
RESEARCH AND DISCOVERY
databases and the Association (MLA) differ from video.
Internet. Handbook information in Students will be able
print? to effectively use a
11.13C Student will be able search engine.
to use text organizers ADVANCED Prompts for
such as overviews, SELECTIONS Writers Student will be able
headings, and graphic to categorize
features to locate and Electronic sources As you expand information by
categorize from legal and your research, theme.
information. scholarly research how has your
databases such as original question
ADVANCED Lexus-Nexus and changed?
OBJECTIVE EBSCO.
Develop original
writing topics from
wide reading and
information-
gathering.
Collect and organize
information in a
coherent and orderly
form.
English Language Arts
Tiered Curriculum Guide
Grade 11 Semester B
Week TEKS Objectives Literary Selection Discussion Reading/Critical Writing and Listening/ Viewing/
and Thinking/Literary Grammar Speaking Representing
15 Enrichment Devices/Skills
11.7F Students will be able Print and electronic Questions for Students will be able Students will Students will Students will be
to produce sources from the Readers to create an learn the be able to use able to choose
summaries of texts by school and local annotated format of the their images that
identifying main libraries. How can you tell bibliography that Modern annotated represent ideas
ideas and supporting if the person that contains a summary Language bibliography from their
RESEARCH AND DISCOVERY
details. Modern Language wrote something of a source and a Association to orally research.
Association (MLA) is honest or citation in MLA (MLA) describe one of
11.7G Students will be able Handbook credible? format. their sources.
to draw inferences,
generalizations, and Prompts for
conclusions from a ADVANCED Writers
text. SELECTIONS
What is
11.7H Use strategies such as Electronic sources plagiarism?
note taking and from legal and
outlining to better scholarly research How can you
understand texts. databases such as present all of
Lexus-Nexus and your research in
ADVANCED EBSCO. one paper, and
OBJECTIVE still capture your
own unique
Collect and organize voice?
information in a
coherent and orderly
form.
Formulate a lucid and
precise thesis
statement.
English Language Arts
Tiered Curriculum Guide
Grade 11 Semester B
Week TEKS Objectives Literary Selection Discussion Reading/Critical Writing and Listening/ Viewing/
and Thinking/Literary Grammar Speaking Representing
16 Enrichment Devices/Skills
11.7F Produce summaries Print and electronic Questions for Students will learn to Students will Students will Students will be
of texts, identifying sources from the Readers embed research in learn the interview able to choose
main ideas and school and local their own writing. format of the someone about images that
supporting details. libraries. How can an Modern their research represent ideas
author share a lot Language topic and cite from their
RESEARCH AND DISCOVERY
11.2A Use pre-writing Modern Language of information Association the interview research.
strategies generate Association (MLA) without sounding (MLA). in their paper.
ideas, develop voice, Handbook boring? Students will
and plan. Students will learn to format
learn to cite the images in
11.2B Develop drafts by ADVANCED Prompts for sources their final
organizing content SELECTIONS Writers smoothly and document.
and refining style to effectively in
suit occasion, Electronic sources Which sources their writing.
audience, and from legal and have been most
purpose. scholarly research helpful to you
databases such as and why?
ADVANCED Lexus-Nexus and
OBJECTIVES EBSCO. Which sources
have been least
Synthesize divergent helpful to you
information and ideas and why?
into
an original product.
Integrate quotations
with original
commentary smoothly
and effectively.
English Language Arts
Tiered Curriculum Guide
Grade 11 Semester B
Week TEKS Objectives Literary Selection Discussion Reading/Critical Writing and Listening/ Viewing/
and Thinking/Literary Grammar Speaking Representing
17 Enrichment Devices/Skills
11.2E Students will be able Print and electronic Questions for Students will compile Students will Students will Students will
to use technology for sources from the Readers a final version of proofread each share the create a visual
aspects of creating, school and local their research report other’s results of their aide that
revising, editing, and libraries. How did your and identify key research research in a effectively
publishing texts. research information to deliver papers. brief oral supports their
RESEARCH AND DISCOVERY
Modern Language influence your in a brief oral presentation. research and
11.3D Produce error-free Association (MLA) opinion? presentation. Research oral
writing in the final Handbook Report presentation.
draft. Prompts for ADVANCED
Writers PRODUCT Language of
11.4F Compile written ADVANCED Literature pg.
ideas and SELECTIONS Knowing what Present formal 980-988
representations into you know now, position papers with
reports, summaries, Electronic sources what might you confidence.
or other formats and from legal and do differently on
draw conclusions scholarly research your next
databases such as research project?
11.17D Use language and Lexus-Nexus and
rhetorical strategies EBSCO. What other
11.17F to make a truthful, topics might you
informed, and ethical research in the
presentation. future?
ADVANCED
OBJECTIVES
Document facts,
ideas, and quotations
at the college level
with accuracy and
integrity.
English Language Arts
Tiered Curriculum Guide
Grade 11 Semester B
Week TEKS Objectives Literary Selection Discussion Reading/Critical Writing and Listening/ Viewing/
and Thinking/Literary Grammar Speaking Representing
18 Enrichment Devices/Skills
SEMESTER EXAMS