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Revised ELAR TEKS Alignment
For Reading, Writing & Social Studies
Suggested literary devices are also included for each selection.
by Gina Graham
Dear Teachers,
Text Structures From the Masters offers students a wide variety of mentor texts written from 400BCE to 2012. Readers will become
writers by standing on the shoulders of the masters included in this book.
The revised ELAR TEKS alignment showcases how reading and writing develop over time and from one grade level to the next.
Strand 1: Foundational skills for readers/writers
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinkingo oral languageo beginning reading and writingo vocabularyo fluencyo self-sustained reading
Strand 2: Comprehending texts (former Fig. 19)
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple textsStrand 3: Responding to texts
Response skills: listening, reading, writing, and thinking using multiple textsStrand 4: Genres
Multiple genres: listening, speaking, reading, writing and thinking using multiple textso literary elementso genres
Strand 5: Author’s Choices
Author’s purpose and craft: listening, speaking, reading, writing and thinking using multiple textsStrand 6: Writing
Composition: listening, speaking, reading, writing and thinking using multiple textso writing processo genres
Strand 7: Research
Inquiry and research: listening, speaking, reading, writing and thinking using multiple texts
In addition to the reading and writing TEKS, social studies TEKS have been included, where applicable. Veteran social studies
teachers will be able to use the selections across grade levels and for a variety of purposes.
Accompanying each selection, is a suggested literary device. Each selection was written by a masterful writer who used a number of
literary devices knowingly and/or unknowingly when crafting their writing. We want students to be able to recognize these literary
techniques as both a reader and a writer.
Teachers may want to conduct a “scavenger hunt” to see how many literary devices can be found in one or more of the selections.
History comes to life through the words of some of America’s greatest writers. Students can bring their writing to new heights by
following the text structure and kernel essay that accompanies each historical document.
Text Structures From the Masters is a fun book to read. American history is best told by those who helped shape it.
Thank you Gretchen and Jennifer for gathering these mentor texts into one book!
Gina Graham
Text Structures From the Masters
1 | P a g eTEKS alignment by Gina Graham. © 2019
Lesson 1. Hippocratic Oath
Text Structure: Stepping Up to a New Role
Literary Device
Metanoia: a transformative change of heart; especially: a spiritual conversion
https://www.merriam-webster.com/dictionary/metanoia http://mrsoria.wikia.com/wiki/Metanoia
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of
argumentative text by:
7(E) analyze characteristics and structural elements of argumentative
texts such as:
7(E) critique and
evaluate
characteristics and
structural elements
of argumentative
texts such as:
(i) identifying the claim; (i) identifying
the claim and
analyzing the
argument;
(i) clear arguable claim, appeals, and
convincing conclusion;
(i) clear arguable thesis, appeals, structure
of the argument, convincing conclusion, and
call
to action;
(ii)
distinguishing
facts from
opinion; and
(ii) explaining
how the
author has
used facts for
an argument;
and
(ii)
explaining
how the
author has
used facts
for or
against an
argument;
and
(ii) explaining
how the
author uses
various types
of evidence
to support
the
argument;
(ii) explaining
how the
author uses
various types
of evidence
and
consideration
of alternatives
to support the
argument; and
(ii) identifying
and explaining
the counter
argument;
and
(ii) various types of evidence and treatment of counterarguments, including concessions and
rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Text Structures From the Masters
2 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
12(C) compose argumentative texts, including opinion
essays, using genre characteristics and craft
11(C) compose multi- paragraph argumentative texts
using genre characteristics and craft
10(C) compose argumentative texts using genre characteristics and craft
World History Studies (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions
Text Structures From the Masters
3 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 2. Speech to Captain John Smith
Text Structure: Can’t We Just Get Along?
Literary Device
Pathos: Pathos is a quality of an experience in life or a work of art that stirs up emotions of pity, sympathy and sorrow.
https://literarydevices.net/pathos/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(iii)
organizational
patterns such as
cause and effect
and problem
and solution;
(iii)
organizational
patterns such as
compare and
contrast;
(iii)
organizational
patterns such as
logical order and
order of
importance;
(iii)
organizational
patterns such as
definition,
classification,
advantage, and
disadvantage;
(iii)
organizational
patterns that
support multiple
topics,
categories, and
subcategories;
(ii) multiple organizational patterns
within a text to develop the thesis;
(ii) the
relationship
between
organizational
design and thesis;
(ii) the relationship between
organizational design and author's
purpose;
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
Text Structures From the Masters
4 | P a g e TEKS alignment by Gina Graham. © 2019
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10 (B) explain how the use of text
structure contributes to the author's
purpose
9 (B) analyze how the use of text structure contributes to the author's purpose 8 (B) analyze how the use of text structure contributes to the author's purpose
8 (B) evaluate use of text structure to achieve the author's purpose
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that
are meaningful. The student is expected to:
12 (B) compose informational texts, including brief
compositions that convey information about a topic, using a
clear central idea and genre characteristics and craft
11 (B) compose informational texts, including multi-
paragraph essays that convey information about a topic, using
a clear controlling idea or thesis statement and genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
and personal essays using genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
resumes, and personal essays using
genre characteristics and craft
Grade 8 (1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: (C) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War.
United States History (26) Culture. The student understands how people from various groups contribute to our national identity. The student is expected to: (B) discuss the Americanization movement to assimilate immigrants and American Indians into American culture.
Text Structures From the Masters
5 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 3. Mayflower Compact
Text Structure: Team Promise
Literary Device
Thesis: A thesis statement is carefully chosen by a writer and is marked by vigilant selection of words that will never miss its target.
https://literarydevices.net/thesis/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(i) the central
idea with
supporting
evidence;
(i) the central
idea with
supporting
evidence;
(i) the central
idea with
supporting
evidence;
(i) the controlling
idea or thesis
with supporting
evidence;
(i) the controlling
idea or thesis
with supporting
evidence;
(i) the controlling
idea or thesis
with supporting
evidence;
(i) clear thesis,
relevant
supporting
evidence,
pertinent
examples, and
conclusion; and
(i) clear thesis,
relevant
supporting
evidence,
pertinent
examples, and
conclusion; and
(i) clear thesis,
strong
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
(i) clear thesis,
effective
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to: 10(A) Explain the author's purpose and message within a
text
9(A) analyze the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message
within a text
8(A) evaluate the
author's purpose,
audience, and
message within a
text
Text Structures From the Masters
6 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
12 (B) compose informational texts, including brief
compositions that convey information about a topic, using a
clear central idea and genre characteristics and craft
11 (B) compose informational texts, including multi-
paragraph essays that convey information about a topic, using
a clear controlling idea or thesis statement and genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
and personal essays using genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
resumes, and personal essays using
genre characteristics and craft
Grade 8 (1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: (C) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War.
(15) Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. The student is expected to: (A) identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti-Federalist writings, on the U.S. system of government
Text Structures From the Masters
7 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 4. Plymouth Plantation
Text Structure: Humble Request for Help
Literary Device
Exposition: Exposition is a literary device used to introduce background information about events, settings, characters etc. to the audience or readers
https://literarydevices.net/exposition/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own
products and performances. The student is expected to:
10 (A) explain the author's purpose and message within a text 9 (A) explain the author's purpose and message within a text 8 (A) analyze the author's purpose, audience, and message within a text
10 (B) explain how the use of text structure to achieve the
author's purpose
10 (B) analyze how the use of text structure to achieve the
author's purpose
9 (B) analyze how the use of text
structure to achieve the author's
purpose
8 (B) analyze use of text structure to
achieve the author's purpose
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
11 (D) compose correspondence such as thank you notes or letters
11 (D) compose correspondence that
requests information
10 (D) compose correspondence that reflects an opinion,
registers a complaint, or requests information in a business or
friendly structure
9 (D) compose correspondence in a
professional or friendly structure
11 (D) compose correspondence such as thank you notes or letters
Grade 8 (1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: (C) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War.
Text Structures From the Masters
8 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 5. Letter to William and Mary College
Text Structure: No, Thank You
Literary Device
Comparison: Comparison is a rhetorical or literary device in which a writer compares or contrasts two people, places, things, or ideas.
https://literarydevices.net/comparison/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
9 (D) recognize characteristics and
structures of informational text,
including:
9 (D) analyze
characteristics and
structural
elements of
informational text,
including:
8 (D) analyze characteristics and
structural elements of informational
text, including:
8 (D) analyze
characteristics
and structural
elements of
informational
texts such as:
7 (D) analyze characteristics and
structural elements of informational
texts such as:
7 (D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
7 (D) recognize
characteristics
and structures of
informational
text, including:
(iii)
organizational
patterns such as
cause and effect
and problem
and solution
(iii)
organizational
patterns such as
compare and
contrast
(iii)
organizational
patterns such as
logical order and
order of
importance
(iii) organizational patterns such as definition, classification, advantage, and disadvantage
(iii)
organizational
patterns that
support multiple
topics,
categories, and
subcategories
(ii) multiple organizational patterns
within a text to develop the thesis
(ii) the
relationship
between
organizational
design and thesis
(iii) organizational patterns such as
cause and effect and problem and
solution
Text Structures From the Masters
9 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
10(A) explain the author's purpose and message within a text 9(A) explain the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message within a text
8(A) evaluate the author's purpose, audience, and message within a text
10(B) explain how the use of text structure contributes to the author's purpose
10(B) analyze how the use of text structure contributes to the author's purpose
9(B) analyze how the use of text structure contributes to the author's purpose
8(B) analyze use of text structure contributes to the author's purpose
10(B) evaluate use of text structure to achieve the author's purpose
10(F) discuss how the author's use of language contributes to voice
10(F) examine
how the author's
use of language
contributes to
voice
9(F) analyze how the author's use of language contributes to mood and voice
9(F) analyze how the author's use of language contributes to the mood, voice, and tone
10(F) discuss how the author's use of language contributes to voice
10(F) examine
how the
author's use of
language
contributes to
voice
9(F) analyze how the author's use of language contributes to mood and voice
Strand 6 Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that
are meaningful. The student is expected to:
11(D) compose
correspondence
such as thank
you notes or
letters
11(D) compose correspondence that
requests information
10(D) compose correspondence that reflects an opinion,
registers a complaint, or requests information in a business or
friendly structure
9(D) compose correspondence in a professional or friendly structure
Social Studies, Grade 8 History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: (A) identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects
Text Structures From the Masters
10 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 6. Speech by Patrick Henry
Text Structure: Lighting a Fire Under a Procrastinator
Literary Device
Persuasion Essay: A persuasive essay is full of all the convincing techniques a writer can employ. It presents a situation, and takes a stand – either in its favor, or against it – to prove to readers whether it is beneficial or harmful for them.
Persuasion is done for these reasons:
A Better World: To ask the people that if they accept your argument, it will be good for them to take action and make the world a better place.
A Worse World: It means that if readers do not do what they are asked to do, the world will become a worse place.
Call to Action: It means to persuade or tempt readers to do what the writer wants them to do.
https://literarydevices.net/persuasive-essay/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(iii)
organizational
patterns such as
cause and effect
and problem
and solution;
(iii)
organizational
patterns such as
compare and
contrast;
(iii)
organizational
patterns such as
logical order and
order of
importance;
(iii)
organizational
patterns such as
definition,
classification,
advantage, and
disadvantage;
(iii)
organizational
patterns that
support multiple
topics,
categories, and
subcategories;
(ii) multiple organizational patterns
within a text to develop the thesis;
(ii) the
relationship
between
organizational
design and thesis;
(ii) the relationship between
organizational design and author's
purpose;
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
Text Structures From the Masters
11 | P a g e TEKS alignment by Gina Graham. © 2019
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10 (B) explain how the use of text
structure contributes to the author's
purpose
9 (B) analyze how the use of text structure contributes to the author's purpose 8 (B) analyze how the use of text structure contributes to the author's purpose
8 (B) evaluate use of text structure to achieve the author's purpose
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that
are meaningful. The student is expected to:
12 (B) compose informational texts, including brief
compositions that convey information about a topic, using a
clear central idea and genre characteristics and craft
11 (B) compose informational texts, including multi-
paragraph essays that convey information about a topic, using
a clear controlling idea or thesis statement and genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
and personal essays using genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
resumes, and personal essays using
genre characteristics and craft
Social Studies, Grade 8 History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: (B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington
Text Structures From the Masters
12 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 7. “Journal of a Lady of Quality” Janet Schaw 1775
Text Structure: How Bullying Works
Literary Device
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(iii)
organizational
patterns such as
cause and effect
and problem
and solution;
(iii)
organizational
patterns such as
compare and
contrast;
(iii)
organizational
patterns such as
logical order and
order of
importance;
(iii)
organizational
patterns such as
definition,
classification,
advantage, and
disadvantage;
(iii)
organizational
patterns that
support multiple
topics,
categories, and
subcategories;
(ii) multiple organizational patterns
within a text to develop the thesis;
(ii) the
relationship
between
organizational
design and thesis;
(ii) the relationship between
organizational design and author's
purpose;
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
Text Structures From the Masters
13 | P a g e TEKS alignment by Gina Graham. © 2019
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10 (B) explain how the use of text
structure contributes to the author's
purpose
10 (B) analyze how the use of text structure contributes to the author's purpose
9 (B) analyze how the use of text structure contributes to the
author's purpose
8 (B) analyze how the use of text structure contributes to the author's purpose
8 (B) evaluate use of text structure to achieve the author's purpose
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that
are meaningful. The student is expected to:
12 (B) compose informational texts, including brief
compositions that convey information about a topic, using a
clear central idea and genre characteristics and craft
11 (B) compose informational texts, including multi-
paragraph essays that convey information about a topic, using
a clear controlling idea or thesis statement and genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
and personal essays using genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
resumes, and personal essays using
genre characteristics and craft
Social Studies, Grade 8 History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: (B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington
Text Structures From the Masters
14 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 8. Declaration of Independence
Text Structure: Problem-Solution Message
Literary Device
Anaphora: In writing or speech, the deliberate repetition of the first part of the sentence in order to achieve an artistic effect. “For…” “He has…”
https://literarydevices.net/anaphora/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(E) recognize characteristics and structures of argumentative text by:
8(E) analyze characteristics and structures of argumentative text by:
7(E) analyze characteristics and structural elements of argumentative texts such as:
7(E) critique and evaluate characteristics and structural elements of argumentative texts such as:
(i) identifying the claim (i) identifying the claim and analyzing the argument
(i) clear arguable claim, appeals, and convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
(ii) distinguishing facts from opinion; and
(ii) explaining how the author has used facts for or against an argument; and
(ii) explaining how the author uses various types of evidence to support the argument;
(ii) explaining how the author uses various types of evidence and consideration of alternatives to support the argument
(ii) identifying and explaining the counter argument; and
(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Text Structures From the Masters
15 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(A) explain the author's purpose and message within a text 9(A) explain the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message within a text
8(A) evaluate the author's purpose, audience, and message within a text
10(B) explain how the use of text structure contributes to the author's purpose
10(B) analyze how the use of text structure contributes to the author's purpose
9(B) analyze how the use of text structure contributes to the author's purpose
8(B) analyze how the use of text structure contributes to the author's purpose
8(B) evaluate use of text structure to achieve the author's purpose
10 (F) discuss how the author's use of language contributes to voice
10 (F) examine how the author's use of language contributes to voice
9 (F) analyze how the author's use of language contributes to mood and voice
9 (F) analyze how the author's use of language contributes to the mood, voice, and tone
8 (F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text
8 (F) evaluate how the author's diction and syntax contribute to the mood, voice, and tone of a text
8 (F) evaluate how the author's diction and syntax contribute to the effective-ness of a text
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that
are meaningful. The student is expected to:
12 (C) compose argumentative texts, including opinion
essays, using genre characteristics and craft
11 (C) compose multi- paragraph argumentative texts using
genre characteristics and craft
10 (C) compose argumentative texts using genre characteristics and craft
Social Studies, Grade 3
Government. The student understands important ideas in historical documents at various levels of government. The student is expected to: (A) identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights
Social Studies, Grade 5 Government. The student understands important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. The student is expected to: (A) identify the key elements and the purposes and explain the importance of the Declaration of Independence (B) explain the purposes of the U.S. Constitution as identified in the Preamble
Social Studies, Grade 8 History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: (A) identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects (C) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War.
Text Structures From the Masters
16 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 9. Common Sense (Excerpts)
Text Structure: Time for a Real Solution
Literary Device
Point of View Definition: Point of view is the angle of considering things, which shows us the opinion, or feelings of the individuals involved in a situation.
https://literarydevices.net/point-of-view/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(E) recognize characteristics and structures of argumentative text by:
8(E) analyze characteristics and structures of argumentative text by:
7(E) analyze characteristics and structural elements of argumentative texts such as:
7(E) critique and evaluate characteristics and structural elements of argumentative texts such as:
(i) identifying the claim (i) identifying the claim and analyzing the argument
(i) clear arguable claim, appeals, and convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
(ii) distinguishing facts from opinion; and
(ii) explaining how the author has used facts for or against an argument; and
(ii) explaining how the author uses various types of evidence to support the argument;
(ii) explaining how the author uses various types of evidence and consideration of alternatives to support the argument
(ii) identifying and explaining the counter argument; and
(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Text Structures From the Masters
17 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(A) explain the author's purpose and message within a text 9(A) explain the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message within a text
8(A) evaluate the author's purpose, audience, and message within a text
10(B) explain how the use of text structure contributes to the author's purpose
10(B) analyze how the use of text structure contributes to the author's purpose
9(B) analyze how the use of text structure contributes to the author's purpose
8(B) analyze how the use of text structure contributes to the author's purpose
8(B) evaluate use of text structure to achieve the author's purpose
10 (F) discuss how the author's use of language contributes to voice
10 (F) examine how the author's use of language contributes to voice
9 (F) analyze how the author's use of language contributes to mood and voice
9 (F) analyze how the author's use of language contributes to the mood, voice, and tone
8 (F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text
8 (F) evaluate how the author's diction and syntax contribute to the mood, voice, and tone of a text
8 (F) evaluate how the author's diction and syntax contribute to the effective-ness of a text
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that
are meaningful. The student is expected to:
12 (C) compose argumentative texts, including opinion
essays, using genre characteristics and craft
11 (C) compose multi- paragraph argumentative texts using
genre characteristics and craft
10 (C) compose argumentative texts using genre characteristics and craft
Social Studies, Grade 8
History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:
(B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington
Text Structures From the Masters
18 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 10. Letter to Her Husband John Adams
Text Structure: Letter from Home
Literary Device
Point of view is the angle of considering things, which shows us the opinion, or feelings of the individuals involved in a situation.
https://literarydevices.net/point-of-view/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
10(A) explain the author's purpose and message within a text 9(A) explain the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message within a text
8(A) evaluate the author's purpose, audience, and message within a text
10(B) explain how the use of text structure contributes to the author's purpose
10(B) analyze how the use of text structure contributes to the author's purpose
9(B) analyze how the use of text structure contributes to the author's purpose
8(B) analyze use of text structure contributes to the author's purpose
10(B) evaluate use of text structure to achieve the author's purpose
10(E) identify the
use of literary
devices, including
first- and third-
person point of
view
10(E) identify and understand the use
of literary devices, including first- and
third- person point of view
9(E) identify the
use of literary
devises, including
omniscient and
limited point of
view, to achieve
a specific
purpose
9(E) identify the
use of literary
devises, including
subjective and
objective point of
view
(E) identify and
analyze the use
of literary
devises, including
multiple points of
view and irony
8(E) analyze the
use of literary
devises, such as
irony and
oxymoron to
achieve specific
purposes
8(E) analyze the
use of literary
devises, such as
irony, sarcasm,
and motif to
achieve specific
purposes
8(E) analyze the use of literary
devises, such as paradox, satire and
allegory to achieve specific purposes
Text Structures From the Masters
19 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 6 Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that
are meaningful. The student is expected to:
11(D) compose
correspondence
such as thank you
notes or letters
11(D) compose correspondence that
requests information
10(D) compose correspondence that reflects an opinion,
registers a complaint, or requests information in a business or
friendly structure
9(D) compose correspondence in a professional or friendly structure
Social Studies, Grade 8 History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: (B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington
Text Structures From the Masters
20 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 11. Letter to George Washington
Text Structure: How Bad Is It? (A Description)
Literary Device
Point of View: Point of view is the angle of considering things, which shows us the opinion, or feelings of the individuals involved in a situation.
https://literarydevices.net/point-of-view/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(iii)
organizational
patterns such as
cause and effect
and problem
and solution;
(iii)
organizational
patterns such as
compare and
contrast;
(iii)
organizational
patterns such as
logical order and
order of
importance;
(iii)
organizational
patterns such as
definition,
classification,
advantage, and
disadvantage;
(iii)
organizational
patterns that
support multiple
topics,
categories, and
subcategories;
(ii) multiple organizational patterns
within a text to develop the thesis;
(ii) the
relationship
between
organizational
design and thesis;
(ii) the relationship between
organizational design and author's
purpose;
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
Text Structures From the Masters
21 | P a g e TEKS alignment by Gina Graham. © 2019
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
10(A) explain the author's purpose and message within a text 9(A) explain the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message within a text
8(A) evaluate the author's purpose, audience, and message within a text
10(B) explain how the use of text structure contributes to the author's purpose
10(B) analyze how the use of text structure contributes to the author's purpose
9(B) analyze how the use of text structure contributes to the author's purpose
8(B) analyze use of text structure contributes to the author's purpose
10(B) evaluate use of text structure to achieve the author's purpose
10(E) identify the
use of literary
devices, including
first- and third-
person point of
view
10(E) identify and understand the use
of literary devices, including first- and
third- person point of view
9(E) identify the
use of literary
devises, including
omniscient and
limited point of
view, to achieve
a specific
purpose
9(E) identify the
use of literary
devises, including
subjective and
objective point of
view
(E) identify and
analyze the use
of literary
devises, including
multiple points of
view and irony
8(E) analyze the
use of literary
devises, such as
irony and
oxymoron to
achieve specific
purposes
8(E) analyze the
use of literary
devises, such as
irony, sarcasm,
and motif to
achieve specific
purposes
8(E) analyze the use of literary
devises, such as paradox, satire and
allegory to achieve specific purposes
Text Structures From the Masters
22 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose
multiple texts that are meaningful. The student is expected to:
11(D) compose
correspondence
such as thank you
notes or letters
11(D) compose correspondence that
requests information
10(D) compose correspondence that reflects an opinion,
registers a complaint, or requests information in a business or
friendly structure
9(D) compose correspondence in a professional or friendly structure
Social Studies, Grade 8
History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:
(B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy
Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de
Lafayette, Thomas Paine, and George Washington
Text Structures From the Masters
23 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 12. Speech to Angry Officers
Text Structure: Reprimanding a Group
Literary Device
Rhetoric: Rhetoric is a technique of using language effectively and persuasively in spoken or written form.
https://literarydevices.net/rhetoric/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(iii)
organizational
patterns such as
cause and effect
and problem
and solution;
(iii)
organizational
patterns such as
compare and
contrast;
(iii)
organizational
patterns such as
logical order and
order of
importance;
(iii)
organizational
patterns such as
definition,
classification,
advantage, and
disadvantage;
(iii)
organizational
patterns that
support multiple
topics,
categories, and
subcategories;
(ii) multiple organizational patterns
within a text to develop the thesis;
(ii) the
relationship
between
organizational
design and thesis;
(ii) the relationship between
organizational design and author's
purpose;
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
Text Structures From the Masters
24 | P a g e TEKS alignment by Gina Graham. © 2019
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10 (B) explain how the use of text
structure contributes to the author's
purpose
9 (B) analyze how the use of text structure contributes to the author's purpose 8 (B) analyze how the use of text structure contributes to the author's purpose
8 (B) evaluate use of text structure to achieve the author's purpose
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that
are meaningful. The student is expected to:
12 (B) compose informational texts, including brief
compositions that convey information about a topic, using a
clear central idea and genre characteristics and craft
11 (B) compose informational texts, including multi-
paragraph essays that convey information about a topic, using
a clear controlling idea or thesis statement and genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
and personal essays using genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
resumes, and personal essays using
genre characteristics and craft
Social Studies, Grade 8 History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: (B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington
Text Structures From the Masters
25 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 13. Preamble to the Constitution
Text Structure: Purposes of an Action
Literary Device
Assertion: Assertion is a stylistic approach or technique involving a strong declaration, a forceful or confident and positive statement regarding a belief or a fact. https://literarydevices.net/assertion/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 2
Comprehension Skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
6(E) make connections to personal experiences, ideas in other
texts, and society
5(E) make connections to personal experiences, ideas in other
texts, and society
4(E) make connections to personal experiences, ideas in other texts, and society
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
Text Structures From the Masters
26 | P a g e TEKS alignment by Gina Graham. © 2019
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(A) explain the author’s purpose and message within a text 9(A) explain the author’s purpose and message within a text 8(A) analyze the author’s purpose, audience and message within a text
8(A) evaluate the author’s purpose, audience and message within a text
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that
are meaningful. The student is expected to:
12 (B) compose informational texts, including brief
compositions that convey information about a topic, using a
clear central idea and genre characteristics and craft
11 (B) compose informational texts, including multi-
paragraph essays that convey information about a topic, using
a clear controlling idea or thesis statement and genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
and personal essays using genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
resumes, and personal essays using
genre characteristics and craft
Social Studies, Grade 3 Government. The student understands important ideas in historical documents at various levels of government. The student is expected to: (A) identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights Social Studies, Grade 5 Government. The student understands important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. The student is expected to: (A) identify the key elements and the purposes and explain the importance of the Declaration of Independence (B) explain the purposes of the U.S. Constitution as identified in the Preamble Social Studies, Grade 8 History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: (A) identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects United States Government (7) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and why these are significant. The student is expected to: (B) evaluate how the federal government serves the purposes set forth in the Preamble to the U.S. Constitution (C) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War.
Text Structures From the Masters
27 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 14. “The Star Spangled Banner”
Text Structure: Charm Check
Literary Device
Lyrical Poem: Lyrical poems, which are often popular for their musical quality and rhythm, are pleasing to the ear, and are easily put to music.
https://literarydevices.net/lyric/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 2
Comprehension Skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
6(D) create mental images to deepen understanding 5(D) create mental images to deepen understanding 4(D) create mental images to deepen understanding
6(F) make inferences and use evidence to support
understanding
5(F) make inferences and use evidence to support
understanding
4(F) make inferences and use evidence to support understanding
6(H) synthesize
information to
create new
understanding
5(H) synthesize information to create new understanding 4(H) synthesize
information from
two texts to
create new
understanding
4(H) synthesize
information
from multiple
texts to create
new
understanding
4(H) synthesize information from a
variety of text types to create new
understanding
Strand 4 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and
across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(B) explain
rhyme scheme,
sound devices,
and structural
elements such
as stanzas in a
variety of poems
9(B) explain
figurative
language such as
simile,
metaphor, and
personification
that the poet
uses to create
images
9(B) explain the
use of sound
devices and
figurative
language and
distinguish
between the
poet and the
speaker in
poems across a
variety of poetic
forms
8(B) analyze the
effect of meter
and structural
elements such as
line breaks in
poems across a
variety of poetic
forms
8(B) analyze the
effect of rhyme
scheme, meter,
and graphical
elements such as
punctuation and
capitalization in
poems across a
variety of poetic
forms
8(B) analyze the
effect of graphical
elements such as
punctuation and
line length in
poems across a
variety of poetic
forms such as
epic, lyric, and
humorous poetry
7(B) analyze the
structure,
prosody, and
graphic elements
such as line
length and word
position in poems
across a variety
of poetic forms
7(B) analyze the
effects of
metrics; rhyme
schemes; types
of rhymes such
as end, internal,
slant, and eye;
and other
conventions in
poems across a
variety of poetic
forms
7(B) analyze
relationships
among
characteristics of
poetry, including
stanzas, line
breaks, speaker,
and sound
devices in poems
across a variety of
poetic forms
7(B) analyze the
effects of sound,
form, figurative
language,
graphics, and
dramatic
structure in
poetry across
literary time
periods and
cultures
Text Structures From the Masters
28 | P a g e TEKS alignment by Gina Graham. © 2019
Social Studies, Grade 5 (17) Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent American beliefs and principles and contribute to our national identity. The student is expected to: (B) sing or recite "The Star-Spangled Banner" and explain its history Social Studies, Grade 8 History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to: (D) explain the causes, important events, and effects of the War of 1812
Text Structures From the Masters
29 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 15. “Victory or Death” Letter From the Alamo
Text Structure: S.O.S.
Literary Device
Narrative: Narrative is a report of related events presented to the listeners or readers in words arranged in a logical sequence. A narrative or story is told by a narrator who may be a direct part of that experience and he or she often shares the experience as a first-person narrator.
https://literarydevices.net/narrative/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(iii)
organizational
patterns such as
cause and effect
and problem
and solution;
(iii)
organizational
patterns such as
compare and
contrast;
(iii)
organizational
patterns such as
logical order and
order of
importance;
(iii)
organizational
patterns such as
definition,
classification,
advantage, and
disadvantage;
(iii)
organizational
patterns that
support multiple
topics,
categories, and
subcategories;
(ii) multiple organizational patterns
within a text to develop the thesis;
(ii) the
relationship
between
organizational
design and thesis;
(ii) the relationship between
organizational design and author's
purpose;
(9E) recognize characteristics and structures of argumentative
text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
Text Structures From the Masters
30 | P a g e TEKS alignment by Gina Graham. © 2019
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
10(A) explain the author's purpose and message within a text 9(A) explain the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message within a text
8(A) evaluate the author's purpose, audience, and message within a text
(F) discuss how the author's use of
language contributes to voice
(F) examine how
the author's use of
language
contributes to
voice
(F) analyze how the author's use of language contributes to
the mood, voice, and tone
(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
(F) evaluate how the author's diction
and syntax contribute to the
effectiveness of a text
Social Studies, Grade 4 History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to: (A) analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto Social Studies, Grade 7 (3) History. The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of Texas. The student is expected to: (C) explain the issues surrounding significant events of the Texas Revolution, including the Battle of Gonzales, William B. Travis's letter "To the People of Texas and All Americans in the World," the siege of the Alamo and all the heroic defenders who gave their lives there, the Constitutional Convention of 1836, Fannin's surrender at Goliad, and the Battle of San Jacinto
Text Structures From the Masters
31 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 16. “Observations on a Steamboat Between Pittsburgh and Cincinnati”
Text Structure: Sightseeing
Literary Device
Narrative: Narrative is a report of related events presented to the listeners or readers in words arranged in a logical sequence. A narrative or story is told by a narrator who may be a direct part of that experience and he or she often shares the experience as a first-person narrator.
https://literarydevices.net/narrative/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 2
Comprehension Skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
6(D) create mental images to deepen understanding 5(D) create mental images to deepen understanding 4(D) create mental images to deepen understanding
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
10(A) explain the author's purpose and message within a text 9(A) explain the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message within a text
8(A) evaluate the author's purpose, audience, and message within a text
(F) discuss how the author's use of
language contributes to voice
(F) examine how
the author's use of
language
contributes to
voice
(F) analyze how the author's use of language contributes to
the mood, voice, and tone
(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
(F) evaluate how the author's diction
and syntax contribute to the
effectiveness of a text
Text Structures From the Masters
32 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts
that are meaningful. The student is expected to:
12(A) compose
literary texts,
including
personal
narratives and
poetry, using
genre
characteristics
and craft
12(A) compose
literary texts such
as personal
narratives and
poetry using
genre
characteristics
and craft
12(A) compose
literary texts such
as personal
narratives,
fiction, and
poetry using
genre
characteristics
and craft
11(A) compose literary texts such as personal narratives,
fiction, and poetry using genre characteristics and craft
10(A) compose literary texts such as fiction and poetry using genre characteristics
and craft
Social Studies, Grade 8 Geography. The student understands the location and characteristics of places and regions of the United States, past and present. The student is expected to: (A) locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries (B) compare places and regions of the United States in terms of physical and human characteristics
Text Structures From the Masters
33 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 17. “Factory Life”
Text Structure: Tour of an Unfamiliar Place
Literary Device
Point of View: Point of view is the angle of considering things, which shows us the opinion, or feelings of the individuals involved in a situation.
https://literarydevices.net/point-of-view/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(i) the central
idea with
supporting
evidence
(i) the central
idea with
supporting
evidence
(i) the central
idea with
supporting
evidence
(i) the controlling
idea or thesis
with supporting
evidence
(i) the controlling
idea or thesis
with supporting
evidence
(i) the controlling
idea or thesis
with supporting
evidence
(i) clear thesis,
relevant
supporting
evidence,
pertinent
examples, and
conclusion
(i) clear thesis,
relevant
supporting
evidence,
pertinent
examples, and
conclusion
(i) clear thesis,
strong
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
(i) clear thesis,
effective
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own
products and performances. The student is expected to:
10(A) explain the author's purpose and message within a
text
9(A) analyze the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message
within a text
8(A) evaluate the
author's purpose,
audience, and
message within a
text
Text Structures From the Masters
34 | P a g e TEKS alignment by Gina Graham. © 2019
(F) discuss how the author's use of
language contributes to voice
(F) examine
how the
author's use
of language
contributes
to voice
(F) analyze how
the author's use
of language
contributes to
mood and voice
(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
(F) evaluate how the author's diction
and syntax contribute to the
effectiveness of a text
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
12 (B) compose informational texts, including brief
compositions that convey information about a topic, using a
clear central idea and genre characteristics and craft
11 (B) compose informational texts, including multi-
paragraph essays that convey information about a topic, using
a clear controlling idea or thesis statement and genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
and personal essays using genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
resumes, and personal essays using
genre characteristics and craft
Social Studies, Grade 8 (12) Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to: (C) explain the reasons for the increase in factories and urbanization (23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to: (B) explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs; (E) identify the political, social, and economic contributions of women to American society. (24) Culture. The student understands the major reform movements of the 19th century. The student is expected to: (B) evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform
abolition, the labor reform movement, and care of the disabled.
Text Structures From the Masters
35 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 18. “Ain’t I a Woman?” Speech
Text Structure: Breaking Into a Heated Argument
Literary Device
Rhetoric: Rhetoric is a technique of using language effectively and persuasively in spoken or written form.
https://literarydevices.net/rhetoric/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Text Structures From the Masters
36 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
(F) discuss how the author's use of
language contributes to voice
(F) examine
how the
author's use
of language
contributes
to voice
(F) analyze how
the author's use
of language
contributes to
mood and voice
(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
(F) evaluate how the author's diction
and syntax contribute to the
effectiveness of a text
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that
are meaningful. The student is expected to:
12 (B) compose informational texts, including brief
compositions that convey information about a topic, using a
clear central idea and genre characteristics and craft
11 (B) compose informational texts, including multi-
paragraph essays that convey information about a topic, using
a clear controlling idea or thesis statement and genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
and personal essays using genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
resumes, and personal essays using
genre characteristics and craft
Social Studies, Grade 8
(23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to: (C) identify ways conflicts between people from various racial, ethnic, and religious groups were resolved; (D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity; and (E) identify the political, social, and economic contributions of women to American society.
Text Structures From the Masters
37 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 19. Emancipation Proclamation
Text Structure: Controversial Decision
Literary Device
Rhetoric: Rhetoric is a technique of using language effectively and persuasively in spoken or written form.
https://literarydevices.net/rhetoric/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(i) the central idea with supporting evidence (i) the controlling idea or thesis with supporting evidence (i) clear thesis, relevant supporting
evidence, pertinent examples, and
conclusion; and
(i) clear thesis,
strong
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
(i) clear thesis,
effective
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
Text Structures From the Masters
38 | P a g e TEKS alignment by Gina Graham. © 2019
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
(F) discuss how the author's use of
language contributes to voice
(F) examine
how the
author's use
of language
contributes
to voice
(F) analyze how
the author's use
of language
contributes to
mood and voice
(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
(F) evaluate how the author's diction
and syntax contribute to the
effectiveness of a text
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that
are meaningful. The student is expected to:
12 (B) compose informational texts, including brief
compositions that convey information about a topic, using a
clear central idea and genre characteristics and craft
11 (B) compose informational texts, including multi-
paragraph essays that convey information about a topic, using
a clear controlling idea or thesis statement and genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
and personal essays using genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
resumes, and personal essays using
genre characteristics and craft
Social Studies, Grade 8 (8) History. The student understands individuals, issues, and events of the Civil War. The student is expected to: (B) explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln
Text Structures From the Masters
39 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 20. Gettysburg Address
Text Structure: At the Moment of a Milestone
Literary Device
Rhetoric: Rhetoric is a technique of using language effectively and persuasively in spoken or written form.
https://literarydevices.net/rhetoric/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(A) explain the author's purpose and message within a
text
9(A) analyze the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message
within a text
8(A) evaluate the
author's purpose,
audience, and
message within a
text
Text Structures From the Masters
40 | P a g e TEKS alignment by Gina Graham. © 2019
10(D)
describe how
the author’s
use of
imagery,
literal and
figurative
language
such as
simile, and
sound
devices such
as
onomatopoei
a achieves
specific
purposes
10(D)
describe how
the author’s
use of
imagery,
literal and
figurative
language
such as simile
and
metaphor,
and sound
devices such
as alliteration
and
assonance
achieves
specific
purposes
10(D)
describe how
the author’s
use of
imagery,
literal and
figurative
language
such as simile
and
metaphor,
and sound
devices
achieves
specific
purposes
9(D) describe how the author’s use of
figurative language such as metaphor
and personification achieves specific
purposes
9(D) describe
how the author’s
use of figurative
language such as
extended
metaphor
achieves specific
purposes
8(D) analyze
how the
author’s use of
language
achieves
specific
purposes
8(D) analyze
how the
author’s use of
language
informs and
shapes the
perception of
readers
8(D) evaluate
how the
author’s use of
language
informs and
shapes the
perception of
readers
8(D) critique
and evaluate
how the
author’s use of
language
informs and
shapes the
perception of
readers
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that
are meaningful. The student is expected to:
12 (B) compose informational texts, including brief
compositions that convey information about a topic, using a
clear central idea and genre characteristics and craft
11 (B) compose informational texts, including multi-
paragraph essays that convey information about a topic, using
a clear controlling idea or thesis statement and genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
and personal essays using genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
resumes, and personal essays using
genre characteristics and craft
Social Studies, Grade 8 (8) History. The student understands individuals, issues, and events of the Civil War. The student is expected to: (C) analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis's inaugural address
Text Structures From the Masters
41 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 21. Second Inaugural Address
Text Structure: We’re Both Wrong; We’re Both Right
Literary Device
Emphatic Assertion: Conveys sympathy to someone, and usually has two parts: the first encompasses recognition of the feelings or situations of the other person, and the second is a statement that shows support for the other person’s viewpoint, feelings, or rights.
https://literarydevices.net/assertion/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(i) the central idea with supporting evidence (i) the controlling idea or thesis with supporting evidence (i) clear thesis, relevant supporting
evidence, pertinent examples, and
conclusion; and
(i) clear thesis,
strong
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
(i) clear thesis,
effective
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
Text Structures From the Masters
42 | P a g e TEKS alignment by Gina Graham. © 2019
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
10(G) identify
and explain
the use of
hyperbole
10(G) identify
and explain
the use of
anecdote
10(G) explain
the purpose
of hyperbole,
stereotyping
and anecdote
9(G) explain the
differences
between
rhetorical
devices and
logical fallacies
9(G) explain the
purpose of
rhetorical devices
such as direct
address and
rhetorical
questions and
logical fallacies
such as loaded
language and
sweeping
generalizations
9(G) explain the
purpose of
rhetorical devices
such as analogy
and juxtaposition
and of logical
fallacies such as
bandwagon
appeals and
circular
reasoning
8(G) explain the
purpose of
rhetorical
devices such as
understatement
and
overstatement
and the effect of
logical fallacies
such as straw
man and red
herring
arguments
8(G) explain
the purpose
of rhetorical
devices such
as appeals,
antithesis,
parallelism,
and shifts and
the effects of
logical
fallacies
8(G) analyze the effects of rhetorical
devices and logical fallacies on the
way the text is read and understood
Text Structures From the Masters
43 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that
are meaningful. The student is expected to:
12 (B) compose informational texts, including brief
compositions that convey information about a topic, using a
clear central idea and genre characteristics and craft
11 (B) compose informational texts, including multi-
paragraph essays that convey information about a topic, using
a clear controlling idea or thesis statement and genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
and personal essays using genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
resumes, and personal essays using
genre characteristics and craft
Social Studies, Grade 8 (8) History. The student understands individuals, issues, and events of the Civil War. The student is expected to: (C) analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis's inaugural address
Lincoln’s Second Inaugural Address: Themes & Purpose: https://study.com/academy/lesson/lincolns-second-inaugural-address-themes-purpose.html
Text Structures From the Masters
44 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 22. Letter to Harriet Beecher Stowe
Text Structure: Letter to an Author
Literary Device
Prose: Prose is a form of language that has no formal metrical structure. It applies a natural flow of speech, and ordinary grammatical structure rather than rhythmic structure, such as in the case of traditional poetry.
https://literarydevices.net/prose/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 2
Comprehension Skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
6(D) create mental images to deepen understanding 5(D) create mental images to deepen understanding 4(D) create mental images to deepen understanding
6(F) make inferences and use evidence to support
understanding
5(F) make inferences and use evidence to support
understanding
4(F) make inferences and use evidence to support understanding
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(A) explain the author's purpose and message within a
text
9(A) analyze the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message
within a text
8(A) evaluate the
author's purpose,
audience, and
message within a
text
Text Structures From the Masters
45 | P a g e TEKS alignment by Gina Graham. © 2019
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose
multiple texts that are meaningful. The student is expected to:
11(D) compose
correspondence
such as thank you
notes or letters
11(D) compose correspondence that
requests information
10(D) compose correspondence that reflects an opinion,
registers a complaint, or requests information in a business or
friendly structure
9(D) compose correspondence in a professional or friendly structure
Social Studies, Grade 8 (1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: (A) identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects
Text Structures From the Masters
46 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 23. “Women’s Rights to the Suffrage” Speech
Text Structure: Fighting Unfairness with Logic
Literary Device
Anaphora: In writing or speech, the deliberate repetition of the first part of the sentence in order to achieve an artistic effect – the use of the word “we”.
https://literarydevices.net/anaphora/ Rhetorical Question: A rhetorical question is asked just for effect or to lay emphasis on some point discussed when no real answer is expected. The only question left to be settled now is: Are women persons?
https://literarydevices.net/rhetorical-question/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(iii)
organizational
patterns such as
cause and effect
and problem
and solution;
(iii)
organizational
patterns such as
compare and
contrast;
(iii)
organizational
patterns such as
logical order and
order of
importance;
(iii)
organizational
patterns such as
definition,
classification,
advantage, and
disadvantage;
(iii)
organizational
patterns that
support multiple
topics,
categories, and
subcategories;
(ii) multiple organizational patterns
within a text to develop the thesis;
(ii) the
relationship
between
organizational
design and thesis;
(ii) the relationship between
organizational design and author's
purpose;
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
Text Structures From the Masters
47 | P a g e TEKS alignment by Gina Graham. © 2019
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10 (B) explain how the use of text
structure contributes to the author's
purpose
9 (B) analyze how the use of text structure contributes to the author's purpose 8 (B) analyze how the use of text structure contributes to the author's purpose
8 (B) evaluate use of text structure to achieve the author's purpose
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Text Structures From the Masters
48 | P a g e TEKS alignment by Gina Graham. © 2019
10(G) identify
and explain
the use of
hyperbole
10(G) identify
and explain
the use of
anecdote
10(G) explain
the purpose
of hyperbole,
stereotyping
and anecdote
9(G) explain the
differences
between
rhetorical
devices and
logical fallacies
9(G) explain the
purpose of
rhetorical devices
such as direct
address and
rhetorical
questions and
logical fallacies
such as loaded
language and
sweeping
generalizations
9(G) explain the
purpose of
rhetorical devices
such as analogy
and juxtaposition
and of logical
fallacies such as
bandwagon
appeals and
circular
reasoning
8(G) explain the
purpose of
rhetorical
devices such as
understatement
and
overstatement
and the effect of
logical fallacies
such as straw
man and red
herring
arguments
8(G) explain
the purpose
of rhetorical
devices such
as appeals,
antithesis,
parallelism,
and shifts and
the effects of
logical
fallacies
8(G) analyze the effects of rhetorical
devices and logical fallacies on the
way the text is read and understood
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
11(B)(i) organizing with purposeful structure, including an
introduction and a conclusion
10(B)(i) organizing with purposeful structure, including an
introduction, transitions, coherence within and across
paragraphs, and a conclusion
9(B)(i) using an organizing structure
appropriate to purpose, audience,
topic, and context
9(B)(i) using strategic organizational
structures appropriate to purpose,
audience, topic, and context
Social Studies, Grade 8 (24) Culture. The student understands the major reform movements of the 19th century. The student is expected to: (B) evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled United States History (5) History. The student understands the effects of reform and third-party movements in the early 20th century. The student is expected to: (B) evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan B. Anthony, Ida B. Wells, and W. E. B. DuBois on American society
Text Structures From the Masters
49 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 24. “Advice to Youth” Speech
Text Structure: Valuable Advice
Literary Device
Style: The style in writing can be defined as the way a writer writes. It is the technique that an individual author uses in his writing. It varies from author to author, and depends upon one’s syntax, word choice, and tone. It can also be described as a “voice” that readers listen to when they read the work of a writer.
https://literarydevices.net/style/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(i) the central idea with supporting evidence (i) the controlling idea or thesis with supporting evidence (i) clear thesis, relevant supporting
evidence, pertinent examples, and
conclusion; and
(i) clear thesis,
strong
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
(i) clear thesis,
effective
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
Text Structures From the Masters
50 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10 (B) explain how the use of text
structure contributes to the author's
purpose
9 (B) analyze how the use of text structure contributes to the author's purpose 8 (B) analyze how the use of text structure contributes to the author's purpose
8 (B) evaluate use of text structure to achieve the author's purpose
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
10(G) identify
and explain
the use of
hyperbole
10(G) identify
and explain
the use of
anecdote
10(G) explain
the purpose
of hyperbole,
stereotyping
and anecdote
9(G) explain the
differences
between
rhetorical
devices and
logical fallacies
9(G) explain the
purpose of
rhetorical devices
such as direct
address and
rhetorical
questions and
logical fallacies
such as loaded
language and
sweeping
generalizations
9(G) explain the
purpose of
rhetorical devices
such as analogy
and juxtaposition
and of logical
fallacies such as
bandwagon
appeals and
circular
reasoning
8(G) explain the
purpose of
rhetorical
devices such as
understatement
and
overstatement
and the effect of
logical fallacies
such as straw
man and red
herring
arguments
8(G) explain
the purpose
of rhetorical
devices such
as appeals,
antithesis,
parallelism,
and shifts and
the effects of
logical
fallacies
8(G) analyze the effects of rhetorical
devices and logical fallacies on the
way the text is read and understood
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
11(B)(i) organizing with purposeful structure, including an
introduction and a conclusion
10(B)(i) organizing with purposeful structure, including an
introduction, transitions, coherence within and across
paragraphs, and a conclusion
9(B)(i) using an organizing structure
appropriate to purpose, audience,
topic, and context
9(B)(i) using strategic organizational
structures appropriate to purpose,
audience, topic, and context
World History Studies (3) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to: (C) analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists
Text Structures From the Masters
51 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 25. Letter to a Friend
Text Structure: Comforting a Friend in Pain
Literary Device
Tone: The tone of a literary work is the perspective or attitude that the author adopts with regards to a specific character, place or development. Tone can portray a variety of emotions ranging from solemn, grave, and critical to witty, wry and humorous.
http://literary-devices.com/content/tone
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Text Structures From the Masters
52 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10 (B) explain how the use of text
structure contributes to the author's
purpose
9 (B) analyze how the use of text structure contributes to the author's purpose 8 (B) analyze how the use of text structure contributes to the author's purpose
8 (B) evaluate use of text structure to achieve the author's purpose
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
11(B)(i) organizing with purposeful structure, including an
introduction and a conclusion
10(B)(i) organizing with purposeful structure, including an
introduction, transitions, coherence within and across
paragraphs, and a conclusion
9(B)(i) using an organizing structure
appropriate to purpose, audience,
topic, and context
9(B)(i) using strategic organizational
structures appropriate to purpose,
audience, topic, and context
11(D) compose
correspondence
such as thank
you notes or
letters
11(D) compose correspondence that
requests information
10(D) compose correspondence that reflects an opinion,
registers a complaint, or requests information in a business or
friendly structure
9(D) compose correspondence in a professional or friendly structure
Text Structures From the Masters
53 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 26. Letter to Professor Baird
Text Structure: I Want More (While I Have the Chance)
Literary Device
Prose: Prose is a form of language that has no formal metrical structure. It applies a natural flow of speech, and ordinary grammatical structure rather than rhythmic structure, such as in the case of traditional poetry.
https://literarydevices.net/prose/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(iii)
organizational
patterns such as
cause and effect
and problem
and solution;
(iii)
organizational
patterns such as
compare and
contrast;
(iii)
organizational
patterns such as
logical order and
order of
importance;
(iii)
organizational
patterns such as
definition,
classification,
advantage, and
disadvantage;
(iii)
organizational
patterns that
support multiple
topics,
categories, and
subcategories;
(ii) multiple organizational patterns
within a text to develop the thesis;
(ii) the
relationship
between
organizational
design and thesis;
(ii) the relationship between
organizational design and author's
purpose;
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
Text Structures From the Masters
54 | P a g e TEKS alignment by Gina Graham. © 2019
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10 (B) explain how the use of text
structure contributes to the author's
purpose
9 (B) analyze how the use of text structure contributes to the author's purpose 8 (B) analyze how the use of text structure contributes to the author's purpose
8 (B) evaluate use of text structure to achieve the author's purpose
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Text Structures From the Masters
55 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
11(B)(i) organizing with purposeful structure, including an
introduction and a conclusion
10(B)(i) organizing with purposeful structure, including an
introduction, transitions, coherence within and across
paragraphs, and a conclusion
9(B)(i) using an organizing structure
appropriate to purpose, audience,
topic, and context
9(B)(i) using strategic organizational
structures appropriate to purpose,
audience, topic, and context
11(D) compose
correspondence
such as thank
you notes or
letters
11(D) compose correspondence that
requests information
10(D) compose correspondence that reflects an opinion,
registers a complaint, or requests information in a business or
friendly structure
9(D) compose correspondence in a professional or friendly structure
United States History (14) Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to: (A) identify the effects of population growth and distribution on the physical environment; (B) identify the roles of governmental entities and private citizens in managing the environment such as the establishment of the National Park System, the Environmental Protection Agency (EPA), and the Endangered Species Act
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Lesson 27. Hard Times Cotton Mill Girls (Excerpt)
Text Structure: First Earnings
Literary Device
Point of View: Point of view is the angle of considering things, which shows us the opinion, or feelings of the individuals involved in a situation.
https://literarydevices.net/point-of-view/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 2
Comprehension Skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
6(D) create mental images to deepen understanding 5(D) create mental images to deepen understanding 4(D) create mental images to deepen understanding
6(F) make inferences and use evidence to support
understanding
5(F) make inferences and use evidence to support
understanding
4(F) make inferences and use evidence to support understanding
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(A) explain the author's purpose and message within a
text
9(A) analyze the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message
within a text
8(A) evaluate the
author's purpose,
audience, and
message within a
text
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57 | P a g e TEKS alignment by Gina Graham. © 2019
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
11(B)(i) organizing with purposeful structure, including an
introduction and a conclusion
10(B)(i) organizing with purposeful structure, including an
introduction, transitions, coherence within and across
paragraphs, and a conclusion
9(B)(i) using an organizing structure
appropriate to purpose, audience,
topic, and context
9(B)(i) using strategic organizational
structures appropriate to purpose,
audience, topic, and context
Social Studies, Grade 8 (12) Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to: (C) explain the reasons for the increase in factories and urbanization (23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to: (B) explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs; (E) identify the political, social, and economic contributions of women to American society. (24) Culture. The student understands the major reform movements of the 19th century. The student is expected to: (B) evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled.
Text Structures From the Masters
58 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 28. The Pledge of Allegiance
Text Structure: My Symbol
Literary Device
Symbolism is the use of symbols to signify ideas and qualities, by giving them symbolic meanings that are different from their literal sense.
https://literarydevices.net/symbolism
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
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Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10 (B) explain how the use of text
structure contributes to the author's
purpose
9 (B) analyze how the use of text structure contributes to the author's purpose 8 (B) analyze how the use of text structure contributes to the author's purpose
8 (B) evaluate use of text structure to achieve the author's purpose
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Social Studies, Kindergarten The Pledge of Allegiance is specifically mentioned in the Kindergarten TEKS. However, this is a continuing thread throughout the History of the United States of America. (10) Citizenship. The student understands important symbols, customs, and responsibilities that represent American beliefs and principles and contribute to our national identity. The student is expected to:
(B) recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag
Text Structures From the Masters
60 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 29. On Lynchings (Excerpt)
Text Structure: Narrative: Just the Facts
Literary Device
Narrative: Narrative is a report of related events presented to the listeners or readers in words arranged in a logical sequence.
A story is taken as a synonym of narrative. A narrative or story is told by a narrator who may be a direct part of that experience and he or she often shares the experience as a first-person narrator. Sometimes he or she may only observe the events as a third-person narrator and gives his or her verdict.
https://literarydevices.net/narrative/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(i) the central idea with supporting evidence (i) the controlling idea or thesis with supporting evidence (i) clear thesis, relevant supporting
evidence, pertinent examples, and
conclusion; and
(i) clear thesis,
strong
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
(i) clear thesis,
effective
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
(iii) organizational
patterns such as
cause and effect
and problem and
solution;
(iii)
organizational
patterns such as
compare and
contrast;
(iii)
organizational
patterns such as
logical order and
order of
importance;
(iii)
organizational
patterns such as
definition,
classification,
advantage, and
disadvantage;
(iii)
organizational
patterns that
support multiple
topics,
categories, and
subcategories;
(ii) multiple organizational patterns
within a text to develop the thesis;
(ii) the
relationship
between
organizational
design and thesis;
(ii) the relationship between
organizational design and author's
purpose;
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Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(B) explain how the use of text
structure contributes to the author's
purpose
9(B) analyze how the use of text structure contributes to the author's purpose 8(B) analyze how the use of text structure contributes to the author's purpose
8(B) evaluate use of text structure to achieve the author's purpose
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that
are meaningful. The student is expected to:
12(A) compose
literary texts,
including
personal
narratives and
poetry, using
genre
characteristics
and craft
12(A) compose
literary texts such
as personal
narratives and
poetry using
genre
characteristics
and craft
12(A) compose
literary texts such
as personal
narratives,
fiction, and
poetry using
genre
characteristics
and craft
11(A) compose literary texts such as personal narratives,
fiction, and poetry using genre characteristics and craft
10(A) compose literary texts such as fiction and poetry using genre characteristics
and craft
United States History (3) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to: (C) analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists
Text Structures From the Masters
62 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 30. Letter to Jessie Gladden
Text Structure: Letter of Recommendation
Literary Device
Prose: Prose is a form of language that has no formal metrical structure. It applies a natural flow of speech, and ordinary grammatical structure rather than rhythmic structure, such as in the case of traditional poetry.
https://literarydevices.net/prose/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(iii)
organizational
patterns such as
cause and effect
and problem
and solution;
(iii)
organizational
patterns such as
compare and
contrast;
(iii)
organizational
patterns such as
logical order and
order of
importance;
(iii)
organizational
patterns such as
definition,
classification,
advantage, and
disadvantage;
(iii)
organizational
patterns that
support multiple
topics,
categories, and
subcategories;
(ii) multiple organizational patterns
within a text to develop the thesis;
(ii) the
relationship
between
organizational
design and thesis;
(ii) the relationship between
organizational design and author's
purpose;
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
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63 | P a g e TEKS alignment by Gina Graham. © 2019
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10 (B) explain how the use of text
structure contributes to the author's
purpose
9 (B) analyze how the use of text structure contributes to the author's purpose 8 (B) analyze how the use of text structure contributes to the author's purpose
8 (B) evaluate use of text structure to achieve the author's purpose
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Text Structures From the Masters
64 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
11(B)(i) organizing with purposeful structure, including an
introduction and a conclusion
10(B)(i) organizing with purposeful structure, including an
introduction, transitions, coherence within and across
paragraphs, and a conclusion
9(B)(i) using an organizing structure
appropriate to purpose, audience,
topic, and context
9(B)(i) using strategic organizational
structures appropriate to purpose,
audience, topic, and context
11(D) compose
correspondence
such as thank you
notes or letters
11(D) compose correspondence that
requests information
10(D) compose correspondence that reflects an opinion,
registers a complaint, or requests information in a business or
friendly structure
9(D) compose correspondence in a professional or friendly structure
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that
are meaningful. The student is expected to:
12(A) compose
literary texts,
including
personal
narratives and
poetry, using
genre
characteristics
and craft
12(A) compose
literary texts such
as personal
narratives and
poetry using
genre
characteristics
and craft
12(A) compose
literary texts such
as personal
narratives,
fiction, and
poetry using
genre
characteristics
and craft
11(A) compose literary texts such as personal narratives,
fiction, and poetry using genre characteristics and craft
10(A) compose literary texts such as fiction and poetry using genre characteristics
and craft
Although the letter written by Clara Barton references the Civil War and the Spanish-American War, this letter could be used when studying other conflicts involving
American soldiers.
Text Structures From the Masters
65 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 31. A Modern Day Devil Baby
Text Structure: Why Something Goes Viral
Literary Device
Narrative: Narrative is a report of related events presented to the listeners or readers in words arranged in a logical sequence.
A story is taken as a synonym of narrative. A narrative or story is told by a narrator who may be a direct part of that experience and he or she often shares the experience as a first-person narrator. Sometimes he or she may only observe the events as a third-person narrator and gives his or her verdict.
https://literarydevices.net/narrative/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 3
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
7(D) retell and
paraphrase texts
in ways that
maintain meaning
and logical order
7(D) retell, paraphrase, or summarize
texts in ways that maintain meaning
and logical
order
6(D) paraphrase and summarize texts in ways that maintain
meaning and logical order
5(D) paraphrase and summarize texts in ways that maintain meaning and logical
order
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
8(D) explain the
influence of the
setting on the
plot
8(D) analyze the influence of the
setting, including historical and
cultural settings, on the plot
7(D) analyze
how the setting,
including
historical and
cultural settings,
influences
character and
plot
development
7(D) analyze how
the setting
influences
character and
plot development
7(D) explain how
the setting
influences the
values and beliefs
of characters
6(D) analyze how
the setting
influences the
theme
6(D) analyze
how historical
and cultural
settings
influence
characterization
, plot, and
theme across
texts
6(D) evaluate how the historical, social,
and economic context of setting(s)
influences the plot, characterization,
and theme
Text Structures From the Masters
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9(A)
demonstrate
knowledge of
distinguishing
characteristics
of well-known
children's
literature such
as folktales,
fables, fairy
tales, legends,
and myths
9(A)
demonstrate
knowledge of
distinguishing
characteristics of
well-known
children's
literature such as
folktales, fables,
legends, myths,
and tall tales
9(A)
demonstrate
knowledge of
distinguishing
characteristics of
well-known
children's
literature such
as folktales,
fables, legends,
myths, and tall
tales
8(A) demonstrate
knowledge of
literary genres
such as realistic
fiction,
adventure
stories, historical
fiction,
mysteries,
humor, and
myths
8(A) demonstrate
knowledge of
literary genres
such as realistic
fiction, adventure
stories, historical
fiction, mysteries,
humor, myths,
fantasy, and
science fiction
8(A) demonstrate
knowledge of
literary genres
such as realistic
fiction, adventure
stories, historical
fiction, mysteries,
humor, fantasy,
science fiction,
and short stories
7(A) read and
respond to
American,
British, and
world literature
7(A) read and
analyze world
literature across
literary periods
7(A) read and
analyze American
literature across
literary periods
7(A) read and
analyze British
literature across
literary periods
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10 (B) explain how the use of text
structure contributes to the author's
purpose
9 (B) analyze how the use of text structure contributes to the author's purpose 8 (B) analyze how the use of text structure contributes to the author's purpose
8 (B) evaluate use of text structure to achieve the author's purpose
10(G) identify
and explain
the use of
hyperbole
10(G) identify
and explain
the use of
anecdote
10(G) explain
the purpose
of hyperbole,
stereotyping
and anecdote
9(G) explain the
differences
between
rhetorical
devices and
logical fallacies
9(G) explain the
purpose of
rhetorical devices
such as direct
address and
rhetorical
questions and
logical fallacies
such as loaded
language and
sweeping
generalizations
9(G) explain the
purpose of
rhetorical devices
such as analogy
and juxtaposition
and of logical
fallacies such as
bandwagon
appeals and
circular reasoning
8(G) explain the
purpose of
rhetorical
devices such as
understatement
and
overstatement
and the effect of
logical fallacies
such as straw
man and red
herring
arguments
8(G) explain
the purpose
of rhetorical
devices such
as appeals,
antithesis,
parallelism,
and shifts and
the effects of
logical
fallacies
8(G) analyze the effects of rhetorical
devices and logical fallacies on the
way the text is read and understood
Text Structures From the Masters
67 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
11(B)(i) organizing with purposeful structure, including an
introduction and a conclusion
10(B)(i) organizing with purposeful structure, including an
introduction, transitions, coherence within and across
paragraphs, and a conclusion
9(B)(i) using an organizing structure
appropriate to purpose, audience,
topic, and context
9(B)(i) using strategic organizational
structures appropriate to purpose,
audience, topic, and context
United States History (26) Culture. The student understands how people from various groups contribute to our national identity. The student is expected to: (D) identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah Winfrey to American society
Text Structures From the Masters
68 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 32. “Remembering Slavery” (Excerpt)
Text Structure: Letter of Recommendation
Literary Device
Narrative: Narrative is a report of related events presented to the listeners or readers in words arranged in a logical sequence. A story is taken as a synonym of narrative. A narrative or story is told by a narrator who may be a direct part of that experience and he or she often shares the experience as a first-person narrator. Sometimes he or she may only observe the events as a third-person narrator and gives his or her verdict.
https://literarydevices.net/narrative/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 2
Comprehension Skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
6(D) create mental images to deepen understanding 5(D) create mental images to deepen understanding 4(D) create mental images to deepen understanding
6(F) make inferences and use evidence to support
understanding
5(F) make inferences and use evidence to support
understanding
4(F) make inferences and use evidence to support understanding
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(i) the central idea with supporting evidence (i) the controlling idea or thesis with supporting evidence (i) clear thesis, relevant supporting
evidence, pertinent examples, and
conclusion; and
(i) clear thesis,
strong
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
(i) clear thesis,
effective
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
Text Structures From the Masters
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Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(A) explain the author's purpose and message within a
text
9(A) analyze the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message
within a text
8(A) evaluate the
author's purpose,
audience, and
message within a
text
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to: 11(B)(i) organizing with purposeful structure, including an
introduction and a conclusion
10(B)(i) organizing with purposeful structure, including an
introduction, transitions, coherence within and across
paragraphs, and a conclusion
9(B)(i) using an organizing structure
appropriate to purpose, audience,
topic, and context
9(B)(i) using strategic organizational
structures appropriate to purpose,
audience, topic, and context
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to: 12(A) compose
literary texts,
including
personal
narratives and
poetry, using
genre
characteristics
and craft
12(A) compose
literary texts such
as personal
narratives and
poetry using
genre
characteristics
and craft
12(A) compose
literary texts such
as personal
narratives,
fiction, and
poetry using
genre
characteristics
and craft
11(A) compose literary texts such as personal narratives,
fiction, and poetry using genre characteristics and craft
10(A) compose literary texts such as fiction and poetry using genre characteristics
and craft
United States History
(26) Culture. The student understands how people from various groups contribute to our national identity. The student is expected to:
(C) explain how the contributions of people of various racial, ethnic, gender, and religious groups shape American culture
Text Structures From the Masters
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Lesson 33. “The Pleasure of Books”
Text Structure: Objects of Affection
Literary Device
Tone: The tone of a literary work is the perspective or attitude that the author adopts with regards to a specific character, place or development. Tone can portray a variety of emotions ranging from solemn, grave, and critical to witty, wry and humorous.
http://literary-devices.com/content/tone
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Text Structures From the Masters
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Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(A) explain the author's purpose and message within a
text
9(A) analyze the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message
within a text
8(A) evaluate the
author's purpose,
audience, and
message within a
text
10 (B) explain how the use of text
structure contributes to the author's
purpose
9 (B) analyze how the use of text structure contributes to the author's purpose 8 (B) analyze how the use of text structure contributes to the author's purpose
8 (B) evaluate use of text structure to achieve the author's purpose
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
11(B)(i) organizing with purposeful structure, including an
introduction and a conclusion
10(B)(i) organizing with purposeful structure, including an
introduction, transitions, coherence within and across
paragraphs, and a conclusion
9(B)(i) using an organizing structure
appropriate to purpose, audience,
topic, and context
9(B)(i) using strategic organizational
structures appropriate to purpose,
audience, topic, and context
The sentence, “Books are of the people, by the people, for the people” can be discussed and compared to the Gettysburg Address.
Text Structures From the Masters
72 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 34. Letter From Phyllis
Text Structure: True or False? Neither
Literary Device
Exposition: Exposition is a literary device used to introduce background information about events, settings, characters etc. to the audience or readers.
https://literarydevices.net/exposition/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 2
Comprehension Skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
6(E) make connections to personal experiences, ideas in other
texts, and society
5(E) make connections to personal experiences, ideas in other
texts, and society
4(E) make connections to personal experiences, ideas in other texts, and society
Strand 3
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
7(A) describe personal connections to a variety of sources,
including self-selected texts;
6(A) describe personal connections to a variety of sources,
including self-selected texts;
5(A) describe personal connections to a variety of sources, including self-selected
texts;
7(D) retell and
paraphrase texts
in ways that
maintain meaning
and logical order
7(D) retell, paraphrase, or summarize
texts in ways that maintain meaning
and logical
order
6(D) paraphrase and summarize texts in ways that maintain
meaning and logical order
5(D) paraphrase and summarize texts in ways that maintain meaning and logical
order
7(G) discuss specific ideas in the text that are important to
the meaning
6(G) discuss and write about the explicit or implicit meanings
of text
5(G) discuss and write about the explicit and implicit meanings of text
Text Structures From the Masters
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Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(A) explain the author's purpose and message within a
text
9(A) analyze the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message
within a text
8(A) evaluate the
author's purpose,
audience, and
message within a
text
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10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Social Studies, Grade 8 (25) Culture. The student understands the impact of religion on the American way of life. The student is expected to: (A) trace the development of religious freedom in the United States;
United States History (25) Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to: (C) explain the relationship among Christianity, individualism, and growing secularism that began with the Renaissance and how the relationship influenced subsequent political developments; (28) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to: (E) identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison, Albert Einstein, Louis Pasteur, and James Watt
Text Structures From the Masters
75 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 35. It’s a Great Life
Text Structure: How An Experience Changed Me
Literary Device
Narrative: Narrative is a report of related events presented to the listeners or readers in words arranged in a logical sequence. A narrative or story is told by a narrator who may be a direct part of that experience and he or she often shares the experience as a first-person narrator.
https://literarydevices.net/narrative/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 2
Comprehension Skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
6(E) make connections to personal experiences, ideas in other
texts, and society
5(E) make connections to personal experiences, ideas in other
texts, and society
4(E) make connections to personal experiences, ideas in other texts, and society
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(i) the central
idea with
supporting
evidence
(i) the central
idea with
supporting
evidence
(i) the central
idea with
supporting
evidence
(i) the controlling
idea or thesis
with supporting
evidence
(i) the controlling
idea or thesis
with supporting
evidence
(i) the controlling
idea or thesis
with supporting
evidence
(i) clear thesis,
relevant
supporting
evidence,
pertinent
examples, and
conclusion
(i) clear thesis,
relevant
supporting
evidence,
pertinent
examples, and
conclusion
(i) clear thesis,
strong
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
(i) clear thesis,
effective
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
Text Structures From the Masters
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Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(A) explain the author's purpose and message within a
text
9(A) analyze the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message
within a text
8(A) evaluate the
author's purpose,
audience, and
message within a
text
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts
that are meaningful. The student is expected to:
12(A) compose
literary texts,
including
personal
narratives and
poetry, using
genre
characteristics
and craft
12(A) compose
literary texts such
as personal
narratives and
poetry using
genre
characteristics
and craft
12(A) compose
literary texts such
as personal
narratives,
fiction, and
poetry using
genre
characteristics
and craft
11(A) compose literary texts such as personal narratives,
fiction, and poetry using genre characteristics and craft
10(A) compose literary texts such as fiction and poetry using genre characteristics
and craft
United States History (16) Economics. The student understands significant economic developments between World War I and World War II. The student is expected to: (E) describe how various New Deal agencies and programs, including the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Administration, continue to affect the lives of U.S. citizens.
Text Structures From the Masters
77 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 36. “I’d Rather Not Be on Relief”
Text Structure: Lester Hunter Song
Literary Device
Lyrical Poem: Lyrical poems, which are often popular for their musical quality and rhythm, are pleasing to the ear, and are easily put to music.
https://literarydevices.net/lyric/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 2
Comprehension Skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
6(D) create mental images to deepen understanding 5(D) create mental images to deepen understanding 4(D) create mental images to deepen understanding
6(F) make inferences and use evidence to support
understanding
5(F) make inferences and use evidence to support
understanding
4(F) make inferences and use evidence to support understanding
6(H) synthesize information to create new understanding 5(H) synthesize information to create new understanding 4(H) synthesize
information from
two texts to
create new
understanding
4(H) synthesize
information
from multiple
texts to create
new
understanding
4(H) synthesize information from a
variety of text types to create new
understanding
Strand 4 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and
across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(B) explain
rhyme scheme,
sound devices,
and structural
elements such
as stanzas in a
variety of poems
9(B) explain
figurative
language such as
simile,
metaphor, and
personification
that the poet
uses to create
images
9(B) explain the
use of sound
devices and
figurative
language and
distinguish
between the
poet and the
speaker in
poems across a
variety of poetic
forms
8(B) analyze the
effect of meter
and structural
elements such as
line breaks in
poems across a
variety of poetic
forms
8(B) analyze the
effect of rhyme
scheme, meter,
and graphical
elements such as
punctuation and
capitalization in
poems across a
variety of poetic
forms
8(B) analyze the
effect of graphical
elements such as
punctuation and
line length in
poems across a
variety of poetic
forms such as
epic, lyric, and
humorous poetry
7(B) analyze the
structure,
prosody, and
graphic elements
such as line
length and word
position in poems
across a variety
of poetic forms
7(B) analyze the
effects of
metrics; rhyme
schemes; types
of rhymes such
as end, internal,
slant, and eye;
and other
conventions in
poems across a
variety of poetic
forms
7(B) analyze
relationships
among
characteristics of
poetry, including
stanzas, line
breaks, speaker,
and sound
devices in poems
across a variety of
poetic forms
7(B) analyze the
effects of sound,
form, figurative
language,
graphics, and
dramatic
structure in
poetry across
literary time
periods and
cultures
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Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(A) explain the author's purpose and message within a
text
9(A) analyze the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message
within a text
8(A) evaluate the
author's purpose,
audience, and
message within a
text
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts
that are meaningful. The student is expected to:
12(A) compose
literary texts,
including
personal
narratives and
poetry, using
genre
characteristics
and craft
12(A) compose
literary texts such
as personal
narratives and
poetry using
genre
characteristics
and craft
12(A) compose
literary texts such
as personal
narratives,
fiction, and
poetry using
genre
characteristics
and craft
11(A) compose literary texts such as personal narratives,
fiction, and poetry using genre characteristics and craft
10(A) compose literary texts such as fiction and poetry using genre characteristics
and craft
United States History
(16) Economics. The student understands significant economic developments between World War I and World War II. The student is expected to: (A) analyze causes of economic growth and prosperity in the 1920s, including Warren Harding's Return to Normalcy, reduced taxes, and increased production efficiencies; (B) identify the causes of the Great Depression, including the impact of tariffs on world trade, stock market speculation, bank failures, and the monetary policy of the Federal Reserve System; (C) analyze the effects of the Great Depression on the U.S. economy and society such as widespread unemployment and deportation and repatriation of people of European and Mexican heritage and others; (D) compare the New Deal policies and its opponents' approaches to resolving the economic effects of the Great Depression
Text Structures From the Masters
79 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 37. Pearl Harbor Address to the Nation
Text Structure: Picking Up the Pieces
Literary Device
Anaphora: In writing or speech, the deliberate repetition of the first part of the sentence in order to achieve an artistic effect. “…Last night…, Last night…, Last Night…”
https://literarydevices.net/anaphora/
Parallelism is the use of components in a sentence that are grammatically the same; or similar in their construction, sound, meaning, or meter. https://literarydevices.net/parallelism/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
8(D) explain the
influence of the
setting on the
plot
8(D) analyze the influence of the
setting, including historical and
cultural settings, on the plot
7(D) analyze
how the setting,
including
historical and
cultural settings,
influences
character and
plot
development
7(D) analyze how
the setting
influences
character and
plot development
7(D) explain how
the setting
influences the
values and beliefs
of characters
6(D) analyze how
the setting
influences the
theme
6(D) analyze
how historical
and cultural
settings
influence
characterization
, plot, and
theme across
texts
6(D) evaluate how the historical, social,
and economic context of setting(s)
influences the plot, characterization,
and theme
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
Text Structures From the Masters
80 | P a g e TEKS alignment by Gina Graham. © 2019
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(A) explain the author's purpose and message within a
text
9(A) analyze the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message
within a text
8(A) evaluate the
author's purpose,
audience, and
message within a
text
10 (B) explain how the use of text
structure contributes to the author's
purpose
9 (B) analyze how the use of text structure contributes to the author's purpose 8 (B) analyze how the use of text structure contributes to the author's purpose
8 (B) evaluate use of text structure to achieve the author's purpose
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
11(B)(i) organizing with purposeful structure, including an
introduction and a conclusion
10(B)(i) organizing with purposeful structure, including an
introduction, transitions, coherence within and across
paragraphs, and a conclusion
9(B)(i) using an organizing structure
appropriate to purpose, audience,
topic, and context
9(B)(i) using strategic organizational
structures appropriate to purpose,
audience, topic, and context
United States History (7) History. The student understands the domestic and international impact of U.S. participation in World War II. The student is expected to: (B) evaluate the domestic and international leadership of Franklin D. Roosevelt and Harry Truman during World War II, including the U.S. relationship with its allies and domestic industry's rapid mobilization for the war effort
Text Structures From the Masters
81 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 38. Letter to Her Husband
Text Structure: Heads Up from Your Wingman
Literary Device
Emphatic Assertion: Conveys sympathy to someone, and usually has two parts: the first encompasses recognition of the feelings or situations of the other person, and the second is a statement that shows support for the other person’s viewpoint, feelings, or rights.
https://literarydevices.net/assertion/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
9 (D) recognize characteristics and
structures of informational text,
including:
9 (D) analyze
characteristics and
structural
elements of
informational text,
including:
8 (D) analyze characteristics and
structural elements of informational
text, including:
8 (D) analyze
characteristics
and structural
elements of
informational
texts such as:
7 (D) analyze characteristics and
structural elements of informational
texts such as:
7 (D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
7 (D) recognize
characteristics
and structures of
informational
text, including:
(iii)
organizational
patterns such as
cause and effect
and problem
and solution
(iii)
organizational
patterns such as
compare and
contrast
(iii)
organizational
patterns such as
logical order and
order of
importance
(iii) organizational patterns such as definition, classification, advantage, and disadvantage
(iii)
organizational
patterns that
support multiple
topics,
categories, and
subcategories
(ii) multiple organizational patterns
within a text to develop the thesis
(ii) the
relationship
between
organizational
design and thesis
(iii) organizational patterns such as
cause and effect and problem and
solution
Text Structures From the Masters
82 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
10(A) explain the author's purpose and message within a text 9(A) explain the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message within a text
8(A) evaluate the author's purpose, audience, and message within a text
10(B) explain how the use of text structure contributes to the author's purpose
10(B) analyze how the use of text structure contributes to the author's purpose
9(B) analyze how the use of text structure contributes to the author's purpose
8(B) analyze use of text structure contributes to the author's purpose
10(B) evaluate use of text structure to achieve the author's purpose
10(F) discuss how the author's use of language contributes to voice
10(F) examine
how the author's
use of language
contributes to
voice
9(F) analyze how the author's use of language contributes to mood and voice
9(F) analyze how the author's use of language contributes to the mood, voice, and tone
10(F) discuss how the author's use of language contributes to voice
10(F) examine
how the
author's use of
language
contributes to
voice
9(F) analyze how the author's use of language contributes to mood and voice
Strand 6 Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that
are meaningful. The student is expected to:
11(D) compose
correspondence
such as thank
you notes or
letters
11(D) compose correspondence that
requests information
10(D) compose correspondence that reflects an opinion,
registers a complaint, or requests information in a business or
friendly structure
9(D) compose correspondence in a professional or friendly structure
United States History (7) History. The student understands the domestic and international impact of U.S. participation in World War II. The student is expected to: (B) evaluate the domestic and international leadership of Franklin D. Roosevelt and Harry Truman during World War II, including the U.S. relationship with its allies and domestic industry's rapid mobilization for the war effort;
(26) Culture. The student understands how people from various groups contribute to our national identity. The student is expected to:
(D) identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and
Oprah Winfrey to American society
Text Structures From the Masters
83 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 39. “I Love You” Letter
Text Structure: What Do I Mean? Well…
Literary Device
Connotation refers to a meaning that is implied by a word apart from the thing which it describes explicitly. Words carry cultural and emotional associations or meanings in addition to their literal meanings or denotations. https://literarydevices.net/connotation/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 3
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
7(A) describe personal connections to a variety of sources,
including self-selected texts;
6(A) describe personal connections to a variety of sources,
including self-selected texts;
5(A) describe personal connections to a variety of sources, including self-selected
texts;
7(G) discuss specific ideas in the text that are important to
the meaning
6(G) discuss and write about the explicit or implicit meanings
of text
5(G) discuss and write about the explicit and implicit meanings of text
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
Text Structures From the Masters
84 | P a g e TEKS alignment by Gina Graham. © 2019
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(A) explain the author's purpose and message within a
text
9(A) analyze the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message
within a text
8(A) evaluate the
author's purpose,
audience, and
message within a
text
10 (B) explain how the use of text
structure contributes to the author's
purpose
9 (B) analyze how the use of text structure contributes to the author's purpose 8 (B) analyze how the use of text structure contributes to the author's purpose
8 (B) evaluate use of text structure to achieve the author's purpose
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
11(B)(i) organizing with purposeful structure, including an
introduction and a conclusion
10(B)(i) organizing with purposeful structure, including an
introduction, transitions, coherence within and across
paragraphs, and a conclusion
9(B)(i) using an organizing structure
appropriate to purpose, audience,
topic, and context
9(B)(i) using strategic organizational
structures appropriate to purpose,
audience, topic, and context
Text Structures From the Masters
85 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 40. Letter to His Son Thom
Text Structure: My Advice About Your Strong Feeling
Literary Device
Audience is the person for whom a writer writes, or composer composes. A writer uses a particular style of language, tone, and content according to what he knows about his audience.
https://literarydevices.net/audience/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(iii)
organizational
patterns such as
cause and effect
and problem
and solution;
(iii)
organizational
patterns such as
compare and
contrast;
(iii)
organizational
patterns such as
logical order and
order of
importance;
(iii)
organizational
patterns such as
definition,
classification,
advantage, and
disadvantage;
(iii)
organizational
patterns that
support multiple
topics,
categories, and
subcategories;
(ii) multiple organizational patterns
within a text to develop the thesis;
(ii) the
relationship
between
organizational
design and thesis;
(ii) the relationship between
organizational design and author's
purpose;
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
Text Structures From the Masters
86 | P a g e TEKS alignment by Gina Graham. © 2019
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10 (B) explain how the use of text
structure contributes to the author's
purpose
9 (B) analyze how the use of text structure contributes to the author's purpose 8 (B) analyze how the use of text structure contributes to the author's purpose
8 (B) evaluate use of text structure to achieve the author's purpose
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
11(B)(i) organizing with purposeful structure, including an
introduction and a conclusion
10(B)(i) organizing with purposeful structure, including an
introduction, transitions, coherence within and across
paragraphs, and a conclusion
9(B)(i) using an organizing structure
appropriate to purpose, audience,
topic, and context
9(B)(i) using strategic organizational
structures appropriate to purpose,
audience, topic, and context
Text Structures From the Masters
87 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 41. Inaugural Address
Text Structure: Pep Talk
Literary Device
Antithesis, literal meaning opposite, is a rhetorical device in which two opposite ideas are put together in a sentence to achieve a contrasting effect. https://literarydevices.net/antithesis/
Antithesis is used three times in the first sentence of the speech ("We observe today not a victory of party but a celebration of freedom, symbolizing an end as well as a beginning, signifying renewal as well as change") and the most famous words of the entire speech ("And so, my fellow Americans, ask not what your country can do for you; ask what you can do for your country").
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 2
Comprehension Skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
6(E) make connections to personal experiences, ideas in other
texts, and society
5(E) make connections to personal experiences, ideas in other
texts, and society
4(E) make connections to personal experiences, ideas in other texts, and society
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(iii)
organizational
patterns such as
cause and effect
and problem
and solution;
(iii)
organizational
patterns such as
compare and
contrast;
(iii)
organizational
patterns such as
logical order and
order of
importance;
(iii)
organizational
patterns such as
definition,
classification,
advantage, and
disadvantage;
(iii)
organizational
patterns that
support multiple
topics,
categories, and
subcategories;
(ii) multiple organizational patterns
within a text to develop the thesis;
(ii) the
relationship
between
organizational
design and thesis;
(ii) the relationship between
organizational design and author's
purpose;
Text Structures From the Masters
88 | P a g e TEKS alignment by Gina Graham. © 2019
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10 (B) explain how the use of text
structure contributes to the author's
purpose
9 (B) analyze how the use of text structure contributes to the author's purpose 8 (B) analyze how the use of text structure contributes to the author's purpose
8 (B) evaluate use of text structure to achieve the author's purpose
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Text Structures From the Masters
89 | P a g e TEKS alignment by Gina Graham. © 2019
10(G) identify
and explain
the use of
hyperbole
10(G) identify
and explain
the use of
anecdote
10(G) explain
the purpose
of hyperbole,
stereotyping
and anecdote
9(G) explain the
differences
between
rhetorical
devices and
logical fallacies
9(G) explain the
purpose of
rhetorical devices
such as direct
address and
rhetorical
questions and
logical fallacies
such as loaded
language and
sweeping
generalizations
9(G) explain the
purpose of
rhetorical devices
such as analogy
and juxtaposition
and of logical
fallacies such as
bandwagon
appeals and
circular
reasoning
8(G) explain the
purpose of
rhetorical
devices such as
understatement
and
overstatement
and the effect of
logical fallacies
such as straw
man and red
herring
arguments
8(G) explain
the purpose
of rhetorical
devices such
as appeals,
antithesis,
parallelism,
and shifts and
the effects of
logical
fallacies
8(G) analyze the effects of rhetorical
devices and logical fallacies on the
way the text is read and understood
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
11(B)(i) organizing with purposeful structure, including an
introduction and a conclusion
10(B)(i) organizing with purposeful structure, including an
introduction, transitions, coherence within and across
paragraphs, and a conclusion
9(B)(i) using an organizing structure
appropriate to purpose, audience,
topic, and context
9(B)(i) using strategic organizational
structures appropriate to purpose,
audience, topic, and context
President Kennedy’s inaugural address is not found in the TEKS. However, the power of his words and the call to action embedded in the speech can be included when
studying various historical events when leaders called upon citizens to support the country and their fellow citizens.
Text Structures From the Masters
90 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 42. Black Like Me (Excerpt)
Text Structure: Memory Reflection
Literary Device
Narrative: Narrative is a report of related events presented to the listeners or readers in words arranged in a logical sequence. A narrative or story is told by a narrator who may be a direct part of that experience and he or she often shares the experience as a first-person narrator. https://literarydevices.net/narrative/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 2
Comprehension Skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
6(D) create mental images to deepen understanding 5(D) create mental images to deepen understanding 4(D) create mental images to deepen understanding
6(F) make inferences and use evidence to support
understanding
5(F) make inferences and use evidence to support
understanding
4(F) make inferences and use evidence to support understanding
6(H) synthesize
information to
create new
understanding
5(H) synthesize information to create new understanding 4(H) synthesize
information from
two texts to
create new
understanding
4(H) synthesize
information
from multiple
texts to create
new
understanding
4(H) synthesize information from a
variety of text types to create new
understanding
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
8(D) explain the
influence of the
setting on the
plot
8(D) analyze the influence of the
setting, including historical and
cultural settings, on the plot
7(D) analyze
how the setting,
including
historical and
cultural settings,
influences
character and
plot
development
7(D) analyze how
the setting
influences
character and
plot development
7(D) explain how
the setting
influences the
values and beliefs
of characters
6(D) analyze how
the setting
influences the
theme
6(D) analyze
how historical
and cultural
settings
influence
characterization
, plot, and
theme across
texts
6(D) evaluate how the historical, social,
and economic context of setting(s)
influences the plot, characterization,
and theme
Text Structures From the Masters
91 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(B) explain how the use of text
structure contributes to the author's
purpose
9(B) analyze how the use of text structure contributes to the author's purpose 8(B) analyze how the use of text structure contributes to the author's purpose
8(B) evaluate use of text structure to achieve the author's purpose
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that
are meaningful. The student is expected to:
12(A) compose
literary texts,
including
personal
narratives and
poetry, using
genre
characteristics
and craft
12(A) compose
literary texts such
as personal
narratives and
poetry using
genre
characteristics
and craft
12(A) compose
literary texts such
as personal
narratives,
fiction, and
poetry using
genre
characteristics
and craft
11(A) compose literary texts such as personal narratives,
fiction, and poetry using genre characteristics and craft
10(A) compose literary texts such as fiction and poetry using genre characteristics
and craft
United States History History. The student understands the impact of the American civil rights movement. The student is expected to: (A) trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments; (D) compare and contrast the approach taken by some civil rights groups such as the Black Panthers with the nonviolent approach of Martin Luther King Jr.; (F) describe presidential actions and congressional votes to address minority rights in the United States, including desegregation of the armed forces, the Civil Rights acts of 1957 and 1964, and the Voting Rights Act of 1965;
United States Government (17) Culture. The student understands the relationship between government policies and the culture of the United States. The student is expected to: (A) evaluate a U.S. government policy or court decision that has affected a particular racial, ethnic, or religious group such as the Civil Rights Act of 1964 and the U.S. Supreme Court cases of Hernandez v. Texas and Grutter v. Bollinger
Text Structures From the Masters
92 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 43. “Duty, Honor, Country”
Text Structure: Parting Advice to Your Replacement
Literary Device
Repetition is a literary device that repeats the same words or phrases a few times to make an idea clearer. https://literarydevices.net/repetition/
Tone, in written composition, is an attitude of a writer toward a subject or an audience. Tone is generally conveyed through the choice of words, or the viewpoint of a writer on a particular subject. https://literarydevices.net/tone/
This is also an excellent text selection for studying logos, pathos and ethos.
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Text Structures From the Masters
93 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
10(A) explain the author's purpose and message within a text 9(A) explain the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message within a text
8(A) evaluate the author's purpose, audience, and message within a text
10(B) explain how the use of text structure contributes to the author's purpose
10(B) analyze how the use of text structure contributes to the author's purpose
9(B) analyze how the use of text structure contributes to the author's purpose
8(B) analyze use of text structure contributes to the author's purpose
10(B) evaluate use of text structure to achieve the author's purpose
10(E) identify the
use of literary
devices, including
first- and third-
person point of
view
10(E) identify and understand the use
of literary devices, including first- and
third- person point of view
9(E) identify the
use of literary
devises, including
omniscient and
limited point of
view, to achieve
a specific
purpose
9(E) identify the
use of literary
devises, including
subjective and
objective point of
view
(E) identify and
analyze the use
of literary
devises, including
multiple points of
view and irony
8(E) analyze the
use of literary
devises, such as
irony and
oxymoron to
achieve specific
purposes
8(E) analyze the
use of literary
devises, such as
irony, sarcasm,
and motif to
achieve specific
purposes
8(E) analyze the use of literary
devises, such as paradox, satire and
allegory to achieve specific purposes
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
10(G) identify
and explain
the use of
hyperbole
10(G) identify
and explain
the use of
anecdote
10(G) explain
the purpose
of hyperbole,
stereotyping
and anecdote
9(G) explain the
differences
between
rhetorical
devices and
logical fallacies
9(G) explain the
purpose of
rhetorical devices
such as direct
address and
rhetorical
questions and
logical fallacies
such as loaded
language and
sweeping
generalizations
9(G) explain the
purpose of
rhetorical devices
such as analogy
and juxtaposition
and of logical
fallacies such as
bandwagon
appeals and
circular reasoning
8(G) explain the
purpose of
rhetorical
devices such as
understatement
and
overstatement
and the effect of
logical fallacies
such as straw
man and red
herring
arguments
8(G) explain
the purpose
of rhetorical
devices such
as appeals,
antithesis,
parallelism,
and shifts and
the effects of
logical
fallacies
8(G) analyze the effects of rhetorical
devices and logical fallacies on the
way the text is read and understood
Text Structures From the Masters
94 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
11(B)(i) organizing with purposeful structure, including an
introduction and a conclusion
10(B)(i) organizing with purposeful structure, including an
introduction, transitions, coherence within and across
paragraphs, and a conclusion
9(B)(i) using an organizing structure
appropriate to purpose, audience,
topic, and context
9(B)(i) using strategic organizational
structures appropriate to purpose,
audience, topic, and context
United States History (7) History. The student understands the domestic and international impact of U.S. participation in World War II. The student is expected to: (F) evaluate the military contributions of leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, Chester A. Nimitz, George Marshall, and George Patton
Text Structures From the Masters
95 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 44. Letter to His Astronaut Son
Text Structure: Bon Voyage
Literary Device
Context is the background, environment, setting, framework, or surroundings of events or occurrences. Simply, context means circumstances forming a background of an event, idea or statement, in such a way as to enable readers to understand the narrative or a literary piece. https://literarydevices.net/context/
Various contexts: 1)The beginning of space exploration, 2) wishing someone well as they go on an adventure, 3) Beliefs , 4) love for someone
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
(i) the central
idea with
supporting
evidence;
(i) the central
idea with
supporting
evidence;
(i) the central
idea with
supporting
evidence;
(i) the controlling
idea or thesis
with supporting
evidence;
(i) the controlling
idea or thesis
with supporting
evidence;
(i) the controlling
idea or thesis
with supporting
evidence;
(i) clear thesis,
relevant
supporting
evidence,
pertinent
examples, and
conclusion; and
(i) clear thesis,
relevant
supporting
evidence,
pertinent
examples, and
conclusion; and
(i) clear thesis,
strong
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
(i) clear thesis,
effective
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
Text Structures From the Masters
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Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own
products and performances. The student is expected to:
10 (A) explain the author's purpose and message within a text 9 (A) explain the author's purpose and message within a text 8 (A) analyze the author's purpose, audience, and message within a text
10 (B) explain how the use of text structure to achieve the
author's purpose
10 (B) analyze how the use of text structure to achieve the
author's purpose
9 (B) analyze how the use of text
structure to achieve the author's
purpose
8 (B) analyze use of text structure to
achieve the author's purpose
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
11(B)(i) organizing with purposeful structure, including an
introduction and a conclusion
10(B)(i) organizing with purposeful structure, including an
introduction, transitions, coherence within and across
paragraphs, and a conclusion
9(B)(i) using an organizing structure
appropriate to purpose, audience,
topic, and context
9(B)(i) using strategic organizational
structures appropriate to purpose,
audience, topic, and context
United States History
(28) Science, technology, and society. The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States. The student is expected to: (B) explain how space technology and exploration improve the quality of life
Text Structures From the Masters
97 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 45. “Ich bin ein Berliner” Speech
Text Structure: I Feel Your Pain
Literary Device
Repetition is a literary device that repeats the same words or phrases a few times to make an idea clearer. “Let them come to Berlin”
https://literarydevices.net/repetition/
Audience is the person for whom a writer writes, or composer composes. A writer uses a particular style of language, tone, and content according to what he knows about his audience.
https://literarydevices.net/audience/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Text Structures From the Masters
98 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
10(A) explain the author's purpose and message within a text 9(A) explain the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message within a text
8(A) evaluate the author's purpose, audience, and message within a text
10(B) explain how the use of text structure contributes to the author's purpose
10(B) analyze how the use of text structure contributes to the author's purpose
9(B) analyze how the use of text structure contributes to the author's purpose
8(B) analyze use of text structure contributes to the author's purpose
10(B) evaluate use of text structure to achieve the author's purpose
10(E) identify the
use of literary
devices, including
first- and third-
person point of
view
10(E) identify and understand the use
of literary devices, including first- and
third- person point of view
9(E) identify the
use of literary
devises, including
omniscient and
limited point of
view, to achieve
a specific
purpose
9(E) identify the
use of literary
devises, including
subjective and
objective point of
view
(E) identify and
analyze the use
of literary
devises, including
multiple points of
view and irony
8(E) analyze the
use of literary
devises, such as
irony and
oxymoron to
achieve specific
purposes
8(E) analyze the
use of literary
devises, such as
irony, sarcasm,
and motif to
achieve specific
purposes
8(E) analyze the use of literary
devises, such as paradox, satire and
allegory to achieve specific purposes
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
11(B)(i) organizing with purposeful structure, including an
introduction and a conclusion
10(B)(i) organizing with purposeful structure, including an
introduction, transitions, coherence within and across
paragraphs, and a conclusion
9(B)(i) using an organizing structure
appropriate to purpose, audience,
topic, and context
9(B)(i) using strategic organizational
structures appropriate to purpose,
audience, topic, and context
United States History
(22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: (F) assess the degree to which American ideals have advanced human rights and democratic ideas throughout the world
Text Structures From the Masters
99 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 46. “And We Shall Overcome” Special Message to Congress (Excerpt)
Text Structure: Flashpoint Moment of Truth
Literary Device
Antithesis, literal meaning opposite, is a rhetorical device in which two opposite ideas are put together in a sentence to achieve a contrasting effect.
https://literarydevices.net/antithesis/
Antithesis is used in separate sentences. “There is no cause for pride…There is no cause for self-satisfaction…But there is cause for hope… Parallelism is the use of components in a sentence that are grammatically the same; or similar in their construction, sound, meaning, or meter. https://literarydevices.net/parallelism/
“So it was in Lexington and Concord. So it was a century ago at Appomattox. So it was last week in Selma, Alabama.”
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
(ii) distinguishing
facts from
opinion; and
(ii) explaining how the author has
used facts for or against an
argument; and
(ii) explaining
how the author
uses various
types of
evidence to
support the
argument;
(ii) explaining
how the author
uses various
types of
evidence and
consideration of
alternatives to
support the
argument
(ii) identifying
and explaining
the counter
argument; and
(ii) various types of evidence and treatment of counterarguments, including
concessions and rebuttals; and
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Text Structures From the Masters
100 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
10(A) explain the author's purpose and message within a text 9(A) explain the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message within a text
8(A) evaluate the author's purpose, audience, and message within a text
10(B) explain how the use of text structure contributes to the author's purpose
10(B) analyze how the use of text structure contributes to the author's purpose
9(B) analyze how the use of text structure contributes to the author's purpose
8(B) analyze use of text structure contributes to the author's purpose
10(B) evaluate use of text structure to achieve the author's purpose
10(E) identify the
use of literary
devices, including
first- and third-
person point of
view
10(E) identify and understand the use
of literary devices, including first- and
third- person point of view
9(E) identify the
use of literary
devises, including
omniscient and
limited point of
view, to achieve
a specific
purpose
9(E) identify the
use of literary
devises, including
subjective and
objective point of
view
(E) identify and
analyze the use
of literary
devises, including
multiple points of
view and irony
8(E) analyze the
use of literary
devises, such as
irony and
oxymoron to
achieve specific
purposes
8(E) analyze the
use of literary
devises, such as
irony, sarcasm,
and motif to
achieve specific
purposes
8(E) analyze the use of literary
devises, such as paradox, satire and
allegory to achieve specific purposes
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Text Structures From the Masters
101 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
11(B)(i) organizing with purposeful structure, including an
introduction and a conclusion
10(B)(i) organizing with purposeful structure, including an
introduction, transitions, coherence within and across
paragraphs, and a conclusion
9(B)(i) using an organizing structure
appropriate to purpose, audience,
topic, and context
9(B)(i) using strategic organizational
structures appropriate to purpose,
audience, topic, and context
Grade 7 (7) History. The student understands how individuals, events, and issues shaped the history of Texas during the 20th and early 21st centuries. The student is expected to: these movements, including James L. Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the League of United Latin American Citizens (LULAC), Jane McCallum, and Lulu Belle Madison White United States History 9) History. The student understands the impact of the American civil rights movement. The student is expected to: (A) trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments; (B) describe the roles of political organizations that promoted civil rights, including ones from African American, Chicano, American Indian, women's, and other civil rights movements; (F) describe presidential actions and congressional votes to address minority rights in the United States, including desegregation of the armed forces, the Civil Rights acts of 1957 and 1964, and the Voting Rights Act of 1965; (H) evaluate changes and events in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process (17) Culture. The student understands the relationship between government policies and the culture of the United States. The student is expected to: (A) evaluate a U.S. government policy or court decision that has affected a particular racial, ethnic, or religious group such as the Civil Rights Act of 1964 and the U.S. Supreme Court cases of Hernandez v. Texas and Grutter v. Bollinger
Text Structures From the Masters
102 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 47. “Lessons of Dr. Martin Luther King, Jr.”
Text Structure: Walking the Walk to Make a Difference
Literary Device
Narrative: Narrative is a report of related events presented to the listeners or readers in words arranged in a logical sequence. A narrative or story is told by a narrator who may be a direct part of that experience and he or she often shares the experience as a first-person narrator.
https://literarydevices.net/narrative/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
10(A) explain the author's purpose and message within a text 9(A) explain the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message within a text
8(A) evaluate the author's purpose, audience, and message within a text
Text Structures From the Masters
103 | P a g e TEKS alignment by Gina Graham. © 2019
10(B) explain how the use of text structure contributes to the author's purpose
10(B) analyze how the use of text structure contributes to the author's purpose
9(B) analyze how the use of text structure contributes to the author's purpose
8(B) analyze use of text structure contributes to the author's purpose
10(B) evaluate use of text structure to achieve the author's purpose
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
11(B)(i) organizing with purposeful structure, including an
introduction and a conclusion
10(B)(i) organizing with purposeful structure, including an
introduction, transitions, coherence within and across
paragraphs, and a conclusion
9(B)(i) using an organizing structure
appropriate to purpose, audience,
topic, and context
9(B)(i) using strategic organizational
structures appropriate to purpose,
audience, topic, and context
United States History
(9) History. The student understands the impact of the American civil rights movement. The student is expected to: (C) identify the roles of significant leaders who supported various rights movements, including Martin Luther King Jr., Cesar Chavez, Rosa Parks, Hector P. Garcia, and Betty Friedan
Text Structures From the Masters
104 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 48. Nobel Lecture (Abridged)
Text Structure: Using a Story to Make a Point
Literary Device
Theme is defined as a main idea or an underlying meaning of a literary work, which may be stated directly or indirectly.
https://literarydevices.net/theme/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 2
Comprehension Skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
6(D) create mental images to deepen understanding 5(D) create mental images to deepen understanding 4(D) create mental images to deepen understanding
6(F) make inferences and use evidence to support
understanding
5(F) make inferences and use evidence to support
understanding
4(F) make inferences and use evidence to support understanding
6(H) synthesize
information to
create new
understanding
5(H) synthesize information to create new understanding 4(H) synthesize
information from
two texts to
create new
understanding
4(H) synthesize
information
from multiple
texts to create
new
understanding
4(H) synthesize information from a
variety of text types to create new
understanding
Strand 3
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
7(G) discuss specific ideas in the text that are important to
the meaning
6(G) discuss and write about the explicit or implicit meanings
of text
5(G) discuss and write about the explicit and implicit meanings of text
Text Structures From the Masters
105 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
8(A) infer the
theme of a work,
distinguishing
theme from
topic;
8(A) infer basic
themes
supported by
text evidence;
8(A) infer
multiple themes
within a text
using text
evidence;
7(A) infer multiple themes within
and across texts using text
evidence;
7(A) analyze
how themes are
developed
through the
interaction of
characters and
events;
6(A) analyze
how themes are
developed
through
characterization
and plot in a
variety of
literary texts;
6(A) analyze how
themes are
developed
through
characterization
and plot,
including
comparing
similar themes in
a variety of
literary texts
representing
different
cultures;
6(A) analyze relationships among
thematic development,
characterization, point of view,
significance of setting, and plot in a
variety of literary texts;
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
8(D) explain the
influence of the
setting on the
plot
8(D) analyze the influence of the
setting, including historical and
cultural settings, on the plot
7(D) analyze
how the setting,
including
historical and
cultural settings,
influences
character and
plot
development
7(D) analyze how
the setting
influences
character and
plot development
7(D) explain how
the setting
influences the
values and beliefs
of characters
6(D) analyze how
the setting
influences the
theme
6(D) analyze
how historical
and cultural
settings
influence
characterization
, plot, and
theme across
texts
6(D) evaluate how the historical, social,
and economic context of setting(s)
influences the plot, characterization,
and theme
9(A)
demonstrate
knowledge of
distinguishing
characteristics
of well-known
children's
literature such
as folktales,
fables, fairy
tales, legends,
and myths
9(A)
demonstrate
knowledge of
distinguishing
characteristics of
well-known
children's
literature such as
folktales, fables,
legends, myths,
and tall tales
9(A)
demonstrate
knowledge of
distinguishing
characteristics of
well-known
children's
literature such
as folktales,
fables, legends,
myths, and tall
tales
8(A)
demonstrate
knowledge of
literary genres
such as realistic
fiction,
adventure
stories, historical
fiction,
mysteries,
humor, and
myths
8(A) demonstrate
knowledge of
literary genres
such as realistic
fiction, adventure
stories, historical
fiction, mysteries,
humor, myths,
fantasy, and
science fiction
8(A) demonstrate
knowledge of
literary genres
such as realistic
fiction, adventure
stories, historical
fiction, mysteries,
humor, fantasy,
science fiction,
and short stories
7(A) read and
respond to
American,
British, and
world literature
7(A) read and
analyze world
literature across
literary periods
7(A) read and
analyze American
literature across
literary periods
7(A) read and
analyze British
literature across
literary periods
Text Structures From the Masters
106 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own
products and performances. The student is expected to:
10 (A) explain the author's purpose and message within a text 9 (A) explain the author's purpose and message within a text 8 (A) analyze the author's purpose, audience, and message within a text
10 (B) explain how the use of text structure to achieve the
author's purpose
10 (B) analyze how the use of text structure to achieve the
author's purpose
9 (B) analyze how the use of text
structure to achieve the author's
purpose
8 (B) analyze use of text structure to
achieve the author's purpose
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts
that are meaningful. The student is expected to:
12(A) compose
literary texts,
including
personal
narratives and
poetry, using
genre
characteristics
and craft
12(A) compose
literary texts such
as personal
narratives and
poetry using
genre
characteristics
and craft
12(A) compose
literary texts such
as personal
narratives,
fiction, and
poetry using
genre
characteristics
and craft
11(A) compose literary texts such as personal narratives,
fiction, and poetry using genre characteristics and craft
10(A) compose literary texts such as fiction and poetry using genre characteristics
and craft
Text Structures From the Masters
107 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 49. “Pale Blue Dot” Speech
Text Structure: New Perspectives from a Photo
Literary Device
Metaphor: when you portray a person, place, thing, or an action as being something else, even though it is not actually that “something else,” you are speaking metaphorically.
https://literarydevices.net/metaphor/
The title, “Pale Blue Dot” is an example of a metaphor.
Anaphora: In writing or speech, the deliberate repetition of the first part of the sentence in order to achieve an artistic effect. “He has…”
https://literarydevices.net/anaphora/
“That’s here. That’s home. That’s us.” “…everyone you know, everyone you ever heard of, every human being…” “…every hunter…every hero…”, etc.
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
(9E) recognize characteristics and structures of
argumentative text by:
8(E) analyze characteristics and structures of argumentative
text by:
7(E) analyze characteristics and structural elements of
argumentative texts such as:
7(E) critique and
evaluate
characteristics
and structural
elements of
argumentative
texts such as:
(i) identifying the claim (i) identifying the
claim and
analyzing the
argument
(i) clear arguable claim, appeals, and
convincing conclusion
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call
to action
(iii) identifying the intended audience or reader (iii) identifiable audience or reader
Text Structures From the Masters
108 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(A) explain the author's purpose and message within a
text
9(A) analyze the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message
within a text
8(A) evaluate the
author's purpose,
audience, and
message within a
text
10(D)
describe how
the author’s
use of
imagery,
literal and
figurative
language
such as
simile, and
sound
devices such
as
onomatopoei
a achieves
specific
purposes
10(D)
describe how
the author’s
use of
imagery,
literal and
figurative
language
such as simile
and
metaphor,
and sound
devices such
as alliteration
and
assonance
achieves
specific
purposes
10(D)
describe how
the author’s
use of
imagery,
literal and
figurative
language
such as simile
and
metaphor,
and sound
devices
achieves
specific
purposes
9(D) describe how the author’s use of
figurative language such as metaphor
and personification achieves specific
purposes
9(D) describe
how the author’s
use of figurative
language such as
extended
metaphor
achieves specific
purposes
8(D) analyze
how the
author’s use of
language
achieves
specific
purposes
8(D) analyze
how the
author’s use of
language
informs and
shapes the
perception of
readers
8(D) evaluate
how the
author’s use of
language
informs and
shapes the
perception of
readers
8(D) critique
and evaluate
how the
author’s use of
language
informs and
shapes the
perception of
readers
10(F) discuss how the author's use
of language contributes to voice
10(F)
examine how
the author's
use of
language
contributes
to voice
9(F) analyze how
the author's use
of language
contributes to
mood and voice
9(F) analyze how the author's use of
language contributes to the mood,
voice, and tone
8(F) analyze how the author's diction
and syntax contribute to the mood,
voice, and tone of a text
8(F) evaluate how the author's
diction and syntax contribute to the
effectiveness of a text
Text Structures From the Masters
109 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that
are meaningful. The student is expected to:
12 (B) compose informational texts, including brief
compositions that convey information about a topic, using a
clear central idea and genre characteristics and craft
11 (B) compose informational texts, including multi-
paragraph essays that convey information about a topic, using
a clear controlling idea or thesis statement and genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
and personal essays using genre
characteristics and craft
10 (B) compose informational texts
such as explanatory essays, reports,
resumes, and personal essays using
genre characteristics and craft
United States History
(28) Science, technology, and society. The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States. The student is expected to: (B) explain how space technology and exploration improve the quality of life
Text Structures From the Masters
110 | P a g e TEKS alignment by Gina Graham. © 2019
Lesson 50. Letter to My Sons (Preface)
Text Structure: So You’ll Know Me After I’m Gone
Literary Device
Narrative is a report of related events presented to the listeners or readers in words arranged in a logical sequence. A narrative or story is told by a narrator who may be a direct part of that experience and he or she often shares the experience as a first-person narrator.
https://literarydevices.net/narrative/ Autobiography is one type of biography, which tells a life story of its author, meaning it is a written record of the author’s life.
https://literarydevices.net/autobiography/ Audience is the person for whom a writer writes, or composer composes. A writer uses a particular style of language, tone, and content according to what he knows about his audience.
https://literarydevices.net/audience/
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 2
Comprehension Skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
6(E) make connections to personal experiences, ideas in other
texts, and society
5(E) make connections to personal experiences, ideas in other
texts, and society
4(E) make connections to personal experiences, ideas in other texts, and society
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
9(D) recognize characteristics and structures of informational
text, including:
8(D) analyze characteristics and structural elements of
informational text, including:
7(D) analyze characteristics and structural elements of
informational texts such as:
7(D) critique and
evaluate
characteristics
and structural
elements of
informational
texts such as:
Text Structures From the Masters
111 | P a g e TEKS alignment by Gina Graham. © 2019
(i) the central
idea with
supporting
evidence;
(i) the central
idea with
supporting
evidence;
(i) the central
idea with
supporting
evidence;
(i) the controlling
idea or thesis
with supporting
evidence;
(i) the controlling
idea or thesis
with supporting
evidence;
(i) the controlling
idea or thesis
with supporting
evidence;
(i) clear thesis,
relevant
supporting
evidence,
pertinent
examples, and
conclusion; and
(i) clear thesis,
relevant
supporting
evidence,
pertinent
examples, and
conclusion; and
(i) clear thesis,
strong
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
(i) clear thesis,
effective
supporting
evidence,
pertinent
examples,
commentary,
summary, and
conclusion
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
10(A) explain the author's purpose and message within a text 9(A) explain the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message within a text
8(A) evaluate the author's purpose, audience, and message within a text
10(B) explain how the use of text structure contributes to the author's purpose
10(B) analyze how the use of text structure contributes to the author's purpose
9(B) analyze how the use of text structure contributes to the author's purpose
8(B) analyze use of text structure contributes to the author's purpose
10(B) evaluate use of text structure to achieve the author's purpose
10(F) discuss how the author's use of language contributes to voice
10(F) examine
how the author's
use of language
contributes to
voice
9(F) analyze how the author's use of language contributes to mood and voice
9(F) analyze how the author's use of language contributes to the mood, voice, and tone
10(F) discuss how the author's use of language contributes to voice
10(F) examine
how the
author's use of
language
contributes to
voice
9(F) analyze how the author's use of language contributes to mood and voice
Text Structures From the Masters
112 | P a g e TEKS alignment by Gina Graham. © 2019
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts
that are meaningful. The student is expected to:
12(A) compose
literary texts,
including
personal
narratives and
poetry, using
genre
characteristics
and craft
12(A) compose
literary texts such
as personal
narratives and
poetry using
genre
characteristics
and craft
12(A) compose
literary texts such
as personal
narratives,
fiction, and
poetry using
genre
characteristics
and craft
11(A) compose literary texts such as personal narratives,
fiction, and poetry using genre characteristics and craft
10(A) compose literary texts such as fiction and poetry using genre characteristics
and craft