2022-2023 Scope and Sequence

English Language Arts – English II

29 Days The recommended number of class periods is less than the number of days in the grading cycle

Cycle 1 Aug. 22-Sept. 30, 2022

to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum
documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
Unit
The student will:
Unit 1: Things Teachers Foundational Skills
That Go Bump Report to ELA.10.1.A Engage in meaningful and respectful discourse by listening
in the Night Campuses actively, responding appropriately, and adjusting communication to audiences
Aug. 8 and purposes.
In Unit 1, ELA.10.1.C Give a formal presentation that incorporated a clear thesis and a
students are Teacher logical progression of valid evidence from reliable sources and that employs
introduced to the Service Days eye contact, speaking rate such as pauses for effect, volume, enunciation,
various Aug. 8-12, purposeful gestures, and conventions of language to communicate ideas
metacognitive Aug. 16-19 effectively.
strategies that ELA.10.1.D Participate collaboratively building on the ideas of others,
strong readers Teacher contributing relevant information, developing a plan for consensus building, and
engage in as Prep Day setting ground rules for decision making.
they read. (no students) ⓈELA.10.2.A Use print or digital resources such as glossaries or technical
Students will Aug. 15 dictionaries to clarify and validate understanding of the precise and appropriate
read texts in a meaning of technical or discipline-based vocabulary.
variety of genres Labor Day Ⓡ ELA.10.2.B Analyze context to distinguish among denotative, connotative,
and consider the Sept. 5 and figurative meanings of words.
theme of fear, as ELA.10.3.A Self-select text and read independently for a sustained period of
well as the time.
impact of fear on
our actions. The Comprehension Skills
unit will begin ⓈELA.10.4.C Make and correct or confirm predictions using text features,
with a diagnostic characteristics of genre, and structures.
personal essay ELA.10.4.D Create mental images to deepen understanding.
and close with an ⓈELA.10.4.E Make connections to personal experiences, ideas in other texts,
argumentative and society.
essay in Ⓡ ELA.10.4.F Make inferences and use evidence to support understanding.
response to a Ⓡ ELA.10.4.G Evaluate details read to determine key ideas.
text.
Response Skills
In addition to ELA.10.5.A Describe personal connections to a variety of sources, including
addressing the self-selected texts.
focus standards Ⓡ ELA.10.5.B Write responses that demonstrate understanding of texts,
of the unit, including comparing texts within and across genres.
students will Ⓡ ELA.10.5.C Use text evidence and original commentary to support an
engage in daily interpretive response.
supported Ⓡ ELA.10.5.D Paraphrase and summarize texts in ways that maintain meaning
independent and logical order.
reading and low- ELA.10.5.E Interact with sources in meaningful way such as notetaking,
stakes writing.

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Ⓡ - State Readiness Standard 2022-2023
- Aligned to Upcoming State Readiness Standard
Ⓢ - State Supporting Standard Page 1 of 18
 2022-2023 Scope and Sequence
English Language Arts – English II
29 Days The recommended number of class periods is less than the number of days in the grading cycle
Cycle 1 Aug. 22-Sept. 30, 2022
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
Unit
The student will:
annotating, freewriting, or illustrating.
ELA.10.5.F Respond using acquired content and academic vocabulary as
appropriate.
ELA.10.5.G Discuss and write about the explicit or implicit meanings of text.

Multiple Genres
ⓈELA.10.6.A Analyze how themes are developed through characterization and
plot including comparing similar themes in a variety of literary texts representing
different cultures.
Ⓡ ELA.10.6.B Analyze how authors develop complex yet believable
characters, including archetypes, through historical and cultural settings and
events.
ⓈELA.10.7.A Read and analyze world literature across literary periods.
ⓈELA.10.7.B Analyze the effects of metrics; rhyme schemes; types of rhymes
such as end, internal, slant, and eye; and other conventions in poems across a
variety of poetic forms.
Ⓡ ELAR.10.7.D.i Analyze characteristics and structural elements of
informational texts such as clear thesis, relevant supporting evidence, pertinent
examples, and conclusion.
ELAR.10.7.D.ii Analyze characteristics and structural elements of informational
texts such as the relationship between organizational design and thesis.
Ⓡ ELA.10.7.E.i Analyze characteristics and structural elements of
argumentative texts such as clear arguable claim, appeals, and convincing
conclusion.
Ⓡ ELA.10.7.E.ii Analyze characteristics and structural elements of
argumentative texts such as various types of evidence and treatment of
counterarguments, including concessions and rebuttals.
ELA.10.7.F Analyze characteristics of multimodal and digital texts.

Author’s Purpose and Craft

Ⓡ ELA.10.8.A Analyze the author's purpose, audience, and message within a
text.
ⓈELA.10.8.B Analyze use of text structure to achieve the author's purpose.
Ⓡ ELA.10.8.D Analyze how the author's use of language informs and shapes
the perception of readers.
ⓈELA.10.8.E Analyze the use of literary devices such as irony, sarcasm, and
motif to achieve specific purposes
ⓇELA.10.8.F Analyze how the author’s diction and syntax contribute to the
mood, voice, and tone of a text.
ⓈELA.10.8.G analyze the purpose of rhetorical devices such as appeals,
antithesis, parallelism, and shifts and the effects of logical fallacies.

Composition
ELA.10.9.A Plan a piece of writing appropriate for various purposes and
audiences by generating ideas through a range of strategies such as
brainstorming, journaling, reading, or discussing.
Ⓡ ELA.10.9.B.i Develop drafts into a focused, structured, and coherent piece
of writing in timed and open-ended situations by using an organizing structure

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Ⓡ - State Readiness Standard 2022-2023
- Aligned to Upcoming State Readiness Standard
Ⓢ - State Supporting Standard Page 2 of 18
 2022-2023 Scope and Sequence
English Language Arts – English II
29 Days The recommended number of class periods is less than the number of days in the grading cycle
Cycle 1 Aug. 22-Sept. 30, 2022
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
Unit
The student will:
appropriate to purpose, audience, topic, and context.
Ⓡ ELA.10.9.B.ii Develop drafts into a focused, structured, and coherent piece
of writing in timed and open-ended situations by developing an engaging idea
reflecting depth of thought with specific details, examples, and commentary.
Ⓡ ELA.10.9.C Revise drafts to improve clarity, development, organization,
style, diction, and sentence effectiveness, including use of parallel
constructions and placement of phrases and dependent clauses.
Ⓡ ELA.10.9.D.i Edit drafts using standard English conventions, including a
variety of complete, controlled sentences and avoidance of unintentional
splices, run-ons, and fragments.
ⓈELA.10.9.D.iv Edit drafts using standard English conventions, including
correct capitalization.
ⓈELA.10.9.D.v Edit drafts using standard English conventions, including
punctuation, including commas, semicolons, colons, dashes, and
parentheses to set off phrases and clauses as appropriate; and
Ⓡ ELA.10.10.C Compose argumentative texts using genre characteristics and
craft.

Inquiry and Research

ELA.10.11.A Develop questions for formal and informal inquiry.
ELA.10.11.D Modify the major research question as necessary to refocus the
research plan.
ELA.10.11.E Locate relevant sources.
ELA.10.11.F Synthesize information from a variety of sources
ELA.10.11.I Use an appropriate mode of delivery, whether written, oral, or
multimodal, to present results.

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Ⓡ - State Readiness Standard 2022-2023
- Aligned to Upcoming State Readiness Standard
Ⓢ - State Supporting Standard Page 3 of 18
 2022-2023 Scope and Sequence
English Language Arts – English II
23 Days The recommended number of class periods is less than the number of days in the grading cycle

Cycle 2 Oct. 3 - Nov. 4, 2022

to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum
documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
Unit
The student will:
Unit 2: Insiders Teacher Foundational Skills
and Outsiders Service Day ELA.10.1.A Engage in meaningful and respectful discourse by listening
(no students) actively, responding appropriately, and adjusting communication to audiences
In Unit 2 explores Oct. 4 and purposes.
what it means to ⓈELA.10.2.A Use print or digital resources such as glossaries or technical
be an insider and Fall Holiday dictionaries to clarify and validate understanding of the precise and appropriate
an outsider, as Oct. 5 meaning of technical or discipline-based vocabulary.
well as the ⓇELA.10.2.B Analyze context to distinguish among denotative, connotative,
perspectives that and figurative meanings of words.
are gained from ⓈELA.10.2.C Determine the meaning of foreign words or phrases used
being socially frequently in English such as pas de deux, status quo, déjà vu, avant-garde,
different. and coup d’état.
Throughout this ELA.10.3.A Self-select text and read independently for a sustained period of
unit, students time.
utilize research
and inquiry skills Comprehension Skills
as they ELA.10.4.A Establish purpose for reading assigned and self-selected texts.
participate in a ELA.10.4.B Generate questions about text before, during, and after reading to
book club and deepen understanding and gain information.
read ⓇELA.10.4.F Make inferences and use evidence to support understanding.
supplementary ELA.10.4.G Evaluate details read to determine key ideas.
texts to collect ⓇELA.10.4.H Synthesize information from multiple texts to create new
information. The understanding.
unit closes with ELA.10.4.I Monitor comprehension and make adjustments such as re-reading,
an informational using background knowledge, asking questions, and annotating when
essay in understanding breaks down.
response to a
text. Response Skills
ELA.10.5.A Describe personal connections to a variety of sources, including
In addition to self-selected texts.
addressing the Ⓡ ELA.10.5.B Write responses that demonstrate understanding of texts,
focus standards including comparing texts within and across genres.
of the unit, ⓇELA.10.5.D Paraphrase and summarize texts in ways that maintain meaning
students will and logical order.
engage in daily ELA.10.5.F Respond using acquired content and academic vocabulary as
supported appropriate.
independent Ⓡ ELA.10.5.G Discuss and write about the explicit or implicit meanings of text.
reading and low- ELA.10.5.H Respond orally or in writing with appropriate register, vocabulary,
stakes writing. tone, and voice.
ELA.10.5.I Reflect on and adjust responses when valid evidence warrants.

Multiple Genres
ⓈELA.10.6.D Analyze how historical and cultural settings influence
characterization, plot, and theme across texts.
ⓈELA.10.7.A Read and analyze world literature across literary periods.
ⓇELA.10.7.D.i Analyze characteristics and structural elements of informational
texts such as clear thesis, relevant supporting evidence, pertinent examples,

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Ⓡ - State Readiness Standard 2022-2023
- Aligned to Upcoming State Readiness Standard
Ⓢ - State Supporting Standard Page 4 of 18
 2022-2023 Scope and Sequence
English Language Arts – English II
23 Days The recommended number of class periods is less than the number of days in the grading cycle
Cycle 2 Oct. 3 - Nov. 4, 2022
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
Unit
The student will:
and conclusion.
ⓈELA.10.7.D.ii Analyze characteristics and structural elements of
informational texts such as the relationship between organizational design and
thesis.
ELA.10.7.F Analyze characteristics of multimodal and digital texts.

Author's Purpose and Craft

Ⓡ ELA.10.8.A Analyze the author's purpose, audience, and message within a
text.
ⓈELA.10.8.B Analyze use of text structure to achieve the author's purpose.
ⓈELA.10.8.C Evaluate the author’s use of print and graphic features to
achieve specific purposes.
Ⓡ ELA.10.8.D Analyze how the author’s use of language informs and shapes
the perception of readers.

Composition
Ⓡ ELA.10.9.B.i Develop drafts into a focused, structured, and coherent piece
of writing in timed and open-ended situations by using an organizing structure
appropriate to purpose, audience, topic, and context.
Ⓡ ELA.10.9.B.ii Develop drafts into a focused, structured, and coherent piece
of writing in timed and open-ended situations by developing an engaging idea
reflecting depth of thought with specific details, examples, and commentary.
Ⓡ ELA.10.9.C Revise drafts to improve clarity, development, organization,
style, diction, and sentence effectiveness, including use of parallel
constructions and placement of phrases and dependent clauses.
Ⓡ ELA.10.9.D.i Edit drafts using standard English conventions, including a
variety of complete, controlled sentences and avoidance of unintentional
splices, run-ons, and fragments.
ⓈELA.10.9.D.ii Edit drafts using standard English conventions, including
consistent, appropriate use of verb tense and active and passive voice.
ⓈELA.10.9.D.iii Edit drafts using standard English conventions, including
pronoun-antecedent agreement.
ⓈELA.10.9.D.iv Edit drafts using standard English conventions, including
correct capitalization.
ⓈELA.10.9.D.v Edit drafts using standard English conventions, including
punctuation, including commas, semicolons, colons, dashes, and
parentheses to set off phrases and clauses as appropriate.
ⓈELA.10.9.D.vi Edit drafts using standard English conventions, including
correct spelling.
ELA.10.9.E Publish written work for appropriate audiences.
Ⓡ ELA.10.10.B Compose informational texts such as explanatory essays,
reports, and personal essays using genre characteristics and craft.

Inquiry and Research

ELA.10.11.B Critique the research process at each step to implement changes
as needs occur and are identified.
ELA.10.11.D Modify the major research question as necessary to refocus the
research plan.

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Ⓡ - State Readiness Standard 2022-2023
- Aligned to Upcoming State Readiness Standard
Ⓢ - State Supporting Standard Page 5 of 18
 2022-2023 Scope and Sequence
English Language Arts – English II
23 Days The recommended number of class periods is less than the number of days in the grading cycle
Cycle 2 Oct. 3 - Nov. 4, 2022
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
Unit
The student will:
ELA.10.11.E Locate relevant sources.
ELA.10.11.F Synthesize information from a variety of sources.

GLOBAL GRADUATE - State Process Standard © Houston ISD Curriculum

Ⓡ - State Readiness Standard 2022-2023
- Aligned to Upcoming State Readiness Standard
Ⓢ - State Supporting Standard Page 6 of 18
 2022-2023 Scope and Sequence
English Language Arts – English II
28 Days The recommended number of class periods is less than the number of days in the grading cycle

Cycle 3 Nov. 15-Dec. 21, 2022

to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum
documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
Unit
The student will:
Unit 3: A Kind Thanksgiving Foundational Skills
of Wild Justice Break ELA.10.1.C Give a formal presentation that incorporates a clear thesis and a
Nov. 21-22 logical progression of valid evidence from reliable sources and that employs
Unit 3 explores eye contact, speaking rate such as pauses for effect, volume, enunciation,
the theme of Winter Break purposeful gestures, and conventions of language to communicate ideas
revenge through (students) effectively.
a drama anchor Dec. 22 - Jan. 6 ⓈELA.10.2.A Use print or digital resources such as glossaries or technical
text and other dictionaries to clarify and validate understanding of the precise and appropriate
supporting Winter Break meaning of technical or discipline-based vocabulary.
genres, including (teachers) ⓈELA.10.2.C Determine the meaning of foreign words or phrases used
argumentative Dec. 22 - Jan. 4 frequently in English such as pas de deux, status quo, déjà vu, avant-garde,
texts. As and coup d’état.
students ELA.10.3.A Self-select text and read independently for a sustained period of
consider what time.
drives us to
vengeance, they Comprehension Skills
will gather insight ELA.10.4.A Establish purpose for reading assigned and self-selected texts.
to use in a ELA.10.4.B Generate questions about text before, during, and after reading to
correspondence deepen understanding and gain information.
in response to a ⓈELA.10.4.C Make and correct or confirm predictions using text features,
text. characteristics of genre, and structures.
ⓇELA.10.4.F Make inferences and use evidence to support understanding.
In addition to ⓇELA.10.4.G Evaluate details read to determine key ideas.
addressing the ⓇELA.10.4.H Synthesize information from multiple texts to create new
focus standards understanding.
of the unit, ELA.10.4.I Monitor comprehension and make adjustments such as re-reading,
students will using background knowledge, asking questions, and annotating when
engage in daily understanding breaks down.
supported
independent Response Skills
reading and low- ⓇELA.10.5.C Use text evidence and original commentary to support an
stakes writing. interpretive response.
ELA.10.5.E Interact with sources in meaningful ways such as notetaking,
annotating, freewriting, or illustrating.

Multiple Genres
ⓇELA.10.6.C Analyze isolated scenes and their contribution to the success of
the plot as a whole.
ⓈELA.10.7.A Read and analyze world literature across literary periods.
ⓈELA.10.7.B Analyze the effects of metrics; rhyme schemes; types of rhymes
such as end, internal, slant, and eye; and other conventions in poems across a
variety of poetic forms.
ⓈELA.10.7.C Analyze the function of dramatic conventions such as soliloquies,
dramatic irony, and satire.
ⓇELA.10.7.D.i Analyze characteristics and structural elements of informational
texts such as clear thesis, relevant supporting evidence, pertinent examples,
and conclusion.

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Ⓡ - State Readiness Standard 2022-2023
- Aligned to Upcoming State Readiness Standard
Ⓢ - State Supporting Standard Page 7 of 18
 2022-2023 Scope and Sequence
English Language Arts – English II
28 Days The recommended number of class periods is less than the number of days in the grading cycle
Cycle 3 Nov. 15-Dec. 21, 2022
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
Unit
The student will:
ⓈELA.10.7.D.ii Analyze characteristics and structural elements of
informational texts such as the relationship between organizational design and
thesis.
ⓇELA.10.7.E.i Analyze characteristics and structural elements of
argumentative texts such as clear arguable claim, appeals, and convincing
conclusion.
ⓇELA.10.7.E.ii Analyze characteristics and structural elements of
argumentative texts such as various types of evidence and treatment of
counterarguments, including concessions and rebuttals.
ⓈELA.10.7.E.iii Analyze characteristics and structural elements of
argumentative texts such as identifiable audience or reader.

Author’s Purpose and Craft

ⓇELA.10.8.A Analyze the author's purpose, audience, and message within a
text.
ⓈELA.10.8.B Analyze use of text structure to achieve the author's purpose.
ⓈELA.10.8.C Evaluate the author’s use of print and graphic features to
achieve specific purposes.
ⓈELA.10.8.E Analyze the use of literary devices such as irony, sarcasm, and
motif to achieve specific purposes.
ⓇELA.10.8.F Analyze how the author’s diction and syntax contribute to the
mood, voice, and tone of a text.
ⓈELA.10.8.G Analyze the purpose of rhetorical devices such as appeals,
antithesis, parallelism, and shifts and the effects of logical fallacies.

Composition
ELA.10.9.A Plan a piece of writing appropriate for various purposes and
audiences by generating ideas through a range of strategies such as
brainstorming, journaling, reading, or discussing.
ⓇELA.10.9.B.i Develop drafts into a focused, structured, and coherent piece of
writing in timed and open-ended situations by using an organizing structure
appropriate to purpose, audience, topic, and context.
ⓇELA.10.9.B.ii Develop drafts into a focused, structured, and coherent piece
of writing in timed and open-ended situations by developing an engaging idea
reflecting depth of thought with specific details, examples, and commentary.
ⓇELA.10.9.C Revise drafts to improve clarity, development, organization,
style, diction, and sentence effectiveness, including use of parallel
constructions and placement of phrases and dependent clauses.
ⓇELA.10.9.D.i Edit drafts using standard English conventions, including a
variety of complete, controlled sentences and avoidance of unintentional
splices, run-ons, and fragments.
ⓈELA.10.9.D.iv Edit drafts using standard English conventions, including
correct capitalization.
ⓈELA.10.9.D.v Edit drafts using standard English conventions, including
punctuation, including commas, semicolons, colons, dashes, and
parentheses to set off phrases and clauses as appropriate.
ⓈELA.10.9.D.vi Edit drafts using standard English conventions, including
correct spelling.

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Ⓡ - State Readiness Standard 2022-2023
- Aligned to Upcoming State Readiness Standard
Ⓢ - State Supporting Standard Page 8 of 18
 2022-2023 Scope and Sequence
English Language Arts – English II
28 Days The recommended number of class periods is less than the number of days in the grading cycle
Cycle 3 Nov. 15-Dec. 21, 2022
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
Unit
The student will:
ⓈELA.10.10.D Compose correspondence in a professional or friendly
structure.

Inquiry and Research

ELA.10.11.A Develop questions for formal and informal inquiry.
ELA.10.11.D Modify the major research question as necessary to refocus the
research plan.
ELA.10.11.E Locate relevant sources.
ELA.10.11.F Synthesize information from a variety of sources.
ELA.10.11.G.i Examine sources for credibility and bias, including omission.
ELA.10.11.G.ii Examine sources for faulty reasoning such as incorrect
premise, hasty generalizations, and either-or.
ELA.10.11.H Display academic citations, including for paraphrased and quoted
text, and use source materials ethically to avoid plagiarism.
ELA.10.11.I Use an appropriate mode of delivery, whether written, oral, or
multimodal, to present results.

GLOBAL GRADUATE - State Process Standard © Houston ISD Curriculum

Ⓡ - State Readiness Standard 2022-2023
- Aligned to Upcoming State Readiness Standard
Ⓢ - State Supporting Standard Page 9 of 18
 2022-2023 Scope and Sequence
English Language Arts – English II
33 Days The recommended number of class periods is less than the number of days in the grading cycle to
Cycle 4 Jan. 9 - Feb. 24, 2023
accommodate differentiated instruction, extended learning time, and assessment days. Complete
instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
Unit
The student will:
Unit 4: The Winter Break Foundational Language Skills
Road to (students) ELA.10.1.C Give a formal presentation that incorporates a clear thesis and a
Success Dec. 22 - Jan. 6 logical progression of valid evidence from reliable sources and that employs
eye contact, speaking rate such as pauses for effect, volume, enunciation,
In Unit 4, Winter Break purposeful gestures, and conventions of language to communicate ideas
students will read (teachers) effectively.
and analyze Dec. 22 - Jan. 4 ⓈELA.10.2.A Use print or digital resources such as glossaries or technical
literature about dictionaries to clarify and validate understanding of the precise and appropriate
success. MLK Jr. Day meaning of technical or discipline-based vocabulary.
Throughout this Jan. 16 ⓇELA.10.2.B Analyze context to distinguish among denotative, connotative,
unit, students will and figurative meanings of words.
engage in a book Teacher ELA.10.3.A Self-select text and read independently for a sustained period of
club as they Prep Day time.
review STAAR- (no students)
tested genres, Jan. 5 Comprehension Skills
and they will also ⓇELA.10.4.F Make inferences and use evidence to support understanding.
workshop an Teacher ⓇELA.10.4.G Evaluate details read to determine key ideas.
essay they have Service Day ⓇELA.10.4.H Synthesize information from multiple texts to create new
previously written (no students) understanding.
to make it Jan. 6
STAAR-ready. Response Skills
Teacher ⓇELA.10.5.B Write responses that demonstrate understanding of texts,
In addition to Service Day including comparing texts within and across genres.
addressing the (no students) ⓇELA.10.5.C Use text evidence and original commentary to support an
focus standards Feb. 20 interpretive response.
of the unit, ⓇELA.10.5.D Paraphrase and summarize texts in ways that maintain meaning
students will and logical order.
engage in daily ELA.10.5.E Interact with sources in meaningful ways such as notetaking,
supported annotating, freewriting, or illustrating.
independent ELA.10.5.F Respond using acquired content and academic vocabulary as
reading and low- appropriate.
stakes writing. ⓇELA.10.5G Discuss and write about the explicit or implicit meanings of text.
ELA.10.5.H Respond orally or in writing with appropriate register, vocabulary,
tone, and voice.
ELA.10.5.I Reflect on and adjust responses when valid evidence warrants.
ELA.10.5.J Defend or challenge the authors' claims using relevant text
evidence.

Multiple Genres
ⓈELA.10.6.A Analyze how themes are developed through characterization and
plot, including comparing similar themes in a variety of literary texts
representing different cultures.
ⓇELA.10.6.B Analyze how authors develop complex yet believable characters,
including archetypes, through historical and cultural settings and events.
ⓇELA.10.6.C Analyze isolated scenes and their contribution to the success of
the plot as a whole.
ⓈELA.10.6.D Analyze how historical and cultural settings influence
characterization, plot, and theme across texts.

GLOBAL GRADUATE - State Process Standard © Houston ISD Curriculum

Ⓡ - State Readiness Standard 2022-2023
- Aligned to Upcoming State Readiness Standard
Ⓢ - State Supporting Standard Page 10 of 18
 2022-2023 Scope and Sequence
English Language Arts – English II
33 Days The recommended number of class periods is less than the number of days in the grading cycle to
Cycle 4 Jan. 9 - Feb. 24, 2023
accommodate differentiated instruction, extended learning time, and assessment days. Complete
instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
Unit
The student will:
ⓈELA.10.7.A Read and analyze world literature across literary periods.
ⓈELA.10.7.B Analyze the effects of metrics; rhyme schemes; types of rhymes
such as end, internal, slant, and eye; and other conventions in poems across a
variety of poetic forms.
ⓈELA.10.7.C Analyze the function of dramatic conventions such as asides,
soliloquies, dramatic irony, and satire.
ⓇELA.10.7.D.i Analyze characteristics and structural elements of informational
texts such as clear thesis, relevant supporting evidence, pertinent examples,
and conclusion.
ELA.10.7.D.ii Analyze characteristics and structural elements of informational
texts such as the relationship between organizational design and thesis.
ⓇELA.10.7.E.i Analyze characteristics and structural elements of
argumentative texts such as clear arguable claim, appeals, and convincing
conclusion.
ⓇELA.10.7.E.ii Analyze characteristics and structural elements of
argumentative texts such as various types of evidence and treatment of
counterarguments, including concessions and rebuttals.
ⓈELA.10.7.E.iii Analyze characteristics and structural elements of
argumentative texts such as identifiable audience or reader.

Author’s Purpose and Craft

ⓇELA.10.8.A Analyze the author's purpose, audience, and message within a
text.
ⓈELA.10.8.B Analyze use of text structure to achieve the author's purpose.
ⓈELA.10.8.C Evaluate the author's use of print and graphic features to achieve
specific purposes.
ⓇELA.10.8.D Analyze how the author's use of language informs and shapes
the perception of readers.
ⓈELA.10.8.E Analyze the use of literary devices such as irony, sarcasm, and
motif to achieve specific purposes.
ⓇELA.10.8.F Analyze how the author's diction and syntax contribute to the
mood, voice, and tone of a text.
ⓈELA.10.8.G Analyze the purpose of rhetorical devices such as appeals,
antithesis, parallelism, and shifts and the effects of logical fallacies.

Composition
ⓇELA.10.9.B.i Develop drafts into a focused, structured, and coherent piece of
writing in timed and open-ended situations by using an organizing structure
appropriate to purpose, audience, topic, and context.
ⓇELA.10.9.B.ii Develop drafts into a focused, structured, and coherent piece
of writing in timed and open-ended situations by developing an engaging idea
reflecting depth of thought with specific details, examples, and commentary.
ⓇELA.10.9.C Revise drafts to improve clarity, development, organization,
style, diction, and sentence effectiveness, including use of parallel
constructions and placement of phrases and dependent clauses.
ⓇELA.10.9.D.i Edit drafts using standard English conventions, including a
variety of complete, controlled sentences and avoidance of unintentional
splices, run-ons, and fragments.

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Ⓡ - State Readiness Standard 2022-2023
- Aligned to Upcoming State Readiness Standard
Ⓢ - State Supporting Standard Page 11 of 18
 2022-2023 Scope and Sequence
English Language Arts – English II
33 Days The recommended number of class periods is less than the number of days in the grading cycle to
Cycle 4 Jan. 9 - Feb. 24, 2023
accommodate differentiated instruction, extended learning time, and assessment days. Complete
instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
Unit
The student will:
ⓈELA.10.9.D.ii Edit drafts using standard English conventions, including
consistent, appropriate use of verb tense and active and passive voice.
ⓈELA.10.9.D.iii Edit drafts using standard English conventions, including
pronoun-antecedent agreement.
ⓈELA.10.9.D.iv Edit drafts using standard English conventions, including
correct capitalization.
ⓈELA.10.9.D.v Edit drafts using standard English conventions, including
punctuation, including commas, semicolons, colons, dashes, and
parentheses to set off phrases and clauses as appropriate.
ⓈELA.10.9.D.vi Edit drafts using standard English conventions, including
correct spelling.
ⓇELA.10.10.B Compose informational texts such as explanatory essays,
reports, and personal essays using genre characteristics and craft.
ⓇELA.10.10.C Compose argumentative texts using genre characteristics and
craft.
ⓈELA.10.10.D Compose correspondence in a professional or friendly
structure.

Research and Inquiry

ELA.10.11.I Use an appropriate mode of delivery, whether written, oral, or
multimodal, to present results.

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Ⓡ - State Readiness Standard 2022-2023
- Aligned to Upcoming State Readiness Standard
Ⓢ - State Supporting Standard Page 12 of 18
 2022-2023 Scope and Sequence
English Language Arts – English II
28 Days The recommended number of class periods is less than the number of days in the grading cycle to
Cycle 5 Feb. 27 - Apr. 14, 2023
accommodate differentiated instruction, extended learning time, and assessment days. Complete
instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
Unit
The student will:
Unit 5: Where Spring Break Foundational Skills
Your Treasure Mar. 13-17 ELA.10.1B Follow and give complex oral instructions to perform specific tasks,
Is answer questions, or solve problems and complex processes.
Chávez-Huerta ELA.10.1.C Give a formal presentation that incorporates a clear thesis and a
Unit 5 asks Day logical progression of valid evidence from reliable sources and that employs
students to Mar. 31 eye contact, speaking rate such as pauses for effect, volume, enunciation,
explore big ideas purposeful gestures, and conventions of language to communicate ideas
around wealth Spring Holiday effectively.
and possessions Apr. 7 ELA.10.1.D Participate collaboratively, building on the ideas of others,
through a series contributing relevant information, developing a plan for consensus building, and
of short fiction setting ground rules for decision making.
and multi-genre ELA.10.3.A Self-select text and read independently for a sustained period of
supporting texts. time.
Through these
texts, students Comprehension Skills
will identify ⓈELA.10.4.E Make connections to personal experiences, ideas in other texts,
various elements and society.
of fiction and ⓇELA.10.4.F Make inferences and use evidence to support understanding.
writing, and will ELA.10.4.I Monitor comprehension and make adjustments such as re-reading,
close the unit using background knowledge, asking questions, and annotating when
with a narrative understanding breaks down.
piece in a genre
of their choosing. Response Skills
ⓇELA.10.5.B Write responses that demonstrate understanding of texts,
In addition to including comparing texts within and across genres.
addressing the ⓇELA.10.5.C Use text evidence and original commentary to support an
focus standards interpretive response.
of the unit, ⓇELA.10.5.D Paraphrase and summarize texts in ways that maintain meaning
students will and logical order.
engage in daily ELA.10.5.E Interact with sources in meaningful ways such as notetaking,
supported annotating, freewriting, or illustrating.
independent ELA.10.5.F Respond using acquired content and academic vocabulary as
reading and low- appropriate.
stakes writing. ⓇELA.10.5.G Discuss and write about the explicit or implicit meanings of text.
ELA.10.5.H Respond orally or in writing with appropriate register, vocabulary,
tone, and voice.

Multiple Genres
ⓈELA.10.6.A Analyze how themes are developed through characterization and
plot, including comparing similar themes in a variety of literary texts
representing different cultures.
ⓇELA.10.6.B Analyze how authors develop complex yet believable characters,
including archetypes, through historical and cultural settings and events.
ⓇELA.10.6.C Analyze isolated scenes and their contribution to the success of
the plot as a whole.
ⓈELA.10.6.D Analyze how historical and cultural settings influence
characterization, plot, and theme across texts.
ⓈELA.10.7.A Read and analyze world literature across literary periods.

GLOBAL GRADUATE - State Process Standard © Houston ISD Curriculum

Ⓡ - State Readiness Standard 2022-2023
- Aligned to Upcoming State Readiness Standard
Ⓢ - State Supporting Standard Page 13 of 18
 2022-2023 Scope and Sequence
English Language Arts – English II
28 Days The recommended number of class periods is less than the number of days in the grading cycle to
Cycle 5 Feb. 27 - Apr. 14, 2023
accommodate differentiated instruction, extended learning time, and assessment days. Complete
instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
Unit
The student will:
ⓈELA.10.7.B Analyze the effects of metrics; rhyme schemes; types of rhymes
such as end, internal, slant, and eye; and other conventions in poems across a
variety of poetic forms.
ⓈELA.10.7.C Analyze the function of dramatic conventions such as asides,
soliloquies, dramatic irony, and satire.
ⓇELA.10.7.D.i Analyze characteristics and structural elements of informational
texts such as clear thesis, relevant supporting evidence, pertinent examples,
and conclusion.
ⓈELA.10.7.D.ii Analyze characteristics and structural elements of
informational texts such as the relationship between organizational design and
thesis.

Author's Purpose and Craft

ⓇELA.10.8.D Analyze how the author's use of language informs and shapes
the perception of readers.
ⓈELA.10.8.E Analyze the use of literary devices such as irony, sarcasm, and
motif to achieve specific purposes.
ⓇELA.10.8.F Analyze how the author's diction and syntax contribute to the
mood, voice, and tone of a text.

Composition
ELA.10.9.A Plan a piece of writing appropriate for various purposes and
audiences by generating ideas through a range of strategies such as
brainstorming, journaling, reading, or discussing.
ⓇELA.10.9.B.i Develop drafts into a focused, structured, and coherent piece of
writing in timed and open-ended situations by using an organizing structure
appropriate to purpose, audience, topic, and context.
ⓇELA.10.9.B.ii Develop drafts into a focused, structured, and coherent piece
of writing in timed and open-ended situations by developing an engaging idea
reflecting depth of thought with specific details, examples, and commentary.
ⓇELA.10.9.C Revise drafts to improve clarity, development, organization,
style, diction, and sentence effectiveness, including use of parallel
constructions and placement of phrases and dependent clauses.
ⓇELA.10.9.D.i Edit drafts using standard English conventions, including a
variety of complete, controlled sentences and avoidance of unintentional
splices, run-ons, and fragments.
ⓈELA.10.9.D.ii Edit drafts using standard English conventions, including
consistent, appropriate use of verb tense and active and passive voice.
ⓈELA.10.9.D.iii Edit drafts using standard English conventions, including
pronoun-antecedent agreement.
ⓈELA.10.9.D.iv Edit drafts using standard English conventions, including
correct capitalization.
ⓈELA.10.9.D.v Edit drafts using standard English conventions, including
punctuation, including commas, semicolons, colons, dashes, and
parentheses to set off phrases and clauses as appropriate.
ⓈELA.10.9.D.vi Edit drafts using standard English conventions, including
correct spelling.
ELA.10.9.E Publish written work for appropriate audiences.

GLOBAL GRADUATE - State Process Standard © Houston ISD Curriculum

Ⓡ - State Readiness Standard 2022-2023
- Aligned to Upcoming State Readiness Standard
Ⓢ - State Supporting Standard Page 14 of 18
 2022-2023 Scope and Sequence
English Language Arts – English II
28 Days The recommended number of class periods is less than the number of days in the grading cycle to
Cycle 5 Feb. 27 - Apr. 14, 2023
accommodate differentiated instruction, extended learning time, and assessment days. Complete
instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
Unit
The student will:
ELA.10.10.A Compose literary texts such as fiction and poetry using genre
characteristics and craft.
ⓈELA.10.10.D Compose correspondence in a professional or friendly
structure.

Inquiry and Research

ELA.10.11.C Develop and revise a plan.
ELA.10.11.I Use an appropriate mode of delivery, whether written, oral, or
multimodal, to present results.

GLOBAL GRADUATE - State Process Standard © Houston ISD Curriculum

Ⓡ - State Readiness Standard 2022-2023
- Aligned to Upcoming State Readiness Standard
Ⓢ - State Supporting Standard Page 15 of 18
 2022-2023 Scope and Sequence
English Language Arts – English II
31 Days The recommended number of class periods is less than the number of days in the grading cycle to
Cycle 6 Apr. 17 - May 31, 2023
accommodate differentiated instruction, extended learning time, and assessment days. Complete
instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
Unit
The student will:
Unit 6: Justice Memorial Day Foundational language Skills
and Injustice May 29 ELA.10.1.A Engage in meaningful and respectful discourse by listening
actively, responding appropriately, and adjusting communication to audiences
Unit 6 explores Teacher and purposes.
the theme of Prep Day ELA.10.1.B Follow and give complex oral instructions to perform specific tasks,
justice and (no students) answer questions, or solve problems and complex processes.
injustice using an June 1 ELA.10.1.C Give a formal presentation that incorporates a clear thesis and a
epic play as an logical progression of valid evidence from reliable sources and that employs
anchor text. eye contact, speaking rate such as pauses for effect, volume, enunciation,
Students will purposeful gestures, and conventions of language to communicate ideas
write a literary effectively.
analysis based ELA.10.3.A Self-select text and read independently for a sustained period of
on a genre study time.
of various
responses to Comprehension
literature to ELA.10.4.A Establish purpose for reading assigned and self-selected texts.
prepare for ELA.10.4.B Generate questions about text before, during, and after reading to
writing products deepen understanding and gain information.
in the upcoming ELA.10.4.D Create mental images to deepen understanding.
school year. ⓈELA.10.4.E Make connections to personal experiences, ideas in other texts,
and society.
In addition to ⓇELA.10.4.F Make inferences and use evidence to support understanding.
addressing the ⓇELA.10.4.G Evaluate details read to determine key ideas.
focus standards ⓇELA.10.4.H Synthesize information from multiple texts to create new
of the unit, understanding.
students will ELA.10.4.I Monitor comprehension and make adjustments such as re-reading,
engage in daily using background knowledge, asking questions, and annotating when
supported understanding breaks down.
independent
reading and low- Response Skills
stakes writing. ELA.10.5.A Describe personal connections to a variety of sources, including
self-selected texts.
ⓇELA.10.5.B Write responses that demonstrate understanding of texts,
including comparing texts within and across genres.
ⓇELA.10.5.C Use text evidence and original commentary to support an
interpretive response.
ⓇELA.10.5.D Paraphrase and summarize texts in ways that maintain meaning
and logical order.
ELA.10.5.E Interact with sources in meaningful ways such as notetaking,
annotating, freewriting, or illustrating.
ELA.10.5.F Respond using acquired content and academic vocabulary as
appropriate.
ⓇELA.10.5.G Discuss and write about the explicit or implicit meanings of text.
ELA.10.5.H Respond orally or in writing with appropriate register, vocabulary,
tone, and voice.
ELA.10.5.I Reflect on and adjust responses when valid evidence warrants.
ELA.10.5.J Defend or challenge the authors' claims using relevant text
evidence.

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Ⓡ - State Readiness Standard 2022-2023
- Aligned to Upcoming State Readiness Standard
Ⓢ - State Supporting Standard Page 16 of 18
 2022-2023 Scope and Sequence
English Language Arts – English II
31 Days The recommended number of class periods is less than the number of days in the grading cycle to
Cycle 6 Apr. 17 - May 31, 2023
accommodate differentiated instruction, extended learning time, and assessment days. Complete
instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
Unit
The student will:

Multiple Genres
ⓈELA.10.6.A Analyze how themes are developed through characterization and
plot, including comparing similar themes in a variety of literary texts
representing different cultures.
ⓇELA.10.6.B Analyze how authors develop complex yet believable characters,
including archetypes, through historical and cultural settings and events.
ⓇELA.10.6.C Analyze isolated scenes and their contribution to the success of
the plot as a whole.
ⓈELA.10.6.D Analyze how historical and cultural settings influence
characterization, plot, and theme across texts.
ⓈELA.10.7.A Read and analyze world literature across literary periods.
ⓇELA.10.7.D.i Analyze characteristics and structural elements of informational
texts such as clear thesis, relevant supporting evidence, pertinent examples,
and conclusion.
ⓈELA.10.7.D.ii Analyze characteristics and structural elements of
informational texts such as the relationship between organizational design and
thesis.
ELA.10.7.F Analyze characteristics of multimodal and digital texts.

Author's Purpose and Craft

ⓇELA.10.8.A Analyze the author's purpose, audience, and message within a
text.
ⓈELA.10.8.B Analyze use of text structure to achieve the author's purpose.
ⓈELA.10.8.C Evaluate the author's use of print and graphic features to achieve
specific purposes.
ⓇELA.10.8.D Analyze how the author's use of language informs and shapes
the perception of readers.
ⓈELA.10.8.E Analyze the use of literary devices such as irony, sarcasm, and
motif to achieve specific purposes.
ⓇELA.10.8.F Analyze how the author's diction and syntax contribute to the
mood, voice, and tone of a text
ⓈELA.10.8.G Analyze the purpose of rhetorical devices such as appeals,
antithesis, parallelism, and shifts and the effects of logical fallacies.

Composition
ELA.10.9.A Plan a piece of writing appropriate for various purposes and
audiences by generating ideas through a range of strategies such as
brainstorming, journaling, reading, or discussing.
ⓇELA.10.9.B.i Develop drafts into a focused, structured, and coherent piece of
writing in timed and open-ended situations by using an organizing structure
appropriate to purpose, audience, topic, and context.
ⓇELA.10.9.B.ii Develop drafts into a focused, structured, and coherent piece
of writing in timed and open-ended situations by developing an engaging idea
reflecting depth of thought with specific details, examples, and commentary.
ⓇELA.10.9.C Revise drafts to improve clarity, development, organization,
style, diction, and sentence effectiveness, including use of parallel

GLOBAL GRADUATE - State Process Standard © Houston ISD Curriculum

Ⓡ - State Readiness Standard 2022-2023
- Aligned to Upcoming State Readiness Standard
Ⓢ - State Supporting Standard Page 17 of 18
 2022-2023 Scope and Sequence
English Language Arts – English II
31 Days The recommended number of class periods is less than the number of days in the grading cycle to
Cycle 6 Apr. 17 - May 31, 2023
accommodate differentiated instruction, extended learning time, and assessment days. Complete
instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
Unit
The student will:
constructions and placement of phrases and dependent clauses.
ⓇELA.10.9.D.i Edit drafts using standard English conventions, including a
variety of complete, controlled sentences and avoidance of unintentional
splices, run-ons, and fragments.
ⓈELA.10.9.D.ii Edit drafts using standard English conventions, including
consistent, appropriate use of verb tense and active and passive voice.
ⓈELA.10.9.D.iii Edit drafts using standard English conventions, including
pronoun-antecedent agreement.
ⓈELA.10.9.D.iv Edit drafts using standard English conventions, including
correct capitalization.
ⓈELA.10.9.D.v Edit drafts using standard English conventions, including
punctuation, including commas, semicolons, colons, dashes, and
parentheses to set off phrases and clauses as appropriate.
ⓈELA.10.9.D.vi Edit drafts using standard English conventions, including
correct spelling.
ELA.10.9.E Publish written work for appropriate audiences.
ⓈELA.10.10.D Compose correspondence in a professional or friendly
structure.

Research and Inquiry

ELA.10.11.C Develop and revise a plan.
ELA.10.11.H Display academic citations, including for paraphrased and quoted
text, and use source materials ethically to avoid plagiarism.
ELA.10.11.I Use an appropriate mode of delivery, whether written, oral, or
multimodal, to present results.

GLOBAL GRADUATE - State Process Standard © Houston ISD Curriculum

Ⓡ - State Readiness Standard 2022-2023
- Aligned to Upcoming State Readiness Standard
Ⓢ - State Supporting Standard Page 18 of 18