English I Unit 10

Big Idea:

Read a memoir and analyze elements of literary nonfiction within the cultural and historical context of the time in which the text is written.

Student Expectations:

Priority TEKS

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

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

6(A) [Supporting] analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event

Focus TEKS

7 [Readiness] Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding

8(A) [Readiness] explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author’s purpose

Ongoing TEKS

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

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

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

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

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

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

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

1(C) infer word meaning through the identification and analysis of analogies and other word relationships;

1(D) 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

24(A) 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;

24(B) follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and

24(C) evaluate how the style and structure of a speech support or undermine its purpose or meaning.

25 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.

26 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 interpret how personal examples are used to describe an event or present a point of view.
• I will examine historical and cultural information in the context of the memoir’s setting and plot.
• I will identify differences between literary nonfiction and literary fiction.
• I will analyze author’s purpose in the context of nonlinear plot development.
• I will analyze the way in which literary elements such as descriptive imagery affect the reader’s understanding of setting, characterization, and plot.
• I will identify author’s purpose and explain the significant meaning of the text as a whole.

Essential Questions:

• How do personal examples support author’s purpose and present point of view?
• How do history and culture affect the reader’s understanding of the way in which setting relates to the plot of the memoir?
• Which factors distinguish works of literary nonfiction from literary fiction?
• In what way does author’s purpose affect organization of plot?
• How do literary elements and devices enhance the reader’s understanding of setting, characterization, and plot?
• What was the author’s purpose in writing this text? What is the significance of the story (historically, culturally, globally, personally to the author, etc.)?

Extra Information:

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

District Grading Policy

Texas Gateway Online Resource Center