English I Unit 4

Title Suggested Time Frame

Who Were We? Exploring Cultural and Historical Context in Storytelling

4th Six Weeks 6 weeks

Big Ideas/Enduring Understandings Guiding Questions

Writers of fiction, poetry and non-fiction are affected and influenced

by their cultural context (Ex: historical time period, region, societal

beliefs, personal background).

Writers of fiction, poetry and non-fiction use their writing to

comment on societal and cultural trends, issues, and dilemmas.

Writers of fiction, drama and poetry develop themes that are implicitly present in their texts. Writers of non-fiction develop thesi that are explicitly stated in their texts and provide evidence to support their claims.

Affective Questions How is human experience affected by demographics such as race, gender, class, religion, et al.?  How can empathizing with experiences in fiction texts lead to greater understanding(s) of the world around us? Why is empathy a beneficial trait to have?  Reading How does an author’s purpose for creating a text impact the structure, content, and tone of the text?  How does understanding the time period in which a story takes place help readers gain insight to setting, characters, and plot?   How does the use of literary devices enhance an author’s purpose or message?  

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Writing How can my opinion be supported and validated through short answer and expository writing? How can I use fictional examples as supporting details?  How can I benefit from the recursive nature of writing?  How can I apply other authors’ techniques to enhance my own writing? 

Vertical Alignment Expectations

*TEKS one level below* *TEKS one level above*

ELAR TEKS Vertical Alignment Document

Sample Assessment Question ● Students will be able to make inference and draw conclusions about how plot, characters, and theme in fictional texts are affected by the culture and society in which the

story takes place as well as when the author created the story .

Considering the dialect, setting descriptions, and characters in the text, where does this story most likely take place?

1. A coastal country in Africa

2. An island in the South Pacific

3. A coastal country in South America

4. An island in the Caribbean

● Students will be expected to use and explain textual evidence when answering questions and make connections between texts:

Short Answer Response: What impact does racial history have on the character Weaver in A Northern Light? How does this compare to the expository article over Emmett Till?

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Reading Writing

I.2.A B I.3 I.3.A I.4 I.4.A I.5 I.7 I.8

Writing TEKS I.13 

I.15.A.ii I.15.A.iv I.15.A.v I.15.C I.15.C.i

Conventions TEKS I.17 I.18 I.19

Listening & Speaking TEKS  

I.24 I.25 I.26

The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth

and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested

resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district

curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material.

Ongoing TEKS

I.1; I.2; I.3; I. 5 A-D; I. 6; I. 9 D; I. 13 A & B; I. 15 A.ii, iv, v, C. i; I. 17 A-C; I. 18 A, B. i - iii; I. 19; I. 24; I. 25; I. 26; Fig. 19 A & B

Knowledge and Skills

with Student Expectations

District Specificity/ Examples

Vocabulary

Instructional

Strategies

Suggested Resources

Resources listed and categorized to indicate suggested uses. Any additional

resources must be aligned with the TEKS.

Writing

I. 13 - Writing/Writing

Process. Students use

elements of the writing

process (planning, drafting,

revising, editing, and

publishing) to compose text.

Students are expected to:

A. plan a first draft by

selecting the correct genre

for conveying the intended

meaning to multiple

audiences, determining

Students will plan a first draft of an

expository essay and improve the

final product after drafting, revision,

and editing.

Students will structure ideas in a

consistent and persuasive manner in

both timed and untimed situations.

Example Prompt:

Draft

Revise

Edit

Structure Ideas

Sustained

Persuasive

Outlines

Graphic

Organizers

Open-ended

Ratiocination (Revision) Clocking (Editing) Exploding a Moment (Elaboration)

Textbook and Supplemental

Literature:

● You Have Time for This:

Contemporary American

Short Stories, edited by

Mark Budman and Tom

Hazuka

● Flash Fiction: 72 Very

Short Stories, edited by

James Thomas, et. al.

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appropriate topics through a

range of strategies (e.g.,

discussion, background

reading, personal interests,

interviews), and developing a

thesis or controlling idea;

B. structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning; C. 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; D. edit drafts for grammar, mechanics, and spelling; and E. revise final drafts in response to feedback from peers and teacher and publish written work for appropriate audiences.

Write an essay explaining the qualities of a good mentor.

Transitions

Rhetorical Devices Thesis Evidence Transitions Diction Sentence Structure

● Texts and Lessons for

Teaching Literature, edited by Harvey Daniels

and Nancy Steineke

● Speeches taken from

American Rhetoric

● Latino Literature

Anthology

● “Going to Japan” by

Barbara Kingsolver

● “Mother to Son” by Langston Hughes

● “Phenomenal Woman” by Maya Angelou

Activities: Double Entry Journals for Cross-Genre Comparisons of Texts Websites: Ideas for Comparative Analysis Writing Lessons:

I. 15 - Writing/Expository and

Procedural Texts. Students

write expository and

procedural or work-related

texts to communicate ideas

Students will write short answer

responses that analyze fiction pieces,

non-fiction texts, and compare two or

more texts.

Organization

Structure

Thesis

Hook/Lead

-Exemplars used as models 15C --Collaboration/Team

-Various mentor texts -Holt Literature-Writing workshops Write for Texas

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and information to specific

audiences for specific

purposes. Students are

expected to:

A. write an analytical essay of

sufficient length that

includes:

ii. rhetorical devices, and

transitions between

paragraphs;

iv. an organizing structure

appropriate to purpose,

audience, and context; and

v. relevant information and

valid inferences;

C. write an interpretative

response to an expository or

a literary text (e.g., essay or

review) that:

i. extends beyond a summary and literal analysis;

Students will clearly respond to

analytical prompts, providing textual

evidence to support their answers.

Students will write effective

introductory hooks for expository

essays.

Students will write clear thesis

statements for expository essays.

Example Short Answer Response Question: How does the narrator in “The House on Mango Street” compare to the narrator of American Chica? Released STAAR expository prompt: Write an essay explaining why it is sometimes necessary to take a chance. Released STAAR questions: The ___paragraph starts abruptly. Which sentence could be added before sentence __ to best introduce the ideas presented in this paragraph? Which sentence could best be added after sentence __ to support the idea expressed in this sentence?

Turnabout

Quotation

Restate

Opinion

Connect

Comment

Substantiate

Support

Analytical Essay

Sentence

Structure

Transitions

Controlling Ideas

Purpose

Audience

Context

Relevant

Valid

Inference Detail

Quotation

Effective

Replace

Convey

Insert

Express

-Have students bring in examples of procedural documents from home

http://www.writefortexas.org/ Rubric http://tea.texas.gov/student.assessment/staar/writing/ http://www5.esc13.net/thescoop/insight/2011/12/concise-and-precise-important-tips-for-staar-writing/ Project-based learning http://bie.org/object/offsite/pbl_online_org/ http://www.webenglishteacher.com/media.html

Writing Conventions

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I. 17 - Oral and Written

Conventions/Conventions.

Students understand the

function of and use the

conventions of academic

language when speaking and

writing. Students will

continue to apply earlier

standards with greater

complexity. Students are

expected to:

A. use and understand the

function of the following

parts of speech in the

context of reading, writing,

and speaking:

(i) more complex active and passive tenses and verbals (gerunds, infinitives, participles); (ii) restrictive and nonrestrictive relative clauses; and (Supporting) (iii) reciprocal pronouns (e.g., each other, one another) B. identify and use the

subjunctive mood to express

doubts, wishes, and

possibilities; and

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

Students will use and understand a

variety of sentence structures,

including compound, complex, and

compound-complex.

Students will correctly form sentences using the subjunctive mood to express doubts, wishes, and possibilities. Can students demonstrate the function of and use of the conventions of academic language when speaking and writing? Can students use a variety of correctly structured sentences? Assessed with writing, revising, and editing Released STAAR questions: What is the correct way to write sentences __ and __? What change should be made in sentence __?

Parts of Speech

Use

Understand

Compound

Sentence

Complex

Sentence

Compound-Complex Sentence Verbal gerund Active verb tense Passive verb tense Restrictive relative clause Nonrestrictive relative clause Reciprocal pronoun Infinitive Participle

-Create a grammar booklet -Create a children’s booklet for grammar -Peer editing -Radio report

--Holt Elements of Writing -Daily Practice http://larryferlazzo.edublogs.org/2008/12/07/the-best-sites-for-grammar-practice/ http://grammar.ccc.commnet.edu/grammar/quiz_list.htm http://www.chompchomp.com/menu.htm

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I. 18 - Oral and Written

Conventions/Handwriting,

Capitalization, and

Punctuation. Students write

legibly and use appropriate

capitalization and

punctuation conventions in

their compositions. Students

are expected to:

A. use conventions of

capitalization; and

B. use correct punctuation

marks including:

i. quotation marks to

indicate sarcasm or irony;

ii. comma placement in

nonrestrictive phrases,

clauses, and contrasting

expressions; and

iii. dashes to emphasize parenthetical information.

Students will write legibly and

capitalize words correctly in their

compositions.

Students will correctly use quotation

marks to indicate the use of direct

quotes when writing.

Students will use quotation marks to

show sarcasm or irony in expository

writing.

Students will use dashes to emphasize words or phrases in expository writing. Example Questions: What does the use of exclamation points in the phrase “Mall Tends to Get Busier at Christmas!!!” show about the Saunders’ attitude toward the topic?

Conventions

Capitalization

Punctuation Marks (Comma, period, exclamation mark, question mark, et al)

-Exemplars used as models

-Holt Elements of Writing

I. 19 - Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings

Students will use correct spelling, using reference sources, such as the dictionary or thesaurus, to check for spelling errors. Assess with writing, revising, and editing

Resource Backward reading in editing rough drafts.

-Dictionary -Grammar workbook -Most commonly misspelled words list -Thesaurus

Reading I. 2 -

Reading/Comprehension of

Literary Text/Theme and

Students will analyze how the

meanings of texts with similar themes

Theme Meaning Message

-Dialectical journal -Short answer responses using

Various Novels and Short Stories Holt Literature not limited to:

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Genre. Students analyze,

make inferences and draw

conclusions about theme and

genre in different cultural,

historical, and contemporary

contexts and provide

evidence from the text to

support their understanding.

Students are expected to:

A. analyze how the genre of

texts with similar themes

shapes meaning;

C. relate the figurative language of a literary work to its historical and cultural setting.

are shaped by the genre in which

they are written.

Students will explore how the figurative language, imagery, plot points, and characters included in a literary work reflects the history and culture of its setting. Example Question How does the character Mrs. Flowers in Maya Angelou’s “I Know Why the Caged Bird Sings” contribute to the story’s theme? A major theme explored in this play is- – One of (activity) long-established traditions is best exemplified in the description of - How does the genre in __ and __ shape the meaning, even though both selections have similar themes?

Lesson Figurative language Historical Cultural Setting

textual evidence -Brainstorm common themes often found in stories

-Unit 1 The Plot Thickens -Narrative Structure -Unit 2 People Watching Characterization and Point of View -Unit 3 A Sense of Place-Setting, Mood, and Imagery -Unit 4 Getting the Message-Theme and Symbol -Unit 5 Ideas Made Visible-Author’s Purpose -Short story plot diagram from textbook http://www.readwritethink.org/classroom-resources/student-interactives/plot-diagram-30040.html?tab=6 Teaching Plot http://hubpages.com/literature/Very-Short-Stories-For-High-School

I. 3 - Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement,

Students will analyze diction (word

choice) and imagery in various fiction

pieces.

Students will explain the purpose and

effects of figurative language in

fictitious poetry.

Students will compare how the

developments of plot and theme

differs from poetry to fiction.

Imagery

Diction

Imagery

Syntax

Understatement

Overstatement

Personification

Metaphor

Simile

Irony

Paradox

-Journal - Short answer responses using textual evidence

-Holt Lit selections from the following units but not limited to: -Unit 7 Special Effects- The Language of Poetry and poems from other units http://www.loc.gov/poetry/180/

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overstatement, irony, paradox) in poetry.

How does the poem “Phenomenal

Women” by Maya Angelou show the

struggle of females in modern

society?

From released STAAR questions:

Read lines _____ of the poem.

By using this analogy, the poet

emphasizes ________.

Read lines _____ of the poem.

The poet uses these lines to

emphasize the importance of

________.

What is the most likely reason the

poet ends the first stanza after line

___?

I. 4 - Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text.

Students will analyze how setting, characters, dialogue, plot events, and included details are subjective to the cultural influence of the story’s time period as well as the era in which the author wrote the script. Example Question: How do the scene descriptions in “Romeo and Juliet” show how nobility lived in the 15th Century? -What are the structures and elements of drama?

Monologue Soliloquy Dialogue Act Scene Aside Stage Directions/Descriptions

-Dialectical journal - Short answer responses using textual evidence

Holt Literature- drama selections http://www.freereaderstheater.com/free-readers-theater-stories-and-scripts http://www.aaronshep.com/rt/RTE.html

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How do dramatic conventions enhance dramatic text? Are students able to provide evidence from the text to explain how dramatic conventions enhance dramatic text? Released STAAR questions: The reader can infer that – The dialogue in paragraphs 1 and 2 established that the relationship between (characters) is most similar to – Which line of dialogue is best evidence that --? The stage directions in paragraph 3 and 6 provide evidence that – The stage directions in paragraphs 5 and 7 emphasize --

I. 5 -

Reading/Comprehension of

Literary Text/Fiction.

Students understand, make

inferences and draw

conclusions about the

structure and elements of

fiction and provide evidence

from text to support their

understanding. Students are

expected to:

B. analyze how authors

develop complex yet

believable characters in

works of fiction through a

range of literary devices,

including character foils;

Students will analyze how setting, characters, dialogue, plot events, and included details are subjective to the cultural influence of the story’s time period as well as the era in which the author wrote the story. Example Question: How does the dialogue in To Kill a Mockingbird make Tom Robinson’s character more realistic to the 1950s?

Point of View Perspective Tone Imagery Literary Devices

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C. analyze the way in which

a work of fiction is shaped by

the narrator's point of view;

and

D. demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on classical literature.

(E1.7)

Reading/Comprehension of

Literary Text/Sensory

Language. Students

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.

Students are expected to

explain the role of irony,

sarcasm, and paradox in

literary works. (Supporting)

What is the effect of imagery? Can students explain the role of irony, sarcasm, and paradox in literary works? Can students provide evidence from the text to support their understanding inferences, and conclusions? * What was the role of sarcasm in this selection? * What was the author’s purpose in using irony in this selection? *What role did the author’s use of paradoxical language play in this selection? Released STAAR question: *What does the author mean by the lines “____”?

Irony Paradox Sarcasm

-Dialectical journal -Short answer responses using textual evidence

Various novels -Holt Lit selections from the following units but not limited to: - Unit 6- Taking Sides- Argument and Persuasion - Unit 9- Putting It In Context- History, Culture, and the Author

(E1.8)

Reading/Comprehension of

Informational Text/Culture

and History. Students

analyze, make inferences and

draw conclusions about the

Can students analyze the controlling idea and specific purpose of cultural, historical, and contemporary contexts? -Author’s purpose

Vocabulary including but not limited to: Controlling idea Purpose

-Types of Informational Autobiography Biography Descriptive essay Essay

Various novels -Holt Lit selections from the following units but not limited to: -Unit 1- The Plot Thickens- Narrative Structure

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author's purpose in cultural,

historical, and contemporary

contexts and provide

evidence from the text to

support their understanding.

**Students are expected to

explain the controlling idea

and specific purpose of an

expository text and

distinguish the most

important from the less

important details that

support the author's

purpose. (Readiness)

From released STAAR questions: The author includes the information in paragraph __ to ______. The author’s purpose in writing this selection is to – In which line from the article does the author reveal how she would like others to respond to --?

Internet article Magazine article Personal narrative Process description --Short answer responses using textual evidence

-Unit 2- People Watching-Characterization and Point of View -Unit 3- A Sense of Place- Setting, Mood, and Imagery -Unit 4- Getting the Message- Theme and Symbol -Unit 5- Ideas Made Visible- Author’s Purpose

Listening and Speaking I. 24 - Listening and

Speaking/Listening. Students

will use comprehension skills

to listen attentively to others

in formal and informal

settings. Students will

continue to apply earlier

standards with greater

complexity. Students are

expected to:

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;

B. follow and give complex

oral instructions to perform

specific tasks, answer

Students will listen to a speaker,

taking notes that summarize the

speaker’s main points.

Students will write and organize

commentary to explain the speaker’s

ideas in a way that will allow them to

recall and understand the material.

Students will be able to give and

follow complicated verbal

instructions about how to perform a

task or solve a problem.

Students will evaluate/judge whether or not a speaker’s main idea and supporting evidence are effective.

Claim Supporting Details Non-Verbal Communication Delivery

-Holt Lit Elements of Writing

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questions, solve problems,

and complete processes; and

C. evaluate the effectiveness of a speaker's main and supporting ideas

I. 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 presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

Students will speak clearly and stay

on topic.

Students will use eye contact, volume, enunciation, and body language to clearly express ideas when speaking. Can students work productively with others in teams?

-Collaborative learning -Impromptu speaking -Multimedia presentations

-Holt Lit Elements of Writing

I. 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.

Students will work successfully with partners and small groups to analyze various fiction pieces and expository texts written by peers.

Relevant Consensus-building Ground rules

-Problem-solving activities -Collaborative learning --Presentations, sharing

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CISD 2015-2016 Updated Nov. 2015