English III Unit 7

Big Idea:

Analyze fictional literature for theme, literary allusions, figurative language, plot and personal connections.

Student Expectations:

Priority TEKS

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;

E3.5 (C) analyze the impact of narration when the narrator's point of view shifts from one character to another; and

E3.5 (D) demonstrate familiarity with works by authors in American fiction from each major literary period.

Focus TEKS

E3.8 analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze how the style, tone, and diction of a text advance the author's purpose and perspective or stance.

E3.2 (A) analyze the way in which the theme or meaning of a selection represents a view or comment on the human condition;

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(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

E3.24(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 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 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

Learning Targets:

• Evaluate the use of text structure to achieve the author's purpose.
• Evaluate how the author's diction and syntax contribute to the effectiveness of a text.
• Critique and evaluate how the author's use of language informs and shapes the perception of readers.
• Analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme.
• Discuss and write about the explicit and implicit meanings of text.
• Analyze text using the different levels of Bloom’s Taxonomy.

Essential Questions:

• What are the merits of a short story versus a longer piece of prose?
• Which literary devices are most effective at advancing plot and theme?
• How do authors build complex meaning within the confines of the short story form?

Extra Information:

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

District Grading Policy

Texas Gateway Online Resource Center