English I 1st Six Weeks Unit Plan - Pasadena Independent School ...

English I 

1 st Six Weeks Unit Plan 

Goals: 

• With a focus on reading and writing TEKS, the teacher will implement Guided Reading instruction, Open-ended 

Response (OER) instruction and practice, and with each short story taught, personal narrative response 

instruction and practice. 

• Analysis of literary elements, and text structure/characteristics should be taught over each piece covered. 

• Once several personal narrative responses have been written, one piece needs to be developed through the 

entire writing process. 

TEKS 

Obj. 1 

6B 

6C 

6F 

6E 

7F 

7G 

8B 

Obj. 2 

10B 

11A 

11B 

11C 

11D 

11E 

11F 

11H 

Obj. 3 

7E 

7H 

8D 

10B 

12A 

12B 

12C 

19B 

19C 

20B 

20C 

Reading & Writing Skills 

Obj. 1: Basic Understanding 

Context Clues 

Roots/Affixes 

Reference Materials 

Word Relationships 

Summary/Main Idea/Details 

Summary 

Read in Varied Sources 

Obj. 2: Literary Elements 

Use Text to Defend Responses 

Recognize Theme 

Analyze Relevance of Setting 

Analyze Characters/Time/Point of View 

Identify Basic Conflicts 

Analyze Plot Development 

Recognize Symbols 

Literary Terms/Forms 

Obj. 3: Critical Thinking 

Text Structure 

Inference/Conclusions/Generalizations 

Historical Influences 


Analyze Text Characteristics 

Credibility of Sources 

Evaluate Logical Argument 

Relationships and Ideas in Media 

Distinguish Media Purpose 

Main Idea of Media Message 

Evaluate Persuasive Techniques 

Produce Effective Compositions, Command 

of Conventions and Revision & 

Proofreading 

• The Writing Process 

Prewriting 

Drafting 

Revising 

Editing and Proofreading 

Publishing and Presenting 

*Model: 

• Guided reading of “The Necklace” (p. 169) 

• Assessment of reading (TAKS formatted questions) 

• Open-Ended Response (OER) question(s) over “The 

Necklace” 

• Personal narrative response over “The Necklace” 

*This is just one example of a model lesson to follow. Repeat the 

process for each piece taught. 

Note: In depth study takes precedence over quantity. 

Other Daily/Weekly Activities 

• Daily Oral Language (DOL) 

• Highlight model sentences from literature 

• Self selected or teacher driven writing activities for 

personal responses 

• Peer editing of pre-determined skills 

• Grammar usage and conventions practice as needed 

• Emphasis on sentence structure 

• Vocabulary/Word Study 

• Literary Devices: character, plot, exposition, rising 

action, climax, falling action, resolution, setting, theme, 

conflict, allusion, tone 

Compose one developed, revised, edited, and polished 

personal narrative essay. 

6/8/06


2 nd Six Weeks Unit Plan 

Goals: 


Response (OER) instruction and practice with each poem taught and, original poetry instruction and practice. 

• Analysis of literary terms and elements should be taught over each poem covered. 

• Once several poetry forms have been taught, students will compose original poetry. 

TEKS 

Obj. 1 

6B 

6C 

6F 

6E 

7F 

7G 

8B 

Obj. 2 

10B 

11A 

11B 

11C 

11D 

11E 

11F 

11H 

Obj. 3 

7E 

7H 

8D 

10B 

12A 

12B 

12C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 




Summary 

























Proofreading 


Prewriting 

Drafting 

Revising 



*Model: 

• Guided reading of “ I Was a Skinny Tomboy Kid (p.456) 


• Open-Ended Response (OER) question(s) over “I Was a 

Skinny Tomboy Kid” 

• Personal narrative response over “I Was a Skinny 

Tomboy Kid” 







• Analyze selected poems 

• Compose original poetry 



• Practice TAKS-formatted Revising & Editing 


• Literary Devices: rhyme scheme, myth, tall tale, 

imagery, rhythm, allusion, simile, alliteration, 

onomatopoeia, metaphor, hyperbole, apostrophe, 

personification 


original poem. 

6/8/06


3 rd Six Weeks Unit Plan 

Goals: 


Response (OER) instruction and practice with each poem taught and, original poetry instruction and practice. 

• Once a second piece is taught, the teacher will introduce and guide the students through a Connecting OER 

using the two pieces. 


entire writing process 

• With a focus on viewing and representing TEKS, the teacher will implement activities using art and other media. 

TEKS 

Obj. 1 

6B 

6C 

6F 

6E 

7F 

7G 

8B 

Obj. 2 

10B 

11A 

11B 

11C 

11D 

11E 

11F 

11H 

Obj. 3 

7E 

7H 

8D 

10B 

12A 

12B 

12C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 




Summary 

























Proofreading 


Prewriting 

Drafting 

Revising 



*Model: 

• Guided reading of The Odyssey (p. 810) 



Odyssey” 

• Personal narrative response over The Odyssey 

• Guided reading of “Siren Song” (p. 849) 


• Personal narrative response over “Siren Song” 

• Connecting OER for The Odyssey and “Siren Song” 







• Analyze selected poems 

• Self selected or teacher driven writing activities 





• Literary Devices: rhyme scheme, myth, tall tale, 

imagery, rhythm, allusion, simile, alliteration, 

onomatopoeia, metaphor, hyperbole, apostrophe, 

personification 


essay. 

6/8/06


4 th Six Weeks Unit Plan 

Goals: 


Response (OER) instruction and practice, and with each piece taught, personal narrative response instruction 

and practice and a concentration on viewing and representing analysis. 

• Once a second piece is taught, the teacher will introduce and guide the students through a Connecting OER 

using the two pieces. 



TEKS 

Obj. 1 

6B 

6C 

6F 

6E 

7F 

7G 

8B 

Obj. 2 

10B 

11A 

11B 

11C 

11D 

11E 

11F 

11H 

Obj. 3 

7E 

7H 

8D 

10B 

12A 

12B 

12C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 




Summary 

























Proofreading 


Prewriting 

Drafting 

Revising 



*Model: 

• Guided reading of a novel, short story, or expository text 


• Open-Ended Response (OER) question(s) 

• Personal narrative response 

• Guided reading of a second piece with the same theme 


• Personal narrative response over second piece taught 

• Connecting OER for both pieces taught 



Notes: 

• In depth study takes precedence over quantity. 

• Before teaching a novel, a rationale for teaching the 

novel must be on file. 




• Mastery of seamless embedding of quotes and 

commentary for OER 

• Test-taking tools and tips 

• Self selected or teacher driven writing activities 




• Analyze media for purpose, message and persuasive 

techniques 


• Continue to focus on Literary Devices 


essay. 

6/8/06



Goals: 

• With a focus on reading and writing TEKS, the teacher will implement Guided Reading and writing activities over 

*Romeo and Juliet. 

• With a focus on listening and speaking TEKS, the teacher will implement activities using drama. 

• With a focus on viewing and representing TEKS, the teacher will implement activities using drama. 

• With a focus on writing/inquiry/research TEKS, the teacher will teach skills needed for a complete *research 

project. 

*These projects will carry over to the 6 th six weeks. 

TEKS 

Obj. 1 

6B 

6C 

6F 

6E 

7F 

7G 

8B 

Obj. 2 

10B 

11A 

11B 

11C 

11D 

11E 

11F 

11H 

Obj. 3 

7E 

7H 

8D 

10B 

12A 

12B 

12C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 




Summary 

























Proofreading 


Prewriting 

Drafting 

Revising 



*Model: 

• Begin guided reading of Romeo and Juliet 


• Open-Ended Response (OER) question(s) over Romeo 

and Juliet 

• Personal narrative response over Romeo and Juliet 

• Begin Research Project or Formal MLA Paper 









• Self selected or teacher driven writing activities such as 

a character sketch or persuasive essay 



• Summarizing strategies 

• Library Introduction 

• Internet Skills Lessons 

• Credibility of Sources 


• Continue to focus on Literary Devices: blank verse, 

paradox, aside, tragedy, tragic hero, foil, dialogue, 

soliloquy, act, scene, dramatic irony, comedy, comic 

relief, monologue, tragic flaw, theme, drama 

*Research Project or Formal MLA Paper 

Including: source cards, note cards, outline, Works Cited page 

*The definition of plagiarism and its many forms must be addressed. 

Compose one developed, revised, edited, and polished essay 

or character sketch. 

6/8/06



Goals: (Same as 5 th Six Weeks) 


*Romeo and Juliet. 

• With a focus on listening and speaking TEKS, the teacher will implement activities using drama. 

• With a focus on viewing and representing TEKS, the teacher will implement activities using drama. 

• With a focus on writing/inquiry/research TEKS, the teacher will teach skills needed for a complete *research 

project. 

*These projects were carried over from the 5 th six weeks. 

TEKS 

Obj. 1 

6B 

6C 

6F 

6E 

7F 

7G 

8B 

Obj. 2 

10B 

11A 

11B 

11C 

11D 

11E 

11F 

11H 

Obj. 3 

7E 

7H 

8D 

10B 

12A 

12B 

12C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 




Summary 

























Proofreading 


Prewriting 

Drafting 

Revising 



*Model: 

• Begin guided reading of Romeo and Juliet 


• Open-Ended Response (OER) question(s) over Romeo 

and Juliet 

• Personal narrative response over Romeo and Juliet 

• Begin Research Project or Formal MLA Paper 









• Self selected or teacher driven writing activities such as 

a character sketch or persuasive essay 




• Library Introduction 

• Internet Skills Lessons 

• Credibility of Sources 


• Continue to focus on Literary Devices: blank verse, 

paradox, aside, tragedy, tragic hero, foil, dialogue, 

soliloquy, act, scene, dramatic irony, comedy, comic 

relief, monologue, tragic flaw, theme, drama 


Including: source cards, note cards, outline, Works Cited page 

*The definition of plagiarism and its many forms must be addressed. 

Compose one developed, revised, edited, and polished essay 

or character sketch. 

6/8/06

English II 


Goals: 


Response (OER) instruction and practice, and with each short story taught, personal narrative response 

instruction and practice. 

• Once a second piece of literature is taught, the teacher will introduce and guide the students through a 

Connecting OER using the two literature pieces. 



TEKS 

Obj. 1 

6B 

6C 

6E 

7F 

8B 

Obj. 2 

10B 

11A 

11B 

11C 

11D 

11E 

11F 

Obj. 3 

6F 

6G 

7E 

7G 

8D 

10B 

12A 

12B 

12C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 






Compare/Contrast 


Analyze Plot/Conflicts 

Analyze Literary Language 

Analyze Historical Context 

Literary Devices 


Connotation/Denotation 

Analogies 







Persuasive Modes/Techniques 





Objs. 4, 5, & 6: Produce Effective 

Compositions, Command of Conventions 

and Revision & Proofreading 

The Writing Process 

Prewriting 

Drafting 

Revising 



*Model: 

• Guided reading of “The Monkey’s Paw” (pp. 173-181) 



Monkey’s Paw” 

• Personal narrative response over “The Monkey’s Paw” 

• Guided reading of “The Boar Hunt” (pp. 157-163) 


• Personal narrative response over “The Boar Hunt” 

• Connecting OER for “The Monkey’s Paw” and “The Boar 

Hunt” 













• Literary Devices: alliteration, assonance, allusion, 

rising action, conflict, hyperbole, simile, metaphor, 

theme, falling action, mood, symbolism, onomatopoeia, 

exposition, rhyme scheme, rhythm 



6/8/06



Goals: 


Response (OER) instruction and practice, and with each short story and poem taught, personal narrative 

response instruction and practice. 

• Once a second piece of literature/poetry is taught, the teacher will introduce and guide the students through a 




TEKS 

Obj. 1 

6B 

6C 

6E 

7F 

8B 

Obj. 2 

10B 

11A 

11B 

11C 

11D 

11E 

11F 

Obj. 3 

6F 

6G 

7E 

7G 

8D 

10B 

12A 

12B 

12C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 














Analogies 
















Prewriting 

Drafting 

Revising 



*Model: 

• Guided reading of “The Whole Picture” (TX18) 


• Open-Ended Response (OER) question over “The 

Whole Picture” 

• Personal narrative response over “The Whole Picture” 

• Guided reading of “Miss Rosie” (p. 638) and/or “Those 

Winter Sundays” (p. 604) 


• Personal narrative response over poem(s) 

• Connecting OER for “The Whole Picture” and poem 






• Continue to highlight model sentences from literature 




original poetry 

• Narrative writing options-compare/contrast and character 

analysis 

• Model sentence to sentence and paragraph to paragraph 

progression 





• In depth focus on Poetry/Literary Devices: 

alliteration, assonance, allusion, rising action, conflict, 

hyperbole, simile, metaphor, theme, falling action, mood, 

symbolism, onomatopoeia, exposition, rhyme scheme, 

rhythm, theme 



6/8/06



Goals: 


Response (OER) instruction and practice, and with each short story and poem taught, personal narrative 

response instruction and practice. 

• Once a second piece of literature/poetry is taught, the teacher will introduce and guide the students through a 




TEKS 

Obj. 1 

6B 

6C 

6E 

7F 

8B 

Obj. 2 

10B 

11A 

11B 

11C 

11D 

11E 

11F 

Obj. 3 

6F 

6G 

7E 

7G 

8D 

10B 

12A 

12B 

12C 

19B 

19C 

20B 

20C 

2A-E 

2A 

13A-E 

13A-E 



Context Clues 

Roots/Affixes 














Analogies 















The Writing Process –Prewriting, Drafting, 

Revising, Editing & Proofreading, Publishing 

Research/Documentation Project 

Multi-paragraph essay 

Source cards/photocopies/note blocks 

Works cited page/bibliography 

*Model: 

• Guided reading of a piece of literature 


• Open-Ended Response (OER) question over piece of 

literature read 

• Personal narrative response over literature read 

• Guided reading of poem(s) 


• Personal narrative response over poem(s) 

• Connecting OER for literature and/or poem 









• Continue self selected or teacher driven writing activities 

for original poetry 

• Continue to model sentence to sentence and paragraph 

to paragraph progression 

• Implement Formal Peer editing of pre-determined skills 




• Continue to focus on Poetry/Literary Devices: 




rhythm, theme 


Must include: 

• Internal documentation 

• Direct quotes 

• Paraphrasing 

• Sources: electronic media and print sources 

• Works Cited page 

The definition of plagiarism and its many forms must be addressed. 

*This project can be incorporated into the 5 th or 6 th six weeks if needed 


personal narrative essay. 6/8/06



Goals: 


Response (OER) instruction and practice, and with each non-fiction piece taught, personal narrative response 

instruction and practice and a concentration on viewing and representing analysis 

• Once a second piece of literature/non-fiction is taught, the teacher will introduce and guide the students through 

a Connecting OER using the two pieces. 



TEKS 

Obj. 1 

6B 

6C 

6E 

7F 

8B 

Obj. 2 

10B 

11A 

11B 

11C 

11D 

11E 

11F 

Obj. 3 

6F 

6G 

7E 

7G 

8D 

10B 

12A 

12B 

12C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 














Analogies 
















Prewriting 

Drafting 

Revising 



*Model: 

• Guided reading of “The Swimming Lesson” (p. 495) 


• Open-Ended Response (OER) question over “The 

Swimming Lesson” 

• Personal narrative response over “The Swimming Lesson” 

• Guided reading of “Living Well, Living Good” (p. 489) 


• Personal narrative response over “Living Well, Living 

Good” 

• Connecting OER for “The Swimming Lesson” and “Living 

Well, Living Good ” 





• Mastery of Personal Narrative: development, hooks, 

closings, dialogue, imagery, simile, vivid verbs, transitions, 

sentence variety, voice, etc. 



• Test-taking tools and tips 





• Continue self selected or teacher driven writing activities 

for original poetry 

• Continue to model sentence to sentence and paragraph to 

paragraph progression 

• Continue Implementation of Formal Peer editing of predetermined 

skills 



• Analyze media for purpose, message, and persuasion 


• Continue to focus on Poetry/Literary Devices: 




rhythm, theme 





Goals: 

• With a focus on reading and writing, TEKS, the teacher will implement Guided Reading and writing activities 

over Classical Drama. 

• With a focus on viewing and representing TEKS, the teacher will implement activities using art and other media. 

• With a focus on listening and speaking TEKS, the teacher will implement activities using Drama. 

TEKS 

Obj. 1 

6B 

6C 

6E 

7F 

8B 

Obj. 2 

10B 

11A 

11B 

11C 

11D 

11E 

11F 

Obj. 3 

6F 

6G 

7E 

7G 

8D 

10B 

12A 

12B 

12C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 














Analogies 
















Prewriting 

Drafting 

Revising 



Model: 

• Guided reading of Julius Caesar (p. 778) 

o Background knowledge on Shakespeare and 

Elizabethan Drama 

o Shakespearean Vocabulary Study 

• Response to literature over Julius Caesar 

• Response/Analysis/Evaluation to art associated with 

Julius Caesar/Shakespeare/Greek Drama 

• Oral reading and/or listening to the reading of Julius 

Caesar 

• Oral Interpretation/Recitation of passages from Julius 

Caesar 










skills 



• Vocabulary/Word Study/Pun Study 

• Dramatic Terms: aside, soliloquy, monologue, comedy, 

tragedy, tragic flaw 

• Literal depiction of figurative language 

• Recitation 

• Character motivation and analysis 

• Irony study 

• Outlining 

Extended Study 

Create a family crest or make a collage 

Do a multi-media presentation 

Have a Reader’s Theater 

*Research unit can be incorporated into this six weeks 





Goals: 


a novel. Novel choices are based on pre-determined grade level selections. 

• With a focus on viewing and representing TEKS, the teacher will incorporate visual representation activities 

using the novel as a base. 

TEKS 

Obj. 1 

6B 

6C 

6E 

7F 

8B 

Obj. 2 

10B 

11A 

11B 

11C 

11D 

11E 

11F 

Obj. 3 

6F 

6G 

7E 

7G 

8D 

10B 

12A 

12B 

12C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 














Analogies 
















Prewriting 

Drafting 

Revising 



Model: 

• Guided reading of novel 

o Background information 

o Vocabulary Study 

• Response to literature over novel 

• Assessment of reading 

• Open-ended response questions over novel 

Notes: 

• In depth study takes precedence over quantity. 

• Before teaching a novel, a rationale for teaching the novel 

must be on file. 









skills 




• Literary Elements 

o Setting, characterization, plot development, 

conflict, literary language, historical context 

Extended Study 

Creative project based on novel 

*Research unit can be incorporated into this six weeks 


personal narrative essay.

English III 


Goals: 



and practice. 





TEKS 

Obj. 1 

6B 

6C 

6E 

7F 

8B 

Obj. 2 

10B 

11A 

11B 

11C 

11D 

11E 

11F 

Obj. 3 

6F 

6G 

7E 

7G 

8D 

10B 

12A 

12B 

12C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 














Analogies 
















Prewriting 

Drafting 

Revising 



*Model: 

• Guided reading of “How the World was Made” (p. 48) 


• Open-Ended Response (OER) question(s) over “How 

the World was Made” 

• Personal narrative response over “How the World was 

Made” 

• Guided reading of “The Sky Tree” (p. 50) 


• Personal narrative response over “The Sky Tree” 

• Connecting OER for “How the World was Made” and 

“The Sky Tree” 











• Blending Quotations 

• Punctuating Dialogue 

• Writing engaging leads 

• Analyze text to draw inferences and support with textual 

evidence 




6/8/06


1 st Six Weeks Continued 

Reading Requirements: 

• The student will analyze text to draw inferences and support with text evidence (7G) 

• The student will utilize textual evidence to answer Open-ended response questions effectively (10B) 

• The student will answer a minimum of two open-ended response questions connected to literature 

Writing Requirements: 

• The student will compose one developed, revised, edited, and polished personal narrative 

READING 

Glencoe Literature, The Reader’s Choice: 

Unit 1: From the Earliest Days, Prehistory to 1750 

Unit 2: A New Nation, 1750-1850 

CHOOSE SELECTIONS WITH THEMATIC CONNECTIONS 

The following Sample Theme and Connections have been 

compiled for your convenience and consideration. You may 

choose one of these or find your own. 

Sample Theme and Connections: 

BEGINNINGS AND CHANGE 

Native American Mythology p. 46 

“How the World was Made” p. 48 

“The Sky Tree” p. 50 

“Upon the Burning of Our House” p. 77 

Focus Transparency #4, #8, and #15 

BREAKING FREE 

Patrick Henry’s Speech to Second Virginia Convention p. 

147 

Declaration of Independence p. 169 

Media Connection p. 151 

“Poor Richard’s Almanac” p. 134 

Fine Arts Transparency #26 

Focus Transparency #15 and #18 

WRITING 

Prentice Hall, Writing and Grammar – Communication in 

Action 

The Writing Process (Chapter 2: pp. 14 – 31) 

Prewriting 

• Thesis 

• Selecting and blending appropriate textual evidence 

Drafting 

Revising 





The following components have been compiled for your 

convenience and consideration. You may choose other 

skills as needed by your students. 

• Keep a response log/journal/dialectical notebook 

• Using Pronouns (pp. 560 – 604) 

• Pronoun/Antecedent Agreement (p. 388) 


Literary Terms/Forms: allusion, point of view, metaphor, 

inversion, rhyme scheme, couplet, paradox, imagery, 

aphorism, connotation, denotation, climax, author’s 

purpose, repetition, theme, tone, myth, conflict, symbolism, 

simile, motif, hyperbole, plot, conflict, climax, 

6/8/06



Goals: 



and practice. 





TEKS 

Obj. 1 

6B 

6C 

6E 

7F 

8B 

Obj. 2 

10B 

11A 

11B 

11C 

11D 

11E 

11F 

Obj. 3 

6F 

6G 

7E 

7G 

8D 

10B 

12A 

12B 

12C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 














Analogies 
















Prewriting 

Drafting 

Revising 



*Model: 

• Guided reading of “Self Reliance” (p. 245) 


• Open-Ended Response (OER) question(s) over “Self 

Reliance” 

• Personal narrative response over “Self Reliance” 

• Guided reading of “Walden” (p. 252) 


• Personal narrative response over “Walden” 

• Connecting OER for “Self Reliance” and “Walden” 











• Blending Quotations 

• Writing a thesis 

• Analyze text to draw inferences and support with textual 

evidence 

• Identifying Literary Elements (plot, conflict, climax, 

characters, setting, theme, etc.) 




6/8/06


2 nd Six Weeks Continued 


• The student will analyze elements of fiction/non-fiction to critically interpret text. 

• The student will analyze text to draw inferences and support with text evidence (7G) 

• The student will utilize literary elements/textual evidence to answer Open-ended response questions effectively 



• The student will compose one developed, revised, edited, and polished personal narrative connected thematically 

to literature. 

READING 


Continuation of Units I and II. 

Unit 1: From the Earliest Days, Prehistory to 1750 

Unit 2: A New Nation, 1750-1850 






BETWEEN HEAVEN AND HELL 

The Crucible pp. 913 – 995 


from “Sinners in the Hands of an Angry God” p. 101 

Focus Transparency #98, and #11 

GAINING INSIGHT 

“Self Reliance” p. 245 

from Walden p. 252 

Meet Henry David Thoreau p. 250 

Focus Transparency #28 

DREAMS AND VISIONS 

“The Raven” p. 287 


Literary Terms/Forms: allusion, metaphor, inversion, 

rhyme scheme, couplet, paradox, imagery, aphorism, 

connotation, denotation, climax, author’s purpose, 

repetition, theme, tone, myth, conflict, symbolism, simile, 

motif, hyperbole, plot, climax, point of view, setting 

WRITING 


Action 


Prewriting 

• Thesis 


using literary elements such as setting, plot, conflict, 

climax and point of view 

Drafting 

Revising 




personal narrative essay connected thematically to 

literature. 





• Writing thesis 

• “Show not Tell” sentences 

• Writing conclusions 

• Punctuation-Comma Splice/Fused 

Sentences/Fragments (Chapter 20 p. 476) 

• Punctuation of Quotations (p. 716) 

• Editing and Proofreading in TAKS format 

6/8/06



Goals: 



and practice. 





TEKS 

Obj. 1 

6B 

6C 

6E 

7F 

8B 

Obj. 2 

10B 

11A 

11B 

11C 

11D 

11E 

11F 

Obj. 3 

6F 

6G 

7E 

7G 

8D 

10B 

12A 

12B 

12C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 














Analogies 
















Prewriting 

Drafting 

Revising 



*Model: 

• Guided reading of “My Bondage, My Freedom” (p. 330) 


• Open-Ended Response (OER) question(s) over “My 

Bondage, My Freedom” 

• Personal narrative response over “My Bondage, My 

Freedom” 

• Guided reading of “And Ain’t I a Woman” (p.345) 


• Personal narrative response over “And Ain’t I a Woman” 

• Connecting OER for “My Bondage, My Freedom” and 

“And Ain’t I a Woman” 











• Blending quotations 

• Writing a thesis 

• Coherence of paragraphs/logical progression of ideas 

• Developing thoughtful paragraphs 

• Recognizing author’s craft (purpose, tone, syntax, etc.) 

• Writing with voice 


Compose one developed multi-paragraph composition. 

6/8/06


3 rd Six Weeks Continued 


• The student will analyze elements of fiction/non-fiction to interpret author’s craft. 

• The student will utilize analysis of author’s craft to answer Open-ended response questions effectively 



• The student will compose one developed multi-paragraph composition. 

READING 


Unit 3: The Civil War and Its Aftermath p. 318 

Unit 4: Regionalism and Realism p.448 






DREAMS AND VISIONS 

“An Occurrence at Owl Creek Bridge” p. 379 



THE UNION IS TESTED 

“My Bondage, My Freedom” p. 330 

“And Ain’t I a Woman” p. 345 

Focus Transparency #32, #33, and #34 

ENERGY OF THE EVERYDAY 

“The Celebrated Jumping Frog…” p. 462 

“The Outcast of Poker Flat” p. 476 

“To Build a Fire” p. 498 


SACRIFICE 

“The Gettysburg Address” p. 385 

“The Gift of Wartime” p. 389 







motif, hyperbole, plot, climax, point of view, setting, syntax 

WRITING 


Action 


Prewriting 

• Thesis 


using author’s craft (syntax, tone, theme, etc.) 

Drafting 

Revising 









• Blending quotes 

• Semicolon 

• Run-on sentences 


• Analyze strategies that writers of different genre use 

to compose 

• Evaluate the writing of others 

• Novel suggestion: Adventures of Huckleberry Finn 

6/8/06



Goals: 



and practice. 





TEKS 

Obj. 1 

6B 

6C 

6E 

7F 

8B 

Obj. 2 

10B 

11A 

11B 

11C 

11D 

11E 

11F 

Obj. 3 

6F 

6G 

7E 

7G 

8D 

10B 

12A 

12B 

12C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 














Analogies 
















Prewriting 

Drafting 

Revising 



*Model: 






• Guided reading of a second piece of literature 


• Personal narrative response second piece of literature 

• Connecting OER for the two pieces of literature taught 











• Blending quotations 



• Recognizing author’s craft 

• Writing with voice 

• Practice TAKS formatted revising and editing 

• Analyze Media for purpose, message and persuasive 

techniques 



6/8/06


4 th Six Weeks Continued 


• The student will analyze textual structures for compare/contrast, cause/effect and chronology 

• The student will utilize analysis of textual structures to answer Open-ended response questions effectively 

• The student will answer a minimum of two open-ended response questions connecting two pieces of literature 

• The student will read poetry by Robert Frost pp. 696-708 

• The student will analyze media for purpose, message and persuasive techniques. 



READING 


Unit 5: Beginnings of the Modern Age 1910-1930 

pp. 586-712 

Setting the Scene p. 588 






NEW DIRECTIONS 

“The Jilting of Granny Weatherall” p. 621 

“The Bridal Party” p. 652 


Focus Transparency #62, #68 and #52 

MAKING CHOICES 

“Richard Cory” p. 553 

“A Rose for Emily” p. 804 








WRITING 


Action 


Prewriting 

• Thesis 

Drafting 

Revising 

• Logical progression of ideas 









• Blending quotes 

• Subject/verb agreement 

• Prepositions 

• Run-on sentences 



• Evaluate the writing of others 

• Novel suggestion: The Great Gatsby 

6/8/06



Goals: 



and practice. 





TEKS 

Obj. 1 

6B 

6C 

6E 

7F 

8B 

Obj. 2 

10B 

11A 

11B 

11C 

11D 

11E 

11F 

Obj. 3 

6F 

6G 

7E 

7G 

8D 

10B 

12A 

12B 

12C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 














Analogies 
















Prewriting 

Drafting 

Revising 



*Model: 






















• Evaluate credibility of sources 

• Writing with academic voice 

• Analyze persuasive techniques 



6/8/06




• The student will analyze text for persuasive techniques. 

• The student will utilize analysis of textual structures to answer Open-ended response questions effectively. 




• *The student will write a research paper. 


READING 


Unit 6: Mid-century Voices 1930-1960 

pp. 770-1016 







FAMILY RELATIONSHIPS 

“The Portrait” p. 851 

“The Rockpile” p. 865 

Buyer Beware p. 855 


Selected Poems from Harlem Renaissance 

MAKING CHOICES 

“Richard Cory” p. 553 

“A Rose for Emily” p. 804 


PERSONAL DISCOVERIES 

From “Black Boy” p. 822 

Visual – Media Connection p. 830 

“A Worn Path” p. 833 

Drama such as The Glass Meangerie/Our Town/Death of a 

Salesman 







WRITING 


Action 


Prewriting 

Drafting 

Revising 









• Reteach editing as needed 

• Parenthetical documentation 

• Works Cited List 

• Academic voice 




*Research Project - PH Chapter 12 & 13 pp. 242-355 

Must include: 




• Sources: electronic media and books 

• Works cited list 


*This project can be incorporated into the 5 th or 6 th six weeks if 

needed 

6/8/06



Goals: 


culturally diverse texts for content, voice, and theme. 

• The teacher will utilize analysis of culturally diverse texts to create thoughtful interpretation of texts. 

TEKS 

Obj. 1 

6B 

6C 

6E 

7F 

8B 

Obj. 2 

10B 

11A 

11B 

11C 

11D 

11E 

11F 

Obj. 3 

6F 

6G 

7E 

7G 

8D 

10B 

12A 

12B 

12C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 














Analogies 
















Prewriting 

Drafting 

Revising 



Model: 






















• Writing with academic voice 

• Analyze persuasive techniques 

• Analyze culturally diverse texts for content, voice and 

theme 


• Point of view 

• Author’s purpose 

• Influence of culture/history of text 


• SAT skills 

Compose a variety of short pieces reflecting analysis of 

culturally diverse texts. 

6/8/06




• The student will analyze culturally diverse texts for content, voice, and theme. 

• The student will utilize analysis of culturally diverse texts to create thoughtful interpretations of text. 



• The student will compose a variety of short pieces reflecting analysis of culturally diverse texts 

• *The student will write a research paper. 


READING 


Unit 6: Mid-century Voices 1930-1960 pp. 770-902 

History Visual – Fine Art Transparency #29 

Lives & Letters Video Mid-century America 

Unit 7: Toward the Twenty-first Century 1960-Present 

pp. 1018-1206 







VARIETY IS RICHNESS 

“Salvador Late of Early” p. 1174 

“Naming Myself” p. 1191 

PERSONAL DISCOVERIES 

“Rain Music” p. 1067 

“Riding the Elevator in the Sky” p. 1127 

“Snow” p. 1032 








WRITING 


Action 


Prewriting 

Drafting 

Revising 



Compose a variety of short pieces reflecting analysis of 

culturally diverse texts. 






• Re-teach editing as needed 


• Works Cited List 





• Submit portfolio to exhibit real world skills 


Must include: 




• Sources: electronic media and books 

• Works cited list 


*This project can be incorporated into the 5 th or 6 th six weeks if 

needed 

6/8/06

English IV 

1st Six Weeks Unit Plan 

Goals: 



and practice over the Anglo-Saxon time period. 



• *The teacher will implement instruction of skills needed to write a research paper. 

*This project can be incorporated anytime in the first semester as needed 

TEKS 

Obj. 1 

7B 

7C 

7E 

8F 

9C 

Obj. 2 

11B 

12A 

12C 

12D 

12E 

12E 

12F 

Obj. 3 

7F 

7G 

8E 

8G 

9D 

11B 

13A 

13B 

13C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 



Read British and World Literature 







Connect Historical Context & Current Events 




Analogies 
















Prewriting 

Drafting 

Revising 




Historical background, Anglo-Saxon period – Excerpts from 

Beowulf pp. 44-59 

Historical background, Medieval England 

Medieval Ballads 







• Refining sentences and paragraphs demonstrating unity, 

clarity, and coherence 


• Peer editing for sentence fragments, run ons, and 

comma splices 

• Proofread for effective use of parallelism 

• Revise written work for sentence variety 

• Active/passive voice 


• Literary Terms/Forms: climax, heroic, meter, lyric, 

symbolism, epic, characterization, caesura, allusion, 

kenning, alliteration, onomatopoeia, ballad, stanza, tone, 

refrain, quatrain, foreshadowing, narrative, dialogue 

Compose one developed, revised, edited, and polished multiparagraph 

composition analysis of Beowulf. 

Compose impromptu single-paragraph composition based 

on a personal experience or lyric poetry. 


Must include: 

• Working outline or abstract 

• Rough drafts checked for documentation 

• Working bibliography checked 

• Multi-paragraph Literary Analysis 

Optional: bibliography cards, note cards/highlighted Xerox notes 



6/8/06



Goals: 



and practice over the Medieval time period. 





TEKS 

Obj. 1 

7B 

7C 

7E 

8F 

9C 

Obj. 2 

11B 

12A 

12C 

12D 

12E 

12E 

12F 

Obj. 3 

7F 

7G 

8E 

8G 

9D 

11B 

13A 

13B 

13C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 














Analogies 
















Prewriting 

Drafting 

Revising 




Canterbury Tales pp. 100-134 

Optional Reading: 

A History of the English Church, Everyman pp.174-187 and “Sir 

Gawain and the Green Knight” pp.135-151 










• Peer editing for unusual punctuation 

• Paraphrasing written material 

• Sentence combining 


• Writing about literature in the literary present 


• THEA/Compass objectives stressed 

• Literary Terms/Forms: satire, climax, heroic couplet, 

meter, lyric, symbolism, irony, frame story, miracle play, 

morality play, etymology 


character analysis based on The Canterbury Tales 


Must include: 








6/08/06



Goals: 



and practice over the Elizabethian/Renaissance time period. 





TEKS 

Obj. 1 

7B 

7C 

7E 

8F 

9C 

Obj. 2 

11B 

12A 

12C 

12D 

12E 

12E 

12F 

Obj. 3 

7F 

7G 

8E 

8G 

9D 

11B 

13A 

13B 

13C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 














Analogies 
















Prewriting 

Drafting 

Revising 




Macbeth pp .270-351 

Shakespeare’s Sonnets pp. 248-255 (optiona) 










• Peer editing for unusual punctuation – brackets, colons, 

semicolons, quotes, ellipses 

• Paraphrasing written material 






• Literary Terms/Forms: satire, climax, heroic couplet, 

meter, lyric, symbolism, irony, frame story, miracle play, 

morality play, etymology, foil, aside, tragic hero, tragic 

flaw, comic relief, apostrophe, soliloquy, oxymoron, 

paradox 


literary analysis based on Macbeth. 


Must include: 








6/08/06



Goals: 



and practice over the Seventeenth and Eighteenth Century. 



TEKS 

Obj. 1 

7B 

7C 

7E 

8F 

9C 

Obj. 2 

11B 

12A 

12C 

12D 

12E 

12E 

12F 

Obj. 3 

7F 

7G 

8E 

8G 

9D 

11B 

13A 

13B 

13C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 














Analogies 
















Prewriting 

Drafting 

Revising 




Historical Background on 17 th and 18 th Centuries pp.458-466 

Selections from Seventeenth Century 

Ben Jonson, Andrew Marvel, Richard Lovelace, Sir John Suckling 

Required Readings: 

John Donne pp. 380-386 

Robert Herrick p. 408 

John Milton pp.426-428 Optional: Paradise Lost 

Selections from Eighteenth Century 

John Dryden, Alexander Pope, Daniel Defoe, Thomas Gray, 

Samuel Johnson, Addison and Steele, Samuel Pepys 












• Proofread to avoid shifts in tense and person 

sophisticated word choice 




• Literary Terms/Forms: tone, imagery, diction, 

figurative language, sonnet 


composition based on the 17 th Century. 


composition based on the 18 th Century. 

6/08/06



Goals: 



and practice over the Romantic/Victorian time period. 



TEKS 

Obj. 1 

7B 

7C 

7E 

8F 

9C 

Obj. 2 

11B 

12A 

12C 

12D 

12E 

12E 

12F 

Obj. 3 

7F 

7G 

8E 

8G 

9D 

11B 

13A 

13B 

13C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 














Analogies 
















Prewriting 

Drafting 

Revising 




Historical Background – Romantic Age 

Historical Background – Victorian 

Required Readings - Do at least one poem by each of the 

following poets: 

Wordsworth pp. 652-653 

Coleridge p. 678 

Byron p. 727 

Shelley pp. 732-737 

Keats pp. 746-752 

Blake pp. 628-630 

Burns pp. 636-637 

















• Literary Terms/Forms: continue sonnets, imagery, 

figurative language, internal rhyme, end rhyme 


composition comparing and contrasting Romantic 

poets and attitudes. 


persuasive composition based on personal 

reactions to literature. 

6/08/06



Goals: 



and practice over the Victorian to Modern time period. 



TEKS 

Obj. 1 

7B 

7C 

7E 

8F 

9C 

Obj. 2 

11B 

12A 

12C 

12D 

12E 

12E 

12F 

Obj. 3 

7F 

7G 

8E 

8G 

9D 

11B 

13A 

13B 

13C 

19B 

19C 

20B 

20C 



Context Clues 

Roots/Affixes 














Analogies 
















Prewriting 

Drafting 

Revising 




Continue Victorian selections not covered in the 5 th six weeks. 

Historical Background – Twentieth Century 

Required Readings 

Tennyson pp. 782-789 

Browning, R. pp. 806-808 

Houseman pp. 852-853 

Shaw pp. 884-960 

Optional Selections: 

Browning, E. Woolf Auden 

Arnold Mansfield Lawrence 

Hardy Joyce Thomas 

Hopkins Orwell Yeats 

















• Literary Terms/Forms: continue sonnets, imagery, 

figurative language, internal rhyme, end rhyme 


descriptive composition on Victorian attitudes in 

19 th Century literature. 


persuasive composition based on personal 

reactions to literature. 

6/08/06

August 

Math Modeling Instructional Timeline 

Sun Mon Tue Wed Thu Fri Sat 

1 2 3 4 5 

6 7 8 9 10 11 12 

First Procedures, Day of School Order of Op’s, Calculators, etc. 

13 14 15 16 17 18 

Algebra Review and Practice/Patterns 

Input/Output Lesson 

19 

20 21 

1.1 

1.1 

22 

1.2 

23 

1.2 

24 

Test 

25 

26 

27 28 

1.4 

1.4 

29 

2.1 

30 

2.1 

31 

2006

September 



2.2 

1 2 

3 4 

Holiday 

2.2 

5 

2.3 

6 

2.3 

7 

2.4 

8 

9 

10 11 

2.4 

12 

Review 

13 

Review 

Test 

14 

15 

End Six Weeks 

16 

17 18 

2.6 

2.6 

19 

2.8 

20 

2.8 

21 

2.10 

22 

23 

24 25 

2.10 

2.12 

26 

2.12 

27 

28 

Review 

Test 

29 

30 

2006

October 



1 2 

5.1 

5.1 

3 

3.1 

4 

3.1 

5 

3.2 

6 

7 

8 9 

3.2 

10 11 12 13 14 

A&M Supplements – Systems of Equations 

15 16 17 18 19 20 21 

A&M supplements - System of Equations 

22 23 

Review 

24 

Review 

Test 

25 

Test 

26 

27 


28 

29 30 

Staff Development 

Day 

31 

2006

November 



1 2 3 4 

Exponent and Radicals Supplements 

5 6 7 8 9 10 11 

Additional Activities – Reference Scope and Sequence 

12 13 14 15 16 17 18 

19 20 21 22 23 24 25 

Thanksgiving Holiday 

26 27 

Pythagorean Theorem 

28 


29 

Special Rt. Triangles 

45-45-90 

30 

Special Rt. Triangles 

45-45-90 

2006

December 



1 2 

Special Right 

Triangles 

30-60-90 

3 4 5 6 7 8 9 

Special Right Special Right Review 

Review 

Test 

Triangles 30-60-90 Triangles 

10 11 

Semester Review 

12 

Semester Review 

13 

Semester Exam 

14 

Early Dismissal 

15 

Early Dismissal 

16 

17 18 19 20 21 22 23 

Holiday 

24 25 26 27 28 29 30 

Holiday 

31 

2006

January 



1 2 3 4 5 Multiplying monomial, polynomials, and 6 

Holiday 

Work Day 

Exponent Review trinomials 

Worksheet 

7 8 9 10 11 12 

Factoring Supplements 

Quiz 

13 

14 15 

Holiday 

16 

4.6 

Activity 2,3 

17 

4.6 

Activity 2,3 

4.1 

18 

4.1 

19 

20 

21 22 

4.3 

4.3 

23 

4.4 

24 

4.4 

25 

4.4 

26 

27 

28 29 

4.4 

4.5 

30 

4.6 

Activity 1 

31 

2007

February 



4 5 


Day 

11 12 

Review 

4.7 

Activity 2 

6 

13 

Review 

4.7 

Activity 2 

Test 

7 

14 

4.7 

Activity 1 

4.7 

Activity 3 

Test 

1 

8 

15 

2 

4.7 

Activity -1 

4.7 

Activity 3 

9 

16 


3 

10 

17 

18 19 20 

TAKS Writing 

21 22 23 24 

Geometry Review – Region IV TAKS Objective 8 

25 26 27 28 

Geometry Review – Region IV TAKS Objective 8 

2007

March 



1 2 3 


Day 

4 5 6 7 8 9 10 

Geometry Review – Region IV TAKS Objective 8 and Geometry Appendix b B-1, B-3, B-4 

11 12 13 14 15 16 17 

Spring Break 

18 19 20 21 22 23 24 

Probability and 

Statistics 

Probability and 

Statistics 

A-2 A-5 A-6 

25 26 27 28 29 30 31 

Review Test TAKS Review TAKS Review TAKS Review 

2007

April 



1 2 3 4 5 6 7 

TAKS Review 

Holiday 

8 9 10 11 12 13 14 

Holiday 

TAKS Review 

15 16 17 18 19 20 21 

LAT TAKS Math TAKS Math TAKS Reading TAKS Science TAKS Social Studies 

22 23 24 25 26 27 28 

Finance Project 6.1,6.2,6.3 

7.1 7.2 

29 30 

2007

May 



1 2 3 4 5 

Selected Projects 

6 7 8 9 10 11 12 


13 14 15 16 17 18 19 


20 21 22 23 24 25 26 

Early Dismissal Early Dismissal Work Day 

Review 

27 28 29 30 31 

Test 

2007

2006-2007 Algebra II Scope & Sequence 

1st Semester 

TAKS 

Obj. TEKS: Student Expectation Teaching and Planning Notes Glencoe UCSMP 

1 

Opening Procedures – Review 

2A2A use tools including factoring and 

properties of exponents to simplify 

expressions and to transform and solve 

equations; and 

• PEMDAS, substitute numbers into a formula 

• Order of Operations and Evaluating Formula 

• Use of the calculator, use rules of algebra to rearrange equation in terms of a 

particular variable, vocabulary of equations; 

• Solving inequalities 

1-1A p.6 

1-4 p. 27-33 

1-6 p.43-48 

1-1 p. 7-12 

1, 2 

2A1A identify the mathematical domains 

and ranges of functions and determine 

reasonable domain and range values for 

continuous and discrete situations; and 

2A1B collect and organize data, make and 

interpret scatterplots, fit the graph of a 

function to the data, interpret the results, and 

proceed to model, predict, and make 

decisions and critical judgments. 

2A4A identify and sketch graphs of parent 

functions, including linear (f(x) = x), 

quadratic (f(x) = x 2 ), exponential 

(f(x) = a x ), and logarithmic 

(f(x) = log a x) functions, absolute value of x 

(f(x) = |x|), square root 

of x (f(x) = √x), and reciprocal 

of x (f(x) = 1/x); 

• Domain/x,/independent variable, Range/y/dependent variable, vertical line 

test; 

• Relations and functions: domain and range, independent and dependent 

variables, graphing and organizing data from a table, scale, discrete and 

continuous graphs 

• Writing equations from data, describing graphs using written sentences; 

• Formal definition of functions and the various notations Euler, mapping 

• Identifying functional relationships from various menus, tables, graphs, 

equations 

• Evaluating functions to find domain and range 

• Interpreting graphs of functions for various problem situations 

• Linear relations and function: Ax +By = C, y=mx+b, x/y intercepts, parallel, 

perpendicular 

• Point slope form in not emphasized in Algebra I and should be introduced 

here 

• Graphing linear equations, inequalities, and special functions 

• Formulating equations and inequalities 

2-1 p. 64-71 

2-2 p. 73-78 

2-3 p. 80-87 

2-4 p. 88-94 

2-5 p. 95-100 

2-6 p. 103 -108 

2-7 p. 110-114 

1-2 p. 12-17 

2A4B extend parent functions with 

parameters such as a in f(x) = a/x and 

describe the effects of the parameter changes 

on the graph of parent functions; and 

* The Process TEKS are integrated in instruction daily 9/13/06


3, 4 Slope, positive and negative correlation, familiar with y = x and y = x 2 and the 

2A10A use quotients of polynomials to 

families of their graphs; 

describe the graphs of rational functions, 

predict the effects of parameter changes, 

describe limitations on the domains and • Direct and inverse variation 

ranges, and examine asymptotic behavior; 

2A10F analyze a situation modeled by a 

rational function, formulate an equation or 

inequality composed of a linear or quadratic 

2, 3 function, and solve the problem; and • Graphing with the calculator and table building by hand parameter 

changes in k; 

• Graphing y = kx and y = kx 

2 





2A10G use functions to model and make 

predictions in problem situations involving 

direct and inverse variation. 






4A identify and sketch graphs of parent 

functions, including linear (f(x) = x), 



(f(x) = log a x) functions, absolute value of x 

(f(x) = |x|), square root 


of x (f(x) = 1/x); 

• Rate of change 

• 

• Familiarity with calculators, positive and negative correlation, familiar 

with all families of graphs; Instructional Considerations; Clarifying 

Activity 

k k 

• Graphing y = and y = 

x x 

2 

• Using technology 

9-2 p. 556-561 2-1, 2-2; 

Lesson 

Masters 

2-1A, B, 

2-2A, B 

9-1A p. 548-549 

2-4, 2-5; 

Lesson 

Masters 

2-4A, B, 

2-5A, B 

1, 2,3,4 

10 





• Graphing direct and inverse variation 

• Fitting Models to Data 

• Deriving equations of variation given data or a graph 

2-7 

Lesson 

Masters 

2-7A, B 








2A10A use quotients of polynomials to 

describe the graphs of rational functions, 

predict the effects of parameter changes, 

describe limitations on the domains and 

ranges, and examine asymptotic behavior; 

2A10G use functions to model and make 

predictions in problem situations involving 

direct and inverse variation. 

2, 3, 4, 

7 

2A3A analyze situations and formulate 

systems of equations in two or more 

unknowns or inequalities in two unknowns to 

solve problems; 

2A3B use algebraic methods, graphs, tables, 

or matrices, to solve systems of equations or 

inequalities; and 

• Pre-requisite skills: Point slope form is not emphasized in Algebra I 

Solving linear systems by graphing and from tables 

• Solving linear systems algebraically 

• Graphing systems of linear inequalities 

• Review, unit test, cumulative test 

3-1 p. 126-132 

3-2 p. 133-140 

3-4 p. 148-152 

2A3C interpret and determine the 

reasonableness of solutions to systems of 

equations or inequalities for given contexts. 

10 

2,9,10 









• Exponent rules (integer exponents) 

• Combining like terms, multiplying two binomials, factoring the 

greatest common factor, factoring perfect square trinomials 

• Instructional Considerations: use algebra tiles, foil method or box 

method for multiplying two or more binomials; 

• Review and assessment 

• Factoring Trinomials 

• Difference of squares 

• Sum and difference of cubes 

• Simplifying all square roots 

• Adding and multiplying all square roots 

• Rational Exponents 

• Solving square root equations 

• Complex numbers and complex number arithmetic 

5-1 p. 254-260 

5-2 p. 261-266, 

Practice and 

Study Guide 5-2 

5-4 p. 274-280 

5-5 p. 281-287 

5-6 p. 288-295 

5-7 to 5-10 

p. 296-322 

LM 11-2B 

Lesson Master 

6-8 B 

6-9 B 

2A2B use complex numbers to describe the 

solutions of quadratic equations. 

2A9C determine the reasonable domain and 



range values of square root functions, as well 

as interpret and determine the reasonableness 

of solutions to square root equations and 

inequalities; 

2A9D determine solutions of square root 

equations using graphs, tables, and algebraic 

methods; 

2A9E determine solutions of square root 

inequalities using graphs and tables; 

2A9F analyze situations modeled by square 

root functions, formulate equations or 

inequalities, select a method, and solve 

problems; and 

Review and Assess 



2 nd Semester 

TAKS 

Obj. TEKS: Student Expectation Teaching and Planning Notes Glencoe UCSMP 

1,2,5 

2A6A determine the reasonable domain and range values of 

quadratic functions, as well as interpret and determine the 

reasonableness of solutions to quadratic equations and 

inequalities; 

• Solving for roots of quadratic equations graphically 

• Graphing quadratic equations from tables using technology to 

solve for roots 

• Evaluating the reasonableness of solutions 

6-1A p. 332- 

333 

6-1 p.334-340 

LM 11-2B 

2A6B relate representations of quadratic functions, such as 

algebraic, tabular, graphical, and verbal descriptions; and 

2A6C determine a quadratic function from its roots or a 

graph. 

2A8A analyze situations involving quadratic functions and 

formulate quadratic equations or inequalities to solve 

problems; 

2A8C compare and translate between algebraic and 

graphical solutions of quadratic equations; and 

2A8D solve quadratic equations and inequalities using 

graphs, tables, and algebraic methods. 

5 

2A2A use tools including factoring and properties of 

exponents to simplify expressions and to transform and 

solve equations; and 

2A8B analyze and interpret the solutions of quadratic 

equations using discriminants and solve quadratic equations 

using the quadratic formula; 

2A8C compare and translate between algebraic and 

graphical solutions of quadratic equations; and 

2A8D solve quadratic equations and inequalities using 

graphs, tables, and algebraic methods. 

Here, the quadratic formula will only be discussed with positive 

discriminants 

• Solve quadratic equations by factoring and the quadratic 

formula 

• Find solutions to real-world problems using the quadratic 

formula 

• Simplify square root expressions (simple radical form) 

• Discriminant and nature of roots 

• Completing the square 

6-2 p. 341-345 

6-3 p. 346- 

3522A2 

6-4 p. 353-364 

6-7 p. 382-387 

p.399 In-Class 

Activity 

p. 400 - 407 

2A5E use the method of completing the square. 



5 2A6C determine a quadratic function from its roots or a 

graph. 

• Writing quadratic equations given the roots or a graph 6-6 p. 367-375 11-5 p. 699-705 

1,2,10 

2A7A use characteristics of the quadratic parent function to 

sketch the related graphs and connect between 

the y = ax 2 + bx + c and the 

y = a(x - h) 2 + k symbolic representations of quadratic 

functions; and 

2A7B use the parent function to investigate, describe, and 

predict the effects of changes in a, h, and k on the graphs of 

y = a(x - h) 2 + k form of a function in applied and purely 

mathematical situations. 

2A6A determine the reasonable domain and range values of 

quadratic functions, as well as interpret and determine the 

reasonableness of solutions to quadratic equations and 

inequalities; 

2A6C determine a quadratic function from its roots or a 

graph. 

2A10A use quotients of polynomials to describe the graphs 

of rational functions, predict the effects of parameter 

changes, describe limitations on the domains and ranges, 

and examine asymptotic behavior; 

2A10B analyze various representations of rational functions 

with respect to problem situations; 

2A10C determine the reasonable domain and range values 

of rational functions, as well as interpret and determine the 

reasonableness of solutions to rational equations and 

inequalities; 

2A10D determine the solutions of rational equations using 

graphs, tables, and algebraic methods; 

2A10E determine solutions of rational inequalities using 

graphs and tables; 

• Graphing quadratic inequalities 6-7 p. 378-383 

• Simplifying, multiplying and dividing rational expression 

• Adding and subtracting rational expressions 

• Solving rational equations and inequalities 

9-3 p. 562-568 

9-4 p. 569-575 

9-5 p.576-585 



2A10F analyze a situation modeled by a rational function, 

formulate an equation or inequality composed of a linear or 

quadratic function, and solve the problem; and 

2A10G use functions to model and make predictions in 

problem situations involving direct and inverse variation. 

1,9,10 

2A4C describe and analyze the relationship between a 

function and its inverse. 

2A9G connect inverses of square root functions with 

quadratic functions. 

• Evaluating function notation see Glencoe Study 

Guide/Practice 8-1Composition of functions 

• Inverse functions and relations 

8-7 p. 520- 

525 

8-8 p. 535-538 

1,4,5,10 

1,2,4,5 


of exponential and logarithmic functions, as well as 

interpret and determine the reasonableness of solutions to 

exponential and logarithmic equations and inequalities; 

2A11D determine solutions of exponential and logarithmic 

equations using graphs, tables, and algebraic methods; 

2A11E determine solutions of exponential and logarithmic 

inequalities using graphs and tables; and 

2A11F analyze a situation modeled by an exponential 

function, formulate an equation or inequality, and solve the 

problem. 

2A4A identify and sketch graphs of parent functions, 

including linear (f(x) = x), 



(f(x) = log a x) functions, absolute value of x (f(x) = |x|), 

square root 


of x (f(x) = 1/x); 

2A4B extend parent functions with parameters such as a in 

f(x) = a/x and describe the effects of the parameter changes 

on the graph of parent functions; and 

2A11B use the parent functions to investigate, describe, and 

predict the effects of parameter changes on the graphs of 

exponential and logarithmic functions, describe limitations 

on the domains and ranges, and examine asymptotic 

behavior; 

• Exponential growth and decay 9-1 533-538 9-2 

p. 539-545 

o Exponential graphs 

o Domain and range 

o Parameter changes and asymptotic behavior 

o Fits and exponential model to data 

o Clarifying activity 

10-1 p. 594- 

602 

* The Process TEKS are integrated in instruction daily 9/13/06 

9-4 p. 552-556 

Lesson Master 

9-4A










2A1B collect and organize data, make and interpret 

scatterplots, fit the graph of a function to the data, interpret 

the results, and proceed to model, predict, and make 


2,5 2A11A develop the definition of logarithms by exploring 

and describing the relationship between exponential 

functions and their inverses; 

2,5 









2A11F analyze a situation modeled by an exponential 

function, formulate an equation or inequality, and solve the 

problem. 

2A2A use tools including factoring and properties of 

exponents to simplify expressions and to transform and 

solve equations; and 

Introduction to logs, converting between logarithmic and 

exponential notation 

• Both common logs and logs with other bases (natural logs 

optional) should be considered as this skill is necessary to solve 

logarithmic equations, Lightly discuss parameter changes for 

logarithmic and exponential functions; 

• Clarifying Activity: Algebra 2 TEXTEAMS II Exponential and 

Logarithmic Functions Intro Activity and 1.2 Activity 

• Properties of logarithms 

• Graphing logarithmic functions, identifying properties of 

logarithmic and exponential graphs, domain and range 

• Clarifying Activity: Algebra 2 TEXTEAMS II Exponential and 

Logarithmic Functions 1.2 Reflect and Apply 

• Solving exponential equations 

10-2 p. 605- 

610 

10-3 p. 611- 

616 

10-4 p. 617- 

621 

10-6 p. 626- 

630 

9-6 p. 563-569 


3,5,6,7 

8,10 


2A5A describe a conic section as the intersection of a plane 

and a cone; 

2A5B sketch graphs of conic sections to relate simple 

parameter changes in the equation to corresponding 

changes in the graph; 

2A5C identify symmetries from graphs of conic sections; 

2A5D identify the conic section from a given equation; and 

2A5E use the method of completing the square. 

• Describe the conic sections as the intersection of a plane and a 

cone 

• Write the equation of and graph parabolas, both function and 

non-function parabola. 

• Graph and write the equations for circles 

• Graph and write the equations for ellipses 

• Graph and write the equations for hyperbolas 

• Given an equation identify a conic section 

• For all conic sections, investigate parameter changes 

7-2 p. 415-422 

7-3 p. 423-429 

7-4 p. 431-439 

7-5 p. 440-447 

7-6 p. 450-455 

1 

2 

4 

10 

2A3B use algebraic methods, graphs, tables, or matrices, to 

solve systems of equations or inequalities; and 


• Instructional Considerations: appropriate use of technology to 

solve systems, work examples motivating the need for matrix 

arithmetic application problem Glencoe p. 194 and p. 199, 

UCSMP 4-3 p. 214-219; Clarifying Activity 

• Storing data in a matrix, interpreting data from matrices 

• Perform matrix operations 

• Use matrix operations to solve real world problems 

• Identity matrices, inverse matrices, and determinants of 2X2; 

find determinants and inverses of 3x3 matrices using 

technology 

• Solve systems of equations using matrices 

4-1 through 4- 

6 p. 186-225 

4-1 p. 204-208 

Lesson Master 

4-1A,B 


August 

Algebra I Instructional Timeline 


1 2 3 4 5 

6 7 8 9 10 11 12 

13 14 15 16 17 18 19 

8 th Grade Review Variables 

20 21 22 23 24 25 26 

Variables 

27 28 29 30 31 

Equations and Inequalities 

8 th Grade Review 


2006

September 



1 2 

3 4 

Holiday 

5 6 7 8 9 


10 11 12 13 14 15 




Early Release 

16 

17 18 19 20 21 22 23 

Data Collection , Statistics, and Reading Graphs 

24 25 26 27 28 29 30 

Pattern Building 

2006

October 



1 2 3 4 5 6 7 

Pattern Building 

8 9 10 11 12 13 14 

Concept of Slope as Rate of Change 

15 16 17 18 19 20 21 

Four Views of A Function 

22 23 24 25 26 27 

Four Views of A Function 



28 

29 30 

Holiday 

31 

2006

November 



1 2 3 4 

Slope Intercept 

5 6 7 8 9 10 11 

Slope Intercept 

12 13 14 15 16 17 18 

Equations – changes in m and b 

19 20 21 22 23 24 25 

Holiday 

26 27 28 29 30 

Writing Equations Given Different Information 

2006

December 



1 2 

3 4 5 6 7 8 9 

Graphing Inequalities 

10 11 12 13 14 


Early Release 

15 

Early Release 

16 

17 18 19 20 21 22 23 

24 25 26 27 28 29 30 

31 

Holiday 

Holiday 

2006

January 



1 2 3 4 5 6 

Inequalities and Graphing 

Holiday 

Work Day 

7 8 9 10 11 12 13 

Inequalities and Graphing 

14 15 

Holiday 

16 17 18 19 20 

Systems of Equations 

21 22 23 24 25 26 27 


28 29 30 31 


2007

February 



1 2 3 

4 5 


Day 

11 12 13 

TAKS Writing 

6 7 8 9 10 

14 15 16 


17 

18 19 20 21 22 23 24 


Exponents and Scientific Notation 


25 26 27 28 

Polynomials 

Polynomials 

2007

March 



1 2 


Day 

4 5 6 7 8 9 10 

Quadratics, Parent Graphs and Shifts 

3 

11 12 13 14 15 16 17 

Spring Break 

18 19 20 21 22 23 24 

TAKS Review 

25 26 27 28 29 30 31 

TAKS Review 

2007

April 



1 2 3 4 5 



Holiday 

6 7 

8 9 10 11 12 13 14 

Holiday 

TAKS Review 

15 16 17 18 19 20 21 

TAKS Testing 

22 23 24 25 26 27 28 

GCF and Factoring Radicals 

29 30 

2007

May 



Factoring and Solve 

1 2 3 4 5 

6 7 8 9 10 11 12 

Simplify Radicals and Quadratic Formula 

13 14 15 16 17 18 19 

Review and Semester Exams 

20 21 22 23 24 25 26 

Early Release Early Release 

27 28 29 30 31 

2007

Geometry Scope and Sequence 2006-2007 

Objective TEKS Topics 

Develop and awareness 

of the structure of a 

mathematical system 

connecting definitions, 

postulates, logical 

reasoning, and theorems. 

Develop an awareness of 

basic undefined terms 

and definitions in 

geometry and 

measurement 

characteristics. 

Use construction to 

explore attributes of 

figures and make 

conjectures 

Use one- and twodimensional 

coordinate 

systems to represent 

points, lines, line 

segments and figures 

G1a 

G3a 

G3c 

G3c 

G3d 

G3e 

G5a 

G1a 

G2a 

G7a 

Introduce the idea of 

reasoning and logic 

Inductive reasoning using 

patterns and sequences 

Converse of conditional 

statements 

Definitions 

notations 

Lines, segments, and rays 

Midpoints 

Application of Coordinate 

Geometry 

Geometry 

Institute 

Geometry Structure 

Assessments 

Going the 

Distance in 

Taxicab 

Geometry 

Mad as a Hatter 

or Hat as a 

Madder 

Pizza Delivery 

Service Regions 

1-1 

4-1 

1-7 

1-2 

1-3 

1-4 

1-5 

1-6 

1-2 

1-4 

1-5 

Resources 

TAKS Grade 

10 

A1a, A1b 

A1c, A1d 

A1e, A1b 

A1d, A3b 

A5c, A7b 

A7c 

Sea Quest 1-8 8.7D 

A6b 

A6d 

A7a 

Define and use properties 

of transformations to 

make connections 

between mathematics and 

the real world 

G5b 

G2b 

Translations 

Reflections 

Rotations 

Tessellations 

II. 4,5 

Tiling with Four 

Congruent 

Triangles 

The Shortest 

Cable Line 

3-2, 

3-1 

3-3 

3-4 

3-5 

3-6 

8.6b 

8.7b 

A6E 

A6F 

A7A 

1

Angles and Parallel Lines 

Develop conjectures and 

prove properties of 

angles 

G2a 

Vertical Angles 

Supplementary Angles 

Complementary Angles 

Angle Bisector 

Steiner’s Point 1-7 

1-5 

A3b, A7c 

A8A, A8b 

A8c 

Based on investigations 

and explorations, 

formulate and test 

conjectures about 

properties of parallel and 

perpendicular lines 

G2a 

G3b 

G9a 

Parallel and perpendicular 

lines 

I.4 Angles 

Bisectors and 

Parallel Lines 

2-3 

Ch.7 

A6a, A6c 

A6d, A7a 

Prove properties of 

parallel and 

perpendicular lines using 

coordinate geometry 

G7b 

G2 

G3 

Coordinate Geometry 

Parallel and Perpendicular 

Lines 

1-8 A6A, A6c 

A6d, A7a 

Develop and use 

formulas about right 

triangles, distance and 

midpoint. Use properties 

of right triangles to solve 

problems. 

G7 

G8c 

G2 

G3 


Distance Formula 

Midpoint Formula 

III.4 5-3 

1-8 

8-7C, 8.9A, A3a 

A4a, A4b 

A7b, A7c 

A10a, A10b 

2

Triangles and Congruence 

Prove properties about 

angles in a triangle. 

G2a Angle sum in a triangle 2-1 A3b, A3c 

Use congruence 

transformations to justify 

and apply properties of 

triangles 

G2b 

G10a 

G10b 

G10c 

Translations 

Reflections 

Rotations 

II. 4,5 

Tiling with Four 

Congruent 

Triangles 

The Shortest 

Cable Line 

Ch.3 

Based on explorations, 

formulate and test 

conjectures about 

triangles. Justify and 

apply triangle 

congruence relationships. 

Develop and prove 

relationships about 

special right triangles and 

equilateral or isosceles 

triangles 

G10a 

G10b 

G2 

G3 

G5c 

G2 

G3 

Congruent Triangles 

Using triangle congruence 

Properties of Special Right 

Triangles 

I.4 The Clubhouse 8-1 to 8-3 

with ch.3 

Steiner’s Point 

Revisited 

Perfume 

Packaging 

5-4 

4-2 

2-1 

8-7C, 8.9A, A3a 

A4a, A4b 

A7b, A7c 

A10a, A10b 

Construct, medians, 

altitudes and 

perpendicular bisectors in 

a triangle. Experiment 

and develop conjectures 

about these segments. 

G5c 

G2 

G3 

G4 

Special Lines in a triangle 

(median, altitude, 

perpendicular bisector) and 

points of concurrency 

(centers). Applications to 

real world problems 

I.1, 3, 4 III. 3,4 

II.2, 4 

Conjecture and 

Discovery and 

Proof 

Median to the 

Hypotenuse of a 

Right Triangle 

Ch.4 

8.7B, A8a 

A8b 

A8c 

More Pizza 

Delivery Regions 

3

Exploring Polygons 

Based on explorations, 

formulate, test and prove 

conjectures about the 

properties and attributes 

of polygons. 

G2 

G3 

G4 

G9b 

G9a 

G2b 

G7b 

G5a 

Exploring quadrilaterals 

Proving with quadrilaterals 

Regular Polygons 

Applications to real world 

situations 

I.1, 3, IV.2 

Tell Me 

Everything you 

Can About…… 

Quadrilateral 

Quandary 

Quite a Quilt 

2-2 

Ch.9 

2-4 

8.7B, A2d 

A6c, A6d 

A7b, A7c 

Diagonals and 

Polygons 

Whitebeards 

Treasure 

Extending the 

Triangle 

Midsegment 

Theorem 

Why Doesn’t My 

Conjecture 

Work? 

Walking the 

Archimedean 

Walk, Talking the 

Archimedean 

Talk 

End of Semester

4 

Similarity 

Use the concepts of 

similarity to explore and 

justify properties of 

figures and solve 

problems. 

Develop, apply, and 

justify triangle similarity 

relationships 

G11a 

G11b 

G11c 

G11d 

G4 

Triangles 

Polygons 

Triangle Midsegments 

Coordinate Geometry and 

similarity 

Trigonometric Ratios (opt. 

after TAKS) 

Dilations 

Application in real world 

situations 

Trigonometric ratios (opt. 

after TAKS) 

Applications in real world 

situations 

II.3, 4, 6 

Ancient Ruins 

Sightseeing Walk 

Spotlights 

Will It Fit? 

10-1 

10-2 

10-3 

10-4 

4-4 

Ch.3-7 

CH.11 

11-1 

11-2 

11-3 

8.6A, 8.6B, 8.7B 

8.9B, A3a 

A4qa, A4b 

A6b, A7b 

A7c, 8.3b 

8.7b, 8.9B, A3a 

A4a, A4b, 8.3b

5 

Area and Perimeter 

Determine the area and 

perimeter of polygons 

and composite figures. 

Determine the area of 

circles, sectors, and 

segments. 

G8a 

G8b 

G10a 

G2 

G3 

G4 

Regular polygons and 

composite figures 

Circumference and arc 

length 

Area of circles, segments and 

sectors 


situations 

II.8, III. 3, 4, IV. 

1 

Cross country 

Cable 

Flowers 

Nesting 

Hexagons 

Shadow’s 

Doghouse 

5-1 

5-2 

5-4 

5-5 

5-6 

5-7 

5-8 

2-5 

A1a, A1b 

A2b, A3a 

A4a, A4b 

A5a, A5c 

8.7b, A7b 

A7c 

8.12A, 8.12C 

Describe the affect on 

perimeter and area when 

the dimensions are 

changed and apply this 

idea to problem solving 

G11d 

G4 

Similarity as it affects 

perimeter and area 


situations 

The School Flag 

10-5 8.7B, 8.10A 

A1a, A1b 

A2b, A2a 

A2g, 8.3b

6 

Shapes in Space 

Analyze the 

characteristics of threedimensional 

shapes and 

their component parts. 

Describe and draw cross 

sections and other slices 

of three-dimensional 

objects. 

G9d 

G2 

G3 

G4 

G6b 

G4 

Prisms 

Pyramids 

Cylinders and Cones 


situations 

Cross Sections (opt.) 

V.1 Circular 

Security 

Different Views 

6-1 

3-7 

8.7B 

Use nets to represent and 

construct threedimensional 

objects. 

G6b 

G4 

Nets 


situations 

6-1 8.7B 

Use top, front, side, and 

corner views of threedimensional 

objects to 

create accurate and 

complete representations 

to solve problems. 

G6c 

G4 

Drawing perspectives 


situations 

2-7 8.7A, 8.7B

7 

Surface Area and Volume 

Find surface area and 

volumes of solids 

G8d 

G11d 

G2 

G3 

G4 

Prisms 

Pyramids 

Cylinders 

Spheres and Cones 


situations 

II.8, III.1,3, 4, 

IV.1, V.1,3 

The Most Juice 

Boxing 

Basketballs 

Great Pyramids 

6-2 

6-3 

6-4 

6-5 

6-6 

8.7B, 8.8A, 8.8B 

8.8C, A1a, A1b 

A4a, A4b 

A2b, A3a 

A5a, A9b 

A9c, A9d 

A11a 

Greenhouse 

Walter and 

Juanita’s Water 

Trough 

Playing with 

Pipes 

Describe the affect on 

volume and surface area 

when the dimensions are 

changed and apply this 

idea to problem solving. 

G11d 

G3 

G4 

Similarity as it affects 

surface area and volume 


situations 

The Slice is 

Right! 

10-6 8.7D, 8.10B 

A1A, A1b 

A2a, A2b 

A2c, A9b 

A9c, A9d 

A10a, A10b

8 

Circles 

Based on explorations 

and using concrete 

models, formulate, test 

and justify conjectures 

about the properties and 

attributes of circles and 

the lines that intersect 

them. 

G9c 

G10a 

G2 

G3 

G4 

Chords and arcs 

Inscribed and circumscribed 

figures 

Tangent and secant lines 

Segments in a circle 

Circles in a coordinate plane 


situations 

IV.1 

Circles and 

Tangents 

Ch.12

Important resources for entire science curriculum: 

TRACK 

TAKS readiness (links to lessons, activities, video, etc.) 

United Streaming Video 

Streaming educational video on thousands of topics 

Science Materials 

Free science interactive lessons 

Online Biology Book 

Glenco Biology 2004© 

PASADENA INDEPENDENT SCHOOL DISTRICT 

COURSE SEQUENCE 

BIOLOGY 

Texas Essential Knowledge and Skills (TEKS) 

*Instructional Days 

[number]- reflects total number of instructional 

days available in each six week period minus 3 

days for review and testing 

(number)- reflects recommended instructional days 

for each instructional topic within each six week 

period. 

Important Dates 

First Semester____________________________________ Second Semester________________________________ 

First Six Weeks: Aug10- Sept 15 [23] Instructional Days Fourth Six Weeks: Jan 3- Feb 16 [29] Instructional Days 

Second Six Weeks: Sept 18- Oct 27 [27] Instructional Days Fifth Six Weeks: Feb 19- April 5 [24] Instructional Days 

Third Six Weeks: Oct 30- Dec 15 [26] Instructional Days Sixth Six Weeks: April 10- May 24 [33] Instructional Days 

Science TAKS Test: Thursday April 19, 2007- 8th, 10th, and 11th grades 

1

FIRST SEMESTER 

[23] First Six Weeks 

Laboratory Investigation and Inquiry Process are applied to all instruction, assessment and learning 

processes. TEKS 1AB, 2ABCD, 3ABCDE 

Represents the total number of instructional 

days available in each six-week period 

minus 3 days for review and testing. 

TAKS TEKS *DAYS INSTRUCTIONAL TOPIC RESOURCES LABORATORY 

INVESTIGATIONS AND 

ACTIVITIES 

1 1AB, 

2AB 

Laboratory Safety and Investigation 

• Equipment, symbols, 

procedures 

• Microscope Use 

Sample Safety Contract 

Lab Safety 

Lab Safety Carnegie Institution 

40 Steps for Lab Safety 

1, 2 1AB 

2ABCD 

3ACD 

Scientific Inquiry and Scientific 

Method 

• Experimental Design and 

terms 

• Language and data collection 

process 

1,2,3 4B, 11AB Characteristics of Life 

• Heredity 

• Cellular organization 

• Reproduction 

• Homeostasis/Metabolism 

• Growth and Development 

Scientific Method Lessons/Activity 2 

Scientific Method Lessons/Activity 3 

Scientific Methods Notes 

Scientific Methods Lecture Notes 

Scientific Methods 

Living and Nonliving Info 

Living vs. Nonliving Quiz 

2

First Six Weeks (continued) 



ACTIVITIES 

1,2,3 9D 

12ABCD 

E 

Ecology 

Nutrition and Energy Flow 

• Food chains, webs, and 

pyramids 

• Trophic Levels 

• Cycles (water, nitrogen, 

oxygen, carbon) 

• Symbiotic relationships-- 

predation, parasitism, 

commensalism, 

mutualism 

Communities and Biomes 

Biomes/Adaptations 

• Limiting factors 

Current News on World Ecology 

Ecology.com 

3

[27] Second Six Weeks 





ACTIVITIES 

1,2,3 6A 

9A 

9A 

9A & 9C 

6A 

1,2,3 

4 A-C 

4A 

4B 

6E 

6E 

Biomolecules 

• Carbohydrates 

• Lipids 

• Proteins/Enzymes 

• Nucleic acid 

Cells 

• Levels of Organization & 

Cell differentiation 

• Prokaryotic/eukaryotic cells 

• Cell parts 

• Cellular processes, 

homeostasis, permeability, 

cell respiration, active and 

passive transport 

• Mitosis 

Biochemistry Lessons and 

Interactive Activities 

Cell Structure and Function 

Tutorials 

Diagrams of cell processes 

Cell Animations 

Interactive Mitosis Tutorial 

4

[26] Third Six Weeks 





ACTIVITIES 

1,2 6A,6B,6C 

,6D,6E 

Heredity 

Meiosis 

Mendelian Genetics 

• Mendelian Laws 

• Monohybrid crosses 

• Dihybrid crosses 

• Inheritance patterns 

• Karyotyping 

• Molecular Genetics 

• DNA to Proteins 

• Replication 

• RNA structure 

• Types of RNA 

• Transcription 

• Translation 

• Types of mutations 

Biotechnology 

Meiosis Tutorial 

Genetics tutorial, puzzles, 

lessons...etc. 

Genetics Information Center 

Discovery Lesson Plan on Human 

Genetic Engineering 

Lesson plans and activities on 

Genetic Engineering 

DNA Workshop 

5

SECOND SEMESTER 

[29] Fourth Six Weeks 





ACTIVITIES 

1,2 

7A, 7B 

Evolution 

• Darwin 

• Natural Selection 

• Evidence for evolution 

• Mechanisms of evolution 

PBS Evolution 

Classification tutorial, 

puzzles, lessons...etc. 

1,2 6D, 6E 

1,2,3 4C,4D, 

11D 

8C, 11B 

8C, 11D 

Taxonomy 

Viruses & Bacteria 

Protists 

Fungi 

Mini lesson on classification 

Interactive Bacteria Lesson 

What are protists? 

FungiPhoto 

Introduction to the Fungi 

1,2 6D, 8C Plants 

Evolutionary trends 

• Nonvascular plants 

• Vascular plants 

Plant structures and functions 

• Roots. Stems, and Leaves 

• Adaptations 

Transport 

• Xylem and Phloem 

• Transpiration 

Reproduction 

• Monocots/Dicots 

• Pollination/Fertilization 

• Flower/Fruit 

Net Trekker Plants 

The Virtual Microscope: 

Xylem and Phloem 

Flower Biology 

6

[24] Fifth Six Weeks 





ACTIVITIES 

2,3 

8C 

5D,7A 

8A,8B,8C 

,5C,10A, 

10B 

Animals 

Characteristics of Animals 

Body Plans 

Cell Differentiation 

Invertebrates 

• Sponges 

• Cnidarians 

• Flatworms 

• Roundworms 

• Mollusks 

• Segmented Worms 

• Arthropods 

• Echinoderms 

• Invertebrate Chordates 

Vertebrates 

• Fishes 

• Amphibians 

• Reptiles 

• Birds 

• Mammals 

Animal Behavior 

Overview of Animal Phyla 

Factmonster: Animals 

7

[33*] Sixth Six Weeks 



*Please consider, that the total number of instructional days for second semester does not reflect the 

five days allocated for TAKS Testing nor the number of days a campus may use for TAKS review. 



ACTIVITIES 

1,2,3 1A,2B,2C 

,3C,3F, 

5A,5B,5C 

,6E,10A, 

10B,10C, 

11A,11B, 

11C,11D 

Last updated: 6/06 

Human Systems 

• Structure and Functions 

• Skin 

• Joints 

• Bones 

• Muscles 

• Digestive 

• Nutrition 

• Endocrine (hormones and 

feedback) 

• Nervous (senses and drugs) 

• Respiratory 

• Circulatory 

• Urinary 

• Reproductive 

• Fertilization 

• Fetal development 

• Stages of Birth 

• Immunity and Disease 

GENERAL SCIENCE 

TEACHING RESOURCES 

Human Body Online 

Nutrition and Digestion 

Human Nutrition 

Regulation of Human Heart Rate 

Biology activities, lessons and 

cartoon lectureshttp://biologyinmotion.com/ 

Online Biology Book 

The Biology Corner 

8


COURSE SCOPE AND SEQUENCE 

CHEMISTRY 



TRACK 





Free science interactive lessons (Click on Key Stage 3) 

**Instructional Days 






period. 


First Semester__________________________________ Second Semester_______________________________ 





1



Laboratory Investigation and Inquiry Process are applied to all instruction, assessment and learning processes. 




TEKS 1AB, 2ABCD, 3ABCDE 

TAKS TEKS DAYS INSTRUCTIONAL TOPIC RESOURCES LABORATORY 


ACTIVITIES 

1 1A 

2ABDE 

3AB 

Reflects recommended instructional days 

for each instructional topic within each sixweek 

period. 

4 2BC 4C 

(5) Laboratory Investigation and 

Inquiry Process 

Lab Safety, Science Equipment, and 

Safety Test 

Methods of Scientific Inquiry Method 

and Experimental Design, Theory 

and Law 

Data Collection and Analysis, 

Evaluate and Conclusions 

(7) Scientific Measurement and 

Problem Solving 

Scientific Notation 

Measurement Accuracy, Precision, 

and Error 

Significant Figures 

Dimensional Analysis 

Density, buoyancy and viscosity 


Lab Safety 






Measurement 

Metric System 

2

First Six Weeks (Continued) 

TAKS TEKS **DAYS INSTRUCTIONAL TOPIC RESOURCES LABORATORY 


ACTIVITIES 

4 4ACD 

5A 

11A 

(6) Matter and Change 

Physical and Chemical Properties of 

Matter- pure substances and 

mixtures 

Physical and Chemical Changes of 

Matter 

Introduction to conservation of mass 

Identify common elements with 

names and symbols 

Interactive Periodic Table 

Lessons and Activities about Periodic 

Table and Elements 

Lesson Plan on Matter Classification 

Classifying Matter Information 

Compilation of Solutions Tutorials 

Water Science 

Three Types of Mixtures Defined 

Diagrams of mixtures and solutions 

Chemistry Tutorial 

Physical and Chemical Property 

4 4B 5C 

(5) 

States of Matter 

States of Matter: particle motion, 

compressibility, structure, shape, 

volume of solids/liquids/gases 

Chemical Properties Reference Page 

States of Matter Notes 

States of Matter Lesson Plans 

Mixtures 

Elements and Compounds 

Elements, Compounds and Mixtures 

Phases of Matter Information 

Comparison of Molecular Structure in 

a Solid 

Atomic Structure Notes 

Phase Change Diagrams 

Animated Phase Change Diagrams 

Matter Classification 

3






ACTIVITIES 

4 3ADE 

6AB 

11A 

4 4D 6C 

1 & 4 4D 

8ABCD 

(10) 

(7) 

(10) 

Atomic Theory & Structure 

History of the Atom (Dalton, 

Thomson, Rutherford models) 

Subatomic Particles and Isotopes: 

differences, stable/unstable behavior, 

average atomic mass 

Models of Atomic Theory 

Electron Configurations 

Periodic Table 

Historical Development of the 


Organization of the Periodic Table & 

Properties: groups, families, periods, 

transition metals 

Trends: Electronegativity, Electron 

affinity, Ionization energy, periodicity 

Ionic Covalent Bonds Bonding 

Valence Electrons, predictions from 

periodic table 

General Properties of Ionic Compounds 

Formation of Cations and Anions 

Formation of Ionic Bonds, charge from 

periodic table 

Writing Chemical Formulas for ionic 

compounds 

Atomic Name Activity 

Famous Scientists 

History of the Atom Tutorial 

Subatomic Particles Tutorial 

The Particle Adventure 

Atomic Structure Timeline 

Atom Tour 


Atomic Structure Notes/Diagrams 

A Brief History of the Atom 

Mendeleev Biography 



Interactive Periodic Table (plus more 

links) 

Los Alamos National Laboratory 


How to Interpret Periodic Table 

Periodic Chart 

Elements 

ChemTutor- Compounds 

Atomic Bonds 

Interactive Lesson and Animations 

on Chemical Bonding 

Bonding 

What are Ionic Compounds? 

Ionic Compounds 

4






ACTIVITIES 

4 4D 8B 

11A (7) 

Covalent Molecular Bonds 

General Properties of Covalent 

Compounds 

Single, multiple bonds; Electron dot 

structures; polar/nonpolar bonds; 

Metallic bonding (optional) 

Naming Chemical Compounds (ionic 

and covalent) 

Covalent Worksheets 

Covalent Compounds 

Covalent Bonding 

1 & 4 10A 

11BC (12) 

4 5C 

(7) 

Chemical Reactions 

Writing and Balancing Chemical 

Equations 

Classifying Types of Chemical 

Reactions: 

synthesis (combination), 

decomposition, single or double 

replacement, combustion 

Predicting Products of Chemical 

Reactants, written completed 

balanced resulting equation 

Heat and Energy 

Kinetic Molecular Theory 

Specific Heat : 

Q = m DT Cp 

Thermochemistry 

Endothermic and Exothermic 

Balancing Reactions 

Conservation of Mass 

Chemical Reactions Notes 

ChemTutor Reactions 


Balancing Chemical Reactions 

Chemical Reaction Interactive Slide 

Show 

Kinetic Molecular Theory Tutorial 

Molecules in Motion Interactive 

Animation 

Specific Heat Tutorial with Problems 

Conduction, Convection, and 

Radiation Lesson Plan 

Transmission of Heat Lesson 

5







ACTIVITIES 

1 2C 11B 

(10) 

Chemical Quantities 

Mole Concept and Mole Map 

Molar Mass 

Molar conversions: moles, mass, # of 

particles; relationship of Avogadro’s 

Number and One Mole 

Molar conversions for gas/volume at 

STP 

Percentage composition 

Empirical and molecular formulas 

Molarity Calculator 

Molarity, Molality and Normality 

4 12ABC 

13AB 

(5) Water and Properties 

Properties of Water Molecules, 

Hydrogen bonding, Surface tension, 

Specific heat capacity for water 

Aqueous Solutions 

Heat of Vaporization 

Electrolytic Behavior 

Water Structure and Behavior 

Oceans Online 

Hydrogen Bonds 

Water and Hydrogen Bonding 

Snowglobe (brass alloy activity) 

6

Fourth Six Weeks (Continued) 



ACTIVITIES 

12ABC 

13AB 

1 & 4 3A 8B 

13B 

14AB 

(5) Solutions 

Calculate Molarity, 

Unsaturated, Saturated and 

Supersaturated Solutions 

Factors Affecting Solubility, Solubility 

Curves 

Separation of liquid mixtures; Alloys 

colligative properties 

(5) Acids and Bases 

Physical and Chemical Properties of 

Acids and Bases; classify solutions 

pH and Indicators; hydrogen 

ion/hydroxide ion concentration 

effects 

Compare and Contracts Acids and 

Bases; 

Strong and Weak Acids and Bases 

based on dissociation or electrical 

conductivity 

Molarity Calculator 

Solution Chemistry Tutorials 

Acids 

Acids and Bases 

ChemTutor- Acids 

Acids and Bases Information 


7






ACTIVITIES 

1 & 4 14AC (3) Neutralization 

Characteristics of Neutralization 

Reactions 

Calculate concentration of acid or a 

base 

Endpoint and use of indicators to 

determine the endpoint 

Define and illustrate the application of 

Titration and Buffers 

Neutralization of Acids and Bases 

Activity 

Acids,Bases, pH and Neutralization 

1 7AB 

11C 

(5) Behavior of Gases 

Gases and the Kinetic Molecular 

Theory 

Explain relationship of Pressure, 

Volume and Temperature 

Calculation of Gas Laws 

Gas Laws 

Everyday Gas Laws 

8








ACTIVITIES 

4 & 5 6A 

9ABCD 

11C 

Nuclear Chemistry 

Types of Radiation Characteristics, 

symbols of alpha, beta, gamma 

positron and gamma radiation 

Balance Nuclear Equations 

Calculate Half-life of Isotopes 

Evaluate Environmental Issues with 

Nuclear Materials 

Compare and Contract reactions and 

results of Fission and Fusion 

Evaluate Everyday Applications of 

Nuclear Chemistry 

Fission 

Nuclear Structure Information 

Fusion vs. Fission 

Half-life 

1,4,5 13C 

15AB 

(8) Stoichiometry 

Calculations: Moles and mass; Gas 

Volumes & STP 

(5) Reactions Rates and Equilibrium 

Collision Theory 

Conditions Affecting Rates of 


(Including surface area, temperature, 

concentration, stirring agitation, 

catalysts and inhibitors) 

Activation Energy Diagrams 

Le Chatlier’s Principle 

Chemtutor 

Hints for Solving Stoichiometry 

Problems 

Introduction to Le Chatlier’s 

Principle 

Collision Theory 

9

Sixth Six Weeks (Continued) 



ACTIVITIES 

Special Topics of Chemistry 

Optional Topics: organic, expansion 

on real world applications, forensic 

chemistry, glass itching, hair, history, 

enthalpy, qualitative Kinetics: 

GENERAL SCIENCE TEACHING 

RESOURCES 

Free Lessons and Acitivities- 

Chemfiesta 

www.chemistry.about.com 

www.sciencespot.net 

www.chemcases.com 

Last updated 6/06 

10




CONCEPTUAL CHEMISTRY 


TRACK 





Free science interactive lessons (Click on Key Stage 3) 







period. 


First Semester__________________________________ Second Semester_______________________________ 





1







ACTIVITIES 

1 1A 

2ABCDE 

3AB 

4A 

4 4A 

5A 




Laboratory Investigation and Inquiry 

Process 

Safety 


- Experimental Design 

- Inference vs Observation 

- Data Collection and Analysis 

- Evaluation and Conclusion 

Measurement 

- Accuracy and Precision 

- Metric units 

Mole as a unit of conversion 

- unit conversions 

- significant figures, scientific 

notation 

Matter and Change: 

Physical and Chemical Properties 

Physical and Chemical Changes 

- Indication of chemical reactions 

- Change of Color, Change of 

- Temperature, Gas Formation, 

- Precipitate 

Density, Viscosity, Buoyancy 


Lab Safety 







2






ACTIVITIES 

4 4ABC 

5AC 

7A 

Matter and Change (cont.): 

States of Matter 

- Properties of Gases, Liquids, and 

- Solids 

o Motion, Compressibility, 

o Structure, Shape, Volume 

o Relationship between 

o volume, temperature, and 

o pressure in gases 

Phase Change 

- Phase change diagram 

Heat Transfer 

- Specific Heat, Heat Capacity 

- Conduction, Convection, Radiation 

Classification 

- Elements, Compounds 

- Mixtures (homogeneous vs 

- heterogeneous) 

o Colloids, Suspensions, 

o Alloys 

States of Matter Notes 

States of Matter Lesson Plans 



Elements and Compounds 

Elements, Compounds and Mixtures 

Mixtures 

3






ACTIVITIES 

1, 4 3ADE 

4D 

6ABC 

Elements and Atomic Structure: 

Subatomic Particles and Isotopes 

- Properties of Protons, Neutrons, 

- and Electrons 

- History of the Atom and Atomic 

- Theories 

o Democritus, Dalton, 

o Thomson, Rutherford, 

o Bohr 

Identify elements by particles 

- Atomic number, atomic mass, 

- isotopes 


- Groups, Families, Periods 

- Halogens, Noble Gases, 

- Metals, Nonmetals, Transition 

- Metals, Metalloids 










Covalent Compounds 

Covalent Bonding 

4







ACTIVITIES 

1, 4 4D 

8ABCD 

11ABC 

Compounds and Bonding: 

Electron Configurations 

Formation of Cations and Anions 

- Oxidation numbers 

Properties of Ionic Compounds 

- Names and Formulas 

o Roman numerals vs 

o classical names 

- Conductivity 

Properties of Covalent Compounds 

- Names and Formulas 

o Prefixes 

ChemTutor- Compounds 

Atomic Bonds 

Interactive Lesson and Animations 

on Chemical Bonding 

Bonding 

Ionic Compounds 

Covalent Worksheets 

1, 4 11BC Chemical Reactions: 

Writing and Balancing Equations 

Law of Conservation of Mass 



5




1, 4 10AB 

11B 

4 12 ABC 

13 AB 

4 2C 

11BC 

14ABCD 

Chemical Reactions: 

Review Chemical Properties and 

Changes 

Indication of chemical reactions 

- Change of Color, Change of 

- Temperature, Gas Formation, 

- Precipitate 

Types of Reactions 

- Synthesis, Decomposition, Single 

- Replacement, Double 

- Displacement, Combustion 

Water and Solutions: 

Properties of Water 

- Polarity and Hydrogen Bonding 

Solutions 

- Dilute, Concentrated, Saturated 

- and Supersaturated 

- Factors Affecting Solubility 

o Temperature, Pressure, 

o Nature of Solute/Solvent 

o Particle Size 

- Solubility Curves 

Acids and Bases: 

Definitions and Naming 

Physical and Chemical Properties 

pH and Indicators 

Neutralization 

Electrolytes 






Show 


Oceans Online 



Acids 





6




*Please consider, that the total number of instructional days for second semester does not reflect the five 

days allocated for TAKS Testing nor the number of days a campus may use for TAKS review. 



ACTIVITIES 

4, 5 6A 

9 ABCD 

11 C 

Nuclear Chemistry: 

Types of Reactions 

Symbols for alpha, beta, gamma 

Fusion and Fission 

Half Lives 

Environment Issues with Nuclear 

Materials 

Fission 



Half-life 

Stoichiometry: 

Moles 

Relationships between moles, 

molar mass, volume, and 

molecules in chemical reactions 

Special Topics of Chemistry 

Organic, real world applications, 

forensics, etching, etc 


RESOURCES 

Chemtutor 

Hints for Solving Stoichiometry 

Problems 

Free Lessons and Acitivities- 

Chemfiesta 


7


TRACK 







COURSE SEQUENCE 

INTEGRATED PHYSICS AND CHEMISTRY – A (chemistry) 








period. 







1










ACTIVITIES 

1 & 5 *1AB 

2ABCD 

3ABCDE 

4A 

(2) Laboratory Investigations and Inquiry 

Process 



period. 

1 & 4 2B (4) Measurement of Matter Measurement 

Metric System 


Lab Safety/ Scientific Method Materials 

Lab Safety 






1 & 4 7E (3) Classifying Matter Free Lessons and Activities- 

Chemfiesta 




Physical and Chemical Property Changes 

1 & 4 8AC (3) Phases of Matter Phases of Matter Information 





1 & 4 8A 7A (2) Properties of Solids Comparison of Molecular Structure in a 

Solid 


2

First Six Weeks (Continued) 



ACTIVITIES 

1 & 4 7A (3) Properties of Fluids Liquid Density Activity 

1 & 4 9E 7BC (6) Atomic Structure Atom Tutorial 







Atom Tour 






3






ACTIVITIES 

1 & 4 7D (8) Periodic Table Interactive Periodic Table 


links) 





Elements 

1 & 4 7D (3) Chemical Bonding (covalent and 

ionic bonds) 

1 & 4 8C (8) Law of Conservation of Mass 

(Balancing chemical equations) 

Lessons and Activities about Periodic 


Interactive Periodic Table and Element 

Information 

Lessons and Activities about Elements 

and Bonding 

Conservation of Mass Information 








Show 

1 & 4 8A (3) Physical and Chemical Changes Brief Info on Chemical Changes 


Changes 

1 & 4 8BE (5) Chemical Reactions (endothermic, 

exothermic reactions) 

Lab Activity 

4






ACTIVITIES 

1 & 4 9BDE (5) Solutions and Solubility (Factors 

influencing solubility) 


Solubility Tutorial 

1 & 4 9A (5) Structure and Function of Water, 

Universal Solvent 

1 & 4 9BDE (4) Concentration of Ions in Solutions 

(pH, acid rain) 

1 & 4 6E (3) Measuring Thermal and Electrical 

Conductivity (Specific Heat) 

1 & 4 6ABEH (6) Law of Conservation of Energy 

(Measurement of Heat) 

1 & 4 8D (3) Types of Nuclear Reactions 

(Fission, Fusion) 

Water Science 


Oceans Online 




Interactive pH Lesson 





Heat and Thermodynamics Lesson 

Plan and Activities 



Animation 


Specific Heat Tutorial (NASA) 

Conduction, Convection, and Radiation 

Lesson Plan 


Lesson/Lab for Heat and Temp using a 

Glowstick 

Nuclear Reactions (Decay) Information 

Fission 



Half-life 

5







ACTIVITIES 

1 1AB 

2ABCD 

3ABCDE 

4A 

(2) Laboratory Investigations and 


1 & 4 2B (4) Measurement of Matter Measurement 

Metric System 


Lab Safety/ Scientific Method Materials 


Lab Safety 






1 & 4 7E (3) Classifying Matter Free Lessons and Activities- 

Chemfiesta 





Changes 

1 & 4 8AC (3) Phases of Matter Phases of Matter Information 





6

Fourth Six Weeks (Continued) 



ACTIVITIES 

1 & 4 8A 7A (2) Properties of Solids Comparison of Molecular Structure in a 

Solid 


1 & 4 7A (3) Properties of Fluids Liquid Density Activity 

1 & 4 9E 7BC (7) Atomic Structure Atom Tutorial 







Atom Tour 






7






ACTIVITIES 

1 & 4 7D (5) Periodic Table Lessons and Activities about Periodic 




links) 





Elements 

1 & 4 7D (3) Chemical Bonding (covalent and 

ionic bonds) 

Interactive Periodic Table and Element 

Information 

Lessons and Activities about Elements 

and Bonding 

1 & 4 8C (9) Law of Conservation of Mass 

(Balancing chemical equations) 

Conservation of Mass Information 








Show 

1 & 4 8A (2) Physical and Chemical Changes Brief Info on Chemical Changes 


Changes 

1 & 4 8BE (5) Chemical Reactions (endothermic, 

exothermic reactions) 

Lab Activity 

8








ACTIVITIES 

1 & 4 9BDE (4) Solutions and Solubility (Factors 

influencing solubility) 

1 & 4 9A (5) Structure and Function of Water, 

Universal Solvent 

1 & 4 9BDE (3) Concentration of Ions in Solutions 

(pH, acid rain) 


Solubility Tutorial 

Water Science 


Oceans Online 




Interactive pH Lesson 





1 & 4 6E (4) Measuring Thermal and Electrical 

Conductivity (Specific Heat) 

1 & 4 6ABEH (6) Law of Conservation of Energy 

(Measurement of Heat) 

1 & 4 8D (3) Types of Nuclear Reactions 

(Fission, Fusion) 


Heat and Thermodynamics Lesson 

Plan and Activities 



Animation 


Specific Heat Tutorial (NASA) 

Conduction, Convection, and Radiation 

Lesson Plan 


Lesson/Lab for Heat and Temp using a 

Glowstick 

Nuclear Reactions (Decay) Information 

Fission 



Half-life 

9



INTEGRATED PHYSICS AND CHEMISTRY – B (physics) 




TRACK 









period. 








Science TAKS Test: Thursday April 19, 2007- 8th, 10th, and 11th grades










ACTIVITIES 

1 & 5 *1AB 

2ABCD 

3ABCDE 

4A 


Process 

Measurement and Systems of Units 



period. 


Measurement 

Metric System 

Definitions of Science 

Lab Safety 






1 & 5 4A (8) Investigating Speed and Acceleration Physics Facts on Speed 

Compilation of Tutorials and Lessons 

Database for Physics lessons 

1 & 5 4B (11) Forces and Motion (Newton’s Laws and 

Momentum) 

Newton's Laws of Motion Lessons 

Quizzes, puzzles, handouts, etc.






ACTIVITIES 

1 & 5 4CD (8) Simple Machines and Efficiency Simple Machines Learning Site 

Simple Machines Lesson 

Simple Machines Tutorial with 

Animation 

Activity Ideas 

4 4A (6) Work and Power Compilation of Tutorials and Lessons 

Lessons on Work and Power 

5 6ABH (4) Energy Transformation, Law of 

Conservation of Energy 

Tutorial on the Conservation of Energy 

Conservation of Energy Activity 

1 & 5 6CDE (5) Introduction to Electricity (AC/DC, Ohm’s 

Law, Origins, Conductivity) 

The Ohm Zone-Interactive Circuit 

Builder 

Virtual Electricity Labs and Simulations 

Animation on Ohm's Law 

Tutorial on Electromagnetic Induction 

(Animated) 

1 & 5 6F (2) Series and Parallel Circuits The Ohm Zone-Interactive Circuit 

Builder 

1 & 5 6G (2) Magnetism and Electromagnetism Magnet Science Experiments 

Electromagnetic Devices and Inventions 

Lesson (with Animations) 

Faraday's Magnetic Field Induction 

Experiment Lesson






ACTIVITIES 

1 & 5 5AB (5) Waves Online Wave Labs (Calculus Based) 

Refraction Animation 

Wave Tutorials and Animations 

1 & 5 5D (6) Sound Acoustics and Vibration Animations 

Moving Waves 

Sound Lab 

Sound Waves Notebook 

1 & 5 5AC (6) Electromagnetic Waves Database for Lessons 

1 & 5 5BC (6) Application of Optics Web Exhibit (nice stuff for colors)







ACTIVITIES 

1 & 5 *1AB 

2ABCD 

3ABCDE 

4A 


Process 


Measurement 

Metric System 

Definitions of Science 

1 & 5 4A (8) Investigating Speed and Acceleration Physics Facts on Speed 

Compilation of Tutorials and Lessons 

Database for Physics lessons 

1 & 5 4B (11) Forces and Motion (Newton’s Laws and 

Momentum) 

Newton's Laws of Motion Lessons 

Quizzes, puzzles, handouts, etc.






ACTIVITIES 

1 & 5 4CD (7) Simple Machines and Efficiency Simple Machines Learning Site 

Simple Machines Lesson 

Simple Machines Tutorial with 

Animation 

Activity Ideas 

4 4A (6) Work and Power Compilation of Tutorials and Lessons 

Lessons on Work and Power 

5 6ABH (4) Energy Transformation, Law of 


Tutorial on the Conservation of Energy 

Conservation of Energy Activity 

1 & 5 6CDE (8) Introduction to Electricity (AC/DC, Ohm’s 

Law, Origins, Conductivity) 

The Ohm Zone-Interactive Circuit 

Builder 

Virtual Electricity Labs and Simulations 

Animation on Ohm's Law 

Tutorial on Electromagnetic Induction 

(Animated) 

1 & 5 6F (3) Series and Parallel Circuits Virtual Electricity Labs and Simulations 

1 & 5 6G (2) Magnetism and Electromagnetism Magnet Science Experiments 

Electromagnetic Devices and Inventions 

Lesson (with Animations) 

Faraday's Magnetic Field Induction 

Experiment Lesson








ACTIVITIES 

1 & 5 5AB (5) Waves Online Wave Labs (Calculus Based) 

Refraction Animation 

Wave Tutorials and Animations 

1 & 5 5D (6) Sound Acoustics and Vibration Animations 

Moving Waves 

Sound Lab 

Sound Waves Notebook 

1 & 5 5AC (6) Electromagnetic Waves Database for Lessons 

1 & 5 5BC (6) Application of Optics Web Exhibit (nice stuff for colors) 



RESOURCES 

Websites for general physics topics: 

The Physics Classroom 

Science Joywagon 

(some applets needs membership to 

view) 

US Army Website 

Virtual Labs and Simulations 

Animated Diagrams 

Interactive Lessons and Activities 

Lesson Plans Page.com 

Physics Curriculum .com



PHYSICS & 

CONCEPTUAL PHYSICS 




TRACK 









period. 









1







ACTIVITIES 

1 1AB 

2ABCDEF, 

3ABCDE 




Laboratory Investigation and 


Nature of Science – Safety, lab 

skills, measurement, scientific 

process and methods 

Graphing Skills 

Accuracy/Precision 

5 4ABC Linear Motion 

Speed, Velocity, Acceleration 

Free-fall/Air resistance 

Graphical Analysis of: 

Distance vs. Time 

Speed/Velocity vs. Time 

Physics Lab Skills Manual 

Introduction to the Scientific Method 

Scientific Method Notes 

Scientific Method vs. Scientific 

Methods 

Experimental Science Projects 

Safety in the Classroom 

Lab Safety 

Flinn Lab Safety 

Report on Science Classroom Safety 

It’s all about speed 

Acceleration 

School for Champions-Motion 

Linear Motion and Graphs Notes 

Linear Motion Lesson Plans 

Linear Motion Problem Set 

2






ACTIVITIES 

5 4B Projectile Motion 

Components of Vectors 

Projectile Motion Horizontally & 

at an Angle 

Physics Applets on Projectile Motion 

(Animations) 

Lesson on Projectile Motion 

Projectile Motion Notes 

Throw a Ball Activity 

Projectile Motion, General Solution 

Cannon (Ballistic Simulator) 

Ballistic Trajectory Tutorial 

5 4ABCDE Newton’s Law/Force Vectors 

First Law-Inertia/Mass 

Second Law- Force & 

Acceleration/Weight 

Third Law- Action & Reaction/ 

Gravitational Force 

5CD Momentum 

Impulse/Change in Momentum 

Collisions 

Conservation of Momentum 

Amusement Park Physics 

The Science House 

Your Weight on Different Worlds 


Impulse and Momentum 

Momentum 

3



5 5ABD Work and Energy/Simple 

Machines 

Work/Power 

Mechanical Energy/PE & KE 


Simple Machines- Lever, Incline 

Plane, Pulley, Wedge, Wheel 

& 

Axle, Screw 

Efficiency & Mechanical 

Advantage 


Amusement Park Physics 

Mechanical Energy 

5 4CD Fluid Mechanics 

Buoyancy 

Archimedes’ Principle 

Density 

Viscosity 

Pressure/Pascal’s Principle 

Fluid Mechanics 

Gallery of Fluid Mechanics 

4







ACTIVITIES 

5 7AB Heat, Thermodynamics, 

Phase Changes 

Temperature/Heat 

Specific Heat Capacity 

Phase Change Diagram 

Heat Transfer- Conduction, 

Convection & Radiation 

About Temperature Notes 

Thermodynamics Lesson 

Thermodynamics Notes 

5 6BCEF Electricity 

Statics 

Conservation of Charge 

Coulomb’s Law 

Ohm’s Law/Current, Voltage, 

Resistance 

Series Circuit 

Parallel Circuit 

Electricity and Magnetism Notes 

Electricity and Magnetism Experiments 

Electricity Applets (Animations) 

Static Electricity Activities 

Static Electricity Notes 

Circuits 

All About Circuits 

5






ACTIVITIES 

5 8A Wave Properties 

Reflection 

Refraction 

Diffraction 

Interference/Constructive & 

Destructive 

Standing Waves 

Polarization 

5 8BC Sound 

Speed of Sound/Resonance 

Resonance 

Interference 

Doppler Shift 

Vibration Animations 

The Energetic Universe 

Properties of Waves 

How Pendulum Clocks Work 

Waves in Everyday Life 

Sound 

Introduction to Sound 

Sound Wave Module 

Doppler Effect 

6








ACTIVITIES 

5 8BC Light 

Flat Mirrors 

Curved 

Mirrors/Concave/Convex 

Lenses-Converging/Diverging 

Color 

5 6DF Magnetism 

Magnetic Fields 

Electromagnetism Induction 

Visualizing Electromagnetic Waves 

Visible Light Waves 

Molecular Expressions Electricity and 

Magnetism 

Physics Electromagnetic Induction 

Exp. 

NCSU Demos 


GENERAL SCIENCE 

TEACHING RESOURCES Physics 2000 

Molecular Expressions 

TI education site 

Physics Van 

Video Demos 

Physics Animations 


HyperPhysics 

Physics for Beginners 

Web Physics Applets 

Lecture Online 

Physics Applets 

Physics Classroom.com 

General-lab, notes, problems 

7

Economics Timeline 2006-2007 

Time Frame Topics/Units Suggested 

Pacing 

First Six Weeks What is Economics 

Economic System 

Textbook Correlates 

Chapter 1 

Chapter 2 

Second Six Weeks 

Third Six Weeks 

American Free 

Enterprise 

Demand 

Supply 

Prices 

Market Structure 

Business Organization 

Money 

Federal Reserve & 

Monetary Policy 

Financial Markets 

Economic Challenges 

Government Spending 

& Taxes 

Fiscal Policy 

International Trade 

Chapter 3 

Chapter 4 

Chapter 5 

Chapter 6 

Chapter 7 

Chapter 8 

Chapter 10* 

Chapter 16 

Chapter 11* 

Chapter 13* 

Chapter 14 

Chapter 15 

Chapter 17 

*covered entire chapter 

cover remaining Chapter 14-17 with selected 

content only!

Government Timeline 2006-2007 


Pacing 

First Six Weeks Political 

Systems/Principles of 

Government 

Comparative Political 

Systems 

Origins of American 

Government 

Constitution 

Amendments 

Federalism 


Chapter 1 

Chapter 22 

Chapter 2 

Chapter 3 

Chapter 4 



Political Parties 

Voters/Voter Behavior 

Electoral Process 

Congress 

Powers of Congress 

Congress in Action 

Mass Media/Public 

Opinion 

Interest groups 

Presidency 

Presidency in Action 

Judiciary-Federal Court 

System 

Chapter 5 

Chapter 6 

Chapter 7 

Chapter 10 

Chapter 11 

Chapter 12 

Chapter 8 

Chapter 9 

Chapter 13 

Chapter 14 

Chapter 18

United States History 11 th Grade Curriculum Timeline 2006-2007 


Pacing 

First Six Weeks Beginning American 2 weeks 

Democracy 


Chapters 1-3 

Civil War & 

Reconstruction 

3 weeks 

Chapter 4 


Industrialization 

Transforms the United 

States 

4 weeks 

Chapters 5-8 

Progressive Era 

2 weeks 

Chapter 9 


U.S. Expansionism 

2 weeks 

Chapter 10 

World War I 

2 weeks 

Chapter 11 

Twenties 

2 weeks 

Chapters 12-13 

Fourth Six Weeks 

Depression & New Deal 

3 weeks 


WWII 

3 weeks 


Fifth Six Weeks 

Postwar America & 

New World 

3 weeks 


Turbulent Sixties 

3 weeks 


Sixth Six Weeks 

TAKS Prep 

TAKS Testing 

2 weeks 

TAKS Spiraled 

Content Review 

Nixon, Watergate & 

Détente 

2 weeks 

Chapter 24 

Last Quarter Century & 

Beyond 

2 weeks 

Chapters 25-26

World Geography Pacing Guide 

Executive Summary 

Unit 1: the Geographer’s World Chapter 1 First Six Weeks 

Big Ideas: 

• Section 1: Geographers study the interaction of human and physical geography to understand how 

people interact with their environment. 

• Section 2: Geographers use concepts, maps, charts and tools to interpret the world. 

Geographic Tools 

o Maps 

o Climate graphs 

o Population graphs 

Chapter 3: Weather and Climate 

Using Geographic Information 

Systems 

Connect to History: analyze 

the ways physical and human 

geographical patterns and 

processes affect events and 

regions of contact 

Big Ideas: 

• Section 1: Factors affecting climate include global warming and its effects on the landscape 

• Section 2: Weather Factors are affected by elevation and can affect where people settle 

• Section 3: Climate & Vegetation Patterns can predict where people migrate to 

Impact of Geography 

o Sun plays major role in climate How did hurricane Katrina affect 

o Global warming 

the physical and human 

o Impact of weather systems and environment? 

o Human/Environment Interaction 

Chapter 4: Landforms, Water and Natural Resources 

Connect to Social Study 

Skills: 

Use case studies of impact of 

hurricane Katrina and Rita to 

plan better evacuation routes 

Big Ideas: 

• Section 1: Physical processes interact to create landforms and pose potential disasters 

• Section 2: 3% of world water supply is available for human use 

• Section 3: Renewable and non-renewable resources can influence foreign policy. 

Impact of Geography on the US 

o Plate tectonics 

o Hydrologic cycle 

o Energy resources 

Chapter 5: Human Geography 

The Arial Sea Disaster: Could 

this happen to the Great Lakes? 

Connect to Economics: How 

does the price of oil affect our 

nation’s standard of living? 

Big Ideas: 

• Section 1: Where people settle is dependent on climate, water and natural resource availability 

• Section 2: A group’s culture is its way of meeting its needs, its ways of expressing its ideas, organizing 

its activities and governing itself 

• Section 3: Language and religion are key causes of cultural differences 

Geographical & Cultural 

Diversity 

o Population density 

o Migration/immigration 

o Cultural diffusion 

o Ethnic religions 

Discussion Ideas 

• Internet’s influence on 

language 

• Similarities of the 3 main 

religions 

Connect to Culture: 

Describe patterns of culture 

that make regions of the world 

distinctive; compare 

economic opportunities 

available to selected groups 

Pasadena ISD

Chapter 6: Human Systems 

Big Ideas: 

• Section 1: Three major economic systems are motivated by survival, profit and government regulation 

• Section 2: Domestication is the primary cause of the development of cities and agriculture is the 

primary economic activity of rural dwellers 

• Section 3: Physical and cultural factors affect the development of a political government. 

Geographic Concepts 

o Primary, secondary, tertiary 

and quaternary economic 

activity 

o 

o 

o 

o 

Literacy rates 

Develop/developing countries 

Central Place Theory 

Market oriented agriculture 

Unit 2: United States and Canada 


A country’s standard of living is 

based on many factors (pg.117) 

Rate these factors from the least 

to the most important factor which 

can improve a country’s standard 

of living. Defend your choice. 

Connect to Economics: 

Describe the characteristics of 

and explain how traditional, 

command, and market 

economies operate; compare 

the way people meet their 

basic needs through 

production of goods and 

services 


Big Ideas: Chapter 7 

• Section 1: Physical features of North America include steep mountains, active volcanoes, deep 

canyons and high plateaus. 

• Section 2: Climates and Biomes vary from temperate rainforests to desert vegetation 

• Section 3: The United States is the world’s agriculture producer and Canada’s forests provide 

newsprint 


o Physical regions 

o Fall Line 

o Canadian Shield 

o Wetlands 

Chapter 8: The United States 

Discussion Idea 

Which physical region in the 

United States has the least 

population, which is the most 

populated region? Defend 

answers 

Connect to Geography: 

Analyze the political, 

economic, social, and cultural 

characteristics of places and 

regions and how these 

determine the level of 

development and standard of 

living 

Big Ideas: 

• Section 1: Native Americans settled in the United States over 14,000 years ago 

• Colonization of the United States began 500 years ago with the arrival of the Spanish Explorers 

• The influence of British rule of law dominates American institutions, the experience of colonial selfgovernment, 

republicanism, federalism, popular sovereignty and individual rights 

• Section 2: The cultural diversity of the United States is reflected in its regional traditions, languages, 

art and customs, economic production 

• Section 3: Natural and man-made disasters affect cities, population and global economics 

Impact of Physical Forces Culture/Demographic Issues Economic Diversity 

o Floods 

o Impact of gentrification o Global Trade 

o Tornadoes 

o Impact of immigration o Collapse of communism 

o Earthquakes 

o Impact of NAFTA 

o Market 

o Adaptations 


Chapter 9: Canada 

Big Ideas: 

• Section 1: Canada and the United States share a common history, language, and economy is deeply 

affected by each other. The countries share the longest unfortified border. 

• Section 2: Canada’s economy is diverse, it’s major market centers are Quebec and Ontario 

• Section 3: Canada’s cultural ties to the United States are part of the country’s regionalism and 

separatism issues. 

Impact of History & Culture Immigration & migration 

o Exploration began in 1497 o impact of two official 

o Nunavut 

languages 

o Quebec 

o 

o separatism 

Unit 3 Mexico and Latin America 

population density & lack 

of it 


Big Ideas: Chapter 10 

o Section 2: Before the conquest of Mexico by Spain, the indigenous peoples of Mexico build large cities 

o Section 3: Challenges facing Mexico include economic inequality, crime, and poor infrastructure 

Impact of Spanish colonization Economic Inequality 

Problems of Development 

o Smallpox 

o Illegal immigration 

o Population 

o Mining & agriculture 

o Maquiladoras 

o Income Gaps 

o Cultural Issues 

o NAFTA 

o Pollution 

World Geography Pacing Guide 


Central America and The Caribbean 


Big Ideas: 

• Section 1: This region experiences varied natural disasters in the form of hurricanes, volcanoes and 

earthquakes 

• Section 2: Spain’s influence in Central America is evident by the cultural adoption of language, religion 

and unequal distribution of wealth among the large mestizo population 

o 

o 

o 

o 

Impact of Geographic 

Diversity 

Climate 

Landforms 

Economic impact 

South America- 

o 

o 

o 

o 

o 

o 

Colonial Legacy 

European Imperialism 

Economic impact 

Political impact: 

Ethnic divisions 

Unequal distribution of 

Wealth 

Central America’s problems 

o Natural Disasters 

o Political instability 

o Land reform 


Big Ideas: 

• Section 1: Natural Environments. South America’s rainforest impacts global warming, deforestation of 

this natural resource is major world concern 

• Illegal drug use in the United States and world wide impacts development of cocaine production 

• Section 2: History and Culture: The Columbian Exchange created a demand for goods among 

Europeans 

• The colonization of South America affected the development of democratic governments and cultural 

development 

• Section 3: South America Today 

• Oil production, specialty woods and minerals are part of it’s economic foundation 


o Migration 

o Population Density 

o Economic Activities 


Does the United States have a 

right to tell Brazil how to protect 

the rainforest? 

Connect to Economics 

America’s demand for illegal 

drugs fuels the economies of 

Columbia, Peru and Bolivia. 


o Human/Environmental 

interaction 

Unit 4 : Europe 

Venezuela’s President: Friend 

/Foe of democracy? 

Fourth Six Weeks 

Big Ideas: 

• Chapter 13: 

• Section 1: Natural Environments. Europe’s varied landforms and mountain ranges provide 

opportunities for tourism, agriculture and economic development. 

• The development of polders to stem flooding in the Netherlands could provide insight to flooding 

concerns along the Gulf Coast. 

• Section 3: Natural Resources: Europe’s diverse natural resources provide various forms of economic 

production despite the disappearance of major forests. 

• NOTE: SECTION 1 MAY BE TAUGHT THE LAST 2WEEKS OF THIRD SIX WEEKS 


Discussion of Ideas 

Connect to History 

o Resources 

o Polders: an answer to Review the aspects of 

o Abundant Land 

flooding in New Orleans Versailles which required 

o Migration/Immigration 

o Warm water current 

Germany to give natural 

o Urbanization 

o Forms of energy 

resources to France as part of 

o Technology/Industrialization o Diverse cultures 

reparations, 

o The Euro 

o Trade between countries 

Northern & Western Europe 

o Legacy of Freedom/Stability 

FOURTH SIX WEEKS 

Big Ideas: 

• Chapter 14: 

• Section 1: The United States has strong cultural and economic ties with the Great Britain 

• The Industrial Revolution originated in Great Britain brought cultural changes to the country 

• Section 2: The French culture and economy has undergone significant changes and challenges 

• Section 3: The Benelux Countries formed the foundation from which the European Union developed 

• Chapter 15 

• Section 1: Germany’s division and reunification ended 45 years of cold war threats 

Geographic Diversity 


Connect to History 

o Climate 

o British/American alliance o British music invasion 

o Landforms 

during World War II 

o Nationalism 

o Human Impact 

o Ireland’s Economic boom o Privatization of industries 

o Economic Impact 

o Muslims in France 

o European Union 

o Fall of Berlin Wall 

Unit 5: Russia and Northern Eurasia 

Big Ideas: 

• Section 1: Natural Environments: Russia’s oil resources have made them a rich and powerful country 

• The fall of communism has changed the governmental role 

• Section 3: After 60 years of communist rule, the nations of the former Soviet Union have embraced 

democracy and capitalism 

Roots of Eurasia’s Power From Conflict to Peace 

Connection to History 

o Geographic 

o European Conflicts 

Russia: an ally to the United 

o Economic 

o From Conflict to Cooperation States during World War II 

o Historical 

o The Fall of Communism in Cold War Conflict 

o Cultural 

Russia 

Berlin Wall 

Unit 6: Southwest Asia 

o Economic Unification 

Fifth Six Weeks 


Big Ideas: 

• Section 1: Natural Environments: Southwest Asia’s location places it at an important crossroads in the 

world. 

• The physical geography of Southwest Asia limits economic opportunities in the region. 

• Section 2: History & Culture: By playing a major role in fueling the world economy, Southwest Asia’s oil 

reserves have greatly increased its economic and geopolitical influence. 

• Religious diversity and the legacy of a colonial past have fueled conflict in the region of Southwest 

Asia. 

• Section 3: The Region Today: Political and economic changes have resulted in the relocation of 

populations in Southwest Asia 


Religious Heritage 

Regional Conflict 

o Crossroads Location 

o Religious Diversity 

o Religious/Cultural Differences 

o Limited Water and Resources o Impact on Society and o Israeli/Palestinian Conflict 

o Oil Abundance 

Culture 

o Worldwide Implications 

o Adaptations 

Chapter 20 : The Eastern Mediterranean 

Big Ideas: 

• Section 1: A geographical economic and cultural crossroads 

• The region has been and is still the scene of many conflicts over the centuries 

• The Political and religious conflicts keeps this region an unsettled area 

Conflict and Cooperation Culture/Demographic Issues Economic Diversity 

Palestine’s issues of 

o Impact of Religion 

o Tradition 

geography and culture 

o Impact of Imperialism o Command 

Beirut: a city under siege o Importance of Jerusalem o Market 

Unit 7 Africa 

Sixth Six Weeks 

Chapter 22 - 24 West & Central Africa, East Africa, Southern Africa 

Big Ideas: 

• Section 3: Africa’s diversity of landforms and wealth of resources has not led to prosperity for most of 

its population 

• Centuries of exploitation of Africa’s people and resources by outside nations have limited the 

continent’s economic growth and fostered instability 

• Controlling disease and providing health care are essential to improving life expectancy in Africa 

• Africa cannot meet its many challenges unless it resolves its ethnic conflicts and creates democratic 

institutions 

Geographic Diversity and its 

Impact: 

Climate 

Landforms 

Adaptations 

Human Impact 

Economic Impact 

Colonial Legacy 

o European Imperialism 

o Economic Impact 

o Political Impact 

o Ethnic Divisions & 

corruption 

o Apartheid 

Africa’s Problems 

Population 

Hunger 

Health Issues 

Political Conflict 


World History Pacing Guide 


1 

2 

Unit 1: The Emergence of Civilization Chap 1-4 4 Weeks 

Big Ideas: 

• Geographic factors play a major role in the development and character of societies. 

• The change from nomadic to farming life led to the emergence of civilizations. 

• The growth of cities near fertile river valleys was a central feature in the development and spread of 

civilizations. 

• Civilizations include advanced cities, complex institutions, specialized jobs, social classes, record 

keeping, and new technology. 

o Neolithic Revolution o Characteristics of 

Civilizations 

o 

River Valley Civilizations 

Unit 2: Ancient Greece and Rome: The Birth of Democracy and Fall of Rome 

Chap 5-7 Greece- 3 weeks Rome- 3 weeks 6 Weeks 

Big Ideas: 

• Geographic factors play a major role in the development and character of societies. 

• Physical geography helped lead to the emergence of isolated societies in Greece and the growth of a 

vast empire in Rome. 

• The growth of city-states in Greece led to the development of several political systems, including 

democracy. 

• Democratic principles and classical culture flourished during Greece’s golden age. 

• The early Romans established a republic, which grew powerful and spread its influence. 

• The Roman Republic collapsed to be replaced by a vast empire ruled by powerful emperors. 

• Christianity arose in Roman-occupied Judea and spread throughout the Roman Empire. 

• Foreign invasions, along with political, social, and economic problems, led to the fall of the Roman 

Empire. 

• The Fall of Rome triggered disruption of trade, the downfall of cities, and a decline of learning in Western 

Europe. 

Geography of Greece and Rome 

o Physical Geography 

o Impact of Geography on City States 

o Seafaring Trade 

o Rome’s Economic Advantages 

Democracy in 

Greece 

o Institutions 

o Rule of Law 

o Citizen 

Participation 

o Impact on 

American 

Democracy 

The Republic 

o Institutions 

o Rule of Law 

o Citizen Participation 

o Impact on American Democracy 

Republic/Empire Differences 

Causes of Rome’s Fall 

• Political Instability 

• Barbarian Invasions 

• Economic Problems 

o Social Decline 

Byzantine Empire and Rise of Russia, Mongols Chap 10 6 Weeks 

Islam (prelude to Crusades) Chap 11 

Rise of Middle Ages - Emergence of Feudalism Chap 13 

High Middle Ages – Chaos to Order Chap 14 

Review and Semester Exam 

Big Ideas: 

• The spread of Christianity, the power of strong kings, and the evolution of feudalism helped to end the 

chaos left in the wake of Rome’s fall. 

• The church functioned as a powerful institution in feudal Europe, competing with emperors for power and 

authority. 

• Improved farming technology and the expansion of trade led to a growth of cities and the revival of 

learning. 

• The turmoil of the late Middle Ages began a decline in the power of the church and a rebirth of classical 

studies and fine arts. 


4 

The Power of the Church 

Effects of Rome’s Return of Order 

• The Influence of the Church Fall on Europe o Feudalism 

• The Crusades 

o The Dark Ages o Manorialism 

o Germanic o Rise of the Church 

Kingdoms o Revival of Classicism 

o Birth of Nations 

Unit 4: The Rise of Europe 

6 Weeks 

Renaissance and Reformation Chap 15 (3 weeks) 

Exploration and Colonization Chap 16 

Monarchs Chap 19 

Enlightenment 

Chap 20 (sec 1-4) and 21 (2 weeks both) 

Big Ideas: 

• The Renaissance and the Reformation further eroded the influence of the Church and made possible the 

rise of Europe’s absolute monarchs. 

• New technology, the search for wealth, and a desire to spread Christianity led to an age of exploration 

that would make Europe a dominant force in the world. 

• Modern democratic institutions developed as England and France evolved from kingdoms into nations. 

Revolution of Ideas 

Expansion and Exploration Age of Change 

o The Enlightenment 

o Impact New Technology o Renaissance 

o Absolutism 

o Age of Exploration 

o Reformation 

o Divine Right 

o Expansion of Trade 

o Absolutism 

o Social Contract 

Unit 5: From Order to Re-Order: Revolutions 


Big Ideas: 

• As feudalism declined, stronger national kingdoms emerged under the control of absolute rulers. 

• The spread of ideas during the Enlightenment provoked revolutions in science, philosophy and politics. 

• Political revolutions seek redistribution of political power by means of outside established political 

processes. 

• In England, Parliament gradually took power from absolute rulers and assured basic rights to 

Englishmen. 

• Enlightenment ideas helped spur the American colonies to fight a war of independence and establish a 

new nation that became a model for many nations of the world. 

• The American Civil War ended decades of sectional crises and firmly established the supremacy of the 

United States Constitution. 

o 

Political 

Review of 8 th Grade US History 

Revolutions o English Heritage 

o England 

o Colonial Institutions 

o America 

o American Revolution 

o American Civil o Constitution Principles 

War 

o Bill of Rights 

o States Rights/Civil War 

Unit 6: The French Revolution and Napoleon 


Big Ideas: 

• The collision of absolutism, social unrest, and enlightenment ideas led to a violent revolution in France 

• The radical nature of the French Revolution and the lack of democratic traditions led to the rise of an 

authoritarian regime. 

• The tyranny of Napoleon and aggressive French nationalism resulted in a devastating European war. 

Causes 

Ideas 

Outcomes 

• Absolutism • Separation of • Fall of the Monarchy 

• Economic powers 

• Rise of Napoleon 

problems • Liberty 

• War 

• Class unrest • Equality 

• Democracy 

• Popular 

sovereignty 


• Human rights 

• Constitutionalism 

• Nationalism 

Unit 7: Industrialization, Imperialism, and World War I, 

and the Russian Revolution 


Big Ideas: 

• Invention, innovation, economic strength, and political stability led to an industrial revolution in the world’s 

economic systems 

• The industrial revolution changed the way people lived and worked, introducing a variety of problems. 

• The industrial revolution led to economic, social, and political reforms. 

• The industrial economies’ need for raw materials and new markets led nations to seek economic and 

political influence over less-developed nations. 

• Nationalism, imperialism, militarism, and alliances propelled the industrialized nations into a great world 

war. 

Industrialization Imperialism World War I 

o Causes of the 

Industrial 

Revolution 

o 

o 

Economic 

Causes 

European 

o 

o 

o 

Underlying Causes 

Immediate Causes 

A New kind of War 

o 

o 

Economic 

Growth and 

Change 

Problems of 

Industrial 

Revolution 

Unit 8: The 20 th Century 

o 

Imperialism 

Legacy of 

Colonialism 

o 

o 

US Involvement 

The Treaty and Seeds of a New War 


Big Ideas: 

• The harsh peace treaty that ended World War I left both the war’s losers and the United States feeling 

betrayed. 

• The Great Depression was global in scope and helped to fuel worldwide tensions during the 1930’s. 

• In response to political and economic turmoil, Germany, Italy and Japan turned to totalitarian 

dictatorships. 

• The failure of the world to respond to the aggression of the dictators led to another world war. 

• After suffering initial setbacks, the Allies relied on cooperation, numbers, and the industrial might of the 

United States to win the war. 

• Conflicting Aims of the United States and the Soviet Union led to global competition after World War II. 

Causes of World World War II The Cold War 

War II 

o Axis Advances o Origins of the Cold War 

o Versailles 

Treaty Legacy 

o 

o 

Turning Points 

The Arsenal of 

o 

o 

The Iron Curtain 

US Responses 

o The Great Democracy o The Korean War 

o 

o 

Depression 

The Rise of 

Dictatorships 

Appeasement 

o 

o 

Victory in Europe 

The Atomic 

Bomb

English I 1st Six Weeks Unit Plan - Pasadena Independent School ...

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