English III Unit 9

Big Idea:

Analyze literary fiction for characterization, symbolism, and personal connections.

Using the following:

• The Great Gatsby

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

E3.8 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.

E3.24(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:

• Analyze the novel for the use of symbolism and its connection to theme.
• Examine how the historical time period of a work contributes to meaning.
• Analyze the author’s use of 1st person point of view and its connection to the overall meaning of the work.

Essential Questions:

• How does the author use symbolism to convey meaning?
• How does the author’s use of point of view affect the reader’s understanding of the events in the novel?
• In what ways does the theme of this novel comment upon the time period in which it was written/set?

Extra Information:

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

District Grading Policy

Texas Gateway Online Resource Center