11th Grade English/Language Arts
Third Six Weeks: Week 1
Writer: Renee Sena
TEKS:
1B, 2A, 2B,
9A, 9B, 9C,
9D, 25, 26
Objective:

The students will analyze the author’s opinion and use of comparisons in a work of
transcendentalism to discover how the viewpoints and descriptions influence the author’s
tone, diction, and style.
 The students will create and present a powerpoint showing their evaluation of one of the
transcendentalist authors.
Overview:
This six weeks, students should observe the shift that takes place in literature, from Romanticism to
Transcendentalism to Realism. Students should also understand the correlation of events from history, primarily
the Civil War, which shapes the themes, tone, and style of writing.
Transcendentalism: an American literary and philosophical movement in the nineteenth century; based in New
England; believed that intuition and the individual conscience “transcend” experience and thus are better guides to
truth than the senses and logical reason; influenced by Romanticism (respect for the individual world and natural
world; divinity present everywhere, in nature and in people)
Additional pieces of literature that would correlate with the 1800s and civil war and would also serve as good
options for self-selected reading during this six weeks include:
 Across Five Aprils by Irene Hunt
 Roll of Thunder, Hear My Cry by Mildred D. Taylor
 The Red Badge of Courage by Stephen Crane
 The Adventures of Huckleberry Finn by Mark Twain
 Up From Slavery by Booker T. Washington
 The Autobiography of Frederick Douglass by Frederick Douglass
 Gone With the Wind by Margaret Mitchell
 Little Women by Louisa May Alcott
 Cold Mountain by Charles Frazier
Essential Questions:
What is transcendentalism?
How did transcendentalism influence American culture and society?
Suggested Lesson Ideas:
1.Emerson and Walden
Before reading
 Read about transcendentalism of pages 360-361 in the Literature Textbook
 Review academic vocabulary: romanticism, transcendentalism, realism/Literary terms: figurative language,
metaphor, simile, analogy, synecdoche, diction, tone, theme, style, allusion/ SAT vocabulary: (from
Emerson: perpetual, decorum, tranquil, conviction, chaos, aversion, absolve) (from Thoreau: dilapidated,
sublime, superfluous, magnanimity, expedient, alacrity)
 Journal: “What role does nature play in your life?”
During reading
 Divide students into small groups and assign each group either Emerson’s writing selections or Walden’s
writing selections.
- Emerson: Nature (pages 366-368), Self-Reliance (pages 369-370), and “Concord Hymn” (page
371)
- Thoreau: Walden (pages 378-387) and Civil Disobedience (pages 388-389)
 Students should use two graphic organizers to collect information while reading. The first is to “Challenge
the Text” by collecting textual evidence, explaining the meaning of the evidence, connecting one’s
1
experience or questions, and concluding with a reaction statement to the author’s opinion. The second is to
“Find Comparisons” by writing the textual evidence of the comparison, plainly state what the comparison
is, and explaining the meaning of the comparison. The teacher can select how many challenges and
comparisons to find.
 Intervention: Use the ancillary material provided in the Reader’s Notebook: Adapted Version to provide
struggling students with skills instruction, a summary, and a note-taking guide.
After reading
 Students should discuss general information about the author’s purpose, style, and tone by answering the
Critical Reading questions at the end of each piece, using open-ended questions from the ancillary material,
or taking an open-book quiz or test as a group.
 Enrichment: Research and report on other accomplishments of Emerson and Thoreau; they both were
active in different ways in society.
2. Media Connection
Student small groups should each make a powerpoint on either Emerson or Thoreau.
 The powerpoint could discuss details of the author’s work including:
- Author’s purpose
- Writing style
- Tone
- Diction
- Use of rhetorical techniques (esp. metaphor, simile, analogy, allusions, etc.)
- Include quotations from the text
- Include pictures to enhance the information
 Before beginning, decide how many slides the presentation should have, what role each member in the
group has, and how their presentation is to be graded.
 Students should each be involved in the presentation in class and show competency of the reading material.
Suggested Assessment:
Graphic organizers
Open-book quizzes and/or tests
Powerpoint presentation
Resources:
Technology for research
Prentice Hall Literature Textbook
Ancillary material
2
11th Grade English/Language Arts
Third Six Weeks: Week 2
Writer: Renee Sena
TEKS:
1B, 2A, 2B, 3,
14B, 26
Objective:


The students will analyze Dickenson, Whitman, Hughes, and Dunbar poems using the TPCASST method.
The students will write a poem using the style of Emily Dickenson.
Overview:
The poetry terms for this short unit can be found on pages 404-405 of the Literature Textbook.
Besides listing and describing the different types of poems (lyric, concrete, dramatic, narrative, and epic), students
could play a matching game to review poetry terms, such as meter, line, stanza, rhyme, foot, sound devices,
figurative language, etc. An example of the poetry term could be on one card and the term itself could be on another
card. Students would be allowed to use their textbook glossary to assist them in identifying all the matches.
Students also need a short review of all the authors they will be reading about:
 Emily Dickenson (pages 404-406)
 Walt Whitman (pages 422-423)
 Langston Hughes (page 635)
 Paul Lawrence Dunbar (pages 898-900)
Essential Questions:
How does this poetry reflect society?
How are these poets’ styles and backgrounds similar or different?
How is the poet’s life reflected in their writing?
What is literary criticism and how is it valuable in analyzing a work or a poet?
Suggested Lesson Ideas:
1. Emily Dickenson
Before reading
 Review academic vocabulary: sound, syllables, dash, analysis, criticism/Literary terms: meter, line, stanza,
narrative poetry, dramatic poetry, lyric poetry, alliteration, consonance, assonance, onomatopoeia, simile,
metaphor, personification, oxymoron, slant rhyme, exact rhyme, paradox/ SAT vocabulary: surmised,
eternity, interposed, affliction, ample, finite, infinity
 Complete the TP-CASTT method of poetry analysis on the poem “Because I Could Not Stop for Death”
(pages 408-409) as an example. Notes or a graphic organizer should accompany the analysis process.
During reading
 Divide the rest of Dickenson’s seven poems up for students to deconstruct and analyze in small groups
according to the TP-CASTT method.
- “I Heard a Fly Buzz – When I Died” (page 411)
- “There’s a Certain Slant of Light” (page 412)
- “My Life Closed Twice Before its Close” (page 413)
- “The Soul Selects her own Society – “ (page 414)
- “The Brain is Wilder than the Sky – “ (page 415)
- “There is a Solitude of Space” (page 416)
- Water, is taught by thirst” (page 417)
 Intervention: Struggling readers should receive a copy of the teacher’s TP-CASTT analysis of the poem
completed at the beginning of the class as an example.
3
After reading
 Have students share their analysis with the class, group by group, by selecting one group member from
each group to share their notes and thoughts.
 Read the “Critical Commentary” on pages 419-420 and discuss the role of criticism in evaluating a work of
literature.
 Enrichment: Memorize a poem from Emily Dickenson not found in the literature textbook and recite it for
the class.
2. Write a poem in the style of Emily Dickenson
 Make a list of traits that poems written by Dickenson have.
 Practice filling in the blanks of a poem she wrote, but with words blanked out.
 Practice writing a poem of a given number of lines (one stanza) on a selected topic for the whole class.
 Write a poem on a topic of student choice, no more than three stanzas (12 lines).
 Have students type and decorate their final poem and attach all their previous poems to the back as a
composition for the school year.
3. Walt Whitman
Before reading
 Review academic vocabulary: sound, syllables, analysis, criticism /Literary terms: free verse, long lines,
anaphora, diction, onomatopoeia, epic theme/ SAT vocabulary: stirring, abeyance, effuse, bequeath,
stealthily, robust
 Discuss the differences and similarities between Emily Dickenson and Walt Whitman as poets.
During reading
 Divide students up into four groups to each read one or two of Whitman’s poems, and analyze according to
the TPCASTT method.
- “Leaves of Grass” (pages 426-427)
- “Song of Myself” (pages 428-431)
- “When I Heard the Learn’d Astronomer” (page 432) and “By the Bivouac’s” (page 433)
- “I Hear America Singing” (page 435) and “A Noiseless Patient Spider” (page 436)
 Intervention: Give students a guide for Whitman’s poetry explaining how he uses words with contractions,
such as “enamor’d” for “enamored,” how he often implies instead of stating ideas directly, and how he uses
pronouns to show who is speaking and to identify antecedents: this, that, these, they, etc.
After reading
 Answer the critical reading questions at the end of each section, and make a small poster of the answers.
 Read the “Critical Commentary” on page 437 and discuss the answers to questions at the bottom as a class.
 Enrichment: Write one paragraph of critical commentary on Whitman’s selection(s) read in class.
4. Langston Hughes
Before reading
 Review academic vocabulary: Harlem Renaissance /Literary terms: speaker, multiple themes, perspective/
SAT vocabulary: lulled, dusky, liberty
 Describe how Hughes technically wrote poetry in a different time period (the 1900s), but his works directly
correlate to themes from slavery, and because he is an African American writer, it shows more diversity in
poetry. His writing is similar to Whitman and Dickenson in several ways.
During reading
 Divide students up into four groups to each read one of Hughes’s poems, and analyze according to the
TPCASTT method.
 Intervention: Give struggling readers a graphic organizer, which gives the major quotes from the poem that
establishes the theme, assisting them in making the connection on this important step in the analysis
process.
After reading
 Have each group present their information and fill out a section of a graphic organizer showing how each
poem addresses racial identity, pride, and perseverance.
 Enrichment: Have students analyze the poem and complete the TP-CASTT method on their own for the
poem “Harlem,” also known as the “Dream Deferred,” and present their analysis to the class.
4
5. Paul Lawrence Dunbar
Before reading
 Review academic vocabulary: sound, syllables, analysis, criticism /Literary terms: formal verse, Petrarchan
sonnet, rhyme scheme/ SAT vocabulary: salient, dissension, stark, guile, myriad
 Discuss how Dunbar is similar or different to the other three poets reviewed.
During reading
 Read both poems aloud as a class to discover the rhyme scheme of both poems.
- “Douglass” (page 637)
- “We Wear the Mask” (page 638)
 Complete TP-CASTT together to discuss similarities and differences of the poems using a Venn Diagram.
 Intervention: Give students a list of cut up words that appear in both poems and have them group them
according to rhyming words before reading.
After reading
 Ask students to complete the critical reading questions of the two poems on their own.
 Look up a review online of criticism of Dunbar’s work to show both positive and negative reactions to it.
Discuss how this information could be used in an analysis essay to support a view about his work overall.
 Enrichment: Have students create masks to show an outward expression that the poem describes.
Suggested Assessment:
TP-CASTT analysis notes
Poem (Emily Dickenson style)
Graphic organizers
Posters
Answered questions
Resources:
Prentice Hall Literature Textbook
TP-CASTT (poetry analysis) http://www.sdcoe.net/score/things/PDF/TP-CASTT.pdf
5
11th Grade English/Language Arts
Third Six Weeks: Week 3
Writer: Renee Sena
Objective:




The students will brainstorm and plan for the literary analysis essay on a selected poem.
The students will write a first draft.
The students will revise and edit for lead-ins, embedding, correctly cited quotations, and
depth of explanations.
The students will produce a final, corrected draft.
TEKS:
13A, 13B,
13C, 13D,
13E, 15A,
21A, 21B,
21C, 23D
Overview
Although correctly analyzing a poem using appropriate descriptions found in the TP-CASTT method for the literary
analysis essay is important, the writing process remains the paramount skill to master: prewriting, planning,
drafting, revising, editing, and publishing.

English 3 students should develop their essays to a length of between 500-700 words and should use MLA
format when typing: Times New Roman, 12 point font, double-spaced, 1” margins, etc.
The details of a literary analysis essay should be discussed: formal tone, 3rd person point of view (he, she, it, they,
them, etc.), use of present tense verbs, use of quotations to support ideas, descriptions that use discussion of
literary elements, no contractions, etc. Grammar warm-ups would be an excellent activity to support editing skills.
Using one piece of literary criticism found in an online database or in criticism set of a library would be helpful in
writing their analysis. Encourage students to stay away from .com sits, including Wikipedia, Sparknotes, etc.,
possibly mandating them to get their source approved by use. Also, review citing sources and parentheticals
according to MLA formatting guidelines.
A standardized rubric should be used across grade levels with comparable features to the TAKS essay rubric. It can
be as holistic or specific as the department desires, but it should be used for each formal essay evaluation.
Essential Questions:
Why write about literature?
Why is literary criticism helpful in writing a literary analysis essay?
How well do you understand the point of view, tone, and theme of your selected poem?
Suggested Lesson Ideas:
Notes on the Literary analysis essay can be found on pages R18-R23 of the Prentice Hall Literature Textbook and
pages 196-216 of the Prentice Hall Grammar Textbook.
Brainstorming: Allow students to choose one of the poems read last week from one of the following authors:
 Emily Dickenson
 Walt Whitman
 Langston Hughes
 Paul Lawrence Dunbar
In addition to choosing a poet and poem, remind students that the same prompt applies to any piece:
 After analyzing a poem according the TP-CASTT method, synthesize the textual evidence and material from
one source of criticism to explain your poem’s point of view (and author’s connection or historical context),
tone and use of diction, and overall theme (central message).
Planning: An outline or other organizational plan should be completed before writing a first draft. Students can
even use 1) point of view, 2) tone, 3) theme as the three body paragraph descriptors.
6
Drafting: Students should use their outlines and an example essay to write a first draft
Revising & Editing: Separate sessions should be conducted for revising and editing.
 Revising can focus on evaluating the lead-ins, embedding, and incorporation of quotations.
 Editing can focus on grammar, spelling, capitalization, and punctuation errors, as well as minilessons (5-10
minute lessons) on removing passive voice, using present tense verbs, varying sentence structure, adding
details, being concise, and checking MLA citations, for example. This will give students a hands-on approach
to grammar.
 Many formats can be used to complete these steps: individual revision & edit/peer revision & edit/teacherstudent private conferencing.
 Ideally, students would produce 2-3 drafts and correct make many types of corrections before producing a
final draft.
Key Questions to ask about essay:
 How clearly are the ideas supported with textual evidence?
 How organized are the topic sentences and thesis?
 How interesting are your introduction and conclusion?
 How poignant are your explanations?
 How correct is your grammar?
Publishing: A final draft should be free from all errors and ready for grading.
Suggested Assessment:
Short grammar quizzes or warm-ups
The completed literary analysis essay with all parts of the writing process attached to the back
Brainstorming sheet
Outline
Rough Drafts
Resources:
Prentice Hall Literature Textbook
Prentice Hall Grammar Textbook
7
11th Grade English/Language Arts
Third Six Weeks: Week 4
Writer: Renee Sena
TEKS:
2A, 2B, 2C,
5A, 5B, 5C,
5D, 14A, 17A
Objective:



The students will identify the parts of the plot in a short story and analyze the
organizational pattern by looking at details of time and place.
The students will write a short story in the organization pattern of “An Occurrence at the
Owl Creek Bridge.”
The students will avoid and fix sentence errors like fragments, comma splices, and run-ons
and will be able to identify and use different types of phrases and clauses.
Overview
The parts of the plot are called:
 Exposition: introduces the setting, the characters, and the basic situation
 Inciting Incident: introduces the central conflict
 Rising Action: events that lead up to the climax
 Climax: the highest point of interest or suspense
 Falling Action: events that follow the climax
 Resolution (also called the Denouement): events or description that ends a story
Point of view is also important to understand in a story:
 1st person point of view: I, Me, My, Mine
 2nd person point of view: You, Your, Yours
 3rd person point of view: He, She, It, His, Hers, They, Them, Theirs
 Limited: the narrator only relates the inner thoughts and feelings of only one character and everything else
is viewed from this character’s perspective
 Omniscient: the narrator knows and tells about what each character feels and thinks
“An Occurrence at the Owl Creek Bridge” is written in 3rd person limited point of view (Peyton Farquhar).
Essential Questions:
What is the relationship between literature and place?
How is plot developed in the short story “An Occurrence at the Owl Creek Bridge”?
How do organizational patterns affect the telling of a story?
Suggested Lesson Ideas:
1. Ambrose Bierce
Before reading
 Review academic vocabulary: romanticism, realism, short story/Literary terms: plot, exposition, inciting
incident, rising action, climax, falling action, resolution, omniscient point of view, limited point of view,
third person point of view, stream of consciousness/ SAT vocabulary: etiquette, deference, dictum,
summarily, apprised, ineffable
 Read about Ambrose Bierce on page 497.
 Review the plot chart and explain how the events of this story can be plotted on the chart, but they will be
read out of order.
During reading
 Read the account quietly and independently
 Fill out a graphic organizer for each section on the textual evidence that refers to the time and key events.
 Intervention: Struggling readers should receive a copy of teacher notes on the short story and should be
encouraged to listen to the audio version during class if possible.
After reading
 Share notes on the graphic organizer about each section.
 Write a one-paragraph response about how time and place were essential to the development of the story.
8

Enrichment: Make a list of details from the story that seems realistic and a list that seems romantic; write a
one-paragraph response explaining whether the short story is more romantic or realistic.
2. Writing a Short Story
 Students should brainstorm and journal some personal experiences they have had, in which to write a story
about. They can be simple experiences, but should rely strongly on the time and place in telling the story.
 Have students pick one story and plot it out according to the plot chart.
 Write a rough draft of their short story in the organizational pattern of “An Occurrence at the Owl Creek
Bridge.”
3. Grammar Focus
 Teach students to avoid common sentence errors: fragments, comma splices, and run-ons.
- Use the Prentice Hall Grammar Textbook to show examples and to get practice fixing these errors.
- Peer edit student short stories for these errors.
 Also, teach different types of phrases and clauses: (verb [participle], preposition, noun, adverbial,
adjectival, appositive, etc.)
- Use the Prentice Hall Grammar Textbook to show examples and get practice identifying the types
of phrases and clauses.
- Self-edit student short stories to identify and include a certain number of phrases and clauses in
their short stories.
Suggested Assessment:
Graphic organizer
Plot chart for their short story
Short story
Grammar minilessons or quizzes
Resources:
Prentice Hall Literature Textbook
Prentice Hall Grammar Textbook
Audio version of “An Occurrence at the Owl Creek Bridge”
9
11th Grade English/Language Arts
Third Six Weeks: Week 5
Writer: Renee Sena
Objective:

TEKS:
2A, 2B, 6, 8,
9A, 9C, 9D
The students will analyze the tone, diction, and author’s purpose of three civil war figures.
Overview:
The goal in reading about these three Civil War figures is to show their experiences and influence in society.
Sojourner Truth reports on discrimination she has experienced, Frederick Douglass describes his experiences as a
slave (who later becomes a key figure that changes society’s view on slavery), and Abraham Lincoln gave his famous
Gettysburg address shortly after freeing slaves in the Emancipation Proclamation.
About the Author information can be found on:
 Sojourner Truth (page 553)
 Frederick Douglass (page 519)
 Abraham Lincoln (page 537)
Essential Questions:
How did these Civil War figures shape and influence society?
What makes this literature American?
Suggested Lesson Ideas:
1. Sojourner Truth
Before reading
 Review academic vocabulary: personal narrative/Literary terms: perspective, author’s purpose, tone/ SAT
vocabulary: ascended, assault
 Define what courage is and give some examples of people you think are courageous and why in one
paragraph.
 Read the background of Sojourner Truth as a class and discuss how she is courageous.
During reading
 Read the text of “An Account of an Experience with Discrimination” aloud as a class.
 Ask and discuss reading check questions 1-6 on pages 554-556 of Teacher’s Edition of the Prentice Hall
Literature Textbook.
 Intervention: Pre-teach related vocabulary: racial discrimination, desegregation, prejudice, racism, etc.
After reading
 Read the “Contemporary Commentary” on pages 550-551 and answer the thinking about the commentary
questions.
 Enrichment: Take open-book test on the account.
2. Frederick Douglass
Before reading
 Review academic vocabulary: autobiography/Literary terms: author’s purpose/ SAT vocabulary:
benevolent, deficient, fervent, opposition, consternation, intolerable
 Journal: In both his life and his writing, Frederick Douglass argued for freedom and equality. Write a
paragraph in which you describe the personal qualities that make someone a strong advocate for a just
cause.
During reading
 Take the open-book test while reading.
 Intervention: Struggling readers should get instruction on how to find the main idea of sentences because
Douglass writes long sentences throughout his autobiography.
After reading
 The students could work in groups to discover the author’s purpose by filling out a graphic organizer by
10

listing the events using textual evidence in one box and a description of how it tells the author’s purpose in
another box.
Enrichment: Read the autobiography of Booker T. Washington in Up From Slavery to contrast Douglass’s
and Washington’s experiences as slaves and struggles toward freedom and success.
3. Abraham Lincoln
Before reading
 Review academic vocabulary: political speech, abstract, concrete/Literary terms: diction, rhetorical
techniques/SAT vocabulary: consecrate, hallow, virtuous, anarchy
 Discuss the background information and time/date in relation to the civil war that this speech took place
before reading.
During reading
 Read three times aloud in class (make a copy of the speech one which to annotate while reading)
- First reading: literal comprehension (write the main ideas of each sentence to the side
- Second reading: application of skills (answering the reading skill and vocabulary questions on
page 543)
- Third reading: interpretation (analyze the diction of the selection, adding notes and connections
made to a deeper meaning while reading)
 Intervention: Struggling readers should receive a copy of the speech already marked, with minimal written
notes left to take.
After reading
 Categorize the types of diction used into two categories: abstract and concrete.
 Take a quiz that is only on the Gettysburg Address in multiple-choice format.
 Enrichment: Complete a powerpoint on Abraham Lincoln highlighting his background and all the
accomplishments of his life.
Suggested Assessment:
Graphic organizers
Selection quizzes and/or tests
Annotated notes
Journal
Powerpoint
Resources:
Prentice Hall Literature Textbook
Ancillary material
11
11th Grade English/Language Arts
Third Six Weeks: Week 6
Writer: Renee Sena
TEKS:
1E, 6, 8, 9A,
9C. 13A,
13D, 17A
Objective:



The students will take and pass a TAKS milestone.
The students will take and pass a six weeks test.
The students will take and pass a semester exam.
Overview:
Another assessment for TAKS will indicate how well the objectives from this six weeks’ lessons have been mastered
and how prepared they are becoming for the EXIT TAKS test.
A six weeks test constructed by the teacher may additionally indicate the mastering of specific objectives for pieces
of literature, literary elements, academic and SAT vocabulary, grammar, and writing.
A semester exam constructed by the teacher may additionally indicate the mastering of specific objectives in a
comprehensive way, including all information from the entire semester.
Essential Questions:
Have you mastered the objectives this six weeks?
How well do you understand literature of transcendentalism and the Civil War?
How well do you remember what you have learned during the semester?
Suggested Lesson Ideas:
1.Six Weeks Test Review
 The six weeks test review can be a game of jeopardy, with categories including poetry terms,
transcendentalism, plot structure, civil war literature, and grammar.
 The teacher should create the answers and questions on pieces of 8 1/2 “ x 11” paper and tape them to the
wall or whiteboard.
 Students should be divided into groups as teams, switching representatives to “buzz in.”
 The questions should also closely resemble the test questions.
2.TAKS milestone:
 The Texas Test Preparation Assessment on pages 682-686 (The expository selection “Brave New World”
with multiple choice questions 1-7, the short answer question 8 (Does the author think the experience of
working and living in Lowell was positive or negative? Support your answer with evidence from the
selection), and the revising and editing selection “Abraham Lincoln” with multiple-choice questions1-4.
 An optional essay, “Write a composition about what you learning from experiencing something new,” may
also be included as a timed writing if desired.
3.Six Weeks Test
 The teacher-constructed six weeks test could be multiple choice, true-false, matching, fill-in-the-blank with
or without a word bank, open-ended, or essay in nature. It would be beneficial for all English 3 teachers to
collaborate, create, and use the same assessment to ensure the consistency of assessment and achievement
of students.
4. Semester Exam
 The teacher-constructed semester exam could be multiple choice, true-false, matching, fill-in-the-blank
with or without a word bank, open-ended, or essay in nature. It would be beneficial for all English 3
teachers to collaborate, create, and use the same assessment to ensure the consistency of assessment and
achievement of students. Teachers may want to discuss the possibility of allowing students to use notes
and materials on this test, thereby rewarding students for being organized and keeping up with materials
all semester long.
12

Some exemptions from semester exam may be for attendance purposes.
Suggested Assessment:
The Texas Test Preparation Assessment (pages 682-686)
Teacher created six weeks test
Teacher created semester exam
Resources:
Prentice Hall Literature Textbook
Teacher Created Material
13
English 3 Checklist
Third Six Weeks
At the completion of the First Six weeks, the student will be able to:
_________
Define transcendentalism, romanticism, and realism
_________
Understand and explain the impact of slavery on people and society by giving
examples from literature
_________
Write a poem in the style of Emily Dickenson
_________
Create a powerpoint on a transcendentalist author
_________
Correct sentence errors, such as fragments, comma-splices, and run-ons
_________
Identify the types of phrases and clauses (verb [participle], preposition, noun,
adverbial, adjectival, appositive, etc.)
_________
Write a short story from a personal experience with the organization structure of
“An Occurrence at Owl Creek Bridge”
_________
Complete the writing process to create a literary analysis essay on a poem
_________
Pass a TAKS Milestone Assessment
_________
Pass the Six Weeks Test
_________
Pass the Semester Exam
14