English III Unit 4

Big Idea:

Analyze drama to draw conclusions about its structure and elements of drama and provide evidence of understanding.

Using the following:

• The Crucible

Student Expectations:

Priority TEKS

E3.4(A) analyze the themes and characteristics in different periods of modern American drama

E3.5(A) evaluate how different literary elements (e.g., figurative language, point of view) shape the author's portrayal of the plot and setting in works of fiction

E3.5(B) analyze the internal and external development of characters through a range of literary devices

E3.7(A) analyze the meaning of classical, mythological, and biblical allusions in words, phrases, passages, and literary works

15(A) 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 clear thesis statement or controlling idea

(iv) a clear organizational schema for conveying ideas

(v) relevant and substantial evidence and well-chosen details

(vi) information on multiple relevant perspectives and a consideration of the validity, reliability, and relevance of primary and secondary sources

Focus TEKS

E3.12(A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;

E3.12(B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media;

E3.12(C) evaluate the objectivity of coverage of the same event in various types of media; and

E3.12(D) evaluate changes in formality and tone across various media for different audiences and purposes.

E3.14(C) write a script with an explicit or implicit theme, using a variety of literary techniques.

E3.15(D) produce a multimedia presentation (e.g. documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience and sythesizes information from multiple points of view.

Ongoing TEKS

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

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

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

E3.17(A) use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases)

E3.17(B) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex)

E3.18(A) correctly and consistently use conventions of punctuation and capitalization

E3.19(A) spell correctly, including using various resources to determine and check correct spellings

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:

• Analyze particular scenes and evaluate their contribution to theme.
• Analyze the author’s use of characterization.
• Identify author’s use of allegory to convey theme.
• Create a character analysis essay.

Essential Questions:

• How does the use of allegory allow for multiple understandings of a work?
• How do authors use dramatic elements to convey theme?
• How do a character’s actions/motivations relate to overall meaning?

Extra Information:

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

District Grading Policy

Texas Gateway Online Resource Center