English I Unit 1

Big Idea:

Analyze short fictional texts by evaluating the way in which literary elements contribute to author’s purpose.

Student Expectations:

Priority TEKS

EI.2(C) [Supporting] relate the figurative language of a literary work to its historical and cultural setting.

EI.5(A) [Supporting] analyze non-linear plot development (e.g., flashbacks, foreshadowing,sub-plots, parallel plot structures)and compare it to linear plot development)

EI.7(A) [Supporting] explain the role of irony, sarcasm, and paradox in literary works

EI.15(C) [Supporting] write an interpretive response to an expository or a literary text (e.g., essay or review) that:

(i) extends beyond a summary and literal analysis

(ii) addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations

(iii) analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices

Focus TEKS

EI.2(B) [Supporting] analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature

EI.12(A) [Supporting] evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;

EI.12(B) [Not Tested] analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music);

EI.12(C) [Not Tested] examine how individual perception or bias in coverage of the same event influences the audience; and

EI.12(D) [Supporting] evaluate changes in formality and tone within the same medium for specific audiences and purposes

Ongoing TEKS

EI.19(B) [Readiness] make complex inferences about text and use textual evidence to support understanding.

EI.1(A) [Supporting] determine the meaning of grade‐level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes

EI.1(B) [Readiness] analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words

EI.1(E) [Readiness] use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology

EI.13(B) [Readiness] structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open‐ ended situations that include transitions and the rhetorical devices used to convey meaning

EI.15(A) [Readiness] write an [analytical] essay of sufficient length that includes:

(i) effective introductory and concluding paragraphs and a variety of sentence structures

(ii) rhetorical devices, and transitions between paragraphs

(iii) a controlling idea or thesis

(iv) an organizing structure appropriate to purpose, audience, and context

(v) relevant information and valid inferences

EI.1(C) [Not Tested] infer word meaning through the identification and analysis of analogies and other word relationships;

EI.1(D) [Supporting] show the relationship between the origins and meaning of foreign words or phrases used frequently in written English and historical events or developments (e.g., glasnost, avant-garde, coup d'état); and

EI.24(A) [Not Tested] listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the content for clarification and elaboration;

EI.24(B) [Not Tested] follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and

EI.24(C) [Not Tested] evaluate how the style and structure of a speech support or undermine its purpose or meaning.

EI.25 [Not Tested] Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

EI.26 [Not Tested] Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.

Student Learning Targets:

• I will analyze scenes in a short story and determine how they contribute to the plot.
• I will evaluate the different forms of narration used in literary fiction.
• I will analyze the differences in characters and their moral dilemmas.
• I will draw conclusions about how an author’s sensory language creates imagery.
• I will provide text from the novel to support their understanding of their drawn conclusions based upon the reading.
• I will explain the use of figurative language to further the plot.
• I will use Assertion, Proof, Explain to create a literature response.

Essential Questions:

• Why did the author use imagery in the story?
• How can you analyze a character and explain multiple traits that can be supported with textual evidence?
• How do isolated scenes contribute to the success of the plot?
• In what ways can you describe the author’s purpose in using the narration form used in the novel?
• What are some examples of symbolism in the narrative and give textual evidence to support your answer?
• How does the main idea of the story and the author’s purpose based on textual evidence affect the plot?
• What is the tone of the story and what are the methods used to convey the tone?
• How did you prove your assertion in the literary response?

Extra Information:

Adopted Textbook: Texas Treasures - Course 4, McGraw-Hill

District Grading Policy

Texas Gateway Online Resource Center