English I Unit 8

Big Idea:

Evaluate the way in which a classical epic poem establishes the archetypal Hero’s Journey which appears across texts spanning literary history.

Student Expectations:

Priority TEKS

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

2(A) [Supporting] analyze how the genre of texts with similar themes shapes meaning

5(D) demonstrate familiarity with works by authors from non-English speaking literary traditions with emphasis on classical literature

Focus TEKS

5(B) [Readiness] analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils

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

5(C) [Supporting] analyze the way in which a work of fiction is shaped by the narrator’s point of view

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

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

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 poetry and build an understanding of plot, characterization, and literary elements.
• I will explain how the archetypal hero’s journey affects the plot and organizational structure of the epic poem.
• I will demonstrate the use of characterization of an archetype to enhance the plot of the epic poem.
• I will analyze author’s purpose and how narrator’s point of view affects the reader’s understanding of the text.
• I will analyze the influence of myth on the work of epic poetry and how it affects modern literature.

Essential Questions:

• How are plot, characterization, and literary elements represented in this work of epic poetry?
• What is the archetypal hero’s journey and how does it affect the plot of the poem?
• In what ways does the characterization of an archetype enhance the plot of the poem?
• What is the narrator’s point of view and what is the author’s purpose in choosing that perspective?
• How does author’s purpose and their chosen POV affect the reader’s understanding of plot?
• How does myth affect the plot of the poem?
• How do myth and the content of the epic poem affect 20th and 21st century texts (literature, tv, movies, etc.)?

Extra Information:

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

District Grading Policy

Texas Gateway Online Resource Center