English II Unit 4

Big Idea:

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

Student Expectations:

Priority TEKS

3(A)[Supporting] analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word position) in poetry

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

Focus TEKS

2(A)[Supporting] compare and contrast differences in similar themes expressed in different time periods

2(B)[Supporting] analyze archetypes (e.g., journey of a hero, tragic flaw) traditional and classical literature

7(A)[Supporting] explain the function of symbolism, allegory, and allusions in literary works

Ongoing TEKS

13(A)[Supporting] plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies(e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea

13(C)[Supporting] revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed

13(D)[Supporting] edit drafts for grammar, mechanics, and spelling

13(E)[Supporting] revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences

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

1(A) 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) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words;

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

1(E) 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.

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.

Learning Targets:

• Analyze the structure of a poem including rhyme scheme and meter.
• Analyze the graphic elements of a poem and how they affect the overall presentation.
• Compare and contrast poems from the same time period to find similar themes.
• Demonstrate how figurative language in a poem relates to the historical setting.
• Analyze the symbolism used in a poem and how it differs from the use of simile and metaphor.

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?

Extra Information:

Adopted Textbook: Texas Treasures - Course 5, McGraw-Hill

District Grading Policy

Texas Gateway Online Resource Center