English II Unit 5

Big Idea:

Analyze and make inferences about theme, tone, and author’s use of sensory language in different historical contexts and provide evidence to support understanding.

Student Expectations:

Priority TEKS

11(A)[Readiness] evaluate text for the clarity of its graphics and its visual appeal;

11(B)[Readiness] synthesize information from multiple graphical sources to draw conclusions about the ideas presented (e.g., maps, charts, schematics)

Focus TEKS

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

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

6(A)[Supporting] evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction

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

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

5(D) demonstrate familiarity with works by authors from non-English speaking literary traditions with emphasis on 20th century world literature.

15(B) write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans) that include:

(i) organized and accurately conveyed infomation;

(ii) reader-friendly formatting techniques; and

(iii) anticipation of readers’ questions

Ongoing TEKS

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

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

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

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:

• Explain the effects of narration on the plot.
• Analyze the journey of the hero and explain the purpose of the journey.
• Describe and explain the imagery used in the biography.
• List and explain the symbolism used in the novel.
• Explain the historical context of the setting and its effect on the plot.

Essential Questions:

• How does the narration create a more stimulating story?
• How can you describe how the Nazi’s and the Jews are described and characterized?
• What effect does the imagery have on the novel and is this use of figurative language effective in the biography?
• How does the syntax and diction affect the plot?
• What is the author’s purpose for writing this novel and explain your answer?
• In what ways does the author use symbolism to affect the reader?

Extra Information:

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

District Grading Policy

Texas Gateway Online Resource Center