English III Unit 3

Big Idea:

Break down the writing process and write concisely about literature.

Student Expectations:

Priority TEKS

E3. 7 understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Expected to analyze the meaning of classical, mythological, and biblical allusions in words, phrases, passages, and literary works.

E3. 10(B) analyze historical and contemporary political debates for such logical fallacies as non-sequiturs, circular logic, and hasty generalizations.

Focus TEKS

E3.8(A) analyze how the style, tone, and diction of a text advance the author's purpose and perspective or stance

E3.2(B) relate the characters and text structures of mythic, traditional, and classical literature to 20th and 21st century American novels, plays, or films; and

E3.2(C) relate the main ideas found in a literary work to primary source documents from its historical and cultural setting.

Ongoing TEKS

E3.1(E) use general and specialized dictionaries, thesauri, glossaries, histories of language, books of quotations, and other related references (printed or electronic) as needed

E3.1(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

E3.1(C) infer word meaning through the identification and analysis of analogies and other word relationships

E3.1(D) synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence

E3.1(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words

E3.24(A) listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; and

E3.24(B) evaluate the clarity and coherence of a speaker's message and critique the impact of a speaker's diction and syntax on an audience.

E3 (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 give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

E3 (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, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.

Learning Targets:

• Understand and utilize the steps of the writing process.
• Revise and edit drafts to produce polished writing.
• Write concisely about the connections between texts and thematic content.

Essential Questions:

• How does revision and editing improve the quality of final drafts?
• How do we use the written word to communicate effectively?

Extra Information:

Adopted Textbook: Texas Treasures - American Literature, McGraw-Hill

District Grading Policy

Texas Gateway Online Resource Center