​
Title
Suggested Time Frame
Naturalism, Intervention, and Research
● 5A: Naturalism, Women’s Literature, and Intervention
● 5B: Research
7 weeks
● 5A: 3 weeks
● 5B: 4 weeks
Big Ideas/Enduring Understandings
●
●
English III
Unit 5
Guiding Questions
The Rise of Naturalism: ​The literary movement called ​naturalism
came in response to the Industrial Age and attempted to capture
humans as part of nature. Influential writers included Jack London and
Stephen Crane.
A New Role for Women: ​Women writing in this period tended to be
realists, although some were naturalists and regionalists. The
movement for women’s rights, including the right to vote, played an
important role. Influential writers included Charlotte Perkins Gilman,
Kate Chopin, Willa Cather, and Edith Wharton.
●
●
●
●
●
●
●
●
Can you spot a tall tale?
What does it mean to be an outcast?
Does it matter where we live?
Does nature play fair?
How do people face death?
Do all cages have bars?
What if no one took you seriously?
What is your dream job?
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
ELAR TEKS Vertical Alignment Document
Sample Assessment Question
In “The Yellow Wallpaper” by Charlotte Perkins Gilman, how do the narrator’s strange actions at the story’s end show that she is trying to escape her family?
Support your answer with two details from the story.
In “The Story of an Hour” by Kate Chopin, why does Mrs. Mallard feel free after her husband’s death? Support your answer with two details from the story.
How is the plot of this story affected by different characters assuming the role of narrator?
What is the impact on the narration in this selection when the author shifts the narrator’s point of view from one character to another?
CISD 2015-2016, Updated 11/28/16
What rhetorical technique did the writer of the speech in this essay use to evoke an emotional response from the reader?
How was the true meaning of this real life adventure enhanced by the author’s use of parallel structure?
(Literary) Write an essay analyzing how (character) uses a description of the natural world to reflect his own emotions.
(Informational) Write an essay analyzing whether (person’s) use of history effectively supports the importance of having a backup plan.
Reading
Writing
III.1.B ​C
Writing TEKS
Conventions TEKS
Listening & Speaking TEKS
III.2
III.13.C
III.17
III.3
III.14.B
III.17.B
III.24
III.3.A
III.15.A.i-ii
III.25
III.5.A-D
III.15.C.i-iv
III.26
III.6
III.7
III.8.A
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the
TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based
best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment
to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is
required to view the copyrighted material.
Ongoing TEKS
Ongoing skills practiced throughout the year: Reading across genres, reading comprehension (Fig. 19), vocabulary, media literacy,
research, listening and speaking, writing process. Writing and research skills are linked. Include historical and cultural research for
background of literature selections.
Knowledge and Skills with
Student Expectations
CISD 2015-2016, Updated 11/28/16
District Specificity/ Examples
Vocabulary
Instructional
Strategies
Suggested Resources
Resources listed and
categorized to indicate
suggested uses. Any
additional resources must be
aligned with the TEKS.
READING
(E3.1) Reading/Vocabulary
Development. Students
understand new vocabulary
and use it when reading and
writing. Students are expected
to:
(B) analyze textual context
(within a sentence and in larger
sections of text) to draw
conclusions about the nuance
in word meanings; (​Readiness​)
(C) infer word meaning
through the identification and
analysis of analogies and other
word relationships;
(​Supporting​)
Bloom’s Level:
Analyzing,Remembering,
Understanding,
1B
Using context to analyze meanings of
nuance words require complex
comprehension strategies. It is
necessary that students receive
explicit, comprehensive, and
systematic instruction on how to use
context analysis and are given
extended opportunities to apply the
learning to their academic and
everyday reading. Before, during, and
after reading strategies can be applied
to context analysis in the same way
they are applied to content analysis.
Strategies include identifying the
target words and phrases, generating
questions about their meaning, making
connections and synthesizing what is
already known and textual context,
drawing conclusions, and making,
confirming, and revisiting predictions
are all necessary in context analysis.
1C
Understanding non-literal
relationships among words/ideas is a
complex
process and plays a significant role in
problem solving, decision making,
perception, and communication.
Students must first identify if a
relationship is present, understand the
relationship, and infer meaning based
on the understanding of the attributes.
Relationships among words can
CISD 2015-2016, Updated 11/28/16
Context Clues
Analogy
Nuance
SAT/ACT word study
Dictionary
Thesaurus
CISD approved reading list
Holt​ Literature and ancillaries
PRIMARY SOURCES:
● “A Worn Path” (Eudora
Welty)
● “The Story of an Hour,”
”The Storm,” and
“Desiree’s Baby” (Kate
Chopin)
● ”The Yellow Wallpaper”
(Charlotte Perkins
Gilman)
SECONDARY SOURCES:
From ​Holt McDougal
Literature
● “Mother Tongue” (Tan)
● “Straw Into Gold”
(Cisneros)
● “The Jilting of Granny
Weatherall” (Porter)
● “The Life You Save May
Be Your Own” (O’Connor)
● ”A Wagner Matinee”
(Willa Cather)
● ”April Showers” (Edith
Wharton)
Other:
● “Hills Like White
Elephants” (Hemingway)
include synonyms, antonyms,
description, and function,
exemplification, and allegory.
How can students use word
identification strategies to enhance
their vocabulary skills and decoding
skills?
How can students use context clues to
identify the word’s meaning?
-Literature and SAT based vocabulary
*In paragraph ___ of this story, what
does the ___ mean?
*What is the root word for the word in
paragraph ___ that means ___?
*Read the following dictionary entry.
Which definition best matches the
meaning of the word
*___ as it is used in paragraph ___?
*In this story, the word ___ is in
paragraph ___; this word is to ___ as
___ is to ___. *___ is to ___ as ___ is
to ___.
*Related in origin, as certain words in
genetically related languages
descended from the same ancestral
root.
*Read the dictionary entry for the
word ___.
Which definition represents the
meaning of the word ___ as used in
paragraph ___? (Dictionary entry with
four definitions is shown and students
must use context clues to determine
CISD 2015-2016, Updated 11/28/16
http://www.vocabulary.com/
(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 which
the theme or meaning of a
selection represents a view or
comment on the human
condition; (​Readiness​)
(B) relate the characters and
text structures of mythic,
traditional, and classical
literature to 20th and 21st
century American novels, plays,
or films; and (​Supporting​)
(C) relate the main ideas found
in a literary work to primary
source documents from its
historical and cultural setting.
(​Supporting​)
the meaning of the word as it is used
in the passage.)
*Read the excerpt from a book of
quotations below and determine
which quotation matches the meaning
of the word ___ in paragraph ___ as it
is used in this selection.
Bloom’s Level: Understanding,
Application
Note: 2A
As students analyze themes, it is
necessary for them to examine the
events that
support the theme, the historical
impact on the theme, the author’s
approach to the theme, the
characters’ function/role in relation to
the theme, and how the character(s)
react to any conflicts
associated with the theme. Students
must understand the theme, the
human condition, the perspective, and
explain the relationship among the
three in order to analyze the way
theme represents a view on human
condition
2B
Students need extensive exposure to a
variety of mythical, classical,
traditional, and American
contemporary novels, films, and plays
in order to connect the characters
and structure.
2C
CISD 2015-2016, Updated 11/28/16
Theme
-morals
-meaning related to
human conditions
-effect of setting and
time on theme
-connection to primary
source
-connection to history
Character elements
-appearance
-motivation
-personality
-background
-relationships
-change
-characterization
Trickster traits
Character traits
-protagonist -antagonist
Genre
Plot
Setting
-historical setting
Irony
-verbal
-situational
-dramatic
large group, small
group, peer work
CISD approved reading list
Holt​ Literature and ancillaries
Students need to understand that a
primary source document is a source
from the time of the event. In order to
relate the main idea to a primary
document, students will need to
determine if a source was used or
research to locate a relevant primary
source
document. Once a document is
identified and located, students
connect the document to the main
idea of the literary work to determine
if the author’s stated or main idea
stayed true to the primary
source.
How can the student use annotation
skills to evaluate, draw conclusions,
analyze, and compare and contrast a
piece of literature?
-Traditional, classical literature -Native
American Trickster tales
*What lesson about the human
condition can be learned from the
theme of this selection?
*How did the author represent his/her
view of the human condition through
the theme of the story?
*How is ___ (character) in ___ (excerpt
from a classical literature selection)
similar in traits to ___ in ___ (excerpt
from 20th century novel)?
CISD 2015-2016, Updated 11/28/16
(E3.5) Reading/Comprehension
of Literary Text/Fiction.
Students understand, make
inferences and draw
conclusions about the structure
and elements of fiction and
provide evidence from text to
support their understanding.
Students are expected to:
(A) evaluate how different
literary elements (e.g.,
figurative language, point of
view) shape the author's
portrayal of the plot and
setting in works of fiction;
(​Readiness​)
(B) analyze the internal and
external development of
characters through a range of
literary devices; (​Readiness​)
(C) analyze the impact of
narration when the narrator's
point of view shifts from one
character to another; and
(​Supporting​)
*What similar organizations of ideas
do the authors of ___
(excerpt from a traditional literature
piece) and ___ (excerpt from a 21st
century play) use in these selections?
*What main idea from ___ (excerpt
from a speech in a specific historical
setting) relates to the main idea in ___
(excerpt from a literary work)?
*How are the main ideas in ___
(excerpt from a historical document)
and ___ (literary work) related?
Bloom’s Level: Understanding,
Application, Analysis
Note:
5A
Understanding the writer’s craft
enhances appreciation and
understanding of a work of fiction,
which supports a student’s ability to
make judgments about their
effectiveness.
5B
Students must understand the entire
character development presented
in the text before they can determine
how literary devices develop and / or
shape the character development.
5C
Recognizing shifts in point of view
requires critical thinking and analysis.
Students must understand each
character before recognition of shifts
can be determined.
CISD 2015-2016, Updated 11/28/16
Plot
Literary technique
Literary element
Figurative Language
-metaphor
-personification
-simile
-symbol
Point of View
Point of View (Shifts)
Inference Theme:
-moral
-theme vs. topic
-meaning relating to the
human condition
Author’s style
-mood Character
elements -appearance
-motivation -personality
-background
-relationships -change
-characterization
Character traits
-Protagonist -Antagonist
Sequence/linear/chrono
-Interactive journals
-collaborative
discussion
CISD approved reading list
Hol​t Literature and ancillaries
(D) demonstrate familiarity
with works by authors in
American fiction from each
major literary period.
How can students analyze and
determine literary elements that
shape the plot and setting?
How can students analyze and
determine literary elements that
shape the development of characters?
How can students analyze narration
shifts and their impact?
-American fiction from major literary
periods.
-Novels -Short stories
-Varieties and fiction: such as family
and friends, historical, and science
fiction.
*How is the plot of this story affected
by different characters assuming the
role of narrator?
*What is the impact on the narration
in this selection when the author shifts
the narrator’s point of view from one
character to another?
(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
analyze how rhetorical
techniques (e.g., repetition,
Bloom’s Level: Analysis
Note:
It is more important for students to
recognize what the technique is doing
(e.g., evoking emotion, influencing,
enhancing meaning) than memorizing
techniques and locating them in texts.
Students must experience the text
and make connections in order to
determine the purpose and effect of
the technique used.
CISD 2015-2016, Updated 11/28/16
logical plot -exposition
(background
information)
-conflict/problem
-internal and external
Nonlinear plot
-flashback
-foreshadowing
Setting
-time
-place
-historical setting
Point of view
-narrator
-first person
-third person
Language and style
-author’s use of word
choice Irony
-verbal
-situational
-dramatic
Plot
-climax
Parallel structure
Inferences
Conclusions
Rhetorical techniques
Ethos
Pathos
Logos
Allusions: -classical
-biblical -mythological
-literary
Repetition
Understatements
-Examples of text
Suggested readings:
-Native American narratives
-​World on Turtles Back
-Coyote and the Buffalo
-Slave narratives
-​Olaudah Equiano
-Focus on early American
speeches and historical
documents such as
parallel structure,
understatement,
overstatement) in literary
essays, true life adventures,
and historically important
speeches influence the reader,
evoke emotions, and create
meaning. (​Supporting)
(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
analyze the meaning of
classical, mythological, and
How do the author’s or speaker’s
rhetorical techniques help create
meaning?
How do the author’s or speaker’s
rhetorical techniques influence and
affect the reader or listener?
-Literary essays
-True life adventures
- Journals
-Analyze the rhetorical techniques that
a writer uses.
-Appraise the effectiveness of the
rhetorical techniques
-Classification schemes
-Proposition and support
-Connection between multiple texts
What rhetorical technique did the
writer of the speech in this essay use
to evoke an emotional response from
the reader?
How was the true meaning of this real
life adventure enhanced by the
author’s use of parallel structure?
Bloom’s Level: Analysis
Note:
Students will need extensive exposure
to a variety of classical, mythical, and
biblical allusions before they can
identify them in other literary texts
and analyze their meaning.
How does the sensory language create
imagery?
-Analyze the figurative language in the
text
CISD 2015-2016, Updated 11/28/16
(litotes) Overstatements
(hyperbole)
Metaphor
Simile
Personification
Symbol
Imagery
Allusions
classical
biblical
mythical
-Provide a variety of
text examples -Group
discussion
Suggested Reading:
-Dictionary of Cultural literacy
Suggested Reading from
Holt Literature​:
Anne Bradstreet Poetry
Emily Dickinson’s Poetry
biblical allusions in words,
phrases, passages, and literary
works. (​Supporting​)
(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.
Students are expected to
analyze how the style, tone,
and diction of a text advance
the author's purpose and
perspective or stance.
(​Readiness​)
-Allusions
*What does the biblical allusion phrase
“__” in paragraph __ mean?
*The author’s reference to a
mythological allusion in paragraph
__means*The words “__” used by the author in
paragraph __ mean Bloom’s Level: Analysis
Note:
Readers can infer a writer’s purpose,
viewpoint or stance by the tone
of what is written. Students need
exposure to a variety of purposes and
tones. Presenting several different
tones, perspectives, and purposes on
the same topic provide students a
foundation for the
evaluation of the impact of how each
element interacts to advance the
author’s intent and attitude.
Understanding where and how tone is
revealed helps the reader make
connections between tone, purpose,
and audience. Diction must be
considered when determining tone.
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
CISD 2015-2016, Updated 11/28/16
Inference
Author’s Purpose
Style
Tone
Diction
Perspective
Stance
-cross curricular
planning
CISD approved reading list
Holt​ Literature and ancillaries
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, optimistic,
etc.
WRITING
(E3.13) Writing/Writing
Process. Students use elements
of the writing process
(planning, drafting, revising,
editing, and publishing) to
compose text. Students are
expected to:
(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
Bloom’s Level: Evaluation, Creation
Note:
It is essential that students recognize
that revision is a necessary step for all
writers and does not indicate failure.
Frequent revising of your own writing
in front of students and then allowing
students opportunities to make the
same adjustments in their writing
provides
authentic and relevant practice. Asking
questions promotes critical thinking
and provides a foundation as students
peer- and self-revise. Providing a
checklist with appropriate questions
may
be helpful. Instruction that focuses on
the revision process alone will not
ensure that students will be able to
write effectively. Craft lessons (e.g.,
literary language, sentence variety,
CISD 2015-2016, Updated 11/28/16
Revise
Style
Drafts
Schemes
Outlines
Transitions
Rhetorical Devices Tone
Figurative Language
Metaphors
Similes
Analogies
Hyperbole
Understatement
Rhetorical Question
Irony
-Writing process -Mini
lessons as needed
-Teacher/student
conferences
-Teacher modeling
-Peer reading/sharing
-Exemplars for models
Collegeboard.org
Released SAT and ACT
Prompts
Writefortexas.org
https://owl.english.purdue.ed
u/owl/
transitional words and phrases;
(​Readiness​)
(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 reflects
an awareness of poetic
conventions and traditions
within different forms (e.g.,
sonnets, ballads, free verse)
(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:
Readiness
(A) write an analytical essay of
sufficient length that includes :
(Readiness)
(i) effective introductory and
transitions, consistency, coherence,
etc) will also need to be modeled and
practiced as students engage in the
writing process.
What revisions are needed to clarify
meaning and achieve purpose?
What editing is needed in own writing
and in others’ writing?
Bloom’s Level: Evaluation, Creation
How can poetic conventions best be
used to create specific poetic forms?
Poetic elements
Sonnets
Ballads
Free verse
Suggested Approach
-Students write a
monologue from one
of the character’s
perspective.
Use writing poem on pg. 620
in ​Holt Literature​ as an
optional reference or starting
point.
http://www.poetryexpress.org
/
http://www.loc.gov/poetry/18
0/
Bloom’s Level: Evaluation, Creation
Note:
It is essential to model the thinking
and writing process involved in the
planning and writing of an analytical
essay. Students will require extended
exposure, practice, and support.
An effective introduction draws the
reader in, makes the reader want to
read more, includes the
thesis statement and can include an
anecdote, quotation, question,
description, announcement,
background, dialogue or narrative.
CISD 2015-2016, Updated 11/28/16
Expository essay
Analytical essay
Rhetorical device
Relevant
Valid
Inference
Purpose
Audience
Context
Introductory
Concluding
Transition
Primary source
Secondary source
Organizational schema
-Construct an
analytical
expository/procedural
text in an effective
way.
-Mini lessons as
needed
-Teacher/student
conference
-Writing process
- Analytical essay
Holt ​Literature:
Planning an analytical essay
pg. 834-841
sat.collegeboard.org/ home
College web sites
Job applications
Car manual
concluding paragraphs and a
variety of sentence structure
(ii) rhetorical devices, and
transitions between
paragraphs
(iii) a clear thesis statement or
controlling idea
Sentence Structure
The concluding paragraph is the final
paragraph in an essay. It is as
important as the introduction. In the
concluding paragraph the body is
summarized and the thesis is restated
and proved. This paragraph makes the
essay sound
complete and should leave the reader
thinking about something. The
controlling idea or thesis statement
answers a question or prompt. It
is the writers’ opinion and should
broadly indicate the main idea or what
the writer is trying to prove. This is
stated in the introductory paragraph.
Are students able to construct an
analytical expository/procedural text
in an effective way?
(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:
-(Writer) wants sentence __ to more
accurately convey the controlling idea
of her paper. Which of the following
could replace sentence __ and best
accomplish this goal?
Bloom’s Level: Evaluation, Creation
How can students compose text
interpretations?
-Review thesis
-Review short answer response
CISD 2015-2016, Updated 11/28/16
Interpretation
Analytical essay Stylistic
device Rhetorical device
Ambiguity
Nuance
Contradictory
information
-Teacher models
-Use various literature as
mentor text
-Compose short answer
responses
Background
https://www.youtube.com/wa
tch?v=KBFEaymLnZs
(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 (v) anticipates
and responds to readers’
questions or contradictory
information.
(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:
(B) use a variety of correctly
structured sentences (e.g.,
compound, complex,
compound-complex)
Bloom’s Level: Understanding,
Application
Note:
How can the use of various clauses,
phrases, and sentence structure
improve student writing?
Assessed through speaking, revising,
editing, and writing activities
-Revising and editing
CISD 2015-2016, Updated 11/28/16
Simple
Compound
Complex
Compound-Complex
-Daily practice
-Teacher models
Holt
http://www.time4writing.co
m/uncategorized/sentence-st
ructure-worksheets/
http://www.espressoenglis
h.net/english-sentence-str
ucture-4-types-of-english-sent
ences/