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Department of Curriculum & Instruction

English III Unit 4

Unit 4: Morality and the Human Condition

This unit will primarily examine themes of humanity--how do we understand ourselves and our relationships with the world through media and literature? Students will study media literacy, persuasion, theme and both internal and external conflict in depth across a variety of genres and time periods.

Big Ideas

1. Students will analyze multiple text genres for theme, conflict, symbolism, and

other fictional plot elements.

2. Readers will evaluate the differences between fiction, non-fiction, and

literary non-fiction.

3. Students will explore American literature across genres and synthesize

connections between literature, the real world and us as individuals.

4. Writers will develop either a creative or persuasive piece in keeping with unit theme.

Time Frame

Term 1: October 16-November 1

Term 2: March 18-April 3

(14 days)

Shared Google Library Folder for All English III Teachers

To Join Google Classroom for Access to Folder: Class Code kok9zh1

Essential Unit Questions

1. Why are there universal themes in literature? What makes a theme universal?

2. What is morality, and what are the factors that have an impact on the development of our morality?

3. In the face of adversity, what causes some individuals to fail where others prevail?

4. What are the boundaries of love and sacrifice, and where does one draw the line between them?

TEKS / Student Expectations—Knowledge and Skills

(NEW for Unit 4)

Skills Concepts

(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

Analyze, critique, synthesize

Understanding media literacy and persuasive techniques used by media

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

Evaluate, compare/contrast

Connect knowledge of media agendas to everyday life

Revision Date August 5, 2019

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

Analyze, Create, Apply Analyze and apply knowledge of rhetorical and persuasive techniques to sway audiences

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

Analyze, evaluate

Show how biases are shown by media outlets when reporting same story.

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

Analyze, evaluate How does the media influence us? How do diction, tone, connotation, denotation, and persuasive writing work for different audiences?

TEKS / Student Expectations—Knowledge and Skills (Spiraled from previous)

Skills Concepts

E3.20 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

E3.20 Research/Research Plan.

Brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic.

Brainstorm, Consult with

others, Decide A TOPIC

E3.20 Research/Research Plan. (B) Formulate a plan for engaging in in-depth research on a complex, multi-faceted topic.

Brainstorm, Consult with others, Decide

A TOPIC

E3.21 Research/Gathering Sources.

(B)Systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences.

Systematically organize

To support

Outline

RELEVANT AND ACCURATE INFORMATION CENTRAL IDEAS, CONCEPTS, AND THEMES

IDEAS INTO CONCEPTUAL MAPS, TIMELINES, AND SEPARATE FACTUAL DATA FROM COMPLEX INFERENCES

E3.21 Research/Gathering Sources. Students determine, locate, and explore

the full range of relevant sources addressing a research question and

systematically record the information they gather. Students are expected to:

Follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source.

Follow

To gather Distinguish

THE RESEARCH PLAN

EVIDENCE FROM EXPERTS ON THE TOPIC AND TEXTS WRITTEN

FOR INFORMED AUDIENCES IN THE FIELD

BETWEEN RELIABLE AND UNRELIABLE SOURCES AND AVOIDING OVER- RELIANCE ON ONE SOURCE

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E3.21Research/Gathering Sources.

(B)Systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences.

Systematically organize

To support Outline

RELEVANT AND ACCURATE INFORMATION

CENTRAL IDEAS, CONCEPTS, AND THEMES

IDEAS INTO CONCEPTUAL MAPS, TIMELINES, AND SEPARATE FACTUAL DATA FROM COMPLEX INFERENCES

E3.21 Research/Gathering Sources.

(C) Paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources.

Paraphrase, Summarize,

Quote, Accurately Cite

Differentiating

ALL RESEARCHED INFORMATION ACCORDING TO A STANDARD FORMAT

AMONG PRIMARY, SECONDARY, AND OTHER SOURCES

E3.22 Research/Synthesizing Information.

Modify the major research question as necessary to refocus the research plan.

Modify

To refocus

THE MAJOR RESEARCH QUESTION AS NECESSARY

THE RESEARCH PLAN

E3.22 Research/Synthesizing Information.

(B) Differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument.

Differentiate

Determine

BETWEEN THEORIES AND THE EVIDENCE THAT SUPPORTS THEM

WHETHER THE EVIDENCE FOUND IS WEAK OR STRONG AND HOW THAT EVIDENCE HELPS CREATE A COGENT ARGUMENT

E3.22 Research/Synthesizing Information.

C) Critique the research process at each step to implement changes as the need occurs and is identified.

Critique

To implement

THE RESEARCH PROCESS AT EACH STEP

CHANGES AS THE NEED OCCURS AND IS IDENTIFIED

E3.23 Research/Organizing and Presenting Ideas.

(A) Provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information.

Provides

That supports, develops

AN ANALYSIS

PERSONAL OPINIONS, AS OPPOSED TO SIMPLY RESTATING EXISTING INFORMATION

E3.23 Research/Organizing and Presenting Ideas.

(B) Uses a variety of formats and rhetorical strategies to argue for the thesis.

Uses

To argue

A VARIETY OF FORMATS AND RHETORICAL STRATEGIES

FOR THE THESIS

E3.23 Research/Organizing and Presenting Ideas.

(C) Develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments.

Develops

That incorporates

AN ARGUMENT THE COMPLEXITIES OF AND DISCREPANCIES IN INFORMATION FROM MULTIPLE SOURCES AND PERSPECTIVES WHILE ANTICIPATING AND REFUTING COUNTER

E3.23 Research/Organizing and Presenting Ideas.

D) Uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials.

Uses

To document

A STYLE MANUAL

SOURCES AND FORMAT WRITTEN MATERIALS

E3.23 Research/Organizing and Presenting Ideas. (E) Is of sufficient length and complexity to address the topic.

Is of

To address

SUFFICIENT LENGTH AND COMPLEXITY

THE TOPIC

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TEKS / Student Expectations—Knowledge and Skills (SPIRALED FROM PREVIOUS)

Skills Concepts

(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes. (supporting)

Determine

MEANING OF GRADE-LEVEL TECHNICAL ACADEMIC ENGLISH WORDS IN MULTIPLE CONTENT AREAS (E.G., SCIENCE, MATHEMATICS, SOCIAL STUDIES, THE ARTS) DERIVED FROM LATIN, GREEK, OR OTHER LINGUISTIC ROOTS AND AFFIXES

E3.1 Reading/Vocabulary Development

(B) Analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings;

Analyze TEXTUAL CONTEXT (WITHIN A SENTENCE AND IN LARGER SECTIONS OF TEXT) TO DISTINGUISH BETWEEN THE DENOTATIVE AND CONNOTATIVE MEANINGS OF WORDS

E3.1 Reading/Vocabulary Development

(C) use the relationship between words encountered in analogies to determine their meanings (e.g., synonyms/antonyms, connotation/denotation)

Produce ANALOGIES THAT DESCRIBE A FUNCTION OF AN OBJECT OR ITS DESCRIPTION

E3.1 Reading/Vocabulary Development

(D) Analyze and explain how the English language has developed and been influenced by other languages

Describe

ORIGINS AND MEANINGS OF FOREIGN WORDS OR PHRASES USED FREQUENTLY IN WRITTEN ENGLISH.

E3.1 Reading/Vocabulary Development

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

Use DICTIONARY, A GLOSSARY, OR A THESAURUS (PRINTED OR ELECTRONIC) TO DETERMINE OR CONFIRM THE MEANING OF WORDS AND PHRASES, INCLUDING THEIR CONNOTATIONS AND DENOTATIONS, AND THEIR ETYMOLOGY

E3 Figure 19 Reading/Comprehension Skills (Process Standards): Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:

Reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images); and

Make complex inferences about text and use textual evidence to support understanding.

Reflect

Make

Use

ON UNDERSTANDING TO MONITOR COMPREHENSION

COMPLEX INFERENCES ABOUT TEXT

TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING

E3.2 Reading/Comprehension of Literary Text/Theme and Genre

(A) Analyze the way in which the theme or meaning of a selection represents a view or comment on the human condition

Analyze THE WAY IN WHICH THE THEME OR MEANING OF A SELECTION REPRESENTS A VIEW OR COMMENT ON THE HUMAN CONDITION

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TEKS / Student Expectations—Knowledge and Skills (SPIRALED FROM PREVIOUS)

Skills Concepts

E3.2 Reading and Comprehension of Literary Text/Theme and Genre.

(B) Relate the characters and text structures of mythic, traditional, and classical literature to 20th and 21st century American novel

Relate THE CHARACTERS AND TEXT STRUCTURES OF MYTHIC, TRADITIONAL, AND CLASSICAL LITERATURE TO 20TH AND 21ST CENTURY AMERICAN NOVELS, PLAYS, OR FILMS

E3.2 Reading and Comprehension of Literary Text/Theme and Genre.

(C) Relate the main ideas found in a literary work to primary source documents from its historical and cultural setting

Relate THE MAIN IDEAS FOUND IN A LITERARY WORK TO PRIMARY SOURCE DOCUMENTS FROM ITS HISTORICAL AND CULTURAL SETTING

E3.3 Reading and Comprehension of Literary Text/Poetry.

Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of metrics, rhyme schemes (e.g., end, internal, slant, eye), and other conventions in American poetry.

Understand, Make inferences, Draw conclusions

ABOUT THE STRUCTURE AND ELEMENTS OF POETRY

E3.3 Evaluate the changes in sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods.

Evaluate

THE CHANGES IN -SOUND -FORM -FIGURATIVE LANGUAGE -GRAPHICS -DRAMATIC STRUCTURE IN POETRY ACROSS TIME PERIODS

E3.4 Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to:

Analyze the themes and characteristics in different periods of modern American drama.

Understand, Make inferences, Draw conclusions

Provide

Analyze

ABOUT THE STRUCTURE AND ELEMENTS OF DRAMA

EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING

THE THEMES AND CHARACTERISTICS IN DIFFERENT PERIODS OF MODERN AMERICAN DRAMA

E3.5 Reading and Comprehension of Literary Text/Fiction.

(A) Evaluate how different literary elements (e.g., figurative language, point of view, context) shape the author’s portrayal of the plot and setting in works of fiction

Evaluate HOW DIFFERENT LITERARY ELEMENTS SHAPE THE AUTHOR’S PORTRAYAL OF PLOT AND SETTING IN WORKS OF FICTION

E3.5 Reading and Comprehension of Literary Text/Fiction.

(B) Analyze the internal and external development of characters through a range of literary devices

Analyze

THE INTERNAL AND EXTERNAL DEVELOPMENT OF CHARACTERS THROUGH A RANGE OF LITERARY DEVICES

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TEKS / Student Expectations—Knowledge and Skills (SPIRALED FROM PREVIOUS)

Skills Concepts

E3.5 Reading and Comprehension of Literary Text/Fiction.

(C) Analyze the impact of narration when the narrator’s point of view shifts from one character to another

Analyze THE IMPACT OF NARRATION WHEN THE NARRATOR’S POINT OF VIEW SHIFTS FROM ONE CHARACTER TO ANOTHER

E3.5 Reading and Comprehension of Literary Text/Fiction.

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

Demonstrate FAMILIARITY WITH WORKS BY AUTHORS IN AMERICAN FICTION FROM EACH MAJOR LITERARY PERIOD

E3.6 Reading and Comprehension of Literary Text/Literary Nonfiction: Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to:

(A) Analyze how rhetorical techniques (e.g. repetition, parallel structure, understatement, overstatement) in literary essays, true life adventures and historically important speeches influence the reader, evoke emotions, and create meaning

Analyze

HOW RHETORICAL TECHNIQUES IN LITERARY ESSAYS INFLUENCE THE READER, EVOKE EMOTIONS, AND CREATE MEANING

E3.7 Reading and Comprehension of Literary Text/Sensory Language: Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:

(A) Analyze the meaning of classical, mythological, and biblical allusions in words, phrases, passages and literary works

Analyze THE MEANING OF ALLUSIONS IN

WORDS

PHRASES

PASSAGES

LITERARY WORKS

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

Analyze, Make inferences, Draw conclusions Provide

ABOUT THE AUTHOR’S PURPOSE IN CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING

(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

(A) summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion

Summarize A TEXT IN A MANNER THAT CAPTURES THE AUTHOR’S VIEWPOINT, ITS MAIN IDEAS, AND ITS ELEMENTS WITHOUT TAKING A POSITION OR EXPRESSING AN OPINION

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TEKS / Student Expectations—Knowledge and Skills (SPIRALED FROM PREVIOUS)

Skills Concepts

(B) distinguish between inductive and deductive reasoning and analyze the elements of deductively and inductively reasoned texts and the different ways conclusions are supported;

Make, Defend SUBTLE INFERENCES AND COMPLEX CONCLUSIONS ABOUT THE IDEAS IN TEXT AND THEIR ORGANIZATIONAL PATTERNS

(C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and

Synthesize

Make

Support

IDEAS LOGICAL CONNECTIONS BETWEEN AND AMONG MULTIPLE TEXTS REPRESENTING SIMILAR OR DIFFERENT GENRES AND TECHNICAL SOURCES THOSE FINDINGS WITH TEXTUAL SUPPORT

(D) synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence.

Summarize A TEXT IN A MANNER THAT CAPTURES THE AUTHOR’S VIEWPOINT, ITS MAIN IDEAS, AND ITS ELEMENTS WITHOUT TAKING A POSITION OR EXPRESSING AN OPINION

E3.10 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

Analyze, Make inferences, Draw conclusions

Provide

ABOUT PERSUASIVE TEXT

EVIDENCE FROM TEXT TO SUPPORT THEIR ANALYSIS

E3.10 Reading/Comprehension of Informational Text/Persuasive Text.

(A)Evaluate how the author's purpose and stated or perceived audience affect the tone of persuasive texts.

Evaluate HOW THE AUTHOR’S PURPOSE AND STATED OR PERCEIVED AUDIENCE AFFECT THE TONE OF PERSUASIVE TEXTS

E3.10 Reading/Comprehension of Informational Text/Persuasive Text.

(A) Analyze historical and contemporary political debates for such logical fallacies as non-sequiturs, circular logic, and hasty generalizations.

Analyze HISTORICAL AND CONTEMPORARY POLITICAL DEBATES FOR LOGICAL FALLACIES

E3.12 Reading and Comprehension of Literary Text/Media Literacy

(A) Evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts.

Evaluate HOW MESSAGES PRESENTED IN MEDIA REFLECT SOCIAL AND CULTURAL VIEWS IN WAYS DIFFERENT FROM TRADITIONAL TEXTS

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TEKS / Student Expectations—Knowledge and Skills (SPIRALED FROM PREVIOUS)

Skills Concepts

E3.12 Reading and Comprehension of Literary Text/Media Literacy

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

Evaluate CHANGES IN FORMALITY AND TONE ACROSS VARIOUS MEDIA FOR DIFFERENT AUDIENCES AND PURPOSES

E3.13 Writing/Writing Process

(A) Plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g. discussion, background reading, personal interests, interviews), and developing a thesis and/or controlling idea.

Plan

Develop

A FIRST DRAFT A CONTROLLING IDEA

E3.13 Writing/Writing Process

(B) Structure ideas in a sustained way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices to convey meaning.

Structure

Develop IDEAS IN A SUSTAINED WAY

DRAFTS

E3.13 Writing/Writing Process

(C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;

Revise

Rearrange

Add

DRAFTS THE WORDS, SENTENCES, AND PARAGRAPHS TO EMPLOY TROPES, SCHEMES TRANSITIONAL WORDS AND PHRASES

E3.13 Writing/Writing Process

(D.) Edit drafts for grammar, mechanics, and spelling

Edit DRAFTS

E3.13 Writing/Writing Process

(E) Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

Revise DRAFTS

E3.14 Writing/Literary Texts

(A) write an engaging story with a well-developed conflict and resolution, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone;

Write A short story that utilizes and demonstrates an understanding of the elements of short fiction.

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TEKS / Student Expectations—Knowledge and Skills (SPIRALED FROM PREVIOUS)

Skills Concepts

E3.14 Writing/Literary Texts

(B) write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse); and

Write A POEM

E3.14 Writing/Literary Texts

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

Write A SCRIPT WITH AN EXPLICIT OR IMPLICIT THEME USING A VARIETY OF LITERARY TECHNIQUES

E3.15 Writing/Expository and Procedural Texts

(A) write an analytical essay of sufficient length that includes:

effective introductory and concluding paragraphs and a variety of sentence structures;

(i) effective introductory and concluding paragraphs and a variety of sentence structures

(ii) rhetorical devices, and transitions between paragraphs;

(iii) a clear thesis statement or controlling idea;

(iv) a clear organizational schema for conveying ideas;

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

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

Write INTERPRETATIVE RESPONSE TO A LITERARY TEXT.

E3.15 Writing/Expository and Procedural Texts

(B) write procedural or work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include:

(i) a clearly stated purpose combined with a well-supported viewpoint on the topic;

(ii) appropriate formatting structures (e.g., headings, graphics, white space);

(iii) relevant questions that engage readers and consider their needs;

(iv) accurate technical information in accessible language; and

(v) appropriate organizational structures supported by facts and details (documented if appropriate);

Extends A SUMMARY AND LITERARY ANALYSIS

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TEKS / Student Expectations—Knowledge and Skills (SPIRALED FROM PREVIOUS)

Skills Concepts

E3.15 Writing/Expository and Procedural Texts

(C) write an interpretation of an expository or a literary text that:

(i) advances a clear thesis statement;

(ii) addresses the writing skills for an analytical essay, including references to and commentary on quotations from the text;

(iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices;

(iv) identifies and analyzes the ambiguities, nuances, and complexities within the text; and

(v) anticipates and responds to readers' questions or contradictory information

Addresses

Provides

WRITING SKILLS FOR AN ANALYTICAL ESSAY

EVIDENCE FROM THE TEXT USING EMBEDDED QUOTATIONS

E3.17 Oral and Written Conventions/Conventions: Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:

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

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

Use

Understand

FUNCTION OF THE FOLLOWING PARTS OF SPEECH IN THE CONTEXT OF READING, WRITING, AND SPEAKING

E3.18 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation: Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.

E3.19 Oral and Written Conventions/Spelling: Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.

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Suggested Reading, Writing, and SAT vocabulary

Reading Terminology

Tone

Connotation

Denotation

Syntax

Diction

Context

Rhetoric

Fallacy

Aphorism

Anaphor

Alliteration

Hyperbole

Antithesis

Propaganda

Oxymoron

Paradox

Other Suggested Unit vocabulary: epiphany, cynical, empirical, principle, ambivalent, sentiment, savvy, undulate, paramount, foment, scrutinize, scrupulous, surmount, precedent, lament, subordinate, solidarity, exploit, ephemeral, emit, candor, demur, erratic, mensch, mea culpa, tete a tete, bildungsroman, angst, caveat

Writing Terminology

Refute

Counterclaim

Rebuttal

Warrant

Validate

Cite

Thesis

Empirical

Peer Review

Baseline

Bias

Acculturation

Correlation

Causation

Credibility

Hypothesis

Subculture

Validity

Annotation

Abstract

Revise

Edit

Writing Process

Tier I Instructional Strategies – Classroom Instruction for All Students

Multi-Genre Reading Strategies:

Annotations

Whenever using a text for close reading, encourage students to annotate their copy of the text to monitor their comprehension.

Teacher Tip: multiple readings of texts is a researched based strategy—have students read first for comprehension, underlining big ideas and noting words they do not know. Then, give students instructions about specific elements for which to close read (literary devices, author’s craft, etc.) that will help them participate in discussions, text analysis activities, and written responses.

Reminder: Annotation is for close reading—two pages maximum.

Reminder: The more complicated your annotation requirements, the less effective students annotations will be. Instead of requiring several different symbols to represent different connections or thoughts students had while reading, encourage students to underline and write what they thought.

Strategies from Douglas Fisher and Nancy Frey—specifically reference slide 17-19. These annotations could be broken into separate parts for multiple readings.

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● Annotating Non-Fiction: Signpost Strategies from Kylene Beers and Robert Probst When

reading keep asking: 1. What surprised me? 2. What does the author think I already know? 3. What changed, challenged, or confirmed what I already know?

Reader Response Journals/Dialectical Journals

Much the same as dialectal journals, students divide a paper into two columns. On the left side, students write a quote from the selection that felt powerful to them; on the right side, students respond to the quote, explain why they found it meaningful, explain its significance to a character or theme, or make a connection. Guide to Dialectical Journaling Journal Instructions

Sentence Stems for Author’s Craft The author uses ____________, such as _____________________________ (text evidence) to _______________________________________. The author uses _____________________ to ______________________________. This shows the reader __________________________________.

Sentence starter assists students in analyzing literary devices and purpose in text.

Teacher Tip: practice using the sentence starter with students, and encourage students to use sentence starter in classroom discussion of text to practice.

Teacher Tip: make reader response logs analytical by challenging students to find quotes dealing with the literary elements currently being taught, and use the sentence starter to write their response.

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Super Sentence Frame

Textual Evidence: Students will use textual evidence from a reading selection to make connections and inferences, YouTube What is Textual Evidence

Quote Flow in an Essay

Reference Guides and Notes in Student Journals: For students to refer back to

Genres

In journals, students add foldable into notes section to see visual and definition of each text structure for future reference when reading and writing throughout the school year

Text Structure Foldable Front

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Text Structure Foldable Inside

Signal Words for Various Text Structures

Making Connections: Text-to Text, Text to World, and Text to Self The 3 Levels of Reading from Laying the Foundation Levels of Reading Video, 3 Levels of Reading Activity

Author’s purpose Notes

Themes

Theme vs. Main Idea

Literary Element of Theme

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Not Themes:

1. A thematic statement should not be stated as an order/advice

(Example : “People should not be racist .”)

2. It should not be a cliché.

(Example: “Blood is thicker than water.”)

3. It should not be stated as an absolute or opinion

(Example: “People should trust others.”)

4. Is not just 1 word. (Example: The theme is love.”)

THEMATIC STATEMENTS

Inferencing: (including implicit and explicit meaning)

Students take notes and then practice extracting the implicit and explicit meaning in a text by annotating and making inferences based upon the clues given within the text

Explicit vs. Implicit Evidence YouTube Video of Explicit vs. Implicit

How to paraphrase and why is it important: Paraphrasing

P = Put the text in your own words A = Avoid copying the text R = Rearrange similar text A = Ask yourself if you included all the important words

R = Read the paragraph A = Ask what the main idea of the paragraph is about and what 2 key details support that idea P = Paraphrase the main idea and the 2 supporting details into one’s own words

(RAP = Read-Ask-Paraphrase)

Summarizing and Inferencing for Fiction and Nonfiction Strategies

Summarization Inferencing

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BME (Beginning/Middle/End) Strategy

Point of View : YouTube Point of View Video, Flocabulary Point of View Video

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Figurative Language List of Devices, The Big Five of Figurative Language

Theme

Themes Theme vs. Main Idea

Literary Element of Theme

Not Themes:

1. A thematic statement should not be stated as an order/advice

(Example : “People should not be racist .”)

2. It should not be a cliché.

(Example: “Blood is thicker than water.”)

3. It should not be stated as an absolute or opinion

(Example: “People should trust others.”)

4. Is not just 1 word. (Example: The theme is love.”)

THEMATIC STATEMENTS

Theme Collage

After reading and dissecting a text, students use their comprehension, annotations, journals, etc. to determine two-three themes in the selection.

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On a sheet of printer paper, students illustrate the themes and provide quotes that support their thematic statements and illustrations.

Instructions/Examples of Theme Collages

Six Word Memoirs

Teach six word memoir writing to students, allowing them to first write six word memoirs about themselves.

When students are comfortable using six word memoirs, this writing strategy can be used to analyze characterization, main ideas, themes, etc. in an genre text. Six word memoir examples

One Pager Short Answer Response to a Text (Novel or Mentor Text)

Examples

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● Argumentation

Rhetorical APPEALS• Ethos

• Appealing to CREDIBILITY

• Proving that the author can be trusted as a source of information or opinions

• Logos

• Appealing to LOGIC

• Proving that the author is presenting the logical side of the argument, and that any existing opposition is illogical

• Pathos

• Appealing to EMOTION

• Investing in and drawing upon the emotions of the reader to make them see the point of view of the author

Art of finding and analyzing all the choices involving language that a writer, speaker, reader, or listener might make in a situation so that the text becomes meaningful, purposeful, and effective for readers or listeners.

Art of communication = art of persuasion.

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List or Rhetorical Devices

Writing Notes in Student Journals: The Writing Process and Writing Strategies

Notes on writing process - refer back to mentor texts below

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What Writers Need Sentence Starters Example of placing a personal anecdote Connecting Literature to Human

or narrative within an expository/persuasive frame Experience and Themes

Writing Strategies:

Give students several categories of topics that they can generate ideas about (pet peeves, favorite places, historical events, dream vacations, future careers, etc.)

Use the writing territories as a reference list when students are struggling to think of topics for free writing, or for examples of essays. Writing Territories Topic List

Kernel Essay Writing

Teach students to use kernel structures. Explain how the structure is like a mini essay outline—a kernel that will be “popped” into something bigger and better—to help students generate and organize ideas.

Teacher Tip: give students one structure at a time. Model the structure using “I do, We do, You do” allowing students to share their kernels with a partner or group, and giving feedback to students while they practice kernel writing. STAAR Kernel Structures—specifically reference pages 2 and 4

Bernabei’s STAAR Kernel Structures

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M.E.A.L Method for Analysis

M = Main Idea

E = Examples

A = Analysis

L = Link

How to Write a Body Paragraph (Building a burger)

Expository Essay Planning Map Two Chunk Jane Schaffer Paragraph Template (Snip) Read more about How to Write a Schaffer Paragraph., Two Schaffer-model paragraphs students wrote together as a class., Jane Schaffer Writing -Teaching the Multi-Paragraph Essay

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Buckets

Strategy for helping students generate and organize supporting ideas

Provide three “buckets” for students to generate ideas for—history and current events, media examples, and personal anecdotes, and a prompt.

Introduce students to buckets through “I do, We do, You do”-- first generating ideas (drops in the bucket) for students, then asking for students’ help in thinking of drops, and then thinking of drops in groups or individually.

Encourage students to jot a note about their drops so they can remember why their “drops” related to the prompt. Additionally, encourage students to think or two or three “drops” in order to “fill their buckets”

Buckets Notes and Example

Brainstorming with Buckets

Characteristics of an Argumentative Text: Video on Definition and Format

Persuasive Map Graphic Organizer

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Argumentative text - make a claim and support it

Students will write a multi paragraph essay making a claim and supporting it with facts

D.R.A.P.E.SWhat is it?

How will it improve my writing???

Persuasive/Argumentation Rubric

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Revising and Editing Process Notes – Symbols (Arms and Cups)

Editing your paper with

Ratiocination

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Attack of the “Killer” Be Verbs

Clocking Peer Revision and Editing

Radar Revision Strategy

Rationcination

Editing strategy, especially for process papers. Students can complete each part of the editing process individually, or trade papers with partners in a “clocking” strategy. For this, students would sit in groups, and the teacher gives students an allotted amount of time to complete each step. After the set time has passed, students rotate papers, and repeat for the next step.

CODE Apply Revise

X Cross out overused words such as: very, a lot, really, bad, stuff, things

Replace with stronger and more precise words.

Circle all the “to be” verbs: am, is, are, was, were, be, being, been

Reduce the number of “to be” verbs by half Replace with vivid verbs

[ ] Bracket the first word in each sentence. Then list words to check for repetitions

Rewrite sentences to vary sentence beginnings using transitions, prepositions, and conjunctions

Put a triangle around the word it. Draw an arrow to its antecedent.

Revise sentence if the word it and its antecedent doesn’t match.

Draw a wavy line under repeated words. Replace repeated words.

Draw an arrow from subject to predicate in each sentence to check for agreement.

Rewrite sentence so that subject agrees with its predicate.

Underline each sentence in alternating colors. Combine or rewrite sentences to vary sentence length and rhythm of paper.

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Fiction Reading Suggestions

*(For copies go to shared google folder)

Shared Google Library Folder for All English III Teachers

To Join Google Classroom for Access to Folder: Class Code kok9zh1

The Catcher in the Rye, JD

Salinger The Great Gatsby, F.

Scott Fitzgerald

The House on Mango Street, Sandra

Cisneros The Crucible, Arthur Miller

The Scarlet Letter, Nathaniel Hawthorne

“Rappacini’s Daughter,” Nathaniel

Hawthorne “Young Goodman Brown,”

Nathaniel Hawthorne

Inherit the Wind, Jerome Lawrence and Robert E.

Lee Heart of Darkness, Joseph Conrad

The Things They Carried, Tim

O’Brien Of Mice and Men, John

Steinbeck

The Five People You Meet in Heaven, Mitch Albom

A Good Man is Hard to Find, Flannery O’Connor

Poetry Suggestions

*(For copies go to shared google folder)

Shared Google Library Folder for All English III Teachers

To Join Google Classroom for Access to Folder: Class Code kok9zh1

“The Road not Taken” Robert Frost

“Do Not Go Gentle into That Good

Night” Dylan Thomas “The

Lovesong of J. Alfred Prufrock” TS

Eliot

“One Art” Elizabeth Bishop Study of meditative Haiku

TP-CAST Poetry Strategy TP-CAST PPT

Non-Fiction Suggestions

*(For copies go to shared google folder)

Shared Google Library Folder for All English III Teachers

To Join Google Classroom for Access to Folder: Class Code kok9zh1

The Glass Castle, Jeanette Walls Angela’s Ashes, Frank

McCourt The Last Lecture, Randy Pausch

Devil in the White City (Lit Non-Fic), Eric Larson

In Cold Blood (Lit Non-Fic), Truman Capote

Non-Fiction Signposts

Teach students signposts (one or two at a time) by explaining what they would look for and demonstrating on a read aloud with students.

When students are comfortable identifying signposts on their own, these can be used to generate annotations, reader response logs, analytical responses, etc.

Works best with expository and persuasive texts (the fiction signposts work better for literary nonfiction)

AVID STRATEGY: WRITING IN THE M ARGINS:

Non-Fiction Signposts (Beers And Probst)

Signposts and Definitions

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Fiction Signposts

Teach students signposts (one or two at a time) by explaining what they would look for and demonstrating on a read aloud with students.

When students are comfortable identifying signposts on their own, these can be used to generate annotations, reader response logs, analytical responses, etc.

Fiction signposts also work for literary nonfiction

Notice and Note Signposts for Fiction: (Beers and Probst)

1. Contrasts and Contradictions:

Why would the character act (feel) this way

Contrasts and Contradictions Mini-Lesson

2. Aha Moment:

How might this change things? Aha Moment Mini-Lesson

3. Tough Questions:

What does this question make me wonder about?

Tough Questions Mini-Lesson

4. W ords of the W iser:

What’s the life lesson and how might it affect the character?

Words of the Wiser Mini-Lesson

5. Again and Again:

Why might the author bring this up again and again?

Again and Again Mini-Lesson

6. Memory Moment:

Why might this memory be important? Memory Moment Mini-Lesson

FRACTIONS Analysis Strategy

Fractions Poetry Strategy Practice

Side by Side Teachers Guide to 4 Different

Poetry Analysis

Tone Chart

Tone Chart/Twist Strategy for Tone

DIDLS Strategy for Tone/Poets Attitude

TOASTTT Strategy

Big Three Questions

The Big Three Questions are specifically for non-fiction, chosen by Beers and Probst

These questions help students monitor their comprehension of a non-fiction text and find gaps in their knowledge, as well as find biases in the author’s writing and perhaps the student’s own thinking

Have students annotate these questions as their read, or answer questions in reader response logs..

Copy of Big 3 Questions and Signposts

SOAPSTone Strategy

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TOASTTT Strategy for Poetry AnalysisT Title Consider the title and what it could mean for the poem. What

do you think the poem is about based on the title?

O Own Words In your own words, paraphrase the poem is about. Consider who is

speaking, who is being spoken to, and whether there is an occasion

for the poem.

A Analyze poetic

devices

Note poetic devices like imagery, figures of speech like similes,

metaphors, personification, and symbols. Also note sound devices

like alliteration, onomatopoeia, assonance, and rhyme

S Shifts Identify shifts (changes) in perspective by looking for key words

(but, yet, however, although), stanza divisions, and changes in line

or stanza length

T Tone LIDDS – language, images, details, diction, sentence

structure (helps to assess the author’s attitude, as well as the

mood created by the reader)

T Title (again) Consider the title again. What does it now reveal about the

poem?

T Theme What is the human experience or condition put forth by the

poem? Consider what is taking place.

Critical Writing Prompts

Process Piece Prompt

Provide a list for students to self-select a persuasive topic from. Assign a persuasive essay with presentation.

In a researched, thoughtful essay, write about how one or two major developments the United States has experienced changed American society for better or worse. Suggested structures include Compare/Contrast (pro/con, before/after), Cause/Effect (this is happening because of THIS),

Complete Collection of Text Structures from Trail of Breadcrumbs by Gretchen Bernabie More Introductions and Types of Leads/Hooks Effective Introductions and Conclusions Say Back Peer Review Strategy Notes and Examples/Writing with Depth and Imagery (Adding depth and imagery to writing)

Try also Gretchen Bernabie’s strategies for writing with more depth from her book Trail of

Breadcrumbs: Ba-Da-Bing Strategy, Prove It’s (Show vs. Telling reader)

You tube video for Trail of Breadcrumbs and adding depth to writing

Short Response Prompts and other Writing Suggestions

How are people transformed through their relationships with others?

How does perspective affect how an individual deals with conflict?

How do beliefs, ethics, or values influence the behaviors of different people?

When does a positive personality trait become a tragic flaw?

How do friendships change over time?

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Strategies for Struggling Students (S3)

Adaptive scaffolds are changes to content or texts that make them more accessible, such as, for example, when texts are designed to be more readable through the number of ideas presented on each page. Adaptive scaffolds can also take the form of features of the learning environment that students are able to manipulate as needed in order to access learning, such as text-to-speech support that allows students to hear texts they would otherwise be unable to read or graphic organizers to guide their reading.

Strategic scaffolds support students in acquiring and using strategies to support their own learning, both in the immediate context and in learning situations far beyond. Proficient learners integrate and apply a variety of reading and learning strategies, such as asking themselves questions, summarizing as they read, and rereading to clarify meaning. Strategic scaffolding teaches students how and when to use these mental strategies and supports learners' use of strategies as they engage with the materials.

Excerpts from Top 10 Instructional Strategies for Struggling Students By John Carr and Sharen Bertrando

Scaffolding Strategies

1. Visuals --Chunk information and use visuals, including graphic organizers, real objects, pictures, manipulatives, illustrations, media clips, or projections on an interactive whiteboard.

2. Think-Pair-Share: Use this method to engage all students in discussing ideas in a nonthreatening context.

3. Cues- Use cues such as hints, questions, and advance organizers to guide students in the right direction and to link the content to be learned to explicit examples from students' background knowledge.

Posing questions my help identify students who are confused. An advance organizer is a brief activity that introduces the lesson's objectives and links what

students will learn to what was learned in prior lessons. It relates the topic to students' cultures, interests and personal lives.

4. Think Aloud-- Teachers can use Think Alouds through modeling. To do so the teacher verbalizes his or her their thoughts while reading, modeling the thought processes (aloud) that

take place in comprehending the text. A teacher can also use a Think Aloud coupled with visual cues to model how to think through a process or problem and then have students demonstrate their own thinking out loud with a partner. Think Alouds improve cognition by teaching students to monitor their own understanding of a text through rereading text, by reading ahead to clarify their understanding, and by looking for content clues to make sense of what they are reading.

5. KWL-- According to John Carr and Sharen Bertrand in their book Teaching English Learners and Students with Learning Difficulties in an Inclusive Classroom: A Guidebook for Teachers (WestEd, 2012), teachers

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can use a KWL Graphic Organizer for the engage, explore, and explain stages of inquiry based learning to establish a purpose for the lesson, to connect new knowledge to students’ prior knowledge, and to check for student understanding. This method enables the teacher and the students themselves to clarify any misconceptions someone may have offered in the "K" stage that were later proven false. Template .

6. Summarization—Model and have students summarize chunks of information during a lesson and not just at the end. Show students how to delete unimportant text, delete words that repeat

information, replace unknown words with known words, and how to find and / or create a topic sentence.

7. Frayer Concept Organizer – Have students use a Frayer Concept Organizer template, a large rectangle divided into four adjoining rectangles with the key word or term written in a small oval at the center, in

order to define the key word in multiple ways. An example of four possible ways might include a formal definition, characteristics, examples, and a "show what it means" sentence.

The traditional Frayer Model example left comes from The Confident Teacher .

Dictionary Parts

Context Clues Bubble Map Graphic Organizer

Reading strategy group - can reread portions of poetry or mentor texts together in small group practice strategies for paraphrasing and annotating

Writing strategy group - Can create lists or short response writing in small group, Students can work together to revise a rough draft Students will work on grammar and sentence structure

Read with a partner - pair/share

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Close Reading Activities and Strategies: especially for annotating and comprehension

3-2-1 Strategy from Kylene Beers and Robert Probst from their Notice and Note Strategies

Sketch to Stretch Strategy from Kylene Beers and Robert Probst from their Notice and Note Strategies (especially useful for poetry analysis)

Annotating (Observe, Identify Patterns, Draw a Conclusion) Book Head Heart Strategy from Kylene Beers and Robert Probst from their Notice and Note Strategies

Read-Rate-Re-Read: Website for strategy explanation

Partner Share/Talking Guided Reading questions

Other Strategies:

Warm up activities to focus students

ABC Brainstorm

Anticipation Guides for novels, short stories, etc… Example of Anticipation Guide for Novel Read alouds from teacher

Visuals/sentence stems

graphic organizers (especially for text structures) Cornell notes

choice boards

pre teach vocabulary hands on projects

small group instruction and centers

provide examples/anecdotes collaborative group work

KWL charts

open ended discussion questions

Comma Train

Writer’s Quick List:

Text Structures with Sentence Stems: Complete Collection of Text Structures from Trail of Breadcrumbs by Gretchen Bernabie

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Trees Strategy: For Short Answer Responses or Essay (Body Paragraph Structure)

T = Topic Sentence

R = Reason(s)

E = Example

E =Explain

S = Statement/Summary

Unit Assessments

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English III Unit 4 Assessment English III Unit 4 Assessment KEY Printing Answer Documents and Online Testing Instructions

Resources

*The suggested resources are one of many ways to address the TEKS student expectation.

JISD English III Sharing Library is LIVE on Google Classroom! Please join on your district Google account with the code: KOK9ZH1 for access to a living library with resources shared from team members throughout the district.

Unit Goal and Example (Slide 1 only)

Effective Teaching of Inference Skills for ReadingTrail of Breadcrumbs by Gretchen

Bernabei

Priceless Literacy Reading Documents

Teaching: Summarization

Texas Performance Standards

Lead Foward

TEA

Notice and Note Strategies for Fiction (Kylene Beers and Robert Probst) (Flip Chart)

Videos for each strategy:

notice and note –again and again notice and note –aha moments

notice and note –contrasts and contradictions notice and note –words of the wiser notice and note –tough questions notice and note –memory moments

Notice and Note Strategies for Non-Fiction

(Kylene Beers and Robert Probst) (Chart and Guide)

Article of the Week-from Kelly Gallagher—resource for informational texts on current events/hot topics. Usually include 1-2 discussion questions.

Readworks-resource for texts by genre, grade level, topic, themes, etc. (includes text, options for differentiation online, paired texts with questions)

Newsela-resource for texts, mainly nonfiction, on current events and hot topics (includes text, options for reading level adjustment, bilingual, and often provides guided reading questions) Can be linked to Google Classroom

CommonLit-resource for texts by genre, grade level, reading strategy, theme, etc. (includes text, both multiple choice and discussion questions. Reading online provides for annotation and read aloud)

What’s Going On in This Picture?-from New York Times—provides an image relating to current events/hot topics perfect for inferencing activity/warm up/bell ringer

Everyday Edits-paragraphs for editing CUPS (capitalization, usage, punctuation, spelling).

Perfect for warm ups/bell ringers

Grammar for High School: A Sentence-Composing Approach, Killgallon (2007)

Grammar Keepers: Lessons that Tackle Students Most Persistent Problems Once

and for All, Grades 4-12, Bernabei (2015)

Writers Read Better: 50 Paired Lessons for NonFiction by M. Colleen Cruz

Read Talk Write: 35 Lessons That Teach Students to Analyze Fiction and

NonFiction by Laura Robb

Mechanically Inclined by Jeff Anderson

Rigorous Reading by Douglas Fisher and Nancy Frey

Reviving the Essay by Gretchen Bernabei

The Quickwrite Handbook by Linda Reif

Sentence Composing for Middle School by Don and Jenny Killgallon

180 Days by Kelly Gallagher and Penny Kittle

No More Fake Reading by Berit Gordon

Workshopping the Canon by Styslinger

Fun-Size Academic Writing for Serious Learning by Gretchen Bernabie

Story of my Thinking by Gretchen Berbabei

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NoRedInk-teacher assigns online grammar lessons, activities, assessments to students (allows teachers to view student progress and see when students are stuck on a concept)

**Learning Tip—go over grammar in mini lesson with students before giving students online assignment. Students often skip the lesson, or do not read the explanations for why an answer is wrong. Giving instruction on concept before the practice will help students see more success.

STAAR Essay Prompts—list of past STAAR writing prompts from multiple grade levels that can be used (or tailored) for kernels, timed writes, and process papers