English I Unit 5

Big Idea:

Make inferences and draw conclusions about the structure and elements of poetry and provide evidence of their understanding.

Student Expectations:

Priority TEKS

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

3(A)[Supporting] analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry

Focus TEKS

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

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

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

14(B) write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads)

Ongoing TEKS

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 analyze the structure of a poem including rhyme scheme and meter.
• I will analyze the graphic elements of a poem and how they affect the overall presentation.
• I will compare and contrast poems from the same time period to find similar themes.
• I will demonstrate how figurative language in a poem relates to the historical setting.
• I will analyze the symbolism used in a poem and how it differs from the use of simile and metaphor.
• I will analyze the poem for irony, sarcasm and paradox and explain their importance.

Essential Questions:

• How does the author’s use of imagery affect the poem?
• What effect does the use of symbolism have on the overall presentation of the poem?
• In what ways does the historical or cultural setting of the poem affect the theme?
• How does the structure of the poem affect reader’s comprehension and understanding?
• Can you explain what the tone of the poem is and how it is established by the author?

Extra Information:

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

District Grading Policy

Texas Gateway Online Resource Center