English Language Arts/Reading
Course: English III
Focus: Drama, Poetry, Essays/Journals, Literary Writing
TEKS
Guiding Questions
Specificity
Assessment
Designated Six Weeks: Second
Days to teach: 12
Academic
Instructional
Vocabulary
Strategies
Resources/
Weblinks
2nd Six Weeks – New TEKS introduced
Integrate ongoing TEKS each six weeks
ELA Google Drive: https://drive.google.com/folderview?id=0B2ZIZkYLMHTHNm5uaElMUnhONzg&usp=sharing
Holt McDougal Literature: http://my.hrw.com/
Texas Write Source: https://ws.hmhpub.com/writesource/login
Reading
(E3.2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) analyze the way in
How can the student
*What lesson about the human
Theme
ELPS 4K, 4J, 4I
The Crucible
which the theme or
use annotation skills to
condition can be learned from the Human condition
http://ritter.tea.state.t
meaning of a selection
evaluate, draw
theme of this selection?
x.us/rules/tac/chapter Holt Literature and
represents a view or
conclusions, analyze,
*How did the author represent
Mythical
074/ch074a.html#74. ancillaries
comment on the human
and compare and
his/her view of the human
Traditional literature
4
condition; (Readiness)
contrast a piece of
condition through the theme of
Classical literature
www.watchknowlear
literature?
the story?
Text structure
-Connect to
n.org/category.aspx?c
(B) relate the characters
*How is ___ (character) in ___
McCarthyism
ategoryID=3706
and text structures of
-Traditional, classical
(excerpt from a classical literature Primary source
mythic, traditional, and
literature
selection) similar in traits to ___
Historical setting
-McCarthyism
classical literature to 20th
in ___ (excerpt from 20th century
Cultural setting
and 21st century American
novel)?
novels, plays, or films;
*What similar organizations of
and (Supporting)
ideas do the authors of ___
(excerpt from a traditional
(C) relate the main ideas
literature piece) and ___ (excerpt
found in a literary work to
from a 21st century play) use in
primary source documents
these selections?
from its historical and
*What main idea from ___
cultural setting.
(excerpt from a speech in a
specific historical setting) relates
(Supporting)
to the main idea in ___ (excerpt
from a literary work)?
*How are the main ideas in ___
(excerpt from a historical
document) and ___ (literary
*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc.
Revised June 2016
1
English Language Arts/Reading
Course: English III
Focus: Drama, Poetry, Essays/Journals, Literary Writing
TEKS
Guiding Questions
Specificity
Assessment
Designated Six Weeks: Second
Days to teach: 12
Academic
Instructional
Vocabulary
Strategies
Resources/
Weblinks
work) related?
(E3.3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of
poetry and provide evidence from text to support their understanding.
*How does the poet use a rhyme
Metrics
Students are expected to
-Examine the poetic
ELPS 4E, 4J, 4K
Selected poetry from
Rhyme schemes
analyze the effects of
elements and determine scheme to portray a___ message
http://ritter.tea.state.t
Holt Literature. See
in this poem?
End scheme
metrics, rhyme schemes
the meaning and the
x.us/rules/tac/chapter page TX35
Internal scheme
(e.g., end, internal, slant,
mood.
074/ch074a.html#74. A Rose for Emily
Slant scheme
eye), and other
-Modern and American
4
Anne Bradstreet
Eye scheme
conventions in American
poetry
Convention
poetry. (Supporting)
http://www.webengli
shteacher.com/poetry
/general.html.
http://www.poets.org/
page.php/prmID/6.
(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
-Examine how the
*What was the theme of this play Theme
-Interpret readings
Suggested Readings:
analyze the themes and
drama reflects the
set in the ______ in America?
Drama
-A Raisin in the Sun
characteristics of modern
contemporary social
*What characteristics of the
ELPS 4E, 4J, 4K
-Death of a Salesman
American drama in
issues.
period in which this play took
http://ritter.tea.state.t
-The Glass
different time periods.
-American modern
place affected the theme?
x.us/rules/tac/chapter Menagerie
drama
074/ch074a.html#74.
(Supporting)
-Text dependent
4
reading
The Crucible – class
study
(E3.6) Reading/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
How do the author’s or
*What rhetorical technique did
All these terms repeat Suggested approach:
State adopted
analyze how rhetorical
speaker’s rhetorical
the writer of the speech in this
for the 1st semester.
-background
textbooks and
techniques (e.g.,
techniques help create
essay use to evoke an emotional
Parallel structure
knowledge that is
ancillaries
repetition, parallel
meaning?
response from the reader?
Inferences
incorporated for the
structure, understatement,
*How was the true meaning of
Conclusions
text can be
Suggested Readings:
*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc.
Revised June 2016
2
English Language Arts/Reading
Course: English III
Focus: Drama, Poetry, Essays/Journals, Literary Writing
TEKS
Guiding Questions
Specificity
overstatement) in literary
essays, true life
adventures, and
historically important
speeches influence the
reader, evoke emotions,
and create meaning.
(Supporting)
How do the author’s or
speaker’s rhetorical
techniques influence
and affect the reader or
listener?
Assessment
Designated Six Weeks: Second
Days to teach: 12
Academic
Instructional
Vocabulary
Strategies
Resources/
Weblinks
this real life adventure enhanced
by the author’s use of parallel
structure?
Rhetorical
nonfiction.
-Articles/Journals on
techniques
the Salem Witch
Ethos
ELPS 4E, 4J, 4K
Trials if teaching The
Pathos
http://ritter.tea.state.t
Crucible.
Logos
x.us/rules/tac/chapter
Allusions:
074/ch074a.html#74. www.americanrhetori
-Analyze the rhetorical
-classical
4
c.com (famous
techniques that a writer
-biblical
speeches)
uses.
-mythical
-Literary Essays
-literary
-True life adventures
Repetition
-Text dependent
Understatements
reading
(litotes)
-Journals
Overstatements
(hyperbole)
(E3.7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's
sensory language creates imagery in literary text and provide evidence from text to support their understanding.
Students are expected to
How does the sensory
*What does the biblical allusion
Metaphor
-Provide a variety of
Suggested Reading:
analyze the meaning of
language create
phrase “__” in paragraph __
Simile
text examples
-Dictionary of
classical, mythological,
imagery?
mean?
Personification
-Group discussion
Cultural literacy
and biblical allusions in
*The author’s reference to a
Symbol
words, phrases, passages,
-Analyze the figurative
mythological allusion in
Imagery
ELPS 1H, 4E, 4J, 4K Suggested Reading
and literary works.
language in the text
paragraph __meansAllusions
http://ritter.tea.state.t
from Holt Literature:
*The words “__” used by the
classical
x.us/rules/tac/chapter Anne Bradstreet
(Supporting)
-Allustions
author in paragraph __ mean biblical
074/ch074a.html#74. Poetry
mythical
4
Emily Dickinson’s
Poetry
(E3.8) 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.
*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc.
Revised June 2016
3
English Language Arts/Reading
Course: English III
Focus: Drama, Poetry, Essays/Journals, Literary Writing
TEKS
Guiding Questions
Specificity
Students are expected to
analyze how the style,
tone, and diction of a text
advance the author's
purpose and perspective or
stance. (Readiness)
How do the author’s style,
tone, and diction help the
author’s purpose?
*style: Three elements of
style in writing are: (1)
sentence structure: What
types of sentences does
the author use? short and
simple, long and complex,
or a combination; (2)
degree of specific details
and descriptions, this
would basically be the
level of elaboration used
by the author; and (3)
formality, this is whether
the author is formal or
casual, like writing
technical information or
writing to a colleague or
friend.
*tone: Tone is the attitude
or mood set by the
author’s words. Some of
the words that can be used
to describe the “tone” of a
passage would be sad,
sincere, scary, indifferent,
critical, gloomy,
Assessment
*What tone is set in this article
that clearly advances the author’s
stance on this subject?
*In paragraphs __ and __ the
author’s tone is –
*How does the author use diction
to advance his/her perspective in
this selection?
Designated Six Weeks: Second
Days to teach: 12
Academic
Instructional
Vocabulary
Strategies
Inference
Author’s Purpose
Style
Tone
Diction
ELPS 4E, 4J, 4K
http://ritter.tea.state.t
x.us/rules/tac/chapter
074/ch074a.html#74.
4
Resources/
Weblinks
Holt Literature and
ancillaries
“Sinners in the Hands
of an Angry God”
optimistic, etc.
Writing
(E3.14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students
are responsible for at least two forms of literary writing. Students are expected to:
(B) write a poem that
How can poetic
Poetic elements
Suggested Approach
Use writing poem on
reflects an awareness of
conventions best be
Sonnets
-Students write a
pg. 620 in Holt
poetic conventions and
used to create specific
Ballads
monologue from one
Literature as an
traditions within different
poetic forms?
Free verse
of the character’s
optional reference or
*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc.
Revised June 2016
4
English Language Arts/Reading
Course: English III
Focus: Drama, Poetry, Essays/Journals, Literary Writing
TEKS
Guiding Questions
Specificity
forms (e.g., sonnets,
ballads, free verse)
(C) write a script with an
explicit or implicit theme,
using a variety of literary
techniques
What literary
techniques enhance and
create a script with an
explicit or implicit
theme?
Student choose one of
the following tasks to
complete:
Assessment
Designated Six Weeks: Second
Days to teach: 12
Academic
Instructional
Vocabulary
Strategies
Explicit theme
Implicit theme
Elements of drama
Plot
Conflict
Exposition
Rising Action
Climax
Falling Action
Resolution
-Use poetic conventions
to create/write a poem.
perspective.
-Students adapt their
short story into a
script and present it
to the class (pg. 496
in textbook).
ELPS 5B, 5F, 5G, 1E
http://ritter.tea.state.t
x.us/rules/tac/chapter
074/ch074a.html#74.
4
Resources/
Weblinks
starting point.
Texas Write Source
Poetry Express:
http://www.poetryexp
ress.org/.
A Poem a Day:
http://www.loc.gov/p
oetry/180/.
Script models:
One-Act plays or
TV/movie scripts
-Create a script that
communicates a theme.
-Include dialogue
(E3.15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information
to specific audiences for specific purposes. Students are expected to:
(C) write an interpretation How can students
Rubric based on SE
Interpretation
Compose short
of an expository or a
compose text
Analytical essay
answer responses
literary text that
interpretations?
Stylistic device
(i)advances a clear thesis
Rhetorical device
statement
-Review thesis
Ambiguity
(ii) addresses the writing -Review short answer
Nuance
skills for an analytical
response
Contradictory
essay, including references
information
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,
*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc.
Revised June 2016
5
English Language Arts/Reading
Course: English III
Focus: Drama, Poetry, Essays/Journals, Literary Writing
TEKS
Guiding Questions
Specificity
Assessment
Designated Six Weeks: Second
Days to teach: 12
Academic
Instructional
Vocabulary
Strategies
Resources/
Weblinks
nuances, and complexities
within the text
(v) anticipates and
responds to readers’
questions or contradictory
information.
Oral and Written Conventions
Review of conventions occurs each six weeks through revising and editing.
*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc.
Revised June 2016
6