English I
Unit 4: Communicating Through Poetry
Fourth Grading Period – Weeks 1-9 CURRICULUM OVERVIEW
Enduring Understandings (Big Ideas) / Unit RationalePoets use artistic language to express aesthetic and evocative qualities of thought. Authors use descriptive language to express and communicate ideas that trigger images in the reader’s mind that evoke sensory experiences. / “Communication is an exchange of information. Communication involves talking to other people and also listening to them and learning from them. It takes place when you discuss an issue with a friend, for example, or react to a piece of writing. Communication is the understanding you get when you read a poem. It is the empathy you feel for others after listening to a news interview with victims of a natural disaster. All of this communication may change us, but how? Does it make us smarter, wiser, kinder, and angrier? Does it make us better people, or just more experienced?” (p.604)
Pearson. (2011). Literature: Language and literacy. Upper Saddle, NJ: Pearson.
Essential Questions / Guiding Questions
· How does communication change us?
· How do authors create images?
· How do authors use imagery to impact the reader?
· How do authors use imagery as clues to the text’s theme?
· How can imagery be used as a revision tool for writers?
· How do literary devices enhance imagery in poetic writing?
· How does imagery affect the reader’s understanding of a poem?
· How does communication of an author’s message change a reader? / · What is poetry?
· What is a poet?
· What are the types of poetry?
· What are the elements of poetry?
TEKS (Standards) / TEKS Specificity – I Can…
Texas Essential Knowledge and Skills: TEKS
Reading/Vocabulary Development
1A: determine the 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;
1B: analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meaning of words.
1E: use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology. / I can:
· Determine the meaning of grade level technical words in multiple content areas that come from Latin, Greek, or other roots and affixes
· Use a dictionary, glossary, or thesaurus to determine the meanings of words and phrases including denotation, connotation and their etymology
· Analyze, make inferences and draw conclusions about the structure and elements of fiction, expository text, and persuasive text
· Provide evidence from text to support my understanding of fiction
Reading/Comprehension of Literary Text/Poetry/Sensory Language
3: understand, make inferences, and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.
5D: demonstrate familiarity with works by authors from non-English speaking literary traditions with emphasis on classical literature. / · Analyze how literary essays interweave personal examples and ideas with factual information to explain or describe a situation or event
· Explain the controlling idea and specific purpose of an expository text.
· Distinguish the most important from the less important details that support the author’s purpose
7: 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.
Reading/Comprehension of Informational Text/Cultural and History/Procedural Texts
8: 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.
9A: summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique the takes a position and expresses an opinion
11A: analyze the clarity of the objective(s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications)
Reading/Comprehension Skills: Figure 19
RC-9A: reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images) / · Provide evidence from persuasive text to support my analysis
· Analyze the relevance, quality, and credibility of evidence given to support or oppose and argument for a specific audience
· Analyze famous speeches for the rhetorical structures and devices used to convince the reader of the authors’ propositions.
· Analyze how messages in media are conveyed through visual and sound techniques (e.g. editing, reaction shots, sequencing, background music)
Reading/Media Literacy
12A: compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, new photographs) versus non-visual texts
12B: analyze how messages in media are conveyed through visual and sound techniques (e.g. editing, reaction shots, sequencing, background music)
Writing
13A: 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 or controlling idea;
13B: 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;
13C: 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;
13D: edit drafts for grammar, mechanics, and spelling; and
13E: revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
14C: write a script with an explicit or implicit theme and details that contribute to a definitive mood or tone.
16D: an organizing structure appropriate to purpose, audience, and context; and;
· 16E: an analysis of the relative value of specific data, facts, and ideas.
Oral and Written Conventions
17Ai
Research/Research Plan
Students ask open-ended research questions and develop a plan for answering them. Student are expected to:
20B: brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic;
Students clarify research questions and evaluate and synthesize collected information. Students are expected to:
22B: evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including internet sources) by examining their authority and objectivity; and
Listening and Speaking
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. The student is expected to:
24A: 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;
24C: evaluate the effectiveness of a speaker’s main and supporting ideas.
25: 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.
26: 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.
English Language Proficiency Skills (ELPS)
· (c) (2) (C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
· (c) (2) (D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
· (c) (2) (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs
· (c) (4) (C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
· Instructional pages throughout
· Informational Texts: Schedule pp. 155-156
(c) (2) (D) monitor understanding of spoken language during classroom instruction and
· (c) (3) (E) share information in cooperative learning interactions
· (c) (3) (G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
· (c) (3) (H) narrate, describe, and explain with increasing specificity and detail as more English is required
· (c) (4) (C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
· (c) (4) (G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade-level needs
College and Career Readiness Standards (CCRS)
Writing
· 1. Determine effective approaches, forms, and rhetorical techniques that demonstrate
· understanding of the writer’s purpose and audience
Reading: A
· 1. Use effective reading strategies to determine a written work’s purpose and intended audience p. 101
2. Use text features and graphics to form an overview of information texts and to determine where to locate information
4. Draw and support complex inferences from text to summarize, draw conclusions, and distinguish facts from simple assertions and opinions
8. Compare and analyze how generic features are used across texts
Reading:
Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.
· 1. Identify new words and concepts acquired through study of their relationships to other words and concepts.
· 2. Apply knowledge of roots and affixes to infer the meanings of new words
3. Use reference and guides to confirm the meanings of new words or concepts
Reading:
A . Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths.
· 6. Analyze imagery in literary texts.
· 8. Compare and analyze how generic features are used across texts.
· 10. Identify and analyze how an author’s use of language appeals to the senses, creates imagery, and suggest mood.
· 11. Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
· 1. Use effective reading strategies to determine a written work’s purpose and intended audience.
· 3. Identify explicit and implicit textual information including main idea and author’s purpose.
· 4. Draw and support complex inferences from text to summarize, draw conclusions, and distinguish facts from simple assertions and opinions.
· 2. Use text features and graphics to form an overview of informational texts and to determine where to locate information.
· 2. Adjust presentation (delivery, vocabulary, length) to particular audiences and purposes p. 71
· 5. Analyze the presentation of information and the strength and quality of evidence used by an author, and judge the coherence and logic of the presentation and the credibility o fan argument.
· 9. Identify and analyze the audience, purpose, and message of an informational or persuasive text.
Writing
A. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language tht advances the author’s purpose.
1. Determine effective approaches, forms, and rhetorical techniques that demonstrate understanding of the writer’s purpose and audience.
2. Generate ideas and gather information relevant to the topic and purpose, keeping careful records of outside sources.
3. Editing writing for proper voice, tense, and syntax, assuring that it conforms to standard English, when appropriate.
4. Recognize the importance of revision as the key of effective writing. Each draft should refine key ideas and organize them more logically and fluidly, use language more precisely and effectively, and draw the reader to the author’s purpose.
Speaking: B
1. Participate actively and effectively in one-on-one oral communication situations
2. Participate actively and effectively in group discussions.
Listening: A
· 1. Analyze and evaluate the effectiveness of a public presentation
· 3. Use a variety of strategies to enhance listening comprehension
Listening: B
· 1. Listen critically and respond appropriately to presentations
· 2. Listen actively and effectively in on-on-one communication situations
· 3. Listen actively and effectively in group discussions
Research: A
· 2. Explore a research topic
Research: B
· 3. Synthesize and organize information effectively
Research: C
· 1. Design and present an effective product
· 2. Use study habits necessary to manage academic pursuits and requirements
· 4. Persevere to complete and master tasks
Key Cognitive Skills: E
· 1. Work independently
Foundational Skills: A
· 1. Use effective pre-reading strategies
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· 2. Use a variety of strategies to understand the meanings of new words
· 3. Identify the intended purpose and audience of the text
· 5. Analyze textual information critically
· 8. Connect reading to historical and current events and personal interest
· 1. Write clearly and coherently using standard writing conventions
· 2. Write in a variety of forms for various audiences and purposes
· 3. Compose and revise drafts
Evidence of Learning (Summative Assessment)
1. Given a set of data, students will apply the elements of poetry 80% of the time.
2. Write an interpretative response to an expository text that extends beyond summary.
3. Write persuasive texts
4. Write expository texts to communicate ideas and information to specific audiences for specific purposes.
CURRICULUM GUIDE