English I
Unit 4
Title
Suggested Time Frame
4th Six Weeks
6 weeks
Who Were We?
Exploring Cultural and Historical Context in Storytelling
Big Ideas/Enduring Understandings
Writers of fiction, poetry and non-fiction are affected and influenced
by their cultural context (Ex: historical time period, region, societal
beliefs, personal background).
Writers of fiction, poetry and non-fiction use their writing to
comment on societal and cultural trends, issues, and dilemmas.
Guiding Questions
Affective Questions How is human experience affected by demographics such as race, gender, class, religion, et al.? How can empathizing with experiences in fiction texts lead to greater understanding(s) of the world around us? Why is empathy a beneficial trait to have? Writers of fiction, drama and poetry develop themes that are
implicitly present in their texts.
Writers of non-fiction develop thesi that are explicitly stated in their
texts and provide evidence to support their claims.
Reading How does an author’s purpose for creating a text impact the structure, content, and tone of the text? How does understanding the time period in which a story takes place help readers gain insight to setting, characters, and plot? How does the use of literary devices enhance an author’s purpose or message? CISD 2015-2016 Updated Nov. 2015
Writing How can my opinion be supported and validated through short answer and expository writing? How can I use fictional examples as supporting details? How can I benefit from the recursive nature of writing? How can I apply other authors’ techniques to enhance my own writing? Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
ELAR TEKS Vertical Alignment Document
Sample Assessment Question
● Students will be able to make inference and draw conclusions about how plot, characters, and theme in fictional texts are affected by the culture and society in which the
story takes place as well as when the author created the story .
Considering the dialect, setting descriptions, and characters in the text, where does this story most likely take place?
1. A coastal country in Africa
2. An island in the South Pacific
3. A coastal country in South America
4. An island in the Caribbean
● Students will be expected to use and explain textual evidence when answering questions and make connections between texts:
Short Answer Response: What impact does racial history have on the character Weaver in ​
A Northern Light​
? How does this compare to the expository article over Emmett Till?
CISD 2015-2016 Updated Nov. 2015
Reading
I.2.A B I.3 I.3.A I.4 I.4.A I.5 I.7 Writing
Writing TEKS
I.13 I.15.A.ii I.15.A.iv I.15.A.v I.15.C I.15.C.i
Conventions TEKS
I.17 I.18 I.19
Listening & Speaking TEKS
I.24 I.25 I.26
I.8
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth
and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested
resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district
curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material.
Ongoing TEKS
I.1; I.2; I.3; I. 5 A-D; I. 6; I. 9 D; I. 13 A & B; I. 15 A.ii, iv, v, C. i; I. 17 A-C; I. 18 A, B. i - iii; I. 19; I. 24; I. 25; I. 26; Fig. 19 A & B
Knowledge and Skills
with Student
Expectations
District Specificity/ Examples
Vocabulary
Instructional
Strategies
Suggested Resources
Resources listed and categorized to
indicate suggested uses. Any additional
resources must be aligned with the
TEKS.
Writing
I. 13 - ​
Writing/Writing
Process. Students use
elements of the writing
process (planning, drafting,
revising, editing, and
publishing) to compose text.
Students are expected to:
A. plan a first draft by
selecting the correct genre
for conveying the intended
meaning to multiple
audiences, determining
Students will plan a first draft of an
expository essay and improve the
final product after drafting, revision,
and editing.
Students will structure ideas in a
consistent and persuasive manner in
both timed and untimed situations.
Example Prompt:
CISD 2015-2016 Updated Nov. 2015
Draft
Revise
Edit
Structure Ideas
Sustained
Persuasive
Outlines
Graphic
Organizers
Open-ended
Ratiocination
(Revision)
Clocking (Editing)
Exploding a
Moment
(Elaboration)
Textbook and Supplemental
Literature:
● You Have Time for This:
Contemporary American
Short Stories​
, edited by
Mark Budman and Tom
Hazuka
● Flash Fiction: 72 Very
Short Stories​
, edited by
James Thomas, et. al.
appropriate topics through a
range of strategies (e.g.,
discussion, background
reading, personal interests,
interviews), and developing a
thesis or controlling idea;
Write an essay explaining the
qualities of a good mentor.
B. structure ideas in a
sustained and persuasive
way (e.g., using outlines,
note taking, graphic
organizers, lists) and develop
drafts in timed and
open-ended situations that
include transitions and the
rhetorical devices used to
convey meaning;
● Texts and Lessons for
Teaching Literature​
,
edited by Harvey Daniels
and Nancy Steineke
● Speeches taken from
American Rhetoric
● Latino Literature
Anthology
● “Going to Japan” by
Barbara Kingsolver
● “Mother to Son” by
Langston Hughes
● “Phenomenal Woman”
by Maya Angelou
Transitions
Rhetorical Devices
Thesis
Evidence
Transitions
Diction
Sentence Structure
C. revise drafts to improve
style, word choice, figurative
language, sentence variety,
and subtlety of meaning
after rethinking how well
questions of purpose,
audience, and genre have
been addressed;
Activities:
Double Entry Journals for
Cross-Genre Comparisons of
Texts
Websites:
Ideas for Comparative Analysis
Writing
D. edit drafts for grammar,
mechanics, and spelling; and
E. revise final drafts in
response to feedback from
peers and teacher and
publish written work for
appropriate audiences.
I. 15 - ​
Writing/Expository and
Procedural Texts. Students
write expository and
procedural or work-related
texts to communicate ideas
Lessons:
Students will write short answer
responses that analyze fiction pieces,
non-fiction texts, and compare two or
more texts.
CISD 2015-2016 Updated Nov. 2015
Organization
Structure
Thesis
Hook/Lead
-Exemplars used as
models
15C
--Collaboration/Tea
m
-Various mentor texts
-Holt​
Literature-Writing
workshops
Write for Texas
and information to specific
audiences for specific
purposes. Students are
expected to:
A. ​
write an analytical essay of
sufficient length that
includes:
ii. ​
rhetorical devices, and
transitions between
paragraphs;
iv. ​
an organizing structure
appropriate to purpose,
audience, and context; and
v. ​
relevant information and
valid inferences;
C. ​
write an interpretative
response to an expository or
a literary text (e.g., essay or
review) that:
i. ​
extends beyond a summary
and literal analysis;
Students will clearly respond to
analytical prompts, providing textual
evidence to support their answers.
Students will write effective
introductory hooks for expository
essays.
Students will write clear thesis
statements for expository essays.
Example Short Answer Response
Question:​
How does the narrator in
“The House on Mango Street”
compare to the narrator of ​
American
Chica​
?
Released STAAR expository prompt:
Write an essay explaining why it is
sometimes necessary to take a
chance.
Released STAAR questions:
The ___paragraph starts abruptly.
Which sentence could be added
before sentence __ to best introduce
the ideas presented in this
paragraph?
Which sentence could best be added
after sentence __ to support the idea
expressed in this sentence?
Writing Conventions
CISD 2015-2016 Updated Nov. 2015
Turnabout
Quotation
Restate
Opinion
Connect
Comment
Substantiate
Support
Analytical Essay
Sentence
Structure
Transitions
Controlling Ideas
Purpose
Audience
Context
Relevant
Valid
Inference
Detail
Quotation
Effective
Replace
Convey
Insert
Express
-Have students
bring in examples
of procedural
documents from
home
http://www.writefortexas.org/
Rubric
http://tea.texas.gov/student.ass
essment/staar/writing/
http://www5.esc13.net/thescoo
p/insight/2011/12/concise-andprecise-important-tips-for-staarwriting/
Project-based learning
http://bie.org/object/offsite/pbl
_online_org/
http://www.webenglishteacher.
com/media.html
I. 17 - ​
Oral and Written
Conventions/Conventions.
Students understand the
function of and use the
conventions of academic
language when speaking and
writing. Students will
continue to apply earlier
standards with greater
complexity. Students are
expected to:
A. use and understand the
function of the following
parts of speech in the
context of reading, writing,
and speaking:
(i) more complex active and
passive tenses and verbals
(gerunds, infinitives,
participles);
(ii) restrictive and
nonrestrictive relative
clauses; and (Supporting)
(iii) reciprocal pronouns (e.g.,
each other, one another)
B. identify and use the
subjunctive mood to express
doubts, wishes, and
possibilities; and
Students will use and understand a
variety of sentence structures,
including compound, complex, and
compound-complex.
Students will correctly form
sentences using the subjunctive
mood to express doubts, wishes, and
possibilities.
Can students demonstrate the
function of and use of the
conventions of academic language
when speaking and writing?
Can students use a variety of
correctly structured sentences?
Assessed with writing, revising, and
editing
Released STAAR questions:
What is the correct way to write
sentences __ and __?
What change should be made in
sentence __?
C. use a variety of correctly
structured sentences (e.g.,
compound, complex,
compound-complex).
CISD 2015-2016 Updated Nov. 2015
Parts of Speech
Use
Understand
Compound
Sentence
Complex
Sentence
Compound-Complex
Sentence
Verbal gerund
Active verb tense
Passive verb tense
Restrictive relative
clause
Nonrestrictive relative
clause
Reciprocal pronoun
Infinitive
Participle
-Create a grammar
booklet
-Create a children’s
booklet for
grammar
-Peer editing
-Radio report
--​
Holt​
Elements of Writing
-Daily Practice
http://larryferlazzo.edublogs.org
/2008/12/07/the-best-sites-for-g
rammar-practice/
http://grammar.ccc.commnet.e
du/grammar/quiz_list.htm
http://www.chompchomp.com/
menu.htm
I. 18 - ​
Oral and Written
Conventions/Handwriting,
Capitalization, and
Punctuation. Students write
legibly and use appropriate
capitalization and
punctuation conventions in
their compositions. Students
are expected to:
A. use conventions of
capitalization; and
B. use correct punctuation
marks including:
i. quotation marks to
indicate sarcasm or irony;
ii. comma placement in
nonrestrictive phrases,
clauses, and contrasting
expressions; and
iii. dashes to emphasize
parenthetical information.
I. 19 - ​
Oral and Written
Conventions/Spelling.
Students spell correctly.
Students are expected to
spell correctly, including
using various resources to
determine and check correct
spellings
Students will write legibly and
capitalize words correctly in their
compositions.
Students will correctly use quotation
marks to indicate the use of direct
quotes when writing.
Conventions
Capitalization
Punctuation Marks
(Comma, period,
exclamation mark,
question mark, et al)
-Exemplars used as
models
-Holt​
Elements of Writing
Resource
Backward reading
in editing rough
drafts.
-Dictionary
-Grammar workbook
-Most commonly misspelled
words list
-Thesaurus
Theme
Meaning
Message
-Dialectical journal
-Short answer
responses using
Various Novels and Short Stories
Holt​
Literature not limited to:
Students will use quotation marks to
show sarcasm or irony in expository
writing.
Students will use dashes to
emphasize words or phrases in
expository writing.
Example Questions:
What does the use of exclamation
points in the phrase “Mall Tends to
Get Busier at Christmas!!!” show
about the Saunders’ attitude toward
the topic?
Students will use correct spelling,
using reference sources, such as the
dictionary or thesaurus, to check for
spelling errors.
Assess with writing, revising, and
editing
Reading
I. 2 Reading/Comprehension of
Literary Text/Theme and
Students will analyze how the
meanings of texts with similar themes
CISD 2015-2016 Updated Nov. 2015
Genre. Students analyze,
make inferences and draw
conclusions about theme and
genre in different cultural,
historical, and contemporary
contexts and provide
evidence from the text to
support their understanding.
Students are expected to:
A. analyze how the genre of
texts with similar themes
shapes meaning;
C. relate the figurative
language of a literary work to
its historical and cultural
setting.
I. 3 Reading/Comprehension of
Literary Text/Poetry.
Students understand, make
inferences and draw
conclusions about the
structure and elements of
poetry and provide evidence
from text to support their
understanding. Students are
expected to analyze the
effects of diction and
imagery (e.g., controlling
images, figurative language,
understatement,
are shaped by the genre in which
they are written.
Students will explore how the
figurative language, imagery, plot
points, and characters included in a
literary work reflects the history and
culture of its setting.
Lesson
Figurative language
Historical
Cultural
Setting
textual evidence
-Brainstorm
common themes
often found in
stories
Example Question
How does the character Mrs. Flowers
in Maya Angelou’s “I Know Why the
Caged Bird Sings” contribute to the
story’s theme?
-Short story plot diagram from
textbook
http://www.readwritethink.org/
classroom-resources/student-int
eractives/plot-diagram-30040.ht
ml?tab=6
A major theme explored in this play
is– One of (activity) long-established
traditions is best exemplified in the
description of How does the genre in __ and __
shape the meaning, even though both
selections have similar themes?
Students will analyze diction (word
choice) and imagery in various fiction
pieces.
Students will explain the purpose and
effects of figurative language in
fictitious poetry.
Students will compare how the
developments of plot and theme
differs from poetry to fiction.
CISD 2015-2016 Updated Nov. 2015
-Unit 1 The Plot Thickens
-Narrative Structure
-Unit 2 People Watching
Characterization and Point of
View -Unit 3 A Sense of
Place-Setting, Mood, and
Imagery
-Unit 4 Getting the
Message-Theme and Symbol
-Unit 5 Ideas Made
Visible-Author’s Purpose
Teaching Plot
http://hubpages.com/literature/
Very-Short-Stories-For-High-Sch
ool
Imagery
Diction
Imagery
Syntax
Understatement
Overstatement
Personification
Metaphor
Simile
Irony
Paradox
-Journal
- Short answer
responses using
textual evidence
-​
Holt​
Lit selections from the
following units but not limited
to: -Unit 7 Special EffectsThe Language of Poetry and
poems from other units
http://www.loc.gov/poetry/180/
overstatement, irony,
paradox) in poetry.
How does the poem “Phenomenal
Women” by Maya Angelou show the
struggle of females in modern
society?
From released STAAR questions:
Read lines _____ of the poem.
By using this analogy, the poet
emphasizes ________.
Read lines _____ of the poem.
The poet uses these lines to
emphasize the importance of
________.
What is the most likely reason the
poet ends the first stanza after line
___?
I. 4 Reading/Comprehension of
Literary Text/Drama.
Students understand, make
inferences and draw
conclusions about the
structure and elements of
drama and provide evidence
from text to support their
understanding. Students are
expected to explain how
dramatic conventions (e.g.,
monologues, soliloquies,
dramatic irony) enhance
dramatic text.
Students will analyze how setting,
characters, dialogue, plot events, and
included details are subjective to the
cultural influence of the story’s time
period as well as the era in which the
author wrote the script.
Example Question​
:
How do the scene descriptions in
“Romeo and Juliet” show how
nobility lived in the 15th Century?
-What are the structures and
elements of drama?
CISD 2015-2016 Updated Nov. 2015
Monologue
Soliloquy
Dialogue
Act
Scene
Aside
Stage
Directions/Descriptions
-Dialectical journal
- Short answer
responses using
textual evidence
Holt​
Literature- drama
selections
http://www.freereaderstheater.
com/free-readers-theater-storie
s-and-scripts
http://www.aaronshep.com/rt/
RTE.html
How do dramatic conventions
enhance dramatic text?
Are students able to provide
evidence from the text to explain how
dramatic conventions enhance
dramatic text?
I. 5 Reading/Comprehension of
Literary Text/Fiction.
Students understand, make
inferences and draw
conclusions about the
structure and elements of
fiction and provide evidence
from text to support their
understanding. Students are
expected to:
B. analyze how authors
develop complex yet
believable characters in
works of fiction through a
range of literary devices,
including character foils;
Released STAAR questions:
The reader can infer that –
The dialogue in paragraphs 1 and 2
established that the relationship
between (characters) is most similar
to –
Which line of dialogue is best
evidence that --?
The stage directions in paragraph 3
and 6 provide evidence that –
The stage directions in paragraphs 5
and 7 emphasize -Students will analyze how setting,
characters, dialogue, plot events, and
included details are subjective to the
cultural influence of the story’s time
period as well as the era in which the
author wrote the story.
Example Question:
How does the dialogue in ​
To Kill a
Mockingbird​
make Tom Robinson’s
character more realistic to the 1950s?
CISD 2015-2016 Updated Nov. 2015
Point of View
Perspective
Tone
Imagery
Literary Devices
C. analyze the way in which
a work of fiction is shaped by
the narrator's point of view;
and
D. demonstrate familiarity
with works by authors from
non-English-speaking literary
traditions with emphasis on
classical literature.
(E1.7)
Reading/Comprehension of
Literary Text/Sensory
Language. Students
understand, make inferences
and draw conclusions about
how an author's sensory
language creates imagery in
literary text and provide
evidence from text to
support their understanding.
Students are expected to
explain the role of irony,
sarcasm, and paradox in
literary works. (Supporting)
(E1.8)
Reading/Comprehension of
Informational Text/Culture
and History. Students
analyze, make inferences and
draw conclusions about the
What is the effect of imagery?
Can students explain the role of irony,
sarcasm, and paradox in literary
works?
Irony
Paradox
Sarcasm
-Dialectical journal
-Short answer
responses using
textual evidence
Various novels
-Holt​
Lit selections from the
following units but not limited
to: - Unit 6- Taking SidesArgument and Persuasion Unit 9- Putting It In ContextHistory, Culture, and the Author
Vocabulary including
but not limited to:
-Types of
Informational
Autobiography
Biography
Descriptive essay
Essay
Various novels
-Holt​
Lit selections from the
following units but not limited
to:
-Unit 1- The Plot ThickensNarrative Structure
Can students provide evidence from
the text to support their
understanding inferences, and
conclusions?
* What was the role of sarcasm in this
selection?
* What was the author’s purpose in
using irony in this selection?
*What role did the author’s use of
paradoxical language play in this
selection?
Released STAAR question: *What
does the author mean by the lines
“____”?
Can students analyze the controlling
idea and specific purpose of cultural,
historical, and contemporary
contexts?
-Author’s purpose
CISD 2015-2016 Updated Nov. 2015
Controlling idea
Purpose
author's purpose in cultural,
historical, and contemporary
contexts and provide
evidence from the text to
support their understanding.
**Students are expected to
explain the controlling idea
and specific purpose of an
expository text and
distinguish the most
important from the less
important details that
support the author's
purpose. (Readiness)
From released STAAR questions:
The author includes the information
in paragraph __ to ______.
The author’s purpose in writing this
selection is to –
In which line from the article does
the author reveal how she would like
others to respond to --?
Internet article
Magazine article
Personal narrative
Process description
--Short answer
responses using
textual evidence
-Unit 2- People
Watching-Characterization and
Point of View
-Unit 3- A Sense of PlaceSetting, Mood, and Imagery
-Unit 4- Getting the MessageTheme and Symbol
-Unit 5- Ideas Made VisibleAuthor’s Purpose
Listening and Speaking
I. 24 - ​
Listening and
Speaking/Listening. Students
will use comprehension skills
to listen attentively to others
in formal and informal
settings. Students will
continue to apply earlier
standards with greater
complexity. Students are
expected to:
A. listen responsively to a
speaker by taking notes that
summarize, synthesize, or
highlight the speaker's ideas
for critical reflection and by
asking questions related to
the content for clarification
and elaboration;
B. follow and give complex
oral instructions to perform
specific tasks, answer
Students will listen to a speaker,
taking notes that summarize the
speaker’s main points.
Students will write and organize
commentary to explain the speaker’s
ideas in a way that will allow them to
recall and understand the material.
Students will be able to give and
follow complicated verbal
instructions about how to perform a
task or solve a problem.
Students will evaluate/judge whether
or not a speaker’s main idea and
supporting evidence are effective.
CISD 2015-2016 Updated Nov. 2015
Claim
Supporting Details
Non-Verbal
Communication
Delivery
-​
Holt​
Lit Elements of Writing
questions, solve problems,
and complete processes; and
C. evaluate the effectiveness
of a speaker's main and
supporting ideas
I. 25 - ​
Listening and
Speaking/Speaking. Students
speak clearly and to the
point, using the conventions
of language. Students will
continue to apply earlier
standards with greater
complexity. Students are
expected to give
presentations using informal,
formal, and technical
language effectively to meet
the needs of audience,
purpose, and occasion,
employing eye contact,
speaking rate (e.g., pauses
for effect), volume,
enunciation, purposeful
gestures, and conventions of
language to communicate
ideas effectively.
Students will speak clearly and stay
on topic.
I. 26 - ​
Listening and
Speaking/Teamwork.
Students work productively
with others in teams.
Students will continue to
apply earlier standards with
greater complexity. Students
are expected to participate
productively in teams,
building on the ideas of
others, contributing relevant
information, developing a
plan for consensus-building,
and setting ground rules for
decision-making.
Students will work successfully with
partners and small groups to analyze
various fiction pieces and expository
texts written by peers.
-Collaborative
learning
-Impromptu
speaking
-Multimedia
presentations
Students will use eye contact,
volume, enunciation, and body
language to clearly express ideas
when speaking.
Can students work productively with
others in teams?
CISD 2015-2016 Updated Nov. 2015
Relevant
Consensus-building
Ground rules
-Problem-solving
activities
-Collaborative
learning
--Presentations,
sharing
-​
Holt​
Lit Elements of Writing
CISD 2015-2016 Updated Nov. 2015