English II Unit 9

Big Idea:

Students will understand, make inferences and draw conclusions about literary text and provide evidence to support understanding.

Student Expectations:

Priority 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

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.

5(B)[Supporting] analyze differences in the characters’ moral dilemmas in works of fiction across different countries or cultures

5(C)[Supporting] evaluate the connection between forms of narration (e.g., unreliable, omniscient) and tone in works of fiction

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

5(A)[Readiness] analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction

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

8(A)[Readiness] analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details

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 to 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 scenes in a novel and determine how they contribute to the plot.
• Evaluate the different forms of narration used in literary fiction.
• Analyze the differences in characters and their moral dilemmas.
• Draw conclusions about how an author’s sensory language creates imagery.
• Provide text from the novel to support their understanding of their drawn conclusions based upon the reading.

Essential Questions:

• Why did the author use imagery to create the setting before each chapter of the novel?
• How can you analyze a character and explain multiple traits that can be supported with textual evidence?
• How do isolated scenes move to plot forward and explain how they contribute to the success of the plot?
• In what ways can you describe the author’s purpose in using the narration form used in the novel?
• What are some examples of symbolism in the novel and give textual evidence to support your answer?
• How can you explain the main idea of the novel and the author’s purpose based on textual evidence?

Extra Information:

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

District Grading Policy

Texas Gateway Online Resource Center