English 4 - Quarter 4
Everyone has equity here. What you choose to do with the opportunities provided for you will be either a consequence or source. Remember, the choice is all yours!
Assignment & Task Calendar
Week 35: May 6 - 10 Click Here →
TEKS
Teks
Monday, 25 September
Lesson: We will...
Activity: Students will...
Tuesday, 26 September
Lesson: We will...
Activity: Students will...
Wednesday, 27 September
Lesson: We will...
Activity: Students will...
Thursday, 28 September
Lesson: We will...
Activity: Students will...
Friday, 29 September
Lesson: We will...
Activity: Students will...
Quote of the Week
"A high school diploma is not the finish line! This is only the beginning. The finish line for this life is your deathbed. Until that moment arrives, keep achieving. Keep seeking the moments that take your breath away. Keep loving everything: the life you made for yourself, the people you choose to surround yourself with, and anything you choose to do. We are usually consumed by what others think of us. This is why we are frightened to do certain things in our lives such as public speaking, but the real fright should come from what we think of ourselves. Whether or not we are truly happy with the life we created for ourselves. Always remember these two things: anything in life worth doing is worth overdoing and moderation is for cowards! You define worth and moderation but be prepared to reap the rewards or suffer the consequences for your choices!"
— Cisco Matherne
Week 36: May 13 - 17 Click Here →
TEKS
Teks
Monday, 2 October
Lesson: We will...
Activity: Students will...
Tuesday, 3 October
Lesson: We will...
Activity: Students will...
Wednesday, 4 October
Lesson: We will...
Activity: Students will...
Thursday, 5 October
Lesson: We will...
Activity: Students will...
Friday, 6 October
Lesson: We will...
Activity: Students will...
Quote of the Week
""
—
Weekly Agenda
Objective
We will
I will
Essential Question
What
Readings
?
Activities
# - Bell Work
# -
Week 37: May 20 - 24 Click Here →
TEKS
Teks
Monday, 2 October
Lesson: We will...
Activity: Students will...
Tuesday, 3 October
Lesson: We will...
Activity: Students will...
Wednesday, 4 October
Lesson: We will...
Activity: Students will...
Thursday, 5 October
Lesson: We will...
Activity: Students will...
Friday, 6 October
Lesson: We will...
Activity: Students will...
Quote of the Week
""
—
Weekly Agenda
Objective
We will
I will
Essential Question
What
Readings
?
Activities
# - Bell Work
# -
Summer Time!
Week 28: March 18 - 22 Click Here →
Daily Lessons
Monday, March 18
Student holiday.
Tuesday, March 19
Focused Instruction: We will watch the Simon Sinek video "The Millennials in the Workplace."
Guided Instruction: Author's message, genre characteristics, author's craft, and perspective
Independent Learning: Research an informational video, podcast, TEDtalk, or vlog that you are interested in watching.
Lesson Closure: Students will begin work on Task Part 1 which is identifying: title, author's name, topic, genre, purpose, context, intended audience, thesis/claim, evidence, supporting details, organizational patterns, author's craft, word choice, tone, and create questions for the author.
Wednesday, March 20
Focused Instruction: We will analyze all requirements from part one of the Simon Sinek video.
Guided Instruction: Use the Simon Sinek Millennial video to model for students how to identify and analyze all the required task for part one and two.
Independent Learning: Begin to analyze the various parts of the video you selected.
Lesson Closure: Students will complete work on Task Part 1 which is identifying: title, author's name, topic, genre, purpose, context, intended audience, thesis/claim, evidence, supporting details, organizational patterns, author's craft, word choice, tone, and create questions for the author.
Thursday, March 21
Focused Instruction: We will complete a prompt analysis to include creating a structure to use in the response.
Guided Instruction: Prompt analysis and creating a structure for the ATC response.
Independent Learning: Begin to gather thoughts from task two and identify which ones would qualify to satisfy the prompt as well as those you can create and develop commentary for your audience.
Lesson Closure: Students will share the three unique features found in the informational video they selected.
Friday, March 22
Focused Instruction: We will have a Q&A to address any question that may have risen while completing the assignment.
Guided Instruction: Address all questions asked by students.
Independent Learning: Gather information and organizing the structure of their ATC response.
Lesson Closure: Students will share the answer to their response with the class.
Objectives
(4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
(A) establish purpose for reading assigned and self-selected texts;
(B) generate questions about text before, during, and after reading to deepen understanding and gain information;
(C) make and correct or confirm predictions using text features, characteristics of genre, and structures;
(D) create mental images to deepen understanding;
(E) make connections to personal experiences, ideas in other texts, and society;
(F) make inferences and use evidence to support understanding;
(G) evaluate details read to determine key ideas;
(H) synthesize information from multiple texts to create new understanding; and
(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
(B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;
(C) use text evidence and original commentary to support an interpretive response;
(E) interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating;
(F) respond using acquired content and academic vocabulary as appropriate;
(G) discuss and write about the explicit or implicit meanings of text;
(H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;
(6) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
(B) analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events;
(C) analyze isolated scenes and their contribution to the success of the plot as a whole; and
(D) analyze how historical and cultural settings influence characterization, plot, and theme across texts.
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
(A) read and analyze world literature across literary periods;
(B) analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms;
(C) analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;
(D) analyze characteristics and structural elements of informational texts such as:
(i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and
(ii) the relationship between organizational design and thesis;
(E) analyze characteristics and structural elements of argumentative texts such as:
(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and
(iii) identifiable audience or reader; and
(F) analyze characteristics of multimodal and digital texts.
(8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
(A) analyze the author's purpose, audience, and message within a text;
(B) analyze use of text structure to achieve the author's purpose;
(C) evaluate the author's use of print and graphic features to achieve specific purposes;
(D) analyze how the author's use of language informs and shapes the perception of readers;
(E) analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes;
(F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and
(G) analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.; and
(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
(G) examine sources for:
(i) credibility and bias, including omission; and
(ii) faulty reasoning such as incorrect premise, hasty generalizations, and either-or;
Quote of the Week
"In this world you will have trouble, but take heart I have overcome the world."
— John 16:33
Weekly Agenda
Objective
We will determine which strategies are best to comprehend a specific text/oral communication.
I will interact with texts in a variety of meaningful ways to enhance understanding and comprehension.
Essential Question
How do I understand what I read/hear?
What practices/skills help me understand text/oral communication?
How do I determine which strategies are best to comprehend a specific text/oral communication?
Readings
The digital/multimodal informational text options include: podcast, TEDtalk, or vlog
Activities
#57 - Bell Work
#58 - Multimodal Comprehension & Response
Week 29: March 25 - 29 Click Here →
Daily Lessons
Monday, March 25
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Tuesday, March 26
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Wednesday, March 27
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Thursday, March 28
Focused Instruction: We will
Guided Instruction:
Independent Learning:
Lesson Closure: Students will
Friday, March 29
Student Holiday
Objectives
(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:
(A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
(B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
(i) using strategic organizational structures appropriate to purpose, audience, topic, and context; and
(ii) developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;
(C) revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;
(D) edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and
(E) publish written work for appropriate audiences.
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
(B) compose informational texts such as explanatory essays, reports, resumes, and personal essays using genre characteristics and craft;
Quote of the Week
"The professional has learned that success, like happiness, comes as a by-product of work. The professional concentrates on the work and allows rewards to come or not come, whatever they like."
— Steven Pressfield
Weekly Agenda
Objective
We will deconstruct the various components and requirements for a well developed cover letter and resume.
I will create two cover letters and resumes: one, for when I graduate high school and two, when I graduate college / technical school.
Essential Question
How does one create an eye catching, effective cover letter and resume that will surely land you the job you want.
Readings
Purdue owl cover letter and resume
Activities
#59 - Bell Work
#60 - Resume #1 and #2
Week 30: April 1 - 5 Click Here →
TEKS
Teks
Monday, 21 August
Lesson: We will...
Activity: Students will...
Tuesday, 22 August
Lesson: We will...
Activity: Students will...
Wednesday, 23 August
Lesson: We will...
Activity: Students will...
Thursday, 24 August
Lesson: We will...
Activity: Students will...
Friday, 25 August
Lesson: We will...
Activity: Students will...
Quote of the Week
"A budget is telling your money where to go instead of wondering where it went."
— Dave Ramsey
Weekly Agenda
Objective
We will review budget expectations based on expected salary.
I will create a budget based on my monthly and yearly salary which will include all expenses.
Essential Question
What should be included in the budget you create?
Readings
Researching average expenses based on the area of North Texas.
Activities
#61 - Bell Work
#62 - Budget & Financials
Week 31: April 8 - 12 Click Here →
TEKS
Teks
Monday, 28 August
Lesson: We will...
Activity: Students will...
Tuesday, 29 August
Lesson: We will...
Activity: Students will...
Wednesday, 30 August
Lesson: We will...
Activity: Students will...
Thursday, 31 August
Lesson: We will...
Activity: Students will...
Friday, 1 September
Lesson: We will...
Activity: Students will...
Quote of the Week
"A good plan violently executed now is better than a perfect plan executed next week."
— George S. Patton
Weekly Agenda
Objective
We will evaluate the steps taken during our journey towards the next steps of our future.
I will create a presentation that will explicitly explain all the steps taken on my journey towards the next steps of my future.
Essential Question
What are the details steps taken to achieve the goal of my next steps?
Readings
Various websites and articles
Activities
#63 - Bell Work
#64 - Next Steps Field Trip
Week 32: April 15 - 19 Click Here →
TEKS
Teks
Monday, 4 September
Student Holiday
Tuesday, 5 September
Lesson: We will...
Activity: Students will...
Wednesday, 6 September
Lesson: We will...
Activity: Students will...
Thursday, 7 September
Lesson: We will...
Activity: Students will...
Friday, 8 September
Lesson: We will...
Activity: Students will...
Quote of the Week
"Therefore do not worry about tomorrow, for tomorrow will worry about itself. Each day has enough trouble of its own."
— Matthew 6:34
Weekly Agenda
Objective
We will evaluate the steps taken during our journey towards the next steps of our future.
I will create a presentation that will explicitly explain all the steps taken on my journey towards the next steps of my future.
Essential Question
What is the difference between listening to understand and listening to reply?
Readings
Various research techniques
Activities
#65 - Bell Work
#66 - Speech Evaluations
Week 33: April 22 - 26 Click Here →
Daily Lessons
Monday, April 22
Focused Instruction: We will examine the difference between substantiated vs. unsubstantiated, credible vs. non credible, and objective vs. bias.
Guided Instruction: How to go from claim, substantiation, and then development?
Independent Learning:
Lesson Closure: Students will create a political candidate poster that shows three different claims, substantiate all claims, and develop ideas in each claim.
Tuesday, April 23
Focused Instruction: We will examine strategies used by presidential candidates to substantiate their claims.
Guided Instruction: Deconstruct the process of making a claim, substantiating the claim, and developing the substantiation.
Independent Learning: Research presidential candidates for claims, substantiation, and development.
Lesson Closure: Students will create a political candidate poster that shows three different claims, substantiate all claims, and develop ideas in each claim.
Wednesday, April 24
Focused Instruction: We will examine the top seven hot topics for the 2024 presidential election.
Guided Instruction: Create short phrases that will substantiate and develop claims made by the candidate.
Independent Learning: Research claims made by your candidate. How were those claims substantiated and how were those claims developed in speeches, essays, articles, or past history?
Lesson Closure: Students will create a political candidate poster that shows three different claims, substantiate all claims, and develop ideas in each claim.
Thursday, April 25
Focused Instruction: We will utilize the checklist located on the assignment to evaluate the product created by students.
Guided Instruction: N/A
Independent Learning: Create the finishing touches on their political poster.
Lesson Closure: Students will create a political candidate poster that shows three different claims, substantiate all claims, and develop ideas in each claim.
Friday, April 26
Student Holiday
Objectives
(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
(E) locate relevant sources;
(F) synthesize information from a variety of sources;
(G) examine sources for:
(i) credibility and bias, including omission; and
(ii) faulty reasoning such as incorrect premise, hasty generalizations, and either-or;
Quote of the Week
"Elections belong to the people. It's their decision. If they decide to turn their back on the fire and burn their behinds, then they will just have to sit on their blisters. "
— Abraham Lincoln
Weekly Agenda
Objective
We will discuss the election process and how to substantiate an argument.
I will cast my vote for a presidential candidate and substantiate my vote with three well developed arguments.
Essential Question
How do you substantiate an argument? What is the difference between credible and not credible?
Readings
Various websites and articles
Activities
#67 - Bell Work
#68 - Presidential Candidate Campaign Poster
Week 34: April 29 - May 3 Click Here →
TEKS
Teks
Monday, 18 September
Lesson: We will...
Activity: Students will...
Tuesday, 19 September
Lesson: We will...
Activity: Students will...
Wednesday, 20 September
Lesson: We will...
Activity: Students will...
Thursday, 21 September
Lesson: We will...
Activity: Students will...
Friday, 22 September
Lesson: We will...
Activity: Students will...
Quote of the Week
"The question isn’t who is going to let me; it’s who is going to stop me."
— Ayn Rand
Weekly Agenda
Objective
We will examine various pieces of literature that connects with our competitive spirit that lives insides each of us.
I will analyze my personal qualities when it comes to overcoming adversity and connect these to a poem that will remind me to never give up.
Essential Question
How can you give up on anything your sought out to accomplish?
Readings
Poem - "Invictus" - William Ernest Henley
Poem - "If" - Rudyard Kipling
Poem - "Do Not Go Gentle Into That Good Night" - Dylan Thomas
Biblical Stories - Job, Joseph, Daniel, Ruth, and Esther
Or find your own!
Activities
#69 - Bell Work
#70 - Finding My Muse